MATERIAL DESIGN TO IMPROVE STUDENTS’ Material Design To Improve Students’ Communicative Competence : Textbook Analysis On I Can Do It, English For Senior High School Students Grade Xi.
M ATERIAL DESIGN TO IM PROVE STUDENTS’
COM M UNICATIVE COM PETENCE : TEXTBOOK ANALYSIS ON
I CAN DO IT, English For Senior High School Students Grade XI
THESIS
Submitted to
Postgraduate Program of Language Study
of M uhammadiyah University of Surakarta
as a Partial Fulfillment of the Requirements for Getting
M agister Degree of Language Study of English
By
SRI ANJANI PUTRA
NIM : S 200 120 045
POSTGRADUATE PROGRAM OF LANGUAGE STUDY
M UHAM M ADIYAH UNIVERSITY OF SURAKARTA
2014
i
NOTE OF ADVISOR 1
st
Prof. Dr. Endang Fauziati, M . Hum
The lect urer of language st udy of M uham m adiyah Universit y Surakart a . Official
Not e on This t hesis St udent ’s Thesis.
Dear,
The Direct or of Graduat e Program of M uham madiyah University.
Assalam u’alaikum W r. Wb
Having read, exam ined, correct ed and necessarily revised t ow ards the thesis of:
Tit le
: M ATERIAL DESIGN TO IM PROVE STUDENTS’ COM M UNICATIVE
COM PETENCE : TEXTBOOK ANALYSIS ON I CAN DO IT English For
Senior High School St udent s Grade XI
w ritt en by :
Nam e
: Sri Anjani Put ra
Nim
: S 200 120 045
Focus on
: Teaching English M at erial
Proposed
: December, 23 , 2014.
rd
I access t hat t he t hesis is approved t o be examined by t he board of examiners in
t he language st udy of graduat e program of M uhamm adiyah Universit y Surakart a
Wassalamu’alaikum Salam Wr. Wb
Surakart a, December , 2014
Advisor 1,
Prof. Dr. Endang Fauziat i, M . Hum
i
NOTE OF ADVISOR 2
nd
Dr. Anam Sutopo, M .Hum
The lect urer of language st udy of M uham m adiyah Universit y Surakart a . Official
Not e on This thesis St udent ’s Thesis.
Dear,
The Direct or of Graduat e Program of M uham madiyah University.
Assalam u’alaikum W r. Wb
Having read, exam ined, correct ed and necessarily revised t ow ards the thesis :
Tit le
: M ATERIAL DESIGN TO IM PROVE STUDENTS’ COM M UNICATIVE
COM PETENCE : TEXTBOOK ANALYSIS ON I CAN DO IT English For
Senior High School St udent s Grade XI
w ritt en by :
Nam e
: Sri Anjani Put ra
Nim
: S 200 120 045
Focus on
: Teaching English M at erial
Proposed
: December, 23
rd
2014.
I access t hat t hesis is approved t o be examined by t he board of examiners in t he
language st udy of graduat e Program of M uham madiyah Universit y Surakart a.
Wassalamu’alaikum Salam Wr. Wb
Surakart a, December , 2014
Advisor 2,
Dr. Anam Sut opo, M .Hum
ii
iii
PRONOUNCEM ENT
I hereby cert ify t hat I m yself w rit e t his t hesis, ent it led “ “ M at erial Design t o Improve
St udent s’ Communicative Compet ence: Text book Analysis on I CAN DO IT ,English For Senior
High School Student s Grade XI” . It is not a plagiarism or made by ot hers. Anyt hing relat ed t o
others’ w ork is w rit t en in quot ation, t he source of which is list ed on the bibliography.
If then this pronouncem ent proves incorrect, I am ready t o accept any academic
punishment, including the w it hdraw al of my academ ic degree.
Surakart a, Decem ber 2014
Sri Anjani Put ra
v
ACKNOW LEDGEM ENT
Praise t o Allah SW T, Alhamdulillahirabbil’alamin , The M ost gracious, and the
M ost M erciful. Praise t o Allah for t he blessings so that I can accomplish t his thesis
ent it led “ “ M at erial Design t o Improve St udent s’ Com municat ive Compet ence:
Text book Analysis on I CAN DO IT ,English For Senior High School Student s Grade
XI” .” as t he requirement for get t ing m ast er degree of language st udy in English at
Post -graduat e Program of Language St udy of M uham m adiyah Universit y of
Surakart a.
