classroom is in progress. Brown and Yule believe that teaching speaking in a 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.
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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 SMAMA Grade XI based on CTL” the idea
of her study is to evaluate several inclusions with CLT in the Speaking materials
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Gillian Brown and George Yule, Teaching The Spoken Language “An Approach Based on
the Analysis of Conversational English, New York: Cambridge University Press, 1991, p. 25.
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.
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CHAPTER III 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
EditionBelmont : Wadsworth, 2010, p.457.
