CHAPTER IV FINDING AND DISCUSSION
A. Research Finding
The research finding based on the textbook entitled Talk Active Tenth Grade” published by Yudhistira used for Senior High School at Madrasah Aliyah Laboratorium kota Jambi are :
1. Chapter 1 “ Memorable Moments”
Feasibility of Content in Chapter 1
“Memorable Moments”
Sub-component Items
Scoring
Frequency
1 2 3 4
The compatibility of materials with
KI and KD
Completeness √
Indepth √
Accuracy of the materials
Social functions √
Element and structure of meaning
√
Linguistic feature √
Supporting materials
Relavance √
Development of life skills √
Development of diversity insight
√
2 6 Total
In this chapter is talking about Learning Aspects are: Greeting, Parting, Introduction, Inviting, Pronunciation. The exercises developed based on the topic.
This exercise is also formulated towards active student learning. Also there are character values about Friendly and Love and Devotion to Motherland.
a. Compatibility materials with KI and KD 1) Completeness
In chapter 1 is match with KI and KD in the 2013 curriculum.
On The KD and KI, menerapkan fungsi social struktur teks, dan unsur kebahasaan teks interaksi transaksi oral lisan dan tulisan yang melibatkan tindakan member dan meminta informasi terkait jati diri dan hubungan keluarga, sesuai dengan konteks penggunaanya.(Perhatikan unsur kebahasaan pronun, subjective, objective, possessive). That learning Aspects are: Greeting and Parting, Introduction, Invitation, and Recount.
first, it could be seen on page 4 task 3 there is a dialog and students try to practice with her or him friend. Then, they answer the question orally that is packaged in daily conversation. The second, it could be seen on the page 11 there is a recount text entitled my school, that topic still has relation with student activities at their real live. And then it could be seen on page 15 task 3 about bill gates, that task purpose students to master about technology. For the students tenth grate all of this material is suitable for them as new students at senior high school.
In this chapters also, that can building the students character.
For example the character building from this chapter on the page 4 task 2 is “having friends is essential in our life. Without friends, our life would by dull and uninteresting. Thus, it is important to act friendly to others. That invite students to love and caring with friends. And also on the page 17 and 18 there is a summary, that so clear and easy to understand. Therefore, researcher gives a score 4 or very good for completeness in this chapter.
2) Indepth
This chapter has successfully developed all the criteria for In-Dept. This could be seen from the completeness criteria of chapter 1 that this book has developed exercises that expose students to express expressions greeting, parting, accepting invitation. This chapter used other source to find more information to develop their understanding about the topic discussed. Grammetical insert from this chapter is on the page 12 about simple present tense. Then, task 1 about my school on the page 11 it is clear about recount.
Therefore, researcher gives a score of 4 or very good for in depth this chapter.
b. The accuracy of materials 1) Social functions
The implementation of social function in this chapter has already fulfilled the requirements in curriculum 2013. The interpersonal communication is taught on page 4 equipped with some exercises that stimulate students to interact to the other students. For transactional communication can be seen on page 6. It taught students to giving recommendations about daily activities of students. Therefore, the researcher gives very good score is 4 for this criteria.
2) Element and structure of meaning
The element and structure of meaning required in feasibility of content is successfully implemented. A systematic way of thinking for students in this chapter has been successfully developed.
As on page 4 and 5, the students are taught on how to express greeting, parting, introducing oneself and others, accepting invitation and cancelling invitation. On page 12 the grammar insert taught is simple present tense. Therefore, this consideration makes the element and structure of meaning get 4 or very good for its implementation.
3) Linguistic feature
The language used in the chapter 1 is acceptable and polite.
The topic taken also make students more easily understand the lesson and make it easier for students to use greeting, parting introduction, inviting and pronunciation. It is clear from the task 1on the page 10 text which uses polite and easy to understand. It is a text talk about my school. Almost of students know the place and the disaster. So, the explanation above gives the linguistic feature 4 score or very good.
c. Supporting materials 1) Relevance
This chapter deals with the students. In this chapter greeting, parting, inviting, introduction to others about memorable moments.
