ANALYSIS OF ENGLISH WORKBOOK FOR SMP/MTS BY...

ANALYSIS OF ENGLISH WORKBOOK

FOR SMP/MTS

BY USING REVISED BLOOM TAXONOMY

By

Nana Pratiwi

NIM.109014000171

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

STATE ISLAMIC UNIVERSITY

JAKARTA

2015

ii

SURAT PERNYATAAN KARYA SENDIRI

Yang bertanda tangan dibawah ini:

Nama : Nana Pratiwi

NIM : 109014000171

Jurusan : Pendidikan Bahasa Inggris

Alamat : Gelanggang Tinggi, Kinari, Kec. Bukit Sundi, Kab. Solok,

Sumatera Barat

MENYATAKAN DENGAN SESUNGGUHNYA

Bahwa skripsi yang berjudul Analysis of English Workbook for SMP/MTs by

Using Revised Bloom Taxonomy adalah benar hasil karya sendiri di bawah

bimbingan dosen:

Nama Pembimbing I : Drs. Nasifuddin Djalil, M.Ag

NIP : 19560560 199003 1 002

Nama Pembimbing II : Ummi Kultsum, M.Pd.

NIP : 19790811 200912 2 001

Demikianlah surat pernyataan ini saya buat dengan sesungguhnya dan saya siap

menerima segala konsekuensi apabila terbukti bahwa skripsi ini bukan hasil karya

sendiri.

Jakarta, 2 Maret 2014

Yang menyatakan,

Nana Pratiwi

iii

ABSTRAK

Nana Pratiwi (10901400171). Analysis of English Workbook for SMP/MTs by

Using Revised Bloom Taxonomy. Skripsi Pendidikan Bahasa Inggris, Fakultas

Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah

Jakarta, 2014.

Penelitian ini merupakan penelitian deskriptif kualitatif yang bertujuan untuk

mengetahui kesesuaian konten buku latihan dengan dimensi kognitif Revisi

Taxonomi Bloom dan dimensi kognitif yang dominan dalam Revisi Taxonomi

Bloom.

Penelitian ini difokuskan kepada analisa buku latihan Bahasa Inggris Can Do

2: buku praktik, yang diterbitkan oleh Richmond Publishing. Data dianalisa

menggunakan tabel analisa data untuk mengelompokkan aktivitas yang termasuk

kedalam pertanyaan atau instruksi, berdasarkan dimensi kognitif, mengingat,

memahami, menerapkan, menganalisis, mengevaluasi/menilai, mencipta.

Hasil penelitian ini menunjukkan jumlah aktivitas mengingat merupakan

persentase tertinggi di buku latihan ini dengan jumlah 33,2 % atau dengan

frekuensi 131 dari 395 aktifitas. Aktivitas terbanyak kedua level kognitif adalah

memahami dengan persentase 33,2 % atau 131 aktivitas. Frekuensi ketiga

terbanyak adalah menerapkan dengan persentase 28,9 % atau 114 aktivitas. Dan

aspek terendah adalah mengevaluasi dan mencipta dengan presentase masing-

masing 0,2 %. Berdasarkan analisa data, buku latihan Can Do 2 ini dominan pada

proses berfikir tingkat rendah, yakni mengingat, memahami, menerapkan dengan

total persentase 95,3 %. Ini menunjukkan bahwa buku latihan Can Do 2 tidak

sesuai dengan teori dimensi kognitif Revisi Taxonomi Bloom. Penulis buku Can

Do 2 tidak seimbang dalam menyajikan semua dimensi di dalam buku tersebut.

Hanya 4,7 % yang termasuk dalam proses berfikir tingkat tinggi. Penelitian ini

berimplikasi pada sekolah dan guru untuk dapat memilih buku latihan yang tepat

bagi siswa.

iv

ABSTRACT

Nana Pratiwi (109014000171). Analysis of English Workbook for SMP/MTsN by

Using Revised Bloom Taxonomy. Skripsi of English Education at Faculty of

Tarbiyah and Teacher’s Training of State Islamic University Syarif Hidayatullah

Jakarta, 2014.

This study is a descriptive qualitative that purposed for knowing the

appropriateness of the workbook’s content with the cognitive dimension of

Revised Bloom Taxonomy (RBT) and for knowing the dominant cognitive

dimension of the Revised Bloom Taxonomy (RBT) in the textbook.

This research is focused on analyzing the English Workbook, “Can Do: 2

practice book”, which is published by Richmond Publishing. The data is analyzed

through data analysis table to categorizing the activity with defined as any one of

the following: a question or instructional activity, based on cognitive dimension

i.e., remembering, understanding, applying, analyzing, evaluating, creating.

This finding implies that the number of activities of remembering is the

highest percentage in this workbook, 33.2 %. The frequency of remembering is

131 of 395 activities. The activities that work on the cognitive level of

understanding rank second with percentage 33.2 % and the frequency is 131 0f

395 activities. The third most frequency is applying with 114 activities or 28.9 %.

And the lowest number cognitive aspect in this textbook are evaluating and

creating with percentages 0.2 %. Based on the data analysis, textbook Can Do 2

placed emphasis on the lower thinking processes; remembering, understanding,

and applying, with percentage 95.3 %. It shows that the workbook of Can Do 2

does not appropriate with the cognitive dimension theory of Bloom Taxonomy. It

didn’t cover the entire cognitive dimension because here are many uneven

cognitive dimensions activities. There are only 4.7 % activities dealing with the

high order thinking. This study implies to school and teachers to be selective in

choosing the appropriate workbooks for the student.

v

ACKNOWLEDGEMENT

All the glory, honor, and praise be to Allah, for His entire, everlasting, and

enormous love and blessings to researcher to finish her skripsi. Peace and blessing

from Him be upon to the Prophet Muhammad PBUH, his families, his companions

and his followers. In this opportunity, the researcher would like to give my sincere

gratitude to all the people who helped and guided during the study and the completion

of the skripsi. It would like to dedicate this to:

1. Beloved parents, Yusnidar and Nasrul, who always give prayer, devote endless

love and give motivation for the researcher’s best all the time. my siblings: Dewi

Fitria, Elda Wati, Yohannes Putra, Karmila Putri, Hari Kurniawan, Lisa

Fitriyana, nephews, nieces, and all big families.

2. Drs. Nasifuddin Djalil, M.Ag and Ummi Kultsum, M. Pd, the advisors who have

given guidance, advice, motivation and patience to the researcher in

accomplishing of this skripsi.

3. Drs. Syauki, M.Pd., the Head of Department of English Education and the

academic advisor.

4. All lectures at English Department for teaching the precious knowledge, sharing

the philosophy of live and giving magnificent study experiences.

5. Tarbiyah (a God’s gift) and All of Murobbi (teachers), Liqo’s sisters, especially

for Izzatunnisa.

6. Sisters and brothers in ASSALAM SUMBAR, LDK, Ma’had Dzinnurain, and

the big family of Justice and Prosperity Party.

7. Febriany Nanci, Nabella Habsari,Siti Zahrotul Fajriyah, Habibah, S.Psi who give

the researcher much more helps and motivation.

8. All of friends in Faculty of Tarbiyah and Teacher’s Training and in the English

Education Department, and PPKT’s friends.

vi

9. Any other persons who give contribution to the researcher and cannot be

mentioned one by one.

Finally the researcher truly realizes that this skripsi cannot be considered as a

perfect masterpiece. Therefore, it is a very precious thing for her to get suggestion

and criticism which can make this better.

Jakarta, 2 March 2015

Nana Pratiwi

vi

TABLE OF CONTENT

ENDORSEMENT SHEET ………………………………………………… i

SURAT PERNYATAAN KARYA SENDIRI .…………………………… ii

ABSTRAK …………………………………………………………………. iii

ABSTRACT ……………………………………………………………….. iv

ACKNOWLEDGEMENT…………………………………………………. v

TABLE OF CONTENT …………………………………………………… vi

LIST OF TABLES ……………………...………………………….……... viii

LIST OF APPENDICES …………………………………………………… ix

CHAPTER I INTRODUCTION………………………………….…….… 1

A. Background of the Study……………………………….………………. 1

B. Identification of research problems……………………………….……. 4

C. Limitation the problem ……………………………..………………..… 4

D. Formulation of the study………………………………………………… 4

E. Objectives of the study……………………………….…….…………… 4

F. The significance of the study…………………………………………… 5

CHAPTER 1 THEORETICAL FRAMEWORK……………………….. 6

A. Library Study…………………………..……………………………….. 6

1. Workbook ………………………………………………………..… 6

a. Nature of the Workbook ………………..……………..………… 6

b. The Advantages of the Workbook ………………………..……… 7

c. The Problems of the Workbook…….………..…………………… 8

d. How to Use the Workbook …….………..………………….…… 8

e. Criteria of the Workbook …….…………..…..…………………… 9

2. Bloom Taxonomy……………………………………..…… ........... 10

a. Original Bloom Taxonomy ………………..………………….… 10

vii

b. Revised Bloom Taxonomy ………………...………………….… 13

3. Cognitive Dimension Process…………………………………..…… 15

B. Thinking Theory………………………………………………..….…… 22

C. Previous Study…………………………..…………………………..…. 23

CHAPTER III RESEARCHMETHODOLOGY…………………..……. 26

A. Method and Research Design…….…………….………………..……… 26

B. Time of the Study ……………………………….………………..…….. 26

C. Description of the Data ……………………………………………........ 26

D. Technique of Collecting the Data ………………………….………..…. 28

E. Technique of Data Analysis …………………………………..………... 29

CHAPTER IV FINDING AND DISCUSSION….……………………..... 30

A. Findings …………………………………….…………………………… 31

B. Discussion ………………………………………………………….…… 37

CHAPTER V CONCLUSION AND SUGGESTION …………………… 39

A. Conclusion ………………………………………………………………. 40

B. Suggestion ………………………………………………………………. 41

REFERENCES ……………….……………………………………………. 43

APPENDICES ……………….…..…………………………………………. 46

viii

LIST OF TABLES

Table 3.1 Unit and Topic in the workbook Can Do 2………...….……..….. 27

Table 3.2 Data Analysis Table of Cognitive Dimension of Revised Bloom

Taxonomy……….…………………..………………………..….. 28

Table 4.1 Frequencies and Percentages of the Activities in the Six Levels

of the Cognitive Dimensions in the Workbook Can Do 2 .………. 30

ix

LIST OF APPENDICES

Appendix 1 : Frequencies and Percentage of the Activities in the Six Levels

of the Cognitive Dimensions in Bloom’s Taxonomy in the

Workbook ‘Can Do 2’ in each units …………...….………. 46

Appendix 2 : Surat Permohonan Pembimbing Skripsi I ………...………. 76

Appendix 3 : Surat Permohonan Pembimbing Skripsi II ………….....…. 77

Appendix 4 : Researcher Profile …………...………………….…………. 78

1

CHAPTER I

INTRODUCTION

This study presents the general account of the present study. It covers

background of the study, identification of research problem, limitation of the

problem, formulation of study, objective of the study, and significance of the

study.

A. Background of the Study

In teaching and learning process, the teacher has to develop the student

competence. The teacher needs to know the students‟ ability in mastering the

materials given. The teacher also needs to discover which parts of materials that

the students find their strengths and weaknesses. To find out those things, the

teacher has to design the instructional materials and many activities for the

students.

Workbook as one of the instructional materials has the important role in

language teaching and learning. It greatly influences planning, teaching, and

learning in the classroom. Many teachers design the learning activities in the

classroom for the student by using workbook as the source ideas and questions. It

helps the teachers because teachers can save a great deal of time.

