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Pre-service Teachers Perspectives on English Coursebook for Senior High Schools in Indonesia Jemadi, Fransiskus; Juita Ekalia, Yulian; Par, Leonardus; Nabung, Adrianus
English Education:Journal of English Teaching and Research Vol 9 No 2 (2024): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v9i2.21540

A textbook is an inseparable part of the teaching and learning process. This research was aimed at discovering pre-service teachers’ perception of the ELT textbook, Buku Bahasa Inggris for Students grade XI. This qualitative study involved 18 pre-service teachers who were doing their teaching practicum in different senior high schools in Manggarai, East Nusa Tenggara Province. They were chosen purposefully by the researchers and voluntarily engaged in semi-structured interviews to discover their perspectives on the English textbook they used during their teaching practicum. The results showed that they had mixed opinions about their textbooks, ranging from positive to negative, depending on various factors such as their learning objectives, preferences, expectations, and experiences. The observations and conclusions from this study may be useful for educators and coursebook designers in developing English coursebooks that can improve students' motivation, engagement and language learning outcomes.

The Thinking Questions in English Textbooks for Students: A Content Analysis Jemadi, Fransiskus; Ekalia, Yulian Juita; Neldis, Skolastika; Nadur, Mariani Mawasari
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 9, No 1 (2025): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v9i1.64288

Abstract. The reading comprehension question level in textbook is crucial because it provides teachers with a base on what to use in the teaching learning process. This study is concerned with evaluating and contrasting the distribution of question levels in reading comprehensions in two EFL textbooks used in Indonesian secondary schools: English for Nusantara for grade VI (hereinafter referred to textbook 1) and When English Rings A Bell for grade VI (hereinafter referred to textbook 2). Both were published by the Ministry of Education and Culture of the Republic of Indonesia, although for different curriculums. This study focused on assessing Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) in reading passages using the revised Bloom's taxonomy. This study was designed using the descriptive qualitative approach and data was collected using a checklist table. The data were collected and evaluated to determine the percentages and frequencies associated with each level of thinking skills for the questions. The results showed that in both textbooks, LOTS were more prevalent than HOTS. In textbook 1, the percentage of LOTS is 79%, and in textbook 2, the percentage is 84%, whereas the percentage of HOTS is 21% in textbook 1 and 16% in textbook 2. Furthermore, memorizing (C1) is the most common question in both textbooks, accounting for 62% in textbook 1 and 78% in textbook 2. The findings highlight the need for curriculum developers and educators to reevaluate the complexity and cognitive demands of reading comprehension questions in English textbooks. By fostering higher-order thinking skills through more challenging and diverse questions, students can better prepare for real-world language use and critical analysis. As results, this study underlines the importance of aligning educational materials with the goals of developing students' critical thinking and problem-solving abilities, which are essential for their academic and future professional success.Keywords: Thinking questions, coursebook evalaution, reading questions

The Cognitive Levels in Reading Comprehension Questions: A Bloom’s Taxonomy Study of The Grade 8 English for Nusantara Textbook in The Indonesian EFL Context. Ekalia, Yulian Juita; Jemadi, Fransiskus; Beda, Raimundus; Neldis, Skolastika
International Journal of English and Applied Linguistics (IJEAL) Vol. 5 No. 2 (2025): Volume 5 Nomor 2 Agustus 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v5i2.6701

This study aimed to examine the cognitive levels of reading comprehension questions in the English for Nusantara Grade 8 textbook using Bloom’s Revised Taxonomy. Specifically, it sought to identify the extent to which the textbook promotes lower-order and higher-order thinking skills (LOTS and HOTS) through its reading comprehension tasks. A qualitative content analysis was conducted on 190 reading comprehension questions extracted from five textbook chapters and one progress check section. Each question was categorized according to the six cognitive levels outlined in Bloom’s Revised Taxonomy: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Frequencies and percentages were calculated to determine the distribution of cognitive levels across chapters. The findings revealed a predominant emphasis on lower order thinking skills, with Understanding and Remembering accounting for most questions in all sections. Higher-order thinking skills were considerably underrepresented, particularly Applying (2.11%) and Creating (3.16%). The progress check section assessed only Remembering and Understanding, indicating minimal cognitive challenge. While Chapter 4 demonstrated a more balanced cognitive distribution, the overall results reflect a narrow scope of cognitive engagement. In conclusion, this study contributes to the growing body of research on textbook evaluation in EFL contexts by highlighting the imbalance in cognitive demand of reading comprehension questions. It requires the need for instructional materials and assessment practices to be reoriented toward fostering critical, analytical, and creative thinking skills among learners.

Masalah Pemahaman Mendengarkan Yang Dihadapi Oleh Mahasiswa Semester III Program Studi Pendidikan Bahasa Inggris Jemadi, Fransiskus; Bergita Verlin; Maria Olga Jelimun
Jurnal Pendidikan dan Kebudayaan Missio Vol. 15 No. 1 (2023): Jurnal Pendidikan dan Kebudayaan Missio
Publisher : Unika Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/jpkm.v15i1.299

The purpose of this research was to investigate students’ listening comprehension problems. The researchers used a mixed-method design. The participants were third-semester students of the English Language Education Program at Universitas Katolik Indonesia Santu Paulus Ruteng. In collecting the data, the researchers used two instruments namely survey questionnaires, and semi-structured interviews. The findings of this study revealed that the third-semester students of the English Language Education Study Program perceived some degree of listening comprehension problems. Parsing problems took 50%, utilization problems took 30%, and perception problems took 20% of listening comprehension problems faced by the third-semester students. In addition, the results of the interview revealed that mostly the students experienced listening comprehension problems due to the fast speech rate of the speakers in the recording. Another cause of their listening comprehension was the lack of vocabulary and unfamiliar topics which made them unable to comprehend the spoken texts. In conclusion, the listening difficulties encountered by the third-semester students were to due the semantics and lexical meaning of the spoken text

Masalah Pemahaman Mendengarkan Yang Dihadapi Oleh Mahasiswa Semester III Program Studi Pendidikan Bahasa Inggris Jemadi, Fransiskus; Bergita Verlin; Maria Olga Jelimun
Jurnal Pendidikan dan Kebudayaan Missio Vol. 15 No. 1 (2023): Jurnal Pendidikan dan Kebudayaan Missio
Publisher : Unika Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/jpkm.v15i1.839

The purpose of this research was to investigate students’ listening comprehension problems. The researchers used a mixed-method design. The participants were third-semester students of the English Language Education Program at Universitas Katolik Indonesia Santu Paulus Ruteng. In collecting the data, the researchers used two instruments namely survey questionnaires, and semi-structured interviews. The findings of this study revealed that the third-semester students of the English Language Education Study Program perceived some degree of listening comprehension problems. Parsing problems took 50%, utilization problems took 30%, and perception problems took 20% of listening comprehension problems faced by the third-semester students. In addition, the results of the interview revealed that mostly the students experienced listening comprehension problems due to the fast speech rate of the speakers in the recording. Another cause of their listening comprehension was the lack of vocabulary and unfamiliar topics which made them unable to comprehend the spoken texts. In conclusion, the listening difficulties encountered by the third-semester students were to due the semantics and lexical meaning of the spoken text

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