The Relationship Between Type Of Questions And Cognitive Levels In Reading Texts
Abstract
This study examines the relationship between question types and cognitive levels in textbook reading questions. It is qualitative and uses content analysis methods. The data were the textbook Pathway to English Kelompok Peminatan of second-grade high school in Indonesia, with the unit of analysis was reading questions. Data was collected using the observation method and note-taking technique. The results showed that wh-question was the dominant as many as 140 questions (46.73%), with 18.78% of them belonging to the divergent type and 46.73% to the convergent type. The cognitive level was proven to exist, although it was dominated by low thinking skills questions (81.22%). Meanwhile, questions with high thinking skills reached 18.78%. Question types and cognitive levels are closely related, where convergent types represent lower thinking concepts and vice versa. In conclusion, this book has implemented higher-order thinking skills although the proportions are not ideal.
Keywords: textbook, English, thinking ability, cognitive, questions
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DOI: https://doi.org/10.21107/jscl.v1i1.19742
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