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summarizing behavior. Furthermore, the purpose of the text was to congratulate someone on his success since the main point of the text was congratulating
someone. Thus, by determining the purpose of the text, the test takers construct a meaning which represented the content of the passage. It was supported by
Anderson and Krathwohl 2001, p. 73 that summarizing involves students to construct a representative meaning of the whole information.
3. Employing Applying Level of Thinking Skills
After discussing about remembering and understanding, this part came to the last behavior which was employed in the three-year English UN for Junior
High School. This behavior was applying. The applying behavior presented questions which mostly led the test takers to use their prior knowledge and
concepts. It meant that the test takers also involved their remembering and understanding level in answering the questions. It was supported by Churches
2008 that students cannot apply if they did not remember the knowledge and understand the concept first. Moreover, the questions which represented applying
behavior mostly asked about the use of English and tenses in appropriate sentences. It meant that the test takers were supposed to find answers of several
cases by using their prior knowledge and concept about English vocabulary items and tenses. It was supported by Anderson and Krathwhol 2001, p. 77 and
Forehand 2010 that applying occurs when students were able to solve new problems by considering their prior knowledge they had in minds.
Moreover, the three consecutive years of English UN for Junior High School employed executing behavior of applying level Anderson Krathwohl,
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2001, p. 77; Churches, 2008. Based on the data, 54.1 of the questions represented executing behavior. As stated before, these questions mostly asked
about the use of English vocabulary items and tenses. To be more precise, Here are the questions which represented executing behavior.
Figure 4. 10 A Filling-Gap Text Taken from English UN 2012
Figure 4.10 was one of the passages which represented executing behavior. The passage in Figure 4.10 consisted of three questions which represented
executing behavior. The questions asked the test takers to complete gaps in the passage with English vocabulary items and tenses. Moreover, question number 46
For questions 46 to 48, choose the correct answer to complete the text.
In my house, I have two rose shrubs. I water them every morning and I am happy to see them grow.
On one plant, there are some blossoming roses. They look very beautiful and smell so 46 …. There are also some roses that are still wrapped in tight green buds.
Although I really want to, I never saw the blossoming process.
I enjoy seeing and touching each delicate petal of the roses lightly. But if I 47 … it, I should be very 48 …, otherwise I will spoil the petals.
46. … A. bad B. nice
C. scentless D. unpleasant
47. … A. touch B. touches
C. touched D. touching
48. … A. rough B. skillful
C. careful D. careless
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asked about the implementation of an English vocabulary item nice. It directed the test takers to implement their prior knowledge about the word nice. The word nice
means enjoyable “Nice”. It was suitable to be implemented in incomplete sentence which the context was about smelling fragrant and beautiful roses.
Therefore, the test takers had to implement the procedural knowledge about the word nice. As Anderson and Krathwohl 2001, p. 77 stated, executing occurs
when students were able to use procedural knowledge to perform a familiar task. Procedural knowledge meant knowledge which had rules so that the test takers
knew when and where to use it Brandsford, Brown Cocking 1999 as cited in Anderson Krathwohl, 2001, p. 52.
Next, question number 47 in Figure 4.10 asked about the implementation of the simple present tense. It directed the test takers to implement their
procedural knowledge about the simple present tense. Procedural knowledge meant knowledge which had rules so that the test takers knew when and where to
use it Brandsford, Brown Cocking 1999 as cited in Anderson Krathwohl, 2001, p. 52. Therefore, there are several rules to use the simple present tense.
Azar 1999, p. 13 argues that the simple present tense is used to tell the truth. Next, Krohn 1986, p. 11 states the
–s form of verbs is used with third person singular objects; otherwise the simple form is used. Question number 47 needed
an answer which was a verb in form of the simple present tense with I as a subject. Because I did not constitute the third person objects, the answer was
Touch, the simple form of verb. As a result, question number 47 employed
