T1__Full text Institutional Repository | Satya Wacana Christian University: An Analysis of Reading Questions in Integrated Course Book Based on The Revised Bloom’s Taxonomy Theory T1 Full text

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AN ANALYSIS OF READING QUESTIONS IN INTEGRATED

COURSE BOOK BASED ON THE REVISED BLOOM’S

TAXONOMY THEORY

THESIS

Submitted in Partial Fulfillment of the Requirements for the Degree of

Sarjana Pendidikan

Bryan Noya 112012048

ENGLISH LANGUAGE EDUCATION

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

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COPYRIGHT STATEMENT

This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due the reference is made in the text.

Copyright@ 2017. Bryan Noya and Martha Nandari, M.A.

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TABLE OF CONTENTS

Cover Page... i

Approval Page ... iv

Copyright Statement ... v

Table of Contents ... vi

List of Tables ... vii

List of Figures ... viii

Abstract ... 1

Introduction ... 2

Literature Review ... 5

A. Theory of Reading ... 5

B. Types of Reading Questions ... 7

C. Bloom Taxonomy ... 9

1. The Original Bloom’s Taxonomy ... 9

2. The Revised Bloom’s Taxonomy ... 11

1a. Knowledge Dimension ... 11

2b. Cognitive Dimension ... 12

3. Previous study………15

The Study ... 17

A. Context of The Study ... 17

B. Participant ... 17

C. Data Collection Instrument ... 18

D. Data Collection Procedure ... 19

E. Data Analysis Procedure ... 19

Findings and Discussion ... 19

Conclusion ... 30

Acknowledgement ... 31

References ... 32

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LIST OF TABLES

Table 1: Cognitive dimension of the Original Bloom’s Taxonomy ………. 10

Table 2: Cognitive dimension of Revised Bloom’s Taxonomy ……….……….. 13

Table 3: Sample question and Instructional Verbs ………... 14

Table 4: Sample of the research ………... 17

Table 5: The sample of the checklist ……….... 19

Table 6: Frequency and Percentage ……….... 20

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LIST OF FIGURES

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INTRODUCTION

There are four major skills in English such as listening, speaking, writing, and reading. One of the important skills in English is reading. Reading is an important skill for students in learning a language especially English, because in learning reading, the students’ comprehension skill will develop. People who want to be successful in learning a foreign language need to read a lot, just like a proverb says that the more you read the more you know. Juliana (2016) defines reading as “a skill to comprehend the ideas from a writer or the way a writer communicates with his readers through written words.”

Despite the fact that reading is important, in daily study in university many students especially English Language Education students have problems with reading, especially when they answer the questions from a reading text. The reason is that almost not all the questions in each reading part encouraged student to think critically and improve their comprehension skill.

Whereas, in learning about reading, questions become one of the important media to know whether the students understand about the reading passage or not. According to Hayati, Djufri, and Fitrawati (2012), questions arise student curiosity about the material that they read and check students’ comprehension. Questions can encourage the student to think critically. A question is an important part of reading when it is used effectively. A question can stimulate thinking and produce productive learning.

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thinking. Bloom’s taxonomy consists of six levels of the cognitive dimension. They are remembering, understanding, applying, analyzing, evaluating, and creating.

Based on the explanation above this study analyzed the Integrated Course book used at the Faculty of Language and Art Universitas Kristen SatyaWacana, Salatiga. The writer wanted to know the types of questions used in the reading parts of the book based on Revised Bloom Taxonomy.

Recently, a few studies analyze reading question in English textbook based on the Bloom’s taxonomy theory.In the study conducted by Rahmawati and Prayogoshow that there were 13 reading question forms which dominated by wh-questions and the category dominated by remember factual knowledge. Similarly, the study ofOmer GokhanUlum (2016) found that the analyzed book lacked the higher-level cognitive skills.

However, the objectives of this study are to investigate the dominant type of cognitive domain used in reading task in Integrated Course book and the appropriateness of Integrated Course book with the cognitive dimension of Revised Bloom Taxonomy. The writer comes up with these research questions:

1. What is the dominant cognitive dimension of the Revised Bloom Taxonomy in the reading questions of the Integrated Course book?

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LITERATURE REVIEW

A. Theory of reading

In the globalization era English has become an important language to be learned. There are four major skills in English such as listening, speaking, writing, and reading. Reading is one of the important skills, which has to be mastered by the learner. According to Elley, Tucker, and UNESCO (2001, 2000, &2007) “more than 80 percent of the world’s population can read to some extent.” Some percentage of these people learn new conceptual information from texts, synthesize new information from multiple texts, criticize information in texts, and reinterpret texts (Grabe, 2009). Urquhart & Weir (1998, p.22) define reading as “the process of receiving and interpreting information encoded in language form via the medium of print.” On the other hand, William Grabe (2009) stated that reading is “understood as a complex combination of several processes such interactive process, strategic process, evaluative process, learning process, and linguistic process.

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summarize information, monitor information, and match comprehension output to reader goals.

Reading is also an evaluative process. Evaluation becomes the purpose of the reader when she/he read the text.Grabe (2009) argued that evaluation helps the readers to know how well they are reading and decide how the reader should respond to a text. Is she/he interested in the information? Does she/he want to learn more about the text? Does she/he want to continue reading? Evaluation increases our attitudes towards the text. Then, reading is a learning process. It can be seen when the reader decides to review and check information required in filling out a form. The learning process and evaluation arerelated to each other, because they help the readers to make decision about how to respond to the text (Grabe, 2009).

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7 B. Types of reading question

Below are six types of reading questions according to Myers, Shirley,andPalmer (2002):

Comprehension question

Comprehension question is a kind of question, which refer to an understanding of the text. The answer inside or explicit the text.

