Research Findings
B. Research Findings
In order to find out the relevance between the materials written in the book with the cognitive and psychomotor domain, researcher used the observation checklist as my research instrument. The researcher made an observation checklist of basic competence three and four compared with the action verbs mentioned in the Bloom‟s Taxonomy cognitive domain of learning which is stated in Anderson,
et.al (2001, p.67). The observation checklist is a table consisted of two columns. The first part is the relevance of textbook materials with the Cognitive Domain, and the second part is the relevance of textbook materials with the Psychomotor Domain. The table research data for each cognitive and psychomotor aspect in basic competence is consisted of five columns which basic competence, materials (sub-basic competence), page of the book, example of materials, and relevance with basic competence and topic. In the following tables, the sign (√) means that the sub-basic competency and the material are irrelevant, partly and relevant.
a. The Relevance of the materials with the Psychomotor Domain
Here is the first result analysis of materials based on basic competence three in student English textbook entitled “Think Globally Act Locally” following
table is research data cognitve domain for the relevance material.
Table 4.2 Research Data of Cognitive Domain Domain For The Relevant Materials
Relevance with Basic Materials Competence and Materials
Basic Competence
(Sub-Basic
Page
Example of Materials
the writer used structure
3.1 Apply
text 3.1.1 Spoken text for
2,3,4,9 Play the roles of the speakers
verb “say” language feature
and
expressing
in the pictures. Say the
which in this to implement the
congratulation in
speakers‟ sentences correctly
context has social function of
terms of
and clearly. First, repeat after
close meaning expressing hopes
expressions and
me.
to the verb and wishes and
responses.
“model” and congratulation for
Teacher :“The winner of the
verb “repeat” their fortune and
story-telling competition in
which in this achievement and
this class is Lina”
context has responses
Students : “Congratulations
close meaning according
Lina!”
to with verb context.
“represent”.
3.1.2 Spoken text for
Play the roles of the speakers
In this book, the
expressing
in the picture. Say the
witer used verb
hopes and
speaker‟s sentences correctly
“say” which in
wishes in terms
and clearly. First, repeat after
this context has
of expressions
me.
close meaning
and responses.
Udin’s father : Happy
to the verb
birthday, Udin. You are a big
“model” and
verb “repeat”
of you.
which in this
Udin : Thank you Dad. I’m
context has
proud of you, too.
close meaning with
verb
“represent”. 3.2 Apply
In this book, the structure
text 3.2.1 Spoken text for
19, 20, Say again what the students
writer used verb language feature
and
expressing
30,31 say to give suggestions and
“say” which in to implement the
agreement or
to show their agreement and
this context has social function of
dissagreement in
disagreement with
close meaning expressing
terms of
suggestions.
to the verb agreement
expressions and
“model” and dissagreement
or
responses.
Siti: “I think the best thing to
do is to meet the team who
verb “repeat”
according to
which in this context.
manages
the magazine.”
context has
Udin: “I agree with Siti. We
close meaning
can ask them a lot of
with verb
questions.
“represent”.
I think they will be happy to help us start our wall magazine.”
In this book, the structure
3.3 Apply
text 3.3.1 Spoken text for
39 I will ask you what Lina,
writer used verb language feature
and
stating and
Udin, Edo, Siti, and Beni say
“say” which in to implement the
asking rules in
to tell Dayu to do and not to
this context has social function of
terms of
do in order to recover from
close meaning stating and asking
expressions and
her diarrhea. You will
to the verb rules
responses.
answer my questions orally,
and
too. Listen carefully. First,
“model” and
suggestion to do
verb “repeat” and not to do
repeat the examples after me.
which in this something
context has according
Lina: Dayu, you look very
close meaning context.
to
pale. I think you need to see
the doctor soo in order to get
with verb
the right medicine for your
“represent”.
diarrhea.
You
should
not take the diarrhea lightly.
3.3.2 spoken text for
The materials of
stating and
stating and
asking
asking
suggestion in
suggestion is not
terms of
consisted in the
expressions and
book based on
responses.
the chapter which has to explain it.
The author used structure
3.4 Apply
text 3.4.1 Written text for
Work in your group. Now it
verb “say” language feature
and
stating and
47,48 is your turn to work
which has close to implement the
asking the
in your group to tell each
meaning with social function of
purpose and
other to do or not to
“model” in this stating and asking
intention to do
do things in the following
context, verb the purpose and
something in
situations.
terms of
In the kitchen
“repeat” which
intention to do
has close something
expressions and
In the library
meaning with according
responses.
In the market
to “represent”, and context.
verb “write” which in this context means “construct”.
In this book, the structure
3.5 Apply
text 3.5.1 Spoken text for
37, 38, First, play the roles of the
author used verb language feature
and
telling and
39 speakers. Say the speakers‟
“say” which in to implement the
asking others to
sentences loudly, clearly,
a this context has social function of
do something in
terms of
dictionary. If you have any
close meaning
to the verb others to do and
telling and asking
expressions and
problems, come to me
“model” and not
responses.
verb “repeat” according
to don
Siti: Hi Dayu, how are you?
which in this context.
to
Mr. Ahmad said you were not
context has
because you have diarrhea.
close meaning
Have you taken any medicine
with verb
yet?
“represent”.
Dayu: Yes, I have. But it only helps
a little.
Siti: Maybe you just have to take some rest in order to get well
soon.
Just stay in bed to let the medicine work to ease your diarrhea.
