USING BLOOM’S REVISED TAXONOMY TO ANALYZE READING COMPREHENSION QUESTIONS IN TEAM UP IN ENGLISH 1-3 AND GRADE 9 ENGLISH O-NET TESTS

Pornpimon Tangsakul; Wachiraporn Kijpoonphol; Nguyen Duy Linh; Lugsamee Nuamthanom Kimura

doi:10.29121/granthaalayah.v5.i7.2017.2106

Authors

Pornpimon Tangsakul Faculty of Liberal Arts, Ubon Ratchathani University, Thailand
Wachiraporn Kijpoonphol Faculty of Liberal Arts, Ubon Ratchathani University, Thailand
Nguyen Duy Linh Faculty of Liberal Arts, Ubon Ratchathani University, Thailand
Lugsamee Nuamthanom Kimura School of Liberal Arts, Sukhothai Thammathirat Open University, Thailand

DOI:

https://doi.org/10.29121/granthaalayah.v5.i7.2017.2106

Keywords:

English Textbooks, O-NET Test, Levels of Reading Comprehension Questions, Bloom’s Revised Taxonomy 2001, Anderson and Krathwohl’s Taxonomy 2001

Abstract [English]

The aim of the study was to use Bloom’s Revised Taxonomy 2001 or Anderson & Krathwohl’s Taxonomy 2001 to analyze and compare the levels of reading comprehension questions found in reading parts of Team Up in English 1-3 and Grade 9 English O-NET Tests academic years 2013-2016. This study examined 416 reading comprehension questions from Team Up in English 1-3 and 65 reading comprehension questions from O-NET Tests academic years 2013-2016. Bloom’s Revised Taxonomy 2001 was used as a framework for analyzing levels of reading comprehension questions. The findings showed that the levels of reading comprehension questions found in Team Up in English 1-3 and Grade 9 English O-NET tests academic years 2013-2016 were similar and were in low levels of reading comprehension questions.

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