A Content Analysis On Speaking Materials And Activities Written On ”English Alive I” Textbook (An Analytical Study On English Textbook For First Year Of Senior High School
(An Analytical Study on English Textbook for First year of Senior High School)
The “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers Training in Partial Fulfillment of the Requirements for the Degree of S. Pd
(S1) In English Education Department
By: KARTINI NIM: 111001400008
THE DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
“
SYARIF HIDAYATULLAH
”
STATE ISLAMIC UNIVERSITY
JAKARTA
2015
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English Textbook for First Year Senior High School. Skripsi of English Education Department at Faculty of Tarbiyah and Teachers’ Training of State Islamic University Syarif Hidatullah Jakarta, 2015. Keywords: Speaking Materials and Activities, Textbook, KTSP
The purpose of this study was to des cri b e t h e speaking materials and activities of the English textbook entitled ” ENGLISH ALIVE 1” for ten grade of senior high school student compatible with school-based curriculum or KTSP. Then, the writer also studies about the feasibility of content and presentation of the textbook.
This study uses descriptive method by using document analysis. The data collected for this study will be gathered from the English textbook “English Alive 1” published by Yudhistira. The data is about speaking materials and activities written on the textbook.
The findings of this study concluded that (1) the score of the feasibility of content is 3.4 It means content textbook of “English Alive 1” is “Good”. (2) The score of feasibility of presentation is 3.3. It means the presentation
of “English Alive 1” is “Good”. The final score of both feasibilities are 3.3. Based on the result above, it can be drawn conclusion that speaking materials and activities are appropriate with school-based curriculum or KTSP
and it has met criteria of good textbook. Then the writer suggested that both English teachers and educational institution should concern and pay attention to content of the textbook, not only its compatibility with the current curriculum, but also the compatible with students’ needs.
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ABSTRACT
Kartini (1110014000008). A Content Analysis on Speaking Materials and Activities Written on “English Alive 1”, An Analytical Study on English Textbook for First Year Senior High School. Skripsi of English Education Department at Faculty of Tarbiyah and Teachers’ Training of State Islamic University Syarif Hidatullah Jakarta, 2015. Keywords: Speaking Materials and Activities, Textbook, KTSP
Tujuan dari penelitian ini adalah untuk menemukan apakah materi dan aktivitas keterampilan berbicara yang terdapat dalam buku teks bahasa Inggris
yang berjudul “ ENGLISH ALIVE 1” untuk kelas 1 SMA sesuai atau tidak
dengan Kurikulum Tingkat Satuan Pendidikan (KTSP). Penulis juga mempelajari tentang kelayakan isi dan kelayakan penyajian.
Penelitian ini menggunakan metode deskriptif dengan menggunakan analisis dokumen. Data yang diperoleh untuk penelitian ini dari materi dan aktivitas keterampilan berbicara yang terdapat dalam buku tersebut.
Hasil dari penelitian ini adalah (1) Nilai kelayakan isi buku English Alive 1 adalah 3.3. ini artinya isi buku bahasa Inggris tersebut „Baik’. Nilai untuk kelayakan penyajian adalah 3.3. Nilai akhir dari kedua kelayakan tersebut adalah 3.3. Dari penafsiran data, Penulis menyimpulkan bahwa materi dan aktivitas keterampilan berbicara yang terdapat dalam buku teks bahasa Inggris yang
berjudul “ ENGLISH ALIVE 1” sesuai dengan KTSP dan buku bahasa Inggris
ini memenuhi criteria buku yang baik.
Berdasarkan temuan dari penelitian ini, Penulis menyarankan baik guru bahasa Inggris maupun pihak sekolah untuk selalu memperhatikan isi dari sebuah buku teks bahasa Inggris. bukan hanya kecocokannya dengan kurikulum yang digunakan namun juga kecocokannnya dengan kebutuhan siswa.
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Praise be to Allah, the Lord of the world who has given His Mercy and Blessing upon the writer in completing this Skripsi. Then, peace and salutation upon our Prophet Muhammad shallallahu ‘alaihi wa sallam, his family, his relatives, and his faithful followers.
In this occasion, the writer would like to express her greatest appreciation, honour and gratitude to her beloved parents (Sahid and Suanah), for their valuable supports and moral encouragement in motivating the writer to finish her study. Then, the writer thanks to her lovely siblings (Saiyah, Suryadi, Idup, Iwan, Supriyadi, and Murjenah) for their love and support to the writer in writing this
Skripsi.
The writer also would like to express her deepest gratitude to her advisors, Zaharil Anasy, M.Hum and Ertin, M.A.TESOL, for their advices, guidance, corrections, and suggestions in finishing this Skripsi.
Her gratitude also goes to:
1. All lecturers of the Department of English Education who have taught and educated the writer during her study at UIN Syarif Hidayatullah Jakarta.
2. Drs. Alek, M.Pd, the Head of the Department of English Education. 3. Zaharil Anasy, M.Hum, the Secretary of the Department of English
Education.
4. Prof. Dr. Ahmad Thib Raya, MA, the Dean of Faculty of Tarbiyah and Teachers Training.
5. Her academic advisor, Didin N. Hidayat, M.A TESOL, for giving advices, guidance, suggestions, and support.
6. Her husband, Husni Mubarok for giving support, care, time and motivation.
7. Her beloved sisters and brothers in law, Endah Yuliarti, Sukardi, Yenny, Romi for giving support.
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9. Her best friends, Rustini, Wiwin Sutianah, Siti Farida Ridwan, Artika Diannita, Lailani Kasyfi Amania, Dhiya Mawaddah and all friends in the Department of English Education Academic Year 2010/2011 especially class A, for sharing knowledge, care, motivation, time, support, laugh and happiness.
10.Her beloved friends, Anggi Irma Ardia Ningrum, S.Pd, Triana Utami, Andriani Libra, Agung Darmawan, Mia Ismiati and Susi Susanti for sharing and motivation.
11.Any other person who cannot be mentioned one by one for their contribution to the writer during finishing her Skripsi.
May Allah bless them for all of what they have done.
Finally, the writer feels that it is really pleasure for her to receive criticism and suggestions to make this Skripsi better. She also hopes that this Skripsi would be beneficial, particularly for her and for those who are interested in it.
Jakarta, Oktober 2015
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SURAT PERNYATAAN KARYA SENDIRI ...iii
ABSTRACT ... iv
ACKNOWLEDGEMENT ... vi
TABLE OF CONTENT ...viii
CHAPTER I. INTRODUCTION A.Background of Study ... 1
B. Focus of study ... 4
C.Formulation of the study ... 4
D.The Objectives of Study ... 5
CHAPTER II. THEORITICAL FRAMEWORK A. Textbook 1. Definition of Textbook ... 6
2. Function of Textbook ... 6
3. Selection of Textbook ... 8
4. Adapting Textbook ... 10
5. Guideline for Textbook Assessment ... 11
B. Curriculum 1. Definition of Curriculum ... 16
2. School-Based curriculum / KTSP ... 16
C. Speaking 1. Definition of Speaking... 18
2. Goal and Function of Speaking ... 18
3. Speaking Activity ... 19
4. Role of Teacher in Speaking Activities ... 21
5. Characteristic of Successful Speaking Activities ... 22
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CHAPTER III. RESEARCH METHODOLOGI
A. Method of the Research ... 29
B. Unit of Analysis ... 29
C. Procedure of Analysis ... 29
D. Technique of Analysis... 30
CHAPTER IV. FINDINGS AND DISCUSSION A. Data Description 1. Feasibility of Content ... 31
2. Feasibility of Presentation ... 59
3. Research Finding ... 63
4. Data Interpretation ... 65
CHAPTER V. CONCLUSION AND SUGGESTION A. Conclusion ... 66
B. Suggestion ... 66
REFERENCES ... 68
LIST OF APPENDIXES Appendix 1 Rubric Assessment from BSNP ... 70
Appendix 2 Standard Competence and Basic Competence ... 83
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CHAPTER I INTRODUCTION
A. Background of Study
English as an international language plays an important role in education in Indonesia. By mastering English, students can communicate with others people all over the world and open doors to scientific and technical knowledge. It allows students to have better access to any information. English also facilitates students to get good job and good university. It is because English becomes requirement to enter either company or university, hence having good ability in English can be one of some ways for students to gain success in their life. The significance of learning English is also supported by the government. The government places English as compulsory subject that is taught from junior high school up to university.1 English also becomes one of some subjects in national examination for junior and senior high school.2 As a result, learning English is a must for students in junior and senior high school in Indonesia.
