TEACHER’S CLASSROOM QUESTIONING AS AN EFFECTIVE TOOL TO

FACILITATE STUDENT’S HIGHER ORDER THINKING SKILLS

NURUL SHAKIRA BINTI AHMAD SABRI

D20111047690

SULTAN IDRIS EDUCATION UNIVERSITY

 CHAPTER 1

INTRODUCTION

1.1 Background and Rationale of the Research

English has become a core subject that every students must at least get credit for their

Sijil Pelajaran Malaysia (SPM). Due to this circumstance, it is fundamental and important

that a teacher should at least know the most effective way of teaching English, using the

correct questioning technique in the classroom. Given that in today’s situation, the

Ministry of Education has set a goal that every subject must be integrated with Higher

Order Thinking Skill (HOTS).

While questioning is identified as one of the most effective instructional strategies,

research on questioning indicates that the use of questions by teachers is predominantly

low level. Researchers suggest that professional development on the effective use of

questioning strategies and the development of high-level questions is helpful to teachers.

Teacher’s classroom questioning nowadays should be integrated with the HOTS as

proposed by the ministry. The lack of promoting higher order critical thinking has called

into question why student achievement outcomes in school are problematic Should a

teacher pay less attention to this matter, the students will face difficulties in adapting to

today’s type of teaching and learning.

The questioning process is an essential part of instruction in that it allows teachers

to monitor student competence and understanding as well as increase thought-provoking

discussion. Frequently, a lesson is composed of countless questions that often require

minimal effort and low-level thinking to answer (Cooper, 2010, p. 192). It is important to

present students with questions that encourage reasoning and that allow them to draw

from their prior knowledge rather than accepting “yes or no” responses. Through

encouraging students to formulate educated responses and express their opinions, teachers

are able to assess how familiar or interested they are in the material. Continually

involving students in their own learning experience and providing them with valuable

feedback is a necessity in promoting progressive learning (Stiggins, 2008, p. 18).

Benjamin Bloom’s taxonomy is valuable when determining the types of questions

that teachers should ask their students. Bloom stated that there are six different levels of

thinking: knowledge, comprehension, application, analysis, synthesis, and evaluation

(Cruickshank, 2009, p. 168-69). In describing these six different levels of comprehension,

also called the cognitive domain, Bloom stated that the first three were representative of

low-order thinking, or content, whereas the last three were representative of high-level

thinking, or process. Effective teachers appeal to each level of thinking to encourage

students to draw conclusions, relationships, and applications of information they receive

during class.

Designing questions to match your objectives and the ability level of students is

imperative in receiving strong responses and connecting major concepts of different

lessons (Cruickshank, 2009, p. 373). In order to do this however, planning questions prior

to class discussion is necessary to ensure variety; divergent questions that appeal to a

higher level of thinking are often more difficult to formulate, thus many teachers who do
 not plan in advance resort to asking predominately convergent questions (Cruickshank,

2009, p. 373).

Higher-order thinking is also based on the concepts in the cognitive domain of

Bloom’s Taxonomy and suggests that some types of learning require more cognitive

processing than others. Bloom’s Taxonomy suggests that skills involving analysis,

synthesis and evaluation are of a higher order, requiring different instructional practices.

It also suggests that higher-order thinking involves “the learning of complex judgmental

skills such as critical thinking and problem solving.” Higher-order thinking is thought to

be more useful because such skills (analysis, synthesis) are considered more likely to be

useable in situations other than those in which the skill was learned.

1.2 Problem Statement

Teaching English in today’s scenario has never been simple. Because in today’s teaching

and learning, student’s need to comprehend the lesson on a higher level. As suggested by the

Ministry of Education, instead of teaching alone, teacher also need to integrate HOTS in

every day’s lesson. Given that the situation observed during the teaching practice, the

students tend to correspond and relate more to the lesson if the correct questions techniques

used. As the Lower Order Thinking Skill were used, students seems to limit their own

thinking and summarize all the answers that they have in their mind to ‘Yes’ or ‘No’.

Of course, questioning techniques alone will not be able to help much. Thus, it is

important that effective classroom questions techniques that can facilitate student’s HOTS are
used. It makes sense that if teachers are asking one to three questions per minute, the

questions do not require much higher order thinking. How much could students be thinking if

they are responding to questions every 20 to 30 seconds? In fact, research confirms that only

about 20 percent of the questions posed in most classrooms require thinking at higher levels

(Gall, 1984).

