An Analysis of Cognitive Process Dimension in The Reading Test of English Textbook Entitled “Bupena English” for the Ninth-Grade Students of Junior High School
Keywords:
cognitive process dimension, reading test, textbookAbstract
This study aimed to analyze the category of cognitive process dimension of revised bloom’s taxonomy and the types of reading test in the reading test of English textbook entitled “Bupena English” for ninth-grade students of junior high school. It used a content analysis as the type of qualitative approach. Document analysis was used in collecting the data. The data of this research was the entire of reading test. Based on the finding, the most dominant category represented was "understand" category which consist of 322 items or 40%, and the lowest was create which consist 21 items or 3%. The most dominant type of reading test was "open-ended and miscellaneous items" which consist 21 times or 27%, and one of type reading test which didn't represent in the English textbook was cursory reading.
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