DISCUSSION FINDING AND DISCUSSION

41

CHAPTER V CONCLUSION AND SUGGESTION

In this chapter, the writer attempts to discuss the conclusion of the general result and some suggestions for students and teachers, the publishers, and workbook s’ authors.

A. CONCLUSION

Workbook plays an important role in teaching learning process. It greatly influences the learning outcome of students. This study attempted to discover the appropriateness of workbook Can Do 2 with the cognitive dimension of Revised Bloom Taxonomy and the dominant aspect of the cognitive of revised bloom taxonomy. The activities that were defined as units for analysis were instructional verbs and questioning stem. They are collected, listed, and analyzed according to cognitive dimensions of Revised Bloom’s Taxonomy. Based on the data analysis, the conclusion of this study is the workbook does not appropriate with Revised Bloom Taxonomy. It did not cover the entire cognitive dimension of the Revised Bloom Taxonomy in each unit. It shows there are uneven activities distributions in the six level of cognitive dimension. The amount of them is not sufficient. Regarding the cognitive dimensions in the workbook, the author of Can Do 2 placed emphasis on the lower thinking processes of remembering. However the total number of remembering is not too different with understanding and applying. They are being spread evenly in each dimension level. Especially in applying, it has great quantities activities which reach 29 from entire activities. It means the authors have given more attention to understanding and applying too, although they are underneath remembering. Due to this reason, this book is proper for the student in the 8 th grade. It is sufficient to achieve the goals of the teaching and learning process in this grade, that student could be applying, using, and implementing the knowledge. On the other hand, it is a basic of the knowledge. It should be increased the number of the activities that deal with higher thinking process. It will give the students opportunities to interact effectively in a variety of situations.

B. SUGGESTION

After doing this research, the writer would like to offer some suggestions: 1. For the school, it will be better for the school to give more attention to the content compatibility of the cognitive levels of the workbook. It is need to be selective in choosing the appropriate workbook that c an develop student’s competence. 2. Through this research, teachers can see which cognitive dimension that has appropriate and which cognitive dimension that should improved with compatible activities. Teachers have to revise the existing exercises for supplementing the insufficient aspect. 3. For the students, it will lead them more directly to rote learning. They have learn to apply their knowledge in their daily life, not only remembering the lessons, but also can create something new to make it useful for many people. 4. It also encourages for the readers to not accustom to superficial learning and thinking, but it can concern with the more complex thinking to develop immediately their ability. 43 REFERENCES Airasian, Peter W. Classroom Assessment. New York: McGraw-Hill, 2008 Allington, Richard. Michael Strange, Learning Through Reading in the Content Areas. Lexington: Dc. Heath and Company. 1980. Amer, Aly. Reflections on Bloom’s Revised Taxonomy: Electronic Journal of Research in Educational Psychology. No 8, Vol 4 1, 2006. Antenos-Conforti, Enza., Nuessel, Frank. The Workbook in Elementary Italian, Vol. 84, No. 1 Spring, American Association of Teachers of Italian, 2007. Assaly, Ibtihal., Abdul Kareem Igbaria. A Content Analysis of the Reading and Listening Activities in the EFL Textbook of Master Class. Education Journal. Vol. 3, No. 2, 2014, pp. 24-38. doi: 10.11648j.edu.20140302.11 Nitko, Anthony J and Susan M. Brookhart. Educational Assesment of Student. Boston. 2011. Bachman ,Lyle. Interfaces Between Second Language Acquasition and Language testing research. New York, 1998. Direktorat Jenderal Pendidikan Islam Depag R. UU dan Peraturan Pemerintah RI tentang Pendidikan. Jakarta, 2006. Douglas, Paul. Teacher’s Perception on The Learning Difficulties and Development of English Language Skills Among High School Students: Influence of Classroom Teaching and Workbooks. Http:Www.Aiaer.NetEjournalVol2010812.Htm Duc, Nguyen Chi. Using Bloom’s Revised Taxonomy to Design In-Class Reading Questions for Intermediate Students in The Context of Vietnam. VNU Journal of Science, Foreign Languages 24. p.175-183, 2008. Eisner, Elliot W. Profiles of Famous Education: Benjamin Bloom 1913 – 1999, Prospects, vol. XXX, no. 3, September 2000. Fagan, Edward R. Textbook and the Teaching English, The English Journal vol 9 No. 5, 1980. Fraenkel, Jack R and Norman E. Wallen. How to Design and Evaluate Research in Education. Boston: McGraw Hill, 2007.