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Content Analysis of Student Book When English Rings A Bell (Revised

Edition) for Grade VIII of Junior High School

Hayati Wasistyo Adi 

English Department, Faculty of Languages and Arts, Universitas Negeri Semarang, Indonesia

Article Info

________________
Article History:

Received in 3 October

2018

Approved in 29 July

2019

Published in 29 July

2019

________________
Keywords: textbook
analysis; When English
Rings a Bell; 2013
Curriculum; cognitive
domain; psychomotor
domain

____________________

Abstract

___________________________________________________________________
The aim of this study was to analyze the relevance of the materials with the cognitive and
psychomotor domains in the 2013 English curriculum competence in English Rings a Bell
textbook for grade eight of junior high school. This study used qualitative methodology.
The researcher conducted the analysis of textbook based on theory of Anderson and
Krathwohl’s (2001) taxonomy of cognitive domain and Simpson’s (1972) taxonomy of
psychomotor domain in order to more focus on its relevance with materials in the textbook.
The instruments used to collect the data were observation in the form of checklists and
document analysis. The result showed that in term of cognitive domain, there were 23
materials in the book which were relevant or 74.19%, 7 materials which were partly relevant
or 22.58%, and only 1 material which irrelevant or 3.2%. Meanwhile, in term of
psychomotor domain, there were 10 materials in the book which were relevant or 32.25%,
10 materials also which were partly relevant, and 11 materials which were irrelevant or
35.48 %. Thus, it can be concluded that the materials in this textbook materials are relevant
with 2013 curriculum, in term of cognitive domain. Even though, it lacks relevant materials
of psychomotor domain.

© 2019 Universitas Negeri Semarang

 Correspondent Address: ISSN 2252-6706
B3 Building FBS Unnes

Sekaran, Gunungpati, Semarang, 50229

E-mail: vyalyla52@gmail.com

ELT FORUM 8 (1) (2019)

Journal of English Language Teaching

http://journal.unnes.ac.id/sju/index.php/elt



Hayati Wasistyo Adi & Puji Astuti / ELT Forum 8 (1) (2019)

50

INTRODUCTION

Textbook is an important item in learning process. It is used for student as a manual instructor in

studying, and for teachers as directions to teach a lesson. The necessity of the textbook in Indonesia

becomes the main element of learning English, because English is a foreign language in Indonesia.

Students can learn by themselves through textbook. Teachers also get clear materials and activities

that can be used in the classroom.

School curriculum always changes. The government (Ministry of Education and Culture of

Indonesia) usually changes the curriculum in 5-10 years. They stated that the curriculum should be

changed based on human development. The newest curriculum in Indonesia is 2013 curriculum. It is

usually called as term K-13. This curriculum has different characteristics than the previous one.

K-13 is a curriculum of values that occupied by character building. The values can be tracked

from the core competences. It consists of core competence (KI) 1 to 4. KI-1 is designed for spiritual

competence, KI-2 for social competence, KI-3 refers to knowledge competence and KI-4 is for skill

competence.

According to Ahmad (2014), the learning paradigm encompass direct and indirect learning

model. Direct learning model reflects to KI-3 and KI-4. While, indirect learning model refers to KI-1

and KI-2. These two competences have no specific learning materials as it is integrated into cognitive

and psychomotor domains. Therefore, a textbook usually only present the materials according to

cognitive and psychomotor domains. KI-3 emphasizes cognitive domain and KI-4 represents

psychomotor domain.

The government which is Ministry of Education and Culture of Indonesia (MECI), also

published a textbook as a medium of learning based on K-13. It has two versions. There are student

book and teacher book. For the English lesson, the tittle of the textbook is When English Rings a Bell.

According to Pusat Kurikulum dan Perbukuan Balitbang Kemdiknas, this textbook is one of

the textbooks from the government which can be bought by the school. Therefore, almost every

schools in Indonesia use its textbook. Based on telephone interviewed with them, schools in Indonesia

should use Dana Bos (Bantuan Operasional Sekolah) to buy the textbook from the government. Even

though, the textbook has many revision edition. For example, When English Rings a Bell seventh graders

has been published in 2013 and revised in 2014, 2016, and 2017.

