An analysis of reading comprehension questions made by English Teacher at SMAN 2 Sidoarjo Based on Barret's Taxonomy

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Rahma, Dian Novita (2019) An analysis of reading comprehension questions made by English Teacher at SMAN 2 Sidoarjo Based on Barret's Taxonomy. Undergraduate thesis, UIN Sunan Ampel Surabaya.

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Abstract

The students’ achievement in learning English is still measured by the final examination. In respect to the teacher’s side, reading is the most skill tested in the final exam (UN). To support this function, reading comprehension questions designed based on suitable taxonomy to fit with the criteria of good reading comprehension questions. As Dupuis assert that the students should be given all level of Barrett’s level of questions. It consists of literal, inferential, evaluation and appreciation. The aim of this study is whether the reading comprehension questions on the final test made by English teacher reflect criteria of Barret’s Taxonomy or not and in what level dominant found it. Besides, it aims to classify into good reading comprehension questions. Content analysis is used in this study by analyzing 5 units which merely focused on reading comprehension questions. The checklist is in the form of yes / no questions. In relation to the finding, from 137 reading comprehension questions classified from 5 units of A, B, C, D, E documents, the result analysis was found most of the questions belong to the lower level ( literal and inference) dominated than the higher level (evaluation and appreciation). There were 40 literal question types (29%), 87 were inferential question types (64%), 8 were evaluation (6%) and 2 were appreciation level of questions (1%). Besides, it found that unit D covered 4 levels Barret’s taxonomy. The other units such as unit A, B, C, E merely covered 3 levels of Barret taxonomy. In the other hand, the reading comprehension questions on unit A, B, C, D, E did not cover 4 levels of Barret taxonomy in balance number, so then, those units classified as “moderate” reading comprehension questions. Hence, teacher-made reading comprehension questions should be in accordance with curriculum K-13 which measure high order thinking questions types. Besides, the teacher must design Final test by providing some question items that include HOTS and it is suggested to design LOTS and HOTS in balance number to be “ideal” as criteria of good reading comprehension questions.