Content analysis on canggih bahasa Inggris workbook for 7th grade of junior high school.

ABSTRACT

Prasetyawati, Steffany Dian. (2016). Content Analysis on Canggih Bahasa Inggris Workbook for 7th Grade of Junior High School. English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma University.

Workbook or Lembar Kerja Siswa (LKS) is one of instructional material which is commonly used in the process of teaching and learning in the class. Workbook is also known as supplementary material. It gives benefits for the teacher because it can help the teachers to deliver the materials for the students. It does not only give benefits for the teachers but also for the students because workbook provides many exercises which help the students understand the materials and become active in the learning process.

Those facts show that every instructional materials including workbook should have certain criteria to be a good book for the students. Therefore, this research aimed to figure out whether or not the Canggih Bahasa Inggris workbook for 7th grade of junior high school in SMP N 2 Mlati is appropriate with the school curriculum. There is a research question stated in the research problem. It is to what extent does Canggih Bahasa Inggris workbook is appropriate with the school curriculum. In order to answer that question, the researcher conducted document analysis or content analysis. The data collected for this research will be gathered from Canggih Bahasa Inggris workbook published by CV. Gema Nusa. The data that will be analyzed was about listening, speaking, reading, and writing exercises. The result of this research confirmed that, first the workbook has good general appearance and covers four language skills. However, the sentence structure is not really good. Second, all of the exercises provided in the workbook are appropriate with the school curriculum in SMP N 2 Mlati. According to the result, Canggih Bahasa Inggris workbook is appropriate to be used for seventh grade of junior high school students in learning English. Considering that, some suggestions are provided, especially for the teacher in dealing with the opportunity to choose the best workbook for the students.

ABSTRAK

Prasetyawati, Steffany Dian. (2016). Content Analysis on Canggih Bahasa Inggris Workbook for 7th _{Grade of Junior High School. Program Studi Pendidikan Bahasa}

Inggris, JPBS, FKIP, Yogyakarta: Universitas Sanata Dharma.

Lembar Kerja Siswa (LKS) merupakan salah satu bahan-bahan pelajaran yang pada umumnya sering digunakan dalam proses belajar dan mengajar di kelas. Lembar Kerja Siswa (LKS) juga dikenal sebagai buku pelengkap. LKS memberikan keuntungan-keuntungan untuk guru-guru karena LKS dapat membantu guru-guru dalam menyampaikan materi pembelajaran untuk siswa-siswa. Disamping itu, LKS tidak hanya memberikan keuntungan-keuntungan untuk guru melainkan juga untuk siswa-siswa karena LKS menyediakan banyak latihan soal yang membantu siswa memahami materi pelajaran and menjadi aktif dalam proces belajar.

Fakta-fakta tersebut menunjukkan bahwa setiap bahan-bahan pelajaran termasuk juga dengan LKS seharusnya memiliki kriteria tertentu untuk menjadi sebuah buku yang layak untuk siswa-siswa. Penelitian ini dijutukan untuk menggambarkan apakah iya atau tidak LKS Canggih Bahasa Inggris untuk siswa kelas 7 SMP di SMP N 2 Mlati sesuai dengan kurikulum sekolah. Terdapat satu pertanyaan yang dinyatakan dalam rumusan masalah. Pertanyaannya yaitu untuk mengetahui apakah LKS Canggih Bahasa Inggris sesuai dengan kurikulum sekolah. Di dalam menjawab pertanyaan, peneliti mengadakan analisis dokumen atau analisis isi. Data yang dikumpulkan dari penelitian ini akan diambil dari LKS Canggih Bahasa Inggris yang diterbitkan oleh CV. Gema Nusa. Data tersebut adalah latihan soal tentang mendengarkan, berbicara, membaca, menulis yang akan dianalisis.

Hasil dari penelitian ini menyatakan bahwa, pertama LKS memiliki penampilan yang bagus dan memuat empat keterampilan bahasa. Namun, struktur kalimatnya belum terlalu baik. Kedua, semua latihan soal yang terdapat dalam LKS sesuai dengan kurikulum sekolah di SMP N 2 Mlati. Menurut hasil penelitian, LKS Canggih Bahasa Inggris sesuai untuk digunakan siswa SMP kelas 7 dalam belajar Bahasa Inggris. Mempertimbangkan hasil penelitian, beberapa saran diberikan, khususnya untuk guru dalam berhubungan dengan kesempatan untuk memilih LKS yang paling baik untuk siswa.

CONTENT ANALYSIS ON CANGGIH BAHASA INGGRIS WORKBOOK FOR 7th GRADE OF JUNIOR HIGH SCHOOL

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Steffany Dian Prasetyawati Student Number: 121214052

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

i

CONTENT ANALYSIS ON CANGGIH BAHASA INGGRIS WORKBOOK FOR 7th GRADE OF JUNIOR HIGH SCHOOL

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Steffany Dian Prasetyawati Student Number: 121214052

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

iv

1 Peter 5: 7

I dedicate this thesis to

Kristanto Agung Prasetyo

Kuswati

My Younger Sister

vii ABSTRACT

Prasetyawati, Steffany Dian. (2016). Content Analysis on Canggih Bahasa Inggris Workbook for 7th Grade of Junior High School. English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma University.

Workbook or Lembar Kerja Siswa (LKS) is one of instructional material which is commonly used in the process of teaching and learning in the class. Workbook is also known as supplementary material. It gives benefits for the teacher because it can help the teachers to deliver the materials for the students. It does not only give benefits for the teachers but also for the students because workbook provides many exercises which help the students understand the materials and become active in the learning process.

Those facts show that every instructional materials including workbook should have certain criteria to be a good book for the students. Therefore, this research aimed to figure out whether or not the Canggih Bahasa Inggris workbook for 7th grade of junior high school in SMP N 2 Mlati is appropriate with the school curriculum. There is a research question stated in the research problem. It is to what extent does Canggih Bahasa Inggris workbook is appropriate with the school curriculum. In order to answer that question, the researcher conducted document analysis or content analysis. The data collected for this research will be gathered from Canggih Bahasa Inggris workbook published by CV. Gema Nusa. The data that will be analyzed was about listening, speaking, reading, and writing exercises.

The result of this research confirmed that, first the workbook has good general appearance and covers four language skills. However, the sentence structure is not really good. Second, all of the exercises provided in the workbook are appropriate with the school curriculum in SMP N 2 Mlati. According to the result, Canggih Bahasa Inggris workbook is appropriate to be used for seventh grade of junior high school students in learning English. Considering that, some suggestions are provided, especially for the teacher in dealing with the opportunity to choose the best workbook for the students.

viii

ABSTRAK

Prasetyawati, Steffany Dian. (2016). Content Analysis on Canggih Bahasa Inggris Workbook for 7th Grade of Junior High School. Program Studi Pendidikan Bahasa Inggris, JPBS, FKIP, Yogyakarta: Universitas Sanata Dharma.

Lembar Kerja Siswa (LKS) merupakan salah satu bahan-bahan pelajaran yang pada umumnya sering digunakan dalam proses belajar dan mengajar di kelas. Lembar Kerja Siswa (LKS) juga dikenal sebagai buku pelengkap. LKS memberikan keuntungan-keuntungan untuk guru-guru karena LKS dapat membantu guru-guru dalam menyampaikan materi pembelajaran untuk siswa-siswa. Disamping itu, LKS tidak hanya memberikan keuntungan-keuntungan untuk guru melainkan juga untuk siswa-siswa karena LKS menyediakan banyak latihan soal yang membantu siswa memahami materi pelajaran and menjadi aktif dalam proces belajar.

