The aim of the study was to use Bloom’s Revised Taxonomy 2001 or Anderson & Krathwohl’s Taxonomy 2001 to analyze and compare the levels of reading comprehension questions found in reading parts of Team Up in English 1-3 and Grade 9 English O-NET Tests academic years 2013-2016. This study examined 416 reading comprehension questions from Team Up in English 1-3 and 65 reading comprehension questions from O-NET Tests academic years 2013-2016. Bloom’s Revised Taxonomy 2001 was used as a framework for analyzing levels of reading comprehension questions. The findings showed that the levels of reading comprehension questions found in Team Up in English 1-3 and Grade 9 English O-NET tests academic years 2013-2016 were similar and were in low levels of reading comprehension questions.

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The purpose of this study was to investigate whether or not a direct method could help 5th graders acquire the target verb inflectional morphemes (- s, - es , - ed , - ing) at Assumption College Ubon Ratchathani (ACU), Ubon Ratchathani, Thailand. The participants were 6 5th grade students who were divided into two groups based on their English proficiency: low language proficiency and high language proficiency. Data were collected from different sources: the scores of the pre – test and post – test, the participants’ usage of verb inflectional morphemes (-s, -es, -ed, and – ing) as shown in the Video (VDO) transcript, and the follow-up interview, which was mainly concerned with the students on the direct method. Results obtained from the present study showed that this teaching method yielded a positive outcome related to the participants’ acquisition of verb inflectional morphemes. They also proved useful for developing the participants’ proficiency in other language skills, such as listening and speaking.