The Analysis Of English Textbook “Pathway To English” Used In The First Grade Of Senior High School Based On Curriculum 2013 (An Analytical Study On English Textbook For First Year Of Senior High School)

BASED ON CURRICULUM 2013

(An Analytical Study on English Textbook for First year of Senior High School)

By:

ARIF PRASOJO

NIM: 109014000177

THE DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS

’

TRAINING

“SYARIF HIDAYATULLAH”

STATE ISLAMIC UNIVERSITY

JAKARTA

iv

Keywords: English language skills, Textbook, Curriculum 2013

The purpose of this study is to find whether or not the materials provided in

the English textbook “Pathway to English” designed for the first grade of Senior high

school compatible with the curriculum 2013. Besides that the writer also studies about the feasibility of content and presentation of the textbook.

This study uses descriptive qualitative approach. The data collected for this

study will be gathered from the English textbook “Pathway to English” published by

Erlangga. The data about English language exercise of speaking, writing, reading and listening then will be analyzed.

The results findings of this study concluded that (1) the English Textbook of

“Pathway to English” compatible with the curriculum 2013, as every single KI and

KD successfully implemented in the textbook. (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, using the basic frequency formula from Sudjiono assessment score acquired with 91.30% in feasibility of content and 77.77 % in feasibility of presentation fulfilled

Based on the findings of this study the writer suggested that both English teachers and educational institution should concern and pay attention with the content of the textbook, not only its compatibility with the current curriculum, but also the

v

School. Skripsi of English Education Department at Faculty of Tarbiyah and

Teachers’ training of Syarif Hidayatullah State Islamic University Jakarta. 2014. Keywords: Skill bahasa Inggris, Buku Teks, Kurrikulum 2013

Tujuan dari penelitian ini guna menemukan apakah material yang di sediakan dibuku bahasa inggris “Pathway to English” yang didesain bagi kelas satu di Sekolah menengah atas cocok atau tidak dengan kurikulum 2013. Selain itu penulis juga mempelajari tentang kecocokan konten dan kecocokan presentasi dari buku teks.

Penelitian ini menggunakan metode deskriptif kualitatif. Data yang dikoleksi

dikumpulkan dari buku teks bahasa inggris “Pathway to English” yang dipublikasikan oleh Erlangga. Data yang berhubungan dengan skill bahasa inggris yakni membaca, menulis, berbicara dan mendengar nantinya akan dianalisa.

Hasil dari penelitian ini menyatakan menemukan bahwa (1) Buku bahasa

inggris “Pathway to English” kompatible dengan kurikulum 2013, dikarenakan

seluruh KI dan KD dapat diimplementasikan dengan sukses didalam buku teks. (2) Materi membaca, menulis, mendengar dan berbicara yang disediakan didalam buku teks dikembangkan dengan mengimplementasi dari material yang disuggestikan oleh kurikulum 2013. (3) kecocokan konten, dan presentasi secara keseluruhan rata-rata sudah mencapai standard buku teks bahasa inggris dalam cakupan kurikulum 2013, menggunakan formula penghitungan frekuensi dasar dari Sudjiono diperoleh data yaitu 91.30 % dan 77,77% dalam kecocokan presentasi terpenuhi.

Berdasarkan temuan penelitian ini, penulis menyarankan kepada baik guru bahasa inggris mauoun institusi pendidikan untuk selalu memperhatikan dengan seksama dari hal konten suatu buku teks, bukan hanya kecocokannya dengan kurikulum yang digunakan namun juga kecocokannnya dengan kebutuhan murid.

I dragged, I lost myself completely, and it seems that I forgot how to say a word Even though, I still could hear

Your voices calling me

Everything about you, your smile, and your anger keep telling me N ever stop to walking forward

I f I stay and look up where the cloud starting to break apart Yes, I know what you mean

Loneliness seems to consuming my life Emptiness seems to binding my heart

O ver there please...Look... Just up ahead M y dearest love waiting me

W hen I find, no way to moving on

You telling me, to close my eyes and start to believe

T he entire light gathers at this moment only to cheering me, because they understand me Every step I take will shine brighter wherever my faith goes

W herever my faith goes W herever my fate goes

M y fingertips, my lips, and all my hand were shaking but you said

W ith Love, Respect and Faith I H ereby this hard work for my parents Arif Prasojo

vi

Praise be to Allah Lord of the world who has bestowed upon the writer in helping him complete his skripsi. Peace and blessing upon our prophet Muhammad SAW, his families, his companion and his followers.

Skripsi is presented to the English Education Department of the Faculty of Tarbiyah and teacher training Syarif Hidayatullah State Islamic University Jakarta as partial fulfillment of the requirements for the degree of strata 1 (S1).

This skripsi cannot be completed without a great deal of help from many people, especially Mr. Dr. Atiq Susilo, M.A and Mrs. Atik Yuliyani, M. A, TESOL as advisor who always gives their help, guidance, correction and suggestion for the completion of this Skripsi

His deepest gratitude also goes to those who have helped her in finishing this Skripsi, they are:

1. Dra. Nurlena Rifa’I, M.A., Ph.D the dean of Tarbiyah Faculty and teacher’s training.

2. All lecturers of English Education who have taught the writer useful knowledge and skills.

3. Drs. Syauki, M.Pd., the Head of English Education Departement and as the

writer’s academic advisor for his support and motivation for the writer during finishing this “skripsi”.

4. Zaharil Anasy, S.Pd. as the secretary of English Eduaction Departement. 5. Mrs. Siti Nurul Azkiyah, M.Sc., Ph.D and Mrs. Yenny Rahmawati, M.Ed for

their patience and willingness to help the writer until the completion of this

“skripsi”.

6. All his friends at Islamic State University of Syarif Hidayatullah Jakarta especially students in E class 2009 English Education Departement for their

vii one by one.

May Allah, the Almighty bless them all, Amien.

Jakarta, March 2014

viii

SURAT PERNYATAAN KARYA SENDIRI ... .. iii

ABSTRACT……… iv

ABSTRAK ... v

ACKNOWLEDGEMENT……… vi

TABLE OF CONTENT……… vii

LIST OF TABLES………. ix

LIST OF APPENDICES………... x

CHAPTER I. INTRODUCTION A. Background of the study………. 1

B. Research Question………... 4

C. Limitation of the study……… 4

D. Purpose of the study……… 5

E. Significance of the study………. 5

CHAPTER II. THEORETICAL FRAMEWORK A. Textbook 1. The Definition of Textbook……….. 6

2. The Function of Textbook……… 7

3. Textbook in Indonesia……….. 8

4. Rubric Assessment of Textbook………... 9

5. How to analyze a Textbook……….. 16

ix

1. The Definition of English Skills.………. 22

2. Productive Skills………... 22

3. Receptive Skills……….... 24

4. Language Skills in Curriculum 2013……… 25

D. Previous Study………... 26

CHAPTER III. RESEARCH METHODOLOGY A. Design of the study……… 28

B. Instrument of the study………. 29

C. Procedure of the study ……..………... 29

D. Technique of data analysis…..……….. 30

CHAPTER IV. RESEARCH FINDINGS AND INTERPRETATION A. Data Description……….. 31

1. Feasibility of Content ……….……….. 31

2. Feasibility of Presentation………. 50

B. Research Findings……… 53

C. Data Interpretation……….. 56

CHAPTER V. CONCLUSION A. Conclusions………. 57

B. Suggestions………. 57

1

CHAPTER I

INTRODUCTION

This chapter consists of background of the study, research questions, limitation of the study, purposes of the study, and benefits of the study. The explanation of each part is presented below.

A.Background of the study

In teaching and learning process of English language numerous aspects could affect the outcomes of learning for students. These aspects could emerge from the pre-teaching preparations, while the teaching and learning are on progress, or after the teaching and learning take place.

