Nicholin, Magdalena (2017) Analysis of the reading comprehension questions found in solutions, an intermediate student's book by Oxford University, according to the revised Bloom's taxonomy. Undergraduate thesis, Widya Mandala Catholic University Surabaya.
Preview |
Text (ABSTRAK)
Abstract.pdf Download (1MB) | Preview |
Preview |
Text (BAB 1)
Chapter 1.pdf Download (125kB) | Preview |
![[thumbnail of BAB 2]](http://repository.ukwms.ac.id/style/images/fileicons/text.png) |
Text (BAB 2)
Chapter 2.pdf Restricted to Registered users only Download (249kB) |
|
Text (BAB 3)
Chapter 3.pdf Restricted to Registered users only Download (134kB) |
|
Text (BAB 4)
Chapter 4.pdf Restricted to Registered users only Download (159kB) |
Preview |
Text (BAB 5)
Chapter 5.pdf Download (124kB) | Preview |
|
Text (LAMPIRAN)
Appendices.pdf Restricted to Registered users only Download (1MB) |
Abstract
This study entitled “Analysis of the Reading Comprehension Questions Found in Solutions, an Intermediate Student’s Book by Oxford University, according to the Revised Bloom’s Taxonomy” is a study which has two aims to: 1) analyze the types of reading comprehension questions found in an English textbook used by a private junior high school in Surabaya for their 9th grade students namely Solutions by Oxford University using the Revised Bloom’s taxonomy, and 2) see whether the reading comprehension questions are appropriate for 9th grade students according to the K-13. The data of this study were all derived from the English textbook, Solutions by Oxford University. The researcher was the main instrument of the study and she also made use of the Revised Bloom’s Taxonomy and the K-13 to analyze all the data. The findings of the study showed that over total 102 reading comprehension questions presented in the textbook, there were high number of questions on the remembering stage. The number of questions for the applying stage took the second place. In the other way, the number of questions representing understanding and evaluating stage was close. There wasn’t any question for the analyzing and creating stage. According to K-13 itself, the level of cognitive process that junior high school students have to master is up to the applying stage. This applying stage reflects to the procedural knowledge. To sum up, it is true that this book, Solutions by Oxford University gives 9th grade students the level of reading comprehension questions they need. Although there are still things that teachers should give extra attention to. For example like making a balance between the number of questions representing the remembering, understanding, and applying stage.
| Item Type: | Thesis (Undergraduate) |
|---|---|
| Department: | ["eprint_fieldopt_department_Faculty of Teacher Training and Education" not defined] |
| Uncontrolled Keywords: | Reading Comprehension Questions, English Textbook, the Revised Bloom’s Taxonomy, K-13 |
| Subjects: | English Education |
| Divisions: | Faculty of Teacher Training and Education > English Education Study Program |
| Depositing User: | Magdalena Nicholin |
| Date Deposited: | 01 Aug 2017 01:45 |
| Last Modified: | 01 Aug 2017 01:45 |
| URI: | http://repository.ukwms.ac.id/id/eprint/11873 |
Actions (login required)
 |
View Item |