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THE ANALYSIS OF ENGLISH TEXTBOOK

“PATHWAY TO ENGLISH”

USED IN THE FIRST GRADE OF SENIOR HIGH SCHOOL

BASED ON CURRICULUM 2013

(An Analytical Study on English Textbook for First year of Senior High School)

By:

ARIF PRASOJO

NIM: 109014000177

THE DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS’ TRAINING

“SYARIF HIDAYATULLAH”

STATE ISLAMIC UNIVERSITY

JAKARTA

2014

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ABSTRACT

Arif Prasojo (109014000177). The Analysis of English Textbook “Pathway to

English” Used in the First Grade of Senior High School Based on Curriculum

2013; An Analytical Study on English Textbook for First year of Senior High

School. Skripsi of English Education Department at Faculty of Tarbiyah and

Teachers’ Training of Syarif Hidayatullah State Islamic University Jakarta.

Keywords: English language skills, Textbook, Curriculum 2013

The purpose of this study is to find whether or not the materials provided in

the English textbook “Pathway to English” designed for the first grade of Senior high

school compatible with the curriculum 2013. Besides that the writer also studies

about the feasibility of content and presentation of the textbook.

This study uses descriptive qualitative approach. The data collected for this

study will be gathered from the English textbook “Pathway to English” published by

Erlangga. The data about English language exercise of speaking, writing, reading and

listening then will be analyzed.

The results findings of this study concluded that (1) the English Textbook of

“Pathway to English” compatible with the curriculum 2013, as every single KI and

KD successfully implemented in the textbook. (2) The materials provided in the

textbook completely developed, as all the suggested English language skills exercises

of writing, speaking, reading and listening materials in the curriculum 2013 are

implemented. (3) The feasibility of content and presentation has mostly met the

standard of an English textbook in delivering curriculum 2013, using the basic

frequency formula from Sudjiono assessment score acquired with 91.30% in

feasibility of content and 77.77 % in feasibility of presentation fulfilled

Based on the findings of this study the writer suggested that both English

teachers and educational institution should concern and pay attention with the content

of the textbook, not only its compatibility with the current curriculum, but also the

compatible with students’ needs.

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ABSTRAK

Arif Prasojo (109014000177). The Analysis of English Textbook “Pathway to

English” Used in the First Grade of Senior High School Based on Curriculum

2013; An Analytical Study on English Textbook for First year of Senior High

School. Skripsi of English Education Department at Faculty of Tarbiyah and

Teachers’ training of Syarif Hidayatullah State Islamic University Jakarta. 2014.

Keywords: Skill bahasa Inggris, Buku Teks, Kurrikulum 2013

Tujuan dari penelitian ini guna menemukan apakah material yang di sediakan

dibuku bahasa inggris “Pathway to English” yang didesain bagi kelas satu di Sekolah

menengah atas cocok atau tidak dengan kurikulum 2013. Selain itu penulis juga

mempelajari tentang kecocokan konten dan kecocokan presentasi dari buku teks.

Penelitian ini menggunakan metode deskriptif kualitatif. Data yang dikoleksi

dikumpulkan dari buku teks bahasa inggris “Pathway to English” yang dipublikasikan

oleh Erlangga. Data yang berhubungan dengan skill bahasa inggris yakni membaca,

menulis, berbicara dan mendengar nantinya akan dianalisa.

Hasil dari penelitian ini menyatakan menemukan bahwa (1) Buku bahasa

inggris “Pathway to English” kompatible dengan kurikulum 2013, dikarenakan

seluruh KI dan KD dapat diimplementasikan dengan sukses didalam buku teks. (2)

Materi membaca, menulis, mendengar dan berbicara yang disediakan didalam buku

teks dikembangkan dengan mengimplementasi dari material yang disuggestikan oleh

kurikulum 2013. (3) kecocokan konten, dan presentasi secara keseluruhan rata-rata

sudah mencapai standard buku teks bahasa inggris dalam cakupan kurikulum 2013,

menggunakan formula penghitungan frekuensi dasar dari Sudjiono diperoleh data

yaitu 91.30 % dan 77,77% dalam kecocokan presentasi terpenuhi.

Berdasarkan temuan penelitian ini, penulis menyarankan kepada baik guru

bahasa inggris mauoun institusi pendidikan untuk selalu memperhatikan dengan

seksama dari hal konten suatu buku teks, bukan hanya kecocokannya dengan

kurikulum yang digunakan namun juga kecocokannnya dengan kebutuhan murid.

-The Road-

Just as every morning does to me

When I take that corner of the street

, Melt away into nothing

I dragged, I lost myself completely, and it seems that I forgot how to say a word

Even though, I still could hear

Your voices calling me

Everything about you, your smile, and your anger keep telling me

Never stop to walking forward

If I stay and look up where the cloud starting to break apart

Yes, I know what you mean

Loneliness seems to consuming my life

Emptiness seems to binding my heart

Over there please...Look... Just up ahead

My dearest love waiting me

When I find, no way to moving on

You telling me, to close my eyes and start to believe

The entire light gathers at this moment only to cheering me, because they understand me

Every step I take will shine brighter wherever my faith goes

Wherever my faith goes

Wherever my fate goes

My fingertips, my lips, and all my hand were shaking but you said

With Love, Respect and Faith

I Hereby this hard work for my parents

Arif Prasojo

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ACKNOWLEDGEMENT

In the Name of Allah the Beneficent and the Merciful.

Praise be to Allah Lord of the world who has bestowed upon the writer in helping

him complete his skripsi. Peace and blessing upon our prophet Muhammad SAW, his

families, his companion and his followers.

Skripsi is presented to the English Education Department of the Faculty of

Tarbiyah and teacher training Syarif Hidayatullah State Islamic University Jakarta as

partial fulfillment of the requirements for the degree of strata 1 (S1).

This skripsi cannot be completed without a great deal of help from many people,

especially Mr. Dr. Atiq Susilo, M.A and Mrs. Atik Yuliyani, M. A, TESOL as

advisor who always gives their help, guidance, correction and suggestion for the

completion of this Skripsi

His deepest gratitude also goes to those who have helped her in finishing this

Skripsi, they are:

1. Dra. Nurlena Rifa’I, M.A., Ph.D the dean of Tarbiyah Faculty and teacher’s

training.

2. All lecturers of English Education who have taught the writer useful

knowledge and skills.

3. Drs. Syauki, M.Pd., the Head of English Education Departement and as the

writer’s academic advisor for his support and motivation for the writer during

finishing this “skripsi”.

4. Zaharil Anasy, S.Pd. as the secretary of English Eduaction Departement.

5. Mrs. Siti Nurul Azkiyah, M.Sc., Ph.D and Mrs. Yenny Rahmawati, M.Ed for

their patience and willingness to help the writer until the completion of this

“skripsi”.

6. All his friends at Islamic State University of Syarif Hidayatullah Jakarta

especially students in E class 2009 English Education Departement for their

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support and friendship, he also would like to thank Siti Ulfah Herdiyani for

her help, love, support, and motivation for the writer during finishing this

“skripsi”.

7. His friends who give contribution and idea, Wiwin Winingsih for her great

helps in completing this “skripsi”, and many other who cannot be mentioned

one by one.

May Allah, the Almighty bless them all, Amien.

Jakarta, March 2014

The Writer

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TABLE OF CONTENTS

APPROVAL .................................................................................................. i

ENDORSEMENT SHEET………………………………………………… ii

SURAT PERNYATAAN KARYA SENDIRI ........................................... .. iii

ABSTRACT………………………………………………………………… iv

ABSTRAK ..................................................................................................... v

ACKNOWLEDGEMENT………………………………………………… vi

TABLE OF CONTENT…………………………………………………… vii

LIST OF TABLES…………………………………………………………. ix

LIST OF APPENDICES…………………………………………………... x

CHAPTER I. INTRODUCTION

A. Background of the study……………………………………. 1

B. Research Question…………………………………………... 4

C. Limitation of the study……………………………………… 4

D. Purpose of the study………………………………………… 5

E. Significance of the study……………………………………. 5

CHAPTER II. THEORETICAL FRAMEWORK

A. Textbook

1. The Definition of Textbook…………………………….. 6

2. The Function of Textbook……………………………… 7

3. Textbook in Indonesia………………………………….. 8

4. Rubric Assessment of Textbook………………………... 9

5. How to analyze a Textbook…………………………….. 16

6. Commercial Textbook………………………………….. 18

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B. Curriculum

1. The Definition of Curriculum…………………….......... 19

2. Curriculum 2013……………………………………….. 20

C. English Language Skills

1. The Definition of English Skills.………………………. 22

2. Productive Skills……………………………………...... 22

3. Receptive Skills……………………………………….... 24

4. Language Skills in Curriculum 2013…………………… 25

D. Previous Study……………………………………………... 26

CHAPTER III. RESEARCH METHODOLOGY

A. Design of the study………………………………………… 28

B. Instrument of the study……………………………………. 29

C. Procedure of the study ……..……………………………... 29

D. Technique of data analysis…..…………………………….. 30

CHAPTER IV. RESEARCH FINDINGS AND INTERPRETATION

A. Data Description………………………………………….. 31

1. Feasibility of Content …………….………………….. 31

2. Feasibility of Presentation……………………………. 50

B. Research Findings………………………………………… 53

C. Data Interpretation……………………………………….. 56

CHAPTER V. CONCLUSION

A. Conclusions………………………………………………. 57

B. Suggestions………………………………………………. 57

REFERENCES ………………………………………………………….. 58

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LIST OF TABLES

Tables 4.1 Feasibility of Content in frequency tables.………… … 53

Tables 4.2 Feasibility of Presentation………….…………………. 54

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LIST OF APPENDICES

Appendix 1 Rubric assessments from BSNP………………............. 62

Appendix 2 KI and KD for first grade of senior high school…........ 75

Appendix 3 Textbook sample chapters…………………………….. 80

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CHAPTER I

INTRODUCTION

This chapter consists of background of the study, research questions, limitation

of the study, purposes of the study, and benefits of the study. The explanation of each

part is presented below.

A. Background of the study

In teaching and learning process of English language numerous aspects could

affect the outcomes of learning for students. These aspects could emerge from the

pre-teaching preparations, while the teaching and learning are on progress, or after

the teaching and learning take place.

Teachers’ roles are obviously important in teaching and learning process.

They plan the syllabus, prepare the materials, and teach in the classroom and so on.

And that’s a whole lot of task to be done by a teacher. That is why media of a

prepared teaching material is needed.

Textbook serves as a media that helps teachers in arranging a teaching and

learning process. Therefore preparing the teaching materials for each class will not

consume lots of time. Besides, Cunningsworth mention that the uses of textbook are

considered helpful because most of goals and aims have already been prepared in set

of practices based on what students need to learn1.

Textbook not only beneficial for teachers in terms of helping them to prepare

the materials, and achieve the teaching aims and objectives but also textbook helps

students to achieve their learning needs. It sounds to be logical answers to overcome

the problems of creating good and enhancing teaching atmosphere in the classroom.

With well prepared materials and test provided by the textbook, combined with

teacher flexibility in teaching using the textbook in the class, a good compromise can

be reached.

1Cunningsworth, Choosing your Coursebook, (New York: Macmillan, 1995), p. 7.

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Textbook becomes an essential partner for teachers in teaching and learning

process. A textbook usually overcome the whole school curricula, the aims, goals,

even the materials. That is why no one can guarantee the quality of a textbook used.

The effectiveness of a textbook in arranging aims and goals, and preparing

teaching materials become a good consideration before deciding to use the textbook

in the classroom.2 An inappropriate textbook could possibly make the class dull with

uninteresting exercise or too expensive for students or even does not match with the

learner’s rights in achieving their needs in learning.

Those reasons make the selection of textbook used by teachers become

relatively crucial. The textbook has to fit with the current curriculum, schools

syllabus along with student’s needs and also the aims and goals of teaching.

Therefore, teachers have to choose the appropriate and ideal textbook as beneficial

for both students and teacher as possible. However on a particular occasion, learners’

needs sometimes become the pin point for the teachers to determine a textbook.

Curriculum 2013 for senior high school in Indonesian began to be

implemented from grade X or first grade of senior high school. Moreover, it is wise

that the new Curriculum 2013 needed to be tested first before it takes over the

previous curriculum. The curriculum 2013 itself is pretty much different with the

KTSP. The purposes of the study of the curriculum 2013 in the classroom are not

only based on what student learned from curriculum, but also it hopes to achieve

certain values. The religious values and some characteristic building values in the

student’s character are also taught in the classroom. Teaching and learning method

also comprehensively changed into student-centered. Asking them to analyze and

then produce it with what they have already observed, exposing them to understand

what they learn by themselves, and encouraging them to be socially aware with their

friends, surrounding, and aesthetic factors are part of the changing method. 3 It makes

2 Cunningsworth, Choosing your Coursebook, (New York: Macmillan, 1995), p. 1. 3 Kementrian Pendidikan dan Kebudayaan 2013, Kurikulum 2013, Kompetensi Dasar SMA,

P.6

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English skills become main priority in teaching English for students in Curriculum

2013 as the activities in Curriculum 2013 are expected to make students exposed in

using English language as often as possible with various theme, context, and topic.

The uses of skills in communication become the main priority for Curriculum

2013 in term of communicative purposes. Materials and exercises provided in the

textbook should be match with the current curriculum and learners’ needs. As in

Curriculum 2013, teacher supposed to create an atmosphere of a free, relaxed and

student centered learning classroom to make students feel encouraged to analyze,

observe and generate what they learn from either mediums of learning which in this

case is teacher or textbook. Of course, the essence of the curriculum and the learners’

needs still have to be in total consideration for teacher when delivers the learning

materials from textbook or any other media because students are different one to

another. It is important to view language learning as student centered because

students are individuals who differ from each other in significant ways.4

Coming up with these suitability issues of textbook with curriculum and

materials in a textbook, the writer is interested in learning and analyzing this issue.

He is interested in analyzing the exercises provided in the textbook, as it is concerned

with communicative purposes of Curriculum 2013. The writer picks a textbook with

the title “Pathway to English”, then the writer analyzes the exercises coverage in

providing the learners’ needs as suggested by the curriculum. The reason the writer

chooses the textbook of “Pathway to English” as the object of this study is because

this book is the first English textbook in the market released with Curriculum 2013.

