DEVELOPING READING EXERCISES OF DISCUSSION TEXT IN I CAN DO IT ENGLISH 3 COURSEBOOK FOR GRADE XII STUDENTS VIEWED FROM BLOOM’S TAXONOMY.
DEVELOPING READING EXERCISES OF DISCUSSION TEXT
IN I CAN DO IT ENGLISH 3 COURSEBOOK FOR
GRADE XII STUDENTS VIEWED FROM
BLOOM’S TAXONOMY
A THESIS
Submitted as Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
MUHAMMAD ARIF
REG NUMBER: 2123121032
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
DECLARATION
I
have familirized myself with the University's Policy on
Academic
integnty. Except where appropriately acknowledge, this thesis is my own
;
work,
1
has been expresses in my own words, and has not been previously submitted
for
assessment.
I
understand that this paper may be screened electronically or otherwise
for plagiarism.
Medan, September 2016
Muhammad Arif
Reg. No.2123121032
i
LEMBAR PENGESAIIAN PEMBIMBING
Skripsi ini diajukan oleh: Muhammad Anf, Nim; 2123121032,
Jurusan Bahasa dan Sastra Inggris
Program Studi Pendidikan Bahasa Inggris/S-l
X'akultas Bahasa dan Seni
Universitas Negeri Medan
Dinyatakan telah memenuhi pereyaratan unfuk
memperoleh gelar Sarjana Pendidikan
Medan,
September 2016
Discfujui oleh:
Dosen Pembimhing
I
Drp. Meisuri. MA.
I\[IP. 19610s23 193703 2 006
Ilosen Pembimbing
II
Nora Ronita Dewi. S.Pd.. S.$., M,Hum.
NIP. 198005222$0812 2 003
LEMBAR PENGESAHAN TIM PENGUJI
Skripsi ini telah diuji dan dinyatakan telah
memenuhi persyaratan untuk memperoleh
gelar Sarjana Pendidikan
Medan,
September 2016
Tim Penguji,
Nama
1.
Dra. Meisuri, MA.
NrP. 19610523 198703 2 006
2.
Nora Ronita Dewi, S.Pd., S,S,, M.Hum.
NrP. 19800522 2A08,2 2 A03
Drs. Johan Sinulingga, M.Pd.
NrP. 19530707 t982lt 1 002
4.
Dra. Masitowarni Siregarn M.Ed.
NIP. 19671102 199303 2 001
Tanda Tangan
ABSTRACT
Arif, Muhammad. Registration Number: 2123121032. Developing Reading
Exercises of Discussion Text in I CAN DO IT English 3 Coursebook for
Grade XII Students Viewed from Bloom’s Taxonomy. A Thesis. English
Educational Program, State University of Medan, 2016.
This research was aimed to find out whether the English reading exercises are
appropriate with or not viewed from Bloom’s Taxonomy then fix them by
developing them based on the theories. This study focused on the developing the
reading exercises in I CAN DO IT English 3 coursebook specifically about
discussion text viewed from the Bloom’s taxonomy for grade XII students at
SMA Negeri 1 Kuala in the academic year 2015/2016. This study was categorized
as research and development. The data of the study was six sets of reading
exercises of discussion text taken from an English coursebook entitled I CAN DO
IT English 3 published by Masmedia in 2012. The references of this research
were the Bloom’s taxonomy, teacher’s directive, and proprotion 3:4:3 that led the
researcher in developing the reading exercises. The results of the study are 23
reading exercise items that replaced the existing exercises from all 40 items for
discussion text in I CAN DO IT English 3 coursebook.
Keywords: Bloom’s taxonomy, Grade XII Students, Reading exercises, research
and development.
i
ACKNOWLEDGEMENT
All praise for Allah, who has been being given the writer opportunities,
strengths, and all he needs in passing through this awesome level in this awesome
University so that he can finish this awesome thesis from his point of view.
It is so unquestioned that so many things were sacreficed that he has been
through, so, in this opportunity, the writer is very grateful to the following people:
Prof. Dr. Syawal Gultom, M.Pd, the Rector of State University of
Medan.
Arts (FBS), State University of Medan.
Department, Faculty of Languages and Arts, State University of Medan.
Dr. Isda Pramuniati, M.Hum, the Dean of Faculty of Languages and
Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English and Literature
Dra. Meisuri, M.A, and Nora Ronita Dewi, S.Pd, S.S, M.Hum, his
Thesis Consultants, who have already guided him to finish the Thesis by
giving advices, supervising, comments and corrections during completing
this Thesis.
has given him her time and shared her knowledge to him.
Dr. Anni Holila Pulungan, M.Hum, his special Thesis Consultant, who
Drs. Johan Sinulingga, M.Pd and Dra. Masitowarni Siregar, M.Ed.,
his Reviewers, who have given him valuable critics and suggestions to
finish his Thesis.
his result Validators, for their validation assessment.
Prof. Dr. Busmin Gurning, M.Pd, and Indra Hartoyo, S.Pd., M.Hum,
All the Lecturers of English and Literature Department, who have taught
and given knowledges, encouragement and priceless advices to complete
this Thesis to him.
Eis Sri Wahyuni, M.Pd, and Pantes, the Administration Staff of English
Department.
ii
His beloved parents, his father Adi Kusno, and his mother Ramnah, for
their priceless loves and supports, as well as his beloved sisters, Fitria and
Siti Nurfadila, who have been good siblings all the time.
His awesome sisters, Kak Floridawaty Siregar, Conny Rogate Sinaga,
and Dirgahayu Tumangger and also his special brother, Bang Boy
Atlaliust Simangunsong for all things they have been through.
His another thesis partner, Theresia ‘Mbot’ Manalu, for their crazy
awesome time and crazy awesome though.