I w ould like t o express m y sincerest grat it ude t o Prof. Dr. Khudzaifah
Dimyat i, S.H., M .Hum, as a direct or of post graduat e program of M uham madiyah
Universit y of Surakart a, Prof. Dr. M arkham ah, M , Hum ., the head of post graduat e
program of Language St udy, Prof. Dr. Endang Fauziat i, M . Hum my first t hesis
advisor, w ho has provided me w it h valuable guidance in every st age of t he w rit ing of
t he t hesis. Without her enlight ening inst ruct ion, im pressive kindness and patience, I
could not have complet ed my t hesis.
I w ould like t o deliver m y sincere grat it ude t o M r. Dr Anam Sut opo, M .Hum
as my second thesis supervisor w ho has pat ient ly given m e his com ment s,
correct ions, as w ell as suggest ions to improve m y thesis.
vi
Last but not least m y special appreciat ion to all of the lect urers of M agist er
program of English educat ion for giving m e such useful knowledge. Special thanks t o
m y beloved husband, M r. Wai, my t hree sons, Arga Pangest u Aji, Alivio Aldiguna and
Fariz Bagas for their w illiingness in giving me an opprtunit y to cont inue m y st udy.
Thanks to all of m y classmat es for t oget herness and mot ivation. To all of them I
dedicat e this work.
realize t hat this t hesis is far from being perfect . I w ait for const ructive
com ment s and suggest ions from t he readers for t his t hesis. Hopefully, t his t hesis will
be useful for those w ho are int erest ed in developing t heir know ledge on English
language Teaching.
.
Surakart a, Decem ber 2014
Sri Anjani Put ra
vii
M OTTO
Im aginat ion is m ore im port ant t han knowledge.
ALBERT EINSTEIN
Life, t hat can show er you
wit h so m uch splendour, is unrem itt ingly cruel
t o t hose w ho have given up.
STEPHEN FRY
viii
DEDICATION
This t hesis is dedicat ed t o:
M y beloved husband and m y t hree sons
M y lat e parent s
All m y friends, classm at es and family
“ Love you forever”
ix
TABLE OF CONTENT
CONSULTANT NOTE ….......................................................................
i
ACCEPTANCE …………………………………………………………………………………...
iii
PRONOUNCEM ENT ………………………………………………………………………….
iv
ACKNOW LEDGEM ENT ………………………………………………………………………
v
DEDICATION ……………………………………………………………………………………..
vii
M OTTO
viiI
…..……………………………………………………………………….…...........
TABLE OF CONTENTS …………………...……...……..…………………..………………
ix
LIST OF TABLES ……………………….……………..………………………………………...
xii
LIST OF FIGURES...................................................................................
xiii
LIST OF ABBREVIATIONS ......................................................................
xiv
ABSTRACT ............................................................................................
xv
CHAPTER I
: INTRODUCTION
A.
Background of the St udy ………………………………...…………….......
1
B.
Problem St at em ent ………..…….……………………………..……………..
7
C.
Research Quest ions
8
D.
Object ives of the Study …………………………………………………………
9
E.
Benefit of the Study ………………………………………………………………
10
F.
Thesis Organizat ion ………………………………………………………………
11
CHAPTER II
A.
……………………………………..…………...…….
: REVIEW OF RELATED LITERATURE
Previous St udy ………………………………………………………………………
13
1.
Rochmaw ati’sWork ………..……………………………………………......
14
2.
Xue’s w ork …………………………………………………………………….....
15
x
B.
3.
Khasanah’s Work ……….………………………………………………….....
16
4.
Lest ari’s Work ………………………………………………………………. ....
17
5.
Kurniasari’s Work………………………………………………………….. .....
18
6.
Jiayan et al’s Work .................................................................
19
7.
Ariyanto’s Work .....................................................................
20
8.
Ngaboyera’s Work .................................................................
21
9.
Li, Yan’s Work .........................................................................
23
10.
Valentina and David’s Work ....................................................
23
11.
Position of the Present Study …………………………………………
24
Theorit ical Review …………………………………………………………………..
26
1.
M at erial Developm ent ……………………………………………………
26
a.
The Object ive of M at erial Development ..…………..
