AN ANALYSIS OF THE ENGLISH TEXTBOOK FOR JUNIOR HIGH SCHOOL VII BASED ON An Analysis Of The English Textbook For Junior High School Vii Based On Content Standard Of BSNP.
AN ANALYSIS OF THE ENGLISH TEXTBOOK
FOR JUNIOR HIGH SCHOOL VII BASED ON
CONTENT STANDARD OF BSNP
PUBLICATION ARTICLE
Sumitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
in English Department
Proposed by
FAHMAWATI ISNITA RAHMA
A. 320090025
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2013
AN ANALYSIS OF THE ENGLISH TEXTBOOK FOR JUNIOR HIGH
SCHOOL VII BASED ON CONTENT STANDARD OF BSNP
Fahmawati Isnita Rahma
A320090025
School of Teacher Training and Education
Muhammadiyah University of Surakarta
Isnita.rahma@gmail.com
ABSTRACT
This research is aimed at judging whether the content in the textbook
entitled English in Focus for Grade VII Junior High School are appropriate with
the content standard of BSNP or not. In this research, the writer uses qualitative
research because the writer does not uses any number in analyzing the textbook.
The object of this research is the English textbook entitled English in Focus for
Grade VII Junior High School written by Artono Wardiman. The data is taken
from the content in the English textbook. To collecting the data, the writer uses
documentary method. Finally for analyzing data the writer presenting the content
of the English textbook, analyzing the content of the English textbook with the
content standard, judging the appropriateness content and matching the result
with the schema of quality classification. After analyzing the textbook, the writer
finds 10 competencies of content standard. And the percentage of the content in
the English textbook is 100%. From the result, the writer concludes that based on
the schema of quality classification, the content in English textbook entitled
English in Focus for Grade VII Junior High School is appropriate with the
content standard and it is very good to be used in the teaching learning process
Key words : English Textbook, Content Standard of BSNP.
Background of the Study
Textbook is one of the most important elements in the teaching learning
process. Because textbooks can present a variety of material that will be taught.
In addition textbooks also support the teaching learning process to be going
regularly and effectively. Then without textbooks, teaching learning will not
going smoothly and effectively. Brown state that “The presence of a textbook is
necessary to support teaching learning process” (Brown, 1994:143). Its means
that with the presence of textbooks can be facilitate students to follow the
learning process.
1
Currently, there are varieties of textbooks published to fulfill the student’s
requirement in the learning process. Therefore, the task of the teacher is to choose
a book that match the student’s requirement. Selecting a good material to support
the teaching and learning process has a great influence on the success of a teacher
when implementing the learning process (Brown, 1994:145). Besides the teacher
must choose the appropriate textbook, a teacher must also know about the
curriculum. Because the curriculum is one of the main sources that are useful for
teachers to know the standards of competence, basic competence, learning
materials, learning activities, indicators, and time allocation.
There are many teachers who use a variety of textbooks in the learning
process but whether the textbooks is accordance with the curriculum or not is still
in big question. We know that a good textbook is a textbook according to the
curriculum. Curriculum is very important in teaching learning process. Because
with the curriculum the teacher's task as a teacher and an educator will be more
focused. Because teachers is one of the most important components that influence
the learning process. Than, if there is no curriculum in the some school, the
learning process is not directed. (Idi, 2007:207)
In this period, each school uses a new curriculum called School Level
Based Curriculum. This curriculum is a new curriculum made by the government
(Ministry of National Education) from 2006 or 2007 of academic year. This
curriculum is based on standard content and competency standards of BSNP.
(Susilo, 2007:94).
School level based curriculum is the improvement of the curriculum 2004
(Competency Based Curriculum). The purpose of the school level based
curriculum is to improve the quality of education by developing curriculum with
the potential and the resources available. Therefore in this curriculum, consist of
content standard from BNSP as a guideliness for every teacher to make a good
learning material. Based on the content standard, the teachers is expected to be
more creative to meet the needs of the school.
Research Method
2
The type of this research is qualitative research. Strauss & Corbin
(1997:11) state that “qualitative research is kind of research that produces an
invention that is not obtained by using procedures statistic”. In other word,
qualitative research has no calculation in it. Therefore, the data from this research
focuses more in words rather than in numbers.
The object of this research is the English textbook entitled “English in
focus for grade VII Junior High School” written by Artono Wardiman published
by CV. Putra Nugraha.In this research, the data and data source is taken from
the content in the English textbook entitled “English in Focus for Grade VII
Junior High School” written by Artono Wardiman.
