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Reading is basically a matter of decoding a series of written symbols into their aural equivalents
in the quest for making sense of the text (Nunan:1991). Ruddell, Rudell, & Singer (1994) as cited in
“a process in which the reader construct meaning (in) interacting with text … through a
combination of prior knowledge and previous experiences; information available in text; and
This definition shows that reading comprehension can be gained if the readers are able to
construct the meaning in the text by relating the text with their personal experiences or knowledge.
Anderson (1993) as cited in Harris and Hodges (1995) supports the above statements by stating that
reading comprehension can be gained by having a framework which is able to explain the whole
B. Subskill of reading
According to Mishra (2013), there are saveral subskill of reading:
1. Global Comprehension
In reading a text for meaning, it is desirable to go from the ‘whole’ to the ‘parts’, and not vice
versa, as unskilled readers tend to do. A poor reader will pick up information from the text in small
bits and pieces, as he/she reads from one word or one sentence to the next, and try to assemble the
bits together. An efficient reader, on the other hand, will first try to form an over all ‘picture’ of the
entire text.
‘Global Comprehension’, or the ability to get ‘over-all’ meaning from a text, requires the sub-
skill of skimming i.e. reading through the text at high speed in order to identify and pick up the main
idea or ideas in the text while ‘filtering out’ the unnecessary details.
A good reader usually reads a text more than once in order to understand it adequately. The first
reading is done at speed, with the intention of making a ‘general survey’ of the text. Then the reader
returns to the text as many times as needed in order to fill in the details.
Efficient readers are able to form a ‘plan’ of the text that is being read, which helps them to
recover meaning from it. Most texts – unless they are badly written – possess unity of thought. There
is generally one central idea or ‘theme’ in the text, which is most prominent. There may be other
ideas as well, but they are usually introduced in order to provide support for the main idea. The
reader’s mental plan helps him/her to ‘navigate’ through the text confidently instead of groping about
blindly.
An unskilled reader plods through a text laboriously, trying to get the meaning of every word.
The skilled reader, after reading a few sentences, paragraphs or pages, is able to form a fairly accurate
picture of what the author is trying to say, and is able to ‘hop’ and ‘skip’ through the text, omitting
quite substantial portions of it without missing important information. Most writers have a tendency
to repeat themselves in irder to ensure that their readers do not miss the significance of what they are
saying; good readers are aware of this and know that portions of the text can be safely omitted.
Making reliable predictions about what is likely to be found in the text is an important sub-skill of
reading.
4. Local Comprehension
After reading through the text quickly to form an overall impression, one should focus on the
details of the information provided by the writer, which will generally be located in different parts of
the text.
A reader begins by gathering the ‘facts’ presented by the author in the text. The term ‘factual
comprehension’ refers to the ability to absorb and retrieve factual information contained in the text –
i.e., information which has been explicitly stated by the writer and is directly available in the text.
Factual comprehension must come before deeper and more thorough understanding of the text; unless
one understands the ‘plain sense’ of the text, one cannot reach the other levels of comprehension.
Inferential comprehension refers to the reader’s ability to ‘read between the lines’. The reader
has to understand not just what the writer has said but also what he/she might have said but has
chosen to leave unsaid. This is done on the basis of clues provided in the text as well as the reader’s
the value of what the writer is trying to say, and how far he/she has succeeded in saying it. This is a
more sophisticated skill than the two previously referred to since the author has to respond to the text
more critically to identify, among other things, the writer’s bias, force and accuracy of argument and
Good readers tackle unknown words in a text by trying to guess their meanings from the context.
It is not possible to look up the meanings of all unknown words in the dictionary. If the reader
attempts to do that the flow of reading is interrupted. However, this is possible only when the text
'Skimming' a text means going through it quickly to get an overall idea of the content. We are not
sequence of ideas and signal the writer’s point of view. Understanding the writer’s use of discourse
markers is an important sub-skill of reading. These signposts are helpful because they indicate to the
Every text contains a number of different ideas, which are presented in different parts of the text.
