THE COMPLETENESS, BREADTH AND DEPTH : A COMPARISON BETWEEN INDONESIAN AND CAMBRIDGE HIGH SCHOOL BIOLOGY TEXTBOOKS FOR CIRCULATORYSYSTEM.

THE COMPLETENESS, BREADTH AND DEPTH : A COMPARISON BETWEEN INDONESIAN AND CAMBRIDGE HIGH SCHOOL

BIOLOGY TEXTBOOKS FOR CIRCULATORYSYSTEM

By: Dahlia Gultom ID. 4123342004

Bilingual Biology Education Progam

THESIS

Submitted To Fulfill The Requirement For Degree Of Sarjana

Pendidikan

FACULTY OF MATHEMATIC AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN

MEDAN 2016

Title of Thesis : The Completeness, Breadth and Depth : A Comparison between Indonesian and Cambridge High School Biology Textbooks for Circulatory System

Name : Dahlia Gultom

SID : 4123342004

Study Program : Bilingual Biology Educational Department : Biology

Approved by : Thesis Supervisor,

Syarifuddin, M.Sc., Ph.D. NIP. 19591122 1986011001

Acknowledged by :

Department of Biology, Bilingual Program

Head Coordinator,

Dr. Hasruddin, M.Pd Dr. Iis Siti Jahro, M.Si

NIP. 19640424 1989031027 NIP. 19651015 1992032003

FMIPA UNIMED Dean,

Dr. Asrin Lubis, M.Pd NIP. 19601002 1987031004

iii

The Completeness, Breadth and Depth : A Comparison between Indonesian and Cambridge High School Biology Textbooks for Circulatory System

Dahlia Gultom ( 4123342004 ) ABSTRACT

This study was aimed to compare the completeness, breadth and depth high school biology textbook of Indonesia and Cambridge publisher. The comparison use an instrument based on National Education Standard Agency ( BSNP ) assesment instrument for book evaluation. The topic that compared in this research is Circulatory system. The sample was taken with purposive sampling method. The biology textbook from Indonesian published by Erlangga, Esis and BSE. One Cambridge book’s publisher that is used in several schools, like Singapore, Malaysia, United Kingdom and Indonesia. The result data quantitative showed that the score of textbooks on a sample based on the completeness aspect of Cambridge book’s publisher has score 4 or 100 % , Erlangga book’s publisher has score 4 or 100 %, Esis book’s publisher has score 4 or 100 %, and BSE publisher has score 4 or 100 %. For the breadth aspect score of textbooks are Cambridge book’s publisher has score 4 or 100 %, Erlangga book’s publisher has score 4 or 90 %, Esis book’s publisher has score 4 or 100 %, and BSE publisher has score 4 or 100 %. In the depth aspect score of textbooks are Cambridge book’s publisher has score 4 or 87.5 %, Erlangga book’s publisher has score 4 or 100 %, Esis book’s publisher has score 4 or 100 and BSE publisher has score 4 or 100 %. Hence, can be concluded that all textbooks that had been analyzed have content feasibility with each syllabus.

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ACKNOWLEDGEMENTS

Thanks for Jesus Christ, my almighty God for the blessing and protection that writer has been granted that she finally completed this thesis. Thanks God. There is no one else like You. This thesis is aimed in partial fulfillment of the requirement for the degree of Sarjana Pendidikan at Faculty Mathematics and Natural Science UNIMED. This else could have been accomplished without the guidance, suggestion, and comments from several people, for which the writer would like to extand her sincere and special thanks.

The writer would like to thank for Dean and Dean assistant of Faculty Mathematics and Natural Science UNIMED. Dr. Hasruddin, M.Pd. as head department of Biology and Dr. Iis Siti Jahro, M.Si. as Bilingual Program Coordinator. Dr. Fauziyah Harahap, M. Si. as her academic guidance as long as studying. Syarifuddin, M.Sc.,Ph.D. as her consultant, for all suggestions and supervisions in making corrections to her thesis. All lectures through out her academic years at Faculty Mathematics and Natural Science UNIMED.

