A Content Analysis of English Textbook "When English Rings a Bell" Used in First Grade Junior High School Base on Curriculum 2013

A CONTENT ANALYSIS OF ENGLISH TEXTBOOK “WHEN
ENGLISH RINGS A BELL” USED IN FIRST GRADE JUNIOR
HIGH SCHOOL BASED ON CURRICULUM 2013

MANSYURAH SADIQAH
109014000047

DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2016

A CONTENT ANALYSIS OF ENGLISH TEXTBOOK “WHEN
ENGLISH RINGS A BELL” USED IN FIRST GRADE JUNIOR
HIGH SCHOOL BASED ON CURRICULUM 2013

A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers’ Training in Partial Fulfilment
of the Requirement for the Degree of S.Pd. (S-1)
in English Language Education

By
MANSYURAH SADIQAH
109014000047

DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2016

ABSTRACT

Mansyurah Sadiqah, 2016, A Content Analysis of English Textbook “When
English Rings a bell” Used in First Grade Junior High School Based on
curriculum 2013, “skripsi” of English education at Faculty of Tarbiyah and
Teachers’ Training of Syarif Hidayatullah State Islamic University Jakarta,
2016.
Advisor: Drs. Sunardi Kartowiasastro, Dipl.Ed.
Ertin, M.A.TESOL

Keywords: Content Analysis, English Textbook, First Grade Junior High School,
Curriculum 2013.
The purpose of this study is to know and describe the feasibility of content
of English textbook “When English Rings a Bell” used in Junior high school,
based on curriculum 2013, using the rubric assessment from BSNP, education
national standard board. The result of the study is expected to help both teacher
and publisher to get better information about the content of a textbook and can
make an effort to fulfil the requirement of a national standard textbook if there is
any lack of needed content.
The English textbook “when English Rings a Bell” contains 11 chapters as
the population, and the writer use 6 chapters as samples. The writer use qualitative
method specifically document analysis. The research instrument is the writer
herself and the data collected from English textbook “When English Rings a Bell”
for junior high school grade VII and document of curriculum 2013.
The result of this research shows that only 68.75% materials in English
textbook “When English Rings a Bell” fulfil the feasibility of content
requirement. 33 categories out of 48 obtain the score 4. 2 categories obtain the
score 3 and 13 categories obtain score 1.

iv

ABSTRAK

Mansyurah Sadiqah, 2016, Analisis konten buku teks bahasa Inggris “When
English Rings a Bell” yang digunakan oleh sekolah menengah pertama kelas
VII berdasarkan kurikulum 2013. Skripsi jurusan Pendidikan Bahasa
Inggris, Fakultas Tarbiyah dan keguruan, Universitas islam Negeri Syarif
Hidayatullah. Jakarta, 2016.
Advisor: Drs. Sunardi Kartowiasastro, Dipl.Ed.
Ertin, M.A.TESOL

Kata Kunci: Analisis konten, buku teks bahasa Inggris, sekolah menengah
pertama kelas VII, kurikulum 2013.
Penelitian ini bertujuan untuk menbetahui dan mendeskripsikan kelayakan
isi konten buku teks bahasa Inggris “When English Rings a Bell” yang digunakan
oleh sekolah menengah pertama, kelas VII berdasarkan kurikulum 2013, dan juga
untuk mengetahui jika buku teks ini memenuhi persyaratan standar kelayakan isi
BSNP, badan Standar Nasiobal Pendidikan. Hasil penelitian ini di harapkan dapat
membantu para guru dan penerbit buku untuk mendapatkan informasi yang lebih
baik tentang konten sebuah buku teks dan dapat berusaha untuk memenuhi
persyaratan buku teks berstandar nasional jika ada kekurangan isi materi yang
diperlukan.
Buku bahasa Inggris “When English Rings a Bell” mengandungi 11
babsebagai polulasinya, penulis menggunakan 6 bab sebagai sampel. Penulis
menggunakan metode kualitatif, spesifik analisis dokumen. Instrumen penelitian
adalah penilaian dari penulis sendiri dan data di peroleh dari buku teks bahasa
Inggris “When English rings a Bell” untuk sekolah menengah pertama kelas VII
dan dokumen kurikulum 2013.
Hasil penelitian ini menunjukkan hanya 68.75% materi buku teks bahasa
Inggris (When English Rings a Bell” memenuhi persyaratan kelayakan isi. 33
kategori mendapat nilai 4. 2 kategori mendapat nilai 3 dan 13 kategori mendapat
nilai 1.

v

ACKNOWLEDGEMENT

In the name of Allah, The Beneficent and The Merciful
All praises be to Allah for the blessing and guidance given to the writer for
finally completing this research paper. Peace and blessing be upon to Prophet
Muhammad SAW, his family, companion and adherence.
It is an honour that the writer could finally complete a skripsi entitled A
Content Analysis of English Textbook “When English Rings a Bell” used in First
Grade Junior High School Based on Curriculum 2013. She dedicated this skripsi
to her beloved parents and husband for being a strong pillar of support in
completing this research. Deep gratitude to both of her advisors Drs. Sunardi
Kartowisastro, Dipl.Ed and Ertin, M.A.TESOL for the guidance, patience and
motivation for the writer to accomplish this skripsi. In this occasion, the writer
would like to give the deepest gratitude and salute to:
1. Prof. Dr. Ahmad Thib Raya, M.A as the dean of Faculty of Tarbiyah and
Teachers’ Training Syarif Hidayatullah State Islamic University, Jakarta.
2. The head Department of English Education, Dr. Alek, M.Pd. and secretary of
Department of English Education, Zaharil Anasy, M.Hum.
3. All lecturers in Department of English Education for the valuable knowledge,
motivation and guidance during the writer’s study.
4. Parents of the writer, Mr. Syamsuddin and Mrs. Amatul Halim for the endless
support, encouragement, sacrifices and prayers for the sake of the writers’
success.
5. Beloved husband, Nasir Ahmad for his patience, encouragement and love.

vi

6.

