AN ANALYSIS ON THE TEXTBOOK „ENGLISH ZONE‟ USED BY THE FIRST YEAR STUDENTS OF SENIOR HIGH SHOOL

  commit to user AN ANALYSIS ON THE TEXTBOOK „ENGLISH ZONE‟ USED BY THE FIRST YEAR STUDENTS OF SENIOR HIGH SHOOL By: PIPIT NENDA ERTIKA K 2208010 THESIS Submitted to Teacher Training and Education Faculty of Sebelas Maret University as a Partial Fulfillment of Requirements for the Undergraduate Degree of Education ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY SURAKARTA 2013

  

PRONOUNCEMENT

  I would like to certify that the thesis entitled

  “AN ANALYSIS ON THE

TEXTBOOK „ENGLISH ZONE‟ USED BY THE FIRST YEAR STUDENTS

OF SENIOR HIGH SHOOL

  ” is really my own work. It is not plagiarism or made by others.

  Others’ works are used to quoted properly the sources of which are listed on the bibliography. If then, this pronouncement proves wrong, I am ready to receive any academic punishment.

  Solo, April 2013 Pipit Nenda Ertika

  

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THE APPROVAL OF THE CONSULTANTS

  

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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 of Sebelas Maret University Surakarta. on : by :

  Consultant I Drs. Muh. Asrori, M.Pd NIP. 19601015 198702 1 001

  Consultant II Endang Setyaningsih, S. Pd, M. Hum NIP. 19800513 200312 2 002

THE APPROVAL OF THE EXAMINERS

  This thesis has been examined by the board of the Thesis Examiners of Teacher Training and Education Faculty, Sebelas Maret University, Surakarta, and has been accepted as a partial fulfillment of requirements for the Completion of Undergraduate Degree of English Education.

  Day : Date : Board of Examiners : Signatures : 1.

  Chairman Drs. A. Handoko Pujobroto

  (……………………..) NIP. 19581026 198803 1 001 2. Secretary

  Hefi Sulistyowati, S.S (……………………..)

  NIP. 19781208 200112 2 002 3. Examiner I

  Drs. Muh. Asrori, M.Pd (……………………..) NIP. 19601015 198702 1 001 4. Examiner II

  Endang Setyaningsih, S. Pd, M. Hum (……………………..) NIP. 19800513 200312 2 002

  Teacher Training and Education Faculty Sebelas Maret University

  The Dean, Prof. Dr. H. M. Furqon Hidayatullah, M. Pd

  NIP. 19600727 198702 1 001

  

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ABSTRACT

  Pipit Nenda Ertika. K 2208010. AN ANALYSIS ON THE TEXTBOOK

  

„ENGLISH ZONE‟ USED BY THE FIRST YEAR STUDENTS OF SENIOR

HIGH SHOOL Thesis, Surakarta: Teacher Training and Education Faculty of

.

  Sebelas Maret University, 2012.

  This research paper reports the evaluation of the materials of listening, speaking, reading, and writing skills presented in the textbook entitled “English

Zone” used for the first year student of senior high school. It develops the skills

suggested by the School Level-Based Curriculum (KTSP 2006). Besides, this thesis

also presents the supplementary analysis like evaluating whether the exercises on the

textbook develops the communicative exercise proposed by the experts.

  The method used in this research is a descriptive method which refers to the documentary analysis. The research was conducted from July 2012 to January 2013. The population of this research is all units in the textbook used by the first year student of Senior high school, that is “English Zone” written by Eka Mulya Astuti and published by Erlangga. The research data were collected by using documentation as the instrument of the collecting data. The writer takes all units and analyze them globally. The technique of analysing the data on the textbook involves data collection, data reduction, data display, and drawing conclusion as suggested by Miles and Hubberman.

  The result of the study shows that the precentage of the appropriateness of the skills developed in the textbook is 80.43% and the communicative exercise is 75%. It means that the textbook has provided the materials of the listening, speaking, reading and writing skills as suggested by School Level-Based Curriculum demands. It also supplies them with giving communicative exercises. The result of the study implies that teachers should modify the content, add or delete the content, modify the task or extend the taks on the textbook. They should also supply the textbook with other sources materials in order to achieve the goal of teaching English. It will be better if the author of the textbook can wite the new book as the revision of the former book by adding the skills suggested by School Level-Based Curriculum.

  

commit to user commit to user MOTTO

  “Kegagalan hanya terjadi bila kita menyerah” ( Lessing ) “Karena sesungguhnya sesudah kesulitan itu ada kemudahan, sesungguhnya sesudah kesulitan itu ada kemudahan. Maka apabila kamu telah selesai (dari sesuatu urusan), kerjakanlah dengan sungguh-sungguh (urusan) yang lain, dan hanya kepada Tuhan-mulah hendaknya kamu berharap

  ”. (Q.S Al Insyirah: 5-8)

  DEDICATION

This thesis is dedicated to:

My beloved Mom and Dad, thanks for your care, support, affection and prayer for me everywhere and every time. commit to user

  

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ACKNOWLEDGEMENT

  Alhamdulillahirabbil’alamin. In the name of Allah, the most gracious and the most merciful, all praises and thanks are only dedicated to Allah SWT, who gives His blessing and help so that the writer can accomplish her duty to finish the thesis as a partial requirement for achieving the Undergraduate Degree of education in English of Teacher Training and Education Faculty of Sebelas Maret University.

