| dc.description.abstract | Textbook is one of source materials used by teachers in teaching and learning
process and it is divided into 2 kinds namely students’ book and teachers’ book.
In order to make the materials in a textbook well received by the students, the
teachers have to consider about the quality of the textbook. They can measure the
textbook’s quality by analyzing the content using a certain criteria. There are
some theories usually used in analyzing textbooks quality, one of them is Bloom’s
Taxonomy.
Bloom’s taxonomy was created by Benjamin Bloom in 1956 and revised by
his students, Anderson and Krathwol in 2001. Revised Bloom’s Taxonomy has
three domains; cognitive, affective, and psychomotor. Cognitive domain involves
knowledge and development of intellectual abilities and skill. There are six levels
in cognitive domain which are “Remembering”, “Understanding”, “Applying”,
“Analyzing”, “Evaluating”, and “Creating”. The six levels are classified into two
thinking levels; Lower Order Thinking Skills containing Understanding,
Remembering, and Applying and Higher Order Thinking Skill comprising
Analyzing, Evaluating, and Creating. Besides, the content of the textbook can also
be measured by using the learning target stated in the curriculum documented
clearly on the syllabus. The learning target of curriculum 2013 only consists of
“Remembering”, “Understanding”, “Applying”, and “Analyzing” levels.
This research was document analysis in which the researcher used reading
tasks of a textbook entitled “Bahasa Inggris” published by Ministry of Education
and Culture (Kemendikbud) as the research data. Then, the data were classified by using cogitive domains of Revised Bloom’s Taxonomy. After classifying the data,
the researcher calculated the percentage of all domains and ranked them. Finally,
the resercher related the result of the analysis with the learning target of
curriculum 2013. | en_US |
