T1__Full text Institutional Repository | Satya Wacana Christian University: An Analysis of Reading Questions in Integrated Course Book Based on The Revised Bloom’s Taxonomy Theory T1 Full text

COURSE BOOK BASED ON THE REVISED BLOOM’S TAXONOMY THEORY THESIS

  Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan

  Bryan Noya 112012048

ENGLISH LANGUAGE EDUCATION FACULTY OF LANGUAGE AND ARTS UNIVERSITAS KRISTEN SATYA WACANA SALATIGA 2016

COPYRIGHT STATEMENT

  This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due the reference is made in the text.

  Copyright 2017. Bryan Noya and Martha Nandari, M.A.

  All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Language Education, Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga.

INTRODUCTION

  There are four major skills in English such as listening, speaking, writing, and reading. One of the important skills in English is reading. Reading is an important skill for students in learning a language especially English, because in learning reading, the students’ comprehension skill will develop. People who want to be successful in learning

  a foreign language need to read a lot, just like a proverb says that the more you read the more you know. Juliana (2016) defines reading as “a skill to comprehend the ideas from a writer or the way a writer communicates with his readers through written words.”

  Despite the fact that reading is important, in daily study in university many students especially English Language Education students have problems with reading, especially when they answer the questions from a reading text. The reason is that almost not all the questions in each reading part encouraged student to think critically and improve their comprehension skill.

  Whereas, in learning about reading, questions become one of the important media to know whether the students understand about the reading passage or not. According to Hayati, Djufri, and Fitrawati (2012), questions arise student curiosity about the material that they read and check students’ comprehension. Questions can encourage the student to think critically. A question is an important part of reading when it is used effectively.

  A question can stimulate thinking and produce productive learning.

  Questions based on Bloom’s taxonomy theory deal with productive learning and stimulate thinking. Bloom’s taxonomy of cognitive dimension presents various level of Questions based on Bloom’s taxonomy theory deal with productive learning and stimulate thinking. Bloom’s taxonomy of cognitive dimension presents various level of

  Based on the explanation above this study analyzed the Integrated Course book used at the Faculty of Language and Art Universitas Kristen SatyaWacana, Salatiga. The writer wanted to know the types of questions used in the reading parts of the book based on Revised Bloom Taxonomy.

  Recently, a few studies analyze reading question in English textbook based on the Bloom’s taxonomy theory.In the study conducted by Rahmawati and Prayogoshow that there were 13 reading question forms which dominated by wh-questions and the category dominated by remember factual knowledge. Similarly, the study ofOmer GokhanUlum (2016) found that the analyzed book lacked the higher-level cognitive skills.

  However, the objectives of this study are to investigate the dominant type of cognitive domain used in reading task in Integrated Course book and the appropriateness of Integrated Course book with the cognitive dimension of Revised Bloom Taxonomy. The writer comes up with these research questions:

  1. What is the dominant cognitive dimension of the Revised Bloom Taxonomy in the reading questions of the Integrated Course book?

  2. Are the questions of the reading parts in the Integrated Course book appropriate with the cognitive dimensions of Revised Bloom Taxonomy?

  The result of this study can be used to encourage the English teacher to choose an appropriate book, which has questions with higher cognitive levels, so the students’ comprehension skill will develop.

LITERATURE REVIEW

A. Theory of reading

  In the globalization era English has become an important language to be learned. There are four major skills in English such as listening, speaking, writing, and reading. Reading is one of the important skills, which has to be mastered by the learner. According to Elley, Tucker, and UNESCO (2001, 2000, 2007) “more than 80 percent of the world’s population can read to some extent.” Some percentage of these people learn new conceptual information from texts, synthesize new information from multiple texts, criticize information in texts, and reinterpret texts (Grabe, 2009). Urquhart Weir (1998, p.22) define reading as “the process of receiving and interpreting information encoded in language form via the medium of print.” On the other hand, William Grabe (2009) stated that reading is “understood as a complex combination of several processes such interactive process, strategic process, evaluative process, learning process, and linguistic process.

  Firstly, reading is an interactive process. When we read the text, there is an interaction between the reader and the writer. The author wants the reader to understand the information and the reader also use their background knowledge to construct the meaning of the text, review, and interpret the information. Next, reading is a strategic process. According to Grabe (2009) in the reading process the reader uses a number of skills and processes to anticipate text information, select key information, organize and Firstly, reading is an interactive process. When we read the text, there is an interaction between the reader and the writer. The author wants the reader to understand the information and the reader also use their background knowledge to construct the meaning of the text, review, and interpret the information. Next, reading is a strategic process. According to Grabe (2009) in the reading process the reader uses a number of skills and processes to anticipate text information, select key information, organize and

  Reading is also an evaluative process. Evaluation becomes the purpose of the reader when shehe read the text.Grabe (2009) argued that evaluation helps the readers to know how well they are reading and decide how the reader should respond to a text. Is shehe interested in the information? Does shehe want to learn more about the text? Does shehe want to continue reading? Evaluation increases our attitudes towards the text. Then, reading is a learning process. It can be seen when the reader decides to review and check information required in filling out a form. The learning process and evaluation arerelated to each other, because they help the readers to make decision about how to respond to the text (Grabe, 2009).