All supportive classmates of class B in Department of English Education.
Thank you for the memorable moments. A warm gratitude to Amalia Putri,
Wiwin Winingsih and Utari Prabawati for being a good friend and
roommates.

7. Big family of UKM Bahasa-FLAT UIN Jakarta who has been great friends
and give so many wonderful experiences in university life.
8. To anyone who has contributed for the completion of the writer’s study who
cannot be mentioned one by one.
Jakarta, July 22nd 2016

Mansyurah Sadiqah

vii

TABLE OF CONTENTS

APPROVAL LETTER………………………………………………………..…i
ENDORSEMENT SHEET………………………………………………….......ii
CERTIFICATION OF ORIGINALITY…………………………………..…..iii
ABSTRACT…………………………………………………………………..…iv
ACKNOWLEDGEMENT…………………………………………………..….vi
TABLE OF CONTENT……………………………………………………......viii
LIST OF TABLES…………………………………………………………….…x
LIST OF APPENDICES………………………………………………….……xii
CHAPTER I: INTRODUCTION…………………………………………..…..1
A. Background Study………………………………….……..…. 1
B. Focus of the Research……………………………….…….......2
C. Research Question………..………………………….…..……2
D. Purpose of the Study……………………………….…..……..3
E. Significance of the Study………………………….……..…...3

CHAPTER II: THEORETICAL FRAMEWORK……………….….…….….4
A. Textbook...................................................................................4
1. The Definition of Textbook………………..…….…..….…4
2. The Function of Textbook………………………….….......5
3. How to Analyse Textbook……………………………..…..7
4. Rubric Assessment of Textbook……………………...…....8
B. Curriculum……………………………………………..….…22
viii

1. Definition of Curriculum…………………….….………...22
2. Curriculum 2013……………………….….……….……..23
CHAPTER III: RESEARCH METHODOLOGY……………………….......26
A. Design of the Study……………………………………......26
B. Instrument of the Study…………………………………....26
C. Procedure of Analysis……………………………………...27
D. Technique of Data Analysis……………………………….27
CHAPTER IV: RESEARCH FINDING AND INTERPRETATION….…..28
A. Research Findings…………………………………………28
B. Interpretation………………………………………………45
CHAPTER V: CONCLUSION AND SUGGESTION………………………46
A. Conclusion……………………………………….…….……46
B. Suggestion……………………………………….…….…….46
1. For Teacher………………………………….……..……...46
2. For Publisher……………….……………………..……….46
REFERENCES…………………………………………………………….…..47
APPENDICES………………………………………………………….……....49

ix

LIST OF TABLES

Table 2.1

Core competence and basic competence of English subject………7

Table 2.2

Component of feasibility of content……………………………...13

Table 2.3

Rubric assessment for English textbook ………………………...18

Table 4.1

Feasibility of content chapter 1 “How Are You?” ………………28

Table 4.2

Feasibility of content chapter 2 “It’s Me” ……………………….31

Table 4.3

Feasibility of content chapter 3 “It’s my Birthday”…………...…34

Table 4.4

Feasibility of content chapter 4 “I Love People Around Me” …..37

Table 4.5

Feasibility of content chapter 5 “How Many Pets Do You Have?”
…………………………………………………………………...39

Table 4.6

Feasibility of content chapter 6 “Let’s Listen to the Song” …….42

Table 4.7

Feasibility of content frequency tables…………………………..44

x

LIST OF APPENDICES

Appendix 1

Instrumen 1 Penilaian Buku Teks pelajaran Bahasa
Inggris SMP…………………………………………………..…..49

Appendix 2

Deskripsi Butir Instrumen 1 Penilaian Buku Teks
Pelajaran bahasa Inggris SMP……………………………….…...51

Appendix 3

Buku Teks Bahasa Inggris “When English Rings a Bell”……..…57

xii

1

CHAPTER I
INTRODUCTION

A.Background Study
Englishhas been one of the most taught foreign languages in Indonesian
formal school. Its urgency had been justified by many programs and plans carried
out by the national education department. Despite the banishment of international
standardized school throughout the nation, English subject still remains intact as
one of the national curriculum. To fulfil the needs of learning English, there are
various textbooks available for the use of both teacher and student.
Textbook is one of the most important media for teacher as well as student.
With the aid of textbook, teacher could plan teaching material systematically and
efficiently as textbook provides aim and goal for each lesson. The teacher could
prepare and develop learning materials and class activities effectively. As for
student, textbook can help them as reference in learning so that they’re able to do
self study outside the school session.
The importance of textbook in teaching and learning process makes it
crucial for the teacher to select appropriate textbook for the student as there are
various English books published by many publishing companies. The teacher
needs to be careful in choosing the appropriate one. The content has to be in
conformity with the current curriculum as well as the aim and goal for students to
achieve.
Recently, the curriculum has been changed to curriculum 2013. This
curriculum has significant difference from the previous KTSP (School Based –
Level Curriculum)there are increases in classroom session but decreases in basic
competence or KD. Because the learning session is more to student centred,
learning session requires more time as student needs to practice more in inquiring,

2

associating, delivering, and communicating.

