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All Journal Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra JOURNAL OF APPLIED LINGUISTICS AND LITERATURE ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH International Journal of English and Applied Linguistics (IJEAL)
Ekalia, Yulian Juita
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Implementing Bloom’s Revised Taxonomy in Analyzing the Reading Comprehension Questions Ekalia, Yulian Juita; Selamat, Ely Heldydiana; Jemadi , Fransiskus; Jelimun, Maria Olga; Setiawan, Anjelus A.
English Education:Journal of English Teaching and Research Vol 7 No 1 (2022): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v7i1.17823

Abstract

Bloom's revised taxonomy is the most frequently utilized as an instrument for objective-as a basis for assessment and as a representation for producing objects that evaluate processes ranging from memorization to more complex cognitive levels such as knowledge assessment. It is predicted that the mix of cognitive levels in the 2013 curriculum will drive students to think critically, to think creatively, to be problem solvers, and have a decision maker competencies. Using teaching resources such as textbooks as one of the learning media to train students' critical thinking. The goal of this research is to figure out the cognitive levels in the revised Blooms' Taxonomy utilized in The Ministry of Education and Culture's (MOEC) textbook "Bahasa Inggris SMA/MA/SMK,MAK grade X." The qualitative approach and content analysis were used in this study's research design. This study analyzed the proportion of the lower-order thinking (LOT) and the higher-order thinking skills (HOTS) questions based on the cognitive levels Bloom’s taxonomy. The researcher compiled a list of the reading comprehension questions and counted degree of cognition in each book chapter. According to the findings, there are 114 reading comprehension questions. Lower order thinking (LOT) is the most prominent level in this book. Lower-order thinking skills (LOTS) account for 69 percent of the total, whereas higher-order thinking skills (HOTS) account for only 8%. It was suggested that the material of the textbook be expanded upon, with a greater emphasis on Higher Order Thinking Questions. Keywords:Reading Comprehension, Questions, Bloom’s Taxonomy
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

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
Lexical Strings in EFL Textbooks: SFL Analysis and Teaching Implications Darong, Hieronimus Canggung; Susanto, Indra; Selamat, Ely Heldy Diana; Ekalia, Yulian Juita; Jelimun, Maria Olga
JOALL (Journal of Applied Linguistics and Literature) Vol. 9 No. 2 (2024): August 2024
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v9i2.33742

Abstract

Textbooks play a crucial role in the teaching-learning process by offering students a well-organized and thorough source of information. They function as an essential educational resource, motivating pupils to attain fluency in the desired language. This qualitative study examines the lexical string pattern of two English as a Foreign Language (EFL) textbooks using Systemic Functional Linguistics (SFL). By focusing on lexical strings, it aims to uncover how vocabulary is sequenced and contextualized within the texts, providing insights into the coherence and cohesion strategies employed. As their capacity to disclose social and cultural aspects of language use, as well as their authenticity, intertextuality, interactive quality, and communicative roles, reading passages samples from the textbooks were selected and modified into clauses for analysis. The results show repetitive, synonymous, and meronymic counts provide insights into language usage and contribute to the overall texture and structure of the analysed texts. On the other hand, higher counts of lexical strings and lexical relations suggest a higher level of diversity and complexity. The results have pedagogical implications for effective EFL teaching. In this respect, teachers can improve vocabulary retention and coherence in language instruction by using strategic approaches based on their awareness of the dominance of repetition and short lexical strings. Thus, this study gives a significant contribution to the field of EFL teaching by providing teachers to create more contextually appropriate and successful language teaching resources that will accelerate students' development of language proficiency. For students, it offers enhanced learning materials tailored to their needs, promoting faster and more effective language acquisition.
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

Abstract

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.
Co-Authors Beda, Raimundus Hieronimus Canggung Darong Jelimun, Maria Olga Jemadi , Fransiskus Jemadi, Fransiskus Nadur, Mariani Mawasari Neldis, Skolastika Selamat, Ely Heldy Diana Selamat, Ely Heldydiana Setiawan, Anjelus A. Susanto, Indra