Based on Kurikulum Tingkat Satuan Pendidikan (KTSP), the objective of learning English in Indonesia is students are be able to communicate both in written and oral language fluently and accurately.3 To facilitate students in attaining the objective, one of some ways is by giving them suitable materials and activities. In spite of students are expected to have ability both written and oral language, however most of students in SMA PGRI 56 Tangerang Selatan want to have ability in spoken better than written. They assume by having ability in speaking skill, they can use the language to communicate in daily life. To help students in improving their speaking skill, one of some ways is by giving them good speaking material and activities.
1 Direktorat Pembinaan Kursus dan Pelatihan Kementrian Pendidikan Nasional
. (Jakarta: Kementrian Pendidikan Nasional, 2011), p. 2.
2Peraturan Pemerintah Republik Indonesia
No. 32/2013 subsection 70 verse 3 and 5, pp.
16—17.
3
Pusat Kurikulum, Balitbang Depdiknas, Standar Kompetensi Mata Pelajaran Bahasa Inggris SMA and MA, (Depdiknas: Jakarta, 2003), p. 16.
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There are some criteria to choose good speaking materials and activities. Harmer stated that speaking activities should provide opportunities for students to practice real life speaking and offer feedback for both teachers and students.4 The same idea is also explained by Tomlinson. He adds that good language teaching materials should be relevant and useful.5 According to Cambridge Advanced
Learner’s Dictionary, relevant means connected with what is happening or being
discussed. It means that materials which give chance for students to practice real life speaking in their daily life can be called as relevant material. Then, suitability between topic and task also can be a consideration for teachers in selecting good speaking materials.6 By giving good speaking materials and activities, students are easier to participate freely and enthusiastically during the speaking class.
Furthermore, teachers can collect both speaking materials and activities from English textbook. Jack C. Richards said that textbooks are the most common form of teaching materials in language teaching.7 It is because textbook provides materials that have been matched with standard of competence in a curriculum. Allan stated that textbook is the best resource to help students in achieving the aim and objectives of learning, because it has already set based on
the learners’ need.8
By using textbook, teachers are easier to teach in class, because they can keep on track of what they should teach to students. For that reason textbook is used dominantly in teaching and learning process.
Moreover, In Indonesia, the government also suggests teachers to use textbook in teaching their students. Based on the rules of ministry of cultural and education, number 11, years 2005, stated that textbook is a major book to be used
4
Jeremy Harmer, How to teach English, (England: Longman, 2007), p. 12.
5
Jack C. Richards, Curriculum Development in Language Teaching, (New York:
Cambridge University Press, 2001), p. 263.
6
Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman,
2007) forth edition, p. 345.
7
Jack C. Richards, Curriculum Development in Language Teaching, (New York:
Cambridge University Press, 2001), p. 254.
8
Alan Cunningsworth, Choosing Your Coursebook, (London: McMillan Publisher
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at school…9 Thus, the using of textbook is an obligation to support the teaching and learning process.
Alexandra Skierso stated that since textbook is very important for second and foreign language class, selecting textbook is very crucial. She emphasizes selecting textbook is a responsibility of a teacher.10 However, some teachers sometimes less pays attention in choosing good and suitable English textbook for students. Some teachers choose an English textbook because they have good perception about certain publisher. They assume that English textbook from certain publisher is better than other publishers. As a result, every year, they always use English textbook from the same publisher. However, its content may change year by year. They cannot guarantee that content English textbook can keep the quality.
Moreover, sometimes some schools also less pay attention in selecting good and appropriate English textbook to be used at school. Based on the writer experience when she was in Junior and Senior high school, every year her school provided English textbook from the same publisher. The writer assumes the schools subscribed to certain publisher every year. As a consequence, the schools always use the textbook to be used for teachers to teach their student. It may happen to other schools in Indonesia. To support this condition, the writer interviewed some people. The result shows that most of them agree. They said their school also used an English textbook from the same publisher year by year.
It may happen because the school’s principal believes that contents of the textbooks are good and suitable to be used by the teacher as instructional material. Either schools or teachers should pay attention in selecting English textbook. To get the most suitable English textbook for students, it is a must for teachers to select it well. Allan stated that there are so many published English language teaching materials available on the market, thus it makes selecting
9
Peraturan Mentri Pendidikan Nasional, Nomor 11 Tahun 2005 tentang Buku Teks Pelajaran, p. 2.
10
Marianne Celce-Murcia, Teaching English as a Second or Foreign Language, 2nd ed,
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textbook becomes a challenging task for teachers.11 To know deeply the content of a textbook, teachers should evaluate it. Evaluation can be conducted before textbook is used, during its use and after use. By evaluating textbooks, teachers can identify particular strengths and weakness. In the strength points teachers can use the materials maximally, while in the weaker area, the teachers can give any addition through adaptation or by substituting materials from other books.12 If teachers can use textbook precisely, it can very helpful for students in reaching the objective of learning.
Based on the description above, the writerintends to analyze the speaking materials and activities of an English textbook for senior high school entitled
English Alive 1. The writer chooses this textbook because it is used in the ten grade of SMA PGRI 56 Ciputat, a school where the writer is working there. Hence, the writer will do research by a title A CONTENT ANALYSIS ON SPEAKING MATERIALS AND ACTIVITIES WRITTEN ON “ENGLISH ALIVE 1” (An Analytical Study on English Textbook for First Year Senior High School).
B. Focus of the study
To ensure the accurate data collection and also to avoid unclear and over broad research, the writer limited some pointers of this research, and the limitations are as follows:
1. The writer analyzes whether speaking materials and activities provided in textbook “English Alive 1” compatible or not with school-based curriculum or Kurikulum Tingkat Satuan Pendidikan (KTSP).
2. In analyzing the textbook, the writer uses feasibility of content and presentation based on categories in rubric assessment published by Badan Standar Nasional Pendidikan (BSNP).
C. Formulation of the study
After conducting the limitation of the problems, the research problem is formulated into:
11
Cunningswort, op. cit., p. 1.
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1. Are the speaking materials and activities of the English textbook entitled
“English Alive 1” for senior high school student grade ten published by Yudhistira compatible with school-based curriculum or KTSP seen by criteria of Badan Standar Nasioanl pendidikan (BSNP)?
2. How is the feasibility of content of speaking materials and activities on the textbook?
3. How is the feasibility of presentation of speaking material and activities on the textbook?
D. The Objectives of Study
Based on the formulation of study mentioned above, the objectives of this study are:
1. To see whether or not speaking materials and activities of the English text
book entitled ” English Alive1” for ten grade of senior high school student compatible with school-based curriculum or KTSP.
2. To find out the feasibility of content of speaking materials and activities on the textbook.
3. To find out the feasibility of presentation of speaking materials and activities on the textbook.
4. To know whether or not speaking materials and activities on the textbook relevant to students daily life.
5. To know whether or not speaking activities on the textbook suitable with its materials.
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CHAPTER II
THEORETICAL FRAMEWORK A. Textbook
1. The Definition of Textbook
Talking about teaching and learning process, the term of textbook always appears in the context. Theo van Els, explains that textbook refers to “a coherent body of language teaching materials which may consist of either just the coursebook(s) but also of a learning package consisting of several parts”.1 From the quotation above, both students and teachers must be very close to the term of textbook. The teaching and learning process need textbook as an essential instructional material. Based on on the rules of ministry of cultural and education stated that:
Buku teks pelajaran adalah buku acuan wajib untuk digunakan di sekolah yang memuat materi pembelajaran dalam rangka peningkatan keimanan dan ketakwaan, budi pekerti dan kepribadian, kemampuan penguasaan ilmu pengetahuan dan teknologi, kepekaan dan kemampuan estetis, potensi fisik dan kesehatan yang disusun berdasarkan standar nasional pendidikan.2
(Textbook is a major reference to be used at school which content learning materials in order to increase faith and piety, character and personality, mastery of science and technology, ability and sensitivity of aesthetic, potentiality of physical and health that is arranged based on standard of education.)
Based on the definitions above, the writer summarizes that textbook is a body of language teaching material which content knowledge in order to facilitate students in attaining the objective of learning.
2. Function of Textbook
Penny Ur explains so many advantages of textbook. The writer selects some of them as function of textbook, the explanation as follows:
a. Framework
1
Theo van Els, et al, Applied Linguistics and the Learning and Teaching of Foreign
Languages, (London: Edward Arnold, 1984), p. 298.
2
Peraturan Mentri Pendidikan Nasional, Nomor 11 Tahun 2005 tentang Buku Teks Pelajaran, p. 2.
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As a guideline for teachers in transferring knowledge to their students, either in the class or out of the class, textbook provides clear framework. It is formulated based on a syllabus in a curriculum. Thus, materials on textbook have been matched with the learning objectives. It makes teacher easy to keep on track of what they should teach to students.
b. Ready-made Texts and Tasks
A textbook provides texts and tasks which are ready to be used by teacher to teach students. Content of textbook facilitate teachers to prepare teaching materials. They do not consume a lot of time to arrange it, because they just need to select materials and activities which are appropriate to student’s need.
c. Guidance
A textbook can be guidance especially for inexperience teachers. Sometimes they confuse to explain materials due to the language. They may not be able to produce accurate language on their own. Thus, textbooks as material provider can help them to solve this problem, because textbook presents explanation about materials.
d. Autonomy
By having textbook, students can do independent learning. They can learn at home before teacher explains materials. They also can use it for review materials that have been learnt. And then, they also can know what aspect that will be tested. In summarized, textbook can be a resource for self-directed learning or self-access to the students.3
Moreover, Jack C. Richard also mentioned some functions of textbook, which are:
a. Textbook provides structure and a syllabus for a program
Textbook not only plays as an instructional material but also it can be a syllabus. Materials on textbook are developed based on syllabus in a curriculum, hence it make possibility for teachers to teach without looking at the syllabus. b. Textbook helps standardize instruction
3
Penny Ur, A Course in language Teaching, (Cambridge: Cambridge University Press,
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Usually, teachers in Indonesia teach some classes in the same level. All of their students receive similar explanation, thus they can test their students in the same way. As a result textbook can be a standardize instruction.
c. Textbook provides a variety of learning resource
Some textbooks are often companied by work book, CD’s and cassettes, videos, and CD-ROM’s, etc. By giving rich learning resources, the students will not feel bored learning English in the class.
d. Textbook is efficient
Textbook can save teachers’ time. It is because they do not consume a lot of time to make material. They just need to select what kind of materials and tasks to teach their students in a certain meeting. It enables teachers to offer time to teach rather than material production.
e. Textbook can train teacher
Inexperienced teachers may always learn textbook before they teach their students. Hence, textbook can help those teachers in training their ability in teaching.4
3. Selection of Textbook
Due to the wealth of commercial textbook for English language teaching available on the market, thus teachers have to pay more attention to select textbook itself. In selecting a textbook for students, teachers need to be careful, because unsuitable textbook could possibly make the class tedious with uninteresting material. Cunningsworth stated three stages in selecting textbook, the explanation as follows:
a. Identify the aim and objectives of the teaching program.
b. Analyze the teaching situation which the material will be used.
c. Draw up list of potential textbook, it can be done by using information from publisher, advice from others people and our own previous experience.5
4
Jack C. Richards, Curriculum Development in Language Teaching, (New York:
Cambridge University Press, 2001), pp. 254—255.
5
Alan Cunningsworth, Choosing Your Coursebook, (London: McMillan Publisher
Limited, 1995), p. 5.
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Furthermore, Theo Van Els said that it seems useful to distinguish between the following two stages in the selection of a textbook:
a. Global Selection
In the global selection, teachers can choose textbook based on the review of textbook, users’ judgments and information from authors and publishers.
1) Textbook review is the most general of textbook description. It often consists of summary and surface information.
2) Then, usually some textbook also completed by user’s judgment. It
contents the users’ opinion about textbook based on their experience
after using it.
3) The last, information from authors and publishers also can be a consideration in selecting textbook. It explains the strengths of contents textbook.
b. Analysis of the Textbook
In analyzing textbook, teacher at least can use Checklist and Comparative textbook description. Teachers can check contents of textbook through some categories below:
1) Objectives and methodology 2) Structure
3) Organization of teaching 4) Texts
5) Exercises 6) Grammar 7) Phonetic 8) Vocabulary
9) Communicative, social, and situational context
After checking contents of one textbook, teachers can compare it with other textbooks. Then, they may decide to choose textbook that more appropriate to teach their students.6
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Moreover, good textbook usually have good materials. Tomlinson suggests that good language teaching material should have some characteristics, the explanation as follows:
1. Materials should facilitate students in receiving the knowledge. 2. Materials should help students in increasing their confidence. 3. Materials should be relevant and useful.
4. Materials should expose students’ authentic language.
5. Materials should provide students with opportunities to use the target language to achieve communicative purpose.
6. Materials should consider that the students have different learning styles.
7. Materials should take into account that students have differentiation in affective attitudes.
8. Materials should maximize learning potential by encouraging intellectual, aesthetic, and emotional involvement that stimulates both right and left brain activities.
9. Materials should provide opportunities for outcome feedback.7
4. Adapting Text Book
To make a textbook more suitable for students, teachers should adapt contains of a textbook based on students’ need. Theo Van Els emphasizes that adaptability of a textbook is an important factor in textbook selection.8 Some explanation below can be a consideration for teachers in adapting a textbook: a. Modifying Content
Sometimes, there is material in a textbook which is not suitable for the
students’ age, gender, social class, occupation, religion, or cultural background. For examples, a text may contain something related to other religion. In this case, teacher can modify the text by changing a certain word to make the text more appropriate for students.
b. Adding or Deleting Content
7
Richards, op. cit., p. 263.
8
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Textbook may contain too much or too little explanation or tasks. For example, when teachers just focus on teaching speaking skill, they can delete material that cannot support students to practice speaking skill, perhaps teacher can delete writing exercise. Then, when explanation in a material is lack, teacher can add any other information related to the material.
c. Reorganizing Content
Teacher may reorganize arrangement of units on a textbook. Or within a unit teachers may decide not to follow the sequence of activities in a unit but reorder them for particular reason.
d. Modifying Tasks
Exercise and activities may need to be changed to give them an additional focus. For example, a reading activity may focus only on getting main idea, so that teachers may take any kind of texts on a textbook in order to practice students to find main idea.
e. Extending Task
Exercise may contain insufficient practice, hence additional practice tasks need to be added in order to make students having ability in a certain material or skill.9
5. Guideline for Textbook Assessment Based on Badan Standar Nasional Pendidikan (BSNP)10
BSNP has released an evaluation process in form of a rubric assessment. It is used to evaluate the properness and also the suitability of a textbook. The rubric assessment from BSNP is designed to qualitatively describe and assess any content related items and materials in a textbook then quantitatively coding it. The assessment is based on feasibility of content and presentation. Actually, the rubric is provided in Bahasa, and then the writer summarizes it into English. The explanation as follows:
a. Feasibility of Content
The feasibility of content is a group of assessment about content of textbook. It consists of three subs of components. They are compatibility of
9
Richards, op. cit., p. 260.
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materials with standard competence and basic competence, the accuracy of materials, and the supporting material.
1) The Compatibility of materials with standard competence and basic competence.
This assessment is to know whether materials provided on textbook suitable or not with the standard competence and basic competence. It is divided into two subs criteria which are completeness of m at eri al and in-depth of material.
a) Completeness of Material
In the completeness of material criterion, textbook has to provide any kind of texts that give students opportunity to understand and produce both interpersonal and interactional conversation either in spoken or written form to interact with other people.
b) In-Depth of Material
The Depth of material is divided into four subs of components. They are exposure, text retention, production, and extension. In the exposure criterion, textbook have to present any kind of texts that relevant to students’ daily life in order to make the students familiar with those kind of texts. Then, in the text retention, textbook should provide guidance for students in understanding social function, structure of text, and linguistic features. While, in the production, textbook is expected to help students to produce both spoken and written text in order to reach social function that relevant to the text. The last is extension. In this criterion, textbook must offer guidance for students to do activities in order to develop the text either in written or spoken form which they have mastered before. It is aimed to help students in finding social function that relevant to the kind of the text.
2) The accuracy of materials
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presented in textbook is accurate or not on its social function, generic structure and linguistic feature.
a) Social Function
In this criterion, texts provided in a textbook should help students to get social function that relevant to students’ daily life.
b) Generic Structure
In this criterion, texts offered in a textbook have to help students to develop their ability in thinking systematically and orderly.
c) Linguistic Feature
In this criterion, texts presented in a textbook are supposed to help students to expand their ability to communicate accurately and properly.
3) Supporting materials
This criterion is divided into three sub components, which are, relevance, development of life skills and development of diversity insight.
a) Relevance
In this criterion, teaching material (Tables, pictures, texts, a n d references) provided within textbook should be relevance with topic that will be learned by students.
b) Development of Life Skills
In this criterion, every text available on a textbook should motivate students to develop their life skill that related to personalities, social, academic and vocational life.
c) Development of Diversity Insight
In this criterion, texts should encourage students to develop diversity insight especially in appreciating any kind of cultures, promoting wealthy of Indonesia, appreciating value of democracy and multicultural diversity.
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The feasibility of presentation is a group of assessment about the presentation of a textbook. The feasibility presentation is including three measurements, namely technique of presentation, learning presentation and completeness of presentation.
1) Technique of presentation.
Technique of presentation is divided into two subs criteria which are Systematic and Chapter equilibrium.
a) Systematic.
In this criterion, teaching material should be presented in form of texts that completed by communicative activities, illustrated pictures, and symbols. The arrangement of all of them must be systematically based on characteristic of material, at least starting by introduction, body and closing.
b) Chapter equilibrium
In this criterion, teaching material should be presented in form of texts, communicative activities, illustrated pictures and symbol. All of them have to be offered in balance in every chapter.
2) Learning presentation.
The assessment of learning presentation is divided into four subs criteria. They are learner center, developing of initiative, creativity, and learners' critical thinking, the development independent learning and the last the development of learners' ability to evaluate themselves.
a) Learner Center
In this criterion, textbook should provide learning presentation, learning experience, and activities that encourage students to have interaction between students to students, students to teacher, and students to other people.
b) Development of Initiative, Creativity, and learners' critical thinking Learning presentation, learning experiences and activities that are provided in textbook should motivate students to do any kinds of
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communicative activities both in written and spoken. Students are expected to do autonomous learning in conducting those activities and also they should be creative and critical.
c) The Development Independent Learning
Learning presentation, learning experiences and activities that are provided in a textbook have to encourage students to have responsibility on their own learning process.
d) The Development of Learners' ability to evaluate themselves
In this criterion, learning presentation, learning experiences and activities that are presented on textbook have to encourage students to evaluate themselves in order to know their strength and weakness in the learning process.
3) Completeness of presentation
This assessment of completeness of presentation is divided into three subs criteria which are Introduction part, Content part and Closing part.
a) Introduction part
In this criterion, textbook have to consist of preface and table of content. In preface, textbook delivers information about aim of a book, and expression of gratitude and hope. While, in table of content, textbook should give information that make students easy to find chapter, sub chapter and also topic.
b) Content part
In this criterion, textbook must consist of introduction, teaching materials, summary and reflection. Introduction provides aim of textbook, systematic of textbook, and way to learn a textbook. Then, teaching material, it is the important part in a textbook. It is consist of explanation, examples, tasks, and independent activities. The last is summary and reflection. It gives short and clear explanation in order to make students more understand about material that they have learned before.
c) Closing part.
In this criterion, textbook have to consist of Glossary, References and Indexes. Glossary presents essential terminologies and short explanation that are
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taken from teaching material. It is usually arranged alphabetically. References provide list of books that are used to help writer in writing the book. Indexes is a list of important words that followed by number of page.
B. Curriculum
1. Definition of Curriculum
Based on UU RI No 20 Tahun 2003 stated that “Kurikulum adalah seperangkat rencana dan pengaturan mengenai tujuan, isi dan bahan pelajaran
yang digunakan sebagai pedoman penyelenggaraan pembelajaran untuk
mencapai tujuan pendidikan itu”.11
(Curriculum is a set of plans and arrangements regarding objectives, contents and teaching materials that are used as guidelines for the organization of learning in order to achieve the educational goals.)
Furthermore, some experts also define curriculum. Ornstein and Hunkins define curriculum as “a plan for achieving goals”.12 Trump and Miller stated that curriculum refer to” the variety of instructional activities planned and provided for pupils by the local school or school system.”13
The writer concludes, curriculum is a set of plan to facilitate students to achieve the objectives of learning. Through curriculum teachers is guided to keep on track of what students need to learn.
2. School-Based Curriculum or Kurikulum Tingkat Satuan Pendidikan (KTSP)
Recently, Indonesia has a new curriculum, namely Curriculum 2013. This curriculum has already used by all schools in Indonesia for a half of year or one semester. However, some experts in education found that the application of this curriculum is unclear. It still needs revision and evaluation to use this curriculum. As a result, the ministry of cultural and education asks schools in Indonesia to use the previous curriculum again, Kurikulum Tingkat Satuan Pendidikan (KTSP).
11
Undang-Undang Dasar RI, no.20, Tahun 2003.
12
Allan C Ornstein and Francis P Hunkins, Curriculum; foundation, principles and
issues, (United State: Pearson, 2009), pp. 10—11.
13
J. Lloyd Trump and Delmas F. Miller, Secondary School Curriculum Improvement,
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School-Based Curriculum is an operational curriculum which was arranged and implemented in each educational unity.14 In this curriculum, government gives the independence to every school to develop the curriculum based on school potentiality. However, the development must suitable with standard competence and basic competence on Badan Standar Nasional Pendidikan (BSNP).
As a curriculum which is expected to empower educational unity, KTSP
has three goals. They are to improve quality of education; to increase people attention about curriculum; and to enhance good competition between educational unities.15
KTSP is developed by principle of diversification with involve educational
unity, learners’ capability, and potentiality of area.16
For example, in learning narrative text, students learn about stories, legend, and folktale from their own
region. The language that is used on the stories also should match with students’
level and capability.
Furthermore, KTSP has four characteristics. First, the orientation of this curriculum is knowledge. Thus KTSP contains amount subjects where students have to master all of them. Second, KTSPis aimed to develop students’ creativity.
It makes possibility for the students to search material as much as possible to support their studying. Third, KTSP develop potentiality of area. It requires students to learn everything about their own region, for example learn about the local language, art, culture, food, and many more. Then, KTSP is a technology curriculum. Therefore, it consists of standard competence and basic competence that enlarge with indicator of learning.17
14
Mulyasa, Kurikulum Tingkat Satuan Pendidikan, (Bandung: PT Remaja Rosdakarya,
2007), pp. 19—20.
15Ibid
,
16
Undang-Undang No.36 year 2003 verse 2 about KTSP.
17
Wina Sanjaya, Kurikulum dan Pembelajaran; Teori dan Praktik Pengembangan
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C. Speaking
1. Definitions of Speaking
Like writing skill, speaking is also a productive skill. According to McDonough and Shaw, speaking is “purpose-driven to communicate something in order to fulfill certain particular end, involving expressing of ideas, negotiating, or by solving particular problem and in most common cases is to maintain social relations or friendships.” 18 Still the same as their idea, Tarigan stated that speaking referred to the production of sounds and words as a meaningful verbal language. Speaking is also a well developed tool in communicating and sharing ideas between speakers and listeners to fulfill their needs.19 In addition, Cited in Chaney, Kayi determined speaking as building and sharing process of meaning through verbal and non verbal symbol in variety of contexts.20 To sum up those definitions above, the writer concluded speaking is commonly used as a way to relate any information between speaker and listener in order to accomplish their need.
2. Goal and Function of Speaking
Among the four skills (listening, reading, writing and speaking) speaking seem as the most important.21 It is because students who learn a language expect they can use the language to communicate with others people. In order to smooth the process of communication, factor of fluency is much needed for students. Jack C. Rhicards stated that fluency becomes the goal of learning speaking skill in a language program.22 To speak fluently in English, students need to be able to pronounce phonemes correctly, use appropriate stress and intonation patterns and
18
Jo McDonough and Christopher Shaw, Materials and Method in ELT 2nd Edition
“A Teacher’s Guide”,(Oxford: Blackwell Publishing Ltd, 2003), p.134.
19
Henry Guntur Tarigan, Berbicara :Sebagai Suatu Keterampilan Berbahasa,
(Bandung : Angkasa Bandung, 2008), p. 16.
20
Hayriye Kayi, Teaching Speaking: Activities to Promote Speaking in a Second
Language, The Internet TESL Journal, Vol. XII, No 11 (Nevada: University of Nevada, 2006), p. 1
21
Ur ,op. cit., p. 120.
22
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speak in connected speech.23 Then, encouraging the acquisition of communication skill and promoting real communication in and out of the classroom also become the goal of speaking component in language class.24
Furthermore, according to Thornbury, there are two functions of speaking, which are Transactional and Interpersonal.
a. Transactional function expresses information and facilitates the exchange of goods and services. For example phoning to book table at restaurant.
b. Interpersonal function establishes and maintains good relation between people. For example conversation between friends that take place at the restaurant.25
Brown and Yule stated that transaction refers to situations where the focus is on what is said or done. The message and making oneself understood clearly and accurately is the central focus, rather than the participants and how they interact socially with each other. While, interpersonal or interactional refers to conversation and describes interaction that serves a primarily social function. For example when people meet, they exchange greetings, engage in small talk, recount recent experiences and many more.26
3. Speaking Activities
Some experts explained so many kinds of speaking activities. Heidi and Anne pointed out four speaking activities. Namely: Drill or linguistically structured activities, Performance activities (speech), observation activities and Participation activities or guided discussion.27 Then, Penny Ur also added so many speaking activities. The explanation as follows:
a. Describing pictures
23
Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman,
2007), Forth Edition, p. 343.
24
Celce-Murcia, op. cit., p. 126.
25
Scott Thornbury, How to Teach Speaking, (New York: Longman, 2005), p. 13.
26
Richards, op. cit., pp. 21—29.
27
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In practice of describing pictures, teachers give a piece of paper that consists of so many people activities. Students in a group are asked to say as many sentences as they can describe.
b. Pictures differences
In pictures differences activities, students are in pairs, each member of the pair has different pictures. Without showing each other their pictures, they have to find out what the differences are between them so that each of them can take turn to tell about the pictures.
c. Things in Common
In this activity, students are asked to sit in pairs. And then, they talk to one another in order to find out as many things as they can that they have in common.
d. Solving a problem.
In this activity, teachers tell a problem and the students are asked to solve this problem.28
Moreover, Harmer also created other speaking activities, as follows: a. Acting from a script
In this activity, students are asked to act based on scripts or dialogues that have prepared. The text can be prepared either by teacher or students.
b. Prepared talk
Prepared talks can be form of presentation, speech, and many more.
c. Questionnaires
In this activity, student asks other students as many questions as possible and it is conducted take in turn.
d. Simulation and Role Play
In this activity, students simulate a real life encounter (Such as business meeting, an interview in a hotel, a shop or, a cafeteria). They do these activities like in the real world. 29
28
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Moreover, storytelling also can be a speaking activity. Thornbury divided storytelling activities into three, which are:
a. Guess the lie
In this activity, students tell each other three short personal anecdotes, two of which are true, and one anecdote is wrong. Other students are asked to guess which one the wrong statement and give necessary reasons.
b. Insert the word
In this activity, students are given a card with unusual word or expression. And then, they take turn telling each other an anecdote in which they incorporate their secret item as unremarkably as possible. At the end of each telling, the others have to guess what the word or expression was.
c. Chain story
In this activity, students work in group. They take turns to tell a story, each one taking over from and building on, the contribution of their class mates at a given signal from the teacher.30
4. Role of Teacher in Speaking Class
a. Prompter
To make all students participate well during the speaking class, teachers should help them in expressing their idea. Sometimes, students forget about certain vocabulary, or they may confuse of what they are going to say next. In these situations, the teachers may be able to offer some words to complete
students’ sentences or they can ask a question related of students’ idea in order to
enhance their speaking. However it is better to leave them to struggle out of such situation on their own.
b. Participant
Teachers can be a participant during students practice to speak. They may introduce new information to students or ask some questions related to the topic in
29
Harmer, op. cit., pp. 348—352.
30
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order to improve students’ speaking. It is better for teacher to stand back of students, so they can watch and listen to what is going on. However, teachers have
to be careful that they do not participate too much. Dominating teachers’ voice in
speaking class will make the students lose opportunities to speak. c. Feedback provider
Teachers can deliver feedback to students in the middle or at the end of activity. When students are in the middle of a speaking task, teachers should give sufficient feedback. It is because over feedback may take the communication out of the activity, while helpful feedback will make the students out of difficult misunderstanding and hesitation. Then, feedback which is explained at the end of the task can be form of correction of grammar, addition information or opinion about the content of the activity as well as the language used. Or they can allow students to assess what they have done. 31
5. Characteristics of a Successful Speaking Activity
There are some characteristics of successful speaking activities, the explanation as follows:
a. Learners talk a lot
All students can participate well. They can share their brilliant idea
without hesitation, so that the speaking class full of students’ voices.
b. Participation is event
All students get chance to speak. Either talkative students or taciturn students can involve well in speaking class. The participation of every student is an event in speaking class.
c. Motivation is high
Students are enthusiastic to speak; they always have something new to say. d. Language is of an acceptable level
Learners express their ideas that are relevant, easily comprehensible to each other and of an acceptable level of language accuracy.32
31
Harmer, op. cit., 347—348.
32
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6. Problems in Speaking Activities
a. Inhibition
Unlike reading, writing and listening activities, speaking requires some degree of real- time exposure to audience. However, most of students are often shy about trying to say things in a foreign language in the classroom. They worried about making mistake and afraid of criticism or losing face.
b. Nothing to Say
In speaking class, students are asked to talk a lot. In this condition, sometimes students feel that they are forced to think and say. As a result, they often confuse about what they are going to say even they cannot think.
c. Low or Uneven Participation
In big group, only some students get opportunity to speak. It is usually is dominated by talkative students, while other students have only very little time to talk. It is also a problem if teachers have less ability in manage the class.
d. Mother-tongue Use
When students face difficulty to say word or sentences in a foreign language in speaking class, they often use their mother-tongue. It is because they feel it is easier to say in mother tongue. 33
7. How To solve this problem
a. Use group work
Most of class in Indonesia has students whose English is at different level. Usually, students whose English is better than others have more chance to speak in class. It is because they are more confidence to share their idea. While, others students reluctant to speak because they are afraid to take a risk. In such condition, teachers can divide students into some groups. Students whose English at the same level belong to the same group. It will make the students get more opportunity to speak. Factor of inhibition also will decrease.
b. Make a careful choice of topic and task to stimulate interest
Students will be easier to think and share their idea, if they know well about the topic. Interesting topic and task will motivate students to participate
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well. Thus, it is very important for teachers to select relevant and suitable material for their students. 34Harmer adds that suitable topic and task will make the students participate freely and enthusiastically.35
c. Give some instruction or training in discussion skill
In speaking class, teachers should give clear instruction to students, so that they know well what they have to do during the process of learning. For example, in group discussion, the students have to make sure that everyone in the group contribute to the discussion and ask the chairperson in each group to regulate participation.
d. Keep students speaking in the target language
One of some ways to control students to speak in the target language is appoint a leader in each group as monitor, whose job it is to remind participants to use the target language and report later to the teacher how well the group managed to keep to it.36
D. The Relevant Previous Study
To make sure the originality of the idea in this study, the writer will present three previous studies that have relevance with this kind of study the writer conducted.
a. Textbook Analysis on Speaking Material Written on “English in Focus” (An Analytical Study on English Textbook for First year of Junior High School)
This research is conducted by Mailani in 2012. She was a student of English Education Department, Faculty of Tarbiyah and Teacher’s Training. The aim of the study is to find out whether or not the speaking materials of English
Textbook entitled “English in Focus” compatible with KTSP and to describe the feasibility of content, language, and presentation of the textbook. This research used descriptive qualitative approach by using document analysis. The writer took all speaking materials on the textbook as the unit of analysis. The findings of the study stated that (1) the presentation of the speaking materials in this textbook is
34
Ur, op. cit., pp. 121—122.
35
Harmer, op. cit., p. 345.
36
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not exactly compatible with the curriculum. That is proven by the fact that there are some of speaking materials suggested in curriculum not include in this textbook. (2) The order of presentation of the speaking materials in this textbook is not presented systematically and not compatible with the latest curriculum. In terms of the feasibility of language, the language that used in this textbook is simple and understandable.37
b. The Analysis of English Textbook “Path way to English” Used in the First Grade of Senior High School Based on Curriculum 2013.
This research is conducted by Arif Prasojo in 2014. He was a student of
English Education Department, Faculty of Tarbiyah and Teacher’s Training. The
aim of the study is to find out whether or not materials of English Textbook
entitled “Pathway to English” compatible with Curriculum 2013 and to describe the feasibility of content, language, and presentation of the textbook. This research used descriptive qualitative approach by using document analysis. The writer took all exercise of listening, speaking, reading, and writing as the unit of analysis. The findings of the study stated that (1) the English Textbook of
“Pathway to English” compatible with the curriculum 2013. (2) The materials provided in the textbook completely developed, as all the suggested English language skills exercises of writing, speaking, reading and listening materials in the curriculum 2013 are implemented. (3) The feasibility of content and presentation has mostly met the standard of an English textbook in delivering curriculum 2013.38
c. An Analysis of the Speaking Materials in “English Alive 2” Textbook for the Eleventh Grade of Senior High School
This research has been conducted by Febriyan Dwi Cahyono dan Rahayu Kuswardany, students of English Education, Language and Art Faculty, Surabaya
37
Mailani. “An Analysis on Speaking Materials Written on English in Focus: An English Textbook for First Year of Junior High School”, Skripsi of Undergraduate of Syarif Hidayatullah State Islamic University Jakarta, Jakarta, 2011, unpublished.
38Arif Prasojo. “The Analysis of English Textbook “Path way to English” Used in the
First Grade of Senior High School Based on Curriculum 2013. Skripsi of Undergraduate of Syarif
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State University. The objectives of the study are to describe the presentation of
speaking materials in “English Alive 2”textbook for the eleventh graders of Senior
High School based on the criteria of a good textbook proposed by Savignon, to describe the relevancy and the sequence of the speaking materials in “English
Alive 2” to the standard competence in School-Based curriculum or KTSP. This study was designed to use descriptive qualitative belonged to a documentary analysis. The researchers took all speaking materials on the textbook as the unit of analysis. Based on the analysis, the researchers found that the presentation of the textbook was arranged to meet the criteria proposed by Savignon. The researcher also found that the relevancy of the speaking material was quite in line to the Standard Competence in the current curriculum.39
The similarities of these studies are about the object of study, method and design of study. All of them used content of textbook as their unit of analysis and used document analysis as design of study. However, they have differentiation in the purpose, procedure and technique of analysis. The research that is conducted by Mailani is to find out suitability between the speaking materials and KTSP and to describe the feasibility of content, language, and presentation of the textbook, while the aim of Arif Prasojo’s research are to see whether or not exercise of English Textbook entitled “Pathway to English” compatible with Curriculum 2013 and to describe the feasibility of content, language, and presentation of the textbook.. Different with Febriyan and Rahayu, their research are to see whether or not the speaking materials on the textbook compatible with criteria of a good textbook proposed by Savignon and also KTSP.
The writer also used document analysis as design of the study; however she has differentiation about unit of analysis with all of the researchers above. Unit analysis of the writer was not only the speaking material but also the
39
Febriyan and Rahayu, “An Analysis of the Speaking Materials in “English Alive 2”
Textbook for the Eleventh Grade of Senior High School “, Skripsi of Undergraduate of Surabaya State University.
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speaking activities. Automatically, the purpose of the writer’ research was also different with all the researchers. The purpose is to find out whether or not the speaking materials and activities compatible with KTSP and to describe the feasibility of content and presentation of the textbook.
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CHAPTER III
RESEARCH METHODOLOGY
A. Method of the Research
In this research, the writer uses descriptive method by using document analysis. Content or document analysis is a method that is applied for written or visual data with the purpose of identifying specific characteristic of materials. The materials can be taken from textbook, newspaper, web pages, speeches, television programs, advertisements, musical compositions, or any of a host of other types of documents.1 In this qualitative research, the writer aims to analyze the condition of speaking materials and activities provided in English textbook
“English Alive 1” for the first year of senior high school.
After analyzing, the writer will do interpreting and reporting the data that is described in the English textbook. This kind of analysis is done with the help of words to describe any detailed conclusion or interpretation in a less biased and subjective manner. This method was found out to be suitable with the purpose of the research in examine the materials in a written and visual data provided in this English textbook that is written by Mulyono and Ari Widayanti.
B. Unit of Analysis
The unit of analysis of this research is speaking materials and activities on
“English Alive 1”, a textbook for first grade of Senior High School student. This textbook consists of ten chapters and each chapter contents speaking materials in form of monologs and dialogues and also any kind of speaking activities. Then, the writer took whole texts in the speaking section from chapter 1 to 10 as the unit of analysis.
C. Procedure of Analysis
In the procedure of analysis the writer did the following steps of study; the first procedure of this study was looking for School-Based Curriculum or
1
Donald Ary, et.al., Introduction To Research In Education, 8th Edition, (Belmont :
Wadsworth, 2010), p. 457.
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Kurikulum Tingkat Satuan Pendidikan (KTSP) about English teaching in the first grade of senior high school and the data from BSNP (Badan Standar Nasional Pendidikan) about rubric assessment of English textbook for Senior High School. Then the writer observed the content of the textbook to find speaking materials and activities provided in the textbook. Next, the writer looked up to any references that related to the topic of this study. The data then were categorized and arranged in detailed information about its source of data content and related information in curriculum. After that, the writer start to analyze the data found on the textbook and focusing on the speaking materials and activities.
D. Technique of Analysis
After having complete source of the data from the “English Alive 1”, the writer analyzed it with rubric assessment from BSNP. The writer analyzes content of the textbook by using rubric assessment from BSNP because it has been matched with the current curriculum and also criteria of good textbook. In this analyzes, the writer did the following steps:
1. Checking the speaking materials and activities provided in the textbook with the rubric assessment.
2. Evaluating speaking materials and activities in the textbook.
3. Interpreting the data gained from process of evaluation of the textbook. 4. Summing up the compatibility of the textbook content in quantitative
output to show result in number. The writer used score of assessment from BSNP to help presenting the data in forms of numbers.
Score Guided2: Very bad
(1)
Bad (2)
Good (3)
Very Good (4)
1 2 3 4 5 6 7 8 9 10
2
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CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
A. Data Description
The writer annalized an English textbook entitled “English Alive 1”. The textbook is compiled by Mulyono and Ari Widayanti. It is dedicated for the eleventh grade students of Senior High Schools which is developed based on
KTSP (Kurikulum Tingkat Satuan Pendidikan). It consists of 182 pages and 10 units. The writer took all speaking materials and activities from chapter 1 to 10 as unit of analysis. Speaking materials in each unit are presented in form of dialogs and monologs. While speaking activities is given in form of completion dialog based on situations and expressions provided, and practice pronunciation and conversation. In analyzing speaking materials and activities on the textbook, the writer uses rubric assessment which is published by Badan Standar Nasional Pendidikan (BSNP).
1. Feasibility of Content
Chapter 1 (Unforgettable Experience)
Sub Components Items
Score
1-4 The compatibility of materials with
Standard Competence and Basic Competence
Completeness 4
In Depth 4
The accuracy of the Materials
Social function 4
Generic Structure 4
Linguistic Feature 4
Supporting Materials
Relevance 4
Development of life skill
4
Development of diversity insight
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Total 29/3.6
1) The compatibility of materials with Standard Competence and Basic Competence
a) The Completeness
Score of the completeness in chapter 1 is 4. Score 4 is given if 95% of standard competence and basic competence developed in text, and score 1 if it less than 95%. In this chapter, all speaking materials and activities are suitable with standard competence and basic competence. They give students opportunity to understand and produce both interpersonal and interactional conversation either in spoken or written form to interact each other.
b) In Depth
Score of in depth in chapter 1 is 4. Score 4 is given if chapter provide at least 2 texts that relevant to students’ daily life along with a clear description on how to produce and analyze those kinds of texts, while score 1 is given if it is less than the requirement. Since, speaking materials and activities in this chapter fulfill all criteria of In-Depth, thus the score of in depth criterion in this chapter is 4. Each material in this chapter provides more than two examples and completed by two activities. From the materials and activities students learn how to produce and analyze the texts.
2) The Accuracy of Materials a) Social Functions
Score of the social function in chapter 1 is 4. Score 4 is given if at least 95% speaking materials and activities deliver social functions which are suitable with standard competence and basic competence and score 1 if it could not fulfill 95%. For all speaking materials and activities in this chapter are suitable with standard competence and basic competence, thus all materials and activities deliver appropriate social functions to students. The social functions are students learn how to greet other people, how to accept and cancel appointment wisely, how to say sympathy and condolence.
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Score of the generic structure in chapter 1 is 4. Score 4 is given if at least 95% the generic structures suitable with its social function, while score 1 is given if it less than 95%. The generic structure of speaking materials and activities in this chapter are suitable with its social function. All texts in materials and activities guide students to think systematically and orderly.
c) Linguistic Feature
Score of linguistic feature in chapter 1 is 4. Score 4 is given if at least 95% feature linguistic available in text suitable with it social function, while score 1 is given if it less than 95%. Linguistic feature in the all speaking materials and activities provided in this chapter are appropriate with its social function. However, the writer found grammatical error in activity on page 3 and materials on page 10, while other materials and activities use acceptable and accurate language.
3) Supporting Materials a) Relevance
Score of relevance in chapter 1 is 4. Score 4 is given if 91% to 100% materials and activities are relevant to topics discussed, score 3 if 76% to 90% materials and activities are relevant to topics discussed, score 2 if 61% to 75% materials and activities are relevant to topics discussed, and score 1 if 0% to 60% materials and activities are relevant to topics discussed. All texts and pictures provided in this chapter are totally related to material and activities discussed, thus the score for relevant criterion is 4.
b) Development of Life Skill
Score of the development of life skill in chapter 1 is 4. Score 4 is given if personal, social, academic and vocational life skills are developed, score 3 if it is only 3 skills are developed, score 2 if it is only 2 skills are developed and score 1 if it is only 1 skill is developed. Materials and activities in this chapter encourage students to develop their life skill in personal, social, academic and vocational. Expression of greeting, introducing and leave taking facilitate students to develop personal and social skills. Then, expression of accept and cancel appointment encourage students
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to have social and vocational skill, while expression of sympathy and condolence motivate students to have social skill. Then, all activities in this chapter guide students to have academic skill.
c) Development of Diversity Insight
Score of the development of diversity insight in chapter 1 is 1. Score 4 is given if materials and activities developed 4 criteria of diversity insight. Score 3 is if it only developed 3 criteria of diversity insight. Score 2 is if it only developed 2 criteria of diversity insight. Score 1 is if it developed only 1 criterion of diversity insight. Because 3 criteria of diversity insight are not developed in this chapter, thus the score for diversity insight criterion for this chapter is 1.
Chapter 2 (Once Upon a Time)
Sub Components Items
Score
1-4 The compatibility of materials
with Standard Competence and Basic Competence
Completeness 4
In Depth 4
The accuracy of the Materials
Social function 4
Generic Structure 4
Linguistic Feature 4
Supporting Materials
Relevance 4
Development of life skill
4
Development of diversity insight
2
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1) The compatibility of materials with Standard Competence and Basic Competence.
a) The Completeness
Score of completeness in chapter 2 is 4. Score 4 is given if 95% of standard competence and basic competence developed in text, and score 1 if it less than 95%. In this chapter, all speaking materials and activities are suitable with standard competence and basic competence. They give students opportunity to understand and produce both interpersonal and interactional conversation either in spoken or written form to interact each other.
b) In Depth
Score of in depth in chapter 2 is 4. Score 4 is given if chapter provide at least 2 texts that relevant to students’ daily life along with a clear description on how to produce and analyze those kinds of texts, while score 1 is given if it is less than the requirement. For this chapter has been successfully developed all criteria of in depth, thus the score is 4. Each material in this chapter provides more than two examples and completed by two activities. From the materials and activities students learn how to produce and analyze the texts.
2) The Accuracy of Materials a) Social Function
Score of the social function in chapter 2 is 4. Score 4 is given if at least 95% speaking materials and activities deliver social functions which are suitable with standard competence and basic competence and score 1 if it could not fulfill 95%. Then, all speaking materials and activities in this chapter are suitable with standard competence and basic competence; hence they deliver appropriate social functions to students. The social functions are students learn how to express their feeling about pleased and anger and show their attention.
b) Generic Structures
Score of the generic structure in chapter 2 is 4. Score 4 is given if at least 95% the generic structures suitable with its social function, while score 1 is
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given if it less than 95%. The generic structure of speaking materials and activities provided in this chapter are suitable with its social function. All texts in materials and activities guide students to think systematically and orderly.
c) Linguistic Feature
Score of linguistic feature in chapter 2 is 4. Score 4 is given if at least 95% feature linguistic available in text suitable with it social function, while score 1 is given if it less than 95%. Linguistic feature in the speaking materials and activities available in this chapter are appropriate with its social function. However, the writer found grammatical error in material on page 20, while other materials and activities use acceptable and accurate language.
3) Supporting Materials a) Relevance
Score of relevance in chapter 2 is 4. Score 4 is given if 91% to 100% materials and activities are relevant to topics discussed, score 3 if 76% to 90% materials and activities are relevant to topics discussed, score 2 if 61% to 75% materials and activities are relevant to topics discussed, and score 1 if 0% to 60% materials and activities are relevant to topics discussed. All texts and pictures provided in this chapter are totally related to material and activities discussed.
b) Development of Life Skills
Score of the development of life skill in chapter 2 is 4. Score 4 is given if personal, social, academic and vocational life skills are developed, score 3 if it is only 3 skills are developed, score 2 if it is only 2 skills are developed and score 1 if it is only 1 skill is developed. All speaking materials and activities in this chapter encourage students to develop their life skill in personal, social, academic and vocational. Expression of pleased and showing attention motivate students to have personal and social skill. Then, all activities in this chapter train students to be independent learner and it also facilitates students to develop academic skill.