Teachers’ roles are obviously important in teaching and learning process. They plan the syllabus, prepare the materials, and teach in the classroom and so on.

And that’s a whole lot of task to be done by a teacher. That is why media of a prepared teaching material is needed.

Textbook serves as a media that helps teachers in arranging a teaching and learning process. Therefore preparing the teaching materials for each class will not consume lots of time. Besides, Cunningsworth mention that the uses of textbook are considered helpful because most of goals and aims have already been prepared in set of practices based on what students need to learn1_.

Textbook not only beneficial for teachers in terms of helping them to prepare the materials, and achieve the teaching aims and objectives but also textbook helps students to achieve their learning needs. It sounds to be logical answers to overcome the problems of creating good and enhancing teaching atmosphere in the classroom. With well prepared materials and test provided by the textbook, combined with teacher flexibility in teaching using the textbook in the class, a good compromise can be reached.

1

process. A textbook usually overcome the whole school curricula, the aims, goals, even the materials. That is why no one can guarantee the quality of a textbook used.

The effectiveness of a textbook in arranging aims and goals, and preparing teaching materials become a good consideration before deciding to use the textbook in the classroom.2 _{An inappropriate textbook could possibly make the class dull with}

uninteresting exercise or too expensive for students or even does not match with the

learner’s rights in achieving their needs in learning.

Those reasons make the selection of textbook used by teachers become relatively crucial. The textbook has to fit with the current curriculum, schools

syllabus along with student’s needs and also the aims and goals of teaching. Therefore, teachers have to choose the appropriate and ideal textbook as beneficial for both students and teacher as possible. However on a particular occasion, learners’ needs sometimes become the pin point for the teachers to determine a textbook.

Curriculum 2013 for senior high school in Indonesian began to be implemented from grade X or first grade of senior high school. Moreover, it is wise that the new Curriculum 2013 needed to be tested first before it takes over the previous curriculum. The curriculum 2013 itself is pretty much different with the KTSP. The purposes of the study of the curriculum 2013 in the classroom are not only based on what student learned from curriculum, but also it hopes to achieve certain values. The religious values and some characteristic building values in the

student’s character are also taught in the classroom. Teaching and learning method also comprehensively changed into student-centered. Asking them to analyze and then produce it with what they have already observed, exposing them to understand what they learn by themselves, and encouraging them to be socially aware with their friends, surrounding, and aesthetic factors are part of the changing method. 3 _{It makes}

2

Cunningsworth, Choosing your Coursebook, (New York: Macmillan, 1995), p. 1.

3

_{Kementrian Pendidikan dan Kebudayaan 2013,} Kurikulum 2013, Kompetensi Dasar SMA, P.6

English skills become main priority in teaching English for students in Curriculum 2013 as the activities in Curriculum 2013 are expected to make students exposed in using English language as often as possible with various theme, context, and topic.

The uses of skills in communication become the main priority for Curriculum 2013 in term of communicative purposes. Materials and exercises provided in the textbook should be match with the current curriculum and learners’ needs. As in Curriculum 2013, teacher supposed to create an atmosphere of a free, relaxed and student centered learning classroom to make students feel encouraged to analyze, observe and generate what they learn from either mediums of learning which in this case is teacher or textbook. Of course, the essence of the curriculum and the learners’ needs still have to be in total consideration for teacher when delivers the learning materials from textbook or any other media because students are different one to another. It is important to view language learning as student centered because students are individuals who differ from each other in significant ways.4

Coming up with these suitability issues of textbook with curriculum and materials in a textbook, the writer is interested in learning and analyzing this issue. He is interested in analyzing the exercises provided in the textbook, as it is concerned with communicative purposes of Curriculum 2013. The writer picks a textbook with

the title “Pathway to English”, then the writer analyzes the exercises coverage in providing the learners’ needs as suggested by the curriculum. The reason the writer chooses the textbook of “Pathway to English” as the object of this study is because this book is the first English textbook in the market released with Curriculum 2013. According to this information the writer tries to analyze this issue with the title of

The Analysis of English Textbook “Pathway to English” used in the first grade of senior high school based on curriculum 2013.

4 _{Don Snow, From language learner to language teacher: An Introduction to Teaching}

Along with the background study that has been stated so far, the writer will try to analyze the exercise used in the textbook “Pathway to English”. The research questions will be as follow:

1. Are the materials and exercises presentation in the Textbook “Pathway to English” by Eudia Grace and Th. M. Sudarwati compatible with KI (Kompetensi Inti) and KD (Kompetensi Dasar) in Curriculum 2013?

2. How is the feasibility of content in “Pathway to English” textbook?

3. How is the feasibility of presentation in the “Pathway to English” textbook?

C. Limitation of the study

To ensure the accurate data collection and also to avoid vague and over broad research, the writer limited some pointers of this research, and the limitations are as follows:

1. The English textbook that is analyzed is the English textbook with the title of

“Pathway to English” published by Erlangga and written by Th. M. Sudarwati and Eudia Grace, which is analyzed based on curriculum of 2013.

2. The writer analyzes whether the content of English textbook “Pathway to

English” compatible or not with the current curriculum and the presentation of the textbook, and more focused in analyzing the material available in the textbook published by Erlangga and written by Th. M. Sudarwati and Eudia Grace.

3. The writer only uses the Feasibility of Content (Kelayakan Isi) and Feasibility of Presentation (Kelayakan Presentasi) out of four categories in rubric assessment from BSNP Standard. The Feasibility of language (Kelayakan Bahasa) and Feasibility of Graphic (Kelayakan Kegrafikaan) are excluded within this study. This reason was made due to the purpose of this study which is only to find the compatibility of materials in the textbook. Both feasibility of language and

Graphic are not included in this study because they may avoid the research effectiveness of this study.

D. Purpose of the study

The main purposes of the research of analyzing the English textbook used in senior high school are as follow:

1. To know whether the materials in “Pathway to English” textbook match with the current curriculum of Curriculum 2013.

2. To find out the depth of every material presentation in “Pathway to English” in delivering the KD (Kompetensi Dasar) in Curriculum 2013.

3. To find out the feasibility of the textbook based on BSNP assessment of Curriculum 2013.

E. Significance of the study

The results of this study hopefully will affect the educational institution awareness towards choosing an appropriate textbook for students and give a better insight on how to choose the suitable English textbooks as a guideline for teaching English. By scaling and reviewing the textbook from its content, teachers or institution are reinforced to pay more attention on what textbook they will likely to use. Through this study the writer hopefully will provide a way to help any further research based on this study to analyze the upcoming English textbook in Curriculum 2013 that have not been released yet. Providing information about how well the implication of this study of compatibility of textbook with real situation in the class and institution so it will entice a further study by another researcher based from this study.

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THEORETICAL FRAMEWORK

This chapter elaborates any related literature with this study on analyzing English textbook in senior high school. This chapter is explained and elaborated into several parts; those are Textbook, Curriculum 2013, English language skills and previous study.

A.Textbook

1. The Definition of Textbook

Textbook serves as an important role in teaching and learning activities. The uses of textbook in the classroom helps teacher in delivering the materials. Similar to the statement above, Mudzakir stated that a textbook is complemented with students work. As he mentioned in his journal, textbook along with many other names is commonly used by educational institution or school and is usually provided with exercise and teaching materials.1

The standard of students works in a textbook or course book are usually suitable with the students knowledge competence, as Cunningsworth describes, that a published textbook has commonly passed several qualification test from publisher in a controlled pilot studies before it is released to public.2 _{In line with}

Cunningsworth’s statement above, Gebhard implied that at minimum an exercise in EFL/ESL textbook created by publishing companies, government agencies, curriculum development teams at the school labels, and classroom teachers.3

1_{Mudzakir AS, Penulisan BukuTeks yang Berkualitas,January 1, 2014(http://www.upi.edu).} 2_{Alan Cunningsworth, Evaluating and Selecting EFL Teaching Materials, (London:}

Heinemann Educational books Ltd., 1984), p.1.

