A COGNITIVE LEVEL OF LISTENING AND SPEAKING ACTIVITIES ON ENGLISH IN FOCUS TEXTBOOK BASED ON REVISED BLOOM’S TAXONOMY

This study intends to analyze the question instructions contained in the English in Focus textbook, up to which cognitive level is prioritized in this book, especially listening and speaking activities based on Revised Blooms' Taxonomy. To obtain these results, the contents of the textbook were coded for listening and speaking activities based on Blooms. This research design uses a qualitative descriptive method. The data of this study are all question instructions used in listening and speaking activities that contain Blooms' cognitive level. The data was then analyzed and the frequency and percentage of question instructions in listening and speaking activities at each different cognitive level were calculated. The data source of the research is the English in Focus textbook for grade 8 junior high school.The results of the study revealed that the majority of listening and speaking skills practices fall within the low-level category of cognitive domain taxonomy (Lower Order Thinking Skills-LOTS). Listening activities covered into LOTS (C1, C2, C3) more dominant, and HOTS (C5) covered 1.47%. Meanwhile, speaking activities that also covered LOTS (C1, C2, C3) only. There were no HOTS in speaking activities.Thus, the lower degree of cognitive domain spesifically in the remembering (C1) level is more prevalent in the English in Focus textbook. Yet analyzing (C4) and evaluating (C5) has considered as the less frequent levels included in all English skills activities provided in the textbook.