The Compatibility of Speech Functional Expressions Found in e Book Developing English Competencies 3 Published by Pusat Perbukuan Depdiknas with the School Based Curriculum

THE COMPATIBILITY

OF SPEECH FUNCTIONAL EXPRESSIONS

FOUND IN E-BOOK

DEVELOPING ENGLISH COMPETENCIES 3

PUBLISHED BY PUSAT PERBUKUAN DEPDIKNAS

WITH THE SCHOOL-BASED CURRICULUM

a final project

submitted in partial fulfillment of the requirements for the degree of Sarjana Pendidikan

in English Department

by

Kuswatun Chasanah 2201407101

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

SEMARANG STATE UNIVERSITY

ii

APPROVAL

This final project has been approved by the board of examiners of the English Department of Languages and Arts Faculty of Semarang State University

on September 28th 2011.

Board of Examination

1. Chairperson

Drs. Dewa Made K., M.Pd.

195111181984031001 _____________________

2. Secretary

Dra. Rahayu Puji H., M.Hum.

196610201997022001 _____________________

3. First Examiner

Drs. Ahmad Sofwan, Ph.D.

196204271989011001 _____________________

4. Second Examiner/ Second Advisor

Intan Permata Hapsari, S.Pd, M.Pd.

197402242005012001 _____________________

5. Third Examiner/ First Advisor

Drs. Suprapto, M.Hum.

195311291982031002 _____________________

Approved by the Dean of the Faculty of Languages and Arts

Prof. Dr. Agus Nuryatin, M. Hum. 1960080319890110011

iii

PERNYATAAN

Dengan ini saya,

Nama : Kuswatun Chasanah NIM : 2201407101

Prodi/Jurusan : Pendidikan Bahasa Inggris/Bahasa Inggris Fakultas : Bahasa dan Seni, Universitas Negeri Semarang,

menyatakan dengan sesungguhnya bahwa skripsi/tugas akhir/final project yang berjudul

THE COMPATIBILITY OF SPEECH FUNCTIONAL EXPRESSIONS FOUND IN E-BOOK DEVELOPING ENGLISH COMPETENCIES 3 PUBLISHED BY PUSAT PERBUKUAN DEPDIKNAS WITH THE SCHOOL-BASED CURRICULUM

yang saya tulis dalam rangka memenuhi salah satu syarat untuk memperoleh gelar sarjana ini benar-benar merupakan karya saya sendiri yang saya hasilkan setelah melalui pembimbingan, diskusi, dan pemaparan/ujian. Semua kutipan baik yang diperoleh dari sumber kepustakaan, wahana elektronik, maupun sumber lainnya telah disertai keterangan mengenai identitas sumbernya dengan cara sebagaimana lazim dalam penulisan karya ilmiah. Dengan demikian, walaupun tim penguji dan pembimbing skripsi/tugas akhir/final project ini membubuhkan tanda tangan sebagaimana keabsahannya, seluruh isi karya ilmiah ini tetap menjadi tanggung jawab saya sendiri. Jika kemudian ditemukan ketidakberesan, saya bersedia menerima akibatnya. Demikian, harap pernyataan ini digunakan seperlunya.

Semarang, September 2011 Yang membuat pernyataan

iv

“In a matter of conscience, the first thought is the best;

in a matter of wisdom, the best one is the latter we think.”

v

It is dedicated to:

- My beloved parents, Bapak Mudrikah and Ibu Siti Rokhyatun

vi

ACKNOWLEDGEMENTS

Firstly, I would like to express my gratitude to Allah SWT for the blessing, the guidance, and the opportunity that gives me spirit to finish my final project. Secondly, I would not finish my final project without the support of many people, for that reason, I would like to express my gratitude to:

1. Prof. Dr. H. Sudijono Sastroatmodjo, M.Si., the rector of Semarang State University,

2. Prof. Dr. Agus Nuryatin, M.Hum., the dean of the Faculty of Languages and Arts, Semarang State University,

3. Drs. Ahmad Sofwan, Ph.D., the head of the English Department of the Faculty of Languages and Arts, Semarang State University,

4. Drs. Suprapto, M.Hum., my first advisor, for his patience in providing continuous and careful guidance as well as encouragement, indispensable helpful correction, suggestion and advices,

5. Intan Permata Hapsari, S.Pd, M.Pd., my second advisor, who had been patiently giving supervision, suggestion, correction, motivation, as well as encouragement in completing my final project,

6. All lecturers of the English Department of the Faculty of Languages and Arts, Semarang State University, who have educated me by giving knowledge and values of life that contribute much in my final project,

vii

8. All of my friends in Wisma Lestari, as my greatest motivators in accomplishing my final project, the members of PPL SMP Negeri 1 Mejobo Kudus 2010 and KKN Desa Kalipancur 2010, Kecamatan Blado-Batang, for their love and support, and everyone who helped me to finish my final project. May Allah bless them always.

I realize that my final project is imperfect, so I always look forward to any feedback to make my final project better. Finally, I hope that my final project will be useful for the readers.

Semarang, September 2011

viii

ABSTRACT

Chasanah, Kuswatun. 2011. The Compatibility of Speech Functional Expressions Found in e-Book Developing English Competencies 3 Published by Pusat Perbukuan Depdiknas with the School-Based Curriculum. A Final Project, English Department, Faculty of Languages and Arts, Semarang State University. Advisors: 1. Drs. Suprapto, M.Hum., 2. Intan Permata Hapsari, S.Pd., M.Pd.

Keywords: compatibility, speech functional expressions, e-book

The objectives of the study were to find out what kinds of text models of the speech functional expressions were found in e-book entitled Developing English Competencies 3 published by Pusat Perbukuan Depdiknas and to describe whether the speech functional expressions were compatible with the School-Based Curriculum. The data were the speaking materials found in the analyzed e-book. To analyze the data, a descriptive analysis was used. The data were collected from the e-book entitled Developing English Competencies 3. All the speaking materials in the e-book were compared to the standard competence and basic competence of the KTSP. The checklist analysis was done to find out their consistency with the KTSP. The discussion focused on the consistency and compatibility of the speaking materials with the KTSP.

From the analysis, it was found that the e-book presented the speaking materials, but not all of the speech functional expressions set out in the curriculum were presented in the e-book. There were 23 speech functional expressions in the e-book in which 22 were based on the curriculum (1 of them does not present both the materials and the review section, that is the expression of complaining, and 7 of them only present the review section, those are the expresssion of showing attitudes, the expression of hoping, narrative text 1, explanation, discussion, narrative text 2, and review) and 1 speech functional expression that was presented in the e-book was not mentioned in the School-Based Curriculum, that is the expression of discussing possibilities. The speech functional expressions of the speaking materials were applied in transactional conversation, interpersonal conversation, and monologues. To sum up, the speech functional expressions of the e-book entitled Developing English Competencies 3 were compatible with the School-Based Curriculum.

To improve the quality of the teaching-learning activities, it is suggested that to have compatible speaking materials, the author of the book should use the variation of speech functional expressions needed to make the learners/ students easier in doing their daily communication. It is also suggested that the readers are more concern with the speech functional expressions used in the speaking materials in every textbook/e-book to be able to understand and deliver meaning well because their sentences and utterances are properly used in daily communication. This analysis can also be used by English teachers as their consideration in selecting a good e-book/textbook for the teaching and learning process.

