ANALYSIS OF THE LEARNING INDICATORS IN LOOK AHEAD (SECOND GRADE) BASED ON THE SCHOOL-BASED CURRICULUM AND BLOOM'S TAXONOMY
ANALYSIS OF THE LEARNING INDICATORS IN LOOK
AHEAD (SECOND GRADE) BASED ON THE SCHOOL-BASED
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Gabriella Novianty Soedjarwo
Student Number: 071214045
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
ANALYSIS OF THE LEARNING INDICATORS IN LOOK
AHEAD (SECOND GRADE) BASED ON THE SCHOOL-BASED
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Gabriella Novianty Soedjarwo
Student Number: 071214045
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
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Anonymous-
Discipline is the bridge between goals and accomplishment.
-Jim Rohn-
Self-motivation is the key to all successes.
-Gaby-
ABSTRACT
Soedjarwo, Gabriella Novianty. 2012. Analysis of the Learning Indicators in
Look Ahead (Second Grade) Based on the School-Based Curriculum and
Bloom's Taxonomy. Yogyakarta: English Language Education Study Program,
Sanata Dharma University.
Education system in Indonesia always deals with curriculum as the goal in teaching. In the field, the curriculum are formulated in the form of indicators to see the students' achievements precisely. This research aims to analyse the indicators taken from Look Ahead (Second Grade) based on School-Based Curriculum and Bloom's Taxonomy since this textbook is used by most high schools in Yogyakarta. This research was essential to be done since the teaching material used in the classroom should be able to facilitate the students in achieving the required behaviour. Furthermore, the formulation of the indicators can be used as the aspect to know whether the the textbook can facilitate the students in achieving the requirement. There were two presented research questions: (1) How are the indicators in Look Ahead (Second Grade) formulated based on the School-Based Curriculum? and (2) How are the indicators in Look
Ahead (Second Grade) classified based on Bloom's Taxonomy?
The theories used in this research were the learning cycle method, the School-Based Curriculum, the curriculum development, Kemp's theory on defining the indicators, and Bloom's Taxonomy. Those theories were used to answer the presented research questions. The Basic Competences used in this research was taken from the School-Based Curriculum. The researcher used the revised version of Bloom's Taxonomy to analyse the indicators. Kemp's theory was used to analyse whether the statement of the indicators had fulfilled the criteria.
The method used in this research was document analysis. This method was considered as the most appropriate method since the data were taken from documents, in this research was textbook and the School-Based Curriculum. The data were analysed using the Basic Competences on the School-Based Curriculum and Kemp's theory about the criteria of well-formulated indicators. After that, the indicators were analysed using Bloom's Taxonomy to find out their classifications.
The findings of this research was the indicators stated in Look Ahead had not fulfilled the requirement of the School-Based Curriculum since those were formulated for the productive skills, meanwhile there were the receptive skills required in the curriculum. The indicators had fulfilled the criteria of well- formulated indicators based on Kemp's theory. The indicators stated in Look
Ahead were classified on understanding factual knowledge, understanding
conceptual knowledge, and creating conceptual knowledge based on Bloom's Taxonomy. The indicators stated in Look Ahead could not be recognised their micro and macro skills, meanwhile it was important to specify the assessment.
ABSTRAK
Soedjarwo, Gabriella Novianty. 2012. Analysis of the Learning Indicators in
Look Ahead (Second Grade) Based on the School-Based Curriculum and
Bloom's Taxonomy. Yogyakarta: Program Studi Pendidikan Bahasa Inggris,
Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Sistem pendidikan di Indonesia selalu berdasarkan pada kurikulum sebagai tujuan pembelajaran di sekolah. Pada prakteknya, kurikulum dijabarkan dalam indikator untuk melihat pencapaian para murid dengan lebih akurat. Penelitian ini bertujuan untuk menganalisis indikator-indikator yang terdapat pada Look Ahead 2 berdasarkan KTSP (Kurikulum Tingkat Satuan Pendidikan) dan Taksonomi Bloom. Buku cetak tersebut dijadikan sebagai subjek penelitian karena dipakai oleh sebagian besar sekolah di Yogyakarta. Penelitian ini dilakukan karena buku cetak diharapkan mampu memfasilitasi para murid dalam mencapai kemampuan di kurikulum. Penelitian ini merumuskan masalah dalam dua pertanyaan: (1) Bagaimana indikator-indikator yang terdapat di Look Ahead 2 diformulasikan berdasarkan KTSP? dan (2) Bagaimana indikator-indikator yang terdapat di Look
Ahead 2 diklasifikasikan berdasarkan Taksonomi Bloom?
