Characteristics of Reading Literacy Questions used by Teachers to Measure Students' Minimum Competency Assessment

Abstract

This study aims to describe the characteristics of reading literacy questions used by teachers to measure the Minimum Competency Assessment of Vocational High School students in Pekanbaru. This research is qualitative research using content analysis method. Documentation techniques used to collect the data were reading literacy questions made by teachers of Vocational High Schools throughout Pekanbaru City. The research findings show that the reading literacy questions are dominated by lower-order thinking skills. The cognitive level is more dominant in recalling, revealing information, understanding, applying, and analyzing. The text used as a stimulus in reading literacy questions ranges from 35-397 words. On the discourse side, the sentences tend to be less complex. Some questions employ more continuous discourse such as stories, paragraphs, dialogues, scientific articles. However, non-continuous discourse (e.g. tables, diagrams, and maps) is rarely used. The most frequent type of test used is multiple-choice, while complex multiple-choice, matching, short answers, and essays are rarely used by the teachers. The context of the text used is related to personal, education, technology, work, and culture.