ALIFAH HAIBATIL FADHILLAH , 2201415133 (2019) THE COMPATIBILITY OF READING EXERCISES IN ENGLISH AS A FOREIGN LANGUAGE TEXTBOOK WITH REVISED VERSION OF BLOOM’S TAXONOMY AND 2013 CURRICULUM. Under Graduates thesis, UNNES.

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Abstract

The aim of this study is to investigate how the reading exercises in the textbook realize the cognitive domain of Bloom’s revised taxonomy and seek for the compatibility of the reading materials with 2013 curriculum. This study used descriptive qualitative as its research method. The data were collected from English students textbook Pathway to English for twelfth graders of Senior High School 2017 edition. In this study, the reading exercises in the textbook were classified into the question stems of Bloom’s revised taxonomy in order to know how it implements the Bloom’s revised taxonomy and which level of thinking the reading exercises belong to. Furthermore, the reading materials were also matched with the basic competence three of 2013 curriculum to determine the compatibility between reading materials in the textbook with 2013 curriculum. The data were taken from the data sources and entered to the checklist table. Then, the writer interpreted it into a description paragraph. The result of the study showed that the reading exercises in the textbook could not enhance the students’ higher thinking skill due to the imbalance portion among the six levels of Bloom’s revised taxonomy in the reading exercises and tend to provide low levels of questions which do not much help develop students’ higher thinking skill. It was found that remembering level is dominant with the frequency 47 out of 115 reading exercises. It indicates that most reading exercises in the textbook belong to Lower Order Thinking (LOT), represented by the cognitive level of Remembering which take the biggest portion. Meanwhile, the compatibility of the reading materials with 2013 curriculum is also less compatible since 45.4% of the reading texts are not followed the basic competence three criteria. From the research findings, the writer suggests that the textbook needs to be developed in terms of the reading exercises and reading materials that compatible with Bloom’s revised taxonomy and 2013 curriculum. Also, both English teachers and textbook designer should concern and pay attention with the content of the textbook, not only its compatibility with current curriculum, but also have a characteristic of cognitive development.

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