Name : Martua Natanael Tampubolon

NIM : 2193121014
Thesis Outline
Title : Analysis of Reading Exercises in Merdeka’s Curriculum English Textbook for
Grade X of Senior High School

Theories
Revised Bloom’s Taxonomy
Objective-setting is a crucial component of teaching, enabling educators to focus on the
desired outcomes of their instructional efforts. In this regard, Bloom's taxonomy represents a
widely-recognized framework for defining teaching objectives. First proposed by Benjamin S.
Bloom in 1956, the taxonomy was designed to help teachers identify and assess the three
primary psychological domains underlying instructional tasks: cognitive, affective, and
psychomotor. Specifically, Bloom delineated six cognitive levels, including knowledge,
comprehension, application, analysis, synthesis, and evaluation, which corresponded to
increasingly complex cognitive processes. Within this framework, critical thinking is
associated with the analysis, synthesis, and evaluation domains, which are considered central
to cultivating this key cognitive skill.
Bloom's Taxonomy assigns the highest level of complex thinking skill to the evaluatio n
domain. However, Anderson et al. (2001) proposed a revision to the taxonomy with the aim of
highlighting its value and incorporating new knowledge. The revised taxonomy was intended
to provide clearer objectives for teaching and to better establish relationships among them.
Additionally, it was viewed as a means to guide curriculum decision-making and to help
teachers establish personal goals from a new perspective.
In determining category, Anderson et al. (2001, p. 5) mentioned that an objective
statement must contain a verb and a noun. They further mentioned that the verb indicates
cognitive process while noun indicates knowledge. Therefore, what differs the revised
taxonomy with the original is the dimension. While original framework is one dimension while
revised version of Taxonomy includes cognitive dimension and knowledge dimension (two-
dimensional). The revised version also changed the order of evaluation with synthesis. Revised
Bloom’s Taxonomy contains of six categories; remember, understand, apply, analyze, evaluate
and create. In cognitive complexity, the domain followed by is more complex than one
preceded it. Thus, understand cognitively more complex than remember.
 Anderson et al. (2001, p. 27) further divided knowledge dimension into four types.
These four types of knowledge are stemming from understanding that learning process consist
of two aspects; know what will be learned and how students think during the learning process.
This understanding is based on cognitive and constructive perspective. Thus, teaching- lear ning
process is not only about improving students’ thinking skill (cognitive) but also offering
knowledge (constructive) that will benefit students the most. Additionally, knowing what will
be learned will provide meaningful learning during teaching- learning process. These general
types namely are factual, conceptual, procedural and metacognitive knowledge (Anderson et
al., 2001, p.48-60).
1. Factual knowledge deals with basic elements such as terms and facts students must
know in a learning process. It deals with recognizing specific information such as
detailed location, exact dates, and vocabulary in certain field. This means, students
must know several things in order to understand the learning objective. Factual
knowledge is divided into two subtypes; knowledge of terminology and knowledge
of specific details and elements. First, knowledge of terminology is knowledge
about specific symbols such as verbal and nonverbal ones including words,
numeral, signs or pictures. Examples in this subtype are knowledge of alphabet,
scientific terms, or standard representational symbols on maps and charts.
Secondly, knowledge of specific details and elements refers to knowledge about
events, locations, people, dates, or source of information. This information may be
very specific. Examples of this subtype are knowledge about society, practical facts,
significant names, places or exports of countries.
2. Conceptual knowledge deals with categorization or classification among elements.
In conceptual knowledge, students are required to make relationship between
elements. Therefore, create a structured phenomenon or theory. Conceptual
knowledge is divided into three subtypes: knowledge of classification and
categories; knowledge of principles and generalizations; and knowledge of theories,
models, and structure. First, knowledge of classification and categories involves
classification belongs to subject matter. In this subtype, students are expected to
know when to appropriately use the classification with subject matter content. For
example, students must know the variety types of literature. Other examples are
knowledge parts of sentences or knowledge periods in geology. Secondly,
knowledge of principles and generalizations involves knowledge to recognize
patterns that summarize of a phenomenon. Examples of this subtype are knowledge
 about generalization of specific culture and knowledge of major principles involved
in learning.
3. Procedural knowledge deals with knowing how to do something. The activities may
range from daily routines or solve problems. Procedural knowledge often involves
sequences of steps to achieve its goal. This is known as procedures. Procedural
knowledge is divided into three subtypes; knowledge of subject-specific skills and
algorithms, knowledge of subject-specific techniques and methods, and knowledge
of criteria for determining when to use appropriate procedures. First, knowledge of
subject-specific skills and algorithms deals with series of steps that generally
applies to get a fixed answer for example such in mathematic exercises. Secondly,
knowledge of subject-specific techniques and methods is contrast with subject-
specific skills and algorithms. While specific skills may result in a fixed answer,
specific techniques and methods are open for every possibility. Therefore, the
answers can be various and different depending on certain things for example
knowledge of methods for evaluating health concepts. Thirdly, knowledge of
criteria for determining when to use appropriate procedures involves students to
know exactly when to use certain procedures. In this subtype, students are also
required to relate the current procedures with similar situation using same
procedures.
4. Metacognitive knowledge deals with self-awareness of one’s cognition. Therefore,
in this knowledge dimension, students know exactly how they think during learning
process. However, Anderson et al. (2001) only described metacognitive knowledge
as students’ knowledge of various aspects of cognition. Subtype of this categories
divides into three subtypes. First, strategic knowledge is knowledge cognition of
general strategies for learning, thinking, and problem solving. For example,
students need to memorize materials, then, the strategy they use to comprehend the
materials is what is known as strategic knowledge. One student may repeat the