Teachers also use workbook as the source exercises for students. It can

develop student competence that supplies many exercises for students. Not only in

the classroom, the students have many chance to practice their ability but also in

the home. There is never enough time to teach the students all the important skills

and concepts in a subject area. In such a way, workbook can assist the teacher to

develop the students‟ ability, because students can develop their ability

autonomously by using the workbook that supplies many ecercises.

Indonesian national education objective is proved by UU No. 20 Tahun 2003

which states: „national education serves to develop skills and form the character

and civilization of the nation's dignity in order to achieve the life of the nation,

aimed at developing the potential of students to become a man of faith and fear of

God Almighty, noble, healthy, knowledgeable, skilled, creative, independent, and

2

become citizens of a democratic and responsible.1 So, based on the Indonesian

national education objective in that act, teaching learning processes are to develop

student‟s competence or skills.

To achieve the educational objective in teaching-learning processes, teachers

should use an appropriate workbook for students, especially in English. English is

a language that is quite complex to study. Learning English is not only learning

the elements of language such as grammar, vocabulary, pronunciation and so on,

but also learning the four skills which consist of reading, listening, writing and

speaking. It is not only explaining the theories, but the most important one is also

developing the student‟s competence. According to the researcher experience, she

found that students just almost remember theory and formulas every day in the

school. They did not matter whether they understood or not. And it was happened

for almost all of students in each education level. Learning English six years in

the school is not successful. They cannot understand and use English in their daily

life.

So, it is important to analysis about the workbook that student or teacher

used, such as the different level of the instruction, the content compatibility, or

language feasibility. Teachers should know the workbook having written

accurately to their social function. And one aspect that should be analyzed in the

workbook is compatibility of the student‟s development level in cognitive

domain.

Cognitive domain in educational objectives makes reference to Bloom

Taxonomy. Bloom Taxonomy is a concept thinking theory that was introduced by

Benjamin S Bloom, an American psychologist.2 It is the hierarchy structure that

identifies the skill ranging from low to high level. The aim of taxonomy is very

simple; it helps the teacher to achieve the education goal. Essentially, the Revised

Bloom Taxonomy is a more authentic tool for curriculum planning, instructional

delivery and assessment.

1 Direktorat Jenderal Pendidikan Islam Depag RI, UU dan Peraturan Pemerintah RI tentang

Pendidikan, (Jakarta: 2006), p. 8-9 2 Retno Utari, Bloom Taxonomy: Apa dan Bagaimana Menggunakannya? (Widyawara

Pusdiklat KNPK), p.2

3

Bloom Taxonomy divided the educational objective to be three domains that

can be measured to develop student ability. They are the cognitive domain,

affective domain and psychomotor domain. Cognitive domain deals with

intellectual or thinking ability. The second domain is affective domain and

affective domain deals with feelings, attitudes, interest, preferences, values and

emotions. And the third, psychomotor domain deals with feelings attitudes,

interest, preferences, values, and emotions.

The most commonly taught and assessed educational objectives are those in

the cognitive domain.3 Cognitive assessment involves intellectual activities such

as interpreting, problem solving, and thinking critically. Virtually all of the

teacher‟s instruction is usually focused on helping students to attain cognitive

mastery of some content or subject area. A weekly spelling, a unit test of essay, a

worksheet on proper use of lie and lay, and an oral recitation of a poem, all

require cognitive behaviors. It is why the researcher in this study will focus on the

cognitive domain.

Bloom divided six thinking categories in cognitive domain: knowledge,

comprehension, application, analysis, synthesis, and evaluation.4 However, in

1990‟s, Bloom‟s Taxonomy had been revised, the terminology used in the

cognitive dimension of Revised Bloom‟s Taxonomy had been changed into verb

from noun. The cognitive dimension includes remembering, understanding,

applying, analyzing, evaluating, and creating. The use of verb in the terminology

seems more suitable because it shows the thinking process which is the active

process rather than the use of noun. The term “knowledge” had been revised into

“remember” because the term “knowledge” shows the product of thinking rather

than the thinking process. The use of terminology “synthesis” and “evaluation”

had also been changed into “evaluate” and “create”.5

Based on the explanation above, this research is to analyze the workbook for

Junior High School, by using Cognitive Process Dimension of Revised Bloom‟s

3 Peter W. Airasian, Classroom Assessment. (New York: McGraw-Hill, 2008), p. 67

4 Anthony J Nitko and Susan M. Brookhart, Educational Assesment of Student, (Boston:

2011), p. 25 5 David Krathwohl, Theory into Practise, Vol.41 Number 4 Auntumn, 2002, p. 215.

4

Taxonomy (RBT). In this research, the workbook of “Can Do 2“is chosen because

it is the English workbook that is used in MTsN Pamulang, a school that where

the researcher have been practiced as a teacher during the Integrated Pre Service

Teaching Profession Practise – Praktik Profesi Keguruan Terpadu (PPKT).

B. Identification of Research Problem

Based on the background of this study, the research problems are:

1. Content of the workbook should appropriate with the cognitive

dimension of Revised Bloom Taxonomy (RBT) and critical thinking

theory.

2. The instructional items are viewed in terms of the Revised Bloom

Taxonomy (RBT) cognitive dimension.

C. Limitation of the Problem

Based on the statement of the problems mentioned above, this research will

be focused on the workbook content that appropriates with the Revised Bloom

Taxonomy (RBT) cognitive dimension and critical thinking theory.

D. Formulation of the Problem

The formulations of the study of this research are:

1. Does the workbook content of “Can Do 2” appropriate with the cognitive

dimensions of Revised Bloom Taxonomy?

2. What is the most dominant cognitive dimension of Revised Bloom

Taxonomy in the workbook?

E. Objectives of the Study

The result of this study is expected to discover:

1. The appropriateness of workbook “Can Do 2” with the cognitive

dimension of Revised Bloom Taxonomy.

2. The most dominant cognitive dimension of Revised Bloom Taxonomy in

the workbook.

5

F. Significance of the Study

The results of the study are worthwhile for both the teacher and the students.

This study is to analyze the book that students are using in learning English. So, It

can encourage the English teachers to be selective in choosing the appropriate

workbook. The appropriate book can develop the students‟ competence and can

make the learning process more effectively. It also can encourage the workbook

publishers to revise the workbook to be more compatible with student cognitive

development level. For compulsory book‟s authors, this study is useful to consider

them in designing the qualified book for the student.

6

CHAPTER II

THEORETICAL FRAMEWORK

Chapter two is the chapter which explains the theoretical framework of this

research. It discusses the main parts of the research, such as a workbook and

bloom taxonomy. And this chapter explains the thinking theory used in this study

that develop the research question.

A. Literature Review

1. Workbook

a. Nature of the Workbook

The workbook is a freestanding manual that addresses materials

considered to be incompletely covered within the text.1 Workbook

provides varied material practices and exercises for teaching and learning

processes. The fundamental principles of language, grammar, and

composition skills involve are not often clearly understood in the

classroom. All kinds of material can cover by the workbook by giving

enough practice.2

The workbook functions in different ways for both teachers and

students. For teachers, exercises in the workbook help teachers to examine

student‟s ability. Workbook also helps the teacher to determine the

learning activity that can improve student‟s comprehension in the

classroom. The teachers lead the students with many exercises in order to

develop the competence.

Many teachers feel difficult to develop the learning activities for

student. Teachers often have a limited time to develop new activities. Used

of the workbook will essential for helping the teacher and student to cover

the problems.

1 Enza Antenos-Conforti and Frank Nuessel, The Workbook in Elementary Italian, Vol. 84,

No. 1 (Spring, American Association of Teachers of Italian, 2007), pp. 42-58 2 Fred G. Walcott, Problems of the Workbook Author, The English Journal,Vol. 22, No. 7

(Sep, 1933), pp. 574

7

At the present time, many series of textbooks are supplemented by

such materials to strengthen their teaching program. Good independent

workbooks, designed to accompany no specific textbook. Several types of

workbooks are found, but they are all variations of either a text-workbook

or one which contains only exercises. Some of the newer workbooks are

hybrids, combining both types.

When the possibility of using workbooks is being considered, the

teacher should have clearly in mind exactly which functions to achieve the

workbook to fulfill.

Workbooks should benefit highly motivated or interested students

who, compete themselves. They can also be of benefit to the student who

wants extra practice (not extra credit) with material of graded levels of

difficulty, outside of the classroom or in addition to any possible

conference time.3 Workbooks develop the good study habits and

independence learning of student.

b. Advantages of the Workbook

Workbook and other skill practice pages can be valuable learning and

teaching resources for students and teachers. Teachers can improve upon

workbook pages' effectiveness to make them more than busy work, testing

devices, pupil directed practice, or group assignments.

Teacher could save a great deal of time by having each child's work

within the covers of an individual book.4 . It saves the time and energy of

both teacher and pupil which presents only one problem at a time. The use

of the workbook is advisable.

3 David G. Pugh, Writing Workbooks: Teaching Tragedies? College Composition and

Communication, Vol. 15, No. 3 (Oct., 1964), p. 165 4 Margaret Kerr, Teaching with Workbooks, The Elementary School Journal, Vol. 48, No. 4

(Dec., 1947), pp. 218

8

c. Problems of the Workbook

Much of the workbooks are providing the students the writing part of

language but not the oral communication part of the English.5 This shows

that, there is a lot of opportunity for the teacher to use oral communication

in the classroom to develop listening, reading and speaking skills in the

classroom, which the teacher has to develop through various methods and

modes of instruction. More opportunities should be provided to students

to develop pronunciation, intonation, stress, etc. in the language teaching.

Some teachers believe that workbooks help in developing vocabulary,

in reinforcing and maintaining skills, and in individualizing instruction.

But other teachers argue that workbooks are too expensive. It takes too

long to correct them.

One of the reasons why workbooks have not been successful in many

situations is that little thought or planning was given to their selection and

use.6 Before any workbook is purchased, the teachers should have an

opportunity to examine it in order to determine whether it is designed to

meet the specific purposes which they wish to achieve. Workbooks, like

textbooks, must have their use carefully planned in order to get the most

effective results. No workbook is published with the assumption that will

not require intelligent preparation and presentation by the teacher.

d. How to Use the Workbook

There is a significant influence of workbooks and the way they are

being used in the classroom on the overall development of English

language development in the students. The first step to improving the

effectiveness of work book pages is to establish a purpose for using them.

5 Paul Douglas, Teacher’s Perception on The Learning Difficulties and Development of

English Language Skills Among High School Students: Influence of Classroom Teaching and

Workbooks. (Http://Www.Aiaer.Net/Ejournal/Vol20108/12.Htm) 6 Margaret Kerr, Teaching with Workbooks, The Elementary School Journal, Vol. 48, No. 4

(Dec., 1947), pp. 218

9

Workbook pages should provide extra practice needed to help a child

master a skill and provide success practice (not trial and error or tests).

Second step to improving the use of workbook pages is to develop

effective methodology for carrying out these purposes. Workbook can

effectively provide practice and success for pupils who need to master

language skills.

A successful program of workbook procedure may be summarized

briefly:7

1) Most of the language exercises should be administered orally, even

though designed apparently to be written.

2) All grammar worksheets should be accompanied by parallel oral drill;

otherwise they will never become functional in oral speech.

3) All punctuation drills should be given simultaneously with written

composition projects, in order that their habituation to the semi

phonetic processes of writing may be effected.

