Electronic Theses and Dissertation
Universitas Syiah Kuala
THESES
A CONTENT ANALYSIS OF THE INSTRUCTIONAL QUESTION OF ACTIVITIES IN AN ENGLISH TEXTBOOK (BAHASA INGGRIS SMA/MA/SMK/MAK KELAS X SEMESTER 1)
Pengarang
Zaiturrahmi - Personal Name;
Dosen Pembimbing
Nomor Pokok Mahasiswa
1409200080056
Fakultas & Prodi
Fakultas / / PDDIKTI :
Penerbit
Banda Aceh : Graduate Program In English Language Education., 2017
Bahasa
Indonesia
No Classification
371.33
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ABSTRACT
Zaiturrahmi, 2017. A Content Analysis of the Instructional Questions of
Activities in an English Textbook (Bahasa Inggris SMA/MA/SMK/MAK
Kelas X Semester 1).
Advisors: (1) Prof. Dr. Usman Kasim, M. Ed (2) T. Zulfikar, M.Ed., Ph.D
Key Words: Content Analysis, Instructional Questions, Activities, English
Textbook.
This study is aimed to analyze the extent of instructional questions in listening,
reading, speaking, and writing activities in Bahasa Inggris SMA/MA/SMK/MAK
Kelas 1 Semester1 emphasizing HOTS or LOTS; and to investigate the most
dominant cognitive dimension of instructional questions in the textbook. Content
analysis was applied in 9 chapters of the textbook in order to answer the research
questions. All the activities in the form of listening, reading, speaking and writing
in the textbook became the object of the analysis. Additionally, every instructional
question defined as wh- question, yes/no question, multiple choice question,
statement question, and true/ false question was taken as the unit analysis. The
instructional questions were collected, listed, and analyzed according to Bloom's
Taxonomy of cognitive domain. The researcher then calculated the percentage
and frequencies of the questions on every level of cognition appeared at each
chapter of the textbook. Descriptive statistics was used to describe the basic
features of the data in this study. The results show that there are 227 instructional
questions in listening, reading, speaking, and writing activities. Listening activity
is the least instructional questions (11 questions); while the most dominant ones
were found in reading activity (125 questions); speaking and writing are in the
average frequencies (45 and 46 questions). After the instructional questions in all
the activities were categorized, it reveals that most of those instructional questions
emphasized on LOTS (198 questions). Moreover, the most dominant cognitive
dimension focused on knowledge level (177 questions) which is the lowest level
in Bloom’s taxonomy.
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