1
CHAPTER I INTRODUCTION
A. Background of the Study
English is a language for int ernat ional com municat ion. The Indonesian governm ent has realized t he import ance of English and has decided t hat English
is a compulsory subject at senior school level. That is w hy English is one of t he
im port ant subject s t aught at schools in Indonesia.
As means of comm unicat ion, bot h w rit t en and orally, English has a very im port ant role t o relat e knowledge and t echnology. As it is t he first foreign
language in Indonesia, English is not easy t o learn, especially for senior high school st udent s. Realizing the import ance of English, it is equally import ant to
prepare t he t eachers w ho w ill t each it . The t eaching and learning process involves t hree fact ors, namely t eacher, learner and m et hod or mat erial. M at erial
in t eaching can be delivered to st udent s inst ructionally. Inst ructional m at erial is all kinds of mat erials w hich help t eacher t o carry
out t eaching and learning in class. Inst ruct ional m at erial is anyt hing that is used t o t each language learners. M at erials can be in the form of a t ext book, a
w orkbook, a casset t e, a CD-ROM , a video, a new spaper and a handout Tomlinson, 1998. Inst ructional m at erial is very im port ant for t eachers t o plan
and analyze t he t eaching implement at ion. Among of those t eaching and learning mat erials a t ext book plays an import ant role. Teachers can use t he t eaching
mat erials in t ext book as a source of informat ion t o conduct t he t eaching and
2
learning in class in order t o m ake it easier t o deliver t he t eaching m at erial t o st udent s. Teaching English cannot be separat ed w ith t he presence of t ext books.
A t ext book has alw ays been t he m ost preferred inst ruct ional m at erial in ELT. They are best seen as a resource in achieving aim s and object ives t hat have
already beenset concerning learner needs Cunningsw ort h, 1995. Text books play a prominent role in the t eaching and learning process and they are t he
prim ary agent s of conveying t he know ledge to t he learners. Besides, one of t he basic functions of t ext books is to make t he exist ence know ledge available and
apparent to the learner in a select ed, easy and organized way. Hut chinson 1987 argues t hat t he t ext book has a very im port ant and a
posit ive part to play in t eaching and learning English. They st at e t hat t ext books provide t he necessary input into classroom lessons t hrough different act ivities,
readings and explanat ions. Thus, t hey w ill alw ays survive on the grounds t hat t hey meet cert ain needs.
Allwright 1981 adds a furt her dim ension to t he role of the t ext book by charact erizing the lesson as an int eract ion bet w een t he t hree elem ent s of
t eacher, learners and m at erials. This int eract ion enhances t he opport unit ies t o learn.
As t ext books have a very im port ant role in the process of t eaching and learning, this is t he reason w hy English t eachers use a t extbook as m eans of
t eaching in their classes. Text books are im portant resources for t eaching both product ive and recept ive skills. They furt her guide less experienced t eachers w ho
3
have yet t o gain confidence Cunningworth, 1995.They cont ain m at erials that are able t o fulfill student s’ need in learning.
It is very import ant for t eachers t o know w hat cont ent of mat erials print ed on the t ext book before it is t aught to st udents. The cont ent of the
t ext book should be easi er t o underst and. Lit tlejohn and Winddeat t in Yopi 2013 suggest ed t hat m at erials can be developed from six different perspectives: 1
t he general or subject cont ained in mat erials. 2 Views on the nat ure and acquisition of knowledge. 3 View of t he nature of language learning. 4 Role
im plicit mat erials. 5 Opport unit ies for t he developm ent of cognitive abilities, and 6 t he values and at titudes inherent in the mat erials. Teacher can use t hese
perspect ives as st andard in choosing the t ext book w hich is used in t eaching and learning process in order t he book will becom e m ore at t ract ive and fulfill t he
st udent s need. Com municative com pet ence should be t he opt ions t o develop and design
t he mat erials in t he t ext book. Communicat ive com pet ence is a t erm int roduced
by Hym es 1972, who defined it as t he abilit y t o convey and int erpret m essages and to negot iat e m eaning with ot her speakers in specific cont ext s. Over t he
years, t he t erm has been discussed and redefined by many aut hors, such as Canale and Sw ain 1980, Savignon 1997, and Bachman 1999 in Gladday,
2011 The not ion of com municative com pet ence cent ered prim arily on the
negot iat ion of m eaning in real situat ional cont ext s. In this respect , Canale and
4
Sw ain 1983 dist inguished four cat egories t hat defined t he not ion of comm unicat ive compet ence.
The first t w o cat egories referred t o use of t he linguistic syst em:
gramm at ical compet ence and discourse com pet ence. Gram mat ical compet ence
allow ed speakers t o know and underst and t he appropriat e use of language form s. W ithout know ledge of t he linguist ic code, com m unicat ion w ould be
absolut ely impossible. Discourse compet ence w as every speakers abilit y to connect sent ences in a m eaningful and coherent discourse.
