Purpose of the Study:This study aims to identify the forms of directive politeness act found in the educational discourse, to describe the directive politeness act technique and to formulate directive politeness act that can be used to form the readers' character, especially the students in Indonesia. Methodology:This study used a qualitative approach with multi-column data analysis technique design. The data source of this study was the directive politeness speech act containing a message of character formation in the discourse of education column in the Daily National Newspaper (DNN) Kompas and Republika in the period from January 2018 to March 2018. The data analysis in this research was carried out while the data processing and data validation technique were being conducted. The data analysis is supported by the taxonomy data analysis technique of the Levinson model underlain by the Indonesian cultural background. Result:The research results report that the use of directive politeness acts, in the discourse of education column in the daily national newspaper, can be divided into the politeness act of advising (9.62%), supporting (9.62%), and instructing (9.62%), by which the greatest number is gained. The directive speech act strategy in the discourse of education column can be divided into two types: direct strategy (83%) and indirect strategy (17%). The implication of the directive politeness act in the discourse of education column of DNN can be formulated into 11 character building values, which are religiosity, honesty, harmony-tolerance, discipline, sincerity and hard work, creativity, independence, democracy, curiosity, love for the homeland, and appreciation for other people's works and achievements. The value of honesty, religiosity, and tolerance becomes the strong feature of the discourse of education column in DNN. The results describe that the thriving and excellent main capital in building Indonesia are divinity, harmony, unity, and tolerance. Implications:The values of character education become a worthwhile benchmark in the framework to instill educational values and build readers' independence and maturity in the Indonesian context.

Taksonomi adalah klasifikasi benda mengikut ciri-ciri tertentu. Taksonomi dalam bidang pendidikan digunakan untuk mengklasifikasikan tujuan pendidikan, penyusunan penilaian dan kurikulum. Bloom telah mengkategorikan tiga ranah dalam pembelajaran, yaitu; ranah kognitif, ranah afektif dan ranah psikomotor. Taksonomi Bloom fokus pada terminologi (1) pengetahuan; (2) pemahaman; (3) penerapan; (4) analisis; (5) sintesis; dan (6) evaluasi. Sedangkan terminolginya berubah dengan adanya Taksonomi Revisi pada tahun 2001 oleh Anderson & Krathwohl dengan terminologi (1) mengingat; (2) memahami; (3) mengaplikasikan; (4) menganalisis; (5) menilai; dan (6) mencipta. Terminologi ini berubah dengan mempertimbangkan keperluan holistik agar lebih mudah dalam penerapannya oleh guru di sekolah. Fokus utama makalah ini adalah membahas ranah kognitif Revisi Anderson & Krathwohl 2001 dan penerapannya dalam pengajaran dan pembelajaran pantun di sekolah dasar.   Anderson & Krahthwohl Cognitive Applications in Teaching and Learning Pantun in Elementary Schools Abstract: Taxonomy is the classification of things according to certain characteristics. Taxonomy in education is used to classify educational objectives, assessment and curriculum preparation. Bloom has categorized three domains in learning, namely; cognitive domain, affective domain and psychomotor domain. Bloom’s taxonomy focuses on the terminology of (1) knowledge; (2) understanding; (3) application; (4) analysis; (5) synthesis; and (6) evaluation. While the terminology changed with the introduction of the Revised Taxonomy in 2001 by Anderson & Krathwohl with the terminology (1) recalling; (2) understand; (3) apply; (4) analyze; (5) evaluate; and (6) create. This terminology changes by considering the holistic need to make it more relevant in its application by teachers at the school level. The main focus of this paper is a discussion on the cognitive domain of the 2001 Anderson & Krathwohl Revision and its application in the teaching and learning of verse in primary schools. Keywords: Bloom's Taxonomy, Cognitive Area, Poetry, Revised Taxonomy.

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