  Finally, reading is a linguistic process. When we read and do the reading process, we always recognize the words and organize the structural phrases of the words (Grabe, 2009). For example if we are asked to read the newspaper in another language which is not familiar for us and we don’t know the script, we should use linguistic knowledge (semantic and morphology), otherwise we couldn’t read the text. Based on this phenomenon Perfetti, Landi, Oakhill (2005) claim that “the processing of linguistic information is central to reading comprehension. Based on the definition of reading above William Grabe (2009) infer that there are 6 academic purposes for reading such as reading to search for information, reading for quick understanding, to learn, to integrate information, to evaluate and use information, and for general comprehension (entertaining).

B. Types of reading question

  Below are six types of reading questions according to Myers, Shirley,andPalmer (2002):

Comprehension question

  Comprehension question is a kind of question, which refer to an understanding of the text. The answer inside or explicit the text.

  - According to this paragraph……. - According to this passage…… - According to this article…… - This means……. - It is clear from this passage that……

Detail question

  Detail question refers to small items in the passage such as name, date, number, time, and location. Most comprehension question look like this:

  What party did Andi attend?

  How old are your mother?

Following direction question

  Following direction question refers tothe directions, it could tell you to underline the subject, and put parenthesis around the prepositional phrases. Below is the example of following direction question:

  This question asked you to find……

  Main idea question

  Main idea question refers to what the paragraph tell us about.For example:

  This paragraph is about…..

  What is the main idea of the paragraph?

Inference

  Inference question isusually known as decisions or conclusion that the reader makes after read the information from text. The information is not stated directly in the text, so the reader should think about hisher answer.

  We can guess that…..

  The writer seems to expect….

  The writer suggest that…..

  Which is more likely to happen….?

Sequence

  Sequence refers to the chronological of the event. The reader is asked to arrange the paragraph into the correct order.For example, the passage could start talking about what happened last, and then jump back to the beginning.

  1st event , before 2nd event.

  After 1st event , 2nd event.

  Before 2nd event , 1st event.

C. Bloom’s taxonomy

1. The Original Bloom Taxonomy

  In 1948, Bloom and the other psychologist of University of Chicago did

  a research about classroom activities, from this research they found three domains such as: cognitive domain (thinking ability), affective domain (value), and psychomotor domain (value). Finally, Bloom’s taxonomy was published in 1956 (Munzenmaeir Rubin 2013)

  According to Munzenmaier and Rubin (2013), Bloom’s taxonomy is level of knowledge acquisition. Its hierarchy can identify levels of thinking skills from low to high level. Cognitive domain is dominant in Bloom’s Taxonomy, because the other domains such as affective and psychomotor domain were not completely done. Cognitive domain was divided into six categories. They are knowledge, comprehension, application, analysis, synthesis, and evaluation.

  Table 1 Cognitive dimension of the Original Bloom’s Taxonomy (Munzenmaier and Rubin,2013)

  No

  Cognitive dimension

  Verbs

  1. Knowledge

  Defines, describes, knows, labels, lists,

  Recall and memorize data or information

  matches, names, outlines, recalls, recognizes, reproduces, selects, states, memorizes, tells, repeats, reproduces.

  2. Comprehension

  Converts,

  defends, comprehends,

  Understand the meaning, interpolation, and distinguishes, estimates, explains, extends, interpretation of instructions and problems. generalizes, gives an example, infers, State a problem in one’s own words.

  interprets, paraphrase, predicts, rewrites, summarizes, and translates.

  3. Application

  Applies, changes, computes, constructs,

  Use a concept in new situation or demonstrates,

  discovers, manipulates,

  unprompted use of an abstraction. Applies modifies, operates,

  predicts, prepares,

  what was learned in the classroom into produces, relates, shows, solves, and uses. novel situation in the work place.

  4. Analysis

  Analyzes, breaks down, compares, contrasts,

  Separates material or concepts into diagrams,

  deconstructs, differentiates,

  component parts so that its organizational discriminates,

  distinguishes, identifies,

  structure may be understood. Distinguishes illustrates, infers outlines, relates, selects, and structure may be understood. Distinguishes illustrates, infers outlines, relates, selects, and

  separates.

  5. Synthesis

  Categorizes, combines, compiles, composes,

  Builds a structure or pattern from diverse creates, devises, designs, explains, generates, elements. Put parts together to form a modifies, organizes, plans, rearranges, whole, with emphasis on creating a new reconstructs,

  relates, revises, rewrites,

  meaning or structure.

  summarizes, tells, and writes.

  6. Evaluation

  Appraises, compares, concludes, contrast,

  Make judgments about the value of ideas criticizes, critiques, defends, describes, or materials.

  discriminates, evaluates, explains, interprets, justifies, relates, summarizes, and supports.

2. Revised Bloom Taxonomy ( David R. Krathwohl, 2002)

  During 1990’s Bloom’s Taxonomy has been revised by a former Bloom’s student, Lorin Anderson and his collaborator. In 2001, the revision of Bloom’s Taxonomy was published. In the revised bloom taxonomy, there are two-dimension framework such as knowledge and knowledge level and cognitive process.

  1a. Knowledge Dimension

  Knowledge dimension consists of four categories of knowledge arranged more abstract than the old version:

  - Factual knowledge: knowledge that is basic area of the study such as

  essential facts, terminology, details, or elements students must know or

  be familiar with in order to understand a discipline or solve a problem in

  it. - Conceptual knowledge: knowledge of classifications, principles,

  generalizations, theories, model or structure pertinent to a particular disciplinary area.

