3. The technique of
data collection Document analysis
4. Data analysis Content analysis based on Donald Ary, et.al
a. Familiarizing and organizing b. Coding and
reducing
c. Interpreting and representing 5. Validity of data
Investigator triangulation
1. What category of cognitive process dimension is in the reading test of English textbook entitled “Bupena Eglish" for ninth-grade students of junior high school?
2. What are the types of reading tests in the English textbook entitled
"Bupena English" for ninth-grade students of junior high school?
Reading Test Types of reading test by J. B. Heaton
Appendix II: Bibliography of Researcher
Researcher’s Bibliography
Personal Information:
Name : Zaenol Abidin
NIM : T20186006
Gender : Male
Place, Date of Birth : Bondowoso, 01st January 2000
Address : Koncer Kidul, Tenggarang, Bondowoso.
Religion : Islam
Department/ Majors Courses : Language Education/ English Department
E-mail Address : [email protected] Education Background:
2006 – 2012 : SDN Sumber Salam 01 2012 – 2015 : SMP Nurul Kholil 2015 – 2018 : MAN Bondowoso Achievements:
The 2nd champion of Indonesian speech AKSIOMA 2016 The 1st champion of Storytelling English Olympiad 2018 The 3rd champion of English oratory FTIK‟s Got Talent 2019 The 1st champion of Podcast Competition IKMPB 2020 The 2nd champion of Writing Poem competition IKMPB 2020
Appendix III: Declaration Sheet
DECLARATION SHEET
The undersigned below;
Name : Siti Khodijah, S.S., M.Pd ID Number : 198609192019032016
Position : Lecturer of UIN KHAS of Jember
Stated that I have validated the data based on the analysis data which was done by Zaenol Abidin in his research entitled “An Analysis of Cognitive Process Dimension in the Reading Test of English Textbook Entitled “Bupena English”
for Ninth-Grade Students of Junior High School.
Thus, this declaration sheet is made to be used following the needs.
Jember, February 17th, 2022.
Appendix III: Declaration Sheet
DECLARATION SHEET
The undersigned below;
Name : Nina Hayuningtyas, M.Pd ID Number : 198108142014112003
Position : Dosen UIN KHAS JEMBER
Stated that I have validated the data based on the analysis data which was done by Zaenol Abidin in his research entitled “An Analysis of Cognitive Process Dimension in the Reading Test of English Textbook Entitled “Bupena English”
for Ninth-Grade Students of Junior High School.
Thus, this declaration sheet is made to be used following the needs.
Jember, March 02nd, 2022.
Stated by
Nina Hayuningtyas, M.Pd.
NIP. 198108142014112003
Appendix IV: Research Journal
RESEARCH JOURNAL
COLLECTED THE DATA FROM NOTE-TAKING STRATEGY
No Things to Do Time Notes
1
Specifying and presenting the primary data
September, 18th 2021
Deciding category of cognitive process dimension and types of reading test that would be analyzed;
1. The sixth categories based on the cognitive process dimension of revised bloom's taxonomy.
2. The eighth type of reading test is based on J. B.
Heaton's theory.
2 Diving the data September, 18th 2021
Choosing the reading test that would be analyzed;
1. The sixth categories based on the cognitive process dimension of revised bloom's taxonomy.
2. The seventh type of reading test is based on J.
B. Heaton's theory.
3 Counting the data November, 15th 2021
Counting the chosen data. How much the data in the textbook would be analyzed;
There were 65 reading tests in the 10th chapter.
4 Coding the data November, 28th 2021
Giving the code to every data that had chosen
5 Analyzing the data December 11th, 2021
Analyzing the data in every chapter
6 Representing the
data January, 06th 2022
1. Representing the finding of analysis in the sheet of analysis
2. Describing the sheet of analysis
7 Validation of data March, 03rd 2022
Checking and validating the data;
Two people English lecturers 8 Conclusion March, 04th 2022 Concluding the data, based on
the results of analysis data
No Code Category Type Reading
Test Data
Items
Description
Category Type Reading Test
1 CH1.P3.A1 Understand Matching Test 1-10 In understand
category, there is interpreting indicator.
Then, the student could interpret the picture to words.
In matching test, there is picture and sentence matching. It was concentrated on word and sentence comprehension by using picture.
2 CH1.P3-6.A2
Remember
Multiple Choices
1, 3, 4, 6, 7, 9, 10, 11, 12, 13, 15.
recognizing indicator.
The student could seek long term
memory and
determine whether that information appropriates to previously learned knowledge or the dialogue that they read.
In multiple choices, there is a question and some options. The student could choose the correct option according to the question given.
Understand 2
In understand category, there is interpreting indicator.
The student could interpret the words to words.
