Abstract:
The objective of this study was to investigate the levels of cognitive and their
realization processes on writing tasks in the English textbook for Senior High
School Grade XII based on revised version of Bloom‟s Taxonomy. This study
used descriptive qualitative approach. To collect the data, this research
applied documentation technique. There were eighty writing tasks obtained
from the English textbook published by PusatKurikulumdanPerbukuan,
Balitbang, Kemdikbud. Those data were analyzed by applying Miles and
Hubermann‟s (1994) analysis model including data reduction, data display
and conclusion drawing. The research finding showed that the six levels of
cognitive domain as proposed by Anderson and Kratwohl (2001) were
realized on writing tasks in the English textbook published by
PusatKurikulumdanPerbukuan, Balitbang, Kemdikbud. It was also found that
the four types of writing tasks as proposed by Brown (2004) namely imitative,
intensive, responsive and extensive were applied. So, it was concluded that
the six levels of cognitive domains and the four types of writing tasks were
realized totally in the English textbook.
