scholarly journals Descriptive Analyses on English Test Items based on the Application of Revised Bloom’s Taxonomy

2018 ◽  
Vol 2 (2) ◽  
pp. 203
Author(s):  
Imanuel Kamlasi
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Bloom's Taxonomy ◽  
Senior High School ◽  
Active Process ◽  
Test Sheet ◽  
Test Items ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Wh Questions

<p>This investigation analyzed the English test items based on the application of revised Bloom’s taxonomy. This study was categorized as descriptive qualitative research. The instrument of this study was English test sheet which was used in final semester test in senior high school. In analyzing the data; the researchers applied four steps: codifying; classifying; analyzing and discussing. Anderson, et.al. (2001) revised the Bloom’s Taxonomy that thinking is an active process<strong> </strong>so verbs were used rather than nouns. The findings showed that remembering taxonomy made 22 items or 44%. Understanding taxonomy presented 2 items or 4%. Applying taxonomy made 21 items or 42%. Analyzing taxonomy made 5 items or 10%. While there was no item found in both evaluating and creating taxonomy. Therefore; creating taxonomy was not used to ask the students in the English test. Regarding to the findings of this investigation; teachers need to distribute the revised Bloom’s taxonomy in constructing test items. Furthermore; teachers need to use WH questions in the test items.</p>

COGNITIVE LEVEL OF READING QUESTIONS IN ENGLISH TEXTBOOK FOR GRADE XI

2017 ◽  
Vol 6 (3) ◽  
Author(s):  
Lamtiar Sinaga And Meisuri
Keyword(s):  
High School ◽  
Qualitative Method ◽  
Bloom's Taxonomy ◽  
Senior High School ◽  
Cognitive Level ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Cognitive Levels ◽  
Descriptive Qualitative

The objective of the study was to find out the cognitive level of the reading questions in English textbook for grade XI based on the Revised Bloom’s Taxonomy. This study was conducted by using descriptive qualitative method. The data of this research were the reading questions in the English textbook for grade XI Senior High School. The result of this study was the whole reading questions in the textbook covering all of the cognitive levels, they were Remembering (26,02%), Understanding (26,02%), Applying (9,18%), Analyzing (33,16%), Evaluating (1,53%), and Creating (4,08 %).

scholarly journals An Analysis of 2010 Senior High School National Examination Based on Bloom’S Taxonomy

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Yulan M. Puluhulawa
Keyword(s):  
High School ◽  
Native Speaker ◽  
Multiple Choice ◽  
Bloom's Taxonomy ◽  
Senior High School ◽  
Cognitive Domain ◽  
Choice Test ◽  
Test Items ◽  
National Examination ◽  
Bloom’S Taxonomy

The main objective of this research was to find out the cognitive level of the 2010 Senior High School National Examination based on Bloom’s Taxonomy. The method used in this research is descriptive qualitative method. The result of the research showed that multiple choice test items that evaluate these higher levels of reasoning should present a case or situation to the student, and then require them to apply theories, processes, or other types of analysis learned in class to arrive at the answer to the multiple choice items based on the case information. In this test, the researcher viewed that the test was well constructed. In listening section, the native speaker is not as hard as others. Sometimes, the students are difficult to catch what speaker said. But, in this test, the conversation in the cassettes is not difficult to be grasped. After analyzing the test, the writer found that almost items are in Understanding Level. Except, the items number 4, 5 and 6. In this item, the students are required to classify or to match the pictures and the dialogue. In cognitive domain proposed by Blooms, matching pictures is in the first level.

scholarly journals English Standar Kompetensi, Kompetensi Dasar, & Ujian Nasional of SMA in Revised Bloom`s Taxonomy

2017 ◽  
Vol 2 (2) ◽  
pp. 156
Author(s):  
Putri Kamalia Hakim
Keyword(s):  
Content Analysis ◽  
Research Design ◽  
Conceptual Knowledge ◽  
Bloom's Taxonomy ◽  
Factual Knowledge ◽  
Analysis Method ◽  
Test Items ◽  
Revised Bloom's Taxonomy ◽  
Content Analysis Method ◽  
Bloom’S Taxonomy

Abstract: This study was conducted to investigate the coverage of Revised Bloom’s taxonomy in the English Standar Kompetensi (SK), Kompetensi Dasar (KD) and the English test items of Ujian Nasional for SMA. Content analysis method was chosen as the research design for this study. The writer analyzed the data by categorizing the verbs and the nouns of the data in relation to the categories and dimension of Revised Bloom’s Taxonomy. The results of this study revealed that 53% of SKs and KDs cover Understand category and the rest cover Analyze category. All of the SKs and KDs cover conceptual knowledge and other knowledge dimensions are not covered. Moreover, the coverage of Revised Bloom’s Taxonomy in English test items of Ujian Nasional for SMA is not aligned with the coverage of Revised Bloom’s Taxonomy in English SK and KD. The SKs and KDs only cover Remember, Understand, Apply and Analyze categories while the test items were associated with Remember, Understand, Apply, Analyze, and Evaluate categories. More than 90% of English test items of Ujian Nasional for SMA only covered low order of cognitive categories (Remember, Understand, and Apply). Most of the test items covered factual knowledge and the rest of them covered conceptual knowledge and none of them covered procedural and metacognitive knowledge. 

