DAFTAR DAN TINJAUAN PUSTAKA

Group working (Group 3)

1. Meida Sihombing (20217479047)
2. Yeni Puspitasari (20217479096)
3. Umroh Susanti (20217479115)
Topic: “EFL Textbook Evaluation: “The Study of Assessment Presented In English Textbook”

No. Tahun Judul Topik Penulis Ulasan

1. 2007 English on Sky 1 Language focus Mukarto, Widya The contents of the books, especially the texts within both KTSP and
for Junior High Kiswara, curriculum 2013, are very clean and well-ordered. Furthermore, the
School Students Sujatmiko activities and materials are not too wordy and they are available with
Years VII Bambang Santoso, some related pictures and illustrations. The KTSP textbook mostly
and Josephine Sri provides realistic pictures such as people from different countries.
Wurwani This surely gives students chance to know how people across the
world may look like.
2. 1996 English for Learning activities Ali Saukah, The findings reveal that the textbook which is organized in 16
Senior High Murdibjono themes and consisted of 262 tasks (originally 222 tasks) has the
School Book 3 for following skill distribution: 146 (55.7%) reading tasks, 3 (1.1%)
Natural and Social listening tasks, 66 (25.2%) speaking tasks and 47 (18%) writing
Science Programs tasks. It was also found that the match between the tasks and the
learning objective categories recommended by the curriculum is
59.5% which means that in terms of learning objectives, the textbook
is fairly relevant to the curriculum.

2020 The Analysis of Speaking Speaking can be said as one of the four basic skills in English. In every
Speaking assessment Putri Aulia Swastika English textbook, there must be a speaking assessment. This research
Assessment Types aims to analyze the five types of speaking assessments in the textbook
in Textbook “When Ririt Rachma Miranti “When English Rings a Bell for Grade VII”. The textbook analysis in
English Rings a Bell this study considered five types in speaking assessment there are: 1.
Grade VII” Imitative speaking tasks, 2. Intensive speaking tasks, 3. Responsive
Muhammad Rauuf
Oktavian Nur speaking tasks, 4. Interactive speaking tasks and, 5. Extensive speaking
tasks. This study includes the design of descriptive qualitative. This
study using a method of content analysis. The collection of the data was
done through procedures: 1) looking, 2) observing, 3)analyzing the data
based on Brown’s theory. The result of the study there are five types of
speaking tasks in that textbook, but it has a different rate of the types.
 The textbook not only has a speaking task, it also has another skill of
English there are reading, listening, and writing.
2021 An Analysis of Authentic The objectives of the present research were to describe the
Authentic assessment Ridwan Ridwan characteristics of authentic assessment used in the English Textbook
Assessment in “Stop Bullying Now” and to find out the characteristics of the most
English Textbook Sri Wahyuningsih dominant authentic assessment applied in the book “Stop Bullying
“Stop Bullying Now” used for the eleventh grade students of senior high school. This
Now” Used for the Winarno Winarno research was a library research using a qualitative descriptive approach.
Eleventh Grade The data which were obtained from document analysis were analyzed
Students of Senior using concurrent activity flows from (Miles et al, 2014). The results of
High School this research showed that the textbook had applied authentic
assessments to all English skills: listening, speaking, reading, and
writing. However, among the four skills, listening was the skill with the
least activity. The textbook applied eight out of nine characteristics
(realistic activity or context, cognitively complex, performance-based,
formative assessment, collaborative, defense is required, multiple
indicators or portfolio, and mastery expectation). The textbook did not
apply the criteria known by students because it did not illustrate how
teacher assessed students’ work. The most dominant criteria used in this
textbook was realistic activity or context. This textbook also took a lot
of materials related to the real-life of students.
2019 A content analysis This research aimed to describe the scientific approach and authentic
study of scientific Maryati Maryati assessment of the textbook based Curriculum 2013, on the theme “save
approach and living beings” for grade 6 students of elementary school such as
authentic Enny Zubaidah textbooks published by Puskurbuk, Yudhistira, and Erlangga. The
assessment in the design of this study was content analysis. The instrument of the research
textbook of was the analysis sheet based on theories. The validity of the instrument
Ali Mustadi
Curriculum 2013 and the data was semantic validity and expert judgment. The reliability
of the data was stability and reproducibility. The techniques of data
analyzing consisted of unitizing, sampling, recording, reducing,
inferring and narrating. The results of this study were; (1) The scientific
approach contents consist of five aspects: observation, questions, trying,
reasoning, and communicating, which are not in order. So not all
indicators in every aspect of the scientific approach are found in each
sub-theme. (2) Authentic assessment contents consist of three aspects:
attitude assessment about social attitude and spiritual attitude, the
psychomotor assessment contains only practice, product, and project
assessment, and knowledge assessment without oral and assignment
assessment.
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