  - Procedural knowledge: this knowledge is related to information or

  knowledge that helps students to do something specific within an area of study. It also refers to methods of inquiry, very specific skills, algorithms, techniques, and particular methodologies.

  - Metacognitive knowledge: refers to awareness of one’s own thinking and

  personal growth. It is strategic knowledge, knowledge about cognitive task, including appropriate contextual and conditional knowledge, and self-knowledge.

  2b. Cognitive Dimension

  In the Revised Bloom’s Taxonomy, three categories were renamed. Those categories terms were changed into verb form. The term knowledge was renamed remember.Comprehension was revised to understand because understand is commonly used term in objectives. Application, analysis, and In the Revised Bloom’s Taxonomy, three categories were renamed. Those categories terms were changed into verb form. The term knowledge was renamed remember.Comprehension was revised to understand because understand is commonly used term in objectives. Application, analysis, and

  Figure 1, ARevised Bloom Taxonomy Krathwohl and Anderson (2001)

  Table 2 Cognitive dimension of Revised Bloom’s Taxonomy (Anderson and Krathwohl, 2001)

  No

  Cognitive dimension

  Definition

  1. Remembering

  Recognizing or recalling knowledge from memory.

  2. Understanding

  Determine the meaning of graphic messages, including oral, and written.

  3. Applying

  Carrying out or using a procedure in particular situation.

  4. Analyzing

  Breaking material into parts and determining how the parts relate to one another

  5. Evaluating

  Making judgments based on criteria or standard.

  6. Creating

  Putting elements together to form a coherent or functional whole, reorganizing elements into a new pattern, and synthesize parts into something new.

  Table 3 Sample question and Instructional Verbs (Anderson and Krathwohl, 2001)

  No

  Cognitive dimension

  Verb

  Sample question

  1. Remembering

  Choose describe

  Who?

  Identify define

  Where?

  Label list

  Which one?

  Locate match

  What?

  Memorize name

  How?

  Omit recite

  What is the best one?

  Recognize select

  Why?

  state

  How much? When? What does it mean?

  2. Understanding

  Classify show

  State in your own words.

  Defend summarize

  Which are facts?

  Demonstrate distinguish

  What does this mean?

  Explain tell

  Is this the same as….?

  Express translate

  Give an example

  Extend

  Select the best definition.

  give example

  Condense this paragraph.

  illustrate

  What would happen if…?

  indicate

  State in one word….

  interpret

  Explain what is happening…

  infer

  Explain what is meant

  match

  Is it valid that….?

  paraphrase

  Which statement support…?

  select

  what seems to be…?

  3. Applying

  Apply

  Predict what would happen if….

  Choose

  Choose the best statements that apply…

  Generalize

  Judge the effects

  Organize

  What would result

  Produce

  Tell what would happen

  Select

  Tell how, when, where, why

  Show

  Tell how much change there

  Solve

  Would be

  Use

  Identify the result of

  What is the function of …?

  Categorize

  What’s fact? Opinion?

  Classify

  What assumptions…?

  Compare

  What statement is relevant?

  Differentiate

  What motive is there?

  Distinguish

  What conclusions?

  Identify

  What does the author believe?

  Infer

  What does the author assume?

  Point out

  State point of view of…

  Select

  What is the premise?

  Survey

  What’s the main idea? What literary form is used? What persuasive technique? The least essential statements are What’s the relationship between?

  5. Evaluating

  Appraise

  What fallacies, consistencies. Inconsistencies

  Which is more important, moral, better,

  Defend

  logical, valid, appropriate?

  Compare

  Find the errors.

  6. Creating

  Choose

  How would you test…?

  Combine

  Propose an alternative.

  Compose

  Solve the following.

  Construct

  How else would you…?

  Create

  State a rule.

  Design

  Can you develop a proposal, which would...?

  Develop

  Can you create new and unusual uses for…?

  Do

  Why don’t you devise your own way to…?

  Formulate

  Can you design a…to…?

  Hypothesize Invent Make Make up Originate Organize Plan Produce Role play Tell

3. Previous Studies

  There are two relevant studies related to reading question. The first one is the study with the title An Analysis of Reading Questions in English Textbook entitled “Inter language: English for Senior High School Students XI” Based on RBT, which is

  written by RahmawatidanPrayogo. This study aim to describe reading question forms, the Revised Bloom’s Taxonomy categories of the reading questions and the frequency of each Revised Bloom’s Taxonomy category found in the English textbook. The result of this study is out of 24 Revised Bloom’s Taxonomy categories, there were 13 categories that could be found in the reading question, there were 13 reading question forms which were dominated by wh-questions, and the category that dominated the reading questions was remembering. Second is the study entitled A Descriptive Content Analysis of the Extent of Bloom’s Taxonomy in the Reading Comprehension Questions of the Course Book Q: Skills for Success 4 Reading and Writing, written by Omer GokhanUlum. The study attempted to answer the following question: To what extent do the reading sections of the EFL course book Q: Skills for Success 4 Reading and Writing cover the lower and higher order cognition levels of Bloom’s Taxonomy? The activities were applied descriptive analysis for the sections of each unit of the EFL course book. Then, collected, listed, and analyzed the reading comprehension questions according to Bloom’s Taxonomy. Afterwards, calculated the percentage and frequencies in which each level of cognition appeared for each unit. The result showed that the course book lacked the higher level cognitive skills involved in Bloom’s Taxonomy.

