WRITING EXERCISES IN THE TEXTBOOK WHEN ENGLISH RINGS A BELL

Khasanah, Uriva (2021) WRITING EXERCISES IN THE TEXTBOOK WHEN ENGLISH RINGS A BELL. Skripsi thesis, IAIN PURWOKERTO.

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Abstract

Writing exercises can be used to introduce students to a literary text, to motivate and help them to create their understanding of the text, and articulate their own interpretation of the text. The objectives of this research are (1) to know the types of writing exercises in When English Rings A Bell textbook, (2) to know the compatibility based on the syllabus. This research is about content analysis design. The data was collected by using documentation. The steps to analyze the exercises are (1) reading the exercises suggested by the syllabus, (2) identifying the number of writing exercises in every chapter, (3) classifying based on the competency and skill which emphasizes in the exercise. After observing the textbook, then matching it with the 2013 curriculum, the researcher found several types of writing exercises and counted the compatibility with the syllabus. First, the researcher found 4 types of writing exercises of When English Rings A Bell, which is (a) Completing texts/sentences, (b) Writing sentence dealing with grammar, (c) Writing short functional text, and (d) Developing vocabulary into sentences. Second, the compatibility of writing exercises in When English Rings A Bell textbook with the syllabus, the result show that the percentages offer to the schema of quality classification by Arikunto is 71%. It means the score is good, and the textbook can be used as a media in the learning process. Keywords: Writing exercises, Textbook, 2013 Curriculum.

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