According to this information the writer tries to analyze this issue with the title of

The Analysis of English Textbook “Pathway to English” used in the first grade

of senior high school based on curriculum 2013.

4 Don Snow, From language learner to language teacher: An Introduction to Teaching

English as a Foreign Language, (Alexandria : McNaughton & Gunn, Inc, 2007), p.20

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B. Research Question

Along with the background study that has been stated so far, the writer will try

to analyze the exercise used in the textbook “Pathway to English”. The research

questions will be as follow:

1. Are the materials and exercises presentation in the Textbook “Pathway to

English” by Eudia Grace and Th. M. Sudarwati compatible with KI (Kompetensi

Inti) and KD (Kompetensi Dasar) in Curriculum 2013?

2. How is the feasibility of content in “Pathway to English” textbook?

3. How is the feasibility of presentation in the “Pathway to English” textbook?

C. Limitation of the study

To ensure the accurate data collection and also to avoid vague and over broad

research, the writer limited some pointers of this research, and the limitations are as

follows:

1. The English textbook that is analyzed is the English textbook with the title of

“Pathway to English” published by Erlangga and written by Th. M. Sudarwati

and Eudia Grace, which is analyzed based on curriculum of 2013.

2. The writer analyzes whether the content of English textbook “Pathway to

English” compatible or not with the current curriculum and the presentation of

the textbook, and more focused in analyzing the material available in the

textbook published by Erlangga and written by Th. M. Sudarwati and Eudia

Grace.

3. The writer only uses the Feasibility of Content (Kelayakan Isi) and Feasibility of

Presentation (Kelayakan Presentasi) out of four categories in rubric assessment

from BSNP Standard. The Feasibility of language (Kelayakan Bahasa) and

Feasibility of Graphic (Kelayakan Kegrafikaan) are excluded within this study.

This reason was made due to the purpose of this study which is only to find the

compatibility of materials in the textbook. Both feasibility of language and

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Graphic are not included in this study because they may avoid the research

effectiveness of this study.

D. Purpose of the study

The main purposes of the research of analyzing the English textbook used in

senior high school are as follow:

1. To know whether the materials in “Pathway to English” textbook match with the

current curriculum of Curriculum 2013.

2. To find out the depth of every material presentation in “Pathway to English” in

delivering the KD (Kompetensi Dasar) in Curriculum 2013.

3. To find out the feasibility of the textbook based on BSNP assessment of

Curriculum 2013.

E. Significance of the study

The results of this study hopefully will affect the educational institution

awareness towards choosing an appropriate textbook for students and give a better

insight on how to choose the suitable English textbooks as a guideline for teaching

English. By scaling and reviewing the textbook from its content, teachers or

institution are reinforced to pay more attention on what textbook they will likely to

use. Through this study the writer hopefully will provide a way to help any further

research based on this study to analyze the upcoming English textbook in Curriculum

2013 that have not been released yet. Providing information about how well the

implication of this study of compatibility of textbook with real situation in the class

and institution so it will entice a further study by another researcher based from this

study.

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CHAPTER II

THEORETICAL FRAMEWORK

This chapter elaborates any related literature with this study on analyzing

English textbook in senior high school. This chapter is explained and elaborated into

several parts; those are Textbook, Curriculum 2013, English language skills and

previous study.

A. Textbook

1. The Definition of Textbook

Textbook serves as an important role in teaching and learning activities. The

uses of textbook in the classroom helps teacher in delivering the materials. Similar

to the statement above, Mudzakir stated that a textbook is complemented with

students work. As he mentioned in his journal, textbook along with many other

names is commonly used by educational institution or school and is usually

provided with exercise and teaching materials.1

The standard of students works in a textbook or course book are usually

suitable with the students knowledge competence, as Cunningsworth describes, that

a published textbook has commonly passed several qualification test from publisher

in a controlled pilot studies before it is released to public.2 In line with

Cunningsworth’s statement above, Gebhard implied that at minimum an exercise in

EFL/ESL textbook created by publishing companies, government agencies,

curriculum development teams at the school labels, and classroom teachers.3

1Mudzakir AS, Penulisan BukuTeks yang Berkualitas, January 1, 2014 (http://www.upi.edu). 2Alan Cunningsworth, Evaluating and Selecting EFL Teaching Materials, (London:

Heinemann Educational books Ltd., 1984), p.1. 3Jerry Greer Gebhard, Teaching as a Foreign or Second Language: A Teacher Self

Development and Methodology guide 2th Edition, (Michigan: The University of Michigan Press,

2009), p.101.

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From those definitions about textbook, it can be referred that a textbook is a

book that serves as a standard guideline for students and teachers in supporting the

teaching and learning process in the classroom. In addition, Jazadi implies that

Textbook are best seen if it is designed for a learner centered to help learner focus

on learning and gives learners role in decision making process in the classroom.4

To sum up, a textbook is a book used to be the guideline for both teacher and

students in teaching and learning process with consideration of a curriculum and a

textbook also need to fit with students needs in learning and not vice versa.

2. The Function of Textbook

Textbook used in teaching and learning process is important. Textbook are

meant to help teachers in providing them teaching materials as stated by Chandran.

Textbook act as a guideline for inexperienced teachers or tools for experienced

teacher.5 It also provides either inexperienced or experienced teachers with guidance

on what students have to learn and what student wish to learn. The statement from

Chandran is also in line with the statements from Cunningsworth. According to him,

there are several functions and roles of textbook which are:

a. a resource of presentation material

b. a source of activities for practice and communicative interaction

c. a reference book (grammar, vocabulary, pronunciation)

d. a syllabus

e. a resource for self-directed learning or self-access

f. a support for less experienced teachers.6

4IwanJazadi, “Mandated English Teaching Materials and their Implications to teaching and

Learning :The Case of Indonesia”, in Willy A. Renandya (Ed.), Methodology and Materials Design in

Language Teaching:Current Perception and Practices and their Implications,(Singapore : SEAMEO

Regional language centre, 2003), p.143. 5Shanti Chandran, “Where are the ELT Textbook?””, in Willy A. Renandya (Ed.),

Methodology and Materials Design in Language Teaching:Current Perception and Practices and their

Implications,(Singapore : SEAMEO Regional language centre, 2003), p.162. 6Cunningsworth, op.cit, p.7.

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The essence of a textbook is basically to help both teacher and students in

some ways. For teacher, it helps them in preparing and developing the teaching

materials that are going to be taught and in the other hand. As for the students, it

helps them to maintain and trace back their input in learning.

3. Textbook in Indonesia

In Indonesia, the implementation of textbook and classroom teaching of

English language are controlled with several considerations. Supriadi cited in Jazadi

states that the presentation of textbook in Indonesia need to pass several political and

also evaluation process to maintain security which states that

The content of books should be in line with and not contradictory to Pancasila

(The state Philosophy), UUD 1945 (The 1945 Constitution), Government policies,

national unity and security, laws, regulations, ethics, and that the content not

exploits the sensitive issue of SARA (ethnics, religions, race, and intergroup

relations). Judgement of this aspect is made by evaluators coming from Mabes

ABRI (Armed Forces Headquarter), Kejaksaan agung (Office of Attorney

General), Lemhanas (National Defence Institute) and Inspectorate General of

MOEC (Ministry of Education and Culture).7

A strict rules and evaluation process has been set by the Indonesian

government toward the development of education in Indonesia. In its developments,

government established BSNP (Badan Standar Nasional Pendidikan) along with

Pusbukur (Pusat Buku dan Kurikulum) to deal with the development of textbook

used in Indonesia. They are also established to watch over and maintain the rules and

evaluations process which are implemented properly in any textbook distributed

from either government or commercial textbook.

The current curriculum in Indonesia in 2014 still partially uses the

Curriculum 2013. The full fledge of Curriculum 2013 in Indonesia itself will be

started in July of 2015.

7Jazadi,op.cit., p.145.

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The implementations of Curriculum 2013 in every educational level in Indonesia are

as follows;

a. Juli 2013: Kelas I, IV, VII, dan X

b. Juli 2014: Kelas I, II, IV, V, VII, VIII, X, dan XI

c. Juli 2015: kelas I, II, III, IV, V, VI, VII, VIII, IX, X, XI, dan XII 8

In other words, the textbook developments in Indonesia are carefully

developed and implemented. It can be seen from the government seriousness in term

of the quality of education in Indonesia, and one of them is the quality of a textbook

used. Clear rules and evaluation process are already maintained in order to develop a

qualified textbook in Indonesia.

4. Rubric Assessment for Textbook

BSNP itself has released an evaluation process in Pusbukur in form of a

rubric assessment to evaluate the properness and also the suitability of a textbook.

The rubric assessment from BSNP is designed to qualitatively describe and assess

any content related items and materials in a textbook then quantitatively coding it.

According to Puskurbuk, these are instruments in evaluating a curriculum 2013

textbook:

a. Feasibility of Content.

This feasibility of content is a group of assessment about the content of the

textbook. The feasibility content includes three measurements which are

compatibility of materials with (KI) and (KD), the accuracy of materials, and the

last supporting materials.

8Kementrian Pendidikan dan Kebudayaan, Dokumen Kurikulum 2013, Desember 2012.

(http.Kemendikbud.edu)

10

1. The Compatibility of materials with (KI) and (KD).

In this criteria of feasibility of content which is compatible with KI and

KD the criteria was divided into two sub criteria which is Completeness and

In-Depth.

a. Completeness (Kelengkapan Materi)

In completeness criteria, textbook is expected to expose students to

understand and produce both interpersonal and interactional conversation

whether in spoken or written to help them interact in contextual and themed

situations along with many other characteristic, religious and aesthetic

values included.

b. In-Depth (Kedalaman Materi)

In this criteria, textbook are expected to fulfill several point of In-

Depth or (kedalaman materi). The first is exposure or (pajanan) which

means that the textbook are expected to expose student with as many kinds

of text that relevant with students’ daily life in order to help them get used

to any kinds of texts as possible. Then, text retention (retensi pembentukan

teks) means that textbook should guide students in understanding the social

function, structure of text, and linguistic features. The last is Production

(produksi) textbook which should be able to guide students in every step in

producing both verbal and written text.

2. The accuracy of the materials.

In this criteria of feasibility of content which is the accuracy of the

materials, the criteria was divided into three sub criteria which is Social

function, Generic structure and Linguistic feature.

a. Social Function (Fungsi sosial)

In this criterion, the text provided in the textbook or the exercises

given from the textbook that have been done by the students are expected

11

to have values in social function in its relation with students daily life

either in interpersonal or interactional.

b. Generic Structure (Unsur dan Struktur Makna)

In this criteria, the text provided in the textbook or the exercises

given from the textbook that have been done by the students are expected

to give the students an insight and ideas to think systematically in doing

exercise or producing it in daily life.

c. Linguistic Feature (Fitur Linguistik)

In this criteria, the text provided in the textbook or the exercises

given from the textbook that have been done by the students are expected

to be understandable and fulfill the norm and characteristic values of a

good communications in students daily life.

3. Supporting materials.

In this criteria of feasibility of content which is supporting materials,

the criteria was divided into three sub criteria which are Up-to-Datedness,

Development of life skills and Development of Diversity Insight.

a. Up-to-Datedness

In this criteria, every item in supporting the materials and exercise

provided within the textbook (Tables, Pictures, Texts, References) should

be taken from a relevance and newest sources available.

b. Development of Life Skills

In this criterion, every text and communicative exercise and task

available within textbook should motivate students toward a good

personalities that concern about social, academic and vocational life.

c. Diversity Insight

In this criterion, every text and communicative exercise and task

available within textbook should motivate students toward a good citizen

that concern, understand and appreciate the multicultural diversity.

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b. Feasibility of Language.

This feasibility of language is a group of assessment about the content of

the textbook. The feasibility language included three measurements are the

compatibility with student’s development, communicative and the coherency and

the integrity of idea.

1. The compatibility with student’s development.

In this criterion of feasibility of language which is compatible with

student’s development was divided into two sub criteria which are

Compatibility with students’ intellectual level and Compatibility with student

emotional level.

a. Compatibility with student Intellectual level.

In this criterion, any kinds of language used both in exercise and

describing concept of teaching of tables, pictures or abstract illustrations

should be matched with student’s intellectual level (can be imaginatively

understandable for students).

b. Compatibility with student Emotional level.

In this criterion, any kinds of language used either in exercising and

describing concept of teaching of tables, pictures or abstract illustrations

should be matched with student’s emotional level from local to global

context.

2. Communicative.

In this criterion of feasibility of language which is Communicative, the

criterion was divided into two sub criteria which are Readability of message

and The Accuracy of language uses.

a. Readability of message

In this criterion, any kinds of language used both in exercise and

describing concept of teaching used as effectively as possible and

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minimizing ambiguities of message so students will be motivated in

learning.

b. Accuracy of Language uses

In this criterion, any kinds of language used both in exercise and

describing concept of teaching used as effectively as possible and

consistent in language uses so students will be motivated in learning.

3. The Coherency and the Integrity of idea

In this criteria of feasibility of language which is the coherency and the

integrity of idea, the criteria was divided into two sub criteria which are

Coherency of the Chapter and Coherency of the paragraph.

a. Coherency of Paragraph.

In this criterion, the language delivering of text, picture and

illustration of paragraph in the textbook displayed in a well arranged and

systematical manner in order to create a coherent and cohesive paragraph.

b. Coherency of Chapter.

In this criterion, the language delivering of text, picture and

illustration between each chapter are close in understanding from one to

another. Therefore, it would create a logic and systematical arrangement.

c. Feasibility of Presentation.

This feasibility of presentation is a group of assessment about the

presentation of the textbook. The feasibility presentation included three

measurements are Technique of presentation, Learning Presentation and

Completeness of Presentation.

1. Technique of presentation.

In this criteria of feasibility of presentation which is technique of

presentation, the criteria was divided into two sub criteria which are

Systematic and Chapter Equilibrium.

14

a. Systematic.

