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All Journal EDUJAVARE: International Journal of Educational Research
Kustina Elisah
Universitas Islam Darul ‘Ulum Lamongan
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Reading Comprehension Instruction Based on Barrett's Taxonomy in Grade IX at SMPN 1 Karanggeneng Kustina Elisah; Anisa Ulfah; Laila Tri Lestari
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1989

Abstract

This study aims to describe the reading comprehension learning process and the characteristics of students' reading abilities in class IX.B SMPN 1 Karanggeneng based on the five levels of Barrett Taxonomy, namely literal, reorganization, inferential, evaluative, and appreciative. The research employed a descriptive qualitative approach with a case study design. The subjects were students of class IX.B selected through purposive sampling. Research data included learning planning (teaching modules), learning process (documentation videos and field notes), and learning outcomes (student-made test items and peer assessment results). Data analysis was conducted through four stages: data collection, data condensation, data presentation, and conclusion drawing and verification. The findings revealed that reading comprehension learning was implemented in sequential stages, starting from orientation, material delivery, example provision, text construction, question development, to joint summary. Test item analysis showed dominance of literal comprehension level with 250 items out of 330 total items, followed by reorganization with 52 items and inference with 28 items, while evaluative and appreciative levels were not found. Peer assessment results demonstrated variation in student achievement with the highest score of 100, middle score of 92, and lowest score of 86. The implication of this study indicates that reading comprehension learning requires a gradual approach starting from strengthening foundational understanding, but the depth of students' cognitive engagement still needs to be enhanced to better align with inquiry-based and active learning approaches that demand higher-order reasoning, particularly at evaluative and appreciative levels.
Co-Authors Anisa Ulfah Laila Tri Lestari