FEBRIYANTI, LAILI (2005) THE TEACHING AND LEARNING ACTIVITIES OF READING SKILL IN SMU ENGLISH TEXTBOOKS BASED ON THE 2004 ENGLISH CURRICULUM. Other thesis, University of Muhammadiyah Malang.
THE_TEACHING_AND_LEARNING_ACTIVITIES_OF_READING_SKILLIN_SMU_ENGLISH_TEXTBOOKS_BASED_ONTHE_2004_ENGLISH_CURRICULUM.pdf - Published Version
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In teaching and learning activities of reading skill, teachers and students cannot be separated from textbooks because textbooks make the teaching and learning reading easier. In this research, the writer wants to describe the teaching and learning activities of reading skill in SMU English textbooks, they are Headlight 1 published by Erlangga, English for SMA published by Grafindo Media Pratama, and Communicative and Interactive English published by Yrama Widya. Also, this research is intended to find out the textbooks having the most and the least various teaching and learning activities among three publishers. Moreover, she wants to know the teaching and learning activities of reading skill in SMU English textbook based on the 2004 English curriculum. In this study, the writer used descriptive design to know the teaching and learning activities of reading skill in certain textbooks. The population was all of the English textbooks in the first year of SMU based on the 2004 English curriculum and the sample was taken by a simple random sampling technique. Furthermore, the instruments used were observation and documentation. After analyzing the data, it can be concluded that the teaching and learning activities of reading skill in Headlight 1 are divided into six points, they are preparing to read, reading passage, getting main ideas, finding reading structure, answering comprehension questions, and finding references. In English for SMA, the activities are divided into four points like building knowledge of field, modeling sections, making joint construction, and making independent construction. In Communication and Interactive English, the textbook presents some tips to improve reading skill, for example, guessing meaning, finding the opposite and the connecting words, finding key ideas and main ideas in sentences, skimming and scanning, using a dictionary, reading for information, facts, and details, finding global meaning, speed reading, understanding references, and distinguishing fact from opinion and theory. From the findings, the writer got conclusion that Headlight 1 has the most various teaching and learning activities in reading skill and Communicative and Interactive English has the least various teaching and learning activities in reading skill. In summary, the teaching and learning activities of reading skill in SMU English textbooks based on the 2004 English curriculum are answering questions, asking for opinion, putting the suitable word, filling in the blank, reading kinds of texts, telling story, answering T and F question, guessing meaning, matching paragraphs, ordering outlines, making questions, completing words, finding references, choosing appropriate words, arranging pictures, finding opposite and connecting words, finding key ideas and main ideas in sentences, skimming and scanning, using a dictionary, reading for information, facts, opinions, theories and details, finding global meaning, speed reading.
|Item Type:||Thesis (Other)|
|Subjects:||L Education > L Education (General)|
|Divisions:||Faculty of Teacher Training and Education > Department of English|
|Depositing User:||Anwar Jasin|
|Date Deposited:||24 Feb 2012 08:42|
|Last Modified:||24 Feb 2012 08:42|
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