4) Student correction should be employed whenever possible, the teacher

acting only as a mediator when questions arise.

e. Criteria of the Workbook

A suggested list of criteria for workbook selection follows:8

1) Are the exercises included within the workbook appropriate to the

needs of the group (not necessarily to the grade)?

2) Are they reasonable enough in extent so that they will not monopolize

too much time, to the exclusion of other and varied activities?

3) Are they organized according to a repetitive plan, so as to provide

review at ever increasing intervals?

4) Are they organized in series, so as to provide a year-to-year repetition,

in a rudimentary-to-complex progression?

5) To what extent are they self-administering and self-directive?

7 Fred G. Walcott, Problems of the Workbook, The English Journal, Vol. 22, No. 7 (Sep,

1933), pp. 578 8 Ibid.

10

6) Do they include both pretests and follow-up tests by which which

their effectiveness can be measured?

2. Bloom’s Taxonomy

a. The Original Bloom Taxonomy

The original Bloom‟s Taxonomy was found by Benjamin S. Bloom, an

education psychologist who did many research and development in thinking

behaviors in learning process. Bloom was born on dated February 21, 1913 in

Lansford, Pennsylvania and earned doctorate in education from the

University of Chicago in 1942. He is known as a consultant and international

activists in education and managed to make major changes in the system

education in India. He founded the International Association for the

Evaluation of Educational Achievement, the IEA, developed the

Measurement, Evaluation, and Statistical Analysis (MESA) program at the

University of Chicago.9

At 1950‟s, in the Conference of American Psychologist Association,

Bloom reported that based on the evaluation of the result study which has

arranged in the school, the most percentage is the question just allowed to

memorize of lessons. Bloom argued that memorizing or remembering is the

lowest hierarchy in the thinking behaviors.10

Finally in 1956, Bloom, Englehart, Furst, Hill, and Krathwoll,

successfully introduced thinking skills framework concept called Bloom's

Taxonomy.11

It is hierarchy structure that identifies the skills ranging from

low level to high level. Of course, to achieve the goal higher, lower level

must be met first.

Taxonomy is derived from two words in the Greek language, they are

tassein and nomos. Tassein means classify and nomos means rule. 12

So

9 Elliot W. Eisner, Profiles of Famous Education: Benjamin Bloom 1913 – 1999, Prospects,

vol. XXX, no. 3, September 2000. p. 1 10

Retno Utari, Taxonomy Bloom: Apa dan Bagaimana Menggunakannya? (Widyawara

Pusdiklat KNPK), p. 2. 11

Ibid 12

ibid

11

taxonomy means classification hierarchy over basic principles or rules. The

term was later used by Benjamin S. Bloom in the teaching learning process.

He proposed taxonomy for thinking based on increasingly complex or

high order categories. This taxonomy has been extremely influential in

education for the past 50 years.13

It had an enormous influence on how

people think of educational goals and on teaching practice.

In framework of this concept, Bloom divided the purpose of education

into three domains of intellectual behaviors.14

They are cognitive, affective,

and psychomotor. The first domain is cognitive domain that deals with

intellectual or thinking ability, the second domain is affective domain, and

affective domain deals with value. Bloom‟s taxonomy is often named by

Bloom‟s cognitive taxonomy because the cognitive domain often applies only

to develop.

The cognitive domain in the original taxonomy is divided into six

categories. They are knowledge, comprehension, application, analysis,

synthesis, and evaluation. 15

No. Cognitive Dimension Definition

1 Knowledge

It is how to memorize and recall

information. It involves the recall of

specifics and universals, the recall of a

pattern, structure, or setting. For

measurement purposes, the recall situation

involves little more than bringing to mind

the appropriate material.

2 Comprehension It is how to interpret information in one‟s

own words. It refers to a type of

13

Dian Musial. et al, Foundation of Meaningful Education Assessment, (New York: McGraw

Hill, 2009), p. 84 14

Peter W. Airasian and Michael K Russell, Classroom Assessment, (New York: Mc-Graw

Hill, 2008), p. 69 15

David Krathwohl, Theory into Practise, Vol. 41, Number 4 auntumn (2002), p. 214.

12

understanding or apprehension such as the

individual knows what is being

communicated and can make use of the

material or idea being communicated without

necessarily relating it to other material or

seeing its fullest implication. It represents the

lowest level of understanding.

3 Application It is how to apply knowledge to new

situations. It involves the use of abstraction in

particular and concrete situation (to solve

new or novel problems). The abstraction may

be in the form of general ideas, rules of

procedure, or generalized methods. The

abstraction may also be technical principles,

ideas, and theories, which must be

remembered and applied.

4 Analysis

It is how to breakdown knowledge into parts

and show relationship among parts. It

involves the breakdown of a communication

into its constituent elements or parts such that

the relative hierarchy of ideas is made clear

and/or the relations between the ideas

expressed are made explicit. Such analyses

are intended to clarify the communication, to

indicate how the communication is

organized, and the way in which it manages

to convey its effects, as well as its basis and

arrangements.

5 Synthesis

Synthesis is how to bring together parts of

knowledge to form a whole; build

13

relationships for new situations. It involves

the putting together of elements and parts so

as to form a whole. This involves the process

of working with pieces, parts, elements, and

so on, and arranging and combining them in

such a way as to constitute a pattern or

structure not clear before.

6 Evaluation

Evaluation is how to make judgments on

basis of criteria. It requires judgments the

value of material and methods for given

purposes, quantitative and qualitative

judgments about the extent to which

materials and methods satisfy criteria, and the

use of a standard of appraisal. The criteria

may be those determined by the student or

given to him.

b. Revised Bloom’s Taxonomy

In 1990‟s, Bloom‟s Taxonomy had been revised by Lorin Anderson, one

of the Bloom‟s student. The result of the revised was published at 2001 by the

name of Revised Bloom‟s Taxonomy.16

The revised taxonomy improves the

original by adding a two-dimensional framework. The two dimensions are

Cognitive Process Dimension and Knowledge Dimension.

Cognitive Dimension is very much like the original Bloom‟s Taxonomy.

It includes remembering, understanding, applying, analyzing, evaluating, and

creating.17

The terminology used in the Cognitive Dimension of Revised

Bloom‟s Taxonomy had been changed into verb from noun. The use of verb

in the terminology seems more suitable because it shows the thinking process

which is the active process rather than the use of noun. The term

16

David Krathwohl, Theory into Practise, Vol. 41, Number 4 auntumn (2002), p. 211. 17

Ibid., p. 212.

14

BLOOM‟S

TAXONOMY

(Original domain)

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

“knowledge” had been revised into “remember” because the term

“knowledge” shows the product of thinking rather than the thinking process.

The use of terminology “synthesis” and “evaluation” had also been changed

into “evaluate” and “create”.18

These changes are also more appropriate

because they reflect better sequence of thinking classification.

Figure 2.1 the Differences of Bloom‟s Taxonomy and Revised Bloom‟s

Taxonomy

Knowledge dimension contains the type of content learning targets

refering to: a fact, a concept, a procedure, or a metacognition. It has four

categories. They include factual knowledge, conceptual procedural,

procedural knowledge, and metacognitive knowledge.19

1. Factual Knowledge

This category of learning targets asks students to learn facts.

2. Conceptual Knowledge

18

David Krathwohl, Theory into Practise, Vol.41 Number 4 Auntumn (2002), p. 215. 19

Peter W. Airasian, Classroom Assessment, (New York: McGraw-Hill, 2008), p. 26

REVISED BLOOM‟S

TAXONOMY

(New Domain)

Remembering

Understanding

Applying

Analyzing

Evaluating

Creating

15

This category of learning targets asks students to learn ideas,

generalizations, and/or theories.

3. Procedural knowledge

This category of learning targets asks students to demonstrate procedures

or ways of doing things.

4. Metacognitive Knowledge

This category of learning targets asks students to be aware of and understand

what they know. Metacognition encompasses knowledge about one‟s own

thought processes, self regulation and monitoring what one is doing, why

one is doing it and how one is doing whether helps to solve the problems

(or not). 20

The most commonly taught and assessed educational objectives are those

in the cognitive domain.21

Cognitive assessment involves intellectual

activities such as interpreting, problem solving, and thinking critically.

Virtually all of the tests that students take in the school are intended to

measure one or more of this cognitive activities. Teachers‟ instruction is

usually focused on helping students to attain cognitive mastery of some

content or subject area. A weekly spelling test, a unit test of essay, a

worksheet on proper use of lie and lay, and an oral recitation of poems; all

require cognitive behaviors.

3. The Cognitive Dimension Process

Cognitive levels of Revised Bloom‟s Taxonomy deal with students‟ thinking,

these cognitive levels include low order thinking and high order thinking. The

highest three levels are included in high order thinking. It means the top three of

cognitive processes in Revised Bloom‟s Taxonomy are considered as higher order

thinking skills (analyzing, evaluating, and creating). This also means that the low

order thinking occupies the three lowest levels of Revised Bloom‟s Taxonomy

(Remembering, Understanding, and Applying). This Revised Bloom‟s Taxonomy

20

Daniel Muijs and David Reynolds, Effective teaching, second edition, (London: Sage

publication, Ltd, 2005), p. 122 21

Peter W. Airasian, Classroom Assessment, (New York: McGraw-Hill, 2008), p. 67

16

is often used in formulate the educational objective that we known as C1 until

C6.22

C 1 - Remembering

Categories &

Cognitive Processes

Alternative

Names

Definition

Remember Retrieve knowledge from long-

term memory

Recognizing Identifying Locating knowledge in long-

term memory that is consistent

with presented material

Recalling Retrieving Retrieving relevant knowledge

from long-term memory

C 2 - Understanding

Categories &

Cognitive Processes

Alternative

Names

Definition

Understand Construct meaning from

instructional messages,

including oral, written, and

graphic communication

Interpreting Clarifying

Paraphrasing

Representing

Translating

Changing from one form of

representation to another

Exemplifying Illustrating

Instantiating

Finding a specific example or

illustration of a concept or

principle

Classifying Categorizing Determining that something

22

Retno Utari, Taxonomy Bloom: Apa dan Bagaimana Menggunakannya? (Widyaswara

Pusdiklat KNPK), p. 8

17

Subsuming belongs to a category

Summarizing Abstracting

Generalizing

Abstracting a general theme or

major point(s)

Inferring Concluding

Extrapolating

Interpolating

Predicting

Drawing a logical conclusion

from presented information

Comparing Contrasting

Mapping

Matching

Detecting correspondences

between two ideas, objects, and

the like

Explaining Constructing

models

Constructing a cause and effect

model of a system

C 3 – Applying

Categories &

Cognitive Processes

Alternative

Names

Definition

Apply Applying a procedure to a

familiar task

Executing Carrying out Applying a procedure to a

familiar task

Implementing Using Applying a procedure to an

unfamiliar task

C 4 – Analyzing

Analyze Break material into its

constituent parts and

determine how the parts relate

to one another and to an

overall structure or purpose

Differentiating Discriminating Distinguishing relevant from

18

Distinguishing

Focusing

Selecting

irrelevant parts or important

from unimportant parts of

presented material

Organizing Finding coherence

Integrating

Outlining

Parsing

Structuring

Determining how elements fit or

function within a structure

Attributing Deconstructing Determine a point of view, bias,

values, or intent underlying

presented material

C 5 – Evaluating

Evaluate Make judgments based on

criteria and standards

Checking Coordinating

Detecting

Monitoring

Testing

Detecting inconsistencies or

fallacies within a process or

product; determining whether a

process or product has internal

consistency; detecting the

effectiveness of a procedure as it

is being implemented

Critiquing Judging Detecting inconsistencies

between a product and external

criteria; determining whether a

product has external consistency;

detecting the appropriateness of a

procedure for a given problem

C 6 – Creating

19

Categories &

Cognitive Processes

Alternative

Names

Definition

Creating Put elements together to form

a coherent or functional whole;

reorganize elements into a new

pattern or structure

Generating Hypothesizing Coming up with alternative

hypotheses based on criteria

Planning Designing Devising a procedure for

accomplishing some task

Producing Constructing Inventing a product

Potential activities; instructional verbs and questioning stems that includes of

each category are:

N

o.

