EFL Textbook Evaluation: the Analysis of Tasks Presented in English Textbook

The use of English textbook does not only become a guide to the teachers when delivering the materials, but also presents necessary input through various explanations and activities. On the side of the learners, it also influences their attitudes and performance to the materials. This phenomenon challenges the writer to conduct research-based article concerning textbook evaluation to analyze the tasks and the distribution (simple to complex) of tasks presented in English textbook used in senior high school. The findings show that the English textbook entitled Bahasa Inggris SMA/MA/SMK/MAK Kelas X Semester 1 has interesting tasks which meet the objectives in curriculum 2013 and a good distribution of tasks across chapters and the whole book

When is an exploration exploratory? A comparative analysis of geometry lessons

This paper presents a comparative analysis of two textbook lessons on the same topic from U.S. textbooks to learn how differently - designed “exploratory” lessons may structure content to enable or constrain student inquiry. One lesson, representative of a “reform - based” textbook, contains investigations of conditions of triangle congruence. The second is a “technology lab” on triangle congruence fro m a "traditional" textbook, the design of which is atypical for that textbook. Framing a lesson as a mathematical story, this analysis exposes three distinct ways that these lessons are different: (a) the proportion of the lesson in which mathematical questions remain unanswered, (b) the manner in which content unfolds to address each question, and (c) the way in which open mathematical questions overlap to increase the dynamically - changing number of questions that are pursued. This contrast of the two lessons illuminates how a lesson structure can prevent an "exploration" from being exploratory

AN ANALYSIS OF TYPES SENTENCE PATTERNS ON READING TEXTS OF SMU TEXTBOOK PUBLISHED BY GRAFINDO MEDIA PRATAMA

Learning another language provides great pleasure. The four most tangible and visible factors involved in classroom teaching are learners, the teacher, the book and the physical surroundings. So that, it can be awarded that book is one of the most important factors determining the success of learning. Textbook can support what teacher explains to the students. In reading, students cannot only concentrate on the vocabulary, but also have to know the structure of sentences. Based on the statement above, the writer wants to know what kind types of sentences and the most dominant types of sentences used in reading texts of SMU textbook published by Grafindo Media Pratama. The purpose of the study is to investigate about types of sentences and the most dominant types of sentences on reading text of SMU textbook published by Grafindo Media Pratama. Besides, the result of this study will give contribution to the English teacher in order to select textbook and insert structure segment while teaching reading. Moreover, the limitation of the study is only to find types of sentences and to find the most dominant types of sentences on Reading Text of SMU Textbook published by Grafindo Media Pratama. The present study is descriptive design. The researcher uses simple random sampling, because it is to give the same opportunity to every member of population to be selected as sample. And the sample is 8 passages. The writer uses documentation study as an instrument to collect the data. Thus, the procedures of collecting data are two kinds of analysis, namely: grammatical analysis and frequency of occurrence analysis. Based on research finding, the writer concludes that Reading Texts of SMU Textbook published by Grafindo Media Pratama use four types of sentences (simple, compound, complex and compound-complex sentences) and the most dominant types of sentences is complex sentence. In conclusion, complex sentence often appears in reading text, usually reading text of SMU

An Analysis of Textbook Entitled “Pathway to English” Published by Erlangga at the First Semester of the 11th Grade of Senior High School

The purpose of this study was to find out whether the Pathway to English textbook of the eleventh grade at the first semester fulfilled syllabus points of the 2013 curriculum and how broad they presented. The researcher used descriptive qualitative research. The data would be gathered from document analysis of an English textbook entitled Pathway to English published by Erlangga. The Pathway to English textbook had fulfilled syllabus points of 14 from 16 items of basic competence and 6 from 6 items of learning material. Each basic competence was provided in some exercises of 4 English skills. The learning materials were successfully included and developed supported materials which interpreted about social function formed cooperating tasks, text structures were available and related the other rules of text structures, and language features were available and were developed based on suitable vocabulary, exercise of pronunciation and intonation, and related grammar to support the materials of modals, adverb, tenses, connector, etc. It was also provided and developed appropriate topics and multimedia using based on the syllabus guidance. On the other hand, this textbook had weakness about there were not available BC 4.5 and BC 4.6 criteria and lack notes of enrichment vocabulary and pronunciation