The manner in which different ideas are related to each other in a text is referred to as the structure or
organization of a text. This is controlled by the topic, the writer’s purpose and the audience that
he/she has in mind. A good reader should be able to trace the organizational pattern in the text. Once
readers understand how a text is organized, they are better able to get meaning from a difficult text.
A notable concern of many teachers is that they frequently have the task of constructing tests
but have relatively little training or information to rely on in this task (Kehoe, 2010). The objective
of this article is to set out some conventional wisdom for the construction of multiple-choice tests,
Multiple choice questions (MCQs) are the traditional 'choose one from a list' of possible
answers. It is a form of assessment in which respondents are asked to select the best possible answer
(or answers) out of the choices from a list. The multiple choice format is most frequently used in
educational testing
The multiple-choice questions is a very flexible assessment format that can be used to
measure knowledge, skills, abilities, values, thinking skills, etc. Such a test usually consists of a
number of items that pose a question to which students must select an answer from among a number
of choices. Items can also be statements to which students must find the best completion. Multiple-
choice items, therefore, are fundamentally recognition tasks, where students must identify the correct
response.
Multiple choice testing is an efficient and effective way to assess a wide range of knowledge,
skills, attitudes and abilities. When done well, it allows broad and even deep coverage of content in a
relatively efficient way. Multiple choice testing still remains one of the most commonly used
A multiple choice question is a form of assessment in which respondents are asked to select
the best possible answer (or answers) out of the choices from a list (www.wikipedia.com). The
multiple choice test usually has dozens of questions or items. For each question, the test-taker is
supposed to select the best choice among a set of four or five options. A traditional multiple choice
questions (or items) is one in which a student chooses one answer from a number of choices
supplied. The multiple choice question consists of a stem, options, the key, and distracters.
D. Taxonomy Bloom
Eisner (2002), "it was clear that he was in love with the process of finding out, and finding out is
what I think he did best. One of Bloom's great talents was having a nose for what is significant.
levels of complexity. Throughout the years, the levels have often been depicted as a stairway, leading
many teachers to encourage their students to "climb to a higher (level of) thought." The lowest three
levels are: knowledge, comprehension, and application. The highest three levels are: analysis,
synthesis, and evaluation. "The taxonomy is hierarchical; [in that] each level is subsumed by the
higher levels. In other words, a student functioning at the 'application' level has also mastered the
material at the 'knowledge' and 'comprehension' levels." (UW Teaching Academy, 2003). One can
easily see how this arrangement led to natural divisions of lower and higher level thinking.
To update the original based on new understanding of learning and new methods of
instruction.
Reading Skill C1 C2 C3 C4 C5 C6
(Remember (Understand (Apply (Analysis (Evaluate (Create
) ) ) ) ) )
1. Global √
Comprehension
2. Planning √
3. Prediction √
4. Local √
Comprehension
5. Guessing √
unfamiliar words
6. Skimming and √
Skanning
7. Understanding √
Discourse Marker
8. Understanding the √
organization of a
text
In this paper, the writers examine 10 reading multiple choice tests based on taxonomy bloom.
The tests are taken from Examination Test of 7 Grade students, second semester. It examined by
Test no 4 : this questions is include in C4 (Analysis) in taxonomy bloom because the question
F. Conclusion
Reading is essential for language acquisition in general, provides good models for future
writing and offers opportunities for language study. Multiple choice in reading comprehension
should be constructed in such a way that students obtain the correct option by direct selection
rather than by the elimination of obviously incorrect option. Designing a good test for the
students will help the teacher knowing the students’ ability and giving the right treat for the
Based on the analysis above, the tests are good because the contents has all the subskill
needs. But, it’s still need validity and reliability testing to make it better. Knowing that
principles can also help English teachers direct the students to read efficiently and communicate