Cognitive

Dimension Instructional Verbs

23 Questioning Stems

1 Remembering

Memorize

Relate

Show

Give

example

Reproduce

Repeat

Label

Group

Read

Write

Outline

Group

Choose

Recite

Review

Record

Match

Select

Underline

Cite

Listen

What happened after...?

How many...?

What is...?

Who was it that...?

Name ...

Find the definition of…

Describe what happened

after…

Who spoke to...?

Which is true or false...?

2. Understanding Restate Describe • Explain why…

23

Denise Tarlinton, Bloom’s Revised Taxonomy, Presented in Pupil Free Day, 2003,

(www.qacps.schoolwires.net).

20

Identify

Discuss

Retell

Research

Translate

Give

examples

of

Paraphrase

Reorganize

Associate

Summarizes

Report

Recognize

Review

Observe

Interpret

Give main

idea

• Write in your own

words…

• How would you

explain…?

• Write a brief outline...

• What do you think could

have happened next...?

• Who do you think...?

• What was the main

idea...?

• Clarify…

• Illustrate…

3 Applying Interpret

Make

Practice

Apply

Operate

Interview

Discover

Change

Sequence

Show

Solve

Collect

Demon-

strate

Use

Draw

• Explain another instance

where…

• Group by characteristics

such as…

• Which factors would you

change if…?

• What questions would you

ask of…?

• From the information

given, develop a set of

instructions about…

4. Analyzing Distinguish

Question

Separate

Inquire

Arrange

Compare

Contrast

Survey

Detect

Group

• Which events could not

have happened?

• If ... happened, what

might the ending have

been?

21

Investigate

Research

Calculate

Criticize

Discrimi-

nate

Order

Sequence

Test

Debate

Analyse

Diagram

Relate

Categorise

• How is...similar to...?

• What do you see as other

possible outcomes?

• Why did...changes occur?

• Explain what must have

happened when...

• What are some or the

problems of...?

• Distinguish between...

• What were some of the

motives behind..?

• What was the turning

point?

• What was the problem

with...?

5. Evaluating Judge

Rate

Predict

Assess

Score

Revise

Infer

Determine

Tell why

Compare

Evaluate

Measure

Choose

Conclude

Deduce

Justify

Recom-

mend

Discrimi-

nate

Appraise

Probe

Argue

Decide

Criticize

• Judge the value of...

• What do you think

about...?

• Defend your position

about...

• Do you think...is a good or

bad thing?

• How would you have

handled...?

• What changes to… would

you recommend?

• Do you believe...? How

would you feel if...?

• How effective are...?

• What are the

22

consequences...?

• What influence

will....have on our lives?

• What are the pros and

cons of....?

• Why is....of value?

• What are the alternatives?

• Who will gain & who will

lose?

6. Creating Compose

Organize

Compile

Improve

Invent

Produce

Construct

Plan

Prepare

Develop

Formulate

Imagine

Generate

Predict

Devise

Design

Revise

• Design a...to...

• Devise a possible solution

to...

• If you had access to all

resources, how would you

deal with...?

• Devise your own way to...

• What would happen if...?

• How many ways can

you...?

• Create new and unusual

uses for...

• Develop a proposal which

would...

B. Thinking Theory

Workbook plays an important role to achieve teaching learning objective.

It can help the student to improve student ability. Bloom taxonomy is a basis of

developing educational objectives. Statements of educational objectives describe

in a relatively specific manner what a student should be able to do or produce, or

what a characteristics are that the student should posses. Bloom taxonomy levels

23

become the classification basis of question difficulty levels, from questions or

activities that examine the student‟s knowledge and ability. Thus, the exercises

represented in the workbook should measure all levels of student thinking process.

Because of its important, it needs to analyze or evaluate the workbook used.

According to National Education Standard Agency (Badan Standar Nasional

Pendidikan/BSNP), the important aspect of workbook to be analyzed is the

compatibility of student cognitive level. In this case the researcher do a study the

appropriateness of textbook “Can Do 2” with the cognitive domains of Revised

Bloom Taxonomy and to know the most dominant domain of the cognitive of

Revised Bloom Taxonomy in the workbook.

C. Previous Study

There are three relevants studies that the researcher had read in order to help

her writing this reaseach proposal. The first one is the study with the title “An

Analysis on Reading Exercises in the second Grade SMU Textbooks Based on

Bloom‟s Taxonomy of Cognitive Domain”, which is written by Siti Muslimah, a

student of English Department, Faculty of Languages and Arts, State University

of Jakarta.24

This study focused to the reading exercises in the second grade SMU

textbook in order to be classified based on cognitive Bloom Taxonomy.

Textbooks that were analyzed are „Window on the World Book‟ (book I) and

„English for Senior high School Book‟ (book II). The result of this study is

comprehension is being the most dominant aspect in book 1 and knowledge is

being the most dominant aspect in the book 2. It has implication for teacher and

authors about the importance of designing exercises based on cognitive Bloom

Taxonomy which touch the whole difficulty levels, not only the low levels but

also the high levels.

24

Siti Muslimah, An Analysis on Reading Exercises in the Second Grade SMU Textbooks

Based on Bloom’s Taxonomy of Cognitive Domain, English Department, Faculty of Languages

and Arts, State University of Jakarta. 2002.

24

Second is the research entitled: ‟A Content Analysis of the Reading and

Listening Activities in the EFL Textbook of Master Class‟.25

This study dealt with

analysis of the textbook Master Class for 10th

-grade students studying English at

the 5-unit level. Content analysis was performed to determine to what extent the

activities in the reading and listening units emphasizing high and low-level

thinking. The study attempted to answer the following questions: 1. to what extent

are the cognitive levels of the activities in the Mastering Reading and Mastering

Listening sections of the textbook Master Class varied? 2. To what extent do the

activities in the two sections of reading and listening of Master Class textbook

lead students towards levels that demand higher thinking such as analysis,

synthesis, and evaluation? Content analysis was conducted for the Mastering

Reading and Mastering Listening sections of each unit. The activities that were

defined as units for analysis were Wh-questions, Yes/No questions, Multiple

Choice questions, Complete the sentence, and statement and request questions.

The activities were collected, listed, and analyzed according to Bloom's

Taxonomy: low order thinking skills: knowledge, comprehension, and

application, and high order thinking skills: analysis, synthesis, and evaluation. The

researchers then calculated the percentage and frequencies in which each level of

cognition appeared for each separate unit and for all six units combined. The

results indicated that the research tools used by the two researchers were valid and

reliable. The results showed that 114 activities emphasized levels of cognition

representing lower order thinking skills, while only 59 activities emphasized the

three higher order thinking skills. The activities in the Master Class textbook

place a great deal of emphasis upon comprehension, which is one of the lower

order thinking skills.

The third is „Evaluation of Learning Objectives in Iranian High-School and

Pre-University English Textbooks Using Bloom‟s Taxonomy‟.26

This paper

25

Ibtihal Assaly, Abdul Kareem Igbaria. „A Content Analysis of the Reading and Listening

Activities in the EFL Textbook of Master Class,‟ Education Journal. Vol. 3, No. 2, 2014, pp. 24-

38. doi: 10.11648/j.edu.20140302.11 26

A. Mehdi Riazi and Narjes Mosalanejad, The Electronic Journal for English as a Second

Language, March 2010 – Volume 13, Number 4.

25

reports a study that investigated the types of learning objectives represented in

Iranian senior high school and pre-university English textbooks using Bloom‟s

taxonomy of learning objectives. Three high-school textbooks and the sole pre-

university textbook were included in the analysis. To codify the learning

objectives, a coding scheme was developed based on Bloom‟s taxonomy of

learning objectives. The exercises and tasks of the textbooks were codified and

the frequencies and percentages of occurrence of different learning objectives

were calculated. Results of the study indicate that in all grades lower-order

cognitive skills were more prevalent than higher order ones. Furthermore, the

difference between the senior high school and the pre-university textbooks in

terms of the levels of the taxonomy were significant insofar as the pre-university

textbook used some degrees of higher-order learning objectives. Results of this

study have implications both for teaching and materials development.

Based on the previous studies, this skripsi is intended to do the research

focused on analysis of the English workbook that used for student at SMP/MTs. It

analyze by using Revised Bloom Taxonomy. Therefore, the title is Analysis of

English Workbook for SMP/MTs by Using Revised Bloom Taxonomy.

26

CHAPTER III

RESEARCH METHODOLOGY

This study discusses about research methodology. It covers method and

research design, time of the study, description of the data, instruments, and

technique of data analysis.

A. Method and Research Design

This research method is qualitative, used the descriptive analytical study

which describe and elaborate the data followed by analyzing. Researcher used

content analysis as the tools. This means that this study analyzes the English

workbook, Can Do 2, by using cognitive domain levels of Revised Bloom

Taxonomy.

The workbook were analyzed according to cognitive level of Revised

Bloom’s Taxonomy table in order to know which level they comprise:

remembering (C1), understanding (C2), applying (C3), analyzing (C4), evaluating

(C5), or creating (C6). It will be found out the cognitive level of Revised Bloom

Taxonomy that is applied most dominantly, less dominantly, and least dominantly

in the English book.

B. Time of the Study

This research was conducted in May 2014, without being determined the

exact place.

C. Description of the Data

Data used in this study was the document of English workbook for 10th

grade

of Junior High School (SMP/MTs). This research is focused on analyzing the

English Workbook, “Can Do: 2 practice book”, which is published in Indonesia

by PT. Asta Ilmu Sukses. Since originally this book was published by Richmond

Publishing. Richmond Publishing is an English Language Teaching publisher with

publishing centers and companies across the world. It is the publisher company

27

that committed to the development of high quality materials in student and

teacher-friendly formats and the provision of additional educational services

relevant to the local needs.1 So, this workbook has customized to Indonesian’s

needs, alignment with UN, and exam practices.

Richmond and Asta's joint launch of the secondary course “Can Do” in

Indonesia at 18 February 2012, have three level course for teenagers. They are

“Can Do 1”, “Can Do 2”, and “Can Do 3”. It integrates the specifications of the

CEF and giving student’s confidence by showing them what they can do in

English.2

This book is written by Michael Downie, David Gray, and Juan Manuel

Jimenez. Can Do has been supervised by Paul Seligson, a highly prestigious ELT

teacher trainer and author of various series. It has been carefully developed to

balance the four skills whilst also providing thorough treatment of grammar and

vocabulary to achieve communicative competency. This book is contained with

14 units, 3 dossiers and 3 stories for evaluation, in 104 pages.

