Journal of Educational Sciences Vol. 5 No.

3 (July, 2021) 502-510

Journal of Educational Sciences P-ISSN

2581-1657
Journal homepage: https://jes.ejournal.unri.ac.id/index.php/JES
E-ISSN
2581-2203

An Analysis of Cogntive and Psychomotor Domains in English

Student Textbook of Junior High School
Annisa*, Jismulatif, Syofia, Dahnilsyah
English Study Program Language and Arts Department Faculty of Teacher Training and Education, Riau University

ARTICLE INFO ABSTRACT

Article history: This research was conducted in the textbook of 8th grade
Received: 13 April 2021
Junior High School 2013 revision of the 2017 curriculum.
Revised: 06 July 2021 The researcher conducted a textbook analysis based on
Accepted: 11 July 2021 Anderson and Krathwohl's (2001) taxonomic theory of the
Published online: 24 July 2021 cognitive domain and Simpson's (1972) psychomotor
domain taxonomy to focus more on its relevance to the
Keywords: material in the textbook. This research aims to investigate
English Textbook the representation of cognitive and psychomotor domains
Junior High School in English textbook for the 8th years of Junior High School
Cognitive students with the Core and Basic Competencies of the 2013
Psychomotor curriculum. This research used a content analysis method
based on Anderson and Krathwohl theory. The instrument
used to collect data in this research was through data
observation and document review. The findings of this
research reveal that the contents of the book are in
accordance with the 2013 revised curriculum syllabus
2017. The results of the research on the cognitive domain
showed that it was 100% relevant to the contents of the
syllabus and 92.3% of the Psychomotor domain was
relevant to the contents of the syllabus.

1. Introduction


The text books are all books used in the teaching and learning process, including
workbooks, modules, and reference books (Sitepu, 2012). A textbook in a
particular field of study, which was a standard book written by experts in that
field in sync using instructional purposes, supplemented using appropriate
pedagogical media that is easy to make understood the user at school or college as
reported by Tarigan (1990). Deuri (2012) says that a good textbook should be
attractive with natural color combination and makes the material clearly seen.
Choosing an appropriate textbook is important because classroom teachers spend
much time using textbooks in class (Miekley, 2005).


Corresponding author.
E-mail: akunisa5@gmail.com Doi: https://doi.org/10.31258/jes.5.3.p.502-510
 Annisa et al. / Journal of Educational Sciences Vol. 5 No. 3 (July, 2021) 502-510 503

A textbook can serve different purposes for teachers: as a core resource, as a

source of supplemental material, as an inspiration for classroom activities, even as
the curriculum itself (Garinger, 2002). Textbooks provide teachers and students
with a common framework, however, using them from cover to cover, for meeting
students' needs, is not enough (Ghorbani, 2011).

Competencies in the 2013 curriculum are called Core and Basic Competence.
Core competence is the operationalization of competency standards. Then, the
core competencies are broken down as basic competencies. There were four core
competencies in the 2013 curriculum, core competency 1 being the domain of
religion, core competency 2 as the affective domain, third core competency as the
cognitive domain, and four core competencies as the psychomotor domain
(Priyatni, 2014).

According to Cheng, Hung, and Chiech (2011), textbook assessment is basically

an easy analytic matching process: matching needs with available solutions. There
were several reasons for look at the textbooks. One of the first most important
reasons was that the introduction of new textbooks has become a necessity. Then
the second was that the textbook that is used certainly has basic limitations that
must be implemented. And the third is that teacher professionalism needs to be
improved and developed through development activities, one of which is in
textbook evaluation activities as reported by Wahab (2013). It allowed teachers to
take advantage of the strengths they already have optimally, and are able to find
parts of them that are weak and then improve those parts by changing or adapting
material from other books. Moreover, learning and evaluation in textbooks is not
only to enable teachers to mature themselves, but they are also assisted in
mastering useful interpretations of the material. There are other opinions about
students also having their diversity, so there are many differences between them,
therefore, there was not textbook that fits all the diversity (types) of these
students. Of course this is an official problem for teachers to be able to study,
create and familiarize materials that are appropriate in the class specifically for
them (Azizifar & Baghelani, 2014).

