A Content Analysis on The English Textbook “Progress” Used by The Tenth Year of Senior High School
USED BY THE TENTH YEAR OF SENIOR HIGH SCHOOL INTAN RIADHUL HASANAH K2208020
Thesis
Submitted to the Teacher Training and Education Faculty of Sebelas Maret University to Fulfill One of the Requirements for Obtaining the Undergraduate Degree in English Education
ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY SURAKARTA 2012
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I would like to certify that the thesis entitled “A CONTENT ANALYSIS ON
THE ENGLISH TEXTBOOK “PROGRESS” USED BY THE TENTH YEAR OF SENIOR HIGH SCHOOL” is really my own work. It is not plagiarism or made by others. Everything related to others’ works are written in quotation, the sources of which are listed on the bibliography.
If then, this pronouncement proves wrong, I am ready to receive any academic punishment.
Boyolali, 2012
Intan Riadhul Hasanah
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This thesis has been approved by the consultants to be examined by the Board of Thesis Examiners of the English Education Department of Teacher Training and Education Faculty, Sebelas Maret University.
On : By
Consultant I
Consultant II
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This thesis has been examined by the Board of the Examiners of Teacher Training and Education Faculty of Sebelas Maret University and accepted as partial fulfillment of the requirements for the Undergraduate Degree of Education in English.
Day : Date :
The Board of Examiners:
1. Chairman: Teguh Sarosa, SS., M.Hum
(…………………….) NIP. 19730205 200604 1 001
2. Secretary: Drs. Muh. Asrori, M. Pd (…………………….)
NIP. 19601015 198702 1 001
3. Examiner I: Drs. Suparno, M. Pd
(…………………….) NIP. 19511127 198601 1 001
4. Examiner II: Hefy Sulistyawati, SS., M. Pd
(…………………….) NIP. 19781208 200112 2 002
The Representative of Dean Vice Dean I
Prof. Dr. rer. Nat. Sajidan, M. Si NIP. 19660415 199103 1 002
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Intan Riadhul Hasanah, A Content Analysis On The English Textbook “PROGRESS” Used By The Tenth Year Of Senior High School. A thesis. Teacher Training and Education Faculty. Sebelas Maret University, 2012.
This research report is mainly intended to find out whether the English textbook used for the tenth year student of senior high school English on Progress develops the skills suggested by School-based Curriculum and communicative exercises.
In line with the objectives of the research, the writer uses a descriptive method. In collecting the data, she uses document as data source. The data are analyzed by following seven steps: (1) Finding out the kinds of skill and communicative exercise available on the textbook, (2) Classifying them, (3) Analyzing them, (4) Counting them, (5) Giving percentage from the total number, (6) Judging whether the data are appropriate with the indicators in School-based Curriculum or not, and (7) Drawing conclusion and proposing suggestions.
The result of the analysis shows that the percentage of the appropriateness of the skills developed in the textbook is 59.22% (listening: 62.85%; speaking: 59.38%; reading: 47.06%; writing: 63.16%). It means that the textbook is compatible with the School-based Curriculum in developing skills. Some of the activities in the textbook cover the four skills: listening, speaking, reading, and writing. The textbook entitled “Progress” Grade X is a good textbook to support the language skill materials in teaching-learning process for the students of Senior High School. Meanwhile the percentage gained in developing the communicative exercises is 62.5%. The result of this study implies that the teacher should complement the teaching materials with other books in order to achieve the goal of teaching English. The writer of the textbook should revise the textbook and add more texts, activities, and communicative exercises to increase the quality of the textbook.
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“This way is my choice, I take the chance and I have to be ready for the consequences” (The Writer)
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With deep profound love, this thesis is dedicated to: My beloved Father and Mother, no words can
represent how grateful I am to be your daughter! My beloved brothers and sisters, thank you for your
support and prayer,
My beloved “UY”, thank you is nothing compares what you have done for me,
My Best of the Best Friends Myself and my bright future
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Alhamdulillahirabbil’alamin. Praise be to Allah SWT who has given her blessing to the writer so that she can complete the writing of this thesis. In this occasion, the writer would like to express his deepest gratitude and appreciation to the following.
1. Prof. Dr. H. M. Furqon Hidayatullah, M. Pd., the Dean of Teacher Training and Education Faculty, for his advice and his approval of this thesis.
2. Dr. H. Muhammad Rohmadi, M.Hum the Head of the Art and Language Education, and Endang Setyaningsih, S.Pd, M.Hum., the Head of English Education Department of Teacher Training and Education Faculty, for their advice and their approval of this thesis.
