AN ANALYSIS OF THE INSTRUCTIONAL TASKS DESIGN BASED ON REVISED OF BLOOMS TAXONOMY IN THE SENIOR HIGH SCHOOL ENGLISH TEXTBOOK

RISKI, AMALIA (2023) AN ANALYSIS OF THE INSTRUCTIONAL TASKS DESIGN BASED ON REVISED OF BLOOMS TAXONOMY IN THE SENIOR HIGH SCHOOL ENGLISH TEXTBOOK. S1 thesis, Universitas Mataram.

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Abstract

The aim of this study was to analyze the extent of instructional tasks for listening, reading, speaking, and writing in the textbook Bahasa Inggris twelfth grade student K-13 addressed LOTS (Lower Order Thinking Skill) or HOTS (Higher Order Thinking Skill), as well as to determine the most dominant cognitive domain of the instructional tasks in that textbook. To solve the study questions, content analysis was used on two chapters of the textbook. The textbook activities of the four languange skills were the target of analysis. Blooms Taxonomy of Cognitive Domain was used to analyze instructional tasks. The researcher then calculated the frequency and percentage of instructional tasks that occurred at each level of thinking in the two chapters of the textbook. Based on the results, there are 71 instructional tasks of the four language skills. Listening includes the fewest instructional tasks (5), while reading includes the most (33). Speaking and writing on average with moderate frequency (14 and 19). After categorizing the instructional tasks in all of the activities, it was discovered that the majority of those instructional tasks (71 instructions) highlighted LOTS. The percentage of LOTS is 85.9%, while the percentage of HOTS is 14.1%. Additionally, the researcher found the most dominant cognitive dimension is rremembering level or C1, with 34 out of 71 instructional tasks. The percentage of remembering or C1 is 47.88%.

Item Type: Thesis (S1)
Subjects: L Education > LC Special aspects of education
L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
Divisions: Fakultas Keguruan dan Ilmu Pendidikan
Depositing User: Meike Megawati
Date Deposited: 26 Jul 2023 04:00
Last Modified: 26 Jul 2023 04:00
URI: http://eprints.unram.ac.id/id/eprint/41702

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