An evaluation of 2013 curriculum based English textbook: ``bahasa Inggris SMA/MA dan SMK/MAK kelas X semester 1`` published by the ministry of education and culture.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT
Valentina Dyah Arum Sari. 2015. An Evaluation of 2013 Curriculum Based
English Textbook: “Bahasa Inggris SMA/MA dan SMK/MAK Kelas X Semester
1” Published By The Ministry of Education And Culture. Yogyakarta: The
Graduate Program in English Language Studies, Sanata Dharma University.
Education and Culture Ministerial Regulation No. 65 of 2013 on Standard
of Process determines textbook as a criterion to be fulfilled in teaching and
learning process. Related to that, every textbook that is used has to have a quality
that will make it appopriately used by the users. Nevertheless, McDonough et al.
(2003:52) stated that no textbook or set of materials is likely to be perfect, and
there does not seem as yet an agreed set of criteria of procedures for evaluation.
Realizing the imperfection that may exist in textbook and the essential role of
textbook, the textbook evaluation is necessitated. Related to that, the researcher
conducted a textbook evaluation of Curriculum 2013 based English textbook for
“Bahasa Inggris SMA/MA dan SMK/MAK Kelas X Semester 1” published by The
Ministry of Education and Culture.
Considering to the background of the study, there was a problem
formulation to be solved in this research: What is the quality of 2013 Curriculum
Based English textbook: Bahasa Inggris SMA/MA dan SMK/MAK Kelas X

Semester 1 published by The Ministry of Education and Culture like?
The textbook evaluation concerned to evaluate the properness quality of
content, presentation, language, readability, and graphical matters. In order to
evaluate the quality of “Bahasa Inggris SMA/MA dan SMK/MAK Kelas X
Semester 1”, the research applied Evaluation Research. The data were analyzed in
qualitative and quantitave techniques. Cloze test, questionnaires and interview
checklist were used as the instruments in this research. Questionnaires and
interviews were used to gain the data of content, presentation, and language
properness from the six English teachers in Yogyakarta as the textbook reviewers
and the data of graphical matters properness from the three editors of private book
publisher in based Yogyakarta and Jakarta. Cloze test was used to gain the data of
readability from 115 tenth graders in three Senior High Schools in Yogyakarta.
The result of this research revealed that the properness of content,
presentation, language had a medium quality and still needed improvement. The
questionnaire results showed 71,5% for the content properness, 75% for the
presentation properness and 70% for language properness. The quality of the
graphical matters were medium with the percentage 63%. It also needed some
improvement. The textbook has high readability with the score of percentage
88%. Thus, it revealed that the difficulty level of texts in textbook was already
suitable to the level of tenth graders.

Keywords: 2013 Curriculum, textbook evaluation, the quality

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK
Valentina Dyah Arum Sari. 2015. An Evaluation of 2013 Curriculum Based
English Textbook: “Bahasa Inggris SMA/MA dan SMK/MAK Kelas X Semester
1” Published By The Ministry of Education And Culture. Yogyakarta: Pasca
Sarjana Kajian Bahasa Inggris, Universitas Sanata Dharma.
Peraturan Menteri Pendidikan dan Kebudayaan No.65 tahun 2013 tentang
Standar Proses menetapkan buku teks pelajaran sebagai salah satu kriteria dalam
proses belajar mengajar. Berkaitan dengan hal tersebut, setiap buku teks yang
akan digunakan harus memiliki kualitas sehingga sesuai dengan kebutuhan para
penggunanya. Namun demikian, McDonough (2003:52) menyatakan bahwa tidak
ada buku teks pelajaran yang sempurna dan mengikuti kriteria dari prosedur
evaluasi. Menyadari ketidaksempurnaan yang mungkin ada pada suatu buku teks
pelajaran dan pentingnya buku teks pelajaran, maka evaluasi buku perlu
dilakukan. Oleh karena itu, peneliti mengadakan penelitian mengenai evaluasi

buku teks pelajaran Bahasa Inggris berbasis Kurikulum 2013 untuk tingkat SMA
yang berjudul Bahasa Inggris SMA/MA dan SMK/MAK Kelas X Semester 1 dan
diterbitkan oleh Departemen Pendidikan dan Kebudayaan.
Berkaitan dengan latar belakang penelitian, terdapat satu permasalahan
untuk dipecahkan dalam penelitian ini: Seperti apakah kualitas buku teks
pelajaran Bahasa Inggris berbasis Kurikulum 2013 untuk tingkat SMA yang
berjudul Bahasa Inggris SMA/MA dan SMK/MAK Kelas X Semester 1 dan
diterbitkan oleh Departemen Pendidikan dan Kebudayaan?
Evaluasi buku teks pelajaran ini fokus untuk mengevaluasi kualitas
kelayakan isi, penyajian, bahasa, keterbacaan, dan kegrafikan. Untuk mengetahui
kualitas Bahasa Inggris SMA/MA dan SMK/MAK Kelas X Semester 1, penelitian
ini menggunakan jenis penelitian Evaluasi. Data dianalisis menggunakan teknik
kualitatif dan kuantitatif. Cloze test, kuesioner dan wawancara adalah instrumen
dalam penilitian ini. Kuesioner digunakan untuk mendapatkan data kelayakan isi,
penyajian, dan bahasa yang diperoleh dari enam guru Bahasa Inggris di
Yogyakarta dan data kelayakan kegrafikan dari para reviewer yaitu tiga editor
buku yang berasal dari percetakan swasta di Yogyakarta dan Jakarta. Sedangkan
Cloze test digunakan untuk memperoleh data tingkat keterbacaan yang diperoleh
dari 115 siswa-siswi kelas X di tiga SMA di Yogyakarta.
Hasil penelitian ini menunjukkan kualitas sedang untuk kelayakan isi,

