Analysis of Reading Comprehension Assessment in English Textbook "English in Mind" for Grade VIII Junior High School

Ramadani Aulia, Syifa (2025) Analysis of Reading Comprehension Assessment in English Textbook "English in Mind" for Grade VIII Junior High School. Skripsi thesis, UIN Imam Bonjol Padang.

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Abstract

This study aims to identify and analyze the types of reading comprehension assessment contained in the English textbook “English in Mind” for Grade VIII Junior High School and determine the types of reading comprehension assessment that are mostly found based on Brown's theory. This research uses qualitative research with content analysis or documentary methods. The main data source in this study is the English textbook entitled “English in Mind” for Grade VIII Junior High School. The research instrument in this study is the researcher who is equipped with a theoretical table containing indicators of each type of reading comprehension assessment based on brown's theory. The data analysis technique used in this study is by Miles and Huberman model, which includes data reduction, data display, and conclusion drawing and verification. The findings of this study indicate that not all types of reading comprehension assessment based on Brown's theory are found in the English textbook “English in Mind” for VIII Grade Junior High School. These findings indicate that only three types of reading comprehension assessments based on Brown’s theory are found in this English textbook, and the most commonly found type is interactive reading. These types of reading comprehension assessment consist of perceptive reading, found as many as 1 with a percentage of (6,25%), selective reading, found as many as 4 with a percentage of (25%), interactive reading found as many as 11 with a percentage of (68,75%), and extensive reading found as many as 0 with a percentage of (0%). From the overall analysis of 3 units in this English textbook. Therefore, the researcher recommends the use of this book to English teachers by balancing the use of additional questions that cover various subtypes of reading comprehension assessment so that students' reading comprehension skills can develop thoroughly. Keywords: Reading comprehension, Assessment, English textbook

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