AN ANALYTICAL STUDY OF EXERCISES IN ENGLISH TEXTBOOK DESIGNED BY PCTB THROUGH REVISED BLOOM’S TAXONOMY

Abstract

This study is conducted to analyse exercises in the English Textbook using Revised Bloom’s Taxonomy (RBT). It aimed to examine the questions at the end of reading texts in an 8th-grade English textbook PCTB designed through the cognitive domain levels of Revised Bloom’s taxonomy (2001). The researcher created an evaluative criteria sheet based on the cognitive domain of Revised Bloom’s taxonomy (2001) as a framework, and various tables were used as rubrics to classify the cognitive levels of questions at the end of each unit. A coding scheme was developed to categorise the data, which was analysed to identify trends in cognitive levels within the current textbooks. A total of 448 questions from the 8th-grade English textbook by PCTB were analysed. The findings indicated a dominance of Lower Level Cognition in this textbook, with the remembering level being most prevalent at 54.91 percent. There is a significant disparity between the representation of Lower-Level and Higher-Level Cognition. The results are valuable for educators and stakeholders in the educational sector. They can guide decision-making and syllabus design to produce textbooks that better support higher cognitive objectives. This research can also serve as a reference for textbook publishers, editors, teachers, and students. It is recommended that English textbooks incorporate questions that stimulate both low and high-level cognitive skills.