In collecting the data, the writer uses documentary method by Presenting
the content of the English textbook and the content standard of BSNP, analyzing
the content of the English textbook with the content standard of BSNP, judging
whether the content of the English textbook is appropriate with the content
standard of BSNP or not by giving the percentage of appropriateness between the
English textbook and the content standard, finally,matching the result with the
“Schema of Quality Classification” based on (Suharsimi Arikamto, 1993:2001).
Research Finding and Discussion
The English textbook that the researcher used consists of 8 chapters. Each
chapter consists of 4 skills, they are listening, speaking, reading, and writing. The
materials in this book is divided into two semesters. Chapter 1 up to chapter 4 are
the materials for first semester and chapter 5 up to chapter 8 are materials for
second semester.
This book consists of listening skill, speaking skill, reading skill, and
writing skill. In this research, the writer intents to analyze all of the content in the
English textbook. Then, the findings of the research are described the
appropriatness of the content from listening, speaking, reading and writing skill.
1. The Content Standard of BSNP
3
In the school level based curriculum there are 4 language skiils they are
Listening skill, Speaking skill, Reading skill and writing skill. And every skill
has learning materials. Based on school level based curriculum, the content
standard is shown in table 4.1
Table 4.1
Content standard
Kelas VII, Semester 1
Standar Kompetensi
Kompetensi Dasar
Mendengarkan
1.1 Merespon makna dalam percakapan
transaksional (to get things done) dan
1. Memahami makna dalam percakapan
interpersonal (bersosialisasi) yang
transaksional dan interpersonal sangat
menggunakan ragam bahasa lisan
sederhana untuk berinteraksi dengan
sangat sederhana secara akurat, lancar,
lingkungan terdekat
dan berterima untuk berinteraksi
dengan lingkungan terdekat yang
melibatkan tindak tutur: menyapa orang
yang belum/sudah dikenal,
memperkenal- kan diri sendiri/orang
lain, dan memerintah atau melarang.
1.2 Merespon makna dalam percakapan
transaksional (to get things done) dan
interpersonal (bersosialisasi) yang
menggunakan ragam bahasa lisan
sangat sederhana secara akurat, lancar,
dan berterima untuk berinteraksi
dengan lingkungan terdekat yang
melibatkan tindak tutur: meminta dan
memberi informasi, mengucapkan
terima kasih, meminta maaf, dan
mengungkapkan kesantunan
4
2. Memahami makna dalam teks lisan
2.1 Merespon makna tindak tutur yang
fungsional pendek sangat sederhana
terdapat dalam teks lisan fungsional
untuk berinteraksi dengan lingkungan
pendek sangat sederhana secara akurat,
terdekat
lancar, dan berterima untuk berinteraksi
dengan lingkungan terdekat.
2.2 Merespon makna gagasan yang
terdapat dalam teks lisan fungsional
pendek sangat sederhana secara akurat,
lancar, dan berterima untuk berinteraksi
dengan lingkungan terdekat
3.1 Mengungkapkan makna dalam
Berbicara
percakapan transaksional (to get things
3. Mengungkapkan makna dalam
done) dan interpersonal (bersosialisasi)
percakapan transaksional dan
dengan menggunakan ragam bahasa
interpersonal sangat sederhana untuk
lisan sangat sederhana secara akurat,
berinteraksi dengan lingkungan
lancar, dan berterima
terdekat
3.2 Melakukan interaksi dengan
lingkungan terdekat yang melibatkan
tindak tutur: menyapa orang yang
belum/sudah dikenal, memperkenalkan
diri sendiri/orang lain, dan memerintah
atau melarang.
3.3 Mengungkapkan makna dalam
percakapan transaksional (to get things
done) dan interpersonal (bersosialisasi)
dengan menggunakan ragam bahasa
5
lisan sangat sederhana secara akurat,
lancar, dan berterima untuk berinteraksi
dengan lingkungan terdekat yang
melibatkan tindak tutur: meminta dan
memberi informasi, mengucapkan
terima kasih, meminta maaf, dan
mengungkapkan kesantunan
4. Mengungkapkan makna dalam teks
4.1 Mengungkapkan makna tindak tutur
lisan fungsional pendek sangat
dalam teks lisan fungsional pendek
sederhana untuk berinteraksi dengan
sangat sederhana secara akurat, lancar,
lingkungan terdekat
dan berterima untuk berinteraksi
dengan lingkungan terdekat.