Table 3.1 Unit and Topic in the workbook Can Do 2

Unit Topic

1 You and Me

2 Boys and Girls

My Dossier 1

3 Good Company

4 London Diaries

5 Film Fan

Story 1

6 A Tall Story

7 A Bright Future

My Dossier 2

8 Play safe

1 http://www.richmondelt.com/about-us

2 http://www.richmondelt.com/international/events/indonesialaunch

http://www.richmondelt.com/international/series/details?id=1

28

9 Good Friends

10 Sweet Dreams

Story 2

11 Opinions

12 Don’t Litter

My Dossier 3

13 Last Minute

14 The Concert

Story 3

Can Do integrates the specifications of The Common European

Framework of Reference for Languages into a fresh new approach to teaching

English to teenagers. Can Do offers:

1. Clear and explicit teaching and learning goals at every stage

2. An action-oriented approach that engages students in fun, effective learning

3. Stimulating evaluation tasks that allow teachers and students to monitor

progress continuously

4. 70 photocopiable worksheets, giving teachers the opportunity to provide

specific reinforcement or extension work as needed

5. Dossiers and Language Passports that encourage creative use of language

and student self-evaluation

A complete set of tests for each level with term and final tests in the format of

the Cambridge KET (Key English Test) and PET (Preliminary English Test)

examination3

D. Technique of Collecting Data

This study is analyzed each unit activity in the Can Do 2, with defined as any

one of the following: a question or instructional activity. It used data analysis

3 http://www.richmondelt.com/spain/english/catalogue/secondary/can_do.htm

29

table to categorizing the activity according the cognitive level of Revised Bloom’s

Taxonomy.

Table 3.2 Data Analysis Table of Cognitive Dimension of

Revised Bloom Taxonomy

No.

Activities (Instructional

Verbs or Questioning

Stems)

Cognitive Level

C1 C2 C3 C4 C5 C6

The

number

of the

test

item

Instructional verbs or

questioning stems stated on the

workbook.

The appropriate cognitive level of the

instructional item based on Revised

Bloom’s Taxonomy

E. Technique of Data Analysis

The points of data analysis techniques are given in the followings below:

1. To read the instructional item or questioning stems used.

2. To group the instructional items/ questioning stems according to cognitive

level of Revised Bloom’s Taxonomy in order to know which level they cover:

remembering (C1), understanding (C2), applying (C3), analyzing (C4),

evaluating (C5), or creating (C6). The data were analyzed per unit or topic.

3. To count the number of the instructional items/questioning stems included in

each category.

4. To interpret the result of data analysis.

30

CHAPTER IV

FINDING AND DISCUSSION

A. FINDINGS

The classification of instructional items of the workbook according to cognitive

domain was employing some instrument in the form of illustrative verbs and sample

phrase drafts, and data analysis table. The results of this study are shown in the table

4.1 which shows the level of the activity, the frequency, and the percentage in the six

levels of the cognitive dimensions in each of the nineteen units of the workbook Can

Do 2.

Table 4.1 Frequencies and Percentages of the Activities

in the Six Levels of the Cognitive Dimensions in the Workbook Can Do 2

No Unit (Theme)

Cognitive Dimensions

C1 C2 C3 C4 C5 C6

1. Unit 1: You and Me 12

42.9 %

8

28.6 %

7

25 %

1

3.6 %

- -

2. Unit 2: Boys and Girls 14

58.3%

6

26.1 %

3

12.5 %

- - -

3. My Dossier 1 4

80 %

- 1

20 %

- - -

4. Unit 3: Good Company 4

18.2 %

7

31.8 %

9

40.9 %

2

9 %

- -

5. Unit 4: London Diaries 10

33.3 %

13

43.3 %

6

20 %

1

3.3 %

- -

6. Unit 5: Film Fan 16

53.3 %

5

16.7 %

7

23.3 %

2

6.7 %

- -

7. Story 1: The Lost Pyramid - 1

16.7 %

5

83.3 %

- - -

31

8. Unit 6: A Tall Story 1

4.5 %

8

36.4 %

13

59.1 %

- - -

9. Unit 7: A Bright Future 6

31.6 %

6

31.6 %

7

36.8 %

- - -

10 My Dossier 2 18

85.7 %

3

14,3 %

- - - -

11 Unit 8: Play Safe 2

8 %

14

56 %

7

28 %

2

8 %

- -

12 Unit 9: Good Friends 2

10.5 %

9

47.4 %

6

31.6 %

2

10.5 %

- -

13 Unit 10: Sweet Dreams 7

28 %

6

24 %

12

48 %

- - -

14 Story 2: Rock n Roll:

Never Die

4

40 %

3

30 %

2

20 %

1

10 %

- -

15 Unit 11: Opinions 5

21.7 %

8

34.8 %

10

43.5 %

- - -

16 Unit 12: Don’t Litter 4

22.2 %

9

50 %

4

22.2 %

1

5.6 %

- -

17 My Dossier 3: You and

Your Environment Project

1

20 %

3

60 %

- - - 1

20 %

18 Unit 13: Last Minute 12

40 %

11

36.7 %

7

23.3 %

- - -

19 Unit 14: The Concert 3

14.3 %

7

33.3 %

6

28.6 %

4

19 %

1

4.8%

-

20 Story 3: Hope Mountains 7

53.8 %

3

23.1 %

2

15.4 %

1

7.7 %

- -

Total = 395 132 130 114 17 1 1

Percentage = 100% 33.4

%

33

%

28.9

%

4.3

%

0.2

%

0.2

%

32

C1: Remembering C3: Applying C5: Evaluating

C2: Understanding C4: Analyzing C6: Creating

The data were analyzed per unit. This study covers 14 unit, 3 my dossier, and 3

story. There are 395 activities analyzed. The activities spread over 132 (33.4 %)

remembering, 131 (33.2 %) understanding, 114 (28.9 %) applying, 17 (4.3 %)

analyzing, 1 (0.25 %) evaluating, and 1(0.25 %) creating.

Table 4.1 indicates the Workbook Can Do 2 do not distribute the activity into

complete cognitive level in each unit. There is a dominant dimension activity of the

cognitive of the Revised Bloom Taxonomy in each unit in the workbook Can Do 2.

This finding implies that the number of activities that call for the cognitive level

of remembering is the highest aspect in this workbook with percentage 33.4 %. The

frequency of remembering is 132 of 395 activities. The activities that work on the

cognitive level of understanding rank second with percentage 33 % and the frequency

is 130 0f 395 activities. This level is one step beyond the simple remembering of

material. The third most frequency is applying with 114 activities or 28.9 %.

And the lowest number cognitive aspect in this workbook are evaluating and

creating. They have same frequencies and percentage that only have 1 of 382

activities with percentages 0.25 %. There is no evaluating activity except in the unit

14. And the creating activity is only in my dossier 3. Whereas the analyzing is more,

there are 17 activities with percentage 4.3 %.

The following explanations are the analysis of workbook Can Do 2 in each unit

as demonstrated in appendix 1.

Unit 1: You and Me

Unit 1 with the theme ‘You and Me’ has 28 activities. 12 activities are included

of remembering, 6 activities are included of understanding, 8 activities are included

of applying, and 2 activities are included of analyzing. The analyses are:

33

1. The activities of number 7, 8, 9, 10 a, 10 b, 10 c, 10 d, 10 e, 14, 15, 16, and 23

are included to remembering level.

2. The activities of number 3, 6, 7, 17, 21, and 22 are included to understanding

level.

3. The activities of number 1, 2, 4, 5, 13, 15, 19, and 20 are included to applying

level.

4. The activities of number 11 and 12 are included to analyzing level.

Unit 2: Boys and Girls

Unit 2 has 23 activities. The most dominant level is remembering which number

are15 activities. 6 activities in unit 2 are included of understanding and 2 activities are

included of applying. The analyses are:




My Dossier 1

My dossier 1 has 5 activities. 4 activities are presented at remembering level and

1 activity are presented at applying level. The analyses are:

1. The activities of number 1, 2, 3, and 4 are included to remembering level.

2. The activity of number 5 is included to applying level.

Unit 3: Good Company

Unit 3 has 22 activities. 4 activities are included of remembering, 9 activities are

included of understanding, 7 activities are included of applying, and 2 activities are

included of analyzing. The analyses are:


2. The activities of number 5, 6, 11, 16, 17, 18, 2, and 23 are included to

understanding level.

3. The activities of number 1, 2, 4, 7, 8, 9, and 14 are included to applying level.

34

4. The activities of number 12, 19, and 22 are included to analyzing level.

Unit 4: London Diaries

Unit 4 has 30 activities. 10 activities are included of remembering, 14 activities

are included of understanding, 5 activities are included of applying, and 1 activity is


1. The activities of number 2, 6, 10d, 10e, 10h, and 10i are included to

remembering level.

2. The activities of number 1, 3, 7, 10a, 10b, 10c, 10f, 10g, 14, 15, 16, 19, 20, 21,

and 22 are included to understanding level.

3. The activities of number 4, 5, 8, 12 and 23 are included to applying level.

4. The activity of number 9 is included to analyzing level.

Unit 5: Film Fan


are included of understanding, 7 activities are included of applying, and 2 activities

are included of analyzing. The analyses are:

1. The activities of number 1, 5, 7, 11a, 11b, 11c, 11d, 11e, 11f, 13, 21a, 21b, 21c,

and 21d are included to remembering level.

2. The activities of number 2, 3, 8, 14, and 16 are included to understanding level.

3. The activities of number 4, 9, 12, 17, 18, 19, and 20 are included to applying

level.


Story 1: The Lost Pyramid

Story 1 has 6 activities. 1 activity is included of understanding and 5 activities

are included of applying. The analyses are:

1. The activity of number 5 is included to understanding level.

2. The activities of number 1, 2, 3, 4, and 6 are included to applying level.

35

Unit 6: A Tall Story

Unit 6 has 22 activities. 1 activity is included of remembering, 8 activities are

included of understanding, and 13 activities are included of applying. The analyses

are:

1. The activity of number 12 is included to remembering level.



3. The activities of number 1, 2, 4, 5, 6, 8, 9, 10, 14, 18, 19, 21 and 22 are included

to applying level.

Unit 7: A Bright Future


included of understanding, and 7 activities are included of applying. The analyses are:

1. The activities of number 5, 6, 13, 15, 16, and 19 are included to remembering

level.


level.

3. The activities of number 1, 3, 4, 7, 10, 11, 12, and 14 are included to applying

level.

My Dossier 2

My dossier 2 has 21 activities. 18 activities are included of remembering, 3

activities are included of understanding. The analyses are:

1. The activities of number 1, 2, 6a, 6b, 6c, 6d, 6e, 6f, 6g, 6h, 7a, 7b, 7c, 7d, 7e, 7f,

7g, 7h, are included to applying level.

2. The activities of number 3, 4, and 5 are included to analyzing level.

36

Unit 8: Play Safe




1. The activities of number 1and 3 are included to remembering level.

2. The activities of number 2, 4, 5, 6, 7, 8, 11, 12, 13, 14, 16, 19, 20, and 25 are

included to understanding level.

3. The activities of number 9, 17, 18, 21, 22, 23, and 24 are included to applying

level.


Unit 9: Good Friends




1. The activities of number 4 and 10 are included to remembering level.

2. The activities of number 1, 5, 6, 9, 11, 12, 13, 17, and 18 are included to


3. The activities of number 3, 7, 14, 15, 16, and 19 are included to applying level.


Unit 10: Sweet Dreams


are included of understanding, and 12 activities are included of applying. The

analyses are:

1. The activities of number 1, 11, and 12 are included to remembering level.


level.

3. The activities of number 3, 4, 6, 7, 8, 9, 13, 14, 15, 17, 19, and 20 are included to

applying level.

