Increasing Students’ Reading Comprehension Skill  by Using Written Text Book

Aziz, Edwin Nuvianto Al; Yusanti, Gita

doi:10.29407/jetar.v5i2.14500

Cited by 2 publications

(1 citation statement)

References 7 publications

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“…It is obviously correct since the Indonesian people reading habit is very low (Mustafa, 2012). That is why researches related to improving students' skill in reading comprehension are often conducted (Putri, et al, 2019;Al Aziz & Yusanti, 2020;Ahmada, 2020;Rijal & Rohaniyah, 2020;Rombot, et al, 2020). Nevertheless, the study about analysis of reading assessment related to the way test makers create the questions of reading section still gets less attention.…”

Section: Introductionmentioning

confidence: 99%

The Realization of Brown’s Theory of Assessing Reading on Reading Section of English National Examination

Nufus¹,

Ifadloh²

2021

SALEE

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This study is concerned with the realization of Brown’s theory of assessing reading on the English national examination. This study focused on the English national examination for junior high schools in the academic year 2018/2019. It aimed to know what types of assessing reading were used and what the most dominant types were used on the English national examination based on the realization of Brown’s theory. The qualitative approach was employed. The method of analysis used was descriptive research. Based on the data analysis, there was only one type of the four types of reading assessment which was implemented on the English national examination. It was interactive reading. The tasks which were used in interactive reading are impromptu reading plus comprehension question as many as 49 questions which are included in 17 texts and ordering tasks as many as 1 question which was included into 1 text. All of them were spread into 17 texts. The most dominant type of assessing reading was interactive reading (50 questions) which consisted of 49 questions of impromptu reading plus comprehension questions and 1 question of ordering tasks.

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Section: Introductionmentioning

confidence: 99%

The Realization of Brown’s Theory of Assessing Reading on Reading Section of English National Examination

Nufus¹,

Ifadloh²

2021

SALEE

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Implementing Bloom’s Revised Taxonomy in Analyzing the Reading Comprehension Questions

Ekalia¹,

Selamat²,

Jemadi³

et al. 2022

JETAR

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Bloom's revised taxonomy is the most frequently utilized as an instrument for objective-as a basis for assessment and as a representation for producing objects that evaluate processes ranging from memorization to more complex cognitive levels such as knowledge assessment. It is predicted that the mix of cognitive levels in the 2013 curriculum will drive students to think critically, to think creatively, to be problem solvers, and have a decision maker competencies. Using teaching resources such as textbooks as one of the learning media to train students' critical thinking. The goal of this research is to figure out the cognitive levels in the revised Blooms' Taxonomy utilized in The Ministry of Education and Culture's (MOEC) textbook "Bahasa Inggris SMA/MA/SMK,MAK grade X." The qualitative approach and content analysis were used in this study's research design. This study analyzed the proportion of the lower-order thinking (LOT) and the higher-order thinking skills (HOTS) questions based on the cognitive levels Bloom’s taxonomy. The researcher compiled a list of the reading comprehension questions and counted degree of cognition in each book chapter. According to the findings, there are 114 reading comprehension questions. Lower order thinking (LOT) is the most prominent level in this book. Lower-order thinking skills (LOTS) account for 69 percent of the total, whereas higher-order thinking skills (HOTS) account for only 8%. It was suggested that the material of the textbook be expanded upon, with a greater emphasis on Higher Order Thinking Questions. Keywords:Reading Comprehension, Questions, Bloom’s Taxonomy

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Increasing Students’ Reading Comprehension Skill by Using Written Text Book

Cited by 2 publications

References 7 publications

The Realization of Brown’s Theory of Assessing Reading on Reading Section of English National Examination

The Realization of Brown’s Theory of Assessing Reading on Reading Section of English National Examination

Implementing Bloom’s Revised Taxonomy in Analyzing the Reading Comprehension Questions

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