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 describingdrawing the condition of the investigating subjectobject 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.
30
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 A
nsary‟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
