LEVELS OF COGNITIVE DOMAIN OF TASKS IN ENGLISH TEXTBOOKS FOR SENIOR HIGH SCHOOL: A REVISED BLOOM’S TAXONOMY ANALYSES

This study is a descriptive qualitative that aims to know the appropriateness of the textbook’s content with the cognitive dimension of Revised Bloom’s Taxonomy and the dominant cognitive category of the Revised Bloom’s Taxonomy in the textbook. This research focused on analyzing the English Textbook, “Pathway to English”, published by Erlangga. The data were analyzed through a data analysis table to categorize the activity as one of the following: a question or instructional activity based on cognitive dimension. The result showed that there are 271 activities in the textbook. The activities spread over 105 (38.7%) remembering, 76 (28%) understanding, 48 (17.7%) applying, 28 (10.3%) analyzing, 7 (2.6%) evaluating, and 7 (2.6%) creating. The total number of activities included in HOTS are 42 activities or 15.5% and the activities included in LOTS are 229 or 84.5%. The most dominant activity was remembering the lowest dimension of the cognitive level of Revised Bloom Taxonomy. Then, the number of LOTS and HOTS activities in each chapter are very different. Hence, it is not enough if the teacher just only uses the English textbook as a teaching tool to improve students' HOTS ability.

and activities intending to explain it in an area of study. The textbook can be found now in print as well as in digital formats.
English teachers commonly use textbooks as the primary instructional material for the process of learning. Damayanti (2019) states that the English textbook contains several materials, instructions, and tasks to improve students' ability in English. They take several tasks out of textbooks in order to make it easier to construct activities for their students. English teachers must be able to select suitable textbooks that contain materials as needed by the students. The material and activities in the textbook can influence what happens in the classroom.
In curriculum 2013, critical thinking is one of the most important points which must be implemented in the learning process. Critical thinking is the intellectual capacity to evaluate and rationally judge something. Therefore, it is important to analyze the types of tasks that used in an English textbook.
In educational objectives, cognitive domain refers Bloom Taxonomy. Bloom taxonomy is a concept in thought theory introduced by an American psychologist, Benjamin S Bloom. It is the hierarchical system that determines the capacity ranging from low to high level. The purpose of taxonomy is very clear, helping teachers achieve the objective of education. The Revised Bloom's Taxonomy is basically a more authentic method for curriculum preparation, instructional delivery and evaluation. Bloom (1956) Thinking Skill) for analyzing, evaluating, and creating.
In short, the proportional distribution of HOTS and LOTS in a textbook is very important. Because the tasks in a textbook will affect the learning process which will also impact learning outcomes in the future. This study was intended to know the appropriateness of the textbook's content with the cognitive dimension of Revised Bloom's Taxonomy (RBT) and to know the dominant cognitive category of the Revised Bloom's Taxonomy (RBT) in the textbook. Because textbook is very important as an instructional material to help teachers as a basis of teaching and learning in the classroom to reach the goals of curriculum.
There are several studies which have been conducted regarding on HOTS and LOTS in a textbook. They were first performed by Janah (2020)  This is the newest version from the original of Bloom's Taxonomy.
Based on the explanation above, the cognitive levels which is categorized to HOTS in a textbook is very important to reach the goal of curriculum where the critical thinking is one of 21 st century skill that must be had by students. The result of three previous studies, which analyzed the textbook in Junior High Therefore, the researcher in this study was interested in conducting research on analyzing the textbook for Senior High School, by using Cognitive Process Dimension of Revised Bloom's Taxonomy (RBT). In this research, the textbook PATHWAY TO ENGLISH for 12 th grade was chosen because this book has claimed using curriculum 2013 of Revision Edition. In other words, this book has provided HOTS tasks for students. Then, the researcher has chosen the book for 12 th grade because it is the last grade in school level before the students continue their study to the higher level of education, it is university. Furthermore, it has not been found any research about it. The writer wanted to explore and analyze the tasks which are presented in the textbook of Senior High School, textbook PATHWAY TO ENGLISH for 12 th grade, which is published by Erlangga in order to know to what levels of cognitive domain are found in the tasks in the English textbooks for Senior High School students and whether LOTS or HOTS categories is the most dominant in this textbook.

B. RESEARCH METHOD
In this research, the researcher used qualitative research. It used a descriptive analytical study which describes and elaborate the data followed by analyzing. Understanding can be obtained by the result of research caused by the iterative process of connecting data, concept, and evidence (Becker,2017). The researcher used content analysis as the tools. This means that this study analyzed the tasks in the textbook of PATHWAY TO ENGLISH for 12 th grade, by using cognitive domain levels of Revised Bloom's Taxonomy.
The tasks was analyzed according to cognitive level of Revised Bloom's Taxonomy table in order to know which level they comprise: remembering (C1), understanding (C2), applying (C3), analyzing (C4), evaluating (C5), or The process of data analysis techniques was following some steps. The writer read the instructional item or questioning stems used in the textbook.
Then, the writer grouped the instructional items/questioning stems according The Pathway to English book tasks were not distributed into complete cognitive levels in each chapter, as seen in

Discussion
According to the data analysis of the textbook Pathway to English, the most dominant cognitive dimension of the Revised Bloom Taxonomy in this textbook is remembering. It indicates that recalling previously taught material is the most prevalent in the teaching-learning process in this textbook. The analysis result The second position after remembering is understanding. It consists of 76 of explain the material. It was discovered that 28% of the exercises required the student to comprehend the meaning of the information, translate it, and interpret it from one form to another. The student's material comprehension is at its most basic level at this point. This is the student's lowest level of material understanding.
In the textbook Pathway to English, 48 activities included to applying. It signifies that 17.7% of the activities require students to use and apply their knowledge in familiar tasks, apply their expertise in relevant contexts, and put theories into practice.
Then, there are 10.3% of activities included to analyzing level. They are 28 of 271 activities included in this level of cognitive dimension. In chapter 5 it is not found an activity included to analyze dimension.
According to Anderson and Krathwohl (2001)

Conclusion
Textbook plays an important role in teaching-learning process. It greatly influences the learning outcome of students. This study attempted to discover the appropriateness of Pathway to English with the cognitive dimension of Revised Based on the data analysis, the conclusion of this study is the textbook does not provide enough activities to facilitate students' higher-order thinking skills. It can be seen from the result of this study that the total number of activities that According to the result above, the textbook is necessary to increase the spread of cognitive levels, especially activities that can facilitate the development of students' higher-order thinking skills.

Suggestion
1. The school should pay greater attention to the content compatibility of the textbook's cognitive levels for the school. It is necessary to be selective while selecting a textbook that will help students develop their skills.
2. Through this research, teachers can identify which cognitive dimensions are appropriate for their students and which ones should be developed with related activities. Teachers must alter previous activities to make up for the missing component. Furthermore, teachers should be able to create activities that can improve students' skills.