Analyzing Reading Comprehension Questions in “English for Change” Textbook for Grade XI Using Revised Bloom’s Taxonomy

Oleh :
Angga Pratama Nuur Muhammad - K2219008 - Fak. KIP

This study analyzed the cognitive levels of reading comprehension questions in "English for Change," Indonesia's Kurikulum Merdeka Grade XI EFL textbook, using Anderson and Krathwohl's (2001) Revised Bloom's Taxonomy. All 51 questions across five units were coded into six cognitive levels. Results show uneven distribution: Understanding (45.10%) and Analyzing (27.45%) dominate, together making up 72.55% of questions, while Remembering (9.80%), Evaluating (13.73%), and Creating (3.92%) are minimal, and Applying is absent entirely. Though Lower Order (54.90%) and Higher Order (45.10%) thinking skills appear nearly balanced, this balance is narrow, relying almost solely on Summarizing and Attributing. Higher-order questions also fluctuate across units rather than progressing steadily (62.5%, 11.1%, 64.7%, 33.3%, 40.0% from Units 1–5), indicating the textbook lacks systematic scaffolding of cognitive demand. The study concludes that "English for Change" fosters higher-order thinking to a meaningful but narrow and unevenly distributed degree, only partially fulfilling Kurikulum Merdeka's goal of developing critical, creative, and independent thinkers.