4.2 Mengungkapkan makna gagasan
dalam teks lisan fungsional pendek
sangat sederhana secara akurat, lancar,
dan berterima untuk berinteraksi
dengan lingkungan terdekat.
Membaca
5.1 Membaca nyaring bermakna kata,
5. Memahami makna dalam teks tulis
frasa, dan kalimat dengan ucapan,
fungsional pendek sangat sederhana
tekanan dan intonasi yang berterima
yang berkaitan dengan lingkungan
yang berkaitan dengan lingkungan
terdekat
terdekat
5.2 Merespon makna yang terdapat
dalam teks tulis fungsional pendek
sangat sederhana secara akurat, lancar
dan berterima yang berkaitan dengan
lingkungan terdekat
6.1 Mengungkapkan makna gagasan
Menulis
6
6. Mengungkapkan makna dalam teks
dalam teks tulis fungsional pendek
tulis fungsional pendek sangat
sangat sederhana dengan menggunakan
sederhana untuk berinteraksi dengan
ragam bahasa tulis secara akurat, lancar
lingkungan terdekat
dan berterima untuk berinteraksi
dengan lingkungan terdekat.
6.2 Mengungkapkan langkah retorika
dalam teks tulis fungsional pendek
sangat sederhana dengan menggunakan
ragam bahasa tulis secara akurat, lancar
dan berterima untuk berinteraksi
dengan lingkungan terdekat.
Kelas VII, Semester 2
Standar Kompetensi
Kompetensi Dasar
Mendengarkan
7.1 Merespon makna dalam percakapan
7. Memahami makna dalam
transaksional (to get things done) dan
percakapan transaksional dan
interpersonal (bersosialisasi) sangat
interpersonal sangat sederhana untuk
sederhana secara akurat, lancar, dan
berinteraksi dengan lingkungan terdekat berterima untuk berinteraksi dengan
lingkungan terdekat yang melibatkan
tindak tutur: meminta dan memberi
jasa, meminta dan memberi barang,
serta meminta dan memberi fakta
7.2 Merespon makna dalam percakapan
transaksional (to get things done) dan
interpersonal (bersosialisasi) sangat
sederhana secara akurat, lancar, dan
berterima untuk berinteraksi dengan
lingkungan terdekat yang melibatkan
tindak tutur: meminta dan memberi
7
pendapat , menyatakan suka dan tidak
suka, meminta klarifikasi, dan
merespon secara interpersonal
8. Memahami makna dalam teks lisan
8.1 Merespon makna yang terdapat
fungsional dan monolog pendek sangat
dalam teks lisan fungsional pendek
sederhana yang berbentuk descriptive
sangat sederhana secara akurat, lancar,
dan procedure untuk berinteraksi
dan berterima untuk berinteraksi
dengan lingkungan terdekat
dengan lingkungan terdekat.
8.2 Merespon makna yang terdapat
dalam monolog sangat sederhana secara
akurat, lancar, dan berterima untuk
berinteraksi dengan lingkungan terdekat
dalam teks berbentuk descriptive dan
procedure
Berbicara
9.1 Mengungkapkan makna dalam
9. Mengungkapkan makna dalam
percakapan transaksional (to get things
percakapan transaksional dan
done) dan interpersonal (bersosialisasi)
interpersonal sangat sederhana untuk
sangat sederhana dengan menggunakan
berinteraksi dengan lingkungan terdekat ragam bahasa lisan secara akurat,
lancar, dan berterima untuk
berinteraksi dengan lingkungan terdekat
yang melibatkan tindak tutur: meminta
dan memberi jasa, meminta dan
memberi barang, dan meminta dan
memberi fakta.