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TABLE OF CONTENTS

Page

Acknowledgements ... vi

Abstract ... viii

Table of Contents ... ix

List of Tables ... xii

List of Figures ... xiii

List of Appendices ... xiv

Chapter I INTRODUCTION 1.1 Background of the Study ... 1

1.2 Reasons for Choosing the Topic ... 4

1.3 Statements of the Problem ... 5

1.4 Objectives of the Study ... 6

1.5 Significance of the Study ... 6

1.6 Outline of the Study ... 7

II REVIEW OF RELATED LITERATURE 2.1 Previous Studies ... 8

2.1.1 Penny Ur ... 8

2.1.2 Hasan Ansary and Esmat Babaii ... 9

x

2.2.1Speaking ... 11

2.2.1.1 General Concepts of Speaking ... 11

2.2.1.2 The Importance of Speaking ... 12

2.2.2 Material ... 13

2.2.3 E-Book ... 17

2.2.3.1 General Textbook ... 17

2.2.3.2 E-Book (Electronic Book)... 20

2.2.3.3 The English E-Book for XII Grade of Senior High School ... 22

2.2.4 Curriculum ... 22

2.2.4.1 Definition of Curriculum... 22

2. 2.4.2 School-Based Curriculum (KTSP) ... 24

2.2.4.3 Characteristics of School-Based Curriculum ... 26

2.2.5 Speaking Based on School-Based Curriculum ... 27

2.3 Theoretical Framework ... 28

III METHODS OF INVESTIGATION 3.1 Research Approach ... 30

3.2 Roles of the Researcher ... 31

3.3 Object of the Study... 32

3.4 Data ... 32

3.5 Procedure of Collecting the Data ... 32

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IV DATA ANALYSIS

4.1 The Data Collection ... 36

4.2 Comparing the Speech Functional Expressionsof the E-Book and the School-Based Curriculum ... 37

4.3 Scoring the Checklist ... 47

4.4Using Percentage Formula to Find out the Degree of Consistency of the Speech Functional Expressions Found in the E-Book and those in the School-Based Curriculum ... 51

4.5 Evaluating the Compatibility of the Speech Functional Expressions of the E-Book and the School-Based Curriculum ... 54

V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 56

5.2 Suggestions ... 57

Reference... 58

xii

LIST OF TABLES

Table Page

4.1 The Comparison of the Speech Functional Expressions of the Speaking Materials Found in the KTSP and those in the E-Book ... 37 4.2 The Checklist of the Comparison of the Speech Functional Expressions

xiii

LIST OF FIGURES

Figure Page 4.1 Graphic Representation of the Speech Functional Expressions ... 52

xiv

LIST OF APPENDICES

Appendix Page 1. Peny Ur‟s ELT Textbook Evaluating Schemes ... 61 2. Hasan Ansary‟s Evaluation Form ... 63 3. Mapping of the Speaking Materials in the School-Based

Curriculum ... 65 4. Mapping of the Speaking Materials in E-Book Developing English

Competencies 3 ... 68 5. Textbook Analysis Instrument ... 69 6. Standard Content of English for Senior High School Grade XII of Natural and

Social Science Programmes ... 71 7. Speaking Materials in E-Book Developing English Competencies 3 ... 78

CHAPTER I

INTRODUCTION

This chapter discusses background of the study, reasons for choosing topic, statements of the problem, objectives of the study, significance of the study, and outline of the study.

1.1

Background of the Study

Language needs practice. That is a quotation which we often hear nearly in everyday language teaching and learning activities. Language itself has four skills to be mastered: listening, speaking, reading, and writing. Those four skills, however, cannot stand alone in a language. They become a unity to reach the aim of the use of a language then. One most important aim of the language use is to deliver information. The aspect of the language that closely relates to this aim of language use is speaking, which really needs practice to make someone easy in delivering any information. In addition, speaking also helps us to express our ideas, feelings, opinions, and wishes.

In Indonesia, English is the first foreign language to be learned. English has been taught from the level of elementary to the highest level of education such in a university. English is actually taught to the students of all the education levels for many years as well, but we can never be proud of the results. Most of the

students are not able to carry on a simple conversation about their daily activities in English.

To teach English, teachers need teaching media to help the students deliver the materials which have been set by the government in the curriculum. One of the teaching media that covers the demanding material is textbook. At the recent time, the large number of published material available on the market makes selecting the right textbook is a challenging task for the teachers. They should examine as many textbooks as possible in the field of teaching English as a foreign language. The chosen textbook must actually contain three components of the curriculum, namely goals, content and method.

As the time changes to the hi-tech era, the government creates a new alternative teaching media. Be the same as English printed textbook, electronic books (e-book) are published by Department of National Education (Depdiknas) for students from elementary school to senior high school. On the one hand, these e-books can be downloaded freely at www.bse-depdiknas.co.id. and can easily be used by either teachers or students wherever they are. On the other hand, the qualification of the English e-book is similar to the printed textbook available.

Speaking, as discussed before, is one of the language skills that should be taught by English teacher in every level of study not only because it is one of the four skills in English language learning but it is also stated clearly in the curriculum as a material to be taught. Among the four skills of English learning, speaking is such a difficult skill to asses since it is affected by many factors like pronunciation, grammar, vocabulary, etc. The level of difficulty of every language

learning is also different in each level of study. When students are at the beginning and intermediate levels of language learning, they are still developing their proviciency, fluency, and accuracy, which often work against together. There are many “speech acts” (or functions) in any language, and it is important though that the students learn the appropriate ways and materials to accomplish their goals when they are speaking.

Dealing with the importance of the speaking materials to be taught and the freely accessable English e-books in the internet, those two things, the speaking materials and the freely accessable English e-books, must come within a single tool to be used by both the English teachers and the students. In addition, the materials within an English e-book must be compatible with the current curriculum, namely School-Based Curriculum (KTSP).

In 2009, there was a study about the compatibility of speech functional expressions found in English textbook with the School-Based Curriculum conducted by Intani. She analyzed the speech functional expressions in speaking materials found in The Bridge English Competence for Junior High School Grade VII published by Yudhistira. The previous study analyzed how compatible the speaking materials in the students‟ textbook. The result of the study revealed that the speech functional expressions of the textbook were not closely compatible with the School-Based Curriculum. There were 16 functional skills found in the textbook that were applied in all text form; such as transactional conversation, interpersonal conversation, short functional texts, monologues, and essays.

However, 8 functional skills mentioned in the School-Based Curriculum were not presented in the textbook.

For that reason, I would like to analyze still about the speech functional expressions, but of those which are found in an English e-book for another graders. In this study, I choose the speech functional expressions for the twelfth graders of senior high school containing the transactional and interpersonal conversation and monologues as well. It is because the speaking materials for the twelfth graders have more various speech functional expressions and are really important to help the twelfth graders reach the information literacy level which is one of the aims of English teaching in SMA.

Those are the reasons why this study is needed. Then, I would like to analyze the compatibility of the speech functional expressions found in e-Book Developing English Competencies 3 published by Pusat Perbukuan Depdiknas with the School-Based Curriculum.

1.2

Reasons for Choosing the Topic

I have some reasons for choosing the topic of the study. The reasons can be formulated as follows:

Among the four language skills, speaking is the most prominent one for its use. We need to speak to everyone to communicate, to express feelings and opinion. To reach that goal, an English teacher should make his/ her students understand clearly and able to apply the speaking skill they learn from school. However, learning speaking is not as easy as what many people think. It is very

complex and affected by many factors like the surroundings, the culture of the learners, and even the media that is used in the teaching learning process, such as the textbook.

Nowadays, texbooks are available in the form of electronic book. It is mostly known as e-book. All e-books include English e-books are published freely. One of them is an English e-book for the twelfth graders entitled Developing English Competencies 3. For this reason, I am interested in knowing whether it is compatible or not with the School-Based Curriculum, the newest curriculum set by the government in the hope that it can increase the quality of the education in Indonesia.

1.3

Statements of the Problem

In this final project, I would like to know whether the speech functional expressions found in the e-book entitled Developing English Competencies 3 published by Pusat Perbukuan Depdiknas are compatible with the School-Based Curriculum or not. The problems of the research are:

(1) What kinds of text models of the speech functional expressions are found in e-book entitled Developing English Competencies 3 published by Pusat Perbukuan Depdiknas?

(2) Are the speech functional expressions found in e-book entitled Developing English Competencies 3 published by Pusat Perbukuan Depdiknas compatible with the School-Based Curriculum?

