Published date: Sep 28 2022

Journal Title: KnE Social Sciences

Issue title: 4th International Conference on Education and Social Science Research (ICESRE)

Pages: 520–531

DOI: 10.18502/kss.v7i14.12005

Sukma Nur Ardinisukmanurardini@upgris.ac.idEnglish Education, University of PGRI Semarang, Indonesia

S SenowarsitoEnglish Education, University of PGRI Semarang, Indonesia

S SuwandiEnglish Education, University of PGRI Semarang, Indonesia

Siti MusarokahEnglish Education, University of PGRI Semarang, Indonesia

Secondary students must master not only grammar and text organization, but also pragmatic competence in the target language in order to achieve communication competence. The ability to express meaning beyond language rules is referred to as pragmatic competence. Teachers should provide materials that are appropriate for both the learning goals and needs of the students. This study aimed to determine the types of textbooks that teachers and students require. It was a mixed-methods study with a sample of 41 teachers from Semarang secondary schools. The data were gathered using a Google Form and were analyzed quantitatively and qualitatively. It was discovered that 56.1% disagreed that the textbooks they used contained situational context and communicative language for everyday use. 61% strongly agreed that to be effective textbooks should use communicative language in everyday situations and introduce various expressions based on the context. There was a significant gap between the types of textbooks required and the textbooks in use at the time. The majority of respondents believed that secondary textbooks or pragmatics-based textbooks should include information on the importance of pragmatics. These needs have not been met by existing textbooks. To summarize, teachers require a gamechanging textbook. The researchers therefore encourage other researchers and educators to create textbooks that can support the students’ expected outcome of being able to communicate comprehensively in English.

Keywords: English textbooks, communicative competence, pragmatic analysis, secondary schools

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