3. Drs. Suparno, M.Pd. the first consultant, and Hefy Sulistyawati, S.S, M.Pd., the second consultant, for their priceless guidance, advice, suggestion, encouragement and patience.
4. Her greatest parents, for their supports, caring, prayer, and helps.
5. Her beloved brother and sister thanks for motivating, helping, and praying.
6. Her beloved soulmate “UY”, for his everlasting support, caring, and for giving the greatest love.
7. Her friends, Mbak Inggit, Tika, Ichie for the unforgettable moments
8. Her friends in English Department “Class B” of year 2008, who cannot be mentioned one by one, for their lasting friendship. The writer realizes that this thesis is still far from being perfect. She hopes
and accepts every comment and suggestion. Hopefully, this thesis will be useful for the readers.
Boyolali,
2012
‘Intan R. H’
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Appendix 1: Syllabus .................................................................................... 109 Appendix 2: Content of the textbook “Progress” ......................................... 140
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Tabel 2.1: Listening Material Semester 1 ....................................................... 21 Tabel 2.2: Speaking Material Semester 1 ....................................................... 21 Tabel 2.3: Reading Material Semester 1 ........................................................ 21 Tabel 2.4: Writing Material Semester 1 ......................................................... 21 Tabel 2.5: Listening Material Semester 2 ....................................................... 22 Tabel 2.6: Speaking Material Semester 2 ....................................................... 22 Tabel 2.7: Reading Material Semester 2 ........................................................ 22 Tabel 2.8: Writing Material Semester 2 ......................................................... 22 Tabel 3.1: Percentage and Compatibility Classification ................................ 31 Tabel 4.1: The Description of the Book ......................................................... 32 Tabel 4.2: The Compatibility of Listening Materials ..................................... 56 Tabel 4.3: The Compatibility of Speaking Materials ..................................... 62 Tabel 4.4: The Compatibility of Reading Materials ....................................... 82 Tabel 4.5: The Compatibility of Writing Materials ........................................ 92 Tabel 4.6: The Percentage of the Compatibility of Language Materials ........ 99
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: Unit
P : The title of the textbook analyzed “Progress” Pa
: Page
IDT
: Indicators Developed in the Textbook
IDSBC : Indicators Demand by School-Based Curriculum
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INTRODUCTION
A. Background of the Study
In Indonesia, English is a foreign language which has to be taught in all levels of education. Basically, teaching English covers four skills, namely listening, speaking, reading, and writing. The importance of learning English makes it a compulsory subject in Junior High Schools and Senior High Schools. The government expects that junior and senior high school students can use English as a means of communication either with their friends or with foreigners fluently.
There are many factors influencing the success of English teaching and learning process. According to Idris and Jamal (1992: 38) in Wahyu Prihananto (2008: 1-2) the factors that influence the efforts to gain the purpose are human, such as the teacher, counselor, administrator, and instructional materials such as expressions of introduction, invitation, offering something, narrative text, recounts text, etc.
One of the factors that influence the teaching and learning process in achieving the goal is instructional materials. In achieving the goal of English instruction, as everybody knows, textbook takes a very important role.
At present, a textbook is still used in teaching learning activity in the classroom. Although many modern aids have been invented to support the teaching and learning process such as tape recorder, overhead projector, and video many schools still buy and use large quantities of textbooks and references. They probably have several reasons in choosing the textbooks as their reference. They consider that textbook is the cheapest and the most practical one among those aids mentioned above. Brown, Lewis, and Harcleroad (1964: 98) list some advantages of textbook such as follows:
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content if textbook in other forms, such as pamphlets, charts, or flat picture sets, textbook is relatively inexpensive.
2. They help to individualize instruction. Textbooks enable different students to study different things at the same time or to repeat if it is necessary.
3. They help to organize and provide unity for class instruction. They do this by providing a set of common reading experiences, suggested activities, readings, and questions to be answered.
4. Textbooks are regarded as a help in improving the skills of teachers. They can be a particular help for inexperienced, beginning teachers in handling instructional problems. Knowing that schools still need many kinds of textbooks to develop the students’ language skills, publishers offer their books to schools.
Textbook has correlation with curriculum. Curriculum is teacher orientation in teaching learning process, whereas textbooks provide materials. So, the content of textbook must be relevant with curriculum. The materials of textbook must be suitable with standard competence of curriculum in order that the result is appropriate to the purpose.
