ANALYSIS OF READING COMPREHENSION ASSESSMENT IN ENGLISH TEXTBOOK „BAHASA INGGRIS‟ FOR TENTH GRADE STUDENTS OF SENIOR HIGH SCHOOL

Resi, Resi (2022) ANALYSIS OF READING COMPREHENSION ASSESSMENT IN ENGLISH TEXTBOOK „BAHASA INGGRIS‟ FOR TENTH GRADE STUDENTS OF SENIOR HIGH SCHOOL. Skripsi thesis, universitas Islam Negeri imam bonjol Padang.

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Abstract

Analysis of Reading Comprehension Assessment in English Textbook “Bahasa Inggris” for Tenth-grade Students of Senior High School This research aimed to find out the types of reading comprehension assessments available in the English textbook "Bahasa Inggris" for Tenth-grade Students of Senior High School. This research applied descriptive qualitative content analysis as its research method. The data were collected from the English student's Textbook "Bahasa Inggris" for Tenth-grade Students of Senior High School published by Kemendikbud 2017. Reading assessments in textbooks were classified based on the type of reading assessment by H. Douglas Brown's theory. The data were taken from data sources and entered into a checklist table to make the number of reading assessments in textbooks based on the type of reading assessment by H. Douglas Brown's theory. The result of this study showed that the total reading assessment found in this textbook was 32 times of those reading assessments. There were 6 assessments for perceptive reading with a percentage of 19%, 18 assessments for selective reading with a percentage of 56%, 2 assessments for interactive reading with a percentage of 6%, and 6 assessments for extensive reading with a percentage of 19%. The selective reading was dominantly found in the assessment. It can be concluded that the tasks in the English textbook “English” are less relevant based on the type of reading assessment. This implies that textbook writers should take into account the reading needs of students especially those at the high school level.

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