Analysis of the Cognitive Level of Reading and Writing Tasks in the Netzwerk Neu A1 Testheft
DOI:
https://doi.org/10.59944/postaxial.v4i3.1811Abstract
This study aims to analyze the distribution of lower-order thinking skills (LOTS) and higher-order thinking skills (HOTS) in the reading and writing tasks in the Testheft Netzwerk Neu A1, based on Bloom’s Revised Taxonomy. The study employed a qualitative approach using content analysis. The data source consisted of all reading and writing tasks in the Testheft Netzwerk Neu A1, covering Chapters 1 through 12. Data were collected through the identification, classification, and analysis of the cognitive level of each task based on categories C1–C6. Data analysis was conducted through data reduction, data presentation, and drawing conclusions. The results indicate that reading skills are dominated by Level C2 (understanding), while writing skills are dominated by Level C3 (applying). HOTS were found in both skills but in different proportions. In reading skills, HOTS appeared only at Level C4 (analyzing), whereas in writing skills, HOTS appeared at Level C6 (creating). These findings indicate that the Testheft Netzwerk Neu A1 remains more oriented toward developing students’ ability to understand and apply the language than toward higher-order thinking skills. Nevertheless, the presence of tasks at levels C4 and C6 demonstrates that HOTS can be integrated into A1-level German language learning through task designs that are appropriate for students’ linguistic abilities
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