AN ANALYSIS ON ENGLISH TEXTBOOK “PATHWAY TO ENGLISH” FOR THE FIRST YEAR STUDENT OF SENIOR An Analysis On English Textbook Pathway To English For The First Year Student Of Senior High School Based On 2013 Curriculum.
AN ANALYSIS ON ENGLISH TEXTBOOK “PATHWAY TO
ENGLISH” FOR THE FIRST YEAR STUDENT OF SENIOR
HIGH SCHOOLBASED ON 2013 CURRICULUM
RESEARCH PUBLICATION
Submitted as a Partial Fullfilment of the Requirement
for Getting Bachelor Degree of Education
in Department of English Education
by
ALIEF AGUS PN
A. 320 090 052
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2016
UNIVERSITAS MUHAMMADIYATI STTRAKARTA
FAKULTAS KEGURUAN DAN ILMU PEI\IDIDIKAN
JI' A' Yad Tromol
Pos 1- Pabelan, Kartasura Telp. (0271) 717417 fax-Tts44gsurakarta
57102
AN ANALYSIS ON ENGLISH TEXTBOOK *PATI{WAY
TO
ENGLISH' FOR THE FIRST YEAR STUDENT OF SENIOR
HIGIT
SCHOOL BASED ON 2013 CURRICT]LT]M
Diajukan oleh:
ALIET' AGUS PRASETYO NUGROHO
A 320 090 052
Artikel publikasi ini telah disetujui oleh pembimbing skripsi
Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah
surakarta
Surakart4 28 Januari 2016
Pembimbing
I
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niotoffiu.rtr-.
n[tP. 19s90611985031003
NIK.477
UNTYERSITAS
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SURAKARTA
FAKULTAS KEGURUAi\ DA}T ILMU PENDIDIKAN
Jl. A. Yani Tromol Pos
I -Pabelan, Kartasura Telp (0271\717417 Far 715448
Surakarta 57102
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Yang bertanda tangan di bawah ini pembiming skripsi / tugas akhir:
Nama
Drs. Djoko Srijono, M.Hum.
NIPA{IK
NIP 19590611985031003
Nama
Dr Dra. Dwi Harjanti, M.Hum.
NIPAIIK
NIK 477
(Pembimbing I)
(Pembimbing
II)
Telah membaca dan mencermati naskah artikel publikasi ilmiah, yang merupakan
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:
AliefAgus Prasetyo Nugroho
NIM
:
A.32009A052
Judul Skripsi : AN AllALYsIs oN ENGLTSH TExrBooK *pATrrwAy ro
ENGLISH' FOR TITE FIRST YEAR STUDENT OF SEI\IIOR
HIGH SCHOOLBASED ON 2013 CURRICT}LUM
Naskah tersebut layak dan dapat di persetujui untuk dipublikasikan.
Demikian persehrjuan ini dibuat semoga dapat dipergunakan seperlunya
Surakarta 28
Pembimbing
I
Drs. Dioko Sriiono, iVI. Hum.
NrP r95906il985031003
J artlu€lt',
Pembimbing
NIK 477
201 6
II
UNIVERSITAS MUHAMMAI}IYAII $T}RAKARTA
FAKULTAS KEGURUAN DAN ILMU PSI!{DIDIKAN
Jl. A. Yard Tromol Pos
1- Pabelan, Kartasura Telp. (0271) 717417 {ax-Vl544E Surakarta 57102
PERNYATAAN
Saya yang bertandatangan di bawah
ini,
Nama
Alief Agus Prasetyo Nugroho
NIM
A'320090052
Program Studi
Bahasa Inggris
Judul Artikel Publikasi
AN ANALYSIS ON
ENGLTSH TEXTBOOK
*PATI{WAY TO ENGLISH' FOR THE FIRST YEAR
STUDENT OF SENIOR IIIGII SCIIOOL BASED ON 2013
CURRICULUM
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Surakarta, 28 Januari 201 6
Alief Agus Prasetyo N
A320090052
AN ANALYSIS ON ENGLISH TEXTBOOK “PATHWAY TO
ENGLISH” FOR THE FIRST YEAR STUDENT OF SENIOR HIGH
SCHOOL BASED ON 2013 CURRICULUM
Alief Agus Prasetyo Nugroho
Dr. Dra. Dwi Haryanti, M.hum
Drs. Djoko Srijono, M. Hum
Universitas Muhammadiyah Surakarta
Bahaya135@gmail.com
ABSTRACT
The objective of this research is to reveal whether the book is in
accordance with the 2013 curriculum, the book entitled "Pathway to English"
written by Th. Grace M. Sudarwati and Eudia published by Erlangga in 2013. The
aim was to analyze whether the book is in accordance with the teaching in
accordance with the 2013 curriculum in Indonesia. The object of this study is the
Pathway to English Th. M. Sudarwati and Eudia Grace. This study uses data
comparison. This study byuses qualitative research. In this study, there are two
types of data, is primary data and secondary data. The primary data are the
contentof the textbookitself while data is secondary other materials related to this
research. Both the data are collected through literature study and analysis of data
with descriptive data. The results showed. first, based on the analysis of
stucturefound in the Pathway to English, includes material that is consistent and
commensurate with the 2013curriculum itself.
Keywords: Materials, textbooks, the 2013 curriculum,
AN ANALYSIS ON ENGLISH TEXTBOOK “PATHWAY TO
ENGLISH” FOR THE FIRST YEAR STUDENT OF SENIOR HIGH
SCHOOL BASED ON 2013 CURRICULUM
Alief Agus Prasetyo Nugroho
Dr. Dra. Dwi Haryanti, M.hum
Drs. Djoko Srijono, M. Hum
Universitas Muhammadiyah Surakarta
Bahaya135@gmail.com
ABSTRAK
Penelitian ini menyelidiki tentang buku pegangan. Objek dari penelitian in meneliti
buku pegangan yang berdasarkan dengan kurikulum yang ada, buku pelajaran ini berjudul
“Pathway to English” yang di tulis oleh Th. Grace M. Sudarwati dan Eudia dan di
publikasikan sesuai dengan kurikulum 2013. Penelitian in berbasis pada data yang di
selaraskan dengan kurikulum yang ada. Dalam peneitian ini mengguanakan dua tipe dalam
pengumpulan data, yaitu data primer dan data sekunder. Data primer di ambil dari data data
material yang ada di dalam buku pegangan tersebut. Dan data sekunder di ambil dari
beberapa sumber yang sesuai dengan buku pegangan. Pengumpulan data pendukung dan
analysis data menggunakan teori deskriptive. Hasil dari penelitian ini adalah berdasarakan
dari analysis secara isi dari buku adalah, buku pegangan “Pathway to English” materi dari
buku ini ada yang sesuai dan ada beberapa dari material yang kurang sesuai dengan
kompetensi dasar dari kurikulum 2013.