27
b.
Principles in Developing M at erial....................……
29
2.
English M at erial Developm ent ........................................
30
3.
Task Design …………………………………………………………………….
33
a.
The Not ion of Task...........…..………………………………
33
b.
The Component s of Task ....................................
34
4.
Com municative Compet ence ………………………………………….
35
a.
Chom sky’s Concept …………………………………………….
37
b.
Hym e’s Concept ..................................................
39
c.
Canale and Sw ain’s Concept of Communicative
Compet ence .........................................................
d.
Bachm an’s Concept of Communicat ive
Compet ence .. .....................................................
e.
42
46
Celce M urcia et al’s M odel of Communicative
Compet ence .......................................................
xi
50
CHAPTER III
: RESEARCH M ETHODOLOGY
A.
Type of the St udy ……………………………………………………………………
B.
Object of The Study …………………………………………………………………… 82
C.
The Dat a and The Dat a Source .....................................................
D.
Techniques of Dat a Collect ion …………………………………………………… 83
E.
Dat a Validit y.................................................................................
F.
Techniques of t he Dat a Analysis ………………………………………………… 84
CHAPTER IV
A.
B.
:
81
83
84
RESEARCH FINDING AND THE DISCUSSION
Research Finding …………………………………………………………………………. 89
1.
Task Designed to Develop St udents’ Linguistic Compet ence .........
89
2.
Task Designed to Develop St udents’ Strategic Compet ence ........... 94
3.
Task Designed to Develop St udents’ Sociocultural Compet ence .... 98
4.
Task Designed to Develop St udents’Act ional Compet ence............ . 103
5.
Task Designed to Develop St udents’ Discourse Competence ..........107
6.
The Frequency of Each Communicative Competence ......................113
7.
The Dominant of Each Communicative Compet ence ..................... 114
Discussion of Research Finding…………………………………………………… 114
CHAPTER V: CONCLUSION, IM PLICATION AND SUGGESTION …………………… 129
1.
Conclusion ……………………………………………………………………….... 129
2.
Im plication ...........................................................................
3.
Suggest ion …………………………………………………………………………. 134
BIBLIOGRAPHY
xii
132
LIST OF TABLES
1. Table 1. Areas of Language Knowledge (Bachman & Palmer
1996)....................................................................................................
47
2. Table 2. Suggested Components of Liguistic Competence by Celce
Murcia et al ......................................................................................
56
3. Table 3. Suggested Components of Strategicc Competence by Celce Murcia et al
.......................................................................................
59
4. Table 4. Suggested Components of Sociocultural Competence by
Celce Murcia et al .............................................................................
65
5. Table 5. Suggested Components of Actional Competence by Celce
Murcia et al .......................................................................................
70
6. Table 6. Suggested Components of Liguistic Competence by Celce
Murcia et al .......................................................................................
xiii
7
LIST OF FIGURES
1. Figure 1 .1. The Framew ork for Anayzing Com municat ive
Task...................................……………………………………………..
34
2. Figure 1. The Language Knowledge by Chomsky...............
78
3. Figure 2. The com municat ive Compet ence Defined by
Hym es.................................................................................
42
4. Figure 3. The Language Knowledge Defined by Canale and
Swain ...................................................................................
46
5. Figure 4. The Language Knowledge Defined by Bachm an and
Palm er ...................................................................................
50
6. Figure 5. Schem at ic Represent at ion of Communicat ive
Com pet ence by Celce M urcia ............................................
51
7. Figure 6. Chronological Evolution of Celce M urcia, Dornyei&
Thurrel .....................................................................................
