A CONTENT ANALYSIS ON “ENGLISH IN FOCUS” AN ENGLISH TEXTBOOK FOR VII YEAR STUDENTS OF JUNIOR HIGH SCHOOL.

A CONTENT ANALYSIS ON “ENGLISH IN FOCUS”
AN ENGLISH TEXTBOOK FOR VII YEAR STUDENTS OF
JUNIOR HIGH SCHOOL

By:

EMMY RAHMAWATI MAHDA
K2208076

THESIS
Submitted to Teacher Training and Education Faculty of Sebelas Maret
University as a Partial Fulfillment of Requirements for the Undergraduate
Degree of Education

ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2016

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ABTRACT
Emmy Rahmawati Mahda. K 2208076. A CONTENT ANALYSIS ON
“ENGLSIH IN FOCUS” AN ENGLISH TEXTBOOK FOR VII YEAR
STUDENTS OF JUNIOR HIGH SCHOOL. Thesis, Surakarta: Teacher
Training and Education Faculty of Sebelas Maret University, 2016.
This research is aimed to: (1) investigate whether or not the language skills
materials in “English in Focus” used by the VII year students of Junior High
School textbook are compatible with indicators in language skills of School based
Curriculum; and (2) investigate whether or not the exercises in “English in Focus”
textbook are communicative.
The writer used a descriptive method. The data of this research is sample
chapters in the textbook used by the seventh grade students of Junior High School.
In collecting the data, she used document as data source. The data were analyzed

by these steps: (1) Listing the indicators of language skills and kinds of
communicative exercise, (2) Finding out the kinds of skill and communicative
exercise available on the textbook, (3) Classifying them, (4) Analyzing them, (5)
Counting and adding them, (6) Giving percentage from the total number, (7)
Judjing whether or not the data are appropriate with the indicators in school-based
curriculum, and (8) Drawing conclusion and proposing suggestion.
The result of the analysis shows that the percentage of the appropriateness
of the skills developed in the textbook “English in Focus” is 56.96% (listening:
50% included into fair category; speaking: 53.33% included into fair category;
reading: 53.84% included into fair category; writing: 90% included into very good
category). Overall, it means that the textbook is compatible with the School-based
Curriculum in developing listening, speaking, reading, and writing skills. The
textbook include into good textbook to support the complete material in English
teaching-learning process for the students of Junior high schools. Meanwhile, the
percentage in developing the communicative exercises is 75%, meaning that it is
good.
Keywords: content analysis, textbook, CLT

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MOTTO

MAN JADDA WAJADA
(With God bless, anyone who focused and has strong
willing to reach his dreams will make it come true )

THE MOMENT YOU FEEL LIKE GIVING UP,
REMEMBER ALL THE REASONS YOU HELD ON
FOR SO LONG
 Anonymous 

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DEDICATION

This thesis is dedicated to:
1. My beloved Mom and Dad,
thanks for your love, care,
support,

patience,

and

prayer for me, anywhere and
everythime.
2. My beloved friends which

support me when I’m getting
down.

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ACKNOWLEDGEMENT
Alhamudlillahirobbil’alamiin. In the name of Allah SWT, the most Gracious
and Merciful, all praises and thanks are only dedicated to Allah SWT, who gives
His blessing so that the writer can finish her thesis as partial fulfillment for the
requirement for achieving the Undergraduate Degree of education in English of
Teacher Training and Education Faculty of Sebelas Maret University Surakarta.
The writer realizes that this thesis could not be completed without the help,

support and assistance of many people, who are involved in the process of
finishing this writing. Therefore, in this occasion the writer would like to express
her deepest gratitude and appreciation for the followings:
1.

Prof. Dr. Joko Nurkamto, M. Pd, the Dean of Teacher Training and
Education Faculty, for his advice and approval this thesis.

2.

Drs. Gunarso Susilohadi M.Ed, Tesol, as the writer’s first consultant for
his guidance, suggestions, and advices.

3.

Teguh Sarosa, SS., M.Hum, as the writer’s second consultant his
guidance, suggestions, and advices.

4.

The writer’s beloved family for their love, care, support, patience and
prayer.

5.

The writer’s special friend Bagoes Irawan K, S.Pd for his never – ending
encouragement and ability to relieve my stress through his humorous
antics.

6.