1

Moreover, the content of

curriculum2013 focuses more in developing student’s skill in communication and
using English or in other word productive skill as they will learn to use the
knowledge in daily life.
With the guidelines included in curriculum 2013, it is important for a
textbook used to be in conformity with the base competence,KD listed in the
current curriculum and rubric assessment from education national standard
board,BSNP. For the research, the writer is interested in analyzing the content of
textbook used in the First grade junior high school with the title “When English
Rings a Bell” published by Ministry of Education and Culture of Indonesia to find
out if it fulfils the requirement in current curriculum 2013. This textbook is
chosen because it is used by Al-Kautsar junior high school where the writer had
spent four months doing her teaching internship, or PPKT (Praktek Profesi
Keguruan Terpadu). The writer would like to make an analysis of the content of
this textbook with the title A Content Analysis of English Textbook “When
English Rings a Bell” used in first grade junior high school based on
curriculum 2013.
B. Focus of the Research
The research focused on the material in “When English Rings a Bell”
textbook and figure out if it comply the requirement specified in base competence
or KD (Kompetensi Dasar) of curriculum 2013

C. Research Question
The formulation of the problem stated as: Are materials in English
textbook “When English Rings a Bell” fulfil the feasibility of content requirement
specified in curriculum 2013?

1

SMP, p.4.

Kementerian Pendidikan dan Kebudayaan 2013, Kurikulum 2013, Kompetensi Dasar

3

D. Purpose of the Study
The main purposes of the study are to find out and describe the feasibility
of content of “When English Rings a Bell” textbook based on the requirement of
the current curriculum 2013.

E. Significance of the Study
The result of the study is hoped to be useful for teacher to have new
information about the content of “When English Rings a Bell”textbook to be used
in the classroom and able to make sure that the textbook is in comply with the
current curriculum. The ministry of education is also likely to find the result of
this research useful, as if any flaws detected, they can find a way to develop and
evaluate the textbook. As the textbooks published by them are expected to be an
example for other publishing companies.

4

CHAPTER II
THEORETICAL FRAMEWORK

Content analysis is a method of data analysis. It concerns language
material which already exists in a finished form. One of the purposes of content
analysis is to interpret and evaluate. 2
The theoretical foundation of qualitative content used in this study related
to communication science. Document is seen as a form of communication which
contains material or information intended for the reader. 3
Throughout the recent debate on National examination, it was said that
students in the suburbs and inland lack the access to latest technology in education,
but they are expected to face the same exam as the students from urban areas.
What is so called equality in learning assessment; however it seems to be unfair.
But as long as the exam is truly based on the curriculum used at the moment then
the textbook plays a very important role.

A. Textbook
1. The Definition of Textbook
Textbook is a form of published printed material most commonly used as
teaching and learning media in schools or any educational institution. It is one of
the most important media in learning and teaching process as it serves as a source
and guideline to both students and teacher.
For language learning, Richards mentioned that textbooks serve as the basis for
much of the language input since learners receive and provide the content of the
lessons, the balance of skills taught and the kinds of language practice the students

2

Phillip Mayring, Qualitative Content Analysis; Theoretical Foundation, Basic procedures
and Software Solution (Klagenfurt, 2014) , p. 56.
3
Ibid., p. 19.

5

take part in. 4 This explains why at all levels of language learning textbook is still
taken as important resource among students.
On the other hand, Mudzakir concludes that a textbook can be considered as
schoolbook, course book, work book or subject book used in school or
educational institution complemented with materials for exercise as the students
reference book. 5
It can be inferred that textbook is a published printed material that serve as a
source and guideline for teachers and students which contain exercises and
reference in the form of schoolbook, course book workbook or subject book.

2.

The Function of Textbook
A good textbook is very crucial for both teacher and student. For teacher, it

serves as a guide for each lesson. Textbook for language learning consists of
several chapters. Each chapter will discuss different types and level of language
skill. This will help both student and teacher focus on materials they will teach or
learn. Textbook not only can provide general ideas for teacher to develop
activities suitable for every topic, but also give a brief view for student on what
they should expect for next learning session and at the same time serve as their
reference for practices.
Richards stated that in certain situation, textbook is a form of teacher
training as they give guidelines for ideas and plans on teaching format that teacher
can use. As for students textbook provides as source of contact with the language
they are learning apart from teacher’s input. 6
As a resource in achieving aims and objectives that have been set in terms
of learners need, Cunningsworth listed a few roles textbook can serve as in ELT;
a.

A resource for presentation material (spoken and written)

b.