3.5.2 Spoken text for
The materials of
telling and
telling and
asking others to
asking others to
not do
not do
something in
something is not
terms of
discussed in the
expressions and
book based on
responses.
the chapter which has to explain it. the reseacher suggest to add the material to improve the the quality of the
book. 3.6 Apply
The materials of structure
text 3.6.1 Written and
60, 62, While you are writing, say
telling and language feature
and
spoken text for
65, 66, the words loudly, clearly,
a asking others to to implement the
food/drink/medi
not do social function of
cine label text.
dictionary. If you have any
problems, come to me. The
something is not
food/drink/medici
discussed in ne
analysis of the label of Pinux
specific. Onlu according
label text
has been done for you as an
focus on written context.
to
example. First, copy the
example.
text that spoken text.
In this book, the structure
3.7 Apply
text 3.7.1 Spoken text for
80, 81, Let‟s read the recipes
author used verb language feature
and
stating and
82, 85, together, one by one. First,
“say” which in to implement the
asking manual,
86, 89, listen to me carefully. Then,
this context has social function of
short, and
87 repeat after me. Say the
close meaning stating and asking
simple recipes in
sentences loudly, clearly, and
to the verb manual,
terms of
correctly.
“model” and and
short,
expressions and
APPLE
PUDDING
verb “repeat” manual
simple
responses.
Ingredients Method
which in this recipes according
and 4 green apples, peeled, cored
context has to context.
and thickly sliced
¼ cup/45g self-raising "our,
close meaning
with verb
margarine,
“represent”.
cubed ½ cup/100g caster sugar
1¼ cups/300ml water 1. Place apple in a heat- proof dish. Place "our in
a bowl. Rub in margarine
using fingertips. 2. Stir in sugar and water
(mixture should be lumpy). Pour over apples.
3. Bake at 180oC for 1 hour or until syrupy and golden. Serve warm with cream or ice cream. Serves
Preparation time 15 minutes Cooking time 60 to 70 minutes
3.7.2 Spoken text for
A manual shows how to
In this book, the
operate or use an appliance, a
author used verb
asking manual,
tool, a machine properly, so
“say” which in
short,
and
that the user will achieve the
this context has
simple recipes in
best performance and prevent
close meaning
terms
of
accidents, harm, or damage.
to the verb
expression and
Let‟s read the manual
“model” and
responses.
together. First, listen to me
verb “repeat”
carefully. Then, repeat after
which in this
me. Say the sentences loudly,
context has
clearly, and correctly.
close meaning with
verb “represent”. 3.8 Apply
In this book, the structure
text 3.8.1 Spoken text for
115,11 Play the roles of the
author used verb language feature
and
stating and
6 speakers. Say the speakers‟
“say” which in to implement the
asking the time
sentences loudly, correctly
this context has social function of
of speaking at
and clearly. First, repeat after
one point of the
me.
close meaning
to the verb activity/event in
stating and asking
time in the past.
“model” and progress the time
Dayu: “Hi Udin. I went to
verb “repeat” of speaking, at
your house around ten
which in this one point of the
yesterday to return your
context has time in the past,
magazine, but the door was
close meaning and at one point
closed. I knocked on the door
with verb of the time in
many times but nobody came
“represent”. future according to context.
out.”
Udin: “Nobody was at home yesterday. I was going to the football practice. My mom and my dad were attending a wedding party, and my brother was going out with
his friends.”
3.8.2 Spoken text
Let‟s read the speakers‟
In this book, the
for stating and
sentences together, loudly,
author used verb
asking the
“say” which in
time of
First, repeat after me.
this context has
speaking at
close meaning
one point of
Now I know that reading
to the verb
the time in the
novels is Siti’s hobby.
“model” and
future.
When I saw her in the
verb “repeat”
canteen, she was reading a
which in this
novel, now she is reading a
context has
novel. And, I’m sure when I
close meaning
meet her next time, she
with verb
will be reading a novel, too.
“represent”.
In this book, the structure
3.9 Apply
text 3.9.1 Spoken text
Play the roles of the
author used verb languagefeature
and
for stating and
speakers. Say the speakers‟
“say” which in to implement the
asking activity
sentences loudly, correctly
this context has social function of
/ event /
and clearly. First, repeat after
close meaning stating and asking
phenomenon
me.
to the verb activity / event /
in the past
Siti: “I think Riri is the most
“model” and phenomenon in
without
interesting orphan I have
verb “repeat” the past without
specific time.
which in this specific
is not the oldest of all the
context has according
time.
children there, but she is very
to mature. Unfortunately, I close meaning context.
didn’t have a chance to talk
with verb
to her personally. Can
“represent”.
you tell me how she has come to the orphan home?”
In this book, the structure
3.10 Apply the text 3.10.1 Spoken text
Let‟s read their sentences
author used verb language
and
for stating and
together, loudly, clearly,
“say” which in feature
asking asking
and correctly. First, repeat
this context has implement the
to
cause and
after me.
close meaning social function
effect.
to the verb of stating and
The roads are not safe now
“model” and asking
because many people do not
verb “repeat” and
cause
drive carefully. They drive
which in this according
effect
too fast. Many pedestrians
context has context.
to
get accidents because they do
not cross the road carefully
close meaning
or because they walk too
with verb
close to the traffic.
“represent”.
3.10.2 Written and
Make sure you know the
The writer used
Spoken text
meaning of every word and
verb “say”
for stating and
spell it correctly. Use the
which has close
asking asking
punctuation marks correctly
meaning with
effect.
too. While you are writing,
“model” in this
say the words loudly, clearly,
context, verb
and correctly.
“repeat” which has
close
Udin: “The roads are not
meaning with
safe now because many
“represent”, and
people do not drive
verb “write”
carefully.”
which in this
You: “In other words, many
context means
people do not drive carefully,
“construct”.
so the roads are not safe now.”
