Employing Understanding Level of Thinking Skills

60 asked about the implementation of an English vocabulary item nice. It directed the test takers to implement their prior knowledge about the word nice. The word nice means enjoyable “Nice”. It was suitable to be implemented in incomplete sentence which the context was about smelling fragrant and beautiful roses. Therefore, the test takers had to implement the procedural knowledge about the word nice. As Anderson and Krathwohl 2001, p. 77 stated, executing occurs when students were able to use procedural knowledge to perform a familiar task. Procedural knowledge meant knowledge which had rules so that the test takers knew when and where to use it Brandsford, Brown Cocking 1999 as cited in Anderson Krathwohl, 2001, p. 52. Next, question number 47 in Figure 4.10 asked about the implementation of the simple present tense. It directed the test takers to implement their procedural knowledge about the simple present tense. Procedural knowledge meant knowledge which had rules so that the test takers knew when and where to use it Brandsford, Brown Cocking 1999 as cited in Anderson Krathwohl, 2001, p. 52. Therefore, there are several rules to use the simple present tense. Azar 1999, p. 13 argues that the simple present tense is used to tell the truth. Next, Krohn 1986, p. 11 states the –s form of verbs is used with third person singular objects; otherwise the simple form is used. Question number 47 needed an answer which was a verb in form of the simple present tense with I as a subject. Because I did not constitute the third person objects, the answer was Touch, the simple form of verb. As a result, question number 47 employed 61 executing behavior since it led the test takers to implement their procedural knowledge in solving familiar tasks Anderson Krathwohl, 2001, p. 77. Last, question number 48 asked about the use of an English vocabulary item Careful. As the same as question number 46, it directed the test takers to implement their prior knowledge about the word Careful since it was the correct answer Anderson Krathwohl, 2001, p. 77. The word careful means giving a lot of attention to what are you doing so you do not have an accident, make a mistake, or damage something “Careful”. The word Careful was suitable to be implemented in the incomplete sentence. It was because the context of the sentence was how to touch the petals of roses so they would not be spoilt. In conclusion, the questions number 46, 47 and 48 employed applying level of thinking especially executing behavior. They led the test takers to implement procedural knowledge in performing familiar tasks Anderson Krathwohl, 2001, p. 77. The procedural knowledge in these questions was the rules to use the words nice and careful and the simple present tense Brandsford, Brown Cocking 1999 as cited in Anderson Krathwohl, 2001, p. 52. Besides, the test takers performed the procedural knowledge in familiar tasks because they were used to do the similar tasks in the UN preparation tests. Hence, tasks like filling-gap texts were familiar for the test takers. Moreover, the questions led the test takers to employed remembering and understanding level of thinking in order to apply the knowledge in new situations or problems Churches, 2008. 62

CHAPTER V CONCLUSION AND RECOMMENDATIONS

This chapter consists of two main points. First, this chapter presents the summary of the findings and discussion of this research. This chapter summarizes how the three consecutive years of Junior High School English UN looks like and the levels of thinking skill which are employed in the three consecutive years of Junior High School English UN. Therefore, this chapter summarizes the language skill, the materials and the levels of thinking which are employed in the three consecutive years of Junior High School English UN. Second, this chapter gives recommendations to future research and current practice. This chapter gives the recommendations especially to future researchers, English teachers, schools, English UN designers and English Language Education Study Program ELESP students. To be more precise, here are two points about the conclusion and the recommendations.

A. Conclusion

After discussing the research results, the researcher comes to the conclusion. The three consecutive years of Junior High School English UN measures reading skills. It is because the three consecutive years of Junior High School English UN consists of reading passages and their following questions. The reading passages include warnings, short messages, greeting cards,