Fakta-fakta tersebut menunjukkan bahwa setiap bahan-bahan pelajaran termasuk juga dengan LKS seharusnya memiliki kriteria tertentu untuk menjadi sebuah buku yang layak untuk siswa-siswa. Penelitian ini dijutukan untuk menggambarkan apakah iya atau tidak LKS Canggih Bahasa Inggris untuk siswa kelas 7 SMP di SMP N 2 Mlati sesuai dengan kurikulum sekolah. Terdapat satu pertanyaan yang dinyatakan dalam rumusan masalah. Pertanyaannya yaitu untuk mengetahui apakah LKS Canggih Bahasa Inggris sesuai dengan kurikulum sekolah. Di dalam menjawab pertanyaan, peneliti mengadakan analisis dokumen atau analisis isi. Data yang dikumpulkan dari penelitian ini akan diambil dari LKS Canggih Bahasa Inggris yang diterbitkan oleh CV. Gema Nusa. Data tersebut adalah latihan soal tentang mendengarkan, berbicara, membaca, menulis yang akan dianalisis.

Hasil dari penelitian ini menyatakan bahwa, pertama LKS memiliki penampilan yang bagus dan memuat empat keterampilan bahasa. Namun, struktur kalimatnya belum terlalu baik. Kedua, semua latihan soal yang terdapat dalam LKS sesuai dengan kurikulum sekolah di SMP N 2 Mlati. Menurut hasil penelitian, LKS Canggih Bahasa Inggris sesuai untuk digunakan siswa SMP kelas 7 dalam belajar Bahasa Inggris. Mempertimbangkan hasil penelitian, beberapa saran diberikan, khususnya untuk guru dalam berhubungan dengan kesempatan untuk memilih LKS yang paling baik untuk siswa.

ix

ACKNOWLEDGEMENTS

First, I would like to express gratitude to Jesus Christ for His blessing and protection. I believe that Jesus is always by my side. His blessings always support and help me to face all of the problems that I got during the process of making this thesis. Second, I would like to give a special thank to my advisor, Bapak Fidelis Chosa Kastuhandani, M.Hum., who patiently guided me in the process of making and finishing this thesis. I also thank Ibu Veronica Triprihatmini, M.Hum., M.A., as my academic advisor who helped me during my study in the university.

My next gratitude goes to my beloved parents, Kristanto Agung Prasetyo and Kuswati for their support and motivation to finish my study and to give my best effort. Next, I thank my beloved younger sister, Frisca Gavinella Prasetyawati for her jokes, support, and help. Besides, I thank my grandmothers Y. Sunarti and Alm. Sulasmi for all supports and prayer for me. I also express a special appreciation to English Language Education staff and all librarians who have been so patient and kind to always help me during my study in Sanata Dharma University. Then, I thank all PBI lecturers, for their guidance and knowledge, so that I can share my knowledge to others. A bunch of thanks is also given to my friends of PBI batch 2012 for all the fun we have had in the last four years.

I also thank teachers in SMP N 2 Mlati: Ibu Rini Trimurti MG, S.Pd.,M.Hum., as the headmaster and Ibu Sinta Dewi M, S.Pd., as my PPL advisor for her help to share her opinions about Workbook. It helped me a lot.

x

Then, I thank Mbak Maria Priska for her meaningful help as my proofreader. She helped me a lot by correcting the mistakes I have made.

Besides, I will never forget the power of friendship. I thank Anisa Dwi Utami, Alvionita Yoshyawati Putri, Ira Pratiwi, Aprissia Rukmayanti, Ayuningtyas Hagni Pikatan, Vivid Lucha Deanggi, and LiaYulianingsih for the true friendship, the tears and laughter we have shared since in senior high school: and my best friends in English Language Education Study Program: Maria Vita Oktavia, Gisela Bertiantari, Riski Aninda Sari, Martha Pritzanda Pudhika, Ria Resty Winarni, and Fransiska Neny for their spirit and happiness. I also thank Hamdhani Dimas Berniko as my special partner in my life since two years ago. I thank him for his love, support, and help. He is also always being by my side. I thank Yuga, Dhoni, Sigit, Ekin, Frischo, Yudi, Bayu, Sony, Angger, Yoska, Puguh who have been very kind to me; Kasih, Esthi, and Bryan as my partners in PPL; Anis, Mikhael, Venny, Abet, Firzana and Bella for their help and craziness.

Best Regards Steffany Dian P

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF PICTURES ... xiii

CHAPTER I. INTRODUCTION ... 1

A. Research Background... 1

B. Research Problem... 5

C. Research Objective... 5

D. Research Benefits ... 5

E. Problem Limitation ... 7

F. Definition of Terms ... 8

CHAPTER II. REVIEW OF RELATED LITERATURE ... 10

A. Theoretical Description ... 10

1. School-Based Curriculum ... 10

2. Instructional Material ... 15

3. Workbook ... 17

4. Studying with the workbook ... 20

xii

CHAPTER III. RESEARCH METHODOLOGY ... 23

A. Research Method ... 23

B. Research Subjects... 25

C. Research Instruments ... 26

D. Research Setting ... 29

E. Data Gathering Technique ... 30

F. Data Analysis Technique ... 30

G. Research Procedure ... 34

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ... 37

A. Data Presentation of Rubric Evaluation ... 37

B. Data Presentation of Comparison Section... 42

1. Listening Skill ... 43

2. Speaking Skill ... 48

3. Reading Skill ... 52

4. Writing Skill ... 55

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ... 59

A. Conclusions ... 59

B. Recommendations ... 61

REFERENCES ... 63

APPENDICES ... 66

SILABUS PEMBELAJARAN LISTENING ... 78

SILABUS PEMBELAJARAN SPEAKING ... 84

SILABUS PEMBELAJARAN READING ... 92

xiii

LIST OF PICTURES

Pictures Page

Picture 4.1 Listening Material (Asking Servises) ... 44

Picture 4.2 Listening Material (Responses) ... 44

Picture 4.3 Listening Material (Asking Goods and Responses) ... 45

Picture 4.4 Listening Exercises (Expressions) ... 45

Picture 4.5 Listening Material (Expressing Like/Dislike) ... 46

Picture 4.6 Listening Exercise (Like/Dislike Expressions) ... 46

Picture 4.7 Listening Exercises (Giving Instruction) ... 47

Pictures 4.8 Listening Exercises (Procedure Text) ... 48

Picture 4.9 Speaking Exercise (Giving Expression) ... 49

Pictures 4.10 Speaking Exercises (Expressing Like/Dislike) ... 59

Picture 4.11 Speaking Exercises (Shopping List) ... 51

Picture 4.12 Speaking Exercise (Description Text) ... 51

Picture 4.13 Reading Exercise (Greeting Card) ... 53

Picture 4.14 Reading Exercise (Greeting Card’s question) ... 53

Picture 4.15 Reading Exercise (Announcement) ... 53

Picture 4.16 Reading Exercise (Generix Structure of Texts) ... 54

Picture 4.17 Reading Exercise (Procedure Text) ... 54

Picture 4.18 Writing Exercise (Instruction) ... 56

Picture 4.19 Writing Exercise (Descriptive Text) ... 56

1 CHAPTER I INTRODUCTION

This chapter discusses and presents background of the research that consists of six parts. They are the research background, the research problem, the problem limitation, the research objective, the research benefits, and the definition of terms.

A.Research Background

English becomes an important language that should be learned in Indonesia. Some schools in Indonesia make a policy that English will be introduced and taught since elementary school. Then, it continues to be learned more in Junior High School and Senior High School. English also becomes one of the subjects that should be passed during the National Exam.