Today, Indonesia has implemented some curricula, but every curriculum has weaknesses, so to reach the goal of education, the government periodically changes the curriculum to construct the best curriculum. Since the academic year 2006/2007, Department of National Education has implemented the 2006 curriculum.
Nowadays, Indonesia implements 2006 curriculum. It replaces the last curriculum which we called competence based curriculum. The 2006 curriculum is a curriculum development model which is based on each school creativity. It is not a curriculum itself. The government hopes that every school can have many chances to use its potency to create its own curriculum. The launching of the new curriculum has
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implementing it. The curriculum has competence standards and basic competences. Through them the teacher can create their syllabuses. The syllabus of one school may be different from that of other school because the teacher has his own creativity to make it. The syllabus of each school may be different but the contents are standardized by the curriculum.
The writer wants to analyze the English textbook “Progress” because this book has been designed in line with the 2006 curriculum. It provides various activities, which integrate the language skills areas of listening, reading, speaking, and writing. The other reason is the book contains many exercises needed to improve the English learners’ language skill. Besides, some English teachers consider that the book is suitable with the learner’s needs.
Considering the problem above the writer wants to compare the material in the textbook with 2006 curriculum (School based Curriculum), whether or not the textbook are compatible with School Level-based Curriculum. The writer also analyzes whether the communicative exercises are developed in line with the “Progress” textbook or not. Based on the reason, the writer decides to conduct a research entitled A Content Analysis on the English Textbook “Progress” Used by the Tenth Year of Senior High School .
B. The Identification of the Problem
Based on the background of the study above, the writer identifies some problems dealing with English language teaching which are formulated as follows:
1. Are the language skills materials in “Progress” textbook are compatible with indicators in language skills of School based Curriculum?
2. Are the exercises in “Progress” textbooks are communicative based on the theories by experts in the Communicative Language Teaching?
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There are many problems in the Communicative Language Teaching, but the writer only wants to discuss the content of the English textbook ‘Progress for grade
X ’ written by Zumakhsin and Yulia Mufarichah published by Ganeca Exact. The writer focuses on the appropriateness between the language skills developed in the book and the school level-based curriculum and the communicative exercises of the book.
The writer analyzes the four language skills developed in the book and the skills suggested in the school based curriculum to find out how well the book follows the curriculum demand and analyze the Communicative Exercises developed in the book based on the theories by experts in the Communicative Language Teaching.
D. Problem Statements
The problems of the study that will be analyzed are:
1. To what extent does the English textbook (Progress, a contextual approach to learning English ) develop the language skills suggested by School based Curriculum?
2. To what extent are the exercises in “Progress” textbook are communicative based on the theories by experts in the Communicative Language Teaching?
E. The Aim of the Study
In this research, the writer uses content analysis to analyze “Progress, a Contextual Approach to Learning English ” an English textbook for the tenth year students of Senior High School. The aim of the study is to investigate whether or not the language skills materials in “Progress” textbook are compatible with indicators in
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exercises in “Progress” textbook are communicative.
F. The Benefit of the Study
After knowing the result of the study, it is expected that:
1. The result of this research can give input to improve the quality of the English textbooks.
2. The teachers will get information about language skills that are suggested in the School based Curriculum.
3. The teachers will get more knowledge and sufficient information about communicative exercises.
4. The writer and the readers will get sufficient information about the School based Curriculum.
5. The teachers know how far the English textbook follows the curriculum demand.
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THEORETICAL REVIEW
A. Curriculum
1. Meaning of Curriculum Curriculum is a set of subjects and contents to be taught inside and outside
school; course of study; program of study, a series of experiences undergone by learners in school; everything that is planned by school personal (Peter Olivia, 1997: 5). Nunan (1998: 14) states that curriculum is usually used to refer a particular program of study. It refers to all aspects of planning and managing of education program. While Posner (1995: 5) reveals that curriculum is the content or objectives for which schools holds students accountable. According to the opinions of some linguists, the writer concludes that curriculum is a set of aspects in planning and managing education program to be applied on the teaching learning process.
2. Function of Curriculum Nurgiyantoro (1988: 6) states that curriculum also has some functions that can
be observed from three aspects. The first function is curriculum for the school itself. The second aspect is the functions for the higher level school. The last is the function for society. Those three aspects should always appear in the function of curriculum.