kelayakan penyajian, dan kelayakan bahasa. Hasil kuesioner menunjukkan 71,5%
untuk kelayakan isi, 75% untuk kelayakan bahasa, dan 70% untuk kelayakan
penyajian. Kegrafikan buku teks bahasa Inggris juga menunjukkan kualitas
sedang dan membutuhkan beberapa perbaikan. Sedangkan untuk tingkat
keterbacaan, teks yang terdapat dalam buku teks pelajaran Bahasa Inggris
memiliki tingkat keterbacaan tinggi yaitu 88%. Lebih lanjut, tingkat kesulitan
buku teks pelajaran Bahasa Inggris sudah sesuai dengan tingkatan peserta didik
kelas X.
Kata kunci: Kurikulum 2013, evaluasi buku teks pelajaran, kualitas
xiv

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

AN EVALUATION OF 2013 CURRICULUM BASED ENGLISH TEXTBOOK:
“BAHASA INGGRIS SMA/MA DAN SMK/MAK KELAS X SEMESTER 1”
PUBLISHED BY THE MINISTRY OF EDUCATION AND CULTURE

A Thesis Presented to

The Graduate Program in English Language Studies

in Partial Fulfillment of the Requirements
for the Degree of Magister
Humaniora (M.Hum.) in
English Language Studies

by

Valentina Dyah Arum Sari
126332031

The Graduate Program of English Studies
Sanata Dharma University
Yogyakarta
February, 2016

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

AN EVALUATION OF 2013 CURRICULUM BASED ENGLISH TEXTBOOK:
“BAHASA INGGRIS SMA/MA DAN SMK/MAK KELAS X SEMESTER 1”
PUBLISHED BY THE MINISTRY OF EDUCATION AND CULTURE

A Thesis Presented to
The Graduate Program in English Language Studies
in Partial Fulfillment of the Requirements
for the Degree of
Magister Humaniora (M.Hum.)
in
English Language Studies

by
Valentina Dyah Arum Sari
126332031

The Graduate Program of English Studies
Sanata Dharma University
Yogyakarta
February, 2016
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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STATEMENT OF ORIGINALITY
This is to certify that all ideas, phrases, and sentences, unless otherwise stated, are
mine. I understand the full consequences including degree cancellation if I took
somebody else’s ideas, phrases, or sentences without proper reference.

Yogyakarta, February 3, 2016

Valentina Dyah Arum Sari

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama

: Valentina Dyah Arum Sari

NIM

: 126332031

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
AN

EVALUATION

OF

2013

CURRICULUM

BASED

ENGLISH

TEXTBOOK: “BAHASA INGGRIS SMA/MA DAN SMK/MAK KELAS X
SEMESTER 1” PUBLISHED BY THE MINISTRY OF EDUCATION AND
CULTURE
beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikannya di Internet atau media lain untuk kepentingan akademis
tanpa perlu meminta ijin maupun memberikan royalty kepada saya selama tetap
mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta

Pada tanggal : 3 Februari 2016
Yang menyatakan,

Valentina Dyah Arum Sari

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ACKNOWLEDGEMENTS

Initially, I would like to thank my God Almighty, Jesus Christ. He enables
me and be faithful to make all things easier and possible during this thesis
accomplishment. He is my super duper bestfriend who is always good and great
for all the time.
I would like to acknowledge and extend my heartfelt gratitude to my thesis
advisor, Bapak F.X. Mukarto, Ph.D., for his encouragement, guidance, and
patience from the initial to the final level that enables me finish this thesis. I also
thank my thesis reviewers, Dr. Fr. B. Alip, M.Pd., M.A. and Dr. Emanuel
Sunarto, M.Hum., who gave suggestion and positive feedback to make this