There are some researchers conducted similar studies about content analysis of student book

entitled When English Rings a Bell (Revised Edition) for grade VIII of junior high school. Firstly, Kamila

(2014) analyzed the relevance of materials in the textbook for seventh graders of junior high school to

2013 curriculum. This study found out that some of the materials are not relevant with the cognitive

and psychomotor domains which are contained in the 2013 English Standard Competence. However,

there are more materials which are relevant with the 2013 English Standard Competence than the

materials which not.

Hashemnezhad and Maftoon (2011) evaluated English Language Grammar textbook for

Iranian college students. The result of statistics for the questionnaire showed that subject matter,

vocabulary and structure, and physical makeup of the book are emphasized. Data analysis for the

checklist indicated that within cognitive domain, only first stages are emphasized and the last stages

of synthesis and evaluation are neglected.

In a similar vein, Razmjoo and Kazempourfard (2012) reported the activities and the exercises

for three units of each of the four coursebooks of Interchange Series using the six levels of Bloom’s

taxonomy. The results conveyed that lower order cognitive skills were most frequent in Interchange

coursebooks.

In general, there are many researchers who have examined English textbooks e.g. Chyntia

(2013), Kamila (2014), Zareian (2015), and Al-Mashaqba (2017). They also have different criteria to



Hayati Wasistyo Adi & Puji Astuti / ELT Forum 8 (1) (2019)

51

analyze, such as content, physical appearance, assessment, English skills, gender, mood realization,

etc. For instance, there are many of researchers who analyzed the cognitive domain level in the

textbook. However, they only presented the percentage of the cognitive level based on high order

thinking skills and low order thinking skills. On the other hand, there is a few researchers who

investigated the psychomotor domain of the textbook.

Textbook is an important element in learning process. Awasthi (2006) in Nguyen (2015) stated

that textbook is a teaching and learning material for both the teacher and the learner to rely on in the

process of teaching and learning. This textbook is much needed to help the learning process inside and

outside class.

In English lesson, the role of textbook is very helpful for the students. When the students cannot

listen the teacher clearly, they can take a look to the textbook. Usually English words tend to have

different pronunciation with its letters. Even though, not all textbooks have compatible content for the

students. For those reasons the importance of textbook analysis is needed.

Textbook analysis will evaluate the content of the textbook. It will use several instruments to

evaluate the data. From the evaluation, the readers will know whether the textbook is good nor not.

They also can know the compatibility of the textbook with the curriculum being used.

As we know, curriculum is a set of regulation which arranges learning process. Romine in

Hamalik (2006:65) also stated that curriculum is interpreted to mean al of the organized courses,

activities, and experiences which pupils have under the direction of the school, whether in the

classroom or not.

In Indonesia, there are many curricula that are used. The latest curriculum is 2013 curriculum.

According to the 2013 Curriculum, English standard competence contains two kinds of competences,

they are: core competences and basic competences. Core competence is divided into four objectives.

The first and second objectives emphasize on affective domain. The third objectives emphasize on

cognitive domain, and the forth objectives emphasize on psychomotor domain (Permendikbud No.

68 Tahun 2013).

According to Taxonomy of Educational Objectives by Bloom (1956), cognitive refers to the

knowledge domain. It is related to the learner’s thinking. Affective refers to the emotional and value

domain that related to the learner’s attitude. And psychomotor refers to the use of motoric creativity

that is related to the learner’s skill. Cognitive and psychomotor domain indeed become vital elements

in learning process. Those domains should be appeared in the textbook. Because the existence of basic

competence three and basic competence four emphasize cognitive and psychomotor domains. Hence,

the purpose of 2013 curriculum can be achieved. Consequently, I focused on the cognitive and

psychomotor domains which showed in the textbook. I analyzed the textbook in term of cognitive

and psychomotor domain. I also used the English syllabus from 2013 curriculum as reference.

Therefore, the purpose of this study are to describe the relevance between the materials in the

student book entitled When English Rings a Bell (Revised Edition) for grade VIII of junior high school

with the core and basic competence in 2013 curriculum in terms of cognitive and psychomotor

domains.

METHODS

In this research, I implemented descriptive qualitative content analysis as the research design.

According to Kothari (2004:8) stated that qualitative research deals with data that are in the form of

words or pictures rather than numbers and statistics. As the data was in the form of words and

documents, so the data were analyzed qualitatively.