In this criterion, textbook are expected to be systematic in

delivering a chapter, starting with introduction, body and after that closing

in order for students to be encouraged in learning from the book.

b. Chapter Equilibrium.

In this criterion, textbook are expected to deliver the content of a

chapter as equal as possible started from the number of pages, exercise

generated within every chapter and also illustration that equal within every

content of chapter.

2. Learning presentation.

In this criteria of feasibility of presentation which is technique of

presentation, the criteria was divided into four sub criteria which are Learner

Center, Developing of Initiative, Creativity, and learners' critical thinking, The

Development of self-Reliance students and the last The Development of

Learners' ability to evaluate themselves.

a. Learner Center

In this criterion, textbook are expected to make students as the

subject of learning so that autonomous learning will occurs. The materials

and exercises are supposed to be attractive and interactive at the same time.

b. Developing of Initiative, Creativity, and learners' critical thinking

In this criterion, textbook are expected make students to be

motivated and creative so when they use the textbook they will be skeptical

about “how, why, where, when etc”. It will make students to be

comprehensively motivated to learn more.

c. The Development of self-Reliance students

In this criterion, textbook are expected to make students curious and

autonomous on what they learn, expecting them to analyze what they learn

15

so than they will encouraged toward discovering new things and

knowledge.

d. The Development of Learners' ability to evaluate themselves

In this criterion, textbook are expected to encourage students to

evaluate themselves, to see how far they have learned from a chapter, and

to review the lesson learned from a chapter. It will encourage them to

develop their understanding toward the relevance with every exercises or

text within textbook.

3. Completeness of presentation.

In this criteria of feasibility of presentation which is Completeness of

presentation, the criteria was divided into three sub criteria which are

Introduction part, Content part and Closing part.

a. Introduction part.

In this criterion, textbook are expected to develop sufficient

introduction part of a textbook which consists of the Preface and table of

content of the textbook.

b. Content part.

In this criterion, textbook are expected to develop sufficient content

part which consists of introduction, illustrations (tables, picture etc),

summary along with self reflection, and the last is exercises.

c. Closing part.

In this criterion, textbook are expected to develop sufficient closing

part which consists of Glossary, References and Indexes.

The rubric assessment from BSNP is a whole book analysis. This rubric

assessment assesses the accurateness and appropriateness of a content of textbook in

delivering teaching materials, the technique of presenting, the relation of every

16

chapter, and social benefits from a textbook.9 (For scoring tables of BSNP Rubric

assessment of Table 2.1, see appendix).

d. How to analyze a Textbook

With the high numbers of textbook used in almost every school and

language courses in Indonesia, the implementation of a textbook in teaching the

classroom becomes relatively crucial. As stated before, the role of a textbook helps

the inexperienced teacher. It provides a resource for teaching materials, and many

other roles. A textbook should be selected and evaluated in order to find the suitable

textbook. The suitability issue of a textbook ever stated by Cunningsworth that no

single textbook or course book that been released to market will be completely ideal

for particular group of learner. Instead of looking for the ideal that will be rather

hard to find, we should find the best possible fit that fits the potential in adapting

and supplementing where its inadequate or unsuitable.10

This statement is true. With tons of commercial textbook in Indonesia or

nowadays the most widely used is BSE (Buku Sekolah Elektronik) or E-Book, the

quantity of a textbook available in the markets are high and keep increasing. Yet,

the high quantity could not ensure a high quality of itself. That is why the quality of

a textbook should be analyzed. Cunningswoth stated several guidelines in order to

evaluates textbook or course book to be specified with what teacher or group of

learner needs as follows:

1. They should correspond to learners’ needs. They should match the aims and

objectives of the language-learning programs. Aims and objectives can reflect

learners need in terms of both language content and communicative abilities.

Coursebook should be selected in order to help in attaining these objectives.

The aims and objectives of learning or teaching program should determine

9 Puskurbuk, Rubrik Penilaian Buku Teks Pelajaran Bahasa Inggris, Desember 2013.

(http://www.Puskurbuk.edu) 10Cunningsworth, op.cit., p.5.

17

which course materials are used, and not vice versa. It reflected the principle

that coursebook are better servants than masters. It is very important that

coursebook should facilitate learner’s progress and take them forward as

effectively as possible towards their goals. Consequently, the content of the

materials should correspond to what students need to learn, in terms of

language items, skills and communicative strategies.

2. They should reflect the uses (present and future) which learners’ will make of

the language effectively for their own purposes. The learning or teaching

program should have at its base or a clear view of what students need to learn in

order to make effective use of the language in personal, professional, academic

or whatever other situations are relevance. The most suitable coursebook for

your learners will reflect as closely as possible the language content, language

skills and patterns of language use that are needed. This involves us in looking

beyond the confines of the classroom and focusing our attention on the use

which individual learners will make of what they have learned.

3. They should take account to students needs as learners and should facilitate

their learning processes, without dogmatically imposing a rigid ‘method’. The

approach to learning adopted by a coursebook should not so much impose

learning style as meet students needs by allowing them to use styles of learning

which suits them, where possible encouraging the use of a range of styles so as

offer students some choice in the way they learn.

4. They should have a clear role as a support for learning, like teachers, they

mediate between the target language.11 Coursebook facilitate learning, they

bring the learner and the target language together, but in a controlled way.

Coursebook support the students in a numbers of way, but particularly by

supplying models of English which are learnable at the student’s level of

proficiency. They also provide exercise and activities designed to promote

11Cunningsworth, op.cit., p.15-17.

18

fluency in the use of English and they often give explanations or contextualized

examples which help learners to understand how the language works.

Based on these evaluations in analyzing a good and suitable textbook, the

way to analyze a textbook is mainly to find a textbook that focused on the learners’

needs and its implication on its usage in facilitating their needs for their necessity in

either present or future needs. In addition, it seems that the rubric assessment from

BSNP and Puskurbuk in textbook evaluation above is completely clear in its focus

which is to analyze the suitability of a textbook that implements the current and

latest curriculum of 2013. In which in many points of its development, the

curriculum 2013 mainly focus on learner needs, learner centered in teaching and

learning process. This is in line with Cunningsworth suggested in his guideline of

analyzing and evaluating a textbook.

e. Commercial Textbook

The context name of a textbook produced in the markets is commercial

textbook. Basically it is a standard textbook or course book that is published in

markets in order to fulfill the necessity of a classroom teaching. Usually,

commercial textbooks are produced by book publishers and in line with the

standardized of current curriculum where the book published or class courses that

want a specific materials or exercises designed for the courses. Richards says that

The course books succeed to the extent that teachers find them useful and easy to

use. Very often course books succeed because they can be used very easily and

this, in turn, is probably because they have been very cleverly put together.

Successful course books are often those which have been artfully constructed. On

the other hand, less successful course books tend to have built-in flaws in terms of

how well they are constructed: either they were put together too quickly or they

were not properly edited and field-tested. As a result they are perceived as being

difficult to use, boring and so on.12

12Jack C Richards, Cambridge University Press 2014, (http://www.cambridge.org.br/authors-

articles/interviews?id=2452).

19

In Indonesia itself, government releases textbook in order to help teacher and

student in the classroom, but still the textbooks provided by the government are

sometime not really successful in the application in the classroom or cannot be used

by EFL courses in Indonesia. These reasons make book publishers release

commercial textbook to overcome the problems. Therefore, in essence, commercial

textbook is a textbook used for classroom purposes that mainly to either help

teacher or students in its own way of teaching or learning process.

B. Curriculum

1. The Definition of curriculum

The curriculum seen in a holistic term has different meanings. It could mean

a content, standard or objectives that hold students accountable. In other words, it

can be described as set of instructional strategies that teacher could use.13 Yet in the

deeper understanding of curriculum, the curriculum itself has several common

concepts as follows:

a. Scope and sequence, the depiction of curriculum as a matrix of objectives

assigned to successive grade levels (i.e., Sequence) and grouped according to

a common theme (i.e., Scope).

b. Syllabus, the plan for an entire course, which is typically, includes the

rationale, topics, resources and evaluation.

c. Content outline, a list of topics covered organized in outline form.

d. Standards, a list of knowledge and skills required by all students upon

completion.

e. Textbook instructional materials used as the guide for classroom instruction.

f. Course of study, a series of course that the students must complete.

13 George J. Posner, Analyzing the Curriculum third edition, (New York: McGraw-Hill, 2004)

, p. 5.

20

g. Planned experiences, all experience students have that are planned by the

school, whether academic, athletic, emotional, or social.14

With the major objective of education in Indonesia which is to educate

people as it is stated clearly in Pembukaan Undang-Undang dasar 1945, the new

UU RI No 20 Tahun 2003 about education in Indonesia released. It defines

“Kurikulum adalah seperangkat rencana dan pengaturan mengenai tujuan , isi dan

bahan pelajaran yang digunakan sebagai pedoman penyelenggaraan pembelajaran

untuk mencapai tujuan pendidikan itu”.15

(Curriculum is seen as sets of plans within that include the purposes, content,

and teaching materials that will be used as the guideline to achieve the objective of

educational institution).

In conclusion, curriculum is a set of plan created to help teacher to keep

track on what students needs to learn and what students have to learn by the end of

the courses. This also means that curriculum helps teacher in facilitating them

through sets of instructional materials, method of teaching, and method of

assessment that has been provided within it. Those are solely conducted to help

students to accomplish their needs and relevance toward learning.

2. Curriculum 2013

The curriculum in Indonesia has been increasingly developed to be more

advanced nowadays. From the last ten years, teachers in Indonesia already adapt

three kinds of curriculums from KBK (Competency based curriculum), KTSP

(School based-level Curriculum) and the latest curriculum 2013 which is finally

released in July 2013.

Here is the Curriculum 2013 that has been released in July 2013. The

following Curriculum is for First grade of Senior high School a whole semester

curricula (Table 2.2 See appendix).

14George J. Posner, op.cit., p. 12. 15UndangUndangDasar RI no 20 Tahun 2003.

21

The latest Curriculum 2013 is perhaps the reformed and advanced version of

KTSP because many aspects in the Curriculum 2013 are adapted from KTSP. The

KD (Kompetensi dasar) are still used in the Curriculum 2013. It also still uses the

KTSP curriculum frameworks as the basis, yet in Curriculum 2013 introduced new

curriculum variable which is KI (kompetensi inti). Basically, the Curriculum 2013

characteristics are as follows:

a. Mengembangkan keseimbangan antara pengembangan sikap spiritual dan

social, ingin tahu, kreativitas, kerjasama dengan kemampuan intelektual dan

psikomotorik.

b. Sekolah merupakan bagian dari masyarakat yang memberikan pengalaman

belajar terencana dimana peserta didik menerapkan apa yang dipelajari di

sekolah kemasyarakatan dan memanfaatkan masyarakat sebagai sumber

belajar.

c. Mengembangkan sikap, pengetahuan, dan keterampilan serta menerapkannya

dalam berbagai situasi di sekolah dan masyarakat.

d. Memberi waktu yang cukup leluasa untuk mengembangkan berbagai sikap,

pengetahuan dan keterampilan.

e. Kompetensi dinyatakan dalam bentuk kompetensi inti kelas yang dirinci lebih

lanjut dalam kompetensi dasar mata pelajaran.

f. Kompetensi inti kelas menjadi unsure pengorganisasian (organizing element)

kompetensi dasar, dimana semua kompetensi dasar dan proses pembelajaran

dikembangkan untuk mencapai yang dinyatakan dalam kompetensi inti.

g. Kompetensi dasar dikembangkan didasarkan pada prinsif akumulatif, saling

memperkuat (reinforced) dan memperkaya (enriched) antar mata pelajaran dan

jenjang pendidikan (organizing horizon and vertical).16

The main aspect that has been optimized in Curriculum 2013 compared to

KTSP is that in Curriculum 2013 the contents are not only based on student

accomplishment on the indicator and standards, but also the student comprehension

in applying the value of honestly, self discipline, responsibility, cooperation,

tolerance, polite, responsibility, and proactive.

The idea of Curriculum 2013 is to provide all indicators in KD (kompetensi

dasar) and KI (Kompetensi inti) with religious value, believes, and social peace and

relate all those values into every single lesson that will be taught.

16 Puskurbuk, Pengantar Instrumen 1 BahasaInggris, 2014 (www.Puskurbuk.edu)

22

C. English Language Skills

1. The Definition of English Skills

Learning a language means learning skills. English language itself is pretty

much the same with any other kinds of language as we know today. Most of their

purposes were meant for communication, either in form of communicative signals

or informative signals.17 It means that language does not always in form of speaking

and creating sounds, or drawing sign and writes something down, but language is

more than that. In language (especially English language), it has two general skills.

Those are productive and receptive skills. These two major skills are referred from

skills or abilities of a person in daily life in form of communication.18

Therefore, Skills in language or English language skill are basically the

abilities of a person in either producing or receipting a communicative signal for

communication between or to others.

2. Productive Skills

As one of major parts in English language skills, productive skills are

actually referred from two sub skills in English language. Those are speaking and

writing.19 These two skills are considered as productive skills because speaking and

writing are ways of language produced. By using speaking skills, people can greet

or chats with others and with writing skills people can write a literature, create notes

for others. The idea of productive skills is to delivers what ones idea into others.

In her journal about speaking Chaney cited by Kayi, she determined

speaking as building and sharing process of meaning through verbal and non verbal

symbol in variety of contexts.20 Still in the same ideas with Kayi about detailed

meaning of speaking, Tarigan stated that speaking is not only referred to the

17 George Yule, The Study of Language: an Introduction, (New York : Cambridge University

Press, 1987), p. 16. 18 Jeremy Harmer, The Practice of English Language Teaching (New York : Longman

Publishing, 1996), p. 16. 19 Ibid, p. 16. 20Hayriye Kayi, Teaching Speaking : Activities to Promote Speaking in a Second Languag,

The Internet TESL Journal, Vol. XII, No 11 (Nevada : University of Nevada, 2006), p. 1.