thesis more completed and perfect.
I also owe my gratitude to the English teachers who give opportunities to
me to have them as my respondents. They are Mr. Arko, Ma’am Atik, Ma’am
Ami, Ma’am Indah, Ma’am Marsu, and Ma’am Tyas.
This thesis would not have been possible unless the presence of tenth
graders students of 1 Senior High School Yogyakarta, 2 Senior High School
Yogyakarta, and 3 Senior High School Yogyakarta as my research participants.
I thank them for their time and especially for having been so cooperative in the
research process.
It is an honor for me to deliver my gratitude to Mbak Lely and Mbak
Marni for having been so kind to help me during my study in The Graduate
Programme in English Language Studies, Sanata Dharma University Yogyakarta.
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I deliver my deepest gratitude and thankfulness for my late beloved father,
Bapak Suryo Wirastho, for his passion that stays living in me and also for lesson
he gave so that I can grow as strong and tough daughter. My heartily gratitude
also goes to the members of my great family : my grandfather, my mother, my
husband, and my brother. First, my special heartfelt gratitude is delivered to my
beloved grandfather Eyang M. Soemarto, for his prayer to God that makes my
way easier. Second, I thank to my mother, Ibu MM Endang Susetyawati, for her
encouragement, support, love and especially for having been so patient in guiding
me. Third, I also owe my deepest thankfulness for my lovely husband, Gema
Titah Panyegar, for his support, love, and patience in accompanying me,
especially during this thesis accomplishement. Fourth, I also thank my beloved
brother, Andreas Danur Wira Prasetya, for his support and his jokes of my
“hasn’t finished-thesis” that always triggers me to be as soon as possible
accomplishing this thesis.
I am heartily thankful to my dear brothers and sisters in “Afternoon Class
Team” of English Language Studies. I do hope that this friendship will be lasting
for forever.
Lastly, I offer my regards and blessings to all who are not mentioned here
and who have supported me in any respect during the completion of this thesis.

Valentina Dyah Arum Sari

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TABLE OF CONTENTS
COVER OF THESIS .....................................................................................
APPROVAL PAGE .......................................................................................
STATEMENT OF ORIGINALITY ...............................................................
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI.........................
ACKNOWLEDGEMENTS ...........................................................................
TABLE OF CONTENTS ...............................................................................
LIST OF APPENDICES ................................................................................
LIST OF TABLES .........................................................................................
LIST OF FIGURES .......................................................................................
ABSTRACT ...................................................................................................

i
ii
iv
v
v
vii
ix
x
xi
xi i

CHAPTER I INTRODUCTION
A. Research background ................................................................................
B. Problem Formulation ................................................................................
C. Problem Limitation....................................................................................
D. Research Focus ..........................................................................................
E. Research Goals and Benefits .....................................................................
F. Definition of Terms....................................................................................

1
12
12
12
13
15

CHAPTER II LITERATURE REVIEW
A. Theoretical Review ...................................................................................
1. The Nature of Curriculum.....................................................................
a. Definition of Curriculum .................................................................
b. Development of Curriculum in Indonesia .......................................
c. 2013 Curriculum ..............................................................................
2. Textbook ...............................................................................................
a. Definition of Textbook ..................................................................
b. The Role of Textbook .....................................................................
c. The Criteria of Good Textbook ...................................................
d. 2013 Curriculum Based English textbook: Bahasa Inggris
SMA/MA dan SMK/MAK Kelas X Semester 1 published by The
Ministry of Education and Culture ..................................................
3. The Guidelines of Senior High School Level........................................
4. The Four Strands of Language Course .................................................
5. Evaluation Research..............................................................................
B. Theoretical Framework..............................................................................

38
38
41
43
45

CHAPTER III METHODOLOGY
A. Research Method .......................................................................................
B. Research Subjects ......................................................................................
C. Research Setting ........................................................................................
D. Research Participants ................................................................................
E. Instruments and Data Gathering Techniques ...........................................
1. Instruments............................................................................................

48
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50
50
51
51

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a. Interview...........................................................................................
b. Questionnaire....................................................................................
c. Cloze Test.........................................................................................
2. Data Gathering Techniques ..................................................................
F. Data Analysis Techniques .........................................................................
1. Data Reduction......................................................................................
2. Data Presentation ..................................................................................
3. Data Triangulation.................................................................................
4. Conclusion.............................................................................................
G. Research Procedure ...................................................................................
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. The Properness Quality of Content, Language and Presentation of
Bahasa Inggris SMA/MA dan SMK/MAK Kelas X Semester 1 ...................
1. The Content Quality .............................................................................
2. The Quality of Language ......................................................................
3. The Quality of Presentation ..................................................................
B. The Properness Quality of The Graphical Matters of Bahasa Inggris
SMA/MA dan SMK/MAK Kelas X Semester 1 .............................................
C. The Properness Quality of Readability of Bahasa Inggris SMA/MA dan
SMK/MAK Kelas X Semester 1 ....................................................................
1. Readability Score of Text 1...................................................................
2. Readability Score of Text 2...................................................................
3. Readability Score of Text 3...................................................................

51
52
52
53
54
54
55
55
55
58

62
62
74
77
80
88
88
93
97

CHAPTER V CONCLUSIONS AND SUGGESTIONS
A. Conclusions ...............................................................................................
B. Suggestions ...............................................................................................
1. Teachers.................................................................................................
2. Government/Other Publishers...............................................................
3. Future Researchers................................................................................

104
106
107
107
108

BIBLIOGRAPHY ..........................................................................................