I used When English Rings a Bell for grade eight of junior high school textbook as the object of

the study and did the analysis by breaking down the materials in the textbook into two categories,



Hayati Wasistyo Adi & Puji Astuti / ELT Forum 8 (1) (2019)

52

cognitive and psychomotor domains and examined them by relational analysis to core and basic

competences of 2013 curriculum.

The data from this study were collected through several steps of observation. First, I read and

observed the content of the textbook thoroughly. Second, I collected the materials of the textbook with

the 2013 curriculum in terms of cognitive domain. Third, in a similar way, I also collected the

materials of the textbook with the 2013 curriculum in terms of psychomotor domain.

I used the tables of observation checklist as the observation instrument. As stated by

Cunningsworth (1995) in Alavinia and Siyadat (2013: 154), one of the research instruments in content

analysis is checklist. I implemented BSNP (Badan Standar Nasional Pendidikan) checklist as my

instruments. There are two kinds of observation checklist. The first is observation checklist to observe

the relevance between the materials in the book with the cognitive aspect in basic competence three

of the 2013 English curriculum. The second observation checklist is to observe the relevance between

the materials in the book with the psychomotor aspect in basic competence four of the 2013 English

curriculum. The figures below are my observation checklist of cognitive and psychomotor domains.

Figure 1. Observation Checklist of Cognitive Domain

Figure 2. Observation Checklist of Psychomotor Domain

In this research, I also used Bloom’s revised taxonomy of cognitive domain stated in Anderson

and Krathwohl (2001) and psychomotor domain stated by Simpson (1972) as my document analysis

guidelines. Here are the figures which I used to analyze the level of cognitive and psychomotor

domains.

Figure 3. Cognitive Domain Level Analysis



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53

Figure 4. Psychomotor Domain Level Analysis

In this research the process of analyzing data used four steps. First, the materials were classified

based on the basic competence three as the cognitive domain and basic competence four as the

psychomotor domain. I used Anderson and Krathwohl’s (2001) cognitive domain and Simpson’s

(1972) psychomotor domain keyword levels to classify the materials into basic competence three and

basic competence four.

After that, the data from the textbook were collected and entered to the checklist table to make

comparison between the materials on the textbooks and the materials required in 2013 curriculum.

Then, I identified the differences and similarities between the materials in the textbook with those are

suggested by basic competence of 2013 curriculum. Last, the materials in the textbook were evaluated

to find out its relevancy with the core and basic competence of 2013 curriculum.

FINDINGS AND DISCUSSION

The findings of the study are presented into two categories which are the relevance of the materials to

the cognitive and psychomotor domains.

Findings

The Relevance of the Materials to the Cognitive Domain

The first result analysis of materials based on basic competence three in student English textbook

entitled When English Rings a Bell .The categorization of cognitive level analysis has been done by

referring to Anderson and Krathwohl’s (2001) cognitve taxonomy. Even tough, some activities or

instructions did not use original action verb that was stated in Anderson and Krathwohl (2001).

Therefore, I should find the similar meaning of the textbook activities or instructions with action verbs

that has been stated in the theory.

After breaking down the materials written in the textbook according to the basic competence

three of 2013 curriculum and finding out its relevance to the cognitive domain of learning used the

checklist instrument I conclude that there is relevance between textbook materials and the basic

competence three. It can be seen in the following figure:



Hayati Wasistyo Adi & Puji Astuti / ELT Forum 8 (1) (2019)

54

Figure 5. The Relevance of Textbook Materials to the Basic Competence Three (Cognitive Domain)

I made a percentage form of the data analysis. I used a percentage of the textbook relevancy to

cognitive domain. In total there were 31 materials included in the cognitive domain according to the

2013 curriculum standard of contents.

First, there are 23 materials which are relevant or around 74.19%. Second, there are 7 materials

which are partly relevant or about 22.58%. Third, there is only one material or around 3.22% which

is irrelevant to the cognitive domain.

According to those percentages, I concluded that the textbook fulfills around 74.19% materials

which are relevant to the cognitive domain and able to cover the purposes of the topic, language

features, and social functions of the ideal materials which are intended to be achieved by the students.

The Relevance of the Materials to the Psychomotor Domain

This is the second result analysis of materials based on basic competence four in Student

English Book entitled When English Rings a Bell. The categorization of psychomotor level analysis has

been done by referring to Simpson’s (1972) taxonomy. Several activities or instructions did not use

original action verb that was stated in Simpson (1972). Therefore, I should find the similar meaning

of the textbook activities or instructions with action verbs that has been stated in the theory.