Kata kunci : Pendidikan, Buku Pelajaran, Kurikulum 2013
AN ANALYSIS ON ENGLISH TEXTBOOK “PATHWAY TO
ENGLISH” FOR THE FIRST YEAR STUDENT OF SENIOR HIGH
SCHOOL BASED ON 2013 CURRICULUM
A. INTRODUCTION
The Ministry of Education and Culture of Indonesia has decided that
Education in Indonesia must apply the 2013 curriculum. Developing the previous
curriculum, the 2013 Curriculum is a further step of competency based curriculum
development that has been initiated in 2004 and the School Level-based
Curriculum in 2006, which includes competency of attitude, knowledge, and skills
integratedly. Therefore, the design of curriculum is also changed from teachercentered to student-centered. In the learning process, the 2013 Curriculum adopts
scientific approach that is designed to make students construct concepts and
principles actively through some steps. The steps are observing, questioning,
collecting information, associating, and communicating.
Good textbook should be relevant with the curriculum. It also can support
the implementation of curriculum. Textbook is provided to help the students
understand the material that is suitable with the curriculum. Textbooks have to be
completed with other supplementary materials. This textbook entitled “Pathway to
English” wriiten by Eudia Sudarwati and Eudia Grace, published by Erlangga.
From this book the writer found several themes that are less in accordance with
the syllabus which has been planned for student learning
In this study, the researcher uses some underlying theory which taken from
the book related with the study to support the data and help the researcher in order
to analyze English textbook entitled Pathway to English. In this study, the
researcher presents definition of the textbook, criteria of textbook design, and
actually a good textbook based on the 2013 curriculum
Textbook is containing information of subject used in the classroom by
students and the teachers in which pictures are used. Buckingham (1958) in
Tarigan (1993: 13) states that “a textbook is a book usually used by teacher to
support the teaching learning process in school and universities.”Quest (1915) in
Tarigan (1993: 11) state that textbook is “a standard material of thought that is
arranged for the instructional purpose”. Langle (1940) in Tarigan (1993: 11)
states that textbook and suplementary textbook”. While Bacon (1953) in Tarigan
(1993: 11) states “textbook is a book used in the class, it is arranged accurately
and it is prepared by the expert in his field. It is also finished with suitable and
appropriate instrument of teaching”.
The researcher agrees with the statement stated by Bacon that textbook
should be completed with the suitable and appropriate instrument of teaching and
also should be arranged accurately by the expert in its field to be used in the class.
So, it can support the teaching-learning process to get the objectives of the
learning that is good quality of learning outcomes
Greene and Petty (1971) in Tarigan (1993: 20-21) have made the way to arrange
the textbook with 10 criteria.
1. The textbook must be interesting and attractive toward the
learners. So, they will be interested in using textbooks.
2. The textbook must be able to motivate the learners
3. The contents of textbook must be illustrative
4. The textbook should consider the linguistic aspect. So, it
will be suitable with the learner`s ability
5. The contents textbook must be related to the other branch
of science
6. The textbook must stimulate the personal activity of the
learners
7. The contents of textbook must be clear to avoid
the children to be confused in using textbook
8. The textbook must have the clear point of view because it
will be the learner`s point of view
9. The textbook must be able to give the balance and
emphasis on the value of the learners
10. The textbook must be able to respect to the differences of
the individual
(Greene and Petty (1971) in Tarigan (1993:20-21)
The other criteria can be found in Cunningsworth (1995: 15). There are
some useful guidance in approaching any material that is good textbooks to guide
the learners in doing exercise, as follows:
Many publishers try to provide textbooks in order to support teachers and
students in teaching and learning procces. Not all textbooks published are suitable
with the learners` need and have good qualities. As Cunningsworth (1995: 5)
emphasizes that “no coursebook designed for a general market will be absolutely
ideal for particular group of learners”. That means textbook analysis is really
needed to evaluate the textbook which has been published. Textbooks analysis
will give evaluation and the publisher can create better edition.
The researcher want to analyse the theme and the content this english
textbook,
1. The Analysis on the Theme of English Textbook entitled Pathway to English
Based on the Basic Competence of the 2013 Curriculum which should be
reached by reach chapter
2. The Analysis on the Content of English Textbook Entitled “Pathway to
Englihs” Based on the Basic Competence in the 2013 Curriculum
Based on those phenomena above, the writer is interested in doing a
research entitled An Analysis English Textbook for the First Year Student of
Senior High School Based on The 2013 Curriculum. Then, the objectives of
this research are (1) The Analysis on the Theme of English Textbook
entitled Pathway to English Based on the Basic Competence of the 2013
Curriculum which should be reached by reach chapter (2) The Analysis on
the Content of English Textbook Entitled “Pathway to Englihs” Based on
the Basic Competence in the 2013 Curriculum. The aims of this research is
different with the previous research which is done by Nurhidayah Okta (2013,
UMS) entitled A Study on The Compability of Pathway to English for Grade
X with the 2013 Curriculum. While the objective to describe whether or not the
textbook is suitable with the syllabus of the 2013 curriculum by giving
percentage from the total materials in the textbook based on Sadiman’s theory and
make a “Schema of Quality Classification” based on Suharsimi’s theory. From the
explanation, the writer wants to synchronize whether the textbook claiming that
they are based on the 2013 curriculum are relevant with the curriculum or not
A. RESEACH METHOD
In this research, the method of collecting the data is document
analysis in the form of themes and materials in English textbook entitled
“Pathway to English”. The researcher analyzes the content of textbook
through their themes and materials based on the basic competences of the
2013 Curriculum. The researcher analyzes the data by using the following
procedures.
a. Observing and understanding the basic competences of the 2013
Curriculum
b. Observing and understanding the theme and the materials of each chapter
in the English textbook entitled “Pathway to English”.
c. Analyzing the themes and materilas of the English textbook entitled
“Pathway To English” whether they conform to the basic competences
of the 2013 curriculum or not.
d. Drawing the conclusion.
B. RESEARCH FINDING
1. The Analysis on the Theme of English Textbook entitled Pathway to English
Based on the Basic Competence of the 2013 Curriculum which should be
reached by reach chapter.