  Based on the previous studies, this study is intended to the research focused on analysis of reading question in Integrated Course book that used at Faculty of Language and Arts, Universitas Kristen SatyaWacana by using Revised Bloom’s Taxonomy.

THE STUDY

A. Context of the study

  This study is a qualitative research, it used a descriptive analytical method which describes and elaborate the data followed by analyzing. In this study the researcher analyzes reading questions in the Integrated Course book by using the cognitive domain level of Revised Bloom Taxonomy.

  The reading questions were analyzed according to the cognitive level of Revised Bloom’s Taxonomy table in order to know which cognitive level of Revised Bloom Taxonomy that is most dominant in the reading questions of the Integrated Course book.

B. Participant

  The sample of this study was taken from the Integrated Course textbook for English Department students of Universitas Kristen SatyaWacana from an older curriculum in semester 2014-2015. The Integrated Course book contains eleven units with the total of 163 reading questions. In this study the researcher chose all of the reading tasks as the samples.

  Table 4. Sample of the research

  Unit

  Number of question

  Unit 1

  Like and Dislike Unit 2

  Event and Circumtances

  Unit 3

  Leisure activities and Skills Unit 4

  Advice Unit 5

  Origin and Duration Unit 6

  Location Unit 7

  Similarities and Differencies Unit 8

  Obligations Unit 9

  Predictions Unit 10

  Objects Unit 11

  Degree

C. Instrument

  In this study the researcher used a checklist as an instrument.The checklisthas a list of data variables that will be collected. The checklist contains six categories of cognitive dimension of Revised Bloom’s Taxonomy. The writer marked (√) in the columns of the checklist based on which categories the reading question belongs to.

  Table 5 The sample of the checklist

  No

  Question Remembering Understanding Applying Analyzing Evaluating Creating

D. Data collection procedure

  The data of this study was collected using data analysis table or checklist to categorize the reading question according to the cognitive level of Revised Bloom Taxonomy.

E. Data analysis procedure

  To analyze the data the researcher grouped the reading questions according to the cognitive level of Revised Bloom’s Taxonomy in order to know which categories they cover: remembering, understanding, applying, analyzing, evaluating, or creating. The data were analyzed unit by unit. Then, the number of reading questionsin each category of the cognitive dimension of Revised Bloom Taxonomy was counted and then put into percentage.

FINDINGS AND DISCUSSION

A. Findings

  The data were analyzed per unit. This study covers 11 units of the reading part. A total of 165 questions analyzed. Based on the analysis the questions spread over 97 (58.79) remembering, 55 (33.33) understanding, 1 (0,61) applying, 2 (1,21) analyzing, 7 (2,24) evaluating, and 3 (1,82) creating.

  The finding shows that remembering is the highest aspect in this book with percentage of 58.79. The frequency of remembering is 97 of 165 questions. The second is understanding with a percentage of 33.33 and the frequency is 55 of 165 questions. The third highest frequency is evaluating with 7 questions and the percentage is 2.24. Then, creating is 1.82 with the frequency 3 of 165 questions. The next is Analyzing with the percentage 1.21 and the frequency is 2 of 165 questions. The lowest number of cognitive aspect is applying with 0.61 and the frequency is 1 of 165 questions.

  The result of this study are shown in Table 6 which shows the level of reading questions, the frequency, and the percentage in the six levels of the cognitive dimension from 11 units of the Integrated Course book

  Table 6 Frequency and Percentage

  No Unit

  Cognitive Dimension

  Rem

  Und

  App

  Anl

  Evl Cre

  1. Unit 1

  10 13 -

  1 -

  43.48 56.52 4.35

  2. Unit 2

  6 4 -

  1 -

  54.55 36.36 9.09

  3. Unit 3

  -

  12 -

  100

  4. Unit 4

  5 -

  3 -

  62.50 37.50

  5. Unit 5

  21 1 -

  2 1

  Rem : Remembering

  App : Applying

  Evl : Evaluating

  Und : Understanding

  Anl : Analyzing

  Cre : Creating

  Table 6shows that the reading questions in the Integrated Course do not distribute complete cognitive levels in each unit. There is one dominant dimension of cognitive level in each unit.

  The following explanations are the analysis of Integrated Course book in each unit as demonstrated inthe appendix.

Unit 1: Likes and Dislikes

  Unit 1 with the theme “Likes and Dislikes” has 23 reading questions. 10 questions are included of remembering, 13 questions are included of understanding, and 1 question is included of evaluating.

  1. The questions of number 1, 2, 3, 4, 11, 12, 13, 14, 15, and 16 are inclusive of remembering level. Example: When, where, and by whom were the blue lights first seen?

  2. The questions of number 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, and 17 are inclusive of understanding level. Example: Can you think of any other explanations for the blue lights?

  3. The question of number 5 is inclusive of evaluating level. Example: Which of the explanations for the blue lights do you think is the most satisfactory? Why?

Unit 2: Events and Circumstances

  Unit 2 has 11 reading questions. The higher rank is remembering with 6 questions. 4 questions in unit 2 are inclusive of understanding and 1 question is inclusive of evaluating.

  1. The questions of number 5, 7, 8, 9, 10, and 11 are inclusive of remembering level. Example: Which of these claims about dishwasher are true, and which are false?

  2. The questions of number 1, 3, 4, and 6 are inclusive of understanding level. Example: In one sentence, explain what the writer tell us in!

