The study were conducted to investigate the following objectives: 1) to reveal the distribution of Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) listening comprehension exercises presented in the textbook “English for Nusantara” for 8th grade students in junior high school, and 2) to investigate the way listening comprehension exercises are distributed in the textbook “English for Nusantara” for 8th grade junior high school students based on the cognitive dimension of the revised Bloom’s taxonomy.
The current study was undertaken by utilizing analysis of the content as the methodology. In addition, the data were obtained through document analysis by choosing and reading each chapter in the primary source, selecting and gathering the listening comprehension exercises, and giving codes to the data. Furthermore, an approach called persistent observation is employed in this study to strengthen the data validation. In order to analyze the data that were gathered, this study utilized the “interactive model” promoted by Miles et al. (2014).
The results of this study showed that: 1) the percentage of listening comprehension exercises that are categorized as Lower Order Thinking Skills (LOTS) is 72.1%. On the contrary, there are 27.9% of listening comprehension exercises categorized as Higher Order Thinking Skills (HOTS), and 2) applying (C3) has become the first cognitive dimension of Bloom's revised taxonomy that appears in the distribution of listening comprehension exercises presented in the textbook.
