AN ANALYSIS OF QUESTIONS IN READING BOOK ENTITLE
“READING INTERMEDIATE” USING ANDERSON’S TAXONOMY
THEORY AT MUHAMMADIYAH UNIVERSITY OF BENGKULU
Dublin Core
Title
AN ANALYSIS OF QUESTIONS IN READING BOOK ENTITLE
“READING INTERMEDIATE” USING ANDERSON’S TAXONOMY
THEORY AT MUHAMMADIYAH UNIVERSITY OF BENGKULU
“READING INTERMEDIATE” USING ANDERSON’S TAXONOMY
THEORY AT MUHAMMADIYAH UNIVERSITY OF BENGKULU
Description
This research analyzed question in reading book entitle ‘reading intermediate’
using anderson’s taxonomy theory. The researcher used cognitive dimension of
Anderson’s Taxonomy Theory to categorized the questions in the reading book
entitle “Reading Intermediate”. The researcher used descriptive qualitative with
documentation approach. The book consist 10 chapter of units, each unit includes
several questions. Total 87 questions are counted spreads in 10 chapters inside the
book. Based on the analysis, the researcher found 53 (60.92%) Remembering, 3
(3.45%) Understanding, 2 (2.30%) Applying, 23 (26.44%) Analyzing, 5 (5.75%)
Evaluating, 1 (1.15%) Creating, it makes remembering as the highest aspect of
cognitive dimension. The researcher decided to take a conclusion that the material
in that book mostly about retrieve relevant knowledge from long-term memory
(remembering).
using anderson’s taxonomy theory. The researcher used cognitive dimension of
Anderson’s Taxonomy Theory to categorized the questions in the reading book
entitle “Reading Intermediate”. The researcher used descriptive qualitative with
documentation approach. The book consist 10 chapter of units, each unit includes
several questions. Total 87 questions are counted spreads in 10 chapters inside the
book. Based on the analysis, the researcher found 53 (60.92%) Remembering, 3
(3.45%) Understanding, 2 (2.30%) Applying, 23 (26.44%) Analyzing, 5 (5.75%)
Evaluating, 1 (1.15%) Creating, it makes remembering as the highest aspect of
cognitive dimension. The researcher decided to take a conclusion that the material
in that book mostly about retrieve relevant knowledge from long-term memory
(remembering).
Creator
HELMY ALFARISI SURYO PUTRO
NPM 1621110077
NPM 1621110077
Pembimbing:
Kiagus Baluqiah, m.pD
Kiagus Baluqiah, m.pD
Penguji I:
Yupika Maryansyah, M.Pd
Yupika Maryansyah, M.Pd
Penguji II:
Ivan Achmad Nurcholis, M.Pd
Ivan Achmad Nurcholis, M.Pd
Source
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
Publisher
upt perpustakaan
Date
13 November 2021
Contributor
Universitas Muhammadiyah Bengkulu
Rights
Universitas Muhammadiyah Bengkulu
Language
Bahasa Inggris
Identifier
Anderson, L. W. and Krathwohl, D. R., et al (Eds..) (2001) A Taxonomy for
Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of
Educational Objectives. Allyn & Bacon. Boston, MA (Pearson Education
Group).
Ariesta, F. W. (2018). Mengintegrasikan Higher Order Of Thinking Skill
(HOTS) Pada Pembelajaran Sains Di SD.
Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta:
Rineka Cipta.
Asril, Z. (2013). Micro Teaching disertai dengan Pengalaman Lapangan.
Jakarta: Raja Grafindo.
Chierchia, G., and Mc Connell-Ginet, S. (2000). Meaning and grammar: An
introduction to semantics. MIT press.
Faizah, D. Utomo, P. and Arifin, M. (2018). "Analisis Pertanyaan Guru dan
Siswa dalam Proses Pembelajaran Bahasa Indonesia di Kelas VII SMP
Negeri 4 Kota Bengkulu." Jurnal Ilmiah KORPUS 2.3: 253-260.