3_{Jerry Greer Gebhard, Teaching as a Foreign or Second Language: A Teacher Self}

Development and Methodology guide 2th Edition, (Michigan: The University of Michigan Press, 2009), p.101.

From those definitions about textbook, it can be referred that a textbook is a book that serves as a standard guideline for students and teachers in supporting the teaching and learning process in the classroom. In addition, Jazadi implies that Textbook are best seen if it is designed for a learner centered to help learner focus on learning and gives learners role in decision making process in the classroom.4

To sum up, a textbook is a book used to be the guideline for both teacher and students in teaching and learning process with consideration of a curriculum and a textbook also need to fit with students needs in learning and not vice versa.

2. The Function of Textbook

Textbook used in teaching and learning process is important. Textbook are meant to help teachers in providing them teaching materials as stated by Chandran. Textbook act as a guideline for inexperienced teachers or tools for experienced teacher.5 It also provides either inexperienced or experienced teachers with guidance on what students have to learn and what student wish to learn. The statement from Chandran is also in line with the statements from Cunningsworth. According to him, there are several functions and roles of textbook which are:

a. a resource of presentation material

b. a source of activities for practice and communicative interaction c. a reference book (grammar, vocabulary, pronunciation)

d. a syllabus

e. a resource for self-directed learning or self-access f. a support for less experienced teachers.6

4_IwanJazadi, “Mandated English Teaching Materials and their Implications to teaching and

Learning :The Case of Indonesia”, in Willy A. Renandya (Ed.), Methodology and Materials Design in Language Teaching:Current Perception and Practices and their Implications,(Singapore : SEAMEO Regional language centre, 2003), p.143.

5_{Shanti Chandran,} “Where are the ELT Textbook?””_{, in Willy A. Renandya (Ed.),}

Methodology and Materials Design in Language Teaching:Current Perception and Practices and their Implications,(Singapore : SEAMEO Regional language centre, 2003), p.162.

some ways. For teacher, it helps them in preparing and developing the teaching materials that are going to be taught and in the other hand. As for the students, it helps them to maintain and trace back their input in learning.

3. Textbook in Indonesia

In Indonesia, the implementation of textbook and classroom teaching of English language are controlled with several considerations. Supriadi cited in Jazadi states that the presentation of textbook in Indonesia need to pass several political and also evaluation process to maintain security which states that

The content of books should be in line with and not contradictory to Pancasila

(The state Philosophy), UUD 1945 (The 1945 Constitution), Government policies, national unity and security, laws, regulations, ethics, and that the content not exploits the sensitive issue of SARA (ethnics, religions, race, and intergroup relations). Judgement of this aspect is made by evaluators coming from Mabes ABRI (Armed Forces Headquarter), Kejaksaan agung (Office of Attorney General), Lemhanas (National Defence Institute) and Inspectorate General of MOEC (Ministry of Education and Culture).7

A strict rules and evaluation process has been set by the Indonesian government toward the development of education in Indonesia. In its developments, government established BSNP (Badan Standar Nasional Pendidikan) along with Pusbukur (Pusat Buku dan Kurikulum) to deal with the development of textbook used in Indonesia. They are also established to watch over and maintain the rules and evaluations process which are implemented properly in any textbook distributed from either government or commercial textbook.

The current curriculum in Indonesia in 2014 still partially uses the Curriculum 2013. The full fledge of Curriculum 2013 in Indonesia itself will be started in July of 2015.

7_{Jazadi,op.cit., p.145.}

The implementations of Curriculum 2013 in every educational level in Indonesia are as follows;

a. Juli 2013: Kelas I, IV, VII, dan X

b. Juli 2014: Kelas I, II, IV, V, VII, VIII, X, dan XI

c. Juli 2015: kelas I, II, III, IV, V, VI, VII, VIII, IX, X, XI, dan XII 8

In other words, the textbook developments in Indonesia are carefully developed and implemented. It can be seen from the government seriousness in term of the quality of education in Indonesia, and one of them is the quality of a textbook used. Clear rules and evaluation process are already maintained in order to develop a qualified textbook in Indonesia.

4. Rubric Assessment for Textbook

BSNP itself has released an evaluation process in Pusbukur in form of a rubric assessment 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. According to Puskurbuk, these are instruments in evaluating a curriculum 2013 textbook:

a. Feasibility of Content.

This feasibility of content is a group of assessment about the content of the textbook. The feasibility content includes three measurements which are compatibility of materials with (KI) and (KD), the accuracy of materials, and the last supporting materials.

8_{Kementrian Pendidikan dan Kebudayaan, Dokumen Kurikulum 2013, Desember 2012.}

1. The Compatibility of materials with (KI) and (KD).

In this criteria of feasibility of content which is compatible with KI and KD the criteria was divided into two sub criteria which is Completeness and In-Depth.

a. Completeness (Kelengkapan Materi)

In completeness criteria, textbook is expected to expose students to understand and produce both interpersonal and interactional conversation whether in spoken or written to help them interact in contextual and themed situations along with many other characteristic, religious and aesthetic values included.

b. In-Depth (Kedalaman Materi)

In this criteria, textbook are expected to fulfill several point of In-Depth or (kedalaman materi). The first is exposure or (pajanan) which means that the textbook are expected to expose student with as many kinds of text that relevant with students’ daily life in order to help them get used to any kinds of texts as possible. Then, text retention (retensi pembentukan teks) means that textbook should guide students in understanding the social function, structure of text, and linguistic features. The last is Production (produksi) textbook which should be able to guide students in every step in producing both verbal and written text.

2. The accuracy of the materials.

In this criteria of feasibility of content which is the accuracy of the materials, the criteria was divided into three sub criteria which is Social function, Generic structure and Linguistic feature.

a. Social Function (Fungsi sosial)

In this criterion, the text provided in the textbook or the exercises given from the textbook that have been done by the students are expected

to have values in social function in its relation with students daily life either in interpersonal or interactional.

b. Generic Structure (Unsur dan Struktur Makna)

In this criteria, the text provided in the textbook or the exercises given from the textbook that have been done by the students are expected to give the students an insight and ideas to think systematically in doing exercise or producing it in daily life.

c. Linguistic Feature (Fitur Linguistik)

In this criteria, the text provided in the textbook or the exercises given from the textbook that have been done by the students are expected to be understandable and fulfill the norm and characteristic values of a good communications in students daily life.

3. Supporting materials.

In this criteria of feasibility of content which is supporting materials, the criteria was divided into three sub criteria which are Up-to-Datedness, Development of life skills and Development of Diversity Insight.

a. Up-to-Datedness

In this criteria, every item in supporting the materials and exercise provided within the textbook (Tables, Pictures, Texts, References) should be taken from a relevance and newest sources available.

b. Development of Life Skills

In this criterion, every text and communicative exercise and task available within textbook should motivate students toward a good personalities that concern about social, academic and vocational life.

c. Diversity Insight

In this criterion, every text and communicative exercise and task available within textbook should motivate students toward a good citizen that concern, understand and appreciate the multicultural diversity.

b. Feasibility of Language.

This feasibility of language is a group of assessment about the content of the textbook. The feasibility language included three measurements are the

compatibility with student’s development, communicative and the coherency and

the integrity of idea.

1. The compatibility with student’s development.

In this criterion of feasibility of language which is compatible with

student’s development was divided into two sub criteria which are Compatibility with students’ intellectual level and Compatibility with student emotional level.

a. Compatibility with student Intellectual level.

In this criterion, any kinds of language used both in exercise and describing concept of teaching of tables, pictures or abstract illustrations should be matched with student’s intellectual level (can be imaginatively understandable for students).

b. Compatibility with student Emotional level.