- According to this paragraph……. - According to this passage…… - According to this article…… - This means…….

- It is clear from this passage that……

Detail question

Detail question refers to small items in the passage such as name, date, number, time, and location. Most comprehension question look like this:

What party did Andi attend?

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8 Following direction question

Following direction question refers tothe directions, it could tell you to underline the subject, and put parenthesis around the prepositional phrases. Below is the example of following direction question:

This question asked you to find……

Main idea question

Main idea question refers to what the paragraph tell us about.For example:

This paragraph is about…..

What is the main idea of the paragraph?

Inference

Inference question isusually known as decisions or conclusion that the reader makes after read the information from text. The information is not stated directly in the text, so the reader should think about his/her answer.

We can guess that…..

The writer seems to expect….

The writer suggest that…..

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9 Sequence

Sequence refers to the chronological of the event. The reader is asked to arrange the paragraph into the correct order.For example, the passage could start talking about what happened last, and then jump back to the beginning.

1st event , before 2nd event.

After 1st event , 2nd event.

Before 2nd event , 1st event.

C. Bloom’s taxonomy

1. The Original Bloom Taxonomy

In 1948, Bloom and the other psychologist of University of Chicago did a research about classroom activities, from this research they found three domains such as: cognitive domain (thinking ability), affective domain (value), and psychomotor domain (value). Finally, Bloom’s taxonomy was published in 1956 (Munzenmaeir& Rubin 2013)

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10 Table 1

Cognitive dimension of the Original Bloom’s Taxonomy (Munzenmaier and Rubin,2013)

No Cognitive dimension Verbs

1. Knowledge

Recall and memorize data or information

Defines, describes, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states, memorizes, tells, repeats, reproduces.

2. Comprehension

Understand the meaning, interpolation, and interpretation of instructions and problems. State a problem in one’s own words.

Converts, defends, comprehends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrase, predicts, rewrites, summarizes, and translates.

3. Application

Use a concept in new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situation in the work place.

Applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, and uses.

4. Analysis

Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes

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between facts and inferences. separates. 5. Synthesis

Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.

Categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, revises, rewrites, summarizes, tells, and writes.

6. Evaluation

Make judgments about the value of ideas or materials.

Appraises, compares, concludes, contrast, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, and supports.

2. Revised Bloom Taxonomy ( David R. Krathwohl, 2002)

During 1990’s Bloom’s Taxonomy has been revised by a former Bloom’s student, Lorin Anderson and his collaborator. In 2001, the revision of Bloom’s Taxonomy was published. In the revised bloom taxonomy, there are two-dimension framework such as knowledge and knowledge level and cognitive process.

1a. Knowledge Dimension

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- Factual knowledge: knowledge that is basic area of the study such as essential facts, terminology, details, or elements students must know or be familiar with in order to understand a discipline or solve a problem in it.

- Conceptual knowledge: knowledge of classifications, principles, generalizations, theories, model or structure pertinent to a particular disciplinary area.

- Procedural knowledge: this knowledge is related to information or knowledge that helps students to do something specific within an area of study. It also refers to methods of inquiry, very specific skills, algorithms, techniques, and particular methodologies.

- Metacognitive knowledge: refers to awareness of one’s own thinking and personal growth. It is strategic knowledge, knowledge about cognitive task, including appropriate contextual and conditional knowledge, and self-knowledge.

2b. Cognitive Dimension

In the Revised Bloom’s Taxonomy, three categories were renamed. Those categories terms were changed into verb form. The term knowledge

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evaluation also were changed to verb forms as apply, analyze, and evaluate.

Synthesis changed place with evaluation and renamed as create.

Figure 1, ARevised Bloom Taxonomy Krathwohl and Anderson (2001)

Table 2

Cognitive dimension of Revised Bloom’s Taxonomy (Anderson and Krathwohl, 2001)

No Cognitive dimension Definition

1. Remembering Recognizing or recalling knowledge from

memory.

2. Understanding Determine the meaning of graphic messages, including oral, and written.

3. Applying Carrying out or using a procedure in particular situation.

4. Analyzing Breaking material into parts and determining how the parts relate to one another

5. Evaluating Making judgments based on criteria or standard.

6. Creating Putting elements together to form a coherent or

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14 Table 3

Sample question and Instructional Verbs (Anderson and Krathwohl, 2001)

No Cognitive dimension Verb Sample question

1. Remembering Choose describe Demonstrate distinguish Explain tell

State in your own words. Which are facts?

What does this mean? Is this the same as….? Give an example

Select the best definition. Condense this paragraph. What would happen if…? State in one word….

Explain what is happening… Explain what is meant Is it valid that….?

Predict what would happen if….

Choose the best statements that apply… Judge the effects

What would result Tell what would happen Tell how, when, where, why Tell how much change there Would be

Identify the result of

4. Analyzing Analyze

Categorize Classify Compare

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What motive is there? What conclusions?

What does the author believe? What does the author assume? State point of view of… What is the premise? What’s the main idea? What literary form is used? What persuasive technique? The least essential statements are What’s the relationship between?

5. Evaluating Appraise

Judge Criticize Defend Compare

What fallacies, consistencies. Inconsistencies appear?

How would you test…? Propose an alternative. Solve the following. How else would you…? State a rule.

Can you develop a proposal, which would...? Can you create new and unusual uses for…? Why don’t you devise your own way to…? Can you design a…to…?

3. Previous Studies

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written by RahmawatidanPrayogo. This study aim to describe reading question forms, the Revised Bloom’s Taxonomy categories of the reading questions and the frequency of each Revised Bloom’s Taxonomy category found in the English textbook. The result of this study is out of 24 Revised Bloom’s Taxonomy categories, there were 13 categories that could be found in the reading question, there were 13 reading question forms which were dominated by wh-questions, and the category that dominated the reading questions was remembering.