His another beloved sister, Nurul ‘Pesek’ Jannah, the other sisters,
Anggi, Inu’, Tita, Sisil, Yossi, Nisa, Kak Danti, Kiwul, his Princesses
Rini, and Manda, his other brothers Amru, Sidik, Sulaiman, and Ridho,
and the fighters Barli, Berman, Boy, Putri, and Ratna.
His all classmates in English Education 2012 B together with them, the
writer obtains happiness, togetherness, and unforgettable memories and all
his friends in English and Literature Department.
His partners in Yayasan Bangun Bahari and Perpustakaan Terapung.
All school citizen in SMA Negeri 1 Kuala, especially Joan Egia Sijabat,
S.Pd., Dameria Ginting, S.Pd., and also his brothers and sisters in class
XII IPA 1, for their help to him in doing his research.
All people who have directly and indirectly contributed in this thesis that
cannot be mentioned one by one.
Medan, September 2016
The writer
Muhammad Arif
Reg. No. 2123121032
iii
TABLE OF CONTENTS
Pages
ABSTRACT ....................................................................................................
i
ACKNOWLEDGEMENT .............................................................................
ii
TABLE OF CONTENTS...............................................................................
iv
LIST OF TABLE ...........................................................................................
vi
LIST OF FIGURE .........................................................................................
vii
CHAPTER I. INTRODUCTION..................................................................
1
A. The Background of the Study ............................................................
B. The Problem of the Study ..................................................................
C. The Objective of the Study ................................................................
D. The Scope of the Study .....................................................................
E. The Significance of the Study ............................................................
1
6
6
7
7
CHAPTER II. REVIEW OF LITERATURE .............................................
8
A. Theoretical Framework ......................................................................
1. Reading .........................................................................................
a. Understanding of Reading.......................................................
b. Reading Comprehension .........................................................
2. Exercise ..........................................................................................
3. Test ................................................................................................
a. Definition ...............................................................................
b. Function of the Test ...............................................................
c. Purpose of Testing ..................................................................
4. Questions........................................................................................
a. Forms of the Questions ...........................................................
b. Designing Reading Exercises .................................................
c. Test Construction ...................................................................
d. Basic Principles of Test Design .............................................
1) The Concept of Validity ..................................................
2) The Concept of Reliability ..............................................
5. Bloom’s Taxonomy ....................................................................
a. The Origin of Bloom’s Taxonomy ......................................
8
8
8
9
10
11
11
11
12
13
13
15
17
18
18
19
20
21
iv
b. The Revision of Bloom’s Taxonomy ...................................
c. Why Use Bloom’s Taxonomy .............................................
6. Teacher’s Directive ......................................................................
B. Relevant Studies .................................................................................
C. Conceptual Framework ......................................................................
23
25
28
29
31
CHAPTER III. RESEARCH METHODOLOGY ......................................
33
A. Research Design ................................................................................
B. Subject of the Study ...........................................................................
C. The Technique of Data Analysis ........................................................
D. Adjusting the Exercises .....................................................................
33
33
34
34
CHAPTER IV. EXERCISE DEVELOPMENT ..........................................
38
A. Defining the Construct to be Measured .............................................
1. Gethering Information ...................................................................
2. Analyzing the Teacher’s Directive ................................................
3. Analyzing the Level of Reading Exercises based on the
Revised Bloom’s Taxonomy .........................................................
B. Defining Target Population................................................................
C. Reviewing Related Theories ..............................................................
D. Developing Prototype of Reading Exercise Items .............................
E. Evaluating the Prototype ....................................................................
F. Revising the Exercises ........................................................................
G. Collecting Data on Validity and Reliability ......................................
1. Validity ..........................................................................................
a. Validating by Experts ................................................................
b. Result .........................................................................................
2. Reliability ......................................................................................
a. Collecting Data of Reliability ....................................................
38
38
38
39
40
40
41
46
48
48
48
48
49
50
50
CHAPTER V. CONCLUSION AND SUGGESTION ................................
52
A. Conclusion .........................................................................................
B. Suggestion ..........................................................................................
52
53
REFERENCES ...............................................................................................
56
APPENDIX .....................................................................................................
57
v
LIST OF FIGURES
Pages
Figure 2.1 Four Stage of Test Construction........................................................ ..... 17
Figure 2.2 Old Version of Cognitive Domain of Bloom’s Taxonomy ................... 21
Figure 2.3 New Version of Cognitive Domain of Bloom’s Taxonomy .................. 24
Figure 3.1 Stages of R & D ...................................................................................... 34
vii
LIST OF APPENDICES
Pages
APPENDIX A – The Existing Reading Exercises ...........................................
57
APPENDIX B – Teacher’s Directive ...............................................................
64
APPENDIX C – Validation Sheets ..................................................................
78
APPENDIX D – Reliability of the Reading Exercises ....................................
84
APPENDIX E – The Developed Reading Exercises .......................................
86
viii
CHAPTER I
INTRODUCTION
A. The Background of the Study
Coursebook and textbook are the common tools which are used by the
teachers and students in school. But actually, coursebook is quite different with
textbook. Textbook is a book, contains some texts which are able to be used
generally. It means that textbook can be used by everyone, even if it is without
any specific purpose. Textbook is a comprehensive learning resource to support a
substantial portion of the curriculum expectations for a specific grade and subject,
as defined by Ministry of Education of Ontario. In other words, textbook is a
medium which supports the students in achieving the indicators that is expected in
curriculum. Furthermore, in the rules of Ministry of National Education number
11, 2005, it is explained that textbook is a reference book used in school which
contains learning materials arranged based on the standard of National Education.
Coursebook itself, as defined by Mudzakir (2003) in his paper, is a textbook with
some addition such as exercises and the other pedagogic activity in order to ease
the teaching-learning process. So textbook and coursebook are only differed by
the existence of the exercises and the pedagogic activity in the content.
1
2
Coursebook takes an important role in a teaching-learning process.