DEVELOPING ENGLISH SUMMATIVE TEST BASED ON REVISED BLOOM’S TAXONOMY

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Theresia Manalu And Indra Hartoyo
Keyword(s):  
Data Analysis ◽  
Research And Development ◽  
Bloom's Taxonomy ◽  
English Teacher ◽  
Ministry Of Education ◽  
Cognitive Level ◽  
Test Items ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy

This was a research and development (R&D) study which aimed to evaluate the English summative test items based on revised Bloom’s taxonomy for grade VIII. This study focused on the developing the English summative test items according to the cognitive level of revised Bloom’s taxonomy for grade VIII at SMP Negeri 3 Tebing Tinggi. The data consist of the existing English summative test items which were directly collected from the English teacher due to analyze the proportion of cognitive level according to revised Bloom’s taxonomy. Based on the data analysis, the existing English summative test had not fulfilled the proportion of cognitive level according to revised Bloom’s taxonomy regulated by the Ministry of Education and Culture. The inappropriate English summative test items were then developed according to the proportion demand and suitability to the syllabus and indicators. The results of the study are 30 developed English summative test items which had been validated by the experts and tested to 20 students due to get the reliability scores.

scholarly journals Analisis Struktur dan Kemunculan Tingkat Kognitif pada Desain Kegiatan Laboratorium Materi Fotosintesis

2018 ◽  
Vol 1 (2) ◽  
pp. 70
Author(s):  
Nur Sopiah Wahidah ◽  
Bambang Supriatno ◽  
Mimin Nurjhani Kusumastuti
Keyword(s):  
High School ◽  
Junior High School ◽  
Bloom's Taxonomy ◽  
School Design ◽  
Cognitive Level ◽  
Laboratory Activity ◽  
Construction Of Knowledge ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Basic Competencies

In practical activities usually teachers provide guidance in the form of students’ worksheet or design of laboratory activity. Based on field studies Supriatno (2009), only 24% design laboratory that can be done with the appropriate procedures and complete results in terms of data analysis and conclusion, so it does not support the construction of knowledge. It required the analysis to determine whether design laboratory used already support the construction of knowledge. Design laboratory analysis refers to the Vee diagram and revised Bloom's taxonomy as both lead students to construct knowledge. This research is a descriptive study with purposive sampling technique. The research data captured with a rare test work results table, the table where the component diagram Vee, Vee diagrams scoring table, as well as the revised Bloom's taxonomy table. The results of the 16 samples and 5 samples design laboratory, junior high school design laboratory of photosynthetic material shows that there are still procedural mistakes and instruction unstructured. Vee diagram component analysis results show the general components that arises is the question of focus, the object/event, theories, principles, concepts and knowledge claims. Components that are generally not appear that notes/transformation. Results of the analysis showed scores of each component Vee diagram, Vee diagram on middle and high school degign laboratory generally have not yet reached the ideal score. Results of the analysis showed the emergence of the cognitive level of cognitive level generally required design laboratory in middle and high school, namely C1, C2 and C3, with dominant category procedural C3. This cognitive level is in conformity with the demands of basic competencies middle school, but not in accordance with the demands of basic competencies of high school.

scholarly journals THINKING ORDER SKILLS OF READING COMPREHENSION QUESTIONS IN ENGLISH TEXTBOOK FOR ELEVENTH GRADE OF SENIOR HIGH SCHOOL BASED OF BLOOM’S TAXONOMY

2018 ◽  
Vol 6 (3) ◽  
Author(s):  
Nurasiah Lubis ◽  
Busmin Gurning ◽  
Masitowarni Siregar
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
English Language ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Senior High School ◽  
Higher Order Thinking Skills ◽  
Bloom’S Taxonomy

The objective of this study aimed to analyzing higher order thinking skills of reading comprehension questions in English textbook for eleventh grade of senior high school. It also used qualitative research method for collected, analyzed and classified reading questions based on revised of Bloom’s Taxonomy. The data of this study were taken from reading comprehension questions in Contextual English textbook. The findings showed that the distribution of the higher order thinking skills looks like: the analyze skill obtains 20 out of 155 reading comprehension questions (12.9%) while the evaluate skill only obtains 4 out 155 questions (2.6%) and the create skill obtains 2 out of 155 questions (1.2%). The dominant level of the higher order thinking skills contained in analyze skill (12.9%). These results do not achieve proportion of thinking order skills namely 30% for C1 and C2, 40% for C3 and C4, and 30% for C5 and C6. It shows that the distribution of the higher order thinking skills in the reading comprehension questions in Contextual English textbook is unequal. Key words: English language textbook, reading comprehension questions,revised edition of Bloom’s Taxonomy.