9.2 Mengungkapkan makna dalam
percakapan transaksional (to get things
done) dan interpersonal (bersosialisasi)
8
sangat sederhana dengan menggunakan
ragam bahasa lisan secara akurat,
lancar, dan berterima untuk
berinteraksi dengan lingkungan terdekat
yang melibatkan tindak tutur: meminta
dan memberi pendapat, menyatakan
suka dan tidak suka, meminta
klarifikasi, merespon secara
interpersonal
10. Mengungkapkan makna dalam teks
10.1 Mengungkapkan makna yang
lisan fungsional dan monolog pendek
terdapat dalam teks lisan fungsional
sangat sederhana berbentuk descriptive
pendek sangat sederhana dengan
dan procedure untuk berinteraksi
menggunakan ragam bahasa lisan
dengan lingkungan terdekat
secara akurat, lancar, dan berterima
untuk berinteraksi dengan lingkungan
terdekat
10.2 Mengungkapkan makna dalam
monolog pendek sangat sederhana
dengan menggunakan ragam bahasa
lisan secara akurat, lancar, dan
berterima untuk berinteraksi dengan
lingkungan terdekat dalam teks
berbentuk descriptive dan procedure
Membaca
11.1 Merespon makna yang terdapat
11. Memahami makna teks tulis
dalam teks tulis fungsional pendek
fungsional dan esei pendek sangat
sangat sederhana secara akurat, lancar
sederhana berbentuk descriptive dan
dan berterima yang berkaitan dengan
procedure yang berkaitan dengan
lingkungan terdekat
9
lingkungan terdekat
11.2 Merespon makna dan langkah
retorika secara akurat, lancar dan
berterima dalam esei sangat sederhana
yang berkaitan dengan lingkungan
terdekat dalam teks berbentuk
descriptive dan procedure
11.3 Membaca nyaring bermakna teks
fungsional dan esei pendek dan sangat
sederhana berbentuk descriptive dan
procedure dengan ucapan, tekanan dan
intonasi yang berterima
Menulis
12. Mengungkapkan makna dalam
12.1 Mengungkapkan makna dalam
teks tulis fungsional pendek sangat
teks tulis fungsional dan esei pendek
sederhana dengan menggunakan ragam
sangat sederhana berbentuk descriptive
bahasa tulis secara akurat, lancar, dan
dan procedure untuk berinteraksi
berterima untuk berinteraksi dengan
dengan lingkungan terdekat
lingkungan terdekat.
12.2 Mengungkapkan makna dan
langkah retorika dalam esei pendek
sangat sederhana dengan menggunakan
ragam bahasa tulis secara akurat, lancar
dan berterima untuk berinteraksi
dengan lingkungan terdekat dalam teks
berbentuk descriptive dan procedure
2. The Comparison of the Contents Standard of BSNP and the content of
English Textbook
10
After analyzing the content in the English textbook with the content
standard of BSNP, the writer finds the percentage of the content in the English
textbook for all skill. The content of the English textbook has score 100%.
For listening materials has 3 competencies of content standard. They are
Understanding
the
meaning
simple
of
transactional
and
interpersonal
conversations to interact with the environment, Understanding meaning of simple
short oral functional text to interact with the environment, and Understanding the
meaning of simple short oral functional text monologue in the form of descriptive
and procedures for interacting with the environment.
For speaking material has 3 competencies of content standard. They are
express the meaning in simple transactional and interpersonal conversations to
interact with the environment, express the meaning of oral functional text to
interact with the environment, and express the meaning of oral functional text and
simple monolog in the form of descriptive and procedure to interact with the
environment.
For reading material has 2 competencies of content standard. They are
understanding meaning in short functional written text related to the environment,
and understanding the meaning of written functional text and simple short essays
in the form of descriptive and procedure relating to the environment.
Finally for writing skill has 2 competencies of content standard. They are
express meaning in simple short
functional written text to interact with the
environment, and Express the functional meaning of the text and write a simple
short essay in the form of descriptive and procedures for interacting with the
environment.
Conclusion
After analyzing the English textbook entitled “English in Focus for Grade
VII Junior High School” with the content standard, the writer finds that the
English textbook has the percentage 100% for all of skill.
Based on the
percentage, the degree of compatibility based on the schema of quality
11
classification proposed by Suharsimi Arikamto, 1993:2001) the content in the
English textbook is very good.
From the result of the analysis English textbook, the writer concludes that
the content of listening, speaking reading and writing in the English textbook are
appropriate with the contents standard of BSNP and it can be used to english
teacher in teaching English lesson for grade VII junior high school.
Bibliography
Brown, Douglas. 1994. Principles of Language Learning and. New Jersey:
Prentice Hall.
Idi, Abdullah, M.Ed. 2007. Pengembangan kurikulum Teori & Praktik.
Jogjakarta: Ar-ruzz Media.
Susilo,Muhammad Joko. 2007. Kurikulum
Yogyakarta: Pustaka Pelajar.
Tingkat
Satuan
Pendidikan.
Wardiman, Artono, et al. 2008. Englis in Focus for Grade VII Junior High School.
Jakarta: CV Putra Nugraha.
Rohmiyatun, Farida. 2006. An Analysis of the English Textbook for the First
Year Students of Junior High School Based on the 2004 Curriculum in
Pondok Pesantren Al-mukmin Ngruki. Muhammadiyah University of
Surakarta.