Teachers should purposefully plan and ask questions that require students to engage in

higher-level thinking. Teachers should also help students become familiar with the different

levels of thinking and help them be aware of the kind of thinking required by the question.

Thus, this research will explain more on how teacher’s classroom questioning can be an

effective tool in facilitating student’s higher order thinking skills, and in what regards does

this is related to the variety of student’s outcomes, in terms of their level of understanding,

and engagement during the lesson as well as determining the use of wait-time in teacher’s

classroom questioning techniques.

1.3 Objective of the Research

There are two main objectives of this research.

i. To identify the effectiveness of good classroom questioning techniques in facilitating

student’s HOTS.

ii. To determine how good classroom questioning techniques help to improve student’s

understanding and engagement during the lesson.

iii. To determine whether the use of wait-time affect both teacher and students.
1.4 Research Question

From the observation, the researcher comes up with the research questions as follow;

i. In what regard does teacher’s classroom questioning techniques in facilitating HOTS

related to the variety of student’s outcomes, in terms of their level of understanding

and engagement during the lesson?

ii. Does the use of ‘wait-time’ during classroom questioning affect both teacher and

students?

1.5 Scope of the Research

The research focuses on how teacher’s classroom questioning techniques can be a tool in

facilitating student’s Higher Order Thinking skill among the Form 2 students of Sekolah

Kebangsaan Tasek Damai, Ipoh, Perak. The students are from the second best class out of 12

classes and the students vary from lower to intermediate level of proficiency. The class

consist of 35 students, and the whole class was used during this research.

1.6 Significant of the Research

The purpose of this study is to identify whether teacher’s classroom questioning

techniques facilitate student’s higher order thinking skills. Apart from that, this research will

also help the teacher to identify whether the classroom questioning techniques can improve

the student’s level of understanding, achievement and engagement during the teaching and

learning process.
1.7 Definition of Terms

i. Questioning techniques

ii. Higher order thinking skill (HOTs)

iii. Facilitate

Summary

This chapter covers the problems statement that is related to the rationale and background of

the study. Apart from that, this chapter explain about the importance that this research is

conducted as well as few definition of terms that help to improve the research.
 CHAPTER 2

LITERATURE REVIEW

Introduction

This chapter includes the relevant information from the past research that support this

research. Through this chapter, the term used will be explain in details, as well as the related

study that can comprehend this research.

2.1 Questioning Techniques (QTs)

History reveals that purposeful questioning and discussion began approximately 2,000

years ago with Socrates, who strove to engage the intellectuals in rhetorical analysis that

required critical thinking to solve the political, medical, religious, and philosophical problems

of the day (Gross, 2002). Plato and Aristotle continued to develop and document this

innovative and controversial method of questioning and discussion that involved hypothetical

analysis of the perceptions and perspectives of scholars (Adler, 1997; Gross). Bloom (1984)

and Adler, 2,000 years later, argued that Socrates’ hypothetical questioning and discussion

style was one of the most effective instructional methods in the development of critical

thinking and problem solving.

A critical role of education is to develop and promote thinking. Researchers agree that

questioning strategies are essential when encouraging, extending, and most importantly

challenging students’ thinking (Klem & Connell, 2004; Marzano, Pickering, & Pollock
2001). Unfortunately, this might not be the experience for many children in public schools.

Fisher (2005) argues that “traditionally schools have been places where children receive

rather than give information and thoughts” (p. X). Many teachers tend to ask questions that

require the recall of factual information (Hill & Flynn, 2008; Marzano et al.) thus limiting

students to memorize rather than analyse or interpret information. In classroom settings,

teacher questions are defined as instructional cues or stimuli that convey to students the

content elements to be learned and directions for what they are to do and how they are to do

it. Classroom questioning is an extensively researched topic. The high incidence of

questioning as a teaching strategy, and its consequent potential for influencing student

learning, have led many investigators to examine relationships between questioning methods

and student achievement and behaviour.

Smith and Lennon (as cited in Powell-Maldonado, 2015) found that many teachers

avoid using questioning and discussion techniques because of fear of displeasing parents and

administration which might result in loss of classroom control, or worse, loss of job if the

discussion becomes too controversial even though the teachers agree that questioning and

discussion are the best ways to develop critical thinking. In addition, teachers often hold the

perception that they must be the holder of the knowledge and are fully responsible for student

learning, as opposed to the students being responsible for their own learning, which could

discourage teachers from wanting to venture into areas where they may not feel fully

knowledgeable (Smith & Lennon). As cited by Powell-Maldonado (2015), teachers are

sometimes confused between questions that assess and questions that support comprehension

because of lack of training (Fordham, 2006; Hannel, 2009; Marzano, 2007). Therefore, there

seems to be a disconnect between what has been found to be an effective teaching method
and the lack of security that teachers perceive they have at their school sites to be able to

implement such methods (Smith & Lennon).

