B. DISCUSSION
1. The Result of Tests Analysis for Each Level
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English final test of 2013/2014 in SMAN 1 Tanete Rilau, Barru, was not proportional.
This is defined as the behaviors and test situations that emphasize remembering information, either by recognition or recall (Bloom, et al, 1956).
In this level students can recall information about the subject, topic, competency, or competency area; can recall the appropriate material at the appropriate time and they can respond to questions, perform relevant tasks, etc.
Knowledge level represents the lowest level of learning outcomes in the cognitive domain. The student’s thinking skill not explored yet.
Questions that ask students to define, find, list, describe, label, locate, recite, select, memorize, recognize, name, state, identify, or repeat utilize the knowledge level of Bloom’s taxonomy.
From the sample, there were 22 questions were included in this level, but there were similar questions or instructions. The sample question stems which had been found as follow:
1) “Find the meaning of...”, there were 2 questions.
2) “What refers of...”, there were 3 questions.
3) “What kind of text above?”,there were 3 questions.
4) WH question based on the text, there were 11 questions.
5) “Write down the expression of...”, there were 3 questions.
b. Comprehension (C2)
Comprehension is when given communication students know what is communicated and are able to use the information (Bloom, et al, 1956).
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Requires understanding information. focuses on the meaning and intent of the material. The ability to grasp the meaning of material. Translating material from one form to another, interpreting material (explaining or summarizing), estimating future trends (predicting consequences or effects).
The student can use ideas associated with the subject without relating them to other ideas or subjects.
This level goes one step beyond the simple remembering of material, and represent the lowest level of understanding.
Students are asked to restate, paraphrase, rewrite, convert, give examples, illustrate, summarize, explain, express they are employing comprehension level skills. There were eight questions which was found in this level.
There were 8 questions were included in this level. The sample question stems which had been found as follow:
1) “Translate this text/dialogue/sentences into...”, there were 2 questions.
2) “What is the main idea / the text purpose or contain?”, there were 6 questions.
c. Application (C3)
The ability to use learned material in new and concrete situations.
Requires using information and gives student practice in the transfer of their learning to other situations. With application, there is a transfer of learning to new situations (Aviles, 1999).
The student can recognize the need to use an idea, concept, principle, theory, or general solution methods (techniques and procedures) without being told and without any specific or immediate context or cues.
Learning outcomes in this area require a higher level of understanding than those under comprehension. This requires not only knowing and comprehending these ideas, concepts, principles, theories, and general solution methods (techniques and procedures) but deep thinking about their usefulness and how they can be used to solve new problems that to be identified or defined.
Some action verbs associated with the application level are apply, use, complete, elects, transfers, modify, dramatize, demonstrate, and construct.
In this level, there were 11 questions were included in two form instruction as follow:
1) “Complete the text/ dialogue with the words/ expression in bracket or column”, there were 7 questions.
2) “Change the verbs/ sentences into...”, there were 4 questions.
d. Analysis (C4)
The ability to break down material into its component parts. Identifying parts, analysis of relationships between parts, recognition of the organizational principles involved.
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Learning outcomes here represent a higher intellectual level than comprehension and application because they require an understanding of both the content and the structural form of the material.
Analyze, classify, relate, distinguish, subdivide, separate, differentiate, examine, calculate, compare/contrast are verbs that could be used to express the analysis level of Bloom’s taxonomy.
In this level, there were four questions were included in analysis level.
Sample question stems which had been found were:
1) “What tense is mostly used or is used in..”, it was found in 2 questions.
2) “Put the adjective into usual order”, it was found in 1 question.
3) “Re-write the sentences into a good paragraph”, it was found in 1 question.
e. Synthesis (C5)
The ability to put parts together to form a new whole. This may involve the production of a unique communication, a plan of operations, or a set of abstract relations. Learning outcomes in this area stress creative behaviors, with major emphasis on the formulation of new patterns or structure.
This level requires doing something new and different with information.
Students who combine, compose, design, organize, invent, develop, plan, or create are using synthesis level skills.
In this level, there were 5 questions. The question stems as follow:
1) “Make a dialogue or sentence”, it was found in 3 questions.
2) “Write the example of text...”, it was found in 2 questions.
f. Evaluation (C6)
The ability to judge the value of material (statement, novel, poem, research report) for a given purpose. The judgments are to be based on definite criteria, which may be internal (organization) or external (relevance to the purpose). The student may determine the criteria or be given them.
Learning outcomes in this area are highest in the cognitive hierarchy because they contain elements of all the other categories, plus conscious value judgments based on clearly defined criteria.
Asking students to evaluate, recommend, debate, criticize, or judge challenges them to incorporate the evaluation level in their thinking process.
From the fifty questions which had been analyzed, nothing question was included in evaluation level.