Commonly, teacher uses a coursebook as a reference in the teaching-learning
process. But it is not the only role. Cunningsworth (1995) adds some informations
that at least there are seven roles of coursebook in English Language Teaching
(ELT) and one of them is coursebook as a source of activities for learner practice
and communicative interaction. This role means that coursebook is a guideline in
the arrangements of activities in the teaching-learning process. Coursebook
provides some activities for learners in the class. It eases the teachers in managing
the class.
The other role is as a support for less experienced teachers who have yet to
gain in confidence. Coursebook helps the teachers, the less experienced teachers,
to teach in the class confidently because it provides something ‘what to do’ or
‘what to teach’.
Because of those roles stated above, choosing a good coursebook becomes
the first important step in order to make a good learning process. Teacher as the
one who is responsible to determine the coursebook which will be used in the
class should evaluate some coursebooks to select the good one. Wen-Cheng, Lin,
and Lee (2010) mention some aspects which be able to be the references. They are
the year of publishing, relevant content, visual and graphics, audiovisual, material
address and exercise.
3
Moreover, Mukundan, Vahid, and Reza (2011) provided a tentative
checklist as the criteria of a good coursebook. They divided the criteria into two
parts. First part was the general attributes. In this part, they mention five aspects
that need to be fulfilled by a coursebook. Based on the general attributes, they
explain that a coursebook has to match to the spesifications of the syllabus and
curriculum. It has to provide the activities that can work well with the
methodology in ELT. The look of a coursebook such as the cover, layout, and
graphics also belongs to the aspect that has to be fulfilled.
The second part was about the content. Generally, the content of a
coursebook should be fun and interesting. The task which is provided should
move from simple to complex. Because ELT is a language subject, the content
also should achieve the objective of four skills and the other language features
such as listening, speaking, reading, writing, vocabulary, grammar, and
pronunciation. The last component is exercise. They should have clear
instructions, and help students who are under/over achievers.
One of the components stated in the second part is about exercise which is
providing exercises aims to make the students get used to the topics or the
materials so that they can achieve what curriculum expects to. Exercises contain
questions and activities. In designing some exercises, in this case, questions, the
author of the coursebook should follow the steps how to make a good questions.
4
There are some references which be able to be used in designing the
questions. They are the curriculum’s expectations and parameter or standard. One
of the standards which can be used is Bloom’s Taxonomy. As stated in a study of
Giani, Zulkardi and Cecil (2015), they explained that the percentage of the
question for each cognitive level of Bloom’s Taxonomy is formulated as follow,
30% for remembering and understanding level, 40% for applying and analyzing
level, 30% for evaluating and creating level.
But, unfortunately, not all of the coursebook provides the exercises which
fulfill the criteria within the curriculum’s expectations and the cognitive domain.
It supported by the finding of Sirait in her research. Sirait (2014) argued that Look
Ahead coursebook fails to provide exercises, in this case reading exercises. She
stated that reading exercises in Look Ahead coursebook are not proportional
viewed from Bloom’s taxonomy especially on comprehension level of reading.
Furthermore, the writer took her finding in Look Ahead 3. She found that
there are twenty reading passages in this coursebook. Each passage is followed by
comprehension exercise.
As shown in her finding, it is known that the appearance of the question in
remembering level is the highest which is 51 percent, followed by the appearance
of question in understanding level which is 32 percent. Then the rest of level is
only 2-9 percent from all appearance. So it can be concluded that the numbers of
exercises for each level are not spread evenly. That is why Sirait stated that the
exercises in this coursebook are not proprotional.
5
In line with this finding, Giani, Zulkardi, and Cecil conducted a research
which is relevant with Sirait’s. In Matematika Konsep dan Aplikasinya untuk
kelas VII book, from 115 questions in the chapter of Persamaan dan
Pertidaksamaan Linear Satu Variable, they found that 3.23% questions are in
remembering level, 30.97% questions are in understanding level, 61.93%
questions are in applying level, and 3.87% questions are in analyzing level. Sadly,
none of the question is in both evaluating and creating level.
Based on the data from Sirait and Giani, Zulkardi, and Cecil, the writer
himself analyzed another coursebook in order to find out the condition of the
exercises in this coursebook. The coursebook which was chosen by the writer is I
CAN DO IT English 3.
I CAN DO IT English 3 is a coursebook published by Masmedia in 2012.
This book is used by the grade XII students in SMA Negeri 1 Kuala, Langkat. In
analyzing this book, the writer focuses on the reading exercises of discussion text.
There are six texts in relating to the genre of discussion text provided in this book.
From all 40 numbers of exercise, 57% are in the remembering level, 30%
are in the understanding level, 3% are in the applying level, 3% are in the
analyzing level, and 7% are in the evaluating level. But unfortunately, none of
them is in the creating level.
Because of the failure in these three coursebooks in providing the
appropriate reading exercises as presented above, it surely affects the students
reading skill. Their understanding will not be challenged by the exercises. Sirait
6
stated that this failure will be the obstacle for the development of the students’
comprehension skill, and further, their reading skill.
Since this condition makes the students become weak in reading skill, the
writer tought it is necessary to do some improvements by developing the reading
exercise to the Bloom’s taxonomy in order to make an appropriate exercise so that
it can develop students’ reading skill.
By conducting this research, the writer expected that developing the
reading exercises in I CAN DO IT English 3 coursebook could fix the problem
elaborated above.
B. The Problem of the Study
From the explanation in the background of the study, the writer formulated
this research problem as follow: “What are the appropriate reading exercises of
discussion text in I CAN DO IT English 3 coursebook for Senior High School
grade XII students viewed from the Bloom’s taxonomy?”
C. The Objective of the Study
The objective of this research was to develop the reading exercises of
discussion text in I CAN DO IT English 3 coursebook viewed from Bloom’s
taxonomy.
7
D. The Scope of the Study
This research only focused on analyzing the existing reading exercises in I
CAN DO IT English 3 coursebook and developing them viewed from the Bloom’s
taxonomy. The writer limited the exercises that was only about discussion text.
