Zuhrian Ivan Arvianto, 0204511102 (2016) READING EXERCISE INSTRUCTIONS BASED ON BLOOM’S REVISED TAXONOMY AND THEIR COMPATIBILITY WITH 2013 CURRICULUM A Case of an English Textbook Entitled Bahasa Inggris for Grade XI Published by the Department of National Education 2014. Masters thesis, Universitas Negeri Semarang.

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Abstract

It has been widely accepted that a textbook is an essential component in ELT. Evaluation on textbook, therefore, is the utmost importance so that its pedagogical contribution to the learning and teaching process can be assured. Reading in ELT is also regarded as an important skill that sustains other language skills since the written words are the sources of knowledge for readers. This study is aimed to investigate how the reading exercises in the textbook is compatible with Bloom’s Revised Taxonomy as well as with 2013 Curriculum. It also seeks for the compatibility of Bloom’s Revised Taxonomy with 2013 Curriculum. This study uses descriptive qualitative approach. The data are the reading exercises taken from English textbook “BAHASA INGGRIS” for first semester of grade XI published by the Department of National Education 2014. The data is then analyzed using Revised Bloom Taxonomy table (knowledge and cognitive process dimension) and the assessment rubric of feasibility of content taken from BSNP (Badan Standar Nasional Pendidikan). The results findings of this study concluded that (1) there are only 3 out of 6 cognitive processes found, they are Remember, Understand and Evaluate. It indicated that the reading exercises found in the textbook are not arranged hierarchically. (2) The knowledge dimensions found are: factual knowledge and metacognitive knowledge. It implies that the knowledge dimension offered in the reading material are not varied, since only 2 out of 4 knowledge dimensions are fulfilled. (3) Most reading exercises in the textbook belong to Lower Order Thinking (LOT), represented by the cognitive level of Remember and Understand. Meanwhile the Higher Order Thinking (HOT) Skill is represented by the cognitive level of Evaluate. It indicates that the textbook promotes more Lower Order Thinking (LOT) skill than Higher Order Thinking (HOT) skill (4) the analysis on feasibility of content from BSNP showed that the reading exercises in the textbook are not well-developed. Each chapter presents only one single reading text and it lacks of information on the generic structure as well as the linguistics features of the related text. Based on the findings of this study, it is suggested that both English teachers and educational institution should concern and pay attention with the content of the textbook, not only its compatibility with the current curriculum, but should also have a characteristic of cognitive development and critical thinking.

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