37

Story 2: Rock n Roll: Never Die

Story 2 has 7 activities. 4 activities are included of understanding, 2 activities are

included of applying, and 1 activity is included of analyzing. The analyses are:

1. The activities of number 1, 4, 5, and 7 are included to understanding level.

2. The activities of number 2 and 6 are included to applying level.


Unit 11: Opinions


are included of understanding, and 10 activities are included of applying. The

analyses are:

1. The activities of number 7, 8, 18, 22, and 23 are included to remembering level.



3. The activities of number 2, 3, 9, 10, 11, 14, 15, 19, 20, and 21 are included to

applying level.

Unit 12: Don’t Litter


are included of understanding, 4 activities are included of applying, and 1 activity is



2. The activities of number 1, 2, 3, 5, 12, 13, 14, 16, and 18 are included to


3. The activities of number 7, 8, 11, and 17 are included to applying level.


My Dossier 3: You and Your Environment Project

My dossier 3 has 5 activities. 1 activity is included of remembering, 3 activities

are included of understanding, and 1 activity is included of creating. The analyses are:

38


2. The activities of number 1, 2, and 4 are included to understanding level.

3. The activity of number 5 is included to creating level.

Unit 13: Last Minute


are included of understanding, and 7 activities are included of applying. The analyses

are:

1. The activities of number 3, 8, 11 a, 11b, 11c, 11d, 11e, 11f, 11g, 11h, 15, and 23

are included to remembering level.

2. The activities of number 2, 4, 5, 10, 12, 13, 14, 16, 17, 18, and 22 are included to


3. The activities of number 1, 4, 7, 9, 19, 20, and 21 are included to applying level.

Unit 14: The Concert




1. The activities of number 11a, 11b, and 12 are included to remembering level.

2. The activities of number 2, 3, 4, 10, 13, 14, and 15 are included to understanding

level.

3. The activities of number 1, 5, 6, 7, 8, and 17 are included to applying level.

4. The activities of number 9, 18, 19, and 20 are included to analyzing level.


Story 3: Hope Mountains

Story 3 has 7 activities. 1 activity is included of remembering, 3 activities are




39

2. The activities of number 1, 2, and 6 are included to understanding level.

3. The activities of number 3 and 7 are included to applying level.


It concludes as the following table that demonstrates the frequencies and

percentage the distribution of the cognitive dimension of Revised Bloom taxonomy.

Table 3. Cognitive Dimension Distribution in the Workbook Can Do 2

No. Cognitive Dimension Level Frequencies Percentage

1.

Low

Ord

er

Thin

kin

g Remembering 132 33.2 %

2 Understanding 130 33.2 %

3. Applying 114 28.9 %

4.

Hig

h

Ord

er

Thin

kin

g Analyzing 17 4.3 %

5. Evaluating 1 0.25 %

6. Creating 1 0.25 %

Total 395 100%

As mentioned in chapter II, understanding, remembering, and applying are

included to three low order thinking. And the total number of activities that relate to

low order thinking reach to 94.94 % with the frequency 375 of 395 activities.

Evaluating, creating, and analyzing that include the high order thinking are only

having 5.06 % or 20 activities out of to 395.

B. DISCUSSION

Based on the data analysis toward workbook Can Do 2, there is a tendency that

the most dominant dimensions of the cognitive of Revised Bloom Taxonomy in the

workbook is remembering. It means recalling previously taught material is dominant

in teaching learning process in this workbook. It can be seen from the analysis result

table that has shown 132 activities of 395 activities are remembering. It appeared

most frequently, 33.4 % activities.

40

Understanding level occupies the second position after remembering. 130 of 395

activities or 33 % are included to remembering. It showed that there are 33 %

activities supposed the student to grasp the meaning of material, translate the material,

and interpret the material form one form to another. This is the lowest level of the

material comprehension of the student.

There are 114 activities that included to applying in the workbook Can Do 2. It

means 28.9 % activities supposed student to use and implement their knowledge in

familiar task, to apply their knowledge in appropriate situations, and to execute the

theories.

Whereas there are only few activities that relate to analyzing level, it is only 17

of 395 with percentage 4.3 %. Its total number is underneath applying. Cognitive

dimensions that are not frequently found are evaluating with one activity and creating

with one activity. They are the lowest number of cognitive aspect in the workbook

Can Do 2 with percentage 0.25 % in each. Although these levels implemented in this

book, the amount of them is not sufficient. The limited numbers of the three aspects;

analyzing, evaluating, and creating, show the uneven activities distribution into

complete cognitive aspects. They are varied in each unit.

The result implies that the author of Can Do 2 placed emphasis on the lower

thinking process that the most total number is remembering aspect. This number is

contradicting with the high order thinking. There are so few high orders thinking in

this workbook Can Do 2. It is not give student to develop their thinking skill.

As demonstrated of the data, the workbook of Can Do 2 does not appropriate

with the cognitive dimension theory of Bloom Taxonomy. It didn’t cover the entire

cognitive dimension, especially in the three high order thinking, analyzing, evaluating,

and creating. They are only 5.6 % activities.

s

41

CHAPTER V

CONCLUSION AND SUGGESTION

In this chapter, the writer attempts to discuss the conclusion of the general

result and some suggestions for students and teachers, the publishers, and workbooks’

authors.

A. CONCLUSION

Workbook plays an important role in teaching learning process. It greatly

influences the learning outcome of students. This study attempted to discover the

appropriateness of workbook Can Do 2 with the cognitive dimension of Revised

Bloom Taxonomy and the dominant aspect of the cognitive of revised bloom

taxonomy. The activities that were defined as units for analysis were instructional

verbs and questioning stem. They are collected, listed, and analyzed according to

cognitive dimensions of Revised Bloom’s Taxonomy.

Based on the data analysis, the conclusion of this study is the workbook does not

appropriate with Revised Bloom Taxonomy. It did not cover the entire cognitive

dimension of the Revised Bloom Taxonomy in each unit. It shows there are uneven

activities distributions in the six level of cognitive dimension. The amount of them is

not sufficient.

Regarding the cognitive dimensions in the workbook, the author of Can Do 2

placed emphasis on the lower thinking processes of remembering. However the total

number of remembering is not too different with understanding and applying. They

are being spread evenly in each dimension level. Especially in applying, it has great

quantities activities which reach 29 % from entire activities. It means the authors

have given more attention to understanding and applying too, although they are

underneath remembering.

Due to this reason, this book is proper for the student in the 8th

grade. It is

sufficient to achieve the goals of the teaching and learning process in this grade, that

student could be applying, using, and implementing the knowledge. On the other

42

hand, it is a basic of the knowledge. It should be increased the number of the

activities that deal with higher thinking process. It will give the students opportunities

to interact effectively in a variety of situations.

B. SUGGESTION

After doing this research, the writer would like to offer some suggestions:

1. For the school, it will be better for the school to give more attention to the

content compatibility of the cognitive levels of the workbook. It is need to be

selective in choosing the appropriate workbook that can develop student’s

competence.

2. Through this research, teachers can see which cognitive dimension that has

appropriate and which cognitive dimension that should improved with

compatible activities. Teachers have to revise the existing exercises for

supplementing the insufficient aspect.

3. For the students, it will lead them more directly to rote learning. They have learn

to apply their knowledge in their daily life, not only remembering the lessons, but

also can create something new to make it useful for many people.

4. It also encourages for the readers to not accustom to superficial learning and

thinking, but it can concern with the more complex thinking to develop

immediately their ability.

43

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Allington, Richard. Michael Strange, Learning Through Reading in the Content

Areas. Lexington: Dc. Heath and Company. 1980.

Amer, Aly. Reflections on Bloom’s Revised Taxonomy: Electronic Journal of

Research in Educational Psychology. No 8, Vol 4 (1), 2006.

Antenos-Conforti, Enza., Nuessel, Frank. The Workbook in Elementary Italian,

Vol. 84, No. 1 (Spring, American Association of Teachers of Italian,

2007).

Assaly, Ibtihal., Abdul Kareem Igbaria. A Content Analysis of the Reading and

Listening Activities in the EFL Textbook of Master Class. Education Journal.

Vol. 3, No. 2, 2014, pp. 24-38. doi: 10.11648/j.edu.20140302.11

Nitko, Anthony J and Susan M. Brookhart. Educational Assesment of Student.

Boston. 2011.

Bachman ,Lyle. Interfaces Between Second Language Acquasition and Language

testing research. New York, 1998.

Direktorat Jenderal Pendidikan Islam Depag R. UU dan Peraturan Pemerintah RI

tentang Pendidikan. Jakarta, 2006.

Douglas, Paul. Teacher’s Perception on The Learning Difficulties and

Development of English Language Skills Among High School Students:

Influence of Classroom Teaching and Workbooks.

(Http://Www.Aiaer.Net/Ejournal/Vol20108/12.Htm)

Duc, Nguyen Chi. Using Bloom’s Revised Taxonomy to Design In-Class Reading

Questions for Intermediate Students in The Context of Vietnam. VNU Journal

of Science, Foreign Languages 24. p.175-183, 2008.

Eisner, Elliot W. Profiles of Famous Education: Benjamin Bloom 1913 – 1999,

Prospects, vol. XXX, no. 3, September 2000.

Fagan, Edward R. Textbook and the Teaching English, The English Journal vol 9

No. 5, 1980.

Fraenkel, Jack R and Norman E. Wallen. How to Design and Evaluate Research

in Education. Boston: McGraw Hill, 2007.

44

Genesee, Fred and John A. Upshur. Classroom-Based Evaluation in Second

Language Education. New York: Cambridge University Press, 1996.

Kerr, Margaret. Teaching with Workbooks. The Elementary School Journal, Vol.

48, No. 4 (Dec., 1947).

Krathwohl, David. Theory into Practise, vol.41 number 4 Auntumn, 2002.

Muijs, Daniel and David Reynolds, Effective Teaching, Second Edition. London:

Sage publication Ltd. 2005.

Musiall, Diann. Foundations of Meaningful Educational Assessment. New York:

McGraw-Hill, 2009.

Nitko, Anthony J. Educational Assessment of Student. Boston: Pearson Education,

2011.

Osborn, Jean et.al., Reading Education: Foundation for a Literate America.

Lexington: Dc. Heath and Company. 1985.

Peter W. Airasian. Classroom Assessment. New York: McGraw-Hill. 2008.

Pugh, David G. Writing Workbooks: Teaching Tragedies? College Composition

and Communication. Vol. 15, No. 3 (Oct., 1964).

Rafikah, Nurul. Test of Literature Course and Their Relevance with Revised

Taxonomy Bloom. Jakarta: Universitas Negeri Jakarta, 2011.

Retno Utari, Bloom Taxonomy: Apa dan Bagaimana Menggunakannya?

Widyawara Pusdiklat KNPK.

Riazi, A. Mehdi and Narjes Mosalanejad. The Electronic Journal for English as a

Second Language, March 2010 – Volume 13, Number 4.

Senguin, Roger. The Elaboration of the School Textbooks, (UNESCO, 1989).

Swan, Michael. ‘The Textbook”: Bridge Wall?”, in Roger Browers and Christoper

Brumfit (eds.), Applied Linguistics and English Language Teaching. London:

Mc Millan Publishers Limited. 1994.

Tarlinton, Denise. “Bloom’s Revised Taxonomy”, Presented in Pupil Free Day,

Monday,14 July, 2003,

(www.qacps.schoolwires.net/cms/lib02/MD01001006/Centricity/Domain/521/

BloomsPres.ppt). 13 February 2013

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45

Walcot, Fred G. Problems of the Workbook. The English Journal, Vol. 22, No. 7

(Sep, 1933)

www.richmondelt.com/about-us. 20, 4 January 2014.