There were three components that must be understood by students in the teaching
and learning process, namely the affective, cognitive and psychomotor domains as
reported by Amri (2013). The components seen in the textbook are cognitive and
psychomotor domains. in this case, a researcher have reviewed the importance of
the material (content) in a book entitled When English Rings a Bell Revision 2017
With Core Curriculum and Basic Competence 2013 on the Cognitive and
Psychomotor domain. Researchers have reviewed the importance of viewing
content in a book. Many researchers have conducted research on textbooks,
among them are Ratnasari (2014), Salsabil (2014), Kamila (2014), Fitriyani
(2013).

According to Micklich (2011), cognitive domains are implemented in learning

activities, such as remembering, thinking, solving problems, and creating or
producing something. Cognitive domain related to the learner’s thinking. This
objective emphasizes remembering or reproducing something which has been
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learned. Cognitive objectives vary from simple recall of material learned to highly
original and creative ways of combining and synthesizing new ideas and
materials.” The level of cognitive domains can be measured through class
discussion, compiling lesson notes, getting tutorial activities, using teaching
materials in the form of charts, using Power point slides, giving authentic
examples, provision of quizzes, project/problem based learnings, procurement of
seminars, giving questions which answers are in the form of explanations or
descriptions (Kasilingam et. al, 2014).

According to Hoover and Giambatista (2009), psychomotor domain increases the

interest of learning, - where this domain is a dimension that can continuously
activate a learning environment that has high intensity to improve learning
outcomes. This domain can be applied in giving assignments to students.

Based on the researcher's experience in observing the teaching and learning

process at MTsN 1 Kampar, there is a gap between cognitive and psychomotor
aspects. The teacher is more focused on providing theory rather than putting the
theory into practice, so that students are only motivated to continue to record all
the theories on the board rather than directly practicing the theory being studied.

The purpose of this research is to find cognitive and psychomotor domains in

textbooks. It is hoped that it will help teachers and students find good books. This
study will answer the question "What is the relevance of the book material for
class VIII SMP students and the core of the 2013 basic competency curriculum in
the cognitive domains? And what is the relevance of the book material for class
VIII SMP students and the core of the 2013 basic competency curriculum in the
psychomotor domains?".

2. Methodology

The method used in this research is descriptive qualitative content analysis.

Content analysis is a method to analyze human communication in indirect way. It
means that it analyze human written contents of a communication such as
textbook, essay, newspaper, novels, magazine, article, songs, and many others.
Hence, this study was categorized as descriptive qualitative content analysis as
reported by Fraenkel and Wallen (2006). Content analysis is a research tool
focused on the actual content and internal features of media. It is used to
determine the presence of certain words, concepts, themes, phrases, characters, or
sentences within texts or sets of texts and to quantify this presence in an objective
manner (Al-Ghazo and Smadi, 2013)

The purpose of this research is to find out the importance of the material
contained in the 2013 core and basic competency textbook curriculum, examined
through cognitive and psychomotor aspects. Data collection techniques in this
study used two ways, namely observation and document review. Observations
were made to collect research data. First, the researcher must read the entire
contents of the textbook to be studied, then the second researcher will make a
 Annisa et al. / Journal of Educational Sciences Vol. 5 No. 3 (July, 2021) 502-510 505

comparison between the textbook material and the 2013 cognitive component
curriculum. Then the next step, the researcher will match the textbook content
with the 2013 psychomotor component curriculum, and the researcher will
provide an explanation of these documents in written form such as books,
publications, journals and 2013 curriculum regulations.