109

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

APPENDICES
APPENDIX A The Core Competences and Basic Competences of
English for Tenth Grade Senior High School .................
APPENDIX B The Correspondencies of Activities in English textbook to
the basic competences ..........................................................
APPENDIX C Questionnaire Results on the Content, Language and
Presentation Properness .......................................................
APPENDIX D The Interview Guide .............................................................
APPENDIX E The Transcript of Interview Results .....................................
APPENDIX F Questionnaire Results on the The Graphical Matters
Properness ............................................................................
APPENDIX G The Samples of Cloze Test’s Results ..................................
APPENDIX H The Research’s Permission Letter ........................................

x

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117
136
172
175
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

List of Tables
Table 2.1
Table 3.1
Table 3.2
Table 4.1.

Graduate Competence Standard....................................................
The Qualification of Questionnaire Score Percentage Result......
The Qualification of Readability Score........................................
The Subject Matter of Bahasa Inggris SMA/MA dan
SMK/MAK Kelas X Semester 1 ................................................
Table 4.2 Chapter 1 : Talking about Self ....................................................
Table 4.3 The Percentage of Questionnaire Result for Content Properness.
Table 4.4 The Percentage of Questionnaire Result for Language
Properness....................................................................................
Table 4.5 The Percentage of Questionnaire Result for Presentation
Properness....................................................................................
Table 4.6 The Percentage of Questionnaire Result for The Graphical
Matter Properness ......................................................................
Table 4.7 The Percentage of Correct Answers in Text 1 ..............................
Table 4.8 The Percentage of Readability Score of Text 1 ...........................
Table 4.9 The Percentage of Correct Answers in Text 2 .............................
Table 4.10 The Percentage of Readability Score of Text 2 ..........................
Table 4.11 The Percentage of Correct Answers in Text 3 ............................
Table 4.12 The Percentage of Readability Score of Text 3 ..........................
Table 4.13 The Average of Readability Score of Text 1, 2, and 3 ................

xi

40
57
58
65
65
74
77
80
87
89
90
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95
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

List of Figures
Figure 4.1 The Skin Book Layout...........................................................................
Figure 4.2 The Flipped Information in Book Back ................................................
Figure 4.3 The Example of Inappropriate Shape, Colour and Layout
Elements Size ..............................................................................
Figure 4.4 The Examples of Unproportional Appearances of Greeting
Cards............................................................................................
Figure 4.5 The Examples of Decorative Font ................................................
Figure 4.6 The Examples of Bookman Old Style 11 pt..................................
Figure 4.7 The Examples of Illustration.........................................................

xii

81
82
84
84
85
85
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT
Valentina Dyah Arum Sari. 2015. An Evaluation of 2013 Curriculum Based
English Textbook: “Bahasa Inggris SMA/MA dan SMK/MAK Kelas X Semester
1” Published By The Ministry of Education And Culture. Yogyakarta: The
Graduate Program in English Language Studies, Sanata Dharma University.
Education and Culture Ministerial Regulation No. 65 of 2013 on Standard
of Process determines textbook as a criterion to be fulfilled in teaching and
learning process. Related to that, every textbook that is used has to have a quality
that will make it appopriately used by the users. Nevertheless, McDonough et al.
(2003:52) stated that no textbook or set of materials is likely to be perfect, and
there does not seem as yet an agreed set of criteria of procedures for evaluation.
Realizing the imperfection that may exist in textbook and the essential role of
textbook, the textbook evaluation is necessitated. Related to that, the researcher
conducted a textbook evaluation of Curriculum 2013 based English textbook for
“Bahasa Inggris SMA/MA dan SMK/MAK Kelas X Semester 1” published by The
Ministry of Education and Culture.
Considering to the background of the study, there was a problem
formulation to be solved in this research: What is the quality of 2013 Curriculum
Based English textbook: Bahasa Inggris SMA/MA dan SMK/MAK Kelas X
Semester 1 published by The Ministry of Education and Culture like?
The textbook evaluation concerned to evaluate the properness quality of
content, presentation, language, readability, and graphical matters. In order to
evaluate the quality of “Bahasa Inggris SMA/MA dan SMK/MAK Kelas X
Semester 1”, the research applied Evaluation Research. The data were analyzed in
qualitative and quantitave techniques. Cloze test, questionnaires and interview
checklist were used as the instruments in this research. Questionnaires and
interviews were used to gain the data of content, presentation, and language
properness from the six English teachers in Yogyakarta as the textbook reviewers
and the data of graphical matters properness from the three editors of private book
publisher in based Yogyakarta and Jakarta. Cloze test was used to gain the data of
readability from 115 tenth graders in three Senior High Schools in Yogyakarta.
The result of this research revealed that the properness of content,
presentation, language had a medium quality and still needed improvement. The
questionnaire results showed 71,5% for the content properness, 75% for the
presentation properness and 70% for language properness. The quality of the
graphical matters were medium with the percentage 63%. It also needed some
improvement. The textbook has high readability with the score of percentage
88%. Thus, it revealed that the difficulty level of texts in textbook was already
suitable to the level of tenth graders.
Keywords: 2013 Curriculum, textbook evaluation, the quality