The writer used text structure
3.11 Understanding 3.11.1 Spoken text
Work in your group. It is
verb “say” and language
for stating and 192,
now your turn to practise
which has close feature
asking of
reading “Sangkuriang” to
meaning with implement the
to
narrative text
other people. Make sure you
“model” in this social function
in form
know the meaning of every
context, verb of
folktale.
word, and read out the story
“repeat” which text in form
narrative
meaningfully, loudly, clearly,
has close folktale
and correctly.
meaning with according to
“represent”. context.
3.12 Apply
The materials of structure and
text 3.12.1 Spoken text for
stating and
telling and
language
asking others to feature
asking about
to
activity, event,
not do
something is not social function
implement the
and phenomena.
discussed in the of
short book based on recount text by
the chapter stating
and which has to asking about
explain it. the activity/ event/
reseacher phenomena in
suggest to add general
the material to according to
improve the the context.
quality of the book
The author used structure and
3.13 Apply
text 3.13.1 Spoken text
Here are two texts about
verb “say” language
for stating and
animals that also live in
which has close feature
asking
Indonesia: the buffalo and
meaning with implement the
to
animals.
the bat. You can find this
“model” in this social function
kind of texts in an animal
context, verb of stating and
encyclopedia. Let‟s read the
“repeat” which asking factual
has close report about
listen to me carefully. Then,
meaning with people,
repeat after me. Say the
“represent. animals,
sentences loudly, clearly, and
correct
natural
The author used social
and 3.13.2 Spoken text
You will read a long text
verb “say” phenomenon
for stating and 238,
which has close according to
asking thing.
materials. Let‟s read the text
meaning with context.
together. First, listen to
mecarefully.
“model” in this
Then, repeat after me. Say
context, verb
the sentences loudly, clearly,
“repeat” which
and correctly.
has close
meaning with “represent.
3.13.3 Spoken text 242,
The author used for stating and 243
Now you will read two texts
verb “say” asking people.
about people: the family and
the neighbourhood. Let‟s
which has close
read the two texts together.
meaning with
First, listen to me carefully.
“model” in this
Then, repeat after me. Say
context, verb
the sentences loudly, clearly,
“repeat” which
and correctly
has close meaning with “represent.
3.13.4 Spoken text The materials of for stating and
telling and asking social
asking others to and natural
not do phenomenon.
something is not discussed in the book based on the
chapter -
which has to explain it. the reseacher suggest to add the material to improve the the quality of the book.
The materials of social
3.14 Recalling the 3.14.1 Written text
Work with your group. Use
telling and function, text
for stating and 260,
the same table you have used
asking others to structure, and
asking service 257,
before to identify the
not do language
information about the goods
something is not
discussed in service and
feature of
or services stated in the
specific. There products
classified advertisements
is no material in advertisement
form spoken according to
text. context.
3.14.1 Written text
The author used
for stating and 255
advertisements again. Use
verb “say”
asking
the tabel below to identify
which has close
products
the different kinds
of
meaning with
advertisement
information available in the
“model” in this
advertisements. Hand-write
context, verb
your work on a piece of
“write” which
paper. Make sure you know
has close
the meaning of every word
meaning with
and spell it correctly. Use the
“construct”.
punctuation marks correctly.
The author used structure and
3.15 Understood text 3.15.1 English Song. 266,
Copy the song in your
verb “copy” language feature
note book. Hand-write it.
which has close to implement
Make sure you know the
meaning with the social
meaning of every word and
spell it correctly. Use the
“analyse” in this
context, verb song.
function of
punctuation markscorrectly,
too. At the same time, talk
“write” which
about the lines that you find
has close
are interesting in your group.
meaning with “construct”.
The researcher classified the written materials, then researcher resumed the findings. Here, the researcher concluded the conformity of textbook materials to the basic competence three in the following table:
Table 4.3 The Conformity of Textbook Materials to the Basic Competence Three (Cognitive Domain)
The Relevance The Basic Competence Three
3.1.1, 3.1.2, 3.3.1, 3.4.1, 3.5.1, 3.7.1, 3.7.2, 3.8.1, 3.8.2, Relevant
3.9.1, 3.10.1, 3.10.2, 3.11.1, 3.13.1, 3.13.2, 3.13.3, 3.14, and 3.15
Partly Relevant
According to the table above, it can be seen that there are some materials which are relevant, partly relevant, and irrelevant with the sub-basic competence three. The materials which are relevant with the sub-basic competence are be able to fulfill the purposes of the topic, language features, and social functions that are intended to be achieve by the students.
Here, the reseacher also made a percentage form of the data analysis. At first, made a percentage of the book relevancy with cognitive domain. There are
25 materials which include in the cognitive domain according to the 2013 curriculum standard of contents. Here is the result of the percentage:
1. Relevant Materials There are 18 materials which are relevant with the cognitive domain. So, the percentage is:
The percentage of the relevant materials is 72 %.
2. Partly Relevant Materials There are 3 materials which are partly relevant with the cognitive domain. So, the percentage is:
25 The percentage of the partly relevant materials is 12%.
3. Irrelevant Materials There are 3 materials which are irrelevant with the cognitive domain. So, the percentage is:
25 The percentage of the irrelevant materials is 16%.
According to those percentage, researcher concluded that the textbook is categorized “Fair” by achieving score 72% and relevant with the cognitive domain and able to fulfill the purposes of the topic, language features, and social functions of the ideal materials which are intended to be achieve by the students.
b. The Relevance of the materials with the Psychomotor Domain
This is the second result analysis of materials based on basic competence three in Student English Book entitled “Think Globally Act Locally” following table is research data cognitive domain for the relevance materials.