53
8. Figure 7. Comparison of Celce M urciah et al’s M odel Wit h
Bachm an & Palmer (M odel of Com municative Language Abilities 54
xiv
LIST OF ABREVIATION
EL
: English Language
EFL
: English as Foreign Language
ICDI/ P : I Can Do It / Page
L1
: First Language
L2
: Second Language
xv
M ATERIAL DESIGN TO IM PROVE STUDENTS’ COM M UNICATIVE COM PETENCE : TEXTBOOK
ANALYSIS ON I CAN DO IT English For Senior High School Students Grade XI
Sri Anjani Putra
M uhammadiyah University of Surakarta
put rasrianjani@yahoo.co.id
As means of communication, both w rit t en and orally, English has a very
import ant role t o relat e know ledge and t echnology. As it is t he first foreign
language in Indonesia, English is not easy t o learn, especially for senior high school
st udent s. Realizing t he import ance of English, it is equally import ant to prepare t he
t eachers w ho w ill t each it . In t his research, t he researcher t ries t o analyze t he t asks
on I CAN DO IT English For Senior High School St udent s Grade XI published by
M assm edia. The object ives of t he st udy in t his research are: 1) t o explain what
linguist ic compet ence are reflect ed in the t asks of I CAN DO IT English For Senior
High School St udent s Grade XI, 2) To explain w hat st rat egic com pet ence w ere
reflect ed in t he t asks of I CAN DO IT English For Senior High School St udent s Grade
XI, 3) To explain what socio-cultural com pet ence w ere reflect ed in the t asks of I
CAN DO IT English For Senior High School St udent s Grade XI , 4) To explain what
act ional compet ence w ere reflect ed in the t asks of I CAN DO IT English For Senior
High School St udent s Grade XI, 5) To elaborat e w hat discourse com pet ence used in
t he t asks of I CAN DO IT English For Senior High School St udent s Grade XI, 6) To
elaborat e w hat frequency of comm unicat ive com pet ence reflect ed in t he t asks of I
CAN DO IT English For Senior High School St udent s Grade XI, 7) To elaborat e w hat
dominant of com municative compet ence are reflect ed in t he t asks of I CAN DO IT
English For Senior High School St udent s Grade XI. The research met hod used in t his
research is qualit ative descript ive research. In this research, t he researcher uses
document at ion as the data collect ing teqnique.
Aft er analysing the t asks in t he t ext book entit led I Can Do It English For
Senior High School St udent s Grade XI published by M assmedia, t he w rit er get s t he
result t hat t he mat erial designed in t he t asks of t he t ext book are” very good” t o
develop t he learners’ communicat ive compet ence because t he w rit er finds t he t asks
t hat are supposed t o develop t he learner’s communicat ive compet ence are one
hundred and fift y-eight (158) t asks out of t w o hundred and t hree (203) t asks in the
t ext book. It means,t here are 77,85% t asks designed in developing t he learner’s
communicative compet ences
Keyw ords: Task Design,English M aterial Development,Communicative
Competence
,
xvi
COM M UNICATIVE COM PETENCE : TEXTBOOK ANALYSIS ON
I CAN DO IT, English For Senior High School Students Grade XI
THESIS
Submitted to
Postgraduate Program of Language Study
of M uhammadiyah University of Surakarta
as a Partial Fulfillment of the Requirements for Getting
M agister Degree of Language Study of English
By
SRI ANJANI PUTRA
NIM : S 200 120 045
POSTGRADUATE PROGRAM OF LANGUAGE STUDY
M UHAM M ADIYAH UNIVERSITY OF SURAKARTA
2014
i
NOTE OF ADVISOR 1
st
Prof. Dr. Endang Fauziati, M . Hum
The lect urer of language st udy of M uham m adiyah Universit y Surakart a . Official
Not e on This t hesis St udent ’s Thesis.
Dear,
The Direct or of Graduat e Program of M uham madiyah University.
Assalam u’alaikum W r. Wb
Having read, exam ined, correct ed and necessarily revised t ow ards the thesis of:
Tit le
: M ATERIAL DESIGN TO IM PROVE STUDENTS’ COM M UNICATIVE
COM PETENCE : TEXTBOOK ANALYSIS ON I CAN DO IT English For
Senior High School St udent s Grade XI
w ritt en by :
Nam e
: Sri Anjani Put ra
Nim
: S 200 120 045
Focus on
: Teaching English M at erial
Proposed
: December, 23 , 2014.
rd
I access t hat t he t hesis is approved t o be examined by t he board of examiners in
t he language st udy of graduat e program of M uhamm adiyah Universit y Surakart a
Wassalamu’alaikum Salam Wr. Wb
Surakart a, December , 2014
Advisor 1,
Prof. Dr. Endang Fauziat i, M . Hum
i
NOTE OF ADVISOR 2
nd
Dr. Anam Sutopo, M .Hum
The lect urer of language st udy of M uham m adiyah Universit y Surakart a . Official
Not e on This thesis St udent ’s Thesis.
