SPEAKING TASK IN STUDENTS’ ENGLISH TEXTBOOK “WHEN ENGLISH RINGS A BELL” FOR 7th GRADE OF JUNIOR HIGH SCHOOL

Abstract

This study aims to analyze the speaking tasks in the tectbook and the type of speaking assessment presented in the speaking task of student's English textbook entitled "When English Rings A Bell" for 7th grade of junior high school. This research was motivated by the phenomenon of the type of speaking assessment that is suitable for 7th grade students, that was imitative speaking and intensive speaking. Thus, to analyzed the type of speaking assessment, it is necessary to determine the speaking task presented by the book. This research is a qualitative descriptive study because the data collected is in the form of words using the Content Analysis method. This study used the student's English textbook entitled "When English Rings A Bell" for 7th grade Junior High School as a source of data. Document checklist was used as an instrument for data collection techniques, especially on the speaking task in the student's English textbook. The results showed that there were 92 speaking tasks in 8 chapters in the textbook that is Roles Play, Dialogue Completion, Directed Response, Read Aloud, Discussion, Games, Question And Answer Task, Repeat Word or Sentence, And Oral Presentations. For the type of speaking assessment in the speaking task, it was found that the Intensive speaking type was the most common with a percentage of 33.70%, Interactive Speaking 32.61% Extensive Speaking 30.43%, Imitative Speaking 2.17%, and Responsive Speaking 1.087%.