A Comparative Study on Reading Questions in EFL Textbooks for Level Ten, entitled “Bahasa Inggris SMA/MA/SMK/MAK” and “Pathway to English for SMA/MA”: Kajian Perbandingan Soalan Membaca di dalam  Buku Teks EFL bagi Tahap 10, bertajuk “Bahasa Inggris SMA/MA/SMK/MAK” dan “Pathway to English for SMA/MA”

Serly Febriani; Lubna Ali Mohammed

doi:10.33102/sainsinsani.vol7no2.477

Authors

Serly Febriani Lincoln University College https://orcid.org/0000-0002-8480-449X
Lubna Ali Mohammed Lincoln University College

DOI:

https://doi.org/10.33102/sainsinsani.vol7no2.477

Keywords:

EFL textbooks, Reading questions, Reading skills, Revised Bloom’s Taxonomy

Abstract

Abstract: Reading questions in the English textbooks are generally used as the techniques to improve reading comprehension and evaluate critical thinking skills development of students. This study aims to compare the reading questions in EFL (English for Foreign Language) textbooks in Indonesia for level/ Grade 10 (X). Specifically, it analyzes the skills and the levels of reading questions in the EFL textbooks for level ten which are “Bahasa Inggris SMA/MA/SMK/MAK” and “Pathway to English for SMA/MA”. It uses a content analysis approach to collect, analyze, and classify the reading questions according to the reading skills of Phillips (2003) and the levels of cognitive domain of revised Bloom’s Taxonomy of Anderson et al. (2001). The findings show that (1) the reading comprehension questions in the two English textbooks similarly cover all skills of reading questions that ask idea of the passages, direct answers, indirect answers, vocabulary, and overall review of the passages and also questions about readers’ opinion; (2) the skills of reading questions are in the levels of ‘remember’, ‘understand’, ‘apply’, ‘analyze’ and ‘evaluate’. The level of ‘create’ is not found. Finally, the skills of reading questions in both of the two English textbooks equally show that the frequency and percentage of low-order thinking skills are higher than high-order thinking skills.

Abstrak: Soalan membaca dalam buku teks Bahasa Inggeris secara amnya digunakan sebagai teknik untuk meningkatkan kefahaman bacaan dan menilai perkembangan kemahiran berfikir kritis pelajar. Kajian ini bertujuan untuk membandingkan soalan membaca teks pada buku teks EFL bagi tahap 10 (X) di Indonesia. Secara khusus, ia menganalisis kemahiran dan tahap soalan membaca di dalam buku teks “Bahasa Inggris SMA/MA/SMK/MAK” and “Pathway to English for SMA/MA”. Ia menggunakan pendekatan analisis kandungan untuk mengumpul, menganalisis, dan mengelaskan soalan membaca mengikut kemahiran membaca Phillips (2003) dan tahap domain kognitif Taksonomi Bloom yang disemak semula Anderson et al., (2001). Dapatan kajian menunjukkan bahawa (1) soalan pemahaman bacaan dalam kedua-dua buku teks bahasa Inggeris meliputi semua kemahiran membaca soalan yang menanyakan idea tentang petikan, jawapan terarah, jawapan tidak langsung, perbendaharaan kata, dan ulasan keseluruhan petikan dan juga soalan tentang pendapat pembaca; (2) kemahiran membaca soalan adalah dalam peringkat mengingat, memahami, mengaplikasi, menganalisis dan menilai. Tahap mencipta atau menghasilkan tidak ditemui. Akhir sekali, kemahiran membaca soalan kedua-dua buku teks bahasa Inggeris menunjukkan bahawa kekerapan dan peratusan kemahiran berfikir aras rendah adalah lebih tinggi daripada kemahiran berfikir aras tinggi.

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