Table 4.4 Research Data of Psychomotor Domain Domain For The Relevant Materials Relevance with Basic
Materials Competence and Topic
Basic Competence
The writer used spoken text to express
simple 4.1.1 The instruction to 5,13 Handwrite
your
verb “write” and respond gaining
spoken
and
sentences on a piece
which in this hopes and wishes and
written
text
of paper. Make sure
context means congratulation for their
compose simple
“copy” and verb fortune
text to express
meaning of every
“complete”. achievement by notice
word and spell it
gaining
correctly.
on the right social
congratulation
function, text
structure, and
their fortune and
Lina has just got the
language feature
achievement.
result of her Math
according to context.
test. She is waiting for the result of
her English test. Dayu congratulates her for the result of the Math test and hope that she will get an A for the English test, too.
The conversation:
Lina: “Thank God, I got an A for my Math
test. But, I’m not sure of the
result of my English test.”
Dayu: “_______________”
The writer used compose simple
4.1.2 The instruction to 6,7, Hand-write
your
verb “write” spoken
13 work on a piece of
which in this written text to
and
paper. Make sure you
context means express
know the meaning of
“copy” and verb respond gaining
and
every word and spell
“complete” adn hopes and wishes
it correctly. Use the
“spell”. expression
correctly, too.
their fortune and acheivement.
Situation 1: Siti has just made a
very beautiful handycraft from pandan leaf. Beni praises her craft and hope that she will win the national competition. Beni: “_______________” Edo: “Thank you. I hope so too.”
The writer used written
4.2 Compose spoken and 4.2.1 The instruction to
21 Hand-write
your
verb “write” express and respon
text to
compose simple
work on a piece of
which in this agreement
context means dissagreement
and
written text to
examples have been
“copy” and verb expressing by notice
express
and
done for you.
“complete”. The on the right social
respond
material has not function,
agreement
and
Siti :We should think
the explanation or structure,
text
dissagreement
before we leap.
: I agree with Dayu. exercise in form language
and
expression.
feature spoken text. according to context. 4.3 Compose
The writer used spoken and written
simple 4.3.1 The instruction to 29, Hand-write
your
verb “write” text to state, and ask
compose simple
32 sentences on a piece
which in this about the rules and
spoken
and
of paper. Underline
context means suggestion to do and
written text to
every verb which
“copy” and verb not to something by
express
and
shows you what the
“complete” adn notice on the right
respond
ruless
students must or
“spell”. social function, text
expression.
must not do. Make
sure you know the
structure, and
meaning of every
language feature
word and spell it
according to context.
correctly.
We know from Siti the following rules in the
school. 1. The students must wear
a uniform
everyday.
4.3.2 The instruction to 22,2 Hand-write
your
The writer used compose simple 3,24, preparation on a verb
“Think” spoken
which in this written text to
and
32 piece of paper. Then,
context means express
play the roles of the
“analyze” and respond
and
speakers. Say the
verb “complete” suggestion
speakers‟ sentences
and says expression.
loudly, clearly, and
situations have been done for you. First, copy the examples. Situation 1: Dayu, Udin and Lina
are in front of the classroom, reminding each other that they should do the chores before they go to school. The conversation:
Lina: “My mom makes me do the
housework before I go to school.”
Da yu:“__________” Udin: “__________”
The writer used spoken and written
4.4 Compose
simple 4.4.1 The instruction to 43, Handwrite
your
verb “write” text to state and ask
compose simple
49, sentences on a piece
which in this about the purpose
spoken
and
52 of paper. Make sure
context means and intention to do
written text to
“copy” and verb something by notice
express
and
meaning of every
“complete” adn on the right social
respond purpose
word and spell it
correctly. Use a “spell”. function,
expression.
text
dictionary. If you
structure, and
have any problems,
language feature
come
according to context.
to me. Then, play the roles of the speakers.
Say the speakers‟
Dialogue 1 Beni: “Remember
that Dayu got diarrhea because she did not wash the fruit before she ate
it.” Lina: “__________”
The writer used text in form of very
4.5 Compose
written 4.5.1 The instruction to 40,4 Think of what you
verb think which short and simple to
compose simple
would say if you
in cntext means state and ask others
spoken and
42, were them, and put it
“analyse” first to do and not to do
written text to
state and ask
sentences
below.
then “write”
which in this right social function,
by notice on the
others to do
Hand-write
your
context means text structure, and
expression.
sentences on a piece
“copy” and verb language
of paper. Make sure
“complete” adn according to context.
meaning of every
“spell”.
word and spell it correctly. Use the punctuation
marks
correctly, too.
Situation 1: Dayu, Udin and Lina are in the classroom. They see some trash around.
The conversation: Lina: “Look! The
trash is everywhere. The classroom is very dirty.”
Dayu: “______________”
(what to do) Udin: “________________ _ ” (what not to do)
4.5.2 The instruction to
There is no
compose simple
material in the
spoken and
book which is
written text to
related to the
state and ask
topic and
others to not do
materials stated.
expression.
In specific.
The writer used of short and simple
4.6 Catch the meaning 4.6.1 The exercise
74, You will analyse the
verb think which food/drink/medicin
about short and
in cntext means e label.
simple spoken
packaging of the
and written food
three products below.
“analyse” first
label.
Focus your attention
and “focus” on
only on the seven
the pssage
most important facts
reading.
below. STALLE’S BAKERY
4.6.2 The exercise
69, You will learn the
The writer used
about short and
70, labels on food/drink
verb think which
simple spoken
71 packaging. Work in
in cntext means
and written drink
your group. Study
“analyse” first
label
the label of Kraton
and “focus” on
Tea and the analysis
the label text.
below. FACTS
STATEMENTS 1 Name of the product Kraton tea 2 Content/Amount Net weight 60ml 3 Description For the perfect cup of tea
4 Ingredients - 5 Directions to use 6 Directions to store
Not avaibale. 7 Expiration Date Best before (no date available) Kraton Te
4.6.3 The exercise 61, It is a group project. The writer used about short and
verb think which simple spoken and
62 Many drugs, foods
in cntext means written
and drinks available
“analyse” first medicine label.
text
in the market in
Indonesia, such as
and “focus” on
paracetamol,
pain
the label text.
killers,
instant
noodle, coffee, tea, canned foods, canned fruits,
have
the
packaging with a label containing facts
and English. Go out and find
at
least two labels of foods and drinks.
fact is stated in both languages,
by by
presenting your findings orally in your group.
