The incorporation of Bloom Taxonomy Revision in the construction of Final English Test for eight graders

Testing has an important role in teaching and learning process. Through testing, the teacher will know the student’s learning outcomes. Test items that often used are multiple-choice item and essay. The aim of this study is to find out the level of cognitive process dimension in Bloom Taxonomy Revision that the teacher used in the construction of Final English Test for eight graders and to describe the difficulty that the teacher has in constructing Final English Test for eight graders based on Bloom Taxonomy Revision. This study uses descriptive qualitative approach. To collect the data, this study used observation checklist and interview. Observation checklist is conducted to analyze the Final English Test to find out the level of cognitive process dimension in Bloom Taxonomy Revision in the construction of Final English Test for eight graders. Interview is conducted to describe the difficulty that the teacher has in constructing Final English Test for eight graders based on Bloom Taxonomy Revision. In Final English Test there are 50 test items, includes 45 multiple-choice items and 5 essays. The result of this study indicates that the teacher used three dominant cognitive process dimension in constructing Final English Test for eight graders, those are Remember, Understand, and Analyze. For the difficulty, the teacher faced two difficulties in constructing Final English Test for eight graders: (1) Managing time to create a test, (2) Categorizing test items in the level of cognitive process dimension. To overcome both two difficulties, the teacher has suggestion to foundation who instruct to create a test is to give instruction to create a test in holiday, so it does not make a burden the teacher to create a test not collided with other school activities and the teacher must learn more of each levels of cognitive process dimension.