The writer would like to thank for beloved daddy, J. Gultom and great mother R. Simangunsong, for their love, motivation, sincere prayers support financial, advices and attention so she could face challenges during her study. The great Gultom family, Franly, Netty and Sulastri her beloved brother and sisters, Who give their supports to the writer in finishing her thesis. The writer’s friends in discussion, Corry, Chandra, Evi and Lia, who always give support to do the thesis, take and give for the idea. Her friends at Bilingual Biology Education 2012. The writer feels happy to be with them all. It is a true blessing to be to have been able to spend the past four years together with them. All writer’s covenants in Gereja Pohon Tarbantin Kebenaran Medan, thanks for all supporting and prayers for me. It is a great blessing to be meet with all of them, my papa, my mum, my sisters and my brothers in the dwelling place of God, the writer do love them. Let’s take over dominion in every domains, so Thy Kingdom come, Thy

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will be done on earth as it is in heaven. Her workmates in Prodim Education, for the experience and challenges that keeps her moving forward. Thanks for all the supports for helping the writer in finishing her thesis.

Finally, the writer realized that the thesis is still far from the perfection due to the lack of writer’s ability and knowledge, therefore, the writer still expects some constructive critics the reader. Last but not the least, the writer hope that this thesis would give benefits for writer and readers.

Medan, August 2016

Dahlia Gultom

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TABLE OF CONTENTS

Pages

Legalization Sheet i

Biography ii

Abstract iii

Acknowledgements iv

Table of Contents vi

List of Tables ix

List of Figure x

List of Appendix xi

CHAPTER I INTRODUCTION 1

1.1 Background 1

1.2 Problem Identification 3

1.3 Research Scope 4

1.4 Research Question 4

1.5 Objective of Research 4

1.6 Significance of Research 4

CHAPTER II LITERATURE REVIEW 6

2.1 Definition of textbook 6

2.2 Function of Textbook 6

2.3 Criteria for Evaluating Textbooks 7

2.4 Component Assessment Textbooks 8

2.5 Circulatory system 8

vii

2.5.1.1.Blood Clotting 9

2.5.2 Blood Vessels 11

2.5.3 Mammalian Circulation 12

2.5.4 Heart 12

2.5.4.1 Cardiac Cycle 13 2.5.5 Circulatory Diseases 14

CHAPTER III RESEARCH METHODOLOGY 16

3.1 Location and Time 16 3.2 Population and Sample 16 3.3. Research Type 17 3.4. Research Instrument 17 3.5. Data Accumulation Technique 19

CHAPTER IV RESULT AND DISCUSSION 21

4.1 Result 21

4.1.1 Book Analysis 21

4.1.1.1 Quantitative Book Analysis 21

4.1.1.1.1 The Completeness Aspect 22

4.1.1.1.2 The Beradth Aspect 22

4.1.1.1.3 The Depth Aspect 23

4.1.1.2 Qualitative Book Analysis 24

4.1.1.2.1. The Depth Aspect Analysis 4.2 Discussion 31

viii

CHAPTER V CONCLUSION AND RECOMMENDATION 33 5.1 Conclusion 33 5.2 Recommendation 33

ix

LIST OF TABLES

Pages

3.1 Analyzed Biology Textbooks 15

3.2 The Research Instrument 16

3.3 Content completeness scoring 17

3.4 Content breadth scoring 17

3.5 Content depth scoring 18

3.6 The Comparison of Textbooks 19

x

LIST OF FIGURE

Pages Figure 2.1 Plasma and Cellular Composition 9 Figure 2.2 Blood Clotting 10 Figure 2.3 Blood Vessels 11 Figure 2.4 Coordinated cycles of heart contraction drive double

circulation in mammals 12

Figure 2.5 Heart 13

Figure 2.6 The cardiac cycle consists of alternating periods of

contraction and relaxation 13 Figure 2.7 (a) Normal coronary artery; (b) Abnormal coronary artery 14

xi

LIST OF APPENDICES

Pages

Appendix A.Quantitative Data 36

1

CHAPTER I INTRODUCTION 1.1 Background

Textbook is one of the most important elements in the teaching learning process, because textbook can present a variety of material that will be taught. In addition, textbooks also support the teaching learning process to be going regularly and effectively. Without textbooks, teaching learning process will not be going smoothly and effectively. Brown stated that “ The presence of a textbook is necessary to support teaching learning process ” (Brown, 1994). It means that the presence of textbooks can facilitate students to follow the learning process. Many researchers have claimed that textbooks are the most frequently used instructional materials for students and teachers at all grade levels (Florida University Department of Education [FLDOE], 2008). Especially in science, what is taught and how it is delivered is under the influence of textbooks.

