AN EVALUATION OF LEARNING INSTRUCTIONS IN ‘WHEN ENGLISH RINGS A BELL’ TEXTBOOK FOR EIGHTH GRADE OF JUNIOR HIGH SCHOOL

This research was aimed to find out the cognitive level found in the learning
instructions of the English textbook 'When English Rings a Bell'. This research
was conducted by using descriptive qualitative design. The data was obtained
from the English textbook 'When English Rings a Bell' for 8th grade students of
Junior High School published by the Ministry of Education and Culture of the
Republic of Indonesia in 2017. Based on the data obtained, there were 119
Learning Instructions included on the cognitive domain based on Revised
Bloom’s Taxonomy. The data were analyzed by using checklist evaluation table.
The results obtained was shown that the learning instructions in this textbook
were dominated by C1 with a percentage of 68.91%, followed by C4 with a
percentage of 12.61%, then there was C2 with a percentage of 8.04%, then there
were C3 and C6 with a percentage of 5.04%, and the last one was C5 with a
percentage of 0%. From these results it can be seen that the learning instructions
in the English textbook 'When English Rings a Bell' for 8th grade students were
more dominated by Lower Order Thinking Skills (LOTS) with a percentage of
82.35% than Higher Order Thinking Skills (HOTS) which only reach a percentage
by 17.65%. It can be concluded that this textbook was not sufficient to be used as
teaching material to improve students' higher order thinking skills. This textbook
was also still not enough to meet the expectations of the Ministry of Education
and Culture of the Republic of Indonesia, which places more emphasis on the use
of HOTS rather than LOTS.
Keyword: evaluation, Revised Bloom’s Taxonomy, textbook, learning
instructions