E. The Significance of the Study
The writer expected that this research would give some contributions.
Theoritically, this research would contribute to the teachers in guiding them to do
the same. In other words, the theories and the way used by the writer in
developing the exercises could be useful for the teacher in order to do the
improvement in other coursebook they use in the class. The theory itself could be
useful for other researchers in conducting the same research.
Practically, this research would contribute a useful product for the teachers
and the students. The result of this research could be recommended to the school
which uses I CAN DO IT English 3 coursebook, in this case SMA Negeri 1 Kuala,
as the material in their teaching-learning process.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The students need reading exercises to challenge their understanding so
that their reading comprehension can increase. In order to achieve the higher
reading comprehension, it should be supported by the appropriate reading
exercises.
Since reading exercises in I CAN DO IT English 3 coursebook do not
match to the standard, the writer decided to develop them through seven stages;
1) defining the construct to be measured, 2) defining target population, 3)
reviewing related theories, 4) developing prototype of reading exercises, 5)
evaluating the prototype 6) revising the exercises 7) collecting data on validity
and reliability. The writer also developed them by using Bloom’s taxonomy,
teacher’s directive and proportion 3:4:3 as the references. The results of this
study are 23 reading exercise items that replace the existing exercises from all
40 reading exercise items of discussion texts which are now appropriate with
the standard. (The developed exercises are presented in Appendix E)
52
53
B. Suggestion
1. Teacher
Teachers may use the theories and follow the way used by the writer
in developing the exercises so that they can develop the exercises in other
coursebooks they use in the class.
2. Other Researcher
Other researchers should find many other references to support them
in conducting the same research so that they can develop the exercises in
the better way than this research.
REFERENCES
Alyousef, H.S. 2006. Teaching Reading Comprehension to ESL/EFL Learners.
Journal of Language and Learning, 5 (1) 2.
Anderson, O.W., and Krathwohl, D.R. 2001. A Taxonomy for Learning, Teaching,
and Assessing: A Revision of Bloom’s Taxonomy of Educational
Objectives. Boston: Addison Wesley Longman, Inc.
Borg, W.R., Gall, M.D., and Gall, J.P. 2003. Educational Research: An
Introduction Seventh Edition. Boston: Ablongman.
Brown, H.D. 2003. Language Assessment: Principles and Classroom Practices.
San Francisco: Longman.
Cunningsworth, A. 1995. Choosing Your Coursebook. Oxford: Macmillan
Publisher.
Day, R.R., and Park, J. 2005. Developing Rading Comprehension Questions.
Reading in a Foreign Language, 17 (1).
Forehand, Mary. 2005. Bloom’s Taxonomy: Original and Revised. Georgia:
University of Georgia
Giani, Zulkardi, and Cecil. 2015. Analisis Tingkat Kognitif Soal-soal Buku Teks
Matematika Kelas VII Berdasarkan Taksonomi Bloom. Jurnal
Pendidikan Matematika, 9 (2)
Hafidhoh, N.L. 2011. The Analysis of Reading Exercises in “Developing English
Competencies 1”, An English Textbook for Senior High School Grade X,
Published by Pusat Perbukuan Departemen Pendidikan Nasional.
Semarang: Institut Agama Islam Negeri Walisongo Semarang
Hajimohammadi, R., Nimehchisalem, V., & Mukundan, J. 2001. Developing an
English Language Textbook Evaluation Checklist: A Focus Group Study.
International Journal of Humanities and Social Science, 1 (12)
Heaton, J B. 1975. Writing English Tets. London: Longman
Hughes, A. 2003. Testing for Language Teachers. Cambridge: Cambridge
University Press
54
55
Huitt, W. 2011. Bloom et al.'s taxonomy of the cognitive domain. Educational
Psychology Interactive. Valdosta, GA: Valdosta State University.
Javed, and Lin S.E. 2015. Developing Reading Comprehension Modules to
Facilitate Reading Comprehension among Malaysian Secondary School
ESL Students, International Journal of Instruction, 8 (2)
Krathwohl, D.R. 2002 A Revision of Bloom’s Taxonomy: An Overview. Theory
into Practice, 41 (4)
Ministry of Education of Ontario. 2006. Guidelines for Approval of Textbooks.
Ontario: Queen’s Printer.
Mudzakir. 2003. Penulisan Buku Teks Bahasa Arab: Makalah Seminar Nasional
Pengajaran Bahasa Arab. Bandung: Universitas Pendidikan Indonesia
Munzenmaier, C. and Rubin, N. 2013. Perspectives Bloom’s Taxonomy: What’s
Old is New Again. California: The Elearning Guild
Peraturan Kementerian Pendidikan Nasional Nomor 11 Tahun 2005 tentang
Buku Teks Pelajaran. 2012. Jakarta: Published by Persatuan Guru
Indonesia on http://www.pgri.or.id/
Rudner, L., and Scafer, W.D. 2002. What Teachers Need to Know about
Assessment. Washington, D.C.: National Education Association
Sahin, A. 2013. The Effect of Text Types on Reading Comprehension,
International Journal of Education, 3 (2)
Scharer, P.L. 2010. Policy into Practice: What is Reading?. Ohio: The Ohio State
University
Sirait, R.E. 2014. Comprehension Levels of Reading Exercises in Look Ahead
English Coursebooks. International Journal of English Language
Education, 2 (2)
Sundayana, W. 2007. Pedoman Guru Bahasa Inggris SMA. Bandung: Universitas
Pendidikan Indonesia.
Weir, C.J. 1990. Communicative Language Testing. New Jersey: Prentice Hall.