The more specific problem is not that teachers are not asking questions, it is that they are

not asking the types of questions that have been shown to best produce positive student

achievement like higher order, curious, critical thinking, and problem solving questions

(Almeida, 2010; Danielson, 2007; Kim, 2010; Marzano & Kendall, 2007; Shen, 2012;

Tienken, Goldberg, & DiRocco, 2009). This raises the query about why teachers do not use

questioning and discussion techniques often enough or well enough. Exploring the key

elements of questions themselves, Danielson explained that questioning had two purposes.

One was to help students to explore and engage with new ideas, and the second was to help

teachers gather evidence of students’ learning or rather to assess what they know.

Additionally, teachers are sometimes confused between questions that assess and

questions that support comprehension because of lack of training (Fordham, 2006; Hannel,

2009; Marzano, 2007). Therefore, there seems to be a disconnect between what has been

found to be an effective teaching method and the lack of security that teachers perceive they

have at their school sites to be able to implement such methods (Smith & Lennon, 2011).

Larson and Lovelace (2013) found that professors’ perceptions of the types of questions they

were asking and the wait time they were allowing were not consistent with reality; in fact

they were asking more lower-order questions and allowing about 2 seconds rather than their

perceived 10 seconds for their students to ponder the queries. Kucan (2007) found that

teachers had skewed perceptions of their own practices and were not fully aware of the

questions they were asking and responses they were giving until they took the time to
transcribe an audio recording of their own classroom discussions. Through this transcription

analysis process, teachers’ perceptions become more accurate and teachers self-reported

positive change that could then be supported by analysis of their own actual transcriptions

(Kucan).

2.2 Higher Order Thinking Skill

Higher order thinking skills or HOTS as they are more commonly called teaches students to

think critically which is thinking that involves logical thinking and reasoning including skills

such as comparison, classification, sequencing, cause/effect, patterning, webbing, analogies,

deductive and inductive reasoning, forecasting, planning, hypothesizing, and critiquing

(Johnson & Lamb 2011). According to Pogrow higher order thinking skills are valued

because they are believed to better prepare students for the challenges of adult work and daily

life and advanced academic work and higher order thinking may also help raise standardized

test scores.

Higher-order thinking is based on the concepts in the cognitive domain of Bloom’s

Taxonomy. It suggests that some types of learning require more cognitive processing than

others. Bloom’s Taxonomy suggests that skills involving analysis, evaluation and synthesis

are of a higher order, requiring different instructional practices. It also suggests that higher-

order thinking involves “the learning of complex judgmental skills such as critical thinking

and problem solving.” Higher-order thinking is thought to be more useful because such skills

(analysis, synthesis) are considered more likely to be useable in situations other than those in
which the skill was initially learned. Questioning is one of the “essential nine” instructional

practices identified by Marzano, Pickering & Pollock, 2001). It is closely linked to higher-

level thinking and Bloom’s Taxonomy. While teachers’ use of questions is predominantly

low-level, professional development can help teachers develop the skill to design and use

questions that engage students in higher-level instructional processes.

In the article Teaching Students Higher-Order Thinking Skills Davies (as cited by

Robert Mcbain, 2011) states that when teaching students higher-order thinking skills, he

emphasized Bloom’s Cognitive Taxonomy: knowledge, comprehension, application,

analysis, synthesis, and evaluation. To reach each of the higher-order thinking skills, He

incorporates topic elaborating questions into worksheets and group discussions. These

questions include: What is it? How does it work? What are its interesting characteristics?

How do these characteristics change? What are these changes related to? What would/could

happen if? What could/should be done about it? Davis offers a model for teaching higher

order thinking skills in that when teaching it he also models each skill, to develop a

framework to attach to each complex skill, gradually increasing the complexity of each skill,

scaffold each practice opportunity closely, and teach the skill in a low content context before

applying content to later to practice opportunities. Finally, once students have learned the

skill, they are taught them when it is appropriate to use each skill – meta-cognition (Candace

Davies 2011).

