COMMUNICATIVE TASK ANALYSIS ON STUDENTS’ ENGLISH BOOKS FOR SENIOR HIGH SCHOOL

Rezky, A. Eka (2016) COMMUNICATIVE TASK ANALYSIS ON STUDENTS’ ENGLISH BOOKS FOR SENIOR HIGH SCHOOL. S2 thesis, Universitas Negeri Makassar.

Full text not available from this repository.

COMMUNICATIVE TASK ANALYSIS ON STUDENTS’ ENGLISH BOOKS FOR SENIOR HIGH SCHOOL A. Eka Rezky ekarezkykares@gmail.com Arifuddin Hamra arifhamra@yahoo.com Haryanto aharyanto_fbsunm@yahoo.co.id Graduate Program, State University of Makassar, Indonesia ABSTRACT This research aimed to identify the components of communicative tasks on students’ book based on new design curriculum, Curriculum 2013, in terms of communicative goals, inputs, activities, learners role, teachers role and setting and to determine whether the students’ books have met the goal of curriculum or not. The researcher applied descriptive statistics method with the subjects of students’ books in the three years school. The data were collected through communicative task analysis criteria adapted from David Nunan. The result of this research showed that the students’ books provide a number of communicative tasks from analysis of their components with the dominant goal types of each book are focus on form and language awareness followed by other communicative goals. The students’ book grade X contains communicative goals for social interaction, acquiring and using information from public sources and a descriptive text. The students’ book grade XI contains communicative goals for social interaction and transactional functions, acquiring information from email, reading and responding short stories and extract of a play. The students’ book grade XII contains communicative goals for social interaction and transactional functions, acquiring and using information from public sources in which communicative inputs of these books derived from various sources. All analysed books contain communicative activities which consist of pre-communicative in which such activities enable the students to develop their linguistic competences by relating forms to functional or meaningful contexts and communicative activities for interaction and communication. The learners’ role is more active than teacher’s role in which the teacher has responsibility as facilitator of learning, monitor and group process manager with the communicative classroom settings. Such components have shown that the tasks included in the students’ English books for senior high school have met the goal of curriculum for communicative purposes. Keywords: Curriculum 2013, Communicative Language Teaching (CLT), Weak Version of CLT, Task Components, Communicative Task Analysis

Item Type: Thesis (S2)
Subjects: PASCASARJANA > BAHASA INGGRIS (S2)
Divisions: PROGRAM PASCASARJANA
Depositing User: UPT PERPUSTAKAAN UNM
Date Deposited: 21 Mar 2017 01:56
Last Modified: 21 Mar 2017 01:56
URI: http://eprints.unm.ac.id/id/eprint/2243

Actions (login required)

View Item View Item