In ModulBahasaInggris, the Ministry of Education and Culture of Indonesia
explains that as source book of learning, textbook must systematically loads
the chapter of theme and information about basic competences which are
appropriate with the topic of each chapter. The basic competence is the
competence which consists of behavior, knowledge, and skill based on the
core competence that must be best understood by the pupils. Therefore, the
materials on every chapter of the textbook must refer to the basic competence
and the theme of the chapter must also represent the basic competence in that
chapter. In this research, the researcher analyzes the theme of the textbook
entitled “Pathway to English” based on the basic competence of the 2013
Curriculum as follow
In Chapter I, we can see the picture I.I that basic competence which must be
reached in this chapter are listening ( listening word, listening to dialogue),
speaking (asking for information, tag question, yes/ no question), reading (
reading for specific information, reading for refering, reading to
understanding text), writing ( writing a message, information gap, rearraging),
grammar ( simple present tense, noun phrase), language for aesthetic (element
of poem). Than we can also see the theme from picture 1.1 that the theme of
chapter 1 is How Flood Occurs. Therefore, the researcher finds that the theme
How Flood Occurs in Chapter I Represents the basic competences which
must be reached in the same manner as the picture I.I presents.
In Chapter II, we can see that this chapter must reach the basic competences
which are showed by the picture I.2. They are to state and ask if we can do
something and to state and ask if one will do something if there is a disaster.
The picture also shows the theme on the chapter II that is Why Do
Earthquakes Happens?. Thus, the researcher finds that the theme Why Do
Earthquakes Happens? represents the basic competences achieved in chapter
II as the picture 1.2 shows
In Chapter III, we can see in the picture 1.3 that the basic competences
which must be reached in this chapter are to know what a tusunami, and what
causes tsunami. Then we can also see the theme from picture 1.3 that the
theme of chapter III What Causes Tsunami?. Therefore, the researcher finds
that the theme What Causes Tsunami? in Chapter III represents the basic
compentences which must be reached in the Chapter III in the same manner
as the picture 1.3 shows.
In Chapter IV, we can see that this chapter must reach the basic competences
which are showed by the picture 1.4. in this chapter the picture also shows the
theme about Juvenile Delinquency Occurs. Thus, the researcher finds that the
theme Juvenile Deliquency Occurs represents the basic competences which
must be reached in chapter IV as the picture 1.4 shows.
In Chapter V, we can see in the picture 1.5 that the basic competences which
must be reached in this chapter are to know what cause poverty, a leader is a
person in control of a group, country situation. A great leader is not only
famous, powerful or important, but also able to improve the lives of many
citizen.
Then we can also see the theme from picture 1.5. Thus, the
researcher finds that the theme What Cause Poverty?Represents the basic
competences which must be reached in chapter IV as the picture 1.4 shows.
In Chapter VI, we can see that this chapter must reach the basic competences
which are showed by the picture 1.6. They are to share the information with
others and to explain why things are happening. The picture also shows the
theme on the chapter that is What Should I Do to Prevent Floods? Thus, the
researcher finds that the theme What Should I Do to Prevent
Floods?represents the basic competences which must be reached in chapter
VI as the picture 1.6 shows.
In Chapter VII, we can see in the picture 1.7 that the basic competences
which must be reached in this chapter is not different from the other theme,
earthquake, tsunami and floods in disaster. Chapter 2, Chapter 3, Chapter 6.
Thus theme is all about disaster and how to ward off the disaster. Therefore,
the researcher finds that the theme What Expert and Resources Recommend
During Earthquakes in Chapter VII represents the basic competences which
must be reached in the Chapter VII in the same manner as the picture 1.7
shows.
In Chapter VIII, we can see that this chapter must reach the basic
competences which are showed by the picture 1.8. The picture also shows the
theme on the chapter that is What Gigantic Sea Waves! .like the other themes
like Chapter I. Thus, the researcher finds that the theme What Gigantic Sea
Waves! represents the basic competences which must be reached in chapter
VIII as the picture 1.8 shows
In Chapter IX, we can see in the picture 1.9 that the basic competences which
must be reached in this chapter are to share the information with others and
to explain why thing happened. Then we can also see the theme from picture
1.9 that the theme of chapter IX isWho to Blame for Student Brawls?.
Therefore, the researcher finds that the theme Who to Blame for Student
Brawls?in Chapter IX represents the basic competences which must be In
Chapter X, we can see that this chapter must reach the basic competences
which are showed by the picture 1.10. they want to show that in the life of
society and state, there is unity in collaborating in some ways. The picture
also shows the theme on the chapter that is Many Hand Make Light Work.
Thus, the researcher finds that the theme Many Hand Make Light Work
represents the basic competences which must be reached in chapter X as the
picture 1.10 showsreached in the Chapter IX in the same manner as the
picture 1.9 shows.
In Chapter XI, we can see that this chapter must reach the basic competences
which are showed by the picture 1.11. They are to make them stand out, to
show my pride of them, to promote them, and to criticize them. The picture
also shows the theme on the chapter that is The Land is Mine. Thus, the
researcher finds that the theme The Land is Mine represents the basic
competences which must be reached in chapter VIII as the picture 1.8 shows
2. The Analysis on the Content of English Textbook Entitled “Pathway to
Englihs” Based on the Basic Competence in the 2013 Curriculum
In ModulBahasaInggris, the Ministry of Education and Culture of Indonesia
states that textbook must convey the material based on the basic competences
of each chapter. The materials also should be delivered motivationally in
order to make the students get more spirit to study the lesson. In this research,
the researcher conforms the material of English textbook entitled Pathway to
Englishwith the basic competence that should be reached by each chapter. It
is available in the table as follows
Basic Competence
of Each Chapter
Point of Analysis
The materials arrangement in every
part of the chapter fulfill the
achievement of basic competence
1.
2.
3.
4.
