AN ANALYSIS OF WRITING ACTIVITIES IN THE FIRST GRADE OF SMP ENGLISH TEXTBOOKS BASED ON THE 2006 ENGLISH CURRICULUM

AN ANALYSIS OF WRITING ACTIVITIES IN THE FIRST

GRADE OF SMP ENGLISH TEXTBOOKS BASED ON THE

2006 ENGLISH CURRICULUM

THESIS

By:

SITI ALFI INAYAH

201110100311100

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

AN ANALYSIS OF WRITING ACTIVITIES IN THE FIRST

GRADE OF SMP ENGLISH TEXTBOOKS BASED ON THE

2006 ENGLISH CURRICULUM

THESIS

This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education

By:

SITI ALFI INAYAH

201110100311100

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

This thesis was written by Siti Alfi Inayah and was approved on September 03, 2015

By:

Advisor II, Advisor I,

This thesis was defended in front of the examiners of the Faculty of Teacher Training and Education of University of Muhammadiyah Malang

and accepted as one of the requirements to achieve Sarjana Degree in English Education

on September 03, 2015

Approved by:

Faculty of Teacher Training and Education University of Muhammadiyah Malang

Dean,

Dr. Poncojari Wahyono, M.Kes

Examiners: Signatures:

1. Rinjani Bonavidi, M.Ed., Ph.D 1. 2. Teguh Hadi Saputro, S.Pd., M.A 2.

3. Dr. Sudiran, M.Hum 3.

DECLARATION OF ORIGINALITY

The undersigned:

Name : Siti Alfi Inayah

Student ID Number : 201110100311100

Program of Study : English Department

Faculty : Faculty of Teacher Training and Education

I declare that the work presented in this thesis was carried out by myself and does not incorporate without acknowledgement any material previously submitted for a degree or diploma in any university. To the best of my knowledge this thesis does not contain any materials previously published or written by other writers except where due references are made in text.

Malang, 03 September 2015

MOTTO AND DEDICATION

Katakanlah: Kalau sekiranya lautan menjadi tinta untuk menulis kalimat-kalimat Tuhanku, sungguh habislah lautan itu sebelum habis (ditulis) kalimat-kalimat

Tuhanku, meskipun Kami datangkan tambahan sebanyak itu pula .

(QS. Al Kahfi 16:109)

Dan seandainya pohon-pohon di bumi menjadi pena dan laut (menjadi tinta), ditambahkan kepadanya tujuh laut (lagi) sesudah (kering)nya, niscaya tidak akan

habis-habisnya (di tuliskan) kalimat Allah. Sesungguhnya Allah Maha Perkasa lagi Maha Bijaksana .

(QS. Luqman 21:27)

I dedicated this thesis to: My beloved mother (Halimatus Sya diyah) and father (Karnadi) My beloved sister (Fitriatus Sa adah) My Advisors (Dr. Sudiran, M.Hum and Nina Inayati, M.Ed) All of my friends in class B English Department, All members of Forestry Department, Community of FPP Part-timer and all of you

ACKNOWLEDGEMENT

In the name of Allah, the most gracious and the most merciful, all praises given to Allah SWT for the uncountable blessing given to the researcher during this study in English Department of University of Muhammadiyah Malang and especially in completing this thesis.

The writer would like to show her deep gratitude to Dr. Sudiran, M.Hum as first advisor and Nina Inayati, M.Ed as the second advisor, for their patience, kindness, and invaluable advice in guiding the writer until she could finish her thesis.

Furthermore a special gratitude to my beloved parents, Bapak Karnadi and Ibu Halimatus Sya diyah that always give the writer motivation, support, care, and prayer for the finishing of this thesis.

The last, many thanks to the lecturers and staff in English and Forestry department and my beloved friends who always give their support.

Malang, 03 September 2015

TABLE OF CONTENTS

TITLE ... i

APPROVAL ... ii

LEGALIZATION ... iii

DECLARATION OF ORIGINALTY ... iv

MOTTO AND DEDICATION... v

ABSTRACT ... vi

ACKNOWLEDGEMENT ... vii

TABLE OF CONTENTS... viii

CHAPTER I: INTRODUCTION 1.1 Background of the Study... 1

1.2 Statement of the Problems ... 4

1.3 Purposes of the Study... 4

1.4 Significance of the Study ... 5

1.5 Scope and Limitation ... 5

1.6 Definition of the Key Terms ... 6

CHAPTER II: REVIEW OF RELATED LITERATURE 2.1 The Textbook ... 7

2.1.1 The Role of Textbook ... 7

2.2 Material Development... 9

2.3 Curriculum ... 11

2.3.1 The 2006 Curriculum ... 12

2.3.2 The Characteristics of 2006 Curriculum ... 13

2.3.3 The Standard of Competency in 2006 Curriculum ... 13

2.4.1 The Standard Competency of Writing ... 18

CHAPTER III: RESEARCH METHOD 3.1 Research Design... 22

3.2 Research Objects ... 22

3.3 Research Instrument... 22

3.4 Data Collection... 23

3.5 Data Analysis ... 23

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION 4.1 Research Findings ... 24

