Zaenol Abidin, 2021: An Analysis of Cognitive Process Dimension in the Reading Test in English Textbook Titled "Bupena English" for Ninth Grade Junior High School Students. One of the materials that should be represented in the English textbook is the reading test.
LIST OF TABLES
Background of Research
In a preliminary study, the researcher found that students had difficulties in the educational process. The researcher chose this English textbook because it was recommended by the English teacher at the Second Islamic Secondary School of Bondowoso (MTs N 2 Bondowoso.
Research Questions
As the teacher, we must know the quality of the English textbook used in our English teaching and learning.17 Then the researcher decided to use the English textbook titled "Bupena English" by Erlangga which is used in the 2nd Islamic Junior High School of Bondowoso is, to analyze. . According to the explanation above, the researcher tried to analyze and interpret it under the title “An Analysis of Cognitive Process Dimension in the Reading Test of English Textbook Entitled "Bupena English" For Ninth-Grade Students of Junior High School”.
Research Objective
Research Significances
Definition of Key Term
- Cognitive Process Dimension of Revised Bloom’s Taxonomy
- Reading Test
- English Textbook
Structure of the Report
This research aimed to investigate reading comprehension questions available in the English textbook "English for Iraq" for 2nd middle grade, based on the cognitive domain of Bloom's taxonomy. The similarities of the pieces of previous research above with this research was that they analyzed the cognitive process dimension of Revised Bloom's Taxonomy in the reading test.
Theoretical Framework
- Educational Objective
- The Nature of Cognitive Process Dimension of Revised Bloom’s Taxonomy Taxonomy
- The History of Cognitive Process Dimension of Revised Bloom’s Taxonomy Taxonomy
- The Categories of Cognitive Process Dimension a) Remember a) Remember
- Reading
19 Randip K. V. Singh, Azianura H. Shaari, "The Analysis of Higher Order Thinking Skills in English Reading Comprehension Tests in Malaysia", Malaysian Journal of Society and Spaces,. solve, find an answer to the question, or make it easier to learn the new topic. In general, the cloze procedure test .. has the same spaces, except that the photocopy of the actual printed texts is applied.
Data and Source of Data
The Technique of Data Collection
The textbook analyzed was an English textbook entitled “Bupena English” for ninth grade secondary school. In making a decision, the researcher decided to analyze the English textbook entitled “Bupena English” for ninth grade secondary school students based on the interview result.
The Technique of Data Analysis
English textbook deeper, the researcher identified the reading test based on cognitive process dimension of revised bloom's taxonomy and types of reading test based on J. Therefore, the researcher was familiar with the data through reading and re-reading the reading test in the textbook. The researcher also described the reading test that indicated the cognitive process dimension of Bloom's taxonomy and types of reading tests in the textbook.
Validity Data
Validity Data
- Source Data
- Result of Data Analysis
Third, the researcher checked and compared all the results of the analysis of data from investigators. The chapters were analyzed; Chapter I "Good luck!", Chapter II "I agree with you", Chapter III "Read before you eat", Chapter IV "Follow the steps", Chapter V "I had a good time", Chapter VI "I have Have the room cleaned”, Chapter VII “Happily Ever After”, Chapter VIII “The classroom is cleaned every day”, Chapter IX “Amazing World”, and Chapter X “Grab it fast!”. In addition, the researcher used J. B. Heaton's theory to find out what type of reading tests are included in the English textbook.
Data: CH1.P4.A2
The memory category indicators that appeared in the reading test were recognition and recall. Therefore, the total memorization category represented in the English textbook titled "Bupena English" for ninth grade students of junior high school was 322 (three hundred and twenty two) items. The indicators of understanding category that appeared in the reading test were interpret, exemplify, classify, summarize, infer, compare and explain.
Data: CH1.P5.A2
The researcher found understand category in some chapters; chapter I consists of 6 (six) points, chapter II consists of 9 (nine) points, chapter VI 60 (sixty) points, chapter VII consists of 1 (one) points, and chapter VIII consists of 50 (fifty) points. The total number of application categories represented in the English textbook titled "Bupena English" for ninth grade junior high school students was 126 (one hundred and twenty six) items. The application category indicators that appeared in the reading test were execution and implementation.
Data: CH5.P79.A1
The indicators of analysis category that appeared in the reading test were differentiation, organization and attribution.
Data: CH2.P17.A3
The researcher found evaluate category in some chapters; chapter III consists of 27 (twenty-seven) points, chapter IV consists of 1 (one) points, chapter VI consists of 5 (five) points, chapter VII consists of 10 (ten) points, chapter VIII consists of 5 (five) points, and Chapter IX consists of 20 (twenty) items. The indicators of evaluation category that appeared in the reading test were control and criticism.
Data: CH3.P28.A2
The researcher found create category in some chapters; chapter I consists of 15 (fifteen) points and chapter VII consists of 1 (one) points. The total creation category represented in the English textbook titled “Bupena English” for ninth grade junior high school students was 21 (twenty one) items. The creation category indicators that appeared in the reading test were generating, planning, and producing.
Data: CH1.P7.A1
The researcher found matching tests in some chapters; chapter I consists of 1 (one) species, chapter II consists of 1 (one) species, chapter III consists of 1 (one) species, chapter IV consists of 2 (two) species, chapter V consists of 1 (one) species, Chapter VI consists of 1 (one) species, Chapter VII contains 1 (one) species, and Chapter X contains 1 (one) species. Therefore, the total number of matching test types in the English textbook titled “Bupena English” for ninth grade junior high school students was 10 (ten) types.
Data: CH2.P17.A3
The total of true or false reading test in the English textbook titled "Bupena English" for grade nine students of junior high school was 6 (six) types.