Speaking
Listening
Reading
Writing
The materials arrangement in every 1. Speaking
part of the chapter fulfill the
2. Listening
achievement of basic competence 3. Reading
4. Writing
The materials arrangement in every 1. Speaking
part of the chapter fulfill the
2. Listening
achievement of basic competence
3. Reading
4. Writing
Chapter I
Chapter II
Chapter III
Qualification
Material Description in textbook
How flood occurs
a. The picture on page 4
b. The picture on page 9 (poster)
c. The instruction on page 8
d. Reading text on page 10
e. Dialogue box on page 11
Why do earthquake happen
a. The picture on page 22 Indonesian
map
b. Dialogue box on page 26
c. Reading text on page 29
d. Reading text on page 30
e. The instruction on page 32
f. Picture on page 35
g. The dialogue box on page 37
What causes tsunami
a. Picture on page 42
b. Dialogue box on page 43
c. Picture on page 45
d. Dialogue box on page 47
Bad
-
Good
√
-
√
-
√
e. Dialogue box on page 51 to 52
f. Reading text on page 58 – 59
The materials arrangement in every 1. Sepaking
part of the chapter fulfill the
2. Listening
achievement of basic competence
3. Reading
4. Writing
The materials arrangement in every 1. Speaking
part of the chapter fulfill the
2. Listening
achievement of basic competence
3. Reading
4. Writing
The materials arrangement in every 1. Speaking
part of the chapter fulfill the
2. Listening
achievement of basic competence 3. Reading
4. Writing
Chapter IV
How juvenile deliquency occurs
a. Picture on page 66
b. Picture on page 67
c. Dialogue box on page 69
d. Picture on page 71
e. Dialogue box on page 72 to 73
f. Reading text on page 77
Chapter V
What causes poverty
a. Picture on page 84
b. Dialogue box on page 87
c. Picture on page 92
d. Dialogue on page 93
e. Picture on page 97
Chapter VI
What Should i do toPrevent Floods
a. Picture on page 111
b. Dialogue box on page 112
c. Picture on page 115
d. Dialogue box on page 118
Chapter VII
-
√
√
-
-
√
The materials arrangement in every 1. Speaking
part of the chapter fulfill the
2. Listening
achievement of basic competence
3. reading
4. writing
The materials arrangement in every 1. Speaking
part of the chapter fulfill the
2. Listening
achievement of basic competence
3. Reading
4. Writing
What Experts and Rescuers Recomend
During Earthquake
a. Picture on page 133
b. Dialogue box on page 134
c. Dialogue box on page 136
d. Dialogue box on page 138 – 139
Chapter VIII
What Gigantic Sea Waves
a. Dialogue box on page 161
b. Monologue dialogue on page 162
c. Picture on page 166
d. Monologue dialogue on page 172
-
√
√
-
Who to Blame for Student Brawls
a. Monologue box on page 187
b. Text box on page 189
c. Picture on page 192
d. Text box on page 193
-
√
Many Hands Make Light Work
a. Dialogue box on page 207
b. Dialogue text on page 208 – 209
c. The Announcement Picture on page
211
d. Monologue box on pag 217
√
-
Chapter IX
The materials arrangement in every
1. Speaking
part of the chapter fulfill the
2. Listening
achievement of basic competence
3. Reading
4. Writing
The materials arrangement in every 1. Speaking
part of the chapter fulfill the
2. Listening
achievement of basic competence
3. Reading
4. Writing
Chapter X
Chapter XI
The materials arrangement in every 1. Speaking
part of the chapter fulfill the
2. Listening
achievement of basic competence
3. Reading
4. Writing
This Land is Mine
a. dialogue box on page 229
b. Monologue presentation on page 233
c. Picture on page 238
d. The task on page 247
-
The researcher shows the analysis in table 3. After analyzing the themes of that English textbook, the researcher finds that not
all theme in every chapter represents the basic competnces which must be reached. There are eleven chapters in that English
textbook. There are eleven chapters of which the theme are prropriate with the basic competences that must be reached by each
chapter. And there is one chapter of which the theme is not appropriate with the basic competences that must be reached by the
chapter, It is Chapter X. One of thus chapter is bad appropirate with 2013 Curriculum, and second is Chapter VIII is not or less
appropriate with the basic competence of 2013.
√
C. CONCLUSION
1. Based on the data analysis and research finding, the reearcher concludes that
not all themes in the English textbook entitled “Pathway to English” are
appropriate with the basic competence of the 2013 Curriculum. Nine themes
are apropriate with the basic competence of the 2013 Curriculum. Chapter
VIII is not or less appropriate with the basic competence of 2013. And second
is Chapter X is not appropriate with the basic competence of the 2013
Curriculum
2. The researcher also concludes that not all the material in every chapter in this
English textbook conform to the basic competence of each chapter. There are
eleven chapters of which the materials not conform to the basic competence
of each chapter.
D. BIBLIOGRAPHY
Tarigan. H.G. and Djago Tarigan. 1986. Telaah Buku
Teks Bahasa Indonesia. Bandung: Angkasa.
Cunningsworth. A 1995. Evaluating and Selecting English Foreign
Language (EFL) Teaching Materials. New York: Macmillan
Darrin, Abu. 2014. An Analysis Of English Textbook For First
Graders Of Senior High School “Bahasa Inggris Untuk
Sma/Ma Dan Smk/Mak Kelas X” Published By Putra Nugraha And
Used In Sman 18 Surabaya Based On Basic Competences of the
2013 Curriculum.Skripsi: Universitas Negeri Surabaya.
Nurhidayah Okta (2015) entitled A Study on the Compability of Pathway
to English for Grade X with the 2013 Curriculum
Kemdikbud. 2013. Materi Pelatihan Guru Implementasi Kurikulum 2013
SMA/MA bahasa Inggris. Jakarta: BPSDMP dan PMP Kemdikbud.
Bates, Nina. 2004. Real Time: An Interactive English Course for Junior
High School. Jakarta: Erlangga
Fauziati, Endang. 2003. Teaching of English as a Foreign Language.
Surakarta: Muhammadiyah University Press.
