Defining the Terms Locating the Relevant Data

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CHAPTER IV RESEARCH RESULTS AND DISCUSSION

This chapter presents research results which had been analyzed in ways justified in the research methodology. In addition, it discussed the results in light of the research questions. The first research question is about how the three consecutive years of Junior High School English UN is best described. Therefore, the first point of this chapter fully describes how the three consecutive years of Junior High School English UN looks like. The second research question is about the levels of thinking skills employed in the three consecutive years of Junior High School English UN for Junior High School are. The second point of this research obtains information about how high the three consecutive years of Junior High School English UN employs levels of thinking skills. Thus, the research results and discussion are presented in the two main points as follows.

A. The Description of the Three Consecutive Years of Junior High School

English UN Regarding the first research question, this research was going to describe how the three consecutive years of Junior High School English UN. This part reported how the three consecutive years of Junior High School English UN looked like. Moreover, this part described a language skill and materials which are integrated in the three consecutive years of Junior High School English UN. For 38 that reason, t his research used Brown’s theory of reading test to analyze the data. Here is the data presentation. Based on the data analysis, the three consecutive years of Junior High School English UN tested reading skills. Brown 2004, p. 185 argues that reading is a process of conveying meanings from the written words in order to gain information. The data showed that the three consecutive years of Junior High School English UN consisted of reading passages which allowed the test takers to convey meanings in order to get information. Brown 2004, p. 3 also argues that English language tests measure test takers’ abilities to perform English language skills, which are to read, listen, write or speak. To be more precise, the types of reading which are tested in the three consecutive years of Junior High School English UN presented as follows. Table 4.1 The Data Presentation of Reading Test Items Based on Brown’s Typology of Reading Tests Brown’s Reading Typology English UN 2012 English UN 2013 English UN 2014 Frequency Percentage Perceptive - - - - - Selective 24 48 30 102 54.8 Interactive 18 24 42 84 45.2 Extensive - - - - - Based on the data, the three consecutive years of Junior High School English UN tested two types of reading namely selective and interactive reading Brown, 2004, p. 189. There were 54.8 of the questions which tested selective reading and 45.2 of the questions which tested interactive reading. In addition,