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http://www.richmondelt.com/about-us.%2020

http://www.richmondelt.com/international/

http://www.richmondelt.com/spain/english/catalogue/secondary/can_do.htm

46

Appendix 1: Frequencies and Percentage of the Activities in the Six levels of the

Cognitive Dimensions in Bloom’s Taxonomy in the Workbook ‘Can Do 2’ in

each units

Unit 1: You and Me

No Activities (Instructional Items

or Questioning Stems)

Cognitive Level

C1 C2 C3 C4 C5 C6

1. Complete the sentences. V

2. Read the email and complete the

dialog

V

3. Classify with the words in the

snake

V

4. Write the question and complete

the form.

V

5. Complete the dialogue V

6. Identify the free time activities V

7. Write the questions and answers. V

8. Complete with yes or no. Then

writes sentences.

V

9. Read and complete the chart. V

10. Answer the question.

a. Where’s Helena From?

b. How old is Katsuo

c. Does Helena like heavy metal?

d. Does Donna like animals?

e. What does Helena love?

V

V

V

V

V

11 Who is the best keypal for

Donna? Why?

V

47

12 Numbers the steps for the writing

e-mails. (Sequence the steps)

V

13 Write a reply to Donna V

14 Listen and make question. Then

listen again and repeat the

questions.

V

15 Listen and complete the form. V

16 Listen and answer using Yes, I

do./No, I don’t. Do you like

Maths?

V

17 Listen and match the pairs V

18 Dictation: Write what you hear in

your notebook. Are you similar to

the new girl?

V

19 Complete the question about

Carla.

V

20 Write do, don’t, does, or doesn’t.

Listen and check your answers.

V

21 Find and classify the words V

22 Match the words. V

23 Complete the fact file V

Total = 28 items 12 8 7 1 - -

Unit 2: Boys and Girls

No Activities (Instructional Items or

Questioning Stems)

Categories

1 2 3 4 5 6

1. Label the activities. V

2. Write sentences about yourself. V

48

3. Complete the questions. V

4. Answer the question in 3 for

Lenny.

V

5. Circle the correct words. V

6. Name the jobs you do at home. V

7. Complete the words and label. V

8. Write sentences with adverbs of

frequency.

V

9. Complete the text with the correct

verbs.

V

10 Write the interviewer’s question. V

11 Write about you and your family. V

12 Read the texts and write the

names.

V

13 Who does the jobs in your family? V

14 Read the description. Then

describe your keypal.

V

15 Look at the pictures and answer

the questions. When does he get

up?

V

16 Answer the questions about you.

What time do you get up on

Sunday?

V

17 Who does the housework? V

18 What jobs do you do at home? V

19 What does Simon Spaceman do

every day? Write sentences using

first, next, then, and after that.

V

49

(interpret the picture and make or

describe it in a sentence)

20 Rewrite with adverbs of frequency V

21 Unscramble the questions. Listen

and check your answers.

22 Match the questions and the

answers.

V

23 Answer the questions in activity 4 V

24 Complete the phrases V

Total = 24 items 14 6 3 - - -

My Dossier 1



Categories

1 2 3 4 5 6

1. What do you know about

Australia? Do the quiz.

V

2. Read the text and check your

answer to the quiz. Then label the

pictures.

V

3. Order the questions according to

the order of the answer in the text.

V

4. Choose an English-speaking

country and find information to

complete the fact file below.

V

5. Draw a map of the country. Label

the capital city and other

important cities. Write a

paragraph including some of the

V

50

execute information in the fact

file.

Total = 5 items 4 - 1 - - -

Unit 3: Good Company


Questioning Stems)

Categories

C1 C2 C3 C4 C5 C6

1. What are they doing? Find the

people and complete the

conversation.

V

2. Write the questions and answers. V

3. Find and label the clothes in the

shop.

V

4. Put the verbs in the present

continues or the present simple.

V

5. Complete the dialogues. V

6. Match the suggestion and replies. V

7. Complete the suggestions. V

8. Write the suggestions for each

situation.

V

9. Make excuses for the suggestions. V

10 Where this text from? V

11 Write the web page titles. V

12 Where can you find these in the

web zine?

V

13 Read about Calista Flockhart and

complete the questions. (make a

question based on the paragraph

V

51

above)

14 Paste photo of a person in the

space. Describe what he/she looks

like. Then write he/she is doing.

V

15 Listen and write their names. V

16 Listen. Does the intonation go up

or down?

V

17 Write what you hear in your

notebook. How many adjectives

can you find in the text?

V

18 Make present continues sentences.


V

19 Circle and correct the form. V

20 Answer the questions. (based on

the context, use a simple present

or present continuous)

V

21 Complete the descriptions. There

are extra words.

V

22 Match the suggestions to the

excuses. Write the verbs in the

present simple or the present

continues.

V

23 Complete the dialogues. V

Total = 22 4 7 9 2 - -

52

Unit 4: London Diaries



Cognitive Dimension

C1 C2 C3 C4 C5 C6

1. Circles the verbs and write their

past form.

V

2. Complete with the past simple. V

3. Correct the false statements. V

4. Complete with was/were. V

5. Describe where you went last

year.

V

6. Write the past tense. V

7. Write about life in London in

1850.

V

8. Write about a day in the life of

Troglit, the caveboy. And now

write about a day in your life.

V

9. Unscramble the questions. Listen


V

10. Answer the question about the

diary:

a. Who’s writing the diary?

b. What do you think she’s

excited and worried?

c. What do you think is going to

happen?

d. Where is she?

e. Where’s she staying?

f. Why is today a big day?

V

V

V

V

V

V

53

g. Who where the people?

h. What didn’t she win?

i. How does she feel?

V

V

V

10 Choose a special occasion in your

life:

V

11 Write a diary entry. Write about: V

12 Include answers to these

questions. (write or make a diary)

V

13 Listen and correct the false

statements.

V

14 Regular Rachel repeats her

routine every day. Listen and

make sentences.

V

15 Answer the questions about you. V

16 Find and circles fifteen verbs. V

17 Write the past form of these verbs. V

18 Complete Jake’s diary. V

19 Make negative sentences. V

20 Complete the sentences. V

21 Which word/phrase is different?

Think about meaning and

grammar.

V

22 Describe your last party. V

Total = 30 10 13 6 1 - -

54

Unit 5: Film Fan



Cognitive Dimension

C1 C2 C3 C4 C5 C6

1. Label the types of film. V

2. Read and complete the table. V

3. Match the question and the

answer. Listen and check your

answer.

V

4. Complete with who, which, where

or what. Do you know the

answers?

v

5. Read and complete the profile. V

6. Unscramble and answer the

questions.

V

7. Write the jobs. V

8. Complete the sentences with the

words in the box.

V

9. Complete with verbs in the past

simple .

V

10. What happened first? Order in the

paragraphs.

V

11 Answer the questions.

a. Why did film companies move

west?

b. Who was Charlie Chaplin?

c. What was The Jazz Singer?

d. What happened in the 1950s?

e. Who are Stephen Spielberg and

V

V

V

V

V

V

55

Martin Scorcese?

f. What are the Oscars?

V

12 Complete the text about Carla’s

uncle.

V

13 Listen and write true (T) or false

(F).

V

14 Classify the simple past

pronunciation. Listen, check and

repeat.

V


notebook. Where was she born?

V

16 Complete and match the questions

and answers.

V

17 Complete the text in the past

simple. Match the films and

pictures.

V

18 Write sentences with was and

were.

V

19 Complete and answer the

questions.

V

20 Complete the story. V

21 Answer the questions.

a. What was Shrek?

b. Who did Shrek fall in love

with?

c. What did he do when she was

getting married?

d. What happened to Princess

V

V

V

V

56

Fiona?

Total = 30 16 5 7 2 - -

Story 1: the Lost Pyramid


Questioning Stems)

Cognitive Dimension

C1 C2 C3 C4 C5 C6

1. Complete the extract from a

magazine article.

V

2. A journalist is interviewing

Brandon. Write her questions.

V

3. Who is speaking? Who are they

talking about? Complete the

dialogue.

V

4. Complete the gaps in this part of

the script with the verbs in the past

simple.

V

5. Match the two parts of the

sentences.

V

6. Use the prompts to write the

article.

V

Total = 6 - 1 5 - - -

Unit 6: A tall Story


Questioning Stems)

Cognitive Dimension

C1 C2 C3 C4 C5 C6

1. Write questions and answer about

Jake and Carla’s day.

V

57

2. What were you doing yesterday?

Correct the wrong sentences.

V

3. Draw a line between the verbs and

write their –ing form in the correct

group.

V

4. Write what the Witsons were

doing when the Martians landed.

V

5 Unscramble the –ing form of the

verbs and complete the sentences.

V

6 Look at the picture and complete

the sentences using verbs form the

box.

V

7 Correct the sentences. Listen and

check your answers.

V

8 Read and answers the questions. V

9 Rewrite the sentences with the

correct form of the verbs.

V

10 Make sentences. V

11 Read the text. Why did the people

panic?

V

12 Read the text again and tick the

true sentences.

V

13 Find a word that means the same

as the words below.

V

14 Use the picture to write a story. V

15 Listen and answer the questions. V

16 Answer the question about you

using Yes, I was/No, I wasn’t.

V

58

17 Look at the picture and answer the

questions. What were they doing

when Susie’s mother rang?

V

18 Complete the conversation with

the verbs in the past continuous.

V

19 Look at the pictures and fill in the

blanks.

V

20 Match the two parts of the

sentences.

V

21 Complete the sentences using the

phrases.

V

22 Complete the sentences with your

own ideas.

V

Total = 22 1 8 13 - - -

Unit 7: A Bright Future



Cognitive Dimension

C1 C2 C3 C4 C5 C6

1. Make the predictions about life in

2150.

V

2. Match the predictions and

reactions.

V

3. Make more the predictions. V

4. Tick the predictions you think will

be true for you. Correct any false

predictions.

V

5. Who’s making the predictions? V

6. Match the questions and answers. V

59

7. Write Lenny’s questions. V

8. Write the question about the

future.

V

9. Are you good at making the

predictions? Try our

questionnaire.

V

10. Write questions for each category. V

11 Read the text and write these

sentences in it.

V

12 Find words with the same

meaning in the text.

V

13 Write two predictions that the

article on page 44 makes about

these topics.

V

14 Listen and tick what they talk

about (a-g). then listen again and

write true (T) or false (F) (h-m).

V

15 Listen and repeat the questions

and answers.

V

16 Write what you hear in oyur

notebook. How many predictions

are mentioned?

V

17 Complete the interview with will

and won’t.

V

18 Write the questions. V

19 Answer the question using short

answers.

V

Total = 19 6 6 7 - - -

60

My Dossiers 2



Categories

1 2 3 4 5 6

1. How important are the following

people to you? Number them from

1-10. (1 = most important)

V

2. Write the name of the person

these statements refer to in your

case. You can write more than one

persons.

V

3. Who is the teenager describing?

Match the people to the

paragraphs.

V

4. Find words and phrases in 3 to

complete the lists.

V

5. Read the descriptions quickly.

Tick who the girl is describing.

V

6 Order the questions according to

the order of the information in 5.

a. Does Vanessa have any

negative qualities?

b. Where did they meet?

c. How does she describe

Vanessa’s character?

d. What do they do together?

e. What does she look like?

f. What is her best friend’s

name?

V

V

V

V

V

V

61

g. What type of clothes does

Vanessa wear?

h. Why is she her best friend?