A source of activities for learner practice and communicative interaction

4

Jack C. Richards, The Role of Textbook in a Language program, March 2015, p.
1,(http//www.professorjackrichards.com/pdfs/role-of-textbook.pdf)
5
Mudzakir AS, Penulisan Buku Teks Yang berkualitas,March 2015,p.4,
(http//www.upi.edu)
6
Jack C. Richards, loc.cit

6

c.

A reference source for learners on grammar, vocabulary, pronunciation,
etc.

d.

A source of stimulation and ideas for classroom language activities

e. A syllabus (where it reflects learning objectives which have already been
determined)
f. A resource for self-directed or self-access work
g. A support for less experienced teachers who have yet to gain in confidence
Textbook can also be considered as teacher’s partner. The partnership
between teacher and a textbook is at its best when it shares common goals and
each side brings it special contribution. The aim of the textbook also should
closely correspond to the teacher’s aim so both can seek to meet the needs of
learners. 7
It can be concluded that a textbook can help both teacher and learner to
reach their aims and adjectives in language learning, but to the extent where the
textbook serve them to reach the goals. “It is generally accepted that the role of
course book is to be at the service of teachers and learners but not to be their
master” 8

3.

How to Analyze Textbook
Because the textbookanalyzed by the writer is made for Indonesian student,

thus the writer will use the guidelines and instrument from BSNP to analyze the
content of “When English Rings a Bell” textbook. There are three components
that can be evaluated in a textbook assessment;
a. Feasibility of content
1. The compatibility of materials with core of competenceand base
competence
2. The accuracy of the materials
3. The learning supporting materials

7

Alan Cunningsworth, Choosing Your Coursebook (Oxford: Heinemann Publishers,1995),

p. 5.
8

Ibid.

7

b. Feasibility of presentation
1. The technique of presentation
2. Learning presentation
3. Supporting technique of presentation
c. Feasibility of language
1. The appropriateness with learners’ development level
2. Communicative
3. Coherency and unity of concept 9
For this research, the writer will only analyze the feasibility of content
because it covers the analysis of compatibility with the core of competence and
base competent of a textbook which is the most appropriate with the intended
content analysis.

1. Rubric Assessment of Textbook
The huge numbers of textbook available in the market make it crucial for
both teacher and learner to choose the right textbook based on their need. For that,
education national standard board, BSNPhave released assessment instrument
form to help teachers choosing the right textbook. In this case the textbook that
match the standard of core of competence,KI and base competence, KD Junior
High School English grade VII.
Table 2.1
Core Competence and Basic Competence of English Subject Grade VII
CORE COMPETENCE

BASIC COMPETENCE

1. Respect and understand the Being grateful for the opportunities to learn
teaching of their religion.

English language as international
communication medium.

9

Standar Penilaian Buku Teks Bahasa Inggris SMP/MTS. Pusat Kurikulum dan
Perbukuan. 2006.

8

CORE COMPETENCE

2. Respect and understand

BASIC COMPETENCE

2.1 Values polite behaviour and caringin

honesty, discipline,

making interpersonal communication

responsibility, caring

with teachers and friends.

(tolerance, teamwork),
polite, confident in
interacting effectively with
their social and natural
environment within reach of
their association and
existence

2.2 Values honesty, discipline, confidence
and responsibility in making
transactional communication with
teachers and friends.
2.3 values sense of responsibility, caring,
cooperation, and peace loving in making
functional communication

3. Understand

3.1 Understand spoken texts such as

knowledge(facts, concepts,

greetings, excuses, thanks, and apology

and procedures) based on

to build personal connection with other

their curiosity in

people within school and house

knowledge, technology, art,

surroundings.

culture related to
phenomena and real life
events.

3.2 Understand the purpose, text structure,
and language element from spoken and
written text for self introduction, brief
and simple.
3.3 Understand the purpose, text structure
and language element to name the days,
months, and time of the day, time in
numeral form, dates and years.
3.4 Understand the purpose, text structure
and language element from spoken and

9

written text of self identity, brief and
simple.
3.5 Understand the purpose, text structure,
and language element from spoken and
written text to identify the name and
numbers of animals, things and public
buildings closely related to student’s
lives.
3.6 Understand the purpose, text structure
and language element from specific text
in the form of label and list.
3.7 Understand the purpose, text structure
and language element from spoken and
written text to identify characteristics of
a person, animals and things.
3.8 Understand the purpose, text structure
and language element from spoken and
written text to identify
behaviour/action/function of
person/animals/things.
3.9 Understand the purpose, text structure
and language element from specific text,
spoken and written in the form of
instruction, signor short notice,
warning/caution, brief and simple.
3.10 Understand the purpose, text structure
and language element from descriptive
text, spoken and written about persons,

10

animals and things, brief and simple.
3.11 Understand the message in a song
4. Attempting, processing, and 4.1 Composing spoken text to say and
presenting concretely

respond to greetings, excuses, gratitude

(using, analyzing, building,

and apology, with the correct and proper

modifying, and making)

context of language element.

and abstract (writing,
reading, calculating,
drawing and composing) in
accordance to what have
been learned in school and
other sources which shares
the common views/theories

4.2 Composing spoken and written text to
make and respond to self introduction,
brief and simple by taking notice of
purpose, text structure, and language
element precise and proper with the
context.
4.3 Composing spoken and written text to
name the days, months, time of the day,
time in numeral form, dates and years,
with the correct language element and
proper with context.
4.4 Composing spoken and written text to tell
the student’s origins brief and simple by
taking notice of the purpose and text
structure with the correct language
element and proper with context.
4.5 Composing spoken and written text to tell
the name of animals, things and public
buildings that closely related to student’s
daily lives with the correct language
element and proper with context.

