A CONTENT ANALYSIS OF THE ENGLISH TEXTBOOKS USED AT JUNIOR HIGH SCHOOL (A STUDY ON HOW TEACHERS PERCEIVE THE CONTENT OF THE TEXTBOOKS).

A CONTENT ANALYSIS OF THE ENGLISH TEXTBOOKS USED AT JUNIOR HIGH SCHOOL

(A STUDY ON HOW TEACHERS PERCEIVE THE CONTENT OF THE TEXTBOOKS)

A Research Paper

Submitted in Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree in English Education Department

by

Ginanjar Sukma Gumelar (0801184)

English Education Department

Faculty of Language and Literature Education Indonesia University of Education

A CONTENT ANALYSIS OF THE ENGLISH TEXTBOOKS USED AT JUNIOR HIGH SCHOOL (A STUDY ON HOW TEACHERS PERCEIVE THE CONTENT OF THE TEXTBOOKS)

Oleh:

Ginanjar Sukma Gumelar

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan pada Fakultas Pendidikan Bahasa dan Sastra

© Ginanjar Sukma Gumelar 2015 Universitas Pendidikan Indonesia

Agustus 2015

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

PAGE OF APPROVAL

A CONTENT ANALYSIS OF THE ENGLISH TEXTBOOKS USED AT JUNIOR HIGH SCHOOL

(A STUDY ON HOW TEACHERS PERCEIVE THE CONTENTS OF THE TEXTBOOKS)

A Research Paper By:

Ginanjar Sukma Gumelar 0801184

Approved by

Supervisor

Prof. Dr. Nenden Sri Lengkanawati, M.Pd NIP. 195111241985032001

Head of English Education Department Faculty of Language and Literature Education

Indonesia University of Education

Dr. Rd. Safrina N., MA. NIP. 196207291987032003

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A CONTENT ANLYSIS OF THE ENGLISH TEXTBOOKS USED AT JUNIOR HIGH SCHOOL Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

TABLE OF CONTENTS

STATEMENT OF AUTHORIZATION ... Error! Bookmark not defined. PREFACE ... Error! Bookmark not defined. ACKNOWLEDGMENT ... Error! Bookmark not defined. ABSTRACT ... Error! Bookmark not defined. TABLE OF CONTENTS ……… v LIST OF TABLES ... Error! Bookmark not defined. LIST OF ABBREVIATIONS ... Error! Bookmark not defined. CHAPTER I INTRODUCTION ... Error! Bookmark not defined. 1.1. Background of the Research ... Error! Bookmark not defined. 1.2. Research Questions ... Error! Bookmark not defined. 1.3. Aims of the Research ... Error! Bookmark not defined. 1.4. Scope of the Research ... Error! Bookmark not defined. 1.5. Significance of the Research ... Error! Bookmark not defined. 1.6. Clarification of Terms ... Error! Bookmark not defined. 1.7. Organization of the Research ... Error! Bookmark not defined. CHAPTER II LITERATURE REVIEW ... Error! Bookmark not defined.

2.1. Definitions of Textbooks ... Error! Bookmark not defined. 2.2. Important Role of Textbook in EFL Classroom ... Error! Bookmark not defined.

2.3. The Need of Evaluation ... Error! Bookmark not defined. 2.4. Quality of Good Textbooks ... Error! Bookmark not defined. 2.5. Government Regulations ... Error! Bookmark not defined. 2.6. BSNP Criteria of Ideal Textbooks ... Error! Bookmark not defined. 2.7. Related Research Reports ... Error! Bookmark not defined. 2.8. Synthesis ... Error! Bookmark not defined. CHAPTER III RESEARCH METHODOLOGY ... Error! Bookmark not defined.

