A Content Analysis of the Reading Activities in “Bright 2”an English Textbook for Junior High School Students

Authors

  • Sucipto Sucipto Central China Normal University & Universitas Ahmad Dahlan
  • Septian Dwi Cahyo Universitas Ahmad Dahlan

DOI:

https://doi.org/10.12928/eltej.v2i1.918

Abstract

This study aimed to analyze reading activities in “Bright 2†an English textbook for junior high school students grade VIII in Indonesia by using Bloom’s revised taxonomy. A content analysis was conducted to achieve the research purpose. The findings show that the textbook has dominant reading activities on the cognitive process “analyze†27% and “apply†21% of the total 145 reading activities, respectively.  The number of higher and lower cognitive processes in this textbook is almost balanced on 49% of higher order thinking skills and 51% of lesser order thinking skills correspondingly. There is a slight difference between the number higher thinking process and lower thinking process since most reading activities are on “analyzeâ€, which is belong to the higher thinking process while the second most frequent reading activities are “applyâ€, the lower thinking process. Meanwhile, “apply†and “analyze†is placed on the 3rd and 4th in the taxonomy, it means that the textbook emphasizes the middle cognitive thinking process of Bloom’s revised taxonomy, which is formed by “apply†and “analyzeâ€Â  thinking process.

References

Abdelrahman, M. S. H. B. (2014). An Analysis of the Tenth Grade English Language Textbooks Questions in Jordan Based on the Revised Edition of Bloom’s Taxonomy. Journal of Education and Practice, 5(18), 139–151.
Assaly, I., & Igbaria, A. K. (2014). A Content Analysis of The Reading and Listening Activities in the EFL Textbook of Master Class. Education Journal Ibtihal Assaly Education Journal, 3(2), 24–38. https://doi.org/10.11648/j.edu.20140302.11

Boraie, Deena. 2013. 8 Current Trends in Teaching and Learning EFL/ESL.
http://blog.tesol.org/8-current-trends-in-teaching-and-learning-eflesl/
accessed on 18/1/2016 at 5.56pm
Bouzid, H. A. (2017). an Evaluation of Selected Moroccan Elt Textbooks: a Standards-Based Approach Perspective. Indonesian Journal of Applied Linguistics, 7(1), 229. https://doi.org/10.17509/ijal.v7i1.6879
Brown, H. Douglas. 2001. Teaching by Principle (An Interactive Approach to Language Pedagogy, Second Edition). San Francisco: Addison Wesley Longman,Inc.
Cunningsworth, Alan. 1995. Choosing your Coursebook. Oxford; Macmillan Publishers.
Departement Pendidikan Nasional. (2003). Sistem pendidikan nasional. In Undang-undang RI No. 20 tahun 2003.
Grabe, william and Stoller, L.2002. Teaching and Researching Reading. London:
Pearson Education Longman.
Gulzar, S., & Multan, N. (2017). An Evaluation of English Textbook at Matriculation Level in Multan Division, Pakistan. European Journal of English Language Teaching, 2(4), 114–134. https://doi.org/10.5281/zenodo.835635
Hanifa, R. (2018). EFL Published Materials : An Evaluation of English Textbooks for Junior High School in Indonesia. Advances in Language and Literary Studies, 9(2009), 166–174. https://doi.org/10.7575/aiac.alls.v.9n.2p.166
Harmer, Jeremy. 2009. How to Teach English; New Edition. Saffron walden;
Pearson Longman
Ismail, Y. M. A. R., & Hanim, H. (2018). Analyzing the Reading Questions of AP12 Textbook According to Analyzing The Reading Questions of AP12 Textbook According to Bloom’s Taxonomy. International Journal of Education, Psychology and Counseling, 3(22), 84–94.
Krathwohl, D. R. (2002). A revision of Bloom’s Taxonomy : an overview - Benjamin S . Bloom , University of Chicago. Theory into Practice, 41(4), 212–218.
Mayer, Richard, E. 2002. Rote Versus Meaningful Learningi, Theory into Practice,
Volume 41, Number 4, Autumn , 226-232.
Murray, Denise E. and Christison, MaryAnn. 2011. What English Language Teachers Need to
Know Volume II: Facilitating Learning. New York; Routledge.
Nordquist, Richard. 2015. Reading Glossary of Grammatical and Rhetorical
Terms. http://grammar.about.com/od/rs/g/readingterm.htm accessed on 30
January 2016 at 1.45 PM
Putri, M. A., & Komariah, E. (2018). A Content Analysis of Activities in English Textbook “When English Rings A Bell.” Research in English and Education (READ), 3(2), 147–153.
Raths, James: 2002 . Improving Instruction. Theory into Practice, Volume 41, Number
4, Autumn , 233-237.
Richards, Jack C. 2001. Curriculum Development in Language Teaching.
Cambridge; Cambridge University Press.
Soleimani, H., & Kheiri, S. (2016). An Evaluation of TEFL Postgraduates’ Testing Classroom Activities and Assignments Based on Bloom’s Revised Taxonomy. Theory and Practice in Language Studies, 6(4), 861–869. https://doi.org/10.1016/j.spa.2013.01.004
Soo, K. Y., Hasan, N. H., Jangga, R., & Mat, K. S. N. I. (2015). Innovating with HOTS for the ESL Reading Class. English Language Teaching,8(8), 10.
Tarman, B., & Kuran, B. (2015). Examination of the cognitive level of questions in social studies textbooks and the views of teachers based on bloom taxonomy. Educational Sciences: Theory & Practice, 15(1), 213–222. https://doi.org/10.12738/estp.2015.1.2625
Tomlinson, Brian. 2011. Materials Development in Language Teaching: Second
edition. Cambridge; Cambridge University Press.
Wen-Cheng, W., Chien-Hung, L., & Chung-Chieh, L. (2011). Thinking of the Textbook in the ESL/EFL Classroom. English Language Teaching, 4(2), 91. https://doi.org/10.5539/elt.v4n2p91
Zareian, G., Davoudi, M., Heshmatifar, Z., & Rahimi, J. (2015). An Evaluation of Questions in Two ESP Coursebooks Based on Bloom’s New Taxonomy of Cognitive Learning Domain. International Journal of Education and Research, 3(8), 313–326. https://doi.org/10.1016/j.spa.2013.01.004

Downloads

Published

2019-11-07

How to Cite

Sucipto, S., & Cahyo, S. D. (2019). A Content Analysis of the Reading Activities in “Bright 2”an English Textbook for Junior High School Students. English Language Teaching Educational Journal, 2(1), 13–21. https://doi.org/10.12928/eltej.v2i1.918

Issue

Section

Articles