7 2013, pragmatic competence is still of important since, as mentioned earlier, the
use of language based on context still becomes central to the basic competencies. Currently, there is shortage of English textbooks which use School Based
Curriculum 2013 in the market because Indonesia has just implemented 2013 curriculum as the revision of the former curriculu
m. According to researcher‘s observation, there have been two English textbooks for curriculum 2013 ready in
the market. The title of the book is Pathway to English by M. Sudarwati and Eudia Grace and an English textbook entitled Talk Active by Mulyono and Lanny
Kurniawan which is published by Yudhistira Publisher. Thus, the researcher will only analyze both textbooks. In addition, considering the coverage of pragmatic is
quite wide, this study will be limited only in analyzing a few features of pragmatic information in the textbook i.e. speech act information, politeness, usage, register,
style, and cultural information which explicitly appear in teaching and learning activities in the textbooks. In addition, the data included in this study are only
those which are explicitly provided for teaching and learning purposes. Meanwhile, those which implicitly exist in dialogues or conversation are not
included in this study.
C. Research Questions
There are two research questions which will be discussed in this study. The questions are formulated as follows.
1. Which pragmatic features are contained in the commercial English
textbooks for Senior High School students?
8 2.
How do the features support the development of learners‘ pragmatic competence?
D. Goals of Study
This study is aimed to describe the pragmatic information which is contained in the English textbooks for Senior High School. It especially tries to
describe what types of speech act commonly presented in the textbooks, numbers of linguistic forms provided for each speech act, types of explicit pragmatic
instructions, usage of speech act or linguistic forms, register, teaching materials on politeness and styles, and information about target language culture in the
textbooks. In addition, it also tries to discover how such features in the textbooks contribute to the learners‘ pragmatic competence. In other words, I will explain
how the features enhance learners‘ pragmatic competence.
E. Benefits of Study
This study has some implicative benefits for the following parties. Firstly, for English teachers, the finding of this study can be used as basic information in
deciding either to use such English textbook or not as the main or supplementary materials in their classroom. If the textbooks have rich pragmatic information, of
course, English teachers can rely on the textbooks as their main source of learning materials, but if the textbooks have low pragmatic information, they should find
other materials to enrich the pragmatic information of such textbooks. Secondly, this inquiry may also help materials developers in designing
new English textbooks by avoiding the weaknesses of the pragmatic information
9 found in the text books being studied. Currently, there is shortage of English text
books of Senior High School which use 2013 curriculum. Looking at the past curriculum, there were abundant number of English textbooks which used KTSP.
It means that, currently many Indonesian material developers are still writing the English textbooks for Senior High school and have not yet been ready to publish
their text books. Thus, the result of this study can be of useful for those who are currently writing English textbooks for SHS students.
Thirdly, it can help English curriculum developers to revise English language curriculum to include substantial quantity of pragmatic features and the
quality of their presentations in textbooks. This benefit can be of use if a shortage of pragmatic information in textbooks is due to the defectiveness of curriculum
which negatively influence the materials developer in designing textbooks. Finally, for other researchers, this study may give out some new insights
through its finding about the English textbooks in Indonesia and also will trigger them to conduct further study on the same or relevant topic. Since this study only
focuses on the locution and perlocutionary levels of speech act, the result of this study can give additional data for those who want to investigate the perlocutionary
effect of speech act in the classroom.
10
CHAPTER II LITERATURE REVIEWS