In English Language Teaching field, the educational system has implemented different curriculum for the sake of improving the students’ proficiency level and coping with the challenges of the global world. There are some recent curriculums which have been launched by BSNP (Badan Standar Nasional Pendidikan). However, the educational system in Indonesia has authority to change something related to the education including the curriculum as the time passes. Based on the Design Guidelines of KTSP issued by BSNP (Badan Standar Nasional Pendidikan) in 2006, School-based Curriculum is implemented based on the philosophy that every school in Indonesia deserves to manage its own

2

competence based on its teachers’ and learners’ competence, local potential sources, and deserves to manage its own curriculum based on the content standard provided by BSNP. In SMP N 2 Mlati, the school uses School Based Curriculum. Since 2014, the school do not use 2013 curriculum because of the minister of

education’s instruction. Therefore, the headmaster decided to change 2013 curriculum into KTSP. It also means that the teachers have responsibility to make lesson plans and prepare materials for the students by themselves. It is because the implementation of the curriculum and the syllabus is in the hand of the school management.

As stated before, KTSP allows the school to develop their own teaching materials. By using books the teachers get a purpose to increase the learning materials in SMP N 2 Mlati. There are many kinds of books which are used to teach the students. For example, 7th grade students use handbook entitled Let’s talk published by Yudhistira and workbook entitled Canggih Bahasa Inggris published by CV. Gema Nusa. Those books are used by the teachers to explain materials to the students. By using books in the teaching learning process, it will also help the teachers to reach the goal of study.

In this research, the researcher will analyze an English workbook for Junior High School students and in this case the workbook is Canggih Bahasa Inggris itself. The researcher wants to analyze the workbook because nowadays there are many kinds of workbook, but every workbook has different quality, such as content, presentation, etc. Before that, the researcher will explain why the researcher chooses that workbook. It is caused the background of the school that

3

still uses School-Based Curriculum as their school curriculum. Therefore, the teaching media such as workbook is also appropriate with the school curriculum used. Besides, the workbook itself is always used by the teachers and also the students. Therefore, the researcher wants to analyze the exercises of the workbook with the school curriculum because it is one of important aspects in the teaching and learning process. That is about the reason in choosing the workbook. Then, the researcher will continue the explanation. The content of workbook itself is determined by author. It means that the authors have freedom to write whatever they want. However, it should be matched with the curriculum and syllabus. The design of the workbook is determined by publisher. Every publisher has freedom to design workbook. However, the workbook should attract the students’ enthusiast to learn something from the workbook. The author and publisher have to pay attention more for every detail of the workbook.

In fact, most teachers often use the workbook as a resource book for ideas and instructional activities as well as giving guidance for what they do. However, there are still some teachers that do not pay attention in choosing workbook for their students. Sometimes, there are some mistakes in the workbook content. Besides, the workbook is not appropriate to be used in the school curriculum because every school has a policy to choose the curriculum. Moreover, workbooks not only give benefits for teachers but also for the students. It helps the students to achieve the goals of the study. By using workbook, the students can understand the materials well. Then if the students face some problems, workbook may also help them to overcome the difficulties of learning English. With well-prepared

4

materials which are provided in the workbook and combined with the way of teaching by the teacher, it will build good atmosphere in teaching-learning process.

Besides, the researcher find another research related to the topic. It is a

research which is done by Arif Prasojo. He conducts the research about “The Analysis of English Textbook Pathway to English Used in the First Grade of Senior High School Based on Curriculum 2013; An Analytical Study on English Textbook for First year of Senior High School”. In that research he tries to find whether or not the materials provided in the English textbook Pathway to English designed for the first grade of Senior high school compatible with the curriculum 2013. Besides that the writer also studies about the feasibility of content and presentation of the textbook. Then, he uses descriptive qualitative approach which is content analysis as the methodology. Therefore, the data collected for the research will be gathered from the English textbook Pathway to English itself. The result of the research shows that the English Textbook of Pathway to English compatible with the curriculum 2013. It can be shown that from every single KI and KD successfully implemented in the textbook. That research is almost same with the research which is conducted by the researcher. The differences are on the research subject and curriculum. In that research analyzes English textbook Pathway to English based on curriculum 2013. However, the researcher analyzes Canggih Bahasa Inggris English workbook based on School Based Curriculum. Thus, the research which is done by Arif Prasojo gives references for the researcher in doing the research.

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B.Research Problem

Based on the background of research above, the researcher analyzes the Canggih Bahasa Inggris students’ exercises workbook used for seventh grade in SMP N 2 Mlati. Then, the researcher formulates the idea to a research problem in the following question.

 To what extent does Canggih Bahasa Inggris workbook appropriate is with the school curriculum?

C.Research Objective

In relation with the research problem, this research is conducted as an attempt to answer research question formulated in the problem formulation. The objective is to gain deep knowledge and information whether Canggih Bahasa Inggris as students’ workbook is appropriate with school curriculum or not.

D.Research Benefits

This research is expected to give contribution to: 1. English Teachers

By the results of the research, the English teachers may get new information and new knowledge on how to choose appropriate materials which are workbook that will be used in the teaching and learning process. Besides, the English teachers should pay attention to the content of workbook before making decision to use supplementary materials for their students.

English teacher should also understand the use of workbook in the process teaching and learning. The teachers should not lose the control of the class when

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they are teaching the lesson materials. Although they use workbook as the supplementary materials, they still hold the role of teaching and learning process in the class.

2. Students

Students need supplementary material which is workbook because they need that as guidance in teaching and learning process. Therefore, choosing the workbook that has good quality of content is one of the keys to a successful learning. It will trigger some problems in learning process if the students get the low quality workbook. Besides, the workbook will also provide a chance for the teacher and the students to build good chemistry in the teaching and learning process. Moreover, they will overcome the problems that might be came in the process of teaching and learning.

3. Workbook Publishers

It is hoped that this research may help the workbook publishers in improving the quality of making a product and more pay attention in making materials for the students. The result of the research can also remind them to be more careful and aware to the content of the workbook by checking with the school curriculum.

Besides, the workbook publishers should realize the importance of the

workbook to improve the students’ skill. Therefore by this research, workbook publishers may get new ideas in arranging the materials of the workbook because

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workbook probably becomes one of the media that can help the teacher and students to achieve the goals of the study.

4. Future Researchers

Then, for the future researchers who want to do similar research, it is hoped that this research will help them to find references and provide information for the further research. It also gives general knowledge how to evaluate workbooks or other forms of English supplementary materials. Besides, it can be used as a basic consideration for the future researchers who are interested in developing similar research, such as handbook analysis. For example, the future researchers may consider this research with the same method. If they are interested in the analyzing documents, they should use content analysis or document analysis to get deep understanding of the research that thy will done.

E.Problem Limitation

In order to make this research still in the one line, the researcher tries to limit the discussion. This research will focused on the analyzing the quality of the workbook and the appropriateness with the school curriculum. The workbook to be analyzed is Canggih Bahasa Inggris published by CV. Gema Nusa and it is used for Junior High School students. Then, the quality of the workbook is analyzed based on the rubric evaluation. The rubric covers 4 evaluation aspects; they are general appearances, language skill, language content, and topic content. For complete explanation about rubric, the researcher will provide it in the chapter

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III. After that, the researcher only focused on analyzing the exercises with the school curriculum through syllabus. Besides, the researcher provides come pictures of exercises to make it stay in a discussion.

F. Definition of Terms

The researcher provides the definitions of terms which are related to this research to make the reader have same understanding toward some terms which are used in this research. They are as follows:

1. Workbook

It is a students’ book containing instruction and exercises related to the particular subject. Usually, workbooks can be called as Lembar Kerja Siswa (LKS). According to Supriadi (2001), LKS is a book that is published by some private book publishers and used by the students based on the school’s choice. The LKS provides some materials and exercises that can help the students to understand lesson materials. It also develops their English ability. It is often used as a supplementary book in teaching and learning process in then class. Based on the curriculum in Indonesia which is School Based Curriculum, the teachers and the schools may choose their own materials for teaching and learning process. Therefore, it makes the condition where every school has different materials compared to the other schools.

