and observed. Those are called objectives. Thus, objectives must be related to goals, topics, and general purposes.
Figure 2.2: Goals, Topics, General Purposes, Objectives
According to Kemp 1977, objectives indicate what teachers’ want to teach and whether the objectives are accomplished or not. There are three
categories of objectives:
a. Cognitive Domain
Cognitive domain includes some objectives dealing with knowledge or information, thinking, recognizing, predicting, etc. The stage is from simple
knowledge to higher levels of mental activity. They are remember, understand, apply, analyze, evaluate, and create Anderson et al. Eds, 2001. The details are
shown in table 2.2 below.
Categories Cognitive Processes
Alternative Names
Remember Recognizing Identifying Recalling Retrieving
Understand Interpreting Clarifying, paraphrasing, representing, translating
Exemplifying Illustrating, instantiating
Classifying Categorizing, subsuming
Summarizing Abstracting, generalizing Inferring Concluding, extrapolating,
interpolating, predicting
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Categories Cognitive Processes
Alternative Names
Comparing Contrasting, mapping,
matching Explaining Constructing
models Apply Executing
Carrying out
Implementing Using Analyze Differentiating
Discriminating, distinguishing, focusing, selecting
Organizing Finding coherence,
intergrating, outlining, parsing, structuring
Attributing Deconstructing Evaluate Checking Coordinating,
detecting, monitoring, testing
Critiquing Judging Create Generating
Hypothesizing Planning Designing
Producing Constructing
Table 2.2: Categories of Cognitive Domain
b. Psychomotor Domain
It is about skills dealing with physical activities. Usually, this domain is easy to observe. The taxonomy includes gross bodily movements, finely
coordinated movements, nonverbal communication, and speech behaviour. However, it is not a sequential taxonomy.
c. Affective Domain
Affective domain includes some objectives dealing with attitudes, appreciations, values, and all emotions. According to Krathwohl 1964 as cited
by Kemp 1977, the affective domain is categorized into five sequenced levels; receiving, responding, valuing, organizing, and characterizing by a value
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
complex. Furthermore, Kemp states that a learning objective can involve one or more domains.
Furthermore, a good formulation of learning objective should include four elements which are known as ABCD. A stands for audience, which indicates who
will do the behaviour. B stands for behaviour, defining what audience should be able to do. C stands for condition, telling under what condition the audience
should be able to do the behaviour. D stands for degree, indicating standard of how well the audience should be able to do the behaviour “Developing Course
Objectives,” May 20, 2011.
5. Assessing Needs