3.1. Research Design ... Error! Bookmark not defined. 3.2. Research Site ... Error! Bookmark not defined. 3.3. Data Collection Technique ... Error! Bookmark not defined. 3.4. Data Analysis Technique ... Error! Bookmark not defined. 3.5. Research Instruments ... Error! Bookmark not defined. Chapter IV Findings and Discussions ... Error! Bookmark not defined. 4.1. The Fulfillment of the Textbooks ... Error! Bookmark not defined. 4.1.1. The Criteria ... Error! Bookmark not defined. 4.1.2 Textbooks Components ... Error! Bookmark not defined. 4.2. Textbooks’ General Statistical Analysis Result Error! Bookmark not defined. CHAPTER V CONCLUSIONS AND RECOMMENDATIONS ....Error! Bookmark not defined.

5.1. Conclusions. ... Error! Bookmark not defined. 5.2. Recommendations ... Error! Bookmark not defined. Bibliography ... Error! Bookmark not defined.

Ginanjar Sukma Gumelar, 2015

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CHAPTER I INTRODUCTION

This chapter presents the introduction of this paper. It covers background of the research, research questions, aims of the research, scope of the research, significance of the research, clarification of terms, and organization of the research.

1.1. Background of the Research

The Curriculum 2013, the current curriculum in the national education of

Indonesia, will entail lots of changes in the current education system of the country.

For all stages of educational institutions, from elementary school to senior high

school, numerous subjects will be dismissed (Nuh, 2013). Started from this coming

academic year (2013/2014), the changes made will be on the process of learning, the

number of subjects, and also the learning time will be longer than before. As the

impact of those spreading, this curriculum will cause more unemployed due to the

abolition of some subjects at school (Aziza, 2013). Therefore, this curriculum causes

pros and cons.

The difference between Curriculum 2013 and the School-based Curriculum is

about the competence aspect of knowledge and it puts attitude on the higher priority

than skill competencies and knowledge (Nuh, 2013). It says that English, Social

Science, and Science subjects will be removed from the subject list in the curriculum

subjects, such as Indonesian Language, whereas English can be learned as an

extracurricular subject. I wonder if the government forgets that for reaching the bright

future good attitude must be accompanied by knowledge. Moreover, those subjects

are very important for chidren's developments. English is the international language,

Social science teaches children how to socialize others, Science tell them about their

own nature. I can't imagined how it will be if 6 years in elementary school are wasted

without learning about those three important subjects completely.

In junior high school, it says that the students have to be taught more lessons

in Math and Science than the last curriculum and the information and communication

technology will be removed because they think this subject is a medium for learning

other subjects.

In the last curriculum the students have to determine the major that they want

to take in the second grade of senior high school, but in this new curriculum, they

have to do it in the first grade of senior high school. Equal to the system for junior

high school, senior high school will also lose the information and communication

technology as one of the subjects.

As for this issue, Minister of education and culture (the Minister) Anies

Baswedan finally expresses the Curriculum implementation Curriculum 2013 (K-13)

to a limited extent.

Based on (Permendikbud no. 160, 2014), the implementation of the K-13 in

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Permendikbud dated December 11th _{2014 that set the termination policy}

implementation of the K-13 and the return of the application of the 2006 Curriculum

(Curriculum unit level education/KTSP) again.

In article 4 Permendikbud 160/2014, it is stated that primary and secondary

schools can run KTSP until lesson 2019/2020.

Anies Baswedan (2014) stated that the enactment of the K-13, only to a

limited extent in 6.221 unit schools, because the teachers are not yet ready. He spoke

as good as any curriculum that runs, the key to its success is the teacher. "We used to

rehearse his teacher until ready," he said.

In this rule, the enforcement of the K-13 in limited numbered semester

effective March later. Anies confirms that schools are allowed to proceed back to

K-13 implementation of schools that have been running for the past three

semesters. That began the year 2013/2014 and then lessons.

In the meantime, the school returned to apply KTSP will get special attention,

like training for principals, teachers, educational personnel, and superintendent of

schools. This focused training to prepare for the implementation of the K-13 in each

school, not only for teachers, but also for Textbooks and Supplementary preparations.

Textbooks, inevitably, become required elements in language instruction.