Febrina, B. Usman, A. Muslem. (2019). Analysis of Reading Comprehension
Questions by Using Revised Bloom’s Taxonomy on Higher Order Thinking
Skill (HOTS).
Gambrell, L. B. (1983). "The Occurrence of Think-Time During Reading
Comprehension." Journal of Educational Research 75: 144-48.
Grabe, W. (2009). Reading a second language : moving from theory to practice,
New York: Cambridge University Press.
Helmiati. (2014). Micro Teaching Melatih Keterampilan Dasar Mengajar.
Yogyakarta: Aswaja Presindo.
Hoetker, J., and Ahlbrand, W. (1969). "The Persistence of the Recitation."
American Educational Research Journal 6: 145-67.
Kim, J. B., and Sells, P. (2008). English syntax: An introduction. CSLI
publications.
Levin, T., and Long, R. 1981. Effective Instruction. Washington, D.C.:
Association for Supervision and Curriculum Development.
Noya, B. (2016). An Analysis of Reading Questions in Integrated Course Book
Based on the Revised Bloom’s Taxonomy Theory
Oktavia, L. K. (2017). An Analysis of Reading Questions in English Textbook
Based on The Revised Bloom’s Taxonomy.
Palmer C., and Myers, S. S. (2002). Types of Reading Questions. Retrieved
January 16 2021, from Gallaudet University English Department Web
site: https://www.gallaudet.edu/tutorial-and-instructionalprograms/englishcenter/
reading-english-as-second-language/types-of-questions-andtests/
types-of-reading-questions.
Saifer, S. (2018). Developing Higher-Order Thinking in Young Learners. Redleaf
Press.
Sardiman, A. M. (2010). Interaksi dan Motivasi Belajar Mengajar. Jakarta: PT
RajaGraFindo Persada.
Spradley, P. J. (1980). Participant Observation. Florida: Holt, Rinehart and
Winston.
Sugiyono. (2013). Metode Penelitian Kuantitatif, Kualitatif dan R & D.
Bandung:Alfabeta.
Sugiyono. (2015). Metode Penelitian Kuantitatif, Kualitatif dan R & D.
Bandung:Alfabeta.
Supriyadi. (2011). Strategi Belajar dan Mengajar. Yogyakarta: Cakrawala Ilmu.
Verschueren, J. (2005). Pragmatics. In The Routledge Companion to Semiotics
and Linguistics (pp. 99-110). Routledge.
Weber, R. P. (1990). Basic Content Analysis (Quantitative Applications in the
Social Sciences).
Wilen, W. W. (1987). Questions, Questioning Technique, and Effective Teaching
(Aspects of Learning). Institution: National Education Association of the
United States. ISBN: 0-8106-1485-5.
Wilen, W. W. (1991). Questioning skills, for teachers (What Research Says to the
Teacher). Third Edition (June 1991). Institution: National Education
Association of the United States. ISBN: 0-8106-1089-2.
Wilson, L. O. (2016). Anderson and Krathwohl-Bloom’s taxonomy
revised. Understanding the New Version of Bloom's Taxonomy.
Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of
Educational Objectives. Allyn & Bacon. Boston, MA (Pearson Education
Group).
Ariesta, F. W. (2018). Mengintegrasikan Higher Order Of Thinking Skill
(HOTS) Pada Pembelajaran Sains Di SD.
Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta:
Rineka Cipta.
Asril, Z. (2013). Micro Teaching disertai dengan Pengalaman Lapangan.
Jakarta: Raja Grafindo.
Chierchia, G., and Mc Connell-Ginet, S. (2000). Meaning and grammar: An
introduction to semantics. MIT press.
Faizah, D. Utomo, P. and Arifin, M. (2018). "Analisis Pertanyaan Guru dan
Siswa dalam Proses Pembelajaran Bahasa Indonesia di Kelas VII SMP
Negeri 4 Kota Bengkulu." Jurnal Ilmiah KORPUS 2.3: 253-260.
