The feasibility of presentation is a group of assessment about the presentation of a textbook. The feasibility presentation is including three
measurements, namely technique of presentation, learning presentation and completeness of presentation.
1 Technique of presentation.
Technique of presentation is divided into two subs criteria which are Systematic and Chapter equilibrium.
a Systematic.
In this criterion, teaching material should be presented in form of texts that completed by communicative activities, illustrated
pictures, and symbols. The arrangement of all of them must be systematically based on characteristic of material, at least starting by
introduction, body and closing. b Chapter equilibrium
In this criterion, teaching material should be presented in form of texts, communicative activities, illustrated pictures and symbol. All of
them have to be offered in balance in every chapter.
2 Learning presentation.
The assessment of learning presentation is divided into four subs criteria. They are learner center, developing of initiative, creativity, and learners critical
thinking, the development independent learning and the last the development of learners ability to evaluate themselves.
a Learner Center In this criterion, textbook should provide learning presentation,
learning experience, and activities that encourage students to have interaction between students to students, students to teacher, and
students to other people. b Development of Initiative, Creativity, and learners critical thinking
Learning presentation, learning experiences and activities that are provided in textbook should motivate students to do any kinds of
communicative activities both in written and spoken. Students are expected to do autonomous learning in conducting those activities
and also they should be creative and critical. c The Development Independent Learning
Learning presentation, learning experiences and activities that are provided in a textbook have to encourage students to have
responsibility on their own learning process. d
The Development of Learners ability to evaluate themselves In this criterion, learning presentation, learning experiences and
activities that are presented on textbook have to encourage students to evaluate themselves in order to know their strength and weakness
in the learning process.
3 Completeness of presentation
This assessment of completeness of presentation is divided into three subs criteria which are Introduction part, Content part and Closing part.
a Introduction part In this criterion, textbook have to consist of preface and table of content.
In preface, textbook delivers information about aim of a book, and expression of gratitude and hope. While, in table of content, textbook should give information
that make students easy to find chapter, sub chapter and also topic. b
Content part In this criterion, textbook must consist of introduction, teaching
materials, summary and reflection. Introduction provides aim of textbook, systematic of textbook, and way to learn a textbook. Then, teaching material, it is
the important part in a textbook. It is consist of explanation, examples, tasks, and independent activities. The last is summary and reflection. It gives short and clear
explanation in order to make students more understand about material that they have learned before.
c Closing part. In this criterion, textbook have to consist of Glossary, References and
Indexes. Glossary presents essential terminologies and short explanation that are
taken from teaching material. It is usually arranged alphabetically. References provide list of books that are used to help writer in writing the book. Indexes is a
list of important words that followed by number of page.
B. Curriculum
1. Definition of Curriculum
Based on UU RI No 20 Tahun 2003 stated that “Kurikulum adalah
seperangkat rencana dan pengaturan mengenai tujuan, isi dan bahan pelajaran yang digunakan sebagai pedoman penyelenggaraan pembelajaran untuk
mencapai tujuan pendidikan itu ”.
11
Curriculum is a set of plans and arrangements regarding objectives, contents and teaching materials that are used as guidelines for the organization of
learning in order to achieve the educational goals. Furthermore, some experts also define curriculum. Ornstein and Hunkins
define curriculum as “a plan for achieving goals”.
12
Trump and Miller stated that curriculum refer to
” the variety of instructional activities planned and provided for pupils by the local school or school system.
”
13
The writer concludes, curriculum is a set of plan to facilitate students to achieve the objectives of learning. Through curriculum teachers is guided to
keep on track of what students need to learn.
2. School-Based Curriculum or Kurikulum Tingkat Satuan Pendidikan
KTSP
Recently, Indonesia has a new curriculum, namely Curriculum 2013. This curriculum has already used by all schools in Indonesia for a half of year or one
semester. However, some experts in education found that the application of this curriculum is unclear. It still needs revision and evaluation to use this curriculum.
As a result, the ministry of cultural and education asks schools in Indonesia to use the previous curriculum again, Kurikulum Tingkat Satuan Pendidikan KTSP.
11
Undang-Undang Dasar RI, no.20, Tahun 2003.
12
Allan C Ornstein and Francis P Hunkins, Curriculum; foundation, principles and issues, United State: Pearson, 2009, pp. 10
—11.
13
J. Lloyd Trump and Delmas F. Miller, Secondary School Curriculum Improvement, Boston: 2009 p. 11.
School-Based Curriculum is an operational curriculum which was arranged and implemented in each educational unity.
14
In this curriculum, government gives the independence to every school to develop the curriculum
based on school potentiality. However, the development must suitable with standard competence and basic competence on Badan Standar Nasional
Pendidikan BSNP. As a curriculum which is expected to empower educational unity, KTSP
has three goals. They are to improve quality of education; to increase people attention about curriculum; and to enhance good competition between educational
unities.
