READING EXERCISES FOR VIII GRADE STUDENTS BASED ON BLOOM’S TAXONOMY.
READING EXERCISES FOR VIII GRADE STUDENTS
BASED ON BLOOM’S TAXONOMY
A THESIS
Submitted to Fulfill the Partial Requirements for
the Degree of Sarjana Pendidikan
By:
INTAN PERMATA SARI
Registration Number: 2123321039
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2017
ABSTRACT
Sari, Intan Permata. Registration Number: 2123321039. Reading Exercises
for VIII Grade Students Based on Bloom’s Taxonomy. A Thesis. English
Educational Program, State University of Medan, 2017.
This study is aimed at (1) analyzing reading exercises based Bloom’s
taxonomy for 8th grade in English on Sky textbook. (2) Found the distribution of
the lower and higher order thinking skill in reading exercises. (3) To reason for
level reading exercises. After analyzed the data, the result of the data analysis also
infers that the six levels of Bloom’s taxonomy in reading exercises weren’t
applied totally. The creating skill doesn’t have distribution in reading exercise,
and the understanding – remembering level more dominant than another levels.
The distribution of the higher order thinking level was lower than the lower order
thinking level and the six levels are not appropriate with the proportion for each
level of education based Bloom’s taxonomy, such as the distribution of the
creating level in the reading exercise must be a concern because no question that
belong to the creating level. It was concluded that reading exercises in English on
Sky textbook cannot improve students' critical thinking skills for VIII grade.
Key words: Reading exercises, textbook, revised Bloom’s taxonomy
i
ACKNOWLEDGEMENT
In the name of Allah SWT, The Most Gracious and The Most Merciful,
The Lord of Universe. Because of Allah SWT and the Prophet Muhammad SAW,
the researcher could finish this graduating paper as one of the requirements for
Sarjana Pendidikan in English Education Department State University of Medan
in 2017.
This success would not have been achieved without those supports,
guidance, advice, help and encouragement from individual and institution. During
the process of accomplishing this thesis, she would like to express her deepest
gratitude and appreciation to:
Prof. Dr. Syawal Gultom, M.Pd., Rector of State University of Medan
Dr. Isda Pramuniati, M.Hum., the Dean of Language and Arts Faculty,
State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., Head of English and Literature
Department, Faculty of Languages and Arts, State University of Medan.
Dr. Meisuri, M, A., the Secretary of English and Literature Department.
Nora Ronita, S.Pd, S.S, M.Hum., the Head of English Education Study
Program, English and Literature Department, Faculty of Languages and
Arts, State University of Medan.
Dr. Anni Holila Pulungan, M.Hum, her thesis advisor, for the valuable
time, knowledge, and guidance with all their patience and wisdom during
the process of accomplishing this thesis.
Indra Hartoyo, S.Pd, M.Hum, her thesis advisor and also academic
advisor for the valuable time, knowledge, and guidance with all their
patience and wisdom during the process of accomplishing this thesis.
Prof. Dr. Prof. Amrin Saragih, M.A., Ph.D and Drs. Willem Saragih,
Dipl. Appl., M.Pd. Thesis Reviewers, and also all lecturers who have
taught her throughout the academic years..
i
Eis Sri Wahyuningsih, M. Pd., and Mr. Pantas, the Administration
Staffs of English Department.
H. Syafril Penyalai and Hj. Evi Warnis Jambak, her beloved parents.
And also Krisna Savindo, S.E. and Dodi Alfayet, her beloved brothers.
Thank you for the patience, pray, love and financial support.
Her beloved friends Khairani Nur Adha, Dibasari Putri, Nisha Tita
Mutiarni, Amna Apriani Delima Batubara, Nurima Pasaribu and
Uswatun Hasana. Thank you for the laugh and friendship.
Her beloved classmates, Extention B 2012 who have made cheerful and
spirit days at class.
The researcher hopes that the help and support which were given to
researcher will be repaid by God. Finally, the researcher admits this thesis is still
far from being perfects. Therefore, the researcher wants to invite all of the readers
to give more suggestions.
Medan,
March 2017
Intan Permata Sari
Reg. Number.2123321039
ii
TABLE OF CONTENTS
Pages
DECLARATION .............................................................................................................
ABSTRACT ..................................................................................................................... i
ACKNOWLEDGEMENT .............................................................................................. ii
TABLE OF CONTENTS................................................................................................ iv
LIST OF TABLES. ......................................................................................................... vi
LIST OF FIGURES ........................................................................................................ vii
LIST OF APPENDIX ..................................................................................................... viii
CHAPTER I. INTRODUCTION................................................................................... 1
A.
B.
C.
D.
E.
