38 and linguistic elements of a simple descriptive text about the people, sights, and famous
historical buildings, according to the context of its use.
2.13. Bloom Taxonomies
The researcher thinks that in composing formative assessment, one needs to decide that the item is easy, medium, ordifficult. Therefore the researcher has to understand the Bloom
taxonomies in detail. Nitko 1983:99 states that the teacherswho develop formative assessment, a teacher will obtain the taxonomy of educational objectives. The taxonomy
classifies cognitive performances into six major headings. First, in Indonesia commonly called C1, is knowledge. It includes recall. Second, C2 is comprehension that represent the
lowest level of understanding. Third, C3 is Application that utilizes of abstraction in particular and concrete circumstance. Fourth, Analysis C4 means obscuring the
communication. Fifth, synthesis C5 means putting together of elements and parts. Sixth, evaluation C6 means judgment about the value.
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CHAPTER III RESEARCH METHOD
3.1. Research Design
According to Borg and Gall 2003:567 evaluation plays a key role in educational research and development R D. They think that educational R D is an industry based development
model in which findings of research are used to design fresh products and procedures, which then are systematically field-tested, evaluated, and refined until they meet specified criteria of
effectiveness, quality, or similar standard. Borg and Gall also stress that educational R D, accounts for less than one percent of each education dollar. Nonetheless, it has promised for
improving education because it involves a close connection between systematic program evaluation and program development.
The writer uses R D because this research develops the formative assessment on recount for the ten graders of senior high school 11 Semarang. He divides this R D into two phases:
the first, the need assessment for English teachers to know the formative assessments which are needed or not. The second is developing the formative assessment.
The researcher carried out his research on developing formative assessment on recount by doing the thirteen steps in the model of writing formative assessment on recount: 1 need
assessment to identify the need of formative assessment; 2 Analysing curricullum 2013; 3 studying core competences; 4 analyzing basic competences related to recount; 5 determining
materials related to recount, expression grateful, analyze social function, linguistic elements of recount; 6 writing indicators; 7 writing draft I formative assessment on recount; 8 revision
by English teacher; 9 writing draft II formative assessment on recount; 10 revision by senior
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