Coherence Analysis In Textbook : English Book For Junior High School Students: Pragmatics-Based

Abstract

As inseparable elements in the teaching and learning process, textbooks play pivotal roles for both teachers and students. Textbook analysis is then considered crucial in order to identify the quality of the textbooks in accordance with some criteria. This study was aimed at identifying the types of coherence found in the reading texts in the English book " English Book For Junior High School Students: Pragmatics-Based” and analyzing the level of coherence in the reading text in the English book " English Book For Junior High School Students: Pragmatics-Based”. Content analysis was primarily chosen to uncover the types and levels of coherence in the analyzed textbook. To do the analysis, the researcher applied four main steps namely, data selection, data display, data interpretation, and drawing conclusions. After analyzing the texts in the textbook of English for Junior High School Students: Pragmatics Based, the researcher concluded that the most frequently used coherence types were logical bridges (repetition) and clear back referencing, followed by linking words as the third most frequent coherence type identified. Lastly, verbal bridges were the least utilized in the text. Additionally, this study identified varying levels of coherence, categorized as good, fair, and less. Furthermore, this study has some implications for English teachers and materials developers.