Dear,
The Direct or of Graduat e Program of M uham madiyah University.
Assalam u’alaikum W r. Wb
Having read, exam ined, correct ed and necessarily revised t ow ards the thesis :
Tit le
: M ATERIAL DESIGN TO IM PROVE STUDENTS’ COM M UNICATIVE
COM PETENCE : TEXTBOOK ANALYSIS ON I CAN DO IT English For
Senior High School St udent s Grade XI
w ritt en by :
Nam e
: Sri Anjani Put ra
Nim
: S 200 120 045
Focus on
: Teaching English M at erial
Proposed
: December, 23
rd
2014.
I access t hat t hesis is approved t o be examined by t he board of examiners in t he
language st udy of graduat e Program of M uham madiyah Universit y Surakart a.
Wassalamu’alaikum Salam Wr. Wb
Surakart a, December , 2014
Advisor 2,
Dr. Anam Sut opo, M .Hum
ii
iii
PRONOUNCEM ENT
I hereby cert ify t hat I m yself w rit e t his t hesis, ent it led “ “ M at erial Design t o Improve
St udent s’ Communicative Compet ence: Text book Analysis on I CAN DO IT ,English For Senior
High School Student s Grade XI” . It is not a plagiarism or made by ot hers. Anyt hing relat ed t o
others’ w ork is w rit t en in quot ation, t he source of which is list ed on the bibliography.
If then this pronouncem ent proves incorrect, I am ready t o accept any academic
punishment, including the w it hdraw al of my academ ic degree.
Surakart a, Decem ber 2014
Sri Anjani Put ra
v
ACKNOW LEDGEM ENT
Praise t o Allah SW T, Alhamdulillahirabbil’alamin , The M ost gracious, and the
M ost M erciful. Praise t o Allah for t he blessings so that I can accomplish t his thesis
ent it led “ “ M at erial Design t o Improve St udent s’ Com municat ive Compet ence:
Text book Analysis on I CAN DO IT ,English For Senior High School Student s Grade
XI” .” as t he requirement for get t ing m ast er degree of language st udy in English at
Post -graduat e Program of Language St udy of M uham m adiyah Universit y of
Surakart a.
I w ould like t o express m y sincerest grat it ude t o Prof. Dr. Khudzaifah
Dimyat i, S.H., M .Hum, as a direct or of post graduat e program of M uham madiyah
Universit y of Surakart a, Prof. Dr. M arkham ah, M , Hum ., the head of post graduat e
program of Language St udy, Prof. Dr. Endang Fauziat i, M . Hum my first t hesis
advisor, w ho has provided me w it h valuable guidance in every st age of t he w rit ing of
t he t hesis. Without her enlight ening inst ruct ion, im pressive kindness and patience, I
could not have complet ed my t hesis.
I w ould like t o deliver m y sincere grat it ude t o M r. Dr Anam Sut opo, M .Hum
as my second thesis supervisor w ho has pat ient ly given m e his com ment s,
correct ions, as w ell as suggest ions to improve m y thesis.
vi
Last but not least m y special appreciat ion to all of the lect urers of M agist er
program of English educat ion for giving m e such useful knowledge. Special thanks t o
m y beloved husband, M r. Wai, my t hree sons, Arga Pangest u Aji, Alivio Aldiguna and
Fariz Bagas for their w illiingness in giving me an opprtunit y to cont inue m y st udy.
Thanks to all of m y classmat es for t oget herness and mot ivation. To all of them I
dedicat e this work.
realize t hat this t hesis is far from being perfect . I w ait for const ructive
com ment s and suggest ions from t he readers for t his t hesis. Hopefully, t his t hesis will
be useful for those w ho are int erest ed in developing t heir know ledge on English
language Teaching.
.
Surakart a, Decem ber 2014
Sri Anjani Put ra
vii
M OTTO
Im aginat ion is m ore im port ant t han knowledge.
ALBERT EINSTEIN
Life, t hat can show er you
wit h so m uch splendour, is unrem itt ingly cruel
t o t hose w ho have given up.
