TEXTBOOK ANALYZE

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I Wayan Darma yasa

I. Wayan Pasek Eka Sanjaya

I. Wayan Sardiawan

Dewa Gede Surya darma

I Wayan Saputra

START

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ANALYSISIn this great time the writers want to present

the “Look Ahead 1” book for Senior High School Year X analysis which considering some important items as a guidelines, such as:

READING

VOCABULARY

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1. Does the textbook develop reading skills and strategies (e.g. skimming and scanning), and not just the ability to answer reading comprehension questions?2. Are the reading texts authentic (or authentic-like) and up-to-date?

3. Are the materials in the textbook appropriate for the student's age, background, needs and interests? 4. Is reading introduced early or late?

5. Is the language used at the right level for students' current English ability?

6. Are instructions and explanations simple and explicit?7. Are the exercises well-designed?8. Do the materials provide a balance and variety of activities?

9. Are the pictures clear and attractive? 10. Do the pictures serve their aim?11. Do the activities incorporate individual, pair, and group work?

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1. In unit 2 and 4 of this textbook have been made to develop students' skills in both reading strategies, reading comprehension, scanning and skimming which are integrated on the exercise of any reading that make more interactive and challenging students to do each exercise based on these readings. Therefore, in the first year senior high school students have not introduced deep intensive and extensive reading strategies yet.

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2. In generally the topic election in several readings in these units are an original story drawn from the famous stories in certain areas, so students are interested and easy to know and understand a story presented.

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3.The material on reading text in these units has been adapted to the age of the students where in the reading of a fairy tale or fable are made briefly and implied ethic values, and norms therein, in accordance with the background, needs and desires of the students in this adolescent phase.

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4.The introduction of forms and reading strategies in these unit has been adapted to students’ level served by briefly reading texts and use simple past form sentences that is easy to understand and be understood by the students for the first year of senior high school.

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5. The language use in each story reading text in these units generally have been appropriate which the language is simple, briefly in the past tense form by familiar vocabulary to students as well as added some new vocabulary that includes with a special explanation so the language ability of students increased and understand the new vocabulary. In the first year high school appropriate introduce the simple past form in a paragraph because the sentences had been obtained at the junior high school grade and other forms of sentence still to learn this level so do not learn the language within a paragraph.

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6. Instructions and commands are used in these units have been made clearly and briefly which the use of words or sentences using familiar and simple vocabulary that easy to understand by students, therefore they are capable and know what they have to do at each practice on these units.

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7. Text readings in these units are designed to succinctly and clearly be accompanied by collaboration strategies in reading such as reading comprehension, scanning and skimming, so students are trained to develop their reading skills well by using simple and briefly reading texts to understand at this level. Besides, some reading text has also been combined with other skills such as writing, listening or speaking, which makes training more educative and challenging the students to do it.

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8. The reading text material in these units have created balanced and varied mix of strategy, especially in reading between reading comprehension in general by scanning or skimming, as well as some stories that have submitted familiar to students so it will be more attractive, easy to understand and motivate students to learn and do about his training.

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9. The images use in some reading texts on these units are very clear and attractive so that will help students to understand and get an idea of the story presented in it reading text.

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10. Some pictures that have completed some reading texts in these units are very helpful in  supporting the presented readings topic, so the students  become easier to understand the meaning, message and purpose in the texts.

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11. Activities in each reading text in these units in general has presented with individual activity, but for some reading texts, combined incorporate by other skills such as writing, listening or speaking have developed by pairs or groups  activities  so that activities are more educative,  interesting  and  challenging  students to do it

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1. Are there enough exercises revising vocabul

ary?2. Is the vocabulary in appropriate contexts and situations?3.

Is the progression of vocabulary items appropriate?4. Is vocabulary practiced in an interesting way?5.Is vocabulary well-presented?

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1. Although not all are equipped with a column reading vocabulary, but for some reading texts that has been equipped help students both in terms of the meaning of some new words are  introduced to students as well as how to pronunciation, so those exercises will increase  students' vocabulary

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2. Vocabulary used in this unit have been precise by the use of past tense forms in related of both units has same topic that is telling the story context, at Junior High School students are learned the past form sentences and in the first year of Senior High School students learn the past form in the concise paragraph by familiar vocabularyX

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3.Vocabulary development presented in these units are in accordance with the topic or the students’ level of vocabulary development in which the students are presented is the use of past forms such as the use of the verb or to be in simple sentences form of a paragraph.

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4.Vocabulary exercises in these units are presented by a draw in which the use of vocabulary in a discourse is made in the form of a simple and concise sentences or paragraph so that more interesting and easy to understand by students at this level.X

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5.Presentation of vocabulary in reading texts in these units are presented with a good fit with the topic  and which level of students who use the past form  in telling a story created  in simple sentence  and delivered in a discourse / story succinctly.

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CONCLUSION

Based on some the above guidelines, we can conclude that for the look ahead 1 book for Senior High School first year is very suitable as a textbook in teaching English, particularly for reading skill, glittering reading has presented with a collaboration of several reading strategies to this level of such as scanning, skimming and deep reading / reading comprehension, in generally, the materials and the vocabulary used was appropriate and proper for the first year of senior high school which is also supported by some pictures presentation to help students understand the material in the reading texts. Meanwhile, the presentation of the exercises and activities are very interesting and challenging students to drill on his training.

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