ANALYSIS OF READING QUESTIONS IN ENGLISH FOR
HEALTH COURSE BOOK BASED ON REVISED BLOOM’S
TAXONOMY THEORY
Dublin Core
Title
ANALYSIS OF READING QUESTIONS IN ENGLISH FOR
HEALTH COURSE BOOK BASED ON REVISED BLOOM’S
TAXONOMY THEORY
HEALTH COURSE BOOK BASED ON REVISED BLOOM’S
TAXONOMY THEORY
Description
The objectives of this research are to investigate the types of questions
based on Revised Taxonomy Bloom used in reading task on English for health
coursebooks and to investigate the dominant type of questions based on Revised
Taxonomy Bloom used in reading task on English for health coursebooks. This
study used descriptive study which tried to potrait the use of Taxonomy Blooms
revise used in English coursebook for nursing students. This research used an
English coursebook for nursery students entitled “English for Health” by Eka
Susilowati and Agustin Widiani. The instrument of observation was checklist. The
observation checklist contains six components of cognitive process of Revised
Bloom‟s Taxonomy. The researcher gave mark (√) in the columns of the checklist
if the task is using the component of cognitive process of Revised Bloom‟s
Taxonomy. The finding showed that there were four components of cognitive
domain were found in English for Health students textbooks, they were
remembering, understanding, applying, and analyzing. There were 76 questions
related to remembering component, then 14 questions belong to understanding
component. Moreover, the rest two questions were included into one question for
applying component and one for analyzing component. However, there was no
question which belong to evaluating and creating component of cognitive domain
in book. To conclude the “English for Health coursebook contained four
components of cognitive domain, they were remembering, understanding,
applying, and analyzing.
based on Revised Taxonomy Bloom used in reading task on English for health
coursebooks and to investigate the dominant type of questions based on Revised
Taxonomy Bloom used in reading task on English for health coursebooks. This
study used descriptive study which tried to potrait the use of Taxonomy Blooms
revise used in English coursebook for nursing students. This research used an
English coursebook for nursery students entitled “English for Health” by Eka
Susilowati and Agustin Widiani. The instrument of observation was checklist. The
observation checklist contains six components of cognitive process of Revised
Bloom‟s Taxonomy. The researcher gave mark (√) in the columns of the checklist
if the task is using the component of cognitive process of Revised Bloom‟s
Taxonomy. The finding showed that there were four components of cognitive
domain were found in English for Health students textbooks, they were
remembering, understanding, applying, and analyzing. There were 76 questions
related to remembering component, then 14 questions belong to understanding
component. Moreover, the rest two questions were included into one question for
applying component and one for analyzing component. However, there was no
question which belong to evaluating and creating component of cognitive domain
in book. To conclude the “English for Health coursebook contained four
components of cognitive domain, they were remembering, understanding,
applying, and analyzing.
Creator
MEKLAN JUNITO
NPM. 1421110037
NPM. 1421110037
Pembimbing I:
Dr. Dian Susyla, M.Pd
Dr. Dian Susyla, M.Pd
Pembimbing II:
Ria Angraini, M.Hum
Ria Angraini, M.Hum
Penguji I:
Kiagus Baluqiah, M.Pd
Kiagus Baluqiah, M.Pd
Penguji II:
Yupika Maryansyah, M.Pd
Yupika Maryansyah, 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
Alptekin, C. 1993. Target-language culture in EFL materials. ELT Journal 47 (2),
136–143.
Alderson, J. Charles. 2000. Assessing reading. Cambridge: CambridgePress
Anderson, L. W. & Krathwohl, D. R. 2001. A Taxonomy for Learning, Teaching,
and Assessing. New York: Longman.
Anderson, L. W. & Krathwohl, D. R. 2010. Kerangka Landasan Untuk
Pembelajaran, Pengajaran, Dan Asesmen.Yogyakarta: Pustaka Belajar
Anggreini. 2013. The Analysis of Reading Questions Based on Revised Bloom‟s
Taxonomy in English Textbooks for Senior High Schools Grade X.
Journal Online University of Malang.
Ary, D.. 2006. Introduction to research in education (7th ed.). Belmont, CA:
Thompson & Wadsworth
Basturkmen, H. 2010. Developing courses in English for specific purposes.
Basingstoke: Macmillan.
Belcher , D. ( 2009 ) What ESP is and can be: An introduction . In D. Belcher
(ed.). English for Specific Purposes in Theory and Practice. 1 – 20. Ann
Arbor, MI: University of Michigan Press
Cortazzi Martin And Jin Lixian. 1999. Cultural Mirrors: Materials and Methods in
The EFL Classroom‖, in E. Hinkel (Ed) Culture in Second Language
Teaching And Learning, New York: Cambridge University Press, p.
196219
Cunningsworth, A. 1995. Choosing your coursebook. Oxford: Macmillan
Heinemann ELT.
Duffy, et al. 2010. Difficulties with reading comprehension. In C. A. Stone, E. R.