Function of curriculum for the school itself can be divided at least into two. First, curriculum is a tool or instrument to gain educational goals. Curriculum form in teaching learning process can be seen as teaching program. The teaching program is a system that consists of several components, which are intended to acquire the educational objectives. The objectives that will be acquired are arranged from national objectives until instructional objectives. If the instructional objectives are achieved (the result can be measured from teaching learning process in the classroom), the objective at the higher level can be taken.
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implemented in school. Besides, curriculum also arranges everything related with of program, the implementation, implementation strategies, responsibility, facility, etc.
The second function is for higher school. By knowing the curriculum in every level school, the curriculum in the higher school can make an adaptation. For example if a subject has been given in the curriculum of lower school, it has to be considered in the higher school especially in choosing the materials. Besides, there is curriculum that functions to prepare teachers. If a school or college has an aim to prepare teachers, the school has to know the curriculum of the school that the teacher will teach.
The third function is for community. The school’s graduates are prepared to interact with community so the curriculum should know and reflect the needs of society. The society who uses the school graduate may give useful help, criticism, or advice for the better education program in school.
B. School – based Curriculum
1. The Definition of School – based Curriculum Sanjaya (2008: 128) in Educational National Standard (SNP Chapter 1,
paragraph 15) defines School based curriculum as an operational curriculum that is arranged and held by each institutional education.While Mulyasa (2006: 11) says that School based curriculum as a curriculum in a school developed suites to the school level, the characteristics of the school and the region, the school characteristics of the surrounding, and the characteristics of its pupils.
In other aspects, Mulyasa propose school - based curriculum as an operational curriculum arranged, developed, and done by school which is ready and able to imply it by considering government regulation number 20, 2003, about National Education System chapter 36, consisting of the following:
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standard to achieve certain goals of national education, - Curriculum in every level of school is arranged by considering diversification principles appropriate with local needs and conditions, - Curriculum in elementary and secondary school levels are developed by school committee according to graduate competency standard, content standard and the instruction of curriculum arrangement written by the Organization of Educational National Standard (BSNP).
It can be added that the foundation of KTSP curriculum comes from the Law number 20, 2003, about national education system, government regulation number
19, 2005, about national education standard, content standard and graduate competency standard.
2. Characteristics of School-based Curriculum School - based curriculum is an operational form of curriculum development
in the decentralized educational system context and area autonomy. School-based curriculum characteristics can be seen from how schools can optimize their work, their learning process, teaching resources management, teacher’s professionalism, and evaluation system (Mulyasa, 2006: 29).
According to Mulyasa’s opinion there are at least four characteristics of school-based curriculum which can be identified, as follows:
a. Full authority of school and school principal Each school has a board of trustee that is responsible for all aspects of school operations. The responsibility here includes all school operations including budgets. It must develop curriculum adjusted with students’ need and local community’s need. Furthermore, the full authority is given by the government so that school can improve its quality in respect to teachers’
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implementation.
b. More participation of parents and the society In school based-curriculum, the implementation of curriculum is supported by society and parents’ participations (Mulyasa, 2006: 30) through the association of school committee and education committee. They concern not only on financial aspect but also on school’s programs improvement directed to improve the learning quality.
c. Democratic and professional leadership In school based curriculum, the development and the implementation of curriculum is supported by school leadership which is democratic and professional. The principal is elected by school committee to conduct all school activities based on the regulation. While teachers who have responsibility in conducting the teaching learning process are professional persons who can work as professionals so that they can make a conducive atmosphere in teaching learning process and support the success of teaching learning goals. In addition, the democratic leadership is the system of decision making used by the principal named as “bottom up” and all elements related with it are responsible in its implementation.
d. Transparent team work In the implementation of school based curriculum, a team work that consists of parents, teachers, pupils, and others which are transparent is needed. It is because parents, pupils, and teachers are people who best understand the context and the culture of the school so that they can work together without any under estimation to each other. Thereby, the predetermined goals and target can be achieved easily.
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The regulation of Minister of National education number 22, 2006, states that the development of school based curriculum is based on the following principles:
a. The curriculum has a center to potency, development and necessitate of students and school’s environment where it stands
b. The curriculum is a form of varied and integrated curriculum
c. The curriculum should be perceived actively in the development of technology, science, and art
d. The curriculum should be relevant with live necessitate
e. The curriculum is directed into long - life learning
f. The curriculum should be balanced in the local, national, and global interest
4. Components of School - based Curriculum According to Mulyasa (2006: 176) there are six components of KTSP namely,
1. School vision and mission Morrisay (1997) defines vision as a set of representative of beliefs as a future organization of customers, staff, stakeholders, and the manager. While mission is the steps arranged in order to acquire the vision.