Pinter (2006) claims that textbooks are crucial to instructions. In agreement with this,

Brown (2001) also convinces that textbooks are viewed as the most understandable

Textbooks are useful in class activities because they can identify what should be

taught or learned and indicate the methods should be used (Mukundan,

Nimehchisalem, & Hajimohammadi, 2011). Textbooks provide materials effectively

and economically. Moreover, textbooks also support learners in learning by

themselves (Cameron, 2001).

Nowadays, most of English teachers in Indonesia use textbooks as a main

source. These teachers who use textbooks as the only one source in their teaching

activities treat textbooks like a recipe, a holy book, a springboard, a compass, a

straitjacket, a survival kit, a supermarket, and even a crutch (McGrath, 2002).

However, some other teachers use them only as supporting media and supplement to

enrich their materials. For those who rely heavily to on textbooks, they should give

more attention on the process of choosing the textbooks. The inappropriate choice of

the textbooks will harm instruction itself, include the students. It will cause some

misleading to them, especially students who learn English as foreign language

(Ansari & Babaii, 2002). For that reason, consequently, textbooks analysis is

considered as a necessity to do.

According to Harmer (2001), Textbooks analysis is an outclass judgment on

how well textbook a book has performed in fact. In other words, this process is

analyzing how appropriate the textbooks can be used in instructions. Textbooks

analysis is required in order to control the mass production of textbooks offers by

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a condition where the quality of some English textbooks is illegible (Damayanti,

2001).

There has been research of textbooks analysis that identified some weaknesses

and strengths of textbooks, for example, the research that found several English

textbooks for young learners were still inappropriate to the learners’ characteristic conducted by Sundayana and Gustine (2008). The result of their research shows that

most of English elementary school textbooks did not include physic activities in using

English and also presented the speaking materials in lowers size.

Another research on textbooks analysis was conducted by Yusuf (2008) who

investigated the weaknesses of a high school English textbook. The findings show

that not only the textbook provided inappropriate materials for students, but the

textbook also cannot give much help to the teachers in designing their instructions

which impact to students’ comprehend to do activities or to get new information in

learning process.

The fact above shows that textbook analysis is necessary and important to

help all textbook consumers find a proper textbook. Analysis process is the first step

forward in deciding how textbook should be profitable used in classroom. Therefore,

this research aims to analysis suitability of the most used English textbooks to

teenagers’ characteristic in public state junior high school in Sumber District, Cirebon

1.2. Research Questions

In accordance with the background, this research is designed to answer the following questions:

1. How does the most used English textbook for state junior high schools in Sumber District, Cirebon Regency fulfill the criteria of an ideal textbook as perceived by the English teachers?

2. What are the strengths and the weaknesses of the most used English textbook for state junior high schools in Sumber District, Cirebon Regency?

1.3. Aims of the Research

With reference to the problems which are investigated, this study is aimed at:

1. To find out the fulfillment of the most used English textbook for state junior high school in Sumber District, Cirebon Regency to the criteria of an ideal textbook for young learners as perceived by the English teachers.

2. To find out the strength and the weaknesses of the most used English textbook for state junior high school in Sumber District, Cirebon Regency.

1.4. Scope of the Research

The research is limited to two concerns. It focuses on the fulfillment the most used English textbook for state junior high school in Sumber District, Cirebon Regency to the criteria of an ideal textbook and its strengths and weaknesses.

1.5. Significance of the Research

The present research is believed to have several significances for theoretical, practical, and professional benefits.

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1.5.1. Theoretical benefit

The research findings can be used as the contribution towards the research about textbook analysis especially in state junior high school level.

1.5.2. Practical benefits

The research findings will be beneficially useful for students, teachers, and also readers who are interested in textbook analyzing especially textbook for state junior high school students. For students, this research is expected to encourage them to say what actually they need from a textbook. For teachers, the findings provide information about applicable textbook analysis, and also would help them to find the most appropriate for their students. In addition, for those who are interested in textbook analyzing, the finding presents the alternatives resource and example of textbook analysis.

1.5.3. Professional benefits

The research findings can help teachers and textbook writers to improve the quality of textbooks, in order to make the best possibilities way to improve English learning and teaching process in the classroom for the best come out from students themselves.