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Finney in Richards and Renandya (2002: 70) defines curriculum as a specification of the content and the ordering of what is to be taught. It refers to the aspects of planning, implementation and evaluation of an educational program, particularly the why, how and how well together with the what of the teaching-learning process. School-Based Curriculum refers to KTSP (Kurikulum Tingkat SatuanPendidikan), the latest Education Department of Indonesia (DEPDIKNAS) curriculum implementation. It offers the schools and the teachers the autonomy to elaborate and implement their own curriculum.

Based on Permendiknas No 22/ 2006, BSNP develops the content standard which covers the scope of each subject matter and competency levels to achieve the standard of graduate competence in certain educational levels. The content standard includes the basic framework, the curriculum structure, standard competence (SK) and basic competence (KD) of each subject matter in each semester of each educational level.

Then, KTSP is one of curriculum in Indonesia which is implemented based on Permendiknas No 22/ 2006. The schools which use the curriculum have freedom to make and arrange the teaching materials that appropriate with the local potential sources in every school. This curriculum some gives advantages for the school; they are make their own syllabus and lesson plan, choose their own materials, set their own rules, etc. They can do that, but it should be based on the the school curriculum and BSNP.

10 `CHAPTER II

REVIEW OF RELATED LITERATURE

The content of this chapter is about the explanation of the relevant theories which are related to the research. There are two main parts of this chapter. Those two are theoretical description and theoretical framework. In theoretical description, the theoretical review of this research is provided.

The last part is theoretical framework. In the theoretical framework, the researcher explains the relation between the theories and the research question of this research. The researcher uses the theories provided to answer the research problems.

A.Theoretical Description

There are four theories that support this research. They include theories related to school-based curriculum, instructional material, workbook, and studying with the workbook. The theories are stated by experts in language teaching.

1. School-Based Curriculum

In the education scope, there is a familiar word which is “curriculum”. Curriculum is the most essential thing of teaching learning process. A teacher should teach his/her students according to the current curriculum because it has

been designed on the basis of students’ needs. According to Feez (2002), “curriculum is a general statement of goals and outcomes, learning arrangement,

11

evaluation and documentation related to the management of program within an education institution”. Therefore, from the definition above the researcher concludes that curriculum is a plan that is developed as guidance in the process of teaching and learning. In order to make the education system better, sometimes the reformation of curriculum is done to improve or to develop the quality of education. Curriculum consists of some education aspects; they are science, knowledge, and experience worth giving to the students to obtain then educational objectives.

In the line with the change of time, the technology and the progress of

science increase. Therefore, it makes the society’s needs toward the technology

and progress of science increase. It also occurs to the change of student’s needs. To meet such a change, the curriculum should be changed because curriculum is a reflection of situation in a certain period of time. Therefore, the most perfect curriculum has been never found. By realizing the need for such a change, the government always tries to improve the curriculum. School-based curriculum is one of examples of curriculum which is arranged by the government in order to improve the curriculum.

In this case, School Based Curriculum has been issued by Indonesia National Education Department. Based on Permen No 22/ 2006, BSNP develops the content standard which covers the scope of each subject matter and competency levels to achieve the standard of graduate competence in certain educational levels. The content standard includes the basic framework, curriculum

12

structure, competency standard (SK) and basic competency (KD) of each subject matter in each semester of each educational level.

Based on the guidelines of KTSP issued by BSNP on 2006, KTSP is

developed based on the following principles: 1) focusing on the learners’ and learners’ circumstances’ potentials, development, needs, and interest in which

learners have central position to develop their competence in order to be faithful, intelligent, intellectual, creative, independent, and responsible individuals. It implies that the learning activities should be learner-centered; 2) diverse and

integrated in which the curriculum takes the diversity of learners’ characters, local condition, and educational levels into account. Learners are encouraged to appreciate religion, cultural, economic and social status, and gender differences. The curriculum covers required subject matters, local contents, and interpersonal skills which are conducted in integrated way in meaningful interconnection and sustainability among the three elements; 3) Awareness towards science, technology, and art development in which the content of the curriculum gives learners learning experience to keep up with and make use of the science, technology, and art development; 4) Relevant to learners’ life needs in which the development of curriculum involves the stakeholders to guarantee the education’s relevance towards the life of society, business world, and world of work. Thus, it should accommodate interpersonal, intellectual, social, academic, and vocational skills; 5) Lifelong learning in which the curriculum must be oriented to the

learners’ development, acculturation, empowerment process that last for the whole life. Therefore, the curriculum should reflect the interconnection among the

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elements of formal, non-formal, and informal education by considering the always-progressing life demand.

School-based Curriculum sees English as a means of communication both oral and written. To communicate means to comprehend and to transform information, to understand and express mind and feeling, and to improve one’s repertoire of knowledge, technology, and culture. Such communication competence means discourse competence, that is, the ability to comprehend or to produce written and oral texts through the four language skills namely listening, speaking, reading, and writing. These four skills are used to perceive and create discourse in social life. Thus, English subject is directed to improve those skills in order to produce the graduates who are capable of communicating and making discourse in English at certain literacy levels.

The literacy levels according to Kerlinger (1986) in the standard of content of English issued by KTSP in 2006 cover performative, functional, informational, and epistemic levels. In performative level, learners are expected to be able to read, write, listen, and speak in the target language. In functional level, learners are expected to be able to use the target language to fulfill their daily needs such as to read newspaper, manuals, or direction. In informational level, learners are expected to access information using the target language. In epistemic level, learners are expected to convey knowledge in the target language.

However, the target of English learning in Junior High School is that learners are able to achieve functional level, in which they communicate both oral and written to solve daily life problems. Moreover, it prepares them to be able to

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communicate their thoughts and feelings, to participate in the society, even to make informed decision about personal and social issues and to discover and use their analytical and imaginative capacities. Meanwhile, Junior High School students are expected to achieve informational level, because they are prepared for taking higher education. Epistemic level is considered too demanding for Senior High School students because in Indonesia, English functions as a foreign language.

School-based Curriculum also deals with the four language skills, such as; listening, speaking, reading, and writing. Dealing with Balitbang (Badan Penelitian dan Pengembangan), the researcher attempts to resume the elaboration about the standard of material competence in the School-based Curriculum. The standard of material competences are (1) in listening the students are able to percept various meaning (interpersonal, ideational, textual) in the oral text which has communicative goal, structural text, and certain linguistics features, (2) in speaking students are able to express various meaning (interpersonal, ideational, textual) in the oral text which has communicative goal, structural text, and certain linguistics features, (3) in reading students are able to understand various meaning (interpersonal, ideational, textual) in the oral text which has communicative goal, structural text, and certain linguistics features, and (4) in writing students are able to express various meaning (interpersonal, ideational, textual) in the oral text which has communicative goal, structural text, and certain linguistics features.

Besides, there are some objectives of teaching English for Junior High School. English lesson in Junior High School has some purposes for the students.

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They are, (1) to develop the ability in communication well both oral and written (listening, speaking, reading, and writing), (2) to realize about the importance of English language as one of foreign language to become primarily learning kits, (3) to develop the understanding of learners about the relationship between language and culture and also extend cultural firmament.

School Based Curriculum is the curriculum that focuses on certain competence. It focused on standard competence and basic competence. In 2006 curriculum every teacher has to develop the lesson plan by themselves but they are still consistent with the syllabus. In the school-based curriculum there are also language skills that will be developed. They consist of eleven indicators suggested by school-based curriculum of English in listening and speaking skill. Then there are three indicators suggested by this curriculum of English reading and writing skill.