A good vision and mission should not only be patterns that have no meaning but it is better if the content of vision and mission is a direction full of meaning so that it can color all of activities that occur in the school.
2. Educational goal of school In the development of school based curriculum, it is a must for school to determine its goals, objectives, and targets as clears as possible for long and short period of time. The goal determined must be (a) clear, (b) understandable by all elements involved in the school, (c) the progress reached can be touched by the elements involved.
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In relation with school based curriculum development, school needs to arrange its educational calendar so that it can be suited to the students and social need, the characteristics, and the potencies. Educational calendar written by curriculum developer in school level should be able to plant the time needed by students to study effectively in the class for one semester, including holidays and others.
By planning the educational calendar it is hoped that number of basic competencies and the amount of school time to finish the basic competencies, examinations, and reserved time to teaching learning process can be determined as well as possible.
4. Syllabus Syllabus is defined by Mulyasa (2006) as a set of teaching learning plan in one subject matter with specific theme including standard of competency, basic competency, materials, indicators, assessment, time allotment, and teach resources developed by each school.
Moreover, in school based curriculum, the syllabus is used to translate standard of competency and basic competency into learning activities, materials, and indicators of competency achievement used to access students’ learning results.
5. Lesson plan Lesson plan is a set of plan describing procedure and learning management in order to reach one or several competencies determined by content standard and explained in the syllabus (Mulyasa, 2006).
While Sanjaya (2008: 143) says that the component of school-based curriculum consists of 4 components:
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The goal of educational in elementary school and senior high school are based on the educational general goal of school. In the government law number 19, 2005, about Standard National Educational chapter 26 says that:
a. The educational goal in elementary school exhausted on intelligent base, knowledge, personality, good morals, and skills to life and continues to the next level of education.
b. The educational goal in senior high school is improving intelligent, knowledge, personality, good morals, and skills to life and continues to the next level of education.
c. The educational goal of vocational school is improving intelligent, knowledge, personality, good morals, and skills to life and continues to the next level of education based on their vocational.
2. Structure program and curriculum contents Structure and school based curriculum contents in elementary school consists of 5 group studies, as follow:
- Group studies of religion and good morals. - Group studies of citizenship and personality - Group studies of knowledge and technology - Group studies of aesthetics - Group studies of body, sport, and health.
3. Educational calendar Educational institute can arrange educational calendar based on the needs of area, school characteristics, the needs of students and people, by observe the educational calendar in Contents Standard.
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Syllabus is the explanation of competence standard and competence base, the activity of studies, and indicator to assessment. According to the syllabus that is arranged, teacher can explore to be lesson plan.
5. Content Standard and Graduates Competency Standard According to Standard of National Education chapter 5 article number 1
Content Standard covers materials and competencies level to reach graduation competencies at particular level of education.
Mulyasa (2006) says that content standard reflects subject matter and competency level determined in the criteria of graduates competency, material competency, subject matter competency, and instructional syllabus that must be fulfilled by students in one level of education.
Meanwhile, the definition of Graduate Competency Standard given by Standard of National Education chapter 1 article number 4 is a qualification of graduate competency including attitude, knowledge, and skills.
The Graduate Competency Standard functions as:
1. Criteria in determining students’ graduation at each level of education,
2. Reference for arranging other educational standards,
3. Assessment’s reference in determining students’ graduation, including competency for all subject matters, aspects of skills, attitudes, and knowledge. (Mulyasa, 2006). According to Minister of National Education, standard of graduate
competency consists of three elements namely standard of competency for subject matter, standard of graduate competency for school, and competency standard and basic competency.
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Standard competency of English as a subject matter is a set of competency which students must master as a result of learning English. For the tenth grade of senior high school students, there are four standards of competency which have been formulated by Department of National Education as follows:
a. Listening; students are able to understand the meaning of short scripts in the form of short functional texts, simples conversation and simples monolog text in the form of recount, narrative, procedure, descriptive and news items in daily lives context.
b. Speaking; students are able to express the meaning of short scripts in the form of short functional texts, simple’s conversation and simples monologue texts in the form of recount, narrative, procedure, descriptive and news items in daily lives context.
c. Reading; students are able to understand the meaning of short functional texts and simples essays in the form of recount, narrative, procedure, descriptive and news items in daily lives context.
d. Writing; students are able to express the meaning of short functional texts and simples essays in the form of recount, narrative, procedure, descriptive and news items in daily lives context.
