The Implementation of Bloom Taxonomy in Teaching Grammarat SMP N 13 Malang
| Main Author: | KHOFILIA, ANY |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2007
|
| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/7816/1/The_Implementation_of_Bloom_Taxonomy_in_Teaching_Grammarat_SMP_N_13_Malang.pdf http://eprints.umm.ac.id/7816/ |
| ctrlnum |
7816 |
|---|---|
| fullrecord |
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<dc schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd"><relation>http://eprints.umm.ac.id/7816/</relation><title>The Implementation of Bloom Taxonomy in Teaching Grammarat SMP N 13 Malang</title><creator>KHOFILIA, ANY</creator><subject>L Education (General)</subject><description>This study concerns with the implementation of Bloom Taxonomy at SMP N 13 Malang. Here, the purposes of this study were to investigate the components of cognitive domain covered in teaching grammar used by the English teachers; to investigate the components of affective 
domain covered in teaching grammar used by the English teachers and to investigate the components of psychomotor domain covered in teaching grammar used by the English teachers. The design of this study was descriptive research because the writer wanted to describe the practices that prevail. The practice that prevails in this study was the implementation of Bloom Taxonomy in teaching grammar. In this research, the writer took two English teachers in the first year students as research subjects. The instruments were used in this study were semi structured interview and an observation non participant. The finding of this study showed that Bloom Taxonomy was not implemented maximally at 
SMP N 13 Malang. In cognitive domain, the teacher applied knowledge, application and analysis component; in affective domain, the teacher applied responding and organization component; in psychomotor domain, the teacher applied origination component. The teachers did not apply the 
whole components, it was caused by many factors such as limited facilities for example, there were no books about Bloom Taxonomy, the difference thinking each student and the teacher’s knowledge about Bloom Taxonomy was still low so they couldn’t apply it maximally. The facilities given by the school could not support the teacher to apply the entire components. The difference thinking each student also became the reason, they weren’t active in teaching learning process. And also the teacher’s knowledge about Bloom Taxonomy was still low, but it could be solved by asking to the other teachers who applied the entire components in others school</description><date>2007</date><type>Thesis:Thesis</type><type>PeerReview:NonPeerReviewed</type><type>Book:Book</type><language>eng</language><identifier>http://eprints.umm.ac.id/7816/1/The_Implementation_of_Bloom_Taxonomy_in_Teaching_Grammarat_SMP_N_13_Malang.pdf</identifier><identifier> KHOFILIA, ANY (2007) The Implementation of Bloom Taxonomy in Teaching Grammarat SMP N 13 Malang. Other thesis, University of Muhammadiyah Malang. </identifier><recordID>7816</recordID></dc>
|
| language |
eng |
| format |
Thesis:Thesis Thesis PeerReview:NonPeerReviewed PeerReview Book:Book Book |
| author |
KHOFILIA, ANY |
| title |
The Implementation of Bloom Taxonomy in Teaching Grammarat SMP N 13 Malang |
| publishDate |
2007 |
| topic |
L Education (General) |
| url |
http://eprints.umm.ac.id/7816/1/The_Implementation_of_Bloom_Taxonomy_in_Teaching_Grammarat_SMP_N_13_Malang.pdf http://eprints.umm.ac.id/7816/ |
| contents |
This study concerns with the implementation of Bloom Taxonomy at SMP N 13 Malang. Here, the purposes of this study were to investigate the components of cognitive domain covered in teaching grammar used by the English teachers; to investigate the components of affective
domain covered in teaching grammar used by the English teachers and to investigate the components of psychomotor domain covered in teaching grammar used by the English teachers. The design of this study was descriptive research because the writer wanted to describe the practices that prevail. The practice that prevails in this study was the implementation of Bloom Taxonomy in teaching grammar. In this research, the writer took two English teachers in the first year students as research subjects. The instruments were used in this study were semi structured interview and an observation non participant. The finding of this study showed that Bloom Taxonomy was not implemented maximally at
SMP N 13 Malang. In cognitive domain, the teacher applied knowledge, application and analysis component; in affective domain, the teacher applied responding and organization component; in psychomotor domain, the teacher applied origination component. The teachers did not apply the
whole components, it was caused by many factors such as limited facilities for example, there were no books about Bloom Taxonomy, the difference thinking each student and the teacher’s knowledge about Bloom Taxonomy was still low so they couldn’t apply it maximally. The facilities given by the school could not support the teacher to apply the entire components. The difference thinking each student also became the reason, they weren’t active in teaching learning process. And also the teacher’s knowledge about Bloom Taxonomy was still low, but it could be solved by asking to the other teachers who applied the entire components in others school |
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IOS4109.7816 |
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Universitas Muhammadiyah Malang |
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136 |
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library:university library |
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Perpustakaan Universitas Muhammadiyah Malang |
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546 |
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UMM Institutional Repository |
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4109 |
| city |
MALANG |
| province |
JAWA TIMUR |
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IOS4109 |
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2017-03-21T02:40:54Z |
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2017-03-21T02:40:54Z |
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