ANALYSIS TYPES OF TASK IN BUKU BAHASA INGGRIS UNTUK SMA/MA/SMK/MAK KELAS X (K13 REVISED 2016) CHAPTER 1-7
ANALYSIS
TYPES OF TASK IN BUKU BAHASA INGGRIS UNTUK SMA/MA/SMK/MAK KELAS X (K13 REVISED
2016) CHAPTER 1-7
Indonesia
Abstract
This study analyzes Buku Bahasa Inggris untuk
SMA/MA/SMK/MAK Kelas X chapter 1-7 published by The Ministry of Education and
Cultures of Indonesia. The textbook analysis in this study considered the types
of tasks. The researcher used a descriptive qualitative approach and content analysis
methodology. The findings show that the textbook used the students-center
approach in the learning method. There are a lot of activities to develop
students’ listening, reading, speaking, and writing skills that
students need to do individually, in pairs, and in groups. This textbook
provides various kinds of tasks and materials with various methodologies that
also graded enough.
Keywords – English, tasks, textbook analysis
Introduction
Textbooks are the learning material that plays an essential role in the
teaching and learning process. Textbooks are a source which is providing
instructions to the teachers and students. They help in designing the
assessment and evaluation system for the students, shaping the process of
classroom teaching and learning (Mahmood, 2011). Grant in Rynanta and Ruslan
(2017) assumed that “the perfect book does not exist.” Every textbook might have
weaknesses although it is published by a trusty publisher. As a result, the
textbook analysis should be
conducted to answer whether the textbook meets the curriculum’s objective, matches to
learners’ context, and other aspects. In short, this mini research-based
article discusses how the tasks are presented in Bahasa Inggris untuk
SMA/MA/SMK/MAK Kelas X textbook chapters 1-7.
Methodology
The method used in this study was content analysis. This mini
research-based article applied descriptive qualitative research design. The
data was taken from an English textbook entitled Bahasa Inggris SMA/MA/SMK/MAK
Kelas X chapters 1-7 published by National Education and Culture Department.
The textbook has 224 pages. The focus of the study was tasks presented in this
textbook from chapters 1 -7. The
data collection was analyzed qualitatively by using an instrument called the
tentative checklist for textbook evaluation that had been previously developed
by the researchers (Mukundan et al, 2011).
Finding(s) and Discussion
Bahasa Inggris
SMA/MA/SMK/MAK Kelas X Semester 1 is a
student book in the framework of implementing the 2013 Curriculum which was
compiled and reviewed by various parties under the coordination of the Ministry
of Education and Culture. This textbook
has the aim of building students' attitudes, knowledge, and communication
skills through learning experiences in the form of a variety of active
communication activities. The contents and learning experience in this book
have been strived to help students achieve the four core competencies (ICs) in
the 2013 Curriculum.
The presentation of content and learning experiences in this book refers
to approaches to learning text-based languages, both oral and written using the English language. By
understanding the social functions, text structure, and linguistic features of
various texts as mandated by the Content Standards in Curriculum 2013, students
are expected to
express ideas, both verbally and in writing, by following the rules and steps
of rhetoric accordingly.
The contents and
learning experiences in each chapter in this book are generally organized by
following the stages that are following the
basic principles of learning a foreign language, namely the stage of
presentation or modeling, the stage of training (practice), and the stage of
use (production). The
range of texts in this book is adjusted to the mandate of basic competencies in
Curriculum 2013 for Class X, which includes short functional texts; essays in
the form of the recount,
narrative, and descriptive; and text in the form of conversations (interactional
texts) that reflect various speech acts. This book also
encourages the use of group learning, with the aim that students interact a
lot, thus building communication skills and working in teams. The general
principle referred to in the development of this book is that learning a
foreign language requires language input in the form of vocabulary and grammar,
requires practice and repetition for vocabulary and grammar retention and
requires providing as many opportunities as possible to use the language
actively.
Chapter 1 is Talking about Self.
Its social function is introducing and mentioning identity to develop
interactional communication with others.
The first activity is warmer that is must be done by the groups of 4
students. To improve speaking skills, there are pronunciation practices and
games. While for reading skills, there is jigsaw task continue by answering
questions task. There is also a text structure tasks that must be done
individually and then also in pairs. To enrich the vocabulary knowledge, there
are also vocabulary builders and vocabulary exercises. Grammar in this chapter
is about the pronoun. After reading the grammar
review, the students need to do some exercises.
For writing skills, the students need to do the tasks that are
responding to an email and letter. At the end of the chapters, there is a
reflection to identify how effective the learning process.
While chapter 2 is Congratulating and
Complimenting Others. Its social function is Congratulating and Complimenting
to develop interactional communication with others. As usual, the chapter starts
with warmer activity about describing and guessing games. To enrich the
vocabulary knowledge, there are vocabulary builder and vocabulary exercises.