Researchers have explored the gap between teachers knowing to ask higher order questions

and actually asking them (Beghetto & Kaufman, 2009; Danielson, 2007; Groenke, 2008;

Hulan, 2010; Kim, 2010; Mazzola, 2009; Ogle, 2009; Purdy, 2008; Weinstein, McDermott,

& Roediger (2010. Mazzola indicated that critical thinking, questioning, and discussions are

natural processes. Soon after children learn to talk, they begin to ask questions, and then

discuss their new learning with others; they continue to do so as long as they are not stifled,
specifically by adults (Mazzola). Talk, which includes questions and discussion, supports

learning, increases understanding, and helps students develop higher levels of language use as

individuals interact with each other (Groenke, 2008).

 CHAPTER 3

RESEARCH PLAN

Introduction

This chapter will discuss on the method use in collecting the data for the research.

Apart from discussing on method of data collection, these chapters also focus on how the data

will be analyzed and how the results were obtained.

3.1 Samples

This classroom action research was conducted in a school that located in the urban

area of Ipoh, Perak. During the period of this research, the school was listed as one of the

most problematic (regarding to discipline) school in Ipoh, Perak. The class chosen for this

research was ranked as the second best class of Form 2, out of 12 classes and the students

vary from lower to intermediate level of proficiency. The class consist of 32 students, and the

whole class was used during this research. There was no severe absenteeism, no drop out, and

less disciplinary cases evolved around this chosen class. The students consist of 27 Malays, 2

Chinese, 2 Indians and 1 Sikh in which 14 of them are males while the other 18 are female.

The first language for the Malay students is Malay language, Tamil for the Indian, Cantonese

for the Chinese and Punjabi for the Sikh.

3.2 Instruments

There are the 2 instruments used in this research which are video recording and

observation during the recorded lesson.

Data Source 1 Data Source 2

(Video (Observation)
Recording)

Subject to observe
(35 form 2
students, of the
second best class)

In this particular research, the teacher (researcher) recorded three (3) different videos

of her teaching in the classroom. The videos were recorded between 35 to 40 minutes. In the

videos, teacher teach the students as the usual, but with different questioning techniques. The

videos only focusing on parts when the teacher questioned the students and the parts where

they responded (Refer to Appendix). In the videos, the teacher taught three different lesson.

2 of the lesson regarding to literature while the other 1 are the integration of grammar and

skills. Teacher went to the class and start teaching as the usual, when the video were

recorded. Then, teacher starts to integrate the questioning techniques that she prefer in order

to help to facilitate the student’s higher order thinking skills.

3.3 Data analysis

The data analysis process will only involves the use of the video recording and the

observation from the teacher. The data will be presented in the next chapter.

Summary

This chapter gives an overview about the process involved in the data collection.

Apart from that, it also discussed on the instruments used to collect the data and how the data

will be analyzed to obtain the result.

 CHAPTER 4

RESULTS

Introduction

This chapter focusing on the data collected in determining on how the teacher’s classroom

questioning give impact in facilitating student’s higher order thinking skills.

4.1 Sample’s general information

Diagram 1. The sample’s gender

The samples comprised of 18 female students and 14 male students, from the second best

class,out of 12 classes of Sekolah Menengah Kebangsaan Tasek Damai, Ipoh, Perak.

Diagram 1. The sample’s races

The samples consisted of 4 different races. 27 of them are Malays, 2 for Indian and Chinese

respectively and 1 from Sikh.

4.2 Did the use of wait time affect the lesson and facilitate HOTS?

The concept of "wait-time" as an instructional variable was invented by Mary Budd Rowe

(1972). The "wait-time" periods she found--periods of silence that followed teacher questions

and students' completed responses--rarely lasted more than 1.5 seconds in typical classrooms.

She discovered, however, that when these periods of silence lasted at least 3 seconds, many

positive things happened to students' and teachers' behaviours and attitudes. To attain these

benefits, teachers were urged to "wait" in silence for 3 or more seconds after their questions,
and after students completed their responses (Casteel and Stahl, 1973; Rowe 1972; Stahl

1990; Tobin 1987).

4.2.1 Wait time versus Teacher’s questioning

When teachers wait patiently in silence for 3 or more seconds at appropriate places,

positive changes in her own teacher behaviours occur.

Refer to the excerpt from the Lesson 1 as follow;

Teacher: So class… Do you believe that the King is doing the

right thing? (Pause 3-5 seconds)

Students: No….

Teacher: And I wonder why is that so Ammar? (Pause 3-5

seconds)

Ammar: Err… because… she… eh… he.. the King wants

more gold.. and… to kill Lisa if Lisa don’t make the gold
fastly..

