THE ANALYSIS OF COGNITIVE LEVEL OF GRAMMAR EXERCISES IN THE TEXTBOOK ENTITLED “INTERCHANGE 1” FOR GRADE 3rd

Abstrak

This study examined the cognitive level of grammar exercises in the ‘Interchange 1’ textbook for third-year English language learners. Recognising the importance of grammar for clear communication as well as the challenges in second language acquisition, this study emphasises the need for well-designed exercises that match students' abilities. The research highlights the distribution of recommended difficulty levels and their alignment with Bloom's cognitive domains. Motivated by teachers‘ experiences with different difficulty levels and students’ backgrounds, this study aims to analyse grammar exercises in ‘Interchange 1’ and students' cognitive levels. This study used qualitative research method with content analysis approach. Data was collected using documentation technique. The results of this study indicate that the distribution of higher-order thinking skills (HOTS) and lower-order thinking skills (LOTS) questions need to be aligned with established standards. Achieving a balanced composition of practice questions that cover all cognitive levels is crucial, as this directly impacts students' overall competence. Therefore, teachers and textbook writers need to pay attention to the difficulty level of grammar practice questions to provide learning experiences that are appropriate for grade 3 students.

Keywords: LOTS, MOTS, HOTS, grammar analysis, grammar exercises, cognitive level