Teori-teori yang digunakan adalah teori learning cycle, KTSP, teori pengembangan kurikulum, teori Kemp, dan Taksonomi Bloom. Teori-teori tersebut digunakan untuk menjawab pertanyaan yang telah dirumuskan. Standar Kompetensi dan Kompetensi Dasar yang digunakan diambil dari KTSP. Teori Kemp digunakan untuk mengetahui perumusan indikator yang baik. Sedangkan Taksonomi Bloom digunakan untuk mengklasifikasikan indikator-indikator tersebut.
Metodologi yang diterapkan pada penelitian ini adalah document analysis. Metode ini adalah metode yang paling sesuai karena data yang diambil berasal dari dokumen-dokumen, pada penelitian ini adalah buku cetak dan Kurikulum Tingkat Satuan Pendidikan. Data dianalisis menggunakan Kurikulum Tingkat Satuan Pendidikan dan teori Kemp tentang kriteria perumusan indikator yang benar. Setelah itu, indikator-indikator dianalisis menggunakan Taksonomi Bloom untuk mengetahui klasifikasi indikator-indikator tersebut.
Dari hasil analisis ditemukan bahwa indikator-indikator yang terdapat di
Look Ahead telah memenuhi kriteria berdasarkan teori Kemp. Akan tetapi,
indikator-indikator tersebut belum memenuhi persyaratan kompetensi yang dirumuskan pada kurikulum karena indikator yang terdapat pada Look Ahead hanya berfokus pada productive skills saja. Indikator-indikator tesebut berada pada understanding factual knowledge, understanding conceptual knowledge, dan
creating conceptual knowledge berdasarkan Taksonomi Bloom. Penemuan lain
dari penelitian ini adalah tidak adanya pembedaan micro dan macro skills dalam indikator-indikator tersebut, sedangkan pembedaan ini sangat beguna dalam penentuan bentuk penilaian pada murid.
ACKNOWLEDGEMENTS
I would like to express my deepest and sincere thanks to all people who support me in finishing my study. First of all, I would like to thank Made Frida Yulia, S.Pd., M.Pd., my sponsor, for her guidance, help, and suggestions. I truly give my deepest thank to my beloved dad, mom, and little sister for their never ending prayers, love, and supports. My deepest gratitude is also addressed to Drs. Y.B. Gunawan, M.A. for his encouragement to finish my study soon.
I also addressed my gratitude to my dear college friends: Reta, Agnes, Redy, Calvin, Ajeng, Hedwig, Seto, Olive, Mei, and Indah P.Mat. for their support and also to Goreti, Mery, Esther, Lala, Adel, and Ami for the time we share and laugh together. They really give me spirit in finishing my study.
I give my sincere thanks to Cana Community and Campus Ministry for all the experiences and chances given to me. My special thanks is expressed to Sister Margareth FCJ and Mbak Endang as my proofreaders. I hope God bless them all.
Gabriella Novianty Soedjarwo
TABLE OF CONTENTS
PageTITLE PAGE ….......................................................................................... i APPROVAL PAGES ….............................................................................. ii MOTTO PAGE …....................................................................................... iv STATEMENT OF WORK'S ORIGINALITY …......................................... v
PERNYATAAN PERSETUJUAN PUBLIKASI …......................................... vi
ABSTRACT …........................................................................................... vii
ABSTRAK …................................................................................................ viii
ACKNOWLEDGEMENTS ….................................................................... ix TABLE OF CONTENTS …........................................................................ x LIST OF TABLES ….................................................................................. xii LIST OF FIGURES …............................................................................... xiii LIST OF APPENDICES …........................................................................ xiv
CHAPTER I. INTRODUTION A. Research Background ...............................................................
1 B. Problem Formulation ….............................................................
4 C. Problem Limitation …...............................................................
4 D. Research Objectives …..............................................................
5 E. Research Benefits …...................................................................
5 F. Definition of Terms ….................................................................
6 CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ….........................................................
8 1. Learning Cycle Method …..............................................
