ANALYSIS OF SPEAKING MATERIALS AND ACTIVITIES WRITTEN ON “INTERACTIVE ENGLISH” TEXTBOOK FOR NINTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL

MUTIARA, NINDY KHAIRANI (2022) ANALYSIS OF SPEAKING MATERIALS AND ACTIVITIES WRITTEN ON “INTERACTIVE ENGLISH” TEXTBOOK FOR NINTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL. Skripsi thesis, universitas Islam Negeri imam bonjol Padang.

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Abstract

Analysis of Speaking Materials and Activities Written on “Interactive English” Textbook for Ninth Grade Students of Junior High School This research is focused on the most presented type of speaking material and activity of “Interactive English” textbook for ninth grade students of Junior High School based on Cunningsworth and Kathleen’s theories. This research also to find out how is the types of speaking materials and activities based on 2013 Curriculum. The method used in this research is document analysis. The speaking materials and speaking activities contained in this textbook were the data of the research. The research result showed that the textbook has provided all the types of speaking materials based on Cunningsworth’s theory, they are oral presentation, practice of language items, dialogue, role-play, and communication activities. For the speaking activities, this textbook has provided almost all of the types of speaking activities based on Kathleen’s theory, they are conversations, interviews, information gap, jigsaw activities, role-play, logic puzzle, and picturebased activities, except one, physical actions in speaking lessons with unequal distribution of types of speaking materials and activities on each page. The most presented type of speaking material is practice of language items with the total number is 24 out of 54 which is always appear in every page, and the most presented speaking activity is conversation activities with the total number is 15 out of 47. The speaking materials and activities in this textbook also almost fulfilled the criteria of 2013 Curriculum. In conclusion, this textbook should improve several things, the first is the materials and activities must match the level of students’ development, the second, it should emphasis the diversity, and the last is this textbook has already provided the speaking materials and activities that are quite varied, but, still too monotonous. This is because the types of speaking materials and activities that appear are always repeated. The teachers are expected to provide another varied learning resources and activities that can be used in the classroom.

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