Wijaya, Adi. 2013. Pentingnya Analisis Buku Siswa dalam Implementasi
Kurikulum 2013. Yogyakarta: PPPPTK BAHASA INGGRIS
Kementrian Pendidikan dan Kebudayaan. 2014. Modul Pelatihan
Implementasi Kurikulum 2013. Jakarta: Badan Pengembangan
Sumberdaya Manusia Pendidikan dan Kebudayaan dan
Penjaminan Mutu Pendidikan
E. Virtual References
http://putrajunio.blogspot.com/2014/06/pengertian-buku-ajar-buku-teksdan-buku.html
Accesed at 23 July 2015 16:11
http://www.homeofbob.com/pedagogy/plan/curDev/defList.htm
Accessed at 23 July 2015 16:11
http://www.englishindo.com/2011/11/dongeng-bahasa-inggris-snow-whiteand.html
Accessed at 23 july 20:30
http://gladysnereweb.blogspot.co.id/
accesed at 23 May 2013 10:10
https://ajenganggellasari.wordpress.com/
Accesed at 25 May 2013 09
ENGLISH” FOR THE FIRST YEAR STUDENT OF SENIOR
HIGH SCHOOLBASED ON 2013 CURRICULUM
RESEARCH PUBLICATION
Submitted as a Partial Fullfilment of the Requirement
for Getting Bachelor Degree of Education
in Department of English Education
by
ALIEF AGUS PN
A. 320 090 052
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2016
UNIVERSITAS MUHAMMADIYATI STTRAKARTA
FAKULTAS KEGURUAN DAN ILMU PEI\IDIDIKAN
JI' A' Yad Tromol
Pos 1- Pabelan, Kartasura Telp. (0271) 717417 fax-Tts44gsurakarta
57102
AN ANALYSIS ON ENGLISH TEXTBOOK *PATI{WAY
TO
ENGLISH' FOR THE FIRST YEAR STUDENT OF SENIOR
HIGIT
SCHOOL BASED ON 2013 CURRICT]LT]M
Diajukan oleh:
ALIET' AGUS PRASETYO NUGROHO
A 320 090 052
Artikel publikasi ini telah disetujui oleh pembimbing skripsi
Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah
surakarta
Surakart4 28 Januari 2016
Pembimbing
I
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niotoffiu.rtr-.
n[tP. 19s90611985031003
NIK.477
UNTYERSITAS
M
SURAKARTA
FAKULTAS KEGURUAi\ DA}T ILMU PENDIDIKAN
Jl. A. Yani Tromol Pos
I -Pabelan, Kartasura Telp (0271\717417 Far 715448
Surakarta 57102
Website:http://wmn.ums.ac.id cmail:umr.urn.@u..t
Yang bertanda tangan di bawah ini pembiming skripsi / tugas akhir:
Nama
Drs. Djoko Srijono, M.Hum.
NIPA{IK
NIP 19590611985031003
Nama
Dr Dra. Dwi Harjanti, M.Hum.
NIPAIIK
NIK 477
(Pembimbing I)
(Pembimbing
II)
Telah membaca dan mencermati naskah artikel publikasi ilmiah, yang merupakan
ringkasan skripsi (tugas akhir) dari mahasiswa:
Nama
:
AliefAgus Prasetyo Nugroho
NIM
:
A.32009A052
Judul Skripsi : AN AllALYsIs oN ENGLTSH TExrBooK *pATrrwAy ro
ENGLISH' FOR TITE FIRST YEAR STUDENT OF SEI\IIOR
HIGH SCHOOLBASED ON 2013 CURRICT}LUM
Naskah tersebut layak dan dapat di persetujui untuk dipublikasikan.
Demikian persehrjuan ini dibuat semoga dapat dipergunakan seperlunya
Surakarta 28
Pembimbing
I
Drs. Dioko Sriiono, iVI. Hum.
NrP r95906il985031003
J artlu€lt',
Pembimbing
NIK 477
201 6
II
UNIVERSITAS MUHAMMAI}IYAII $T}RAKARTA
FAKULTAS KEGURUAN DAN ILMU PSI!{DIDIKAN
Jl. A. Yard Tromol Pos
1- Pabelan, Kartasura Telp. (0271) 717417 {ax-Vl544E Surakarta 57102
PERNYATAAN
Saya yang bertandatangan di bawah
ini,
Nama
Alief Agus Prasetyo Nugroho
NIM
A'320090052
Program Studi
Bahasa Inggris
Judul Artikel Publikasi
AN ANALYSIS ON
ENGLTSH TEXTBOOK
*PATI{WAY TO ENGLISH' FOR THE FIRST YEAR
STUDENT OF SENIOR IIIGII SCIIOOL BASED ON 2013
CURRICULUM
Menyatakan dengan sebenanrya bahwa artikel publikasi yang saya serahkan ini benar-benar
hasil karya saya sendiri dan bebas plagiat karya omng lain" kecuali yang secara tertulis
diacu/dikutip dalam naskah dan disebutkan pada daftar pustaka Apabila di kemudian hari
terbukti skripsi ini hasil plagrat, saya
bertanggungiawab
dan b€rsedia menerima
sanksi sesuai peraturan yang berlaku.
Surakarta, 28 Januari 201 6
Alief Agus Prasetyo N
A320090052
AN ANALYSIS ON ENGLISH TEXTBOOK “PATHWAY TO
ENGLISH” FOR THE FIRST YEAR STUDENT OF SENIOR HIGH
SCHOOL BASED ON 2013 CURRICULUM
Alief Agus Prasetyo Nugroho
Dr. Dra. Dwi Haryanti, M.hum
Drs. Djoko Srijono, M. Hum
Universitas Muhammadiyah Surakarta
Bahaya135@gmail.com
ABSTRACT
The objective of this research is to reveal whether the book is in
accordance with the 2013 curriculum, the book entitled "Pathway to English"
written by Th. Grace M. Sudarwati and Eudia published by Erlangga in 2013. The
aim was to analyze whether the book is in accordance with the teaching in
accordance with the 2013 curriculum in Indonesia. The object of this study is the
Pathway to English Th. M. Sudarwati and Eudia Grace. This study uses data
comparison. This study byuses qualitative research. In this study, there are two
types of data, is primary data and secondary data. The primary data are the
contentof the textbookitself while data is secondary other materials related to this
research. Both the data are collected through literature study and analysis of data
with descriptive data. The results showed. first, based on the analysis of
stucturefound in the Pathway to English, includes material that is consistent and
commensurate with the 2013curriculum itself.
Keywords: Materials, textbooks, the 2013 curriculum,
AN ANALYSIS ON ENGLISH TEXTBOOK “PATHWAY TO
ENGLISH” FOR THE FIRST YEAR STUDENT OF SENIOR HIGH
SCHOOL BASED ON 2013 CURRICULUM
Alief Agus Prasetyo Nugroho
Dr. Dra. Dwi Haryanti, M.hum
Drs. Djoko Srijono, M. Hum
Universitas Muhammadiyah Surakarta
Bahaya135@gmail.com
ABSTRAK
Penelitian ini menyelidiki tentang buku pegangan. Objek dari penelitian in meneliti
buku pegangan yang berdasarkan dengan kurikulum yang ada, buku pelajaran ini berjudul
“Pathway to English” yang di tulis oleh Th. Grace M. Sudarwati dan Eudia dan di
publikasikan sesuai dengan kurikulum 2013. Penelitian in berbasis pada data yang di
selaraskan dengan kurikulum yang ada. Dalam peneitian ini mengguanakan dua tipe dalam
pengumpulan data, yaitu data primer dan data sekunder. Data primer di ambil dari data data
material yang ada di dalam buku pegangan tersebut. Dan data sekunder di ambil dari
beberapa sumber yang sesuai dengan buku pegangan. Pengumpulan data pendukung dan
analysis data menggunakan teori deskriptive. Hasil dari penelitian ini adalah berdasarakan
dari analysis secara isi dari buku adalah, buku pegangan “Pathway to English” materi dari
buku ini ada yang sesuai dan ada beberapa dari material yang kurang sesuai dengan
kompetensi dasar dari kurikulum 2013.
