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A CONTENT ANALYSIS OF THE INSTRUCTIONAL QUESTION OF ACTIVITIES IN AN ENGLISH TEXTBOOK (BAHASA INGGRIS SMA/MA/SMK/MAK KELAS X SEMESTER 1)

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Pengarang Zaiturrahmi - Personal Name
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Bahasa
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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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