  The writer realizes that this thesis could not be accomplished without the help, support and assistance of many people who are involved in the process of finishing this writing. Therefore, in this occasion the writer would like to express her deepest gratitude and appreciation to the following individuals and institutions: 1.

  Prof. Dr. M. Furqon Hidayatullah, M. Pd, the Dean of Teacher Training and Education Faculty;

2. Dr. Muh. Rohmadi, S.S, M.Hum, the Head of the Art and Language

  Education Department; 3. Endang Setyaningsih, S.Pd, M.Hum, the Head of the English Department of Teacher Training and Education Faculty;

  4. Drs. Muh. Asrori, M.Pd, as the writer’s first consultant for his guidance, suggestions and advices;

  5. Endang Setyaningsih, S.Pd, M.Hum, as the writer’s second consultant for her guidance, suggestions and advices;

  6. The writer’s beloved Mom and Dad for caring, love, affection, and sincerity; the writer’s elder and younger sisters for their support; 7.

  The writer’s dearest friends who always fulfill the writer’s days with joy and fun;

  8. The writer’s lovely friends in the English Department 2008. Thanks for giving unforgettable moment and experience during the last four years;

9. The last, thank you very much for everyone who has ever played role in the writer’s story of life.

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

  Solo, April 2013 The writer

  Pipit Nenda Ertika

  

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TABLE OF CONTENTS

  TITLE .............................................................................................................. i PRONOUNCEMENT ...................................................................................... ii APPROVAL OF CONSULTANTS ................................................................ iii APPROVAL OF THE BOARD OF EXAMINERS ........................................ iv ABSTRACT ..................................................................................................... v MOTTO ........................................................................................................... vi DEDICATION ................................................................................................. vii ACKNOWLEDGEMENT ............................................................................... viii TABLE OF CONTENTS ................................................................................. x LIST OF TABLES .......................................................................................... xiii LIST OF ABBREVIATIONS ......................................................................... xiv LIST OF APPENDICES .................................................................................. xv

  CHAPTER I INTRODUCTION ................................................................

  1 A. Background of the Study ................................................. 1 B. Limitation of the Problem ................................................. 3 C. Problem Statements .......................................................... 3 D.

  The Objectives of the Study ............................................. 4 E. The Benefits of the Study ................................................. 5 CHAPTER II THEORETICAL REVIEW ....................................................

  6 A. Textbook ........................................................................... 6 1.

  Definition of Textbook ................................................. 6 2. The Advantages of using Textbook .............................. 8 3. The Criterias of Good Textbook .................................. 10 4. English Textbook “English Zone” ............................... 12 B. Curriculum review ............................................................. 12

  

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1.

  Curriculum .................................................................... 12

  

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2.

  School Level-Based Curriculum .................................. 13 3. School Level-Based Curriculum for Senior High

  School ........................................................................... 13 4. Standard of English Competencies for Senior High

  School ........................................................................... 14 5. Syllabus ........................................................................ 15 6.

  Communicative Exercises ............................................ 19

  CHAPTER III RESEARCH METHODOLOGY .......................................... 22 A. The Method of the Research ........................................... 22 B. The Place and Time of the Research ............................... 23 C. Population ....................................................................... 23 D. Techniques of Collecting Data ........................................ 23 E. Techniques of Analyzing Data ........................................ 24 CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ..................... 27 A. Research Findings............................................................. 27 1. The Structure of the Textbook ...................................... 27 2. The Compatibility of Listening Materials on the Textbook with School Level-Based Curriculum .......... 31 3. The Compatibility of Speaking Materials on the Textbook with School Level-Based Curriculum .......... 45 4. The Compatibility of Reading Materials on the Textbook with School Level-Based Curriculum .......... 59 5. The Compatibility of Writing Materials on the Textbook with School Level-Based Curriculum .......... 70 6. Communicative Exercises ............................................ 80 B. Discussion of the Findings....... ........................................ 88 1. The Compatibility of Language Skills with the indicators in school Level-Based Curriculum ............. 88

  2. The Communicative Exercises of the Textbook based on the Theories by Experts .......................................... 89

  CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTIONS ...... 90 A. Conclusion ......................................................................... 90 B. Implication ......................................................................... 91 C. Suggestion ......................................................................... 92 BIBLIOGRAPHY ........................................................................................... 94

  

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LIST OF TABLES

Table 3.1. The Percentage and Compatibility Classification ........................... 26Table 4.1. The Compatibility of the Listening Materials with Listening Indicators

  Suggested by School Level-Based Curriculum.............................. 32

Table 4.2. The Compatibility of the Speaking Materials with Speaking Indicators

  Suggested by School Level-Based Curriculum.............................. 46

Table 4.3. The Compatibility of the Reading Materials with Reading Indicators

  Suggested by School Level-Based Curriculum ............................. 59

Table 4.4. The Compatibility of the Writing Materials with Writing Indicators

  Suggested by School Level-Based Curriculum.............................. 70

Table 4.5. The Percentage of the Compatibility Language Skills with the

  Indicators Suggested by School Level-Based Curriculum ............ 86

Table 4.6. The Result of Percentage of communicative Exercises .................. 87

  

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LIST OF ABBREVIATIONS

  

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  U : Unit L1 : Lesson 1 L2 : Lesson 2 P : Page

  IDT : Indicators Developed in the Textbook

  IDSLBC : Indicators Developed by School Level-Based Curriculum

LIST OF APPENDICES

  App 1: Syllabus ................................................................................................ 98 App 2: Content of the Textbook ...................................................................... 99

  

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