PRAGMATIC FEATURES OF A JUNIOR HIGH SCHOOL ENGLISH TEXTBOOK WHEN ENGLISH RINGS A BELL FOR GRADE VII

• Main Author: Murti, Mira Nissa (Author)
• Format: Book
• Published: 2017-08-30.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/32962/1/T_ING_1402059_Title.pdf; http://repository.upi.edu/32962/2/T_ING_1402059_Abstract.pdf; http://repository.upi.edu/32962/3/T_ING_1402059_Table_of_content.pdf; http://repository.upi.edu/32962/4/T_ING_1402059_Chapter1.pdf; http://repository.upi.edu/32962/5/T_ING_1402059_Chapter2.pdf; http://repository.upi.edu/32962/6/T_ING_1402059_Chapter3.pdf; http://repository.upi.edu/32962/7/T_ING_1402059_Chapter4.pdf; http://repository.upi.edu/32962/8/T_ING_1402059_Chapter5.pdf; http://repository.upi.edu/32962/9/T_ING_1402059_Bibliography.pdf; http://repository.upi.edu/32962/10/T_ING_1402059_Appendix.pdf
• Keywords: L Education (General); LB1603 Secondary Education. High schools; LT Textbooks; PN Literature (General); PR English literature

Di dalam Kompetensi Inti dan Kompetensi Dasar pada Kuriukulum 2013, terdapat dua fitur pragmatik yang secara implisit diperlukan untuk kelas VII: tindak tutur dan konteks. Oleh karena itu, konten pada buku teks yang disponsori oleh Kementrian Nasional Pendidikan harus dapat merefleksikan permintaan dari Kurikulum 2013 di dalam latihan terutama dalam model bahasa lisan seperti dialog. Menanggapi masalah ini, penelitian ini bertujuan untuk menganalisis fitur pragmatik yang terdapat di dalam dialog yang disajikan di dalam buku teks bahasa Inggris berjudul "When English Rings a Bell" untuk siswa kelas VII di Indonesia. Studi ini secara kualitatif mendeskripsikan fitur pragmatik dari dialog yang disajikan di dalam buku teks. Data yang diperoleh dianalisis dan dikategorisasikan ke dalam klasifikasi tindak tutur Searle (1979) dan komponen konteks Holmes (1992) serta berdasarkan Kompetensi Inti dan Kompetensi Dasar Kurikulum 2013. Pertama, analisis menemukan bahwa terdapat empat jenis tindak tutur yang terkandung dalam dialog: assertives, expressives, directives, dan commissives. Sementara itu, terdapat berbagai jenis kekuatan ilokusi untuk memberikan informasi (108 tindak tutur) yang paling dominan tersaji di dalam dialog. Kedua, konteks dialog mencakup partisipan, seting, topik, dan fungsi interaksi yang terkait dengan kehidupan / lingkungan siswa. Terakhir, ada 62 dialog yang berhasil merefleksikan elemen pragmatik yang diharapkan dari Kurikulum. Dengan demikian, buku teks yang diteliti ini secara implisit berisi fitur pragmatik seperti yang ditetapkan dalam Kurikulum yang dapat memberi siswa model percakapan yang sesuai dalam konteks penggunaan bahasa. Namun demikian, tindakan lebih lanjut untuk menyatakan indikator elemen pragmatik secara eksplisit dalam Kompetensi Dasar disarankan untuk memberikan panduan yang lebih jelas dalam menyusun kegiatan kesadaran pragmatik di buku teks terutama untuk kegiatan bahasa lisan.;--- In the Core and Basic Competencies of Curriculum 2013, there are two features of pragmatic implicitly demanded for grade VII: speech acts and contexts. Therefore, the contents of the textbook sponsored by the National Ministry of Education should be able to reflect the demand of the Curriculum 2013 in the exercises especially in the spoken language models such as dialogues. In response to this issue, the present research was aimed at analyzing pragmatics features contained in dialogues presented in the English textbook entitled "When English Rings A Bell" for seventh graders in Indonesia. The study mainly qualitatively described pragmatic features of dialogues presented in the textbook. The obtained data was analyzed and categorized into Searle's (1979) classification of speech acts and Holmes's (1992) components of contexts as well as the Core and Basic Competencies of Curriculum 2013. Firstly, the analysis found that there were four types of speech acts contained in dialogues: assertives, expressives, directives, and commissives. Meanwhile, there were various kinds of illocutionary forces used to give information (108 speech acts) as the most frequent function contained in dialogues. Secondly, the contexts of the dialogues covered participants, setting, topic, and function of the interaction which were related to the students' life/environment. Lastly, there were 62 dialogues successfully reflected the expected pragmatic elements of the Curriculum. Thus, the textbook understudy contained implicit features of pragmatic as stipulated in the Curriculum which could give students the appropriate conversation models in the context of language use. Nevertheless, the further action of stating the indicators of pragmatic elements explicitly in the Basic Competencies was suggested in order to provide clearer guidelines in composing pragmatic awareness activities in the textbook especially for spoken language activities