xiii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK
Valentina Dyah Arum Sari. 2015. An Evaluation of 2013 Curriculum Based
English Textbook: “Bahasa Inggris SMA/MA dan SMK/MAK Kelas X Semester
1” Published By The Ministry of Education And Culture. Yogyakarta: Pasca
Sarjana Kajian Bahasa Inggris, Universitas Sanata Dharma.
Peraturan Menteri Pendidikan dan Kebudayaan No.65 tahun 2013 tentang
Standar Proses menetapkan buku teks pelajaran sebagai salah satu kriteria dalam
proses belajar mengajar. Berkaitan dengan hal tersebut, setiap buku teks yang
akan digunakan harus memiliki kualitas sehingga sesuai dengan kebutuhan para
penggunanya. Namun demikian, McDonough (2003:52) menyatakan bahwa tidak
ada buku teks pelajaran yang sempurna dan mengikuti kriteria dari prosedur
evaluasi. Menyadari ketidaksempurnaan yang mungkin ada pada suatu buku teks
pelajaran dan pentingnya buku teks pelajaran, maka evaluasi buku perlu
dilakukan. Oleh karena itu, peneliti mengadakan penelitian mengenai evaluasi
buku teks pelajaran Bahasa Inggris berbasis Kurikulum 2013 untuk tingkat SMA
yang berjudul Bahasa Inggris SMA/MA dan SMK/MAK Kelas X Semester 1 dan
diterbitkan oleh Departemen Pendidikan dan Kebudayaan.
Berkaitan dengan latar belakang penelitian, terdapat satu permasalahan
untuk dipecahkan dalam penelitian ini: Seperti apakah kualitas buku teks
pelajaran Bahasa Inggris berbasis Kurikulum 2013 untuk tingkat SMA yang
berjudul Bahasa Inggris SMA/MA dan SMK/MAK Kelas X Semester 1 dan
diterbitkan oleh Departemen Pendidikan dan Kebudayaan?
Evaluasi buku teks pelajaran ini fokus untuk mengevaluasi kualitas
kelayakan isi, penyajian, bahasa, keterbacaan, dan kegrafikan. Untuk mengetahui
kualitas Bahasa Inggris SMA/MA dan SMK/MAK Kelas X Semester 1, penelitian
ini menggunakan jenis penelitian Evaluasi. Data dianalisis menggunakan teknik
kualitatif dan kuantitatif. Cloze test, kuesioner dan wawancara adalah instrumen
dalam penilitian ini. Kuesioner digunakan untuk mendapatkan data kelayakan isi,
penyajian, dan bahasa yang diperoleh dari enam guru Bahasa Inggris di
Yogyakarta dan data kelayakan kegrafikan dari para reviewer yaitu tiga editor
buku yang berasal dari percetakan swasta di Yogyakarta dan Jakarta. Sedangkan
Cloze test digunakan untuk memperoleh data tingkat keterbacaan yang diperoleh
dari 115 siswa-siswi kelas X di tiga SMA di Yogyakarta.
Hasil penelitian ini menunjukkan kualitas sedang untuk kelayakan isi,
kelayakan penyajian, dan kelayakan bahasa. Hasil kuesioner menunjukkan 71,5%
untuk kelayakan isi, 75% untuk kelayakan bahasa, dan 70% untuk kelayakan
penyajian. Kegrafikan buku teks bahasa Inggris juga menunjukkan kualitas
sedang dan membutuhkan beberapa perbaikan. Sedangkan untuk tingkat
keterbacaan, teks yang terdapat dalam buku teks pelajaran Bahasa Inggris
memiliki tingkat keterbacaan tinggi yaitu 88%. Lebih lanjut, tingkat kesulitan
buku teks pelajaran Bahasa Inggris sudah sesuai dengan tingkatan peserta didik
kelas X.
Kata kunci: Kurikulum 2013, evaluasi buku teks pelajaran, kualitas
xiv

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER I
INTRODUCTION

This chapter presents the elaboration of the introduction to the research
conducted. In detail, this chapter contains six sections, namely the research
background, problem formulation, problem limitation, research focus, research
goals and benefits, and definition of terms. Further elaboration of each section
mentioned above will be given in detail.

A. Research Background
As the foundations and tool for achieving objectives statements of
education, the curriculum holds the essential role in education system. According
to Tanner and Tanner (1980, p. 13), curriculum is the planned and guided learning
experiences and intended outcomes, formulated through the systematic
reconstruction of knowledge and experiences under auspices of the school, for the
learners’ continuous and willful growth in personal social competence. It
underlies the aspects of teaching and learning process and has a strong influence
in it (Ali, 2009:15). It is able to foresee the goals of education which makes
curriculum defines what to be learnt and actions on how to attain the expected
outcomes. In equalizing the paradigm of education purposes, the curriculum is set
by the government. In addition, it aims to make everyone could get the same
experience in education (Ali, 2009:1).