The Background of the Study ............................................................................... 1
The Problem of the Study ..................................................................................... 6
The Objective of the Study ................................................................................... 6
The Scope of Study ............................................................................................... 7
The Significance of the Study .............................................................................. 7
CHAPTER II. REVIEW OF LITERATURE .............................................................. 8
A. Theoretical Framework ......................................................................................... 8
1. Reading ........................................................................................................... 8
a) The Purposes of Reading .......................................................................... 9
b) Type of Reading ........................................................................................ 10
2. Reading Comprehension ................................................................................. 11
3. Reading Exercise............................................................................................. 12
a) Pre-reading exercises ................................................................................ 12
b) While-reading Exercises ........................................................................... 12
c) Post-reading Exercises .............................................................................. 13
4. The Lower and Higher Order Thinking Skill .................................................. 14
5. Bloom’s Taxonomy......................................................................................... 15
a) Revised Bloom’s Taxonomy ..................................................................... 18
b) Levels of Knowledge – Revised Bloom's Taxonomy ............................... 21
B. The Relevant Studies............................................................................................. 23
C. Conceptual Framework ......................................................................................... 25
CHAPTER III. RESEARCH METHODOLOGY ....................................................... 28
A. Research Method ................................................................................................... 28
B. Data and Source of Data ....................................................................................... 28
C. Technique of Data Collecting ............................................................................... 29
iv
D. Technique of Data Analysis .................................................................................. 29
CHAPTER IV. DATA, DATA ANALYSIS, FINDINGS AND DISCUSSION ......... 31
A. The Data ................................................................................................................ 31
B. The Data Analysis ................................................................................................. 31
1. The extent of reading exercises ................................................................. 33
2. The distribution of the lower and higher order thinking skill ................... 39
3. The reason of levels exercises ................................................................... 41
C. Findings ................................................................................................................. 47
D. Discussion ............................................................................................................. 48
CHAPTER V.CONCLUSIONS AND SUGGESTIONS.............................................. 52
A. Conclusions ........................................................................................................... 52
B. Suggestions ........................................................................................................... 53
REFERENCES ................................................................................................................ 55
APPENDIX ...................................................................................................................... 57
v
LIST OF TABLES
Pages
Table 1. The Type of Cognitive Processes Identified in Bloom’s Taxonomy .................. 20
Table 2. Distribution of Exercises in Genre ...................................................................... 32
Table 3. Distribution of The Cognitive Domain in Essay Reading Exercise.................... 34
Table 4. Distribution of Lower Order Thinking Skill ....................................................... 40
Table 5. Distribution of Higher Order Thinking Skill ...................................................... 40
Table 6. The Questions of List Remembering .................................................................. 41
Table 7. The Questions of List Understanding ................................................................. 43
Table 8. The Questions of List Applying .......................................................................... 45
Table 9. The Questions of List Analyzing ........................................................................ 45
Table 10. The Questions of List Evaluating...................................................................... 46
vi
LIST OF FIGURES
Pages
Figure 2.1. Bloom’s Taxonomy ........................................................................................ 16
Figure 2.2. Revised Bloom’s Taxonomy .......................................................................... 21
Figure 2.3. Figure of Conceptual Framework ................................................................... 27
vii
LIST OF APPENDIX
Pages
APPENDIX A. Reading Exercises ................................................................................... 57
APPENDIX B. The Analysis ............................................................................................ 71
APPENDIX C. The Distribution of the Cognitive Domain ............................................. 73
viii
CHAPTER I
INTRODUCTION
A. The Background of the Study
Reading is an activity to get information or to draw the meaning about
something that a writer wants to share in a printed. Reading is included in one of
the skill in English instruction, because it is very necessary for students to the
success of their studies. Sri (2012) states that the goal of English teaching is the
acquisition of communicative competence that is emphasized on reading skill as
the receptive skill, and not on oral skill. This is the reason why reading skill is so
important. If their reading skill is poor they are very likely to fail in their study or
at last they will have difficulty in making progress. On the other hand, if they
have a good ability in comprehending reading, they will have a change to succeed
in their study. There are some problems in reading comprehension one of them is
the difficulty in understanding and answering the reading exercise.
Exercise is one of important components in the teaching learning process.
Because it helps students to practice their skill in the learning process to get good
result and also help the teacher to know the students' skills of the material. Ur
(2009) says that, “Practice, then, is the activity through which language skills and
knowledge are consolidated and thoroughly mastered. As such, it is arguably the
most important of all the stages of learning”. That’s why exercise becomes
important in the teaching learning process. By exercising, both students and
1
2
teacher will be able to measure how far students an able to understand a certain
topic. The reading exercise can be found in textbook.
Textbooks are a source of learning that is very important in the teaching
learning process. By using the textbook, teacher and student can know the
material to be studied such as reading. In English textbook, reading is a crucial
part that stimulates thinking skills. Textbook provides texts and exercises which
are likely to be of an appropriate level for most of the class. It is in line with Ria
(2014) who says that it could not be denied that course book is an essential part in
curriculum, including in learning foreign language.
An effective English textbook must have relevant reading text followed by
exercises and questions. By doing reading activity, the readers can get the
meaning and information the writer wants. However, Cunningsworth (1998) states
that no course book designed for a general market can be completely ideal for
particular group of learners, but the purpose of selecting and evaluating the
textbook is to find the best possible fits. In line with Cunningsworth’s idea, the
exercises of reading text can measure the capability of students’ understanding by
using the instruments of reading comprehension. This is because the reading
exercises presented in the English textbook should guide students to be able to
critically comprehend a text as suggested by the English syllabus of school based
curriculum. Students who achieved the indicators were considered successful to
achieve the basic competence. Furthermore, students will be able to think
critically because they have experiences from the texts she/he has read.
3
In the textbooks there are many aspects that need to be evaluated such as
layout, exercises, and materials. Some of these aspects could influence the quality
of textbooks and results in the learning process. One of the results in the analysis
conducted by Igbaria (2015) in the EFL textbook based on Bloom’s Taxonomy
showed 224 questions represent low order thinking skill and only 177 questions
emphasized high order thinking. Moreover the textbook has to provide varied
topics and tasks for different learners’ levels, learning styles, and interest
Lower order thinking skill consists of the top three domains in the
cognitive skills from Bloom’s taxonomy, knowledge, comprehension, and
application. Higher order thinking skill consists of the top three domains in the
cognitive skills from Bloom’s taxonomy, analysis, synthesis, and evaluation.
