THESIS Compatibility Of Textbook “English In Focus” With Content Standard And Communicative Competence.

THESIS
COMPATIBILITY OF TEXTBOOK
“ENGLISH IN FOCUS” WITH CONTENT STANDARD AND
COMMUNICATIVE COMPETENCE

Submitted as a Partial Fulfillment of the Requirement for the Master Degree in
Language Study at Muhammadiyah University of Surakarta

by
DYASWARI ISTIQOMAH
S.200 090 009

MAGISTER OF LANGUAGE STUDY
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2012

Note of Advisor I
Prof. Dr. Endang Fauziati
Lecturer of Language Study of Graduate Program Muhammadiyah University of
Surakarta.
Official Note on Dyaswari Istiqomah’s Thesis

Dear,
The Director of Graduate Program Muhammadiyah University of Surakarta
Having read, examined, corrected and necessary revised toward the thesis of:
Name

: Dyaswari Istiqomah

NIM

: S 200 090 009

Program

: Magister of Language Study

Focus on

: Compatibility of Textbook “English in Focus” with Content Standard
and Communicative Competence

I access that thesis is approved to be examined by the board of examiners in the
Magister of Language Study of Muhammadiyah University of Surakarta.

Surakarta, October 2012
First Advisor

Prof. Dr. Endang Fauziati, M. Hum.

iv

Note of Advisor II
Siti Zuhriyah A., M. Hum.
Lecturer of Language Study of Graduate Program Muhammadiyah University of
Surakarta.
Official Note on Dyaswari Istiqomah’s Thesis
Dear,
The Director of Graduate Program Muhammadiyah University of Surakarta
Having read, examined, corrected and necessary revised toward the thesis of:
Name

: Dyaswari Istiqomah

NIM

: S 200 090 009

Program

: Magister of Language Study

Focus on

: Compatibility of Textbook “English in Focus” with Content
Standard and Communicative Competence

I access that thesis is approved to be examined by the board of examiners in the
Magister of Language Study of Muhammadiyah University of Surakarta.

Surakarta, October 2012
Second Advisor

Siti Zuhriyah A., M. Hum

v

TESTIMONY
By this pronouncement, I state that I myself write the thesis entitled “ Compatibility
of Textbook “English in Focus” with Content Standard and Communicative
Competence”. I absolutely state that this thesis is not a plagiarism or is made by
someone else. The other works related to this thesis have been written in the form of
quotation. The sources of the thesis have been listed on bibliography. If next, this
thesis can be proved as a plagiarism, the certificate and the academic degree can be
cancelled to be given.

Surakarta, October 2012

Dyaswari Istiqomah

vi

ABSTRACT
DYASWARI ISTIQOMAH “COMPATIBILITY OF TEXTBOOK “ENGLISH
IN FOCUS” WITH CONTENT STANDARD AND COMMUNICATIVE
COMPETENCE”. THESIS. ENGLISH LANGUAGE STUDIES. GRADUATE
PROGRAM, MUHAMMADIYAH UNIVERSITY OF SURAKARTA. 2012.
This research is aimed to describe the compatibility between the content of the
textbook English in Focus with the content standard and five competences of Celce
murcia’s model of communicative competence, they are discourse competence,
linguistic competence, actional competence, sociolinguistic competence, and strategic
competence.
This research is qualitative research . The object of this research is English textbook
named English in Focus that published by CV Putra Nugraha written by Artono
Wardiman and friends. The writer analyzes the textbook of nineth grade students. In
collecting the data, the writer uses documentation method. The data are analyzed
and categorized into four degrees of compatibility based on the theory of Suharsimi
which involves very good, good, fair and poor.
The findings show that only one material suggested in content standard is not covered
in the textbook English in Focus, that is Label that belongs to short functional text. It
means that 93% of the suggested materials in content standard have been covered.
This percentage describes that the degree of compatibility between the content of the