After I classified the materials in the textbook and found out its relevance to the psychomotor

domain used the checklist instrument, I resumed the findings. Figure 6 shows the relevance of

textbook materials to the basic competence four.

After I analyzed the data, I made percentage form of the data analysis. I used a percentage of

the textbook relevancy to psychomotor domain. There were 31 materials which include in the

psychomotor domain according to the 2013 curriculum standard of contents.

Firstly, there are 10 or around 32.25% of relevant materials. Secondly, there are also 10 or

around 32.25% materials which are partly relevant. Lastly, there are 11 materials or around 35.48%

which are irrelevant to the psychomotor domain.

According to those percentage, I concluded that the textbook only fulfilled around 32.25%

materials which were relevant to the psychomotor domain and abled to cover the purposes of the

topic, language features, and social functions of the materials which were intended to be achieved by

the students.



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Figure 6. The Relevance of Textbook Materials to the Basic Competence Four (Psychomotor Domain)

Discussion

According to those findings, I concluded that the textbook covered around 74.19% materials which

are relevant with the cognitive domain and able to fulfill the purposes of the topic, language features,

and social functions of the ideal materials which are intended to be achieve by the students.

The finding above has a great gap with the previous study by Kamila (2014). The researcher

evaluated Bright textbook for grade seven of junior high school. The findings conveyed that the

textbook covered 80% of relevant materials of cognitive domain. Similarly, Akbar (2016) also revealed

that his study presented around 88% of relevant materials in the selected eleventh graders textbook. It

emphasized that Kamila (2014) and Akbar (2016) findings have higher percentage of relevant

materials rather than When English Rings a Bell textbook.

Besides, Chyntia (2013) also investigated When English Rings a Bell textbook for grade seven of

junior high school based on 2013 English curriculum. The results of her study showed that the

textbook covered around 53% of relevant materials. This confirmed that the textbook has lower

percentage rather than my findings in terms of cognitive domain.

Furthermore, When English Rings a Bell textbook only applied around 32.25% materials which

were relevant with the psychomotor domain and did not able to fulfill the purposes of guiding the

students to use their psychomotor ability to create something with their creativity which should be

achieved by the students according to the syllabus. This matched well with previous findings by

Hashemnezhad and Maftoon (2011) and Tivany and Pusparini (2013). Their studies revealed that

psychomotor domain were rarely used in the textbooks.

In contrast to the findings above, Kamila (2014) and Heriati (2017) conveyed that their studies

applied 61% and 72% of relevant materials in terms of psychomotor domain. My findings do not

support the previous studies in this area. In fact, unlike what was previously thought, I found that

different textbook and grade of the school can differentiate the results of the research.

Moreover, I elaborated the data analysis by analyzing the level of each domain, especially

cognitive and psychomotor. The analysis focused on action verbs of each domain which reflected

theirs level. The findings shown that the most frequent level that was discovered in the textbook was

remember level. Remember (C1) level used 9 action verbs. While, understand (C2) level has 5 action

verbs. Apply (C3) level has 2 action verbs. Analyze (C4) level has 5 action verbs. Evaluate (C5) level

has 2 action verb. And create (C6) level has 2 action verbs. Therefore, the total of low order thinking

level (C1, C2, and C3) was 16 action verbs. Whereas, the total of the high order thinking level (C4,

C5, and C6) was only 9 verbs. It can be concluded that the low order thinking level was used frequently

rather than high order thinking skill in this textbook.



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The results above shared a number similarities with Hashemnezhad and Maftoon (2011),

Razmjoo and Kazempourfard (2012), Assaly and Igbaria (2014), Roohani et al. (2014) Abdelrahman

(2014), Abu–Dabat (2014), Alfaki (2014), Zareian (2015), Assaly and Smadi (2015), and Ulum (2016)

findings. Those studies also presented that the textbook applied a great numbers of low order thinking

level than high order thinking level. Therefore, it can be illustrated that there is no significant difference

between the previous studies and my study in terms of cognitive domain.

Whereas, the usage of high thinking level should be introduced in junior high school. According

to Muhajir Effendy, the minister of education and culture of Indonesia, national examination applied

10% of high thinking level questions in 2018. Therefore, the high thinking level is really important for

the students. They should be taught not only low thinking level activities, but also high level one.