8 2. Curriculum Development …..........................................
10 3. School-Based Curriculum …...........................................
12 3. Defining Indicators ….....................................................
13 4. Bloom's Taxonomy ….....................................................
14
CHAPTER III. METHODOLOGY A. Research Method …...................................................................
23 B. Research Setting …....................................................................
24 C. Research Subject …....................................................................
24 D. Research Instruments and Data Gathering Techniques ….........
25 E. Data Analysis Technique ….......................................................
26 F. Research Procedure …...............................................................
29 CHAPTER IV. RESEARCH FINDINGS AND DISSUSSION
A. The Formulation of Indicators in Look Ahead (Second Grade) Based on School-Based Curriculum …..........................................
32 B. The Classification of the Indicators in Look Ahead Based on Bloom's Taxonomy ..........................................................
41 C. Other Findings …........................................................................
49 CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions …...............................................................................
51 B. Recommendations ….....................................................................
52
LIST OF TABLES 3.1 Taxonomy in Use …..............................................................................
28
4.1. The Number of Indicators Stated in Look Ahead and Competence Standards and Basic Competences ….....................................
34
4.2. The Action Verb and Subject Matter Stated in Indicators of Look Ahead 41 4.3 The Classification of the Indicators Based on Bloom's Taxonomy ….
46
4.4 The Classification of the Action Verb Based on Cognitive Process Dimension of Bloom’s Taxonomy …........................................................
45
4.5 The Classification of the Subjects Matter Based on the Knowledge Dimension of Bloom’s Taxonomy …..........................................................
48
LIST OF FIGURES 2.1. The Objective Model of Curriculum Development …........................
10 4.1 The Formulation of the Indicator in Look Ahead …..............................
33
4.2 Total Number of Basic Competence and Indicators for second grade of senior high school …..............................................................................
34
LIST OF APPENDICES 1. Indicators Stated in Look Ahead .................................................
57
2. Competence Standard and Basic Competence for Second Grade of Senior High School .....................................................................
63
CHAPTER I INTRODUCTION This chapter consists of the research background, problem formulation,
problem limitation, research objectives, research benefits, and definition of terms of this research.
A. Research Background
Education system in Indonesia always deals with curriculum. The government regulates the curriculum to set the standard achievement of the students in every school in Indonesia. In Indonesia, the curriculum changes every five years. The change in curriculum is aimed to achieve better education.
Indonesia has implemented Kurikulum Tingkat Satuan Pendidikan (KTSP) or the School-Based Curriculum since 2006/2007 academic year.
The School-Based Curriculum was regulated to set the Competence Standards and the Basic Competences. These Competence Standard and Basic Competence are the basic in defining the indicator. Based on Peraturan
Pemerintah no.22 Tahun 2006, the senior high school students must achieve the
informational language skill of English. Wells (1987) explains that in the informational stage, the students are supposed to be able to access the knowledge by using the target language.
To achieve that level, the learning indicator should be well formulated to make the teacher see the students' development clearly. The classification used in
2 Cruikshank, Mayer, Pintrich, Raths, and Wittrock explanation (2001), Bloom's Taxonomy is designed to classify the educational indicator. The indicator is used to describe students' behaviour after certain process in education. Classification is given to help the teacher to organize the educational indicator (pp. 4-5). Bloom's Taxonomy here is used to look at the increase in students' ability precisely.
Bloom (1972) classifies the education taxonomy into six stages; knowledge, comprehension, application, analysis, synthesis, and evaluation (p.
18). Bloom's Taxonomy was arranged from simple to complex educational behaviour. However, Anderson, former student of Bloom, led the change on Bloom's Taxonomy in 2000. Schultz and Overbaugh (2010) explain the taxonomy was arranged as remembering, understanding, applying, analyzing, evaluating, and creating. The significant change is on the two highest stage, creating considers as the highest level, not evaluating.
Another change made by Anderson is the use of noun instead of verb. As the original taxonomy, which classified the indicator in six stages by using noun to classify the indicator, the revised version of Bloom's Taxonomy uses noun instead of verb. This change was made because the revised version of Bloom's Taxonomy focuses on two-dimensional taxonomy in defining the indicator. The revised version of this taxonomy focuses on the knowledge and how to acquired the knowledge, thus the change from noun to verb was made.