56
Wen-Cheng, W., Chien-Hung, L., & Chung-Chieh, L. 2011. Thingking of the
Textbook in the ESL/EFL Classroom. English Language Teaching, 4 (2)
Internet Sources
http://kbbi.web.id/latih/ May 13th 2016/4:57 AM
http://kbbi.web.id/tes/ May 13th 2016/4:56 AM
http://file.upi.edu/Direktori/FPBS/JUR._PEND._BAHASA_PERANCIS/1969122
31993022-TRI_INDRI_HARDINI/Uji_Validitas_dan_Reliabilitas.pdf
August 31st 2016/1:15 AM
Coursebook Information
Name of coursebook : I CAN DO IT English 3, English for Senior High School
Students Grade XII
Authors
: E. Rahayu P. Darini & Joko Daryanto
Publisher
: Masmedia Buana Pustaka
Jl. Tropodo 1 No. 111 Waru
Sidoarjo, Jawa Timur
Year
: 2012
IN I CAN DO IT ENGLISH 3 COURSEBOOK FOR
GRADE XII STUDENTS VIEWED FROM
BLOOM’S TAXONOMY
A THESIS
Submitted as Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
MUHAMMAD ARIF
REG NUMBER: 2123121032
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
DECLARATION
I
have familirized myself with the University's Policy on
Academic
integnty. Except where appropriately acknowledge, this thesis is my own
;
work,
1
has been expresses in my own words, and has not been previously submitted
for
assessment.
I
understand that this paper may be screened electronically or otherwise
for plagiarism.
Medan, September 2016
Muhammad Arif
Reg. No.2123121032
i
LEMBAR PENGESAIIAN PEMBIMBING
Skripsi ini diajukan oleh: Muhammad Anf, Nim; 2123121032,
Jurusan Bahasa dan Sastra Inggris
Program Studi Pendidikan Bahasa Inggris/S-l
X'akultas Bahasa dan Seni
Universitas Negeri Medan
Dinyatakan telah memenuhi pereyaratan unfuk
memperoleh gelar Sarjana Pendidikan
Medan,
September 2016
Discfujui oleh:
Dosen Pembimhing
I
Drp. Meisuri. MA.
I\[IP. 19610s23 193703 2 006
Ilosen Pembimbing
II
Nora Ronita Dewi. S.Pd.. S.$., M,Hum.
NIP. 198005222$0812 2 003
LEMBAR PENGESAHAN TIM PENGUJI
Skripsi ini telah diuji dan dinyatakan telah
memenuhi persyaratan untuk memperoleh
gelar Sarjana Pendidikan
Medan,
September 2016
Tim Penguji,
Nama
1.
Dra. Meisuri, MA.
NrP. 19610523 198703 2 006
2.
Nora Ronita Dewi, S.Pd., S,S,, M.Hum.
NrP. 19800522 2A08,2 2 A03
Drs. Johan Sinulingga, M.Pd.
NrP. 19530707 t982lt 1 002
4.
Dra. Masitowarni Siregarn M.Ed.
NIP. 19671102 199303 2 001
Tanda Tangan
ABSTRACT
Arif, Muhammad. Registration Number: 2123121032. Developing Reading
Exercises of Discussion Text in I CAN DO IT English 3 Coursebook for
Grade XII Students Viewed from Bloom’s Taxonomy. A Thesis. English
Educational Program, State University of Medan, 2016.
This research was aimed to find out whether the English reading exercises are
appropriate with or not viewed from Bloom’s Taxonomy then fix them by
developing them based on the theories. This study focused on the developing the
reading exercises in I CAN DO IT English 3 coursebook specifically about
discussion text viewed from the Bloom’s taxonomy for grade XII students at
SMA Negeri 1 Kuala in the academic year 2015/2016. This study was categorized
as research and development. The data of the study was six sets of reading
exercises of discussion text taken from an English coursebook entitled I CAN DO
IT English 3 published by Masmedia in 2012. The references of this research
were the Bloom’s taxonomy, teacher’s directive, and proprotion 3:4:3 that led the
researcher in developing the reading exercises. The results of the study are 23
reading exercise items that replaced the existing exercises from all 40 items for
discussion text in I CAN DO IT English 3 coursebook.
Keywords: Bloom’s taxonomy, Grade XII Students, Reading exercises, research
and development.
i
ACKNOWLEDGEMENT
All praise for Allah, who has been being given the writer opportunities,
strengths, and all he needs in passing through this awesome level in this awesome
University so that he can finish this awesome thesis from his point of view.
It is so unquestioned that so many things were sacreficed that he has been
through, so, in this opportunity, the writer is very grateful to the following people:
Prof. Dr. Syawal Gultom, M.Pd, the Rector of State University of
Medan.
Arts (FBS), State University of Medan.
Department, Faculty of Languages and Arts, State University of Medan.
Dr. Isda Pramuniati, M.Hum, the Dean of Faculty of Languages and
Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English and Literature
Dra. Meisuri, M.A, and Nora Ronita Dewi, S.Pd, S.S, M.Hum, his
Thesis Consultants, who have already guided him to finish the Thesis by
giving advices, supervising, comments and corrections during completing
this Thesis.
has given him her time and shared her knowledge to him.
Dr. Anni Holila Pulungan, M.Hum, his special Thesis Consultant, who
Drs. Johan Sinulingga, M.Pd and Dra. Masitowarni Siregar, M.Ed.,
his Reviewers, who have given him valuable critics and suggestions to
finish his Thesis.
his result Validators, for their validation assessment.
Prof. Dr. Busmin Gurning, M.Pd, and Indra Hartoyo, S.Pd., M.Hum,
All the Lecturers of English and Literature Department, who have taught
and given knowledges, encouragement and priceless advices to complete
this Thesis to him.
Eis Sri Wahyuni, M.Pd, and Pantes, the Administration Staff of English
Department.
ii
His beloved parents, his father Adi Kusno, and his mother Ramnah, for
their priceless loves and supports, as well as his beloved sisters, Fitria and
Siti Nurfadila, who have been good siblings all the time.
His awesome sisters, Kak Floridawaty Siregar, Conny Rogate Sinaga,
and Dirgahayu Tumangger and also his special brother, Bang Boy
Atlaliust Simangunsong for all things they have been through.
His another thesis partner, Theresia ‘Mbot’ Manalu, for their crazy
awesome time and crazy awesome though.
His another beloved sister, Nurul ‘Pesek’ Jannah, the other sisters,
Anggi, Inu’, Tita, Sisil, Yossi, Nisa, Kak Danti, Kiwul, his Princesses
Rini, and Manda, his other brothers Amru, Sidik, Sulaiman, and Ridho,
and the fighters Barli, Berman, Boy, Putri, and Ratna.
His all classmates in English Education 2012 B together with them, the
writer obtains happiness, togetherness, and unforgettable memories and all
his friends in English and Literature Department.
His partners in Yayasan Bangun Bahari and Perpustakaan Terapung.
All school citizen in SMA Negeri 1 Kuala, especially Joan Egia Sijabat,
S.Pd., Dameria Ginting, S.Pd., and also his brothers and sisters in class
XII IPA 1, for their help to him in doing his research.
All people who have directly and indirectly contributed in this thesis that
cannot be mentioned one by one.
Medan, September 2016
The writer
Muhammad Arif
Reg. No. 2123121032
iii
TABLE OF CONTENTS
Pages
ABSTRACT ....................................................................................................
i
ACKNOWLEDGEMENT .............................................................................
ii
TABLE OF CONTENTS...............................................................................
iv
LIST OF TABLE ...........................................................................................
vi
LIST OF FIGURE .........................................................................................
vii
CHAPTER I. INTRODUCTION..................................................................
1
A. The Background of the Study ............................................................
B. The Problem of the Study ..................................................................
C. The Objective of the Study ................................................................
D. The Scope of the Study .....................................................................
E. The Significance of the Study ............................................................
1
6
6
7
7
CHAPTER II. REVIEW OF LITERATURE .............................................
8
A. Theoretical Framework ......................................................................
1. Reading .........................................................................................
a. Understanding of Reading.......................................................
b. Reading Comprehension .........................................................
2. Exercise ..........................................................................................
3. Test ................................................................................................
a. Definition ...............................................................................
b. Function of the Test ...............................................................
c. Purpose of Testing ..................................................................
4. Questions........................................................................................
a. Forms of the Questions ...........................................................
b. Designing Reading Exercises .................................................
c. Test Construction ...................................................................
d. Basic Principles of Test Design .............................................
1) The Concept of Validity ..................................................
2) The Concept of Reliability ..............................................
5. Bloom’s Taxonomy ....................................................................
a. The Origin of Bloom’s Taxonomy ......................................
8
8
8
9
10
11
11
11
12
13
13
15
17
18
18
19
20
21
iv
b. The Revision of Bloom’s Taxonomy ...................................
c. Why Use Bloom’s Taxonomy .............................................
6. Teacher’s Directive ......................................................................
B. Relevant Studies .................................................................................
C. Conceptual Framework ......................................................................
23
25
28
29
31
CHAPTER III. RESEARCH METHODOLOGY ......................................
33
A. Research Design ................................................................................
B. Subject of the Study ...........................................................................
C. The Technique of Data Analysis ........................................................
D. Adjusting the Exercises .....................................................................
33
33
34
34
CHAPTER IV. EXERCISE DEVELOPMENT ..........................................
38
A. Defining the Construct to be Measured .............................................
1. Gethering Information ...................................................................
2. Analyzing the Teacher’s Directive ................................................
3. Analyzing the Level of Reading Exercises based on the
Revised Bloom’s Taxonomy .........................................................
B. Defining Target Population................................................................
C. Reviewing Related Theories ..............................................................
D. Developing Prototype of Reading Exercise Items .............................
E. Evaluating the Prototype ....................................................................
F. Revising the Exercises ........................................................................
G. Collecting Data on Validity and Reliability ......................................
1. Validity ..........................................................................................
a. Validating by Experts ................................................................
b. Result .........................................................................................
2. Reliability ......................................................................................
a. Collecting Data of Reliability ....................................................
38
38
38
39
40
40
41
46
48
48
48
48
49
50
50
CHAPTER V. CONCLUSION AND SUGGESTION ................................
52
A. Conclusion .........................................................................................
B. Suggestion ..........................................................................................
52
53
REFERENCES ...............................................................................................
56
APPENDIX .....................................................................................................
57
v
LIST OF FIGURES
Pages
Figure 2.1 Four Stage of Test Construction........................................................ ..... 17
Figure 2.2 Old Version of Cognitive Domain of Bloom’s Taxonomy ................... 21
Figure 2.3 New Version of Cognitive Domain of Bloom’s Taxonomy .................. 24
Figure 3.1 Stages of R & D ...................................................................................... 34
vii
LIST OF APPENDICES
Pages
APPENDIX A – The Existing Reading Exercises ...........................................
57
APPENDIX B – Teacher’s Directive ...............................................................
64
APPENDIX C – Validation Sheets ..................................................................
78
APPENDIX D – Reliability of the Reading Exercises ....................................
84
APPENDIX E – The Developed Reading Exercises .......................................
86
viii
CHAPTER I
INTRODUCTION
A. The Background of the Study
Coursebook and textbook are the common tools which are used by the
teachers and students in school. But actually, coursebook is quite different with
textbook. Textbook is a book, contains some texts which are able to be used
generally. It means that textbook can be used by everyone, even if it is without
any specific purpose. Textbook is a comprehensive learning resource to support a
substantial portion of the curriculum expectations for a specific grade and subject,
as defined by Ministry of Education of Ontario. In other words, textbook is a
medium which supports the students in achieving the indicators that is expected in
curriculum. Furthermore, in the rules of Ministry of National Education number
11, 2005, it is explained that textbook is a reference book used in school which
contains learning materials arranged based on the standard of National Education.