C. Communicative Language Teaching
Communicative Language Teaching appeared as a form of dissatisfaction of some linguists to the earlier method which is called Situational Language Teaching. Communicative Language Teaching focuses on the communicative competence. The centre of this approach is to practice the communicative acts. The aims of the communicative approach are: (a) to make communicative competence as the goal of language teaching, (b) to develop procedures for the teaching of four language skills
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Rodger, 2001: 155). Communicative Language Teaching itself is defined as a theory of language teaching that starts from a communicative model of language and language use, and that seeks to translate this into a design for an instructional system, for materials, for teacher and learner roles and behaviors, and for classroom activities and techniques (Richards and Rodger, 2001: 158).
There are four components of communicative competence, they are grammatical competence, sociolinguistic competence, discourse competence, and strategic competence (Savignon, 1997: 140)
Grammatical competence is mastery of the linguistic code, the ability to recognize the lexical, morphological, syntactic, and phonological features of a language and to manipulate these features to form words and sentences.
Sociolinguistic competence is an interdisciplinary field of inquiry having to do with the social rules of language use. Sociolinguistic competence requires an understanding of the social context in which language is used: the roles of the participants, the information they share, and the function of the interaction.
Discourse competence or sometimes called textual competence is the ability to interpret a series of sentences or utterances in order to form a meaningful whole and to achieve coherent texts that are relevant to a given context. Recognition of the theme or topic of a paragraph, chapter, or book; getting the gist of a telephone conversation, poem, television commercial, office memo, recipe, or legal document requires discourse competence.
Strategic competence is the strategy that one uses to compensate for imperfect knowledge of rules or limiting factors in their application such as fatigue, distraction, and inattention.
Communicative Language Teaching uses real-life situations that necessitate communication. The teacher sets up a situation that students are likely to encounter in
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meaningful ways about meaningful topics. The activities include the learners in real communication and require the use of such communicative process as information sharing, negotiation of meaning and interaction. Classroom activities are often designed to focus on completing tasks that are mediated through language or involve negotiation of information sharing. Littlewood (1981) distinguishes between “functional communication activities” and “social interaction activities” as major activity types in Communicative Language Teaching. Functional communication activities include such tasks as learners comparing sets of pictures and noting similarities and differences; working out a likely sequence of events in a set of pictures; discovering missing features in a map or picture, one learner communicating behind a screen to another learner and giving instructions on how to draw a picture or shape, or how to complete a map; following directions; and solving problems from shared clues. Social interaction activities include conversation and discussion sessions, dialogues and role-plays, simulation, skits, improvisations and debates. (Richard and Rodgers, 2001: 165-166).
CLT involves the role of learners, teacher and material. The role of learners is
a negotiator between themselves, the learning process and the object of learning. The learners are expected to interact with the role of joint negotiator within the group and within the classroom procedures and activities. The students do most of speaking and frequently the scene of a classroom during a communicative exercise is active, with students leaving their seats to complete a task. Teacher has two main roles in CLT. The first is to facilitate the communication process between all participants in the classroom, and between these participants and the various activities and texts. The second role is to act as an independent participant within the learning-teaching group. These roles imply a set of secondary roles for teacher. The first, teacher as an organizer of resources and as a resource himself. Second, teacher as a guide within the classroom procedures and activities. Third role is to be the researcher or observer
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important. Materials have primary role of promoting communicative language use. Richard and Rodgers (2001:79) consider three kinds of materials currently used in CLT.
1. Text-Based Materials There are numerous textbooks designed to direct and support Communicative Language Teaching. Their tables of contents sometimes suggest a kind of grading and sequencing of language practice not unlike those found in structurally organized texts. Some of these are in fact written around a largely structural syllabus, with slight reformatting to justify their claims to be based on a communicative approach.
2. Task-Based Materials
A variety of games, role plays, simulations and task-based communication activities have been prepared to support Communicative Language Teaching classes. These typically are in the form kind items: exercise handbooks, cue cards, activity cards, pair-communication practice materials, and students-interaction practice booklets.
3. Realia Many proponents of Communicative Language Teaching have advocated using of “authentic”, “from life” materials in the classroom. These might include language based realia, such as signs, magazines, advertisements, newspaper, or graphic and visual sources around which communicative activities can be built, such as maps, pictures, symbols, graphs, and charts. Different kinds of object can be used to support communicative exercises, such as a plastic model to assemble from directions.