In this criterion, any kinds of language used either in exercising and describing concept of teaching of tables, pictures or abstract illustrations should be matched with student’s emotional level from local to global context.

2. Communicative.

In this criterion of feasibility of language which is Communicative, the criterion was divided into two sub criteria which are Readability of message and The Accuracy of language uses.

a. Readability of message

In this criterion, any kinds of language used both in exercise and describing concept of teaching used as effectively as possible and

minimizing ambiguities of message so students will be motivated in learning.

b. Accuracy of Language uses

In this criterion, any kinds of language used both in exercise and describing concept of teaching used as effectively as possible and consistent in language uses so students will be motivated in learning.

3. The Coherency and the Integrity of idea

In this criteria of feasibility of language which is the coherency and the integrity of idea, the criteria was divided into two sub criteria which are Coherency of the Chapter and Coherency of the paragraph.

a. Coherency of Paragraph.

In this criterion, the language delivering of text, picture and illustration of paragraph in the textbook displayed in a well arranged and systematical manner in order to create a coherent and cohesive paragraph. b. Coherency of Chapter.

In this criterion, the language delivering of text, picture and illustration between each chapter are close in understanding from one to another. Therefore, it would create a logic and systematical arrangement.

c. Feasibility of Presentation.

This feasibility of presentation is a group of assessment about the presentation of the textbook. The feasibility presentation included three measurements are Technique of presentation, Learning Presentation and Completeness of Presentation.

1. Technique of presentation.

In this criteria of feasibility of presentation which is technique of presentation, the criteria was divided into two sub criteria which are Systematic and Chapter Equilibrium.

a. Systematic.

In this criterion, textbook are expected to be systematic in delivering a chapter, starting with introduction, body and after that closing in order for students to be encouraged in learning from the book.

b. Chapter Equilibrium.

In this criterion, textbook are expected to deliver the content of a chapter as equal as possible started from the number of pages, exercise generated within every chapter and also illustration that equal within every content of chapter.

2. Learning presentation.

In this criteria of feasibility of presentation which is technique of presentation, the criteria was divided into four sub criteria which are Learner Center, Developing of Initiative, Creativity, and learners' critical thinking, The Development of self-Reliance students and the last The Development of Learners' ability to evaluate themselves.

a. Learner Center

In this criterion, textbook are expected to make students as the subject of learning so that autonomous learning will occurs. The materials and exercises are supposed to be attractive and interactive at the same time. b. Developing of Initiative, Creativity, and learners' critical thinking

In this criterion, textbook are expected make students to be motivated and creative so when they use the textbook they will be skeptical about “how, why, where, when etc”. It will make students to be comprehensively motivated to learn more.

c. The Development of self-Reliance students

In this criterion, textbook are expected to make students curious and autonomous on what they learn, expecting them to analyze what they learn

so than they will encouraged toward discovering new things and knowledge.

d. The Development of Learners' ability to evaluate themselves

In this criterion, textbook are expected to encourage students to evaluate themselves, to see how far they have learned from a chapter, and to review the lesson learned from a chapter. It will encourage them to develop their understanding toward the relevance with every exercises or text within textbook.

3. Completeness of presentation.

In this criteria of feasibility of presentation which is Completeness of presentation, the criteria was divided into three sub criteria which are Introduction part, Content part and Closing part.

a. Introduction part.

In this criterion, textbook are expected to develop sufficient introduction part of a textbook which consists of the Preface and table of content of the textbook.

b. Content part.

In this criterion, textbook are expected to develop sufficient content part which consists of introduction, illustrations (tables, picture etc), summary along with self reflection, and the last is exercises.

c. Closing part.

In this criterion, textbook are expected to develop sufficient closing part which consists of Glossary, References and Indexes.

The rubric assessment from BSNP is a whole book analysis. This rubric assessment assesses the accurateness and appropriateness of a content of textbook in delivering teaching materials, the technique of presenting, the relation of every

assessment of Table 2.1, see appendix).

d. How to analyze a Textbook

With the high numbers of textbook used in almost every school and language courses in Indonesia, the implementation of a textbook in teaching the classroom becomes relatively crucial. As stated before, the role of a textbook helps the inexperienced teacher. It provides a resource for teaching materials, and many other roles. A textbook should be selected and evaluated in order to find the suitable textbook. The suitability issue of a textbook ever stated by Cunningsworth that no single textbook or course book that been released to market will be completely ideal for particular group of learner. Instead of looking for the ideal that will be rather hard to find, we should find the best possible fit that fits the potential in adapting and supplementing where its inadequate or unsuitable.10

This statement is true. With tons of commercial textbook in Indonesia or nowadays the most widely used is BSE (Buku Sekolah Elektronik) or E-Book, the quantity of a textbook available in the markets are high and keep increasing. Yet, the high quantity could not ensure a high quality of itself. That is why the quality of a textbook should be analyzed. Cunningswoth stated several guidelines in order to evaluates textbook or course book to be specified with what teacher or group of learner needs as follows:

1. They should correspond to learners’ needs. They should match the aims and objectives of the language-learning programs. Aims and objectives can reflect learners need in terms of both language content and communicative abilities. Coursebook should be selected in order to help in attaining these objectives. The aims and objectives of learning or teaching program should determine

9 _{Puskurbuk, Rubrik Penilaian Buku Teks Pelajaran Bahasa Inggris, Desember 2013.}

(http://www.Puskurbuk.edu)

which course materials are used, and not vice versa. It reflected the principle that coursebook are better servants than masters. It is very important that coursebook should facilitate learner’s progress and take them forward as effectively as possible towards their goals. Consequently, the content of the materials should correspond to what students need to learn, in terms of language items, skills and communicative strategies.

2. They should reflect the uses (present and future) which learners’ will make of the language effectively for their own purposes. The learning or teaching program should have at its base or a clear view of what students need to learn in order to make effective use of the language in personal, professional, academic or whatever other situations are relevance. The most suitable coursebook for your learners will reflect as closely as possible the language content, language skills and patterns of language use that are needed. This involves us in looking beyond the confines of the classroom and focusing our attention on the use which individual learners will make of what they have learned.

3. They should take account to students needs as learners and should facilitate

their learning processes, without dogmatically imposing a rigid ‘method’. The approach to learning adopted by a coursebook should not so much impose learning style as meet students needs by allowing them to use styles of learning which suits them, where possible encouraging the use of a range of styles so as offer students some choice in the way they learn.

4. They should have a clear role as a support for learning, like teachers, they mediate between the target language.11 _{Coursebook facilitate learning, they}

bring the learner and the target language together, but in a controlled way. Coursebook support the students in a numbers of way, but particularly by

supplying models of English which are learnable at the student’s level of

proficiency. They also provide exercise and activities designed to promote

11_{Cunningsworth, op.cit., p.15-17.}

examples which help learners to understand how the language works.

