Junior High School Textbooks Evaluation on the Presentation of Illocutionary Acts

ABSTRACT Rochmawati, Noer. 2016. Junior High School Textbooks Evaluation on the Presentation of Illocutionary Acts. Sarjana’s Thesis. English Department, Faculty of Letters, State University of Malang. Advisors: (I) Dr. Furaidah, M.A., (II) Dr. Emalia Iragiliati, M.Pd. Keywords: textbook evaluation, illocutionary acts, presentation and recurrence To enable students to be actively involved in daily communication, students should master illocutionary acts. To help students understand and able to use them, the English textbooks of Junior High School should present the illocutionary acts materials in the chapters in the basis of their relation to the topic of the chapters. In addition to the presentation, repetition of presentation of the illocutionary acts can also help students retain the information more effectively. This study aims at finding the presentation of illocutionary acts in both textbooks and students’ dialogue presentation and the recurrence of illocutionary acts in the textbooks. This study employs descriptive research design. The data were taken from presentation of the illocutionary acts in the textbooks and students’ dialogue presentation. The data which were divided into two are in the form of dialogues which presents the illocutionary acts materials. The instruments used to collect the data were a table of presentation of illocutionary acts in the textbooks and students’ dialogue presentation and a rubric of illocutionary acts recurrence in the textbooks. Data analysis was conducted by locating the place of illocutionary acts presented in the textbooks and students’ presentation in the chapters and counting the frequency of which presentation in the textbooks. It was found out that the illocutionary acts which were already presented were still possible to be presented in some other chapters in the textbooks and most of which recurred according to minimum number of recurrence that ensure the materials are stored in students’ long-term memory. Therefore, the researcher suggested that textbooks developer should not limit the presentation of illocutionary acts materials to only one chapter, but more to the chapters which are possible to present them. In addition, the teachers are encourage to foster students’ memory of the materials by giving them opportunities to use them in dialogues. For the future researchers, it is suggested to widen the scope of the study to the dialogue itself which presents illocutionary acts material and observe another group of students.