The first analysis matrix will show the suitability of the speaking activities in the two versions of the English textbook with the 2013 curriculum. The second analysis matrix will show the percentage scores of the two versions of the English text based on the criteria of curriculum 2013.
INTRODUCTION
- Identifications of the Problems
- Limitations of the Problems
- Research Questions
- Objectives of the Research
- Significances of the Study
- Definition of Key Terms
The teacher does not know whether the speaking activities in the textbook are in line with the 2013 curriculum or not. There are several activities in the textbooks that are not in line with the student's needs.
LITERATURE REVIEW
Textbook
- Definition of Textbook
- The Function of Textbook
- The Importance of Textbook
- Textbook Analysis
Communication activity is one of the activities in the scientific approach and this activity is classified as important. According to Callahan, a textbook is the most commonly used source of learning information in the classroom. The textbook is a course book used in the teaching-learning process based on the curriculum recommended for a teacher and a student.
In the curriculum for 2013, there are some basic principles or also called core competencies.
Research Design
Research Object
Research Instrument
The two tables below explain how the relevance of speaking material in the syllabus of the 2013 curriculum for speaking activities in English textbooks. Which will find out how different and the same things or as a comparison of the speaking activities in the Syllabus and the English Textbook. Then the second analysis matrix will show the percentage score in the textbook evaluation criteria aimed at finding out which textbooks are better represented by criteria of 2013 curriculum.
The relationship between speaking activities in the 2013 curriculum syllabus and the government-published textbook. The relationship between speaking activities in the 2013 curriculum syllabus and the textbook published by private publications.
Data Collection Procedure
Second, the steps are followed by the development of a checklist of textbook evaluation criteria that contains a set of standard criteria for evaluating English textbooks, which will be derived from the evaluation of instructional materials adapted to the 2013 curriculum criteria. Third , to strengthen the data and avoid information bias, the researchers will also conduct interviews with English teachers about how they think about English texts that are commonly used in classroom teaching and learning activities. This interview is only additional information for the researchers in describing the data that has been collected.
Then, after the syllabus, the textbook and interview are collected, and all the checklist instruments are made, the analysis of the two English textbooks based on all the checklist instruments is carried out and the researcher will study the speaking activities in English textbook of first grade student published by the government/ Kemendikbud and private publications/Erlangga suitable with the syllabus of 2013 curriculum?. Searching for identified materials related to studies from the internet such as journals etc. b) Find books related to studies from the library.
Data Analysis Technique
FINDINGS AND DISCUSSIONS
Profile of SMAN 5 Lebong
Especially in speaking classes, students should do creative learning as much as possible when they speak in English with their classmates and teachers in order to learn creatively. In addition, it also needs the teacher's planning, such as good methods, teaching materials such as textbooks, so that they can do excellent activities in the lesson, and the teacher also needs the curriculum in the teaching and learning process, which is in the regulation of the Minister of Education and Culture Number 65 Year 2013 regarding procedural standards, it is stated that every educator in the educational unit is obliged to prepare a comprehensive and systematic curriculum so that. In teaching English, teachers and students use materials such as textbooks as the main source of learning.
The teacher will first explain the learning material, then they will practice speaking or writing what they have learned. Then the researcher found that the English teacher used several methods to facilitate the students' understanding of the material. However, the researcher found that the students were still not dominant in speaking, that they had low self-confidence to express their ideas, and that they lacked the desire and motivation to study English more actively.
The Extent to Which the Textbook Entitle “Bahasa inggris” Published
In T1, interpersonal texts can be found in some chapters that correspond to the student's daily life. The transactional text in the textbook published by the government/Kemendikbud can be found in some of the chapters explaining that topic. Then, the textbook published by the government/Kemendikbud almost all units contain the social function, generic structure and linguistic features.
In the textbook published by the government/Kemendikbud, actual production can be found almost in all the chapters explaining about grammar review and text structure. In the textbook published by private publications/Erlangga, some of the text can be found related to short interpersonal text such as making invitations, sympathy, advice, etc. In the textbook published by private publications/Erlangga, some of the text in the textbook can also be found related to the indicator, such as discussing possibilities to do something.
