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AN ANALYSIS OF READING QUESTIONS IN INTEGRATED COURSE BOOK BASED ON THE REVISED BLOOM’S TAXONOMY THEORY
Bryan Noya
ABSTRACT
This study aimed at investigating the dominant type of cognitive domain used in reading tasks in Integrated Course book and the appropriateness of Integrated Course book with the cognitive dimension of the Revised Bloom’s Taxonomy. The sample was taken from all of the reading tasks with the 165 reading questions in Integrated Course textbook for English Language Education students of Universitas Kristen SatyaWacana. The instrument used to obtain data was a checklist of data variables. The result showed that remembering is the highest aspect in this book with the percentage of 58.79% and the frequency was 97 of 165 reading questions. The second was understanding with percentage of 33.33% and the frequency was 55 of 16 questions. The third was evaluating with the percentage of 2.24% and the frequency was 7 of 165 questions. Then, creating with the percentage of 1.82% and the frequency was 3 of 165 questions. The next was analyzing with the percentage of 1.21% and the frequency was 2 of 165 questions. The lowest was applying with 0.61% and the frequency was 1 of 165 questions. This study implies that the book did not give enough higher level of question and did not increase students’ thinking.