According to Kemp (1977) theory, indicator must be stated using terms that can promote learning (p. 23). Moreover, Lindvall (1964) explains that by
3 influence on what they learn in school (p. 2). thus, in formulating the indicators, the selection of appropriate action verb is essential to be considered. Referring to the appropriate actions verbs to be used in defining the indicator is important. It is because the indicator aims to measure students' achievement and action verbs are used to measure this achievement of the educational behaviour clearly. Thus, to be able to see the students' achievement, action verb is the best choice in defining the indicator. Related to action verb, each stage in Bloom's Taxonomy refers to certain action verbs used in defining the indicator.
The analysis on the indicators should be formulated based on Basic Competences stated in the School-Based Curriculum as supported by the Brady's model in developing the curriculum which was the objective model. These Competence Standards and Basic Competences are implemented in the form of indicators stated in the textbook by material developers. As it is in Look Ahead (Second Grade), the indicators are stated in the beginning of each chapter.
This research analyses how the indicators in Look Ahead (Second Grade) an English Textbook are formulated based on the the School-Based Curriculum and how are the formulation of those indicators based on Bloom's Taxonomy. After conducting small preliminary research, the researcher gained the answer that
Look Ahead is the mostly used textbook for English lesson especially in
Yogyakarta. It is essential to conduct this research since Look Ahead textbook is the most frequently used textbook for senior high school students. Furthermore, the material takes an influence in the students' success in gaining the expected
4 B. Problem Formulation From the background above, the researcher formulated the following questions:
1. How are the indicators in Look Ahead (Second Grade) formulated based on the School-Based Curriculum?
2. How are the indicators in Look Ahead (Second Grade) classified based on Bloom's Taxonomy?
C. Problem Limitation
This research will focus on analysing Look Ahead (Second Grade) written by Th. M. Sudarwati and Eudia Grace. This textbook was published by Erlangga in 2007. The parts to be analysed are the indicators stated in the textbook and how the indicators are classified based on Bloom's Taxonomy.
Look Ahead formulated a indicator as In this unit, you will learn how to
express feelings, warning, advising, and permission. Kemp (1977) explains that
the indicators show the learning outcome (p. 23), thus the part of the indicators stated in Look Ahead which was regarded as the indicator was express feelings,
warning, advising, and permission. The analysis was conducted by classifying
the action verbs and the subject matter used based on School-Based Curriculum, Kemp's theory and Bloom's Taxonomy.
Since this research focuses on textbook for second grade of senior high school, the competence standard and the basic competence are used as the
5 aims to see how the indicators in Look Ahead (Second Grade) are formulated based on the competence standard and the basic competence. This research refers to the revised version of Bloom's Taxonomy for classifying the indicators. The use of appropriate action verb in formulating indicators is considered important in this research since action verbs describe the expected cognitive process.
D. Research Objectives
Referring to the problem formulation above, the objectives of this research are: 1. to find out the formulation of the indicators in Look Ahead (Second Grade) based on Competence Standards and Basic Competences in the School-Based
Curriculum. 2. to find out the classification of indicators in Look Ahead based on Bloom's Taxonomy.
E. Research Benefits
This research will be beneficial for the parties which work in English teaching area such as material developers and the teachers in defining proper indicators. This research analyses how the material developers formulated the indicators as stated in the textbook. The researcher expects that this research will become their additional knowledge on how to formulate appropriate indicators.
This research will also be beneficial for English teachers at school. The
6 will consider more carefully in taking textbook as the source of teaching in school. This research will give the information how the indicators in Look Ahead are formulated and hopefully this information makes the teacher use the textbook wiser.
F. Definition of Terms Some terms below need to be defined in order to avoid misunderstanding.
These definitions are:
1. Learning Indicator
Indicator is formulated based on competence standard and basic competence stated in the curriculum. This research considers that objective is the same as indicator. Kemp (1977) defines indicator as outcome of the instruction (p. 23). Thus, indicators are the educational behaviours that are expected to be achieved and these indicators are derived from the basic competence stated in the curriculum. The basic competence should be derived in the form of indicators to measure the students' achievement after doing educational process. Moreover, Kemp (1977) explains that indicator should be stated by using action verb to promote learning (p. 23). In this research, the indicators are taken from the Look
Ahead (Second Grade) English textbook. The example of the part of the
formulated indicators stated in Look Ahead which is regarded as the learning indicator is express feelings, warning, advising, and permission.