Febrina, B. Usman, A. Muslem. (2019). Analysis of Reading Comprehension
Questions by Using Revised Bloom’s Taxonomy on Higher Order Thinking
Skill (HOTS).
Gambrell, L. B. (1983). "The Occurrence of Think-Time During Reading
Comprehension." Journal of Educational Research 75: 144-48.
Grabe, W. (2009). Reading a second language : moving from theory to practice,
New York: Cambridge University Press.
Helmiati. (2014). Micro Teaching Melatih Keterampilan Dasar Mengajar.
Yogyakarta: Aswaja Presindo.
Hoetker, J., and Ahlbrand, W. (1969). "The Persistence of the Recitation."
American Educational Research Journal 6: 145-67.
Kim, J. B., and Sells, P. (2008). English syntax: An introduction. CSLI
publications.
Levin, T., and Long, R. 1981. Effective Instruction. Washington, D.C.:
Association for Supervision and Curriculum Development.
Noya, B. (2016). An Analysis of Reading Questions in Integrated Course Book
Based on the Revised Bloom’s Taxonomy Theory
Oktavia, L. K. (2017). An Analysis of Reading Questions in English Textbook
Based on The Revised Bloom’s Taxonomy.
Palmer C., and Myers, S. S. (2002). Types of Reading Questions. Retrieved
January 16 2021, from Gallaudet University English Department Web
site: https://www.gallaudet.edu/tutorial-and-instructionalprograms/englishcenter/
reading-english-as-second-language/types-of-questions-andtests/
types-of-reading-questions.
Saifer, S. (2018). Developing Higher-Order Thinking in Young Learners. Redleaf
Press.
Sardiman, A. M. (2010). Interaksi dan Motivasi Belajar Mengajar. Jakarta: PT
RajaGraFindo Persada.
Spradley, P. J. (1980). Participant Observation. Florida: Holt, Rinehart and
Winston.
Sugiyono. (2013). Metode Penelitian Kuantitatif, Kualitatif dan R & D.
Bandung:Alfabeta.
Sugiyono. (2015). Metode Penelitian Kuantitatif, Kualitatif dan R & D.
Bandung:Alfabeta.
Supriyadi. (2011). Strategi Belajar dan Mengajar. Yogyakarta: Cakrawala Ilmu.
Verschueren, J. (2005). Pragmatics. In The Routledge Companion to Semiotics
and Linguistics (pp. 99-110). Routledge.
Weber, R. P. (1990). Basic Content Analysis (Quantitative Applications in the
Social Sciences).
Wilen, W. W. (1987). Questions, Questioning Technique, and Effective Teaching
(Aspects of Learning). Institution: National Education Association of the
United States. ISBN: 0-8106-1485-5.
Wilen, W. W. (1991). Questioning skills, for teachers (What Research Says to the
Teacher). Third Edition (June 1991). Institution: National Education
Association of the United States. ISBN: 0-8106-1089-2.
Wilson, L. O. (2016). Anderson and Krathwohl-Bloom’s taxonomy
revised. Understanding the New Version of Bloom's Taxonomy.
Collection
Citation
HELMY ALFARISI SURYO PUTRO
NPM 1621110077 et al., “AN ANALYSIS OF QUESTIONS IN READING BOOK ENTITLE
“READING INTERMEDIATE” USING ANDERSON’S TAXONOMY
THEORY AT MUHAMMADIYAH UNIVERSITY OF BENGKULU,” Repository Universitas Muhammadiyah Bengkulu, accessed June 7, 2023, http://repo.umb.ac.id/items/show/2612.
“READING INTERMEDIATE” USING ANDERSON’S TAXONOMY
THEORY AT MUHAMMADIYAH UNIVERSITY OF BENGKULU,” Repository Universitas Muhammadiyah Bengkulu, accessed June 7, 2023, http://repo.umb.ac.id/items/show/2612.