Abstrak

This research aims to analyze the relevance between (1) learning indicators in “Pathway to English” and the Basic Competence of 2013 Curriculum Revised Edition; and (2) learning activities in “Pathway to English” and the Basic Competence of 2013 Curriculum Revised Edition in terms of Cognitive Domain and Psychomotor Domain by using Bloom’s Taxonomy. This research uses descriptive qualitative content analysis as the research design. The data were collected from student and teacher book of “Pathway to English” for tenth grade high school and put into table due to be coded for each Basic Competence, Learning Indicator, and Learning Activity based on Bloom’s Taxonomy Anderson’s and Dave’s Model. The result of this study showed that (1) the relevance between learning indicators with the Basic Competences in Cognitive Domain is 70% which is categorized as adequately relevant and in Psychomotor Domain is 40% which is categorized as slightly relevant; (2) the relevance between learning activity with the Basic Competences in Cognitive Domain is 80% which is categorized as approximately relevant and in Psychomotor Domain is 40% which is categorized as slightly relevant. Based on the data analysis, it can be concluded that the textbook “Pathway to English” emphasized more on Cognitive Domain rather than the Psychomotor Domain. Therefore, in using this textbook, the teacher should consider the Basic Competence which are not well-developed into learning indicators and learning activities in terms of Cognitive and Psychomotor Domain in this textbook.

Keywords : content analysis, basic competence, learning indicators, learning activities, Bloom’s Taxonomy