23

production of sounds and words as a meaningful verbal language. Speaking is also a

well developed tool in communicating and sharing ideas between speakers and

listeners to fulfill their needs.21 The definition of Speaking itself according to

McDonough and Shaw is purpose-driven to communicate something in order to

fulfill certain particular end, involving expressing of ideas, negotiating, or by

solving particular problem and in most common cases is to maintain social relations

or friendships.22 From these statements, speaking could be derived in holistic

definition which is commonly used as way of sharing and building either meaning

or information with the helps of verbal or non verbal with in context to attain

particular end or simply maintain social relations and friendships.

As one of productive skills, writing also considered as important as speaking

although the way it’s used as a bridge in communication are a bit different. Writing

develops communication with the helps of symbols and words in order to deliver the

ideas of communication. The information is first written in a media, then given to

other so they can understand the context of what being communicated or informed

about. Yet, in writing, a higher degree of understanding and structural knowledge is

needed because writing is more standardized than speaking.23

Along with the definition of productive skills of speaking and writing to

helps people in communicate and sharing their ideas, the functions of speaking is

relatively crucial for people in their social life. Brown and Yule cited by Richards

describe the function of speaking as a functional establishment and kinds of ways in

maintaining good social relations among others, along with its interpersonal and

transactional features.24 Not only sharing information or ideas between people, there

21Henry Guntur Tarigan, Berbicara :Sebagai Suatu Keterampilan Berbahasa, (Bandung :

Angkasa Bandung, 2008), p. 16. 22Jo McDonough and Christopher Shaw, Materials and Method in ELT 2nd Edition “A

Teacher’s Guide”, (Oxford: Blackwell Publishing Ltd, 2003) , p.134. 23 Sara Cushing Weigle, Assessing Writing ( New York : Cambridge University Press, 2002),

p. 4. 24Jack C. Richards, Teaching Listening and Speaking: From Theory to Practice, (London:

Cambridge University Press, 2007), p. 21.

24

are still other functions of productive skills of Writing and speaking. They also

could serve as media to develop language knowledge and skills by substantially

exposed to speak and write in normal conditions of language use allowing the

people learning from production skills of speaking and writing. Of course with

several conditions as consideration for it is to be happened. In conclusion, writing

and speaking skills could possibly be used as a media of learning knowledge and

abilities.25 To sum up, the functions of both speaking and writing are essential

whether in social interaction and many other verbal and non verbal activities,

transactional or interpersonal.

3. Receptive Skills

With Language being produced by productive skills such as writing and

speaking, people also need the abilities or the skills to interpret and understand what

is the meaning and information that have been given. That is why receptive skills

are as important as productive skills. They make the information delivered through

speaking or writing understandable by others.26 Still in the same fashion as

productive skills, two subs skills also presented in receptive skills which are

listening and reading skills and somehow both of them are corresponded to each

productive skill. Listening corresponds to speaking as well as reading corresponds

to writing.

In his book, Buck explained that receptive skills of listening are one of a

unique skill because listening is a complex process. In productive skills of speaking

which correspond to listening in receptive skills, the share of base information and

knowledge between speaker and listener must be the same. Without the same

common and base knowledge between speaker and listener a communication would

not be made.27

25I.S.P Nation, Teaching Listening and Speaking, (New York: Routledge, 2008), p. 111. 26 Jeremy Harmer, op cit., p. 17. 27 Gary Buck, Assessing Listening, (New York: Cambridge University Press, 2002), p. 1-29.

25

Likewise, reading as receptive skills also is unique as listening. Reading

used to receive the communication via writing through kinds of media of writing.

The most common media used in writing are papers, books, journals, novels, or

notes. As we know the way its written is different among any media. An academic

papers or books for instance will use formal written English. On the other hand,

novels and notes may use informal language. As for informal language, the reader

usually does not have to be in the same base knowledge to read notes or novels

because it is usually used in daily conversational language people commonly used.

Yet, academic papers and books are much more complex. It requires the readers to

have at least the same background knowledge as the writers in order to comprehend

and understand the information written in it.28 This is in line with Alderson who

stated that to comprehend in reading, many kinds of factors included. The level of

understanding, the technique of reading and reading purposes affect many kinds of

reading orientation toward getting information out of a written media. One may read

for pleasure, academic purposes or getting information. Whereas, one may read with

skimming technique just to extract the information needed from the written media

or some other may read the whole book intensively just to help them understand the

information written.29

D. Language Skills in Curriculum 2013

According to KI and KD of curriculum 2013, it is not only literally that uses

language skills, but they also focused on student centered learning. This means that

in Curriculum 2013 students were expected to use language skills with several

Characteristic values embedded. Those aspects of characteristics are self-discipline,

honest, polite, responsible, cooperative, responsive, proactive and religious value.

However in the real classroom activities, many problems could happen while the

28 Jeremy Harmer, op cit., p. 17. 29 J Charles Alderson, Assessing Reading, (New York: Cambridge University Press, 2001), p.

1 – 66.

26

classroom is in progress. Brown and Yule believe that teaching speaking in a

classroom is another different level. The writing exercises relatively easy to

manage, whereas the students could solve it individually with their own pace of

writing speed, their range of vocabulary or grammar understanding. However,

speaking is different. They cannot speak individually. They need someone to listen

to their speaking and respond to what they have said.30

Not only exercising the students to learn using language skill as real and as

active as possible, the KI and KD in Curriculum 2013 also emphasizes the process

of learning for a students. It can be started with their beliefs about gratefulness of

their chances in learning English language in order to enhance their mental

foundation about how important of studying a foreign language nowadays, then

appreciating all those beliefs into study. This KD manages students to analyze their

materials when they study, leave them to observe their materials, analyze and then

derive their own comprehension on the speaking materials. In the last process, they

construct their materials and then produce their speaking from their understanding

during their analysis of the materials. The class session in Curriculum 2013 is also

longer compared to class session in KBK and KTSP. It is given in reconsideration

of Curriculum 2013 process of analyzing and student centered session during the

class consume lots of time so that students are given longer session in classroom.

E. Previous Study

To make sure the originality of the idea in this study, the writer will present

several previous studies that have relevance with this kind of study the writer

conducted. The first one comes from Refanita in 2011 from state university of

Malang with the title of her study “An Analysis of Speaking Materials in

Developing English Competencies for SMA/MA Grade XI based on CTL” the idea

of her study is to evaluate several inclusions with CLT in the Speaking materials

30Gillian Brown and George Yule, Teaching The Spoken Language “An Approach Based on

the Analysis of Conversational English, (New York: Cambridge University Press, 1991), p. 25.

27

developed in textbook and the result of the study that the Speaking materials in

textbook is qualified to be used.

The second relevance study comes from Muarifah in 2011 with the title of

her study “The Relevance of Speaking Materials in English Textbook Look Ahead

for Grade XI to the English Curriculum”. The idea of her study is to analyze and

identify the English textbook in developing the speaking materials whether it is

relevance or not with the English Curriculum used. With the results of this analysis,

the textbook have fulfilled the criteria of a good English textbook.

The other relevance study comes from Mailani in 2012 with the title of her

study “Textbook Analysis on Speaking Materials Written on English in Focus”.

This study is a content analysis study of an E-Book or (Electronic Book) with rubric

assessment that is conducted to help in analyzing and identifying the English E-

Book compatibility with curriculum 2006 or KTSP. From the findings of her study,

stated that the E-Book was not quite successful in developing the speaking

materials, and even some of the basic competence is missed. This ends up in a result

that the E-Book has not successfully fulfilled the criteria of a good textbook.

With the description of those previous studies above, it can be seen that the

study conducted by the writer uses the combination of the methods from the three

previous studies to have more detailed study of content analysis of a textbook in

wider and detailed analysis in identifying and interpreting the compatibility of the

English textbook with the latest curriculum 2013.

28

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the description of the design of the research, the

method of the study, research procedure, and technique of data analysis.

A. Design of the Study

The design used in this research was textbook analysis of document analysis

to gather the textual and written documents that are provided within the textbook that

was researched. The writer used this design because in qualitative research the

document analysis is a method that is widely applied for written or visual data with

the purpose of identifying specific characteristic of materials that are going to be

analyzed in general form of textbook, newspaper or any other host of documents.1 In

this qualitative research, the writer intended to examine the condition of materials that

are provided in English textbook “Pathway to English” for the first year of senior

high school. With the help of document analysis in collecting the data from the

textbook, the writer used descriptive qualitative method in analyzing, interpreting and

reporting the data that is described in the English textbook. This kind of analysis is

done with the help of words to describe any detailed conclusion or interpretation in a

less biased and subjective manner. This method was found out to be suitable with the

purpose of the research in examine the materials in a written and visual data provided

in English textbook “Pathway to English”. There are at least 11 chapters within this

textbook and the writer determines to study 6 out of 11 chapters as the sample for the

whole book.

1Donald Ary.et al., Introduction To Research In Education, 8th Edition(Belmont :

Wadsworth, 2010), p.457.

29

B. Instrument of the study

To detain an accurate data collection, data analysis, and data interpretation,

the writer used documentation in collecting data which derives from curriculum 2013

for first grade of senior high school and Rubric assessment from BSNP (Badan

Standar Nasional Pendidikan). The writer also used books and papers about content

analysis of textbook as a guideline in analyzing and interpreting data.

C. Procedure of Analysis

In the procedure of analysis the writer did the following steps of study; the

first procedure of this study was looking for the data from BSNP (Badan Standar

Nasional Pendidikan) and Curriculum 2013 about English teaching in the first grade

of senior high school, which would later be the guideline to determine the analysis of

the content materials provided whether it was compatible with the curriculum. Then

the writer observed the content of the textbook to find the materials provided in the

textbook and did the analysis of the materials which were taken from the “Pathway to

English” textbook. Next, the writer looked up to any references that he could relate

them with the topic of this study. The data then were categorized and arranged in

detailed information about its source of data content and related information in

curriculum. After that, the process was continued into the data analyzing which

intended to analyze the data materials found in the “Pathway to English” textbook.

D. Technique of Data Analysis

With the complete data sources taken from the “Pathway to English” were

collected, the writer analyzed the data from the textbook with rubric assessment from

BSNP. This analysis was meant to evaluate the materials which are conformed in

Curriculum 2013. In this analysis, the writer did the following steps;

1. Comparing the materials provided within the textbook with the theme suggested

by the Curriculum 2013.

30

2. Evaluating the materials presented in the textbook “Pathway to English”.

3. Interpreting the data gained from process of evaluation of the textbook “Pathway

to English”.

4. Summing up the compatibility of the textbook content in Quantitative output to

show result in percentage and number. The writer used the following formula to

help presenting the data in forms of numbers

P = 𝐹

𝑁x 100%

Notes: P: Percentage

F: Frequency

N: The Sum of the Frequency2

2Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta : PT Raja Grafindo Persada,

2005), p. 42.

31

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

In this chapter the writer describes the research findings of the textbook

analysis based on the data collected. The data will be presented as research findings

and interpretation of data.

A. Data Description

1. Feasibility of Content of “Pathway to English”

Here is the process where data that has been collected from each sample

chapter presented in the textbook “Pathway to English” is evaluated. Feasibility of

content evaluates the exercise and text develops within the textbook based on the

criteria from BSNP rubric assessment. This evaluation is used to make sure that every

category of a standard textbook fulfilled within this textbook. Those categories in

feasibility of content are:

a. Completeness (Kelengkapan materi)

Completeness evaluated chapter from how the chapter develops

interpersonal, functional and transactional text. Score 4 is given if 95% of KI

and KD developed in text, and score 1 if it less than 95%.

b. In-Depth (Kedalaman materi)

How chapter provides text, develops procedure of how text created.

Letting the students to produce a text and analyze the text are the assessment

criteria for in-depth. Score 4 is given if chapter provide at least 2 text that

relevance with the KD along with a clear description on how to produce and

analyze those kinds of text while score 1 is given if it is less than the

requirement.

32

c. Social function (Fungsi sosial)

Social functions means that every text provided in the chapter should

fulfill the KI. Score 4 is given if the textbook fulfill at least 95% of KI and

score 1 if the textbook could not fulfill 95% of KI.

d. Generic structure (Kerangka berfikir)

In generic structure, the exercises and text provided to students should

help them in developing a systematic way of thinking and creating an efficient

and actives way of producing text in the real life application. Score 4 is given if

the chapter provides a systematic theory in producing a text. If it does not

provide a systematic theory on how to produce text then it is scored 1.

e. Linguistic feature (fitur kebahasaan)

Linguistic feature concerned with the language uses in both exercise

and text written whether it is a good and acceptable language or not. Score 4 is

given if the language uses in the text or materials are acceptable and polite

while score 1 is given if it does not met the criteria.

f. Relevance (Relevansi pendukung materi)

This criterion of feasibility of content judges the relevance of

illustrations, tables and picture used in exercises or text in supporting the

materials. The up-to-datedness of the materials supports is also considered.

Score 4 is given if 91% to 100% the supporting tables, picture or illustrations

are relevant with the materials, score 3 if 76% to 90% material supports are

relevant, score 2 for 61% to 75% material supports are relevant, and score 1 if it

is only 0% to 60% material supports is relevant.

g. Development of life skills (Pengembangan kemampuan hidup)

The development of life skills related to the usefulness of materials

and text assist in developing student’s skills in social life. Score 4 is given if

personal, social, academic and vocational life skills are developed in the

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materials, score 3 if its only 3 skills are developed, score 2 if it is only 2 skills

are developed and score 1 if it is only 1 skill is developed.

h. Development of diversity insight (Pengembangan wawasan kebhinekaan).

The appreciation for cultural diversity and the understanding of

cultural richness in both local and global is the measurement in scoring the

development of diversity insight. Score 4 is given if 91% to 100% materials or

text provided in the chapter are relevant with diversity insight. Score 3 if 76%

to 90% if it is relevant with diversity insight. Score 2 for 61% to 75 % if it is

relevant with diversity insight and score 1 if it is only 0% to 60% materials

relevant with diversity insight.

All the feasibility of content scoring guidance above will be applied in

judging and assessing each sample chapter. Below are the detailed analyses from

chapter 1 to chapter 6 using the scoring guidance from BSNP about feasibility of

content.

Chapter 1

Chapter Title “All About Me”

The chapter 1 in general describes and provides students with various

exercises about interpersonal communication among students with most of the

exercises developed in this chapter are used to expose a self introduction using kinds

of skills. Apart from that, this chapter provided clear and effective theory in how to

arrange self introduction with other students and procedure on how to create an

effective Self Introduction.

