English Textbooks Used at Banyuasin Senior High Schools: Based on Curriculum 2013 (original) (raw)
Related papers
2016
Evaluation on English textbooks at present is not popular though it is crucial and as a part of continuous improvement in the teaching and learning of English. Research needed to describe and discuss textbook evaluation and one evaluation done on three English textbooks used in three different senior high schools grade X located in Tangerang. The evaluation is on the textbooks’ strengths, weaknesses, and feedback from users, the English teachers and students. Quantitative and qualitative research methods are applied to gather data from the English teachers and students of grade X. The results show there are similarities such as all the textbooks do not have teacher’s guide. The strengths mainly are the textbook has a CD, has various exercises and vocabularies activities, and has good and tidy organization. Constructive suggestions from the users are also presented in order to advance the textbook quality in the future and as a basis for school principals and English coordinators to ...
GENRE Journal of Applied Linguistics of FBS Unimed, 2018
The objectives of this study were (1) to analyze feasibility of content (2) to analyze feasibility of presentation in the English Textbook “Bahasa Inggris untuk SMA/MA/SMK Kelas X” according to Curriculum 2013. This study used descriptive qualitative. The data collected for this study were from “Bahasa Inggris untuk SMA/MA/SMK Kelas X” published by Yrama Widya with the writer Otong Setiawan Dj. There are 12 chapters within this textbook and the writer determined to study 6 out of 12 chapters as the sample for the whole book. The results of this study were (1) the feasibility of content in English Textbook “Bahasa Inggris untuk SMA/MA/SMK Kelas X” according to Curriculum 2013 with percentage 89.58%. (2) the feasibility of Presentation in English Textbook “Bahasa Inggris untuk SMA/MA/SMK Kelas X” according to Curriculum 2013 with percentage 88.88%. (3) KD and KI in this textbook also according to Curriculum 2013.Therefore, it can be concluded that English Textbook “Bahasa Inggris untu...
2015
This study is aimed at: (1) investigating teachers’ perceptions toward the use of English textbooks; (2) identifying factors that affect teachers’ perceptions toward the use of English textbooks; (3) investigating teachers’ experience in selecting, analyzing, organizing, interpreting, and integrating English textbooks; and (4) identifying problems arising while teachers select, analyze, organize, interpret, and integrate English textbooks. This study is a qualitative case study conducted in state senior high school 3 Surakarta. The samples chosen are two English teachers who teach the twelfth grade. Data of the study were collected through questionnaire, interview, and observation and were analyzed by using interactive model proposed by Miles and Huberman. Findings of this study are: (1) teachers believe that they have to consider some considerations to check the quality of textbooks. They also reveal that textbook analysis is needed to analyze what is actually contained in the text...
JOALL (Journal of Applied Linguistics and Literature), 2017
This research aimed to investigate the quality of English for the First Year of Senior High School Implementing the 2013 Curriculum the academic years 2016/2017. The method applied in this research was descriptive method. Data collection techniques used observation check list. There were three textbooks observed. The aspects that were observed consisted of content, presentation, language, and graphic. The result indicated as follows. For the appropriateness the content of view; there were only two textbooks which belong to ‘good’ category books, namely Pathway to English for Senior High School Grade X, published by Erlangga and Bahasa Inggris SMA/MA/SMK/MAK Kelas X, published by Kemdikbud. An others textbook had ‘fair’ category namely Bahasa Inggris untuk SMA-MA/SMK kelas X, published by Yrama Widya. There was one textbook which was categorized into ‘very good’ presentation, namely Bahasa Inggris SMA/MA/SMK/MAK Kelas X, published by kemdikbud. while two other textbooks, namely Pathw...
An Evaluation of English Textbook for Grade X of Senior High School
International Seminar and Annual Meeting BKS-PTN Wilayah Barat, 2019
This paper aims to evaluate the English textbook that published by Kemendikbud 2014 whether it has fulfilled the criteria of good textbook as proposed by Permendikbud Number 08, 2016 or not. The descriptive quantitative method was applied in analyzing the data. The subjects of this research is Bahasa Inggris Textbook Published by Kemendikbud 2014. There are two books; the first semester and second semester books of Grade X (18 chapters). The instrument of the research was an observation checklist based on the criteria of English Textbook from Permendikbud Number 8, 2016. There were four aspects that were applied in analyzing the textbook; material, linguistic, material presentation, and graph. The result showed that English textbook Grade X published by Kemendikbud 2014 is in the good category. It means this textbook has fulfilled the criteria proposed by Kemendikbud. However the re-evaluation is needed to be implemented thoroughly concerning on the content of the textbook.
The Evaluation of “English Textbook 2” Taught in Iranian High Schools from Teachers’ Perspectives
The purpose of this study was to investigate the appropriateness of "English Textbook 2" for Iranian EFL second grade high school students from the teachers' perspectives. The participants of the study consisted of 25 English teachers (8 females and 17 males) randomly selected from different high schools in Boukan, Iran. The evaluation of the textbook was conducted quantitatively through an adapted checklist developed by Litz . The checklist was a 5-point Likert scale and three criteria including subject and content, activities, and skills out of seven criteria in Litz's checklist were selected for this study. The results of the study revealed that teachers' perceptions about these criteria were not favorable in general. The results of this study can be helpful for teachers to use appropriate teaching techniques to compensate for the deficiencies of the textbook and the materials developers and syllabus and curriculum designers in Ministry of Education and other pedagogical experts to revise the current textbook or adopt a new textbook instead.