2. Instructional Material

By using instructional materials in teaching and learning process is very important aspect support activity in the class. Instructional material is the key component in most language program (Richards, 2001: 251). Instructional material can help students in teaching and learning process. It also helps the teachers to create ideas on how to arrange good lesson material. The teachers have a policy to choose the material which is used in teaching and learning process because there are many available materials. For examples, textbook, commercial materials, or sometimes the teachers can create new material and they can use it in

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the teaching and learning process. There are many kinds of instructional materials. Richards (2002) classified material based on its form and based on its origin. They are, (1) printed material such as workbook, textbook, worksheet, (2) non print material such as cassette, CD, VCD, computer based material, (3) material that comprises both print and non-print sources such as: self-access material from internet, (4) free material such as magazine, newspaper and TV material.

Many teachers use instructional material as their primary teaching resources. It gives content for the lesson, the balanced skill taught, language practice for the students as well as supplement for the teachers. Learners may take more benefit from material since they can use it for learning practice apart from the teachers. Instructional material in a language program is significant in language curriculum development (Richards, 2001: 252).

Donovan in Tomlinson (1998) affirms that materials should have a high degree of regularity in unit design, content, task type, etc. Therefore, the good and appropriate materials should have effective language teaching materials. Then, Richards and Renandya (2002) add a number of roles and characteristics of effective language teaching materials as follows: (1) Language is functional and must be contextualized; (2) Language development requires learners’ engagement in purposeful use of language, (3) The language used should be realistic and authentic, (4) Classroom materials will usually seek to include an audiovisual component, (5) Learners need to develop the ability to deal with written as well as spoken genres, (6) Effective teaching materials foster learner autonomy, (7)

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Materials need to be flexible enough to carter to individual and contextual differences, and (8) Learning needs to engage learners both affectively and cognitively.

In Indonesia, most of instructional materials especially English instructional material is published in the form of textbook which is used at school only, starting from elementary school level to senior high school level. Normally, instructional material is not only textbook but also audio. However, the audio is usually accessible only by teachers and the students do not have experiences of that. Moreover, all of the materials are good. It depends on the teacher to choose the best materials that can help them in the process of teaching and learning.

3. Workbook

Books give contribution in the teaching and learning process in the class. According to Sheldon (1998), there are three reasons why the teachers use books in the class. The first reason is the teachers face some difficulties in developing their own materials for the students in the class. Second is the teachers have limited time if they develop the materials by themselves. Then the last, it is because of many external pressures that can disturb the teachers.

Besides, there is still another reason why the teachers need to use book. The teachers do not have enough experiences in using books in the class (Ansary, 2002). In this case, the book means the guidance, help, and saves. The use of teaching media like books, it does not only give benefits for the teachers but also

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the students. Therefore, the lesson materials can be delivered in a good sequence by the teacher and the students can get the point well.

In order to reach the goal of study in the teaching and learning English, some schools may need to use supporting media. For example is workbook. According to Suwandi (2010), workbook is a book that contain of many exercises which is used by the teacher to teach the students and this book is designed as a supplementary book. Then, Supriadi (2001) states that workbook is a book that is published by private publisher and it is used by the students because of the

school’s choice; the goal of this book is to support textbook. Besides, the use of

workbook itself is expected to maximize the process of teaching and learning English. Beeby (1982) suggests that the school should not only use textbook if the students are taught to develop their way of thinking. It is better using textbook because it is important, but it is not enough. Therefore, workbook becomes one of the optional materials because in using workbook in the process of teaching and learning will help the students to get deep understanding about the lesson materials. Moreover, it also helps the students to practice their English skill by doing the exercises in the workbook. This book is also affordable and easy to be found because it is widely published in many bookstores.

As stated before, the use of workbook can help the students understand and practice the English skill independently. Although school is a place where the students can get knowledge, workbook is the teaching media which can be used even them at home. Therefore, the students still learn about lesson materials although they are not in the school. It is also supported by the fact that workbook

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provides many assignments and exercises that can be used by the students to recall their memory toward the lesson materials when they are studying in the class. Devi (2009) states that workbook is the collection of many sheets contains a lot of exercises that can be done by the learners. Usually, workbook is also being completed with the summary of the lesson materials and the instruction about how to do the exercise provided.

Based on Agni’s opinion (2014) in her research, there are some functions of using media in the process of teaching and learning. They are; (1) it helps to

improve students’ motivation, (2) it helps the teacher to give clear information to the students about the lesson materials, (3) the students will have the experience of learning and directly involve in the learning process. Then, it makes what they have acquired will be saved in their long-term memory, (4) it may attract student’s attention in the learning process.

Besides, workbook gives some advantages in the teaching and learning process. However, the advantages of using workbook are not only for the teachers, but also for the students. Then, Dhari and Haryono (1988) mention at least four advantages of using workbook for the students. They are; (1) to develop the

students’ skill as the basic knowledge, (2) to improve the students’ activity in the following process of teaching and learning, (3) to help the students in order to gain the point of the lesson materials which are taught by the teachers, (4) to help adding information about the concept of the lesson materials through systematic learning system.

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The uniqueness of workbook is at the number of exercises itself. Sometimes, workbook gives so many exercises rather than explanation. However in order to gain the goal of study, the teacher should know the best workbook for the students. Therefore, in the teaching and learning process the teacher should not only focus on the workbook but also pay attention to the way of teaching and the way of delivering the lesson materials itself.

4. Studying with the workbook

Workbook contains many exercises and it plays important role for the students to practice their English skill. In learning language, students need a lot of practices because when they have a lot of practices; it will make them more familiar with the language they are learning. This fact also happens in learning English. By doing some exercises provided in the workbook, it is supposed that the students will be more understand in using English. Lado (1964:4) claims as follows,

The students must be engaged in practice most of the learning time. This principle has a psychological justification, since other thing being equal, the quantity and permanence of learning are in direct proportion to the amount of practice (p.4).

From the statement above, it gives clear explanation that by doing practice more it can give possible way to make the students get involved in learning English. Praninskas (1976) also adds, one of English textbook writers, says that the book that provides some exercises for helping the students’ response in learning something. Therefore, the exercises themselves give opportunity for

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students to practice constructing kinds of sentence which has been taught by the teacher in the process of teaching and learning in the class. However, there is one thing that should be to pay attention to the teacher. If they want to use workbook as supplementary book besides textbook, they must be careful in choosing the most suitable workbook for the students. It means that the teachers must consider the content and curriculum of workbook.

It is concluded that workbook has important effects in the teaching and learning process, especially in language teaching, including English teaching. Workbook is definitely needed because of its importance. The use of workbook gives some impacts toward teaching and learning process. One of them is workbook as a supplementary book will help them to remind about what has been taught by the teacher from the textbook. Therefore, it will be easy for the students to understand the lesson materials through workbook.

B.Theoretical Framework

In Indonesia, the changing from the previous curriculum to the new one has influenced some aspects in learning and teaching, such as the approach, method, and techniques implemented during the teaching and learning process. In response to the new curriculum, the publishers normally design a series of organized, graded, and systematic instructional materials which represent the new approach. These standardized instructional materials are called textbooks. Textbooks are considered to be the major component in the curriculum. However,

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in this case the researcher will not discuss about textbook but the researcher will focus on workbook, especially English workbook.

In this research, the researcher used an English workbook entitled Canggih Bahasa Inggris for Grade 7 of Junior High School Students. The researcher will analyze the workbook whether the workbook is appropriate with school curriculum or not. The researcher uses theory about Research design: Qualitative, quantitative and mixed methods approaches from Cresswell (2003). Theory from Cresswell is used to understand about qualitative method. However, the researcher wants to get deep understanding about content analysis and it will be supported with the theory from Leedy and Ormrod (2001).

