Over various topic of studies, the study to focus on textbook evaluation is become an important topic. As Litz (2005) argues that textbook evaluation is a plan of action in which a positive result can be achieved as well as a form of professional empowerment and improvement. This study is intended to evaluate cognitive process dimension and knowledge dimension according to revised Bloom‟s taxonomy (2001). A total of 171 exercises were collected as the data samples from „Intensive English course book 1‟. This study is categorized as qualitative method. As the instrument of the evaluation, first is the researcher‟s involvement and the second is using the coding scheme that was developed by Anderson, Krathwohl, et al., 2001. The findings showed that the six types of level of cognitive process dimension (remember, understand, apply, analyze, evaluate, and create) were all can be found in the exercises. However, four types of level of knowledge dimension (factual, conceptual, procedural, and metacognitive) according to revised Bloom‟s taxonomy were only metacognitive is not discussed in this book. Other finding revealed that the cognitive process dimension level “understand” followed with knowledge dimension in factual, conceptual, and procedural (A2, B2, and C2) was the most dominant code with a frequency 75. So, the indicative result demonstrated that it was inadequate for the student to response the complex cognitive process. Therefore, the researcher proposed some suggestion to be considered.

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