Psychomotor Domain Psychomotor Domain

2. 3 Psychomotor Domain Psychomotor Domain

Action verbs Which describe the

Examples of activity or

Level Category activity to be

or „level‟ demonstration and trained or

Description

evidence to be measured

measured at each level

Awareness, the

Use and/or selection of chooses, describes,

ability to use

senses to absorb data for detects,

sensory cues to

guiding movement

differentiates,

guide physical

Examples:

distinguishes, feels,

activity. The

Detects nonverbal

hears, identifies,

ability to use

communication cues.

isolates, notices,

observe, recognizes, 1 Perception

sensory cues to

Estimate where a ball will

guide

land after it is thrown and

relates, see, selects,

Motor activity.

then moving to the correct

separates, touches,

This ranges from

location to catch the ball.

Sensory

Adjusts heat of stove to

stimulation,

correct temperature by smell

through cue

and taste of food. Adjusts the

selection, to

height of the forks on a

translation.

forklift by comparing where the forks are in relation to the pallet. Mental,

or arranges, begins, emotional preparation before displays, explains, experience or task

physical

gets set, moves, prepares, proceeds,

Readiness, a Examples: Knows and acts reacts,

shows, learner's readiness upon a sequence of steps in a states, volunteers, to act. Readiness

responds, to act. It includes Recognize one‟s abilities and starts, mental, physical,

manufacturing process.

limitations. Shows desire to

and emotional

sets. These three

(motivation).

2 Set sets are

dispositions that

NOTE: This subdivision of

predetermine a

person‟s response closely

Psychomotor

is

related with the "Responding

to different

to phenomena" subdivision

situations

of the Affective . “By the end

(sometimes called

of the physical education

mindsets).

program, students will be able to demonstrate nthe proper stance for batting a ball.” Imitate or follow instruction, assembles, builds,

Attempt.

The

calibrates, early stages in

trial and

constructs, copies, learning

error.

dismantles, complex skill that

a displays, dissects, includes imitation mathematical equation as fastens,

Examples:

Performs

fixes, and trial and

Follows follows, grinds, error. Adequacy instructions to build a model. heats,

demonstrated.

imitates, Guided

of performance is 3 Responds handsignals of manipulates, Response

achieved

by

instructor while learning to measures, mends, practicing.

operate a forklift.

mixes, reacts,

reproduces, Basic proficiency, “By the end of the physical responds sketches, the ability to education program, students traces, tries. perform

will be able to perform a golf

complex

motor

swing as demonstrated by the

skill.

instructor.”

This is the Competently respond to assembles, builds, intermediate stage stimulus

action calibrates, in learning a

for

Examples: Use a personal completes, complex skill.

constructs, 4 Mechanism Learned

computer. Repair a leaking

dismantles, responses have

faucet. Drive a car.

“By the end of the biology displays, fastens, become habitual

program, students will be fixes, grinds, and the

able to assemble laboratory

heats,makes,

movements can

manipulates, be performed with for experiments.”

equipment appropriate

measures, mends, some confidence

mixes, organizes, and proficiency.

performs, shapes, sketches.

Expert Execute a complex process assembles, builds, proficiency, the

with expertise

calibrates, intermediate stage constructs,

of learning a Examples: Maneuvers a car coordinates, complex skill.

demonstrates, The skillful

into a tight parallel parking

spot. Operates a computer dismantles, performance of

displays, motor acts that

quickly and

dissects, fastens, involve complex

accurately. Displays

fixes, grinds, heats, movement

competence while

manipulates, patterns.

playing the piano.

measures, mends,

mixes, organizes, Proficiency is

“By the end of the

sketches. indicated by a

industrial education

program, students will

quick, accurate,

NOTE: The and highly

be able to demonstrate

key words are the coordinated

proper use of

same as performance,

woodworking tools to

Mechanism, requiring a

high school students.”

but will have Complex or minimum of

adverbs or 5 Overt energy. This

adjectives Response category includes

that indicate performing

that the without

performance hesitation, and

is quicker, better, automatic

more accurate, etc. performance. For example, players are often utter sounds of satisfaction or expletives as soon as they hit a tennis ball or throw a football, because they can tell by the feel of the act what the result will produce. Adaptable

Adapts, adjusts, proficiency, a

Alter response to

alters, changes, 6 Adaptation learner's ability to challenges

reliably meet varying

integrates, modify motor

rearranges, skills to fit a new

Examples: Responds

effectively to

reorganizes, revises,

situation. Skills

unexpected

solves, varies.

are

well experiences. Modifies

developed and the instruction to meet the individual can

needs of the learners.

modify movement Perform a task with a patterns to fit

machine that it was not

special

originally intended

requirements.

to do (machine is not damaged and there is no danger in performing the new task).

“By the end of the industrial education program, students will

be able to adapt their lessons on woodworking skills for disabled students.”

Creative

Develop and execute new arranges, builds,

proficiency, a

integrated responses and

combines,

learner's ability to activities

composes,

create

new constructs, creates,

movement

Examples: Constructs a new designs, formulates,

patterns.

theory. Develops a new and initiate, makes, Comprehensive

training modifies, originates,

Creating new

programming. Creates a new redesigns,

troubleshoots. 7 Origination patterns to fit a

Movement

gymnastic routine.

particular situation

or

specific problem. Learning outcomes Emphasize creativity based upon highly developed skills.

Adapted from: Sitepu, B.P. 2012. Penulisan Buku Teks Pelajaran. Bandung: PT. Remaja Rosdakarya.

English student book entitled “Think Globally Act Locally” is one of the new textbooks published by Ministry of Education and Culture of Indonesia related to the implementation of the newest curriculum, that is 2013 curriculum. Although this book is published by the Ministry of Education and Culture of

31

Indonesia, no one can guarantee that this book is good and all materials written here is suitable with Core and Basic competence of 2013 curriculum. So, we need an analysis to evaluate the book in order to help the improvement of this book. Unfortunately, because this book is published in 2014, there just a few analysis of this book. According to those reasons, the researcher tried to analyse this book in terms of the relevance between the materials written in the book with the Core and Basic competence in 2013 curriculum. The researcher limited the analysis in terms of Cognitive and Psychomotor domains of Core and Basic competence three and four. The researcher analysed the book with content analysis approach in descriptive qualitative research design. The result of this research was the evaluation of the textbook in terms of its relevance with the Core and Basic competence of 2013 curriculum.