<![CDATA[Indonesia and the Philippines differ greatly in their implementation of English Language Teaching. These differences are also reflected in their National Syllabi when they create the Learning Objectives for their teachers and students. The purpose of this research was to compare the levels of Learning Objective defined in Grade 7 English Language Syllabi for both the Philippines and Indonesia. A Bloom’s Taxonomy based content analysis method determined the level of learning objectives enumerated by syllabi verb, through the cognitive, affective, and psychomotor domain types of categorisation. These ratings were subsequently verified through evaluation by English Teachers as Raters from both countries. The conclusion derived through this method identifies both similarities and differences between the two countries regarding how they conceive learning targets. For example, the Indonesian Syllabus takes into consideration all levels of the affective domain, given that it places more emphasis on the development of emotional and attitudinal learning outcomes. In contrast, the Philippine Syllabus encompasses all 18 levels as enumerated in the Bloom’s Taxonomy, and therefore incorporates more extensive and multidimensional learning objectives in its application of Bloom’s Taxonomy to English Language Education. These findings will highlight the relationship between the Education Context and how both countries have adapted Bloom’s Taxonomy & an understanding of differing approaches to English Language Education between the EFL and ESL context, and ultimately how these approaches may vary across regions. ]]>
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