words while another one uses several technique such as summarizing and
paraphrasing to completely understand the learning material. Secondly, knowledge
about cognitive tasks refers to knowledge of different learning strategy used in
different tasks or conditions. It means students understand that one learning strategy
may not be suited in another task. This subtype knowledge is also named as
conditional knowledge in which students need to know exactly when and why to
use learning strategy. For instance, knowledge that a simple memorization task may
 require only rehearsal. On the other hand, this subtype knowledge differs from
procedural knowledge in a way that procedural knowledge refers to certain
procedures carried out in subject-specific problems for example a psychics problem
about the second law of thermodynamics. Lastly, self-knowledge means students
acknowledge their strength and weakness. Therefore, if students are aware of it,
they will likely to know they need to rely on various learning different strategies in
different situations. Example of self-knowledge is knowledge that one is
knowledgeable in some areas but not in other areas.
On the other hand, Anderson et al (2001, p.66-87) divided cognitive dimension into six
dimensions. These six cognitive dimensions based on teachers’ objective on to what they want
students to learn. The six categories includes; remember, understand, apply, analyze, evaluate
and create. All these six cognitive dimensions may fit into one of knowledge dimens io n
(factual, conceptual, procedural, and metacognitive).
1. First, Remember cognitive dimension places a great deal on retention. Hence, it
requires students to recall the exact same form of what has been learned. For
example, students are given text of a narrative story then a question followed by it
asks students to describe what happened in the story. Remember knowledge is an
essential for meaningful learning such as completing difficult task, but if the
learning process solely focus on memorizing, then it will only make students recall
fragments of knowledge (Anderson et al., 2001, p. 66). There are two aspects of
remember knowledge; recognizing and recalling. Recognize requires students to
relate their previous knowledge to the presented information. In recognizing,
students determine whether previous knowledge correspond to new obtained
knowledge. Assessment of recognizing asks students to verify, to match
information. Recall requires students to regain knowledge from longterm memory
when given prompts to do so. Assessment of recalling asks students to retrieve
knowledge from previous knowledge.
2. Understand cognitive dimension involves students to construct meaning, to
comprehend of instructional message form in written, oral or even graphic. There
are seven cognitive process of understand knowledge; interpreting, exemplifying,
classifying, summarizing, inferring, comparing and explaining. First, interpreting
deals with converting information from one form to another such as audio to written
form. For example, students need to rephrase someone’s speech in their own words.
Second, exemplifying deals with giving example of a concept. Exemplif ying
 involves features of principle such as a simple sentence in English needs at least
one noun and one verb. Assessment of exemplifying cognitive process can ask
students to create example or to select example from options.
3. Apply cognitive dimension deals with using procedures in real situation either to
perform exercise or to solve problems. According to Anderson et al. (2001, p. 77),
an exercise is something that students feel familiar to do, while problem is an
unfamiliar task students rarely do. Respectively, while performing exercise,
students have little difficulty to execute it. Meanwhile, solving problems require
students to have deep understanding before doing it. This Apply category has two
cognitive process such as executing and implementing. Executing cognitive process
involves with carrying out familiar task, such as exercises that students often to do
in daily basis. Thus, carrying out familiar task relates to students’ skills more than
it is related to technique nor method. Meanwhile, implementing cognitive process
involves with the ability to perform unfamiliar task to solve problems. When
carrying this in real life, students need more than just skill to finish it successfully.
They also need to learn variety procedures to help them.
4. Analyze cognitive dimension requires students to break down a unit to several parts
then determine how each part relates to one another. There are three cognitive
process belong to this knowledge; differentiating, organizing and attributing.
Differentiating deals with differentiate important parts from unimportant ones,
organizing deals with structure/organization of a unit, and attributing deals with
underlying message from the material. The objectives of this cognitive process are
various such as the ability: to distinguish facts from opinion, to make link between
conclusion and supporting statements, to differentiate relevant information from
irrelevant ones, to determine how ideas relate to one another, to infer unstated
assumptions, to distinguish dominant ideas from less dominant ones and to find
evidence to support author’s purpose (Anderson et al., 2001, p. 79-80).
5. Evaluate cognitive dimension involves students to make valuable judgment based
on criteria and standard. These criteria is ranging from the quality, effectiveness,
efficiency, and consistency (Anderson et al, 2001, p. 83). Some judgements may
evaluative but other judgements may also about appropriateness. Therefore, not
every judgment in evaluate knowledge determine if a material is good enough or
not, but it also determine if the material fit into several category. There are two
cognitive process within this category such as checking and critiquing. Checking
 deals with testing internal consistencies. For instance, students need to check if in
presented material contradicts to one another. Meanwhile, critiquing deals with
judging a product or operation based on external criteria or standards. Thus, in
critiquing, students need to point out positive and negative features of a product of
operation then make their own opinion about it.
6. Lastly, Create cognitive dimension involves putting aspects together to form a unit
(a product). Thus, in creating, students will produce something new. According to
Anderson et al. (2001, p. 85) creating a product coordinates with students’ previous
experience. Create knowledge is linked to creative thinking since students will
develop it while creating a product. Although create knowledge involves creative
thinking skill, it does not mean that students need to always create a unique product.
Create knowledge also refers to what all students can do. In creating something
new, students may combine previous knowledge namely understand, apply and
analyze. However, create differs from previous knowledge since it involves creating
an original product not only relying on what has been presented.