textbook and the content standard is very good.The findings also show that among
the five competences and its components of communicative competence, some
components are not covered in the textbook English in Focus. Hence, the degree of
compatibility of each competence is various. Discourse competence places the
highest position with its percentage is 100%. So that its degree of compatibility is
very good. The percentage of Linguistic competence is 60% and the degree of
compatibility is good. The percentage of actional competence is 86% so that its
degree of compatibility is very good. While 50% of the components of sociocultural
competence are covered so that it places this competence in the fair degree.The
lowest degree is placed by strategic competence of which degree of compatibility is
poor with its percentage is 20 %. So, considering the result above, the writer can
conclude that the materials in English in Focus are sufficient enough to fullfil the
content standard.In the other hand, they are not sufficient enough to develop the
students’ communicative competence, especially in developing sociolinguistic and
strategic competence.
Key words: textbook, content standard, communicative competence.

vii

MOTTO

Thanks to Allah because not all what I want in my life are given to me. What I
have today are the best things Allah given to me.

Be thankful for what you have, you will end up having more. If you

All our dreams can come true if we have the courage to pursue them

In this life we cannot always do great things
but we can do the small things with great love

viii

DEDICATION

This research paper is proudly and wholeheartedly dedicated to:

Her beloved mother and father
Thanks for every care, love, support, and prayer they devote for her

Her brother and sister
Thanks for harm affection they have presented for her
Her husband and son
Thanks for your nicest smiles, support and love for her

All her teachers
Thanks for giving her benefit knowledge

All her friends
Thanks for being stick and together

All people who have helped her in arranging this thesis

ix

ACKNOWLEDGMENT
The writer would like to thank to Allah SWT the Almighty for the blessing
and mercy given to her during her study and in completing this final project.
The writer realizes that the accomplishment of this thesis would not have run
well without any help from others. She wishes to give her sincerest gratitude and

appreciation to:
1. Prof. Dr. Marhamah, M. Hum., as the Head of Language Study Department of
Graduate Program Muhammadiyah University of Surakarta,
2. Prof. Dr. Endang Fauziati, M. Hum., as the first consultant who has given
guidance and advice patiently during the arrangement of this thesis,
3.

Hj.Siti Zuhriyah Ariatmi, M. Hum, as the second consultant who has given
guidance and some corrections for the thesis,

4. Her beloved parents who always give her support to finish this thesis,
5. Her husband and son (Tri and Adli) for pray, love, support and smile.
6. Her brother and sister (Yusuf and Shofi) for care, support, and love,
7. Her best friend (Suhartini) for all the jokes, laugh, and nice moment to share,
8. All of her friends in English Language Study of Graduate Program 2009 for
the togetherness, care, and support.
9. All of her friends who cannot be mentioned one by one for their helps in
finishing this thesis.

x

The writer realizes that this thesis is still far from being perfect. That is why
she always expects criticism and suggestion from the readers in order that it will get
improvement. However, the writer also hopes that this thesis can be useful and
helpful for the readers.

Surakarta, October 2012

Dyaswari Istiqomah

xi

TABLE OF CONTENT
TITLE .............................................................................................................

ii

APPROVAL ...................................................................................................

iii

NOTE OF ADVISOR I .................................................................................

iv

NOTE OF ADVISOR II ................................................................................

v

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

vi

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

vii

MOTTO ......................................................................................................... viii
DEDICATION ...............................................................................................

ix

ACKNOWLEDGMENT ...............................................................................

x

TABLE OF CONTENT ................................................................................

xii

LIST OF FIGURES ..................................................................................... xvii
LIST OF TABLE .......................................................................................... xviii
CHAPTER I : INTRODUCTION ...............................................................

1

A. Background of the Study ...................................................................

1

B. Problem Statement .............................................................................

8

C. Objective of the Study ........................................................................

9

D. Limitation of the Study .......................................................................

9

E. Benefit of the Study ............................................................................

10

F. Research Paper Organization .............................................................

11

xii

CHAPTER II: LITERATURE REVIEW ...................................................