4.1.1 Writing Activities in the English Textbooks... 24

4.1.1.1 Writing Activities inThe Bridge English Competence Textbook Published byYudhistira... 24

4.1.1.2 Writing Activities inEnglish on SkyTextbook Published byErlangga... 37

4.1.1.3 Writing Activities inThrough the WorldTextbook Published byArya Duta... 58

4.1.2 The Most and the Least Variety of Writing Activities Among the Three English Textbooks ... 70

4.1.3 The Writing Activities in SMP English Textbooks Based on the 2006 English Curriculum ... 72

4.2 Discussion ... 73

CHAPTER V: CONCLUSION AND SUGGESTIONS 5.1 Conclusion ... 77

5.2 Suggestions ... 79 BIBLIOGRAPHY

BIBLIOGRAPHY

Arikunto, Suharsini. (2006). Prosedur Penelitian Suatu pendekatan Praktik(Edisi revisi VI). Jakarta: PT Rineka Cipta.

Ary, Donald, et al. (2010). Introduction to Research in Education (8th ed.). Canada: Wadsworth, Cengage Learning.

BSNP. (2006). Panduan Penyusunan Kurikulum Tingkat Satuan Pendidikan Jenjang Pendidikan Dasar dan Menengah. Jakarta: BSNP.

Camelia, Hafifatul. (2006). Teaching Learning Activities of Writing Skill in SMP English Textbooks Based on the 2004 English Curriculum. Unpublished Thesis. Malang: University of Muhammadiyah Malang.

Harmer, Jeremy. (2004). How to Teach Writing. England: Pearson Education Limited.

Hernandez, Ana. (2003). Making Content Instruction Accessible for English Language Learners.From English Learners: Reaching the Highest Level of English Literacy, 47(4), 125-149.

Ikhwanudin, Moh. (2012) Perbandingan Kurikulum yang Digunakan di Indonesia. Accessed on September 7, 2015. http://mohikhwanudin.blogspot.co.id/2012/11/perbandingan-kurikulum-yang-digunakan.html

Ilmillahdini, Yayi Wahyu and Sumarsono Puji. (2014). The Effectiveness of Picture Series As a Media to Improve Students Writing Skill.A Journal of Culture, English Language Teaching, Literature & Linguistic, 1(1), 1-100.

Intansari, R. (2013). Teachers Strategy in Implementing English Curriculum in a Junior High School in Indonesia. Indonesia Journal of Applied Linguistics, 2(2), 235-244.

Kemendikbud. (2006). Standar Isi, Standar Kompetensi Lulusan dan Panduan Penyusunan KTSP. Jakarta: Kemendikbud.

Kismani, Endah. (Ed.). (2007).Through the World. Depok: Arya Duta.

Kistono, MA, et al. (Ed.). (2006). The Bridge English Competence. Surabaya: Yudhistira

KTSP Perangkat Pembelajaran Sekolah Menengah Pertama (SMP)/ Madrasah Tsanawiyah (MTs). Accessed on March 31, 2015.

https://pengawas20.files.wordpress.com/2011/12/silabus-smp-binggris.doc

Lunenburg, F.C. (2011). Theorizing about Curriculum: Conceptions and Definitions. International Journal of Scholarly Academic Intellectual Diversity, 13(1), 1-5.

Mahmood, Khalid. (2011). Conformity to Quality Characteristics of Textbooks: The Illusion of Textbook Evaluation in Pakistan. Journal of Research and Reflections in Education, 5(2), 170-190.

Mukarto, et al. (Eds.). (2007). English on Sky. Jakarta: Erlangga.

Mukundan, Jayakaran. (2012). Evaluative Criteria of an English Language Textbook Evaluation Checklist. Journal of Language Teaching and Research, 3(6), 1128-1134.

Richards, Jack C. (2001). Curriculum Development in Language Teaching. New York: Cambridge University Press.

Saraswati, Nita. (2006). Writing Skill Activities in SMU English Textbooks Based on the 2004 English Curriculum. Unpublished Thesis. Malang: University of Muhammadiyah Malang.

