Resources of data to be taken by the author was reading the question in "Bahasa Inggris, Stop Bullying Now" textbook for Senior High School grade XI, published by Ministry of Education and Culture of the Republic of Indonesia. Third, in terms of the lower-order thinking skill, the author of "Bahasa Inggris, Stop Bullying Now" textbook emphasized the lower-order thinking process of understanding and remembering. I hereby declare that this thesis entitled "An Analysis of Reading Questions in "Bahasa Inggris, Stop Bullying Now" Handbook by Using Revised Bloom's Taxonomy is entirely my own work.
This thesis titled "An Analysis of Reading Questions in the Text "Bahasa Inggris, Stop Bullying Now" Using Bloom's Revised Taxonomy" is presented at the English Education Study Program of UIN Raden Intan Lampung.
INTRODUCTION INTRODUCTION
Identification of the Problem
Many English textbooks, especially in Bandar Lampung, were commercially produced, but the questions given in the textbook were not suitable for the cognitive dimension. Textbook content should correspond to the cognitive dimension of the Revised Bloom's Taxonomy so that the purpose of the material conveyed in student textbooks can be properly conveyed based on the level of student needs.
Limitation of the Problem
Formulation of the Problem
What was the level of order thinking skills was found in the post-reading questions of "Bahasa Inggris, Stop Bullying Now" textbook grade XI published by Ministry of Education and Culture of the Republic of Indonesia based on Revised Bloom's Taxonomy.
Objective of the Research
Significance of the Research
- Definition of Reading
- Purpose of Reading
- Reading Comprehension
- Reading Questions
For a teacher, the result of the study could provide useful information in selecting and evaluating good textbooks before deciding to use them in the classroom. For the school, the result of the study could provide useful information in the selection before deciding to use it in the school. The subject of the research was the question after reading the English textbook titled “Bahasa Inggris, Stop Bullying Now” for the 1st grade of senior high school, published by the Ministry of Education and Culture of the Republic of Indonesia Revised Edition 2017.
Based on the explanation above, the researcher concluded that there were many purposes of reading that would affect the proficiency of the readers. It was not surprising if reading is one of the important skills in learning a foreign language. According to Snow, reading comprehension was the process of simultaneously extracting and constructing meaning through interaction and engagement with written language.7 By doing those activities, students were expected to get the content of the reading material and achieve their goal and expectation.
Based on the definition above, it could be concluded that students could practice more of the language they have acquired in reading activities. Since reading could teach the activity how to extract information from the text, it was important to create reading questions that helped students find their understanding of the text. The pre-reading questions were useful to help students develop construction schemes and interesting tools, and then to complete the post-reading questions, which were designed to help students achieve deep understanding or comprehension of the text.
Textbook
- Definition of the Textbook
- Functions of the Textbook
- The Role of the Textbook in ELT
- Textbook Analysis
- The Important of Analyzing Textbook
- the reading questions were useful to help students develop construction schemes and interest tools, and then to complete the post-reading questions, they were designed to help students achieve deep understanding or comprehension of the text. McGrath stated that the textbook is important because it determines the direction, content and to some extent the method of teaching the lesson.15 This meant that the textbook is the link between the English program and the teaching situation, to determine the direction, content and to some extent the method of teaching. In some references, textbook or textbook-related materials have been created that relate to the textbook and other specially developed learning resources.16. The teacher often used the textbook to help students learn to read better, study, weigh evidence, and solve problems.
From the above explanation, the researcher concluded that the text had many functions that would help the teaching and learning activity. Much of the material, although not designed specifically for this group, was very suitable for their needs. Text analysis was the systematic analysis of text materials, including structure, focus, and specific learning aids.22 Text analysis should be conducted in a comprehensive, determined perspective. the limited expression of the formal curriculum, while also becoming a mold that shapes it in return.
Due to this fact, textbook analysis required prior analysis of a series of government documents that provided educational guidelines.24 From the above explanation, it could be said that textbook analysis was the way to systematically analyze the textbook to obtain educational guidelines. It means that there were four steps to analyze the textbook, consisting of defining a textbook example, outlining various methods and techniques, providing a list of general categories, and adding considerations. Based on the above explanation, it could be said that textbook analysis is the way to systematically analyze the textbook by performing a number of steps.