Silliman, B. J. Ehren & K. Apel (eds.), Handbook of language and
literacy: Development and disorders. New York: The Guilford Press,
501520
Eisner, E. 1987. Why the textbook influences curriculum. Curriculum Review 26
(3), 11–13
Frankael, J. 1996. How to design and evaluate research in education. New York:
McGraw Hill, Inc
Gay, LR. 1990. Educational Research Third Edition. New York: Merill
Macmillan.
Geoffrey. 2003. The effects of long-term vocabulary instruction on reading
comprehension: A replication. Journal of Reading Behavior, 15, 3-18.
Grabe, W. And Stoller, F.L. 2002. Teaching and Researching Reading. Harlow:
Pearson Education.
Graves, K. 2000. Designing language courses. Boston: Heinle & Heinle
Publishers.
Grellet, F. 2008. Developing reading skills. Cambridge, UK: Cambridge:
University Press.
Harmer, Jeremy. 1983. The practice of English language teaching. London:
Longman
Harmer, J. 2001. The practice of English language teaching. London: Longman
Harmer, J. 2007. The Practice of English Language Teaching. London: Pearson
Longman.
Herzberg, F. 1993. The Motivation to Work (2nd ed.). NewYork: John Wiley &
Sons
Hutchinson, T., & Torres, E. 1994. The textbook as agent of change. ELT Journal
48 (4), 315–328.
Hutchinson, T., & Gault, J. 2009. Project 5: Teacher‟s book (3rd ed.). Oxford:
Oxford University Press.
Kurniasih. 2008. Vocabulary instruction for students with learning disabilities: A
review of the research. Learning Disabilities Quarterly, 26, 117-128.
McNamara, D. S. 2007. The importance of teaching reading strategies.
perspectives on language and literacy (the international dyslexia
association): 36-40.
Noprika. 2006. The Reading Tasks in English Textbooks for Junior High School
Published by Erlangga by Using Cognitive Domain of Bloom‟s
Taxonomy. Unpublished Thesis of FKIP UMB.
Oxford Advanced Learner‟s Dictionary (OALD). 2000. Oxford: Oxford University Press.
O‟Neill, R. 1982. Why use textbooks? ELT Journal 36 (2), 104–111. Oxford
Advanced Learner Dictionary.2000. New York: Longman.
Parera, M. F. 1983. Teachers‟ beliefs and educational research: Cleaning up a
messy construct. Review of educational research, 62(3), pp. 307-332.
Paris, S. G., & Hamilton, E. E. 2009. The development of children’s reading
comprehension. In S. E. Israel & G. G. Duffey (Eds.) Handbook of
research on reading comprehension (pp. 32-53). New York, NY: Taylor &
Francis.
Postlethwaite. K. F. (2005). Introduction to social research: Quantitative and
qualitative approaches. London: Sage
Prodromou, L. 1988. English as cultural action. ELT Journal 42 (2), 73–83
Robinson, K. 2013 The Element: how finding your passion changes everything.
Toronto, Ontario: Penguin Group.
Saville-Troike, M. 1982. The ethnography of communication: an introduction.
Oxford: Basic Blackwell.
Sheldon, L. 1988. Evaluating ELT textbooks and materials. ELT Journal 42(2),
237–246
Skopinskaja, L. 2003. “The role of culture in foreign language teaching materials:
An evaluation from an intercultural perspective”. In: I. Lázár (ed.),
Incorporating intercultural communicative competence in language teacher
education (pp. 39–68). European Centre for Modern Languages, Council
of Europe Publishing. Retrieved from: http://archive.ecml.at/documents/
pub123bE2003_Lazar.pdf
Urquhart, S. and Weir, C. 1998. Reading in a Second Language: Process, Product
and Practice. London: Longman
Wineburgh. 2001. Communicative syllabus design. Cambridge: Cambridge
University Press.
136–143.
Alderson, J. Charles. 2000. Assessing reading. Cambridge: CambridgePress
Anderson, L. W. & Krathwohl, D. R. 2001. A Taxonomy for Learning, Teaching,
and Assessing. New York: Longman.
Anderson, L. W. & Krathwohl, D. R. 2010. Kerangka Landasan Untuk
Pembelajaran, Pengajaran, Dan Asesmen.Yogyakarta: Pustaka Belajar
Anggreini. 2013. The Analysis of Reading Questions Based on Revised Bloom‟s
Taxonomy in English Textbooks for Senior High Schools Grade X.
Journal Online University of Malang.
Ary, D.. 2006. Introduction to research in education (7th ed.). Belmont, CA:
Thompson & Wadsworth
Basturkmen, H. 2010. Developing courses in English for specific purposes.
Basingstoke: Macmillan.