5, 8, 14.
The student could construct and use cause and effect model of a system according to the information provided in the dialogue.
3 CH1.P7.A1 Create
Open Ended and
Miscellaneous items
1-10
In create category, there is producing indicator which originality and uniqueness become one of specification.
Then, the student could make a new
product by
reorganizing some elements into a structure to be clear.
In open ended and
miscellaneous items, the test ordered the student to give response to the situation provided.
Thus, the students’
answer would be a completely
subjective response.
4 CH1.P8-
12.EV Understand Multiple Choices
3, 4, 20.
Thus, the student could interpret the picture to words or words to picture.
In multiple choices, there is a question and some options. The student could choose the correct option according to the question given.
5, 18.
In understand category, there is explaining indicator.
The student could construct and use cause and effect model of a system according to the information provided in the dialogue or card.
19
In understand category, there is summarizing
indicator. The student could suggest a single statement that
Apply
6, 11, 12, 13, 14, 16.
indicator. Then, the student could implement what they learned in the classroom about hope and congratulations materials.
Remember 17
In remember category, category, there is recognizing indicator. The student could seek long term
memory and
determine whether that information appropriates to previously learned knowledge or the dialogue that they read.
22, 23, 24, 25.
the student could organize or find coherences how the words relate each other.
Create
Miscellaneous
Items 1- 5
In create category, there is producing indicator which originality and uniqueness become one of specification.
Then, the student could make a new
product by
reorganizing some elements into a structure to be clear.
In open ended and
miscellaneous items, the test ordered the student to give response to the situation provided.
Thus, the students’
answer would be a completely
subjective
5 CH2.P15.A1 Remember
Cloze
Procedure 1-10
student could recall seeking long term memory. It could find a few of information and bring it to the working memory where it could be processed.
systematically to measure the interdependence phrase, sentences and paragraph.
Indeed, the student could complete the blank spaces based on the clue given.
6 CH2.P15-
17.A2 Remember
Multiple Choices
1, 2, 3, 4, 6, 8, 9, 10.
In remember category, there is recognizing indicator.
The student could seek long term
memory and
determine whether that information appropriates to previously learned knowledge or the dialogue that they
In multiple choices, there is a question and some options. The student could choose the correct option according to the question given.
Understand
5 The student could interpret or convert words to words.
7
In understand category, there is summarizing
indicator. Thus, the student could suggest a single statement that presented the information in the dialogue.
7 CH2.P17-
18.A3 Analyze Matching Test 1-10
In analyze category, there is organizing indicator. Indeed, the student could identify the elements of a communication how they relate each other.
In matching test, there is sentence matching. Indeed, the student could
match the
statement to its response.
8 CH2.P20- 24.EV
Apply
1, 2, 3, 4, 7, 8, 9, 10, 19.
In apply category, there is implementing indicator. The test ordered the student to implement what they learned in the classroom about agreement and disagreement.
In multiple choices, there is a question and some options. The test ordered the student to choose a correct answer.
Analyze
5, 6, 11, 12, 13, 14, 15, 17, 18,
In analyze category, there is organizing indicator. Indeed, the student could identify the elements of a communication how
Remember 16, 22.
indicator. The student could seek long term
memory and
determine whether that information appropriates to previously learned knowledge or the dialogue that they read.
Understand
21, 24.
In understand category, there is summarizing
indicator. The student could suggest a single statement that represented the information.
23, 25.
In understand category, there is interpreting indicator.
Analyze 1-5
there is organizing indicator. Therefore, the student could organize or find coherences how the words relate each other.
items, the deletion words are selected subjectively.
Then, the student could supply a word to complete the dialogue.
9 CH3.P27.A1 Remember
Cloze
Procedure 2-11
In remember category, there is recalling. Indeed, the student could recall seeking long term memory. It could find a few of information and bring it to the working memory where it could be processed.
In cloze
procedure, the words are deleted systematically to measure the interdependence phrase, sentences and paragraph.
Indeed, the student could complete the blank spaces based on the clue given.
10 CH3.P28-
29.A2 Evaluate
True or False
Reading 1-10
could test for errors in a product.
Therefore, the student could make judgment based on its information provided.
incorrect
statement which is given to the students. Thus, the student could tick true or false based on the information provided.
11 CH3.P29-
P30.A3 Understand Matching Test 1-5
The student could interpret the words to words.
matching. It was concentrated on word and sentence comprehension.
12 CH3.P30-
31.A4 Evaluate
True or False
Reading 1-10
In evaluate category, there is checking indicator. The student could test for errors in a product.
Therefore, the student could make judgment based on its information provided.
In true or false reading, there is a correct and incorrect
statement which is given to the students. Thus, the student could tick true or false based on the information provided.
