20 and Forehand 2010 argue that creating occurs when students are able to put
together parts, elements or materials to form new structures or patterns. Creating does not mean writing which represents the remembering of ideas or the
interpretation of materials Anderson Krathwohl, 2001, p. 85. Students must synthetize their own ideas or, in other words, take a position of particular cases
Anderson Krathwohl, 2001, p.85. In brief, there are several behaviors which are employed in creating skill such as generating, planning, producing, inventing,
designing and making Anderson Krathwohl, 2001, pp. 86-87; Churches, 2008.
B. Theoretical Framework
This research uses several theories such as high-stakes tests, Ujian Nasional UN, Englisng
language testing and Bloom’s taxonomy. First, the theories about high-stakes tests and UN
are used to shape the researcher’s thinking framework in writing the research. To be more specific, high-stakes tests describe
tests which have serious consequences for students, teachers, schools and school systems Hargrove, Jones Jones, 2003. Therefore, UN is considered as a high-
stakes testing in Indonesia since it is to make decisions which affect testees include students, teachers, committees, schools and districts Madaus, 1988 as
cited in Au, 2007. Second, the theories about English language tests are used to answer the
second research question. They are used to describe the three consecutive years of Junior High School English UN items.
Moreover, the research uses Brown’s
21 English language test theories. According to Brown 2004, language tests
measure individual ’s performance of a language like reading. There are four types
of reading; two of them are selective and interactive reading Brown, 2004. First, selective reading focuses on integrating the form of a language such as lexicons,
grammar and discourse features Brown, 2004. An example of selective reading tasks is fill-in-the-blank in form of multiple choices Brown, 2004. Second,
interactive reading also focuses on the form of a language, but it emphasizes more on the meaning of messages given Brown, 2004. Therefore, it leads test takers to
interact with longer texts in order to gain meanings Brown, 2004. An example of interactive reading tasks is a reading comprehension Brown, 2004. It is because
a reading comprehension consists of numerous texts which lead test takers to gain meanings Brown, 2004. Additionally, a reading comprehension consists of
questions following the texts Brown, 2004. These questions are main ideas topic, expressionsidiomsphrases in context, inference implied detail,
grammatical features, detailed information, unstated details, supporting ideas and vocabulary in context Brown, 2004, p. 206.
Third, the research uses Bloom’s taxonomy to answer the second research question. Bloom’s taxonomy is used to obtain information about the levels of
thinking skills which are employed in the three consecutive years of Junior High School English UN. Therefore, there are six levels of thinking skills according to
Bloom 2004. They are knowledge, comprehension, application, analysis, synthesize and evaluation Anderson Krathwohl, 2001. As time goes by,
Anderson and Krathwohl revised Bloom’s taxonomy. Therefore, the changes of