Bloom’s taxonomy itself is one of the most famous taxonomies in educational
matter which is introduced by Benjamin S. Bloom (1956). Moreover Indonesian
government applied the proportion for each level of education based on Bloom’s
Taxonomy is surely different based on the guidance for assessment which is
regulated by the Ministry of Education and Culture. For Junior High School itself
the proportion is remembering - understanding 20%, applying-analyzing 55%,
evaluating 15%, and creating 10%. Based on the explanations above, the writer
will analyze of level in reading exercises.
Reading exercise is necessary to be evaluated since reading is considered
as second step in learning other skills after the listening skills. The reading
exercises presented in a textbook should guide students to be able to critically
comprehend a text as suggested by the English syllabus of School Based
4
Curriculum. Therefore, the writer will analyze one of English textbook for VIII
grade entitled “English on Sky”. The textbook contains four basic skills of
English. However the writer focuses on analyzing of level in reading exercises
based on revision of Bloom’s taxonomy.
In the English on sky textbook for the reading skill, there are 17 reading
exercises. From the preliminary data of reading exercises, there are 6 essay
questions in a descriptive text that apply the reading skill in the English on Sky
textbook. Those essay reading exercises are analyzed to find out the level of the
cognitive domain in every essay reading question based on revised Bloom’s
taxonomy.
1.
2.
3.
4.
5.
6.
What kind of text is it?
What is the purpose of the text?
Who is described in the text?
What does barly do in his spare time?
How often does he play football?
What does he think about Yongyakarta?
Based on the data it is found that the reading exercises in the English on
sky for VIII grade comprise of 6 essay questions that dominate the lower order
thinking skill. the distribution of the lower order thinking skill which consist of
remembering, understanding, and applying level obtains 5 questions out of 6
essay questions. The remembering domain or C1 gets 2 items while C2 or the
understanding domain gets 3 items and C3 or the applying is no question. The
distribution of the higher order thinking skill consist of analyzing, evaluating, and
creating level only obtains 1 questions out of 6 essay reading questions. The
analyzing domain or C4 gets 1 item while C5 or the evaluating is no question and
5
C6 or the creating is no question. The questions which are classified to
remembering level: number 3 and 4; which the total is 2 questions. The question
which are classified to understanding level: number 1, 2 and 5; which the total is 3
questions. The question which are classified to analyzing level; number 6; which
the total 1 question. The distribution of the lower order thinking skill obtains 5
while the higher order thinking skill only obtain 1 question.
The questions have been categorized as understanding because they are
suitable to the definition of understanding level of revised bloom’s taxonomy,
which is constructing meaning through interpreting, inferring, and explaining. The
questions demand the students to understand the texts they are studying. And the
other questions which had been categorized, they are suitable with each definition
of categorize level of revised bloom’s taxonomy.
Based on the first observation done by the researcher, it was found that the
reading exercises in English on Sky are the most in understanding level of revised
bloom’s taxonomy. This data shows that the objective of teaching and learning
process cannot be achieved maximally because the reading exercises are not
appropriate with the cognitive dimension based on revised Bloom’s taxonomy
because there are many uneven cognitive dimension questions. It was concluded
that reading exercises cannot improve students' critical thinking skills for VIII
grade.
6
B. The Problems of the Study
From the identification of the background of the study, the problems are
formulated as follows:
1. To what extent do the reading exercises in English on Sky apply the six
levels of the Bloom’s taxonomy revision?
2. How is the distribution of the lower and higher order thinking skill in the
reading exercise of English on Sky textbook based on Bloom’s taxonomy
revision?
3. Why are the levels exercised?
C. The Objectives of the Study
Based on the formulation of the research problems above, the reading
objectives of this study are:
1. To analyze the levels of reading exercise in English on Sky textbook based
on Bloom’s taxonomy revision.
2. To find out the distribution of the lower and higher order thinking skill in
the reading exercise of English on Sky textbook based on Bloom’s
taxonomy.
3. To know about the reading exercises material are able to us or not.
7
D. The Scope of the Study
The study is limed to analyze reading exercises based on Bloom’s
taxonomy in English on Sky textbook that used in the school; it will be applied in
the grade VIII junior high school. This study is focuses on the essay questions of
the reading exercises only which available on the textbook.
E. The Significances of the Study
Theoretically, the findings of the study can contribute to theories of
language learning as applications of linguistics. In addition, the findings can be
references for further studies.
Practically the findings are expected to be useful for:
a. The teacher to give broader insight or perception about the textbook selection,
the reading exercises and the higher order thinking skills.
b. The students to choose and analyze the English textbook that will be used in
their English learning.
c. The reader to know or as one of the references for future research with same
topic to be analysis
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
As one of the main instructional resources in the teaching and learning
process, the textbook plays prominent role for accomplishing the learning
objectives. However, there are many conclusion and suggestions about the
textbook usage. Some of those conclusion and suggestions say that the textbook
could be improved by having varied exercises or tasks, fluency practicing the four
basic language skills; listening, speaking, reading, and writing and more
emphasizing on the problem solving and cognitive process.