1.4

Objectives of the Study

The general objectives of the study are:

(1) to find out the kinds of text models of the speech functional expressions found in e-book entitled Developing English Competencies 3 published by Pusat Perbukuan Depdiknas.

(2) to describe whether the speech functional expressions in e-book entitled Developing English Competencies 3 published by Pusat Perbukuan Depdiknas are compatible with the School-Based Curriculum.

1.5

Significance of the Study

(1) Theoretically

Theoretically this study will provide us with a new understanding about the speech functional expressions found in e-book entitled Developing English Competencies 3 published by Pusat Perbukuan Depdiknas.

(2) Practically

The results of this study will give us new information that can be used as the consideration to select appropriate students‟e-book that will be used in the teaching and learning English.

(3) Pedagogically

Pedagogically, the result will give us basic knowledge that can be applied in the classroom for the students‟ development in the English learning, especially speaking.

1.6

Outline of the Study

This final project is developed into five chapters. Chapter one presents introduction. It consists of the background of the study, the reasons for choosing the topic, the statements of the problems, the objectives of the study, the significance of study, and the outline of study.

The second chapter presents the review of related literature, which discusses the review of the previous studies, theoretical background and theoretical framework.

The third chapter discusses the research approach, the roles of the researcher, object of the study, source of data, procedure of collecting data and procedure of analyzing data

Chapter four is the data analysis, while the last chapter explains the conclusions and suggestions.

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, I would like to present three sections. They are previous studies, theoretical background and theoretical framework.

2.1

Previous Studies

There have been a number of studies about textbook analysis, for example Ur, (1996) and Ansary and Babii (2002). They have often offered checklists based on supposedly generalizable criteria. These sometimes detailed check-sheets use a variety of methods to assess how well a particular textbook under scrutiny measures up.

To evaluate the merits or demerits of such checklist approaches to the textbook evaluation process and for comparison purposes, two samples are offered here: Ur's 1996 criteria for EFL/ESL course book assessment and Ansary and Babaii‟s textbook evaluation.

2.1.1 Penny Ur

Ur (1996:186) offers a checklist with a focus and approach to EFL/ESL textbook evaluation. A cursory look at its contents indicates that still good pronunciation practice, good grammar presentation, grading and sequencing, cultural and pedagogical concerns in presentation, vocabulary practice, topics being interesting to different learners, etc. are emphasized as "grounds on which one might criticize

or reject a textbook". What if the purpose is not grammar and vocabulary practice? For example, in this research I propose the compatibility that can be seen from the consistency of the speech functional expressions in the speaking skills found in the e-book with those in the curriculum as a criterion.

2.1.2 Hasan Ansary and Esmat Babaii

Besides the checklist approach offered by Ur, there is also another checlkist approach to evaluate a textbook, that is from the internet journal. The word jurnal is defined as “a log (or “account”) of one‟s thoughts, feelings, reactions, assessments, ideas, or progress toward goals, usually written with little attention to structure, form ,or correctness” (Brown, 2004: 260).

According to the article in the interenet journal by Ansary and Babii (2002:8), evaluation essentially involves some steps. First, an evaluation form with four columns is designed. The universal theory-neutral characteristics of EFL/ESL textbooks appear in the first column on the form. In the second column, however, the evaluator decides to insert his/her preferred situation-friendly criteria. Preferences could be based on the results of students' needs analysis. Secondly, two separate scores may serve as the basis for rating:

(1) A perfect value score (PVS) of 2 which appears in the third column indicating an ideal weight assigned to each defined criterion.

(2) A merit score (MS) consisting of numbers 0 to 2 which appears in the fourth column on the form. A comparative weight is assigned to the relative realization in the textbook under scrutiny of each actual criterion: a perfect match between the ideal defined criterion and its actual realization in a

particular textbook receiving 2, a total lack a score of 0, and any inadequate match a score of 1.

Finally, the numbers in the MS and PVS columns after each criterion are represented on a graph by drawing (1) a dotted line corresponding to the numerical value of the Merit Scores, and (2) a straight solid line to represent the Perfect Value Scores.

This framework has a dual utility. On the one hand, if the evaluations of several raters should be compared and contrasted in order to reach a correlated consensus, several opinions of a single textbook can be easily displayed on the same graph. On the other hand, an evaluator can display his judgments about several textbooks on a single graph using a separate line for each textbook. In this way, he may compare the profiles of various textbooks, see them in contrast to the ideal solid line, and judge how far a particular textbook can satisfy his requirements. If this is done, not only are the differences among various textbooks portrayed, but also any instances of marked variation can be noted and revised.

Furthermore, this two-tier system can be approached in two distinct ways. An evaluator may first examine a particular textbook to identify its characteristics and then s/he may judge it against his/her preferred criteria. Or an evaluator can first define his/her preferred options, and then s/he may investigate how far a particular textbook matches his/her preferred criteria.

2.2

Theoretical Background

In this theoretical background, there will be some explanations about speaking, material, e-book, curriculum, and speaking based on School-Based Curriculum.

2.2.1 Speaking

We need to speak to interact with others and to express our feelings, opinions, etc. People in the world speak in their own language. Whatever the language we use, the essence of speaking is that the meaning or the information from one person can be delivered to the others.

2.2.1.1 General Concept of Speaking

Learning any language has to do with the four skills have to be mastered. The four skills are listening, speaking, reading, and writing. Those skills are devided into two kinds of skills, namely receptive and productive skills. Listening and reading are receptive skills, while speaking ang writing are the productive one. Among those skills, speaking is the one that we do not stop to analyse unless there is something noticeable about it.

Nunan (2003:48) states about speaking as follows:

“Many people feel that speaking in a new language is harder than reading, writing, and listening for two reasons. First, unlike reading, speaking happens in real time: usually the person you are talking to is waiting for you to speak right then. Second, when you speak, you cannot edit and revise what you wish to say, as you can if you are writing.”

Speaking skill is the ability to use language in oral form. In the junior high school level, this skill is limited to the ability to conduct a simple conversation on some subjects. In the level of senior high school, however, the students need to be able to access the knowledge by linguistic ability on some subjects i.e. making suggestions, requests, complaints, instructions, etc.

According to Oxford Advanced Learner‟s Dictionary (1995), “speaking is making use of words in an ordinary voice; uttering words, knowing and being able to use a language expressing one self in words; making a speech”. While skill is the ability to do something well. In conclusion, the definition of speaking skill lexically is the ability to utter words or sounds with the ordinary voice or the ability to communicate vocally or to have conversation through practice, training or talent. Moreover, someone who wants to speak a foreign language has to know the rules of that language, for example, grammar, vocabulary pronunciation, word-formation, and apply them properly in communication.

2.2.1.2 The Importance of Speaking

Everywhere we go, we find language, includes English language. Nowadays, there are often a lot of English words we can see when walking on the street, especially on the big cities like in the shops, streets, advertisements, or notices on buses or trains. It happens nearly in most countries in the world, since they are not English speaking countries though.

Language plays an important role in our life. We cannot live without any languages to communicate. We need language to reveal any ideas, opinions, wishes and feelings in both spoken and written form. It is hard to imagine how people can get along with one onother without any languages. We can understand and take information from others by using it. Oral communication do provides the base for growth in reading, writing, and listening abilities.

Seely (1995) states that “speech serves two important functions in the classroom: the social and intellectual” (http://www.sasklearning.gov.sk.ca/docs

/mla/speak.html). As a social function, speech helps the students to adjust ideas and ideas are formulated to facilitate their understanding. Within this functions, the students share information and ideas with listeners by speaking informally and sharing through conversation. Speech is also used to form relationships through the language.

There are two kinds of speech, informal and formal. The informal speech occurs when a person is talking to his family or close friends. He speaks spontaneously and freely to them. His speech is likely to include some slang expressions, while the formal speech occurs when a person speaks before a group, when he speaks to his boss in the office or if we speak to someone elder than us.