The writer used short,
4.7 Catch the meaning of 4.7.1 The exercise
83, Work in your group.
verb think which procedure
simple
about short and
84, Use the analysis
in cntext means and written text in
spoken
simple spoken
“analyse” first form manual and
and written
analyse how to state
and “write” which recipe.
recipe text.
each INGREDIENT
context means
work. Underline the
things .
Some
ingredients in each recipe have been analyzed for you. First
4.7.2 The exercise
100, Study the examples
The writer used
about short and
101 of how to present
verb study which
simple spoken
every object orally.
in cntext means
and written
Look closely at the
“analyse” first
manual text.
differences between
and “write” which
the written version
context means
and the oral version
“construct.
of the parts. First copy the examples, and then do the rest.
The writer used simple, spoken and
4.8 Compose
short, 4.8.1 The instruction to 85, First,
copy
the
verb “write” written text to in
which in this form recipe and
short and simple
90, write your sentences
context means manual by notice on
spoken
and 91,
on a piece of paper.
“copy”, and verb the
written recipe.
Make sure you know
right social
the meaning of every
“complete”. Also
function, text
verb spell means structure,
word and spell it
“present”. language
and
correctly. Use the
according to context.
correctly, too. Novel Apple Puding Recipes
4.8.2 The instruction to 103, Work in your group.
The writer used
compose
very 104, You will learn to
verb “write”
short and simple 105 write a manual to use
which in this
spoken
and
a rice cooker to
context means
written manual.
“copy”, and verb
completing the table
“complete”. Also
below.
verb work in group which the material will be presented.
The writer used and written text to
4.9 Compose
spoken 4.9.1 The instruction to 121, Write your work on a
verb “write” state and ask about
compose
short 130, piece of paper. Make
which in this activity/event/pheno
and
simple, 132, sure you know the
context means mena that happen in
spoken
and 134 meaning of every
“copy”, and verb progress the time of
written text about
word and spell it
“complete”. There speaking, at one
activity,
event,
correctly. Use the
is only few point of the time in
and phenomenon
punctuation
marks
material stated in the past, and at one
that happen in
correctly, too.
progress future
form spoken text.
point of the time in
Riri has been an
the future by notice
speaking in the
orphan. She has lived
on the right social
in the orphanage for
function, text
sixyears.She_______
structure, and
there because she
language feature
has no relative
according to context.
to take care of her. Her grandparents ________________
4.9.2 The instruction to 117, Complete
The writer used
compose short
118, thefollowing
verb “write”
and simple,
130, sentences with the
which in this
spoken and
132 activities in progress
context means
written recount
134 at the same time with
“copy”, and verb
text about
the stated activity.
“complete”. There
activity, event,
is only few
and phenomenon
Dayu went to Udin‟s
material stated in
that happen in
house last Sunday,
form spoken text.
past the time of
but she did not meet
speaking.
anybody there. Udin was going to the football practice. His mom and his dad were attending a wedding party, and his
brother
was
going out with his friends.
The writer used and written text to
4.10 Compose
spoken 4.10.1 The instruction
149, Fill in the blank
verb “write” state and ask about
to compose
150, spaces with suitable
which in this activity/event/pheno
simple spoken
153, information
context means menon in the past
and written text 157, according to the
“copy”, and verb without specific time
to state and ask
159, speakers‟ statements
“complete”. Then, by notice on the
about
161, in the conversation
present the result. right social function,
activity/event/p
164 above.
Hand-write
henomenon in
your work on a piece
text structure, and
the past without
of paper. Make sure
language feature
specific time.
according to context.
meaning of every word and spell it
correctly. Use the punctuation
marks
correctly, too. For eight years, Riri has been an orphan. She has lived in the orphanage for six years.
She
____________there because she has no relative to take care of her.
The writer used simple spoken and
4.11 Compose short and 4.11.1 The instruction
171, Following sentences
verb “write” written to ask and
to compose
172, with the students‟
which in this state about cause
simple spoken
173 statements.
Pay
context means and effect by
and written text
attention to how and
“construct”, and notice on the right
to state and ask
what for the word
verb “complete”. social function, text
about cause and
„because‟ is used.
Then, present the
structure, and
result. language
work on a piece of
feature
paper. Make sure you
according to
know the meaning of
context.
every word and spell
it correctly. According to Udin, many pedestrians get accidents
because
4.11.2 The instruction
174, rewrite
the
The writer used
to compose
181 explanation given by
verb “rewrite”
simple spoken
each of the students
which in this
and written text
in one paragraph by
context means
to state and ask
using the given clues.
“copy”, and verb
about cause and
To complete each
“complete”. Then,
effect.
sentence, state the
present the result.
reason or the result of the fact stated in
the clues. Udin‟s explanation The clues award because ....
1. On
the
Independence Day his town got the
Adipura award because ..
The writer used of narrative text,
4.12 Catch the meaning 4.12.1 The exercise
192, The following text is
verb “write” spoken and written
about written
194, a summary
of
which in this text,
narrative text in
195 Sangkuriang,
but
context means simple, in form
short and
the form of
with some of the
“copy”, and verb folktale.
short and
words missing. Fill
simple folktale.
in the blank spaces
“complete”. Then,
with the right words
present the result.
you can choose in the right column. Hand- write your sentences on a piece of paper. Make sure you know the meaning of every word
and spell it correctly. Use the punctuation marks correctly, too.