Based on these evaluations in analyzing a good and suitable textbook, the way to analyze a textbook is mainly to find a textbook that focused on the learners’ needs and its implication on its usage in facilitating their needs for their necessity in either present or future needs. In addition, it seems that the rubric assessment from BSNP and Puskurbuk in textbook evaluation above is completely clear in its focus which is to analyze the suitability of a textbook that implements the current and latest curriculum of 2013. In which in many points of its development, the curriculum 2013 mainly focus on learner needs, learner centered in teaching and learning process. This is in line with Cunningsworth suggested in his guideline of analyzing and evaluating a textbook.

e. Commercial Textbook

The context name of a textbook produced in the markets is commercial textbook. Basically it is a standard textbook or course book that is published in markets in order to fulfill the necessity of a classroom teaching. Usually, commercial textbooks are produced by book publishers and in line with the standardized of current curriculum where the book published or class courses that want a specific materials or exercises designed for the courses. Richards says that

The course books succeed to the extent that teachers find them useful and easy to use. Very often course books succeed because they can be used very easily and this, in turn, is probably because they have been very cleverly put together. Successful course books are often those which have been artfully constructed. On the other hand, less successful course books tend to have built-in flaws in terms of how well they are constructed: either they were put together too quickly or they were not properly edited and field-tested. As a result they are perceived as being difficult to use, boring and so on.12

12_{Jack C Richards, Cambridge University Press 2014,}

In Indonesia itself, government releases textbook in order to help teacher and student in the classroom, but still the textbooks provided by the government are sometime not really successful in the application in the classroom or cannot be used by EFL courses in Indonesia. These reasons make book publishers release commercial textbook to overcome the problems. Therefore, in essence, commercial textbook is a textbook used for classroom purposes that mainly to either help teacher or students in its own way of teaching or learning process.

B.Curriculum

1. The Definition of curriculum

The curriculum seen in a holistic term has different meanings. It could mean a content, standard or objectives that hold students accountable. In other words, it can be described as set of instructional strategies that teacher could use.13 Yet in the deeper understanding of curriculum, the curriculum itself has several common concepts as follows:

a. Scope and sequence, the depiction of curriculum as a matrix of objectives assigned to successive grade levels (i.e., Sequence) and grouped according to a common theme (i.e., Scope).

b. Syllabus, the plan for an entire course, which is typically, includes the rationale, topics, resources and evaluation.

c. Content outline, a list of topics covered organized in outline form.

d. Standards, a list of knowledge and skills required by all students upon completion.

e. Textbook instructional materials used as the guide for classroom instruction. f. Course of study, a series of course that the students must complete.

13 _{George J. Posner, Analyzing the Curriculum third edition, (New York: McGraw-Hill, 2004)}

school, whether academic, athletic, emotional, or social.14

With the major objective of education in Indonesia which is to educate people as it is stated clearly in Pembukaan Undang-Undang dasar 1945, the new UU RI No 20 Tahun 2003 about education in Indonesia released. It defines

“Kurikulum adalah seperangkat rencana dan pengaturan mengenai tujuan , isi dan bahan pelajaran yang digunakan sebagai pedoman penyelenggaraan pembelajaran untuk mencapai tujuan pendidikan itu”.15

(Curriculum is seen as sets of plans within that include the purposes, content, and teaching materials that will be used as the guideline to achieve the objective of educational institution).

In conclusion, curriculum is a set of plan created to help teacher to keep track on what students needs to learn and what students have to learn by the end of the courses. This also means that curriculum helps teacher in facilitating them through sets of instructional materials, method of teaching, and method of assessment that has been provided within it. Those are solely conducted to help students to accomplish their needs and relevance toward learning.

2. Curriculum 2013

The curriculum in Indonesia has been increasingly developed to be more advanced nowadays. From the last ten years, teachers in Indonesia already adapt three kinds of curriculums from KBK (Competency based curriculum), KTSP (School based-level Curriculum) and the latest curriculum 2013 which is finally released in July 2013.

Here is the Curriculum 2013 that has been released in July 2013. The following Curriculum is for First grade of Senior high School a whole semester curricula (Table 2.2 See appendix).

14_{George J. Posner, op.cit., p. 12.}

The latest Curriculum 2013 is perhaps the reformed and advanced version of KTSP because many aspects in the Curriculum 2013 are adapted from KTSP. The KD (Kompetensi dasar) are still used in the Curriculum 2013. It also still uses the KTSP curriculum frameworks as the basis, yet in Curriculum 2013 introduced new curriculum variable which is KI (kompetensi inti). Basically, the Curriculum 2013 characteristics are as follows:

a. Mengembangkan keseimbangan antara pengembangan sikap spiritual dan social, ingin tahu, kreativitas, kerjasama dengan kemampuan intelektual dan psikomotorik.

b. Sekolah merupakan bagian dari masyarakat yang memberikan pengalaman belajar terencana dimana peserta didik menerapkan apa yang dipelajari di sekolah kemasyarakatan dan memanfaatkan masyarakat sebagai sumber belajar.

c. Mengembangkan sikap, pengetahuan, dan keterampilan serta menerapkannya dalam berbagai situasi di sekolah dan masyarakat.

d. Memberi waktu yang cukup leluasa untuk mengembangkan berbagai sikap, pengetahuan dan keterampilan.

e. Kompetensi dinyatakan dalam bentuk kompetensi inti kelas yang dirinci lebih lanjut dalam kompetensi dasar mata pelajaran.

f. Kompetensi inti kelas menjadi unsure pengorganisasian (organizing element) kompetensi dasar, dimana semua kompetensi dasar dan proses pembelajaran dikembangkan untuk mencapai yang dinyatakan dalam kompetensi inti.

g. Kompetensi dasar dikembangkan didasarkan pada prinsif akumulatif, saling memperkuat (reinforced) dan memperkaya (enriched) antar mata pelajaran dan jenjang pendidikan (organizing horizon and vertical).16

The main aspect that has been optimized in Curriculum 2013 compared to KTSP is that in Curriculum 2013 the contents are not only based on student accomplishment on the indicator and standards, but also the student comprehension in applying the value of honestly, self discipline, responsibility, cooperation, tolerance, polite, responsibility, and proactive.

The idea of Curriculum 2013 is to provide all indicators in KD (kompetensi dasar) and KI (Kompetensi inti) with religious value, believes, and social peace and relate all those values into every single lesson that will be taught.

1. The Definition of English Skills

Learning a language means learning skills. English language itself is pretty much the same with any other kinds of language as we know today. Most of their purposes were meant for communication, either in form of communicative signals or informative signals.17 _{It means that language does not always in form of speaking}

and creating sounds, or drawing sign and writes something down, but language is more than that. In language (especially English language), it has two general skills. Those are productive and receptive skills. These two major skills are referred from skills or abilities of a person in daily life in form of communication.18

Therefore, Skills in language or English language skill are basically the abilities of a person in either producing or receipting a communicative signal for communication between or to others.

2. Productive Skills

As one of major parts in English language skills, productive skills are actually referred from two sub skills in English language. Those are speaking and writing.19 These two skills are considered as productive skills because speaking and writing are ways of language produced. By using speaking skills, people can greet or chats with others and with writing skills people can write a literature, create notes for others. The idea of productive skills is to delivers what ones idea into others.

In her journal about speaking Chaney cited by Kayi, she determined speaking as building and sharing process of meaning through verbal and non verbal symbol in variety of contexts.20 _{Still in the same ideas with Kayi about detailed}

meaning of speaking, Tarigan stated that speaking is not only referred to the

17

George Yule, The Study of Language: an Introduction, (New York : Cambridge University Press, 1987), p. 16.

18 _{Jeremy Harmer, The Practice of English Language Teaching (New York : Longman}

Publishing, 1996), p. 16.

19

Ibid, p. 16.

20_{Hayriye Kayi, Teaching Speaking : Activities to Promote Speaking in a Second Languag,}

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.21 The definition of Speaking itself according to McDonough and Shaw 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.22 _{From these statements, speaking could be derived in holistic}

definition which is commonly used as way of sharing and building either meaning or information with the helps of verbal or non verbal with in context to attain particular end or simply maintain social relations and friendships.

As one of productive skills, writing also considered as important as speaking

although the way it’s used as a bridge in communication are a bit different. Writing develops communication with the helps of symbols and words in order to deliver the ideas of communication. The information is first written in a media, then given to other so they can understand the context of what being communicated or informed about. Yet, in writing, a higher degree of understanding and structural knowledge is needed because writing is more standardized than speaking.23

Along with the definition of productive skills of speaking and writing to helps people in communicate and sharing their ideas, the functions of speaking is relatively crucial for people in their social life. Brown and Yule cited by Richards describe the function of speaking as a functional establishment and kinds of ways in maintaining good social relations among others, along with its interpersonal and transactional features.24 _{Not only sharing information or ideas between people, there}

21_{Henry Guntur Tarigan, Berbicara :Sebagai Suatu Keterampilan Berbahasa, (Bandung :}

Angkasa Bandung, 2008), p. 16.