Suryani, Irma. 2006. The Evaluation of English Textbook for the First Year
Students of Vocational School of Sukoharjo. Muhammadiyah University
of Surakarta.
Tarigan, Henry Guntur B & Tarigan, Djago. 1986. Telaah Buku Teks Bahasa
Indonesia. Bandung: Angkasa.
Tomlinson, Brian. 1998. Materials Development in Language Teaching.
Cambridge: University Press.
Sanjaya, Wina, M.pd. 2008. Kurikulum dan Pembelajaran. Jakarta: Kencana.
Muslich, Masnur. 2007. KTSP Dasar Pemahaman dan Pengembangan. Jakarta:
PT Bumi Aksara.
Strauss, Anselm & Corbin, Juliet. 1997. Dasar-dasar Penelitian Kualitatif.
Surabaya: PT Bina Ilmu.
Suharsimi, A. 1993. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta:
Rineka Cipta.
12
13
FOR JUNIOR HIGH SCHOOL VII BASED ON
CONTENT STANDARD OF BSNP
PUBLICATION ARTICLE
Sumitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
in English Department
Proposed by
FAHMAWATI ISNITA RAHMA
A. 320090025
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2013
AN ANALYSIS OF THE ENGLISH TEXTBOOK FOR JUNIOR HIGH
SCHOOL VII BASED ON CONTENT STANDARD OF BSNP
Fahmawati Isnita Rahma
A320090025
School of Teacher Training and Education
Muhammadiyah University of Surakarta
Isnita.rahma@gmail.com
ABSTRACT
This research is aimed at judging whether the content in the textbook
entitled English in Focus for Grade VII Junior High School are appropriate with
the content standard of BSNP or not. In this research, the writer uses qualitative
research because the writer does not uses any number in analyzing the textbook.
The object of this research is the English textbook entitled English in Focus for
Grade VII Junior High School written by Artono Wardiman. The data is taken
from the content in the English textbook. To collecting the data, the writer uses
documentary method. Finally for analyzing data the writer presenting the content
of the English textbook, analyzing the content of the English textbook with the
content standard, judging the appropriateness content and matching the result
with the schema of quality classification. After analyzing the textbook, the writer
finds 10 competencies of content standard. And the percentage of the content in
the English textbook is 100%. From the result, the writer concludes that based on
the schema of quality classification, the content in English textbook entitled
English in Focus for Grade VII Junior High School is appropriate with the
content standard and it is very good to be used in the teaching learning process
Key words : English Textbook, Content Standard of BSNP.
Background of the Study
Textbook is one of the most important elements in the teaching learning
process. Because textbooks can present a variety of material that will be taught.
In addition textbooks also support the teaching learning process to be going
regularly and effectively. Then without textbooks, teaching learning will not
going smoothly and effectively. Brown state that “The presence of a textbook is
necessary to support teaching learning process” (Brown, 1994:143). Its means
that with the presence of textbooks can be facilitate students to follow the
learning process.
1
Currently, there are varieties of textbooks published to fulfill the student’s
requirement in the learning process. Therefore, the task of the teacher is to choose
a book that match the student’s requirement. Selecting a good material to support
the teaching and learning process has a great influence on the success of a teacher
when implementing the learning process (Brown, 1994:145). Besides the teacher
must choose the appropriate textbook, a teacher must also know about the
curriculum. Because the curriculum is one of the main sources that are useful for
teachers to know the standards of competence, basic competence, learning
materials, learning activities, indicators, and time allocation.
There are many teachers who use a variety of textbooks in the learning
process but whether the textbooks is accordance with the curriculum or not is still
in big question. We know that a good textbook is a textbook according to the
curriculum. Curriculum is very important in teaching learning process. Because
with the curriculum the teacher's task as a teacher and an educator will be more
focused. Because teachers is one of the most important components that influence
the learning process. Than, if there is no curriculum in the some school, the
learning process is not directed. (Idi, 2007:207)
In this period, each school uses a new curriculum called School Level
Based Curriculum. This curriculum is a new curriculum made by the government
(Ministry of National Education) from 2006 or 2007 of academic year. This
curriculum is based on standard content and competency standards of BSNP.
(Susilo, 2007:94).