Second is the study entitled A Descriptive Content Analysis of the Extent of Bloom’s Taxonomy in the Reading Comprehension Questions of the Course Book Q: Skills for Success 4 Reading and Writing, written by Omer GokhanUlum. The study attempted to answer the following question: To what extent do the reading sections of the EFL course book Q: Skills for Success 4 Reading and Writing cover the lower and higher order cognition levels of Bloom’s Taxonomy? The activities were applied descriptive analysis for the sections of each unit of the EFL course book. Then, collected, listed, and analyzed the reading comprehension questions according to Bloom’s Taxonomy. Afterwards, calculated the percentage and frequencies in which each level of cognition appeared for each unit. The result showed that the course book lacked the higher level cognitive skills involved in Bloom’s Taxonomy.

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17 THE STUDY

A. Context of the study

This study is a qualitative research, it used a descriptive analytical method which describes and elaborate the data followed by analyzing. In this study the researcher analyzes reading questions in the Integrated Course book by using the cognitive domain level of Revised Bloom Taxonomy.

The reading questions were analyzed according to the cognitive level of Revised Bloom’s Taxonomy table in order to know which cognitive level of Revised Bloom Taxonomy that is most dominant in the reading questions of the Integrated Course book. B. Participant

The sample of this study was taken from the Integrated Course textbook for English Department students of Universitas Kristen SatyaWacana from an older curriculum in semester 2014-2015. The Integrated Course book contains eleven units with the total of 163 reading questions. In this study the researcher chose all of the reading tasks as the samples.

Table 4.

Sample of the research

Unit Number of question

Unit 1

Like and Dislike

23

Unit 2

Event and Circumtances

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18 Unit 3

Leisure activities and Skills

12

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19 Table 5

The sample of the checklist

No Question Remembering Understanding Applying Analyzing Evaluating Creating

D. Data collection procedure

The data of this study was collected using data analysis table or checklist to categorize the reading question according to the cognitive level of Revised Bloom Taxonomy.

E. Data analysis procedure

To analyze the data the researcher grouped the reading questions according to the cognitive level of Revised Bloom’s Taxonomy in order to know which categories they cover: remembering, understanding, applying, analyzing, evaluating, or creating. The data were analyzed unit by unit. Then, the number of reading questionsin each category of the cognitive dimension of Revised Bloom Taxonomy was counted and then put into percentage.

FINDINGS AND DISCUSSION A. Findings

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The finding shows that remembering is the highest aspect in this book with percentage of 58.79%. The frequency of remembering is 97 of 165 questions. The second is understanding with a percentage of 33.33% and the frequency is 55 of 165 questions. The third highest frequency is evaluating with 7 questions and the percentage is 2.24%. Then, creating is 1.82% with the frequency 3 of 165 questions. The next is Analyzing with the percentage 1.21% and the frequency is 2 of 165 questions. The lowest number of cognitive aspect is applying with 0.61% and the frequency is 1 of 165 questions.

The result of this study are shown in Table 6 which shows the level of reading questions, the frequency, and the percentage in the six levels of the cognitive dimension from 11 units of the Integrated Course book

Table 6

Frequency and Percentage

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21 Und : Understanding Anl : Analyzing Cre : Creating

Table 6shows that the reading questions in the Integrated Course do not distribute complete cognitive levels in each unit. There is one dominant dimension of cognitive level in each unit.

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22 Unit 1: Likes and Dislikes

Unit 1 with the theme “Likes and Dislikes” has 23 reading questions. 10 questions are included of remembering, 13 questions are included of understanding, and 1 question is included of evaluating.

1. The questions of number 1, 2, 3, 4, 11, 12, 13, 14, 15, and 16 are inclusive of remembering level.

Example: When, where, and by whom were the blue lights first seen?

2. The questions of number 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, and 17 are inclusive of understanding level.

Example: Can you think of any other explanations for the blue lights? 3. The question of number 5 is inclusive of evaluating level.

Example: Which of the explanations for the blue lights do you think is the most satisfactory? Why?

Unit 2: Events and Circumstances

Unit 2 has 11 reading questions. The higher rank is remembering with 6 questions. 4 questions in unit 2 are inclusive of understanding and 1 question is inclusive of evaluating.

1. The questions of number 5, 7, 8, 9, 10, and 11 are inclusive of remembering level. Example: Which of these claims about dishwasher are true, and which are false? 2. The questions of number 1, 3, 4, and 6 are inclusive of understanding level.

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3. The question of number 2 is inclusive of evaluating level.

Example: Do you think the writer is generally in favor of labor-saving devices? How can you tell?

Unit 3: Leisure Activities and Skills

Unit 3 has 12 reading questions. All of the questions are categorized as understanding.

1. The questions of number 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, and 12. Example: The driver pulled over to the side of the highway.

a. Looked b. Moved

Unit 4: Advice

Unit 4 has 8 reading questions. 5 questions are categorized as remembering and 3 are categorized as evaluating.

1. The questions of number 4, 5, 6, 7, and 8 are categorized as remembering level. Example: Have you ever had a dream that you think “means something”? 2. The questions of number 1, 2, and 3 are categorized as evaluating.

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24 Unit 5: Origin and Duration

Unit 5 has 25 reading questions. 21 questions are categorized as remembering, 1 question is categorized as understanding, 1 question is categorized as applying, 2 questions are categorized as evaluating, and 1 question is categorized as creating.

1. The questions of number 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, and 25 are categorized as remembering level.

Example: What happened to the treasure in the end?

2. The question of number 6 is categorized as understanding level.

Example: Should the doctor give Debra tranquilizers or pain killers? Why? 3. The question of number 1 is categorized as applying level.