There is pronunciation practice to increase students’ speaking skills. While
for reading skills, there are some tasks about expressions to congratulate
others and the responses. For speaking skills, the students need to do some
task, there is pair-task that need to do by students. While for writing skills,
the students need to do the task that is writing the congratulation cards.
There is also a dialog task that is reading the dialog about complementing
expression and responses. The students also need to practice complimenting and
responding to compliments. The end of this chapter is a reflection to identify how
effective the learning process.
Chapter 3 in this textbook is about What
Are You Going to Do Today? Its social function is telling and asking about the
intentions of doing something to develop interactional communication with
others. As always, the first activity is warmer. To enrich vocabulary knowledge,
there are vocabulary builders and vocabulary exercises. There is also some
dialog task about expressing an intention. While grammar in this chapter discusses
would like to and I am going to materials. To improve speaking
skills, the students need to do some tasks which make dialogs and speech and
then practice it in front of the class. For the writing skills, the students
need to write that used I would like and I am going to in the
paragraph. There is also a reflection to identify how effective the learning
process. This chapter ends with further activity.
While in chapter 4 is talk about Which
One is Your Best Getaway. Its social function is describing or presenting
information about a particular place and a historical building. The first
activity that needs to do by the student is warmer in the form of a game. To enrich
the vocabulary knowledge, there are some
vocabulary builders and vocabulary exercises. For speaking skills, there are
pronunciation practices, role-play pretend as a guide describing the tourism
object. While for reading skills, the students need to do some tasks such as reading
the text, answering the questions, finding main ideas, etc. The grammar in this
chapter discusses nouns and adjectives. The students need to read
and study the grammar review and then do the tasks. For the writing skills in
this chapter, the students need to do some works such as editing the text,
rewriting, and writing a descriptive essay. As always, there is a reflection to
identify how effective the learning process. This chapter ends with further
activity.
Chapter
5 is Let’s Visit Niagara Falls. Its social function is.decribing
or presenting information about a particular place. The first activity that
needs to do by the students is warmer in the form of big group activity namely ‘Draw
and Guess’. As always, to enrich the
students’ vocabulary knowledge, there
are vocabulary builders and vocabulary exercises. To improve students’ speaking
skills, there are pronunciation practices, telling about a place, etc. For reading skills, the students are ordered
to read the text and then do some tasks. The grammar that students learn in
this chapter talk about the passive voice. After reading the grammar
review, they need to do the tasks about the passive voice. While for the
writing skills, there are some tasks such as understanding the structure of the
descriptive text, collaborative description, rewrite an essay, etc. As usual,
there is a reflection at the end of the chapter to identify how effective the
learning process.
Chapter 6 is Giving Announcement. Its social
function is giving information to the public. The first activity that needs to
do by the students is warmer. While, to enrich the vocabulary knowledge, there are vocabulary builders and vocabulary
exercises. For speaking skill, there are pronunciation practices, role-play
pretend someone who makes an announcement. While for the reading skills, the
students are ordered to do the jigsaw, read the text, and do the tasks. In this
chapter, there is also a text structure task in the form of think-pair-share.
While the grammar that students learn in this chapter is about forming nouns
from verbs. The listening tasks are finally found in this
chapter. While for the writing skills,
there are tasks editing announcement text, rewrite announcement, etc. At the
end of this chapter, there is a reflection to identify how effective the
learning process.
Chapter
7 is The Wright Brothers. Its social function is retelling a
series of a past event, usually in the order they occurred. As usual, the
chapter starts with warmer activity. Therefore, to enrich the vocabulary
knowledge, there are vocabulary builders,
vocabulary exercises and some other tasks. To improve students’ speaking skills,
there are pronounciation practices. There is also a dialog task that the students
need to read the conversations and then do the tasks. The grammar review in
this chapter talk about simple past tense vs present perfect tense. While,
for the writing skill in this chapter, the students need to do some task, they
need to write the interview report. As always, there is a reflection to
identify how effective the learning process. This chapter ends with further
activity.
Conclusion(s)
Buku Bahasa Inggris
SMA/MA/SMK/MAK Kelas X Semester 1 used the students-center approach in the learning method. There
are a lot of activities to develop students’ listening, reading, speaking, and
writing skills. The students are not
only asked to do tasks independently but also there are a lot of group and pair
work activities that define the characteristics of students-center approach.
This textbook provides various kinds with various methodologies. The topic of
this textbook also interesting. The task and materials in this textbook are
also graded enough, they move the easiest to the hardest task.
References
Rynanta.
R., A., C., and Ruslan., Suharmanto. (2017). Content analysis on the English textbook entitled ‘English in mind starter
(student’s book)”. Malang: State
University of Malang
Cunningsworth,
A. (1995). Choosing Your Coursebook.
Oxford: Macmillan Heinemann.
Mukundan,
J., Hajimohammadi, R., & Nimehchisalem, V. (2011). Developing an
Englishlanguage textbook evaluation checklist. Contemporary Issues in
Education Research,4(6), 21-27.
Grant, N. 1987. Making the Most of Your
Textbook. New York & London: Longman.
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