The aim of this research is to: (1) analyze whether the learning activities in the textbook Pathway to English are relevant to the learning objectives based on Revised Bloom’s Taxonomy or not, and (2) investigate to what extent the learning activities in the textbook Pathway to English are relevant to the learning objectives based on Revised Bloom’s Taxonomy. To answer the research questions, the researcher conducted document analysis on English textbook Pathway to English. The data were obtained from checklist. Subsequently, the percentage of the relevance between the learning activities to the learning objectives based on Revised Bloom’s Taxonomy were calculated and tabulated. Afterward, the results revealed that the relevance of the learning activities to the learning objectives in terms of Cognitive Domain based on Revised Bloom’s Taxonomy is 71% which is categorized as adequately relevant. After all, the researcher claims that this textbook is still appropriate to be used since the learning activities are mostly relevant to the learning objectives. This study is expected to provide insight into textbook selection for English teachers as well as to serve as a consideration for future researchers interested in the same topic.