School level based curriculum is the improvement of the curriculum 2004
(Competency Based Curriculum). The purpose of the school level based
curriculum is to improve the quality of education by developing curriculum with
the potential and the resources available. Therefore in this curriculum, consist of
content standard from BNSP as a guideliness for every teacher to make a good
learning material. Based on the content standard, the teachers is expected to be
more creative to meet the needs of the school.
Research Method
2
The type of this research is qualitative research. Strauss & Corbin
(1997:11) state that “qualitative research is kind of research that produces an
invention that is not obtained by using procedures statistic”. In other word,
qualitative research has no calculation in it. Therefore, the data from this research
focuses more in words rather than in numbers.
The object of this research is the English textbook entitled “English in
focus for grade VII Junior High School” written by Artono Wardiman published
by CV. Putra Nugraha.In this research, the data and data source is taken from
the content in the English textbook entitled “English in Focus for Grade VII
Junior High School” written by Artono Wardiman.
In collecting the data, the writer uses documentary method by Presenting
the content of the English textbook and the content standard of BSNP, analyzing
the content of the English textbook with the content standard of BSNP, judging
whether the content of the English textbook is appropriate with the content
standard of BSNP or not by giving the percentage of appropriateness between the
English textbook and the content standard, finally,matching the result with the
“Schema of Quality Classification” based on (Suharsimi Arikamto, 1993:2001).
Research Finding and Discussion
The English textbook that the researcher used consists of 8 chapters. Each
chapter consists of 4 skills, they are listening, speaking, reading, and writing. The
materials in this book is divided into two semesters. Chapter 1 up to chapter 4 are
the materials for first semester and chapter 5 up to chapter 8 are materials for
second semester.
This book consists of listening skill, speaking skill, reading skill, and
writing skill. In this research, the writer intents to analyze all of the content in the
English textbook. Then, the findings of the research are described the
appropriatness of the content from listening, speaking, reading and writing skill.
1. The Content Standard of BSNP
3
In the school level based curriculum there are 4 language skiils they are
Listening skill, Speaking skill, Reading skill and writing skill. And every skill
has learning materials. Based on school level based curriculum, the content
standard is shown in table 4.1
Table 4.1
Content standard
Kelas VII, Semester 1
Standar Kompetensi
Kompetensi Dasar
Mendengarkan
1.1 Merespon makna dalam percakapan
transaksional (to get things done) dan
1. Memahami makna dalam percakapan
interpersonal (bersosialisasi) yang
transaksional dan interpersonal sangat
menggunakan ragam bahasa lisan
sederhana untuk berinteraksi dengan
sangat sederhana secara akurat, lancar,
lingkungan terdekat
dan berterima untuk berinteraksi
dengan lingkungan terdekat yang
melibatkan tindak tutur: menyapa orang
yang belum/sudah dikenal,
memperkenal- kan diri sendiri/orang
lain, dan memerintah atau melarang.
1.2 Merespon makna dalam percakapan
transaksional (to get things done) dan
interpersonal (bersosialisasi) yang
menggunakan ragam bahasa lisan
sangat sederhana secara akurat, lancar,
dan berterima untuk berinteraksi
dengan lingkungan terdekat yang
melibatkan tindak tutur: meminta dan
memberi informasi, mengucapkan
terima kasih, meminta maaf, dan
mengungkapkan kesantunan
4
2. Memahami makna dalam teks lisan
2.1 Merespon makna tindak tutur yang
fungsional pendek sangat sederhana
terdapat dalam teks lisan fungsional
untuk berinteraksi dengan lingkungan
pendek sangat sederhana secara akurat,
terdekat
lancar, dan berterima untuk berinteraksi
dengan lingkungan terdekat.
2.2 Merespon makna gagasan yang
terdapat dalam teks lisan fungsional
pendek sangat sederhana secara akurat,
lancar, dan berterima untuk berinteraksi
dengan lingkungan terdekat
3.1 Mengungkapkan makna dalam
Berbicara
percakapan transaksional (to get things
3. Mengungkapkan makna dalam
done) dan interpersonal (bersosialisasi)
percakapan transaksional dan
dengan menggunakan ragam bahasa
interpersonal sangat sederhana untuk
lisan sangat sederhana secara akurat,
berinteraksi dengan lingkungan
lancar, dan berterima
terdekat
3.2 Melakukan interaksi dengan
lingkungan terdekat yang melibatkan
tindak tutur: menyapa orang yang
belum/sudah dikenal, memperkenalkan
diri sendiri/orang lain, dan memerintah
atau melarang.