Data: CH7.P91-92.A5
The test instructed the student to choose or check true or false in the column based on the information provided. The student can determine which statement is correct and incorrect according to the text. The total of multiple choices in the English textbook entitled “Bupena English” for ninth grade secondary school students was 18 (eighteen) types.
Data: CH4.P45.A4
The total of completion items in the English textbook entitled “Bupena English” for ninth grade secondary school students was 12 (twelve) types.
Data: CH6.P80.A2
The total number of rearrangement items in the English textbook titled "Bupena English" for ninth grade students in junior high school was 2 (two) types.
Data: CH4.P43.A1
Therefore, this test was included in the term rearrangement tasks as a type of reading test. f) Close the process. The researcher found closure process in some chapters; chapter II consists of 1 (one) species, chapter III consists of 1 (one) species, chapter VI consists of 2 (two) species, chapter VII consists of 1 (one) species, chapter VIII consists of 2 (two) types and chapter X consists of 1 (one) type. There were a total of 8 (eight) types of cloze procedures in the English textbook entitled "Bupena English" for ninth grade junior high school students.
Data: CH2.P15.A1
Thus, there were a total of 21 (twenty-one) types of open-ended and varied tasks in the English textbook entitled "Bupena English" for students of the ninth grade of junior high school.
Data: CH5.P67.A1
Finding Table of Data Analysis
Cognitive Process Dimension of Revised Bloom’s Taxonomy
Cognitive Process Dimension of Revised Blooms Taxonomy
- Discussion
There was a type of reading test that was not included in the reading test called skim reading. Thus, all categories of the dimension of cognitive processes were presented in the English text reading test based on Lorin W. The category of the dimension of cognitive processes represented in the English text reading test titled "Bupena English".
Data: CH3.P27.A1
Students can be assessed in the simplest process category by giving them a recognition or recall task under conditions very similar to those in which the students learned the material.39 In retrieval, students search long-term memory to find some information and convey information. to the working memory that can process it.
Data: CH1.P5.A2
Explaining is constructing and using a cause-and-effect model of a system that can be given by students.41 The test included the question, “Why did Sam look so happy?”. Therefore, by checking a correct answer, the student could understand the cause and effect of why Sam looked so happy.
Data: CH5.P79.A1
During the test, the student was instructed to choose an utterance that described the two images themselves. When taking the test, the student can choose an utterance related to the pictures and he or she must change the utterance to the form of the perfect tense. The familiarity of the situation often provides appropriate cues to guide the choice of the appropriate procedure.42 Therefore, the student could implement what he has learned about the perfect tense to do the test, based on the images provided and an example given .
Data: CH4.P43.A1
The finding showed 90 (ninety) times or 11% of the analysis category (C4) shown in the English textbook. The finding showed 68 (sixty-eight) times or 9% of the evaluation category (C5) shown in the English textbook.
Data: CH3.P28.A2
When taking the test, the student could make a judgment about the appropriateness between the statement and the information in the advertisement. According to the test, the test ordered the student to evaluate whether the statements were included in the false or true judgment. Therefore, the student can check true or false in the column based on the advertisement information.
Data: CH9.P122.A4
The data showed that the reading test provided two different texts and a question in the table. Therefore, the student can produce sentences according to the information about physical appearance in both texts. The finding showed that there was one type of reading test that was not included in the English textbook.
Data: CH4.P3.A1
Picture and sentence matching is that students concentrate on word and sentence comprehension by using pictures to test this skill.48 The test maker gave a picture and some of the different sentences, but there was one sentence that matched the picture itself. The finding showed 6 (six) times true or false reading test which was represented in the English textbook.
Data: CH7.P92.A1
According to this test, the test asked the student to read a passage and the student was given a statement. The student was instructed to write the letter T or F in the box next to the given statement. The finding showed 18 (eight teenage) times of multiple choice presented in the English textbook.
Data: CH1.P4.A2
The test is successful in measuring what is measured depending on the effectiveness of each of the items used. Indeed, all choices must be grammatically correct and appropriate in some of the distractors.50 This meant that the test could be recalled as a multiple-choice test when the test had more than two answer choices and the student was instructed to cross a correct answer. . The finding showed 12 (twelve) times of item completion that was represented in the English text.
Data: CH8.P106.A4
The assessment will prove very difficult when the student is confronted with some answers that range from acceptable to unacceptable. This was because the test ordered the student to fill in the blanks provided in the reading test.51 This meant that the student's answer would be correct or false in filling in the word or sentence. The finding showed 2 (two) times of rearrangement of elements that were represented in the English textbook.
Data: CH4.P43.A1
The test is used to test students in rewriting the jumbled sentences to get the correct order. On this test, if the student starts the first, two, or three sentences in the wrong order, it may be impossible for him/her to put the remaining sentences in the correct order. In other words, one wrong answer will inevitably lead to a second wrong answer and possibly a third, and so on.52 It meant that the reordering item was a test with a jumbled sentence and that the student was instructed to do it that way organize that it makes a good sense.
Data: CH6.P75.A1
- Suggestion
The finding showed 21 (twenty-one) times open and diverse items that were represented in the English textbook. The test asked the student to answer a question based on information in the text. The category of dimensions of cognitive processes in the reading test of the English textbook entitled "Bupena English" for students of the ninth grade of junior high school is;.
Research approach
Types of research Content analysis
Data analysis Content analysis
The student could then implement what he had learned in class about hope and congratulatory materials. The student can construct and use a cause-and-effect model of a system based on the information provided. The student can then implement what they have learned about the present tense in class.
The student can then apply what they learned in class to the past continuous tense. The student can then apply what they learned in class to the present perfect tense.
