THE IMPLEMENTATION OF BLOOM TAXONOMIES IN TESTING SPEAKING AT SMAN 1 BANGIL
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Institusion
Universitas Muhammadiyah Malang
Author
SUPARTININGSIH, ANA
Subject
L Education (General)
Datestamp
2012-06-30 05:48:11
Abstract :
This study concerned with the testing speaking based on Bloom Taxonomies at SMAN 1 Bangil. Hence, the purpose of this study was to know the components of cognitive domain covered in testing speaking used by the English teachers, to know the components of affective domain covered in testing speaking used by the English teachers and to know the components of psychomotor domain covered in testing speaking used by the English teachers. This design of this study was descriptive research because the writer wanted to describe the activities that focused on structure, attitudes or behavior. The activities in this study were the application of Bloom Taxonomies in testing speaking. In this research, the writer took two English teachers in the first year students as research subjects. The instruments used in this study were interview and an observation. The result of this study showed that Bloom Taxonomies were implemented optimally at SMAN 1 Bangil. In cognitive domain, the teacher applied knowledge, comprehension, application, analysis, synthesis, and evaluation components. In affective domain, the teacher applied receiving phenomena, responding to phenomena and valuing components. In psychomotor domain, the teacher applied perception, set, guided response, mechanism, complex overt response, adaptation, and origination components. The teacher did not apply the whole components. It was caused by some factors such as limited understanding about Bloom Taxonomies and limited references.
This study concerned with the testing speaking based on Bloom Taxonomies at SMAN 1 Bangil. Hence, the purpose of this study was to know the components of cognitive domain covered in testing speaking used by the English teachers, to know the components of affective domain covered in testing speaking used by the English teachers and to know the components of psychomotor domain covered in testing speaking used by the English teachers. This design of this study was descriptive research because the writer wanted to describe the activities that focused on structure, attitudes or behavior. The activities in this study were the application of Bloom Taxonomies in testing speaking. In this research, the writer took two English teachers in the first year students as research subjects. The instruments used in this study were interview and an observation. The result of this study showed that Bloom Taxonomies were implemented optimally at SMAN 1 Bangil. In cognitive domain, the teacher applied knowledge, comprehension, application, analysis, synthesis, and evaluation components. In affective domain, the teacher applied receiving phenomena, responding to phenomena and valuing components. In psychomotor domain, the teacher applied perception, set, guided response, mechanism, complex overt response, adaptation, and origination components. The teacher did not apply the whole components. It was caused by some factors such as limited understanding about Bloom Taxonomies and limited references.
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