  3. The question of number 2 is inclusive of evaluating level. Example: Do you think the writer is generally in favor of labor-saving devices? How can you tell?

Unit 3: Leisure Activities and Skills

  Unit 3 has 12 reading questions. All of the questions are categorized as understanding.

  1. The questions of number 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, and 12. Example: The driver pulled over to the side of the highway.

  a. Looked

  b. Moved

Unit 4: Advice

  Unit 4 has 8 reading questions. 5 questions are categorized as remembering and 3 are categorized as evaluating.

  1. The questions of number 4, 5, 6, 7, and 8 are categorized as remembering level. Example: Have you ever had a dream that you think “means something”?

  2. The questions of number 1, 2, and 3 are categorized as evaluating. Example: What do you think the dream might mean?

Unit 5: Origin and Duration

  Unit 5 has 25 reading questions. 21 questions are categorized as remembering, 1 question is categorized as understanding, 1 question is categorized as applying, 2 questions are categorized as evaluating, and 1 question is categorized as creating.

  1. The questions of number 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18,

  19, 20, 21, 22, 23, 24, and 25 are categorized as remembering level. Example: What happened to the treasure in the end?

  2. The question of number 6 is categorized as understanding level. Example: Should the doctor give Debra tranquilizers or pain killers? Why?

  3. The question of number 1 is categorized as applying level. Example: What did the pirates do with the stolen goods? Is burying the gold a good idea? If not, what should they have done instead?

  4. The questions of number 3 and 10 are categorized as evaluating level. Example: Do you think he was doing the right thing?

  5. The question of number 5 is categorized as creating level. Example: Can you think of other possibilities that Blackbeard could have considered?

Unit 6: Location

  Unit 6 has 22 reading questions. 8 questions are categorized as remembering, 12 questions are categorized as understanding, 1 question is categorized as analyzing, 1 question is categorized as creating.

  1. The questions of number 1, 2, 3, 4, 5, 6, 7, and 8 are categorized as remembering level. Example: Why didn’t Juliana die when the seat hit the ground?

  2. The questions of number 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, and 22 are categorized as understanding level. Example: Ed Jones was shopping at a thrift store.

  a. Store that sells used things at low process

  b. Store that sells expensive things at high prices

  3. The question of number 9 is categorized as analyzing level. Example: Make a list of the things that happened to Juliana chronologically, starting from “Leaving Lima by air”

  4. The question of number 10 is categorized as creating level. Example: If you were faced with a similar situation as Juliana, What would you do to expedite or make sure you got rescued?

Unit 7: Similarities and Differences

  Unit 7 has 6 reading questions. 5 questions are categorized as remembering and 1 question is categorized as creating.

  1. The questions of number 1, 2, 3, 4, and 6 are categorized as remembering level. Example: How do people gain and lose weight?

  2. The question of number 5 is categorized as creating level. Example: Make sentences comparing the number of calories in 2. The question of number 5 is categorized as creating level. Example: Make sentences comparing the number of calories in

  c. Flour and sugar

  b. Tongue and chicken

  d. Cheddar cheese and chicken

Unit 8: Obligations

  Unit 8 has 5 reading questions. All of the question are categorized as remembering.

  1. The question of number 1, 2, 3, 4, and 5 are categorized as remembering level. Example: About six o’clock Mr. and MrsLestarquit?

Unit 9: Predictions

  Unit 9 has 13 reading questions. 11 questions are categorized as remembering, 1 question is categorized as understanding, and 1 question is categorized as analyzing.

  1. The questions of number 1, 2, 3, 4, 5, and 7 are categorized as remembering level. Example: How is the Space Shuttle different from earlier space vehicles?

  2. The question of number 6 is categorized as analyzing level. Example: Why do you think space colonies will eventually be constructed from moon rather than Earth materials?

  3. The questions of number 1, 2, 3, 4, 5, 6, 7, and 8 are categorized as understanding level. Example: Why couldn’t a complete space station be launched directly from Earth?

Unit 10: Objects

  Unit 10 has 21 reading questions. 9 questions are categorized as remembering and

  12 questions are categorized as understanding.

  1. The questions of number 13, 14, 15, 16, 17, 18, 19, 20, and 21 are categorized as remembering level. Example: Elizabet

  a. Sleeps in a bedroom that is not heated

  b. Has teo sons.

  c. Cooks on wood stove.

  d. Wears a long dress, black apron, and black shoes.

  2. The questions of number 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, and 12 are categorized as understanding level. Example: Elizabeth shivers when her feet tough the cold, bare floor.

  a. Floor that is not covered with a carpet.

  b. Floor that is painted white.

Unit 11: Degree

  Unit 11 has 17 reading questions. All of the questions are categorized as remembering.

  1. The questions of number 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, and 17 are categorized as remembering level.

  Example: Who was F. Morrison?

  The following table demonstrates the frequencies and percentage the distribution of cognitive dimension of the Revised Bloom’s Taxonomy.

  Table 7. Cognitive Dimension Distribution in the Integrated Course book

  No Cognitive Dimension Level

  Frequencies Percentage

  As mentioned before that understanding, remembering, and applying are inclusive of three low-order thinking, so based on the study and the table above the total number of reading questions which are categorized as low-order thinking reach to 92.73 with the frequency 153 of 165 reading questions. On the other hand, the numbers of high-order thinking are 7.27 with the frequency 12 of 165 reading questions.