2. Bloom's Taxonomy
7 distinctions among students' behaviour (p. 13). Anderson et al. (2001) explain that Bloom's Taxonomy is a kind of framework to classify the educational indicators (p. 4). Bloom's Taxonomy explains that there is an improvement in the students' achievement after attending certain educational processes.
Based on Anderson et al. (2001) explanation, the revised version of Bloom's Taxonomy sees the intended cognitive process and the knowledge to be acquired by the students. The new version of this taxonomy classifies the cognitive process dimension into six stages namely Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating (p. 5).
The revised version of Bloom's Taxonomy also distinguishes the knowledge dimension into four level. The major types of knowledge dimension stated by Anderson et al. (2001) are factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge (p. 46). The researcher uses the revised version of Bloom's Taxonomy. This revised version is used as the basic in classifying the indicators in Look Ahead.
CHAPTER II REVIEW OF RELATED LITERATURE This chapter consists of theoretical description and theoretical framework. Theoretical description describes all the theories used in this research. Whereas, theoretical framework explains how the theories are related to each other. A. Theoretical Description In this section, the researcher elaborates the theories used in this research. The theories include Learning Cycle Method, Curriculum Development, School- Based Curriculum, Defining Indicators, and Bloom's Taxonomy.
1. Learning Cycle Method
The learning cycle method was proposed by Callaghan and Rothery in 1988. This method consists of four stages. The first stage is building knowledge of the field. The second one is modeling or deconstruction. The next is joint construction. The last stage is independent construction. The learning cycle method involves the four skills in learning language namely listening, speaking, reading, and writing. However, this method focuses on the productive skills only, speaking and writing.
In building knowledge of the field stage, the students are given the new concept in their new language, in this case English. Beside building the new concept, the students share their prior knowledge about the topic being discussed.
9 brainstorming, vocabulary development, and hands on experiences.
After building the new concept and sharing the prior knowledge, the students move on to modeling stage. In this stage they are familiarised with the text genre, so they will be able to “read” the text and deconstruct that text. The activities that are useful in this stage such as sorting text, sequencing stages, highlighting parts of the text, and vocabulary building task.
The next stage is joint construction stage. In this stage, the students have the experience in the text. The students are also provided with strategies to guide them in building the knowledge in the field. The technique that may be useful are writing key structural or grammatical words on sticky note, demonstrating on the board how to make a sentence using those words, and asking the students to arrange their sticky note in a sentence.
The students are expected to be able to apply what they have learnt before in independent construction stage. In this stage, the students have been ready to plan and complete their own research and make their own text. The roles of the teacher in this stage are monitor and provide support and guide for the students when they are needed.
2. Curriculum Development
The curriculum can be developed through two models. Brady (1992) states that there were two models of curriculum developments that were used mostly, namely objective model and interaction model (p. 68). It was called objective model because the curriculum was developed by formulating the educational
10 curriculum was seen as dynamic process which could begin with any curriculum elements in any sequences (p. 74).
The model to be used in this research was objective model since the curriculum, the School-Based Curriculum, was developed by the Look Ahead material developers by formulating the indicators. It could be seen that the objective, in this research was also called indicator, was formulated at beginning
part in each unit. Brady (1992) presents the objective model as Figure 2.2 (p. 68). Muslich (2007) explains that the School-Based Curriculum was developed through several steps. The first step was designing the syllabus. The syllabus was considered as the first step since the students' achievements of the requirement in the curriculum should answer the questions about (1) What is going to be learnt?, (2) How to teach?, (3) How to assess? (p. 23). Based on those questions, the syllabus should be designed first because the syllabus answered those questions.