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Feasibility of Content in Chapter 1 “All About Me”

1. The compatibility of materials with Core Competence and Basic Competence.

a. The Completeness

This chapter develops interpersonal, transactional and functional text. This

can be seen in page 9 exercises 5 of listening exercise. This part of text is developed

to help students study the intonations in self introduction and introducing people with

others. This chapter successfully develops a daily interpersonal and transactional

conversation between people. Besides, in page 21 exercises 26 can be found a text for

introducing and describing people to others, and in page 22 exercises 29 and 30

develop a text for listening comprehension about listening to people introducing

themselves. As for exercise 30, it’s the speaking practices of introducing ourselves to

others. Reading skill is also trained in page 24 exercises 32 in intensive reading text

to derive information from it. This is very good because all texts and exercises were

developed in all skill based exercise. Therefore the completeness in chapter 1 scored

4/4.

b. In-Depth

This chapter has been successfully developed all of the criteria of In-Depth. It

can be seen from completeness criteria of chapter 1 that this textbook has already

developed more than 2 texts and an exercise that expose students to produce a self-

introduction. In term of procedure on how to create self-Introduction, page 8 does not

only develop the procedure on how self-Introduction commonly used, but also teach

students about the cultural awareness from other country ways in introducing self or

others. Page 10 also described how to conduct a complete cycle of self-Introduction is

commonly used. It can also be used for student to analyze the best expression in the

right place. Several exercise extension on things that related with self expression such

as “do you know hobby?” on page 17 and formal Identification in page 7 provide

students with depth understanding toward self-introduction as well. So score 4/4 is

given for this criterion.

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2. The Accuracy of the Materials

a. Social Functions

This chapter has been analyzed and found out to be successful in

implementing the social functions of each exercise. Most of the exercises described in

completeness and in depth criteria have already designed to have social functions in

daily life. The interpersonal listening exercise in page 9 and page 23 where students

exposed to hear a produced language from other students was a useful exercise. The

exercise 35 in page 27 was also quite handy to be learned. It taught students to love

writing and interacting with other through letters. This later can be a basic lesson for

them before learning to write an academic or formal letter. With this consideration,

social functions for this chapter scored 4/4.

b. Generic Structure

A systematic way of thinking for students in this chapter has been successfully

developed by embedding the generic structures and procedure on how to do a Self-

Introduction on page 10. The exercises in page 19 also required students’ analysis in

remembering the systematic of what students say in specific themed conversation.

The same thing goes to exercise 35 in page 27. Students have to analyze the example

first before they follow the systematic on how to write their own letter. That makes

4/4 score is given for generic structure.

c. Linguistic Feature

The language used in this chapter is acceptable and polite. The pen pal

exercise in page 27 shows a great example of how the language used in chapter 1.

The story about Tom in exercise 32 page 24 is also delivered in an acceptable and

polite language. Most of them used a less formal of daily conversational language

that commonly used. The topic used in every exercise is also light and commonly

found in student’s daily conversation. Therefore, linguistic feature scored 4/4 in this

chapter.

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3. Supporting Materials

a. Relevance

This chapter provides great illustrations. All of the exercise and text

developed in the chapter used illustrations, and most of them worked well. The tables

that looked like a letter in page 27 was really motivated students in doing the

exercise. The family diagrams in page 15 were also very well implemented in the

exercise about family tree. Based on this consideration, this criterion scored 4/4.

b. Development of Life Skills

Most of exercises use a polite and have social and cultural topic. It can be seen

in page 9 exercise 5 that this exercise expects students to understand and aware of

surrounding where students have social needs to interact with each others. As in

exercise 30 in page 23 that was made to help students gaining their confidence in

having a public speaking. Therefore, based on this consideration, 4/4 is the score for

this chapter’s development of life skills.

c. Development of Diversity Insight

In this chapter, the exercises are well packed with diversity insight exercises

as they were seen in the exercise in page 19 and in page 22 to 23. These exercises

describe a self introduction from specific of ethnic where students will be exposed

with the knowledge of several ethnical backgrounds in Indonesia. Therefore, 4/4 is

the score for this chapter’s development of diversity insight.

Chapter 2

Chapter title “Well Done”

The second chapter provides students with various exercises about

compliments in interpersonal communication among students. Exercise developed in

this chapter was meant to expose students in listening, responding and producing

compliments using kinds of skills. This chapter is also provided with a clear and

effective theory in how to arrange and practice a compliment with other students. It is

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also provided with a procedure on how to create an effective compliment through

kinds of media.

Feasibility of Content in Chapter 2 “Well Done”

1. The compatibility of materials with Core Competence and Basic Competence.

a. The Completeness

Interpersonal text in page 38 exercise 7 which contains of speaking and

listening exercise help students to study on how to give and response to a

compliment. The exercise 9 on page 40 also successfully develops an exercise about

daily interpersonal conversation between people, using role playing activities so that

an active classroom activity can be made. Apart from that, in page 48 exercise 23 can

be found a text of compliments and in exercise 24 is found a reading text about Sipe

and Welbourne to help students practicing their critical thinking and analysis in how

to give a compliments. This is very good because most of the text and exercises were

developed in exercise and text about compliments. Therefore with these

consideration, in term of completeness chapter 2 scored 4/4.

b. In-Depth

In the chapter 2, this textbook develops sufficient texts and exercise that

expose students to produce and response to a compliment. In the page 32 to 33,

students was given an illustrations and understanding about what happened when

students feel happy, sad, or when students achieve something good in their life or

when students know that someone has a great talents. This exposure is very good,

because it will let students to analyze and learn about what the idea of compliments

is. Apart from that, the illustrations on page 33 were pretty well used in pointing the

idea of giving or responding to compliments. Brief explanation on how to produce a

compliments or response to compliments provided in a clear and systematical

explanation in page 39. That makes 4/4 is the score for this criterion.

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2. The Accuracy of the Materials

a. Social Function

This chapter generates social functions within the exercises. For example, the

exercise in page 41 is useful because the exercise takes daily life conversation as

theme. The same thing goes to the reading text in page 43 and exercise 23 in page 48.

Both of them use a common interactional and transactional language in daily life of

giving compliment letters and writing a compliment card. So far, social functions in

this chapter scored 4/4.

b. Generic Structure

As for generic structure, a systematic way of thinking for students is provided

in this chapter. This can be seen in page 39 which provides a commonly used

expressions and response to compliments, and also expressions in praising or giving

and requesting credits. Page 44 and page 47 also provided with a relevant grammar

used in giving or responding compliments. Therefore, this chapter scored 4/4 in term

of generic structure.

c. Linguistic Feature

The language that is used in this chapter has been developed as it is expected.

The exercises in page 38 and page 41 use a caring and polite language of daily

conversational. The theme used is also commonly found in the students’ environment

which is about school grade or school’s basketball games. The text about compliment

letter in page 43 and a compliment from a birthday card in page 44 are also written in

acceptable language for compliments. With all of these considerations, linguistic

feature of this chapter scored 4/4.

3. Supporting Materials

a. Relevance

The illustrations in page 33 are helpful for students to understand when they

need to give a compliment and response to a compliment. The birthday card exercise

about teaching grammar used in giving compliment in page 44 is also helpful for

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students. Illustrations provided within the exercises are also suitable for the exercise.

That is why relevance and up to datedness scored 4/4 in this chapter.

b. Development of Life Skills

The exercise 25 in page 49 provides both a useful learning source about

compliments and useful group interactions where students are exposed to work in

group in solving and doing the analysis about the exercise. Exercise 7 and 8 in page

38 and 39 also exercise 12 in page 41 are examples of useful exercise for students in

developing students’ skills in social life because the theme and language used is

simple and commonly used by students. Based on these considerations, development

of life skills in this chapter scored 4/4.

c. Development of Diversity Insight

As for this criterion, this textbook provides a less national diversity insight,

yet, text in page 37 about cultural awareness provides a global diversity insight about

how compliment is used in several other countries and how it is seen different with

compliments used in Indonesia. So 1/4 is given as score for development of diversity

insight of this chapter.

Chapter 3

Chapter Title “Are You Ok?”

The third chapter exposes the abilities in listening, responding, and producing

caring attitudes toward others. In general, this chapter provides students with various

exercises about interpersonal communication among students. A clear and effective

theory also provided in this chapter such as about how to arrange and practice a

caring attitude with other students and how to create an effective caring attitude

through kinds of media which are also developed in this chapter.

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Feasibility of Content in Chapter 3 “Are You Ok?”

1. The compatibility of materials with Core Competence and Basic Competence

a. Completeness

The development of text can be seen in page 58 and 59 which talks about how

to show attention and caring attitudes toward others. Exercise 15 in page 64 is also an

example of a caring attitude in form of a “get well soon” card. Apart from that,

exercise 16 in page 65 is also a good speaking and listening of interpersonal text for

students. The exercise 20 in page 70 even developed transactional and interpersonal

in form of group works. That is why in term of completeness this chapter scored 4/4.

b. In Depth

This chapter has been successfully developed criteria of In-Depth. The texts

developed within this chapter are useful for students. The exercise 10 and 11 in page

62 and 63 are well developed to exercise students in giving expressions and

responding them. The exercises 20 to 24 in page 70 are good exercise in term of

developing and exercising students in using caring attitudes. It also makes students

understand more about caring attitudes while they interact with others students in

group works. Therefore, 4/4 is the score for this chapter’s in depth.

2. The Accuracy of the Materials

a. Social Function

The usefulness in term of social function for each exercise developed in this

chapter is packed with daily useful examples. Exercise 6 and 7 in page 59 show a

dialogue that is commonly used in daily life. It even checks students’ comprehension

about the dialogue using several questions. Exercise 10 in page 62 and exercise 11 in

page 63 also use daily life theme exercise in which will be useful for students because

it can be applied easily by them. In exercise 11, students are asked to work in group

in solving and analyzing the given task. Therefore, this chapter scored 4/4 in term of

social functions.

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b. Generic Structure

A systematic way of thinking for students has been successfully developed in

this chapter. This can be seen with a complete procedure and expressions which can

be used to express attentions or sympathy in page 60. This chapter also provide with

grammar uses in interrogative, exclamatory sentences which is commonly used when

students give a caring attitude either sympathy or attentions. That is why this chapter

scored 4/4 for generic structure.

c. Linguistic Feature

As caring attitudes expressions are commonly used in daily conversation, a

consideration of linguistic feature of acceptable and polite language uses should be

prioritized. This chapter successfully implemented it within this chapter’s exercise.

The example can be seen in exercise 16 page 65 about reading exercises. The

language used is acceptable and effective in the text on how to give sympathy to

others. Exercise 6 in page 59 also uses acceptable and polite language of a simple

dialogue between two friends. The text even implements some richness of Indonesia

beautiful places. Therefore, this chapter scored 4/4 in term of linguistic feature.

3. Supporting Materials

a. Relevance

On how relevance the sources used in supporting the exercise or task given,

this chapter provide a good example of illustrations in page 54 and 55 which give a

good understanding on what giving attentions is and how to give attentions. The text

in page 58 also gives a good sources and fresh idea on how to give attentions used in

simple conversation. Based from this consideration, score 4/4 is given for relevance.

b. Development of Life Skills

Many exercises in this chapter provide a good development of life skills. The

exercise 10 in page 62 gives good life skills developments with many kinds of

exercise using several themes that commonly happens in students’ daily life. Besides

the exercise in page 62, exercise 18 in page 68 also display a good life skill

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development which will be needed for students because the exercise used everyday’s

life theme along with student’s daily language. Score 4/4 is given to development of

life skills with those consideration above.

c. Development of Diversity Insight

As for the development of diversity insight, a good example about diversity

insight provided in page 58 and 68. This chapter provides a cross cultural study about

the different between Indonesia with English speaking countries when it is related to

give or respond to attentions and compliments. Therefore, development of diversity

insight of this chapter scored 4/4.

Chapter 4

Chapter Title “I Will Improve My English”

“I Will Improve My English” in general describes about plan and express it in

various exercises about interpersonal communication among students. The exercise

developed in this chapter is used to teach students on how to express a plan, respond

to a plan or even produce an interpersonal communication of plan using various

skills. This chapter provides with clear and effective theory on how to express a plan

with other students along with procedure to create an effective intentions through

kinds of media.

Feasibility of Content in Chapter 4 “I Will Improve My English”

1. The compatibility of materials with Core Competence and Basic Competence

a. Completeness

Completeness in chapter 4 develops several interpersonal texts about plan or

intentions. Exercise 8 in page 80 of practicing dialogues and exercise 13 in page 82 of

reading to response provide a good text to expose students with interpersonal text

about intentions. Exercise 18 in page 84 about text of business letter and exercise that

follows it also has a good practice to check students’ comprehension of written

intentions. The text with a title “The power of Intentions” in page 89 is also full of

43

motivations which are very good text to keep students motivated. With these

considerations, score 4/4 for completeness is given.

b. In Depth

A successful development in providing interpersonal text and developing

procedure in chapter 4 can be seen in page 81. Expressions and procedure commonly

used for stating intentions are provided. Exercises 11 in page 81 also expose students

to analyze expressions of showing intentions. A column in page 77 is also a good

additions in in-depth, as it is give some valuable information about what intentions

really are. Based on this consideration, score 4/4 is given to this chapter.

2. The Accuracy of the Materials

a. Social Function

In exercise 8 and 9 in page 80, exercise 12 to 15 in page 82 to 83, exercises

are useful for the students. They used examples of a theme in students’ daily life. For

example, asking about others’ plan during weekend and playing role play. These

exercises can be easily practiced and implemented by students in real life. That is

why social function scored 4/4 in this chapter.

b. Generic Structure

This chapter’s generic structure evaluated on how the exercises and text

provided to students can help them in developing a systematic way of thinking. It also

helps them to create an efficient and active way of producing it in real life

application. This book has successfully developed those aspects. In page 81, the

procedure and expressions in stating intentions are clearly stated in a direct and useful

exercise. That is why while students learn the procedure, they also analyze and do the

exercise given. With this consideration, score 4/4 is given to this chapter’s generic

structure.

c. Linguistic Feature

This chapter’s linguistic feature is written in a good and efficient way. It can

be seen that this chapter developed in acceptable and polite language such as

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exercises 8 and 9 in page 80 about student’s weekend. Reading passage in page 84

about formal business letter is also written in a polite and acceptable language.