Sulfasyah. (2013). Investigating the Implementation of the Indonesian KTSP (School-Based Curriculum) in the Teaching of Writing in Year.

Published Thesis. Australia: Edith Cowan University.

Thommy, Ahmad. (Ed.). (2008). Writing Genres in English. Surakarta: PT Era Pustaka Utama.

Tomlinson, Brian. (2011). Materials Development in Language Teaching (2nd ed.). United Kingdom: Cambridge University Press.

Tomlinson, Brian. (2012). Materials Development for Language Learning and Teaching.Language Teaching, 45(2), 143-179.

Widayanto, M & Yoga, Ahmad Thohir. (2004). Micro Teaching (Praktek Pengajaran). Malang: University of Muhammadiyah Malang.

1

CHAPTER I

INTRODUCTION

Chapter I of this research provides the basic idea related to the study. This chapter discusses about the background of the study, statement of the problems, purposes of the study, significance of the study, scope and limitation, and definition of the key terms.

1.1 Background of the Study

Language is a means of communication used to transfer information, ideas, and feelings from one person to another. It is used to communicate both in oral and in written forms. One of the popular languages used is English. In Indonesia, English is learned by the student as a foreign language which is taught and learnt in a formal education from elementary school up to university.

Nowadays, Indonesia has been applying the 2006 curriculum or KTSP (Kurikulum Tingkat Satuan Pendidikan) in the teaching of English language. The 2006 curriculum or called as School Based Curriculum (SBC) is designed by Ministry of Education and Culture and implemented at every educational institution in 2006. While the 2006 curriculum aims to increase school autonomy, it also brings with it demands a significant change in the role of teaching and teacher practice (Sulfasyah, 2013). In this case, this curriculum expects the teachers to teach their students to master the language skills in order to improve the quality of teaching learning especially in English course.

2

In English teaching, there are four major skills that must be learnt by students, because all of them are important. They are listening, reading, speaking, and writing. Listening is one of the English skills that focuses on hearing to comprehend about what the speaker says. It helps to recognize the appropriate sound in pronouncing certain words. The next skill is reading that makes students able to get a lot of information from what they read. Another skill is speaking that makes students able to communicate or to express idea or opinion with others orally. The last is writing, in writing, it needs feeling and thought in combining the words and sentences in order that the reader can understand about that writing. But in fact, writing is the most difficult skill for students to master. According to Ilmillahdini (2014) “the difficulty appears not only in generating and organizing ideas, but also in translating these ideas into readable text”.

Therefore, to motivate the English teaching learning activities especially in writing skill, to achieve the learning’ success and to meet standard of adequacy, the teachers and students need scientific books or textbooks. According to Mukundan (2012), “the textbook is one of the crucial factors in determining the learners’ success in language courses.” In this case, the textbook is an important thing that influences in teaching learning process. In textbook, there are some of the materials which depict about the students’ activities in learning process. Therefore, in this study the writer focuses on the students’ activities especially on writing activities based on the 2006 English curriculum textbooks.

In addition, there are some studies related with the existence of writing activities in English textbooks from the previous study about writing skill

3

activities in SMA English Textbooks based on the 2004 English curriculum (Saraswati, 2006). She found that the most varieties of writing activities in Headlight 1 published by Erlangga are filling identity, writing (paragraph, postcard, personal letter, short article, and letter of invitation), giving conjunction, describing someone, replying the message using sympathy expression, listing, completing the table, correcting punctuation, dividing paragraph, and making organized the sentences into paragraph.

The other research was conducted by Camelia (2006), in her thesis entitled “Teaching learning activities of writing skill in SMP English textbook based on the 2004 English curriculum”. In her study, she found that the most varieties of writing activities in English on Sky published by Erlangga are completing (sentence, dialog, report, a letter, an identity card, and table), changing words, writing (letter, report, sentence, and paragraph), matching (picture, part of house, and job name with place and responsibility), drawing maps and family trees, making questions, describing pictures, composing dialogs, and choosing the correct words.

Based on the previous research above, all of them analyzed about the English textbooks based on the 2004 English curriculum, but in this study, the writer would like to investigate the English textbooks based on the 2006 English curriculum. The textbooks that will be analyzed are The Bridge English Competence (2006) published by Yudhistira, English on Sky (2007) published by Erlangga, and Through the World (2007) published by Arya Duta. All of these textbooks are widely used by high school English teachers and students in

4

Indonesia and supported by their names which are familiar in the public. Therefore, the writer would like to analyze these textbook especially on the kinds of writing activities and the most and least variety of writing activities.