Coursebook itself, as defined by Mudzakir (2003) in his paper, is a textbook with
some addition such as exercises and the other pedagogic activity in order to ease
the teaching-learning process. So textbook and coursebook are only differed by
the existence of the exercises and the pedagogic activity in the content.
1
2
Coursebook takes an important role in a teaching-learning process.
Commonly, teacher uses a coursebook as a reference in the teaching-learning
process. But it is not the only role. Cunningsworth (1995) adds some informations
that at least there are seven roles of coursebook in English Language Teaching
(ELT) and one of them is coursebook as a source of activities for learner practice
and communicative interaction. This role means that coursebook is a guideline in
the arrangements of activities in the teaching-learning process. Coursebook
provides some activities for learners in the class. It eases the teachers in managing
the class.
The other role is as a support for less experienced teachers who have yet to
gain in confidence. Coursebook helps the teachers, the less experienced teachers,
to teach in the class confidently because it provides something ‘what to do’ or
‘what to teach’.
Because of those roles stated above, choosing a good coursebook becomes
the first important step in order to make a good learning process. Teacher as the
one who is responsible to determine the coursebook which will be used in the
class should evaluate some coursebooks to select the good one. Wen-Cheng, Lin,
and Lee (2010) mention some aspects which be able to be the references. They are
the year of publishing, relevant content, visual and graphics, audiovisual, material
address and exercise.
3
Moreover, Mukundan, Vahid, and Reza (2011) provided a tentative
checklist as the criteria of a good coursebook. They divided the criteria into two
parts. First part was the general attributes. In this part, they mention five aspects
that need to be fulfilled by a coursebook. Based on the general attributes, they
explain that a coursebook has to match to the spesifications of the syllabus and
curriculum. It has to provide the activities that can work well with the
methodology in ELT. The look of a coursebook such as the cover, layout, and
graphics also belongs to the aspect that has to be fulfilled.
The second part was about the content. Generally, the content of a
coursebook should be fun and interesting. The task which is provided should
move from simple to complex. Because ELT is a language subject, the content
also should achieve the objective of four skills and the other language features
such as listening, speaking, reading, writing, vocabulary, grammar, and
pronunciation. The last component is exercise. They should have clear
instructions, and help students who are under/over achievers.
One of the components stated in the second part is about exercise which is
providing exercises aims to make the students get used to the topics or the
materials so that they can achieve what curriculum expects to. Exercises contain
questions and activities. In designing some exercises, in this case, questions, the
author of the coursebook should follow the steps how to make a good questions.
4
There are some references which be able to be used in designing the
questions. They are the curriculum’s expectations and parameter or standard. One
of the standards which can be used is Bloom’s Taxonomy. As stated in a study of
Giani, Zulkardi and Cecil (2015), they explained that the percentage of the
question for each cognitive level of Bloom’s Taxonomy is formulated as follow,
30% for remembering and understanding level, 40% for applying and analyzing
level, 30% for evaluating and creating level.
But, unfortunately, not all of the coursebook provides the exercises which
fulfill the criteria within the curriculum’s expectations and the cognitive domain.
It supported by the finding of Sirait in her research. Sirait (2014) argued that Look
Ahead coursebook fails to provide exercises, in this case reading exercises. She
stated that reading exercises in Look Ahead coursebook are not proportional
viewed from Bloom’s taxonomy especially on comprehension level of reading.
Furthermore, the writer took her finding in Look Ahead 3. She found that
there are twenty reading passages in this coursebook. Each passage is followed by
comprehension exercise.
As shown in her finding, it is known that the appearance of the question in
remembering level is the highest which is 51 percent, followed by the appearance
of question in understanding level which is 32 percent. Then the rest of level is
only 2-9 percent from all appearance. So it can be concluded that the numbers of
exercises for each level are not spread evenly. That is why Sirait stated that the
exercises in this coursebook are not proprotional.
5
In line with this finding, Giani, Zulkardi, and Cecil conducted a research
which is relevant with Sirait’s. In Matematika Konsep dan Aplikasinya untuk
kelas VII book, from 115 questions in the chapter of Persamaan dan
Pertidaksamaan Linear Satu Variable, they found that 3.23% questions are in
remembering level, 30.97% questions are in understanding level, 61.93%
questions are in applying level, and 3.87% questions are in analyzing level. Sadly,
none of the question is in both evaluating and creating level.
Based on the data from Sirait and Giani, Zulkardi, and Cecil, the writer
himself analyzed another coursebook in order to find out the condition of the
exercises in this coursebook. The coursebook which was chosen by the writer is I
CAN DO IT English 3.
I CAN DO IT English 3 is a coursebook published by Masmedia in 2012.
This book is used by the grade XII students in SMA Negeri 1 Kuala, Langkat. In
analyzing this book, the writer focuses on the reading exercises of discussion text.
There are six texts in relating to the genre of discussion text provided in this book.
From all 40 numbers of exercise, 57% are in the remembering level, 30%
are in the understanding level, 3% are in the applying level, 3% are in the
analyzing level, and 7% are in the evaluating level. But unfortunately, none of
them is in the creating level.
Because of the failure in these three coursebooks in providing the
appropriate reading exercises as presented above, it surely affects the students
reading skill. Their understanding will not be challenged by the exercises. Sirait
6
stated that this failure will be the obstacle for the development of the students’
comprehension skill, and further, their reading skill.
Since this condition makes the students become weak in reading skill, the
writer tought it is necessary to do some improvements by developing the reading
exercise to the Bloom’s taxonomy in order to make an appropriate exercise so that
it can develop students’ reading skill.
By conducting this research, the writer expected that developing the
reading exercises in I CAN DO IT English 3 coursebook could fix the problem
elaborated above.
