document of this curriculum that the implementation of curriculum is not implemented at all classes in a school.
“Pelaksanaan kurikulum di seluruh sekolah dan jenjang pendidikan yaitu”: - Juli 2013: kelas I, IV, VII, dan X
- Juli 2014: kelas I, II, IV, V, VII, VIII, X, dan XI - Juli 2015: kelas I, II, III, IV, V, VI, VII, VIII, IX, X, XI, dan XII
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The School-Based Curriculum is still used because this is a part of planning in implementing the new curriculum, Outcome Based Curriculum Kurikulum
2013. As what Ministry of Education and Culture says that this curriculum is implemented in phases and it is the first phase, therefore, if there are mistakes and
weaknesses in implementing the Outcome Based Curriculum Kurikulum 2013, they can handle it.
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The government also has some criteria to choose school in which this curriculum will be implemented. The criteria are the school should get
qualified rank A and the school should be ready in distributing the textbook of this curriculum. If the school does not get qualified in rank A but they are able in
distributing the textbook for student, so the school can implement the new curriculum.
Teacher can get reading material from many books; one of the books is the textbook that is usually used at school. In this book, it provides some reading text
that the teacher can use for students. The textbook used for teaching English is usually written by some group of people, such as publisher and educator.
According to Gebhard, he stated “materials used in EFLESL classrooms are created by four groups of people: publishing companies, government agencies,
curriculum development teams at the school level , and classroom teacher.”
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In Indonesia, textbook is written by publishing companies and they sell it at the
6
Kemendikbud, Dokumen Kurikulum 2013, 2012, http:www.bsnp.indonesia.org
7
www.tempo.coreadnews201303310794702572013-kurikulum-baru-masih-uji-coba
8
Jerry G. Gebhard, Teaching English as a Foreign Language or Second Language: a Teacher Self-Development and Methodology Guide,Michigan: University of Michigan Press,
2006, p. 101.
market to be bought by teacher or student for their learning media. The Ministry of Education in Indonesia also publishes a textbook. They buy the copyright of the
book from the publisher and then they publish it online in order to the teacher can download it and use it as their source material.
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The textbook that are published by the Ministry of Education is signed by mark of “BSE” Buku Sekolah
Elektronik. Before they published this book, they have done the evaluation of this book based on the criteria that they have designed. Therefore, this textbook will
usually be claimed compatible with the curriculum. There are various textbook sold at the market. It has different interesting
cover book which attract the buyer to buy it. However, they do not know how the content of the textbook presented whether it is compatible with the curriculum
used or not. So, the school should be careful in selecting textbook to be used at school. Therefore, the government provides the textbook which have been
evaluated. Since this textbook is published by the government, the school claimed that it is compatible with the curriculum used. And the teacher use it without
check it. The writer is interested in this topic because she wanted to know whether
or not the reading material on the textbook is in line with the curriculum, which is KTSP School-Based Competence. The writer knows that textbook is the
important thing in teaching and learning process. It is the main source for the student to learn the material in the classroom and it is a guide for a teacher to
teach. In addition, the textbook which will be analyzed is a textbook recommended by the government and it is claimed that it is already compatible
with the curriculum. So, the writer will proof whether or not the analyzed textbook is compatible with the curriculum. Because all of the reasons above, the
writer intends to discuss and to observe it to know more detail about the textbook under the title
“Genre Analysis on Reading Passages of English Textbook
“English in Focus” Based on the School-Based Curriculum”
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Kemdikbud, Buku Sekolah Elektronik, 2013, http:puskurbuk.net
B. Identification of the Problem
1. A factor that can cause a difficulty in reading is lack of knowledge
about genres of text.
2. Material learned by students should in line with the School-Based
Curriculum.
3. Genre of reading passage should be in line with the School-Based
Curriculum.
C. Focus of the Problem
This research is focused on the analysis on genre of reading passage in the textbook whether or not the genre of the reading passage is in line with the
curriculum. The characteristic of each genre is also analyzed.
D. Research Question
After stating the background of the study, the researcher formulates research questions. The research question of this study is whether the genre of reading
passages presented is in line with the School-Based Curriculum?
E. The Objective of the Study
The objective of the study is to know whether or not the genre of the reading passage in the textbook is in line with the School-Based Curriculum.
F. The Significance of the Study
The result of this research hopefully will increase teachers’ awareness in
choosing a textbook for the students and it can be a guide for teacher to choose the suitable textbook to be used. It can be a consideration because a textbook has the
important role in the process of teaching and learning.Beside that, the result of this study can be a consideration for the headmaster at school in choosing a
textbook as a media in teaching and learning used by the student. Finally, it expectantly will encourage further researchers to continue this study.
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CHAPTER II THEORITICAL FRAMEWORK
A. Reading 1. Definition of Reading
Reading is one of language skills that should be developed. It is really important to be taught because by reading, a student can get much information
from any written text such as book, magazine, newspaper, or something else. Reading is also important for students in their daily activities such as read the
instruction, direction, or advertisement. As students, they are expected to read the text related to their academic context to fulfill their task. According to Grabe,
“reading…may be quite demanding in educational, professional, and occupational settings.
”
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Some linguists define reading to many definitions. As stated by Harmer that reading acts as message receiver, so it can be called as a receptive skill.
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By reading, people usually get some information about what they need, therefore,
reading is believed as a receptive skill. Another definition about reading comes from
Linse’s book edited by Nunan, she said that “reading is a set of skill that involves making sense and deriving meaning from the printed word.”
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It explains that in reading, there are some skills that the reader should have in order to
understand the meaning of text itself, such as recognizing the symbol of language. Nuttal defines reading into groups of words:
a. understand, interpret, meaning, sense etc. b. decode, decipher, identify etc.
1
William Grabe, Reading in a Second Language: Moving from Theory to Practice, New York: Cambridge University Press, 2009, p. 5
2
Jeremy Harmer, The Practice of English Language Teaching, New York: Longman, 1996, p.16
3
David Nunan ed., Practical English Language Teaching Young Learner, New York: McGraw Hill Companies, Inc.,2005, p. 68
c. articulate, speak, pronounce etc.
4
From those definitions above, it is clearly mentioned that reading is needed to obtain some information from a written text and the reader should have some
skills in reading. People sometimes claim that reading is a passive activity, because they
believe that reading is only getting the information. But reading is not truly a passive activity because reading does not only receive information but also
construct the meaning of the written text they read. As like Karen’s book edited by Griffiths
says that reading “….is the concept of meaning construction that characterizes reading not as a passive way of getting information, but as an active
process of constructing understanding.”
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It can be concluded that reading is an activity that is usually done in the academic or occupational context in achieving its objectives. Reading is also an
activity that the reader needs to build the meaning from the printed text in order to understand the content of the text. To understand it, the reader should have some
skills needed in reading, one of them is recognizing the symbol of language that the reader want to read.
2. The Objectives of Reading
In reading a text, people usually have their own objectives why they read the text. They, sometimes, read it because they need the information from a book,
magazine, newspaper, or something else. They also read it for pleasure, for example, reading a novel. Nunan cited in Linse, there are two objectives why
people read, those are reading for pleasure and reading for information.
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4
Christine Nuttal, Teaching Reading Skills in a Foreign Language, Oxford: Heinemann, 1989, p. 2
5
Carol Griffiths ed., Lessons from Good Language Learners, Cambridge: Cambridge University Press, 2008, p. 231
6
David Nunan ed., op. cit., p. 72-73
