Galih Narendra Adhiatna, 2201416107 (2021) The Quality of English Final Test Based on Revised Bloom’s Taxonomy (A Case of Test Made for Ninth Graders by Teachers’ Professional Development Forum). Under Graduates thesis, Unnes.

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Abstract

This study attempts to investigate whether or not the ninth-grade of SMP N 1 Ungaran’s English school final test items in the academic year 2019/2020 is relevant viewed from Revised Bloom Taxonomy (RBT) and which cognitive level is more dominant. This study used a qualitative method. The English final tests were analyzed and categorized into tables in accordance with the Revised Bloom Taxonomy. The findings of this study show that the ninth-grade of SMP N 1 Ungaran’s English school final test items in the academic year 2019/2020 is relevant to the cognitive domain of Revised Bloom Taxonomy. Each level’s composition is different, arranged from the low level, 24% of the items belong to remembering level, 45% belongs to understanding level, 0% belongs to applying level. Meanwhile, from the high level, 28% belongs to analyzing level, 0% for evaluating, and 3% belongs to creating level. The result presented that the dominant level is understanding level with a percentage of 45%. It means that the test administered to the ninth graders can be categorized as lower-order thinking (LOT).

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