After analyzing the data and elaborating the findings, conclusions were
drawn as the following:
1. Extent of reading exercises in English on Sky textbook for VIII grade,
comprise of 95 essay questions that dominate remembering level of
revised Bloom’s taxonomy. The result of the data analysis also infers that
the remembering level gets 53 items (55.7%), the understanding level gets
35 items (36.8%), the applying level gets 3 items (9.5%), the analyzing
level gets 2 items (2.2%), the evaluating level gets 2 item (2.2% )and the
create skill doesn’t has item.
2. The writer concludes that the distribution of cognitive domain in the essay
reading exercise, the higher order thinking skill is lower than the lower
order thinking skill. It is proven by the result of the data which shows that
the distribution of cognitive domain in the essay reading exercise. It also
52
53
shows that the higher order thinking skill obtains only 4 out of 95
questions or 4.4% while the distribution of the lower order thinking skill
obtains 91 out of 95 questions or 95.6%.
3. It can be concluded that level Bloom’s taxonomy in English on Sky
textbook not appropriate with the proportion for each level of education
based on Bloom’s taxonomy. Therefore, the writer thinks that the
distribution of the higher order thinking level in the essay reading
questions is unequal because the range of the total score is too far from the
distribution of the lower order thinking skill. Finally, it concludes that the
higher order thinking skill is not properly treated and practiced by the
reading exercises in the English on Sky textbook, particularly the creating
level which is not distribution in the reading exercises.
B. Suggestion
Based on the conclusion to the findings pointed above, the following
suggestions are needed to be considered in conducting the related research.
1. For English teachers need to evaluate the materials and the exercises in
the textbook are appropriate for the students’ need and level. And the
English teachers should not too rely on and take for granted the content
of the textbook. It is better to adapt rather than to adopt the material or
the exercise in the textbook because the one who knows the best for the
students is the teacher himself.
54
2. For the textbook authors need to generate a more complete range of
educational objectives which involve cognitive processes that go beyond
the lower order thinking skill by enriching some exercises which could
train the students to have the higher order thinking skill or they can use
this study to present the next textbook in balancing composition between
content lower order thinking skill and higher order thinking skill.
3. For the students, the result of this study can be helpful for them to
comprehend the content of the textbook in the reading exercise and get
the knowledge of the textbook.
REFERENCES
Abdelrahman, M. 2014. An Analysis of The Tenth Grade English Language
Textbooks Questions in Jordan Based on Revised Edition of Bloom’s
Taxonomy. Journal of Education and Practice www.iiste.org ISSN 22221735 (Paper) ISSN 2222-288X (Online) Vol.5, No.18.
Assaly, I. R. 2015. Using Bloom’s Taxonomy to Evaluate The Cognitive Levels of
Master Class Textbook’s Questions. Published by Canadian Center of Science
and Education International Journal of English Language Education ISSN
1916-4742 E-ISSN 1916-4750 English Language Teaching; Vol. 8, No. 5.
Bloom, B. S. 1956. Taxonomy of Educational Objectives. Ann Arbor: David
McKay Company Inc.
Brookhart, S.M. 2014. How to Asses Higher-Order Thinking Skills in Your
Classroom. Alexandria: ASCD Member Book.
Brown, H.D. 2004. Language Assessment: Principles and Classroom Practices.
New York: Pearson Education.
Cunningsworth, A. 1998. Choosing Your Coursebook. Oxford: Macmillan
Publisher.
Elfrida, R. 2014. Comprehension Levels of Reading Exercises in Look Ahead
English Coursebooks. International Journal of English Language Education
ISSN 2325-0887 2014, Vol. 2, No. 2.
Grabe, W. 2002. Teaching and Researching Reading. Malaysia: Malaysia, LSP
Igbaria, A. 2013. “A Content Analysis of the WH-Questions in the EFL Textbook
of Horizons. Sakhnin Academic College for Teacher Education, Israel.
Krathwohl, D. 2002. A Revision of Bloom‟s Taxonomy: An Overview. Taylor
and Francis Group and JSTOR. Vol. 41.
Manalu, T. 2016. Developing English Summative Test Based on revised Bloom’s
Taxonomy. Thesis from State University of Medan. Medan.
Muchlis. 2015. An Analysis of Thinking Order of Reading Comprehension
Question in English Textbook for Young Foresters of Forestry Vocational
School of Samarinda. Jurnal Nalar Pendidikan ISSN: 2339-0794 Vol. 3, No.1
Mukarto, dkk. 2006. English on Sky. Jakarta: PT Glora Aksara Pratama.
55
56
Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing.Yogyakarta : C.V.
Andi.
Pratiwi, N. 2014. Hingher Order Thinking Skill in Reading Exercises. Thesis from
State Islamic University. Jakarta.
Seif, A.2012. “Evaluating the Higher Order Thinking Skills in Reading Exercises
of English for Palestine Grade 8”. Thesis from the Islamic University Gaza.
Gaza.
Utomo, K. 2015. Reading Exercises of Text Type in the “English for a Better
Life”Textbook Viwed From KTSP Requirements. Thesis from state University
of Semarang. Semarang.
Ur, P. 2009. A Course in Language Teaching: Practice and Theory. Cambridge:
Cambridge University Press.
Yati, S. 2012. The Analysis of Reading Task in “Look Ahead” Textbook for Tenth
Grade Senior High School Based on Bloom’s Taxonomy. Journal of
Muhammadiyah University of Purworejo. Purworejo.