Kata kunci : Pendidikan, Buku Pelajaran, Kurikulum 2013
AN ANALYSIS ON ENGLISH TEXTBOOK “PATHWAY TO
ENGLISH” FOR THE FIRST YEAR STUDENT OF SENIOR HIGH
SCHOOL BASED ON 2013 CURRICULUM
A. INTRODUCTION
The Ministry of Education and Culture of Indonesia has decided that
Education in Indonesia must apply the 2013 curriculum. Developing the previous
curriculum, the 2013 Curriculum is a further step of competency based curriculum
development that has been initiated in 2004 and the School Level-based
Curriculum in 2006, which includes competency of attitude, knowledge, and skills
integratedly. Therefore, the design of curriculum is also changed from teachercentered to student-centered. In the learning process, the 2013 Curriculum adopts
scientific approach that is designed to make students construct concepts and
principles actively through some steps. The steps are observing, questioning,
collecting information, associating, and communicating.
Good textbook should be relevant with the curriculum. It also can support
the implementation of curriculum. Textbook is provided to help the students
understand the material that is suitable with the curriculum. Textbooks have to be
completed with other supplementary materials. This textbook entitled “Pathway to
English” wriiten by Eudia Sudarwati and Eudia Grace, published by Erlangga.
From this book the writer found several themes that are less in accordance with
the syllabus which has been planned for student learning
In this study, the researcher uses some underlying theory which taken from
the book related with the study to support the data and help the researcher in order
to analyze English textbook entitled Pathway to English. In this study, the
researcher presents definition of the textbook, criteria of textbook design, and
actually a good textbook based on the 2013 curriculum
Textbook is containing information of subject used in the classroom by
students and the teachers in which pictures are used. Buckingham (1958) in
Tarigan (1993: 13) states that “a textbook is a book usually used by teacher to
support the teaching learning process in school and universities.”Quest (1915) in
Tarigan (1993: 11) state that textbook is “a standard material of thought that is
arranged for the instructional purpose”. Langle (1940) in Tarigan (1993: 11)
states that textbook and suplementary textbook”. While Bacon (1953) in Tarigan
(1993: 11) states “textbook is a book used in the class, it is arranged accurately
and it is prepared by the expert in his field. It is also finished with suitable and
appropriate instrument of teaching”.
The researcher agrees with the statement stated by Bacon that textbook
should be completed with the suitable and appropriate instrument of teaching and
also should be arranged accurately by the expert in its field to be used in the class.
So, it can support the teaching-learning process to get the objectives of the
learning that is good quality of learning outcomes
Greene and Petty (1971) in Tarigan (1993: 20-21) have made the way to arrange
the textbook with 10 criteria.
1. The textbook must be interesting and attractive toward the
learners. So, they will be interested in using textbooks.
2. The textbook must be able to motivate the learners
3. The contents of textbook must be illustrative
4. The textbook should consider the linguistic aspect. So, it
will be suitable with the learner`s ability
5. The contents textbook must be related to the other branch
of science
6. The textbook must stimulate the personal activity of the
learners
7. The contents of textbook must be clear to avoid
the children to be confused in using textbook
8. The textbook must have the clear point of view because it
will be the learner`s point of view
9. The textbook must be able to give the balance and
emphasis on the value of the learners
10. The textbook must be able to respect to the differences of
the individual
(Greene and Petty (1971) in Tarigan (1993:20-21)
The other criteria can be found in Cunningsworth (1995: 15). There are
some useful guidance in approaching any material that is good textbooks to guide
the learners in doing exercise, as follows:
Many publishers try to provide textbooks in order to support teachers and
students in teaching and learning procces. Not all textbooks published are suitable
with the learners` need and have good qualities. As Cunningsworth (1995: 5)
emphasizes that “no coursebook designed for a general market will be absolutely
ideal for particular group of learners”. That means textbook analysis is really
needed to evaluate the textbook which has been published. Textbooks analysis
will give evaluation and the publisher can create better edition.
The researcher want to analyse the theme and the content this english
textbook,
1. The Analysis on the Theme of English Textbook entitled Pathway to English
Based on the Basic Competence of the 2013 Curriculum which should be
reached by reach chapter
2. The Analysis on the Content of English Textbook Entitled “Pathway to
Englihs” Based on the Basic Competence in the 2013 Curriculum
Based on those phenomena above, the writer is interested in doing a
research entitled An Analysis English Textbook for the First Year Student of
Senior High School Based on The 2013 Curriculum. Then, the objectives of
this research are (1) The Analysis on the Theme of English Textbook
entitled Pathway to English Based on the Basic Competence of the 2013
Curriculum which should be reached by reach chapter (2) The Analysis on
the Content of English Textbook Entitled “Pathway to Englihs” Based on
the Basic Competence in the 2013 Curriculum. The aims of this research is
different with the previous research which is done by Nurhidayah Okta (2013,
UMS) entitled A Study on The Compability of Pathway to English for Grade
X with the 2013 Curriculum. While the objective to describe whether or not the
textbook is suitable with the syllabus of the 2013 curriculum by giving
percentage from the total materials in the textbook based on Sadiman’s theory and
make a “Schema of Quality Classification” based on Suharsimi’s theory. From the
explanation, the writer wants to synchronize whether the textbook claiming that
they are based on the 2013 curriculum are relevant with the curriculum or not
A. RESEACH METHOD
In this research, the method of collecting the data is document
analysis in the form of themes and materials in English textbook entitled
“Pathway to English”. The researcher analyzes the content of textbook
through their themes and materials based on the basic competences of the
2013 Curriculum. The researcher analyzes the data by using the following
procedures.
a. Observing and understanding the basic competences of the 2013
Curriculum
b. Observing and understanding the theme and the materials of each chapter
in the English textbook entitled “Pathway to English”.
c. Analyzing the themes and materilas of the English textbook entitled
“Pathway To English” whether they conform to the basic competences
of the 2013 curriculum or not.
d. Drawing the conclusion.