Textbooks play an important role in effective biology education and they are fundamental sources of information to basic biological concepts, scientific research process and experimental activities (NRC; Haury, 2000). The studies that were conducted abroad indicate that 90% of the teachers actively use textbooks as their main instructional tool and to assign homework (Blystone, 1989). It means teacher have to select textbooks in learning process. Textbooks as instructional material guide teachers in topic selection and provide ways to teach those topics. Textbooks serve to provide the learner with the opportunity to consolidate his/her understanding independently of the teacher.

If a textbook is the main source of information and order of content at biology lessons, then it should meet the needs of teachers and students. Teachers find it logical to follow the textbooks to make sure that the students learn all the content areas (Kuechle, 1995). However, it was found that students have difficulties to relate the concepts covered in the textbooks with their lives or students’ background knowledge is not in line with the new concepts so these textbooks do not encourage students to do research (Leonard & Chandler, 2003).

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There are three international studies are credible as instrument to test global competency, they are PIRLS (Progress in International Reading literacy study), PISA (Programme for International Student Assesment) and TIMSS (Trends in International Mathematics and Science Study). These studies measure student literacy grade of reading, math and science in all the earth. Organization Programme for International Student Assessment (PISA) assesses the ability of reading, math, and science field. PISA survey organization does not only measure the student ability in solving problems or operating technique. The survey assesses the students' skills in problem solving, which includes identifying and analyzing problems, formulating reasons and communicating their ideas to others. The results of the PISA survey report in 2006, Indonesia was at 52nd rank of 57 participating countries in science. In the last PISA test 2012, Indonesia ranked 64 of 65 participant’s countries, whereas in the last TIMSS test 2011, Indonesia ranked 36 of 40 ( TIMSS, 2011). The result of the PIRLS report that the student of Indonesia can understand only 30 % of the material because they felt difficulties to answer the text questions that need understanding and analyzing. International studies report the student of Indonesia are still lower ranking than Singapore ( TIMSS, 2007). The availability of textbook will give the impact students learning outcomes.

Related to the issue of school textbooks, the government through the National Education Standards Agency (BSNP) control book by assessment. The purpose of textbooks assessment is providing textbooks that are suitable to be used to improve the quality national education, improve the quality resource of Indonesia textbook, protect learners from books that are not qualified, and increasing interest of reading. The Governments’ Regulation (No.19/2005 chapter 43 chapter (5) : “ Quality of textbooks must fulfill four elements of feasiblity, namely the feasibility of the content, the presentation of the feasibility, feasibility of language, and the feasibility of graphic, they are valued by BSNP. Standart feasibility content of textboook according to BSNP the material must support Competency Standard and Basic Competency of the lesson. The content

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feasibility of textbook can be valued of the completing, width and depth materials.

The completeness, breadth and depth of materials are most important necessary in a textbook, because it indicates how is greater the understanding of student to learn the material. based on the result of Tekkaya. et all. (2001) In Turkey, the student felt difficulties in learning process about Body System, for example the Circulatory system. So that’s why, understanding of Circulatory System conception have to pay attention to the width, depth and up to date of the materials so that students are able to know more about materials and easy to understand.

Based on the background, the writer wants to know the quality of indonesia textbook in three books in different publisher with textbook that published in Cambridge by the identification of completeness, breadth and depth use each countries curriculum. There are three textbooks of Indonesia as the comparison to know which one of the textbook is better to use and compare it to the Biology Textbook Cambridge’s publisher. Does the quality of textbook that public in Cambridge country is better than indonesia textbook based on each curriculum? Therefore, the writer choose to do the research by lifting the title research “The Completeness, Breadth and Depth : A Comparison between Indonesian and Cambridge High School Biology Textbooks for Circulatory System“.

