Evi Silvia
141101011263
This present study was aimed to analyze teachers’ questions in stimulating
students’ levels of thinking. The qualitative method was adopted, and the data
were gained from the questions that posed by the teachers in classroom
observation and they were also supported by interview session. Two teachers were
selected as the participants of this study. The result of the study revealed that both
of the teachers mostly used display questions in classroom interaction. For the
levels of the questions; the first teacher used five out of six levels of question
based on revised Bloom’s Taxonomy, 89% on lower order of thinking and 11%
on higher order of thinking; meanwhile the second teacher only used four out of
five levels of questions, 94% on lower order of thinking and 6% on higher order
of thinking.
Key words: teachers’ questions, levels of questions, Bloom’s Taxonomy.