28 used Bloom’s taxonomy to answer the second research question about the levels
of thinking skills which were employed in the three consecutive years of Junior High School English UN. Anderson and Krathwohl 2001 states there are six
levels of thinking skills which were discovered by Bloom 1987 namely remembering, understanding, applying, evaluating and creating.
Accordingly, the six levels of thinking skills employed certain behaviors which have been the characteristics of each level. For example, remembering
employed recognizing and recalling behaviors. Understanding employed interpreting and summarizing behaviors. Next, applying employed executing
behavior. Analyzing employed differentiating, organizing and attributing behaviors. Evaluating employed checking and critiquing. Last, creating employed
generating, planning, producing, inventing, designing and making behaviors
Anderson Krathwohl, 2001, pp. 66-88; Churches, 2008.
E. Data Analysis Techniques
Counting is a characteristic of some content analysis methods Fraenkel Wallen, 2006, p. 490. The researcher, hence, used counting as the technique to
analyze the data which had been categorized. The researcher counted the frequency of several aspects which would be the research results. Fraenkel and
Wallen 2006, p. 490 state the content analysis obviously is dealing with counting frequencies to gather the data.
29
1. Counting the Frequency of Reading Types
One of the objectives of this research was to describe the three consecutive years of Junior High School English UN test items. In describing the test items,
the researcher made a cross tabulation of reading types which were tested in the test items as the continuation of the coding process. The cross tabulation was
presented as follows.
Table 3.1 The Analysis of Reading Types Tested in the Test Items
Brown’s Reading Typology
English UN 2012
English UN 2013
English UN 2014
Frequency Percentage
Perceptive Selective
Interactive Extensive
Table 3.1 was the data presentation of reading types which are based on Brown
’s typology of reading tests. According to Brown 2004, p. 189, there are four reading types namely perceptive, selective, interactive and extensive reading.
These reading types were used to classify the data which has been analyzed. Moreover, the researcher counted the frequency of the test items which included
in each reading type and changed it to the percentage. It was supported by Fraenkel and Wallen 2006, p. 490 that the end product of the coding process
must be numbers.
2. Counting the Materials which Were Tested in the Filling-gap Texts
Since filling-gap texts represented tasks of selective reading Brown, 2004, p. 189, they contribute information related to how the three consecutive years of