Example: What did the pirates do with the stolen goods? Is burying the gold a good idea? If not, what should they have done instead?

4. The questions of number 3 and 10 are categorized as evaluating level. Example: Do you think he was doing the right thing?

5. The question of number 5 is categorized as creating level.

Example: Can you think of other possibilities that Blackbeard could have considered?

Unit 6: Location

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1. The questions of number 1, 2, 3, 4, 5, 6, 7, and 8 are categorized as remembering level.

Example: Why didn’t Juliana die when the seat hit the ground?

2. The questions of number 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, and 22 are categorized as understanding level.

Example: Ed Jones was shopping at a thrift store. a. Store that sells used things at low process b. Store that sells expensive things at high prices 3. The question of number 9 is categorized as analyzing level.

Example: Make a list of the things that happened to Juliana chronologically, starting from “Leaving Lima by air”

4. The question of number 10 is categorized as creating level.

Example: If you were faced with a similar situation as Juliana, What would you do to expedite or make sure you got rescued?

Unit 7: Similarities and Differences

Unit 7 has 6 reading questions. 5 questions are categorized as remembering and 1 question is categorized as creating.

1. The questions of number 1, 2, 3, 4, and 6 are categorized as remembering level. Example: How do people gain and lose weight?

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a. Butter and flour c. Flour and sugar

b. Tongue and chicken d. Cheddar cheese and chicken

Unit 8: Obligations

Unit 8 has 5 reading questions. All of the question are categorized as remembering.

1. The question of number 1, 2, 3, 4, and 5 are categorized as remembering level. Example: About six o’clock Mr. and MrsLestarquit?

Unit 9: Predictions

Unit 9 has 13 reading questions. 11 questions are categorized as remembering, 1 question is categorized as understanding, and 1 question is categorized as analyzing.

1. The questions of number 1, 2, 3, 4, 5, and 7 are categorized as remembering level. Example: How is the Space Shuttle different from earlier space vehicles?

2. The question of number 6 is categorized as analyzing level.

Example: Why do you think space colonies will eventually be constructed from moon rather than Earth materials?

3. The questions of number 1, 2, 3, 4, 5, 6, 7, and 8 are categorized as understanding level.

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27 Unit 10: Objects

Unit 10 has 21 reading questions. 9 questions are categorized as remembering and 12 questions are categorized as understanding.

1. The questions of number 13, 14, 15, 16, 17, 18, 19, 20, and 21 are categorized as remembering level.

Example: Elizabet

a. Sleeps in a bedroom that is not heated b. Has teo sons.

c. Cooks on wood stove.

d. Wears a long dress, black apron, and black shoes.

2. The questions of number 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, and 12 are categorized as understanding level.

Example: Elizabeth shivers when her feet tough the cold, bare floor. a. Floor that is not covered with a carpet.

b. Floor that is painted white.

Unit 11: Degree

Unit 11 has 17 reading questions. All of the questions are categorized as remembering.

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28 Example: Who was F. Morrison?

The following table demonstrates the frequencies and percentage the distribution of cognitive dimension of the Revised Bloom’s Taxonomy.

Table 7. Cognitive Dimension Distribution in the Integrated Course book

No Cognitive Dimension Level Frequencies Percentage

1. Remembering 97 58.79%

2. Understanding 55 33.33%

3. Applying 1 0.61%

4. Analyzing 2 1.21%

5. Evaluating 7 2.24%

6 Creating 3 1.82%

Total 165 100%

As mentioned before that understanding, remembering, and applying are inclusive of three low-order thinking, so based on the study and the table above the total number of reading questions which are categorized as low-order thinking reach to 92.73% with the frequency 153 of 165 reading questions. On the other hand, the numbers of high-order thinking are 7.27% with the frequency 12 of 165 reading questions.

B. DISCUSSION

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seen in the table of analysis result there are 97 reading questions of 165 reading questions are remembering. It most frequently appeared 58.79% reading questions.

On the second position is understanding level with 55 of 165 reading questions or 33.33%. It indicates that the student should demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas.

There is only one reading question, which categorized as applying in the book. It means only 0.61% reading question requires students to solve problems to new situations by applying acquired knowledge, facts, techniques, and rules in different way.

Similarly, there are 2 of 165 reading question relate to analyzing level with a percentage of 1.21. On the same way there are only a few reading questions categorized as evaluating and creating level. There are 7 reading questions categorized as evaluating with a percentage of 2.24% and 3 reading questions categorized as creating level with a percentage of 1.82%. This study show that in each unit has various reading question.

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CONCLUSION

This study was conducted to answer the research question: Do the questions of the reading parts in theIntegrated Course book appropriate with the cognitive dimension of Revised Bloom Taxonomy? and What is the most dominant cognitive dimension of the Revised Bloom Taxonomy? From the analysis of reading question of Integrated Course book, can be conclude that the book not accordance withthe Revised Bloom’s Taxonomy. It did not cover the entire cognitive dimension in each unit. The author focuses on the lower-thinking process of remembering. Regarding the findings, the author of Integrated Course book also placed emphasis on understanding level, but it’s not deploy in every unit. The total number of understanding is 33.33% from entire reading questions in each unit. it means the authors give enough attention to understanding level too, although it’s number is lower than remembering.

Based on the theory the cognitive dimension such as: analyzing, evaluating, and creating categorized as higher-thinking skill and the purpose of the question that question is usually use to assess student understanding, so the question itself should be varied in order to increase student thinking skill. Meanwhile, the findings of this study implies that the book did not give enough higher level of question and did not increase students’ thinking.

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interesting if the research could analyzing about the whole activities in Integrated Course book whether it’s appropriate with cognitive dimension of Revised Bloom Taxonomy and what is the dominant cognitive dimension used in the whole activities.