1.2 Problem Identification

Based on the background research, the comparison research of Biology Textbook of Indonesia with Biology Textbook Cambridge Publication by using each curriculum are still rare. Therefore, the writer wants to do research to compare completeness, breadth, and depth of Biology Textbooks Senior High School In Indonesia with Biology Textbook Cambridge Publication On Topic Circulatory System“.

4

1.3 Research Scope

The limitation of this research are:

1. Comparing the Biology textbook of Indonesia with Cambridge Biology Textbook’s publisher.

2. This research use syllabus of each textbook’s publishers as a standard to analyze the completeness, breadth, and depth biology textbook senior high school in Indonesia and Cambridge Biology Textbook’s publisher.

3. There are there textbooks of Indonesia, namely Erlangga, Esis and BSE textbooks’ publishers and one biology textbook that published by Cambrigde.

4. The concept that will be discussed is Circulatory System.

1.4 Research Question

Based on the background of this research, the problems formulation are: 1. Which textbook discuss about Circulatory System is more complete? 2. Which textbook discuss about Circulatory System is breadther? 3. Which textbook discuss about Circulatory System is deeper?

1.5 The Objectives of Research

The objectives of this research are:

1. To know which textbook discuss about Circulatory System is more complete.

2. To know which textbook discuss about Circulatory System is breadther. 3. To know which textbook discuss about Circulatory System is deeper.

1.6 The Significance of Research

The significance of this research are: 1. For Teachers:

a. The teacher gets the information about the width, depth and recency biology textbook senior high school in Indonesia.

5

b. For helping teacher to choose textbook that is suitable with criteria based on Curriculum.

2. For Authors :

a. The authors get the information about the width, depth and recency biology textbook senior high school in Indonesia with criteria based on curriculum.

b. For helping the authors to edit Biology textbook based on curriculum. 3. For Students:

a. For helping students to understand deeper about the materials in the Biology textbook.

33

CHAPTER V

CONCLUSION AND RECOMMENDATION

5.1 Conclusion

Based on the four Biology Textbooks analysis about the completeness, breadth and depth aspects, can be concluded that:

1. For the completeness aspect of the four textbooks, all textbooks are grouped very good . The textbooks have the content that involves all materials in Standard Competence and Basic Competence.

2. For the breadth aspect of the four textbooks, all textbooks all textbooks are grouped very good. The textbooks have the content that is provided reflects the explanation which support the Basic Competence.

3. For the depth aspect of the four textbooks, all textbooks all textbooks are grouped very good. The textbooks have the content that comprises Introduction, Definition, Output display, Example, Case, Exercise, Procedure and Accordance with syllabus.

5.2 Recommendation

Based on the four Biology textbook analysis can be given recommendation:

1. To obtain the best quality of the textbook and related to the curriculum is better to be done the best selection by using analysis, namely analysis for the completeness, breadth and depth aspect.

2. For the using book is better reflects the object of book priority based on the feasibility aspect of book that related to the curriculum, so the teacher and student are easier to do learning process.

3. Based on the four textbooks analysis is hopefully become the basic to the next researcher to do research for another textbook’s publishers.

34

REFERENCES

Aryulina D. 2007. Biologi SMA kelas XI. Erlangga esis, Jakarta.

Blystone, R. V.1989. Biology learning based on illustrations. In National Research Council, Fulfilling the promise: Biology education in the

nation’s schools (p.27). Washington, DC: National Academy Press.

Brammer, M. (1967). Textbook Publishing. In Grannis, C.B. (ed.). What happens in Textbook Publishing. Cited in Laspina, J A (1998). The visual turn and transformation of the textbook. New Jersey: Lawrence Erlbaum Associate, Inc., Publisher

Brown, H.D.1994. Principles of Language Learning and Teaching. London: Prentice-Hall, Inc.

