FINAL TEST TEXTBOOK ANALYSIS

HOTS & LOTS FOR WRITING QUESTION

BOOK TIGA SERANGKAI 9th GRADE FOR A YEAR
“PASSPORT TO THE WORLD , A FUN AND EASY ENGLISH BOOK”

(PAPER)

Lecturer: Rohmatillah, M. Pd

BY:

Lia Noviana (1911040381)

ENGLISH EDUCATION DEPARTMENT

TARBIYAH AND TEACHER TRAINING FACULTY

RADEN INTAN STATE ISLAMIC UNIVERSITY LAMPUNG

2021
 PREFACE

ALHAMDULILLAHHIROBIL’ALAMIN, thanks to the authors for the presence

of the Illahi Robbi, who has given the blessing of health, faith and knowledge, so
that I can complete the final assignment of the textbook analysis course on time, I
also thank the lecturer in charge of textbook analysis, because thanks to his
guidance too, I have knowledge of textbook analysis and can complete this task.
The author hopes that the results of this analysis can meet the requirements of the
end of the textbook analysis course.

Bandar Lampung, December 2021

Author

ii
 TABLE OF CONTENT

PREFACE............................................................................ ......................... ii

TABLE OF CONTENT ...................................................... ........................ iii

CHAPTER I......................................................................... .......................... 1

A. INTRODUCTION ................................................... .......................... 1

B. BOOK IDENTITY ................................................. .......................... 2
C. ANALYSIS COVER ............................................... ...................... 3-4

CHAPTER II ....................................................................... .......................... 5

DISCUSSION...................................................................... .......................... 5

A. ANALYSIS HOT LOTS FOR WRITING QUESTION .............. 5-21

CHAPTER III ...................................................................... ........................ 22

A. CONCLUSSION ..................................................... ........................ 22

REFERENCES

iii
 CHAPTER I

A. INTRODUCTION
Textbook analysis is a systematic analysis of text material including its
structure, focus, and specific study aids. In line with (Lebrun et. al, 2018)
textbook analysis must be carried out in a comprehensive and situational
perspective. that means, textbook analysis is something that must be done
to find out whether the books that will be used in learning are in
accordance with what is needed by students, because textbooks are a guide
for teachers, or a medium that will be used for learning preparation,
implementation and assessment in learning, because in a textbook there is
already material and some questions that are used to test students' abilities.
in a book there are several exercises including speaking practice, writing
practice, grammar and others. and in the discussion and analysis in this
paper, the author will only discuss or analyze the practice of writing or
writing questions.
according to (Galuh Nur Rohmah, 2009) Writing is a skill that requires
students to express their ideas in written form. Writing involves a complex
process. This means that in class students are given a question where the
instructions are that they have to write something down, such as they have
to write an advertisement, or about their vacation.

1
B. BOOK IDENTITY
1. Title : Passport to the World, A fun and Easy English
Book
2. Author : Djatmika; Agus Dwi Priyanto; Ida Kusuma Dewi
3. Editor : Ahmad Thomy H.
4. Cover design : Iwan Surya
5. Years of publish : 2019
6. Publisher : PT Tiga Serangkai Pustaka Mandiri
7. Thick of book : 224 pages
8. Size of book : 25,5 X 20 cm
9. ISBN : 978-602-320-144-0
10. This book for : for Grade IX of Junior High Schools
11. Language : English Language and Indonesian Language in
part of Kompetensi dasar/ basic competence.

2
 C. ANALYSIS OF BOOK COVER

there are some color in cover of

book passport to the world, there are
white, blue, green, yellow, white
color in some education have a
meaning symbolizes something
clean and positive, so the use of
white color on the cover is expected
to inspire students to become people
who have high aspirations, have
noble character, are humble and care
about those around them. Blue color,
blue color have a meaning , The blue
color symbolizes professionalism, so
it can be concluded that if this cover
contains the use of blue, students are expected to be professional in carrying out
their duties as students. In addition, the title of the book is also written in blue, on
plain white, making it easier for readers to read the title. Green color green color
symbolizes environmental awareness, health and symbolizes serenity, so it can be
interpreted that in this cover the green color is used to imply the hope that
students become people who care about the surrounding environment, have
mental and physical health so that they can carry out learning calmly and well.
The last is yellow color has the meaning of achievement, as well as success, so it
can be concluded if the yellow color used in this cover has a meaning, if students
are expected to become students who excel and also they will achieve success
now or in the future. On the cover of this book there is a picture of three students
who are seen talking or discussing, their faces also show smiles and happiness.
This implies that in a lesson, students must interact, socialize and also discuss to
increase their knowledge. because by discussing they will get a lot of new
knowledge. The title of this book “Passport To The World” Through this book,

3
we can learn English, and it can be our passport to travel around the world,
because by mastering the language, especially English, we can easily
communicate with foreigners when we go to other countries.

