An Analysis Of Wh-Questions In English Language Textbook Curriculum 2013 For Tenth Grade Based On The Cognitive Domain Of Revised Bloom’s Taxonomy

Abstract

This research reports the study that investigated the proportions of cognitive levels from WH-questions presented in the textbook based on revised Bloom‟s taxonomy. The textbook is English Language textbook in Curriculum 2013 for tenth grade semester 1 published by the Ministry of Education and Culture. The researcher prepared an instrument to categorize WH-questions based on cognitive levels in Revised Bloom‟s Taxonomy (RBT). The instrument was adapted from Anderson and Krathwohl (2001). The researcher selected only all the WH-questions in the textbook. Then, all the WH-questions categorized by the instrument. The results show that the textbook is dominated by lower order thinking skills which are understanding (58,06%), applying (16,93%), and remembering (11,29%). The higher order thinking skills represent in analyzing (7,25%) and evaluating (6,45%). Keywords: textbook, WH-question, higher and lower order thinking, revised Bloom’s taxonomy