Therefore in term of linguistic feature, this chapter is given score 4/4.

3. Supporting Materials

a. Relevance

As for relevance criterion, the illustrations in this chapter are well developed.

Some listening exercises in page 76 and 77 are provided with good illustrations about

dialogues of intentions. Although teacher’s involvement is needed within this

exercise, these illustrations support the exercise of listening comprehension.

Therefore in this criteria, score 4/4 is given for relevance.

b. Development of Life Skills

In development of life skills, this chapter has successfully developed student’s

skills in social life. For this criterion, the language and theme of most the exercises

here used students’ daily life situations. It can be seen in exercise 8 page 80 and

exercise 13 to 15 in page 82 and 83 which are suitable for students’ daily life. With

this reasons, score 4/4 is given.

c. Development of Diversity Insight

In term of development of diversity insight, this chapter provides cultural

awareness about how to be an excellent student in page 78. Yet, there is no other

cultural or diversity insight within most exercise of this chapter makes score 1/4 is

given for development of diversity insight.

Chapter 5

Chapter Title “Congratulations”

Chapter 5 in general provides students with various exercises about

interpersonal communication among students. Most of the exercises developed in this

chapter are used to expose students in listening, responding, and producing

congratulation expressions using kinds of skills. This chapter is also provided every

45

exercise with clear and effective theory in how to arrange and practice congratulation

with other students and also a procedure to create effective congratulation expressions

through kinds of media of communications.

Feasibility of Content in Chapter 5 “Congratulations”

1. The compatibility of materials with Core Competence and Basic Competence

a. Completeness

The completeness in this chapter expected a development of interpersonal,

functional and transactional text of congratulations. Several texts in this chapter have

been generated in this theme. It can be seen at exercise 5 in page 98 of dialogue of

practicing congratulation. Exercise 7 and 8 in page 99 also has a good interpersonal

exercise which provided analyzing sections and conversational practices of

congratulation expressions. The exercise 11 in page 102 of a reading comprehension

and exercise 13 in page 103 of writing exercise are also well developed for

interpersonal exercise the exercise exposes students to express congratulations.

Various skills practiced in exercises become the consideration of this chapter to be

given score 4/4 for completeness.

b. In Depth

In the chapter, this textbook develops sufficient texts and exercises that

expose students to produce and respond to congratulation expressions. Several

exercises mentioned in completeness of chapter 5 such as exercise 5 in page 98 and

exercise 11 in page 102. These exercises developed with analyzing sections to let the

students analyzing the text of congratulation by comprehending the main idea of the

text first. Apart from that, the exercise 8 in page 99 is also very good. This exercise

asks students to socialize with other students in the class to practice the expressions

of congratulation. With all this well developed exercises, the in depth scored 4/4 for

this chapter.

46

2. The Accuracy of the materials

a. Social Function

This chapter has been analyzed and found out to be successful in

implementing the social functions of each exercises from this chapter. The exercise

14 in page 103 of completing a congratulations card, exercise 9 of reading and

comprehend a congratulations card are some of good examples for social functions.

These kinds of exercises could be useful for students. Therefore with those

considerations, 4/4 is the score for this chapter’s social function.

b. Generic Structure

Generic structure in chapter 5 related with the effective way of thinking and

systematic procedure in creating or producing a real life congratulation expressions.

A complete list of expressions commonly used in expressing congratulation and

responding to it are available in page 98. Therefore, this chapter scored 4/4 for

developing generic structure.

c. Linguistic Feature

Text in this chapter developed in acceptable and polite language. It can be

seen from the language uses in exercise 5 in page 98 of congratulations card

illustrations of exercise 9 in page 100 and reading passage of a congratulations letter

in exercise 11 pages 102. All of these exercises used acceptable and polite language

for communications. For these considerations, 4/4 is the score for this chapter’s

linguistic feature.

3. Supporting Materials

a. Relevance

This chapter provided good illustrations of congratulation card and

congratulation letters in page 100 and 102. The illustration pictures of kinds of

congratulations card in the introduction of this chapter are also good. It provides a

good example of what will be learned for students. Therefore for relevance, this

chapter is given 4/4.

47

b. Development of Life Skills

Within this chapter, useful exercises that help students develop their life skills

are provided. From the analysis, the exercise 14 and 15 in page 103 and 104 and

exercise 6 in pages 99 are kinds of exercise that help students in developing life

skills. These exercises expose students to write a congratulations card and respond or

express congratulations. Therefore in term of development of life skills, this chapter

scored 4/4.

c. Development of Diversity Insight

The exercise and text within the chapter is lack of local diversity insight, yet,

this chapter provides a cross cultural understanding about expressing congratulations.

This cultural awareness explains about different expression and way of expressing

congratulations between Indonesia and other English speaking countries. Therefore

with this consideration, development of diversity insight scored 4/4.

Chapter 6

Chapter Title “I’ve Been There”

Chapter 6 needs to provide a clear and effective theory in how to arrange and

practice to retell past experience, past activities, or past event with other students

along with a procedure to create an effective retells text through kinds of media. This

chapter also needs to describes and provides students with various exercises about

interpersonal communication among students as most of the exercise developed in

this chapter used to expose students in listening, responding and producing retell of

past experience, past activities, or past event using kinds of skills.

Feasibility of Content in Chapter 6 “I’ve Been There”

1. The compatibility of materials with Core Competence and Basic Competence

a. Completeness

The developed text can be seen in exercise 8 in page 113 of dialogue practice

about something happened in the past. Reading text in exercise 16 in page 119 and

48

exercise 21 and 22 in page 122 are also well developed for functional and

interactional text in retelling story that has already happened in the past in form of

news. With this consideration, 4/4 is the score for this chapter’s completeness.

b. In-Depth

The implementation about in depth can be seen in exercise 12 and 13 in page

117 of dialogue exercises, reading text in exercise 16 page 119, and exercise 18 and

19 in page 120 of reading comprehension. This chapter provides an exercise that

helps students in producing and analyzing the exercise about retelling a past event or

experience. In form of news, it tells experience of someone happened in the past.

Therefore, in this consideration the criteria for this chapter scored 4/4.

2. The Accuracy of the Materials

a. Social Function

The usefulness in term of social function for each exercise developed in this

chapter is packed with daily useful example. Exercise 12 and 13 in page 117 are good

example in the chapter. The theme used in this exercise is daily life activity and the

text uses common daily language. Exercise 16 in page 119 of reading comprehension

about email is also useful for students. The exercise 17 also developed very well for

students in term of team works and task analysis within the exercise given. Based on

this consideration, 4/4 is the score for this chapter’s social function.

b. Generic Structure

As for generic structure, systematic ways of thinking for students are provided

in this chapter. In page 114, complete expressions about asking and retelling a past

event or experience are provided. Additional information about generic structure of

retelling a story also provided in page 116. Apart from that, a complete grammar used

in retelling a past event and experience also provided in page 121. With these

findings, the generic structure scored 4/4.

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c. Linguistic Feature

Text in this chapter developed in acceptable and polite language. It can be

seen in exercise 8 in page 113, exercise 16 in page 119, and exercise 21 and 22 in

pages 22 about news which are all written in acceptable, polite and informative. The

exercise about news also uses simple and daily language and easy topic for students

to understand. With this consideration, linguistic feature in this chapter scored 4/4.

4. Supporting Materials

a. Relevance

In term of relevance, the news and illustrations used in exercise 18 in page

120 and 21 in page 122 are very good support for the exercise. It also based from the

actual news that has already happened. Therefore with this consideration 4/4 is the

score for this chapter’s relevance.

b. Development of Life Skills

Developing students’ skills in social life is one of many points need to be paid

attention to in development of life skills. This chapter’s development skill assesses on

how the exercises, text, and task developed within this chapter are useful and helps.

From the analysis, this chapter develops some exercises that develop students’ life

skills. Exercise 16 in page 119 about emails, and exercise 120 and 122 about news are

very good reading comprehension exercise. They exercise students to comprehend

and understand about something happened in the past that have been written in the

media. Based on all those considerations, the development of life skills for this

chapter scored 4/4.

c. Development of Diversity Insight

In the assessment of development in diversity insight, this chapter is well

packed with cross cultural understanding of the differences between talking in

Indonesia and other English speaking countries in page 112. The text in page 113 also

provided with diversity insight about the common mistake for Indonesian learners in

grammar. For this consideration, 4/4 is scored for development of diversity insight.

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2. Feasibility of Presentation

The analysis of textbook “Pathway to English” is now moved to the feasibility

of Presentation. This feasibility assessed the presentation of the whole book. Every

detailed component of the book from introductions, body, closing, technique of

presentation and learning presentation were also assessed. The feasibility of

presentation is as follows:

1. The Technique of Presentation

a. Systematical

In systematical, the whole textbook is assessed on how the materials presented

in the textbook are well arranged in systematical order providing students with a clear

coherent from whole process of each chapter presented from all the six sample

chapters. The materials presented in six samples chapter are varied and presented

with picture illustrations, discussions, and monologue, dialogue and classroom

exercises. Most of the materials in six chapters developed in communicative and

illustrative text and exercises. Therefore, this chapter’s systematical scored 4/4.

(Complete examples of systematical exercise can be seen in feasibility of content

sections).

b. Chapter Equilibrium

Chapter Equilibrium talks about the balanced number of pages used in each

chapter which becomes the main consideration. From the analysis, number of pages

of each sample chapters are balanced in around 12-16 pages each chapter. Based on

this consideration, chapter equilibrium scored 4/4.

2. Learning Presentation

a. Learner Center

The interactions between students to students and students to teacher become

the consideration in learner center. As for this criterion, the materials are mostly

developed in students centered learning. It can be seen form most of the exercises

which focused on discovering and analyzing a task and discussing it with friends or

51

teacher before attempting to produce the learning outcome. Therefore in learner

center, this criterion scored 4/4

(Complete examples of learner center exercise can be seen in feasibility of content

sections).

b. Development of Initiative, Creative of learners' and critical thinking

In development of initiative, creative of learner’s critical thinking, the

textbook develop the exercise that makes students learn autonomously and as creative

and critical as possible. For this criterion, most of listening and speaking exercises

even need teacher’s involvement. Some exercises even ask students to do it in a group

works or free interaction with other students in the classroom. The exercises also

developed in open ended classroom exercises which exposed students to be active

during the lesson, sharing their ideas and discussing it with their friends then

analyzing it. Based on these considerations, this criterion scored 4/4.

(Complete examples of developing of initiative, creative of learner’s critical thinking

can be seen in feasibility of content sections)

c. The Development of self -Reliance students

In the Development of self-Reliance Students, the development of exercises

that motivate students to be independent and reliable are expected in the textbook.

From the analysis in feasibility of content, some of materials develop the exercise

where students expected to be able to handle certain communicative interaction either

individual or in group. Based on this consideration, development of self reliance

students scored 4/4.

(Complete examples of development of self reliance students can be seen in

feasibility of content sections)

d. The Development of Learners' ability to evaluate themselves

In development of learners’ ability to evaluate themselves, textbook should

provide students with a systematical measurement to help them in reflecting what

they have learned. For this criterion, the exercises are also developed in many themes

or discourse so that students exposed to develop their own evaluation about how

52

much progress they have before and after the class. It makes them more independent

in learning English. Apart from that, by the end of every chapter, reflection sections

are provided to help students reflect what they have already learned from certain

chapter. Based on this consideration, score 4/4 is given for development of learner

ability to evaluate.

3. Completeness of Presentation

a. Introduction part

In introduction part, textbook preface and complete list of content of this

book should be available. Based on the analysis, the textbook are developed

systematically. The preface and introductory parts of textbook provide complete

explanation about what this textbook has to offer. Based on this consideration this

introduction part scored 4/4.

b. Content Part

In this Part, textbook has to explain a systematic of what students will learn

in the beginning of chapter, a complete list of learning materials, self reflection and

references. For this criterion, textbook are developed systematically. The preface and

introductory parts of textbook provide complete explanation about what this textbook

has to offer. The book content is complete, yet, the book does not provide complete

reference of the sources of their learning materials. Only a few parts cited their

references. The conclusion part is also removed. It is perhaps removed due to the

book itself that has already had a self reflection issues by the end of every chapters.

However, a conclusion is still needed because it could conclude what the learning

outcome, learning morale, and many others are. Based on this consideration, content

part scored 3/4.

c. Closing Part

In this part of textbook analysis, textbook has to provide a glossary,

references and indexes. Surprisingly, this book does not provide glossarial pages or

indexes and only references are provided. Therefore this closing part scored 2/4.

53

B. Research Findings

From the qualitative descriptions of the feasibility of content and feasibility

of presentation and evaluation tables of them, the complete textbook assessment and

evaluation have been done. Here are the tables that show the research findings from

both feasibility of content and feasibility of presentation.

Table 4.1

Feasibility of Content Frequency tables

Sub Component Items Score

1 2 3 4

The compatibility of

Speaking materials with

Core Competence and

Basic Competence

Completeness

6

In Depth

6

The accuracy of the

Materials

Social Functions

6

Generic structure

6

Linguistic Feature

6

Supporting Materials

Relevance

6

Development of Life skills

6

Development of Diversity

Insight 2

4

Total 2

42

Based on the table of feasibility of content above, the number 6 in

completeness, in-depth, social functions, generic structure, linguistic feature,

relevance and development of life skills mean that from 6 sample chapters the whole

criteria scored 4. As for development of diversity insight, there are two chapters

54

which scored 1 and four chapters which scored 4. All of them make up the total of 42

in the score 4 and total 2 in the score 1 from 46 category altogether. From this tables,

it can be derived that 42 category in feasibility of content from 6 sample chapter out

of 46 category have fulfilled and only 2 category from development of diversity

insight could not met the criteria of score 4.