4
 CHAPTER II

DISCUSSION

A. ANALYSIS HOT LOTS FOR WRITING QUESTION(According to

Blooms Taxonomy)
Based on the results of the analyst's work, namely beginning to read
books, comprehending the material, and determining what will be
assessed, analyzed, and described. The textbook contains eight chapters, 4
for the first semester and 4 for the second semester. Students can study a
different theme and topic in each chapter. These themes are related to the
subject or material that students will be studying. Furthermore, many
exercises are included in the passport to the world textbooks. The
exercises focus on the four basic language skills of listening, speaking,
reading, and writing, as well as language, grammar, and vocabulary.
However, this study only looks at writing assignments/exercises that are
also found in the Interchange textbook from chapter 1 to chapter 8.
Writing assignments can encourage students to be more diligent in
completing exercises and mastering the material. ingredient. Furthermore,
writing task are designed to help students improve their critical thinking
skills. There are four types of writing tasks in writing skills, according to
the Nation. Experience task, Shared task, Independent task, Guided task ,
and Idependent task.
Here are some experiential assignments to write:
1. Task Experience
Experiential assignments try to narrow the gap as much as possible by
using or building on the students' previous experiences. Experiential
assignments are tasks where students already have a lot of knowledge
needed to do the task.
1) Drawing and writing
Learners draw about something that happened to them or something
imagined, and then they write about it, describing the picture. Pictures

5
 provide a way of remembering past experiences and act as memory
cues for writing.
2) Related skill assignments
The writing assignment is designed as the end of the activity after
students talk about, listen and read about the topic. Over time, students
will try to write because they already have a lot of previous experience.
3) Partial writing
Students make a list of useful words they will need in the following
writing assignment. For example, at first when students are assigned to
write about experiences that have been previously obtained, students
first write down a few words that are considered to be able to help
them to compose a story and students write them using a list to make it
easier for them. to determine an interesting story.
4) Ten perfect sentences
The teacher shows the students an easy picture or subject and then the
students have to write ten separate sentences about it. They are given
one mark for each correct sentence.
5) Set your own questions
Each student generates a question they want to write down. These are
then translated into good English and made into exam questions which
students answer in the exam conditions.
2. Shared Tasks
task performed in groups or together.
1) Reproductive/Retail Exercise
Students read or listen to a story and then they retell it without seeing
the original. they form groups, each student contributes to write a few
sentences to fulfill the story that is considered complete and in the end
they read it in turn in front of the class.
2) Chalkboard composition
The whole class works together. The teacher or student suggests a
subject and a rough plan for the composition. Class members raise

6
 their hands and suggest a sentence to include in the composition. If the
sentence is correct then it is written on the blackboard. If it is not
correct, the class and teacher correct it and then write it on the
blackboard.
3) Composition of classes
The teacher gives the composition of the subject matter then students
in their groups discuss and make a list of the main ideas they will
write. Then the teacher brings the class together and, following the
students' suggestions, lists the main ideas on the board. After this is
discussed, students return to their groups and write compositions as a
group. When the composition is complete, each group member makes
a copy of the composition. Only one copy is given to the teacher for
assessment. Students proofread their copies by looking at the copies
that were marked when the teacher returned them to them. This is
useful if they discuss the teacher's corrections in their groups.
4) Group composition
Students are divided into several groups or in pairs. Each group writes
one composition. Each student suggests sentences and corrects
sentences suggested by other learners. When the composition is
complete, each student makes a copy but only one composition from
each group is left to the teacher to mark. When the composition has
been marked, students correct their own copy of the marked one.
Teachers only need to suggest subjects. Marking is usually easy
because students self-correct most of the errors before the composition
is handed over to the teacher. The teacher only marks one composition
for each group.
5) Writing with the secretary
Students work in pairs to write an essay. One member of the pair has
primary responsibility for the content and the other must produce the
written form.
3. Guided Tasks

7
This usually has an impact on the narrowing of the tasks that must be done
by students. For example, guided composition exercises, such as picture
composition, give students ideas to write about.
1) Translation
Students translate sentences or stories into English or Indonesian.
2) View and write
The teacher performs an action, or shows students pictures of real
objects, and students write sentences to describe what they see.
3) Image composition
The teacher shows students a picture or series of pictures. Below the
picture are some questions. By answering questions with the help of
pictures, students can write essays.
4) Copies pending
The delayed copying technique is designed to help learners become
fluent in forming letters and words, especially where the writing
system of the second language differs from that of the first language. It
also helps the learner develop fluent access to phrases.
5) Writing with grammar
Involve guided composition based on specific grammatical problems.
Usually rules are given first to students to learn and then they have to
use those rules when doing composition.
6) Question Answer
Students try to answer questions based on the text that has been
provided previously.
7) Correction
In the correction technique, students look for errors in ideas or forms
and describe them or correct them.
8) Completion (Completing the sentence)
In the completion technique, students are given words, sentences,
parts, or pictures whose parts are missing or parts can be added.