22_{Jo McDonough and Christopher Shaw, Materials and Method in ELT 2}nd Edition “A

Teacher’s Guide”, (Oxford: Blackwell Publishing Ltd, 2003) , p.134.

23_{Sara Cushing Weigle, Assessing Writing ( New York : Cambridge University Press, 2002),}

p. 4.

24_{Jack C. Richards, Teaching Listening and Speaking: From Theory to Practice, (London:}

could serve as media to develop language knowledge and skills by substantially exposed to speak and write in normal conditions of language use allowing the people learning from production skills of speaking and writing. Of course with several conditions as consideration for it is to be happened. In conclusion, writing and speaking skills could possibly be used as a media of learning knowledge and abilities.25 _{To sum up, the functions of both speaking and writing are essential}

whether in social interaction and many other verbal and non verbal activities, transactional or interpersonal.

3. Receptive Skills

With Language being produced by productive skills such as writing and speaking, people also need the abilities or the skills to interpret and understand what is the meaning and information that have been given. That is why receptive skills are as important as productive skills. They make the information delivered through speaking or writing understandable by others.26 Still in the same fashion as productive skills, two subs skills also presented in receptive skills which are listening and reading skills and somehow both of them are corresponded to each productive skill. Listening corresponds to speaking as well as reading corresponds to writing.

In his book, Buck explained that receptive skills of listening are one of a unique skill because listening is a complex process. In productive skills of speaking which correspond to listening in receptive skills, the share of base information and knowledge between speaker and listener must be the same. Without the same common and base knowledge between speaker and listener a communication would not be made.27

25

I.S.P Nation, Teaching Listening and Speaking, (New York: Routledge, 2008), p. 111.

26_{Jeremy Harmer, op cit., p. 17.}

Likewise, reading as receptive skills also is unique as listening. Reading used to receive the communication via writing through kinds of media of writing. The most common media used in writing are papers, books, journals, novels, or notes. As we know the way its written is different among any media. An academic papers or books for instance will use formal written English. On the other hand, novels and notes may use informal language. As for informal language, the reader usually does not have to be in the same base knowledge to read notes or novels because it is usually used in daily conversational language people commonly used. Yet, academic papers and books are much more complex. It requires the readers to have at least the same background knowledge as the writers in order to comprehend and understand the information written in it.28 This is in line with Alderson who stated that to comprehend in reading, many kinds of factors included. The level of understanding, the technique of reading and reading purposes affect many kinds of reading orientation toward getting information out of a written media. One may read for pleasure, academic purposes or getting information. Whereas, one may read with skimming technique just to extract the information needed from the written media or some other may read the whole book intensively just to help them understand the information written.29

D.Language Skills in Curriculum 2013

According to KI and KD of curriculum 2013, it is not only literally that uses language skills, but they also focused on student centered learning. This means that in Curriculum 2013 students were expected to use language skills with several Characteristic values embedded. Those aspects of characteristics are self-discipline, honest, polite, responsible, cooperative, responsive, proactive and religious value. However in the real classroom activities, many problems could happen while the

28

Jeremy Harmer, op cit., p. 17.

29_{J Charles Alderson, Assessing Reading, (New York: Cambridge University Press, 2001), p.}

classroom is another different level. The writing exercises relatively easy to manage, whereas the students could solve it individually with their own pace of writing speed, their range of vocabulary or grammar understanding. However, speaking is different. They cannot speak individually. They need someone to listen to their speaking and respond to what they have said.30

Not only exercising the students to learn using language skill as real and as active as possible, the KI and KD in Curriculum 2013 also emphasizes the process of learning for a students. It can be started with their beliefs about gratefulness of their chances in learning English language in order to enhance their mental foundation about how important of studying a foreign language nowadays, then appreciating all those beliefs into study. This KD manages students to analyze their materials when they study, leave them to observe their materials, analyze and then derive their own comprehension on the speaking materials. In the last process, they construct their materials and then produce their speaking from their understanding during their analysis of the materials. The class session in Curriculum 2013 is also longer compared to class session in KBK and KTSP. It is given in reconsideration of Curriculum 2013 process of analyzing and student centered session during the class consume lots of time so that students are given longer session in classroom.

E. Previous Study

To make sure the originality of the idea in this study, the writer will present several previous studies that have relevance with this kind of study the writer conducted. The first one comes from Refanita in 2011 from state university of Malang with the title of her study “An Analysis of Speaking Materials in

Developing English Competencies for SMA/MA Grade XI based on CTL” the idea

of her study is to evaluate several inclusions with CLT in the Speaking materials

30_{Gillian Brown and George Yule,} Teaching The Spoken Language “An Approach Based on

developed in textbook and the result of the study that the Speaking materials in textbook is qualified to be used.

The second relevance study comes from Muarifah in 2011 with the title of

her study “The Relevance of Speaking Materials in English Textbook Look Ahead for Grade XI to the English Curriculum”. The idea of her study is to analyze and identify the English textbook in developing the speaking materials whether it is relevance or not with the English Curriculum used. With the results of this analysis, the textbook have fulfilled the criteria of a good English textbook.

The other relevance study comes from Mailani in 2012 with the title of her

study “Textbook Analysis on Speaking Materials Written on English in Focus”. This study is a content analysis study of an E-Book or (Electronic Book) with rubric assessment that is conducted to help in analyzing and identifying the English E-Book compatibility with curriculum 2006 or KTSP. From the findings of her study, stated that the E-Book was not quite successful in developing the speaking materials, and even some of the basic competence is missed. This ends up in a result that the E-Book has not successfully fulfilled the criteria of a good textbook.

With the description of those previous studies above, it can be seen that the study conducted by the writer uses the combination of the methods from the three previous studies to have more detailed study of content analysis of a textbook in wider and detailed analysis in identifying and interpreting the compatibility of the English textbook with the latest curriculum 2013.

28

RESEARCH METHODOLOGY

This chapter presents the description of the design of the research, the method of the study, research procedure, and technique of data analysis.

A.Design of the Study

The design used in this research was textbook analysis of document analysis to gather the textual and written documents that are provided within the textbook that was researched. The writer used this design because in qualitative research the document analysis is a method that is widely applied for written or visual data with the purpose of identifying specific characteristic of materials that are going to be analyzed in general form of textbook, newspaper or any other host of documents.1 In this qualitative research, the writer intended to examine the condition of materials that

are provided in English textbook “Pathway to English” for the first year of senior

high school. With the help of document analysis in collecting the data from the textbook, the writer used descriptive qualitative method in analyzing, 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 English textbook “Pathway to English”. There are at least 11 chapters within this textbook and the writer determines to study 6 out of 11 chapters as the sample for the whole book.

1_{Donald Ary.et al., Introduction To Research In Education, 8}th _{Edition(Belmont :}

B.Instrument of the study

To detain an accurate data collection, data analysis, and data interpretation, the writer used documentation in collecting data which derives from curriculum 2013 for first grade of senior high school and Rubric assessment from BSNP (Badan Standar Nasional Pendidikan). The writer also used books and papers about content analysis of textbook as a guideline in analyzing and interpreting data.

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 the data from BSNP (Badan Standar Nasional Pendidikan) and Curriculum 2013 about English teaching in the first grade of senior high school, which would later be the guideline to determine the analysis of the content materials provided whether it was compatible with the curriculum. Then the writer observed the content of the textbook to find the materials provided in the textbook and did the analysis of the materials which were taken from the “Pathway to

English” textbook. Next, the writer looked up to any references that he could relate them with 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 process was continued into the data analyzing which intended to analyze the data materials found in the “Pathway to English” textbook.

