The analysis of the reading comprehension questions in english textbook “talk active senior high school year X" based on the revised bloom’s taxonomy

Irawan, Anne (2021) The analysis of the reading comprehension questions in english textbook “talk active senior high school year X" based on the revised bloom’s taxonomy. Undergraduate thesis, Widya Mandala Surabaya Catholic University.

	Text (ABSTRAK) ABSTRAK.pdf Download (910kB)
	Text (BAB 1) BAB 1.pdf Download (221kB)
	Text (BAB 2) BAB 2.pdf Restricted to Registered users only Download (486kB) | Request a copy
	Text (BAB 3) BAB 3.pdf Restricted to Registered users only Download (262kB) | Request a copy
	Text (BAB 4) BAB 4.pdf Restricted to Registered users only Download (654kB) | Request a copy
	Text (BAB 5) FIX BAB 5 ANNE.pdf Download (232kB)
	Text (LAMPIRAN) LAMPIRAN.pdf Restricted to Registered users only Download (27MB) | Request a copy

Abstract

Reading skill is an important skill when it comes to learning a language including English. One of the strategies to teach reading skill is by giving the students appropriate reading comprehension questions. However, some previous studies prove that there are several textbooks out there which reading comprehension questions are not in accordance with the English competencies in the Curriculum of 2013. Considering this problem, this study has two aims, which are (1) to explore the cognitive level of the reading comprehension questions found in English textbook “Talk Active Senior High School Year X” based on the Revised Bloom’s Taxonomy and (2) to explore appropriate reading comprehension questions to supplement the English textbook “Talk Active Senior High School Year X” to meet the English competencies stated in the Curriculum of 2013 (K13). This study is a descriptive qualitative study which is based on the theory of the Revised Bloom’s Taxonomy. The data of this study were the reading comprehension questions in the English textbook “Talk Active Senior High School Year X”, written based on the English competencies stated in the K13 for 10th grade students. A checklist based on the cognitive domain of the Revised Bloom’s Taxonomy is used to analyze the data, and to ensure the trustworthiness of the analysis, the researcher collaborated with another friend in the same field to analyze the data using the same checklist. The findings of the study show that the distribution of LOTS and HOTS questions in the textbook is not balanced. The percentage of LOTS and HOTS is 85.5% (LOTS questions) and 15.5% (HOTS questions). As LOTS questions dominate the textbook, the textbook “Talk Active Senior High School Year X” is not appropriate for 10th grade students. Therefore, the researcher proposed 84 reading comprehension questions to supplement the textbook. The proportion between LOTS and HOTS questions after the addition of the supplementary questions is 65.1% (LOTS questions) and 34.9% (HOTS questions). The percentage of HOTS questions after the addition increases by 20.4%, allowing the students to learn reading through various cognitive processes.

Item Type:	Thesis (Undergraduate)
Department:	S1 - Bahasa Inggris
Contributors:	Contribution Contributors NIDN / NIDK Email Thesis advisor Diptoadi, Veronica Listyani NIDN0704124701 UNSPECIFIED
Uncontrolled Keywords:	Reading comprehension questions, the English textbook, the revised bloom’s taxonomy, higher-order thinking skills, the curriculum of 2013.
Subjects:	English Education
Divisions:	Faculty of Teacher Training and Education > English Education Study Program
Depositing User:	Anne Irawan
Date Deposited:	28 Jan 2022 00:22
Last Modified:	31 Jan 2022 01:53
URI:	http://repository.ukwms.ac.id/id/eprint/28815

Actions (login required)

View Item