From this study it can be learnt that reading question can help students to improve their comprehension skill, so the number of reading questions that deal with higher-thinking process should be increased. It will encourage students to think critically.

AKNOWLEDGEMENT

I would like to express my gratitude to my first supervisor, Ma’am Victoria UsadyaPalupi, M.A-ELT for her guidance and support to completing this thesis although, not till the end. I would like to thank to Ma’am Martha Nandari, M.A who wants to be my next supervisor and guide me in my findings until discussion part.My grateful thanks are also due to Joseph Ernest Mambu,Ph.D.as my second reader.

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32 REFERENCES

Bhakti. S. L. (August 2010). Bloom Taxonomy: Original and Revised. JurnalEksis Vol.6 No.2 : 1440 – 1605. Retrieved December 04, 2016, from

http://karyailmiah.polnes.ac.id.

Chapelle, A. C&Hunston, S (Eds.). (2007). Reading in a Second Language: Moving from Theory to Practice. United States of America: Cambridge University Press.

Hayati, Djufri, &Fitrawati.(2012). Level of Question Used in English Textbook.Journal of English Language Teaching 1, (1),119-128.

Juliana.(2016). Teaching Reading Comprehension by Using Reciprocal Teaching Approach.English Education Journal (EEJ), 262, 260-271.

Krathwohl, D. R. (2002).A Revision of Bloom’s Taxonomy.Theory into Practice, Volume 41, Number 4, Autumn 2002. Retrieved November 15, 2016, from http://www.depauw.edu/files/resources/krathwohl.pdf

Munzenmaier,C.,& Rubin, N. (2013).Bloom’s Taxonomy: What’s Old Is New Again.

Santa Rosa : The eLearning Guild.

Myers, Shirley,& Palmer.(2002). Types of Reading Questions. Retrieved December 04, 2016, from GallaudetUniversity English Department Web site:http://[email protected],[email protected],ellen.bec [email protected]

Mahmoud S.H.B.Abdelrahman. (2014). An Analysis of the Tenth Grade English Language Textbooks Questions in Jordan Based on the Revised Edition of Bloom’s Taxonomy. Journal of Education and Practice, ISSN 2222-288X. Retrieved August 4, 2016, from

http://www.iiste.org/Journals/index.php/JEP/article/viewFile/13935/14087

Rahmawati, I. K. (2012). An analysis of reading questions in English textbook entitled “Inter language: English for senior high school students XI” based on RBT.

Retrieved January 9, 2017, from

http://jurnal-online.um.ac.id/data/artikel/artikelC6A5B94094C772BD857BD16FE9804EDE.p df

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APPENDIX

I. UNIT 1| LIKES AND DISLIKES

1. Who has Silver Cliff changed over the years? √

2. When, where, and by whom were the blue lights first seen? √

3. What do the blue lights look like? √

4. What are some of the explanations that people have proposed? √

5. Which of the explanations for the blue lights do you think is the most

satisfactory? Why?

√ √

6. Can you think of any other explanations for the blue lights? √

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Vocabulary

Which words have the same meaning as the words in the story? Circle the letter of the correct answer.

8. The fish had red patches on their skin.

a. places that looked different from the area around them b. places where acupuncturists insert needles

√

9. Mr. Cho wanted to cure the infection. a. learn about the fish

b. make the sickness go away

√

10. He stuck needles into the backs of the fish.

a. threw

b. pushed

√

11. An acupuncturist ia a person who uses needles to treat illness and pain. a. try to cure

b. cause

√

12. During the next few days he repeated the treatments. a. Watched his fich very carefully

b. Stuck needles into the backs of the fish again

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35 13. Acupuncture for fish is uncommon.

a. Difficult

b. unusual

√

14. Dr. Han decides where to insert the needles. a. Put in

b. buy

√

15. The needles range in size from one-half inch long to six inches.

a. The smallest needles are one-half inch, the largest are six inches, and there are other sizez in between.

b. The needles come in two sizes, one-half inch and six-inches.

√

16. The ancient Chinese believed that energy flowed through the human body.

a. Escaped

b. Ran like a river

√

17. These messages interrupt pain messages that are on their way to the brain.

a. Stop b. help

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Comprehension/reading skills

Understanding the main ideas

What information is not in the story? Darw a line through the information

18. What was wrong with Mr.Cho’s goldfish? a. They hard red patches on their skin. b. They weren’t eating.

c. They had fevers.

d. They didn’t have much energy.

√

19. After the acupuncture treatments, Mr.Cho’s fish

a. Swam with more energy.

b. Started to eat again.

c. Were sold for a lot of money.

d. Didn’t have red patches on their skin anymore.

√

20. Acupuncturists in Asia use acupuncture a. To help people with backaches. b. To treat broken bones.

c. To help people ith stomachaches.

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37 d. During operations so that patients don’t feel pain.

21. What happened before Dr. Han inserted the needles? a. She told Ming how much the treatment would cost.

b. She examined Ming and asked him about his headaches.

c. She decided where to insert the needles. d. She chose one-inch needles.

√

22. What happened during Ming’s acupuncture treatment? a. Dr. Han inserted the needles.

b. Ming felt a little pinch when each needle went in. c. Ming walked around the office.

d. The needles stayed in place for 15 minutes.

√

23. What are some explanations of how acupuncture works? a. It corrects the energy flow in the body.

b. It interrupts pain messages on theirway to the brain. c. It changes the flow of blood through the body.

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38

II. UNIT 2| EVENTS AND CIRCUMTANCES

1. In one sentence, explain what the writer tell us in: a. the first paragraph.

b. the second paragraph. c. the third paragraph

√

2. Do you think the writer is generally in favor of labor-saving devices? How can you

tell? √

3. Explain in your own word the advantages of:

a. automatic cookers. b. electric pop-up toasters.

c. mashing potatoes with a mixer. d. tumble driers.