D.Technique of Data Analysis

With the complete data sources taken from the “Pathway to English” were collected, the writer analyzed the data from the textbook with rubric assessment from BSNP. This analysis was meant to evaluate the materials which are conformed in Curriculum 2013. In this analysis, the writer did the following steps;

1. Comparing the materials provided within the textbook with the theme suggested by the Curriculum 2013.

3. Interpreting the data gained from process of evaluation of the textbook “Pathway

to English”.

4. Summing up the compatibility of the textbook content in Quantitative output to show result in percentage and number. The writer used the following formula to help presenting the data in forms of numbers

P = �

�x 100%

Notes: P: Percentage F: Frequency

N: The Sum of the Frequency2

2

Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta : PT Raja Grafindo Persada, 2005), p. 42.

31

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

In this chapter the writer describes the research findings of the textbook analysis based on the data collected. The data will be presented as research findings and interpretation of data.

A.Data Description

1. Feasibility of Content of “Pathway to English”

Here is the process where data that has been collected from each sample chapter presented in the textbook “Pathway to English” is evaluated. Feasibility of content evaluates the exercise and text develops within the textbook based on the criteria from BSNP rubric assessment. This evaluation is used to make sure that every category of a standard textbook fulfilled within this textbook. Those categories in feasibility of content are:

a. Completeness (Kelengkapan materi)

Completeness evaluated chapter from how the chapter develops interpersonal, functional and transactional text. Score 4 is given if 95% of KI and KD developed in text, and score 1 if it less than 95%.

b. In-Depth (Kedalaman materi)

How chapter provides text, develops procedure of how text created. Letting the students to produce a text and analyze the text are the assessment criteria for in-depth. Score 4 is given if chapter provide at least 2 text that relevance with the KD along with a clear description on how to produce and analyze those kinds of text while score 1 is given if it is less than the requirement.

c. Social function (Fungsi sosial)

Social functions means that every text provided in the chapter should fulfill the KI. Score 4 is given if the textbook fulfill at least 95% of KI and score 1 if the textbook could not fulfill 95% of KI.

d. Generic structure (Kerangka berfikir)

In generic structure, the exercises and text provided to students should help them in developing a systematic way of thinking and creating an efficient and actives way of producing text in the real life application. Score 4 is given if the chapter provides a systematic theory in producing a text. If it does not provide a systematic theory on how to produce text then it is scored 1.

e. Linguistic feature (fitur kebahasaan)

Linguistic feature concerned with the language uses in both exercise and text written whether it is a good and acceptable language or not. Score 4 is given if the language uses in the text or materials are acceptable and polite while score 1 is given if it does not met the criteria.

f. Relevance (Relevansi pendukung materi)

This criterion of feasibility of content judges the relevance of illustrations, tables and picture used in exercises or text in supporting the materials. The up-to-datedness of the materials supports is also considered. Score 4 is given if 91% to 100% the supporting tables, picture or illustrations are relevant with the materials, score 3 if 76% to 90% material supports are relevant, score 2 for 61% to 75% material supports are relevant, and score 1 if it is only 0% to 60% material supports is relevant.

g. Development of life skills (Pengembangan kemampuan hidup)

The development of life skills related to the usefulness of materials and text assist in developing student’s skills in social life. Score 4 is given if personal, social, academic and vocational life skills are developed in the

materials, score 3 if its 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.

h. Development of diversity insight (Pengembangan wawasan kebhinekaan). The appreciation for cultural diversity and the understanding of cultural richness in both local and global is the measurement in scoring the development of diversity insight. Score 4 is given if 91% to 100% materials or text provided in the chapter are relevant with diversity insight. Score 3 if 76% to 90% if it is relevant with diversity insight. Score 2 for 61% to 75 % if it is relevant with diversity insight and score 1 if it is only 0% to 60% materials relevant with diversity insight.

All the feasibility of content scoring guidance above will be applied in judging and assessing each sample chapter. Below are the detailed analyses from chapter 1 to chapter 6 using the scoring guidance from BSNP about feasibility of content.

Chapter 1

Chapter Title “All About Me”

The chapter 1 in general describes and provides students with various exercises about interpersonal communication among students with most of the exercises developed in this chapter are used to expose a self introduction using kinds of skills. Apart from that, this chapter provided clear and effective theory in how to arrange self introduction with other students and procedure on how to create an effective Self Introduction.

1. The compatibility of materials with Core Competence and Basic Competence. a. The Completeness

This chapter develops interpersonal, transactional and functional text. This can be seen in page 9 exercises 5 of listening exercise. This part of text is developed to help students study the intonations in self introduction and introducing people with others. This chapter successfully develops a daily interpersonal and transactional conversation between people. Besides, in page 21 exercises 26 can be found a text for introducing and describing people to others, and in page 22 exercises 29 and 30 develop a text for listening comprehension about listening to people introducing themselves. As for exercise 30, it’s the speaking practices of introducing ourselves to others. Reading skill is also trained in page 24 exercises 32 in intensive reading text to derive information from it. This is very good because all texts and exercises were developed in all skill based exercise. Therefore the completeness in chapter 1 scored 4/4.

b. In-Depth

This chapter has been successfully developed all of the criteria of In-Depth. It can be seen from completeness criteria of chapter 1 that this textbook has already developed more than 2 texts and an exercise that expose students to produce a self-introduction. In term of procedure on how to create self-Introduction, page 8 does not only develop the procedure on how self-Introduction commonly used, but also teach students about the cultural awareness from other country ways in introducing self or others. Page 10 also described how to conduct a complete cycle of self-Introduction is commonly used. It can also be used for student to analyze the best expression in the right place. Several exercise extension on things that related with self expression such

as “do you know hobby?” on page 17 and formal Identification in page 7 provide

students with depth understanding toward self-introduction as well. So score 4/4 is given for this criterion.

2. The Accuracy of the Materials a. Social Functions

This chapter has been analyzed and found out to be successful in implementing the social functions of each exercise. Most of the exercises described in completeness and in depth criteria have already designed to have social functions in daily life. The interpersonal listening exercise in page 9 and page 23 where students exposed to hear a produced language from other students was a useful exercise. The exercise 35 in page 27 was also quite handy to be learned. It taught students to love writing and interacting with other through letters. This later can be a basic lesson for them before learning to write an academic or formal letter. With this consideration, social functions for this chapter scored 4/4.

b. Generic Structure

A systematic way of thinking for students in this chapter has been successfully developed by embedding the generic structures and procedure on how to do a Self-Introduction on page 10. The exercises in page 19 also required students’ analysis in remembering the systematic of what students say in specific themed conversation. The same thing goes to exercise 35 in page 27. Students have to analyze the example first before they follow the systematic on how to write their own letter. That makes 4/4 score is given for generic structure.

c. Linguistic Feature

The language used in this chapter is acceptable and polite. The pen pal exercise in page 27 shows a great example of how the language used in chapter 1. The story about Tom in exercise 32 page 24 is also delivered in an acceptable and polite language. Most of them used a less formal of daily conversational language that commonly used. The topic used in every exercise is also light and commonly found in student’s daily conversation. Therefore, linguistic feature scored 4/4 in this chapter.

a. Relevance

This chapter provides great illustrations. All of the exercise and text developed in the chapter used illustrations, and most of them worked well. The tables that looked like a letter in page 27 was really motivated students in doing the exercise. The family diagrams in page 15 were also very well implemented in the exercise about family tree. Based on this consideration, this criterion scored 4/4.

b. Development of Life Skills

Most of exercises use a polite and have social and cultural topic. It can be seen in page 9 exercise 5 that this exercise expects students to understand and aware of surrounding where students have social needs to interact with each others. As in exercise 30 in page 23 that was made to help students gaining their confidence in having a public speaking. Therefore, based on this consideration, 4/4 is the score for

this chapter’s development of life skills.

c. Development of Diversity Insight

In this chapter, the exercises are well packed with diversity insight exercises as they were seen in the exercise in page 19 and in page 22 to 23. These exercises describe a self introduction from specific of ethnic where students will be exposed with the knowledge of several ethnical backgrounds in Indonesia. Therefore, 4/4 is the score for this chapter’s development of diversity insight.

