c. To a river near a forest during moonlight to attend a
wedding feast d.
To a cottage by a hillside during the rainy season to attend a birthday party
e. To a distant house during daylight o attend a very important
wedding party.
7.
Why did the tree feel insulted? a.
Because one of the travelers said that the tree was a useless tree and it bore no fruits at all.
b. Because one of the travelers said that the tree was a useful
tree and it bore many fruits on it. c.
Because one of the travelers said that the tree was a useful tree it didn‟t bear fruits and it didn‟t bear fruits at all.
d. Because the two travelers said that the tree was not a
grateful tree and it did not fruits at all. e.
Because the two travelers said that the tree was a useless tree and it did nothing on it.
From the test items above indicate to lower order thinking skill because the exercise question not help the students to use their thinking critically. To
answer most of items of the exercise the student just need to remember and understand. Moreover the higher order thinking skill should guide the students to
gives more insight into their thinking and learning to answer the questions. It is reasonable step to analyze the English Summative test items that is done at the
end of learning process in a semester whether the test suitable with the level of Bloom Taxonomy or not and this research can help the teacher to organize the test
question which help the students to think critically. Teacher as evaluator has authority to do assessment from planning until
realization, especially arranging the test. The quality of the test is established by teacher‟s capability to arrange it. There is a problem if the tests have low accuracy
that influences how to manage the students‟ progress. The levels of order thinking are very important to know whether the students comprehend the lesson or not.
Because of that, it is needed to analyze the test. The tool to analyze is Revised Bloom‟s Taxonomy cognitive domain. Reeves 2012:19 states that
Bloom‟s Taxonomy has been applied in education including as a tool to plan examination questions. It is to ensure that assessment includes a range of lower-
and higher-level cognition questions.
B. The Problems of the Study
In this study, the researcher discusses the quality of English Summative test items for second year of Senior High School in academic year 20152016.
More specifically, the problems of this study are formulated as follows: 1.
How does the distribution of English Summative test items of second year students in SMAN 1 of Tebing Syahbandar correspond with the cognitive
levels of the revised Bloom‟s Taxonomy?
C. The Objectives of the Study
The objectives of the study are as follows: 1.
To discover whether the English Summative Test items in odd and even semesters of second year students in SMAN 1 in Tebing Syahbandar
academic year 20152016 correspond with cognitive level in the revised Bloom‟s Taxonomy.
2. To categorize and percentage the distribution of cognitive level of Bloom‟s
Taxonomy in English Summative Test items in odd and even semesters of
second year students in SMAN 1 in Tebing Syahbandar academic year 20152016.
D. The Scope of the Study
To make this research understood clearly, it is limited the study on the implementation and the distribution of cognitive domain of Rev
ised Bloom‟s Taxonomy of English Summative test items second grade in the academic year
20152016 in SMAN 1 Tebing Syahbandar focus on reading skill multiple choice tests.
E. The Significance of the Study
First, the result of this study is expected to be useful for the researcher. It informs how is the fact about the implementation of the cognitive domain of
Revised Bloom‟s Taxonomy of the test. So, the researcher that will be a teacher in the future can produce a good test to get the accuracy evaluation. The second,
through this research, the teacher can know about a good test item for the next evaluation used. The third, this research finding will be useful for other
researchers who want to investigate the item analysis, especially dealing with the use of Re
vised Bloom‟s Taxonomy of the content validity of the test.
CHAPTER V CONCLUSIONS AND SUGGESTION
A. CONCLUSIONS
Based on the data analysis and discussion in the previous chapter, Reading test items for second year senior high school students of English Summative test
in SMA Negeri 1 Tebing Syahbandar academic year 20152016 get the percentage of the level of Revised Blooms Taxonomy cognitive domain of odd semester and
even semesters. Those are remembering level C1 reaches 69.23 and 38.89; understanding level C2 reaches 15.38 and 5.56; applying level C3 reaches
7.69 and 0;, analyzing level C4 reaches 7.69 and 55.56; and 0 for evaluating level C5 and creating level C6. It means that the reading test items
have not been appropriate with the good test criteria based on Sudjana theory, where the cognitive ratio of a good test is 3: 4: 3, it means that 30 for easy
items, 40 to the fair items, and 30 for difficult items.
B. SUGGESTION
Based on this research can be submitted suggestions as follows. 1.
To local office of Education Department Education Department of Provincial or district or city is expected to create a policy that contains the necessity for
teachers to analyze the items before using the test to measure the ability of students.
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2. To the English teachers are expected to co-ordinate the preparation of the
lattice of the test, creating the test and item analysis in order to obtain the test quality. So that the student can improve their critical thinking from the test.
3. For other researchers, this study can be continued in a population of more
broad to determine the quality of test in term of Revised Bloom’s Taxonomy.
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