Paragraph 1 Dayang Sumbi was a __________
and
kind-hearted princess,
was very lazy. Her hobby
was
__________ cloth.
4.12.2 The exercise
191, Let‟s discuss what
The writer used
about spoken
192, we can learn from
verb “discuss”
narrative text in 198, Sangkuriang with the
which in this
the form of
199 following questions.
context means
short and
You can also ask
“analyse”, and
simple folktale.
other questions.
verb “answer”. Then, present the
1) Who is Dayang
There is no and written text to
4.13 Compose
spoken 4.13.1 The instruction
material which state and ask past
to compose
related stated in events in general by
simple , spoken
this basic notice on the right
and written text
comptence. social function, text
to state and ask
past events in
structure, and
general.
language
There is no according to context.
feature 4.13.2 The instruction
to compose
material which
simple spoken
related stated in
and written text
this basic
to state and ask
comptence.
past events in general. 4.14 Catch the meaning 4.14.1 The exercise
The writer used of short and simple
228, Let’s look more
verb “wrute” spoken and written
about short,
231, closely
which in this factual report.
simple, spoken
236, into the two texts by
and written
240 using a table of
context means
factual report
analysis below . Copy
“construct”, and
text.
them on a piece of
verb “copy”.
paper.
Handwrite
Then, present the
your work on a piece
result.
of paper. Underline every verb. Make sure you know the meaning of every word and spell it correctly. Use the punctuation
marks
correctly, too
4.14.2 The exercise
244, Use a table of
The writer used
about short,
analysis
verb “discuss”
simple, spoken
similar to the one
which in this
and written
you have used before
context means
factual report
to analyse the the
“analyse”, and
text.
text above . First,
verb “write”
copy the example.
which means
work on a piece of
“construct”. Then,
paper.
Underline
present the result.
every verb.
The writer used simple spoken and
4.15 Compose short and 4.15.1 The instruction 246, Now it is your turn to
verb “write” written text factual
to compose
248 write one text about
which in this report about people,
simple spoken
an
context means animals, things and
and written text
animal, one text
factual report
about one text about
“construct”, and
phenomenon by
verb Then, notice on the right
about people.
people.
present the result. social function, text
Football team,
English
club,
structure, and
choir group.
language feature
according to context. 4.15.2 The instruction
236, Now it is your turn to
The writer used
to compose
248 write one text about
verb “write”
simple spoken
an
which in this
and written text
animal, one text
context means
factual report
about one text about
“construct”, and
about animals.
animals.
verb Then,
ant, cockroach,
present the result.
mouse
4.15.3 The instruction
241, Now it is your turn to
The writer used
to compose
248 write one text about
verb “write”
simple spoken
an
which in this
and written text
animal, one text
context means
factual report
about one text about
“construct”, and
about things.
animals.
verb Then,
Desk,
present the result.
blackboard, bench
4.15.4 The instruction
There is no
to compose
material which
simple spoken
related to this
and written text
sub-basic
factual report
competence.
about phenomenon. 4.16 Catch the meaning 4.16.1 The exercise
The writer used of short, simple
254, use the tabel below
verb “catch” service
about short,
which in this advertisement text.
and
simple service
different kinds of
text.
information available
context means
in
the
“analyse”, and
advertisements.
verb “write”
Hand-write
your
means
work on a piece of
“constrcut”. Then,
paper. Make sure you
present the result.
know the meaning of every word and spell it correctly. Use the punctuation
marks
correctly, too.
4.16.2 The exercise
256 Use the same table to
The writer used
about short, and
identify the different
verb “catch”
simple service
kinds of information
which in this
text.
about the goods or
context means
services. Hand-write
“analyse”, and
your work on a piece
verb “write”
of paper. Make sure
“constrcut”. Then,
meaning of every
present the result.
word and spell it correctly. Use the punctuation
marks
correctly, too.
The writer used of the song.
4.17 Catch the meaning 4.17.1 The exercise
267, Copy the song in
about very short 266, your
verb “copy”
and simple
note book. Hand-
which in this
song.
write it. Make sure
context means
“write”, and verb
meaning of every
“write” means
word and spell it
“constrcut”. Then,
correctly. Use the
present the result.
punctuation
marks
correctly, too.
The researcher classified the second written materials in the book according to the basic competence four of 2013 curriculum and find out its relevance with the psychomotor domain of learning used the checklist instrument above, the researcher resumed the findings. Here, the researcher concluded the conformity of textbook materials to the basic competence four in the following table:
Table 4.5 The Conformity of Textbook Materials to the Basic Competence Four (Psychomotor Domain)
The Relevance The Basic Competence Three
Partly Relevant
According to the table above, it can be seen that there are some materials which are relevant, partly relevant, and irrelevant with the sub-basic competence four. The materials which are relevant with the sub-basic competence are be able to fulfil the purposes of the topic, language features, and social functions that are intended to be achieve by the students.
Here, the reseacher also made a percentage form of the data analysis. At first made a percentage of the book relevancy with psychomotor domain. There are 33 materials which include in the psychomotor domain according to the 2013 curriculum standard of contents. Here is the result of the percentage:
1. Relevant Materials There are 24 materials which are relevant with the cognitive domain. So, the percentage is:
33 The percentage of the relevant materials is 75 %.
2. Partly Relevant Materials There are 3 materials which are partly relevant with the cognitive domain. So, the percentage is:
33 The percentage of the partly relevant materials is 12%.
3. Irrelevant Materials There are 3 materials which are irrelevant with the cognitive domain. So, the percentage is:
33 The percentage of the irrelevant materials is 16%.
According to those percentage, researcher concluded that the textbook is categorized “Fair” by achieving score 72.72% and relevant with the psychomotor domain and able to fulfil the purposes of the topic, language features, and social functions of the ideal materials which are intended to be achieve by the students.
c. The Cognitive Domain Level Analysis to Its Relevance to Bloom‟s Taxonomy
Here is the first result analysis of materials based on theory of Bloom‟s Taxonomy Level of Cognitive Domain which divided to be six levels to know whether the textbook includes the cognitive domain and relevance to 2013 English Curriculum . The following table is level of Bloom‟s Taxonomy level in the textbook.