1.6. Clarification of Terms

To avoid misunderstanding, the following is the clarification of the terms used in the present research.

1.6.1. Textbooks

1.6.2. Textbook Analysis

Textbook analysis is the systematic analysis of the text materials including the structure, the focus, and special learning assists (McGrath, 2002).

1.7. Organization of the Research

This research paper is divided into five chapters. Chapter I is about introduction. Chapter II is about literature review. Chapter III is research methodology. Chapter IV is findings and discussion. Last, chapter V is the conclusions of the research and recommendations for further research.

1.7.1. Chapter I: Introduction

This chapter provides the background of the research, research questions, aims of the research, scope of the research, significance of the research, clarification of terms, and organization of the research.

1.7.2. Chapter II: Literature Review

This chapter presents related theoretical foundations of the research. It also includes related previous researches and theoretic position of the researchers that referred in the field under study.

1.7.3. Chapter III: Research Methodology

This chapter covers the method conducted in conducted in conducting the research. It covers the research design, research site, participant, data collection technique, and data analysis technique.

1.7.4. Chapter IV: Findings and Discussions

This chapter contains findings and discussions which present the result of the research.

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1.7.5. Chapter V: Conclusions and Recommendations

This chapter covers research result and recommendations for further research. This chapter will also state the result of the finding and suggestion.

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the proceduress and steps to find out the answers of the research questions. It consist of the elaboration of the research design which is further organized into four important sections: research design, data collection method, data analysis and data presentation format.

3.1. Research Design

This study made its categorization of empirical research into qualitative and quantitative research according to the criterion put forward by Grotjahn (1991). Furthermore, this research can be classified as “exploratory quantitative –

interpretive paradigm” (Grotjahn. 1987 cited in Nunan, 1992). This paradigm covers non-experimental design, quantitative data, and interpretative analysis.

Grotjhan (1991) explains that non-experimental design can be defined as the design of research which do not use experiment process. Quantitative data are defined as data that can be quantified. And, interpretative analysis is a process of analysis which analyzes the data provided interpretatively rather than statistically.

Design research is quantitative because this research talks about quantity and some of data analysis are presented in the numerical form. The final goals of this research are to give a systematic, factual and accurate description and ilustration of the most used English textbooks for students.

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This research is carried out at Sumber District, Cirebon Regency. It involves 3 State Junior High Schools. They are SMPN 1 Sumber, SMPN 2 Sumber, and SMPN 3 Sumber.

a. SMPN 1 Sumber

SMPN 1 Sumber is located in Dewi Sartika Street No. 153 Sumber Village, Sumber District, Cirebon Regency, West Java. It is one of three state junior high schools in Sumber District. This has thirty classes which divided into eleven classes for VIIth grade, ten classes for VIIIth grade, and nine classes for IXth grade. It has total 1153 students.

b. SMPN 2 Sumber

SMPN 2 Sumber is located in Pangeran Kejaksaan Street in Babakan Village, Sumber District, Cirebon Regency, West Java. The school has twenty one classes in total which divided into seven classes for each VIIth grade, VIIIth _{grade, and IX}th _{grade. SMPN 2 Sumber has 930 total}

students.

c. SMPN 3 Sumber

SMPN 3 Sumber is located in Ki Ageng Tapa Street, Pejambon Village, Sumber District, Cirebon Regency, West Java. SMPN 3 Sumber has 23 classes which divide into nine classes for VIIth _{grade, and seven classes for}

each VIIIth grade and IXth grade, with total 831 students.

