THE IMPLEMENTATION OF BLOOM™S TAXONOMY ON THE ENGLISH SUMMATIVE TEST ITEMS FOR SECOND YEAR SENIOR HIGH SCHOOL STUDENTS IN ACADEMIC YEAR 2015/2016

Authors

  • Nurul Soraya Saragih Unimed
  • Indra Hartoyo Unimed
  • Johannes Jefria Gultom Unimed

DOI:

https://doi.org/10.24114/genre.v6i1.8501

Abstract

This study aimed to analyze the distribution of cognitive level of Bloom™s Taxonomy in English Summative Test items for reading comprehension in odd and even semesters of second year students in SMAN 1 in Tebing Syahbandar academic year 2015/2016. The method of this research is descriptive qualitative research for collect, analyze and classify reading questions based on revised of Bloom™s Taxonomy. The data of this study were taken from English Summative Test for eleventh grade of SMAN 1 Tebing Syahbandar. The results of this study are: for odd semester C1 (69.23%), C2 (15.38%), C3 (7.69%), C4 (7.69%), C5 (0%) and C6 (0%); and for even semester C1 (38.89%), C2 (5.56%), C3 (0%), C4 (55.56%), C5 (0%) and C6 (0%). Adapted by Sudjana (2009), these results do not achieve proportion of thinking order skill that the total of C1 and C2 is 30%, C2 and C3 is 40%, C4 and C5 is 30%. It shows that the distribution of cognitive level of Bloom™s Taxonomy in English Summative Test items for reading comprehension in odd and even semesters of second year students in SMAN 1 in Tebing Syahbandar academic year 2015/2016 are not appropriate.Key words: English summative test, reading comprehension questions, revised Bloom™s Taxonomy.

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Published

2018-01-09

Issue

Vol. 6 No. 1 (2017)

Section

Articles

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Copyright (c) 2018 Nurul Soraya Saragih, Indra Hartoyo, Johannes Jefria Gultom

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