What disadvantages (if any) do you think there might be?

√

4. Explain the meaning of :

a. everyday household chores

b. menacing storm clouds loom over

c. to suit your purse

Why does the writer call fresh orange juice and real mayonnaise ‘exotic’?

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39 5. Which of these claims about dishwashers are true, and which are false?

a. They can be hung on the wall.

b. They have a special place for large saucepans and frying pans. c. They get rid of scarps of solid food.

d. They get rid of stains.

e. They dry dishes by blowing hot air on them.

√

6. Why might you want to buy more china and cutlery when you get a dishwasher?

Give two reasons. √

For each sentence four explanations are offered. Choose the one you think is best.

7. We only allow credit to regular customers. This means that a. All customers must pay cash.

b. All customers may have credit.

c. Customers not known to the shop must pay cash. d. Only regular customers must pay cash.

√

8. The service in this shop is very good. This means the shop a. Is very helpful.

(47)

40 b. Has a wide range of stock.

c. Is cheap.

d. Sells high quality goods.

9. Without a receipt you have no proof of purchase. This means a. A receipt is the only proof that goods were bought. b. A label is sufficient proof that goods were bought. c. No receipts are issued when goods are stolen. d. You need a ticked to buy goods.

√

10. I would like to have my money back, please. The speaker is asking for a. A receipt.

b. A refund. c. A discount. d. Credit.

√

11. I’m afraid we don’t stock washing machines, madam. This means that the shop doesn’t

a. Repair washing machines.

b. Have any washing machines for sale at the moment. c. Ever sell washing machines.

d. Have any washing machines for sale at a reduced price.

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41

III. UNIT 3| LEISURE ACTIVITIES AND SKILLS

1. She tapped the person in front of her on the shoulder. a. Touched the person’s shoulder lightly with her hand b. Pushed hard on the person’s shoulder

√

2. “There’s a bum in the restroom.”

a. Person who doesn’t work and probably doesn’t have a home

b. Person who travels by bus

√

3. The driver pulled over to the side of the highway.

a. Looked

b. Moved

√

4. The driver radioed the police.

a. Called the police on his radio b. Got the attention of a police car

√

5. That soon caused a 15-mile-long-traffic jam. a. Line of stopped cars that was 15 miles long b. Line of cars going only 15 miles per hour

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42 6. The police searched the bus for two hours.

a. Looked everywhere on the bus

b. Drove everywhere with the bus

√

7. Twenty minutes after takeoff, the man began to worry. a. The plane went up into the air

b. The man took off his jacket

√

8. “Is this plane going to oakland?” he asked the flight attendant. a. Person who files an airplane

b. Person who takes careof the passengers on an airplane

√

9. Misunderstanding among English-speaking people are not uncommon.

a. Never happen

b. Happen often

√

10. Not all misunderstanding result in highways being closed. a. Mean that highways are closed

b. Cause highways to close

√

11. She whispered to herself, “Sopa con jamon y cellobas.” a. Talked very quietly

b. Thought very seriously

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43 12. But even when that misunderstanding turned out all right in the end.

a. Was OK after the plane turned back

b. Had a happy ending

√

IV. UNIT 4|ADVICE

1. What do you think the dream might mean? √

2. What do you think particular things in the dream might represent, for example: the house, the different floors,each darker than the last, and the human skulls?

√

3. Do you think dreams have any symbolic significance? √

(51)

44 Decide which explanation of each sentence is correct.

5. We had boiled potatoes with a little chopped parsley on them. The potatoes were cooked

a. Under the grill. b. In a saucepan. c. In the oven. d. In a frying pan.

√

6. The soup was delicious. The speaker is talking about a. The fat from the meat.

b. The liquid poured over his roast meat. c. The liquid resulting from boiled bones. d. The first course of a meal.

√

7. I put the peeled onions in a bowl. The onions in the bowl a. Are in small pieces.

b. Are in slices. c. Have no skins.

d. Are mixed with other food.

√

(52)

45 a. Herbs.

b. Vegetables. c. Fruit.

d. Meat.

V. UNIT 5|ORIGIN AND DURATION

1. What did the pirates do with the stolen goods? Is burying the gold a good idea? If not, what should they have done instead?

√ √

2. What did Blackbeard do with the valuable things? Did anybody else know his secret?

√

3. Do you think he was doing the right thing? √

4. What happened to the treasure in the end? √

5. Can you think of other possibilities that Blackbeard could have considered?

√

6. Should the doctor give Debra tranquilizers or pain killers? Why? √

7. What should she avoid all her life? √

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46

9. Which cities do you recommended that Debra work in? √

10. What other things should she do, in your opinion? √

11. To whom would you hand a pay-in slip and a sum of money?

a. To a bank clerk

b. To the bank manager

c. To a teller

d. To the assistant manager

√

12. Where will you find written the balance of money in your account? a. In a check book

b. On a statement

c. On a pay-in slip d. On a currency note

√

13. If a current account shows a debit balance, this means that account holder has

a. An overdraft. b. A counterfoil. c. A deposit. d. A statement.

(54)

47 14. If I have $500 in my account and withdraw $100, my account will be

a. Debited $100.

b. $100 overdawn.

c. Paid up.

d. Issued with $100.

√

15. To change a traveler’s check fro actual money is to a. Debit it.

b. Withdraw it. c. Cash it. d. Pay it in.