Speech, as an intellectual function, shapes students‟ perceptions of the world and represents these perceptions as knowledge. Speech encourages the students to reproduce and transform knowledge as they shift through observation, evaluate information, and compare views. Speech that transforms knowledge increases critical thinking abilities and attentions of students.

2.2.2 Material

As it is difficult to learn a language, it has some components to make the learning process done well. There are five components in the language learning, they are students, a teacher, materials, teaching methods and evaluation. Among those components, students are the center of the learning, a teacher, who has the role as the agent of knowledge, is the facilitator. S/he must ascertain that the what so called material is delivered and accepted clearly by the students. Teaching methods and the evaluation are also essential in the language learning.

One of the five components which is also important in the language learning is the material. Basically, materials are the important resource for the teacher in assisting his/her students to learn a language, includes English. Materials serve as one of the main instruments for shaping knowledge, attitudes, and principles of our young people. For most teachers, materials provide the foundation for the content of the lessons, the balance of the skills taught, as well as the kinds of language practice the students engage during the class activities.

Materials include textbook (both printed and commercially produced and electronic book freely accessed via internet), video, audio tapes, computer software, and visual aids. They influence the content and the procedures of the learning. While technology such as OHP, slides, video and audio tape recorders, video cameras, and computers are equipments that support instruction in the learning.

As what is discussed previously, the students are the center of the learning process. In many cases, however, the teachers and the students rely on the materials, and the materials become the center of the learning. Sometimes, the teachers are busy and do not have time. They just tend to use textbook and other commercially produced materials in doing the learning process rather than prepare extra materials for teaching by themselves. Thus, it is important for the teachers to know how to choose the best materials for instruction, how to make supplementary materials for the class, and how to adapt materials.

According to Kitao (1997), there are three elements that have to be noticed in constructing materials of a textbook (http://iteslj.org/Articles/Kitao-Materials.html). They are:

(1) Language

The materials of English textbooks should have correct, natural, recent, and Standard English. Since students‟ vocabulary is limited, the vocabulary in the textbooks should be controlled or the textbook should provide information to help students understand the vocabulary that they may not be familiar with. For lower-level students, grammar should also be controlled. Many textbooks use narratives and essays. It would be useful to have a variety of literary form (for example, newspaper articles, poetry, or letters), so that the students can learn to deal with different forms.

(2) Information of culture

The cultural information included in English textbook should be correct and recent. It should not be biased and should reflect background cultures of English. It should include visual aids, to help students understand cultural information. (3) Form learners‟ viewpoints

Content English textbook should be useful, meaningful and interesting for the students. While no single subject will be of interest to all students, materials should be chosen based, in part, on what students, in general, are likely to find interesting and motivating.

As a general rule, materials should be slightly higher in their level of difficulty than the students‟ current level of English proficiency. It allows them to learn new grammatical structure and vocabulary.

English textbook should have clear instructional procedure and methods, that is, the teacher and the students should be able to understand what is expected in each lesson and for each activity.

Textbooks should have support for the learning. This can take the form of vocabulary lists, exercises which cover or expand on the content, visual aids, etc. with the development of technology, photos, visual materials, and audio materials have become very important components of language teaching materials, and they are becoming easier to obtain. Materials are getting complicated, and instructional philosophy, approach, methods, and technique are getting more important too.

Though there are five components in language instruction, they are students, a teacher, materials, teaching methods and evaluation, learners that should be the center of the instruction. However, materials often control the instruction, since the teachers and the students tend to rely heavily on them. The materials which are appropriate for a special class need to have an underlying instructional philosophy, approach, and methods and technique which suit the students and their needs. They should be correct, natural and current, and have Standard English. The teachers need to look for good materials, both commercial and non-commercial, all the time.

2.2.3 E-Book

The advancement of technology can change everything in this world, including textbook. Nowadays, we can read the textbooks not only in the printed form, but also in the form of electronic content of textbook, namely electronic book or e-book. The internet gives us freedom to freely access the e-book which we can make use of it. The following explanation will discuss more about the general textbook (printed texbook) and the e-book (electronic book).

2.2.3.1 General Textbook

Textbook in general has many definitions and functions. The definitions and the functions of textbook are as follows.

a. Definition of Textbook

In daily teaching, textbook is very crucial. A textbook is the accompaniment for the teacher during the lesson is going on. It consists of the resume of what the teacher teaches. There are so many textbooks that can be used by both the teachers and the students. By this condition, a teacher should be able to choose and decide which textbook he should use and how he should do with it.

There are many definitions of textbook. Thanasoulas (1999) states that “a textbook is looked upon as an indispensable vehicle for foreign language” (http://www.englishclub.com/tefl-articles/textbook.htm). To be able to master a new language, the students or the learners do need some helps. Textbook may be the tool for them to reach their goal in learning a foreign language. Having a textbook on their hands will make the learners feel secure and have a sense of progress and achievement. Moreover, a textbook provides them with the

opportunity to go back and revise. They also can use the textbook for self-study and as a reference tool. A textbook is certainly held in high regard by the anxious teacher who tried to put his or her message across, to teach the necessarily vocabulary and help the students to acquire and consolidate the four skills: listening, speaking, reading, and writing.

In addition to the above explanation, Gabrielatos (2000) in his article “The Textbook as a Flexible Tool” states that “teachers as a Bible, a guide, a crutch, a necessary evil, or a burden have variously regarded as a textbook. It is a helpful tool that teachers can use flexibly, and combine with other resource” (http://www. Gabrielatos.com/CB-use.htm). In order to use a textbook systematically and flexibly, it is important to understand how it is put together and how it can be adapted to meet the needs of the particular learners. The textbook provides a plan for learning, a visible outline of what is to be learned in the classroom as a bank of resource materials and ideas (Nunan 2003: 226). What happen in the classroom fills out and transforms the outline into learning experiences for the students.

Textbook and teacher are such the components of a teaching-learning process that should have a good relation. There must be a partnership between them. The aim of the textbook should correspond as closely as possible to the aims of the teacher, and both should seek to meet the needs of the learners to the highest degree. The partnership is helped when aims and objectives are well defined, and when the difference but complementary roles of the teacher and the textbook are clearly perceived and well balanced.

b. The Functions of Textbook

According to Brown and Harcleroad (1983:384), a textbook has many functions as follows:

(1) Individualization of Instruction

A textbook helps students to individualize instruction by enabling them to proceed at their own rate and to a limited extent, according to what they are interested in studying.

(2) Organization of Instruction

A textbook helps students to organize instruction by providing them experiences, suggested activities, recommended reading and question. Written textbooks give unity to classroom interaction and are graded to introduce new concepts or contents they build upon what has preceded. (3) Tutorial Contribution

A teacher often uses the textbooks to help students learn how to read better, to study, to weigh evidence, and to solve problems.

(4) Improvement of Teaching

Textbook is also regarded as a helpful utility which is used by teachers to improve their skills in teaching.

By concerning to the function stated above, I conclude that the function of a textbook is actually one of the visual aids used by teachers when they teach and explain the teaching materials. It also helps the students in getting a better

2.2.3.2 E-Book (Electronic Book)

Electronic book has become one of the choices of many people to be used as their reading. Electronic book is also available for the students in every level of educations. In addition, the electronic book or e-book must be compatible with the School-Based Curriculum.

a. Definition of Electronic Book

The term „e-book‟ stands for electronic book. Moreover, according to Dhir (2004: 394),

“The e-book is an electronic version of content normally contained in newspaper, magazine, or book. The content is created and stored in computer file format that can be accessed by a variety of computer hardware and software applications. E-book can be downloaded from the web or received as an email file attachment.”

The e-book used in this study was a textbook. Furthermore, “the textbook is a reference book which has purpose to summarize knowledge” (Mc Tighe and Wiggins 2005:311). According to Carr (2001:44), “textbook can be defined as materials distributed by a publisher as a set of instructional materials directed to particular grade or unit levels or levels and are/or to particular subject.”

From the explanation above, it can be concluded that e-book which is used in this study is an electronic textbook which contains materials used in teaching and learning process.