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Communicative exercise is very important in CLT. It helps not only the teacher to teach English communicatively but also the students to practice their communicative competence with their friends and teacher. In this context, teacher only creates some activities and facilitates the students in order that they will be more active and the result of the learning process depends on the students themselves.
Littlewood in Jordan (1997: 112) proposes some purposes of communicative activities as contribution to language learning as follows:
1. Communicative activities provide ‘whole task practice’
2. Communicative activities improve motivation
3. Communicative activities allow natural learning
4. Communicative activities can create a context, which supports learning The following are some characteristics of communication exercises proposed by Brumfit and Johnson, Brown, Nunan, Geddes and Strurtidge, Jordan, Krashen and terrel.
a. Information gap principle This principal requires real communication. It happens if the information is known by only one student in a pair and it can be conveyed by different exercises to the other student. The purpose of communication in real life is to bridge this gap (Jordan, 1997: 111-112). For example: the students are provided with incomplete plans and diagrams which students have to complete by asking for information. (Brumfit and Johnson, 1998: 201). Brown (1994: 181) proposes two characteristics of information gap principle,
i.e: (1) their primary focus on information, and not on language form; (2) the necessity of communicative interaction in order to reach the objective.
b. Jigsaw principle Brown (1994: 182) defines jigsaw techniques as a special form of information gap in which each member of a group is given some specific
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for instance, asking students to locate something correctly on a map based on the information. Geddes and Strurtridge in Brumfit and Jonhson (1998: 201) develop “Jigsaw Listening” in which different students listen to different taped materials and then communicate their contents to others in the class.
c. Task Continuity Principle Task continuity refers to the chaining of activities together to form of a sequence, in which the successful completion of prior activities is a prerequisite for succeeding ones. Under this principle, activities are sequenced not only according to their complexity, as determined by input, learners and activity factors, but also according to the logic of themes and learning pathways. (Nunan, 1998: 119).
d. Information Transfer Principle This principle requires the ability to understand and convey information contents. Johnson in Jordan (1997: 112) gives an example like reading information to extract data in order to fill in a form.
e. Authentic Principle Authentic language materials are required in this principle. Authentic materials are usually defined as those which have been produced for purposes other than to teach language (Nunan, 1999: 99). Some examples of authentic materials are newspapers, magazines, advertisements, signs, maps, and charts, photographs and pictures, timetables and schedules.
f. Problem Solving Principle Problem solving techniques focus on the solution of a specified problem and the problem itself might be relatively simple, moderately complex or quite complex. The primary characteristic of these activities is that the student’s attention is focused on finding a correct answer to a question, a problem or a situation. Language is used to present the problem and solve it,
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working out an itinerary from train, plane and bus schedules are some examples of this principle. Meanwhile Decision Making technique has the ultimate goal, that is, for students to make a decision. For example, students presented with several profiles of applicants for a job may be asked to decide who they would hire, (Brown, 1994: 182).
g. Games or Relaxation Principle Games are vital part of a teachers’ equipment in classroom activities. Games function mostly as a mechanism for stimulating interest and often as a reward for working diligently on other presumably less entertaining portions of the course. Games can take many forms and there are many different sorts of elements which make up game activity. (Krashen and Terell, 1995: 121).
h. Correction for content This principle argues that students’ language production should be judged on its communicative efficiency in relation to a specific task; an example of this is the pair work technique ‘Describe’ and ‘Draw’, in which one student describes an illustration, diagram, etc to his or her partner and the partner tries to reproduce the item from the description and questioning. (Jordan, 1997: 112).
E. School-based Curriculum Contents of Textbook “Progress” There are four kinds of language skills suggested by school-based curriculum
of English, namely: listening, speaking, reading and writing skill. Each skill consists of some indicators suggested by School based curriculum. There are some indicators of language skills developed in the Progress Grade X. The indicators developed in the English textbook, are shown in each skill. The material may be listed in the following table:
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a. Listening material Table 2.1. Listening material semester 1
1. Language expression
1. Introduction ourselves 2. Invitation 3. Instruction, procedure
2. Short functional text
Advertisement, procedure texts, Narrative texts, news
3. Text type
1. Recount 2. Narrative 3. Procedure
b. Speaking material Table 2.2. Speaking material semester 1
1. Language expression
1. Introduction one self 2. Meeting and parting 3. Invitation, acceptance, refusal 4. Daily life
2. Short functional text
Advertisement, procedure texts, Narrative texts, news
3. Text type
1. Recount 2. Narrative 3. Procedure
c. Reading material Table 2.3. Reading material semester 1
NO Kinds
Material
1. Reading a text fluently using good pronunciation
Sounds production or asking students to read a text
2. Short functional text
Advertisement, procedure texts, Narrative texts, news
3. Text type
1. Recount 2. Narrative 3. Procedure
d. Writing material Table 2.4. Writing material semester 1
1. Short functional text
Advertisement, procedure texts, Narrative texts, news
2. Text type
1. Recount 2. Narrative 3. Procedure
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a. Listening material Table 2.5. Listening material semester 2
