AN ANALYSIS OF LISTENING AND SPEAKING TASKS IN “FORWARD” TEXTBOOK BASED ON COGNITIVE DOMAIN OF REVISED BLOOM’S TAXONOMY

Ria, Yatus Sholikah (2021) AN ANALYSIS OF LISTENING AND SPEAKING TASKS IN “FORWARD” TEXTBOOK BASED ON COGNITIVE DOMAIN OF REVISED BLOOM’S TAXONOMY. Undergraduate thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT . Revised Bloom‟s taxonomy of educational objectives is a framework for classifying statements about what the students are expected to learn as a result of instruction. One of the frameworks in Revised Bloom‟s Taxonomy used for detecting the level of thinking in the textbook is cognitive domain. This research was conducted based on the phenomenon of the lack of cognitive processes in the textbook. Thus, this research discussed an analysis of listening and speaking tasks based on cognitive domain of Revised Bloom‟s taxonomy. The objective of the research was to describe the categories of cognitive domains, the dominant categories of cognitive domains, and the level of order thinking skills found in the listening and speaking tasks of “Forward” textbook. This research was a qualitative research. The data were analyzed using data condensation, data display and conclusion drawing/verification. Resource of data that was taken by the writer was listening and speaking tasks in “Forward” textbook for Vocational High School grade XI published by Erlangga. In collecting the data, the writer used documentation techniques to obtain data and information in the textbook. The result confirmed that first, the categories of cognitive domains found in the listening tasks were remembering, understanding, applying, analyzing, and evaluating. There was no creating category in listening tasks. Second, the categories of cognitive domains found in the speaking tasks were remembering, understanding, analyzing, evaluating, and creating. There was no applying category in speaking tasks. Third, the listening tasks placed emphasis on the lower order thinking skill. There were so few higher order thinking skills in listening tasks. Meanwhile, speaking tasks placed emphasis on the higher order thinking skills. It was also found that most of the types of listening and speaking tasks proposed by Brown were realized in the textbook. However, only one type of speaking tasks was not realized, that was imitative task. Thus, it could be said that the types of listening and speaking tasks were good enough in terms of variation of tasks proposed by Brown. Keywords: listening and speaking tasks, Revised Bloom’s taxonomy, textbook

Item Type: Thesis (Undergraduate)
Subjects: Pendidikan Bahasa Inggris
Divisions: Fakultas Tarbiyah dan Keguruan > Pendidikan Bahasa Inggris
Depositing User: LAYANAN PERPUSTAKAAN UINRIL REFERENSI
Date Deposited: 20 Sep 2021 04:14
Last Modified: 20 Sep 2021 04:14
URI: http://repository.radenintan.ac.id/id/eprint/15788

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