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p-Index From 2021 - 2026
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All Journal Borneo Educational Journal (Borju) Language Circle : Journal of Language and Literature
Girindra Putri Dewi Saraswati
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Education Languange, Linguistic, Communication & Media Mathematics

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An Instructional Analysis of the 10th Grade Textbook Entitled “English for Critical Thinking” Using Revised Bloom’s Taxonomy Fatwadika Adinia Dakoranis; Girindra Putri Dewi Saraswati; Sri Wahyuni
Language Circle: Journal of Language and Literature Vol. 19 No. 2s (2025): August 2025 Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2s.26902

Abstract

Several previous studies that conducted textbook evaluations still found many shortcomings,  imbalances, and inadequate content with their claims and misalignment with the curriculum  objectives. In addition, many textbook evaluations of HOTS focused on reading comprehension and the main textbook. This study, therefore to fill the gaps, aimed to (1) classify all exercise  instructions in the textbook entitled “English for Critical Thinking” Grade 10th into Lower-Order Thinking Skills (LOTS: C1–C3) and HOTS (C4–C6) based on Revised Bloom’s Taxonomy, and  (2) identify which HOTS category was most prevalent. Employing a qualitative content-analysis approach, the researcher systematically reviewed and coded 57 instructional items across the twelve chapters, assigning each to its respective Revised Bloom’s Taxonomy cognitive level. Findings reveal that LOTS dominated 82.45% of all instruction exercises, while HOTS comprised only 17.54%. Within the HOTS domain, analyzing (C4) was overwhelmingly the most frequent with eight occurrences (80%), whereas evaluating (C5) and creating (C6) appeared only once each (10% each). This imbalance indicates that, although C4 tasks are fairly  represented, higher cognitive processes of evaluation and creation remain severely under implemented. Consequently, the textbook’s purported support for critical and creative thinking does not fully align with Merdeka Curriculum objectives. Therefore, textbook developers and teachers should enrich future editions with more evaluative and creative tasks and ensure a balanced cognitive progression to develop students’ HOTS optimally. 
The Challenges and Strategies in English Communication of UNNES 7th Semester Students during International Community Service Program (ICSP) Participation Shafa Maria Hanurani Putri; Girindra Putri Dewi Saraswati
Borneo Educational Journal (Borju) Vol. 8 No. 1 (2026): February (Article In Press)
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v8i1.2277

Abstract

This paper focuses on revealing the challenges in English communication of UNNES 7th semester students during the International Community Service Program, as well bridging unexpected cultural gaps in communication, analyzed beyond the classroom-based context to extends existing discussion on communication competence. This paper adopts a qualitative descriptive approach, with 7 participants involved. Data collection was initially conducted with an open-ended questionnaire, followed by participants being invited back for a semi-structured interview. The findings revealed the main communication challenges faced by participants, such as limited knowledge of English vocabulary, and the challenge of understanding the English accent of Malaysians. However, several strategies in overcoming communication challenges were implemented, including the use of fillers, appeal for help strategy, applying code-switching, and the use of body gesture strategy. This paper presents opinions and experiences of the participants involved, highlighting the challenges of English communication in international scope and the strategies applied. In addition, this paper suggests the necessity of exposure to English learning in real-life contexts, such as involved in international standard programs to enhance long-term communication skills
Co-Authors Fatwadika Adinia Dakoranis Shafa Maria Hanurani Putri Sri Wahyuni