Bloom Taxonomy
- The Original Bloom’s Taxonomy
- The Revised Bloom’s Taxonomy
It was the area in which most of the work in curriculum development took place and where the clearest definitions of objectives could be found, formulated as descriptions of student behavior. Taxonomy.33 The difference between Original Bloom's taxonomy and Revised Bloom's taxonomy lay in the cognitive domain. In Original Bloom's Taxonomy, the cognitive domain had only one dimension, while the revised taxonomy improved on the original by adding a two-dimensional framework.
In bloom's revised taxonomy, there are two dimensional framework such as knowledge dimension and cognitive dimension. It included knowledge of classifications and categories, principles and generalizations, and theories, models and structures. It included knowledge of skills and algorithms, techniques and methods, as well as knowledge of criteria used to determine and/or justify "when to do what" within specific fields and disciplines.
Thus, Anderson and Krathwohl revised Bloom's taxonomy to be: Remember, Understand, Apply, Analyze, Evaluate and Create. The taxonomy was revised to show how the taxonomy intersects and works on different types and levels of knowledge, therefore the knowledge dimension was added and in the process the aforementioned changes were also applied. Cognitive Dimension of the Revised Bloom's Taxonomy The taxonomy classified questions and learning objectives in The taxonomy classified questions and learning objectives in the.
Cognitive Dimension of the Revised Bloom’s Taxonomy The taxonomy classified questions and learning goals in the The taxonomy classified questions and learning goals in the
Assess the effects What would result Tell what would happen Tell how, when, where, why.
Lower Order Thinking Skills
- Remembering
- Understanding
- Applying
Interpreting may involve converting words into words (e.g. paraphrasing), pictures into words, words into pictures, numbers into words, words into numbers, musical notes into notes and the like. Exemplifying, involved identifying the defining features of the general concept or principle (e.g., an isosceles triangle must exist (e.g., being able to select which of the triangles presented is an isosceles triangle). Classifying, involved detecting relevant features or patterns that 'fit' both the specific case and the concept or principle.
Summarizing involved constructing a representation of the information, such as the meaning of a scene in a play, and summarizing from it, such as determining a theme or main points. Comparison involved discovering similarities and differences between two or more objects, events, ideas, problems, or situations, such as determining how a well-known event (e.g., a recent political scandal) was like a less well-known event (e.g., historical political scandal) g. The problem was an assessment where the procedure then solved the problems, it was still unidentified by the students so they have to find the procedure to solve the problems.
Higher Order Thinking Skills
- Analyzing
- Evaluating
- Creating
According to Krathwohl, to evaluate means to make a judgment based on criteria and/or standards.47 The standard can be qualitative or quantitative. The creation process usually requires high creativity and connection with the other five cognitive processes. Creation meant bringing elements together to form a novel, coherent whole or to make an original product.49 It can also be defined as creating an original product.
It meant recognizing certain elements in a particular pattern or structure that never existed before and required creativity and consistency with previous learning experiences. Planning, practicing several steps to create real problem solutions or arranging a systematic and appropriate method of problem solving based on the criteria of the problems themselves.
Relevance of the Study
The similarities between the previous research and this research were the analysis of the cognitive process dimension based on Bloom's Revised Taxonomy. However, to make this research different from previous research, the researcher would focus on analyzing which was the most dominant cognitive dimension of Bloom's Revised Taxonomy.
Conceptual Framework
The cognitive domain in educational objectives refers to the Bloom's Taxonomy.54 This analysis would be conducted to determine whether the reading questions in the English textbook were consistent with the cognitive domain in the revised Bloom's Taxonomy. Because the list of reading questions in textbooks also affects the development of students' thinking ability. 54 Nana Pratiwi, Analysis of the English Workbook for SMPT/MTS Using Revised Bloom Taxonomy (Jakarta: UIN Jakarta, 2015), p.
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Ismail, Hijril, Juang Kurniawan Syahruzah, Basuki, Improving the students' reading skill through translation method, Journal of English Education. An analysis of reading questions in an integrated coursebook based on the Revised Bloom's taxonomy theory. Using collaborative strategic reading (CSR) to teach students reading comprehension of narrative text.
