Analysis of Reading Comprehension Questions in Bahasa Inggris: Life Today Textbook for Grade 12th

Utama, Pin Pin Ahmad (2026) Analysis of Reading Comprehension Questions in Bahasa Inggris: Life Today Textbook for Grade 12th. Skripsi thesis, Universitas Islam Negeri Imam Bonjol Padang.

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Abstract

Reading comprehension questions in textbooks play an important role in developing students’ ability to understand and critically respond to written texts. This study aimed to analyze the levels of reading comprehension questions in Bahasa Inggris: Life Today textbook for Grade 12 based on Barrett’s Taxonomy and Anderson and Krathwohl’s Revised Bloom’s Taxonomy, as well as to examine the correspondence between the two frameworks. This study employed a descriptive qualitative design using content analysis. The data consisted of 68 reading comprehension questions accompanied by reading texts. The questions were classified using coding sheets based on Barrett’s five categories and Revised Bloom’s cognitive processes. The findings based on Barrett’s Taxonomy showed that Inferential Comprehension was the dominant category with 39 questions (57.35%), followed by Literal Comprehension (20.59%), Evaluation (13.24%), Reorganization (7.35%), and Appreciation (1.47%). Based on Revised Bloom’s Taxonomy, Understanding was the most dominant cognitive level with 44 questions (64.71%), followed by Analyzing (17.65%), Evaluating (14.71%), and Remembering (2.94%). Applying and Creating were not identified. The comparison indicates that Barrett’s and Revised Bloom’s Taxonomy provide complementary perspectives, where inferential comprehension may correspond to Understanding or Analyzing depending on the cognitive demands.

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