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Journal of English Teaching, Literature, and Applied LinguisticsJournal of English Teaching, Literature, and Applied LinguisticsFor senior high school students studying English as a foreign language, reading comprehension is an essential ability since it promotes critical literacy development and academic preparedness. Despite the Life Today textbooks formal implementation under the Merdeka Curriculum, few studies have rigorously investigated whether the reading comprehension questions cognitive levels correspond with the anticipated development of higher-order thinking abilities. The purpose of this study is to examine the cognitive levels that are reflected in reading comprehension problems from the Life Today textbook for Grade XII across four different text genres. 160 reading comprehension questions from narrative, argumentative, hortatory exposition, and discussion texts were examined using the Revised Blooms Taxonomy in a qualitative content analysis method. While Applying is subtly included into productive tasks, higher-order thinking abilities, especially Evaluating and Creating, are regularly integrated through assessment and enrichment activities, albeit in lesser quantities. Overall, the findings show that the Life Today textbook supports students reading literacy and critical thinking abilities in accordance with the Merdeka Curriculums learning objectives by integrating cognitive demands in an organized and systematic manner.
The Life Today textbook incorporates a range of cognitive levels into its reading comprehension questions, aligning with the Revised Blooms Taxonomy.While questions primarily focus on Understanding and Analyzing, the textbook employs a structured approach to integrate higher-order thinking skills through assessment and enrichment activities.The textbook demonstrates a systematic and comprehensive integration of cognitive demands, supporting the development of students reading literacy and critical thinking skills in line with the Merdeka Curriculum.
Further research should investigate the effectiveness of the Life Today textbook in fostering students ability to transfer higher-order thinking skills to real-world contexts, moving beyond textbook-bound assessments. Additionally, a comparative study examining the cognitive levels of reading comprehension questions across different Grade XII English textbooks could reveal best practices and areas for improvement in curriculum design. Finally, research exploring teachers perceptions and implementation strategies regarding the cognitive demands of the Life Today textbook would provide valuable insights into bridging the gap between textbook design and classroom practice, ultimately enhancing students critical reading abilities and preparing them for the challenges of higher education and beyond. These investigations should consider the diverse learning needs of students and explore how the textbook can be adapted to support differentiated instruction, ensuring all learners have opportunities to develop their full potential.
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