√

16. Who would tell a patient what type of glasses he needed for his eyes? √

17. Whom should I go to if I have a tootache? √

18. Who refers a patient to a speacialist? √

19. Who sells medicines? √

20 What is a nurse in charge of? √

21 Give another form of medicine besides a tablet. √

22. If I need to see a specialist in a hospital, but don’t need to stay there, what

part pf the hospital do I go to? √

23. What is the correct expression for arranging to see someone at a particular

time? √

24. Give another word for glasses. √

(55)

48

VI. UNIT 6|LOCATION

1. Why didn’t Juliana die when the seat hit the ground? √

2. What did Juliana do after she gained consciousness? √

3. Did she find her mother? √

4. What did she decide to do as soon as she realized she couldn’t stay there any

longer? √

5. Could the helicopter find her? Why ? √

6. After she had swam down the river for 5 days, what did she do next? √

7. Where did the men find her? √

8. After they had found her, what did they do? √

9. Make a list of the things that happened to Juliana chronologically, starting from

“Leaving Lima by air”. √

10. If you were faced with a similar situation as Juliana, what would you do to

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49

Which words have the same meanings as the words in the story? Circle the letter of the correct answer.

11. Ed Jones was shopping at a thrift store.

a. Store that sells used things at low prices b. Store that sells expensive things at high prices

√

12. If he found something valuable, he could resell it, perhaps to an antique dealer.

a. Person who fixes broken things b. Person who buys and sells old things

√

13. Leaning against a wall of the store there was a large cardboard map.

a. Made of heavy paper

b. Made of plastic

√

14. Mr. Jones was quite certain that the map was worth more than three dollars.

a. Worried

b. sure

√

15. The next day Mr. Jones took the map to a geography professor at a nearby university.

a. The study of the world’s countries, cities, oceans, rivers, and mountains

b. The study of the world’s history, languages, and customs

√

16. “I’ve read about this map!” he exclaimed. a. Said with strong feeling

b. Said very quitely

√

17. Louis XIV asked a cartographer to make a map of Paris.

a. Person who draws maps

b. Person who writes books

(57)

50 18. The New York expert told Mr.Jones that his map was extremely

valuable.

a. Not really b. really

√

19. “How much do you think it’s worth?” Mr.Jones asked the experts. “Millions,” they replied.

a. Answered

b. Asked

√

20. Someone offered him ten million dollars.

a. Said “Will you take ten million dollars for the map?” b. Told him, “I think your map is worth ten million dollars.”

√

21. Some experts think the map was probably in a museum or in the home of a wealthy family in france.

a. Famous

b. rich

√

22. When Mr. Jones went shopping at the thrift store, he was looking for a bargain.

a. Something that can be bought cheaply b. Something that has been used

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51

VII. UNIT 7|SIMILARITIES AND DIFFERENCES

1. How do people gain and lose weight? √

2. What is special about fats compared to others foods? √

3. Whar are “invisible” fats? Why are they important? √

4. a) Why does the do-it-yourself dieter’s diet seem “virtuous”?

b) Why isn’t it effective? √

5. Make sentences comparing the number of calories in:

a) butter and flour

b) tongue and chicken

c) flour and sugar

d) cheddar cheese and chicken

e) mushrooms and melon

√

6. According to the writer, what is the main advantage of low-fat diet

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52

VIII. UNIT 8|OBLIGATIONS

Comprehension/reading skills Understanding time relationships

o Question Remembering Understanding Applying Analyzing Evaluating Creating

1. About six o’clock Mr. and Mrs.Lestarquit

a. decided to leave their daughter’s house. b. arrived home safely.

c. said goodbye to their daughter. d. walked to their car nad got in.

√

2. Mr. Lestarquit was about to start the car when a gunman a. jumped up from the backseat.

b. held a gun to Mr. Lestaquit’s head

c. demanded that Mr. Lestaquit drive him to Paris. d. pulled the trigger.

√

3, After Mrs. Lestaquit was out of the car, Mr. Lestarquit a. started the engine.

b. pulled away from te curb. c. got into his car.

d. tried to spot a police car.

√

4. After Mr. Lestarquit realized he could attract the attention of the police, he

a. drove 60 miles an hour on side streets. b. ran red lights.

c. drove the wrong way on one-way streets. d. said, “Let my wife out of the car.”

(60)

53 5. After Mr. Lestarquit crashed through the doors leading to the courtyard

a. the car stopped. b. he grabbed the gun.

c. the gunman pulled the trigger.

d. the gunman shouted, “What are you doing?”

√

IX. UNIT 9|PREDICTIONS

1. How is the Space Shuttle different from earlier space vehicles? √

2. What are the main advantages of the Space Shuttle? √

3. What is its main use likely to be over the next year 20 years? √

4. Why couldn’t a complete space station be launched directly from

Earth? √

5. What is the difference between a space station and a space colony, and

what will each be used for? √

6. Why do you think space colonies will eventually be constructed from

moon rather than Earth materials? √

7. Why are governments likely to invest large amounts of money in space

programs? √

8. Explain the following words and expressions as they are used in the passage:

a. Workhorse

a) a pioneering space colony b) self-sufficient

b. raw materials

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54 Comprehension / reading skills

Understanding time relationships

What information is not correct? Draw line throught it.

No Question Remembering Undestanding Applying Analyzing Evaluating Creating

9. Before 1795

a. a deep hole was dug on an island.

b. Tunnel were built from beaches to the hole. c. The walls of the hole collapsed

d. Pirates sailed in the waters off the eastern coast of Canada.

√

10. In 1795

a. Daniel McGinnis discovered an oak tree with part of one branch cut off.

b. Daniel McGinnis and two friends dug under the oak tree. c. Investors raised lots of money to search for the treasure. d. Oak floors were found, ten,twenty, and thirty feet below the

ground.