Teacher: Yes Ammar.. Good… And, what do we call that in

short, Zakirul? (Pause 3-5 seconds)

Zakirul: Selfish, teacher! Eh no… no… greedy teacher!

From the excerpt above, it can be said that the use of wait time affect teacher’s questioning in

facilitating the higher order thinking skill questions in the classroom.

Teacher: Good afternoon, please sit down. I believe that you still remembers about
the poem Heir Conditioning that we have learnt before, right class?
Students: (Talking and making noise)
Teacher: Class, are you ready to learn?
Students: Yes, teacher.
Teacher: So class… Do you think that the poem carries certain messages? (Pause 3-
5 seconds)
Zarul: We cannot use aircond always teacher!
Teacher: And why is that so, Izarul? (Pause 3-5 seconds)
Izarul: Waste money, teacher. (laughing)
Hawa: Because the aircond is dangerous.
Teacher: How is the aircond dangerous, Hawa? (Pause 3-5 seconds)
Hakim: Atmosphere ‘cer’.
Teacher: Teacher, Hakim.. Yes, it has something to do with our nature…(showing a
picture of forest destructions). What is this picture tells you, class? (Pause 3-5
seconds)

Supported by the excerpt from Lesson 2;

4.2.12 Wait time versus student’s feedback/engagement

Refer to the excerpt from the Lesson 1 as follow;

Natasya;s group: Lisa. We will present about Lisa. Lisa is the daughter of
the miller. Lisa can cook delicious food.

Teacher: And why do you say that? (Pause 3-5 seconds)

Ainul: Because when King come, Lisa cook delicious pie.

Teacher: Yes, Lisa cooks delicious apple pie when the King pass by her
house… And?

Ainul: Lisa cannot turn the straw into gold. Lisa also is a good daughter.

Teacher: And how do we verify that she is a good daughter? Class? I want
the answer from the audience… (Pause 3-5 seconds)

Nurriza: Because she follow the King… when the father says so… even she
don’t want..

Teacher: Yes, correct Izza. Give a clap to the first group, class.

(Clapping)

From the excerpt above, it can be seen that the engagement of the students during the lesson

is good. They contribute very well even with the ungrammatical words and the teacher

manage to facilitate them and enhance their understanding by asking few questions to test

their HOT skill.

Supported by the excerpt from Lesson 2;

Teacher: How is the aircond dangerous, Hawa? (Pause 3-5 seconds)

Hakim: Atmosphere ‘cer’.
(Interrupted by HairulNisa)
HairulNisa: Bukanlah! Eh.. no.. The ozone lah.. Ozone become thin…
right teacher?
Teacher: Teacher, Hakim.. Yes Nisa. Both are correct actually, it has
something to do with our nature…(showing a picture of forest
destructions). What is this picture tells you, class? (Pause 3-5 seconds)
Phey Yee: The jungle is gone.
Teacher: And what might have made the jungle gone, Phey Yee? (Pause 3-
5 seconds)
Phey Yee: Human cut them…
Daniel: Burn teacher.. Bakar bakar…
Teacher: Yes class.. Because human cut and burn them down.. So, today..
what we are going to learn is.. We are going to learn about the themes of
the poem Heir Conditioning.
4.3 Did the level of students’ understanding and engagement improved in regard of the

teacher’s classroom questioning in facilitating HOTS?

From the lesson, student’s engagement seems to improve throughout the lesson. In the

previous lesson, especially when teacher do not ask such questions that trigger their mind,

most of the class like to keep quiet. The same case with their level of understanding. Despite

their low level of proficiency, the students, try to present or throw out what is on their mind

in order to give the signal that they understand the flow of the lesson very well.

4.4 Did the level of students’ understanding and engagement improved in regard of the

usage of wait-time used by the teacher during the classroom questioning?

Teacher: So class… Do you think that the poem carries certain

messages? (Pause 3-5 seconds)
Zarul: We cannot use aircond always teacher!
Teacher: And why is that so, Izarul? (Pause 3-5 seconds)
Izarul: Waste money, teacher. (laughing)
Hawa: Because the aircond is dangerous.
Teacher: How is the aircond dangerous, Hawa? (Pause 3-5 seconds)
Hakim: Atmosphere ‘cer’.
Teacher: Teacher, Hakim.. Yes, it has something to do with our
nature…(showing a picture of forest destructions). What is this picture
tells you, class? (Pause 3-5 seconds)
From the excerpt, student’s engagement and understanding seems to improve. Even though

they answers in an incomplete sentences, but still the idea is there.