For the observation tool, the researcher used the observation checklist table. The
observation checklist has two types, the first is the observation checklist which
aims to analyze the importance of the cognitive dimensions of the book on the
essential competencies of the three 2013 English curriculum (Table 1). Researcher
uses the BSNP (Badan Standar Nasional Pendidikan) checklist as research
instrument (Table 2). Then the second observation checklist aims to see the
importance of the four curricula in the 2013 English book on the psychomotor
component of basic competence.

Table 1. Observation Checklist of Cognitive Domain.

Basic Competence Four
When English Rings a Bell Notes
(Cognitive Domain)
Materials Example Relevance to Basic Competence
Basic
(Sub-Basic Page of Partly
Competence Relevant Irrelevant
Competence) materials Relevant

Table 2. Observation Checklist of Psychomotor Domain.

Basic Competence Four
When English Rings a Bell Notes
(Psychomotor Domain)
Materials Example Relevance to Basic Competence
Basic
(Sub-Basic Page of Partly
Competence Relevant Irrelevant
Competence) materials Relevant

The data analysis process carried out in this study used several steps, including the
following:

1. Making cognitive aspects into the form of material groups in textbooks

based on core competence three and core competence for as a
psychomotor aspect.
2. Collect and enter data from data sources into a checklist table to compare
the material needed in the 2013 curriculum with the material in the
textbook.
3. Search, find and record the differences and similarities between the
material submitted in the 2013 curriculum and the material contained in
the textbook according to core and basic competencies as well as cognitive
and psychomotor learning areas.
Correcting material in the textbook to evaluate and assess the importance of core
and basic competencies in the 2013 curriculum.
506 Annisa et al. / Journal of Educational Sciences Vol. 5 No. 3 (July, 2021) 502-510

3. Results and Discussion

From data analysis using the theory of Anderson and Krathwal, the researcher
found that the material contained in the 8th grade English book matched the
contents of the 2013 curriculum syllabus. By using the checklist method, the
researcher can describe the material contained in the textbook based on the core
competencies of the three 2013 curricula and find its suitability for learning in the
cognitive aspect and continue the findings in his research. The results of the
suitability of the textbook contents with the three core competencies were
concluded by the researcher in the form of a table 3, as follows:

Table 3. Conformity of Textbook Material with Cognitive Domain

The Relevance The Basic Competency Three
Relevant Basic Competence 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9, 3.10, 3.11,
3.12, 3.13
Partly Relevant Basic Competence: -
Irrelevant Basic Competence: -

The above table shows that in the three core competencies there are all very
important materials. This material can be used to fulfill subject objectives by
linking sub-basic competency material, so that everything that is expected to be
achieved by students such as language features and social functions can be
fulfilled.

By using the four core competencies of the 2013 curriculum as a list of

observations above, researchers can describe in detail the material contained in the
book and weigh its suitability with aspects of psychomotor learning. Then the
researcher can continue the results of his research regarding the suitability of the
contents of the textbook with the four core competencies which are summarized
into the following table 4:

Table 4. Conformity of Textbook Material with Psychomotor Domain.

The Relevance The Basic Competency Four

Relevant Basic Competence 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9,

4.10, 4.11, 4.12, 4.13

Partly Relevant -
Irrelevant Basic Competence 4.1

The above table shows that many materials are considered important but are not in
accordance with the four core competencies. The purpose of using the material is
to build something with their imagination through applying the material to basic
skills that will help students to use their psychomotor skills. Even though there is
no specific meaning in the material, core competencies still cannot guide students
to use their psychomotor skills in making different creativity, so that the
objectives of these core competencies have not met all the goals.
 Annisa et al. / Journal of Educational Sciences Vol. 5 No. 3 (July, 2021) 502-510 507

In this research, the researcher use the new version of Bloom’s taxonomy
conducted by Anderson as the research theory. There are specific action verbs
which show the cognitive process. Here, the researcher has made a table that
divided the verbs according to the cognitive domain categories (Table 5).