In order to analyze the data, the researcher will compare the workbook with the school curriculum. The theory from Cresswell (1994) Research design: Qualitative and quantitative approaches, Cresswell (2002) Educational research: Planning, conducting, and evaluating quantitative and qualitative research, and Miles and Huberman (1994) Qualitative Data Analysis help the researcher in finding the data. Therefore, it should be seen the correlation between the exercises from the workbook with the curriculum and syllabus. The researcher will compare the exercises with the topics, competency standard (SK) and basic competency (KD) within the workbook itself. Besides, by using table of rubric the researcher analyzes the quality of workbook from the general appearance until the content of workbook.

23 CHAPTER III METHODOLOGY

This chapter discusses the appropriate research methodology used in conducting this research. It is divided into several sub chapters. They are the research method, the research subjects, the research instruments, the research setting, the data gathering technique, the data analysis technique, and the research procedure.

A.Research Method

A qualitative content analysis was a research method for subjective interpretation of the content of the text data. It would be through systematic classification process of coding and identifying themes or patterns (Hsieh and Shannon, 2005). Therefore in this research, most of the data was in the form of document or text.

Based on the statement above that most of the data which had been analyzed were taken from document, therefore it was appropriate if the researcher used content analysis in the research. Content analysis was also often referred to as document analysis. It was one of the approaches under the descriptive research. What was meant by content analysis in this research was a process of analyzing a Canggih Bahasa Inggris workbook for Grade 7 of Junior High School Students as supplementary book used by English teacher. The analysis was done to analyze

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the quality of the book. It would be focused on the content of the workbook itself because the workbook was appropriate with the school curriculum used. In other words, content analysis was a procedure that involves examining learning materials to establish their value (Tomlinson, 2003, p. 146)

Leedy and Ormrod (2001) define content analysis as “a detailed and systematic examination of the contents of a particular body of materials for the

purpose of identifying patterns, themes, or biases” (p. 155). Content analysis

reviewed forms of human communication including books, newspapers, and films as well as other forms in order to identify patterns, themes, or biases. The method was designed to identify specific characteristics from the content in the human communications. The researcher was exploring verbal, visual, behavioral patterns, themes, or biases.

The procedural process for the content analysis study was designed to achieve the highest objective analysis possible and identify the body of material to be studied and defining the characteristics or qualities to be examined (Leedy & Ormrod, 2001). The collection of data was a two-step process. First, the researcher had to analyze the materials and put them in a frequency table as each characteristic or quality was mentioned. Second, the researcher had to conduct a statistical analysis so that the results are reported in a quantitative format. The research report had five sections: the description of the materials studied, the characteristics and qualities studied, a description of the methodology, the statistical analysis showing the frequency table, and drawing conclusions about

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the patterns, themes, or biases found in the human communications and data collection.

This research was also called as a descriptive research. According to Ary, Jacobs, and Razavieh (2007:447) the goal of descriptive research was to show the condition happened in the certain situation which meant there would no manipulation added. In the descriptive research, there were six types of method such as correlational research, causal comparative research, case study, ethnography, document analysis, and analytical method. Based on the types of descriptive research, this study belonged to document analysis or content analysis. It was caused the researcher analyzed some documents in this study. Therefore in the educational research, Ary et al. (2002:443) has listed some purposes of document analysis. They were; (1) to identify bias prejudice, or propaganda in the textbooks, (2) to analyze types of errors in the students’ writing, (3) to describe prevailing practice, (4) to discover the level of difficulty of materials in textbooks or other publications, (5) to discover the relative importance of, or interest in, certain topics. Thus, from those theories above showed that this study desired to discover whether the exercises of the English workbook analyzed appropriate with the school curriculum used or not.

B.Research Subjects

Workbooks were widely published. There were so many workbooks available in bookstores in Indonesia. Therefore, only one textbook were chosen as the document being analyzed. The workbook was Canggih Bahasa Inggris for

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Grade 7 of Junior High School Student. This book was developed based on School-based Curriculum (KTSP) which had been launch since 2006. It was published by CV. Gema Nusa and written by the team of CV. Gema Nusa. Based

on the researcher’s observation, there was no research which used this book as the

subject of research. Besides, it was important for the researcher to analyze the workbook because the researcher wanted to makes sure whether there were some mistakes in the workbook or not. Therefore, that were the reasons why the researcher wanted to use this book as the research subject.

C.Research Instruments

This research was content analysis or document analysis to describe the quality of the workbook. The researcher used rubric to gather the data and to gain information. The rubric would be adapted from four sources: Tomlison, et al (2001), Eriksoussy (1993), Thein (2006), and from Al-Hajailan (2003). Eriksoussy (1993) had some rubrics and they consisted of six main categories, objectives, content selection, gradation and recycling, presentation frames, practice activities (drills and exercises), and assessment models (model tests). While from Al-Hajailan (2003) had the results of the study revealed that the

book’s appearance, accompanying materials, academic content, cultural content,

and evaluation techniques. Next, Tomlison et al (2001) used 133 course evaluations criteria to evaluate eight current adult courses published by four leading publisher in the UK. The overall course criteria consisted of eight

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topic contents, voice, instruction and teachability. The course book-specific criteria included four categories: appearance, design, illustration, and reading

texts. In addition, specific criteria for cassettes and CD ROM, teacher’s book,

workbook, and video were used in this evaluate study. Then, Thein (2006) found that the textbooks used should contribute to achieve the needs and wants both the

teachers and learners, promote the students’ critical thinking, and improve the students’ communicative skills for everyday life situations. From these four sources, the researcher combined some aspects as evaluation aspects in the rubric evaluation. Thus, the evaluation aspects were provided below:

1. General Appearance

First, the researcher did not only analyze about the content of the workbook, but also general appearance of the workbook. It was important aspect to be analyzed. Thus, in the general appearance aspect, there would be six points which were covered to assess the physical appearance of the workbook.

It first started with the cover of the workbook. Based on the cover, the researcher would assess whether the cover of the workbook was quite interesting and attractive or not. Then, it was about font size and type used in the workbook. The researcher wanted to know whether the text in the workbook was readable or not. Next was about orientation page. Then for table of content, the workbook had detailed and complete table of content or not. Tittle for each lesson, it was important because it gives detail information about lesson that would be learned.

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The last was bibliography, it was also important aspect because to check the detail of references used in the workbook.

2. Language Skill

Language skills consisted of listening, speaking, reading, and writing. Therefore, the researcher wanted to analyze the quality of the tasks for those language skills. The researcher would analyze whether the reading exercises were sufficient and appropriate or not. Then for the listening exercises, there were appropriate recorded and suitable exercises or not.

Next was about speaking exercises, it had appropriate exercises for examples like dialogue, conversation, and role-play or not. Then the last was the researcher wants to know whether writing exercises had suitable exercises that match with the topic of lesson materials or not.

3. Language Content

The researcher had a purpose to make table of rubric about language content. It was to show the quality of the language and the structure in the workbook itself. Therefore in the language content table, it would be fulfilled with grammar, vocabulary, and pronunciation used in the workbook.

Grammar was one of the important aspects in language. Therefore, it would be included as one of the evaluation aspects in the workbook because the researcher wanted to show whether the workbook used correct and appropriate grammar or not. Then, word choices and sentence structure were also important

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aspects. Therefore, the researcher would analyze whether the workbook had correct sentence structure and word choices or not. Besides that, the workbook provided sufficient material for teaching vocabulary and pronunciation or not. All of the aspects would be shown in the language content rubrics.

4. Topic Content

The researcher tried to elaborate the aspects to show the quality of the workbook itself. Mostly the aspects related with the curriculum. First aspect was about general objectives of teaching English for Junior High School students. It also showed whether the lesson materials provided in the workbook were appropriate with the SK (Standar Kompetensi) and KD (Kompetensi Dasar) in the school curriculum or not. Then by using the workbook, the indicators of study would be achieved or not. The last was the workbook facilitated the teachers and the students to have good communication in the teaching and learning process.