On page11 illustrate with clear images. So students can understand more about the memorable moments. Guidelines from the tables on pages 11, 12 and 17 also make it easier for students to understand the lesson. And also the good one from this chapter is there a song lyric by yesterdays rising under titled experience to write. On the page 8 it is can make student enjoy and relax to study. Therefore, the researcher gives score 3 or good for its relevance.
2) Development of life skills
The fulfillment for development of life skills is successfully implemented. It can be seen on taks 2, 3, and taks 1 on the page 2, 3, 4, and 5 the students will analyze expressions of greeting, inviting, parting, introduction, and pronunciation. By activity on page 2and 3 students also required how to communicate with the other students and solve the problem from exercise. This chapter also provides the students to know more about their own ability after the lesson finished by answering a few of reflection question on page 17. So, based on this consideration, score 4 or very good for its development of life skills.
3) Development of diversity insight
In this chapter, all aspects of the development of diversity insights have not been successfully implemented. On page 9 taks 2 that taks about find the synonym of these words from the words in the song. Therefore, the researcher gives score 3 or enough for the development of diversity insight in this chapter.
2. Chapter 2 “Indonesian Folklore ”
Feasibility of Content in Chapter 2
“Indonesian Folklore”
Sub-component Items
Scoring
Frequency
1 2 3 4
The compatibility of materials with
KI and KD
Compeleteness √
Indepth √
Accuracy of the materials
Social functions √
Element and structure of meaning
√
Linguistic feature √
Supporting materials
Relavance √
Development of life skills √
Development of diversity insight
√
Total 8
In this chapter, you should keep your environment taken as a topic that is mostly taught in this chapter. Therefore, in this chapter discuss about indonesian folklore. In this chapter how to give recommendations and offers expression are taught. The exercises developed based on the topic that make the students
imagine, enjoy, relax, to study. This exercise is also formulated towards active student learning.
a. Compatibility materials with KI and KD 1) Completeness
In chapter 1, completeness that requires several texts still has relation with this KD and KI. That ”first, membedakan fungsi sosial , struktur teks dan unsure kebahasaan beberapa teks naratif lisan dan tulisan dengan memberi dan meminta informasi terkait lagenda rakyat, sederhana, sesuai dengan konteks penggunaannya. Than second, menangkap makna secara kontekstual terkai fungsi sosial, struktur teks dan unsure kebahasaan teks naratife, lisan dan tulisan sederhana terkait lagenda rakyat”.
This chapter talk about folklore to be taught for examples:
Putri Tangguk, the smartest parrot, jakatarub and nawangwulan and it is accordance with KI and KD in the 2013 curriculum. The first, it could be seen on page 24, it is a narrative text that students discuss with their friends or teacher to talk about indonesian folklore. The second, it could be seen on page 27 taks 1, that a narrative text that is one of famous story in Indonesia. And then it could be seen on page 31 taks 1, as narrative text which told about the legend of lake toba. Therefore, researcher gives a score of 4 or very good for completeness in this chapter.
2) Indepth
This chapter has successfully developed all the criteria for In-Dept. This could be seen from the completeness criteria of chapter 2 that this book has developed more than 2 texts and exercises that expose students to express and discuss about folklore. This chapter used other source to find more information to develop their understanding about the topic discussed like short story book, indonesian folklore. Then, could be seen on page 29 for language element and grammars about past continuous tense. And also that
develop indonesian folklore is suitable with students. Therefore, researcher gives a score of 4 or very good for in depth this chapter.
b. The accuracy of materials 1) Social functions
The implementation of social function in this chapter has already fulfilled the requirements in curriculum 2013. The communication steps is taught on page 21. That there are offering sympathy, offering condolence, getting attention and also showing attention. That with some exercises that stimulate students to interact to the other students. For transactional communication can be seen on page 22 taks 2. It taught students to complete the dialogs with the suitable expression. Than, the character building from this chapter is
“we are social creatures that cannot live alone. Living together in the society, we have to help each other. If you cannot help physically, than you can give your attention and sympathy to show that you care”. Therefore, the researcher gives very good score is 4 for this criteria.