Table 5. The cognitive domain action verbs

Cognitive Domain Category Action Verb

Recognize, identify, recall, retrieve.

1. Remember
Interpret, classify, paraphrase, represent, translate,
2. Understand
exemplify, illustrate, instantiate, categorize,
subsume, summarize, abstract, generalize, infer,
conclude, extrapolate, interpolate, predict,
compare, contrast, map,
match, explain, construct, model.
Execute, carry out, implement, use.
3. Apply
Differentiate, discriminate, distinguish, focus,
4. Analyze
select, organize, find coherence integrate,
outline, pars, structure, attribute, deconstruct.
Check, coordinate, detect, monitor, test, critic,
5. Evaluate
judge.
Generate, hypothesize, plan, design, produce,
6. Create
construct.

Psychomotor domain relates to the learners skill, includes physical movement,

coordination, and the use of motoric creativity as reported by Anderson and
Simpson (2001). There are six levels of psychomotor domain: Perception, Set,
Guided Response, Mechanism, Complex Overt Response, Adaptation, and
Origination. Some activities or rules in this book are not exactly the same as the
original action verbs stated in Anderson and Krathwohl's (2001) theory.
Therefore, the researcher must find a word with the same meaning from a
textbook activity or regulation as the action verb stated in the theory.

Based on these findings, the researcher conclude that the textbook covers about
100 percent of the material relevant to the contents of the syllabus and 92.3
percent of the Psychomotor domains relevant to the contents of the syllabus and is
able to meet the topic's objectives, language features, and social functions of the
ideal material that students want to achieve.

Table 6. Result of the relevance between English student book and the syllabus of
2013 curriculum in terms of cognitive domain.
Cognitive Domain
Relevant 100%
Partly Relevant 0%
Irrelevant 0%
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Table 7. Result of the relevance between English student book and the syllabus of
2013 curriculum in terms of Psychomotor domain.
Psychomotor Domain
Relevant 92.3%
Partly Relevant 0%
Irrelevant 7.7%

4. Conclusion

After analyzing the data of materials of the textbook, the researcher conclude that
in terms of cognitive domain, there are 13 materials in the book which were
relevant or about 100 %, 0 materials which are partly relevant or about 0%, and 0
materials which are irrelevant or about 0%. This concerns how important the
material written in the student's English book "When English Rings a Bell" is for
core and basic competencies in the three materials written in the syllabus of
English subjects for junior high school graduates. From this explanation, the
researchers concluded that in order to meet the subject objectives, language
characteristics and social functions of the perfect material and wanted to be
achieved by all students, they could apply the material to cognitive and
psychomotor aspects because 100 percent of the material in the textbook covered
all the needs what students want to achieve.

In term of Psychomotor domain, there were 12 materials in books that are relevant
or about 92.3 percent, 0 partially relevant material or about 0 percent, and 1
material that is not significant or about 7.7 percent. From the explanation of the
results of this study, the researcher concluded that the textbook only covered
about 92.3 percent of the material related to psychomotor aspects and was able to
fulfill the goal of guiding students to use their psychomotor skills to construct
something with their imagination that students had to achieve according to the
syllabus.

It can be said that the success rate of the teaching and learning process cannot be
determined only by the ability of the teacher to provide material and the ability of
students to understand the material, however, the success of the teaching and
learning process also adheres to the quality of the teaching materials used in
schools. In fact, researchers have explained in the previous chapter that assessing,
correcting and evaluating books used as study materials is very important, because
basically, the main source of material for the 2013 curriculum was student books
released by the Indonesian Ministry of Education and Culture. So that the
researchers strongly agree to describe and then do a review on the English
language book for junior high school graduates, namely entitled "When English
Rings a Bell"
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How to cite this article:

Annisa., Jismulatif., Syofia., & Dahnilsyah. (2021). An Analysis of Cogntive

and Psychomotor Domains in English Student Textbook of Junior High
School. Journal of Educational Sciences, 5(3), 502-510.