The Analysis of Reading Test Item Based onRevisedBloomTaxonomyTheory in Vocational High School Grade XII

Abstract

In the all of education processes, teaching learning process is the main of activity.It means that the achievement of learning objectives is depending on how the teacher plans and carries out the teaching learning processes. To get information about the result of teaching learning process, necessary tool or way t measure the ability of students understanding of material. There are several ways to get information about the result of teaching learning process; one way is through the test. This thesis is entitled “ The Analysis of Reading Test Item Based on Revised Bloom Taxonomy Theory in Vocational High School Grade XII “. The aim of the study was to describe the classification of reading test question in Vocational High School based on Revised Bloom Taxonomy Theory and to describe dominant classification of reading test question in Vocational High School based on Revised Bloom Taxonomy Theory. The type of this research is descriptive qualitarive research. The object of this research is test items in reading final exam questions of Vocational High School in the academic year of 2014/2015, 2015/2016, and 2016/2017. In this research, the researcher found that the reading test item in Vocational High School are applied on 2 levels, they are Remember and Understand. From whole reading test items in Vocational High School (105 questions) 18% of them is Remember level and 82% of them is Understand level, and there is no question categorized in the Apply, Analyze, Evaluate, and Create. In teaching learning process, based on lesson plan the teacher just emphasizes in cognitive domain, that are Remember and Understand content of text, so that percentage of Remember level and Understand level in reading test more than the other level. It means the reading test more than the other level. It means the reading test question in Vocational High School is categorized in lowest level of cognitive domain.