8
 Students complete the word, sentence or passage by filling in the
missing parts, or by saying what is missing from the picture.
9) Rewrite
Students read a passage. After they understand the text, they copy
some key words from the passage onto a piece of paper. Only the basic
form of the word is copied (i.e. walking, not walking). Students then
save the text and write what they remember from the reading by filling
in the keywords they copied.
10) Message
In the ordering technique, learners are presented with a set of items in
an incorrect order which they must rearrange in the desired order.
11) Replacement
In substitution technique, students replace one or more parts of words,
sentences, parts, pictures, stories, etc.
12) sentence concatenation
Students are given a pair of sentences. they have to combine two
sentences into one sentence.
4. Independent Tasks
Independent assignments require students to work on their own without
any planned assistance. Learners can work successfully on independent
tasks when they have developed some proficiency in the language and
when they have command of helpful strategies. These strategies can
develop from experiences, shared, or guided tasks: Good independent
assignments have i.e. tasks that provide reasonable challenges, i.e. have
some difficulty but students can see that with effort they can do it. Then
there is the difference between experiential and independent assignments
lies in the control and preparation that go into experiential assignments.
Experiential assignments are planned so that students are only exposed to
one aspect of the task that is outside their previous experience.Independent
assignments do not involve this level of control and learners may be faced
with several types of difficulty in the same task.

9
The type of writing task in passport to the world chapter 1-8(1-4 for
the first semester and 5-8 for the second semester)
No Writing Chapter
excercise 1 2 3 4 5 6 7 8 Total
1 Experience - - - - - - - 1 1
task
2 Shared task 1 - - - - - - - 1

3 Guide Task - 2 - 1 3 4 1 - 11

4 Independent - - 1 1 2 2 1 - 7
task
TOTAL 20

Regarding to the table above, it shows that there are 4 types of writing
exercises in the Passport to the World, A fun and Easy English Book,from
chapter 1 until chapter 8, they are: Experience task, shared task, guided
task, and independent task. Moreover, the table shows that the Guide task
obtains the highest distribution with 11 exercises out of 20 exercises
which practice the writing skillin the textbook, while experience task
obtains 1 exercises, shared task obtains 1 exercises and independent task
obtains 7 exercises out of 20 exercises.
Here there are example from each type writing task in analysis this book!
Example of Guide task

10
This is the example of guide task from the book passport to the world, here
student’s should write a report ants on the following guidance
Example of Independent Task

This is the example of independent task from book passport to the world,
“write a label of your own food/drink product. Give the product name.”
Example of Shared task

11
Here is example of share task. “ make three statements showing your
opinions about your favorite music group or singer, and then ask your
friend’s opinion about the group or singer.
Example of experience Task

Here the example of experience task “tell about an English song that you
like most.” Based on your answer of the above questions, write a
descriptions about the English song you like the most.
The writing task was analyzed using a checklist table to determine the
distribution of the cognitive domain in each writing task. There are 6
cognitive domains of Bloom's taxonomy. Bloom's Taxonomy provides an
important framework for teachers to use as a focus on higher order
thinking. By providing a hierarchy, this taxonomy can assist teachers in
designing assignments, constructing questions to confer with students, and