In addition, there are some purposes of publishing electronic textbook (BSE) according to the Department of the National Education. They are:

(2) leading the students to be creative by the use of information and communication technology,

(3) giving the freedom for people to print, copy, and sell it without many difficult administration, and

(4) giving a business chance for everyone that sells the book by the advantage up to 15% according to the minister.

b. The Compatibility of Electronic Book

According to Oxford Advanced Learner‟s Dictionary (1995), compatibility comes from the word “compatible”. Compatible means able to coexist; well-suited, consistent, and able to be used in combination. According to Cambridge Advanced Learner‟s Dictionary, compatible means able to exist, live together, or work successfully with something or someone else.

From the various definitions of compatibility, it is concluded that compatibility is the consistency of something to its comparator. In the teaching learning process the teachers have to use the electronic book as a reference. The e-book can be said to be compatible when it contains the materials that are mentioned in the curriculum. In fact, there are so many electronic books which are not compatible with the current curriculum, that is the School-Based Curriculum. Thus, a teacher should select the electronic books as the primary, complementary or supplementary materials for the students which are compatible with the School-Based Curriculum.

2.2.3.3 The English E-Book for XII Grade of Senior High School

There are many choises of English electronic books that can be used by the twelfth grade of senior high school students. Among them, I choose an English e-book entitled Developing English Competencies 3 published by Pusat Perbukuan Depdiknas to be analyzed.

Some textbooks claimed in their cover that they are adjusted to the School-Based Curriculum and also cover the four language skills, includes speaking skill. It makes me interested in analysing whether they are really compatible with the School-Based Curriculum or not.

2.2.4 Curriculum

Every teaching/learning program needs a curriculum. Curriculum is considered to be the main source and the main guide for the teachers in the teaching/learning activities. It contains instructional goals, teaching method and teaching material that have to be followed by the teachers. The following are some relevant issues about the curriculum.

2.2.4.1 Definition of Curriculum

Curriculum is the basis for doing teaching-learning activities. A teacher should know the curriculum before he teaches his students, as curriculum has been made on the basis of students‟ need. Considering the importance of the curriculum, I will discuss further about the curriculum.

According to Oxford Advanced Learner‟s Dictionary of Current English, “curriculum is the subjects included in a course of study or taught at a particular school, college, etc.” (Hornby 1995:287).

From the definition above, it may mean that a study in schools, colleges, universities, and some other institutions should be relevant to the curriculum.

As background information for second and foreign language course designers, a brief review of a few of the outstanding contribution to the general curriculum planning literature is warranted.

Skager (1977: 23) states in his book:

“The term of “curriculum” is used at various levels of inclusiveness in educational discourse. Sometimes it refers only to a set of guidelines as to the content of instruction, in other cases to curriculum plans which may be quite detailed in the sense of incorporating specifications as to instructional objectives, content, and methods. But written plans and guidelines, no matter how detailed, represent a relatively restricted concept of the curriculum.”

Furthermore, Pratt (1980: 4) reveals a curriculum as “an organized set of formal educational and/or training intentions.” He also explains the implications of the above definition need to be made explicit. They are:

(1) A curriculum is intention, or plans.

(2) A curriculum is not activities but plans, or a blueprint, for activities.

(3) A curriculum contains many other kinds of intentions, such as what learning students are to develop, the means of evaluation to be used to assess learning, the criteria according to which students will be admitted to the qualities required to teacher.

(4) A curriculum involves formal intentions, which intentions are deliberately chosen to promote learning; it does not include random, unplanned, or non-learning activities.

(5) As an organized set of intention, a curriculum articulates the relationships among its different elements (objectives, content, evaluation, etc.), integrating them into a unified and coherent whole.

(6) Both education and training are referred to in the definition to avoid the misunderstanding that occurs of one is omitted.

From the illustration above, I conclude that a curriculum is a subject included in a course of study which is taught at a particular school, college, (Hornby, 1995: 287), a set of formal educational and/or training intentions (Pratt 1980: 4), and also a kind of guidance that is developed to make teaching-learning activities progress well (Skager, 1977: 23).

2.2.4.2 School-Based Curriculum (KTSP)

Realizing that there are so many changes happen in Indonesian community, the government, that is Department of National Education, reformed the curriculum that has been used since 1954. There have been several English curriculums. They are the 1954 curriculum, the 1968 curriculum, the 1975 curriculum, the 1984 curriculum, the 1994 curriculum, the KBK as the sources for English teaching activities. And the latest curriculum applied is the KTSP (Kurikulum Tingkat Satuan Pendidikan).

The main goal in reforming the curriculum is to increase the education quality. The standards that should be achieved are that the graduate students have the capabilities, knowledge and manners that can be useful for the next, either when they apply for a job or when they want to continue their studies.

According to Standar Nasional Pendidikan (SNP chapter 1, article 15) School Based Curriculum (KTSP) is an operational curriculum which is constructed and run by each unit of education. The unit of education constructs the KTSP based on the competence standard and basic competence (SKKD) which have been developed by Badan Standar Nasional Pendidikan (BSNP).

The KTSP is constructed considering the following reasons: (1) UU No. 20 Th.2003 about Sisdiknas;

(2) PP No. 19 Th. 2005 about Standar Nasional Pendidikan; (3) Permendiknas No. 22 Th. 2006 about Standar Isi;

(4) Permendiknas No. 23 Th. 2006 about Standar Kompetensi Lulusan;

(5) Permendiknas No. 24 Th.2006 about the application of Permendiknas no. 22 and 23.

Moreover, KTSP is developed based on these principles:

(1) Focused on the potention, development, need, and the interest and the environment of the students

(2) Various and united

(3) Respond to the development of sciences, technologies, and arts (4) Relevant with the need of life

(5) Troughout and continued (6) Long life education

(7) Balance with the national interest and the region interest.

There are four components included in School-Based Curriculum, they are:

(1) The education goal of the education unit (elementary, junior and senior level) (2) The structure and curriculum contents (containing subject matters, local

content, self-development, arrangement of the study materials, criterion of study completeness, criterion of class promotion and graduation, life skill education, and education on the basis of local and global)

(3) Education calendar

(4) Enclosure (annual program, syllabus, lesson plan, standard competence, basis competence, self-development program, and other instruments; for example mapping basis competence or indicator)

2.2.4.3 Characteristics of School-Based Curriculum (KTSP)

KTSP is an operational form of developing curriculum in a desentralitation context of education and area autonomy, that will give a new knowledge to the system being run. The characteristics of KTSP can be known from how school and unit of education can optimalize working, learning process, managing source of learning, professional teacher, and also the marking system. The explanations about the characteristics of KTSP are as follows:

(1) Giving wide autonomy to the headmaster and education unit

KTSP gives a wide autonomy to the headmaster and education unit, with all responsibilities to develop curriculum appropriate with the school condition. (2) High participation of parents and community

In KTSP, practising curriculum must be supported by participation of parents and community. Parents of students and community do not only support school through financial support, but also through school commitee and

education council formulate and develop programs that can improve the quality of learning.

(3) Democratic and professional leadership

Developing and running curriculum are supported by school‟s democratic and professional leadership. Headmaster together with teachers as the organizer of curriculum are people who have an ability and professional integrity.

(4) Cohesive and transparant work-team

Succesful in developing and running curriculum is suported by the cohesive and transparant work-team. In education council and school commitee, all side work together without any authority.

2.2.5 Speaking Based on School-Based Curriculum

English is a mean of communication both in spoken and written language. Communication is about the understanding and comprehending the information, mind, feeling and developing the knowledge, technology, and culture. The comprehension completely can be defined as discourse competence, i.e. the comprehension of mastering or producing spoken or written text which is realized on four skills: listening, speaking, reading, and writing.

For all teaching situations, all four skills do not have to be treated in depth in balance because different teaching situations require different emphasis on each skill. The teaching learning process of English in senior high school, especially the speaking skill, is concerned in the learners‟ ability to communicate in English in daily life to reach informational literacy level.