11

4.6 Composing written text to make labels
and list, with the correct language
element and proper with context.
4.7 Composing spoken and written text to
identify characteristics of persons,
animals and things, with the correct
language element and proper with
context.
4.8 Composing spoken and written text to
identify behaviour/action/and function of
persons, animals, and things, with the
correct language element and proper
with context.
4.9 Composing specific text in the form of
instruction, short notice,
warning/caution, spoken and written,
brief and simple by taking notice of
purpose, text structure, the correct
language element and proper with
context.
4.10 Comprehend the meaning in instruction
text, short notice, warning/caution, in
spoken and written forms.
4.11 Composing spoken and written
descriptive text brief and simple, about
persons, animals and things by taking
notice of purpose, text structure and
language element, correctly and proper

12

with context.
4.12 Comprehend the meaning in descriptive
text, spoken and written, brief and
simple.
4.13 Comprehend the message in a song

The textbooks developed for grade VII are expected to have these criteria;
a. Developing the ability to use English language in spoken and written form for
the purpose of expanding student’sintellectual, social and emotional aspects.
b. Using proper English that correspond with language methods and
communication context. Language knowledge as complement to master
communication skills.
c. Developing the ability to communicate in English through lesson based on
students daily basic natural environment.
d. Directing to developing life skills; personal, social, academic, and vocational.
e.

Developing cross cultural understanding to build friendship within local,
national and international level by expanding vision about cultural differences
to minimise misunderstanding, develop sense of appreciation, and increasing
inter-human relation quality.

f. Oriented to knowledge development and technology. 10

10

Instrumen Penilaian I Buku Teks pelajaran Bahasa Inggris SMP/MTS (Badan Standar
Nasional Pendidikan, Kementrian Pendidikan nasional, 2006), p.2.

13

Table 2.2
Components of Feasibility of Content 11
Components of feasibility of content include three sub-component; uniformity of
materials with core competence and basic competence, accuracy of materials, and
supporting materials.
A. Uniformity with Core Competence and Basic Competence
1.

Completeness
a. Interpersonal texts
It is a compulsory for a textbook to contain and encourage students to explore
at least brief and simple interpersonal texts related to student’s daily lives, to
give them opportunities to understand and to make expression to serve
interpersonal communication functions, spoken and written, to interact with
the students nearby circles.
b. Transactional texts
It is compulsory for a textbook to contain and encourage students to explore
at least brief and simple transactional text to give them opportunities to
ask/give things/favour/information/opinion related to the student’s daily lives
and other school subjects, spoken and written.
c. Functional texts
It is compulsory for a textbook to contain and encourage students to explore
at least brief and simple functional texts and monologues to develop their
scrutinizing, speaking, reading and writing skills about topics that related to
the students daily lives and other school subjects.

11

Ibid.

14

2.

In Depth
a. Exposure
For each text, it is compulsory for textbook to contain and encourage students
to explore various texts that relevant with their daily lives for the purpose of
getting accustoms to the texts especially its message.
b. Text Formation Rules Retention
The lessons for each text, it is compulsory for textbook to contain guidelines
so students can get explicit comprehension about three text formation rules
(social function, general structure, and linguistic features) by the time the
students already get accustom interacting about the message contain in the
texts.
c. Production
The lessons for each text, it is compulsory for textbook to contain guidelines
so the students can produce spoken/written text to achieve the social function
relevant to the texts, by taking notice of two other elements (general structure
and linguistic feature) by the time the students already get explicit
comprehension on the three text formation rules.

B

Accuracy of Materials

3.

Social Function
The texts given in the textbook or result of student’s exploration should be
guided to achieve social function related to the student’s daily lives.
1. Interpersonal communication; to build interpersonal connection (through
interpersonal texts). The depth of each material social function at least
appropriate for the coverage of grade VII learning range.
2. Transactional communication; to ask/give favour/things/facts/opinion,

15

related to the students daily lives and other school subjects, spoken and
written.
3. Functional communication; Play the role of specific function in brief
functional texts and monologues related to the following types of texts;
a. Recount serves to explain personal experience such as, success story,
biography, unforgettable experience, chains of events, etc.
b. Narrative serves to entertain and teach noble values.
c. Procedure serves to give guideline in doing or making something, such
as instruction of task, manual, recipe, reminder, etc.
d. Descriptive serves to describe, identify, differentiate, offer, compliment,
criticize, etc. on things/persons/animals.
e. Report serves to explain general truth about persons/ things/ animals,
including types, definition, and common characteristics, as included in
sources of knowledge such as textbooks, encyclopaedias, etc.
4.

Element and Structure of Meaning
The texts given in the textbook or result of student’s exploration should be
guided to develop the skill in thinking coherently and systematically.
a. In interpersonal and transactional texts, these elements at least covered
interactive activities such as communication initiate and response in the
form of asking and giving information/ things/favour.
b. In brief functional texts and monologues, it should at least cover elements
of meaning included in each of the following functional texts and
monologues;
1. Recount covers at least orientation and series of activities/events
conveyed chronologically.