BSNP( Badan Standar Nasional Pendidikan). 2006. Instrumen Penilaian Tahap II Buku Teks Pelajaran Biologi SMA/MA. Jakarta: Departemen Pendidikan Nasional.

Cobanoğlu, E. O., Sahin, B., & Karakaya, C. 2009. Examination of the biology textbook for 10th grades in high school education and the ideas of the pre-service teachers. Procedia Social and Behavioral Sciences, 1, 2504 - 2512. Deighton, Lee C. 1971. Encyclopedia of Education. New York: Crowell-Collier

Education Corporations.

Florida University Department of Education 2008. Priorities for evaluating instructional materials: Research update. Retrieved from http://www.fldoe.org/asp/naep/

Garvin, D.A. (1988). Managing Quality: The Strategic and Competitive Advantage. New York: Free Press.

Haury, D.L. 2000. High school biology textbooks do not meet national standards. Eric Document: ED463949.

Jones Mary, et all, 2014, Cambridge International AS and A Level Biology Course book Fourth Edition. Cambridge University Press, United Kingdom.

35

Kalmus, V. (2004). What do pupils and textbooks do with each other?: Methodological problems of research on socialization through educational media, Journal of Curriculum Studies, 36(3), 469-485.

Kuechle, J. 1995. The last word in biology textbooks. The American Biology Teacher, 57 (4), 208-210.

Leonard, W. H. & Chandler, P. M. 2003. Where is the inquiry in Biology Textbooks? The American Biology Teacher, 65 (7), 485-487.

Mukundan, J. & Ahour, T. 2010. A review of textbook evaluation checklists across four decades .In best practice (pp. 336-352). London: Continuum. Muljono Pudji, 2010. Kegiatan Penilaian Buku Teks Pelajaran Pendidikan Dasar

dan Menengah.

Muslich, M. 2008. Dasar-dasar Pemahaman, Penulisan, Pemakaian Buku Teks, dan Penilaian Buku Teks. Jakarta: Bumi Aksara.

Mustapha, G. (2008). A Reflection of the Revised Syllabus Translated in Textbooks. Journal of International Management Studies, 3(1) pp. 162-169.

Pallo, G. (2006). Encyclopedia as Textbook. Science & Education, 15, 779–799. Pratiwi, D. A. 2006. Biologi untuk SMA Kelas XI. Erlangga, Jakarta.

Purnomo. 2009. Biologi untuk Kelas XI SMA dan MA. Pusat Perbukuan Departemen pendidikan, Jakarta.

Richard, Tung and Ng. 1993. Beyond the text book: the role of commercial materials in language teaching. RELC Journal, 24/1. Hlm. 1-14. Salomon, Berg , Martin.2008. Biology eight edition.USA.

TIMSS.2011. Trends in international mathematics and science study, International Associations for the Evaluation of Educational achievement, From http://timss.bc.edu/timss2011

TIMSS.2007. Trends in international mathematics and science study, International Associations for the Evaluation of Educational achievement, From http://timss.bc.edu/timss2007/intl_reports.html

ii

BIOGRAPHY

Dahlia Gultom was born in Pangaribuan, on August 3rd 1994. She is the

second child of four belovers. Her father’s name is Jabatahi Gultom and mother’s

name is Rostina Simangunsong. Now, she lives in Medan. While, her parents live in Pangaribuan. She started her school at SD NEGERI 1 Batunadua in 2001. In 2007, she graduated from elementary school and continued in Junior High School at SMP NEGERI 2 Pangaribuan. After she finished her studying in SMP, in 2010 years ago she got her next studying in Senior High School at SMA NEGERI 1 Pangaribuan. In 2012, she was graduated and continued her studying by following SNMPTN. She was accepted in a university in Medan, namely Stated University of Medan. She choosed Biology department, Bilingual Biology Education study program at University of Medan.

During studying at University of Medan, she had worked started from the second semester. She became a private teacher in a institude, namely at Prodim Education. She had experience to teach several students grade started from elementary schoool till senior high school. She love to teach. At semester 7, she got PPL at Berastagi, exactly SMA NEGERI 1 Berastagi. She enjoyed her experience to teach. At last, for the eighth semester she begun to make a thesis to fulfill the requirement for degree of Sarjana Pendidikan, she have a title, namely

“The Completeness, Breadth and Depth : A Comparison between Indonesian and

Cambridge High School Biology Textbooks for Circulatory System”. It is an

interested title of her thesis. She was very like the process when compiling her thesis.