D.Research Setting

This research was included to the content analysis. Therefore, this research is conducted at the Library of USD and at home because this research did not need participant since it was a document analysis research. First of all, the researcher started to do this research in the beginning of February 2016. Then, the researcher finished analyzing the workbook on April, 29 2016. After that, the researcher tried to start doing the research and gather the data and then analyzing it. By conducting those steps, the researcher gained feedback, comment and suggestion

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about the research. Then, the researcher would analyze the research based on the feedback and evaluation.

E.Data Gathering Technique

This study used document as the source of data. Since the documents which were gathered by the researcher were already in the form of written text, the researcher did not have to convert the data anymore. The data would be gathered from workbooks. The workbook was Canggih Bahasa Inggris for 7th grade of Junior High School. It was published by CV. Gema Nusa and to be used in SMP N 2 Mlati, Yogyakarta for supplementary book in teaching English. The researcher would analyze the workbook based on the criteria for book evaluation and checked it by comparing with the school curriculum to get the data.

F. Data Analysis Technique

This study used qualitative content analysis as methodology. According to Hsieh and Shannon (2005), qualitative content analysis as a research method for the subjective interpretation of the content of the text data through systematic classification process of coding and identifying themes or patterns. Then, in order to gather the data and gain information, the researcher used rubric. Then from those research instruments data, the researcher tried to read the raw data repeatedly to organize the data. After the data were gathered and the results of the

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research were also analyzed, the researcher summarized to draw a conclusion after the data collection.

In order to simplify the study, the researcher made some tables of rubric. It represents the requirement and criteria of the workbook. In the rubric of workbook evaluation, it consisted of some columns which are fulfilled evaluation aspects, score, and indicators. Then, the evaluation aspects in the rubric were general appearance, language skills, language content, and workbook content. Then, the researcher gave score from 4 until 1. The score were given based on the indicator itself. It meant that every score had different indicators.

Based on General Appearance aspect, there were some indicators related to the aspect. The indicators for score 4 there were interesting cover, readable font, informative orientation, detailed table of content, appropriate title in every lesson, and complete bibliography. Then, the indicators for score 3 there were interesting cover, informative orientation, detailed table of content, complete bibliography, but it had not appropriate title in every lesson and had unreadable font. Next, the indicators for score 2 there were interesting cover, unreadable font, detailed table of content, and complete bibliography, but it had not appropriate title in every lesson and the orientation was not clear enough. The last was the indicators for score 1. This score was the worst score because the cover was not interesting enough, it had unreadable font, the orientation was not clear enough, the table of content was not detailed, it had appropriate title in every lesson but the bibliography was not complete.

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Then for the Language Skill aspect, it also consisted of some indicators. For the highest score which was 4, the indicators were the workbook covered four language skills. They were listening, speaking, reading, and writing skills. Every skill had complete and appropriate exercises. Then the indicators for score 3, the workbook covered listening, speaking, reading, and writing skills. The speaking, reading, and writing skills had complete and appropriate exercises but the listening skill had not appropriate recorded. Next was the indicators for score 2. The workbook covered four language skills. It had complete and appropriate speaking and writing exercises but the listening and reading exercises were not sufficient with the materials. The last was the indicators for score 1. The workbook covered four language skills. However, it only had one complete exercise which was writing exercises. For the listening, speaking, and reading skills were not complete and appropriate with the materials.

Next is Language Content and for the indicators. The first was the indicators for score 4, there were correct and appropriate grammar, it used appropriate word choices and correct sentence structure, it provided sufficient materials for teaching vocabulary and pronunciation. Then the indicators for score 3, the workbook used appropriate and correct grammar. Sometimes, there were some inappropriate word choices. It used clear and correct sentence structure but there were not sufficient materials for teaching vocabulary and pronunciation. Next was the indicators for score 2. There were some grammatical mistakes and inappropriate word choices. The sentence structure did not clear and correct enough but there were some exercises for teaching vocabulary and pronunciation.

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The last was the indicators for the worst score which was score 1. There were some grammatical mistakes and inappropriate word choices. The sentence structure was not clear and correct and there were not complete examples for teaching vocabulary and pronunciation.

The last was the Topic Content aspect. The indicators for score 4 were the workbook fulfilled the general objectives of teaching English language, the lesson materials appropriate with competency standard (SK) and basic competency (KD), the indicator studies could be achieved through the exercises provided, and it also provided chance to build good communication between the teachers and the students. Then the indicators for score 3, the workbook fulfilled the general objectives of teaching English language, the lesson materials were inappropriate with competency standard (SK) and basic competency (KD), however the indicator studies could be achieved through the exercises provided, and it also provided chance to build good communication between the teachers and the students. Next was the indicators for score 2. The workbook still fulfilled the general objectives of teaching English language but the lesson materials were not sufficient with competency standard (SK) and basic competency (KD). The indicator studies could not be achieved nut it still provided chance to build good communication between the teachers and the students. The last was the indicators for score 1. Although the workbook still fulfilled the general objectives of teaching English language but the lesson materials were not sufficient with competency standard (SK) and basic competency (KD). Besides, the indicator studies could not be achieved and it did not provide chance to build good

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communication between the teachers and the students. Those were the entire indicator and the score for each evaluation aspects.

Then, the researcher compared all the exercises in the workbook with the standard competence and basic competence in the syllabus. The researcher tried to really make sure whether the workbook appropriate with the school curriculum or not. Therefore, the researcher should be careful in analyzing some documents in the research.

G.Research Procedure

With the complete data sources taken from the Canggih Bahasa Inggris workbook were collected, the researcher analyzed the data from that workbook and the other references. This analysis was meant to evaluate whether the materials in the workbook appropriate with the school curriculum or not. In this analysis, the researcher did the following steps:

1. Deciding the topic of the research.

This was the first step that the researcher had already done before the researcher continued the research. It was so important to decide the topic of research. There were several reasons why the researcher chose this topic. First, the researcher wanted to join in the education development. The researcher thought that by choosing the best teaching media in this case was book in the teaching and learning process was not enough.

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The researcher realized that nowadays, book was used as the main media in the process of teaching and learning in the class. Therefore, the quality of the book should be paid attention more and should be appropriate with the curriculum which was used in the school because a book that had good quality could give contribution to the successful learning. Besides, the researcher was a teacher candidate. Therefore, it was important to know the good teaching material for the students. Those were the reasons why the researcher took initiative to learn more about the quality and also the content of the book. Then, the researcher tried to formulate the research question into the following sentences. It was to what extent Canggih Bahasa Inggris workbook was appropriate with the school curriculum.

2. Collecting the data

This step was one the most consuming time parts because the researcher should collect the data carefully. It was because in this research the researcher should collect the data from some documents. Therefore, the data which were collected by the researcher should be relevant to the research.

In order to gather the data, the researcher needed some references from the other researches which had done similar topic with the topic of this research. All the data from the previous research really help the researcher to find and improve the ideas about what should be done in the next step. However, the researcher should be selective in order to choose the trusted source of references. Therefore, it was also a time consuming part.

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3. Analyzing the data

Analyzing the data was done after the researcher had finished gathering data needed. After considering several things the researcher decided to divide analyzing the data into two parts. First, the researcher would analyze the quality of the workbook by using table of rubric. There were some points that would be analyzed; they were general appearances, language skills, language content, and topic of content in the workbook.

Then, the researcher also analyzed whether the workbook was appropriate with the school curriculum or not. The researcher would compare the materials provided within the workbook with the theme suggested by the curriculum and in this case is School-Based Curriculum. If the researcher could get all of the points which were used in analyzing the data, it would help the researcher in analyzing the workbook in detail. Moreover, the result of the analysis would be presented in the form of percentage.