Belcher , D. ( 2009 ) What ESP is and can be: An introduction . In D. Belcher
(ed.). English for Specific Purposes in Theory and Practice. 1 – 20. Ann
Arbor, MI: University of Michigan Press
Cortazzi Martin And Jin Lixian. 1999. Cultural Mirrors: Materials and Methods in
The EFL Classroom‖, in E. Hinkel (Ed) Culture in Second Language
Teaching And Learning, New York: Cambridge University Press, p.
196219
Cunningsworth, A. 1995. Choosing your coursebook. Oxford: Macmillan
Heinemann ELT.
Duffy, et al. 2010. Difficulties with reading comprehension. In C. A. Stone, E. R.
Silliman, B. J. Ehren & K. Apel (eds.), Handbook of language and
literacy: Development and disorders. New York: The Guilford Press,
501520
Eisner, E. 1987. Why the textbook influences curriculum. Curriculum Review 26
(3), 11–13
Frankael, J. 1996. How to design and evaluate research in education. New York:
McGraw Hill, Inc
Gay, LR. 1990. Educational Research Third Edition. New York: Merill
Macmillan.
Geoffrey. 2003. The effects of long-term vocabulary instruction on reading
comprehension: A replication. Journal of Reading Behavior, 15, 3-18.
Grabe, W. And Stoller, F.L. 2002. Teaching and Researching Reading. Harlow:
Pearson Education.
Graves, K. 2000. Designing language courses. Boston: Heinle & Heinle
Publishers.
Grellet, F. 2008. Developing reading skills. Cambridge, UK: Cambridge:
University Press.
Harmer, Jeremy. 1983. The practice of English language teaching. London:
Longman
Harmer, J. 2001. The practice of English language teaching. London: Longman
Harmer, J. 2007. The Practice of English Language Teaching. London: Pearson
Longman.
Herzberg, F. 1993. The Motivation to Work (2nd ed.). NewYork: John Wiley &
Sons
Hutchinson, T., & Torres, E. 1994. The textbook as agent of change. ELT Journal
48 (4), 315–328.
Hutchinson, T., & Gault, J. 2009. Project 5: Teacher‟s book (3rd ed.). Oxford:
Oxford University Press.
Kurniasih. 2008. Vocabulary instruction for students with learning disabilities: A
review of the research. Learning Disabilities Quarterly, 26, 117-128.
McNamara, D. S. 2007. The importance of teaching reading strategies.
perspectives on language and literacy (the international dyslexia
association): 36-40.
Noprika. 2006. The Reading Tasks in English Textbooks for Junior High School
Published by Erlangga by Using Cognitive Domain of Bloom‟s
Taxonomy. Unpublished Thesis of FKIP UMB.
Oxford Advanced Learner‟s Dictionary (OALD). 2000. Oxford: Oxford University Press.
O‟Neill, R. 1982. Why use textbooks? ELT Journal 36 (2), 104–111. Oxford
Advanced Learner Dictionary.2000. New York: Longman.
Parera, M. F. 1983. Teachers‟ beliefs and educational research: Cleaning up a
messy construct. Review of educational research, 62(3), pp. 307-332.
Paris, S. G., & Hamilton, E. E. 2009. The development of children’s reading
comprehension. In S. E. Israel & G. G. Duffey (Eds.) Handbook of
research on reading comprehension (pp. 32-53). New York, NY: Taylor &
Francis.
Postlethwaite. K. F. (2005). Introduction to social research: Quantitative and
qualitative approaches. London: Sage
Prodromou, L. 1988. English as cultural action. ELT Journal 42 (2), 73–83
Robinson, K. 2013 The Element: how finding your passion changes everything.
Toronto, Ontario: Penguin Group.
Saville-Troike, M. 1982. The ethnography of communication: an introduction.
Oxford: Basic Blackwell.
Sheldon, L. 1988. Evaluating ELT textbooks and materials. ELT Journal 42(2),
237–246
Skopinskaja, L. 2003. “The role of culture in foreign language teaching materials:
An evaluation from an intercultural perspective”. In: I. Lázár (ed.),
Incorporating intercultural communicative competence in language teacher
education (pp. 39–68). European Centre for Modern Languages, Council
of Europe Publishing. Retrieved from: http://archive.ecml.at/documents/
pub123bE2003_Lazar.pdf
Urquhart, S. and Weir, C. 1998. Reading in a Second Language: Process, Product
and Practice. London: Longman
Wineburgh. 2001. Communicative syllabus design. Cambridge: Cambridge
University Press.
Collection
Citation
MEKLAN JUNITO
NPM. 1421110037 et al., “ANALYSIS OF READING QUESTIONS IN ENGLISH FOR
HEALTH COURSE BOOK BASED ON REVISED BLOOM’S
TAXONOMY THEORY,” Repository Universitas Muhammadiyah Bengkulu, accessed April 18, 2024, http://repo.umb.ac.id/items/show/2613.
HEALTH COURSE BOOK BASED ON REVISED BLOOM’S
TAXONOMY THEORY,” Repository Universitas Muhammadiyah Bengkulu, accessed April 18, 2024, http://repo.umb.ac.id/items/show/2613.