12
providing feedback on student work. This resource is divided into different
levels each with Keyword exemplifying levels and questions that focus on
the same level of critical thinking. Questions for Critical Thinking can be
used in the classroom to develop all levels of thinking in the cognitive
domain. The result will be increased attention to detail, increased
understanding and problem solving. Use keywords as a guide for crafting
questions and assignments. Solve Questions with student-appropriate
content. Assessments can be used to help guide the culminating project.
This chapter consists of an analysis of higher-order thinking skills and
lower-order thinking skills in speaking activities, sequential thinking skills
based on Revised Bloom's Taxonomy of Cognitive Domains. In this paper
the writer analyzes each task and decides whether the questions lower
order thinking skills are remembering as coded with C1, understanding as
C2, Applying as C3 and that all of them are , and the higher order thinking
skills is Analyzing as C4, Evaluating as C5, and Creating as C6.
1) Remembering is an important dimension in the process of
meaningful learning and problem solving. This ability is used to
solve much more difficult problems.
2) Understanding is inextricably linked to developing an
understanding of various sources such as messages, readings, and
communication. Understanding is also linked to the activity of
categorizing and comparing.
3) Applying procedural knowledge related to the knowledge
dimension, which includes activities to carry out procedures
(executing) and implementing. Carrying out procedures is a
cognitive process of students in which they solve problems and
conduct experiments, requiring them to know the information and
be able to determine with certainty what procedures only thing to
do.
4) Analyzing is a problem-solving action that involves separating
each component of the problem and determining how the

13
 relationship between these components can cause problems.
Various subjects necessitate that students be able to analyze well.
Analytical skills are very important for students, and they are often
more important than other dimensions of cognitive processes such
as evaluating and creating.
5) Evaluating is a cognitive process in which an assessment is
provided based on existing criteria and standards. Its tasks include
reviewing and critiquing. Checking leads to testing activities to
look for inconsistencies or failures in an operation or product.
While criticizing leads on the evaluation of a product or operation
based on external criteria and standards.
6) Creating is the cognitive process of laying down the elements
together to form a coherent and directing unit students to produce a
new product by organizing several elements into different shapes
or patterns than previously. Generating and producing are two
aspects of creating (producing).

So by understanding the distribution of the cognitive domain in each

writing task, the writer hopes to gain insight into the distribution of
higher order and lower order thinking skills in the writing Task. The
checklist table is shown below, and it consists of a column for each
writing task from chapter 1 to chapter 8, as well as a column for each
cognitive domain from Bloom's taxonomy.

Table one

The distribution of the Cognitive Domain in Writing Task

Chp No Writing questions Cognitive domain of
bloom’s taxonomy
LOTS(low HOTS(hig
er order her order
thinking) thinking)

14
 C C C C C C
1 2 3 4 5 6
1 1 Make three statement ✓
showing your opinions
about your favorite group or
singer.
2 1 Find the verb and nouns ✓
used in text of “how to
repair a scratched CD”.
Write them down in the
table,and then find the
meaning in bahasa
indonesia
2 Check the following picture ✓
then, write a procedure
based on the pictures.
3 Writing! Match the picture ✓
with the jumbled steps
procedure in the box by
giving number in the little
circles
3 1 Write a label of your own ✓
food/drink. Give a product
name
4 1 Now create sentence using ✓
thenses you have learned
before
2 Create some dialogue using ✓
the events and times stated
in the table above

15
5 1 Without reading the text ✓
above, put the following
jumbled paragraph into the
good order.
2 Can you put the story of dini ✓
above into the following
format?
3 Match the picture and the ✓
paragraph so that you have a
story of the three little rabits
4 Find an example of the ✓
following time phrases and
conjunction in the text of
“three little rabbits”.
5 Write a story based on the ✓
following pictures in your
own words
6 1 Have a look at the picture ✓
and the table bellow. Tell
some facts about the cricket.
2 Can you put the text entitled ✓
“crickets” into the format
report.
3 Now write a report on ✓
ANTS based on the
following guidance
4 Find the meaning of the ✓
following words based on
the context on the passage.
Then write down them in

16
 the table based on the group.
5 Can you put the following ✓
animals into the correct
group?
6 Write your own animals ✓
quizzes here.
7 1 Can you make your own ✓
sentence using the above
temporal conjunctions?
2 Write about an accident ✓
based on the following
steps.
8. 1 Tell about an English song ✓
that you like.
-what is the title of the
English song you like most?
-who is the writer of the
song?
-what is the song about?
-which one do you like
better about the song, the
lyrics or the music?
-when do you usually listen
to the song?
-where do you usualy listen
the song?
-how do you feel after you
listen to the song?
-write down the parts of the
lyrics of the song you like

17
 most.
Based on your answers of
the above questions, write a
description about the
English song you like that
most.

Total 5 6 - - - 9
11 9
Score 11:20x100 9:20x100
= 55% = 45%
Related to the table above, the distribution of high-level thinking
levels/Hots is analyzing, evaluating and creating get 9 questions from 20
questions, and all of 9 question is classified to C6 as a Creating. then from
Lots or low-level distributions, namely remembering or C1 there are 5
questions, C2 or understanding there are 6 questions, and for C3 or
applying, it is not found in the passport to the world book. in the table also
shows the distribution of low level get 55% and high level distribution get
45%.