stating objectives
selecting learning experiences
organising learning experiences
evaluation
Figure 2.2 Brady (1992) The Objective Model (p. 68)11 standard competences, time allocation analysis, year and semester programmes, and lesson plan (pp. 41-45). In designing the lesson plan, there were eleven steps to be followed. Those steps were (p. 46): 1. taking one teaching unit to be implemented 2. formulating competence standard and basic competence of that teaching unit 3. stating the indicators to achieve those competence standard and basic competence 4.stating the time location need to achieve those indicators 5. formulating the teaching goals 6. choosing the teaching material to be given in class to achieve the teaching goals 7. choosing the teaching method that could supported the material and teaching goals 8. arranging pre activities, whilst activities, and post activities for each teaching goals 9. dividing the teaching-learning process into several meetings if one basic competence could not be achieved in one meeting 10. mentioning the teaching material to be used in each meeting 11. stating the assessment technique, form and the example of the assessment instrument along with scoring, the exercise, and rubric
Based on the steps in designing the lesson plan above, it was clearly seen that the indicators and the material used in the classroom should be based on basic competences stated in the curriculum. It was because all the teaching-learning
12 curriculum. Thus, the indicators stated in the teaching material such as the textbook, should also be formulated based on curriculum.
3. School-Based Curriculum
Based on Peraturan Pemerintah no.22 Tahun 2006, English lesson in school is aimed to develop the students' ability in communicating.
Communicating here means the students are able to communicate in oral and written ways. Thus, English lesson at schools should help the students to acquire English proficiency in informational level, in which the students are expected to be able to use English to communicate and gain information.
Wells (1987) as cited in School-Based Curriculum, literary ability is divided into three skills, performative, functional, informational, and epistemic.
As it was explained above, for senior high school students, they are expected to reach informational level. The purpose of reaching this level is as their preparation in entering university. This educational behaviour is stated in the Competence Standard and Basic Competence.
4. Defining Indicators
In education, defining indicators is important. Indicators are formulated to give the direction and goal in teaching learning activities. From the teacher's point of view, indicators are used to monitor the ways in which students are expected to be changed by the education process. Moreover, indicators are important since
13 explained teaching as an intentional act means the teaching activities must have a purpose and the primary purpose in teaching to facilitate the students. While teaching as reasoned act means what teacher gives to the students should be worthwhile for the students (p. 3).
Based on Kemp's explanation (1977), the indicators should be defined since a learning process deals with the outcome of the instruction (p. 23).
Moreover, Kemp explained that indicators must be stated in terms of activity since learning needs active effort of the students (p. 23). In formulating indicators, the teacher should ask himself “What does the student have to do in order to show that he or she has learnt what you want the student to learn?” To answer the question well, Kemp (1977) explained the teacher should write the objectives consisting of at least two essential parts and two optional parts as (p.29):
1. Start with an action verb that describes a specific behaviour or activity by the learner.
Example: write
2. Follow the action verb with content reference that describes the subject being treated.
Example: write a report.
3. If the aforementioned essential parts of an objective lend themselves to some quantification, add a performance standard that indicates the minimum acceptable accomplishment in measurable terms. For a competency-based program, including such performance standards is almost essential for
14 Example: write a report one page long.
4. As necessary for students understanding and in order to set evaluation requirements, add any criteria or conditions under which the learning must take place. Example: write a report one page long individually.
5. Bloom's Taxonomy
Bloom's Taxonomy classifies objectives in learning. A statement of objective contains a verb and a noun. The verb describes the intended cognitive process while the noun describes the acquired knowledge for the students. Based on the explanation before, the revised version of Bloom's Taxonomy pays attention to two dimension in education, the cognitive process and the result or knowledge (pp. 4-5).
The cognitive process dimension contains six categories namely remember, understand, apply, analyze, evaluate, and create, as it is stated by Aderson et al (2001). These categories are divided based on its complexity (p. 5). It means understand is cognitively more complex than remember, analyse is cognitively more complex than apply and so on.
The knowledge dimension contains four categories namely factual, conceptual, procedural, and metacognitive, as it is explained by Anderson et al (2001). The idea of knowledge dimension is the continuum in learning. Students learn from concrete knowledge, factual knowledge, to more abstract knowledge,
15 conceptual knowledge is more abstract than factual knowledge, Metacognitive knowledge is more abstract than procedural knowledge, and so on.
a. Knowledge Dimension
In Bloom's Taxonomy, knowledge dimension is divided into four categories. They are Factual Knowledge, Conceptual Knowledge, Procedural Knowledge, and Metacognitive Knowledge.