16

2. Narrative covers at least orientation, complication, and solution.
3. Procedures cover at least steps in doing certain task, with or without
mentioning explicitly the needed items.
4. Descriptive covers at least elements in persons/ things/ animals as well
as description of each (physic, behaviour, action) that considered
necessary to be delivered to play the role of intended social function.
5. Report covers at least general characteristics of persons/ things/ animals
(physic, behaviour, action) with or without conveying explicitly general
statement in the form of definition or classification.
5.

Linguistic Feature
The texts given in the textbook or result or student’s exploration should be
guided to develop communication skills with acceptable and accurate
language quality, appropriate with theongoing communicative context as well
as the type of text used in accordance to achieve intended social function.

C. Supporting Materials
6

Relevance
a. Material relevance and reference source
Teaching materials (texts, tables, illustration, appendix, etc) for each text
taken from sources that relevant with the topic discussed.
b. Up to datedness of material and sources of reference.
Teaching materials (texts, tables, illustration, appendixes, etc), taken from
the latest sources with the topic discussed.

7.

Life Skills development
Texts and communicative acts motivate students to do certain things to

17

develop life skills such as;
a. Personal skill; know their own and other’s surplus and flaw, improving
themselves to be an independent, social, and god creation being.
b. Social skill; Cooperative, tolerant, appreciate equality of gender, peaceful,
anti-violence in communicating and interacting with other people.
c. Academic skill; search and make use of information, solving problems and
making decision in scientific task.
d. Vocational skill; possess skills, attitude and necessary capability to do
certain task/profession.
8.

Diversity Insight
Texts and communicative acts motivate students to do certain things do
develop sense of diversity as follows;
a. appreciation towards multicultural and plurality in community, covering
various cultural values as well as local, national and global wisdom.
b. aware of the region potential and natural resources to promote local and
national potential and natural resources.
c. appreciation of democratic values that appropriate with the local social
culture context.
d. Comprehension of national vision to develop the love toward father land,
nation and the state.

18

Table 2.3
Rubric Assessment for English Textbook 12
No

Item

Remark

I. FEASIBILITY OF CONTENT
A

MATERIALS COMPATIBILITY WITH KI AND KD

1.

Material Completeness
a. Types of interpersonal texts

4 = The textbook contain brief and
simple interpersonal texts, at least
95% of KI and KD materials
coverage.
1 = The textbook contain brief and
simple interpersonal texts less than
95% of KI and KD materials
coverage.

b. Types of transactional text

4 = The textbook contain brief and
simple transactional texts at least
95% of KI and KD materials
coverage.
1 = The textbook contain brief and
simple transactional text less than
95% of KI and KD materials
coverage

12

ibid

19

c. Types of functional text

4 = The textbook contain simple and
brief functional texts at least 95% of
KI and KD materials coverage
1 = The textbook contain simple and
brief functional texts less than 95%
of KI and KD materials coverage.

2.

Materials In-Depth
a. Exposure

4 = Each type of text includes at least 2
examples in the textbook that have
relevant social function and task for
student to find at least 2 examples of
similar texts from other sources.
1 = each type of text includes less than 2
examples in the textbook that have
relevant social function and task for
student to find less than 2 example
of similar texts from other sources.

b. Text formation rules
retention

4 = Text formation rules, taught based on
3 elements; social function, element
and structure of meaning, and
linguistic feature.
1 = one from 3 elements of text
formation rule; social function,
element and structure of meaning, or
linguistic feature are not taught.

20

c. Production

4 = Task to produce text contain 3 text
formation elements; social function,
element and structure of meaning,
and linguistic feature.
1 = One of text formation element; social
function, element and structure of
meaning or linguistic feature are not
included in the task.

B

MATERIALS ACCURACY

3.

Social Function

4 = At least 95% of texts are useful to
achieve the exact social function.
1 = Less than 95% text are useful to
achieve the exact social function.

4

Generic structure

4 = At least 95% generic structure of text
appropriate with its social function.
1 = less than 95% generic structure of
text appropriate with its social
function.

5.

Linguistic feature

4 = At least 95% linguistic feature of the
text appropriate with its social
function.
1 = less than 95% linguistic feature of
the text appropriate with its social
function.

21

C

LEARNING SUPPORTING MATERIAL

6

Up-to-Datedness
a. The relevance of materials
and source of reference

4 = Overall 91% —100% teaching
material taken from relevant source
of reference.
3 = Overall 76% —90% teaching
material taken from relevant source
of reference.
2 = Overall 61% —75% teaching
material taken from relevant source
of reference.
1 = 0%—60% teaching material taken
from relevant source of reference.

b. Up-to-date material and
source of reference

4 = Overall 91% —100% of sources
published in the past 4 years.
3 = Overall 76% —90% of sources
published in the past 4 years.
2 = 61% —75% of sources published in
the past 4 years.
1 = 0% —60% of sources published in
the past 4 years.

7.

Life Skills Development;
-

Personal

-

Social

4 = Overall contain texts that contain
91% —100% life skills element.
3 = Overall contain texts that contain

22

-

Academic

-

Vocational

76% —90% life skills element.
2 = Overall contain texts that contain
61%—75% life skills element.
1 = Overall contain texts that contain 0%
- 60% life skills element.