1.2 Statement of the Problems

Based on the background of study above, the problems of the study are formulated as follows:

1. What are the writing activities in The Bridge English Competence textbook published by Yudhistira, the English on Sky textbook published by Erlangga, and the Through the World textbook published by Arya Duta ? 2. Among the three publishers, which textbook has the most variety and the

least variety of writing activities?

3. What are the writing activities in the first grade of SMP English textbooks that are relevant or suitable based on the 2006 English Curriculum?

1.3 Purposes of the Study

The purpose of study is related to the problems of study as follows: 1. To know the writing activities in The Bridge English Competence textbook

published by Yudhistira, the English on Sky textbook published by Erlangga, and the Through the World textbook published by Arya Duta ? 2. To know which textbook has the most variety and the least variety of writing

activities between the three English textbooks.

3. To know whether the writing activities in the first grade of SMP English textbooks that are relevant or suitable based on the 2006 English curriculum.

5

1.4 Significance of the Study

The study is expected to be useful for English teachers, headmasters, English book writers and the next researchers. This study will help the teachers to know which parts of writing activities based on the 2006 English curriculum English textbooks are suitable for the students needs. For those, which are not suitable, the teachers can find other materials from other sources to fulfill the requirements of the curriculum. For the headmasters, it is expected that in selecting the appropriate textbook, they will not make mistake in determining the textbook. Then for English book writers, the result of this study can be used to decide which parts of the textbook need improvement. Therefore, they can improve or arrange the content in the future textbook. Finally, this study can be a guide to follow-up for the next researchers who want to conduct the research about an analysis of writing activities in English textbooks.

1.5 Scope and Limitation

The scope of this study are the analysis of writing activities in the English textbooks based on the 2006 English Curriculum and which of the textbooks has the most and least various writing activities. Meanwhile, this study is limited on the first grade of SMP English textbooks. The textbooks that will be analyzed are The Bridge English Competence (2006) published by Yudhistira, English on Sky (2007) published by Erlangga, and Through the World (2007) published by Arya Duta.

6

1.6 Definition of the Key Terms

To avoid any vague ideas about the terms that are used in this study, it is necessary for the writer to define several key terms as follows:

1. Writing is a result of someone’s idea in a written form, of which its readers can read and understand well (Thommy, 2008).

2. Activity is something that learners not only get the English language but rather to do of combination in performed action and acquired theoretical knowledge understanding in subject matter. (Hernandez, 2003)

3. English textbook is one of the key factors in determining the learners’ success in language courses (Mukundan, 2012).

4. 2006 Curriculum is the most important guidelines and component of teaching and learning processes needed by teachers to achieve the purposes of their teaching activities (Intansari, 2013).

1

CHAPTER I

INTRODUCTION

Chapter I of this research provides the basic idea related to the study. This chapter discusses about the background of the study, statement of the problems, purposes of the study, significance of the study, scope and limitation, and definition of the key terms.

1.1 Background of the Study

Language is a means of communication used to transfer information, ideas, and feelings from one person to another. It is used to communicate both in oral and in written forms. One of the popular languages used is English. In Indonesia, English is learned by the student as a foreign language which is taught and learnt in a formal education from elementary school up to university.

Nowadays, Indonesia has been applying the 2006 curriculum or KTSP

(Kurikulum Tingkat Satuan Pendidikan) in the teaching of English language. The

2006 curriculum or called as School Based Curriculum (SBC) is designed by Ministry of Education and Culture and implemented at every educational institution in 2006. While the 2006 curriculum aims to increase school autonomy, it also brings with it demands a significant change in the role of teaching and teacher practice (Sulfasyah, 2013). In this case, this curriculum expects the teachers to teach their students to master the language skills in order to improve the quality of teaching learning especially in English course.

In English teaching, there are four major skills that must be learnt by students, because all of them are important. They are listening, reading, speaking, and writing. Listening is one of the English skills that focuses on hearing to comprehend about what the speaker says. It helps to recognize the appropriate sound in pronouncing certain words. The next skill is reading that makes students able to get a lot of information from what they read. Another skill is speaking that makes students able to communicate or to express idea or opinion with others orally. The last is writing, in writing, it needs feeling and thought in combining the words and sentences in order that the reader can understand about that writing. But in fact, writing is the most difficult skill for students to master. According to Ilmillahdini (2014) “the difficulty appears not only in generating and organizing ideas, but also in translating these ideas into readable text”.

