AN ANALYSIS OF THE LEVELS OF QUESTIONS USED IN
THE ENGLISH TEXTBOOK ENTITLED “STOP BULLYING
NOW†FOR THE XI GRADE OF SENIOR HIGH SCHOOL
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Institusion
Universitas Pendidikan Ganesha
Author
Wahyuni, Ketut Budi
Subject
L Education (General)
Datestamp
2021-07-28 02:23:37
Abstract :
The article aims to analysis of the levels of questions used in the book of “Stop Bullying Now†published by the Indonesian Ministry of Education and Culture in 2017. This analysis uses Barrett's taxonomy to test the level of reading comprehension question with qualitative study. There are five levels of reading comprehension questions namely, literal comprehension, reorganization, inferential, evaluation, and appreciation. Inferential, evaluation and appreciation indicate a high level of reading comprehension (HOTS). This analysis shows the suitability of reading comprehension questions with the issue of critical thinking in students according to the Indonesian curriculum policy. The results show that the level of literal comprehension (7.45%), reorganization (0 %), inferential (39.36%), evaluation (36.17%) and appreciation (17.02 %). This shows that higher level comprehension is still dominant than lower level but the level does not spread evenly in all text. In response to this, teachers need to practice to compile reading comprehension questions with spread evenly in all text. Keywords: reading comprehension, critical thinking, Barrett’s Taxonomy
The article aims to analysis of the levels of questions used in the book of “Stop Bullying Now†published by the Indonesian Ministry of Education and Culture in 2017. This analysis uses Barrett's taxonomy to test the level of reading comprehension question with qualitative study. There are five levels of reading comprehension questions namely, literal comprehension, reorganization, inferential, evaluation, and appreciation. Inferential, evaluation and appreciation indicate a high level of reading comprehension (HOTS). This analysis shows the suitability of reading comprehension questions with the issue of critical thinking in students according to the Indonesian curriculum policy. The results show that the level of literal comprehension (7.45%), reorganization (0 %), inferential (39.36%), evaluation (36.17%) and appreciation (17.02 %). This shows that higher level comprehension is still dominant than lower level but the level does not spread evenly in all text. In response to this, teachers need to practice to compile reading comprehension questions with spread evenly in all text. Keywords: reading comprehension, critical thinking, Barrett’s Taxonomy
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