The Approach of the Textbook

Still related to the aim of textbook, in the new version of Bloom ’s Taxonomy of learning, there are six steps of difficulty in learning. The very first step of learning is remembering. Then it is followed by understanding applying, analyzing, evaluating and creating. Figure 4.7 The new version of Blooms taxonomy Source:http:sites.duke.edueelandscape20150331blooms-taxonomy The developer of this textbook definitely does not consider this taxonomy as the basis to establish the aim of this textbook. After reading closely to the basic competence written in the teacher manual book, the researcher found that there are two major problems occur in the basic competence of C13. First, that is the basic competence seems does not consider Bloom ’s Taxonomy as the basis in formulating the basic competence. As the evidence, there are only two steps from the Bloom ’s taxonomy are applied in the basic competence of C13. The first is understanding, then jump to the final step which is creating. So in term of difficulty order, this this textbook doesn ’t really follow the order as it is seen from the survey result as well. The second issue is about the base competence of textbook. The researcher could not see that the first four base competences mentioned in the teacher manual have any PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI relation to the English language teaching and learning. To make this clearer, the translation of the first four base competences are provided as follow: 1. To be grateful of having opportunity to learn English as the means of International communication. 2.1 To appreciate polite and care attitude in teacher-student communication and among the students ’ communication. 2.2 To appreciate the attitude of being honest, disciplined, self-confident, and responsible in transactional communication to the teacher and other students. 2.3 To appreciate the attitude of being responsible, caring, helpful in group working, peaceful in doing functional communication. To evaluate student base competence mentioned above, in the manual of textbook it is described the criteria to evaluate the first four base competences. Those four basic competences are categorized into the aspect of attitude encompassing respect, honesty, care, bravery, confidence, communication, social awareness, and curiosity. In each criterion, teachers must evaluate the students using score from 1 the lowest to 5 the highest. The students can be evaluated using four different kinds of evaluation. The first is performance assessment which is meant for the learning result outcome and the learning process. It means that teachers must assess student performance through their learning process and outcome. In the manual, however, is not explained the specific form of the learning outcome should be applied, neither the learning process assessment. It means that this curriculum give teachers freedom to decide the form of assessment they are desiring to administer. The second is In the manual of textbook, it is also explained. As the consequence, many teachers complain about the assessment systems since the variables in base competence of number one and two are difficult to assess. Both variables do not related to the English teaching PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI