The Degree of Questions' Inlusion in the Eighth 8th Grade English Student's Textbook and Workbook Based on Gallagher and Ascher's Taxonomy Levels

Abstract

The current study aimed at identifying the degree of questions' inclusion in the eighth  grade English student's textbook and workbook according to the levels of Gallagher and Ascher's taxonomy.

To achieve the purpose of this study, the researcher designed an analytical content card based on Gallagher and Ascher's Taxonomy to analyse the questions in the 8th grade textbook and workbook. The sample of the study consisted of all questions in these books, whearse 1132 questions were alalysed.  The results of the study showed that the levels of questions in students' textbbook are arranged as follows: The first category is convergent thinking questions, which has the highest frequency of 337 and a percentage of 55.16%. It is followed by cognitive-memory level, which has a frequency of 221 and a percentage of 36.1%. The third level is the divergent thinking level, which has a frequency of 37 and a percentage of 6.06%. The fourth is an evaluative thinking question, which has a frequency of 16 and a percentage of 2.62%. In terms of English language skills, listening is ranked first with a percentage of 20.5%, and grammar is placed second with a percentage of 18.3%. Furthermore, the levels of questions' analysis for the student's workbook are organised as follows: The first category includes questions about convergent thinking, which have the highest frequency of 324 and a percentage of 62.18%. It is followed by the cognitive-memory level, which has a frequency of 147 and a percentage of 28.21%. The third level is the divergent thinking level, which has a frequency of 29 and a percentage of 5.56%. The fourth is an evaluative thinking question, which has a frequency of 21 and a percentage of 4.03%. According to English language skills, grammar is ranked first with a percentage of 35.5%, and reading is placed second with a percentage of 19.2%.