1. Language expression
1. Narrative text
2. Congratulation 3. Surprise, disbelief.
2. Short functional text
Advertisement, procedure texts, Narrative texts, news
3. Text type
Narrative text
b. Speaking material Table 2.6. Speaking material semester 2
1. Language expression
1. Offering something and inviting 2. Praise 3. Surprise and disbelief
2. Short functional text
Advertisement, procedure texts, Narrative texts, news
3. Text type
Narrative text
c. Reading material Table 2.7. Reading material semester 2
1. Reading a text fluently using good pronunciation
Sounds production or asking students to read a text
2. Short functional text
Advertisement, procedure texts, Narrative texts, news
3. Text type
1. Narrative 2. Descriptive 3. News item
d. Writing material Table 2.8. Writing material semester 2
1. Short functional text
Advertisement, procedure texts, Narrative texts, news
2. Text type
1. Narrative 2. Descriptive 3. News item
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Haolsty (1969) in Agung Swasono (2010: 16) says that content analysis means a technique for making inferences by objectively and systematically identifying specified characteristics of messages.
Content analysis is a systematic, replicable technique for compressing many words of text into fewer categories based on explicit rules of coding Krippendorf, (1991) in Agung Swasono (2010: 16). Kripendorf notes that many content analysis researches are motivated by the search for techniques to infer from symbolic data which would be either too easily or too costly or too obtrusive by the use of other techniques.
Borg and Gall in Agung Swasono (2010: 15-16) say that there are five steps in planning a content analysis study:
1. Specifying objectives Content analysis is usually aimed at achieving one of the following kinds of objectives:
a. Producing descriptive information Most content analysis in education is aimed at producing descriptive information.
b. Cross-validate research finding Content analysis is useful tool to check research finding obtained from studies using other methods, such as the interview.
c. Test hypotheses Content analysis can be used to explore relationships and to test theories
2. Locating relevant data Anything connected with the phenomenon that interests the researcher can
be qualified as data for content analysis. Most content analysis studies in education, the relationship between the content to be studied and the
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prepare this or to provide information relevant to his or her hypotheses.
3. Gathering contextual evidence The next step in content analysis study is gathering contextual evidence. The researcher should establish an empirical link between data selected and the inferences he plans to make from these data. In the other words, the researcher should create a rationale that the content analysis data are really related to his objectives.
4. Developing a data sampling plan The fourth step is developing a plan to obtain representative sample of the universe of possible data that have been identified. Content analysis can
be misleading if the researcher does not use satisfactory methods for selecting the sample of content to be studied. In many content analyses, all contents especially pertinent to the research problem that are studied.
5. Developing coding procedure The content has been selected using appropriate techniques, a coding or classification system needs to be developed for analyzing the content.
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RESEARCH METHODOLOGY
A. Method of the Research
Research methodology is scientific method chosen by the researcher to find, develop, and examine the truth of science, and method itself relate to a procedure in research which consists of techniques of collecting and analyzing the data (Sutrisno Hadi, 1983: 4). Relating to the objective of the study, the writer uses qualitative research with descriptive method as the proper method.
The writer conducts descriptive research because the writer is going to investigate whether or not the language skills materials in Progress textbook are compatible with indicators in language skills of School-based of curriculum. The writer also investigates whether or not the exercises in Progress textbook are communicative.
Arikunto (1998: 243) states that descriptive research is the research to clarify or explain a phenomenon. She also states that, generally a descriptive method is non- hypothesis. It collects the data, analyzes them, and draws a conclusion based on the data only, without taking general conclusion. It means that the result is just valid for the data used in this research, not for others (Sutrisno Hadi, 1983: 3). There are several kinds of descriptive study; one of them is documentary analysis which often refers to content analysis (Ary, Jacobs, and Razavieh, 1982: 482).
B. Focus of the Research
The focus of this study is the communicative exercises and the compatibility of the materials in Progress English textbook with the school-based curriculum written by Zumakhsin and Yulia Mufarichah and published by Ganeca Exact in 2007.
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