Criteria and How to Identify the HOTS and LOTS based on Revised Bloom’s Taxonomy
on Reading Questions
1. Cognitive Dimension
Level Key Words Skills Demonstrated
Lower Order Thinking Skill (LOTS)
1. Remember :
a. Recognizing - Recall information of
b. Recalling define, describe, identify, events, dates, places
Definition : label, list, match, name, - Recognize what has
Recall information, retrieve outline, reproduce, select, been learned
knowledge from long term state, tell, show, examine, - Master material of
memory. This dimens io n tabulate, quote, who, when, subject
involves students to recall where - Recognize specific
what has been learned details of material
before.
2. Understand estimate, explain, extend,
- Explain materials
a. Interpreting generalize, infer, interpret,
 b. Exemplifying paraphrase, predict, rewrite, - Convert one form to
c. Classifying summarize, translate, another (e.g numbers
d. Summarizing contrast, distinguish, to words)
e. Inferring discuss, describe - Give example
f. Comparing - Notice over
g. Explaining features/patterns of
Definition : principle
Construct meaning from - Provide general
presented informatio n, statements to
construct meaning, to represent
comprehend of instructio na l information
message form in written, oral - Find patterns of a
or even graphic concept
- Find similarities and
differences between
two or more things
3. Apply
a. Executing apply, change, compute,
b. Implementing demonstrate, discover, - Use methods
Definition manipulate, modify, predict, - Solve problems
Use procedures in real prepare, calculate, illustrate, - Carrying out
situation either to perform show, examine, modify, procedures
exercise or to solve relate, produce
problems.
Higher Order Thinking Skill (HOTS)
4. Analyze analyze, break down,
- Distinguish facts
a. Differentiating compare, contrast,
from opinion
b. Organazing discriminate, distinguish,
- Make ink between
c. Attributing identify, illustrate, infer,
conclusion and
Definition outline, relate, select,
supporting
Break down a unit to several separate, arrange, classify,
statements
parts then determine how show
each part relates to one - Differentiate relevant
another information from
irrelevant ones
- Determine how ideas
relate to one another
- Infer unstated
assumptions
- Distinguish
dominant ideas from
less dominant ones
Find evidence to support
author’s purpose
5. Evaluate - Evaluate a material
a. Checking - Make logical
appraise, conclude, critique,
b. Critiquing statements
evaluate, judge, justify,
- Judge internal
relate, support, assess,
consistencies
decide, rank, recommend,
- Assess value of
convince, select, grade,
materials
explain, compare
- Assess effectiveness,
efficiency
6. Create - Create a product
a. Generating - Describe presented
b. Planning create, devise, design, problem and come
c. Producing explain, organize, plan, up with alternative
Definition arrange, reconstruct, relate, hypotheses
Put aspects together to form revise, rewrite, summarize, - Arrange a solution
a new unit (a product) tell, write, combine, regarding presented
integrate, modify, invent, problem
compose - Carry out the plan
for solving the
problem
 2. Knowledge Dimension
Type Example
Factual Knowledge Knowledge of terminology, knowledge
Definition: basic knowledge students of specific details
must know
Conceptual Knowledge Knowledge of classification and
Definition: interrelationships between category, knowledge of principle and
basic elements to form structure category, knowledge of theories
Procedural Knowledge Knowledge of subject-specific skills,
Definition: methods of how to do knowledge of specific technique s,
something step by step knowledge of criteria to determine
appropriate time to use procedures
Metacognitive Knowledge Strategic knowledge, knowledge about
Definition: awareness of one’s cognition cognitive tasks, self-knowledge