8.

Development Of Diversity
Insight;
-

Appreciation to
multicultural and

-

insight.
3 = Overall contain texts that contain
76% —90% elements of diversity

Aware of local potential

insight.

Appreciation of
democratic values.

-

91% —100% elements of diversity

plural society.

and resources.
-

4 = Overall contain texts that contain

2 = Overall contain texts that contain
61% —75% elements of diversity
insight.

Comprehending the
national vision.

1 = Overall contain texts that contain 0%
—60% elements of diversity insight.

1. Curriculum
1. Definition of Curriculum
There have been various definition of curriculum depends on the approach
to it. Allan and Francis specified five basic definition of curriculum which also
defined by other experts in curriculum studies;
a. Curriculum can be defined as a plan for achieving goals. The plan involves a
sequence of steps as wiles and Bondi proposed. Curriculum is a four step plan
involving purpose, design, implementation and assessment.

23

b. Curriculum can be defined broadly, as dealing with learner’s experiences.
Dewey proposed that almost anything happened in or outside of school is part
of the curriculum. It can be interpreted that curriculum consists of the ongoing
experiences of children under the guidance of the school.
c. Curriculum is a system for dealing with people
d. Curriculum can be defined as a field of study with its own foundations,
knowledge domains, research, theory, principles, and specialist. Those who
adopt this definition tend to discuss curriculum in theoretical aspect instead of
practical terms.
e. Curriculum can be defined in terms of subject matter or content. This
definition emphasizes the fact and concepts of particular subject areas. 13
In other source, Prof. Dr. Nana Syaodih referred to Beauchamp stating that
curriculum as a lesson plan and a system (curriculum system) which is part of
school system. As a lesson plan, curriculum includes main aim to be achieved, ,
learning activities, learning materials and timetable. 14
It can be inferred that curriculum is a system in school or education
establishment involving purpose, design, implementation and assessment of
learning materials and activities.

2. Curriculum 2013
There have been frequent changes of curriculum for the past 10 years in
Indonesia. There was KBK (Competence Based Curriculum) which syllabus is
made by school and teacher. Compiled based on the characteristics of the school
in the aspect of school, teacher, and student competence. 15KTSP (School BasedLevel Curriculum) which is developed from KBK itself with an addition in

13

Allan C. Ornstein, Francis P. Hunkins, Curriculum: Foundation, Principles and Issues,
(U.S.A: Pearson, 2009) , p. 10.
14
Nana Syaodih Sukmadinata, Pengembangan Kurikulum:Teori dan PraktIk, (Bandung;
PT Remaja Rosdakarya, 2009), p. 6.
15
Departemen pendidikan Nasional, Kurikulum Berbasis Kompetrensi (Jakarta: Pelayanan
Peofesional Kurikulum 2004, 2003), p. 14.

24

completing the SK, competence standard, and KD, Basic competence. 16and the
recent one Curriculum 2013 which was released on July 2013.
There are several development and improvement in curriculum 2013
compared to the previous one in KTSP. For the junior high school level, the
curriculum structures have been simplified due to the reducing of subject and
learning material.
Learning hours is increased to 38 hours per week with 40 minutes span for
each session. The purpose of increasing learning hours and reducing based
competence so that the teacher can develop more on the lesson and the student can
be more involved in active learning. 17
Not only are there changes in curriculum 2013, but also an addition was
made. Core of competence was introduced in the new curriculum. It functions as
organising element for basic competence. Core of competence is arranged in four
interconnected groups; religious attitude, social attitude, knowledge and
knowledge application.
The cores of competence listed for English subject for junior high school
are;
(1)Appreciate
and
understand
the
teachings
of
their
religion:(2)Appreciating and understanding honesty, discipline,
responsibility, social awareness (tolerance, mutual cooperation),
courteous, and self confidence in interacting effectively with social
environment within reach of their existence:(3)Understanding
knowledge (factual, conceptual and procedural) based on their curiosity
in knowledge, technology, art, culture related to phenomena and
real:(4)Attempting, cultivating, and delivering in realm of concrete (use,
parse, string up, modify and make) and abstract (writing, reading,
calculating, drawing and composing) corresponding to what has been
learned in school and other sources with similar view/theory. 18

16

Departemen Pendidikan Nasional, Buku Saku Kurikulum Tingkat Satuan Pendidikan
(KTSP) Sekolah Menengah Pertama (Jakarta; 2009) , p. 2.
17
Kementrian pendidikan dan Kebudayaan, Kurikulum 2013:Kompetensi Dasar SMP
(Jakarta; 2013) , p. 4.
18
Kurikulum 2013: Kompetensi Dasar SMP/MTs, (Kementerian Pendidikan dan
Kebudayaan, 2013), p.6.

25

Generally in curriculum 2013, the students are expected to develop their
potential to be a person of faith, courteous, creative, healthy, independent, tolerant,
socially aware, and democratic.

