CONTENT ANALYSIS OF ENGLISH TEXTBOOK “WHEN ENGLISH RINGS A BELL” IN TERMS OF COGNITIVE DOMAIN

Marzuki Marzuki; Hidayati Hidayati; Diyenti Rusdin; Herdiyanti Pratiwi

doi:10.52208/klasikal.v4i1.207

Authors

Marzuki Marzuki Asisstant Professor, English Education Study Program, Universitas Madako Tolitoli
Hidayati Hidayati Asisstant Professor, English Education Study Program, Universitas Madako Tolitoli
Diyenti Rusdin Asisstant Professor, English Education Study Program, Universitas Madako Tolitoli
Herdiyanti Pratiwi Student, English Education Study Program, Universitas Madako Tolitoli

DOI:

https://doi.org/10.52208/klasikal.v4i1.207

Keywords:

Content Analysis, Textbook, Cognitive Domain

Abstract

The objective of this research is to determine if the junior high school English textbook "When English Rings a Bell" is still relevant in light of the 2013 curriculum. The study's findings are anticipated to assist publishers and teachers in learning more about a textbook's content and in determining whether any necessary content has to be added in order to meet national textbook standards. 11 chapters make up the population of the English textbook "when English Rings a Bell," and the author used 6 chapters as examples. The author employs the qualitative method, specifically document analysis. The writer is the research instrument, and the data is gathered from the English textbook "When English Rings a Bell" for junior high school grade VII and a curricular document from 2013. According to the findings of this study, 87.5% of the components in the English textbook "When English Rings a Bell" meet the viability of content requirements. 42 of the 48 categories receive a score of 4, while only six receive a score of 1.

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