B. DISCUSSION

  Based on the analysis toward Integrated Course book, remembering is a dominant dimension of the cognitive of the Revised Bloom’s Taxonomy. It means in teaching learning process in this book recalling previously learned material is dominant. It can be Based on the analysis toward Integrated Course book, remembering is a dominant dimension of the cognitive of the Revised Bloom’s Taxonomy. It means in teaching learning process in this book recalling previously learned material is dominant. It can be

  On the second position is understanding level with 55 of 165 reading questions or

  33.33. It indicates that the student should demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas.

  There is only one reading question, which categorized as applying in the book. It means only 0.61 reading question requires students to solve problems to new situations by applying acquired knowledge, facts, techniques, and rules in different way.

  Similarly, there are 2 of 165 reading question relate to analyzing level with a percentage of 1.21. On the same way there are only a few reading questions categorized as evaluating and creating level. There are 7 reading questions categorized as evaluating with a percentage of 2.24 and 3 reading questions categorized as creating level with a percentage of 1.82. This study show that in each unit has various reading question.

  The results of this study show that the authors of Integrated Course book focus on lower-thinking process, in this case the remembering aspect. On the other hand, the high- orders thinking just few questions, so the book does not propose the student to think more or develop their thinking skill. To sum up from the data, the Integrated Course book did not cover all cognitive dimension of the Revised Bloom’s Taxonomy theory.

CONCLUSION

  This study was conducted to answer the research question: Do the questions of the reading parts in theIntegrated Course book appropriate with the cognitive dimension of Revised Bloom Taxonomy? and What is the most dominant cognitive dimension of the Revised Bloom Taxonomy? From the analysis of reading question of Integrated Course book, can be conclude that the book not accordance withthe Revised Bloom’s Taxonomy. It did not cover the entire cognitive dimension in each unit. The author focuses on the lower-thinking process of remembering. Regarding the findings, the author of Integrated Course book also placed emphasis on understanding level, but it’s not deploy in every unit. The total number of understanding is 33.33 from entire reading questions in each unit. it means the authors give enough attention to understanding level too, although it’s number is lower than remembering.

  Based on the theory the cognitive dimension such as: analyzing, evaluating, and creating categorized as higher-thinking skill and the purpose of the question that question is usually use to assess student understanding, so the question itself should be varied in order to increase student thinking skill. Meanwhile, the findings of this study implies that the book did not give enough higher level of question and did not increase students’ thinking.

  This study focused on what a dominant cognitive dimension used in the Integrated Course book and does the reading questions of Integrated Course book appropriate with the cognitive dimension of Revised Bloom Taxonomy. For the further research it will be This study focused on what a dominant cognitive dimension used in the Integrated Course book and does the reading questions of Integrated Course book appropriate with the cognitive dimension of Revised Bloom Taxonomy. For the further research it will be

  From this study it can be learnt that reading question can help students to improve their comprehension skill, so the number of reading questions that deal with higher- thinking process should be increased. It will encourage students to think critically.

AKNOWLEDGEMENT

  I would like to express my gratitude to my first supervisor, Ma’am Victoria

  UsadyaPalupi, M.A-ELT for her guidance and support to completing this thesis although, not till the end. I would like to thank to Ma’am Martha Nandari, M.A who wants to be my next supervisor and guide me in my findings until discussion part.My grateful thanks are also due to Joseph Ernest Mambu,Ph.D.as my second reader.

  I heartily convey my deepest appreciation to my mother, father, sister, and

  brother for being spirit of my life even we are apart from each other. Their love motivated me to work hard. They are my inspiration. The last but not at least, I want to say big thank you for my beloved girl friend who always give me a support to do my thesis, remember me when I forget to do my thesis, always there in my difficult times andbelieved me that I can do it. I am grateful for your timeless support throughout my whole life.

REFERENCES

  Bhakti. S. L. (August 2010). Bloom Taxonomy: Original and Revised. JurnalEksis Vol.6

  No.2 : 1440 – 1605. Retrieved December 04, 2016, from http:karyailmiah.polnes.ac.id.

  Chapelle, A. CHunston, S (Eds.). (2007). Reading in a Second Language: Moving from

  Theory to Practice. United States of America: Cambridge University Press. Hayati, Djufri, Fitrawati.(2012). Level of Question Used in English Textbook.Journal

  of English Language Teaching 1, (1),119-128. Juliana.(2016). Teaching Reading Comprehension by Using Reciprocal Teaching

  Approach.English Education Journal (EEJ), 262, 260-271. Krathwohl, D. R. (2002).A Revision of Bloom’s Taxonomy.Theory into Practice,

  Volume 41, Number 4, Autumn 2002. Retrieved November 15, 2016, from http:www.depauw.edufilesresourceskrathwohl.pdf

  Munzenmaier,C., Rubin, N. (2013).Bloom’s Taxonomy: What’s Old Is New Again.