BASED ON BLOOM’S TAXONOMY
A THESIS
Submitted to Fulfill the Partial Requirements for
the Degree of Sarjana Pendidikan
By:
INTAN PERMATA SARI
Registration Number: 2123321039
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2017
ABSTRACT
Sari, Intan Permata. Registration Number: 2123321039. Reading Exercises
for VIII Grade Students Based on Bloom’s Taxonomy. A Thesis. English
Educational Program, State University of Medan, 2017.
This study is aimed at (1) analyzing reading exercises based Bloom’s
taxonomy for 8th grade in English on Sky textbook. (2) Found the distribution of
the lower and higher order thinking skill in reading exercises. (3) To reason for
level reading exercises. After analyzed the data, the result of the data analysis also
infers that the six levels of Bloom’s taxonomy in reading exercises weren’t
applied totally. The creating skill doesn’t have distribution in reading exercise,
and the understanding – remembering level more dominant than another levels.
The distribution of the higher order thinking level was lower than the lower order
thinking level and the six levels are not appropriate with the proportion for each
level of education based Bloom’s taxonomy, such as the distribution of the
creating level in the reading exercise must be a concern because no question that
belong to the creating level. It was concluded that reading exercises in English on
Sky textbook cannot improve students' critical thinking skills for VIII grade.
Key words: Reading exercises, textbook, revised Bloom’s taxonomy
i
ACKNOWLEDGEMENT
In the name of Allah SWT, The Most Gracious and The Most Merciful,
The Lord of Universe. Because of Allah SWT and the Prophet Muhammad SAW,
the researcher could finish this graduating paper as one of the requirements for
Sarjana Pendidikan in English Education Department State University of Medan
in 2017.
This success would not have been achieved without those supports,
guidance, advice, help and encouragement from individual and institution. During
the process of accomplishing this thesis, she would like to express her deepest
gratitude and appreciation to:
Prof. Dr. Syawal Gultom, M.Pd., Rector of State University of Medan
Dr. Isda Pramuniati, M.Hum., the Dean of Language and Arts Faculty,
State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., Head of English and Literature
Department, Faculty of Languages and Arts, State University of Medan.
Dr. Meisuri, M, A., the Secretary of English and Literature Department.
Nora Ronita, S.Pd, S.S, M.Hum., the Head of English Education Study
Program, English and Literature Department, Faculty of Languages and
Arts, State University of Medan.
Dr. Anni Holila Pulungan, M.Hum, her thesis advisor, for the valuable
time, knowledge, and guidance with all their patience and wisdom during
the process of accomplishing this thesis.
Indra Hartoyo, S.Pd, M.Hum, her thesis advisor and also academic
advisor for the valuable time, knowledge, and guidance with all their
patience and wisdom during the process of accomplishing this thesis.
Prof. Dr. Prof. Amrin Saragih, M.A., Ph.D and Drs. Willem Saragih,
Dipl. Appl., M.Pd. Thesis Reviewers, and also all lecturers who have
taught her throughout the academic years..
i
Eis Sri Wahyuningsih, M. Pd., and Mr. Pantas, the Administration
Staffs of English Department.
H. Syafril Penyalai and Hj. Evi Warnis Jambak, her beloved parents.
And also Krisna Savindo, S.E. and Dodi Alfayet, her beloved brothers.
Thank you for the patience, pray, love and financial support.
Her beloved friends Khairani Nur Adha, Dibasari Putri, Nisha Tita
Mutiarni, Amna Apriani Delima Batubara, Nurima Pasaribu and
Uswatun Hasana. Thank you for the laugh and friendship.
Her beloved classmates, Extention B 2012 who have made cheerful and
spirit days at class.
The researcher hopes that the help and support which were given to
researcher will be repaid by God. Finally, the researcher admits this thesis is still
far from being perfects. Therefore, the researcher wants to invite all of the readers
to give more suggestions.
Medan,
March 2017
Intan Permata Sari
Reg. Number.2123321039
ii
TABLE OF CONTENTS
Pages
DECLARATION .............................................................................................................
ABSTRACT ..................................................................................................................... i
ACKNOWLEDGEMENT .............................................................................................. ii
TABLE OF CONTENTS................................................................................................ iv
LIST OF TABLES. ......................................................................................................... vi
LIST OF FIGURES ........................................................................................................ vii
LIST OF APPENDIX ..................................................................................................... viii
CHAPTER I. INTRODUCTION................................................................................... 1
A.
B.
C.
D.
E.