Chapter 2

Chapter title “Well Done”

The second chapter provides students with various exercises about compliments in interpersonal communication among students. Exercise developed in this chapter was meant to expose students in listening, responding and producing compliments using kinds of skills. This chapter is also provided with a clear and effective theory in how to arrange and practice a compliment with other students. It is

also provided with a procedure on how to create an effective compliment through kinds of media.

Feasibility of Content in Chapter 2 “Well Done”

1. The compatibility of materials with Core Competence and Basic Competence. a. The Completeness

Interpersonal text in page 38 exercise 7 which contains of speaking and listening exercise help students to study on how to give and response to a compliment. The exercise 9 on page 40 also successfully develops an exercise about daily interpersonal conversation between people, using role playing activities so that an active classroom activity can be made. Apart from that, in page 48 exercise 23 can be found a text of compliments and in exercise 24 is found a reading text about Sipe and Welbourne to help students practicing their critical thinking and analysis in how to give a compliments. This is very good because most of the text and exercises were developed in exercise and text about compliments. Therefore with these consideration, in term of completeness chapter 2 scored 4/4.

b. In-Depth

In the chapter 2, this textbook develops sufficient texts and exercise that expose students to produce and response to a compliment. In the page 32 to 33, students was given an illustrations and understanding about what happened when students feel happy, sad, or when students achieve something good in their life or when students know that someone has a great talents. This exposure is very good, because it will let students to analyze and learn about what the idea of compliments is. Apart from that, the illustrations on page 33 were pretty well used in pointing the idea of giving or responding to compliments. Brief explanation on how to produce a compliments or response to compliments provided in a clear and systematical explanation in page 39. That makes 4/4 is the score for this criterion.

a. Social Function

This chapter generates social functions within the exercises. For example, the exercise in page 41 is useful because the exercise takes daily life conversation as theme. The same thing goes to the reading text in page 43 and exercise 23 in page 48. Both of them use a common interactional and transactional language in daily life of giving compliment letters and writing a compliment card. So far, social functions in this chapter scored 4/4.

b. Generic Structure

As for generic structure, a systematic way of thinking for students is provided in this chapter. This can be seen in page 39 which provides a commonly used expressions and response to compliments, and also expressions in praising or giving and requesting credits. Page 44 and page 47 also provided with a relevant grammar used in giving or responding compliments. Therefore, this chapter scored 4/4 in term of generic structure.

c. Linguistic Feature

The language that is used in this chapter has been developed as it is expected. The exercises in page 38 and page 41 use a caring and polite language of daily conversational. The theme used is also commonly found in the students’ environment which is about school grade or school’s basketball games. The text about compliment letter in page 43 and a compliment from a birthday card in page 44 are also written in acceptable language for compliments. With all of these considerations, linguistic feature of this chapter scored 4/4.

3. Supporting Materials a. Relevance

The illustrations in page 33 are helpful for students to understand when they need to give a compliment and response to a compliment. The birthday card exercise about teaching grammar used in giving compliment in page 44 is also helpful for

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kemunculan, atau tidak memuat indeks sama sekali.

APPENDIX 2

Table 2.2

Core Competence and Basic Competence of Curriculum 2013

CORE COMPETENCE BASIC COMPETENCE

1 Comprehending and applying religious Values.

1.1

Be grateful for the chance to learn English as an international language, which is realized in the spirit of learning

2 Comprehending and applying the values of honesty, self discipline, responsibility, care (mutual aid, cooperation, tolerance, and peace), polite, responsive and proactive; demonstrating such attitudes in solving various problems in

interacting effectively with the social and natural environment as well as in the global society.

2.1

Demonstrating a polite and caring attitudes in interpersonal

communication with teachers and friends

2.2

Demonstrating honest, disciplined, confident, and responsible attitudes in transactional communication with teachers and friends

2.3

Demonstrating responsible, caring, cooperative and peaceful attitudes in functional communication

3 Understanding, applying, analyzing factual, conceptual, and procedural knowledge based on the interest in science, technology, arts, cultures,

3.1

Analyzing spoken and written

Self-Introduction text according to the

and humanities with humanistic, nationalistic and civilized insights in relation to the causes of phenomena and events; applying procedural knowledge in desired specific field of studies in solving problems.

3.2

Analyzing spoken and written text in expressing and responding to extended Compliments according to the context

3.3

Analyzing spoken and written text in expressing Care and responding to it according to the contexts

3.4

Analyzing spoken and written text in expressing Intentions/plan according to the contexts

3.5

Analyzing spoken and written text in expressing and responding to extended Congratulations according to the context

3.6

Analyzing spoken and written text in telling and asking about past Experience/Activities/Events when it happened and afterwards, according to the contexts

3.7

Analyzing the social function, text structure, and language features of simple Descriptive Text about people, tourism destinations and famous historical buildings according to the contexts

3.8

Analyzing the social function, text structure and language features of

Announcements according to the

3.9

Analyzing the social functions, text structure and language features of

Recount Text about

experiences/activities/Events according to the contexts

3.10.

Analyzing the social functions, text structure and language features of simple Narrative Texts in form of legends, according to the contexts

3.11

Analyzing the social functions and language features of simple songs according to the contexts

4 Processing, analyzing and presenting developments of the concrete and abstract domains of the learned materials; being able to apply various methods according to scientific principles.

4.1

Understanding spoken and written

Self-Introduction texts according to

the contexts

4.2

Constructing spoken and written text to deliver, ask for and respond to

Self-Introduction, according to the

appropriate social function, text structure and language features as well as the contexts

4.3

Constructing spoken and written text to express, and respond to extended

Compliments, according to the

appropriate social function, text structure and language features as well as the contexts

4.4

Constructing spoken and written texts to express Care and response to it, according to the appropriate social function, text structure and language features as well as the contexts

4.5

Constructing spoken and written texts to express and ask about Intentions/Plans of

Actions/Activities according to the

appropriate social function, text structure and language features as well as the contexts

4.6

Constructing spoken and written texts to express and responds to extended Congratulations, according to the appropriate social function, text structure and language features as well as the contexts

4.7

Constructing spoken and written texts to tell and ask about Past Experiences/Activities/Events when it happened and afterwards, according to the appropriate social function, text structure and language features as well as the contexts

4.8

Understanding simple spoken and written Descriptive Text about people, tourism destinations and famous historical buildings

4.9

Editing simple spoken and written

Descriptive Texts about people,

tourism destinations and famous historical buildings, according to the appropriate social function, text structure and language features as well as the contexts

4.10.

Constructing simple spoken and written Descriptive Texts about people, tourism destinations and famous historical buildings, according to the appropriate social function, text structure and language features as well as the contexts

4.11 Understanding Announcements

4.12

Constructing short, simple spoken and written Announcements according to the appropriate social function, text structure and language features as well as the contexts

4.13

Understanding simple spoken and written Recount Texts about experiences/activities/Events

4.14

Constructing simple spoken and written Recount Texts about Experiences/Activities/Events, according to the appropriate social function, text structure and language features as well as the contexts

4.15

Understanding simple spoken and written Narrative Texts in the form of simple short stories

4.16 Understanding the meaning behind songs