  Santa Rosa : The eLearning Guild. Myers, Shirley, Palmer.(2002). Types of Reading Questions. Retrieved December 04,

  Department Web

  site:http:www.english.worksgallaudet.edu,terry.coyegallaudet.edu,ellen.bec kgallaudet.edu

  Mahmoud S.H.B.Abdelrahman. (2014). An Analysis of the Tenth Grade English

  Language Textbooks Questions in Jordan Based on the Revised Edition of Bloom’s Taxonomy. Journal of Education and Practice, ISSN 2222-288X. Retrieved August 4, 2016, from http:www.iiste.orgJournalsindex.phpJEParticleviewFile1393514087

  Rahmawati, I. K. (2012). An analysis of reading questions in English textbook entitled

  “Inter language: English for senior high school students XI” based on RBT. Retrieved

  from http:jurnal-

  online.um.ac.iddataartikelartikelC6A5B94094C772BD857BD16FE9804EDE.p

  df Ulum. G. O. (2016, September 19). A Descriptive Content Analysis of the Extent of

  Bloom’s Taxonomy in the Reading Comprehension Questions of the Course Book Q: Skills for Success 4 Reading and Writing. Retrieved November 28, 2016, from http:nsuworks.nova.edutqrvol21iss97

APPENDIX

I. UNIT 1| LIKES AND DISLIKES

  No Question

  Remembering Understanding Applying Analyzing

  Evaluating Creating

  1. Who has Silver Cliff changed over the years?

  √

  2. When, where, and by whom were the blue lights first seen?

  √

  3. What do the blue lights look like?

  √

  4. What are some of the explanations that people have proposed?

  √

  5. Which of the explanations for the blue lights do you think is the most √

  √

  satisfactory? Why?

  6. Can you think of any other explanations for the blue lights?

  √

  7. Do you know of any other unexplainable things or events?

  √

Vocabulary

  Which words have the same meaning as the words in the story? Circle the letter of the correct answer. No Question

  Remembering Understanding Applying Analyzing

  Evaluating Creating

  8. The fish had red patches on their skin.

  √

  a. places that looked different from the area around them

  b. places where acupuncturists insert needles

  9. Mr. Cho wanted to cure the infection.

  √

  a. learn about the fish

  b. make the sickness go away

  10. He stuck needles into the backs of the fish.

  √

  a. threw

  b. pushed

  11. An acupuncturist ia a person who uses needles to treat illness and pain.

  √

  a. try to cure

  b. cause

  12. During the next few days he repeated the treatments.

  √

a. Watched his fich very carefully

b. Stuck needles into the backs of the fish again

  13. Acupuncture for fish is uncommon.

  √

a. Difficult

  b. unusual

  14. Dr. Han decides where to insert the needles.

  √

a. Put in

  b. buy

  15. The needles range in size from one-half inch long to six inches.

  √

a. The smallest needles are one-half inch, the largest are six inches, and there are other sizez in between.

b. The needles come in two sizes, one-half inch and six-inches.

16. The ancient Chinese believed that energy flowed through the human √

  body.

a. Escaped

b. Ran like a river

17. These messages interrupt pain messages that are on their way to the √

  brain.

a. Stop

  b. help

Comprehensionreading skills Understanding the main ideas

  What information is not in the story? Darw a line through the information No

  Question

  Remembering Understanding Applying Analyzing

  Evaluating Creating

  18. What was wrong with Mr.Cho’s goldfish?

  √

a. They hard red patches on their skin.

b. They weren’t eating.

c. They had fevers.

d. They didn’t have much energy.

  19. After the acupuncture treatments, Mr.Cho’s fish

  √

a. Swam with more energy.

b. Started to eat again.

c. Were sold for a lot of money.

d. Didn’t have red patches on their skin anymore.

  20. Acupuncturists in Asia use acupuncture

  √

a. To help people with backaches.

b. To treat broken bones.

c. To help people ith stomachaches.

  21. What happened before Dr. Han inserted the needles?

  √

a. She told Ming how much the treatment would cost.

b. She examined Ming and asked him about his headaches.

c. She decided where to insert the needles.

d. She chose one-inch needles.

  22. What happened during Ming’s acupuncture treatment?

  √

a. Dr. Han inserted the needles.

b. Ming felt a little pinch when each needle went in.

c. Ming walked around the office.

d. The needles stayed in place for 15 minutes.

  23. What are some explanations of how acupuncture works?

  √

a. It corrects the energy flow in the body.

b. It interrupts pain messages on theirway to the brain.

c. It changes the flow of blood through the body.

II. UNIT 2| EVENTS AND CIRCUMTANCES

  No

  Question

  Remembering Understanding Applying Analyzing

  Evaluating Creating

  1. In one sentence, explain what the writer tell us in:

  √

  a. the first paragraph.

  b. the second paragraph.

  c. the third paragraph

  2. Do you think the writer is generally in favor of labor-saving devices? How can you

  √

  tell?

  3. Explain in your own word the advantages of:

  √

  a. automatic cookers.

  b. electric pop-up toasters.

  c. mashing potatoes with a mixer.

  d. tumble driers. What disadvantages (if any) do you think there might be?

  4. Explain the meaning of :

  √

  a. everyday household chores

  b. menacing storm clouds loom over

  c. to suit your purse Why does the writer call fresh orange juice and real mayonnaise ‘exotic’?

  5. Which of these claims about dishwashers are true, and which are false?

  √

a. They can be hung on the wall.

b. They have a special place for large saucepans and frying pans.

c. They get rid of scarps of solid food.

d. They get rid of stains.

e. They dry dishes by blowing hot air on them.

  6. Why might you want to buy more china and cutlery when you get a dishwasher?

  √

  Give two reasons.