The Background of the Study ............................................................................... 1
The Problem of the Study ..................................................................................... 6
The Objective of the Study ................................................................................... 6
The Scope of Study ............................................................................................... 7
The Significance of the Study .............................................................................. 7
CHAPTER II. REVIEW OF LITERATURE .............................................................. 8
A. Theoretical Framework ......................................................................................... 8
1. Reading ........................................................................................................... 8
a) The Purposes of Reading .......................................................................... 9
b) Type of Reading ........................................................................................ 10
2. Reading Comprehension ................................................................................. 11
3. Reading Exercise............................................................................................. 12
a) Pre-reading exercises ................................................................................ 12
b) While-reading Exercises ........................................................................... 12
c) Post-reading Exercises .............................................................................. 13
4. The Lower and Higher Order Thinking Skill .................................................. 14
5. Bloom’s Taxonomy......................................................................................... 15
a) Revised Bloom’s Taxonomy ..................................................................... 18
b) Levels of Knowledge – Revised Bloom's Taxonomy ............................... 21
B. The Relevant Studies............................................................................................. 23
C. Conceptual Framework ......................................................................................... 25
CHAPTER III. RESEARCH METHODOLOGY ....................................................... 28
A. Research Method ................................................................................................... 28
B. Data and Source of Data ....................................................................................... 28
C. Technique of Data Collecting ............................................................................... 29
iv
D. Technique of Data Analysis .................................................................................. 29
CHAPTER IV. DATA, DATA ANALYSIS, FINDINGS AND DISCUSSION ......... 31
A. The Data ................................................................................................................ 31
B. The Data Analysis ................................................................................................. 31
1. The extent of reading exercises ................................................................. 33
2. The distribution of the lower and higher order thinking skill ................... 39
3. The reason of levels exercises ................................................................... 41
C. Findings ................................................................................................................. 47
D. Discussion ............................................................................................................. 48
CHAPTER V.CONCLUSIONS AND SUGGESTIONS.............................................. 52
A. Conclusions ........................................................................................................... 52
B. Suggestions ........................................................................................................... 53
REFERENCES ................................................................................................................ 55
APPENDIX ...................................................................................................................... 57
v
LIST OF TABLES
Pages
Table 1. The Type of Cognitive Processes Identified in Bloom’s Taxonomy .................. 20
Table 2. Distribution of Exercises in Genre ...................................................................... 32
Table 3. Distribution of The Cognitive Domain in Essay Reading Exercise.................... 34
Table 4. Distribution of Lower Order Thinking Skill ....................................................... 40
Table 5. Distribution of Higher Order Thinking Skill ...................................................... 40
Table 6. The Questions of List Remembering .................................................................. 41
Table 7. The Questions of List Understanding ................................................................. 43
Table 8. The Questions of List Applying .......................................................................... 45
Table 9. The Questions of List Analyzing ........................................................................ 45
Table 10. The Questions of List Evaluating...................................................................... 46
vi
LIST OF FIGURES
Pages
Figure 2.1. Bloom’s Taxonomy ........................................................................................ 16
Figure 2.2. Revised Bloom’s Taxonomy .......................................................................... 21
Figure 2.3. Figure of Conceptual Framework ................................................................... 27
vii
LIST OF APPENDIX
Pages
APPENDIX A. Reading Exercises ................................................................................... 57
APPENDIX B. The Analysis ............................................................................................ 71
APPENDIX C. The Distribution of the Cognitive Domain ............................................. 73
viii
CHAPTER I
INTRODUCTION
A. The Background of the Study
Reading is an activity to get information or to draw the meaning about
something that a writer wants to share in a printed. Reading is included in one of
the skill in English instruction, because it is very necessary for students to the
success of their studies. Sri (2012) states that the goal of English teaching is the
acquisition of communicative competence that is emphasized on reading skill as
the receptive skill, and not on oral skill. This is the reason why reading skill is so
important. If their reading skill is poor they are very likely to fail in their study or
at last they will have difficulty in making progress. On the other hand, if they
have a good ability in comprehending reading, they will have a change to succeed
in their study. There are some problems in reading comprehension one of them is
the difficulty in understanding and answering the reading exercise.
Exercise is one of important components in the teaching learning process.
Because it helps students to practice their skill in the learning process to get good
result and also help the teacher to know the students' skills of the material. Ur
(2009) says that, “Practice, then, is the activity through which language skills and
knowledge are consolidated and thoroughly mastered. As such, it is arguably the
most important of all the stages of learning”. That’s why exercise becomes
important in the teaching learning process. By exercising, both students and
1
2
teacher will be able to measure how far students an able to understand a certain
topic. The reading exercise can be found in textbook.
Textbooks are a source of learning that is very important in the teaching
learning process. By using the textbook, teacher and student can know the
material to be studied such as reading. In English textbook, reading is a crucial
part that stimulates thinking skills. Textbook provides texts and exercises which
are likely to be of an appropriate level for most of the class. It is in line with Ria
(2014) who says that it could not be denied that course book is an essential part in
curriculum, including in learning foreign language.
An effective English textbook must have relevant reading text followed by
exercises and questions. By doing reading activity, the readers can get the
meaning and information the writer wants. However, Cunningsworth (1998) states
that no course book designed for a general market can be completely ideal for
particular group of learners, but the purpose of selecting and evaluating the
textbook is to find the best possible fits. In line with Cunningsworth’s idea, the
exercises of reading text can measure the capability of students’ understanding by
using the instruments of reading comprehension. This is because the reading
exercises presented in the English textbook should guide students to be able to
critically comprehend a text as suggested by the English syllabus of school based
curriculum. Students who achieved the indicators were considered successful to
achieve the basic competence. Furthermore, students will be able to think
critically because they have experiences from the texts she/he has read.
3
In the textbooks there are many aspects that need to be evaluated such as
layout, exercises, and materials. Some of these aspects could influence the quality
of textbooks and results in the learning process. One of the results in the analysis
conducted by Igbaria (2015) in the EFL textbook based on Bloom’s Taxonomy
showed 224 questions represent low order thinking skill and only 177 questions
emphasized high order thinking. Moreover the textbook has to provide varied
topics and tasks for different learners’ levels, learning styles, and interest
Lower order thinking skill consists of the top three domains in the
cognitive skills from Bloom’s taxonomy, knowledge, comprehension, and
application. Higher order thinking skill consists of the top three domains in the
cognitive skills from Bloom’s taxonomy, analysis, synthesis, and evaluation.
