Lotsove Makuru Tryphonette1
1 English Department, ISP Bunia, Ituri, Bunia, RD Congo
Original language: English
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Abstract
The purpose of this study was to assess challenges faced by teachers of English course when using Bloom’s taxonomy in Bunia secondary schools. The main objective was to know whether they apply Bloom’s taxonomy in English language teaching process as one of questioning strategies. The assumption of this study is that questioning is an integral part of teaching practice since there is no teaching without posing questions. The methodology of this research adopted descriptive research design. For Data collection, simple random technique was applied to deal with sampling. Questionnaire and documentary techniques were selected for carrying out the research. Questionnaire protocol was distributed to 40 teachers of English teaching in 4th form of Bunia secondary schools. As far as data analysis was concerned, Statistical Package for Social Sciences software technique was applied to get frequencies and percentages. The results revealed that these teachers face various difficulties when questioning pupils in the classroom, low level pupils are not able to understand questions asked by their teachers. As these pupils do not participate in class, they become resistant and refuse to answer instead of making mistakes. Teachers are obliged either to work only with bright pupils or use French to reformulate some questions to be well understood. In addition, it has been found that teachers of English are unable to apply Bloom’s taxonomy and classify questions according to their different levels; the main problem is that they misunderstand its use. As many pupils’ level is low, they difficultly answer high order questions.
Author Keywords: Bloom’s taxonomy, teaching, application, questioning, learning.