When they only try to answer the questions in low level, they will not accustomed to answer high

level questions. Consequently, they may have trouble to answer high thinking level questions in

national examination. For those reasons, the content of the textbook also should provide more high

thinking level materials or activities. Hence, the students will be more understand about the activities

in high thinking level.

The results also showed that the most level that was often discovered in the textbook was guided

response level (P3). The frequency of these level were: perception (P1) level has 2 action verbs; set

(P2) level has 1 action verb; guided response (P3) level has 6 action verbs; mechanism (P4) level has 2

action verbs; complex or overt (P5) level has 2 action verbs; adaptation (P6) level has 1 action verb;

origination (P7) level has 2 action verbs. The total of these action verbs was 16.

The result above concurs well with Heriati’s (2017) study. In her research, the total of action

verbs in psychomotor domain was 11. On the other hand, there were 34 action verbs used in cognitive

domain. Hashemnezhad and Maftoon (2011) also support this finding. Their study shown that there

were 48 action verbs of psychomotor domain. Meanwhile, the total of action verbs in cognitive

domain was 56. In summary, the number of psychomotor action verbs were not as much as cognitive

domain. Therefore, this will impact in the process of teaching and learning. Because most of the level

has rare action verbs as the instructions of doing in the teaching and learning materials of the textbook.

As already stated, 2013 curriculum emphasizes on affective, cognitive, and psychomotor

domains. As a result, the application of psychomotor domain which focuses in students’ skills should

be balanced. The finding has shown that the most frequent action verb used was repeat (P3). It was

used for 44 times in the textbook. It conveys that the textbook applied listening and speaking skill the

most. However, in learning English the students should master listening, speaking, reading, and

writing skills. Therefore, the application of psychomotor domain activity should be enhanced in the

textbook. The students not only get the knowledge from the materials but also have a great skill in

English.

CONCLUSSION

After analyzing the data of materials of the textbook entitled When English Rings a Bell for eighth

graders senior high school published by the Ministry of Education and Culture of Indonesia. I found

the relevance of the relevance material based on basic competence curriculum in terms of cognitive

and psychomotor domain.

In terms of the relevance of the materials in the English student book When English Rings a

Bell with the core and basic competence three materials written in the English lesson syllabus for

eighth graders of junior high school and the instruction of each material with the cognitive domain

action verbs stated in Anderson and Krathwohl (2001), there were 23 materials in the book which

were relevant or about 74.19 %, 7 materials which were partly relevant or about 22.58 %, and 1

material which was irrelevant or about 3.2%. According to those findings, I conclude that the textbook



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57

covers around 74.19 % materials which were relevant with the cognitive domain and able to fulfill

social functions of the ideal materials which are intended to be achieve by the students.

In terms of the relevance of the materials in the English student book When English Rings a

Bell with the core and basic competence four materials written in the English lesson syllabus for eighth

graders of junior high school and the instruction of each material with the psychomotor domain action

verbs stated in Simpson (1972), there were 10 materials in the book which were relevant or about

32.25%, 10 materials which were partly relevant or about 32.25%, and 11 materials which were

irrelevant or about 35.48%. According to those findings, I come to conclusion that the textbook only

covers around 32.25 % materials which were relevant with the psychomotor domain. It can fulfill the

purposes of guiding the students to use their psychomotor ability to create something with their

creativity which should be achieved by the students according to the syllabus.

After conducting the analysis, I provide some suggestion for the book writer, the book user,

government, and other researchers as follows. The writer of this book should develop and improve the

materials written in the book both in terms of cognitive and psychomotor domains because the

materials in the book just have around 74.19% relevancy to the Anderson and Krathwohl’s (2001)

taxonomy cognitive domain and basic competence three of the English syllabus and about 32.25%

relevancy to the Simpson’s (1972) taxonomy psychomotor domain basic competence four of the

English lesson syllabus.

I also suggest the book users to look for other source of materials which can complete the

materials in this book. I also recommend that if the book users use this book as their main source or

learning, they should have a complement source of learning in order to get the complete explanation

of the materials.

The government also should give the teacher and students enough materials to learn and

evaluate the teaching and learning process in the school. If the teachers and students did not enough

source of learning, the government should help them to cover it. The further researchers who are

interested to conduct a study in the same field as I did, I recommend them to analyze other terms in

the same textbook. They also can investigate the other textbook related to the 2013 curriculum with

the same or different terms.

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