Bloom’s taxonomy itself is one of the most famous taxonomies in educational
matter which is introduced by Benjamin S. Bloom (1956). Moreover Indonesian
government applied the proportion for each level of education based on Bloom’s
Taxonomy is surely different based on the guidance for assessment which is
regulated by the Ministry of Education and Culture. For Junior High School itself
the proportion is remembering - understanding 20%, applying-analyzing 55%,
evaluating 15%, and creating 10%. Based on the explanations above, the writer
will analyze of level in reading exercises.
Reading exercise is necessary to be evaluated since reading is considered
as second step in learning other skills after the listening skills. The reading
exercises presented in a textbook should guide students to be able to critically
comprehend a text as suggested by the English syllabus of School Based
4
Curriculum. Therefore, the writer will analyze one of English textbook for VIII
grade entitled “English on Sky”. The textbook contains four basic skills of
English. However the writer focuses on analyzing of level in reading exercises
based on revision of Bloom’s taxonomy.
In the English on sky textbook for the reading skill, there are 17 reading
exercises. From the preliminary data of reading exercises, there are 6 essay
questions in a descriptive text that apply the reading skill in the English on Sky
textbook. Those essay reading exercises are analyzed to find out the level of the
cognitive domain in every essay reading question based on revised Bloom’s
taxonomy.
1.
2.
3.
4.
5.
6.
What kind of text is it?
What is the purpose of the text?
Who is described in the text?
What does barly do in his spare time?
How often does he play football?
What does he think about Yongyakarta?
Based on the data it is found that the reading exercises in the English on
sky for VIII grade comprise of 6 essay questions that dominate the lower order
thinking skill. the distribution of the lower order thinking skill which consist of
remembering, understanding, and applying level obtains 5 questions out of 6
essay questions. The remembering domain or C1 gets 2 items while C2 or the
understanding domain gets 3 items and C3 or the applying is no question. The
distribution of the higher order thinking skill consist of analyzing, evaluating, and
creating level only obtains 1 questions out of 6 essay reading questions. The
analyzing domain or C4 gets 1 item while C5 or the evaluating is no question and
5
C6 or the creating is no question. The questions which are classified to
remembering level: number 3 and 4; which the total is 2 questions. The question
which are classified to understanding level: number 1, 2 and 5; which the total is 3
questions. The question which are classified to analyzing level; number 6; which
the total 1 question. The distribution of the lower order thinking skill obtains 5
while the higher order thinking skill only obtain 1 question.
The questions have been categorized as understanding because they are
suitable to the definition of understanding level of revised bloom’s taxonomy,
which is constructing meaning through interpreting, inferring, and explaining. The
questions demand the students to understand the texts they are studying. And the
other questions which had been categorized, they are suitable with each definition
of categorize level of revised bloom’s taxonomy.
Based on the first observation done by the researcher, it was found that the
reading exercises in English on Sky are the most in understanding level of revised
bloom’s taxonomy. This data shows that the objective of teaching and learning
process cannot be achieved maximally because the reading exercises are not
appropriate with the cognitive dimension based on revised Bloom’s taxonomy
because there are many uneven cognitive dimension questions. It was concluded
that reading exercises cannot improve students' critical thinking skills for VIII
grade.
6
B. The Problems of the Study
From the identification of the background of the study, the problems are
formulated as follows:
1. To what extent do the reading exercises in English on Sky apply the six
levels of the Bloom’s taxonomy revision?
2. How is the distribution of the lower and higher order thinking skill in the
reading exercise of English on Sky textbook based on Bloom’s taxonomy
revision?
3. Why are the levels exercised?
C. The Objectives of the Study
Based on the formulation of the research problems above, the reading
objectives of this study are:
1. To analyze the levels of reading exercise in English on Sky textbook based
on Bloom’s taxonomy revision.
2. To find out the distribution of the lower and higher order thinking skill in
the reading exercise of English on Sky textbook based on Bloom’s
taxonomy.
3. To know about the reading exercises material are able to us or not.
7
D. The Scope of the Study
The study is limed to analyze reading exercises based on Bloom’s
taxonomy in English on Sky textbook that used in the school; it will be applied in
the grade VIII junior high school. This study is focuses on the essay questions of
the reading exercises only which available on the textbook.
E. The Significances of the Study
Theoretically, the findings of the study can contribute to theories of
language learning as applications of linguistics. In addition, the findings can be
references for further studies.
Practically the findings are expected to be useful for:
a. The teacher to give broader insight or perception about the textbook selection,
the reading exercises and the higher order thinking skills.
b. The students to choose and analyze the English textbook that will be used in
their English learning.
c. The reader to know or as one of the references for future research with same
topic to be analysis
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
As one of the main instructional resources in the teaching and learning
process, the textbook plays prominent role for accomplishing the learning
objectives. However, there are many conclusion and suggestions about the
textbook usage. Some of those conclusion and suggestions say that the textbook
could be improved by having varied exercises or tasks, fluency practicing the four
basic language skills; listening, speaking, reading, and writing and more
emphasizing on the problem solving and cognitive process.
