AN ANALYSIS OF ENGLISH COURSE BOOK “BAHASA INGGRIS” (As Used in Grade XI of Senior High School and Vocational School Using Curriculum 2013)
AN ANALYSIS OF ENGLISH COURSE BOOK “BAHASA INGGRIS”
(As Used in Grade XI of Senior High School and Vocational School Using Curriculum
2013)
Submitted to the English Department as a Partial Fulfillment of the Requirements for S.Pd
Degree
by:
Eko Triyanto 1201050075
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH PURWOKERTO
2016
APPROVAL ii
TITLE : AN ANALYIS OF ENGLISH COURSE BOOK “BAHASA
INGGRIS”
(As Used in Grade XI of Senior High School and Vocational
School Using Curriculum 2013)
NAME : EKO TRIYANTO NIM : 1201050075 FACULTY : TEACHER TRAINING AND EDUCATION DEPARTMENT : ENGLISH E-MAIL : Ekotriyanto5@gmail.com THESIS SUPERVISOR : Drs. BAMBANG SUROSO, M.Hum.
APPROVED BY:
SUPERVISOR
Drs. BAMBANG SUROSO, M.Hum.
NIK. 2160102 iii
iv vSTATEMENT OF AUTHORSHIP
I hereby state that the thesis entitled An Analysis of English Course Book “Bahasa Inggris” (As Used in Grade XI of Senior High School and Vocational School Using Curriculum 2013) is my own original research result. There is no other’s work or statement that I did not put in the references.
Purwokerto, 1 Juni 2016 Eko Triyanto
ACKNOWLEDGEMENT Assalamu’alaikum Wr. Wb.
Alhamdulillahirobbil’alamin. Praise be to Allah SWT for all His wonderful mercy and blessing so that this thesis can be finished on time. This thesis is submitted to fulfil one of the requirements to get S.Pd Degree from University of Muhammadiyah Purwokerto. In making this thesis, there were a lot of helps and supports from several people. Therefore, I would like to thank the following for all the helps and supports.
1. Drs. Bambang Suroso, M.Hum., my thesis supervisor who gave his time to give suggestions, guidances, and helps patiently during the process of writing this thesis.
2. Drs. Pudiyono, M.Hum., the Dean of Teacher Training and Education Faculty as well as the chief of English Department who has given permission to write this thesis and who has given oppotunity and agreement to conduct this research..
3. Rina Agustina, S.S., MApplLing TESOL., the new chief of English Department who has given permission to write this thesis and who has given opportunity and agreement to conduct this research.
4. All lecturers in English Department, for the inspiration, guidance, and during study in the university.
5. Administration employees in The Teacher Training and Education Faculty, for the supports in everything needed to the success of this thesis.
6. Librarian of University of Muhammadiyah Purwokerto, for the helps during the process of writing this thesis.
Finally, this thesis is hoped to be able to provide useful knowledge and information for the readers, although I believe, there are still many weaknesses of this thesis. Therefore, suggestions from the readers in order to make it better will be appreciated.
Wassalamu’alaikum Wr. Wb
Purwokerto, 1 Juni 2016 Eko Triyanto
DEDICATION Bismillahirrohmaanirrohim.
This thesis dedicated to : 1. my hero and my everything, Ibu Saminah dan Bapak Waryanto, thank you for your love, affection, your countless supports, and guidance for me, you are the best in my life.
2. my beloved younger brother, Rio Dwi Purnomo, thank you for your support and pray that make me stronger. I wish you will be higher than me in everything. 3. all of my family in Dukuh Bobos, Desa Karanganyar, Wonosobo, my hometown, thanks for your pray and support for me.
5. all my great lecturers in UMP who have given the best education I ever get, especially Pak Feisal Aziez for being my lecturer, my inspiration and also my friend.
6. Aurisna Nurah Setya Anugraheni who supports me during the process of making this thesis. Hopefully, Allah gives the best things for you. Amiin 7. my new family of “ABAS KOST”. Yayat, Reza, Imam, Amar, Ary, Ferdy, Zaki, Andika and Taufan. 8. my beloved rainbow family, Widi, Riris, Oktri, Tati, Dayang, Anah, Tika, Erna,
Niswatun, Leni, Puspa, Dwi Yuli, Mba Wenti, Eka, Wanda, Tiyas, Indah, Titis, Livah, Adit, Dona, Mas Imam, Mas bayu, Sunu, Ginanda and Ragil. Thanks for taught me about friendship and togetherness especially for Leni Yurmatuti who is my best friend since the first semester. 9. my craziest and best friend, MUJIONO. Thank you for your silly behaviour, your caring, your guidance to me to have deeper knowledge of our religion and being my true friend.
MOTTO
“The best way to get something is asking it to Allah SWT.”
“Everything is possible if you believe in Allah SWT.”
“Berhentilah menjadi GURU jika tujuan utamanya hanya UANG yang kamu
harapkan.”
“Hidup bukan hanya tentang bagaimana membuat diri kita sukses,
membuat diri kita bahagia, membuat diri kita memiliki semua yang
diingikan
Namun……..