In all contexts, people use the language in order to complete the function or to get the prominent meaning. Moreover, the School-Based Curriculum in the speaking skill is also directed to complete the function above. Teaching speaking based on the School-Based Curriculum emphasizes on building up the negotiation. By negotiation it is hoped that the students are able to build up a spoken text. A spoken text is about the unity of the meaning and semantic units. There are three functions of speaking:

(1) Ideational function

It is the language function which is used in order to construct the idea or information.

(2) Interpersonal function

It is the language function which is used in order to interact with others and express the speech acts, behaviors, feeling, etc.

(3) Textual function

It is the function in how the text or language which is composed are reconstruct, so it can reach the cohesion and coherence, then it is used to make the language easy to be understood by learners or the reader. (Departemen Pendidikan Nasional 2004: 98)

2.3

Theoretical Framework

Based on the function above, it is very important to select a good textbook so that the textbook can help the students easily understand the materials which the teacher gives. In this study, I analyzed the speech functional expressions found in

the e-book. The speech functional expressions would be compared with the School-Based Curriculum. After data were categorized, then I would analyze the data using the instrument namely textbook analysis instrument. This instrument is adopted from Ansary‟s textbook evaluation form. I would show whether the e-book is really compatible with the curriculum or not.

CHAPTER III

METHODS OF INVESTIGATION

This chapter will describe in detail the method of investigation. It is divided into several parts. They are research approach, the roles of the researcher, object of the study, source of data, procedure of collecting data and procedure of analyzing data.

3.1

Research Approach

This research is a qualitative research. I used the descriptive method in which the data were analyzed and the analysis result was formed descriptively or as phenomenon, not investigating the numerals or about the inter-variable relationship.

Nawawi (1993: 63) points out that “descriptive method is a solving-procedure which is searched by describing/drawing the condition of the investigating subject/object (i.e.: someone, institution, community, etc) at present time according to the visible facts or as the way it is.”

This study, therefore, is an effort to solve problems by comparing the similarities and the differences found in the symptoms, measuring the symptoms found, and so on. In other words, the descriptive method is steps to objectively represent the symptoms existed in the research problems.

Nawawi (1993: 64) also explains that the descriptive method should focus on the following characteristics:

(1) Focusing on the current or the actual problems, and

(2) Describing facts about the problems using the rational adequate interpretation.

3.2

Roles of the Researcher

Research is a complex process done by the researcher from the beginning up to end. In analyzing the data, I did several kinds of role, as follows:

(1) Data identifier

After choosing the object of the study, then I read it carefully, and then I identified the data. Here, I chose the materials whether they were the data or not.

(2) Data collector

In this case, I gathered the speaking skills materials. (3) Data organizer

After collecting the data, I organized them through mapping and comparing. It helped me in analyzing the data.

(3) Data analyst

I tried to analyze the speaking skill materials displayed on Developing English Competencies 3 for Senior High School Students Year XII published by Pusat Perbukuan Depdiknas, whether it is compatible with School-Based Curriculum or not by describing them.

3.3

Object of the Study

The object of this study was the compatibility of speech functional expressions found in an English e-book entitled Developing English Competencies 3 with the School-Based Curriculum (KTSP). The e-book was for Senior High School Students Year XII published by Pusat Perbukuan Depdiknas in 2008.

3.4

Data

The data understudies were the speaking materials found in the analyzed e-book. In speaking, there are transactional and interpersonal conversation in daily life context and monologue texts in the form of narrative, explanation, discussion, and review.

3.5

Procedure of Collecting the Data

An instrument in a research will influence the data which has been obtained. According to Saleh (2001:31), “the term „instrument‟ means equipment for collecting the data.” Based on those statements, an instrument is very significant for gathering the data accurately.

The data for this study were collected by using checklist as the instrument. The following presents the description of the instruments.

At first, I made a table to compare the speech functional expressions found in the curriculum and the speech functional expressions found in the e-book.

After data were categorized, then I analyzed the data using the instrument namely textbook analysis instrument. This instrument was adopted from Ansary‟s

textbook evaluation form. The following presents the description of the textbook analysis instrument.

The evaluation involved the following steps. First, an evaluation form with four columns was designed (see appendix 5). The speech functional expressions in the KTSP appeared in the first column on the form. In the second column, I inserted the speech functional expressions in the e-book. Secondly, two separate scores might serve as the basis for rating:

(1) A perfect value score (PVS) of 2 which appeared in the third column indicated an ideal weight assigned to each defined criterion.

(2) A merit score (MS) consisting of numbers 0 to 2 appeared in the fourth column on the form. A comparative weight was assigned to the relative realization in the textbook under scrutiny of each actual criterion: a perfect match between the ideal defined criterion and its actual realization in a particular textbook receiving 2, a total lack a score of 0, and any inadequate match a score of 1.

Then, the numbers in the MS and PVS columns after each criterion were represented on a graph by drawing (1) a dotted line corresponding to the numerical value of the Merit Scores, and (2) a straight solid line to represent the Perfect Value Scores.

3.6

Procedure of Analyzing the Data

After collecting the data, the next step was I analyzed the whole data obtained. This data analysis was actually analyzing the instrument that made a reality without changing or breaking any instrument. In this study, the data analysis was meant to know how compatible is the speech functional expressions found in the English e-book and the School-Based Curriculum; whether the e-book is consistent or not with the School-Based Curriculum, as stated in the standard competence and basic competence.

I used a qualitative data analysis in analyzing the data. In this study, I took three steps. Those were selecting, comparing, and interpreting the data.

(1) Selecting the Data

I selected the data by choosing the English textbook entitled Developing English Competencies 3 for Senior High School Students Year XII published by Pusat Perbukuan Depdiknas.

(2) Comparing the Data

After selecting the data, I mapped and compared the data to make the process of analysis easier. In this study, I made two tables to map the data and a table to compare them. (See appendix 3 and 4)

After data were compared, then I analyzed the data using the instrument I had made before. (See appendix 5)

(3) Interpreting the Data

Finally, I analyzed the data by giving interpretation of the compatibility between the English e-book entitled Developing English Competencies 3 for Senior High

School Students Year XII published by Pusat Perbukuan Depdiknas with the standard competence and basic competence of the KTSP. In this study, I analyzed the consistency of the speaking skill of the e-book compared with the KTSP to interpret the data.

To score the degree of consistency of the e-book with the KTSP, I used the percentage descriptive analysis with the following formula:

The percentage of consistency

Total number of functional skills in the e-book

= X 100%

Total number of functional skills in the KTSP

According to Retmono cited by Anggraeni (2009: 29), “there must be a minimum demand of the KTSP in the textbook”. The writer has made some criteria of consistency of textbook with the KTSP that was analyzed by using Ansary‟s textbook evaluation form as follows:

(1) A textbook is said to be VERY CLOSELY CONSISTENT with the KTSP if the total percentage of the functional skills are more than 71%.

(2) A textbook is said to be NOT CLOSELY CONSISTENT with the KTSP if the total percentage of the functional skills are less than 71%.

CHAPTER IV

DATA ANALYSIS

In this chapter, I would like to present the analysis of the data dealing with the compatibility of speech functional expressions found in e-book Developing English Competencies 3 which was published by Pusat Perbukuan Depdiknas. I would like to describe whether the speech functional expressions are compatible or not with the School-Based Curriculum, by examining the speech functional expressions in the speaking materials of the e-book and the curriculum.

4.1 The Data Collection

I did some preparations to analyze the data, they were:

(1) Comparing the speech functional expressions of the e-book and the school-based curriculum (KTSP),

(2) Scoring the checklist,

(3) Using percentage formula to find out the degree of the consistency of speech functional expressions found in the e-book and those in the School-Based Curriculum, and

(4) Evaluating the compatibility of the speech functional expressions of the e-book and the School-Based Curriculum.