13 CH3.P32-
34.A1 Remember
Open Ended and
Miscellaneous Items
1, 2, 5, 6, 7, 8, 9, 10, 11.
In remember category, there is recognizing indicator.
The student could seek long term
memory and
determine whether that information appropriates to previously learned knowledge or the
In open ended and
miscellaneous items, the test ordered the student to give response to the situation provided.
Thus, the students’
answer would be a completely
Understand
3, 4, 12, 13, 14, 15.
In understand category, there is explaining indicator.
The student could construct and use cause and effect model of a system according to the information provided in the dialogue.
14 CH3.P34-
40.EV Understand
Multiple Choices
2, 11, 16, 17, 21, 22.
In understand category, there is interpreting indicator.
The student could interpret the words to words or words to picture
In multiple choices, there is a question and some options. The student could choose the correct option according to the question given.
The student could construct and use cause and effect model of a system according to the information provided in the product.
Remember
2, 3, 8, 10, 12, 14, 24, 25.
In remember category, there is recognizing indicator.
The student could seek long term
memory and
determine whether that information appropriates to previously learned knowledge or the product that they read.
4, 5, In evaluate category,
Therefore, the student could make judgment based on its information provided in the product itself.
Remember
Open Ended and
Miscellaneous Items
1
In remember category, there is recognizing indicator.
The student could seek long term
memory and
determine whether that information appropriates to previously learned knowledge or the product that they read
In open ended and
miscellaneous items, the test ordered the student to give response to the situation provided.
Thus, the students’
answer would be a completely
subjective
Analyze 2
In analyze category, there is organizing indicator. Therefore, the student could
Understand
3
In understand category, there is interpreting indicator.
The student could interpret the words to words.
4, 5.
In understand category, there is explaining indicator.
The student could construct and use cause and effect model of a system according to the information provided in the product.
15 CH4.P43.A1 Analyze
Rearrangement
Items 1-10
In Analyze category, there is organizing indicator. Therefore, the student could organize or find
In rearrangement items, the ordered the student to arrange the jumbled sentences
16 CH4.P44-
45.A3 Understand
Open Ended and
Miscellaneous Items
1-2
In understand category, there is classifying indicator.
The student could recognize that something belongs to a certain category.
The student could put the answer in the box provided.
In open ended and
miscellaneous items, the test ordered the student to give response to the situation provided.
Thus, the students’
answer would be a completely
subjective response.
1-2
In understand category, there is explaining indicator.
The student could construct and use cause and effect model of a system according to the information provided
17 CH4.P45.A4
Remember
Multiple Choices
1
recognizing indicator.
The student could seek long term
memory and
determine whether that information appropriates to previously learned knowledge or the procedure text that they read.
In multiple choices, there is a question and some options. The student could choose the correct option according to the question given.
Understand
2.
In understand category, there is summarizing
indicator. The student could suggest a single statement that represented the information.
3, 4, In understand
words or picture to words.
18 CH4.P46.A5 Understand Matching Test 1-5
In understand category, there is interpreting indicator.
The student could interpret the words to words.
In matching test, there is picture and sentence matching. It was concentrated on word and sentence comprehension.
19 CH4.P47.A6 Understand Matching test 1-5
In understand category, there is interpreting indicator.
The student could interpret the words to picture.
In matching test, there is picture and sentence matching. It was concentrated on word and sentence
20 CH1.P48- 52.A1
Remember
Multiple Choices
1, 2, 4, 12, 13, 14, 17.
category, there is recognizing indicator.
The student could seek long term
memory and
determine whether that information appropriates to previously learned knowledge or the procedure text that they read.
In multiple choices, there is a question and some options. The student could choose the correct option according to the question given.
Understand
5, 6, 7, 8, 9, 10, 20.
In understand category, there is explaining indicator.
The student could construct and use cause and effect model of a system according to the information provided
11, 16, 18.
indicator. The student could suggest a single statement that represented the information.
Evaluate 19
In evaluate category, there is checking indicator. The student could test for errors in a product.
Therefore, the student could make judgment based on its information provided.
21 CH4.P54-60 Understand
Multiple Choices
1, 16, 21.
In understand category, there is summarizing
indicator. The student could suggest a single statement that represented the information.
In multiple choices, there is a question and some options. The student could choose the correct option according to the question given.
The student could construct and use cause and effect model of a system according to the information provided in the dialogue or card.
6, 19, 20, 24, 25.
In understand category, there is interpreting indicator.
The student could interpret the words to picture or words to words.
Analyze
4, 5, 11, 12, 13, 14, 15.
In Analyze category, there is organizing indicator. Therefore, the student could organize or find coherences how the
Remember
8, 17, 22.
recognizing indicator.
