ABSTRACT

Adawiyah, Rabi’atul 2020. Analyzing Reading Comprehension Questions In Bahasa Inggris Kelas X Semester I Textbook for the Tenth Grade of Vocational Schools. Sarjana’s Thesis English Language Education Program, Faculty of Teacher Training and Education, Lambung Mangkurat University, Banjarmasin. First Advisor: Dr. Cayandrawati Sutiono, M.A, Second Advisor: Yusuf Al Arief, M.Hum.

Keywords: Textbook Analysis, Reading Comprehension Questions, Revised Bloom’s Taxonomy

There are three main elements for classroom teaching activity, they are the teacher, the student and the textbook that presents the curriculum. This means that all of these three elements must exist in order for the teaching and learning process can be implemented in the classroom. Since textbook is a part of the curriculum, it becomes the student's guide which supplies the information and enriches the student’s mind with knowledge. The aim of a textbook should correspond as closely as possible to the aim of the teacher, as well as the educational goal as stated in the curriculum. Therefore, textbook analyses and evaluation is needed because it may help the teachers to improve them and help them to attain useful insights into the basis of the material.

In this study the researcher decides to analyze the textbook provided by the government that have been distributed and used in vocational schools. By using a descriptive content analysis method which suitable with the purpose of the research in examining materials in a written and visual data provided in English textbook, the researcher aims to describe the cognitive level of the reading comprehension questions found from the textbook. A total of 78 questions collected from the textbook as the object of the study and the instrument used to analyze the data is a checklist based on revised Bloom’s Taxonomy frameworks.

The result of the research shows that the reading comprehension questions in this textbook covering all levels of the cognitive domain of Bloom’s Taxonomy. However, the questions dominated by Lower-order Thinking Skills and covering less of the Higher-order Thinking Skills, with Remembering as the most used level and Applying as the least used level.

Based on the results found, the researcher would like to offer several suggestions for English teachers. First, for the teachers to facilitate their students by providing more materials that promotes all levels of cognitive domain by revised Bloom’s Taxonomy and teacher should be the bridge to shorten the gap by providing unavailable materials or questions that should be taught based on Standard of Curriculum 2013 proposed by the government.