ABSTRACT

Rahayu, Ayu. 2020. An Analysis of Activities in English Textbook “When English Rings a Bell” for the Seventh Grade of Junior High School Based on Cognitive Level of Revised Bloom’s Taxonomy. Sarjana’s Thesis English Language Education Study Program, Faculty of Teacher Training and Education, Lambung Mangkurat University, Banjarmasin. First Advisor: Dini Noor Arini, M.Pd, Second Advisor: Rizky Amelia, M.Pd.

Keywords: Textbook Analysis, Activity, Cognitive Level, Revised Bloom’s Taxonomy

In teaching and learning process, textbook has an important role as one of the source materials that can be used by teachers as a guidance to make lesson plans, assisting in teaching and helping them to develop students’ competence. Therefore, in order to make the materials fulfill student’s learning needs, the teacher has to consider the quality of the textbook. The quality can be measured by analyzing the content using certain criteria and one of the theories that can be used is Revised Bloom’s Taxonomy.

This research is a descriptive qualitative study based on content analysis with the aim to describe the cognitive level of the activities in English textbook entitled “When English Rings a Bell” for the seventh grade of Junior High School. In analyzing this research, the researcher acted as human instrument and made a checklist to record the data.

The research showed that from the total of 144 activities obtained, Remembering level had the highest frequency with total 85 activities/ 59%. It was followed by Applying (30 activities/ 21%), Understanding (15 activities/ 10%), Analyzing (9 activities/ 6%), Creating (4 activities/ 3%) and the least was Evaluating with only 1 activity/ 1%.

From the findings, the researcher conclude that the activities in the textbook required all cognitive level and both LOTS and HOTS even though the levels were not fairly divided since most activities in the textbook are categorized as lower level of thinking. This conclusion is drawn by the result that showed Remembering level, which is belong to LOTS, as the most dominant cognitive level. Furthermore the second and third highest level also belongs to LOTS.

Based on the result, the researcher wants to give some suggestion for the English teacher to consider analyzing textbook before choosing to use it as the media to help in developing students’ competency. Due to the limitation of the textbook in providing HOTS activities, if the teacher feels it will be a disadvantage of this textbook, the teacher can add another textbook to help in teaching and learning process. And for the future research with similar study, the researcher suggests to have more than one analyst to help analyzed the textbook in order to reduce the possibility of subjectivity in analyzing the activities.