Citra Dwi Sasongko, 2201413171 (2020) THE COGNITIVE DOMAINS RELEVANCE BETWEEN “WHEN ENGLISH RINGS A BELL” FOR 7TH GRADERS AND THE BASIC COMPETENCES SPECIFIED IN CURRICULUM 2013. Under Graduates thesis, UNNES.

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Abstract

This study is a qualitative study that aims to analyze the relevance between the materials in the student book “When English Rings a Bell” for grade VII Junior High School with the Basic Competence in 2013 Curriculum in terms of Cognitive domain. The data were collected from the English student book “When English Rings a Bell” revised version for grade VII Junior High School written by the book writer team of Ministry of Education and Culture of Indonesia. The technique for collecting the data in this research was Document Review. In this research the process of analyzing data used these steps, classifying the materials, collecting the data, identifying the differences and similarities, evaluating the materials. The materials in the textbook were classified based on the basic competence three (cognitive domain) of 2013 curriculum. The data from the book was inserted to the checklist table to make comparison between the materials on the textbooks and the materials required in syllabus for seventh grade of Junior High School. Then, I evaluated the instruction of each material according to the relevancy with the cognitive domain. The findings showed that in term of cognitive domain that consisted of remembering, understanding, applying, analyzing, evaluating, and creating, there were 32 materials in the form of passages, short dialogues, picture, etc. in the book (84.37%) are relevant, 3 materials (9.37%) are partly relevant and 2 materials (6,25%). Based on the findings gained from this study, it can be suggested that the materials written in the book both in terms of cognitive domain to be improved. The book already covered high percentage of materials, but in some chapters of the book only provided simple version of the materials, not the detailed one.

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