4. Writing the report

After the researcher had already done with some procedural steps in orderly ways, the researcher would do the last step in this research. Writing the report was the last step in doing the research. In this step, the researcher tried to interpret the data gained from process of evaluation of the workbook Canggih Bahasa Inggris. Besides, this report would explain each part and procedure of the research and also the findings in detail. All of the result above would be written in the form of thesis.

37 CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter presents the results and the discussion based on the data collection. It consists of two sections to answer the research question in the chapter I. The first is data presentation of the rubric evaluation. The second is data presentation of the comparison section between workbbook and school curriculum. Then for the discussion, the researcher has already included that in every section. Therefore, the aim of this research to know whether Canggih Bahasa Inggris workbook is appropriate with the school curriculum or not.

A.Data Presentation of Rubric Evaluation

In this part, the researcher pays attention to the results of rubric evaluation. There are four evaluation aspects in the rubric. They are general appearance, language skills, language content, and topic content. Firstly, the researcher tries to find out the general appearance of the workbook. As the researcher has said before that in the general appearance, it is related with the cover, the font size and type, orientation of the workbook, table of content, etc.

In the general appearances aspects, this workbook gets score 4. It means that the general appearances of the workbook is great because it can achieve the best score from the rubric evaluation. It can be shown that this workbook has attractive and interesting cover. It makes the teachers and the students become

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interested in the workbook because the cover is eye catching. It also makes thestudents do not feel bored when they are working with the workbook. This workbook has good font type and size because all of the words in the worbook can be read well. Therefore, there is no problem with the fonts in the workbook. Then, this workbook also has informative orientation. It is quite important point because by knowing the orientation of the workbook, the reader can understand the topic of the lesson materials clearly. Next is about table of content. After the researcher analyzes this workbook, it has detailed and complete table of content. It really helps the teachers and the students when they are studying with this workbook. Besides, there is appropriate title in every lesson. Therefore, it also helps the teachers and the students to know what are they going to learn. Then, this workbook also contains complete bibliography. It means that, this workbook is appropriate enough to be used for seventh grade of junior high school students.

The second aspect is about language skill. For the language skill, it is related with English four skills. They are listening, speaking, reading, and writing skills. All of the skills should be covered when learning English. In this aspect, the workbook gets score 3. This workbook covers four skills of language. It can be shown from the lesson materials and the exercises. It provides the lesson materials and the exercises about listening, speaking, reading, and writing skills. By using this workbook, the students can learn all of the language skills. This workbook also provides some exercises based on the each language skills. For the speaking skill, it has complete speaking exercises and it also has complete examples such as; conversations, dialogues, role-plays, etc. Then, the reading skill

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Pencapaian Kompetensi Penilaian Alokasi Waktu Sumber Belajar Teknik Bentuk

Instrumen

Contoh Instrumen

Tekun ( diligence )

Tanggung jawab ( responsibility ) 11.3 membaca

nyaring bermakna teks fungsional dan esai pendek dan sangat sederhana berbentuk descriptive/ procedure dengan ucapan, tekanan dan intonasi yang berterima

 Teks Esei berbentuk descriptive / procedure.  Pronunciation  Intonation  punctuation

1 Mendengarkan dan merespon hal-hal yang perlu diperhatikandalam kegiatan membaca nyaring teks descriptive/procedu re tentang pentingnya pronunciation, intonation, punctuation, kualitas suara 2 Mendengarkan model membaca nyaring teks descritive/procedur e 3 Menirukan membaca nyaring dengan intonasi dan jeda sesuai model 4 Membaca nyaring

sendiri dengan lafal, intonasi, dan

Melafalkan kata, frasa dan kalimat dengan baik dan

benar

Membaca kata frasa dan kalimat dengan intonasi yang benar

Membaca nyaring teks

descriptive/procedu re dengan baik dan benar. Tes unjuk kerja Melafalkan Intonasi Uji petik Membaca nyaring

1. Pronounce the following words or phrases correctly!

2. Read the following sentences by applying

correct intonation!

3. Read the following text loudly! 2x40 menit Buku teks Teks otentik

Kompetensi Dasar

Materi Pembelajaran

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

Penilaian

Alokasi Waktu

Sumber Belajar Teknik Bentuk

Instrumen

Contoh Instrumen

jeda yang baik dan benar

 Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)

Rasa hormat dan perhatian ( respect ) Tekun ( diligence )

SILABUS PEMBELAJARAN

Sekolah

: SMPN 2 MLATI

Kelas

: VII (tujuh)

Mata Pelajaran : Bahasa Inggris

Semester

: 2 (dua)

Standar Kompetensi : 12. Menulis

Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sangat sederhana berbentuk

descriptive dan

procedure untuk berinteraksi dengan lingkungan terdekat

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Pencapaian Kompetensi Penilaian Alokasi Waktu Sumber Belajar Teknik Bentuk

Instrumen

Contoh Instrumen

12.1Mengungkapkan makna dalam teks tulis fungsional pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan

1. Teks fungsional Instruksi Daftar barang Pengumuman Ucapan selamat 2. Kosakata terkait tema / jenis teks. 3. Ciri kebahasaan teks fungsional. 4. Tanda Baca

1. Tanya jawab yang berkaitan dengan materi 2. Membahas dan

mengembangkan kosakata dan tata bahasa: noun, noun phrase, adj, verb, adverb, simple Pr tense, imperative 3. Membuat frasa,

Menulis teks fungsional pendek berbentuk :

- Instruksi - Daftar barang - Pengumuman - Ucapan Selamat Test tulis Tes tulis Penugasan Melengkapi Menyusun kata acak Esai bebas Tugas rumah

1. Complete the sentences

2. Rearrange the words into

good sentences

3. Write down your own shopping list based on the

situation given.

4x40 menit

- Buku teks

- Alat peraga

- Tempat-tempat umum yang ada teks fungsional

terdekat 5. Spelling kalimat sesuai dengan materi 4. Membahas

struktur atau ciri-ciri teks tulis fungsional pendek 5. Membuat teks

tulis fungsional pendek terpimpin ataudengan teman 6. Membuat teks

tulis fungsional pendek sendiri dengan bebas

Menulis kalimat

sederhana _{4. Write down list of}

instructions to be on time to school

5.Write a greeting card to your

friend on his/her birthday

Listen and make a draft of retelling

descriptive/procedure text

 Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)

Rasa hormat dan perhatian ( respect ) Tekun ( diligence )

Tanggung jawab ( responsibility )

Kompetensi Dasar

Materi Pembelajaran

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

Penilaian

Alokasi Waktu

Sumber Belajar Teknik Bentuk

Instrumen

Contoh Instrumen

12.2 Mengungkapkan makna dan langkah retorika dalam esai pendek sangat sederhana

Teks monolog berbentuk

Descriptive /

1. Mendengarkan dan merespon introduction tentang penulisan teks

1.Melengkapi teks - descriptive - procedure

Tes tulis melengkapi 1. Complete the blank spaces Correctly.

6x40 menit

Buku teks

dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkunguan terdekat dalam teks berbentuk descriptive/ procedure

procedure

Unsur bahasa terkait teks.

Langkah retorika terkait teks.

Spelling

Tanda baca

monolog deskriptif / prosedur. 2. Memperhatikan

penjelasan tentang kosakata dan tatabahasa yang berkaitan dengan penulisan teks monolog deskriptif / prosedur 3. Memperhatikan

dan membaca teks deskriptif / prosedur. 4. Menulsi

frasa-frasa, kalimat-kalimat yang diperlukan untuk menulis teks deskriptif / prosedur. 5. Menulis teks

deskriptif / prosedur dengan struktur teks yang benar.

2.Menyusun teks

3.Menulis teks berbentuk - Descriptive/ procedure

menyusun teks

Esai

2. Arrange the jumbled sentences into a good

descriptive/procedure text

3. Write down a simple

descriptive/procedure text

based on the picture / with your own words

Teks otentik

 Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)