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Occuring as a base of education – a crucial part in development of a
country, curriculum may reflect the vision of a nation. Since it has a close relation
to a nation movement, curriculum moves forward and reforms according to the
era and people’s advance. Indonesia experiences this curriculum renewal as well.
The renewal of curriculum can be in aspects of objectives, content and structure,
curriculum strategy, curriculum medium and curriculum evaluation system
(Sudjana,1993:7).
Indonesia started determining curriculum in 1947. It keeps renewing 11
times until the most updated curriculum which is 2013 Curriculum. The first
curriculum was in 1947 which is known as lesson plan instead of curriculum and
followed with curricula 1952, 1964, 1968, 1975, 1984, 1994, 1999, 2004, 2006
and 2013. Those curriculum transformation was intended to get the best
foundation of education in Indonesia. As asserted by Nunan (2003:5) that for
many years, the goal of language pedagogy was to find the right method.
In 2013, Indonesia government introduced the new curriculum namely 2013
Curriculum. According to Education and Culture Ministerial Regulations No.
69/2013, Indonesia implements Competency-based Curriculum as the theoretical
framework of Curriculum 2013. Competency-based Curriculum implementation
in Curriculum 2013 is expected to provide learning opportunity for students to
develop their knowledge, skills, attitudes, and behaviours. Curriculum 2013 is the
renewal of Education Unit Level Curriculum (KTSP) 2006. Government reforms
KTSP to Curriculum 2013 due to answer the nation’s nowadays and upcoming
challenges. According to Education and Culture Ministerial Regulation No. 69 of

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2013 on Senior High School – Madrasa High School Curriculum, 2013
Curriculum was set to make Indonesian ready to face internal and external
challenges.
The demand of national education improvement as the first internal
challenge makes government need to regulate eight national standards of
education. Those contain standard of content, standard of process, standard of
graduate competence, standard of educator and educational staff, standard of
facilities and infrastructures, standard of management, standard of finance, and
standard of educational assessment. Arranging eight national standards of
curriculum is believed in bringing Indonesia to better quality of education.
Curriculum as the product of thinking and action of human beings should be
improved (Oliver, 1977:329). It is related to the second internal challenge that
underlies the curriculum renewal. Government perceives the increasing of
productive age (15-64 years old) in Indonesia which will meet the climax up to
70% in 2020-2035 (Education and Culture Ministerial Regulation No. 69 of 2013
on Senior High School – Madrasah High School Curriculum, 2013). The 2013
Curriculum is designed to prepare so that a number of human resources increasing
in Indonesia can possess suitable competences and skills.
External challenges become the factors for determining 2013 Curriculum as
well. Based on Education and Culture Ministerial Regulation No. 69 Year of 2013
on Senior High School – Madrasah High School Curriculum, the challenges
matter to globalization issues, environment, the advance of technology and
information, the rising of cultural and creative industry, and the development of

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education in international level. Through good quality of education presented in
2013 Curriculum, Indonesian citizen can get ready to face globalization issues
which rises the modern industry and trading instead of agriculture and traditional
trading.
World economy power shifting, the effect of technoscience and quality,
investment, and transformation in education field also take part as the external
challenges. In spite of that, the perfection of curriculum is based on fact that
Indonesian students joining international education events including International
Trends in International Mathematics and Science Study (TIMSS) and Program for
International Student Assessment (PISA) since 1999 present unsatisfying results.
The government notices that it happens due to the absence of some materials
tested by international events in the previous curriculum applied in Indonesia.
According to Regulation No. 20 of 2003 on National of Education System,
curriculum is a set of planning and setting of the objectives, contents, and the
material of the teaching and learning process that is used as a guideline in
realization of the teaching to achieve the goal of the certain education. Two
important points from the definition are first, planning and setting of the
objectives, contents, and the material of the teaching and learning process and
second, the activities of teaching and learning process. Therefore, in order to get
ready in facing the internal and external challenges, the government designs 2013
Curriculum.
Senior High School is one of education levels which implements 2013
Curriculum. As regulated in Curriculum Structure of Senior High School Level,

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the subjects are divided into compulsory and elective subjects. One of the
compulsory subjects for Senior High School level is English.
English is now existed as the world language. It is evidenced by the number
of 2 billion people who learn and speak English (British Council, 2000). In
supporting the British Council’s report, Herscovitch (2012) added the prediction
that in 2050, there will be a half of world’s population who are proficient in
English. Related to that, English, in the present, has become the Asian language
around Asia. The fact that 800 million English speakers existed in Asia has made
it.
The widespread use of English is based on the people’s need to achieve the
global means of communication successfully. As stated by Graddol (2000) in his
writing on the future of English Language Teaching, the purposes of using
English are increasing. English is now used globally in many fields including
technology, scientific development, entertainment, economics, and also literature.
English is used widely in the international business sector, so much so that
English has become the standard language of world business (Yoneda, 2008).
Indonesia as the part of Asia also experiences the existence of English as
Foreign Language (EFL). This situation, thus, raises the concern of Indonesian
Minitsry of Education and Culture towards the English proficiency demand. As
the act, the ministry includes English as subject to be learnt in formal schooling
levels in Indonesia such as Senior High School level. Related to that, Curriculum
Center of Indonesia National Education Department also formulated the aim of
the implementation of learning English at Senior High School level. It is to

