Cognitive Levels and Material Quality of Reading Comprehension Questions in the Grade XI English for Change Textbook

Authors

  • Intan Karima Zahra Universitas Islam As-Syafi'iyah
  • Tryanti Abdulrahman Universitas Islam As-Syafi'iyah
  • Hana Amanda Putri Universitas Islam As-Syafi'iyah

DOI:

https://doi.org/10.24036/jlils.v6i1.220

Keywords:

Reading Comprehension Questions, Bloom’s Revised Taxonomy, Tomlinson’s Principles, English for Change textbook, EFL Textbook Analysis

Abstract

This study aims to analyze the cognitive levels and material quality of reading comprehension questions in the English for Change Grade XI textbook. In response to concerns that English textbooks tend to emphasize lower-order thinking skills (LOTS), this study examines the extent to which the questions support students’ cognitive development and reflect effective principles of language learning materials. A qualitative content analysis design was employed to analyze 30 reading comprehension questions from five chapters. Cognitive levels were classified using Bloom’s Revised Taxonomy, while material quality was evaluated based on Tomlinson’s principles of language learning materials development. The integration of these frameworks offers a multidimensional evaluation of reading comprehension questions, considering both cognitive demands and pedagogical quality. The findings show that most questions target Understanding (53.3%) and Remembering (33.3%), with minimal representation of higher-order thinking skills (HOTS). Cognitive Engagement was dominant (94%), whereas Communicative Purpose, Self-Investment, and Learner Relevance received limited attention. The study highlights reading comprehension questions as cognitive and pedagogical tools that support meaningful learning and higher-order thinking development in EFL contexts

Author Biographies

Intan Karima Zahra, Universitas Islam As-Syafi'iyah

Intan Karima Zahra is a fourth-year undergraduate student majoring in English Education at Universitas Islam As-Syafi’iyah, Indonesia. She has an interest in the field of language and education, particularly in analyzing instructional media and enhancing the effectiveness of English language teaching.

Tryanti Abdulrahman, Universitas Islam As-Syafi'iyah

Tryanti R. Abdulrahman is a faculty member in the English Education Department at Universitas Islam As-Syafi’iyah, Indonesia. Her professional experience includes serving as an ESL instructor and children’s literacy specialist at Capital Area Literacy Coalition-The Reading People in Michigan, USA, as well as a homeroom teacher at Greater Lansing Islamic School in Michigan. She also serves as an advisor at Youth Center for Research, supporting youth-led research initiatives worldwide. Her research interests include teaching English to young learners (TEYL) in ESL/EFL contexts, early literacy development, and teacher professional development.

Hana Amanda Putri, Universitas Islam As-Syafi'iyah

Hana Amanda Putri is a lecturer in English Education at Universitas Islam As-Syafi’iyah. She has an academic background in Applied Linguistics. Her research interests include English language teaching, language assessment, and curriculum development. She is actively involved in academic activities, including teaching, research, and community service. She has contributed to various research projects and scholarly publications at both national and international levels. Her work focuses on improving language learning outcomes through innovative teaching strategies and effective assessment methods.

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Published

2026-06-23

How to Cite

Zahra, I. K., Abdulrahman, T., & Putri, H. A. (2026). Cognitive Levels and Material Quality of Reading Comprehension Questions in the Grade XI English for Change Textbook. Journal of Learning Improvement and Lesson Study, 6(1), 26–37. https://doi.org/10.24036/jlils.v6i1.220

Issue

Vol. 6 No. 1 (2026): JLILS (June Edition)

Section

Articles