ANALYZING TASK INSTRUCTIONS: EXPLORING BLOOM'S TAXONOMY IN ENGLISH WORKSHEET CONSTRUCTION

Abstract

Abstract. It is widely recognized that worksheets are essential to assist teachers in providing students with sufficient learning activities that fit the learning objectives. The learners are given a detailed plan or guide that specifies the required behaviors they must accomplish. Because there are so many different worksheets available, the teacher must choose one that meets the needs of the students. The instructions must be systematically organized in good worksheets by paying attention to operative verbs based on Bloom's Taxonomy. This study aims to determine the extent to which Bloom's Taxonomy criteria define the development of activity instructions on student worksheets. This qualitative descriptive study is conducted to analyze an English worksheet for eighth-grade students published by Graha Pustaka. The observation checklist is used as a tool to examine how each instruction provided on the Worksheet is constructed. Based on the analysis, the construction of question instructions that fall into the Lower Order Thinking Skills (LOTS) category includes levels C1 to C2, which correspond to remembering, understanding, and applying as much as 42%. Meanwhile, 58% of the question instructions are included in the Higher Order Thinking Skills (HOTS) category, which accommodates analyzing, evaluating, and creating