Tasks Design In English Textbook Pathway To English To Provide Classroom Activities Based On 2013 Curriculum
This study is mainly intended to find out the tasks types in Pathway to English textbook which are designed to provide classroom activities based on five learning cycles as the basic of 2013 curriculum. The objectives of this research are to analyze the labeled tasks design of Pathway to English and...
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2014.
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| 245 | 0 | 0 | |a Tasks Design In English Textbook Pathway To English To Provide Classroom Activities Based On 2013 Curriculum |
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| 500 | |a https://eprints.ums.ac.id/38370/18/Appendix.pdf | ||
| 520 | |a This study is mainly intended to find out the tasks types in Pathway to English textbook which are designed to provide classroom activities based on five learning cycles as the basic of 2013 curriculum. The objectives of this research are to analyze the labeled tasks design of Pathway to English and to identify the suitability of the tasks with the relevant theory of five learning cycles in scientific approach, such as: observing, questioning, exploring, associating, and communicating activities. This study is qualitative research which involves content analysis approach. The object of this research is the tasks in English textbook Pathway to English for the tenth grade of Senior High School written by Th. M. Sudarwati and Eudia Grace published by Erlangga in 2013. In collecting the data, the researcher uses documentation analysis. The data are analyzed using Creswell's theory. The study revealed that not all task types in textbook were relevant to five learning cycles: observing, questioning, exploring, associating, and communicating. The result showed that 59,4% task types were relevant to scientific approach, while 40,6% task types were irrelevant to scientific approach. Considering the result above, it can be concluded that the labeled tasks design in Pathway to English are not sufficient to provide students activities and cannot measure entire students' knowledge, skill and attitude as the important competence in 2013 curriculum | ||
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