This study attempts an analysis on exercises in an English textbook entitled “Think” (CEFR A1) by Cambridge University Press for seventh graders. The research was to analyze the extent to which the exercises in the textbook follow the principles of Communicative Language Teaching (CLT), to explore the teachers’ perspective in the use of textbooks to support CLT, and to describe the students' performances of the communicative classroom activities. The research used a qualitative case study method employing document analysis, teachers’ interview and classroom observation by using the combination of framework theory of Nunan (1989), Larsen-Freeman (2000), and Richards (2006). The results show that the textbook strongly promotes communicative competence dominated by task completion activities with a proportion of individual tasks excelling in pair/group works in them. However, the large number of exercises makes this book seem like a workbook. Although the teachers have adequate understanding of CLT principles and the activities presented in the textbook, the interviews showed that time constraints meant that most of the time, they could only use task completion and role play. The results of the students' performance showed that most of them succeeded in practicing the role play well although the low achievers who had problems in practicing the dialogue needed better scaffolding and time during the tasks completion.

Authors:
Enggar Pangesti Wibowo, Indonesia University of Education, Indonesia
Yanty Wirza, Indonesia University of Education, Indonesia

About the Presenter(s)
Enggar Pangesti Wibowo is currently a master student in the English Education study program at Universitas Pendidikan Indonesia.

Connect on Linkedin
https://www.linkedin.com/in/enggarpangestiw/

See this presentation on the full schedule – Wednesday Schedule

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