The results of this study show that content's of the Let's Learn English textbook for class X is very good. (3) Researching and analyzing how the practice of word forms in the textbook let's learn English. (2) To find out what kinds of new words are contact in the textbook. The objectives of the study are: (1) to see the contents of the Let's Learn English textbook to the 2013 curriculum was. The research used a qualitative study approach with an analytical research design of the contents of textbooks using the training method in the textbook.
Then, most of the cohesive device was a reference, personal reference, which mostly realized in every single clause, then followed by the conjunction "additive and adversative." This study was practically implicated to teaching and learning which can introduce functions and samples of cohesive to their students in order that students knew and then utilized its concept in their writing.Ī Textbook is one of the tools used by a teacher to help them convey material to students during the learning process. The objective findings are three kinds of cohesive those were reference, ellipsis, and conjunction. This study used a qualitative approach First, the data were analyzed by to divide and numbering sentences into clauses The second, to put the number of cohesive devices into tables based on types The third, to put the number of cohesive devices into the form of percentage The last, to make an interpretation based on the result. The primary data of this study was monologue texts that are found in students’ texts book for Junior High School at Eight grade in the academic year of 2017/2018. This study aimed to describe the types of cohesive devices that were mostly used and also to find out which one is the most cohesive text among students’ texts book (When English Rings a Bell) for Junior High School at Eight grade in the academic year of 2017/2018. This textbook categorizes as objective criteria because the percentage of grammatical cohesion is 33%.
P Philology.P>The role of a textbook in the teaching-learning process is significant since most teachers used it as the source and guidance of teaching materials. Based on this research, it can be concluded that the two textbooks are worthy of being used as student handbooks, although in the Javanese language book there is still a need for revisions in the picture. This study uses a set of procedures to draw conclusions from the revised 2017 edition of Indonesian Bahasa Indonesia VIII of Indonesian edition published by KEMENDIKBUD, and Erlangga's KELAS VIII Marsudi Basa textbook published by Erlangga which has been used in junior high/MTs schools. This research is a descriptive study with a qualitative approach and uses content analysis, presentation analysis, and linguistic analysis to describe objectively, systematically and communicatively. The general objective of the study is to describe the suitability of the standard Indonesian and Javanese language textbook writing in accordance with BNSP standards and the 2013 curriculum. The teaching standard has aspects of content eligibility, presentation feasibility, and language feasibility. Textbooks are one of the most important parts of the learning process, especially for teachers who are not ready to make their own teaching materials that are in accordance with the standard of learning.