Example of Identifying the Dimensions of Revised Bloom’s Taxonomy

TEXT : Cristiano Ronaldo (Cited from Textbook : Bahasa Inggris : Work in Progress
page 11-12)
Cristiano Ronaldo has very strong determination. He used to train very hard since his
childhood. He knew that a footballer requires good stamina because a football match requires
a player to run at least 10 kilometers in a single match. Sometimes, he even trained himse lf
continuously from morning until evening. He also challenged himself by playing along with
older players.
He becomes so skillful and conident that his opponents cannot igure out how to stop
Ronaldo from making a goal. Normal football players will use their single leg of their dominant
side body, i.e. players of righthanded or lefthanded use their respective legs to score goals but
Ronaldo can easily use both of his legs eiciently to make goals. In addition to that, he can use
his head to score goals as well.
He is also one of the fastest football players in football history. Ronaldo can run very
fast, he can run with a speed of 33.6 kilometers per hour. That is why he is also known as a
rocket man. This helps Ronaldo to do his famous freekick. Ronaldo's freekick speed is
approximately 130 kilometers per hour.
While jumping, Ronaldo's G-force is ive times higher than that of a cheetah. He can
jump up to 78 cm in the air; this jumping height is much more compared to any basketball
player. All of these have helped him achieve his success. In his young age, he has won many
trophies and broken records including winning the prestigious FIFA Ballon d’Or award ive
times and created a world record by scoring the most goals in international football in
September 2021. Currently his net worth is around $500 million and this makes him one of the
richest athletes.
Question :
1. What is the main idea of the text?
2. What makes Cristiano Ronaldo different from other players in scoring a goal?
3. How does the text organized its idea about Cristiano Ronaldo?
Questions Analysis
1. What is the main idea of the text?
Cognitive dimension: Understanding (LOTS)
Knowledge dimension: Conceptual knowledge
Explanation: The question requires the reader to comprehend the main idea or central
message of the text. It involves understanding the different pieces of informa tio n
presented in the text and synthesizing them into a broader concept or idea.

2. What makes Cristiano Ronaldo different from other players in scoring a goal?
Cognitive dimension: Analyzing (HOTS)
Knowledge dimension: Factual knowledge
Explanation: The question involves analyzing the information presented in the text to
identify what sets Cristiano Ronaldo apart from other players when it comes to scoring
goals. It requires factual knowledge of his abilities and skills, as well as the ability to
compare and contrast his performance with that of other players.