B. RESEARCH FINDING
1. The Analysis on the Theme of English Textbook entitled Pathway to English
Based on the Basic Competence of the 2013 Curriculum which should be
reached by reach chapter.
In ModulBahasaInggris, the Ministry of Education and Culture of Indonesia
explains that as source book of learning, textbook must systematically loads
the chapter of theme and information about basic competences which are
appropriate with the topic of each chapter. The basic competence is the
competence which consists of behavior, knowledge, and skill based on the
core competence that must be best understood by the pupils. Therefore, the
materials on every chapter of the textbook must refer to the basic competence
and the theme of the chapter must also represent the basic competence in that
chapter. In this research, the researcher analyzes the theme of the textbook
entitled “Pathway to English” based on the basic competence of the 2013
Curriculum as follow
In Chapter I, we can see the picture I.I that basic competence which must be
reached in this chapter are listening ( listening word, listening to dialogue),
speaking (asking for information, tag question, yes/ no question), reading (
reading for specific information, reading for refering, reading to
understanding text), writing ( writing a message, information gap, rearraging),
grammar ( simple present tense, noun phrase), language for aesthetic (element
of poem). Than we can also see the theme from picture 1.1 that the theme of
chapter 1 is How Flood Occurs. Therefore, the researcher finds that the theme
How Flood Occurs in Chapter I Represents the basic competences which
must be reached in the same manner as the picture I.I presents.
In Chapter II, we can see that this chapter must reach the basic competences
which are showed by the picture I.2. They are to state and ask if we can do
something and to state and ask if one will do something if there is a disaster.
The picture also shows the theme on the chapter II that is Why Do
Earthquakes Happens?. Thus, the researcher finds that the theme Why Do
Earthquakes Happens? represents the basic competences achieved in chapter
II as the picture 1.2 shows
In Chapter III, we can see in the picture 1.3 that the basic competences
which must be reached in this chapter are to know what a tusunami, and what
causes tsunami. Then we can also see the theme from picture 1.3 that the
theme of chapter III What Causes Tsunami?. Therefore, the researcher finds
that the theme What Causes Tsunami? in Chapter III represents the basic
compentences which must be reached in the Chapter III in the same manner
as the picture 1.3 shows.
In Chapter IV, we can see that this chapter must reach the basic competences
which are showed by the picture 1.4. in this chapter the picture also shows the
theme about Juvenile Delinquency Occurs. Thus, the researcher finds that the
theme Juvenile Deliquency Occurs represents the basic competences which
must be reached in chapter IV as the picture 1.4 shows.
In Chapter V, we can see in the picture 1.5 that the basic competences which
must be reached in this chapter are to know what cause poverty, a leader is a
person in control of a group, country situation. A great leader is not only
famous, powerful or important, but also able to improve the lives of many
citizen.
Then we can also see the theme from picture 1.5. Thus, the
researcher finds that the theme What Cause Poverty?Represents the basic
competences which must be reached in chapter IV as the picture 1.4 shows.
In Chapter VI, we can see that this chapter must reach the basic competences
which are showed by the picture 1.6. They are to share the information with
others and to explain why things are happening. The picture also shows the
theme on the chapter that is What Should I Do to Prevent Floods? Thus, the
researcher finds that the theme What Should I Do to Prevent
Floods?represents the basic competences which must be reached in chapter
VI as the picture 1.6 shows.
In Chapter VII, we can see in the picture 1.7 that the basic competences
which must be reached in this chapter is not different from the other theme,
earthquake, tsunami and floods in disaster. Chapter 2, Chapter 3, Chapter 6.
Thus theme is all about disaster and how to ward off the disaster. Therefore,
the researcher finds that the theme What Expert and Resources Recommend
During Earthquakes in Chapter VII represents the basic competences which
must be reached in the Chapter VII in the same manner as the picture 1.7
shows.
In Chapter VIII, we can see that this chapter must reach the basic
competences which are showed by the picture 1.8. The picture also shows the
theme on the chapter that is What Gigantic Sea Waves! .like the other themes
like Chapter I. Thus, the researcher finds that the theme What Gigantic Sea
Waves! represents the basic competences which must be reached in chapter
VIII as the picture 1.8 shows
In Chapter IX, we can see in the picture 1.9 that the basic competences which
must be reached in this chapter are to share the information with others and
to explain why thing happened. Then we can also see the theme from picture
1.9 that the theme of chapter IX isWho to Blame for Student Brawls?.
Therefore, the researcher finds that the theme Who to Blame for Student
Brawls?in Chapter IX represents the basic competences which must be In
Chapter X, we can see that this chapter must reach the basic competences
which are showed by the picture 1.10. they want to show that in the life of
society and state, there is unity in collaborating in some ways. The picture
also shows the theme on the chapter that is Many Hand Make Light Work.
Thus, the researcher finds that the theme Many Hand Make Light Work
represents the basic competences which must be reached in chapter X as the
picture 1.10 showsreached in the Chapter IX in the same manner as the
picture 1.9 shows.
In Chapter XI, we can see that this chapter must reach the basic competences
which are showed by the picture 1.11. They are to make them stand out, to
show my pride of them, to promote them, and to criticize them. The picture
also shows the theme on the chapter that is The Land is Mine. Thus, the
researcher finds that the theme The Land is Mine represents the basic
competences which must be reached in chapter VIII as the picture 1.8 shows
2. The Analysis on the Content of English Textbook Entitled “Pathway to
Englihs” Based on the Basic Competence in the 2013 Curriculum
In ModulBahasaInggris, the Ministry of Education and Culture of Indonesia
states that textbook must convey the material based on the basic competences
of each chapter. The materials also should be delivered motivationally in
order to make the students get more spirit to study the lesson. In this research,
the researcher conforms the material of English textbook entitled Pathway to
Englishwith the basic competence that should be reached by each chapter. It
is available in the table as follows
Basic Competence
of Each Chapter
Point of Analysis
The materials arrangement in every
part of the chapter fulfill the
achievement of basic competence
1.
2.
3.
4.
