The Relationship Between Type Of Questions And Cognitive Levels In Reading Texts

Luthfi Awwalia

Abstract


Penelitian ini mengkaji hubungan antara jenis pertanyaan dan level kognitif dalam pertanyaan bacaan pada buku teks. Penelitian ini bersifat kualitatif dan menggunakan metode analisis konten.. Data yang digunakan berasal dari buku teks Pathway to English Kelompok Peminatan kelas dua SMA di Indonesia, dengan unit analisisnya adalah pertanyaan yang mengikuti bacaan. Data dikumpulkan menggunakan metode simak dan teknik catat. Hasil penelitian menunjukkan bahwa pertanyaan wh-question dominan sebanyak 140 pertanyaan (46,73%), dengan 18,78% di antaranya termasuk jenis divergent dan 46,73% jenis convergent. Level kognitif terbukti ada, meskipun didominasi oleh pertanyaan dengan kemampuan berpikir rendah, yaitu sebanyak 81,22%. Sementara itu, pertanyaan dengan kemampuan berpikir tinggi mencapai 18,78%. Jenis pertanyaan dan level kognitif memiliki keterkaitan yang erat, di mana jenis convergent merepresentasikan konsep berpikir rendah dan jenis divergent merepresentasikan sebaliknya. Kesimpulannya, buku ini telah mengimplementasikan kemampuan berpikir tingkat tinggi meskipun proporsinya tidak ideal.

 

Kata Kunci: buku teks, bahasa Inggris, kemampuan berpikir, kognitif, pertanyaan


Full Text:

PDF

References


Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruishank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J. & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman. Retrieved from https://www.pdfdrive.com/ataxonomy-for-learning-teaching-and-assessing-a-revision-of-blooms-taxonomy-of- educational-objectives-e187836328.html

Arvianto, Z. I. & Faridi, A. (2016). The compatibility of reading exercises with Bloom’s

revised taxonomy and 2013 curriculum: A case of English textbook entitled Bahasa Inggris for grade XI published by Department of national education 2014. English Education Journal. 6(2), 42-52. Retrieved from

http://journal.unne.ac.id/sju/index.php/eej

Atiullah, K., Fitriati, S. W., & Rukmini, D. (2019). Using revised Bloom’s taxonomy to evaluate higher order thinking skills (Hots) in reading comprehension questions of English textbook for year X of high school. English Education Journal. 9(4), 428-436. Retrieved from http://journal.unnes.ac.id/sju/index.php/eej

Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., and Rumble, M. (2010). Defining 21st-century skills. Assessment & Teaching of 21st Century Skills. The University of Melbourne. Retrieved from http://www.ericlondaits.com.ar/oei_ibertic/sites/default/files/biblioteca/24_de fining-21st-century-skills.pdf

Bloom, B. S. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goal. Handbook 1: Cognitive Domain. New York: Longman.

Blosser, P. E (2000). Arlington, VA: National Science Teachers Association. How to ask the right questions.

Burgess, S. & Head, K. (2005). How to Teach for Exams. Longman. Pearson Education Limited, Malaysia. www.longman.com

Cunningsworth, A. (1995). Choosing Your Course book. Oxford: Heineman. Retrieved from https://www.pdfdrive.com/choosing-your-coursebook- handbooks-for-the-english-classroom-d184956164.html.

Day, R. R. & Park, J. (2005). Developing reading comprehension questions. Reading in a Foreign Language. 17(1), 60-73 Retrieved from http://nflrc.hawaii.edu/rfl

Freahat, N. M. & Smadi, O. M. (2014). Lower-order and higher-order reading questions in secondary and university level EFL textbook in Jordan. Theory and Practice in Language Studies. 4(9), 1804-1813. Finland. doi:10.4304/tpls.4.9.1804-1813

Gall, M. D. (1970). The use of questions in teaching. American Educational Research. Review of Educational Research. 40(5), 707-721. Retrieved from https://www.jstor.org/stable/1169463

Garton, S. & Graves, K. (2014). Identifying a research agenda for language teaching materials. Wiley on behalf of the National Federation of Modern Language Teachers Associations. The Modern Language Journal. 98(2), 654-657. Retrieved from https://www.jstor.org/stable/43649908

Margana & Widyantoro, A. (2017) Developing English textbooks oriented to higher order thinking skills for learners of vocational high schools in Yogyakarta. Journal of Language Teaching and Research. 8(1), 26-38. Retrieved from http://dx.doi.org/10.17507/jltr.0801.04

Paul, R. & Elder, L. (2014). Critical Thinking: Tools for Taking Charge of Your Professional and Personal Life. Published by Pearson Education, Inc. New Jersey, United States of America.