V

V

7 Answer the question about your

best friend.

a. Does he/she have any negative

qualities?

b. Where did you meet?

c. Describe his/her character.

d. How old is your best friend?

e. What do you do together?

f. What does he/she look like?

g. What is your best friend’s

name?

h. What type of clothes does

he/she wear?

V

V

V

V

V

V

V

V

Total = 21 18 3 - - - -

Unit 8: Play Safe

No Instructional Items

(Illustrative Verbs or Phrases)

Cognitive Dimension

C1 C2 C3 C4 C5 C6

1. Match the parts of the body. V

2. Complete the chart with parts of

the body.

V

3. Tick what’s wrong with him. V

4. Match the two columns. V

5. Complete the dialogue. Listen and V

62

check your answers.

6. Circle nine types of sports

equipment.

V

7. Classify the sports. V

8. Complete with should or

shouldn’t.

V

9. Give advice with should. V

10. Choose the last line for each story. V

11 Connect the words, then match

the pictures.

V

12 Complete the advice. V

13 Complete the sentences with

should and shouldn’t.

V

14 Read the instruction and put the

pictures in order.

V

15 Order the instruction for using a

DVD. Then write the instructions.

V

16 Match the problems and remedies,

then listen and make the

suggestions.

V

17 Write the sports you can practice,

then listen and give advice.

V

18 Listen and offer ideas. V

19 Listen and order the emergency

procedure.

V

20 What’s wrong with them? V

21 Complete the dialogue. V

22 Give the advice about sports. V

63

23 Write the missing parts. V

24 Write five instructions for

English.

V

25 Complete the chart. V

Total = 25 2 14 7 2

Unit 9: Good Friends



Cognitive Dimension

C1 C2 C3 C4 C5 C6

1. Match the pictures and the

requests.

V

2. Put the dialogues in order. V

3. Write sentences with can you or

could you.

V

4. Where are they? There are two

extra answers.

V

5. Complete the sentences. V

6. Unscramble the sentences. Listen


V

7. Compare their basketball skills. V

8. Complete the puzzle. What’s the

secret animal?

V

9. Write the initial sentences. V

10. Tick the true statements. V

11 Listen and tick the pets you hear.

Then listen again and complete

the chart.

V

12 Listen. Is the letter I in the V

64

underlined words silent? Write

yes or no?


notebook. What pets is she

describing?

V

14 Say no politely and give an

excuse.

V

15 Complete the sentences with

comparatives.

V

16 Compare the two cities. V

17 Which word does not belong in

each group?

V

18 Write why they don’t belong. V

19 Write sentences to compare. V

Total = 19 2 9 6 2 - -

Unit 10: Sweet Dreams



Cognitive Dimension

C1 C2 C3 C4 C5 C6

1. Complete the blanks. V

2. Read the interview and complete

the form on the right for Jake.

V

3. Write about your abilities. V

4. When could you do these things? V

5. Sayings. Match the actions with

the results.

V

6. Write sentences about the

proverbs and superstitions.

V

65

7. Write first conditional sentences

with the correct form of the verbs.


V

8. Write and answer question in your

notebook.

V

9. Now finish the sentences in a

suitable way.

V

10. Read the story and put the

pictures in order.

a. What day was it?

b. Why is this date special?

c. Why did John change his suit?

d. Why was his boss angry?

e. Why is John superstitious

now?

V

V

V

V

V

11 Answer the questions. V

12 List the things mentioned in the

text that bring bad luck.

V

13 Listen and answer the questions

about yourself using Yes, I can. /

No, I can’t.

V

14 Look, listen and answer the

questions.

V

15 Tell a friend how to use Robbie. V

16 Listen to the tape and answer the

questions.

a. Could you play tennis when

you were five?

V

66

17 Complete the sentences with can,

can’t, could or couldn’t.

V

18 Match the sentences. V

19 Rewrite the sentences. V

20 What will they do? Complete the

dialogue.

V

21 Match the opposite verbs. V

Total = 25 7 6 12 - - -

Story 2: Rock n Roll: Never Die

No Instructional Items (Illustrative

Verbs or Phrases)

Cognitive Dimension

C1 C2 C3 C4 C5 C6

1. Put the pictures in the order the

events happen in the student’s

book.

V

2. Complete the captions and match

them to the pictures in 1.

V

3. Complete the sentences and put

them in order.

V

4. Answer the questions about the

next part of the story.

a. What did the boy do after

talking to his mother?

b. How did the old man react

when he saw Jim at his

doorstep?

c. Why does Jim describe the old

man’s as Aladdin’s cave?

V

V

V

67

d. What did the old man give Jim? V

5. Are these statements true or false V

6. Jim was interviewed after the

concert. Complete the questions

and answer them.

V

7. Read the descriptions and match

them to the guitars.

V

Total = 10 4 3 2 1 - -

Unit 11: Opinions



Cognitive Dimension

C1 C2 C3 C4 C5 C6

1. Complete the table with make or

do.

V

2. What is happening? V

3. Write what you think. Use I agree

or I don’t agree.

V

4. Read and answer the questions. V

5. Making suggestions. Match the

suggestions and replies.

V

6. Find and circle ten types of music. V

7. Crossword puzzle: musical

instruments.

V

8. Write your opinions about music. V

9. Complete the text with

comparatives. Then listen and

check.

V

10. Make comparisons about music. V

68

11 What do you think? V

12 Read and match the problems and

the advices. In your opinion,

which problem is the worst?

V

13 Write yes, I agree. / No, I don’t

agree.

V

14 Write advice with should or

shouldn’t.

V

15 Tick the sentences you agree with,

then listen and speak.

V

16 Do you agree with the statements?

Yes, I agree. / No, I don’t agree.

V

17 Underline the stress in the

adjectives. Then listen and check.

V


notebook. How many types of

music does he mention?

V

19 Complete the sentences with the

correct form of make or do. Listen


V

20 Finish the comparisons. V

21 What’s your opinion? Compare

the items.

V

22 Make suggestions. V

23 Add three more words to each list. V

Total = 23 5 8 10 - - -

69

Unit 12: Don’t Litter



Cognitive Dimension

C1 C2 C3 C4 C5 C6

1. Circle must or mustn’t. Then

match the rules and signs.

V

2. Match the questions and answers. V

3. Complete the rules with must or

mustn’t and these verbs.

V

4. Unscramble the sentences. V

5. Find and circle eight containers. V

6. Countable or uncountable? Label

the items C or U.

V

7. Complete with a lot, much and

many. Listen and check your

answers.

V

8. Write questions and answers. Is

your diet healthy?

V

9. Read the rules and answer the

questions.

V

10. Read and answer true or false. V

11 Write rules with mustn’t and not

allowed to.

V

12 Listen to the conversation and

complete the blanks.

V

13 Listen to the message and

complete the missing information.

V

14 Rewrite with must and mustn’t. V

15 Where can you find the signs in V

70

1?

16 Circle the correct word. V

17 Complete with how much/many.

Answer the questions.

V

18 Complete the sentences. V

Total = 18 4 9 4 1 - -

My Dossier 3: You and Your Environment Project



Cognitive Dimension

C1 C2 C3 C4 C5 C6

1. How green are you? Do the green

quiz and find out.

V

2. Match the sentences to complete

the messages.

V

3. Match the pictures with one of the

sentences you made in 2.

V

4. Read the text and fill in the

missing numbers.

V

5. Take action! Read the texts again

and complete the chart with your

information.

V

Total = 5 1 3 -- - - 1

Unit 13: Last Minute



Cognitive Dimension

C1 C2 C3 C4 C5 C6

1. Write replies using I’ll + verb. V

2. Underline the correct verb forms. V

71


3. Complete the Carla’s diary. She is

free on one day.

V

4. Answer Jake’s question for Carla. V

5. Match the problems and offers. V

6. What do they do? Match the jobs

to the descriptions.

V

7. What’s going to happen? V

8. Underline the correct verb. V

9. Complete the gaps with in, on, or

at.

V

10. Classify the future use of the

sentences.

V

11 Read and answer the questions.

a. Where can you listen to hip hop

music?

b. Where can you listen to an

interview with Sting?

c. Which is the sports channel?

d. What link can give you the

scores of the Premise League?

e. Where can you listen to general

news headlines?

f. Can you listen to the news in

Spanish?

g. In how many languages can you

listen to the news?

h. Where can you listen to an

V

V

V

V

V

V

V

V

72

interview with a very popular

football player?

12 Match the dates and the phrases. V

13 Look at 1, listen and say the dates.

What dates is tomorrow?

V

14 Listen and answer the questions.

Where John’s birthday?

V

15 Underline what they are going to

do.

V

16 Look at 4 and answer the

questions.

V

17 Read the rules, then listen and

repeat.

V


notebook. When is the girl

meeting her friends?

V

19 What’s going to happen? Write

sentences.

V

20 What is Jake doing next week?

Look at his diary and write

sentences.

V

21 Complete the dialogues with will

or going to.

V

22 Puzzle. Complete the missing

dates.

V

23 Write shorts answer to the

questions.

V

Total = 30 12 11 7 - - -

73

Unit 14: The Concert



Cognitive Dimension

C1 C2 C3 C4 C5 C6

1. Put the verbs in the past simple. V

2. Look at 1 and classify the verbs. V

3. Correct the sentences. V

4. Tick the questions that you can

answer. Then put them in order.

V

5. Embarrassing moments. Complete

the sentences using when or

while.

V

6. Complete the gaps with the verbs

in brackets.

V

7. What do you think? V

8. Complete the sentences in a

suitable way.

V

9. Unscramble the clauses. V

10. Match the clauses in 4 to make

conditional sentences.

V

11 Read the texts below quickly.

a. Which give a positive

opinion of the CD?

b. Which give a negative

one?

V

V

12 Read the text again. Are these

statements true or false?

V

13 Find the words in the texts and

match them with their definitions.

V

74

14 Listen and mark the statements

true or false.

V

15 What kind of music do you like?

Why do you like it? What is your

favorite song?

v

16 Write a review of a CD you have

listened to recently.

V

17 Complete the text with the verbs

in the past simple.

V

18 Correct the mistakes. V

19 Unscramble the questions and

answer them about you.

V

20 Underline the correct verb form. V

Total = 21 3 7 6 4 1 -

Story 3: Hope Mountains



Cognitive Dimension

C1 C2 C3 C4 C5 C6

1. Match the phrases to form

complete sentences.

V

2. Lisa is talking about their trip.

Label the girl’s route on the map.

V

3. Do you remember her Grandad’s

advice?

Correct the statements using must

and mustn’t.

V

4. Read the story in the student’s

book and answer the questions.

75

a. What did the girls hear when

they were walking up the slope?

b. What did they see on the

ground?

c. What did they see from the top

of the slope?

d. Who did they see?

e. What was he holding?

f. What did he do?

g. How did the girls escape?

V

V

V

V

V

V

V

5. Unscramble the words in brackets

and complete the text.

V

6. Match the verbs in 5 to the

pictures.

V

7. Write the story for to newspaper

headlines.

V

Total = 13 7 3 2 1 - -

76

Appendix 2: Surat Permohonan Pembimbing Skripsi I

77

Appendix 3: Surat Permohonan Pembimbing Skripsi II

78

Appendix 4: Researcher Profile

Name : Nana Pratiwi

Place and Date of Birth : Solok, 29 Juni 1991

Permanent Address : Gelanggang Tinggi, Kinari,

Kec Bukit Sundi, Kab. Solok,

Sumatera Barat

Nationality : Indonesian

Religion : Muslim

Sex : Female

Ideal : English Teacher and Volunteer

of Education and Social

E-mail : [email protected]

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