STEPHEN FRY
viii
DEDICATION
This t hesis is dedicat ed t o:
M y beloved husband and m y t hree sons
M y lat e parent s
All m y friends, classm at es and family
“ Love you forever”
ix
TABLE OF CONTENT
CONSULTANT NOTE ….......................................................................
i
ACCEPTANCE …………………………………………………………………………………...
iii
PRONOUNCEM ENT ………………………………………………………………………….
iv
ACKNOW LEDGEM ENT ………………………………………………………………………
v
DEDICATION ……………………………………………………………………………………..
vii
M OTTO
viiI
…..……………………………………………………………………….…...........
TABLE OF CONTENTS …………………...……...……..…………………..………………
ix
LIST OF TABLES ……………………….……………..………………………………………...
xii
LIST OF FIGURES...................................................................................
xiii
LIST OF ABBREVIATIONS ......................................................................
xiv
ABSTRACT ............................................................................................
xv
CHAPTER I
: INTRODUCTION
A.
Background of the St udy ………………………………...…………….......
1
B.
Problem St at em ent ………..…….……………………………..……………..
7
C.
Research Quest ions
8
D.
Object ives of the Study …………………………………………………………
9
E.
Benefit of the Study ………………………………………………………………
10
F.
Thesis Organizat ion ………………………………………………………………
11
CHAPTER II
A.
……………………………………..…………...…….
: REVIEW OF RELATED LITERATURE
Previous St udy ………………………………………………………………………
13
1.
Rochmaw ati’sWork ………..……………………………………………......
14
2.
Xue’s w ork …………………………………………………………………….....
15
x
B.
3.
Khasanah’s Work ……….………………………………………………….....
16
4.
Lest ari’s Work ………………………………………………………………. ....
17
5.
Kurniasari’s Work………………………………………………………….. .....
18
6.
Jiayan et al’s Work .................................................................
19
7.
Ariyanto’s Work .....................................................................
20
8.
Ngaboyera’s Work .................................................................
21
9.
Li, Yan’s Work .........................................................................
23
10.
Valentina and David’s Work ....................................................
23
11.
Position of the Present Study …………………………………………
24
Theorit ical Review …………………………………………………………………..
26
1.
M at erial Developm ent ……………………………………………………
26
a.
The Object ive of M at erial Development ..…………..
27
b.
Principles in Developing M at erial....................……
29
2.
English M at erial Developm ent ........................................
30
3.
Task Design …………………………………………………………………….
33
a.
The Not ion of Task...........…..………………………………
33
b.
The Component s of Task ....................................
34
4.
Com municative Compet ence ………………………………………….
35
a.
Chom sky’s Concept …………………………………………….
37
b.
Hym e’s Concept ..................................................
39
c.
Canale and Sw ain’s Concept of Communicative
Compet ence .........................................................
d.
Bachm an’s Concept of Communicat ive
Compet ence .. .....................................................
e.
42
46
Celce M urcia et al’s M odel of Communicative
Compet ence .......................................................
xi
50
CHAPTER III
: RESEARCH M ETHODOLOGY
A.
Type of the St udy ……………………………………………………………………
B.
Object of The Study …………………………………………………………………… 82
C.
The Dat a and The Dat a Source .....................................................
D.
Techniques of Dat a Collect ion …………………………………………………… 83
E.
Dat a Validit y.................................................................................
F.
Techniques of t he Dat a Analysis ………………………………………………… 84
CHAPTER IV
A.
B.
:
81
83
84
RESEARCH FINDING AND THE DISCUSSION
Research Finding …………………………………………………………………………. 89
1.
Task Designed to Develop St udents’ Linguistic Compet ence .........
89
2.
Task Designed to Develop St udents’ Strategic Compet ence ........... 94
3.
Task Designed to Develop St udents’ Sociocultural Compet ence .... 98
4.
Task Designed to Develop St udents’Act ional Compet ence............ . 103
5.
Task Designed to Develop St udents’ Discourse Competence ..........107
6.
The Frequency of Each Communicative Competence ......................113
7.
The Dominant of Each Communicative Compet ence ..................... 114
Discussion of Research Finding…………………………………………………… 114
CHAPTER V: CONCLUSION, IM PLICATION AND SUGGESTION …………………… 129
1.
Conclusion ……………………………………………………………………….... 129
2.
Im plication ...........................................................................
3.
Suggest ion …………………………………………………………………………. 134
BIBLIOGRAPHY
xii
132
LIST OF TABLES
1. Table 1. Areas of Language Knowledge (Bachman & Palmer
1996)....................................................................................................
