Evaluating English Textbooks by Using Bloom’s Taxonomy to Analyze Reading Comprehension Question

Authors

DOI:

https://doi.org/10.35961/salee.v0i0.526

Keywords:

Bloom’s taxonomy, reading comprehension question, english textbooks, cognitive process

Abstract

The use of Bloom’s taxonomy to form knowledge, comprehension, application, analysis, synthesis, evaluation, and creation in choosing the type of reading test was to consider the role of higher and lower-order thinking skills in reading comprehension questions in English textbooks. The conceptual aspects of the reader's mental and visual response to the purpose of reading comprehension needs were the ability to generate new thoughts, separate ideas into parts, and judge the values of ideas by using appropriate criteria based on the text. This research contributed to the following questions: (1) the representation of Bloom’s taxonomy levels in English textbooks, and (2) the calculation of reading comprehension questions in each level of Bloom’s taxonomy. Using a qualitative approach with content analysis, the results showed that the types of reading comprehension questions could foster the student’s critical thinking regarding acquiring learning objectives in the English curriculum. Most of the question was focused on comprehension level (26%), knowledge/remember level (17%), application level (16%), synthesis level (14%), analysis level (13%), evaluation level (11%), and creation level (3%). By applying Bloom's taxonomy, English teachers were suggested to classify their instructional objectives and learning goals.

Author Biographies

Margaret Stevani, Fakultas Pendidikan Bahasa Inggris, Universitas Pembinaan Masyarakat Indonesia

She is a faculty member at the Faculty of English Education at Universitas Pembinaan Masyarakat Indonesia. She took English education as her major in Undergraduate degree and Postgraduate degree. Her research had already published in several national journals and international journals. Her research areas are mainly in English education, English teaching methodology, intercultural communication in classroom context, and ICT in English language teaching.

Karisma Erikson Tarigan, Fakultas Pendidikan Bahasa Inggris, Universitas Santo Thomas Sumatera Utara

Karisma Erikson Tarigan is a Phd student in Department of Linguistic at Universitas Sumatera Utara, Indonesia. He is a faculty member at the Faculty of English Education at Universitas Katolik Santo Thomas Sumatera Utara, Indonesia. He received a PDP research grant from the Ministry of Research, Technology and Higher Education in 2017. The results of research both funded by universities and the Ministry of Research, Technology and Higher Education were published in several national journals and international journals. His research areas are mainly in English, linguistic, ethnography, and education.

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Published

2023-01-06

How to Cite

Stevani, M., & Tarigan, K. E. (2023). Evaluating English Textbooks by Using Bloom’s Taxonomy to Analyze Reading Comprehension Question. SALEE: Study of Applied Linguistics and English Education, 4(1), 1–18. https://doi.org/10.35961/salee.v0i0.526

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