1) Factual Knowledge
Factual knowledge is related to knowledge of terminology and specific detail. Anderson et al. (2001) define factual knowledge as knowledge of the basic elements that experts use in communicating about their academic discipline, understanding it, and organizing it. The students should master the factual knowledge of certain subject first before they are able to deal with the subject and solve the problem in it. Factual knowledge is considered as low level of abstraction (p. 45).
2) Conceptual Knowledge Conceptual knowledge builds the students' concept of a certain topic.
Anderson et al. (2001) define conceptual knowledge as knowledge about categories and classifications and the relationship among them. Conceptual knowledge means the students are able to interrelate and interconnect in systematic manner and how the bits of knowledge are functioned together (pp. 48- 49).
16
3) Procedural Knowledge
It is clear that procedural knowledge is related to the procedure or step in doing something. Anderson et al. (2001) state by knowing the procedural knowledge of the subject, the students are expected to know how to do something related to the matter. Procedural knowledge is mostly in the form of a series or sequence of step that should be followed. It also includes knowledge of the criteria in determining when to use various procedures. Procedural knowledge differs from factual and conceptual knowledge. The procedural knowledge focuses on how and the process rather than just what (pp. 52-53).
4) Metacognitive Knowledge the last category in knowledge dimension is metacognitive knowledge.
This knowledge is considered as the ability to help the students able to promote the better learning. Anderson et al. (2001) explain metacognitive knowledge is knowledge about the subject matter in general and also the awareness of and knowledge about the students' own cognition. Acquiring metacognitive knowledge will make the students more aware of and responsible for their own knowledge and thought (p. 55). Bransford, Brown, and Cocking (1999) as cited by Anderson et al., state that by developing metacognitive knowledge, the students will become more aware of their own thinking and also more knowledgeable about cognition in general, and this awareness will build a better learning.
b. The Cognitive Process Dimension
In classroom activities, the cognitive process needs to be examined
17 means learning process should result learning outcome. Through cognitive dimension process, the teacher can examine the learning process of the students beyond remembering level. In Bloom's Taxonomy, the cognitive process dimension is divided into nineteen specific cognitive processes that belong to six categories of cognitive process; remember, understand, apply, analyse, evaluate, and create.
1) Remember
Remember is considered as the lowest level of abstraction. Anderson et al.(2001) state that to assess students in the simplest way, the students can be given a recognition or recall task under conditions that are similar to those in which they learn the material. Reaching remember level is important to gain meaningful learning and problem solving since remember leads to more complex tasks (p. 66). Kemp (1977) lists the common action verbs used in remember category are arrange, define, duplicate, list, memorise, name, order, recognise, label, relate, recall, repeat, and reproduce (p.31).
2) Understand
Being understand means the students are able to follow the learning instruction. Anderson et al. (2001) state that understand is considered as the first step to promote transfer in learning process. When the students can understand the material, they can obtain meaning from instructional messages. The students are considered understanding the material when they are able to build the connection between the new knowledge to be gained and their prior knowledge. Related to
18 (p. 70). Kemp (1977) lists the common action verbs used in understand category are classify, describe, discuss, explain, express, identify, indicate, locate, recognise, report, restate, select, tell, and translate (p. 31).
3) Apply
The next category is apply. Applying has the meaning implementing the appropriate steps. Anderson et al. (2001) explain that apply involves the ability in implementing the procedures to perform exercises or solve problem. Apply is related to procedural knowledge. For a familiar task, the students should know what procedural knowledge to use. On the other hand, for an unfamiliar task the students should know what procedural knowledge will be used. Contrast to executing, implementing requires deep understanding about the problem and the solution procedure as well. For implementing, understanding the conceptual knowledge is a prerequisite to being able to apply procedural knowledge (p. 77). Kemp (1977) lists the common action verbs used in apply category are apply, choose, demonstrate, dramatise, employ, illustrate, interpret, operate, schedule, sketch, solve, and use (p. 31).
4) Analyse After being able to apply, the students are expected to be able to analyse.
