ABSTRACT

Arjun Arga Resindra, K228017. Consultant I: Prof. Dr. Joko Nurkamto, M.Pd Consultant II: Dewi Cahyaningrum, S.Pd., M.Pd. ANALYZING READING TASKS BASED ON REVISED BLOOM’S TAXONOMY IN ENGLISH TEXTBOOK “ENGLISH FOR CHANGE”. Thesis of English Education Study Program. Faculty of Teachers Training and Education, Universitas Sebelas Maret, Juni 2024

The purposes of this research are (1) to investigate the distribution of reading tasks within the cognitive domains of Revised Bloom's Taxonomy as applied in the Senior High School textbook "English for Change", (2) to explore how the reading tasks in the Senior High School textbook "English for Change" contribute to developing higher-order thinking skills as explained by Revised Bloom's Taxonomy. This research is a qualitative study that uses content analysis. The data source is an English textbook entitled “English for Change” for Eleventh-Grade Senior High School Students. Furthermore, the data were collected using document analysis. Then the data were analyzed using the interactive model proposed by Miles, Huberman, and Saldana (2020). The result of the study showed the unbalanced distribution of the domain process of Revised Bloom’s Taxonomy in the English textbook. Four out of six cognitive domains, such as remembering, understanding, analyzing, and evaluating. Most of the reading tasks in the textbook are more dominant in low-order thinking than higher-order thinking. Based on that, the textbook does not properly facilitate higher-order thinking skills for students. These results suggest that teachers must pay more attention to textbooks used as sources in the learning process and evaluate the reading material to suit the students' level.