TEACHING WRITING BASED ON BLOOM TAXONOMIES USED BY ENGLISH TEACHER OF SECOND YEAR STUDENT AT SMA MUHAMMADYAH 03 BATU
| Main Author: | MINARTI, MINARTI |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2007
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/8985/1/TEACHING_WRITING_BASED_ON_BLOOM_TAXONOMIES_USED_BYENGLISH_TEACHER_OF_SECOND_YEAR_STUDENT_AT_SMAMUHAMMADYAH_03_BATU.pdf http://eprints.umm.ac.id/8985/ |
Daftar Isi:
- This study concerns with the teaching learning based on Bloom Taxonomy at SMA Muhammadyah 03 Batu. Hence, the purpose of this study are to know the components of cognitive domain covered in teaching writing used by the English teacher; to know the components of affective domain covered in teaching writing used by the English teacher and to know the components of psychomotor domain covered in teaching writing used by the English teacher. This design of this study was descriptive research because the writer wanted to describe the activities that focus on structure, attitudes or behavior. The activities in this study were the applying of Bloom Taxonomy in teaching writing. In this research, the writer took two English teachers in the second year students as research subjects. The instrument were used in this study were unstructured interview and an observation non participant. The result of this study showed that Bloom Taxonomy was not implemented maximally at SMA Muhammadyah 03 Batu. In cognitive domain, the teacher applied knowledge, comprehension, application and analysis component; in affective domain, the teacher applied responding and organization component; in psychomotor domain, the teacher applied mechanism component. The teachers did not apply the whole components, it was caused by many factors such as limited facilities for example, there was no books about Bloom Taxonomy, the differences thinking each student and the teacher’s knowledge about Bloom Taxonomy was still low so they couldn’t applied it maximally. The facilities given by the school did not support the teacher to apply the entire components. The differences 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 cope by asking the other teacher who applied the whole component.