September 10, 2025Language Circle Journal of Language and LiteratureOpen Access

An Instructional Analysis of the 10th Grade Textbook Entitled “English for Critical Thinking” Using Revised Bloom’s Taxonomy

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Authors

FDFatwadika Adinia DakoranisState University of Semarang GSGirindra Putri Dewi SaraswatiState University of Semarang SWSri WahyuniUniversity of Brawijaya

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Implication

Qualitative content analysis reveals 82.45% of exercise instructions focus on lower-order thinking skills, highlighting a gap in higher-order thinking skills.

Key Points

Findings indicate a dominance of lower-order thinking skills, comprising 82.45% of instructional exercises.
Analysis shows that evaluating and creating skills are severely underrepresented, appearing only 10% each.
The approach employed a qualitative content-analysis method to systematically review and code instructional items based on cognitive levels.
This imbalance highlights the need for textbook developers to include more evaluative and creative tasks to align with curriculum objectives.

Cite This Study

Dakoranis et al. (2025) studied this question.

synapsesocial.com/papers/68c23caeb210217d6478a5e5 https://doi.org/10.15294/lc.v19i2s.26902

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Implication

Qualitative content analysis reveals 82.45% of exercise instructions focus on lower-order thinking skills, highlighting a gap in higher-order thinking skills.

An Instructional Analysis of the 10th Grade Textbook Entitled “English for Critical Thinking” Using Revised Bloom’s Taxonomy

Discussion

Member takes

Implication

Key Points

Cite This Study

An Instructional Analysis of the 10th Grade Textbook Entitled “English for Critical Thinking” Using Revised Bloom’s Taxonomy

Discussion

Member takes

Implication

Key Points

Cite This Study

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