3.3 Mengungkapkan makna dalam
percakapan transaksional (to get things
done) dan interpersonal (bersosialisasi)
dengan menggunakan ragam bahasa
5
lisan sangat sederhana secara akurat,
lancar, dan berterima untuk berinteraksi
dengan lingkungan terdekat yang
melibatkan tindak tutur: meminta dan
memberi informasi, mengucapkan
terima kasih, meminta maaf, dan
mengungkapkan kesantunan
4. Mengungkapkan makna dalam teks
4.1 Mengungkapkan makna tindak tutur
lisan fungsional pendek sangat
dalam teks lisan fungsional pendek
sederhana untuk berinteraksi dengan
sangat sederhana secara akurat, lancar,
lingkungan terdekat
dan berterima untuk berinteraksi
dengan lingkungan terdekat.
4.2 Mengungkapkan makna gagasan
dalam teks lisan fungsional pendek
sangat sederhana secara akurat, lancar,
dan berterima untuk berinteraksi
dengan lingkungan terdekat.
Membaca
5.1 Membaca nyaring bermakna kata,
5. Memahami makna dalam teks tulis
frasa, dan kalimat dengan ucapan,
fungsional pendek sangat sederhana
tekanan dan intonasi yang berterima
yang berkaitan dengan lingkungan
yang berkaitan dengan lingkungan
terdekat
terdekat
5.2 Merespon makna yang terdapat
dalam teks tulis fungsional pendek
sangat sederhana secara akurat, lancar
dan berterima yang berkaitan dengan
lingkungan terdekat
6.1 Mengungkapkan makna gagasan
Menulis
6
6. Mengungkapkan makna dalam teks
dalam teks tulis fungsional pendek
tulis fungsional pendek sangat
sangat sederhana dengan menggunakan
sederhana untuk berinteraksi dengan
ragam bahasa tulis secara akurat, lancar
lingkungan terdekat
dan berterima untuk berinteraksi
dengan lingkungan terdekat.
6.2 Mengungkapkan langkah retorika
dalam teks tulis fungsional pendek
sangat sederhana dengan menggunakan
ragam bahasa tulis secara akurat, lancar
dan berterima untuk berinteraksi
dengan lingkungan terdekat.
Kelas VII, Semester 2
Standar Kompetensi
Kompetensi Dasar
Mendengarkan
7.1 Merespon makna dalam percakapan
7. Memahami makna dalam
transaksional (to get things done) dan
percakapan transaksional dan
interpersonal (bersosialisasi) sangat
interpersonal sangat sederhana untuk
sederhana secara akurat, lancar, dan
berinteraksi dengan lingkungan terdekat berterima untuk berinteraksi dengan
lingkungan terdekat yang melibatkan
tindak tutur: meminta dan memberi
jasa, meminta dan memberi barang,
serta meminta dan memberi fakta
7.2 Merespon makna dalam percakapan
transaksional (to get things done) dan
interpersonal (bersosialisasi) sangat
sederhana secara akurat, lancar, dan
berterima untuk berinteraksi dengan
lingkungan terdekat yang melibatkan
tindak tutur: meminta dan memberi
7
pendapat , menyatakan suka dan tidak
suka, meminta klarifikasi, dan
merespon secara interpersonal
8. Memahami makna dalam teks lisan
8.1 Merespon makna yang terdapat
fungsional dan monolog pendek sangat
dalam teks lisan fungsional pendek
sederhana yang berbentuk descriptive
sangat sederhana secara akurat, lancar,
dan procedure untuk berinteraksi
dan berterima untuk berinteraksi
dengan lingkungan terdekat
dengan lingkungan terdekat.
8.2 Merespon makna yang terdapat
dalam monolog sangat sederhana secara
akurat, lancar, dan berterima untuk
berinteraksi dengan lingkungan terdekat
dalam teks berbentuk descriptive dan
procedure
Berbicara
9.1 Mengungkapkan makna dalam
9. Mengungkapkan makna dalam
percakapan transaksional (to get things
percakapan transaksional dan
done) dan interpersonal (bersosialisasi)
interpersonal sangat sederhana untuk
sangat sederhana dengan menggunakan
berinteraksi dengan lingkungan terdekat ragam bahasa lisan secara akurat,
lancar, dan berterima untuk
berinteraksi dengan lingkungan terdekat
yang melibatkan tindak tutur: meminta
dan memberi jasa, meminta dan
memberi barang, dan meminta dan
memberi fakta.
