Sespia Widya Dhamayanti CIAPIE

2215160077 (16 DC)

AN APPRAISAL OF:
TEACHERS’ QUESTIONING STRATEGIES TO PROMOTE STUDENTS’
HIGH ORDER THINKING SKILLS (CASE STUDY AT SMKN 26
JAKARTA)
By Neneng Halimatusahidah (2019)

The literature review of the study by Neneng Halimatusahidah (2019) titled

‘Teacher’s Questioning Strategies to Promote Students’ High Order Thinking Skills
(Case Study at SMKN 26 Jakarta)’ is relevant on the topic being investigated.
According to Rocco & Plakhotnik (2009) the study comprises the theories that are
forming a relationship between each sections of the manuscript. This can be proven
from its sub-chapter. The literature review consists of six sub-chapters, among
them are questioning and teaching, teachers’ questioning strategies, bloom revised
taxonomy, HOTs and LOTs, previous research and the last is theoretical
framework. Each keyword contained in the topic are already discussed in the
literature review, the writer did a good job because he discussed all the important
points that need to be discussed. In the first sub-chapter, the writer discusses the
definition of questioning and teaching and how to prepare and implement
questioning technique in the classroom. The second sub-chapter discusses teachers’
questioning strategies such as structuring, pitching, directing and distributing,
pausing and pacing, prompting and probing, listening to replies and respond, and
sequencing questions. The next sub-chapter, it discusses bloom revised taxonomy.
This sub-chapter is important to be put in the literature review because this study is
investigating High Order Thinking Skills and bloom revised taxonomy is the most
widely used framework for teaching thinking. This sub-chapter, divided into
categories of cognitive process dimension and categories of the knowledge
dimension. Fourth sub-chapters discusses HOTs and LOTs. HOTs is one of the
keyword in the topic so this sub-chapter is a compulsory one along with the first
and second sub-chapters. The fifth and sixth sub-chapters are previous research and
theoretical framework. This chapter is no less important to strengthen the need for
this study to be carried out.
Sespia Widya Dhamayanti CIAPIE
2215160077 (16 DC)

The problems are not explicitly stated in the literature review, where it
should be define precisely as stated by Anthony J. Onwuegbuzie, Nancy L. Leech,
and Kathleen M. T. Collins (2012) “Fraenkel and Wallen (2006) present the
following six steps involved in a literature search: 1) Define the research problem
as precisely as possible,….” (p. 2). In this literature review, I did not found any
discusses about weaknesses, contradictions or controversies and also the tentative
solutions.
The literature review in this study can tackle the research questions
comprehensively. As stated by Patricia Cronin, Frances Ryan, and Michael
Coughlan (2015) that stated “a literature review is central to the research question
through determining inconsistencies in a body of knowledge” (p. 43). There are two
research questions; (1) what type of questioning strategies are used by the teacher
at SMKN 26 Jakarta?, (2) what levels of thinking skills are 7 questioning strategies
addressed to?. The writer wants to draw a conclusion that it will be less effective if
the teacher does not use strategies to ask questions. They are likely to ask recall
questions rather than questions that require higher order thinking.
The literature review can draw some conclusions of the problem being
addressed. In here, the writer provides several previous research to support the
effectiveness of teachers’ questioning towards students’ high order thinking skills.
The writer stated that the main goal of Curriculum 2013 where the teacher is
expected to conduct a problem solving materials, the materials can help the student
to stimulate their own knowledge and build up their critical reasoning to solve the
problem. The teacher might use specific strategies to stimulate students level of
thinking. the students also has their own response toward the question given.