1
CHAPTER I INTRODUCTION
A. Background of the Study
There has been a paradigm shift in Indonesia learning, behaviorism which was originally turned into constructivism. According to this view, knowledge
cannot simply be transferred by the teacher to the students mind, but knowledge is constructed in the minds of the students themselves. Teachers are
not the only source of learning for students teacher centered, but more is expected to be facilitator for the students along the teaching learning process
student centered. In this condition, more teachers serve as facilitators of learning. Students
must actively interact with learning resources and learning environment. Environment in question is the teachers themselves, other students, principals,
librarians, materials or teaching materials such as books, modules, leaflets, magazines, video recording, or audio, and the like, and a variety of learning
resources and facilities recording audio and video tape, radio, television, computer, library, laboratories, learning resource centers, including the natural
surroundings. Learning material plays an important role and position in English language
teaching. It provides anything which is used by teacher or learner to facilitate and support the language learning in every teaching learning process. There are
many kinds of learning materials including cassette, videos, CD-Rooms, dictionaries, grammar books, readers, work books, photocopied exercises,
newspapers, etc Tomlinson, 2007:2. Not only the teachers but also the learners may create them to supply the information about and experiences of the
language in ways designed to promote language learning and facilitate the learning of the language. The materials can be used to inform the learner about
the target language, guide the learner in practicing the language, provide the learner with experience of the language in use, encourage the learner to use the
language and help the learner to make discoveries about the language. According to Law No. 20 of 2003 on the national education system, the
curriculum is a set of plans and arrangements regarding the purpose, content, and teaching materials and methods used to guide the organization of learning
activities to achieve specific educational goals. Indonesia has applied many kinds of curriculum, namely, 1994 curriculum, 2004 curriculum, School
– Level Based Curriculum Kurikulum Tingkat Satuan Pendidikan or KTSP. It is common that in
KTSP curriculum, English teachers should develop students ’ communicative
competence. Recently, curriculum 2013 is introduced. The Government has set the implementation of new curriculum called
Curriculum 2013 which started at the school year 20132014. In the school year 20132014, it is implemented in a limited level for Class I and IV Elementary
School SD MI, Class VII Junior High School SMP MTs, and Class X High School
SMA SMK MA MAK. Curriculum 2013 is expected to be implemented in class I up to Class XII in the school year 20152016.
The emphasis on curriculum development in 2013 is improving mindset, strengthening governance curriculum, deepening and expanding of the material,
reinforcing learning, and adjusting learning load in order to ensure conformity between what is desirable with what is produced. Curriculum development is
therefore essential continuity in line with the advancement of science, technology, art and culture as well as changes in society at local, national,
regional, and global future. It has various advances and changes that gave birth to the internal and external challenges in the field of education. Therefore, the
implementation of Curriculum 2013 is a strategic step in the face of globalization and the future demands of Indonesian society.
Some of the reasons for the development of Curriculum 2013 were the changes in the learning process from the students were told to a student
figuring out and process assessment from the output-based to process and output based require the addition of school hours, recently there is tendency
that many countries add school hours, and the hours of lessons in Indonesia are relatively shorter than other countries.
The development of 2013 curriculum is carried out on the basis of a few key principles: the competency standards derived from the needs; the content
standards derived from the competency standards through its core competencies-free subjects; all subjects should contribute to the formation of
attitudes, skills, and knowledge of learners; the subjects are derived from competencies to be achieved and bound by core competencies; and the
conformity demands of graduate competencies, content, learning, and assessment. It is very important to apply these principles consistency in order to
achieve the successful in implementing the curriculum 2013. In this curriculum, competence is divided into two. They are main
competence and basic competence. Subject is the smallest organization unit in Basic Competence. For Junior High School curriculum, the basic competence
organization is done by considering the relationship among the classes and the subjects. It can be said that one subject will be integrated with another. The
learners are hoped to achieve the qualified competence after they have finished their learning. The main competencies are grouped to affective, cognitive, and
psychomotor. The main competence should describe the balance quality between the achievement of hard skills and soft skills.
The implementation of primary and secondary education as stated in Government Regulation No. 17 Year 2010 on the Management and Operation of
Education aims to build a foundation for the development of potential students to become human beings who is:
1. Religious and fear to the Almighty God, good behavior and personality;
2. Knowledgeable, skilled, critical, creative, and innovative;
3. Healthy, independent, and confident, and
4. Tolerant, sensitive social, democratic, and accountable.
To achieve the goal above, Ministry of Education and Culture of Indonesia announces of regulation number 68 year 2013 about the core materials and
curriculum structure for junior high school for English language teaching. The materials are stated in the part of core competence and standard competence.
This new curriculum could be used to improve religious tolerance as education should not only make people smart but also to train Indonesians to be mentally
tough, physically healthy, tolerant and willing to live in harmony with others with different religions, race, and tribes. We are educating people not only to make
them smart but also to produce Indonesians who are mentally tough, physically healthy, tolerant and willing to live in harmony with others.
Brown 2001: 167 also stated that one of teacher roles is as manager. In this role, teacher has specific duty, such as one who plans a lesson and module.
Based on the explanation above, it can be concluded that teacher has role in preparing or choosing good material for the students.
Nowadays, common learning materials used by English teachers are text books and work books, in which the former are used as main sources of lesson
while the latter are main sources of tasks or exercises for students. In fact, teachers often use work books rather than text books as compulsory materials
for the students because they help teachers to teach a lesson-in which there is summary of materials and provide some tasks for students.
According to Tomlinson 2007: xiii work book is a book which contains extra practices for learners to work on in their own time. Usually the book is
designed so that learners can learn in it and often there is an answer key provided in the back of the book to give feedback to the learners. It is also used
as complement of textbook and support of Lesson Plan. Work Book or Lembar Kerja Siswa is an appropriate alternatif for students because it helps students
provide the information about the concepts through systematic learning activity. Suyitno in Arifin 2014: 73.