After analyzing the data and elaborating the findings, conclusions were
drawn as the following:
1. Extent of reading exercises in English on Sky textbook for VIII grade,
comprise of 95 essay questions that dominate remembering level of
revised Bloom’s taxonomy. The result of the data analysis also infers that
the remembering level gets 53 items (55.7%), the understanding level gets
35 items (36.8%), the applying level gets 3 items (9.5%), the analyzing
level gets 2 items (2.2%), the evaluating level gets 2 item (2.2% )and the
create skill doesn’t has item.
2. The writer concludes that the distribution of cognitive domain in the essay
reading exercise, the higher order thinking skill is lower than the lower
order thinking skill. It is proven by the result of the data which shows that
the distribution of cognitive domain in the essay reading exercise. It also
52
53
shows that the higher order thinking skill obtains only 4 out of 95
questions or 4.4% while the distribution of the lower order thinking skill
obtains 91 out of 95 questions or 95.6%.
3. It can be concluded that level Bloom’s taxonomy in English on Sky
textbook not appropriate with the proportion for each level of education
based on Bloom’s taxonomy. Therefore, the writer thinks that the
distribution of the higher order thinking level in the essay reading
questions is unequal because the range of the total score is too far from the
distribution of the lower order thinking skill. Finally, it concludes that the
higher order thinking skill is not properly treated and practiced by the
reading exercises in the English on Sky textbook, particularly the creating
level which is not distribution in the reading exercises.
B. Suggestion
Based on the conclusion to the findings pointed above, the following
suggestions are needed to be considered in conducting the related research.
1. For English teachers need to evaluate the materials and the exercises in
the textbook are appropriate for the students’ need and level. And the
English teachers should not too rely on and take for granted the content
of the textbook. It is better to adapt rather than to adopt the material or
the exercise in the textbook because the one who knows the best for the
students is the teacher himself.
54
2. For the textbook authors need to generate a more complete range of
educational objectives which involve cognitive processes that go beyond
the lower order thinking skill by enriching some exercises which could
train the students to have the higher order thinking skill or they can use
this study to present the next textbook in balancing composition between
content lower order thinking skill and higher order thinking skill.
3. For the students, the result of this study can be helpful for them to
comprehend the content of the textbook in the reading exercise and get
the knowledge of the textbook.
REFERENCES
Abdelrahman, M. 2014. An Analysis of The Tenth Grade English Language
Textbooks Questions in Jordan Based on Revised Edition of Bloom’s
Taxonomy. Journal of Education and Practice www.iiste.org ISSN 22221735 (Paper) ISSN 2222-288X (Online) Vol.5, No.18.
Assaly, I. R. 2015. Using Bloom’s Taxonomy to Evaluate The Cognitive Levels of
Master Class Textbook’s Questions. Published by Canadian Center of Science
and Education International Journal of English Language Education ISSN
1916-4742 E-ISSN 1916-4750 English Language Teaching; Vol. 8, No. 5.
Bloom, B. S. 1956. Taxonomy of Educational Objectives. Ann Arbor: David
McKay Company Inc.
Brookhart, S.M. 2014. How to Asses Higher-Order Thinking Skills in Your
Classroom. Alexandria: ASCD Member Book.
Brown, H.D. 2004. Language Assessment: Principles and Classroom Practices.
New York: Pearson Education.
Cunningsworth, A. 1998. Choosing Your Coursebook. Oxford: Macmillan
Publisher.
Elfrida, R. 2014. Comprehension Levels of Reading Exercises in Look Ahead
English Coursebooks. International Journal of English Language Education
ISSN 2325-0887 2014, Vol. 2, No. 2.
Grabe, W. 2002. Teaching and Researching Reading. Malaysia: Malaysia, LSP
Igbaria, A. 2013. “A Content Analysis of the WH-Questions in the EFL Textbook
of Horizons. Sakhnin Academic College for Teacher Education, Israel.
Krathwohl, D. 2002. A Revision of Bloom‟s Taxonomy: An Overview. Taylor
and Francis Group and JSTOR. Vol. 41.
Manalu, T. 2016. Developing English Summative Test Based on revised Bloom’s
Taxonomy. Thesis from State University of Medan. Medan.
Muchlis. 2015. An Analysis of Thinking Order of Reading Comprehension
Question in English Textbook for Young Foresters of Forestry Vocational
School of Samarinda. Jurnal Nalar Pendidikan ISSN: 2339-0794 Vol. 3, No.1
Mukarto, dkk. 2006. English on Sky. Jakarta: PT Glora Aksara Pratama.
55
56
Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing.Yogyakarta : C.V.
Andi.
Pratiwi, N. 2014. Hingher Order Thinking Skill in Reading Exercises. Thesis from
State Islamic University. Jakarta.
Seif, A.2012. “Evaluating the Higher Order Thinking Skills in Reading Exercises
of English for Palestine Grade 8”. Thesis from the Islamic University Gaza.
Gaza.
Utomo, K. 2015. Reading Exercises of Text Type in the “English for a Better
Life”Textbook Viwed From KTSP Requirements. Thesis from state University
of Semarang. Semarang.
Ur, P. 2009. A Course in Language Teaching: Practice and Theory. Cambridge:
Cambridge University Press.
Yati, S. 2012. The Analysis of Reading Task in “Look Ahead” Textbook for Tenth
Grade Senior High School Based on Bloom’s Taxonomy. Journal of
Muhammadiyah University of Purworejo. Purworejo.