AMALIA, MUAFIDATUL (2014) THE ANALYSIS OF INFORMATION GAP ACTIVITY IN THE BOOKS ENTITLED CHALLENGES AND SCAFFOLDING AT JUNIOR HIGH SCHOOL. undergraduate thesis, Universitas Muhammadiyah Gresik.
|
Text
ABSTRACT.pdf Download (82kB) | Preview |
|
|
Text
CHAPTER I.pdf Download (33kB) | Preview |
|
|
Text
CHAPTER II.pdf Download (46kB) | Preview |
|
|
Text
CHAPTER III.pdf Download (32kB) | Preview |
|
![[img]](http://eprints.umg.ac.id/style/images/fileicons/text.png) |
Text
CHAPTER IV.pdf Restricted to Registered users only Download (264kB) |
|
|
Text
CHAPTER V.pdf Download (19kB) | Preview |
|
|
Text
REFERENCES.pdf Download (108kB) | Preview |
Abstract
Textbook is the primary teaching materials because the most obvious and most common form of material support for language instruction comes through textbook, textbook has important role in teaching English (Rohamawati :2011). Challenges is the core English material in Junior High School, this book was published by Pearson Longman to be used for eighth grade in Junior High School as the source of teaching English. Scaffolding is the core English material in Junior High School. The book is suggested by government as the compulsory textbook used by Junior High School student. Textbook has important role in teaching English. The goal of this research is to analysis information gap activity in the books entitled Challenges and Scaffolding at junior high school. Information gap activity is a communicative experience in the classroom or an activity where the students need information from his or her friends to complete a task and need to talk each other to find it. Information Gap activity involves a transfer of information from one person to another person. The students cannot complete the task, with the information they have at the beginning of the activity. To collect the data, the researcher uses three instruments, those are contextual, originality and authenticity. There are some steps done by researcher. First, read the chapter to know the content of the book. Second, classify the exercise of the book. Third, grouped the exercise of the book. Fourth, read each instruction from the content of textbook to know where is belong to information Gap activity. The finding of this study showed that information gap activities are existed in Scaffolding textbook and Challenges textbook, but the activity in these books are different. In Challenges textbook there are many exercises that presented information gap, besides that the material of this book is good to improve students’ knowledge. In Challenges textbook information gap activity is more complete than Scaffolding textbook, and the quality of Challenges textbook is better than Scaffolding textbook.
| Item Type: | Thesis (undergraduate) |
|---|---|
| Subjects: | English Education English Education > English |
| Divisions: | Faculty of Teacher Training and Education > English Education Study Program |
| Depositing User: | Yoga Setya Perdana, A.Md., Lib. |
| Date Deposited: | 21 Jun 2019 12:53 |
| Last Modified: | 21 Jun 2019 12:53 |
| URI: | http://eprints.umg.ac.id/id/eprint/1231 |
Actions (login required)
 |
View Item |