3.3. Data Collection Technique

English textbook published by Pusat Perbukuan Kementerian Pendidikan Nasional are used as the research object in this study. The title of the books are English in Focus for VIIth Grade Junior High School, English in Focus for VIIIth Grade Junior High School, and English in Focus for IXth Grade Junior Eigh School. Authors of these books are Artono Wardiman, Masduki B. Jahur and M. Sukirman

Jusma. The reason why the books are picked up as sources of research is because the result of some steps to collect the data required, which were applied as follows:

a. Data collected in state junior high schools in Sumber district, Cirebon Regency, namely SMPN 1 Sumber, SMPN 2 Sumber, and SMPN 3 Sumber. b. Selecting which textbook which mostly used by students of three state junior

high schools above in Sumber District, Cirebon Regency. It is a series of textbooks published by Pusat Perbukuan Kementerian Pendidikan Nasional. They are English in Focus for VIIth Grade for Junior High School, English in Focus for VIIIth Grade for Junior High School, and English in Focus for IXth Grade for Junior High School.

c. Formulating checklist of what constitute good English textbooks for Junior High School. The checklist as the main tool in the process of analysis in this research is reformulated by Badan Standar Nasional Pendidikan/National Agency of Educational Standard (commonly abbreviated with BSNP in Bahasa Indonesia).

d. Nine English teachers were assigned from each grade in all state junior high schools in Sumber District, Cirebon Regency as book reviewers.

3.4. Data Analysis Technique

The data that have been attained are then being analyzed by doing the following procedures to find out the answers of the research questions:

a. Verifying the materials of these textbooks which most used with the checklist. b. Quantitative analyzing and interpreting the data to find out the the fulfillment of the most used English textbooks for Junior High Schools in Sumber District, Cirebon Regency.

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A CONTENT ANLYSIS OF THE ENGLISH TEXTBOOKS USED AT JUNIOR HIGH SCHOOL Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3.5. Research Instruments

The used research instrument is checklist that formulated based on BSNP standard criteria. It was applied as follows:

Table 1: Research Instruments

Component Subcomponents

Content Feasibility

Suitable with standard competency and basic competency

Accuracy of content materials

Support materials for educational proccess

Presentation Feasibility

Presentation technics

Presentations of educational proccess Presentations supplementary

Language feasibility

Suitable with age of students development Communicativeness

Suitable with series of ideas

Graphic feasibility

Book size Book design

Book cover’s ilustration

Book content Layouts and graphical illustrations Book typography

Likert Scale is used to determine score for each subcomponent. This scaling technique was invited by Renis Likert. Likert scale consists of a series of statements all of which are related to a particular target. Respondents are asked to indicate the extent to which they agree or disagree with these items by marking (Dorenyei & Taguchi, 2009).

In this study, the forms of answers were: Worst (W), Bad (B), Good (G), and Excellent (E). The scale for each answers are from 1 to 4 which mean 1=Worst; 2= Bad; 3=Good; 4=Excellent. Each scale determines not only the fulfillment of the books but also the strength and weakness of them.

Data interpretation below can answer the research questions:

a) General result of all component assessments describes the fulfillment of the most used English textbook for state Junior High Schools in Sumber District, Cirebon Regency to the criteria of an ideal textbook. b) The result of each component assessment describe the strengths and

the weaknesses of the most used English textbook for Junior High Schools in Sumber District, Cirebon Regency.

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CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS 5.1. Conclusions.

The most used textbooks in state junior high school in Sumber District, Cirebon Regency are English in Focus textbook series. 65 classes of 74 classes in three state junior high schools in Sumber District, Cirebon Regency use English in Focus textbook series as the main source. It is divided as follows: SMPN 1 Sumber, 21 classes of 30; SMPN 2 Sumber: all 21 classes; and SMPN 3 Sumber: all 23 classes. BSNP criteria is used as standard textbook analysis and has four major components as follows; content feasibility, the appropriateness of the contents; presentation feasibilty, the appropriateness of the presentation; language feasibility; and graphical feasibility.

Based on the obtained result of strengths and weaknesses assessment that conducted to English in Focus textbook series for junior high school students, it can be said that the textbooks are categorized as good textbooks. From the scores resulted, the textbook series’ strengths point is high for each book. English in Focus for VIItt Grade Junior High School’s general score is 3.53. English in Focus for VIIIth Grade Junior High School obtains 3.51 general score. As well as English in Focus for IXth Grade Junior High School which has also good general score result, that is 3.51.