  For each sentence four explanations are offered. Choose the one you think is best. No Question

  Remembering Understanding Applying Analyzing

  Evaluating Creating

  7. We only allow credit to regular customers. This means that

  √

a. All customers must pay cash.

b. All customers may have credit.

c. Customers not known to the shop must pay cash.

d. Only regular customers must pay cash.

  8. The service in this shop is very good. This means the shop

  √

a. Is very helpful.

c. Is cheap.

d. Sells high quality goods.

  9. Without a receipt you have no proof of purchase. This means

  √

a. A receipt is the only proof that goods were bought.

b. A label is sufficient proof that goods were bought.

c. No receipts are issued when goods are stolen.

d. You need a ticked to buy goods.

  10. I would like to have my money back, please. The speaker is asking for

  √

a. A receipt.

b. A refund.

c. A discount.

d. Credit.

11. I’m afraid we don’t stock washing machines, madam. This means that √ the shop doesn’t

a. Repair washing machines.

b. Have any washing machines for sale at the moment.

c. Ever sell washing machines.

d. Have any washing machines for sale at a reduced price.

  III.

  UNIT 3| LEISURE ACTIVITIES AND SKILLS

  Which words have the same meaning as the words in the story? Circle the letter of the correct answer.

  No

  Question

  Remembering Understanding Applying Analyzing

  Evaluating Creating

  1. She tapped the person in front of her on the shoulder.

  √

a. Touched the person’s shoulder lightly with her hand

b. Pushed hard on the person’s shoulder

  2. “There’s a bum in the restroom.”

  √

a. Person who doesn’t work and probably doesn’t have a home

b. Person who travels by bus

  3. The driver pulled over to the side of the highway.

  √

a. Looked

b. Moved

  4. The driver radioed the police.

  √

a. Called the police on his radio

b. Got the attention of a police car

  5. That soon caused a 15-mile-long-traffic jam.

  √

a. Line of stopped cars that was 15 miles long

b. Line of cars going only 15 miles per hour

  6. The police searched the bus for two hours.

  √

a. Looked everywhere on the bus

b. Drove everywhere with the bus

  7. Twenty minutes after takeoff, the man began to worry.

  √

a. The plane went up into the air

b. The man took off his jacket

  8. “Is this plane going to oakland?” he asked the flight attendant.

  √

a. Person who files an airplane

b. Person who takes careof the passengers on an airplane

  9. Misunderstanding among English-speaking people are not uncommon.

  √

a. Never happen

b. Happen often

  10. Not all misunderstanding result in highways being closed.

  √

a. Mean that highways are closed

b. Cause highways to close

  11. She whispered to herself, “Sopa con jamon y cellobas.”

  √

a. Talked very quietly

b. Thought very seriously

  12. But even when that misunderstanding turned out all right in the end.

  √

a. Was OK after the plane turned back

b. Had a happy ending

IV. UNIT 4|ADVICE

  No

  Question

  Remembering Understanding Applying Analyzing

  Evaluating Creating

  1. What do you think the dream might mean?

  √

  2. What do you think particular things in the dream might represent, for

  √

  example: the house, the different floors,each darker than the last, and the human skulls?

  3. Do you think dreams have any symbolic significance?

  √

  4. Have you ever had a dream that you think ‘means something’?

  √

  Decide which explanation of each sentence is correct.

  No

  Question

  Remembering Understanding Applying Analyzing

  Evaluating Creating

  5. We had boiled potatoes with a little chopped parsley on them. The √ potatoes were cooked

a. Under the grill.

b. In a saucepan.

c. In the oven.

d. In a frying pan.

  6. The soup was delicious. The speaker is talking about

  √

a. The fat from the meat.

b. The liquid poured over his roast meat.

c. The liquid resulting from boiled bones.

d. The first course of a meal.

  7. I put the peeled onions in a bowl. The onions in the bowl

  √

a. Are in small pieces.

b. Are in slices.

c. Have no skins.

d. Are mixed with other food.

  8. I put some chopped up thyme and sage in the stew. The speaker added

  √

b. Vegetables.

c. Fruit.

d. Meat.

V. UNIT 5|ORIGIN AND DURATION

  No

  Question

  Remembering Understanding Applying Analyzing

  Evaluating Creating

  1. What did the pirates do with the stolen goods? Is burying the gold a √

  √

  good idea? If not, what should they have done instead?

2. What did Blackbeard do with the valuable things? Did anybody else √ know his secret?

  3. Do you think he was doing the right thing?

  √

  4. What happened to the treasure in the end?

  √

5. Can you think of other possibilities that Blackbeard could have √

  considered?

  6. Should the doctor give Debra tranquilizers or pain killers? Why?

  √

  7. What should she avoid all her life?

  √

  8. Why should she drink a a special kind of water?

  √

  9. Which cities do you recommended that Debra work in?

  √

  10. What other things should she do, in your opinion?

  √

11. To whom would you hand a pay-in slip and a sum of money?

  a. To a bank clerk

  √

b. To the bank manager

c. To a teller

d. To the assistant manager

12. Where will you find written the balance of money in your account?

  a. In a check book

  √

b. On a statement

c. On a pay-in slip

d. On a currency note

13. If a current account shows a debit balance, this means that account √ holder has

a. An overdraft.

b. A counterfoil.

c. A deposit.

d. A statement.

  14. If I have 500 in my account and withdraw 100, my account will be

  √

a. Debited 100.

b. 100 overdawn.

c. Paid up.

d. Issued with 100.