The t hird cat egory w as socio-linguist ic compet ence, w hich involved
know ledge of the socio-cultural rules of language and the discourse in which language w as used. It result ed the abilit y t o underst and the cont ext or
sit uational realit y in which w e communicat e som et hing meaningful.
The fourth cat egory w as st rat egic com pet ence, which referred t o t he
verbal and nonverbal communication st rat egies speakers used t o compensat e for breakdowns in comm unicat ion due t o insufficient levels of com pet ence. In
other w ords, speakers w ere able t o use st rat egies t o compensat e for an im perfect know ledge of rules and a lack of vocabulary in t he com municative
process. Paraphrasing, repeat ing, and guessing w ere examples of st rat egic verbal compet ence. Gest ures, m im icking, and body positions w ere exam ples of
st rat egic nonverbal compet ence. All these st rat egies w ere valid w hen learners
int ended to negot iat e m eaning.
5
The comm unicative com pet ence proposed by Celce-M urcia, Dornyei, Thurrel 1995 w as developed from the concept of com municative compet ence
int roduced by Canale and Sw ain 1980. According to Celce-M urcia, et al 1995:43, the com municative com pet ence is divided into five com ponent s 1
linguist ic com pet ence, 2 st rat egic compet ence, 3 sociolinguist ic compet ence, 4 act ionable com pet ence, and 5 discourse com pet ence. To achieve t he
object ive of t eaching and learning in English, st udent s have t o mast er t he five component of communicative compet ence.
Language learning cannot be separat ed from com municative compet ence as it s funct ion for comm unicat ing. Language is a m eans of com m unicat ion of
human daily life, as w ell as in education. Text book as one of t he support ing fact ors plays an im port ant role in lesson st udy t o present mat erials in accordance
w ith Cont ent
St andard of
School-Based Curriculum
which cont ains
comm unicat ive com pet ence w it h it s aspect s. Teachers are expect ed t o develop t heir com municat ive compet ence by using English t ext books as a main resource.
How ever, w het her English t ext book has possessed comm unicat ive compet ence is st ill becom e a quest ion. So t his becomes t he t eachers’ dut y to choose t ext book
t hat cont aining m at erials and t asks w hich can develop st udent s’ com municative compet ence.
The researcher w as int erest ed in doing the research t o the mat erials present ed in I CAN DO IT English For Senior High School St udent s Grade XI. This
t ext book w as aut hored by Joko Daryant o, E.Rahayu , P.Darini and published by
6
M assm edia. This t ext book w as arranged t o give guidance for st udent s of Senior High School in st udying and improving t heir four language compet encies t o
mast er English. The book w as published in 2012. The m at erial delivery in t his book is situat ed with t he st udent s’ daily life.
So they w ill ease t o underst and and study English. Each unit comprises t w o main learning activit ies, those are Oral Cycle and W ritt en Cycle. Oral Cycle is divided
int o t wo learning act ivit ies, Speak Up and Cat ch W hat You Hear. In the part of Speak Up ,
st udent s are guided t o learn and practise speaking act ivel y. In Cat ch What You Hear
,t hey are t rained t o listen t o t he spoken English. While, Writ t en Cycle
is divided into three learning activities. Those are, Let’s Read, Grammar
Corner , and Let ’s W rit e. In t he part of Let ’ s Read, st udent s are guided t o improve
t heir reading skill and comprehend many kinds of genre t ext s. They w ill learn and comprehend the English gram m ar in Grammar Corner. In t he part of Let ’s Writ e,
t hey are guided t o build t heir w rit ing skill. The books w ere used by Senior English
Teachers of M adiun Regency in 2012 – 2013 and 2013 – 2014 academ ic year in delivering t heir teaching and learning in class.
The researcher is a t eacher of a senior high school in M ejayan Dist rict, M adiun Regency. The researcher considered t hat m at erials w as very im port ant
for t he learning process. The w rit er has chosen I CAN DO IT English For Senior High School St udent s Grade XI
for the follow ing reasons: the t asks w er e challenging, it also contained the four skills such as list ening, reading, speaking
7
and w rit ing. For short , by using this book t he st udent s could learn four aspect s of language skills list ening, reading, speaking and writ ing and gram mar.
Based on the considerat ion above, t he researcher was int erest ed t o invest igat e t he com municative com pet ence reflect ed I CAN DO IT English For
Senior High School St udent s Grade XI , w hat w as t he dom inant com municative
compet ence in it , and what w as t he frquency of the com m unicat ive compet ence in the books. Besides, communicative com pet ence has probabilit y to answ er why
t his book w as suit able for learning English and how t he books could help the t eachers t o deliver English m at erial in class easily.
Considering t he problem above, t he researcher want ed to analyze w hat ext ent t he t asks I CAN DO IT English For Senior High School St udent s Grade XI w as
designed t o develop student s’ com municative com pet ence. So t he researcher conduct ed a research ent itled “ M at erial Design t o Improve St udent s’
Communicative Compet ence: Text book Analysis on I CAN DO IT ,English For Senior High School St udent s Grade XI” .
B. Problem Statement
Kategori