Summary

This chapter discussed on how teacher’s classroom questioning helps in facilitating HOTS

among the students, as well as the effect of using wait-time in classroom questioning. The

data are transcribed from the video recording during the lesson.
 CHAPTER 5

DISCUSSION & CONCLUSION

Introduction

This chapter presents a summary of the findings, discussions, conclusion of the study,

and recommendations for further research.

5.1 Discussion

Based on the result obtained, the research proves that the teacher’s classroom questioning

helps in facilitating student’s higher order thinking skill.

Bloom’s Taxonomy outlines six levels of cognitive processes: knowledge,

comprehension, application, analysis, synthesis, and evaluation (Bloom, Englehart, Furst,

Hill, & Krathwohl, 1956). These levels were ordered from concrete to abstract and have been

categorized between lower- and higher-order thinking skills. According to Thompson (2008),

“lower-order thinking (LOT) is often characterized by the recall of information or the

application of concepts or knowledge to familiar situations and contexts” (p. 97); these are

the skills required at the levels of knowledge, comprehension, and in some cases application.

While higher- order thinking (HOT) calls for more cognitively complex processes that

require conceiving, manipulating, and dealing abstractly with ideas; which are the skills

needed for analysis, synthesis and evaluation, the highest levels of Bloom’s Taxonomy.

When the teacher asks correct and useful questions, student’s responses and engagement improve

through the lesson.

Natasya;s group: Lisa. We will present about Lisa. Lisa is the daughter of the miller. Lisa can cook

delicious food.

Teacher: And why do you say that? (Pause 3-5 seconds)

Ainul: Because when King come, Lisa cook delicious pie.

Teacher: Yes, Lisa cooks delicious apple pie when the King pass by her house… And?

Ainul: Lisa cannot turn the straw into gold. Lisa also is a good daughter.

Teacher: And how do we verify that she is a good daughter? Class? I want the answer from the

audience… (Pause 3-5 seconds)

Nurriza: Because she follow the King… when the father says so… even she don’t want..

Apart from that, it also reveals that the use of wait-time in classroom questioning

affect’s students understanding and engagement, as well as helping both teacher and students

in developing good questions and answers during the lesson.

Because research has established a positive relationship between the amount of

instructional content covered and student achievement, researchers and other educators have

recommended that teachers keep up brisk instructional pacing. In this way, the reasoning

goes, classes will cover more material, student interest will be maintained, and achievement

levels will be higher. As with the research on the cognitive level of teachers’ questions, this

wisdom turns out to have limited application. Increasing wait-time beyond three seconds is

positively related to the following student outcomes:

(1) Improvements in the student achievement

(2) Increases in the number of higher cognitive responses generated by students

(4) Increases in the length of student responses

(5) Increases in the number of unsolicited responses

(6) Decreases in students’ failure to respond

When teachers wait patiently in silence for 3 or more seconds at appropriate places,

positive changes in their own teacher behaviors also occur:

1) Their questioning strategies tend to be more varied and flexible.

2) They decrease the quantity and increase the quality and variety of their questions.

3) They ask additional questions that require more complex information processing and

higher-level thinking on the part of students.

Recently, Stahl (1985) constructed the concept of "think-time," defined as a distinct period of

uninterrupted silence by the teacher and all students so that they both can complete

appropriate information processing tasks, feelings, oral responses, and actions.

5.2 Conclusion

As the conclusion, it can be said that correct questioning techniques in the classroom can

facilitate student’s higher order thinking skills. Apart from that, good classroom questioning

can help in improving the student’s contribution in class in term of level of their

understanding and achievement. The use of wait-time, on the other hand helping both the

students and teacher during the lesson. When 3 and more seconds of wait-time is used,

teacher can generate more useful questions regarding to the lesson. Teacher can generate

more HOTS questions and at the same time facilitating student’s HOTS. Apart from that, the

use of wait-time also can help the students to respond clearly and to give a better answer to

the questions. Thus, it can be conclude that good classroom questioning by the teacher can
improve the student’s HOTS as well as the use of wait-time as one of the questioning

techniques.

5.3 Implications for practice

For the future research, there are lots of recommendation that can help the researcher to plan

better action research. Because the data is only based on video and observation during the

lesson, the researcher needs to record at least 5 minimum video of their teaching in the

classroom. Apart from that, to measure the understanding of the students correctly, researcher

can also include the worksheet as the result of good classroom questioning.

Summary

This chapter reviews all the chapter includes in the research.