Bloom Taxonomy divided the educational objective to be three domains that can be measured to develop student ability. They are the cognitive domain,
affective domain and psychomotor domain. Cognitive domain deals with intellectual or thinking ability. The second domain is affective domain and
affective domain deals with feelings, attitudes, interest, preferences, values and emotions. And the third, psychomotor domain deals with feelings attitudes,
interest, preferences, values, and emotions. The most commonly taught and assessed educational objectives are those in
the cognitive domain.
3
Cognitive assessment involves intellectual activities such as interpreting, problem solving, and thinking critically. Virtually all of the
teacher’s instruction is usually focused on helping students to attain cognitive mastery of some content or subject area. A weekly spelling, a unit test of essay, a
worksheet on proper use of lie and lay, and an oral recitation of a poem, all require cognitive behaviors. It is why the researcher in this study will focus on the
cognitive domain. Bloom divided six thinking categories in cognitive domain: knowledge,
comprehension, application, analysis, synthesis, and evaluation.
4
However, in 1990’s, Bloom’s Taxonomy had been revised, the terminology used in the
cognitive dimension of Revised Bloom’s Taxonomy had been changed into verb
from noun. The cognitive dimension includes remembering, understanding, applying, analyzing, evaluating, and creating. The use of verb in the terminology
seems more suitable because it shows the thinking process which is the active process rather than the use of noun. The term
“knowledge” had been revised into “remember” because the term “knowledge” shows the product of thinking rather
than the thinking process. The use of terminology “synthesis” and “evaluation”
had also been changed into “evaluate” and “create”.
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Based on the explanation above, this research is to analyze the workbook for Junior High School, by using Co
gnitive Process Dimension of Revised Bloom’s
3
Peter W. Airasian, Classroom Assessment. New York: McGraw-Hill, 2008, p. 67
4
Anthony J Nitko and Susan M. Brookhart, Educational Assesment of Student, Boston: 2011, p. 25
5
David Krathwohl, Theory into Practise, Vol.41 Number 4 Auntumn, 2002, p. 215.
Taxonomy RBT. In this research, the workbook of “Can Do 2“is chosen because
it is the English workbook that is used in MTsN Pamulang, a school that where the researcher have been practiced as a teacher during the Integrated Pre Service
Teaching Profession Practise – Praktik Profesi Keguruan Terpadu PPKT.
B. Identification of Research Problem
Based on the background of this study, the research problems are: 1.
Content of the workbook should appropriate with the cognitive dimension of Revised Bloom Taxonomy RBT and critical thinking
theory. 2.
The instructional items are viewed in terms of the Revised Bloom Taxonomy RBT cognitive dimension.
C. Limitation of the Problem
Based on the statement of the problems mentioned above, this research will be focused on the workbook content that appropriates with the Revised Bloom
Taxonomy RBT cognitive dimension and critical thinking theory.
D. Formulation of the Problem
The formulations of the study of this research are: 1.
Does the workbook content of “Can Do 2” appropriate with the cognitive dimensions of Revised Bloom Taxonomy?
2. What is the most dominant cognitive dimension of Revised Bloom
Taxonomy in the workbook?
E. Objectives of the Study
The result of this study is expected to discover: 1.
The appropriateness of workbook “Can Do 2” with the cognitive dimension of Revised Bloom Taxonomy.
2. The most dominant cognitive dimension of Revised Bloom Taxonomy in
the workbook.
F. Significance of the Study
The results of the study are worthwhile for both the teacher and the students. This study is to analyze the book that students are using in learning English. So, It
can encourage the English teachers to be selective in choosing the appropriate workbook
. The appropriate book can develop the students’ competence and can make the learning process more effectively. It also can encourage the workbook
publishers to revise the workbook to be more compatible with student cognitive development level. For
compulsory book’s authors, this study is useful to consider them in designing the qualified book for the student.
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CHAPTER II THEORETICAL FRAMEWORK
Chapter two is the chapter which explains the theoretical framework of this research. It discusses the main parts of the research, such as a workbook and
bloom taxonomy. And this chapter explains the thinking theory used in this study that develop the research question.
A. Literature Review
1. Workbook
a. Nature of the Workbook
The workbook is a freestanding manual that addresses materials considered to be incompletely covered within the text.
1
Workbook provides varied material practices and exercises for teaching and learning
processes. The fundamental principles of language, grammar, and composition skills involve are not often clearly understood in the
classroom. All kinds of material can cover by the workbook by giving enough practice.
2
The workbook functions in different ways for both teachers and students. For teachers, exercises in the workbook help teachers to examine
student’s ability. Workbook also helps the teacher to determine the learning activity
that can improve student’s comprehension in the classroom. The teachers lead the students with many exercises in order to
develop the competence. Many teachers feel difficult to develop the learning activities for
student. Teachers often have a limited time to develop new activities. Used of the workbook will essential for helping the teacher and student to cover
the problems.
1
Enza Antenos-Conforti and Frank Nuessel, The Workbook in Elementary Italian, Vol. 84,
No. 1 Spring, American Association of Teachers of Italian, 2007, pp. 42-58
2
Fred G. Walcott, Problems of the Workbook Author, The English Journal,Vol. 22, No. 7 Sep, 1933, pp. 574