4.2 Comparing the Speech Functional Expressions of the E-Book

and the School-Based Curriculum (KTSP)

After mapping the speech functional expressions of the e-book and the KTSP, it was very important for me to see the differences between the two findings. In order to give a clear view of those differences, I used the following table.

Table 4.1

The Comparison of the Speech Functional Expressions of the Speaking Materials Found in the KTSP and those in the E-Book

Smt No.

Speech Functional Expressions of the Speaking Materials

in the KTSP

Speech Functional Expressions

of the Speaking Materials in the E-Book

Comments

1 1. Making Suggestions

Making Suggestion:

You could (might) .... I suggest/ recommended that you ...

You really should/ ought to ....

I strongly advise/ urge to you to ....

You‟d better ....

[chapter 1, page 8]

Accepting Suggestion:

That‟s a good/ nice/ wonderful, idea/ suggestion.

Thank you/ Thank‟s. I‟ll do/ try that.

It is compatible because the e-book presents the materials and review about “Making Suggestion”. The e-book gives examples of how to make a suggestion, and how to accept and reject it to be applied in a real situation.

Why didn‟t I think of that? I think you are right.

[chapter 1, page 8]

Rejecting Suggestion:

I tried that, but ....

Thank‟s, but that won‟t work/ help because .... I don‟t want to/ can‟t do that because ....

That‟s a good idea, but ....

[chapter 1, page 8]

1 2. Requesting Requesting:

Would you mind ..., please?

Can/ could you ...?

Can you tell me what happened?

Will/ Would you ...? Please ....

[chapter 1, page 8] Accepting Request:

Sure, I‟d be glad/ happy to ....

Of course/ Certainly. No problem.

Sure. Just a moment.

[chapter 1, page 8]

Refusing Request:

I‟d love to, but, .... I sounds great, but .... I‟m sorry, but ....

It is compatible because the e-book presents the materials and review about

“Requesting”. The e-book gives the examples of how to request someone to do something, and how to accept and refuse it.

Sorry to say that ....

[chapter 1, page 8]

1 3. Complaining - It is not

compatible because the e-book does not present both the materials and review/tests about

“Complaining” as what is mentioned in the School-Based Curriculum. 1 4. Giving Instructions Giving Instructions:

Open page 10 of this book. Give me that story book. Read this paragraph loudly.

Write your own story.

[chapter 1, page 8]

It is compatible because the e-book presents the materials and review about “Giving Instructions”. Moreover, there are some examples of giving instructions to someone. 1 5. Admitting Doing

Something Wrong

Expressions for Admitting Doing Something Wrong:

I admit to (doing something).

I admit that I ....

I confess to (something).

[chapter 2, page 36]

It is compatible because the e-book presents the materials and review about “Admitting Doing Something Wrong”.

The examples given in the e-book make the students understand the materials clearly. 1 6. Making a Promise/

Swearing

Expressions for Making a Promise:

I promise/ swear that I .... I promise you that .... I swear (to do something).

[chapter 2, page 36]

It is compatible because the e-book presents the materials by giving some examples, and review about “Making a Promise/ Swearing”. 1 7. Blaming and

Accusing

Expressions for Blaming and Accusing:

You are the one to blame. I think you‟re the only person who could have done it.

It‟s your fault.

It‟s your fault for (doing something).

[chapter 21, page 36]

It is compatible because the e-book presents the materials and review about “Blaming and Accusing”. The e-book actually does not give the

examples of expressions for accusing. 1 8. Expressing Curiousity Saying You Are Curious:

What I‟d really like to find out is ....

I‟d be very interested to know ....

I‟ve been meaning to ask

It is compatible because the e-book presents the materials and review about “Expressing Curiousity”.

you.

I‟d like to know .... I wish I knew .... I‟d love to know .... What‟s on your mind? I wonder ...?

[chapter 3, page 60]

The e-book gives examples of how to express our curiousity about everything around us.

1 9. Showing Attitudes - It is not

compatible with the School-Based Curriculum. The e-book does not present the materials and the examples. It only presents the review tests about “Showing Attitudes”. 1  Discussing

Possibilities

Expressions for Discussing Possibilities:

• Do you think we are capable of …?

• Would there be any possibility of …?

• Would it be possible for (somebody) to …?

• I think that would be possible ....

• Is it possible to …?

It is not compatible. The materials given in the e-book about “Discussing Possibilities” are not mentioned in the School-Based Curriculum. In contrast, the e-book also presents the examples and review tests.

• Yes, there is a possibility .... [chapter 3, page 60]

1 10. Narrative 1 - It is not

compatible. There should be the materials about “Narrative Text” in the e -book as what have already been mentioned in the School-Based

Curriculum, not only the review section.

1 11. Explanation - It is not

compatible. There should be the materials about

“Explanation Text” in the e-book as what have already been mentioned in the School-Based

Curriculum, not only the review tests.

1 12. Discussion - It is not

compatible. There should be the materials

about “Discussion Text” in the e-book as what have already been mentioned in the School-Based

Curriculum, not only the review section.

2 13. Persuading Expressions for Persuading:

Would it be possible for you to ...?

Won‟t you ..., please? Why don‟t you ...? Please!

Not even for me/ for my sake?

Just this once!

You‟re not going to let me down, are you?

How I can persuade you to ...?

Could you/ Couldn‟t you be persuaded ...?

[chapter 4, page 97]

It is compatible because the e-book presents the materials and review tests about

“Persuading”.

The examples of how to persuade someone to do something are given in the e-book.

2 14. Encouraging Expressions for

Encouraging:

Come on .... Don‟t give up. Go on! Keep at it! Keep it up! You can do it! Stick to it!

It is compatible because the e-book presents the materials and review tests about

“Encouraging”.

The e-book gives example of how to

Don‟t worry, I‟m sure you‟ll do better this time.

[chapter 4, page 97]

encourage someone in a real situation.

2 15. Hoping - It is not

compatible. There should be the materials about “Hoping” in the e-book as what have already been mentioned in the School-Based Curriculum, not only the test section. 2 16. Criticising and

Deterring

Expressions for Advising

Someone Not to do

Something (Deterring):

I wouldn‟t do that if I were you.

If I were in your position, I wouldn‟t ....

I wouldn‟t ... if I were in your shoes.

You would be well advised to / not to ....

If I were you I wouldn‟t .... The way I see it, you should/ shouldn‟t ....

I wouldn‟t recommended ....

I wouldn‟t advise ....

I don‟t think you ought to ....

I don‟t think you should ....

It is compatible. The e-book presents the materials and review tests about

“Expressions for Advising

Someone Not to do Something (Deterring)”.

[chapter 4, page 97]

2 17. Expressing Regret Expressing Regret:

If I had (hadn‟t) ..., I would (wouln‟t) have ....

I regret doing .... I regret .... I wish ....

[chapter 5, page 125]

It is compatible. The e-book presents the materials and review tests about “Expressing Regret”.

The examples of how to express regret are given in the e-book. 2 18. Predicting and

Speculating

Predicting and Speculating:

We can speculate that .... I would say ....

I predict that ....

[chapter 5, page 125]

The e-book is compatible with the School-Based Curriculum. It presents the materials, examples and review tests about

“Predicting and Speculating”.

2 19. Judging Making A Judgement:

It‟s ... (amazing, awesome, etc).

It‟s ... (boring, unexciting, poorly written, etc).

It‟s a/ an ... (touching story, inspiring book, etc).

[chapter 5, page 125]

The e-book is compatible with the School-Based Curriculum. It presents the materials, examples and review tests about “Making

A Judgement”. 2 20. Giving or Asking

Plans, Intention, and Purposes

Expressing Plans, Intention, and Purposes:

Do you have any plans ...? What do we want to achieve?

What‟s the plan? Is that what you want?

[chapter 5, page 125]

The e-book is compatible with the School-Based Curriculum. It presents the materials, examples and review tests about “Giving or Asking Plans, Intention, and Purposes”.

2 21. Narrative 2 - It is not

compatible. There should be the materials about “Narrative Text” in the e-book as what have already been mentioned in the School-Based

Curriculum, not only the test section.

