Critical Thinking Skills Represented In An English Textbook For Senior Hihg School: The Analysis Of "Work on Progress" Textbook

Afifah, Siti Nur (2026) Critical Thinking Skills Represented In An English Textbook For Senior Hihg School: The Analysis Of "Work on Progress" Textbook. Undergraduate Thesis thesis, UIN. K. H. Abdurrahman Wahid Pekalongan.

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Abstract

Critical thinking skills are an important competency in English language learning at the high school level, and textbooks play a crucial role in facilitating the application of these skills. This study aimed to analyze the representation of critical thinking skills in the English textbook Work on Progress for high school students. Using a qualitative content analysis approach, data were collected from the learning activities, questions, and assignments presented in the textbook. This analysis was conducted using Facione's (1990) critical thinking framework and reinforced by Anderson and Krathwohl's (2001) revised Bloom's Taxonomy. The findings indicate that the textbook represents critical thinking skills through various activities, particularly open-ended questions, interpretation of information, and assignments involving argumentation or opinion formation. Interpretation and analysis emerged as the most dominant critical thinking skills, while evaluation, credibility assessment, and self-regulation were found to be less prominent. Overall, Work on Progress adequately supports the development of students' critical thinking skills, although further improvements are needed to integrate higher-order thinking components comprehensively and evenly into the English textbook materials.

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