A CONTENT ANALYSIS OF ESP TEXTBOOK FOR BANKING AND FINANCIAL MANAGEMENT DEPARTEMENT ”ENGLISH FOR BANKING” PUBLISHED BY LANGUAGE CENTER UMM PRESS BASED ON THE STUDENTS’ NEEDS

This study was focused on the analysis of “English for Banking 2” textbook published by language center UMM press based on the students’ needs. This research wanted to know the students’ needs of learning “English for Banking” and the relevance of the content of “English for Banking” textbook with the students’ needs in learning English for specific purpose (ESP) at D3 of Banking and Financial Management Department of the University of Muhammadiyah Malang. The design used in this study was quantitative approaches because this study used objective measurement and statistical analysis of numeric data. The object of this study was the ESP textbook “English for Banking 2” published by LC UMM press. Meanwhile, for the instrument, the writer used documentation and questionnaire. Rating scale was used to analyze the data. The findings showed that there were nine aspects of the content of “English for Banking 2” textbook needed by the students. They include: (1) the language description should be practical and understandable language (functional); (2) the language elements covered in the material of the book should be practical English (functional); (3) the types of reading text used should be article texts, dialog texts, and visual texts such as, pictures, diagrams, graphs and cartoons; (4) the subject matter of the book should contain topic about bank; (5) the content arrangement throughout the book needed by the students should be focused on the subject matter; (6) the content sequenced within a unit should be from comprehension to production; (7) the content of reading material should be reading material that was not only related to the Bank term but also to synonym and antonym; (8) the content of writing material should be essay writing; (9) the content of speaking material should be general material rather than only job vacancy interview. In relation with the students’ needs in learning English for specific purpose it was found that out of 52 students’ of D3 Banking and Financial Management Department, 5 students (9.7%) considered the content of “English for Banking 2” textbook to be very relevant with their needs, 44 students (84.7%) considered the content of the book to be relevant, and three students (5.8%) considered the content of the book not to be really relevant

A Report of Textbook Analysis (Scaffolding English for Junior High School Students)

In this paper, the textbook of junior high school entitled Scaffolding: English for Junior High School Students is analyzed. To this end, types of syllabus containing in the book are firstly explored. Then, it is argued what types of syllabus is dominantly governed the textbook by examining the content, activities and tasks in the textbook. It is revealed that the textbook predominantly instructed by structural syllabus with an approach of genre-based syllabus. However, the book is lacked of communicative approach even though the activities designed are aimed at increasing communicative competence of the students. Finally, the suggestion is made for the perfection of the textbook. It is recommended that to be more communicative in teaching and learning language, teacher can manipulate some activities in the textbook to be more expressive and real. In addition, the translation in every instruction of the task is not a good point of this textbook. It is supposed to be the learners acquire it as they are emergent in the process of learning. It will be meaningful for the learners when they understand by themselves without any translation provided

An Analysis of English Textbook Relevance to the 2013 English Curriculum

Textbook is the heart of teaching and is also a crucial part in the curriculum. However, it is often found out that the materials of a textbook do not represent well the goal targeted in the curriculum.Given this thinking, then this study is aimed at finding out the relevancies of the materials found in the textbook with the 2013 curriculum materials. Utilizing qualitative research through interview with the teacher done on April 4th, 2017 to find teacher's rationale using the textbook and the document checklist to find the relevance of the textbook to the 2013 curriculum, this study found out that the English textbook used had been relatively relevant to the 2013 curriculum with few lack of relevance to the 2013 curriculum. Therefore, it is expected that theteacher can complete such few lack with other materials to achieve the goal targeted in the 2013 curriculum as well