Therefore, to motivate the English teaching learning activities especially in writing skill, to achieve the learning’ success and to meet standard of adequacy, the teachers and students need scientific books or textbooks. According to Mukundan (2012), “the textbook is one of the crucial factors in determining the learners’ success in language courses.” In this case, the textbook is an important thing that influences in teaching learning process. In textbook, there are some of the materials which depict about the students’ activities in learning process. Therefore, in this study the writer focuses on the students’ activities especially on writing activities based on the 2006 English curriculum textbooks.

In addition, there are some studies related with the existence of writing activities in English textbooks from the previous study about writing skill

activities in SMA English Textbooks based on the 2004 English curriculum (Saraswati, 2006). She found that the most varieties of writing activities in

Headlight 1 published by Erlangga are filling identity, writing (paragraph,

postcard, personal letter, short article, and letter of invitation), giving conjunction, describing someone, replying the message using sympathy expression, listing, completing the table, correcting punctuation, dividing paragraph, and making organized the sentences into paragraph.

The other research was conducted by Camelia (2006), in her thesis entitled “Teaching learning activities of writing skill in SMP English textbook based on the 2004 English curriculum”. In her study, she found that the most varieties of writing activities in English on Sky published by Erlangga are completing (sentence, dialog, report, a letter, an identity card, and table), changing words, writing (letter, report, sentence, and paragraph), matching (picture, part of house, and job name with place and responsibility), drawing maps and family trees, making questions, describing pictures, composing dialogs, and choosing the correct words.

Based on the previous research above, all of them analyzed about the English textbooks based on the 2004 English curriculum, but in this study, the writer would like to investigate the English textbooks based on the 2006 English curriculum. The textbooks that will be analyzed are The Bridge English

Competence (2006) published by Yudhistira, English on Sky (2007) published by

Erlangga, and Through the World (2007) published by Arya Duta. All of these

Indonesia and supported by their names which are familiar in the public. Therefore, the writer would like to analyze these textbook especially on the kinds of writing activities and the most and least variety of writing activities.

1.2 Statement of the Problems

Based on the background of study above, the problems of the study are formulated as follows:

1. What are the writing activities in The Bridge English Competence textbook published by Yudhistira, the English on Sky textbook published by

Erlangga, and the Through the World textbook published by Arya Duta ?

2. Among the three publishers, which textbook has the most variety and the least variety of writing activities?

3. What are the writing activities in the first grade of SMP English textbooks that are relevant or suitable based on the 2006 English Curriculum?

1.3 Purposes of the Study

The purpose of study is related to the problems of study as follows: 1. To know the writing activities in The Bridge English Competence textbook

published by Yudhistira, the English on Sky textbook published by

Erlangga, and the Through the World textbook published by Arya Duta ?

2. To know which textbook has the most variety and the least variety of writing activities between the three English textbooks.

3. To know whether the writing activities in the first grade of SMP English textbooks that are relevant or suitable based on the 2006 English curriculum.

1.4 Significance of the Study

The study is expected to be useful for English teachers, headmasters, English book writers and the next researchers. This study will help the teachers to know which parts of writing activities based on the 2006 English curriculum English textbooks are suitable for the students needs. For those, which are not suitable, the teachers can find other materials from other sources to fulfill the requirements of the curriculum. For the headmasters, it is expected that in selecting the appropriate textbook, they will not make mistake in determining the textbook. Then for English book writers, the result of this study can be used to decide which parts of the textbook need improvement. Therefore, they can improve or arrange the content in the future textbook. Finally, this study can be a guide to follow-up for the next researchers who want to conduct the research about an analysis of writing activities in English textbooks.

1.5 Scope and Limitation

The scope of this study are the analysis of writing activities in the English textbooks based on the 2006 English Curriculum and which of the textbooks has the most and least various writing activities. Meanwhile, this study is limited on the first grade of SMP English textbooks. The textbooks that will be analyzed are The Bridge English Competence (2006) published by Yudhistira,

English on Sky (2007) published by Erlangga, and Through the World (2007)

1.6 Definition of the Key Terms

To avoid any vague ideas about the terms that are used in this study, it is necessary for the writer to define several key terms as follows:

1. Writing is a result of someone’s idea in a written form, of which its readers can read and understand well (Thommy, 2008).

2. Activity is something that learners not only get the English language but rather to do of combination in performed action and acquired theoretical knowledge understanding in subject matter. (Hernandez, 2003)

3. English textbook is one of the key factors in determining the learners’ success in language courses (Mukundan, 2012).

4. 2006 Curriculum is the most important guidelines and component of teaching and learning processes needed by teachers to achieve the purposes of their teaching activities (Intansari, 2013).