The writer’s dearest friends Ratih Deviya S, Nungki Aninditya, S.Pd,
Giovanni Estika S.Pd.and Nurul Ariffa Anggiasari, thanks for giving her
unforgettable moment and experience, always fulfill the writer’s day with
joy and fun.

7.

The writer’s lovely fiends in English Department 2008, thanks for giving
her unforgettable moment and experience.

8.

Finally, thanks all due to much for everyone who has ever played role in
the writer’s story of life.

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The writer also realizes that this thesis is still far from being perfect.
Therefore, she appreciates and accepts every suggestion, criticism, and
comments from those who concern in this thesis. However, she hopes that
this thesis will be able to give contribution and benefit for the readers,
especially those who are interested in the similar study.

Surakarta,

April 2016

The Writer

Emmy Rahmawati Mahda

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TABLE OF CONTENTS
TITLE ........................................................................................................................ ...

i

PRONOUNCEMENT ................................................................................................ ...

ii

THE APPROVAL OF CONSULTANTS .................................................................. ...

iii

THE APPROVAL OF THE EXAMINERS ............................................................... ...

iv

ABSTRACT ............................................................................................................... ...

v

MOTTO .........................................................................................................................

vi

DEDICATION ..............................................................................................................

vii

ACKNOWLEDGEMENT .............................................................................................

viii

TABLE OF CONTENTS ...............................................................................................

x

LIST OF TABLES .........................................................................................................

xii

LIST OF APPENDICES ................................................................................................

xiii

CHAPTER I INTRODUCTION
A. Background of Study ..........................................................................

1

B. Identification of The Problem ..............................................................

4

C. Limitation of The Problem ...................................................................

5

D. Problem Statements..............................................................................

5

E. Aim of The Study .................................................................................

5

F. Benefit of The Study ............................................................................

6

CHAPTER II THEORITICAL REVIEW
A. Textbook
1. The Definition of the Textbook .......................................................

7

2. Advantages of textbook ...................................................................

8

3. Evaluating Textbook .......................................................................

8

B. Curriculum
1. Definition of Curriculum .................................................................

9

2. KTSP Curriculum ............................................................................

10

3. Characteristics of School-based Curriculum ...................................

12

4. Principles in the Development of School-based Curriculum ..........

14

5. Content Standard and Graduate Competence Standard ..................

19

6. Basic Competence ...........................................................................

20

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7. The Competency Standard of English Subject Matter ....................

21

8. School-based Curriculum in Junior High School ............................

22

C. Communicative Language Teaching
1. Definition of Communicative Language Teaching .........................

23

2. The Characteristics of Communicative Language Teaching ..........

26

D. Communicative Exercise .....................................................................

29

E. Content Analysis ..................................................................................

35

CHAPTER III RESEARCH METHODOLOGY
A. Method of the Research .......................................................................

38

B. Focus of the Research ..........................................................................

39

C. Data and Data Source ...........................................................................

39

D. Method of Collecting Data ...................................................................

39

E. Technique of Analyzing Data ..............................................................

40

CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS
A. Description of the Textbook.................................................................

45

B. Data Analysis .......................................................................................

48

C. Research Findings ................................................................................

100

D. Discussions...........................................................................................

102

CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ...........................................................................................

105

B. Suggestion ............................................................................................

106

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

108

APPENDICES ...............................................................................................................

110

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LIST OF TABLES
1. Table 3.1 Percentage and Compatibility Classification ........................................

44

2. Table 4.1 The Description of the Book ...................... ..........................................

45

3. Table 4.2 The Compatibility of Listening material with listening indicators in
the first and second semester suggested by school-based curriculum...................

60

4. Table 4.3 The Compatibility of Speaking material with Speaking indicators in
the first and second semester suggested by school-based curriculum...................

73

5. Table 4.4 The Compatibility of Reading material with Reading indicators in the
first and second semester suggested by school-based curriculum ........................

81

6. Table 4.5 The Compatibility of Writing material with Writing indicators in the
first and second semester suggested by school-based curriculum ........................

89

7. Table 4.6 The Percentage of the Compatibility of Language Skill Material with
the Indicators suggested by school-based Curriculum ..........................................

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101

LIST OF APPENDICES
1. Textbook “English in Focus” for Grade VII Junior High School .........................

111

2. Syllabus of the First and Second Semester Suggested by School-based
Curriculum.................................................................. ..........................................

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