26

CHAPTER III
RESEARCH METHODOLOGY

This chapter will elaborate on the details of research methodology which
divided into design, instrument, and procedures of the study and the technique of
data analysis.
A. Design of the Study
The design used for this study is qualitative research. More specifically as
document analysis. This method is widely applied for written or visual data with
the purpose of identifying specific characteristic or materials that are going to be
analyzed in general form of textbook, newspaper, or any other host of
documents 19 . The writer used the document analysis method to study the
textbook “When English Rings A bell” for Junior High School grade VII. The
characteristics and material of the textbook is tabulated according to the list of
content expected by BSNP to be included in all Grade VII English textbooks.
The writer used descriptive qualitative to analyze, interpret and report the data
provided in the textbook. From total 11 chapters in the textbook, the writer will
only analyze 6 chapters as the sample of the research.

B. Instrument of the Study
The instrument used in this study is the writer herself. In qualitative study,
the researcher is the one to decide what to observe and what to write down in
reflecting her own values, assumption and beliefs to determine the impact of the
data interpretation. 20

19

Donald Ary.et al., Introduction To Research In Education, 8th Edition(Belmont :
Wadsworth, 2010), p.457.
20
Donna M. Mertens, Research and Evaluation in Education and Psychology 4th Edition
(USA: Sage Publication. Inc., 2015) , p. 261.

27

C. Procedure of Analysis
For the procedures of analysis, these steps were taken in the study:
1. Read and comprehend the data from BNSP (Badan Standar Nasional
Pendidikan) and curriculum 2013 in first grade of Junior high school English
subject. These will be the main guideline to determine the compatibility of
English textbook “when English Rings A bell” with the current curriculum.
2. Observe and scan through the content of material in the textbook “when
English Rings a Bell”.
3. The data obtained from the textbook then categorized and arranged in detailed
information to be analyzed based on the characteristic described in rubric
assessment of BNSP.

D. Technique of Data Analysis
Using the complete data collected from textbook “When English Rings A
bell”, and the rubric assessment from BNSP, the analysis was done using these
following steps:
1. Comparing the material presented in the textbook with the category of
required characteristic of an English textbook by rubric assessment from
BSNP.
2. Evaluating material in the textbook “When English Rings A Bell” by giving
score in respected category listed in the rubric assessment.
3. Interpreted the data gained from the process of evaluation.
4. Summing up the compatibility percentage of the textbook content. The writer
use the following formula to present the data forms in numbers

P=

F
× 100%
N
P = Percentage
F = Frequency
N = Sum of frequency

28

CHAPTER IV
RESEARCH FINDING AND INTERPRETATION
In this chapter the writer presented the data collected from the textbook
analysis. The data descriptions are divided into research findings and
interpretation of data.The research findings will be presented using a score table
of feasibility of content for each chapters followed by the description for each
category on why it got its respective score.6 chapters are taken for the samples.
There are 8 categories for each chapter, with total 48 categories being
analyze. The total score finding for all 6 chapters then accumulated in frequency
table and the end result will be presented in percentage that represents the
conformity of the English textbook “When English Rings a Bell” with the
requirement from BNSP.

A. Research Findings

Table 4.1
Feasibility of Content in Chapter 1“How Are You”

Sub-component

Items

Score
1

The compatibility with
core competence and basic
competence

The accuracy of the
materials

2

3

4

Completeness



In Depth



Social Function



Element and Structure
of Meaning



Linguistic Feature



29

Sub-component

Supporting Materials

Items

Score

Relevance



Development of Life
Skills



Development of
Diversity Insight
Total


1

7

1. The Compatibility of Materials with Core Competence and Basic
Competence.
a. Completeness
The materials are complete as listed in basic competence table; student is
expected to understand and able to produce spoken text such as greetings, excuses
thanks and apology to build personal connection with other people within school
and house surrounding. Several examples of interpersonal and transactional texts
of greetings as shown from page 3 to 8, expressing thanks in page 15 and 17, take
leave in page 10, and apology page 19 and 20.

b.In-depth
This chapter provide exercises for student to explore more on ways to greet
and response to inquiry. Various illustration of situation on when and who the
students are greeting as included in the exercise in page 6, exercises to ask their
classmates feelings on that day in page 9, identifying the person and place they
greet in page11, build up student critical thinking in figuring out the correct
greetings and inquiry in a dialogue in page 12 to 16. It also gives the proper
context for student exercises so they can understand and produce the text orally
and written.

30

1. Accuracy of Materials
a. Social function
This chapter fulfilled two criteria of social function; interpersonal and
transactional communication. Students are thought to interact through the
interpersonal and transactional text by greetings with proper context of the
students surrounding, asking for favour or inquiry.

b. Element and structure of meaning
This chapter fulfilled this criterion. The interpersonal and transactional
texts covered the interactive element that encourages students to initiate
communication and response to it in the form of asking and giving
information/favour. Students are given various examples in how to produce
expression of greetings and response to greetings using simple structure of
grammar, and also the polite way to ask for favour are shown in page 17.

c. Linguistic Features
The language features are appropriate with the intended communicative
context.Students are exposed to various ways in greetings, take leave and apology
using brief and simple interpersonal and transactional texts. Students are shown
how to use the proper language use in greeting and response to greeting. The
correct context and illustration support the language in asking for favour and
apologizing as shown in page 17 and 19.

2. Supporting Materials
a. Relevance
The illustration in this chapter is very accurate with the students’ daily
context. Each picture shows the correct real life situation for each type of text
learned, such as the illustration that shows student’s surrounding at school and
also their home. The dialogues use the common interaction happened in stu

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