MAPPING READING QUESTIONS OF SUMMATIVE TEST FOR ELEVENTH GRADE OF SMK ST. NAHANSON PARAPAT SIPOHOLON

This study aimed to analyze the distributions of the cognitive process dimensions
of Revised Bloom’s Taxonomy and the distribution of indicators on reading
questions of summative test. The design of this research was a descriptive
qualitative study with a survey method. This research was conducted in SMK St.
Nahason Parapat Sipoholon on 2020/2021 academic year. The data of this
research was the reading questions of summative tests used by the teacher in the
odd semester examination. The source of the data was a summative test for
eleventh-grade students in the 2020/2021 academic year. The data were analyzed
using Revised Bloom's Taxonomy's operational verb dimension of the cognitive
process and grouped according to basic competencies and indicators in the
syllabus. The findings revealed that: (1) the distribution of the cognitive process
dimensions of Revised Bloom's Taxonomy on the summative reading test are not
evenly distributed, and the question is dominated by the dimensions of the level
process cognitive remembering (C1) and understanding (C2). The average
distribution of dimensions of the cognitive process of Revised Bloom's Taxonomy
on reading test was the cognitive process dimensions level C1 of 12 questions out
of 18 in total (56%), C2 consist of 4 questions (22 %), C3 was not included (0 %),
C4 covered 4 questions (22 %), C5 by 0 %, and C6 by 0 %. (2) The distribution of
indicators on the odd semester exam questions of reading test was not evenly
divided. There are 26 indicators arranged by the English teacher for odd semester,
only 2 indicators are included in the reading test items for total 9 questions out of
18 in total. Some indicators are not included in the questions, and there are 9
questions (50%) out of 18 in total were not related to the indicator.