20 result of free creative expression. However, in creating such a creative or different
product, certain demands of learning task or situations are required pp. 84-85. Create is closely related to creativity. However, the concept of creativity is
still unclear sometimes. Anderson et al. 2001 state in some ideas, creativity is the production of unusual products, often as a product of special skill. Although
many indicators in create category focuses on originality, educators must state clearly what it means by being original or unique. In other cases, creating can
involve the ability to synthesize all materials into a whole p. 85. Furthermore, create is also related to be able to produce the new product
and this new product is the original product from the students. Anderson et al. 2001 also explains that unlike the other cognitive categories, create category
requires the students to be able to produce a new and original product. Unlike create category, the other cognitive categories involve working with a part of
information from a whole which should be understood by the students. On the other hand, in create category, the students should be able to make a new product
from many sources based on students prior knowledge p. 85. Kemp 1977 lists the common action verbs used in create category are assemble, construct, create,
combine, design, develop, formulate, plan, set up, and write p. 31.
B. Theoretical Framework
In this part, the researcher would like to synthesise the theories which are related to data analysis. The learning cycle method proposed by Callaghan and
Rothery 1988 was used as the basic theory of the Look Ahead in developing the
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21 textbook. Look Ahead was designed by following this learning cycle method. The
theory of curriculum development was used to support the idea that the indicators were important to be analysed since the curriculum can be developed through
formulating the indicators. In this research, the indicators in Look Ahead were formulated to help the students achieving the requirement in School-Based
Curriculum. This analysis was done as supported by the theories from Brady and Muslich.
Brady 1992 presents the objective model in developing the curriculum. This theory explained that the curriculum should be developed by formulating the
indicators as teaching goals and experiences. Musclich 2007 explains the steps in developing the School-Based Curriculum. In the presented steps, it could be sen
that the formulation of the indicators should be based on curriculum. Furthermore, Musclish also explains the material used in the classroom should be able to
facilitate the students in achieving the required behaviour. School-Based Curriculum is the basic in analysing the indicators in Look
Ahead, whether the indicators have represented the Basic Competence well. Besides analysing the indicators based on School-Based Curriculum, those
indicators were analysed related to the criteria of well-defined indicators. Related to defining a well-defined indicator, the researcher takes the theory about learning
objectives explained by Kemp. The steps in formulating indicator stated by Kemp 1977 are the criteria in which the indicators in Look Ahead were analysed. There
are four criteria however, the analysis focuses on two essential parts of indicator which are the use of action verb and the statement of the subject matter p. 27.
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22 Indicators in Look Ahead were also classified based on Blooms
Taxonomy. The indicators were placed in the appropriate category which includes the knowledge dimension and the cognitive process dimension. In order to place
the indicators in the right category, the analysis paid attention to the use of the action verb and also the subject matter stated in the indicators. The verb was used
to place the indicators in cognitive process dimension while the subject matter was used to place the indicators in knowledge dimension. Classifying the
indicators aims to know the classification of the English proficiency required in the School-Based Curriculum.
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23
CHAPTER III METHODOLOGY
This chapter presents the research methodology used in this research. The explanation about the methodology used includes method, research instruments,
research subject, and data gathering technique, data analysis technique, and research procedure.
A. Research Method
The appropriate method used in a particular research is important to be considered, because the method chosen will be the guide to accomplish the
research. There were two research questions presented in this research. They were 1 How are the indicators in Look Ahead Second Grade formulated based on the
School-Based Curriculum? and 2 How are the indicators in Look Ahead Second Grade classified based on Blooms Taxonomy? To answer those two research
questions, document analysis was chosen as the method, as supported by Ary, Jacobs Sorensen 2010 “content or document analysis is a research method
applied to written or visual materials for the purpose of identifying specified characteristics of the material” p. 457.
To answer the first research question, which aims to look at the formulation of the indicators in Look Ahead based on the School-Based
Curriculum, the researcher chose document analysis since the data was taken from the Look Ahead Second Grade textbook published in 2007 and the School-Based
Curriculum. The data for the second research question, which aims to classify the
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