Table. 4.6 Bloom‟s Taxonomy Level Analysis – Cognitive Domain
Level Action Verbs
Information Repeat
Page
2, 4, 9, 18, 26, 36, 39, 64, 80, The textbook 97, 108, 115, 138, 146, 151, applied Twenty Five 168, 204, 207, 226, 234, 237, (25) action verbs of 242, 252, 264, 168
Cognitive Domain. Handwrite
5, 13, 22, 25, 29, 32, 36, 40, The textbook (Copy)
42, 43, 49, 52, 60, 63, 70, 74, applied Sixty Five 83, 84, 85, 88, 95, 100, 113, (65) action verbs of 114, 117, 118, 130, 132, 134, Cognitive Domain. 139, 140, 149, 150, 153, 157, 159, 161, 164, 171, 172, 174, 181, 184, 187, 190, 192, 195, 201, 206, 210, 211, 213, 219, 222, 228, 231, 240, 244, 254, 256, 259, 267,
Read 5, 26, 80, 127, 138, 168, 192, The textbook 198, 200, 207, 211, 226, 234, applied Sixteen (16) C1. Remember
action verbs of Cognitive Domain .
Say again 5, 13, 18, 21, 22, 29, 36, 40, The textbook 42, 43, 46, 52, 60, 64, 67, 70, applied Fifty Two 73, 74, 77, 80, 83, 85, 88, 91, (52) action verbs of
100, 108, 113, 114, 118, 130, Cognitive Domain. 132, 134, 139, 140, 146, 149, 150, 153, 157, 172, 174, 177, 190, 195, 201, 204, 210, 231, 240, 241, 254, 266
Spell
The textbook
applied Fifty (50)
action verbs of
Cognitive Domain.
The textbook applied only One (1) action verbs of Cognitive Domain.
Listen
The textbook
applied Seven (7) action verbs of Cognitive Domain.
Dictate
The textbook applied only Two (2) action verbs of Cognitive Domain.
Remember
The textbook applied only One (1) action verbs of Cognitive Domain.
Copy 83 The textbook applied only One (1) action verbs of Cognitive Domain.
List
The textbook applied only One (1) action verbs of Cognitive Domain.
Discuss
The textbook applied only Two (2) action verbs of Cognitive Domain.
Know
The textbook
applied Fifty Two 74, 77, 80, 83, 85, 88, 91, 100, (54) action verbs of 108, 113, 114, 118, 130, 132,
Cognitive Domain.
C.2 Answer
The textbook Understand applied only Two (2)
action verbs of Cognitive Domain.
Ask
The textbook applied only Two (2) action verbs of Cognitive Domain.
Learn
The textbook applied only Six (6) action verbs of Cognitive Domain.
Underline
The textbook
applied only Ten (10) action verbs of Cognitive Domain.
Think
The textbook
applied Eight (8) action verbs of Cognitive Domain.
Study 64, 85, 90, 101, 184, 185, 231 The textbook applied Seven (7) action verbs of Cognitive Domain.
Restate
The textbook applied only Two (2) action verbs of Cognitive Domain.
Use
The textbook
applied Fifty Two 74, 77, 80, 83, 85, 88, 91, 100, (52) action verbs of 108, 113, 114, 118, 130, 132,
Cognitive Domain.
The textbook
applied Nine (9) C.3 Apply action verbs of
Cognitive Domain. Present
The textbook
applied Nine (9) action verbs of Cognitive Domain.
Change
The textbook applied Four (4) action verbs of Cognitive Domain.
Identify
The textbook applied Six (6) action verbs of Cognitive Domain.
Arrange
The textbook applied Three (3) action verbs of
C.4. Analyse Cognitive Domain. Look Closely
64, 85, 90, 101, 228, 231, 254, The textbook applied Seven (7) action verbs of Cognitive Domain.
Analyse
The textbook applied Five (5) action verbs of
Cognitive Domain. Reflect
The textbook applied only One (1) action verbs of Cognitive Domain.
Pay Attention
The textbook applied Three (3) action verbs of Cognitive Domain. The textbook applied Two (2)
C.5 Evaluate Correct
action verbs of Cognitive Domain.
Design 92 The textbook applied only One (1) action verbs of Cognitive Domain.
Write
The textbook applied only One (1)
C.6 Create action verbs of
Cognitive Domain. Describe
The textbook applied only One (1) action verbs of Cognitive Domain.
Based on the table above, here are the following elaborations of Bloom‟s Taxonomy Level which the analysis conducted by analyse the action verbs of
cognitive domain that applied in the textbook. Level Remember (C1) has applied 12 Action Verb. These are the action verbs which apply in the textbook as the following: Repeat, Handwrite, Read, Say, Spell, Talk, Listen, Dictate, remember, Copy, and List. The most often action verb used “Handwrite” (Copy) with the number of 65 times mentioned in the textbook. While, the each of action verbs has mentioned, Repeat 25 times, Read
16 times , Say 52 times, Spell 25 times, Talk once, Listen 7 times, Dictate Twice, remember once, Copy once, and List once. This is the first level which the Lower
Order Thinking Skills which it is focus on skills of recall the background knowledge.
