Using Bloom Revised Taxonomy to Analyze Reading Comprehension Questions of Narrative Text in EFL Textbook

Abstract

Textbook is a prominent material which can lead several activities in the teaching and learning process. Adli and Mahmoudi (2017:590) say that teaching materials are necessary for providing input to practice. In here, practice regards as a question in the textbook. In fact, the teacher has a limited time to teach the students. In this case, textbook has an important role to give an opportunity for the students to learn by themselves. That is why it is important to evaluate the textbook and make it suitable with the level of learners (Freahat and Smadi, 2014:1806). Textbook is created according to the curriculum which is established by the government. Curriculum plays an important role in organizing, directing and guiding all of learning activities in the textbook. In Indonesia, we have a benchmark called as ‘2013 Curriculum’. The education practitioners in Indonesia regard 2013 curriculum as the way to enhance the quality of education and Indonesian learners as well (Rumahlatu, Huliselan and Takaria, 2016:5663). Therefore, it is a must for the author of the textbook to create the textbook according to ‘2013 Curriculum’. The author of the textbook must give his attention towards the cognitive domain inside of 2013 Curriculum. To make sure the suitability between cognitive domain and reading comprehension questions, the researcher uses a hierarchy called ‘Bloom Revised Taxonomy’ as a guideline to analyze the data.