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achieve the informational level of literacy which expects students to be able to use
English to access accumulated knowledge and use English in informal and formal
contexts (National Education Department, 2003).
As determined in 2013 Curriculum, there are four core competences (KI) in
Senior High School level (Indonesian Ministy of Education and Culture, 2013).
The core competences, thus, are expected to define the balanced quality between
hardskills and softskills. They are occured as the description of three main
competences, including knowledge (cognitive), skills (psychomotor) and attitude
(affective) which is differentiated into spiritual and social. In spite of core
competences, the government has set Basic Competences (KD) for Senior High
School level. It is a content relation of one Basic Competency to other Basic
Competences (Indonesian Ministy of Education and Culture, 2013). The basic
compatences are formulated to attain core competences.
In order to set the criteria of qualification for what competences the students
after they graduate from Senior High School must have, the Ministry of Education
and Culture has defined Graduate Competence Standard (SKL). Each of
competences including attitude, skills, and knowledge is described deeper in it. In
addition, in 2013 Curriculum, the description of SKL will serve as guidelines to
develop the eight National of Education Standards including Standard of Process.
Standard of process takes part in supporting the achievement of learning
outcomes of 2013 Curriculum . Standard of process is defined as criteria on
teaching and learning process in unit level of education that means to achieve the
graduate competence standard (Education and Culture Ministerial Regulation No.

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65 of 2013 on Standard of Process, 2013). Standard of Process includes teaching
and learning characteristics, teaching and learning plan, teaching and learning
process, assessment of teaching and learning’s results and process and supervision
of teaching and learning process.
In teaching and learning process part, the government determines textbook
as a criterion to be fulfilled. According to Education and Culture Ministerial
Regulation No. 65 of 2013 on Standard of Process, textbook is used to efficiency
and effectiveness of students during their learning process. Textbook is one of the
learning materials that can be used by teacher and students in order to help the
teaching and learning process in the classroom (Tomlinson, 2003). Textbook can
be main and supporting sources for teachers. By reffering to textbook, teachers
can get inspiration for class activities (Garinger, 2002). In spite of that, textbook
can be a helpful learning device that contains of materials and a set of assessment.
Through the materials existing in textbook, students can have guideliness on what
to learn. Students can have their individual learning with the aid of textbook. A set
of assessement in textbook like task or practice of midterm test and final test can
ease the students to make them fluent and build their confidence in having real
test. Therefore, textbook presents its importance in helping students obtain the
learning outcomes.
Nevertheless, McDonough et al. (2003:52) stated that no textbook or set of
materials is likely to be perfect, and there does not seem as yet an agreed set of
criteria of procedures for evaluation. Realizing the imperfection that may exist in
textbook and the essential role of textbook, the textbook evaluation is

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necessitated. One of the purposes of textbook evaluation is to find out whether
the organization of materials is consistent with the objectives of a given English
language curriculum (Williams: 1983). Several aspects can be applied to evaluate
textbook and then get the good and appropriate textbook. There are three criteria
proposed by Byrd (2001) in evaluating textbook. They include the criteria of the
fit between the material and the curriculum, the fit between the material and the
students, and the fit between the material and the teacher. Curriculum is the
foundations of teaching and learning process which includes the goal of learning.
Tarigan and Tarigan (1990:22) asserted also that a good textbook should be
relevant with the curriculum.
Government Regulation No. 32 of 2013 on National Standard of Education,
Article 1 clause 23 defines textbook as compulsory book reference or main source
of teaching and learning process as a tool to achieve basic competences and core
competences. Before launched to the public, the textbook will be evaluated by
BSNP (Badan Standar Nasional Pendidikan). The evaluation aims to provide
textbook which is proper-use in order to improve the national education quality, to
improve the quality of Indonesian book resources, to protect students from
unqualified textbook and to improve the reading motivation and habit. Therefore,
some criteria as the indicators for textbook evaluation are set. The criteria are the
properness of content, presentation, language, and graphical matters (The Center
for Curriculum and Books Ministry of Education and Culture, 2013).
Although BSNP does not include readability in the criteria to be considered
for a good textbook, this aspect can also be used to measure the quality of

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textbook. It is because the awareness of textbook’s readability will lead teachers
and government to select the textbook that can be appropriately read by the
students in that level. Tomlinson (2003) states that textbook is one of the learning
materials that can be used by teacher and students in order to help the teaching
and learning process in the classroom. It means that texts occured in the textbook
should not be too difficult for their level so that the students can read and
understand the texts.
The awareness of textbook quality should be improved along with the
shifting of education paradigm which is shifted from teacher-centered to studentscentered. This transformation makes students need an individual learning tool
including textbook. Textbook can be served as their guideliness in learning.
Related to it, in supporting the implementation of curriculum 2013 especially in
Senior High School level, textbook evaluation in order to select suitable textbook
needs conducting. It is essential because by having the appropiate textbook,
students can be in right track to obtain the learning outcomes. Moreover, the
implementation of curriculum 2013 meets the purposes of the curriculum itself.
Related to the implementation of curriculum 2013, there are several English
subject textbooks published for Senior High School level. The textbooks vary
from government and private publishers. A textbook of curriculum 2013
becoming the subject of this research is “2013 Curriculum 2013 based English
textbook for Senior High School Students grade X semester 1” published by the
government. This textbook which is launched in 2014 is composed by Utami

