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

Abstract

Textbook has an important role as one of the source materials that can help both teacher and students in teaching and learning process. Considering the importance of textbook, the researcher attempted to analyze a textbook entitled “When English Rings a Bell” for grade seven published by the Ministry of Education and Culture of Indonesia by using cognitive level of Revised Bloom’s Taxonomy. This research implemented qualitative descriptive design based on content analysis with the aim to describe the cognitive level and the level of thinking of the activities in the textbook. The researcher played a role as human instrument and made a checklist to record the data. The data of this study is 144 activities in the textbook. From the result, the researcher found out that Remembering level was the most dominant cognitive level used. It was followed by Applying, Understanding, Analyzing, Creating and Evaluating. Therefore, the researcher concluded that the activities in the textbook emphasized more on LOTS than HOTS. The researcher suggested teachers to consider analyzing textbook before choosing to use it as the media to help in developing students’ competency. And for future research with similar study, it is suggested to have more than one analyst to reduce the possibility of subjectivity in analyzing.