SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2018

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Reading Comprehension Questions of the Fifth Grader’s English Coursebook Based on the Revised Bloom’s Taxonomy

Moehamat Hendrik Setiawan




Setiawan, M. H. 2017. Reading Comprehension Questions of the Fifth Grader’s English Coursebook Based on the Revised Bloom’s Taxonomy. Thesis, Department of English, Faculty of Letters, State University of Malang. Advisor: Dr. Suharyadi, S.Pd., M.Pd.


Keywords: analysis, reading questions, coursebook, Revised Bloom’s Taxonomy


English is not included as the compulsory subject in elementary school based on the Curriculum of 2013. However, English as an International language is taught as a local content subject to prepare the students in the global era. An English coursebook is needed to support teachers by providing materials and questions in language teaching and learning process. Reading is an important skill to help the students in learning the materials and build their background knowledge. This research was conducted in order to describe the reading comprehension questions and their level of thinking based on the Revised Bloom’s Taxonomy in a coursebook entitled Active English a Fun and Easy English Book for Grade V of Elementary School.

Since there was no modification toward the research objects, the design of this research was descriptive qualitative-quantitative research. The data collection was done by filling five identification sheets, they were: identification sheet of data collection, identification sheet of types of reading comprehension questions, identification sheet of cognitive process dimension, identification sheet of knowledge dimension, and identification sheet of the Revised Bloom’s Taxonomy categories. The data was analysed by calculating the percentage of questions based on several categories.

The result of this research showed that there were 30,1% of questions were in form of Completion, 27,6% for WH-question, 11,4% for multiple choices, 9,8% for yes/no questions, 7,3% for alternative question,6,5% for true/false question, 4% for matching, and 3,3 % for making sentence. The other results were the Revised Bloom’s Taxonomy categories of reading comprehension questions which showed 56,9% for Remembering Factual Knowledge, 4,9% for Remembering Conceptual Knowledge, 28,4% for Understanding Factual Knowledge, 2,4% for Understanding Conceptual Knowledge, 0,8% for Understanding Procedural Knowledge, 0,8% for Applying Factual Knowledge, 1,6% for Applying Conceptual Knowledge, and 4% for Analysing Conceptual Knowledge. It also showed that the dominant thinking level was 95,9% in low order thinking skill and 4,1% in high order thinking skill.

Therefore, teacher who use this coursebook and the authors should provide supplementary reading materials or questions in order to balance the thinking skill in reading questions. In addition, future researcher can use the result of this research as comparison in conducting similar research in different language skills or taxonomies.