A content analysis of reading questions in an English textbook "Bahasa inggris" grade 11
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Institusion
Universitas Katolik Widya Mandala Surabaya
Author
Liana Riani Ramli (STUDENT ID : rianiliana@gmail.com)
Hendra Tedjasuksmana (LECTURER ID : 0715106201)
Hendra Tedjasuksmana (LECTURER ID : 0715106201)
Subject
English Education
Datestamp
2020-02-17 23:48:06
Abstract :
This study entitled ?A Content Analysis of Reading Questions in an English Textbook ?Bahasa Inggris? Grade 11? attempts to answer the research problems, which are: to know whether the reading questions of the revised English textbook ?Bahasa Inggris? are in accordance with the Revised Bloom Taxonomy or not, and the questions verbs in the textbook directly refer to the action verbs in the K13 or not. The data of this research were taken from all the reading comprehension questions in enrichment chapters of English textbook ?Bahasa Inggris? for Grade 11 students by Kemendikbud. The instrument of this study was the researcher herself who used all the cognitive levels of the Revised Bloom Taxonomy (Anderson and Krathwohl, 2001). The data analysis brought the following findings: the reading questions in the enrichment chapters cover all the cognitive levels of the Revised Bloom Taxonomy although the percentage of the levels differs from one to another. The percentage of HOTS (79.3%) was higher than LOTS (20.7%). The action verbs used in the reading questions did not directly refer to the action verbs in Core Competence 3 and 4 of Kurikulum 13 (K13) for Grade 11 students, however they cover both HOTS and LOTS asked in K13. In conclusion, the reading questions in the enrichment chapters of English textbook ?Bahasa Inggris? for Grade 11 by Kemendikbud are appropriate for grade 11 students because they cover both HOTS and LOTS asked in the K13.
This study entitled ?A Content Analysis of Reading Questions in an English Textbook ?Bahasa Inggris? Grade 11? attempts to answer the research problems, which are: to know whether the reading questions of the revised English textbook ?Bahasa Inggris? are in accordance with the Revised Bloom Taxonomy or not, and the questions verbs in the textbook directly refer to the action verbs in the K13 or not. The data of this research were taken from all the reading comprehension questions in enrichment chapters of English textbook ?Bahasa Inggris? for Grade 11 students by Kemendikbud. The instrument of this study was the researcher herself who used all the cognitive levels of the Revised Bloom Taxonomy (Anderson and Krathwohl, 2001). The data analysis brought the following findings: the reading questions in the enrichment chapters cover all the cognitive levels of the Revised Bloom Taxonomy although the percentage of the levels differs from one to another. The percentage of HOTS (79.3%) was higher than LOTS (20.7%). The action verbs used in the reading questions did not directly refer to the action verbs in Core Competence 3 and 4 of Kurikulum 13 (K13) for Grade 11 students, however they cover both HOTS and LOTS asked in K13. In conclusion, the reading questions in the enrichment chapters of English textbook ?Bahasa Inggris? for Grade 11 by Kemendikbud are appropriate for grade 11 students because they cover both HOTS and LOTS asked in the K13.
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