47
2. Table 2. Suggested Components of Liguistic Competence by Celce
Murcia et al ......................................................................................
56
3. Table 3. Suggested Components of Strategicc Competence by Celce Murcia et al
.......................................................................................
59
4. Table 4. Suggested Components of Sociocultural Competence by
Celce Murcia et al .............................................................................
65
5. Table 5. Suggested Components of Actional Competence by Celce
Murcia et al .......................................................................................
70
6. Table 6. Suggested Components of Liguistic Competence by Celce
Murcia et al .......................................................................................
xiii
7
LIST OF FIGURES
1. Figure 1 .1. The Framew ork for Anayzing Com municat ive
Task...................................……………………………………………..
34
2. Figure 1. The Language Knowledge by Chomsky...............
78
3. Figure 2. The com municat ive Compet ence Defined by
Hym es.................................................................................
42
4. Figure 3. The Language Knowledge Defined by Canale and
Swain ...................................................................................
46
5. Figure 4. The Language Knowledge Defined by Bachm an and
Palm er ...................................................................................
50
6. Figure 5. Schem at ic Represent at ion of Communicat ive
Com pet ence by Celce M urcia ............................................
51
7. Figure 6. Chronological Evolution of Celce M urcia, Dornyei&
Thurrel .....................................................................................
53
8. Figure 7. Comparison of Celce M urciah et al’s M odel Wit h
Bachm an & Palmer (M odel of Com municative Language Abilities 54
xiv
LIST OF ABREVIATION
EL
: English Language
EFL
: English as Foreign Language
ICDI/ P : I Can Do It / Page
L1
: First Language
L2
: Second Language
xv
M ATERIAL DESIGN TO IM PROVE STUDENTS’ COM M UNICATIVE COM PETENCE : TEXTBOOK
ANALYSIS ON I CAN DO IT English For Senior High School Students Grade XI
Sri Anjani Putra
M uhammadiyah University of Surakarta
put rasrianjani@yahoo.co.id
As means of communication, both w rit t en and orally, English has a very
import ant role t o relat e know ledge and t echnology. As it is t he first foreign
language in Indonesia, English is not easy t o learn, especially for senior high school
st udent s. Realizing t he import ance of English, it is equally import ant to prepare t he
t eachers w ho w ill t each it . In t his research, t he researcher t ries t o analyze t he t asks
on I CAN DO IT English For Senior High School St udent s Grade XI published by
M assm edia. The object ives of t he st udy in t his research are: 1) t o explain what
linguist ic compet ence are reflect ed in the t asks of I CAN DO IT English For Senior
High School St udent s Grade XI, 2) To explain w hat st rat egic com pet ence w ere
reflect ed in t he t asks of I CAN DO IT English For Senior High School St udent s Grade
XI, 3) To explain what socio-cultural com pet ence w ere reflect ed in the t asks of I
CAN DO IT English For Senior High School St udent s Grade XI , 4) To explain what
act ional compet ence w ere reflect ed in the t asks of I CAN DO IT English For Senior
High School St udent s Grade XI, 5) To elaborat e w hat discourse com pet ence used in
t he t asks of I CAN DO IT English For Senior High School St udent s Grade XI, 6) To
elaborat e w hat frequency of comm unicat ive com pet ence reflect ed in t he t asks of I
CAN DO IT English For Senior High School St udent s Grade XI, 7) To elaborat e w hat
dominant of com municative compet ence are reflect ed in t he t asks of I CAN DO IT
English For Senior High School St udent s Grade XI. The research met hod used in t his
research is qualit ative descript ive research. In this research, t he researcher uses
document at ion as the data collect ing teqnique.
Aft er analysing the t asks in t he t ext book entit led I Can Do It English For
Senior High School St udent s Grade XI published by M assmedia, t he w rit er get s t he
result t hat t he mat erial designed in t he t asks of t he t ext book are” very good” t o
develop t he learners’ communicat ive compet ence because t he w rit er finds t he t asks
t hat are supposed t o develop t he learner’s communicat ive compet ence are one
hundred and fift y-eight (158) t asks out of t w o hundred and t hree (203) t asks in the
t ext book. It means,t here are 77,85% t asks designed in developing t he learner’s
communicative compet ences
Keyw ords: Task Design,English M aterial Development,Communicative
Competence
,
xvi