P = 42

46x 100%

P = 91.30%

Therefore, it can be concluded that 91.30% of the materials, exercises, and

text developed in the textbook “Pathway to English” are fulfilled the rubric

assessment of feasibility of content from BSNP.

This is the table for feasibility of presentation. This table does not stand for

the 6 sample chapter. Instead, this table stands for whole textbook assessment. The

table below is the table of feasibility of presentation.

55

Table 4.2

Feasibility of Presentation

Based on this table of presentation, the criteria of systematic, chapter

equilibrium, learner center, Development of Initiative, Creativity, and learners'

critical thinking, The Development of self -Reliance students, The Development of

Learners' ability to evaluate themselves and introduction part fulfilled the criteria of a

Sub Component Item Score

1 2 3 4

Technique of

Presentation

Systematic

Chapter Equilibrium

Learning Presentation

Learner Center

Development of Initiative,

Creativity, and learners'

critical thinking

The Development of self -

Reliance students

The Development of

Learners' ability to evaluate

themselves

Completeness of

Presentation

Introduction Part

Content part

Closing Part

56

feasibility of presentation from BSNP while the content part and closing only scored

3 and 2.

P = 7

9x 100%

P = 77.77%

Therefore, it can be concluded that 77.77% of the feasibility of presentation

category from BSNP are fulfilled within the textbook “Pathway to English”.

C. Data Interpretation

Based from the tables about the evaluation of content and presentation, the

result of this study can be concluded as follows. From feasibility of content 91.30%

of materials, exercise and text developed in the textbook “Pathway to English” are

surprisingly fulfilled the criteria from BSNP of how standard textbook should be.

There are various categories in feasibility of content such as the development of

text, exercises, development of life skills and diversity, social functions and generic

structure. Yet, this commercial textbook from Erlangga fulfilled most of the criteria

from BSNP. The feasibility of presentation of “Pathway to English” can also be

concluded that 77.77% of the categories are fulfilled. From this research finding of

analysis of English textbook “Pathway to English” for the first grade of senior high

school based from the curriculum 2013, the writer concluded that this textbook met

the standard of a good English textbook in Indonesia based from BSNP rubric

assessment.

57

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents the conclusion and suggestions from the writer based

on the result of the analysis of the textbook “Pathway to English”

A. Conclusion

Based on the study of analyzing the English textbook of “Pathway to

English” published by Erlangga, the writer can conclude that this textbook is good to

be used for first grader of senior high schools that have started using curriculum

2013. This book fulfilled all the core competence and basic competence of curriculum

2013. It also applied the student centered teaching method which is the main concern

in curriculum 2013. Apart from that, the exercises given are attractive and applicable

in the classroom. It exposes students to be an active learner all the time even though

there are some minors incompatibility based from BSNP assessment about the

detailed analysis in the lack of cultural diversity and completeness of presentation.

English textbook “Pathway to English” is still acceptable to be used by school

because it is more than qualified to be used in Curriculum 2013.

B. Suggestions

Based on the study of the textbook “Pathway to English”, the writer would

like to give several suggestions to help in improving the quality of textbook and

teaching quality. The suggestions for English teacher and Publisher are as follows:

1. For teacher

In order to improve the quality of teaching results for the teacher, it is

built based on experiences and knowledge on many aspects in teaching. The

matched textbook with curriculum, the appropriateness of textbook, and the

materials in the textbook implemented in the classroom and many other ways to

58

improve the quality of teaching and learning process are in teacher hands.

Therefore, teacher needs to seek out the compatibility of the textbook they

about to use. As the book “Pathway to English” is the first book that is

available in the market to fulfill the needs of curriculum 2013 materials, this

book met all the requirements and standard of a textbook in implementing

curriculum 2013. By using this book in teaching ang learning process,

hopefully a good result is compromised.

2. For Publisher

As for publisher, in creating and developing English textbook years

of study are needed in order to create what their students need and their

dynamic ways of learning. Therefore, they have to keep regenerating their ideas

and move with the curriculums to evaluate the textbooks frameworks which are

very crucial.

59

REFERENCES

Alderson, J Charles. Assessing Reading, New York: Cambridge University Press.

2001

Bahrani, Taher & Soltami, Rahmatollah. “How to Teach Speaking Skill?”.

Department of English Mahshahr Branch, Islamic Azad University.

Mahshahr. Iran. 2012.

Brown, Gillian and Yule, George. Teaching The Spoken Language “An Approach

Based on the Analysis of Conversational English, New York: Cambridge

University Press. 1991.

Buck, Gary. Assessing Listening, New York: Cambridge University Press. 2002

Chandran, Shanti. “Where are the ELT Textbook?”. in Willy A. Renandya (Ed.),

Methodology and Materials Design in Language Teaching:Current

Perception and Practices and their Implications. Singapore : SEAMEO

Regional language centre. 2003.

Cunningsworth, Alan . Choosing your Coursebook. New York: Macmillan, 1995.

Cunningsworth, Alan. Evaluating and Selecting EFL Teaching Materials. London:

Heinemann Educational books Ltd. 1984.

Gebhard, Jerry Greer. Teaching as a Foreign or Second Language : A Teacher Self

Development and Methodology guide 2th Edition. Michigan : The University

of Michigan Press. 2009.

Harmer, Jeremy. The Practice of English Language Teaching New York: Longman

Publishing. 1996.

I.S.P Nation. Teaching Listening and Speaking. New York: Routledge. 2008.

Jazadi, Iwan. “Mandated English Teaching Materials and their Implications to

teaching and Learning :The Case of Indonesia”. in Willy A. Renandya (Ed.).

Methodology and Materials Design in Language Teaching:Current

Perception and Practices and their Implications. Singapore : SEAMEO

Regional language centre. 2003.

60

Kayi, Hayriye. Teaching Speaking : Activities to Promote Speaking in a Second

Languag, The Internet TESL Journal, Vol. XII, No 11 Nevada : University of

Nevada. 2006.

Kementrian Pendidikan dan Kebudayaan. Dokumen Kurikulum 2013. Desember

2012. (http://www.Kemendikbud.edu).

McDonough, Jo and Shaw, Christopher. Materials and Method in ELT 2nd Edition “A

Teacher’s Guide”. Oxford: Blackwell Publishing Ltd. 2003.

Murcia , Marianne Celce. Teaching English as a Second or Foreign Language. Los

Angeles: Heinle&Heinle Publishers. 1991.

Mudzakir, AS. Penulisan BukuTeks yang Berkualitas. January 1 2014.

(http://www.upi.edu).

Pusbukur. Pengantar Instrumen Bahasa Inggris, Pusbukur 2013

(www.Pusbukur.co.id).

Pusbukur. Rubrik Penilaian Buku Teks Pelajaran Bahasa Inggris, Desember 2013.

(www.Pusbukur.co.id).

Richards, Jack C. & Rodgers , Theodore S. Approaches and Methods in Language

Teaching 2nd Edition, New York: Cambridge University Press. 1992.

Richards, Jack C. Cambridge University Press 2014,

(http://www.cambridge.org.br/authors-articles/interviews?id=2452).

Richards, Jack C. Teaching Listening and Speaking : From Theory to Practice,

London : Cambridge University Press. 2007.

Posner, George J. Analyzing the Curriculum third edition, New York: McGraw-Hill,

2004.

Snow, Don. From language learner to language teacher: An Introduction to

Teaching English as a Foreign Language, Alexandria: McNaughton & Gunn,

Inc, 2007.

Tarigan, Henry Guntur. Berbicara :Sebagai Suatu Keterampilan Berbahasa,

Bandung : Angkasa Bandung. 2008.

Undang Undang Dasar RI no 20 Tahun 2003.

61

Weigle, Sara Cushing. Assessing Writing New York: Cambridge University Press.

2002

Woods, Caroline. Teaching and Assessing Skills in Foreign Languages, New York:

Cambridge University Press. 2005.

Yule, George. The Study of Language: an Introduction. New York: Cambridge

University Press. 1987.

62

APPENDIX 1

Table 2.1

Rubric Assessment of Textbook

No BUTIR KETERANGAN

I. KELAYAKAN ISI

A. KESESUAIAN URAIAN MATERI DENGAN KI DAN KD

1 Kelengkapan Materi

a. Jenis teks interpersonal 4 = Buku teks pelajaran memuat teks-teks

interpersonal pendek dan sederhana

minimal

95% dari cakupan materi KI dan KD

pada masing-masing kelas.

1 = Buku teks pelajaran memuat teks-teks

interpersonal pendek dan sederhana

kurang dari

95% dari cakupan materi KI dan KD

pada masing-masing kelas

b. Jenis teks transaksional 4 = Buku teks pelajaran memuat teks-teks

transaksioal pendek dan sederhana

minimal 95% dari cakupan materi KI

dan KD pada masing- masing kelas.

1 = Buku teks pelajaran memuat teks-teks

transaksional pendek dan sederhana

kurang dari

95% dari cakupan materi KI dan KD

pada masing-masing kelas

63

c. Jenis teks fungsional 4 = Buku teks pelajaran memuat teks-teks

fungsional pendek dan sederhana

minimal 95% dari

cakupan materi KI dan KD pada

masing-masing kelas

1 = Buku teks pelajaran memuat teks-teks

fungsional pendek dan sederhana

kurang dari 95% dari cakupan materi

KI dan KD pada masing-masing kelas

2 Kedalaman materi

a. Pajanan (exposure) 4 = Setiap jenis teks dilengkapi dengan

minimal 2 contoh teks di dalam buku

yang memiliki fungsi sosial yang

relevan dan penugasan kepada siswa

untuk mencari minimal 2 contoh teks

sejenis dari sumber lain

1 = Setiap jenis teks dilengkapi dengan

kurang dari 2 contoh teks di dalam

buku yang memiliki fungsi sosial yang

relevan dan penugasan kepada siswa

untuk mencari kurang dari 2 contoh

teks sejenis dari sumber lain

b. Retensi aturan pembentukan

teks

4 = Aturan pembentukan teks diajarkan

pada 3 unsurnya yaitu fungsi sosial,

unsur dan struktur makna, dan fitur

linguistik.

1 = Salah satu dari 3 unsur aturan

pembentukan teks yaitu fungsi sosial,

unsur dan struktur makna, dan fitur

linguistik tidak diajarkan.

64

c. Produksi 4 = Tugas untuk menghasilkan teks memuat

3 unsur pembentukan teks yaitu fungsi

sosial, unsur dan struktur makna dan

fitur linguistic

1 = Salah satu unsur pembentukan teks

yaitu fungsi sosial, unsur dan struktur

makna, dan fitur linguistik tidak

termuat dalam Tugas.

d. Ekstensi 4 = Tugas untuk mendalami minimal 2 teks

lengkap dengan 3 unsur pembentukan

teks (fungsi sosial, unsur dan struktur

makna, dan fitur linguistik) di luar teks

yang disajikan dalam buku teks ini.

1 = Tugas untuk mendalami teks lengkap

dengan 3 unsur pembentukan teks

(fungsi sosial, unsur dan struktur

makna, dan fitur linguistik) di luar teks

yang disajikan dalam buku teks ini

kurang dari 2.

B. KEAKURATAN MATERI

Fungsi social 4 = Minimal 95% teks berguna untuk

mencapai fungsi sosial yang tepat

1 = Kurang dari 95% teks berguna untuk

mencapai fungsi sosial yang tepat

Unsur dan struktur makna 4 = Minimal 95% unsur dan struktur makna

teks sesuai dengan fungsi sosialnya

1 = Kurang dari 95% unsur dan struktur

makna teks sesuai dengan fungsi

sosialnya

65

Fitur linguistik 4 = Minimal 95% fitur linguistik dalam teks

sesuai dengan fungsi sosialnya

1 = Kurang dari 95% fitur linguistik dalam

teks

sesuai dengan fungsi sosialnya

C. MATERI PENDUKUNG PEMBELAJARAN

Kemutakhiran

a. Relevansi materi dan

sumber rujukan

4 = Secara keseluruhan, 91% - 100% lebih

bahan ajar diambil dari sumber rujukan

yang relevan dengan materi

3 = Secara keseluruhan, 76% - 90% bahan

ajar diambil dari sumber rujukan yang

relevan dengan materi

2 = 61% - 75% bahan ajar diambil dari

sumber rujukan yang relevan dengan

materi

1 = 0% - 60% bahan ajar diambil dari

sumber rujukan yang relevan dengan

materi

b. Kemutakhiran materi dan

sumber rujukan

4 = Secara keseluruhan, 91% - 100% lebih

sumber bertahun terbit 4 tahun terakhir

3 = Secara keseluruhan, 76% - 90% sumber

bertahun terbit 4 tahun terakhir

2 = 61% - 75% sumber bertahun terbit 4

tahun terakhir

1 = 0% - 60% sumber bertahun terbit 4

tahun terakhir

66

Pengembangan kecakapan

hidup:

- personal

- sosial

- akademik

- vokasional

4 = Secara keseluruhan, memuat teks-teks

yang memuat 91% - 100% unsur

kecakapan hidup.

3 = Secara keseluruhan, memuat teks-teks

yang memuat 76% - 90% unsur

kecakapan hidup.

2 = Secara keseluruhan, memuat teks-teks

yang memuat 61% - 75% unsur

kecakapan hidup.

1 = Secara keseluruhan, memuat teks-teks

yang memuat 0% - 60% unsur

kecakapan hidup.

Pengembangan wawasan

kebhinekaan:

- penghargaan terhadap

keanekaragaman budaya dan

kemajemukan masyarakat,

kesadaran akan

potensi/kekayaan daerah

- apresiasi terhadap nilai-

nilai demokrasi

- pemahaman terhadap

wawasan kebangsaan

4 = Secara keseluruhan, memuat teks-teks

yang memuat 91% - 100% unsur

wawasan kebhinekaan.

3 = Secara keseluruhan, memuat teks-teks

yang memuat 76% - 90% unsur

wawasan kebhinekaan.

2 = Secara keseluruhan, memuat teks-teks

yang memuat 61% - 75% unsur

wawasan kebhinekaan.

1 = Secara keseluruhan, memuat teks-teks

yang memuat 0% - 60% unsur wawasan

kebhinekaan.

