AN ANALYSIS OF READING QUESTION IN ENGLISH TEXTBOOK BASED ON THE REVISED BLOOMS TAXONOMY
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Institusion
Universitas Muhammadiyah Mataram
Author
RIFKI, MARTAYADI
Subject
420 Bahasa Inggris, Anglo-Saxon
Datestamp
2023-02-17 03:37:08
Abstract :
Revise bloom's taxonomy is a strategic approach to determine cognitive levels as well as being a reference for accurate evaluation of a test. In practice, many student study guides do not use the Bloom's taxonomy approach by eliminating some of the criteria in the test. This research aims to find the level of cognitive dimension and the most dominant in reading questions of the textbook "English" revised edition 2018 at the third class of SMKN 1 Praya, released by Education and Culture Ministry of Indonesian Republic. The research method utilized in this study is qualitative by observing and describing the findings in the student study guidebook of SMKN 1 Praya at the third class to deliver essential and appropriate information. The data is carefully analysed in four steps; collecting, reducing, displaying the data and drawing a conclusion. The researcher found 95 reading questions in the object of study. The most dominating reading question in the book in the realm of Low Other Thinking (LOT) is "Understanding" with a total of 35 questions or the equivalent of 37% and followed by questions with the "Remembering" criteria with 31 questions (33%). At the same time, questions that lead to High Other Thinking (HOT) are dominated by questions with the "Analysing" criteria with a total of 19 questions with a percentage of 20%. While the criteria for "Evaluating" and "Creating" each have 5 questions or 10% for both criteria. These findings clearly indicate an emphasis on the domain (LOT); 70% of the books emphasize students to improve their ability in "Understanding and Remembering". On the contrary, 30% of the reading questions in the book encourage students to develop their abilities in "Analysing, Evaluating and Creating".
Revise bloom's taxonomy is a strategic approach to determine cognitive levels as well as being a reference for accurate evaluation of a test. In practice, many student study guides do not use the Bloom's taxonomy approach by eliminating some of the criteria in the test. This research aims to find the level of cognitive dimension and the most dominant in reading questions of the textbook "English" revised edition 2018 at the third class of SMKN 1 Praya, released by Education and Culture Ministry of Indonesian Republic. The research method utilized in this study is qualitative by observing and describing the findings in the student study guidebook of SMKN 1 Praya at the third class to deliver essential and appropriate information. The data is carefully analysed in four steps; collecting, reducing, displaying the data and drawing a conclusion. The researcher found 95 reading questions in the object of study. The most dominating reading question in the book in the realm of Low Other Thinking (LOT) is "Understanding" with a total of 35 questions or the equivalent of 37% and followed by questions with the "Remembering" criteria with 31 questions (33%). At the same time, questions that lead to High Other Thinking (HOT) are dominated by questions with the "Analysing" criteria with a total of 19 questions with a percentage of 20%. While the criteria for "Evaluating" and "Creating" each have 5 questions or 10% for both criteria. These findings clearly indicate an emphasis on the domain (LOT); 70% of the books emphasize students to improve their ability in "Understanding and Remembering". On the contrary, 30% of the reading questions in the book encourage students to develop their abilities in "Analysing, Evaluating and Creating".
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