2 22. Review - It is not

compatible. There should be the materials about “Review Text” in the e-book as what have already been mentioned

in the School-Based

Curriculum, not only the test section.

4.3 Scoring the Checklist

In scoring the checklist, two separate scores may serve as the basis for rating: (1) A perfect value score (PVS) of 2 which appeared in the third column

indicated an ideal weight assigned to each defined criterion.

(2) A merit score (MS) consisting of numbers 0 to 2 appeared in the fourth column on the form. A comparative weight was assigned to the relative realization in the textbook under scrutiny of each actual criterion: each functional skill which presented both material and review/test received 2, each functional skill which only presented the material or review/test credited 1 point, and a total lack got a score of 0.

Table 4.2

The Checklist of the Comparison of the Speech Functional Expressions Found in the KTSP and those in the E-Book

SPEECH FUNCTIONAL EXPRESSIONS

IN THE KTSP

SPEECH FUNCTIONAL EXPRESSIONS IN THE E-BOOK

PERFECT VALUE SCORE (PVS) MERIT SCORE (MS) A. Functional Skills

1. Making Suggestions Present both material and

review/test 2 2

2. Requesting Present both material and

review/test 2 2

3. Complaining Do not present both material

and review/test 2 0

4. Giving Instructions Present both material and

review/test 2 2

5. Admitting Doing Something Wrong

Present both material and

review/test 2 2

6. Making a Promise/ Swearing

Present both material and

review/test 2 2

7. Blaming and Accusing

Present both material and

review/test 2 2

8. Expressing Curiousity

Present both material and

review/test 2 2

9. Showing Attitudes Only present the review/test

section 2 1

 Discussing Possibilities

Present both functional skill

and review/test section 2 2

10. Persuading Present both functional skill

11. Encouraging Present both functional skill

and review/test section 2 2

12. Hoping Only present the review/test

section 2 1

13. Criticising and Deterring

Present both functional skill

and review/test section 2 2

14. Expressing Regret Present both functional skill

and review/test section 2 2

15. Predicting and Speculating

Present both functional skill

and review/test section 2 2

16. Judging Present both functional skill

and review/test section 2 2

17. Giving or Asking Plans, Intentions, and Purposes

Present both functional skill

and review/test section 2 2

B. Genres

a. Short Functional Texts

-

- -

b. Monologue Texts

18. Narrative 1 Only present the review/test

section 2 1

19. Explanation Only present the review/test

section 2 1

20. Discussion Only present the review/test

section 2 1

21. Narrative 2 Only present the review/test

section 2 1

22. Review Only present the review/test

section 2 1

As what were drawn in the table above, there were fourteen speech functional expressions in the e-book Developing English Competencies 3 which got the merit score of 2 as both the materials or the explanations and the review/test section were given in the e-book. They were the expressions of making suggestions, requesting, giving instructions, admitting doing something wrong, making a promise/swearing, blaming ang accusing, expressing curiousity, persuading, encouraging, criticising and deterring, expressing regret, predicting and speculating, judging, and giving or asking plans, intentions, and purposes. One speech functional expressions found in the e-book that was not mentioned in the School-Based Curriculum also got the merit score of 2. It was the expressions of discussing possibilitites.

The other speech functional expressions found in the e-book Developing English Competencies 3 got the merit score of 1 and 0. The speech functional expressions that got the merit score of 1 were those which only gave the review/test section. They were the expression of showing attitudes and the expression of hoping, narrative text 1, explanation, discussion, narrative text 2, and review. While the expression of complaining was the only speech functional expression which got the merit score of 0 since there were no explanation and review/test section ofthis expression given in the e-book.

From table 4.2, it was concluded that the total number of the merit score of the speech functional expressions found in the e-book Developing English Competencies 3 was 37, while the total number of the pervect value score was 46. By having this number of merit score, the speech functional expressions were

said to be compatible because the total minimum number of the merit score that had to be reached by the speech functional expressions to be said compatible was only 33. It was from the calculation of the minimum percentage of the consistency, 71% multipled by 46, as the total number of the pervect value score.

4.4 Using Percentage Formula to Find out the Degree of

Consistency of the Speech Functional Expressions Found in

the E-Book and those in the School-Based Curriculum

The percentage of consistency

Total merit scores

= X 100%

Total perfect value scores 37

= X 100%

46 = 80,43%

From the computation above, it was concluded that degree of the consistency of the speaking skill in the e-book is closely consistent with the curriculum, since the percentage of the speaking skill was more than 71%. The graphic representation is as follows:

Evaluation result: 80,43% (very closely consistent)

Figure 4.1 Graphic Representation of the Speech Functional Expressions

Graphic representation of the speech functional expressions above represented the data drawn in table 4.2. The vertical line represented the range of scoring, both the pervect value score and the merit score. The horizontal line represented the speech functional expressions, from the speech functional expression number 1 until number 23. The speech functional expressions drawn in the graphic were as follows:

1) Number 1 was the expression of making suggestions, 2) Number 2 was the expression of requesting,

3) Number 3 was the expression of complaining, 4) Number 4 was the expression of giving instructions,

0 0.5 1 1.5 2 2.5

1 3 5 7 9 11 13 15 17 19 21 23

S

cor

in

g

Functional Skills

5) Number 5 was the expression of admitting doing something wrong, 6) Number 6 was the expression of making a promise/swearing, 7) Number 7 was the expression of blaming and accusing, 8) Number 8 was the expression of expressing curiousity, 9) Number 9 was the expression of showing attitudes, 10) Number 10 was the expression of discussing possibilities, 11) Number 11 was the expression of persuading,

12) Number 12 was the expression of encouraging, 13) Number 13 was the expression of hoping,

14) Number 14 was the expression of criticising and deterring, 15) Number 15 was the expression of expressing regret,

16) Number 16 was the expression of predicting and speculating, 17) Number 17 was the expression of judging,

18) Number 18 was the expression of giving or asking plans, intentions, and purposes,

19) Number 19 was the narrative text 1 (monologue), 20) Number 20 was the explanation text (monologue), 21) Number 21 was the discussion text (monologue), 22) Number 22 was the narrative text 2 (monologue), and 23) Number 23 was the review text (monologue).

Furthermore, the straight solid line represented the pervect value score of 2. The dotted line, in the other hand, was the representation of the merit score, consisting number 0-2.

4.5 Evaluating the Compatibility of the Speech Functional

Expressions of the E-Book and the School-Based Curriculum

No textbook is perfect. Therefore, teachers should have the option of assigning supplementary materials based on their own specific needs in their own specific teaching situation.

According to the School-Based Curriculum, an English textbook for twelfth year students should present 22 materials of speaking skills, they are: (1) 17 functional skills, they are the expressions of making suggestions,

requesting, complaining, giving instructions, admitting doing something wrong, making a promise/ swearing, blaming and accusing, expressing curiousity, showing attitudes, persuading, encouraging, hoping, criticising and deterring, expressing regret, predicting and speculating, judging, giving or asking plans, intentions, and purposes;

(2) 5 monologue texts, they are: narrative 1 (given in semester 1), explanation, discussion, narrative 2 (given in semester 2), and review.

After mapping and comparing the speech functional expressions in the e-book with the school-based curriculum, and scoring the checklist and finding out the degree of consistency of the speech functional expressions, I concluded that the speech functional expressions found in the e-book Developing English Competencies 3 are compatible with the school-based curriculum. In the speaking materials, it was found that there were 7 functional expressions of the speaking skill: 2 functional skills (showing attitudes and hoping) and 5 monologue texts

(narrative text 1, explanation, discussion, narrative text 2, and review) were not presented completely in the e-book. There were only the review/test section of those materials. Moreover, there was 1 functional skill that was not mentioned in the school-based curriculum but it was presented in the textbook. It was the expression of discussing possibilities. In other words, the e-book can be said to be a valid, useful and labor saving tool.

The following chapter presents conclusions and suggestions as the result of the study.