The Indonesian government has implemented English in the academic curriculum and developed a standard competency which is stated in the curriculum as the standard for the teaching and learning process. In analyzing this book, the teacher should not ask the students to do all the writing exercises in the book. The purpose of the study is to percentage the dominant types of writing exercises in When English Rings a Bell.
There are 4 types of writing exercises found in the textbook, namely: completing texts/sentences, writing sentences dealing with grammar, writing short functional texts, developing vocabulary in sentences. In the narrower end, in language learning, writing is the most complex skill that must be mastered in order to learn a new language. From this statement it can be concluded that people use writing as a way to record what people want to store in the form of 18 written language (eg many great people or philosophers' ideas in the past).
According to Brown, in order to stimulate students' writing, a teacher must implement some activities in the classroom. This type of writing does not allow for much, if any, creativity on the part of the writer. Once the process has established enough good habits, they are ready to write competently in an area of special interest to them.
Tasks are supervised in the teaching-learning environment, whether carried out in groups or personally.
Types of Writing Exercises
Things to Ponder in Writing Exercise
Learning English is aimed at developing communication competence in four language skills; listening, reading, writing and speaking. The writer must produce graphemes, orthographic patterns of English and an acceptable choice of words and use appropriate word order patterns writing at an efficient speed suitable for the purpose. Develop and use a battery of writing strategies, such as accurately assessing audience interpretation, using prewriting devices, writing fluently in first drafts, using paraphrases and synonyms.
In line with this, Pincas (1991:26) states that there are three essential writing skills that students must master: Style, including writing in four main styles: narrative, descriptive, argumentative, achieving the desired degree of formality, creating the desired emotional tone.
Textbook
Defenition of Textbook
The success or failure of English language teaching depends not only on the learners and the teacher, but also on the use of visual aids, teaching methods, teaching materials and other facilities. Hall Quest in Tarigan (1993:11) states that textbook is a standard thinking material arranged for the teaching purposes. Langenbeach says a textbook is a book that presents a collection of knowledge in an organized and usually simplified manner for the purpose of learning.
The term textbook has several meanings, according to the Oxford dictionary textbook means “a book giving instructions in a branch of learning”. This means that a textbook is a kind of book that is used in some studies at school. Depending on the teaching of the English language, however, textbooks are used in language programs in different ways. For example, a reading textbook contains main material for reading skills, some reading passages, and several questions related to.
In this case, the other language proficiency textbooks have the same composition material as the previous one. In addition, Richards states that the textbook is seen as an essential component of instructional design and is often considered a way to influence the quality of classroom interaction and language use. It provides a sensible progression of language topics that clearly shows what is to be learned and in some cases summarizes what has been studied so that students can revise grammatical and functional points on which they have concentrated.
The Function of Textbook
Quality is the main priority Before a book is published, a quality control process must be passed. All materials are exposed to students based on learning principles that have been tested. Many learning resources The textbook is often accompanied by workbooks, CDs and cassettes, videos, CD-ROMs and comprehensive teaching guides, providing a rich and varied resource for teachers and students.
It is efficient It saves teachers' time, enabling teachers to spend time on teaching rather than material production. It can provide effective language models and input Textbook can provide support for teachers whose first language is not English and who may not be able to generate accurate language input on their own. It can train teachers If teachers have limited teaching experience, a textbook together with the teacher's manual can serve as a medium of initial teacher training.
It is visually appealing Textbooks usually have high standards of design and production and are therefore attractive to students and teachers. The textbook helps individualize instruction by enabling students to proceed at their own pace and to a limited extent, according to what they are interested in studying. From the above illustration it can be concluded that in general the function of the textbook is to help the teacher in explaining the materials and make it easier for the students to understand the given materials.
Kinds of Textbook
- Traditional Textbook
- Communicative Textbook
- Criteria of Good Textbook Design
They are often attractive to some teachers because they seem easy to use and are very exam-oriented. Communication textbooks try to solve this problem by creating opportunities for students to use the language in the classroom, as a kind of "halfway house" before using it in real life. They emphasize the communicative functions of language – the jobs people use language for – not just the forms.
They emphasize skills in the use of the language, not just the forms of the language, and are therefore activity-based. The content of the textbook must be clear and written to prevent the children from getting confused with the use of the textbook. The textbook must have the clear point of view, because it will be the learners' point of view.
The textbook must be able to provide balance and emphasize the value of the students.
Curriculum
Implementation of the 2013 Curriculum
According to Print (in Mulyasa, the strategy of implementation development in curriculum 2013 refers to the understanding of curriculum development as "the process of planning, implementing and evaluating learning opportunities intended to produce desired changes in learners". There are three phases of competency-based curriculum's strategy of implementation development, namely design, implementation and evaluation The implementation of the curriculum means how the learning process delivers the purpose of curriculum for learners to produce graduates who have aligned their competence.
Characteristics of a curriculum that covers the scope of the new idea of a curriculum and clarity for users in the field. Strategy implementation, namely the strategy used in implementation such as discussion seminars, refresher courses, workshops, provision of curriculum books and activities that can stimulate the curriculum users in the field. Characteristics of the curriculum users, including knowledge, skills, values and attitudes of teachers towards the curriculum, as well as the ability to deliver the learning curriculum.
Farant in Eshun (2013:1) explains that the process of learning to teach with a scientific approach will mainly refer to the improvement of three aspects, namely: affective, cognitive and psychomotor aspects. He explains that the implementation of the scientific approach will be a challenge for the teacher through five developmental activities of students, namely: observation, questioning, experimentation and communication.
English Material of the 2013 Curriculum
Transactional: asking and telling about facts and feelings, and seeking and offering things and services.
Previous Research
Conceptual Framework
ARRANGING
- Research Design
- The Object of the Research
- The Instrument of Collecting the Data
- Data and Source of the Data
- Technique of Collecting Data
- Technique of Analyzing Data
This chapter deals with research design, research object, data instrument, data and data source, data collection technique, data analysis technique. This means that the data in this study are analyzed in the form of description and identification, or text analysis. The data in this research was analyzed in the form of description and identification, or text analysis.
In this study, the writer analyzed the writing exercises in the high school English textbook When English Rings a Bell. The writer chose the descriptive qualitative design because the writer wanted to analyze whether the writing exercise in the Textbook is When English Rings a Bell. The writer analyzed a writing exercise English Textbook When English Rings a Bell for seventh grade secondary school students.
In this research, When English Rings a Bell, a seventh grade junior high school English textbook. With the research on the mentioned textbook, the writer wants to evaluate the written exercises in the textbook from the point of view of the types of knowledge tests, the 2013 curriculum and its dominance in the written exercises. In this study, the writer used documentary analysis as a data collection instrument.
It is the way how to collect research data and it helped the author to conduct this research. The data from this research are writing exercises available in English textbook When English Rings a Bell. In this research, the author takes When English Rings A Bell an English textbook for 7th grade junior high school students published by Kemendikbud as the source of the data.
The first step of the data collection procedure is to read When English Rings a Bell, an English textbook for seventh grade high school. The identified data is then classified based on the competency and skill highlighted in the exercise. After coding, the writer counts the types of writing exercises available in the textbook to find out this data using the Arikunto formula.