Programme for International Learner Assessment (PISA) (2018) OECD. Country Note. Retrieved from https://www.oecd.org/pisa/publications/ PISA2018_CN_IDN.pdf

Richards, J. C. (2001). The role of textbooks in a language program. RELC Guidelines. Retrieved from https://www.professorjackrichards.com/wp- content/uploads/role-of-textbooks.pdf

Richards, J. C. (2014). ELT textbook. International Perspectives on Materials in ELT. S. Garton et. al. (eds.) Palgrave Macmillan. Pp. 19-36. retrieved from https://link.springer.com/chapter/10.1057/9781137023315_2

Shuyi, N. S. & Renandya, W. A. (2019). An analysis of the cognitive rigour of questions used in secondary school English language textbooks in Singapore. Asian Journal of English Language Studies (AEJLS). 7, 170-186. Retrieved from http://hdl.handle.net/10497/21712

Smith, R. J. (1969). Questions for teachers: Creative reading. The Reading Teacher. International Literacy Association and Wiley. 22(5), 430-434, 439. Retrieved from https://www.jstor.org/stable/20196146

Sudaryanto (2015). Metode dan Aneka Teknik Analisis Bahasa: Pengantar Penelitian Wahana Kebudayaan secara Linguistis. Sanata Dharma University Press.

Sunggingwati, D. & Nguyen, H. T. M. (2013). Teachers’ questioning in reading lessons: A case study in Indonesia. Electronic Journal of Foreign Language Teaching. 10(1), 80-95. Centre for Language Studies National University of Singapore. Retrieved from http://e-flt.nus.edu.sg/

Surtantini, R. (2019). Reading comprehension question levels in grade X English learners’ book in light of the issue of curriculum policy in Indonesia. Parole: Journal of Linguistics and Education. 9(1), 44-52. Retrieved from http://ejournal.undip.ac.id/index.php/parole

Tyas, M. A., Nurkamto, J. & Marmanto, S. (2020). Cultivating learners’ higher order thinking skills in EFL classes: The role of the teacher and the textbook. International Online Journal of Education and Teaching (IOJET). 7(1), 267-276. Retrieved from http://iojet.org/index.php/IOJET/article/view/773

Wagner, T. (2008). Rigor; Even our “best” schools are failing to prepare learners for 21st-century careers and citizenship. Education Leadership. Association for Supervision and Curriculum Development.

Wilen, W. W. (1991). What Research Says to the Teacher. Questioning Skills, for Teachers. Third Edition. National Education Association of the United States.

Wilen, W. W. & Clegg, Jr. A. A. (1986). Effective Questions and Questioning: A Research Review. College and University Faculty Assembly of the National Council for the Social Studies. Theory and Research in Social Education. 14(2), 153-161. https://doi.org/10.1080/00933104.1986.10505518

Yuliana, S. & Tungka, N. F. (2018). Critical thinking questions in the reading section of EFL textbook. Alphabet. 1(1), 1-12. doi: 10.21776/ub.alphabet.2018.01.01.01

Zaiturrahmi, Kasim, U. & Zulfikar, T. (2017). Analysis of Instructional questions in an English textbook for senior high schools. English Education Journal. 8(4), 536-552. Retrieved from http://www.jurnal.unsyiah.ac.id/EEJ/article/ viewFile/ 9217/7224




DOI: https://doi.org/10.21107/jscl.v1i1.25725

Refbacks

  • There are currently no refbacks.


VISITORS

 

FLAG COUNTER

Flag Counter

STATCOUNTER

web statistics

 

SITEMAP

Journal of Social, Culture, and Language

Jl. Raya Telang, Telang, Kecamatan Kamal, Kabupaten Bangkalan, Provinsi Jawa Timur 69162