The student could seek long term
memory and
determine whether that information appropriates to previously learned knowledge or the dialogue that they read.
Understand
Open Ended and
Miscellaneous Items
1
In understand category, there is summarizing
indicator. The student could suggest a single statement that represented the information.
In open ended and
miscellaneous items, the test ordered the student to give response to the situation provided.
Thus, the students’
answer would be a 2, 3,
In understand category, there is
model of a system according to the information provided in the dialogue or card.
22 CH5.P63-
64.A1 Understand Matching Test 1-10
In understand category, there is interpreting indicator.
The student could interpret the words to picture or words to
In matching test, there is picture and sentence matching. It was concentrated on word and sentence
23 CH5.P64-
65.A2 Apply
Completion
Items 2-11
In apply category, there is implementing indicator. Then, the student could implement what they learned in the classroom about
In completion items, the deletion words are selected subjectively.
Then, the student could supply a word to complete
24 CH5.P65.A3 Apply
Open Ended and
Miscellaneous Items
1-5
In apply category, there is implementing indicator. Then, the student could implement what they learned in the classroom about present continuous tense.
In open ended and
miscellaneous items, the test ordered the student to write one or two sentences. Thus, the students’
answer would be a completely
subjective response.
25 CH5.P66.A4 Apply
Open Ended and
Miscellaneous Items
1-10
In apply category, there is implementing indicator. Then, the student could implement what they
In open ended and
miscellaneous items, the test ordered the
by writing one or two sentences.
Thus, the students’
answer would be a completely
subjective response.
26 CH5.P67.A1 Apply
Open Ended and
Miscellaneous Items
2-11
In apply category, there is implementing indicator. Then, the student could implement what they learned in the classroom about present continuous tense.
In open ended and
miscellaneous items, the test ordered the student to write one sentence.
Thus, the students’
answer would be a completely
subjective response.
CH5.P67-
Open Ended and
In understand category, there is
In open ended and
the picture by one or two sentences.
Thus, the students’
answer would be a completely
subjective response.
28 CH5.P68.A3 Apply
Completions
Items 1-5
In apply category, there is implementing indicator. Then, the student could implement what they learned in the classroom about past continuous tense.
In completion items, the deletion words are selected subjectively.
Then, the student could supply a word to complete the utterance itself.
29 CH5.P70-
72.EV Apply
Multiple
Choices 1-25
In apply category, there is implementing indicator. Then, the student could implement what they
In multiple choices, there is a question and some options. The student could
Understand
Open Ended and
Miscellaneous 1
In understand category, there is explaining indicator.
The student could
In open ended and
miscellaneous items, the test
information provided in the dialogue or card.
sentences
according to the information in the dialogue. Thus, the students’
answer would be a completely
subjective response.
2
In understand category, there is summarizing
indicator. The student could suggest a single statement that represented the information or the dialogue that they read
3, 4, 5.
In understand category, there is interpreting indicator.
The student could interpret the words to picture or words to words.
30 CH6.P75.A1 Remember
Cloze
1-10
In remember In cloze
memory. It could find a few of information and bring it to the working memory where it could be processed. Then, the student could fill the blank spaces.
interdependence phrase, sentences and paragraph.
Indeed, the student could complete the blank spaces based on the clue given.
31 CH6.P76.A2 Remember
Cloze
Procedure 1-10
In remember category, there is recalling. Indeed, the student could recall seeking long term memory. It could find a few of information and bring it to the working memory where it could be processed. Then, the student could fill the blank spaces.
In cloze
procedure, the words are deleted systematically to measure the interdependence phrase, sentences and paragraph.
Indeed, the student could complete the blank spaces based on the clue given.
32 CH6.P77.A3 Apply
Completion
Items 1-10
student could implement what they learned in the classroom about present perfect tense.
subjectively.
Then, the student could supply a word to complete the utterance itself.
33 CH6.P79.A1 Apply Matching test 2-6
In apply category, there is implementing indicator. Then, the student could implement what they learned in the classroom about present perfect tense.
In matching test, there is picture and sentence matching. It was concentrated on word and sentence comprehension by using picture.
34 CH6.P80.A2 Apply
Completion
Items 2-6
student could implement what they learned in the classroom about present perfect tense.
subjectively.
Then, the student could supply a word to complete the utterance itself.
35 CH6.P80.A3 Apply
Open Ended and
Miscellaneous Items
In apply category, there is implementing indicator. Then, the student could implement what they learned in the classroom about present perfect tense.
In cloze
procedure, the words are deleted systematically to measure the interdependence phrase, sentences and paragraph.
Indeed, the student could complete the blank spaces based on the clue given.