Hidup adalah bagaimana kamu bisa bermanfaat bagi orang-orang
disekitarmu dengan semua yang kamu miliki: harta, ilmu, dan tenaga”
Hidup selalu indah dengan bersyukur
TABLE OF CONTENT TITLE ...................................................................................................................... i APPROVAL ............................................................................................................. ii LEGALIZATION .................................................................................................... iii DECLARATION LETTER .................................................................................... iv APPROVAL OF SCIENTIFIC ARTICLE ........................................................... v STATEMENT OF AUTHORSHIP ........................................................................ vi ACKNOWLEDGMENT ......................................................................................... vii DEDICATION.......................................................................................................... ix MOTTO .................................................................................................................... x TABLE OF CONTENTS ........................................................................................ xi LIST OF TABLES ................................................................................................... xiv LIST OF FIGURE ................................................................................................... xv LIST OF APPENDICES ......................................................................................... xvi ABSTRACT .............................................................................................................. xvii
CHAPTER I INTRODUCTION
1 A. Background of the Research ..........................................................................
3 B. Reason for Choosing the Topic......................................................................
3 C. Problem of the Research ................................................................................
4 D. Aims of the Research .....................................................................................
4 E. Contribution of the Research .........................................................................
CHAPTER II LITERATURE REVIEW
5 A. Course Book...................................................................................................
5 1. Definition of Course Book .......................................................................
5 2. Roles of Course Book in the Classroom ..................................................
7 B. The Need of Course Book Analysis...............................................................
9 C. Course Book Analysis....................................................................................
9 1. Course Book Analysis based on the Syllabus ..........................................
13 2. Course Book Analysis based on Bloom’s Revised Taxonomy ...............
19 D. Preview of the Previous Study .......................................................................
CHAPTER III RESEARCH METHODOLOGY
21 A. Method of the Research .................................................................................
21 B. Object of the Research ...................................................................................
22 C. Techniques for Collecting Data .....................................................................
24 D. Techniques for Analyzing Data .....................................................................
CHAPTER IV RESULT AND DISCUSSION
28 A. Result .............................................................................................................
38 1. The Analysis Result based on the Syllabus .............................................
41 2. The Analysis Result based on Bloom’s Revised Taxonomy ...................
43 B. Interpretation of Data .....................................................................................
43 1. The Compatibility between Course Book and Syllabus ..........................
54 2. The Compatibility between Course Book and Bloom’s Taxonomy ........
66 3. Strengths and Weaknesses of Course Book .............................................
CHAPTER 5 CONCLUSION AND SUGGESTION
68 A. Conclusion .....................................................................................................
69 B. Suggestion ......................................................................................................
REFERENCES LIST OF APPENDICES
LIST OF TABLES Table 2.1 The Basic Competence, Main Competence and Main Material ...............
10 Table 2.2 Bloom’s Revised Taxonomy of Cognitive Domain ..................................
14 Table 3.1 Table of Collecting the Contents of Course Book .....................................
23 Table 3.2 Table of Collecting the Learning Exercise of Course Book ......................
24 Table 4.1 Contents of the Course Book .....................................................................
28 Table 4.2 Learning Exercises of the Course Book ....................................................
29 Table 4.3 Compatibility between Course Book and Syllabus ...................................
39 Table 4.4 The Existence of Learning Materials in the Course Book .........................
40 Table 4.5 Analysis Result based on Bloom’s Revised Taxonomy ............................
42 Table 4.6 Categorizing Each Exercise into its Level of Thinking Skill ....................
54
LIST OF FIGURE Figure 1. Bloom’s Revised Taxonomy of Cognitive Domain ...................................
13
APPENDIX A : Table of analysis result based on syllabus APPENDIX B : Table of analysis result based on Bloom’s Revised Taxonomy APPENDIX C : Bloom’s Revised Taxonomy APPENDIX D : English syllabus of Grade XI of senior high school and vocational school APPENDIX E : The course book “Bahasa Inggris” for Grade XI of senior high school
and vocational school using curriculum 2013
AN ANALYSIS OF ENGLISH COURSE BOOK “BAHASA INGGRIS”
(As Used in Grade XI of Senior High School and Vocational School Using Curriculum 2013) EKO TRIYANTO 1201050075 ABSTRACTThis research was aimed at knowing a compatibility between course book entitled “Bahasa
Inggris” as used in Grade XI of senior high school and vocational school using Curriculum 2013
with the English syllabus for Grade XI of senior high school and vocational school using Curriculum 2013 and Bloom’s Revised taxonomy criteria in terms of the learning materials and learning exercises of the book. This research used descriptive design where the object of the research was a course book entitled “Bahasa Inggris” as used in Grade XI of senior high school and vocational school using Curriculum 2013 which consists of eleven (11) chapters and 240 pages. This research used two criteria to analyze the book which were syllabus and Bloom’s Revised Taxonomy criteria. There were 4 steps in analyzing the book which were (1) collecting the learning materials and learning exercises of the book, (2) comparing each learning material and exercise with syllabus, (3) categorizing each exercise into its level of thinking skill based on Bloom’s Revised Taxonomy, (4) calculating the percentage of the book’s compatibility with syllabus and Bloom’s Revised Taxonomy to get the result. Based on the analysis, it was found that the book is compatible with the English syllabus in terms of the learning materials and learning exercises with the total percentage of compatibility is 100%. Meanwhile, from Bloom’s Revised Taxonomy, the course book is only compatible in the medium level with the total percentage is 90.09% which means almost all chapters are compatible with Bloom’s Revised Taxonomy criteria. In the other hand, the book is not compatible for easy level with the total percentage of compatibility is only 9.09% and difficult level with the total percentage of compatibility is only 36.36% from all chapters in the book. In conclusion, the course book focuses on the medium level while easy and difficult levels are neglected.
Keywords: analysis, course book, syllabus, Bloom’s Revised Taxonomy