Nevertheless, there are some minor weaknesses of English in Focus textbook series. They are graphical aspects of the books, which includes layout composition harmony with layout of the content point, presenting good contrast point, illustrations describe content of book point, shape, size, and color, proportions of the object appropriateness point, and interference of the illustration placement as background point that scored low and categorized as bad for English in Focus for VIIIth Grade Junior High School. The graphical weakness also found in English in Focus for IXth

Grade Junior High School textbook, it is illustrations describe content of book point with score only 2.33 and categorized as bad.

All in all, it can be concluded that English in Focus textbook series is a collection of good textbooks for junior high school students. It considered suitable for the learners. However, the book series has weakness in graphical aspects, which is usually considered as the most attractive aspect for junior high school students.

5.2.Recommendations

1. English in Focus textbook series are recommended to be used in Junior High Schools which run based on School-Based Curricullum.

2. These textbooks, however still need improvement related to graphical apperreances. As for VIIIth grade textbook, the following elements which need to be fixed are the point layout composition (title, author, ilustration) harmony with the layout content, good contrast presentations, ilustrations description of content of book, shape, size, and color, propotion of the objects, and interference of illustration placement as background. For IXth _grade

textbook, the graphical elements which need to be fixed are the content

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In this study, the forms of answers were: Worst (W), Bad (B), Good (G), and Excellent (E). The scale for each answers are from 1 to 4 which mean 1=Worst; 2= Bad; 3=Good; 4=Excellent. Each scale determines not only the fulfillment of the books but also the strength and weakness of them.

Data interpretation below can answer the research questions:

a) General result of all component assessments describes the fulfillment of the most used English textbook for state Junior High Schools in Sumber District, Cirebon Regency to the criteria of an ideal textbook. b) The result of each component assessment describe the strengths and

the weaknesses of the most used English textbook for Junior High Schools in Sumber District, Cirebon Regency.

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

5.1. Conclusions.

The most used textbooks in state junior high school in Sumber District, Cirebon Regency are English in Focus textbook series. 65 classes of 74 classes in three state junior high schools in Sumber District, Cirebon Regency use English in

Focus textbook series as the main source. It is divided as follows: SMPN 1 Sumber,

21 classes of 30; SMPN 2 Sumber: all 21 classes; and SMPN 3 Sumber: all 23 classes. BSNP criteria is used as standard textbook analysis and has four major components as follows; content feasibility, the appropriateness of the contents; presentation feasibilty, the appropriateness of the presentation; language feasibility; and graphical feasibility.

Based on the obtained result of strengths and weaknesses assessment that conducted to English in Focus textbook series for junior high school students, it can be said that the textbooks are categorized as good textbooks. From the scores

resulted, the textbook series’ strengths point is high for each book. English in Focus

for VIItt Grade Junior High School’s general score is 3.53. English in Focus for VIIIth Grade Junior High School obtains 3.51 general score. As well as English in Focus for IXth Grade Junior High School which has also good general score result, that is 3.51.

Nevertheless, there are some minor weaknesses of English in Focus textbook series. They are graphical aspects of the books, which includes layout composition harmony with layout of the content point, presenting good contrast point, illustrations describe content of book point, shape, size, and color, proportions of the object appropriateness point, and interference of the illustration placement as background point that scored low and categorized as bad for English in Focus for VIIIth Grade Junior High School. The graphical weakness also found in English in Focus for IXth

Grade Junior High School textbook, it is illustrations describe content of book point

with score only 2.33 and categorized as bad.

All in all, it can be concluded that English in Focus textbook series is a collection of good textbooks for junior high school students. It considered suitable for the learners. However, the book series has weakness in graphical aspects, which is usually considered as the most attractive aspect for junior high school students.

5.2.Recommendations

1. English in Focus textbook series are recommended to be used in Junior High Schools which run based on School-Based Curricullum.

2. These textbooks, however still need improvement related to graphical apperreances. As for VIIIth grade textbook, the following elements which need to be fixed are the point layout composition (title, author, ilustration) harmony with the layout content, good contrast presentations, ilustrations description of content of book, shape, size, and color, propotion of the objects, and interference of illustration placement as background. For IXth _grade

textbook, the graphical elements which need to be fixed are the content

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