![]() International Conference on Education, Language, and Society (ICELS), 123–133. A Need Analysis on English Teaching Materials for Secretarial Students. Identifikasi Kebutuhan Keterampilan Sekretaris melalui Analisis Konten Lowongan Pekerjaan. The Analysis of Writing Tasks in High School English Textbooks: A Process-Genre Based Approach. The 61th TEFLIN International Conference, 149–152. Incorporating Students’ Needs into a Course Design: An Example for Designing a Course of English Correspondence for Economics and Business Students. Methods in educational research : from theory to practice. Tomlinson (Ed.), Developing Materials for Language Teaching (2nd ed., pp. Emotion Detection in Email Customer Care. The Analysis of The Authenticity of Writing Task in “Buku Bahasa Inggris untuk Siswa SMA/SMK/MA Kelas 11.” RETAIN, 7(2), 130–139. Pearson Education Inc.Ĭohen, L., Manion, L., & Morrison, K. ![]() EFL Textbook Evaluation: The Analysis of Tasks Presented in English Textbook. Jurnal Administrasi Dan Kesekretarisan, 5(2), 88–98. Penerapan Kompetensi Sekretaris Lulusan STARKI di Dunia Kerja. These findings imply that the needs arise to select more relevant writing tasks for Office Administration students or design new writing materials for the students.Īstuti, C. Then, composing has two categories: composition heuristics (found in Chapter 4 and 8) and extended writing (found in Chapter 3 and 5). Scaffolding has four categories: language familiarization (found in Chapter 1, 2, 5, 6), model analysis and manipulation (not found in any chapters), controlled composition based on model (found in Chapter 1, 2, 3, 4, 5, 6, 8), guided composition (found in Chapter 2, 3, 5, 6, 7, 8). In terms of procedure, the textbook leaves out graphology tasks and only provides the tasks for scaffolding and composing. The goals and input in the textbook are related to daily life situations, while the students are supposed to write business documents. Among the three components of writing task, writing goals and texts (input) in the analyzed textbook do not correspond to the ones required by Office Administration students. ![]() The results indicated that the textbook is inappropriate for Office Administration students. ![]() Content analysis method was employed in this study and the analysis was based on Nunan’s (2004) theory of task components (goal, input, procedure) and Hyland’s (2003) theory of writing procedures (graphology, scaffolding, composing). This study aimed at finding out the appropriateness of writing tasks in English textbook entitled Bahasa Inggris SMA/MA/SMK/MAK Kelas XI for Office Administration students at Eleventh Grade. Vocational High School students majoring in Office Administration will be required to do writing tasks when they work in companies after graduating from school. ![]()
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