The use of work book is inclined on the use of its task. According to Breen i Nu a 1
: 6 Task is assu ed to refer to a ra ge of ork pla s hi h have the overall purpose of facilitating language learning-from the simple and
brief exercise type, to more complex and lengthy activities such as group pro le sol i g or si ulatio s a d de isio aki g . The tasks i the ork ook
are used by teacher as source of exercises in each material. This is done in order to activate the students, help the students in understanding a concepts, and
train the students to think critically. Work book is kind of learning material that emphasizes on the task which is also used as source of exercises by students.
Nowadays, there are many kinds of work book used in Indonesian English As A Foreign Language EFL learning context. The work book is required book that
used as source of tasks by Junior High School students. The writer curious to observe text book entitled When English Rings The
Bell for the seventh grade of Junior High School students which published by The Ministry of Culture and Education. It consists of two books, teacher book and
student book. The teacher book is divided into four parts. They are general
guidance, specific guidance, classroom language for teachers and English syllabus for grade VII Junior High School. The general guidance explains about the core
and the basic competence of English for grade VII Junior High School, the discourse distribution of English for grade VII Junior High School, the learning
process, the assessment process, the detail of assessment aspect, the example of assessment form, the distribution of time, opening activity and closing activity.
The specific guidance is divided into eight chapters which has different topics. They are
Ho are you, It’s y irthday, I lo e people arou d e, I lo e thi gs arou d e, I lo e y to , “he’s so i e, what do they look like, and Attention
please. All of them should be achieved by the students. The second book which is called the student book consists of eight
chapters. The topic for each chapter is the same with the chapters in the specific guidance in the teacher book. It is also completed by classroom language for the
students. The book already has so e a ti ities for the stude ts ut they ha e ’t
separated yet which one for observing, questioning, experimenting, associating and communicating activities. The first chapter is preceded by a song then
continued by some expressions of greeting and leave taking, some tasks which should be done individually and group. In the second chapter, the materials are
about the names of the days, time, and the name of the months, dates and years. Like in the first chapters, those materials are arranged in some tasks both
for individual and group. For each chapter are ended by a project. But unfortunately,
the riter a ’t fi d the ertai guida e hi h sho the learning
cycle of process standards in those two chapters. It is possible for the writer to develop the materials in order to enrich the tasks which can be implemented by
the teachers in the teaching learning process based on the right order of process standards of curriculum 2013.
It is important to know to what extent tasks are provided in When English Rings the Bell text book. Learning English for Junior High School Grade VII which
are presented in this book is structured to improve language skills. The text-based learning approach is used in this book, whether oral or
written, by placing the English language as a means of communicating. Understanding the types, the rules and the context of a text is emphasized so it
enables the learners to grasp the meaning contained in the text and present ideas easily to be understood by other people. Given the English language was
officially taught from class VII SMP MTs, communication presented here is day- to-day communication. For some areas that have been taught English from grade
- the final grade SD MI, the material presented here need to be enriched with additional materials adjusted to the ability of learners, although the structure of
the learning still refers to the model presented in this book. These books have been decided as handbook by the government, but there
are still pro and contra to these books. The first opinion is stated by some English teachers in my town. One of them said that the content of the material is too
simple compared to the learning objectives that should encourage students to build a way of thinking to solve problems, manage group work and initiate new
discovery. So, teachers must try harder to translate the intent of this curriculum. The other said that there have not had final syllabus yet that causes difficulty in
making lesson plan. In addition, the final syllabus documents have not been received by the teachers, whereas the basic of making lesson plan is the syllabus.
According to the writer, both the teacher book and the student book are interesting because it is colorful and the contents require the teachers to be
creative. Even so, it is better if completed by lesson plan for each basic competence and all the tasks are separated and arranged based on the steps of
scientific approach. The writer also presents some understandings about scientific approach.
The first person stated that scientific approach gives more emphasis on learning that enable students. This approach is implemented with the involvement of at
least three models of learning, including problem-based learning, project based learning and discovery learning. These models will support
ho to do that was hailed in Curriculum 2013. The second stated that the implementation of
curriculum 2013 is implemented through Scientific Approach. In practice, this approach focuses on five important aspects, namely observing, asking
questioning, experimenting, associating and communicating. Five of these aspects should really be seen at the implementation of learning in the field.
According to the researcher, scientific approach is an approach which might be applied in curriculum 2013 for teaching learning process. Through this
approach, the students can actively design the concept through the stages of
observing, asking, formulating problems, proposing hypotheses, collecting data as evidence, analyzing data, and drawing conclusions. Scientific approach is
intended to give understanding to students that the information can come from anywhere, anytime, and does not depend on unidirectional information from
teacher. Therefore, the learning condition is expected to encourage the learners to figure it out from various sources and not just be informed.
This book describes the minimum effort should be done learners to achieve expected competencies. In accordance with the approach used in the 2013
curriculum, learners are encouraged to be brave to look for other learning resources available and stretching around it. The role of teachers in improving
and adjusting the absorption of learners with the availability of the activities in this book is so important. Teachers can enrich it with creations in various
forms of other activities that are relevant that sourced from the social and
natural environment.
Thus the
challenge of
teachers with
the implementation of the new curriculum is to develop materials based on existing theories and books in accordance with the scientific approach
recommended by Curriculum 2013. Being interested in this material, the writer conducted a research entitled
Developing Material of English Text Book Whe E glish Rings the Bell for
the Seventh Grade of Ju ior High “chool Based o Process “ta dard of
Curriculu .
B. Limitation of the Study
Kategori