√

11. Eight years after Daniel McGinnis discovered the hole, a. He returned with a group of men to continue digging. b. Men digging 98 feet down hit a wooden object with their

shovels.

c. The hole filled with water.

d. Six men died trying to find the treasure.

√

12. In 1850

a. A man from a search group ate his lunch an beach not far from the hole.

b. Investors brought huge drills, pumps, and other machines to the island.

c. A search group saw water coming up through the sand. d. Men found tunnels that led from a beach to the hole.

(62)

55 13. In 1967

a. A group of investors decided to put their money into a search for the treasure.

b. Workers drilled 212 feet and then sent down a video camera. c. Workers discovered a layer of stones in the hole.

d. The walls of the hole collapsed, nearly killing a worker who was in it.

√

X. UNIT 10|OBJECTS

1. Elizabeth shivers when her feet tough the cold, bare floor. a. Floor that is not covered with a carpet.

b. Floor that is painted white

√

2. They do not use electricity, so Amish people have no kitchen appliances like refrigerators.

a. Machines run by electricity and used in the house b. Furniture made out of wood and used in the house

√

3. The Amish were persecuted in Europ, so they came to the New World

a. People didn’t like them and were cruel to them. b. People liked them and were friendly to them.

√

4. They settled in what is now the state of Pennsylvania.

a. Found a new leader

b. Came to live

√

5. There are large Amish communities in other states, too.

a. Groups of people who left their countries because of politics b. Groups of people who live together

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56

6. All Amish have similar beliefs

a. Objects that are important to them b. Ideas that they think are true

√

7. Amish men will not fight in wars. They will not even wear coats with buttons because military uniforms often have large gold or silver buttons.

a. The clothes worn by schoolchildren b. The clothes worn by soldiers

√

8. If an Amish farmer gets sick,relatives and neighbors will harvest his crops.

a. pick the fruit, vegetables, and grain that he grows b. bring him the medicine and other things that he needs

√

9. If a barn burns down, as many as 200 men will come and build a new

barn in one day.

a. A house that is made of wood and built by hand

b. A building where a ffarmer keeps his crops and animals

√

10. The amish are not allowed to marry people who are not Amish. That has caused a peculiar problem.

a. Big

b. strange

√

11. A man took a pitcher of gravy by mistake and poured the gravy into his coffee.

a. A drink made with lemons, water,and sugar b. A sauce for meat and potatoes

√

12. Most Amish are not happy about the tourist, but the tolerate them.

a. Allow the to come

b. Make them pay.

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57 What information is not in the story? Draw a line through the information.

13. Elizabeth

a. Sleeps in a bedroom that is not heated.

b. Wears a long dress, black apron, and black shoes. c. Has teo sons.

d. Cooks on a wood stove.

√

14. The Amish

a. Are a religious group also called the “Plain People”. b. Live and dress very simply.

c. Live in California.

d. Believe that “the old way is the best way.”

√

15. The first Amish people

a. Spoke French.

b. Were led by Jacob Amman

c. Were persecuted in Europe.

d. Came to the New World around 1700.

√

16. Some Amish beliefs are:

a. Life in the countryside is best.

b. Follow the peaceful example of Jesus. c. Do not buy insurance.

d. Do not work on Mondays.

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58 Decide which explanation of each sentence is correct.

17. The temperature is 1 F. in this case a. There is a slight frost.

b. A frost has nearly occurred, but it is not frosty. c. There has been a hard frost.

d. The temperature is well above freezing point.

√

18. I think it will be cloudy tomorrow. The speaker is talking about a. The Weather.

b. The climate. c. The temperature. d. The wind direction.

√

19. There will be occasional showers with sunny intervals. This means a. It will rain for the first part of the day, then the sun will shine. b. The sun will shine while the rain is falling.

c. There will be periods of rain followed by periods of sunshine. d. Some places will have rain, others will have sunshine.

√

20. It will be very cloudy tomorrow, but not foggy. This means it will be a. Clear.

b. Sunny.

c. Overcast.

d. Patchy.

√

21. The wind is blowing towards the southwest. This wind is a a. Northwesterly wind.

b. South wind.

c. West wind.

d. Northeasterly wind.

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59

XI. UNIT 11|DEGREE

1. Who was F. Morrison? √

2. Why were the businesspeople eager to hear about the circus? √

3. Why were the businesspeople willing to pay a lot of money for advertising

space in the circus program? √

4. How successful was F. Morrison at selling advertising space? √

5. When the circus didn’y come, what was the biggest worry of the

businesspeople? √

6. What did the mayor of Wetumka tell the angry crowd? √

7. How do the people of Wetumka celebrate Sucker Day every year? √

Find the best way to complete each sentence. Write the letter of your answer on the line.

No Question Remembering Evaluating Applying Analyzing Evaluating Creating

8. Eric was struggling with

grief……… a. because he wanted to know the name of the Bosnian runner he had seen on TV.

√

9. Eric couldn’t believe a runner was

training in Sarajevo……… b. because there was a war there. √

10. Eric wanted to meet Mirsada……… c. because she was proud of

everything she had done. √

11. For a week, Eric looked through

newspaper……. d. because Suzi had died. √

12. As she ran through the streets of

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60 Read each sentence on the left. Which sentences on the right give you more information? Match the sentences. Write the letter of your answer on the line.

13. Eric was happy………. a. She was a runner who was

training for the Olympics by running through the streets of Sarajevo twice a day.

√

14. The repoter on TV was talking about a young woman from Bosnia………

b. He was engaged to marry a

wonderful woman named suzi. √

15. Eric sent Mirsada a letter……. c. He wrote that he had seen

Mirsada on TV and that he admired her.

√

16. Mirsada ran the 3,000- meter

race. d. She had come to the United states, learned English, graduated from college, won races, fallen in love, and gotten married.

√