12

A. Previous Studies ............................................................................. ... 12
B. Theoretical Review ............................................................................. 17
1. Notion of Textbook ..................................................................... 17
2. Notion of Textbook Evaluation................................................... 19
3. English in Focus .......................................................................... 22
4. English Content Standard..................................................................... 24
5. Communicative Competence ...................................................... 30
a. Discourse Competence .......................................................... 36
1) Cohesion ........................................................................ 35
a) Reference ................................................................. 37
b) Ellipsis ..................................................................... 36
c) Conjunction ............................................................. 36
d) Lexical Chain and Parallel Structure ....................... 36
2) Deixis ............................................................................. 38
3) Coherence ...................................................................... 38
4) Genre ............................................................................. 39
5) Conversational Structure ............................................... 39
b. Linguistic Competence.......................................................... 40
1) Syntax ............................................................................ 40
2) Morphology ................................................................... 41

xiii

3) Lexicon .......................................................................... 41
4) Phonology ...................................................................... 42
5) Ortography ..................................................................... 42
c. Actional Competence ............................................................ 42
1) Knowledge of Language Function ................................ 43
2) Knowledge of Speech Act Sets ..................................... 45
d. Sociolinguistic Competence .................................................. 45
1) Social Contextual Factors .............................................. 45
2) Stylistic Appropriateness Factors .................................. 45
3) Cultural Factors ............................................................. 45
4) Non Verbal Communicative Factors ............................. 46
e. Strategic Competence............................................................ 46
1) Avoidance and Reduction Strategies ............................. 47
2) Achievement and Compensatory Strategies .................. 48
3) Stalling and Time Gaining Strategies ............................ 48
4) Self-Monitoring Strategies ............................................ 48
5) Interactional Strategies .................................................. 48
CHAPTER III: RESEARCH METHOD ................................................... 51
A. Type of the Study ............................................................................... 51
B. Object of the Study ............................................................................. 52
C. The Data and the Data Source ............................................................ 52
D. Technique of the Data Collection ...................................................... 53
xiv

E. Technique of the Data Analysis.......................................................... 53
1. Presenting the Data ..................................................................... 53
2. Classifying the Data into the types.............................................. 53
3. Arranging the Data into Table..................................................... 53
4. Calculating the Frequency........................................................... 54
5. Categorizing each Competence ................................................... 54
6. Drawing Conclusion.................................................................... 55
7. Giving Suggestion and Pedagogical Implicature ........................ 55
CHAPTER IV : RESEARCH FINDING AND DISCUSSSION ............ 56
A. Research Findings .............................................................................. 56
1. The Compatibility between the Content of the Textbook
with the Content Standard ........................................................... 56
a. Short Functional Text................ ... ......................................... 57
b. Functional Text ............................................ ......................... 61
c. Transactional and Interpersonal Text............... ................... ... 64
2. The Compatibility between the Content of the Textbook
with the Communicative Competence ........................................ 74
a

Discourse Competence ....................................................... 75

b

Linguistic Competence....................................................... 97

c

Actional Competence ......................................................... 107

d

Sociocultural Competence ................................................. 119

e

Strategic Competence......................................................... 125
xv

B. Discussion of The Findings ............................................................... 130

CHAPTER V: CONCLUSION IMPLICATION AND SUGGESTION .. 137
A. Conclusion .......................................................................................... 137
B. Implication .......................................................................................... 140
C. Suggestion .......................................................................................... 141
BIBLIOGRAPHY
APPENDIX

xvi

LIST OF FIGURES
Page
Figure 2.1 Schematic Representation of Communicative Competence ...........

xvii

36

LIST OF TABLES

Page
Table 2.1 The Content Standard of English Lesson for Class IX ................

26

Table 3.1 Suharsimi’s Scheme of Quality Classification.............................

54

Table 4.1 The Compatibility of English in Focus with Content Standard ..

72

Table 4.2 The Compatibility of English in Focus with
Discourse Competence ..............................................................

97

Table 4.3 The Compatibility of English in Focus with
Linguistic Competence .............................................................. 106
Table 4.4 The Compatibility of English in Focus with
Actional Competence ................................................................. 118
Table 4.5 The Compatibility of English in Focus with
Sociocultural Competence ......................................................... 125
Table 4.6 The Compatibility of English in Focus with
Strategic Competence ................................................................ 127
Table 4.7 The Compatibility of English in Focus with Content
Standard and Communicative Competence ................................ 128

xviii