3. How does the text organized its idea about Cristiano Ronaldo?
Cognitive dimension: Evaluating (HOTS)
Knowledge dimension: Metacognitive knowledge
Explanation: The question requires the reader to evaluate how the text is structured
and how it presents information about Cristiano Ronaldo. It involves metacognitive
 knowledge, or the ability to reflect on one's own thinking process, to analyze how the
author has organized and presented information in the text.

“Bahasa Inggris : Work in Progress” Textbook

The textbook used in this research entitled “Bahasa Inggris : Work in Progress” by Dr.
Dwi Hermawan, S.Pd., M.P.C., et al. for Tenth Grader of Senior High School. The textbook is
published by Pusat Perbukuan Badan Standar, Kurikulum, dan Asesmen Pendidikan
Kementrian Pendidikan, Kebudayaan, Riset dan Teknologi. This textbook is claimed to comply
with the learning achievement’s standard for Merdeka’s Curriculum. The book consists of 6
Chapters. They are :
1. Chapter 1 : Great Athletes
2. Chapter 2 : Sports Events
3. Chapter 3 : Sports and Health
4. Chapter 4 : Healthy Foods
5. Chapter 5 : Grafitti
6. Chapter 6 : Fractured Stories
There are also some features in the textbook in order to help the students in understanding the
book, they are :
1. Instructional Objectives
These are objectives set for you to achieve upon completing the chapter. These
objectives serve as the guide for you. They are adjusted to the type of text genre taught
in each of the chapters.
2. Questions to Think About
The set of questions are constructed to orient students to what they will learn in the
chapter.
3. Tasks
This section presents materials and activities you need to do to achieve the instructio na l
objectives set. There are seven tasks in each chapter which organize the materials and
activities from spoken discourse to written one.
4. Chapter Review
This section is aimed for students to carry out chapter mastery checking by themselves.
5. Reflection
 This is the section in which you reflect on what students learn from the chapter; which
area of the materials students believe they have grasped well and that they need to learn
more and better. Their reflection may serve as an important input for teachers on the
materials explained and how they explained them so that they can do it better for the
benefit of them.
Details Information about the Textbook
Book Authors Publisher/Year Pages ISBN
Bahasa Inggris : 1. Budi Hermawan Pusat Perbukuan Badan 202 978-602-
Work in 2. Dwi Haryanti Standar, Kurikulum, dan pages 244-896-9
Progress 3. Nining Suryanings ih Asesmen Pendidikan
Kementrian Pendidikan,
Kebudayaan, Riset dan
Teknologi. / 2022

References
Books

Anderson, L. W., & al, e. (2001). A Taxonomy for Learning, Teaching, and Accessing : A
Revision of Bloom's Taxonomy of Educational Objectives. London: Pearson.

Journals

Aryani, E. J., & Wahyuni, S. (2020). An Analysis of Higher Order Thinking Skills Realiza tio n
in Reading. Language Circle: Journal of Language and Literature Vol. 15, No. 1, 83-
89.

Febriyani, R. A., Yunita, W., & Damayanti, I. (2020). An Analysis on Higher Order Think ing
Skill (HOTS) in Compulsory English Textbook for the Twelfth Grade of Indonesian
Senior High Schools. Journal of English Education and Teaching (JEET) Vol. 4, No.
2, 170-183.
Thesis
1. A. I. Maharani. (2021). "Analysis of English Textbook Based on Revised Bloom's
Taxonomy in Terms of Critical Thinking Skills," Skripsi, Universitas Sebelas Maret
2. N. Herawati. (2017), "An Analysis of Higher Order Thinking Skill Questions in Englis h
Textbooks for Senior High School Based on Revised Bloom's Taxonomy," Skripsi,
Universitas Negeri Malang.
3. Sabrina, Rizky. (2020). “Higher Order Thinking Skill (HOTS) of Reading
Comprehension Questions in English Textbook at Grade X Syariah Banking of SMK
Tritech Informatika Medan,” Skripsi, Universitas Negeri Medan.
4. Theresia, Chintia. (2020). “Bloom’s Taxonomy on Reading Exercises in Englis h
Textbook “Bahasa Inggris” for Grade Ten Senior High School,” Skripsi, Univers itas
Negeri Medan.
5. Y. R. Alamsyah. (2019). "An Analysis of Higher Order Thinking Skills Questions in
English Textbooks for Junior High School Based on Revised Bloom's Taxonomy, "
Skripsi, Universitas Negeri Jakarta.