Speaking
Listening
Reading
Writing
The materials arrangement in every 1. Speaking
part of the chapter fulfill the
2. Listening
achievement of basic competence 3. Reading
4. Writing
The materials arrangement in every 1. Speaking
part of the chapter fulfill the
2. Listening
achievement of basic competence
3. Reading
4. Writing
Chapter I
Chapter II
Chapter III
Qualification
Material Description in textbook
How flood occurs
a. The picture on page 4
b. The picture on page 9 (poster)
c. The instruction on page 8
d. Reading text on page 10
e. Dialogue box on page 11
Why do earthquake happen
a. The picture on page 22 Indonesian
map
b. Dialogue box on page 26
c. Reading text on page 29
d. Reading text on page 30
e. The instruction on page 32
f. Picture on page 35
g. The dialogue box on page 37
What causes tsunami
a. Picture on page 42
b. Dialogue box on page 43
c. Picture on page 45
d. Dialogue box on page 47
Bad
-
Good
√
-
√
-
√
e. Dialogue box on page 51 to 52
f. Reading text on page 58 – 59
The materials arrangement in every 1. Sepaking
part of the chapter fulfill the
2. Listening
achievement of basic competence
3. Reading
4. Writing
The materials arrangement in every 1. Speaking
part of the chapter fulfill the
2. Listening
achievement of basic competence
3. Reading
4. Writing
The materials arrangement in every 1. Speaking
part of the chapter fulfill the
2. Listening
achievement of basic competence 3. Reading
4. Writing
Chapter IV
How juvenile deliquency occurs
a. Picture on page 66
b. Picture on page 67
c. Dialogue box on page 69
d. Picture on page 71
e. Dialogue box on page 72 to 73
f. Reading text on page 77
Chapter V
What causes poverty
a. Picture on page 84
b. Dialogue box on page 87
c. Picture on page 92
d. Dialogue on page 93
e. Picture on page 97
Chapter VI
What Should i do toPrevent Floods
a. Picture on page 111
b. Dialogue box on page 112
c. Picture on page 115
d. Dialogue box on page 118
Chapter VII
-
√
√
-
-
√
The materials arrangement in every 1. Speaking
part of the chapter fulfill the
2. Listening
achievement of basic competence
3. reading
4. writing
The materials arrangement in every 1. Speaking
part of the chapter fulfill the
2. Listening
achievement of basic competence
3. Reading
4. Writing
What Experts and Rescuers Recomend
During Earthquake
a. Picture on page 133
b. Dialogue box on page 134
c. Dialogue box on page 136
d. Dialogue box on page 138 – 139
Chapter VIII
What Gigantic Sea Waves
a. Dialogue box on page 161
b. Monologue dialogue on page 162
c. Picture on page 166
d. Monologue dialogue on page 172
-
√
√
-
Who to Blame for Student Brawls
a. Monologue box on page 187
b. Text box on page 189
c. Picture on page 192
d. Text box on page 193
-
√
Many Hands Make Light Work
a. Dialogue box on page 207
b. Dialogue text on page 208 – 209
c. The Announcement Picture on page
211
d. Monologue box on pag 217
√
-
Chapter IX
The materials arrangement in every
1. Speaking
part of the chapter fulfill the
2. Listening
achievement of basic competence
3. Reading
4. Writing
The materials arrangement in every 1. Speaking
part of the chapter fulfill the
2. Listening
achievement of basic competence
3. Reading
4. Writing
Chapter X
Chapter XI
The materials arrangement in every 1. Speaking
part of the chapter fulfill the
2. Listening
achievement of basic competence
3. Reading
4. Writing
This Land is Mine
a. dialogue box on page 229
b. Monologue presentation on page 233
c. Picture on page 238
d. The task on page 247
-
The researcher shows the analysis in table 3. After analyzing the themes of that English textbook, the researcher finds that not
all theme in every chapter represents the basic competnces which must be reached. There are eleven chapters in that English
textbook. There are eleven chapters of which the theme are prropriate with the basic competences that must be reached by each
chapter. And there is one chapter of which the theme is not appropriate with the basic competences that must be reached by the
chapter, It is Chapter X. One of thus chapter is bad appropirate with 2013 Curriculum, and second is Chapter VIII is not or less
appropriate with the basic competence of 2013.
√
C. CONCLUSION
1. Based on the data analysis and research finding, the reearcher concludes that
not all themes in the English textbook entitled “Pathway to English” are
appropriate with the basic competence of the 2013 Curriculum. Nine themes
are apropriate with the basic competence of the 2013 Curriculum. Chapter
VIII is not or less appropriate with the basic competence of 2013. And second
is Chapter X is not appropriate with the basic competence of the 2013
Curriculum
2. The researcher also concludes that not all the material in every chapter in this
English textbook conform to the basic competence of each chapter. There are
eleven chapters of which the materials not conform to the basic competence
of each chapter.
D. BIBLIOGRAPHY
Tarigan. H.G. and Djago Tarigan. 1986. Telaah Buku
Teks Bahasa Indonesia. Bandung: Angkasa.
Cunningsworth. A 1995. Evaluating and Selecting English Foreign
Language (EFL) Teaching Materials. New York: Macmillan
Darrin, Abu. 2014. An Analysis Of English Textbook For First
Graders Of Senior High School “Bahasa Inggris Untuk
Sma/Ma Dan Smk/Mak Kelas X” Published By Putra Nugraha And
Used In Sman 18 Surabaya Based On Basic Competences of the
2013 Curriculum.Skripsi: Universitas Negeri Surabaya.
Nurhidayah Okta (2015) entitled A Study on the Compability of Pathway
to English for Grade X with the 2013 Curriculum
Kemdikbud. 2013. Materi Pelatihan Guru Implementasi Kurikulum 2013
SMA/MA bahasa Inggris. Jakarta: BPSDMP dan PMP Kemdikbud.
Bates, Nina. 2004. Real Time: An Interactive English Course for Junior
High School. Jakarta: Erlangga
Fauziati, Endang. 2003. Teaching of English as a Foreign Language.
Surakarta: Muhammadiyah University Press.
Wijaya, Adi. 2013. Pentingnya Analisis Buku Siswa dalam Implementasi
Kurikulum 2013. Yogyakarta: PPPPTK BAHASA INGGRIS
Kementrian Pendidikan dan Kebudayaan. 2014. Modul Pelatihan
Implementasi Kurikulum 2013. Jakarta: Badan Pengembangan
Sumberdaya Manusia Pendidikan dan Kebudayaan dan
Penjaminan Mutu Pendidikan
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http://www.englishindo.com/2011/11/dongeng-bahasa-inggris-snow-whiteand.html
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