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Widyati, Furaidah, and Zuliati Rohmah. It is edited by Safrina and Helena I.R.
Agustien. The textbook consists of nine chapters and has 116 pages.
There have been some studies on English textbook evaluation related to
curriculum 2013. As the first example, a research conducted by a graduate of State
University of Surabaya that conducted an English textbook analysis on “Bahasa
Inggris untuk SMA/MA dan SMK/MAK Kelas X” published by Putra Nugraha.
The researcher namely Abu Darrin analyzed textbook published by private
publisher. This study aimed to check two points which are first, the conformity of
the basic competences in chapters occured in textbook to the basic competences in
the syllabus and second, the conformity of the materials in chapters occured in
textbook to the basic competences in the syllabus. The results show that all basic
competences in textbook conform to the basic competences in syllabus. However,
most of materials in textbook do not conform to the basic competences in syllabus
(Darrin, 2014).
The second study was conducted by graduate and lecturer from State
University of Surabaya. They did analysis of the relevance of English materials in
textbook entitled “Pathway to English” for Senior High School grade X to the
curriculum 2013. The textbook choosen is a textbook published by private
publisher which is Erlangga. In this study, they purposed to figure out the
relevance of the materials in the textbook to 2013 English basic competence in
term of cognitive aspects and to describe the relevance of the materials in the
textbook to 2013 English basic competence in term of psychomotor aspects. The
results present that all chapters in textbook are relevant to the indicators for

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cognitive aspects in the basic competence three. However, some of materials in
textbook are irrelevant to the indicators for psychomotor aspects in the basic
competence four. (Ratnasari and Pusparini, 2014).
Nevertheless, there is no research evaluating English textbook of 2013
Curriculum published by government. In addition, the evaluation of government
published-textbook is crucial to do. All schools have it as the core reference
textbook. It means that the materials in textbook must be suitable with the
curriculum so that the students and teachers who have it as the main source can
really have it as the proper foundation in facilitating them obtain learning
outcomes stated in 2013 Curriculum. For that reason, it triggers the researcher to
conduct the evaluation on English textbook published by government. In this
research, the 2013 Curriculum 2013 based English textbook published by
government will be evaluated in properness quality of content, presentation,
language, graphical matters and readability. It, further, aims to select good
textbook to be used in the implementation of recent curriculum (Tarigan and
Tarigan,1990:22). The quality of English textbook can be revealed by seeing the
discrepancy of English textbook from the standards that have been regulated by
BSNP. When this research is conducted, the revised version of 2013 Curriculum
Based English textbook: Bahasa Inggris SMA/MA dan SMK/MAK Kelas X
Semester 1 published by The Ministry of Education and Culture has not been
published yet too. Therefore, in this textbook evaluation research, the researcher
aims to evaluate the in properness quality of content, presentation, language,
graphical matters and readability of 2013 Curriculum 2013 based English

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textbook for tenth graders of Senior High School entitled “Bahasa Inggris
SMA/MA dan SMK/MAK Kelas X Semester 1” published by The Ministry of
Education and Culture.
B. Problem Formulation
Considering to the background of the study, the researcher is going to
answer a question as the guidelines of conducting and writing this study. The
question is:
What is the quality of 2013 Curriculum Based English textbook: Bahasa
Inggris SMA/MA dan SMK/MAK Kelas X Semester 1 published by The
Ministry of Education and Culture like?
C. Problem Limitation
In this study, the researcher focuses on textbook evaluation of 2013
Curriculum Based English textbook: Bahasa Inggris SMA/MA dan SMK/MAK
Kelas X Semester 1 published by The Ministry of Education and Culture. The
textbook evaluation concerns to evaluate the quality of content, presentation,
language, readability, and graphical matters properness. It is crucial to evaluate
the quality of those five aspects in order to reveal whether the textbook can be
used as the core reference book for supporting teaching and learning process in
2013 Curriculum implementation.
D. Research Focus
The research focuses on the quality of content, presentation, language,
readability, and graphical matters properness in the textbook. It is a textbook

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evaluation research that leads to good and suitable selection of textbook to be
used in the implementation of 2013 Curriculum.
E. Research Goals and Benefits
1. Research Goals
This research is intended to evaluate the quality of 2013 Curriculum Based
English textbook: Bahasa Inggris SMA/MA dan SMK/MAK Kelas X Semester 1
published by The Ministry of Education and Culture.
2. Research Benefits
This research has three benefits in accordance with the objectives of the
research. The benefits are:
a. Students
The research is expected to reveal the quality of English textbook used by
students in 2013 Curriculum. The quality is fundamental to be occurred in the
textbook. It is because by having a suitable textbook, the students will have proper
guideliness for their learning. In spite of that, textbook can be a helpful learning
device that contains of materials and a set of assessment. A set of assessement in
textbook like task or practice of midterm test and final test can ease the students to
make them fluent and build their confidence in having real test. Therefore, a
suitable textbook may work effectively in helping students obtain the learning
outcomes.
b. Teachers
The research is expected to give teachers an understanding of the
importance of selecting suitable textbook. It is because of the role of textbook that

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can serve as main and supporting sources for teachers. Teachers can get
inspiration for their class activities from textbook. Moreover, it is also expected to
encourage teachers to evaluate, find, select or even design the qualified textbook
for supporting teaching an