Reading comprehension questions of “ESPS English” for grade XI based on revised bloom's taxonomy

Ratnasari, Shienta Okie (2022) Reading comprehension questions of “ESPS English” for grade XI based on revised bloom's taxonomy. Undergraduate thesis, Widya Mandala Surabaya Catholic University.

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Abstract

There are four skills in English to master in learning the language, namely listening, speaking, reading, and writing. In learning reading, teachers usually use a textbook as teaching materials for students. A textbook usually contains reading passages and questions to practice students' critical and creative thinking skills. This study aims (1) to find out the cognitive levels of reading comprehension questions in the English textbook “ESPS English” published by Erlangga Based on Revised Bloom‟s Taxonomy and (2) to find out how the questions in “ESPS English” textbook are formulated. The data of this study were taken from an English textbook entitled “ESPS English” (2019 edition) published by Erlangga. The key instrument was the writer herself. The writer used Revised Bloom’s Taxonomy in analyzing the data. This study implemented content analysis design to analyze the data, the reading comprehension questions in “ESPS English” textbook. The findings of this study reveal that the cognitive level of the reading questions in “ESPS English” textbook is LOTS (Lower Order Thinking Skill), dominated by the first level, which is Remember. The distribution of LOTS and HOTS (Higher Order Thinking Skill) questions in the “ESPS English” textbook was 95.1% and 4.9%, respectively. The cognitive levels of the questions in this textbook are remember (62.9%), understand (32%), analyze (2.4%), and create (2.4%). There are no questions in apply and evaluate levels. The formulation of the questions in this textbook is dominated with literal comprehension of the text emphasizing the students‟ ability to remember with a total of 102 questions, followed by drawing inferences from the text with a total of 52 questions, responding critically to text with a total of 8 questions, and 0 question for using the text for other purposes in addition to understanding. Since the research results indicate that “ESPS English” textbook provides Lower-Order Thinking Skill (LOTS) with a percentage of 95.1%, teachers using this textbook should provide supplementary questions with HOTS (Higher Order Thinking Skills) to help students think critically and creatively.

Item Type:	Thesis (Undergraduate)
Department:	S1 - Pendidikan Bahasa Inggris
Contributors:	Contribution Contributors NIDN / NIDK Email Thesis advisor Teopilus, Susana NIDN0719125801 susanateopilus@ukwms.ac.id
Uncontrolled Keywords:	Reading comprehension questions, ESPS English textbook, revised bloom’s taxonomy.
Subjects:	English Education
Divisions:	Faculty of Teacher Training and Education > English Education Study Program
Depositing User:	Shienta Okie Ratnasari
Date Deposited:	28 Jan 2022 00:16
Last Modified:	28 Jan 2022 00:18
URI:	http://repository.ukwms.ac.id/id/eprint/29099

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