Anderson et al. (2001) say that analysing means breaking down material into its constituent parts and determining how the parts are related to one another and to an overall structure. Analyse is closely related to other levels in cognitive process such as differentiating, organizing, and attributing. In analysing level, students are
19 (differentiating), understand the ways in which the pieces of message are organised (organising), and know the underlying purpose of the message (attributing). Analysing is also considered as an extension of understanding or as an introduction to evaluating or creating (p. 79). Kemp (1977) lists the common action verbs used in analyse category are analyse, appraise, calculate, categorise, criticise, differentiate, discriminate, distinguish, examine, experiment, question, and test (p. 31).
5) Evaluate
In evaluating, the students are required to master the criteria in making judgment. Anderson et al. (2001) explain evaluating means making judgments based on criteria and standards. Evaluating includes the cognitive processes of checking, judgment about internal consistency, and critiquing, judgments based on external criteria. However, not all judgments are called evaluating. The difference between evaluating and judging is the use of certain criteria in evaluating (p. 83). Kemp (1977) lists the common action verbs used in evaluate category are appraise, argue, assess, compare, defend, judge, select, support, value, and evaluate (p. 31).
6) Create Create is considered as the highest cognitive ability. Anderson et al.
(2001) explain that create involves the ability to put elements together to form a coherent or functional as a whole. Create makes the students able to produce a new product that has never or implicitly been presented before. Even create
20 result of free creative expression. However, in creating such a creative or different product, certain demands of learning task or situations are required (pp. 84-85).
Create is closely related to creativity. However, the concept of creativity is still unclear sometimes. Anderson et al. (2001) state in some ideas, creativity is the production of unusual products, often as a product of special skill. Although many indicators in create category focuses on originality, educators must state clearly what it means by being original or unique. In other cases, creating can involve the ability to synthesize all materials into a whole (p. 85).
Furthermore, create is also related to be able to produce the new product and this new product is the original product from the students. Anderson et al.
(2001) also explains that unlike the other cognitive categories, create category requires the students to be able to produce a new and original product. Unlike create category, the other cognitive categories involve working with a part of information from a whole which should be understood by the students. On the other hand, in create category, the students should be able to make a new product from many sources based on students' prior knowledge (p. 85). Kemp (1977) lists the common action verbs used in create category are assemble, construct, create, combine, design, develop, formulate, plan, set up, and write (p. 31).
B. Theoretical Framework
In this part, the researcher would like to synthesise the theories which are related to data analysis. The learning cycle method proposed by Callaghan and
21 textbook. Look Ahead was designed by following this learning cycle method. The theory of curriculum development was used to support the idea that the indicators were important to be analysed since the curriculum can be developed through formulating the indicators. In this research, the indicators in Look Ahead were formulated to help the students achieving the requirement in School-Based Curriculum. This analysis was done as supported by the theories from Brady and Muslich.
Brady (1992) presents the objective model in developing the curriculum. This theory explained that the curriculum should be developed by formulating the indicators as teaching goals and experiences. Musclich (2007) explains the steps in developing the School-Based Curriculum. In the presented steps, it could be sen that the formulation of the indicators should be based on curriculum. Furthermore, Musclish also explains the material used in the classroom should be able to facilitate the students in achieving the required behaviour.
School-Based Curriculum is the basic in analysing the indicators in Look
Ahead, whether the indicators have represented the Basic Competence well.
Besides analysing the indicators based on School-Based Curriculum, those indicators were analysed related to the criteria of well-defined indicators. Related to defining a well-defined indicator, the researcher takes the theory about learning objectives explained by Kemp. The steps in formulating indicator stated by Kemp (1977) are the criteria in which the indicators in Look Ahead were analysed. There are four criteria however, the analysis focuses on two essential parts of indicator
22 Indicators in Look Ahead were also classified based on Bloom's Taxonomy. The indicators were placed in the appropriate category which includes the knowledge dimension and the cognitive process dimension. In order to place the indicators in the right category, the analysis paid attention to the use of the action verb and also the subject matter stated in the indicators. The verb was used to place the indicators in cognitive process dimension while the subject matter was used to place the indicators in knowledge dimension. Classifying the indicators aims to know the classification of the English proficiency required in the School-Based Curriculum.
CHAPTER III METHODOLOGY This chapter presents the research methodology used in this research. The
explanation about the methodology used includes method, research instruments, research subject, and data gathering technique, data analysis technique, and research procedure.