A COMPARISON BETWEEN THE NEW AND THE OLD SERIES OF ENGLISH TEXTBOOKS OF SECONDARY SCHOOLS IN IRAN
This study is a survey to compare the evaluation of two secondary school textbook series: the old series (Right path to English) and the recently compiled series (Prospect1). To this end, 105 students in Kazerun including 67 students of high schools (former learners of old series) and 38 students of secondary schools (present learners of new series) and also 15 English teachers of both levels and 11 university EFL learners were randomly recruited. A translated version of the questionnaire designed by Alamri (2008) was used as the instrument of data collection. This questionnaire included the following categories: general appearance, design and illustration, accompanying materials, objectives, topic contents, language contents, social and cultural contexts, language skills, teach ability, flexibility, teaching methods, practice and testing; some of which were marked as only for teachers. The results of data analysis revealed that according to teachers’ points of view, there were significant differences between old and new series of textbooks. That is, the new series were evaluated as more preferable than the old ones in all provided categories while the students held an opposite idea. They evaluate their old textbook series better than the new series.
Evaluation of English Textbook of Intermediate Class From Students’ Perspectives
English Language Teaching, 2019
Textbooks play significant role in teaching and learning continuum. Due to this reason, Curriculum wings and Directorate of staff development (Punjab) have had continuous check and monitoring in devising goals and standards in textbooks from grade 1 to grade 10. But at intermediate level specially in12th grade, the same text book i.e. Good-bye Mr. Chips is being taught more than 20 years. It is assumed that there lies a huge literacy and learning gap between the secondary level English textbooks and intermediate level English textbooks. The present study keeping in view the issues and gaps in mind was an attempt to investigate the importance of English textbooks being taught at intermediate level (Grade 12) in different schools and colleges in Punjab. Prospective study occupies descriptive type of research framework. The textbook of English being taught at intermediate level is evaluated according to specified models and strategies mentioned in previous research studies based upon t...
An Analysis of Three English Textbooks for Eleventh Grade of Senior High School
Jurnal Akrab Juara, 2020
The objectives of this study were to: (1) see whether the textbooks used for learning English meet the criteria of a good textbook and (2) reveal the strengths and weaknesses of the textbook. This research was conducted using content analysis because the data were collected from textbooks. Observation data through and document analysis. The data were analyzed through qualitative research. The object of this research is the English textbook used for class XI SMA students. The results of the study found that English to stop bullying currently fulfills the twelve criteria of a good textbook by Mukundan containing 1) Books related to syllabus and curriculum, 2) Methodology, 3) Suitability with students, 4) Physical and utilitarian attributes, and 5) Efficient spending of complementary materials, 6) General, 7) Speaking, 8) Reading, 9) Writing, 10) Vocabulary, 11) Grammar, and 12). Sports. Furthermore, the study also found that the advantages of English in relation to current bullying are providing appropriate communicative activities with students, providing teachers' books, and samples of material that are familiar to students. Meanwhile, the weakness of this textbook is that it does not provide assignments to develop students' listening and pronunciation skills. Also, the text and images are not up-to-date.
Senior High School teacher`s evaluation of the 2006 curriculum-based english textbook
2009
The 2006 Curriculum has been implemented. The changing curriculum has consequently brought new paradigms in learning and teaching activities. The different teaching methods may affect all aspects of learning language. The genre-based approach is adopted in the curriculum as the basic for English learning. The texts become the main material in learning language. Teachers get difficulty in providing materials with the new curriculum. They rely on the textbooks available in bookstores. Some teachers with their marginal positions have no power to select the best textbook for their students. Meanwhile, some other teachers find difficulties to find textbooks that really implement the 2006 Curriculum suitablely. This study tried to describe teacher's evaluation of textbooks based on the 2006 Curriculum. The study was qualitative, which required narrative data from the participants. To gain the data, in-depth interviews were employed as the main instrument. Meanwhile, the interview data were exploring by having interview with students and document check to maintain trustworthiness. The research was conducted in three Senior High Schools in Sleman. Three participants, who have taught for more than ten years, were purposively selected. The data were systematically categorized through coding process and continuously interpreted during the course of the research in order to make significant categories. In general, some aspects of the textbook have already been suitable with the 2006 Curriculum. The content-wise was suitable with type texts required in the curriculum, the social and communicative functions have been elaborated, and also gave suitable level of difficulty to students. The language of the textbook was on the students' level, providing standard and non-standard languages. The textbook also implemented two cycles i.e. spoken and written cycles using four Hammond stages; and the tasks were designed with studentcentre approach in presentation of materials. The cost and availability were not the problem for students and teachers. Nevertheless, teachers had to improve the content of the textbooks by adding some materials to give more exposure and guidance in producing texts. The topics of texts have not touched much in students' sense. The balance in presenting material was not suitable; teachers should modify some materials that were too much and add some limited models of short functional texts. Besides, they should also make a grand mapping of material presented to avoid redundancy. The illustration and graphic layout of the textbooks were not so interesting for students. In conclusion, the textbook was applicable and suitable with the 2006 Curriculum. Teachers could use it in their class as many aspects have already implemented from the current curriculum. Even though, they should make some improvement in it.