67

II. KELAYAKAN PANYAJIAN

A. TEKNIK PENYAJIAN

Sistematika 4 = 91% - 100% materi dan tugas disajikan

dalam bentuk teks, tindak komunikatif,

ilustrasi dan lambang dengan

menggunakan pola dan urutan yang

teratur sesuai dengan karakteristik

materi

3 = 76% - 90% materi dan tugas disajikan

dalam bentuk teks, tindak komunikatif,

ilustrasi dan lambang dengan

menggunakan pola dan urutan yang

teratur sesuai dengan karakteristik

materi

2 = 61% - 75% materi dan tugas disajikan

dalam bentuk teks, tindak komunikatif,

ilustrasi dan lambang dengan

menggunakan pola dan urutan yang

teratur sesuai dengan karakteristik

materi

1 = 0% - 60% materi dan tugas disajikan

dalam bentuk teks, tindak komunikatif,

ilustrasi dan lambang dengan

menggunakan pola dan urutan yang

teratur sesuai dengan karakteristik

materi

68

Keseimbangan antarbab 4 = Keseimbangan jumlah halaman

tercermin pada pada 91% - 100% bab

dalam buku

3 = Keseimbangan jumlah halaman

tercermin pada pada 76% - 90% bab

dalam buku

2 = Keseimbangan jumlah halaman

tercermin pada pada 61% - 75% bab

dalam buku

1 = Keseimbangan jumlah halaman

tercermin pada pada 0% - 60% bab

dalam buku

B. PENYAJIAN PEMBELAJARAN

Keterpusatan pada peserta

didik

4 = 91% - 100% bab memuat tata penyajian

yang mendorong terjadinya interaksi

dalam bahasa Inggris antar peserta

didik, antara peserta didik dan guru,

serta antara peserta didik dan

lingkungan yang lebih luas.

3 = 76% - 90% bab memuat tata penyajian

yang mendorong terjadinya interaksi

dalam bahasa Inggris antar peserta

didik, antara peserta didik dan guru,

serta antara peserta didik dan

lingkungan yang lebih luas.

2 = 61% - 75% bab memuat tata penyajian

yang mendorong terjadinya interaksi

dalam bahasa Inggris antar peserta

didik, antara peserta didik dan guru,

serta antara peserta didik dan

lingkungan yang lebih luas.

1 = 0% - 60% bab memuat tata penyajian

69

yang mendorong terjadinya interaksi

dalam bahasa Inggris antar peserta

didik, antara peserta didik dan guru,

serta antara peserta didik dan

lingkungan yang lebih luas.

Mengembangkan prakarsa,

kreativitas, dan cara berpikir

kritis peserta didik

4 = 91% - 100% bab memuat tata penyajian

yang mendorong peserta didik untuk

melakukan berbagai kegiatan

komunikatif lisan dan tulis atas

prakarsa sendiri secara kreatif dan kritis

3 = 76% - 90% bab memuat tata penyajian

yang mendorong peserta didik untuk

melakukan berbagai kegiatan

komunikatif lisan dan tulis atas

prakarsa sendiri secara kreatif dan

kritis.

2 = 61% - 75% bab memuat tata penyajian

yang mendorong peserta didik untuk

melakukan berbagai kegiatan

komunikatif lisan dan tulis atas

prakarsa sendiri secara kreatif dan

kritis.

1 = 0% - 60% bab memuat tata penyajian

yang mendorong peserta didik untuk

melakukan berbagai kegiatan

komunikatif lisan dan tulis atas

prakarsa sendiri secara kreatif dan

kritis.

Pengembangan kemandirian

belajar

4 = 91% - 100% penyajian materi dan tugas

mendorong peserta didik untuk

bertanggung jawab atas proses

belajarnya sendiri

3 = 76% - 90% penyajian materi dan tugas

70

mendorong peserta didik untuk

bertanggung jawab atas proses

belajarnya sendiri

2 = 61% - 75% penyajian materi dan tugas

mendorong peserta didik untuk

bertanggung jawab atas proses

belajarnya sendiri

1 = 0% - 60% penyajian materi dan tugas

mendorong peserta didik untuk

bertanggung jawab atas proses

belajarnya sendiri

Pengembangan kemampuan

untuk refleksi/evaluasi diri

peserta didik

4 = 91% - 100% bab memuat tata penyajian

yang mengembangkan kemampuan

peserta didik untuk refleksi/evaluasi

diri

3 = 76% - 90% bab memuat tata penyajian

yang mengembangkan kemampuan

peserta didik untuk refleksi/evaluasi

diri

2 = 61% - 75% bab memuat tata penyajian

yang mengembangkan kemampuan

peserta didik untuk refleksi/evaluasi

diri

1 = 0% - 60% bab memuat tata penyajian

yang mengembangkan kemampuan

peserta didik untuk refleksi/evaluasi

diri

71

C. PENDUKUNG PENYAJIAN MATERI

Bagian Pendahulu

a. Prakata 4 = Buku teks memuat Prakata dengan

semua unsurnya (yaitu, tujuan penulis

buku, ucapan terima kasih, dan

harapan).

3 = Buku teks memuat Prakata dengan

hanya dua unsurnya.

2 = Buku teks memuat Prakata dengan

hanya satu unsurnya.

1 = Buku teks tidak memuat Prakata.

b. Daftar isi 4 = Buku teks memuat Daftar Isi yang

memudahkan menemukan semua unsur

isi (yaitu, bab, subbab dan topik) di

dalamnya.

3 = Buku teks memuat Daftar Isi yang

memudahkan menemukan dua unsur isi

di dalamnya.

2 = Buku teks memuat Daftar Isi yang

memudahkan menemukan satu unsur isi

di dalamnya.

1 = Buku teks tidak memuat Daftar Isi.

Bagian Isi

a. Pendahuluan 4 = Buku teks memuat Pendahuluan yang

setidaknya memuat tiga unsur (yaitu,

tujuan, sistematika, dan cara belajar

yang harus diikuti).

3 = Buku teks memuat Pendahuluan yang

72

memuat dua unsur.

2 = Buku teks memuat Pendahuluan yang

memuat satu unsur.

1 = Buku teks tidak memuat Pendahuluan.

b. Beban belajar 4 = Buku teks memuat ketiga unsur beban

belajar (yaitu, tatap muka, latihan

terstruktur, dan kegiatan mandiri)

secara proporsional.

3 = Buku teks memuat ketiga unsur beban

belajar (yaitu, tatap muka, latihan

terstruktur, dan kegiatan mandiri)

secara kurang proporsional.

2 = Buku teks hanya memuat beban belajar

untuk tatap muka dan latihan terstruktur

secara proporsional.

1 = Buku teks hanya memuat beban belajar

untuk tatap muka dan latihan terstruktur

secara kurang proporsional.

c. Rujukan 4 = Teks, tabel, gambar yang terdapat di

buku teks memiliki setidaknya tiga

unsur (yaitu, judul, nomor urut, dan

rujukan).

3 = Teks, tabel, gambar yang terdapat di

buku teks memiliki dua unsur.

2 = Teks, tabel, gambar yang terdapat di

buku teks memiliki satu unsur.

1 = Teks, tabel, gambar yang terdapat di

buku teks tidak memiliki semua

unsurnya.

73

d. Rangkuman dan refleksi 4 = Rangkuman dan refleksi memudahkan

peserta didik memahami 91% - 100%

isi bab dan simpulan sikap dan perilaku

yang diteladani secara ringkas dan

jelas.

3 = Rangkuman dan refleksi memudahkan

peserta didik memahami 76% - 90% isi

bab dan simpulan sikap dan perilaku

yang diteladani secara ringkas dan

jelas.

2 = Rangkuman dan refleksi memudahkan

peserta didik memahami 61% - 75% isi

bab dan simpulan sikap dan perilaku

yang diteladani secara ringkas dan

jelas.

1 = Rangkuman dan refleksi memudahkan

peserta didik memahami 0% - 60% isi

bab dan simpulan sikap dan perilaku

yang diteladani secara ringkas dan

jelas.

17 Bagian Penyudah

a. Glosarium 4 = Buku teks memuat glosarium yang

memuat 91% - 100% istilah penting,

penjelasan arti setiap istilah yang ditulis

secara alfabetis.

3 = Buku teks memuat glosarium yang

memuat 76% - 90% istilah penting,

penjelasan arti setiap istilah yang ditulis

secara alfabetis.

2 = Buku teks memuat glosarium yang

memuat 61% - 75% istilah penting,

penjelasan arti setiap istilah yang ditulis

74

secara alfabetis.

1 = Buku teks memuat glosarium yang

memuat 0% - 60% istilah penting,

penjelasan arti setiap istilah yang ditulis

secara alfabetis.

b. Daftar pustaka 4 = Buku teks memuat daftar pustaka yang

91% - 100% memiliki unsur lengkap

dan disusun secara alfabetis.

3 = Buku teks memuat daftar pustaka yang

76% - 90% memiliki unsur lengkap dan

disusun secara alfabetis.

2 = Buku teks memuat daftar pustaka yang

61% - 75% memiliki unsur lengkap dan

disusun secara alfabetis.

1 = Buku teks memuat daftar pustaka yang

0% - 60% memiliki unsur lengkap dan

disusun secara alfabetis, atau tidak

memuat daftar pustaka sama sekali.

c. Indeks 4 = Buku teks memuat indeks subyek dan

pengarang yang 91% - 100% katanya

diikuti oleh nomor halaman

kemunculan.

3 = Buku teks memuat indeks subyek dan

pengarang yang 76% - 90% katanya

diikuti oleh nomor halaman

kemunculan.

2 = Buku teks memuat indeks subyek dan

pengarang yang 61% - 75% katanya

diikuti oleh nomor halaman

kemunculan.

1 = Buku teks memuat indeks subyek dan

75

pengarang yang 0% - 60% katanya

diikuti oleh nomor halaman

kemunculan, atau tidak memuat indeks

sama sekali.

APPENDIX 2

Table 2.2

Core Competence and Basic Competence of Curriculum 2013

CORE COMPETENCE BASIC COMPETENCE

1 Comprehending and applying

religious Values. 1.1

Be grateful for the chance to learn

English as an international language,

which is realized in the spirit of

learning

2 Comprehending and applying the

values of honesty, self discipline,

responsibility, care (mutual aid,

cooperation, tolerance, and peace),

polite, responsive and proactive;

demonstrating such attitudes in

solving various problems in

interacting effectively with the social

and natural environment as well as in

the global society.

2.1

Demonstrating a polite and caring

attitudes in interpersonal

communication with teachers and

friends

2.2

Demonstrating honest, disciplined,

confident, and responsible attitudes

in transactional communication with

teachers and friends

2.3

Demonstrating responsible, caring,

cooperative and peaceful attitudes in

functional communication

3 Understanding, applying, analyzing

factual, conceptual, and procedural

knowledge based on the interest in

science, technology, arts, cultures,

3.1

Analyzing spoken and written Self-

Introduction text according to the

context

76

and humanities with humanistic,

nationalistic and civilized insights in

relation to the causes of phenomena

and events; applying procedural

knowledge in desired specific field

of studies in solving problems.

3.2

Analyzing spoken and written text

in expressing and responding to

extended Compliments according

to the context

3.3

Analyzing spoken and written text

in expressing Care and responding

to it according to the contexts

3.4

Analyzing spoken and written text

in expressing Intentions/plan

according to the contexts

3.5

Analyzing spoken and written text

in expressing and responding to

extended Congratulations

according to the context

3.6

Analyzing spoken and written text

in telling and asking about past

Experience/Activities/Events

when it happened and afterwards,

according to the contexts

3.7

Analyzing the social function, text

structure, and language features of

simple Descriptive Text about

people, tourism destinations and

famous historical buildings

according to the contexts

3.8

Analyzing the social function, text

structure and language features of

Announcements according to the

contexts

77

3.9

Analyzing the social functions, text

structure and language features of

Recount Text about

experiences/activities/Events

according to the contexts

3.10.

Analyzing the social functions, text

structure and language features of

simple Narrative Texts in form of

legends, according to the contexts

3.11

Analyzing the social functions and

language features of simple songs

according to the contexts

4 Processing, analyzing and presenting

developments of the concrete and

abstract domains of the learned

materials; being able to apply

various methods according to

scientific principles.

4.1

Understanding spoken and written

Self-Introduction texts according to

the contexts

4.2

Constructing spoken and written text

to deliver, ask for and respond to

Self-Introduction, according to the

appropriate social function, text

structure and language features as

well as the contexts

4.3

Constructing spoken and written text

to express, and respond to extended

Compliments, according to the

appropriate social function, text

structure and language features as

well as the contexts

4.4

Constructing spoken and written

texts to express Care and response

to it, according to the appropriate

social function, text structure and

language features as well as the

contexts

78

4.5

Constructing spoken and written

texts to express and ask about

Intentions/Plans of

Actions/Activities according to the

appropriate social function, text

structure and language features as

well as the contexts

4.6

Constructing spoken and written

texts to express and responds to

extended Congratulations,

according to the appropriate social

function, text structure and language

features as well as the contexts

4.7

Constructing spoken and written

texts to tell and ask about Past

Experiences/Activities/Events

when it happened and afterwards,

according to the appropriate social

function, text structure and language

features as well as the contexts

4.8

Understanding simple spoken and

written Descriptive Text about

people, tourism destinations and

famous historical buildings

4.9

Editing simple spoken and written

Descriptive Texts about people,

tourism destinations and famous

historical buildings, according to the

appropriate social function, text

structure and language features as

well as the contexts

79

4.10.

Constructing simple spoken and

written Descriptive Texts about

people, tourism destinations and

famous historical buildings,

according to the appropriate social

function, text structure and language

features as well as the contexts

4.11 Understanding Announcements

4.12

Constructing short, simple spoken

and written Announcements

according to the appropriate social

function, text structure and language

features as well as the contexts

4.13

Understanding simple spoken and

written Recount Texts about

experiences/activities/Events

4.14

Constructing simple spoken and

written Recount Texts about

Experiences/Activities/Events,

according to the appropriate social

function, text structure and language

features as well as the contexts

4.15

Understanding simple spoken and

written Narrative Texts in the form

of simple short stories

4.16 Understanding the meaning behind

songs

80