This study dealt with analysis of reading questions from dive English textbooks of grade X published by five publishers. The study tried to investigate the variety in the cognitive level represented by reading questions in the textbooks according to the cognitive domain of Bloom’s taxonomy.
The study also attempted to examine the extent in which the reading questions in the textbooks emphasize high-level thingking, and whether all textbooks aided students in developing cognitive skills. The study attempted to answer the following questions: 1) What level of cognition tends to appear in the reading questions from five English textbooks of grade X? 2) Have the five English textbooks under study fulfilled the highest levels of learning, namely analyzing, synthensizing and evaluating?
The reading questions were collected, listed, categorized and analyzed according to the cognitive domain of Bloom’s Taxonomy: low order thingking skills: analysis, synthesis, and evaluation. The researcher then calculated the percentage and frequencies in which each level of cognition appeared in the five textbooks.
The findings of the research show that reading questions from five English textbooks of grade X are mostly dominated by knowledge level. On the whole, those five textbooks need to have reading questions which challenge learners to experience high level thingking process. |