15
KTSP is developed by principle of diversification with involve educational unity, learners’ capability, and potentiality of area.
16
For example, in learning narrative text, students learn about stories, legend, and folktale from their own
region. The language that is used on the stories also should match with students’ level and capability.
Furthermore, KTSP has four characteristics. First, the orientation of this curriculum is knowledge. Thus KTSP contains amount subjects where students
have to master all of them. Second, KTSP is aimed to develop students’ creativity.
It makes possibility for the students to search material as much as possible to support their studying. Third, KTSP develop potentiality of area. It requires
students to learn everything about their own region, for example learn about the local language, art, culture, food, and many more. Then, KTSP is a technology
curriculum. Therefore, it consists of standard competence and basic competence that enlarge with indicator of learning.
17
14
Mulyasa, Kurikulum Tingkat Satuan Pendidikan, Bandung: PT Remaja Rosdakarya, 2007, pp. 19
—20.
15
Ibid,
16
Undang-Undang No.36 year 2003 verse 2 about KTSP.
17
Wina Sanjaya, Kurikulum dan Pembelajaran; Teori dan Praktik Pengembangan Kurikulum Tingkat Satuan Pendidikan KTSP, Jakarta: Kencana, 2008, p. 131.
C. Speaking
1. Definitions of Speaking
Like writing skill, speaking is also a productive skill. According to McDonough and Shaw, speaking is
“purpose-driven to communicate something in order to fulfill certain particular end, involving expressing of ideas,
negotiating, or by solving particular problem and in most common cases is to maintain social relations or friendships
.”
18
Still the same as their idea, Tarigan stated that speaking referred to the production of sounds and words as a
meaningful verbal language. Speaking is also a well developed tool in communicating and sharing ideas between speakers and listeners to fulfill their
needs.
19
In addition, Cited in Chaney, Kayi determined speaking as building and sharing process of meaning through verbal and non verbal symbol in variety of
contexts.
20
To sum up those definitions above, the writer concluded speaking is commonly used as a way to relate any information between speaker and listener
in order to accomplish their need.
2. Goal and Function of Speaking
Among the four skills listening, reading, writing and speaking speaking seem as the most important.
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It is because students who learn a language expect they can use the language to communicate with others people. In order to smooth
the process of communication, factor of fluency is much needed for students. Jack C. Rhicards stated that fluency becomes the goal of learning speaking skill in a
language program.
22
To speak fluently in English, students need to be able to pronounce phonemes correctly, use appropriate stress and intonation patterns and
18
Jo McDonough and Christopher Shaw, Materials and Method in ELT 2 nd
Edition “A Teacher’s Guide”, Oxford: Blackwell Publishing Ltd, 2003, p.134.
19
Henry Guntur Tarigan, Berbicara :Sebagai Suatu Keterampilan Berbahasa, Bandung : Angkasa Bandung, 2008, p. 16.
20
Hayriye Kayi, Teaching Speaking: Activities to Promote Speaking in a Second Language, The Internet TESL Journal, Vol. XII, No 11 Nevada: University of Nevada, 2006, p.
1
21
Ur ,op. cit., p. 120.
22
Richards, op. cit., p. 2.
speak in connected speech.
23
Then, encouraging the acquisition of communication skill and promoting real communication in and out of the classroom also become
the goal of speaking component in language class.
24
Furthermore, according to Thornbury, there are two functions of speaking, which are Transactional and Interpersonal.
a. Transactional function expresses information and facilitates the
exchange of goods and services. For example phoning to book table at restaurant.
b. Interpersonal function establishes and maintains good relation between
people. For example conversation between friends that take place at the restaurant.
25
Brown and Yule stated that transaction refers to situations where the focus is on what is said or done. The message and making oneself understood clearly
and accurately is the central focus, rather than the participants and how they interact socially with each other. While, interpersonal or interactional refers to
conversation and describes interaction that serves a primarily social function. For example when people meet, they exchange greetings, engage in small talk,
recount recent experiences and many more.
26
3. Speaking Activities
Some experts explained so many kinds of speaking activities. Heidi and Anne pointed out four speaking activities. Namely: Drill or linguistically
structured activities, Performance activities speech, observation activities and Participation activities or guided discussion.
27
Then, Penny Ur also added so many speaking activities. The explanation as follows:
a. Describing pictures
23
Jeremy Harmer, The Practice of English Language Teaching, New York: Longman, 2007, Forth Edition, p. 343.
24
Celce-Murcia, op. cit., p. 126.
25
Scott Thornbury, How to Teach Speaking, New York: Longman, 2005, p. 13.
26
Richards, op. cit., pp. 21 —29.
27
Celce-Murcia, op. cit., pp. 127 —128.