1.3 Research Scope

The limitation of this research are:

1. Comparing the Biology textbook of Indonesia with Cambridge Biology Textbook’s publisher.

2. This research use syllabus of each textbook’s publishers as a standard to analyze the completeness, breadth, and depth biology textbook senior high school in Indonesia and Cambridge Biology Textbook’s publisher.

3. There are there textbooks of Indonesia, namely Erlangga, Esis and BSE textbooks’ publishers and one biology textbook that published by Cambrigde.

4. The concept that will be discussed is Circulatory System.

1.4 Research Question

Based on the background of this research, the problems formulation are: 1. Which textbook discuss about Circulatory System is more complete? 2. Which textbook discuss about Circulatory System is breadther? 3. Which textbook discuss about Circulatory System is deeper?

1.5 The Objectives of Research

The objectives of this research are:

1. To know which textbook discuss about Circulatory System is more complete.

2. To know which textbook discuss about Circulatory System is breadther. 3. To know which textbook discuss about Circulatory System is deeper.

1.6 The Significance of Research

The significance of this research are: 1. For Teachers:

a. The teacher gets the information about the width, depth and recency biology textbook senior high school in Indonesia.

b. For helping teacher to choose textbook that is suitable with criteria based on Curriculum.

2. For Authors :

a. The authors get the information about the width, depth and recency biology textbook senior high school in Indonesia with criteria based on curriculum.

b. For helping the authors to edit Biology textbook based on curriculum. 3. For Students:

a. For helping students to understand deeper about the materials in the Biology textbook.

CHAPTER V

CONCLUSION AND RECOMMENDATION

5.1 Conclusion

Based on the four Biology Textbooks analysis about the completeness, breadth and depth aspects, can be concluded that:

1. For the completeness aspect of the four textbooks, all textbooks are grouped very good . The textbooks have the content that involves all materials in Standard Competence and Basic Competence.

2. For the breadth aspect of the four textbooks, all textbooks all textbooks are grouped very good. The textbooks have the content that is provided reflects the explanation which support the Basic Competence.

3. For the depth aspect of the four textbooks, all textbooks all textbooks are grouped very good. The textbooks have the content that comprises Introduction, Definition, Output display, Example, Case, Exercise, Procedure and Accordance with syllabus.

5.2 Recommendation

Based on the four Biology textbook analysis can be given recommendation:

1. To obtain the best quality of the textbook and related to the curriculum is better to be done the best selection by using analysis, namely analysis for the completeness, breadth and depth aspect.

2. For the using book is better reflects the object of book priority based on the feasibility aspect of book that related to the curriculum, so the teacher and student are easier to do learning process.

3. Based on the four textbooks analysis is hopefully become the basic to the next researcher to do research for another textbook’s publishers.

REFERENCES

Aryulina D. 2007. Biologi SMA kelas XI. Erlangga esis, Jakarta.

Blystone, R. V.1989. Biology learning based on illustrations. In National Research Council, Fulfilling the promise: Biology education in the nation’s schools (p.27). Washington, DC: National Academy Press.

Brammer, M. (1967). Textbook Publishing. In Grannis, C.B. (ed.). What happens in Textbook Publishing. Cited in Laspina, J A (1998). The visual turn and transformation of the textbook. New Jersey: Lawrence Erlbaum Associate, Inc., Publisher

Brown, H.D.1994. Principles of Language Learning and Teaching. London: Prentice-Hall, Inc.

BSNP( Badan Standar Nasional Pendidikan). 2006. Instrumen Penilaian Tahap II Buku Teks Pelajaran Biologi SMA/MA. Jakarta: Departemen Pendidikan Nasional.

