WRITING EXERCISE ANALYSIS IN STUDENT’S TEXTBOOK GRADE ELEVEN OF SENIOR HIGH SCHOOL BASED ON REVISED BLOOM’S TAXONOMY

This research discussed about the analysis of writing exercises in student’s English
textbook for grade eleven of senior high school. This can be analyzed using the
Revised Bloom’s Taxonomy. This study aimed to determine; (1) the cognitive levels
of writing exercises in the student’s English textbook based on Revised Bloom's
Taxonomy, (2) the cognitive levels’ distribution of writing exercises distributed in
the student’s English textbook. A descriptive qualitative research design with
research instruments in the form of document analysis and checklists was used in
this study. This study implied that the dominant level was the Apply level with 21
items out of 45 questions (46.66%) followed by Create (28.88%), Analyze
(11.11%), Evaluate (8.88%), and Understand (4.44%). Meanwhile, no distribution
of Remember level was found in writing exercises.