An analysis of school-based curriculum reading materials in English textbooks for grade X Senior High School. The data showed that the reading material meets the characteristics of genre for grade X Senior High School.
INTRODUCTION
- Identification of the Problem
- Limitation of the Problem
- Statement of the Problem
- Purpose of the Research
- Significance of the Study
- Definition of the Key Terms
Unfortunately, in selecting reading materials for secondary school students, teachers tend to use the texts provided in the textbook. To what extent do the reading materials in grade X secondary school English textbooks meet the criteria of a good textbook?
REVIEW OF THE RELATED LITERATURE
Kinds of Instructional Materials
Previously, there was a tendency to use printed materials in the form of textbooks, workbooks or worksheets to supplement teachers' instructions. In doing so, they (a) skip a lesson and get something else, (b) replace textbook materials with the teacher's materials, (c) add textbook materials, and (d) adapt textbook materials and activities.
Description of Reading Materials
Since teachers are allowed to use reading materials or texts in one textbook as a model for text design, the textbook plays an important role in providing a material base for teachers. Teachers can use reading material available in commercial textbooks as this will have some advantages.
School Based Curriculum Reading Materials
There are only types of texts based on its function, whether it is a transactional, functional or monologue text. The linguistic characteristics of the text are: it has a generic structure consisting of an orientational, complex, resolving structure, it is.
Importance of Evaluating Reading Materials
They must evaluate the readings in the textbook before using them in the lessons, as the selection of modern textbooks was made quickly and without systematically applied criteria (Ansary and Esmat, 2007:2). With in-use evaluation, teachers evaluate the material while it is being implemented in the classroom.
Factors Involved in Evaluating Reading Materials
Next, the teacher must consider the readability of the text, as it is closely related to the concept of comprehensibility. He suggests some guidelines by which we can judge the lightness of the text.
Previous Related Findings
The previous studies above indicated that English learning materials are necessary to improve. In fact, there is a wide range of factors that the researcher considers necessary to include in the selection of appropriate texts for students.
Conceptual Framework
RESEARCH METHOD
Source of the Data
The researcher analyzed the reading material in the English textbooks for the first year of Senior High School. In addition, they are published by the publishers who publish not only English textbooks for the first grade, but also for the second and third grades of the upper school.
Research Instrument
The above analysis sheets are used by the researcher to analyze the text modeling reading materials provided in the English text for class X of senior secondary school in relation to the genre intended for class X. To what extent the text is associated with a series of exercises to help students apply reading strategies. The above analysis sheets are used by the researcher to analyze the modeling reading materials provided in the English text for grade X of senior secondary school in relation to the criteria of good texts for EFL learners ).
Technique of Collecting the Data
Technique of Analyzing the Data
In order to determine the quality of the reading text in terms of fulfilling the criteria related to both aspects, the researcher used the following scoring criteria. Based on the data analysis criteria in Table 1–10, the researcher analyzed and judged the text according to their fulfillment according to the individual descriptor. Sub-variable : is a text in the form of Genres for Class X Higher Secondary School.
After analyzing each text, it is concluded that the genre of the text can be easily recognized and the data can be filled in the following checklist as an instrument. In table 3.13 above, you can see the score for each text in the textbook. Based on the data, all text can be qualified with excellent related to genre.
Do the goals and objectives of the text match the goals of the reading lesson? Do the goals and objectives of the text match those in the syllabus.
Data Validation
It indicates that the texts are excellent in relation to the purpose of the text. This means that the texts are weak in terms of providing exercises to understand the text. It indicates that the texts are excellent in relation to the purpose of the text.
Regarding the generic structure, the data show that the texts use the correct generic structure (4). It means that the texts are excellent in terms of providing exercises for understanding the content and genre of the text. Based on the data above, all texts have an average of 0 in fulfilling the indicator.
The data above shows that all the texts have an average of 0 when completing the indicator. It indicates that the texts are excellent for the purpose of the text.
DATA DESCRIPTION, DISCUSSION, AND TRUSTWOTHINESS
Texts in Linked to the World
This means that the texts are excellent in using the genre required in the Competency Standard and Core Competency. Based on the data, it is interpreted that the information in all the texts is easy to understand. Regarding the inclusion of simple and direct actions, the data show that the actions included in texts are considered to be direct and simple (4).
It is interpreted that the texts are excellent in terms of involving direct and simple actions. With regard to the use of short sentences, the data show that the information in the texts is mostly presented using short sentences (4). Regarding the organization of the information in the section, the data indicate that all the texts present the information in section (4).
Regarding the interpretation of a single idea or concept, the data show that the texts address a single idea (4). In terms of providing current cultural information, the data show that no text contains current cultural information (0).
Texts in Contextual Learning Developing Competencies
The data indicate that one text greatly stimulates personal involvement (4), and two texts are sufficient to stimulate personal involvement (2). In the presentation of the information, the data show that all the texts present information clearly (4). Regarding the presentation of action in a logical way, the data indicate that the actions in the texts are presented in a logical way (follow a common thread of logical continuity) (4).
In terms of involving simple and direct action, the data show that all the texts involve those actions which are direct and simple (4). The above data indicates that the average of each text is 4 to meet the indicators. Regarding the organization of the information in the section, the data indicate that the information in all the texts is presented in section (4).
In terms of providing culturally relevant information, the data indicate that a text contains information about the considered current culture (4). In text placement and other related performance, the data show that the layout of all texts is beneficial (4).
Texts in English
Regarding generic structure, the data show that the textbook provides texts that have correct generic structure. In terms of readability, the researcher describes the data on how easily the text can be read and understood. In terms of involving simple and direct action, the data show that all the texts involve the actions that are considered direct and simple (4).
Regarding the explanation of one idea or concept, the data show that all texts discuss one idea (4). The data above indicates that all the texts have an average of 4 that can be considered to meet the indicators. In terms of the window to learn target culture, the data shows that none of the texts can be used to learn target culture (0).
In terms of providing culturally relevant information, the data show that five texts do not provide culturally relevant information (0). Based on the above data, it is interpreted that the five texts are totally lacking in providing actual cultural information.
Discussion
It means that the texts are excellent in terms of illustrations related to the topic and printed enough to help understand the text. It means that the fonts and letters of the texts are grouped as well. Based on the data description, the reading materials provided in English textbooks generally meet the excellent characteristics of the genre of the texts in which each book uses the genre intended for Grade X secondary school students as stated in the competence standard and the basic competence.
Nevertheless, the texts have superiority in possession of the purpose and generic structure of the text. In terms of interest, the texts related to the story are placed in the position of excellent as the average of each text is 4. Almost all the texts in these English textbooks for grade X Senior High School present the information and action in a logical way.
As a result, most texts cannot be used as a window into learning the culture of English-speaking people. This is because the topics of the texts are related to the information of the local area, Indonesia.
Trustworthiness
Conclusions
Implications
Suggestions
Finally, for English teachers, it is suggested that English teachers enrich their knowledge about features of genres intended for grade X Senior High School and criteria of a good text for students of English as a foreign language to have qualified criteria to analyze other English reading materials for students who learn to read to improve students' reading ability. Motivating Students to Read: What to Consider When Choosing an ESL/EFL Text or Book. Easy to read - an important part of reading promotion and in the fight against illiteracy.
The Contribution of Textbook Selection and Evaluation to Language Teaching and Learning in the EFL Classroom.
