RESEARCH METHODOLOGY

3.1 RESEARCH DESIGN

In this research, writer applied content analysis method since the purpose of this
research is to analyse an English textbook entitled “When English Ring A Bell for SMP/MTS
Kelas VIII”, specifically reading comprehension tasks. According to Fraenkel et al. (2012, p.
478), content analysis is an indirect technique used to analyse human’s communication forms
namely written contents (e.g. textbooks, essay, newspapers, novels, magazine) or other
communication media such as songs or even political speeches. Moreover, writer intends to
know if either reading comprehension tasks presented in “When English Ring A Bell for
SMP/MTS Kelas VIII” deeply correlates with Curriculum 2013’s goals especially Higher
Order Thinking Skill (HOTS). In line with this, content analysis research that analyse
human’s communication form might reflect a group’s values and ideas (Fraenkel et al., 2012,
p. 478). On the other hand, the data collected are qualitative data. The collected data were
organized by obtaining questions presented on reading comprehension tasks. Then, writer
employed a very simple statistical
calculation to determine the distribution of each level of revised version of Bloom’s
taxonomy, particularly those involving Higher Order Thinking Skill (HOTS). Hence, writer
interpreted data qualitatively.

3.2 SOURCE OF DATA

There are three data sources that the writer used to conduct this study. These three
data sources are Bahasa Inggris Kelas VIII, cognitive dimension analysis guide and
knowledge dimension analysis guide. It was used for collecting and analysing the data to find
the result of the study. Below is the explanation of those two data sources are as follow:
1. Bahasa Inggris Kelas VIII

The first and the primary data source of the study is Bahasa Inggris Kelas VIII. This is
an English textbook published by Ministry of Education and Culture for high school students
grade eight. This textbook is used for collecting the reading comprehension tasks, particularly
open-ended questions preceded by WH-words. Then, writer checked the distribution of
Higher Order Thinking Skill (HOTS) presented on this textbook based on cognitive and
knowledge dimension of the revised version of Bloom’s taxonomy.

2. Cognitive Dimension Analysis Guide

The second source is cognitive dimension analysis guide. The analysis guide is used
as a reference to determine which cognitive domains in each open-ended reading question.
The analysis guide is created by comprehension of the six levels of cognitive domains based
on revised version of Bloom’s taxonomy. This cognitive dimension analysis is adapted from
Anderson et al. (2001), Igbaria (2013) and Gordani (2010).

3. Knowledge Dimension Analysis Guide

The third source is knowledge dimension analysis guide. The analysis guide is used as
a reference to determine which knowledge dimension in each open-ended reading question.
The analysis guide is created by knowledge dimension based on revised version of Bloom’s
taxonomy. This analysis guide is adopted from Anderson et al. (2001).

3.3 TECHNIQUE OF DATA COLLECTING

In conducting this study, the writer used the checklist table to collect the data. The
writer collected and listed all of the open-ended questions of the reading comprehension tasks.
Then, writer put every question into a checklist table based on Anderson et al. (2001), (See
Appendix 3). This checklist table is used to put together all of the open-ended questions. In
the checklist table, the writer also include six cognitive dimension and four knowledge
dimension based on revised version of Bloom’s taxonomy. Thus, writer put the questions
based on their cognitive dimension and knowledge dimension.

3.4 TECHNIQUE OF DATA ANALYSIS

In analysing the data, writer adopted eight procedures to analyse this textbook based
on Fahriany et al. (2018) namely; Identifying: find related information needed to analyse the
data; Determining: decide which parts that needs to be analysed; Coding: marks each type of
the data; Constructing checklist: classify the data based on determined characteristics;
Tabulating: input the data based on the classification; Analysing: provide detailed description
on the research problem; Interpreting: create findings of the research then compared to other
similar research; Drawing conclusion: conclude findings of the research, make inference, and
answer research question .
First, writer identified all of reading comprehension passages in the book. Next, writer
determined which tasks correspond to research questions (only WH-questions) and divided
type of each task. Next, writer marked each questions then classify them according to their
cognitive dimension and knowledge dimension based on revised Bloom’s taxonomy. Writer
then input the data on checklist table. After collecting the data, the writer used the checklist
table form to analyse and compare the distribution of the Higher Order Thinking Skill (HOTS)
questions levels presented on reading comprehension questions. The checklist table form
includes list of open-ended questions from every reading comprehension task in every
chapter of the book. The writer only focused to analyse the distribution of higher order
thinking level questions to determine if the book is in sync with one of Curriculum 2013’s
goals. Then, writer interpreted the findings of the study by using qualitative approach. Lastly,
writer drew conclusion of the findings.