Level Understand (C2) has applied 9 Action Verbs. These are the action verbs which apply in the textbook as the following: Discus, Know, Answer, Ask, Learn, Underline, Think, Study and Restate.The most often action verb used “Know” with the number of 54 times mentioned in the textbook. While, each of
action verbs has mentioned, Discus twice, Answer twice, Ask twice, Learn 6 times, Underline 10 times, Think 8 times, Study 7 times and Restate twice. This is the second level which it is focus on skills of understanding and explaning the important information.
Level Apply (C3) has applied 4 Action Verbs. These are the action verbs which apply in the textbook as the following: Use, Practice, Present and Change. The most often action verb used “Use” with the number of 52 times mentioned in the textbook. While, each of action verbs has mentioned, Practice 9 times, Present 9 times and Change 4 times. This is the third level which it is focus on skills of solving closed-ordered problems.
Level Analyse (C4) has applied 5 Action Verbs. These are the action verbs which apply in the textbook as the following: Identify, Arrange, Look Closely, Analyse, Reflect, and Pay Attention. The most often action verb used “Look Closely” with the number of 7 times mentioned in the textbook. While, each of
action verbs has mentioned, Identify 6 times, Arrange 3 times, Analyse 5 times, Reflect once and Pay Attention 3 times. This is the forth level which it is focus on skills of solving open-ordered problems.
Level Evaluate (C5) has applied only 1 Action Verb. The action verb is Correct. This has mentioned twice the the textbook. This is the fifth level which it is focus on skills of making critical judgements based on a sound knowledge base.
Level Create (C6) has applied 3 Action Verbs. These are the action verbs which apply in the textbook as the following: Design, Write, and Describe. Each of action verbs has mentioned once. This is the sixth level which is Higher Order Thinking Skills. It is focus on skills of creati ng “unique” answers to problems.
d. The Psychomotor Domain Level Analysis to Its Relevance to Bloom‟s Taxonomy
Here is the second result analysis of materials based on theory of Bloom‟s Taxonomy Level of Psychomotor Domain which divided to be seven levels to know whether the textbook includes the psychomotor domain and relevance to 2013 English Curriculum. The following table is level of Bloom‟s Taxonomy level in the textbook.
Table. 4.7 Bloom‟s Taxonomy Level Analysis– Psychomotor Domain
Level Action Verbs
Inform Identify
Page
The textbook applied Six P1. Perception
(6) action verbs of Cognitive Domain
Practice 64, 67, 73, 85, 105, 142, The textbook applied Nine 192, 200, 216,
(9) action verbs of Cognitive Domain
Play role 2, 5, 9, 22, 30, 43, 52, The textbook applied P.2 Set
Eleven (11) action verbs of Cognitive Domain
Arrange
The textbook applied Three (3) action verbs of Cognitive Domain
Repeat 2, 4, 9, 18, 26, 36, 39, The textbook applied 64, 80, 97, 108, 115, Twenty Five (25) action
P.3 Guided 138, 146, 151, 168, 204, verbs of Cognitive Domain Response
Work 5, 29, 40, 43, 49, 52, 60, The textbook applied
Thirteen (13) action verbs of Cognitive Domain
Complete 171, 88, 40, 55, 96, 113, The textbook applied 117, 118, 126, 149, 156, Twenty (20) action verbs of 171, 174, 181, 183, 184, Cognitive Domain
P.4.
Mechanism Fill
The textbook applied Two (2) action verbs of Cognitive Domain
The textbook applied Nine or Overt
P.5 Complex Present
(9) action verbs of Cognitive Domain
P.6 Adaption Change
The textbook applied Four (4) action verbs of Cognitive Domain
P.7 Origination Design 92 The textbook applied only One (1) action verbs of Cognitive Domain
Some action verbs in Cognitive Domain also used as action verbs of Psychomotor Domain. Those action verbs reflect to each level in psychomotor domain. Here are the research finding elaboration based on table.
Level Perception (P1) has applied 1 Action Verb. The action verb is Identify . This has mentioned twice the the textbook. This is the first level which it is focus on skills of uses senses orgens to obtain to guide action.
Level Set (P2) has applied 3 Action Verbs. These are the action verbs which apply in the textbook as the following: Practice, Play Role, and Arrange. The most often action verb used “Role Play” with the number of 11 times mentioned in the textbook. While, the each of action verbs has mentioned, Practice 9 times, and Arrange 3 times. This is the second level which it is focus on skills of Readiness to take action which includes mental, physical and emotional set.
Level Guided Response (P3) has applied 2 Action Verb. These are the action verbs which apply in the textbook as the following: Repeat, Follow and Work. The most often action verb used “Repeat” with the number of 25 times mentioned in the textbook. While, the another of action verb has mentioned, Work 13 times. This is the third level which it is focus on skills of knowledge of the steps required to perform a task which includes imitation and trial and error.
Level Mechanism (P4) has applied 2 Action Verbs. These are the action verbs which apply in the textbook as the following: Complete and Fill. The most often action verb used “Complete” with the number of 20 times mentioned in the textbook. While, Action verb “Fill” has mentioned twice. This is the forth level which it is focus on skill of performs tasks in a habitual manner with a degree of confidence and proficiency.
Level Complex overt response (P5) has applied 1 Action Verb. The action verb is Present. This has mentioned twice the the textbook. This is the fifth level which it is focus on skills of perfomance of motor acts involving complex patterns of movement.
Level Adaption (P6) has applied 1 Action Verb. The action verb is Change . This has mentioned twice the the textbook. This is the Sixth level which it is focus on skills of modifies movement patterns to account for problematic or new situations
Level Origination (P7) has applied 1 Action Verb. The action verb is Design This has mentioned twice the the textbook. This is the Seventh level which it is
focus on skills of creating news movement patterns to account for problematic or news situations, create new tasks that incoporate leanerd ones.