THINKING ORDER SKILLS OF READING COMPREHENSION QUESTIONS IN ENGLISH TEXTBOOK FOR ELEVENTH GRADE OF SENIOR HIGH SCHOOL BASED OF BLOOM’S TAXONOMY

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Nurasiah Lubis And Busmin Gurning
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Senior High School ◽  
Higher Order Thinking Skills ◽  
School Based ◽  
Bloom’S Taxonomy

The objective of this study aimed to analyzing higher order thinking skills of reading comprehension questions in English textbook for eleventh grade of senior high school. It also used qualitative research method for collected, analyzed and classified reading questions based on revised of Bloom’s Taxonomy. The data of this study were taken from reading comprehension questions in Contextual English textbook. The findings showed that the distribution of the higher order thinking skills looks like: the analyze skill obtains 20 out of 155 reading comprehension questions (12.9%) while the evaluate skill only obtains 4 out 155 questions (2.6%) and the create skill obtains 2 out of 155 questions (1.2%). The dominant level of the higher order thinking skills contained in analyze skill (12.9%). These results do not achieve proportion of thinking order skills namely 30% for C1 and C2, 40% for C3 and C4, and 30% for C5 and C6. It shows that the distribution of the higher order thinking skills in the reading comprehension questions in Contextual English textbook is unequal.

scholarly journals THE IMPLEMENTATION OF BLOOM’S TAXONOMY ON THE ENGLISH SUMMATIVE TEST ITEMS FOR SECOND YEAR SENIOR HIGH SCHOOL STUDENTS IN ACADEMIC YEAR 2015/2016

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Nurul Soraya Saragih ◽  
Indra Hartoyo ◽  
Johannes Jefria Gultom
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Bloom's Taxonomy ◽  
Cognitive Level ◽  
School Students ◽  
Test Items ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Second Year ◽  
Academic Year

This study aimed to analyze the distribution of cognitive level of Bloom’s Taxonomy in English Summative Test items for reading comprehension in odd and even semesters of second year students in SMAN 1 in Tebing Syahbandar academic year 2015/2016. The method of this research is descriptive qualitative research for collect, analyze and classify reading questions based on revised of Bloom’s Taxonomy. The data of this study were taken from English Summative Test for eleventh grade of SMAN 1 Tebing Syahbandar. The results of this study are: for odd semester C1 (69.23%), C2 (15.38%), C3 (7.69%), C4 (7.69%), C5 (0%) and C6 (0%); and for even semester C1 (38.89%), C2 (5.56%), C3 (0%), C4 (55.56%), C5 (0%) and C6 (0%). Adapted by Sudjana (2009), these results do not achieve proportion of thinking order skill that the total of C1 and C2 is 30%, C2 and C3 is 40%, C4 and C5 is 30%. It shows that the distribution of cognitive level of Bloom’s Taxonomy in English Summative Test items for reading comprehension in odd and even semesters of second year students in SMAN 1 in Tebing Syahbandar academic year 2015/2016 are not appropriate.Key words: English summative test, reading comprehension questions, revised Bloom’s Taxonomy.

scholarly journals A comparative analysis of the 4th- and 5th-grade social studies curriculum according to revised bloom’s taxonomy

2020 ◽  
Vol 15 (2) ◽  
pp. 292-304
Author(s):  
E. Seda Koc ◽  
Turgay Ontas
Keyword(s):  
Qualitative Research ◽  
Social Studies ◽  
Conceptual Knowledge ◽  
Bloom's Taxonomy ◽  
Social Studies Curriculum ◽  
Revised Bloom's Taxonomy ◽  
Analysis Technique ◽  
Bloom’S Taxonomy ◽  
The Social ◽  
Data Source

This study, in which the distribution of the attainments of Turkey, Singapore, Hong Kong and Canada (Ontario) social studies curricula was aimed to be analysed according to the revised Bloom’s taxonomy, was designed with qualitative research. A document analysis technique, which is one of the qualitative research data collection techniques, was used in the research. The data source of the research consisted of the social studies curricula of the mentioned countries, and the frequency and percentage calculation was used to show the taxonomic distributions of attainments. According to the findings obtained in the study, it was determined that the majority of the attainments in all of the social studies curricula examined in the study were commonly at the conceptual knowledge dimension and understand cognitive process. It was also found out that the social studies curriculum of Canada and Singapore was the curricula with the highest level of objectives for the higher levels. Keywords: Social studies, curriculum, attainment, revised bloom’s taxonomy.

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