9.2 Mengungkapkan makna dalam
percakapan transaksional (to get things
done) dan interpersonal (bersosialisasi)
8
sangat sederhana dengan menggunakan
ragam bahasa lisan secara akurat,
lancar, dan berterima untuk
berinteraksi dengan lingkungan terdekat
yang melibatkan tindak tutur: meminta
dan memberi pendapat, menyatakan
suka dan tidak suka, meminta
klarifikasi, merespon secara
interpersonal
10. Mengungkapkan makna dalam teks
10.1 Mengungkapkan makna yang
lisan fungsional dan monolog pendek
terdapat dalam teks lisan fungsional
sangat sederhana berbentuk descriptive
pendek sangat sederhana dengan
dan procedure untuk berinteraksi
menggunakan ragam bahasa lisan
dengan lingkungan terdekat
secara akurat, lancar, dan berterima
untuk berinteraksi dengan lingkungan
terdekat
10.2 Mengungkapkan makna dalam
monolog pendek sangat sederhana
dengan menggunakan ragam bahasa
lisan secara akurat, lancar, dan
berterima untuk berinteraksi dengan
lingkungan terdekat dalam teks
berbentuk descriptive dan procedure
Membaca
11.1 Merespon makna yang terdapat
11. Memahami makna teks tulis
dalam teks tulis fungsional pendek
fungsional dan esei pendek sangat
sangat sederhana secara akurat, lancar
sederhana berbentuk descriptive dan
dan berterima yang berkaitan dengan
procedure yang berkaitan dengan
lingkungan terdekat
9
lingkungan terdekat
11.2 Merespon makna dan langkah
retorika secara akurat, lancar dan
berterima dalam esei sangat sederhana
yang berkaitan dengan lingkungan
terdekat dalam teks berbentuk
descriptive dan procedure
11.3 Membaca nyaring bermakna teks
fungsional dan esei pendek dan sangat
sederhana berbentuk descriptive dan
procedure dengan ucapan, tekanan dan
intonasi yang berterima
Menulis
12. Mengungkapkan makna dalam
12.1 Mengungkapkan makna dalam
teks tulis fungsional pendek sangat
teks tulis fungsional dan esei pendek
sederhana dengan menggunakan ragam
sangat sederhana berbentuk descriptive
bahasa tulis secara akurat, lancar, dan
dan procedure untuk berinteraksi
berterima untuk berinteraksi dengan
dengan lingkungan terdekat
lingkungan terdekat.
12.2 Mengungkapkan makna dan
langkah retorika dalam esei pendek
sangat sederhana dengan menggunakan
ragam bahasa tulis secara akurat, lancar
dan berterima untuk berinteraksi
dengan lingkungan terdekat dalam teks
berbentuk descriptive dan procedure
2. The Comparison of the Contents Standard of BSNP and the content of
English Textbook
10
After analyzing the content in the English textbook with the content
standard of BSNP, the writer finds the percentage of the content in the English
textbook for all skill. The content of the English textbook has score 100%.
For listening materials has 3 competencies of content standard. They are
Understanding
the
meaning
simple
of
transactional
and
interpersonal
conversations to interact with the environment, Understanding meaning of simple
short oral functional text to interact with the environment, and Understanding the
meaning of simple short oral functional text monologue in the form of descriptive
and procedures for interacting with the environment.
For speaking material has 3 competencies of content standard. They are
express the meaning in simple transactional and interpersonal conversations to
interact with the environment, express the meaning of oral functional text to
interact with the environment, and express the meaning of oral functional text and
simple monolog in the form of descriptive and procedure to interact with the
environment.
For reading material has 2 competencies of content standard. They are
understanding meaning in short functional written text related to the environment,
and understanding the meaning of written functional text and simple short essays
in the form of descriptive and procedure relating to the environment.
Finally for writing skill has 2 competencies of content standard. They are
express meaning in simple short
functional written text to interact with the
environment, and Express the functional meaning of the text and write a simple
short essay in the form of descriptive and procedures for interacting with the
environment.
Conclusion
After analyzing the English textbook entitled “English in Focus for Grade
VII Junior High School” with the content standard, the writer finds that the
English textbook has the percentage 100% for all of skill.
Based on the
percentage, the degree of compatibility based on the schema of quality
11
classification proposed by Suharsimi Arikamto, 1993:2001) the content in the
English textbook is very good.
From the result of the analysis English textbook, the writer concludes that
the content of listening, speaking reading and writing in the English textbook are
appropriate with the contents standard of BSNP and it can be used to english
teacher in teaching English lesson for grade VII junior high school.
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