Some of the unit of the textbook published by private publishing/Erlangga is to offer an invitation, advertisement, retelling text, report, narrative, explanatory text, etc. In the textbook published by private publishing/Erlangga, many text types can be found such as retelling text, report, narrative and explanatory text. In the textbook published by private publications/Erlangga, almost all units include social function, generic structure and linguistic features.
In the textbook published by private publications/Erlangga, the actual production can be found in almost all chapters explaining grammar checking and text structure. In addition, all chapters in the textbook published by private publications/Erlangga contain the task, and all chapters in the.
The Extent to Which the Textbook Entitle “Patway to English”
The Textbooks that Included in the Better Category Suggested by The
In T2 that can be found some of the texts related to the short interpersonal text, such as making invitations, displaying the symphony, tips, etc. report, story,. Inter-unit balance means that materials and tasks are distributed in the form of texts, communicative acts, illustrations and symbols in a balanced way in each unit.
There is as much presentation text found in the T1 as a person told in the book. There is as much presentation text found in the T2 as a person told in the book. In the L2 some of the text can be found related to character building, such as showing the word of sympathy.
In the L1, real production can be found almost in all the chapters that explain about grammar review and text. In the L2, real production can be found almost in all the chapters that explain about grammar review and text structure. The textbook should include the material that explains about grammar or part of speech, which will help the student to understand the topic in the textbook more effectively.
Discussions
Each chapter in the textbook published by the government/Kemendikbud is in a good category because it fits the documentary checklist that is in the textbook. There are so many presentation texts found in the textbook published by the government/Kemendikbud, such as a person who told in the book, the communication law and the illustration. In a textbook published by the government/Kemendikbud, it can be found some of the text such as transactional, interpersonal, descriptive, narrative and retelling text.
The textbook published by private publications is already suitable with the syllabus, it showed that from the lesson that usually develops interpersonally in each chapter. There is so much presentation text in the textbook published by private publications/Erlangga, such as someone told in the book, communication act and illustration. On page and 161 there are explanations about the generic structure of the text, and the textbook published by private publications/Erlangga is coverage of the syllabus.
The English text published by Private Publications/Erlangga, the researcher can conclude that the text was good enough to be used for the first grade of senior high school that started using the curriculum of 2013. So, from the result of 2013 curriculum criteria above, it turns out that the textbook published by the government/Kemendikbud is better than the one published by private publications/Erlangga. In your opinion, is the textbook commonly used with the 2013 curriculum syllabus.
CONCLUSIONS AND SUGGESTIONS
Suggestions
Identifikasi dengan menyatakan persamaan dan perbedaan serta dari contoh dalam video, dilihat dari isi dan cara pengungkapannya. perbuatan transaksional lisan dan tertulis. tindakan/kegiatan, tergantung pada konteksnya. Mendengarkan dan menirukan guru membacakan teks deskriptif sederhana tentang tempat wisata dan/atau bangunan bersejarah terkenal dengan intonasi, pengucapan dan tekanan yang benar. Mendengarkan dan menirukan guru membacakan beberapa teks prediksi dengan intonasi, pengucapan dan tekanan yang benar.
Dengarkan dan tiru berbagai contoh percakapan terkait intonasi, pengucapan, dan tekanan kata yang benar. Perhatikan baik-baik analisis fungsi sosial, rangkaian tindakan dan peristiwa dengan menggunakan alat seperti tabel dan grafik, kemudian lakukan hal yang sama dengan teks tentang peristiwa sejarah lainnya. Membedakan fungsi sosial, struktur teks. menyampaikan dan bertanya tentang linguistik berbagai teks lisan dan tulisan. menceritakan peristiwa sejarah 4.7.1 Menangkap makna kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks narasi lisan dan tulis terkait peristiwa.
Guru didiktekan untuk menuliskan legenda tersebut di buku catatan masing-masing, sambil bertanya dan menjawab pertanyaan tentang fungsi sosial, struktur teks dan unsur kebahasaan yang ada. Renungkan proses pembelajaran dan hasilnya. memperhatikan fungsi sosial, struktur teks,. secara linguistik, benar dan sesuai konteks. Membedakan fungsi sosial, struktur teks. untuk menyampaikan dan mengajukan pertanyaan tentang bahasa teks naratif lisan dan tulisan yang berbeda.
