AN ANALYSIS OF ENGLISH TEXTBOOK BASED ON REVISED BLOOM’S TAXONOMY IN SPEAKING QUESTIONS ENTITLED “FORWARD AN ENGLISH”

Laviola, Kusuma Al Hakim (2021) AN ANALYSIS OF ENGLISH TEXTBOOK BASED ON REVISED BLOOM’S TAXONOMY IN SPEAKING QUESTIONS ENTITLED “FORWARD AN ENGLISH”. Undergraduate thesis, UIN Raden Intan Lampung.

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Abstract

ABSTRACT An Analysis Of English Textbook Based On Revised Bloom’s Taxonomy In Speaking Questions Entitled “Forward An English” Textbook is one of the many aids to help students in acquiring clear concepts of subject matter. Both teachers and students needed textbook to be the source of knowledge. Besides, students could improve their knowledge and skills through exercises and instructional activities. In english textbook, there are four skills that should be mastered by student such as reading, writing, listening, and speaking. The research method was descriptive qualitative design. It was purposed to knowing the dominant level of higher order thinking skills based on Revised Bloom’s Taxonomy in speaking questions and for knowing the appropriateness of speaking questions with cognitive dimentions of Revised Bloom’s Taxonomy in the textbook. This research focused on analyzing the English Textbook “Forward An English” published by Erlangga. The data were collected through analyzing table of the checklist with defined as any one of the following speaking questions based on Revised Bloom’s Taxonomy i.e., remembering, understanding, applying, analyzing, evaluating, creating. Both lower order thinking skills (LOTS) and higher order thinking skills (HOTS) categories. The study revealed some major findings. Remembering is the highest percentage in the textbook, 53,22%. The frequency of remembering is 33 of 62 questions. The activities that work on the cognitive level of understanding rank second with percentage 16,13% and the frequency is 10 of 62 questions. The third most frequency is creating with 8 questions or 12,90%. The frequency of evaluating is 5 of 62 questions or 8,06%. The frequency of applying is 4 of 62 questions or 6,45%. On the other hand, the lowest number cognitive aspect is analyzing with 3,22% and frequency is 2 questions. It shows that textbook of Forward An English does not appropriate with the cognitive dimension theory of Bloom Taxonomy. It did not cover the entire cognitive dimension because here are many uneven cognitive dimensions activities. Besides, there are only 24,18% questions dealing with the higher order thinking. And creating level is the most dominant level of HOTS in the textbook. Key words: HOTS, LOTS, Revised Bloom’s Taxonomy, Speaking, Textbook.

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