Learners’ Cognitive Level: Learning Outcomes Based Analysis


  • Muhammad Saifuddin Universitas Pesantren Tinggi Darul Ulum
  • Dwi Nurcahyani Universitas Pesantren Tinggi Darul Ulum




Learning outcome, learning taxonomy, cognitive domain


This study aimed at revealing students’ level of cognitive domain depicted in learning objectives of the TOEFL subject matter. Using learning outcomes based analysis, this study further sought to investigate the attainable learning outcomes. The investigation covered an identification of learners’ cognitive level, in what level the learners’ cognitive skill is in relation to learning taxonomy and whether the learning outcomes was attainable or not. This study used two different data collection methods, they were textual analysis of learning outcomes and observation. The analysis referred to analyzing the currect syllabus used in TOEFL teaching and learning process while the observations were conducted during the learning process to find out the suitability between stated learning objectives and the learning activities carried out in the class as well as their relationship to the application of learning taxonomy. As a result, it was revealed that the the designed syllabus was not well formulated in terms of performance objectives. In relation to cognitive domain, the objectives did not use proper action verbs that it discouraged to unreachable learning outcome. In fact, the students’ cognitive level was at ‘understanding’ level that it could not achieve the outcome set in ‘applying’ level.  


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Author Biographies

Muhammad Saifuddin, Universitas Pesantren Tinggi Darul Ulum

English Education Departement

Dwi Nurcahyani, Universitas Pesantren Tinggi Darul Ulum

English Education Departement




How to Cite

Saifuddin, M. and Nurcahyani, D. (2018) “Learners’ Cognitive Level: Learning Outcomes Based Analysis”, IJET (Indonesian Journal of English Teaching), 7(2), pp. 131–139. doi: 10.15642/ijet2.2018.7.2.131-139.