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SKRIPSI A CONTENT ANALYSIS OF ESSAY-TYPE READING EVALUATIONS IN ENGLISH TEXTBOOK “PATHWAY TO ENGLISH” FOR TENTH GRADERS USING REVISED BLOOM’S TAXONOMY

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ABSTRACT
Senjani, Aulia Putri. (2024). A Content Analysis of Essay-type Reading Evaluations in English Textbook “Pathway to English” for Tenth Graders Using Revised Bloom’s Taxonomy. A Paper. English Department. Faculty of Education and Teacher Training, Tidar University. Advisor I Carolus Prima Ferri K., M.Pd., Advisor II Paulina Besty Fortinasari, M.Hum.
Keywords: Reading Evaluations, Pathway to English, Revised Bloom’s taxonomy
In Indonesia, the education system adopts Bloom's Taxonomy as a benchmark for achieving the desired learning objectives to facilitate the learning process. However, in previous studies, it was often found that many questions could not be used to measure students' creativity and thus did not encourage students to think critically. This is because many reading questions are difficult to apply to higher- level cognitive domains. The purpose of this study was to identify the level of essay-type cognitive dimensions and determine the order of the level of cognitive dimensions from the most dominant on essay-type reading comprehension in the textbook entitled "Pathway to English" for tenth grade students. This study used a content analysis approach, specifically qualitative document analysis, to examine the content of the "Pathway to English" textbook for tenth grade students, specifically the essay-type reading evaluation in the textbook. The writer examined the essay reading comprehension evaluation (about 125 essay-type questions) as the data of this study. In this study, there are two instruments: the writer as the main instrument in this study and using the essay- type reading evaluation as the secondary instrument. Therefore, in this study, the writer took the role of data collector and analyst. The results showed that the "Pathway to English" textbook has an even level of cognitive dimensions. There are 60 out of 125 reading evaluations or 48% that fall into the Low Order Thingking Skill (LOTS) category, on the other hand there are 65 or 52% that fall into the High Order Thingking Skill (HOTS) evaluations category. Based on the data, Analyzing level (C4) dominates the cognitive level in reading essay type questions, followed by Understanding (C2), and Evaluating level (C5). Based on the data found, this textbook has a fairly good quality of reading evaluation, with essay-type reading comprehension questions dominated by Higher Order Thinking Skills (HOTS). The writer found data that the Analyzing (C4) cognitive level has the highest percentage compared to other cognitive levels at 36.8%. Conversely, the Creating (C6) cognitive level has the lowest percentage compared to other cognitive levels at 4.8%, this is because the process of creating requires creative abilities and high-level thinking thus it is more difficult to realize in the context of reading evaluations. The writer recommends that this textbook can be used as a guide for teaching and learning activities by teachers and students in the classroom.

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Ketersediaan

14-UN57.U1-SING-III-2024

INGGRIS SEN A 2024

Ruang Skripsi (BAHASA INGGRIS)

Tersedia namun tidak untuk dipinjamkan - No Loan

Informasi Detail

Judul Seri

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No. Panggil

INGGRIS SEN A 2024

Penerbit

MAGELANG : UNIVERSITAS TIDAR., 2024

Deskripsi Fisik

XII;125HAL;29.5CM

Bahasa

English

ISBN/ISSN

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Klasifikasi

420

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PRODI_S1_PENDIDIKAN_BAHASA_INGGRIS
FAKULTAS_FKIP

Info Detail Spesifik

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Pernyataan Tanggungjawab

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Versi lain/terkait

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