Cobanoğlu, E. O., Sahin, B., & Karakaya, C. 2009. Examination of the biology textbook for 10th grades in high school education and the ideas of the pre-service teachers. Procedia Social and Behavioral Sciences, 1, 2504 - 2512. Deighton, Lee C. 1971. Encyclopedia of Education. New York: Crowell-Collier

Education Corporations.

Florida University Department of Education 2008. Priorities for evaluating instructional materials: Research update. Retrieved from http://www.fldoe.org/asp/naep/

Garvin, D.A. (1988). Managing Quality: The Strategic and Competitive Advantage. New York: Free Press.

Haury, D.L. 2000. High school biology textbooks do not meet national standards. Eric Document: ED463949.

Jones Mary, et all, 2014, Cambridge International AS and A Level Biology Course book Fourth Edition. Cambridge University Press, United Kingdom.

Kalmus, V. (2004). What do pupils and textbooks do with each other?: Methodological problems of research on socialization through educational media, Journal of Curriculum Studies, 36(3), 469-485.

Kuechle, J. 1995. The last word in biology textbooks. The American Biology Teacher, 57 (4), 208-210.

Leonard, W. H. & Chandler, P. M. 2003. Where is the inquiry in Biology Textbooks? The American Biology Teacher, 65 (7), 485-487.

Mukundan, J. & Ahour, T. 2010. A review of textbook evaluation checklists across four decades .In best practice (pp. 336-352). London: Continuum. Muljono Pudji, 2010. Kegiatan Penilaian Buku Teks Pelajaran Pendidikan Dasar

dan Menengah.

Muslich, M. 2008. Dasar-dasar Pemahaman, Penulisan, Pemakaian Buku Teks, dan Penilaian Buku Teks. Jakarta: Bumi Aksara.

Mustapha, G. (2008). A Reflection of the Revised Syllabus Translated in Textbooks. Journal of International Management Studies, 3(1) pp. 162-169.

Pallo, G. (2006). Encyclopedia as Textbook. Science & Education, 15, 779–799. Pratiwi, D. A. 2006. Biologi untuk SMA Kelas XI. Erlangga, Jakarta.

Purnomo. 2009. Biologi untuk Kelas XI SMA dan MA. Pusat Perbukuan Departemen pendidikan, Jakarta.

Richard, Tung and Ng. 1993. Beyond the text book: the role of commercial materials in language teaching. RELC Journal, 24/1. Hlm. 1-14. Salomon, Berg , Martin.2008. Biology eight edition.USA.

TIMSS.2011. Trends in international mathematics and science study, International Associations for the Evaluation of Educational achievement, From http://timss.bc.edu/timss2011

TIMSS.2007. Trends in international mathematics and science study, International Associations for the Evaluation of Educational achievement, From http://timss.bc.edu/timss2007/intl_reports.html

BIOGRAPHY

Dahlia Gultom was born in Pangaribuan, on August 3rd 1994. She is the

second child of four belovers. Her father’s name is Jabatahi Gultom and mother’s

name is Rostina Simangunsong. Now, she lives in Medan. While, her parents live in Pangaribuan. She started her school at SD NEGERI 1 Batunadua in 2001. In 2007, she graduated from elementary school and continued in Junior High School at SMP NEGERI 2 Pangaribuan. After she finished her studying in SMP, in 2010 years ago she got her next studying in Senior High School at SMA NEGERI 1 Pangaribuan. In 2012, she was graduated and continued her studying by following SNMPTN. She was accepted in a university in Medan, namely Stated University of Medan. She choosed Biology department, Bilingual Biology Education study program at University of Medan.

During studying at University of Medan, she had worked started from the second semester. She became a private teacher in a institude, namely at Prodim Education. She had experience to teach several students grade started from elementary schoool till senior high school. She love to teach. At semester 7, she got PPL at Berastagi, exactly SMA NEGERI 1 Berastagi. She enjoyed her experience to teach. At last, for the eighth semester she begun to make a thesis to fulfill the requirement for degree of Sarjana Pendidikan, she have a title, namely

“The Completeness, Breadth and Depth : A Comparison between Indonesian and

Cambridge High School Biology Textbooks for Circulatory System”. It is an

interested title of her thesis. She was very like the process when compiling her thesis.