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c) Development of Diversity Insight
Score of the development of diversity insight in chapter 2 is 1. Score 4 is given if materials and activities developed 4 criteria of diversity insight. Score 3 is if it only developed 3 criteria of diversity insight. Score 2 is if it only developed 2 criteria of diversity insight. Score 1 is if it developed only 1 criterion of diversity insight. Since 2 criteria of diversity insight are not developed in this chapter, thus the score for diversity insight criterion for this chapter is 2.
Chapter 3 (Follow the Steps)
Sub Components Items
Score
1-4 The compatibility of materials with
Standard Competence and Basic Competence
Completeness 4
In Depth 4
The accuracy of the Materials
Social function 4
Generic Structure 4
Linguistic Feature 4
Supporting Materials
Relevance 4
Development of life skill
4
Development of diversity insight
1
Total 29/3.6
1) The compatibility of materials with Standard Competence and Basic Competence
a) The Completeness
Score of completeness in chapter 3 is 4. Score 4 is given if 95% of standard competence and basic competence developed in text, and score 1 if it less than 95%. In this chapter, all speaking materials and activities are suitable with standard competence and basic competence. They give students
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opportunity to understand and produce both interpersonal and interactional conversation either in spoken or written form to interact each other.
b) In Depth
Score of in depth in chapter 3 is 4. Score 4 is given if chapter provide at least 2 texts that relevant to students’ daily life along with a clear description on how to produce and analyze those kinds of texts, while score 1 is given if it is less than the requirement. Because all speaking materials and activities in this chapter fulfill all criteria of In-Depth, thus score of in depth criterion in this chapter is 4. Each material in this chapter provides more than two examples and completed by two activities. From the materials and activities students learn how to produce and analyze the texts.
2) The Accuracy of Materials a) Social Function
Score of the social function in chapter 3 is 4. Score 4 is given if at least 95% speaking materials and activities deliver social functions which are suitable with standard competence and basic competence and score 1 if it could not fulfill 95%. Since all speaking materials and activities in this chapter are suitable with standard competence and basic competence, thus they deliver appropriate social functions to students. The social functions are students learn how to invite someone and give order.
b) Generic Structures
Score of the generic structure in chapter 3 is 4. Score 4 is given if at least 95% the generic structures suitable with its social function, while score 1 is given if it less than 95%. The generic structure of speaking materials and activities provided in this chapter are suitable with its social function. All texts in materials and activities guide students to think systematically and orderly.
c) Linguistic Feature
Score of the linguistic feature in chapter 3 is 4. Score 4 is given if at least 95% feature linguistic available in text suitable with it social function, while score 1 is given if it less than 95%. Linguistic feature in the speaking
(1)
The following procedure:…
The following procedure should be adopted: Informal
Look, all you have to do is… Watch. First, you…
It is quite easy. First, you… Activity 1
Pair work. Make conversations based on the situations provided. Then, practice them with your partner.
Situation 1
You are sitting on a bus stop. The man beside you tells you that he wants to go to the central how to market from there. He asks you how to reach the central market efficiently. You tell him about it.
Situation 2
Your friend shows you his/her new cell phone. He/she however does not know how to insert the SIM card. He/she asks you how to do it. You tell him/her the ways he/she has to do.
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Arrange the sentences below to make a conversation A
Did you say Blame Street?
I’m trying to find Soup Restaurant.
Excuse me, I’m lost.
OK. Thanks very much. To the traffic light, OK.
On Peter Avenue. Could you tell me how to get there, please? B
Well, first go along Seaman Street to the traffic light. Oh, I know where that is. It’s on Peter Avenue.
(2)
No, Blank Street. Go down Blank Street until you get to Peter. Soup restaurant is on the right.
After that, cross the street and then go down Blank street. Oh, what are you looking for?
Chapter 6 Page 84
Dialog 1
Clerk : Excuse me, Sir. May I help you, please? Passenger : Yes. Do you know if flight GA 706 is on time? Clerk : No. I’m afraid it’s going to be ten minutes late. Passenger : Well, I see. Thanks for the information. Clerk : Please, don’t mention it.
Dialog 2
Jack : Exciting flight, isn’t it?
Mill : Yes. I think so. The city looks wonderful the air.
Jack : By the way. Can we get duty-free cigarettes on this flight?
Mill : I’m afraid; I don’t know anything about it. Asks the stewardess, will you?
Jack : Okay, I will.
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Asking if someone knows about something Formal
Can you help me? Do you know about…?
Excuse me, do you know anything about…?
You know about…, don’t you?
Have you heard about..?
Has he told you about…?
(3)
I wonder if you could let me know…? Informal
Have you got any idea about…?
Know anything about…?
Heard about…?
Saying that you know about something Formal
Yes. I know about…
I do know about…
I have been told about…
Someone has told me about…
I’m fully aware of…
Informal
That’s what I heard So John was saying
Guess what…
Saying that you do not know about something Formal
I’m sorry. I don’t know…
I’m afraid, I don’t know about…
I’m sorry, I can’t help you there. I’m afraid, I could not stay. I’m afraid, I have no idea.
I’m afraid; I have not got that information with me. Informal
Sorry, don’t know about…
Sorry, no idea. I wish I knew.
I could not tell you about…
(4)
Study the examples. Listen and repeat after the teacher. A: Could you tell me our headmaster’s phone number, please? B: I’m so sorry. I don’t know it.
A: Sorry to bother you, but do you know where my bag is? B: I’m sorry. I can help you there.
A: Know anything about how to use this tool? B: Guess what. Let me tell you how to use it.
Pair works. Make conversation based on the situation given. Situation 1
You are in a bus station. You don’t know which city bus to take to go to the central hospital. You ask about this to someone you meet. And he says he knows about it. Then he tells it to you.
Situation 2
After school, you are in the school parking lot. You find your motorcycle won’t start. You think the battery is cause of the problem. You ask your class mate whether he knows about this. But he cannot tell you about the problem of your motorcycle.
Asking if someone is interested in something Page 91
Formal
Are you interested in…?
Does…interest you at all?
Do you find…interesting?
What are you interested in?
I wonder if you have any interest in… Informal
(5)
Are you keen on?
Are you a… fan?
Do you go for…?
Does…grabs you at all?
Saying that you are interested in something Formal
I am interested in…
Well, my particular interest is…
…interest me a lot.
I have some interest in…
I find…very interesting.
…has always interested me.
Informal
Well, I’m very keen on…
I go for…in a big way.
…is what grabs me on.
Saying that you are not interested in something Formal
I’m not very interested in…
I don’t find…very interesting Actually, I have no interest in… I find…rather boring. I’m afraid. I don’t take any great interest in… Informal
I am afraid…leaves me cold.
I’m afraid I could not care less about…
What’s so interesting about…?
(6)
Study the examples below. Practice them with a friend A : Are you interested in the post impressionist? B : Yes. It is my favorite period.
A : Does to be a pilot interest you at all?
B : Oh, yes it does. How can I become a pilot? Do you know?
A : Are you keen on being musician?
B : I’ve never played any musical instrument. It leaves me cold. A : What are you interested in?
B : A newsreader is my favorite occupation. I’m keen on it Activity 1
Make conversations based on situation. Then perform them with your partner. Situation 1
You are in a public newspaper corner. You look a friend, Robby is having a look at an article of football carefully. You ask him if he is interested in the game. He says that football is his favorite game.
Situation 2
You and your chair mate are having a talk in your classroom. You ask him/her what him/her ambition is. He/she says to be a writer. Then, you ask him/her again if he/she is interested in the profession. And he/she says that he/she is keen on it.