B. The Problem of the Study
From the explanation in the background of the study, the writer formulated
this research problem as follow: “What are the appropriate reading exercises of
discussion text in I CAN DO IT English 3 coursebook for Senior High School
grade XII students viewed from the Bloom’s taxonomy?”
C. The Objective of the Study
The objective of this research was to develop the reading exercises of
discussion text in I CAN DO IT English 3 coursebook viewed from Bloom’s
taxonomy.
7
D. The Scope of the Study
This research only focused on analyzing the existing reading exercises in I
CAN DO IT English 3 coursebook and developing them viewed from the Bloom’s
taxonomy. The writer limited the exercises that was only about discussion text.
E. The Significance of the Study
The writer expected that this research would give some contributions.
Theoritically, this research would contribute to the teachers in guiding them to do
the same. In other words, the theories and the way used by the writer in
developing the exercises could be useful for the teacher in order to do the
improvement in other coursebook they use in the class. The theory itself could be
useful for other researchers in conducting the same research.
Practically, this research would contribute a useful product for the teachers
and the students. The result of this research could be recommended to the school
which uses I CAN DO IT English 3 coursebook, in this case SMA Negeri 1 Kuala,
as the material in their teaching-learning process.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The students need reading exercises to challenge their understanding so
that their reading comprehension can increase. In order to achieve the higher
reading comprehension, it should be supported by the appropriate reading
exercises.
Since reading exercises in I CAN DO IT English 3 coursebook do not
match to the standard, the writer decided to develop them through seven stages;
1) defining the construct to be measured, 2) defining target population, 3)
reviewing related theories, 4) developing prototype of reading exercises, 5)
evaluating the prototype 6) revising the exercises 7) collecting data on validity
and reliability. The writer also developed them by using Bloom’s taxonomy,
teacher’s directive and proportion 3:4:3 as the references. The results of this
study are 23 reading exercise items that replace the existing exercises from all
40 reading exercise items of discussion texts which are now appropriate with
the standard. (The developed exercises are presented in Appendix E)
52
53
B. Suggestion
1. Teacher
Teachers may use the theories and follow the way used by the writer
in developing the exercises so that they can develop the exercises in other
coursebooks they use in the class.
2. Other Researcher
Other researchers should find many other references to support them
in conducting the same research so that they can develop the exercises in
the better way than this research.
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Alyousef, H.S. 2006. Teaching Reading Comprehension to ESL/EFL Learners.
Journal of Language and Learning, 5 (1) 2.
Anderson, O.W., and Krathwohl, D.R. 2001. A Taxonomy for Learning, Teaching,
and Assessing: A Revision of Bloom’s Taxonomy of Educational
Objectives. Boston: Addison Wesley Longman, Inc.
Borg, W.R., Gall, M.D., and Gall, J.P. 2003. Educational Research: An
Introduction Seventh Edition. Boston: Ablongman.
Brown, H.D. 2003. Language Assessment: Principles and Classroom Practices.
San Francisco: Longman.
Cunningsworth, A. 1995. Choosing Your Coursebook. Oxford: Macmillan
Publisher.
Day, R.R., and Park, J. 2005. Developing Rading Comprehension Questions.
Reading in a Foreign Language, 17 (1).
Forehand, Mary. 2005. Bloom’s Taxonomy: Original and Revised. Georgia:
University of Georgia
Giani, Zulkardi, and Cecil. 2015. Analisis Tingkat Kognitif Soal-soal Buku Teks
Matematika Kelas VII Berdasarkan Taksonomi Bloom. Jurnal
Pendidikan Matematika, 9 (2)
Hafidhoh, N.L. 2011. The Analysis of Reading Exercises in “Developing English
Competencies 1”, An English Textbook for Senior High School Grade X,
Published by Pusat Perbukuan Departemen Pendidikan Nasional.
Semarang: Institut Agama Islam Negeri Walisongo Semarang
Hajimohammadi, R., Nimehchisalem, V., & Mukundan, J. 2001. Developing an
English Language Textbook Evaluation Checklist: A Focus Group Study.
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Heaton, J B. 1975. Writing English Tets. London: Longman
Hughes, A. 2003. Testing for Language Teachers. Cambridge: Cambridge
University Press
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Huitt, W. 2011. Bloom et al.'s taxonomy of the cognitive domain. Educational
Psychology Interactive. Valdosta, GA: Valdosta State University.
Javed, and Lin S.E. 2015. Developing Reading Comprehension Modules to
Facilitate Reading Comprehension among Malaysian Secondary School
ESL Students, International Journal of Instruction, 8 (2)
Krathwohl, D.R. 2002 A Revision of Bloom’s Taxonomy: An Overview. Theory
into Practice, 41 (4)
Ministry of Education of Ontario. 2006. Guidelines for Approval of Textbooks.
Ontario: Queen’s Printer.
Mudzakir. 2003. Penulisan Buku Teks Bahasa Arab: Makalah Seminar Nasional
Pengajaran Bahasa Arab. Bandung: Universitas Pendidikan Indonesia
Munzenmaier, C. and Rubin, N. 2013. Perspectives Bloom’s Taxonomy: What’s
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Buku Teks Pelajaran. 2012. Jakarta: Published by Persatuan Guru
Indonesia on http://www.pgri.or.id/
Rudner, L., and Scafer, W.D. 2002. What Teachers Need to Know about
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Sahin, A. 2013. The Effect of Text Types on Reading Comprehension,
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Scharer, P.L. 2010. Policy into Practice: What is Reading?. Ohio: The Ohio State
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Sirait, R.E. 2014. Comprehension Levels of Reading Exercises in Look Ahead
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August 31st 2016/1:15 AM
Coursebook Information
Name of coursebook : I CAN DO IT English 3, English for Senior High School
Students Grade XII
Authors
: E. Rahayu P. Darini & Joko Daryanto
Publisher
: Masmedia Buana Pustaka
Jl. Tropodo 1 No. 111 Waru
Sidoarjo, Jawa Timur
Year
: 2012