reports a study that investigated the types of learning objectives represented in Iranian senior high school and pre-
university English textbooks using Bloom’s taxonomy of learning objectives. Three high-school textbooks and the sole pre-
university textbook were included in the analysis. To codify the learning objectives, a coding scheme was d
eveloped based on Bloom’s taxonomy of learning objectives. The exercises and tasks of the textbooks were codified and
the frequencies and percentages of occurrence of different learning objectives were calculated. Results of the study indicate that in all grades lower-order
cognitive skills were more prevalent than higher order ones. Furthermore, the difference between the senior high school and the pre-university textbooks in
terms of the levels of the taxonomy were significant insofar as the pre-university textbook used some degrees of higher-order learning objectives. Results of this
study have implications both for teaching and materials development. Based on the previous studies, this skripsi is intended to do the research
focused on analysis of the English workbook that used for student at SMPMTs. It analyze by using Revised Bloom Taxonomy. Therefore, the title is Analysis of
English Workbook for SMPMTs by Using Revised Bloom Taxonomy.
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CHAPTER III RESEARCH METHODOLOGY
This study discusses about research methodology. It covers method and research design, time of the study, description of the data, instruments, and
technique of data analysis.
A. Method and Research Design
This research method is qualitative, used the descriptive analytical study which describe and elaborate the data followed by analyzing. Researcher used
content analysis as the tools. This means that this study analyzes the English workbook, Can Do 2, by using cognitive domain levels of Revised Bloom
Taxonomy. The workbook were analyzed according to cognitive level of Revised
Bloom’s Taxonomy table in order to know which level they comprise: remembering C1, understanding C2, applying C3, analyzing C4, evaluating
C5, or creating C6. It will be found out the cognitive level of Revised Bloom Taxonomy that is applied most dominantly, less dominantly, and least dominantly
in the English book.
B. Time of the Study
This research was conducted in May 2014, without being determined the exact place.
C. Description of the Data
Data used in this study was the document of English workbook for 10
th
grade of Junior High School SMPMTs. This research is focused on analyzing the
English Workbook , “Can Do: 2 practice book”, which is published in Indonesia
by PT. Asta Ilmu Sukses. Since originally this book was published by Richmond Publishing. Richmond Publishing is an English Language Teaching publisher with
publishing centers and companies across the world. It is the publisher company
that committed to the development of high quality materials in student and teacher-friendly formats and the provision of additional educational services
relevant to the local needs.
1
So, this workbook has customized to Indonesian’s
needs, alignment with UN, and exam practices. Richmond and Astas joint launch of the secondary course
“Can Do” in Indonesia at 18 February 2012, have three level course for teenagers. They are
“Can Do 1”, “Can Do 2”, and “Can Do 3”. It integrates the specifications of the CEF and giving
student’s confidence by showing them what they can do in English.
2
This book is written by Michael Downie, David Gray, and Juan Manuel Jimenez. Can Do has been supervised by Paul Seligson, a highly prestigious ELT
teacher trainer and author of various series. It has been carefully developed to balance the four skills whilst also providing thorough treatment of grammar and
vocabulary to achieve communicative competency. This book is contained with 14 units, 3 dossiers and 3 stories for evaluation, in 104 pages.
Table 3.1 Unit and Topic in the workbook Can Do 2 Unit
Topic 1
You and Me 2
Boys and Girls My Dossier 1
3 Good Company
4 London Diaries
5 Film Fan
Story 1 6
A Tall Story 7
A Bright Future My Dossier 2
8 Play safe
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http:www.richmondelt.comabout-us
2
http:www.richmondelt.cominternationaleventsindonesialaunch
9 Good Friends
10 Sweet Dreams
Story 2 11
Opinions 12
Don’t Litter My Dossier 3
13 Last Minute
14 The Concert
Story 3
Can Do
integrates the specifications of The Common European Framework of Reference for Languages
into a fresh new approach to teaching
English to teenagers. Can Do offers:
1.
Clear and explicit teaching and learning goals at every stage
2.
An action-oriented approach that engages students in fun, effective learning
3.
Stimulating evaluation tasks that allow teachers and students to monitor progress continuously
4.
70 photocopiable worksheets, giving teachers the opportunity to provide specific reinforcement or extension work as needed
5.
Dossiers and Language Passports that encourage creative use of language
and student self-evaluation A complete set of tests for each level with term and final tests in the format of
the Cambridge KET Key English Test and PET Preliminary English Test examination
3
D. Technique of Collecting Data
This study is analyzed each unit activity in the Can Do 2, with defined as any one of the following: a question or instructional activity. It used data analysis
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