Table II
A reason why the question classified to C1, C2, C3, C4, C5, C6;
CHP Number of questions Reason
1 Task number 1 classified Because in this task the student will
to C2 or understanding compere about their opinion
2 Task number 1 classified Because they should understand about
to C2 or understanding the word and the should translate the
word to Indonesian language
Task number 2 classified because students should create some

18
 to C6 creating procedure following to the pictures
Task number 3 classified Because Here the student should
to C1 or remembering match the picture with the jumbled
step procedure
3 Task number 1 classified Because The student should write a
to C6 or creating label of their own about food/drink,
its mean that they should make a
sentence by them self.
4 Task number 1 classified Because The student should make or
to C6 or creating create a sentence by them self
Task number 2 to Because here student should create
classified to C6 or creating some dialoge using the events and
times stated on the table.
5 Task number 1 classified Because the student should find and
to C2 place the correct paragraph number to
turn the existing sentence into perfect
sentence or paragraph
Task number 2 classified Because the student should put the
to C1 remembering story into format, its means that they
should remembering about the story
Task number 3 classified Because the student should arrange
to C1 or remembering story picture and scrambled story
sentence in sequential order.
The task number 4 Because the student should undertand
classified to C2 or and find the sentence related to the
understanding word on the table
The task number 5 Because the student should create
classified to C6 or creating some stories by their own word but
following the picture.
6 Task number 1 classified Because student should tell some fact

19
 to C1 or remembering about cricket related to the word about
cricket
The task number 2 Because the students should rephrase
classified to C2 or the text about crickets into format
understanding report
The task number 3 Because here the student should write
classified to C6 or creating or create a report on ANTS based on
the following guidance
The task number 4 Because the student should find the
classified to C2 or meaning of the word and they should
understanding giving descriptor
The task number 5 Because the student should show the
classified to C2 or correct group animal
understanding
Task number 6 classified Because they should create their
to C6 or creating animal quizzes on the table.
7 Task number 1 classified Because they should make their own
to C6 or creating sentence using temporal conjunction
Task number 2 classified Because they should create or writing
to C6 or creating some accident based on the step
8 Task number 1 classified Because the students should answer
to C1 or remembering about selections and after that they
should write a descriptions about the
English song you like the most.

Table III

The distribution of Lower Order Thinking Writing task

No lower order Writing Score

thinking question

20
1 Remembering 5 5:20x100 = 25%

2 Understanding 6 6:20x100 = 30%

3 Applying - -
Total 11 11:20x100 = 55%
The table above shows that from total 20 writing task in the textbook, the
remembering skill obtains 5 items out of 20 task or 25%, understanding is about 6
item out of 20 task 0r 30%. And it has been calculate that distribution of Lower
Order Thinking task or Lots is 55% , from the writing task book passport to the
world.

Table IV

The distribution of Higher Order Thinking Writing task

No Higher order Writing Score

thinking question
1 Analyzing - -

2 Evaluating - -

3 Creating 9 9:20x100 = 45%

Total 9:20x100 = 45%
The table above shows that from total 20 writing task in the textbook, the creating
or C6 obtain 9 item task out of 20 questions or 45%. And it has been calculate that
distribution of Higher Order Thinking task or HOTS is 45% , from the writing
task book passport to the world.

21
 CHAPTER III

A. CONCLUSION
No Categorizing Total HOTS Total LOTS
1 Remembering (C1) - 5
2 Understanding (C2) - 6
3 Applying (C3) - -
4 Analyzing (C4) - -
5 Evaluating (C5) - -
6 Creating (C6) 9 -
Total 9 11
Score 9:20x100 11:20x100
= 45% = 55%
After analyzing the writing task Hots and Lots, by using a checklist table as an
instrument for collecting data from the Passport to the world book, the author
concludes that the number of LOTS is more than HOTS, with the percentage of
LOTS as much as 55% and HOTS as much as 45% by calculating task C1 or
remembering as many as 5 questions from 20 questions in the writing task, then
task C2 or understanding 6 questions from 20 questions in the writing task, and if
calculated, the number of Lots is 55%. then for HOTS with calculations from C6
or Creating as many as 9 questions out of 20 questions on the writing task and if it
is calculated, the number of HOTS is 45%.

22
 REFERENCES

Nation, I. S. P, 2009, Teaching ESL/EFL Reading and Writing, Routledge.

Prastian, DitaAyuk. An Analysis of Writing Task of English Textbook Entitled

“Bright” for the seventh grade student of junior high school , Muhammadiyah
University of Surakarta, 2014.

23