Research Setting Research Objects

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1. Counting the Frequency of Reading Types

One of the objectives of this research was to describe the three consecutive years of Junior High School English UN test items. In describing the test items, the researcher made a cross tabulation of reading types which were tested in the test items as the continuation of the coding process. The cross tabulation was presented as follows. Table 3.1 The Analysis of Reading Types Tested in the Test Items Brown’s Reading Typology English UN 2012 English UN 2013 English UN 2014 Frequency Percentage Perceptive Selective Interactive Extensive Table 3.1 was the data presentation of reading types which are based on Brown ’s typology of reading tests. According to Brown 2004, p. 189, there are four reading types namely perceptive, selective, interactive and extensive reading. These reading types were used to classify the data which has been analyzed. Moreover, the researcher counted the frequency of the test items which included in each reading type and changed it to the percentage. It was supported by Fraenkel and Wallen 2006, p. 490 that the end product of the coding process must be numbers.

2. Counting the Materials which Were Tested in the Filling-gap Texts

Since filling-gap texts represented tasks of selective reading Brown, 2004, p. 189, they contribute information related to how the three consecutive years of 30 Junior High School English UN looked like. The researcher found an aspect which could be the results of the topic she investigated. The aspect was about the materials which were tested in the filling-gap texts. Additionally, the researcher used the following table to help her analyze the data. Table 3.2 The Analysis of the Materials which Were Tested in the Filling-gap Texts Materials Material 1 Material 2 Frequency Percentage Based on the coding process, the researcher listed the materials which were tested in the filling-gap texts. The researcher, then, counted the frequency of how many times certain materials appeared. The researcher also counted the frequency in form of percentage. Finally, the researcher used the counting result as the findings which would be discussed in the nest chapter. It was supported by Fraenkel and Wallen 2006, p. 490 that the end product of the coding process must be numbers.

3. Counting the Materials which Were Assessed in Reading Comprehension

After the coding process, the researcher counted the questions of the three consecutive years of Junior High School English UN which represented the reading comprehension. The researcher used the following table to analyze the data. 31 Table 3.3 The Analysis of Questions which Represented Reading Comprehension Tests The materials Material 1 Material 2 Material 3 Material 4 Material 5 Material 6 Frequency Percentage The researcher counted the frequency of how many times the material appeared. The researcher then counted the frequency in form of a percentage. Briefly, the researcher used the counting result as the data to be discussed in the next chapter. It was supported by Fraenkel and Wallen 2006, p. 490 that the end product of the coding process must be numbers.

4. Counting the Questions which Employed Six Levels of Thinking Skills

Based on Bloom ’s Taxonomy Based on the coding process, the researcher counted the questions of the three consecutive years of Junior High School English UN in order to obtain information about the levels of thinking skills employed in that English UN. The researcher used the following table to help her analyze the data.