2) Element and structure of meaning
The element and structure of meaning required in feasibility of content is successfully implemented. A systematic way of thinking for students in this chapter has been successfully developed.
As on page 21, the students are taught on how to offering symphaty and responses, offering condolance and responces, getting attention also showing attention. On page 29 the grammar taught is past continuous tense. Therefore, this consideration makes the element and structure of meaning get 4 or very good for its implementation.
4) Linguistic feature
The language used in the chapter 1 is acceptable and polite.
The topic taken also make students more easily understand the lesson and make it easier for students to use expression recommendations and offers. It is clear from the page 19 to 32. Then,
text which uses polite and easy to understand. In the text talk about indonesian folklore. Almost of students know that indonesia folklore. So, the explanation above gives the linguistic feature 4 score or very good for its fulfillment in this chapter. In chapter 4 has used polite and communicative language.
c. Supporting materials 1) Relevance
This chapter deals with the surrounding environment. In this chapter ask for opinions and offers to others about how to keep the indonesian folklore. On page 26 and 31 illustrate with clear images.
So students can understand more about the Indonesian folklore.
The stories on pages 24, 26, 27 and 31 also make it easier for students to understand the lesson. In addition, that explains how to making narrative text, responds to expressions of recommendations and offer. So, this chapters has good relavance between pages, chapters, topic, and also materials. Therefore, the researcher gives score 4 or very good for its relevance.
2) Development of life skills
The fulfillment for development of life skills is successfully implemented. It can be seen an exercise on page 20-21 the students will analyze expressions of recommendation and offer. By activities on page 21 students also required how to communicate with the other students and solve the problem from exercise or taks.
This chapter also provides the students to know more about their own ability after the lesson finished by answering a few of reflection question on page 31. So, based on this consideration, score 4 or very good for its development of life skills.
3) Development of diversity insight
In this chapter, all aspects of the development of diversity insights have beensuccessfully implemented. Therefore, the researcher gives score 4 or very good for the development of diversity insight in this chapter.
3. Chapter 3 “ Leisure Time”
Feasibility of Content in Chapter 3
“Leisure Time”
Sub-component Items
Scoring
Frequency
1 2 3 4
The compatibility of materials with
KI and KD
Compeleteness √
Indepth √
Accuracy of the materials
Social functions √
Element and structure of meaning
√
Linguistic feature √
Supporting materials
Relavance √
Development of life skills √
Development of diversity insight
√
1 7 Total
In this chapter talk about leisure time. There are some of learning aspects are: asking for and giving favour, asking for and giving opinion, recount, and notices. Also charecter values are: independent and well-read. On the page 34 there is a taks for students about listening ”shopping list” . This exercise is also formulated towards active student learning.
a. Compatibility materials with KI and KD 1) Completeness
In chapter 3, completeness and accordance with KI and KD in the 2013 curriculum. That ”menerapkan fungsisosial, struktur teks, dan unsure kebahasaan teks interaksi transaksional lisan dan tulisan yang melibatkan tindakan memberi dan menerima informasi terkait keadaan / tindakan / kegiatan / kejadian yang dilakukan / terjadi di waktulampau yang merujuk waktu terjadinya dan kesudahannya, sesuai dengan konteks penggunaannya. ( perhatikan unsure kebahasaan simple past tense vs present perfect tense)”.
first, it could be seen on page 36 as communication steps that students discuss with their friends or teacher to talk about expression of offering a help, accepting a help and refusing a help.
The second, it could be seen on page 38 that talk about asking for someone‟s opinion, giving opinion, and saying you have no opinion.
Third, taks 1 on page 39 about notices. And then it could be seen on page 42-43, there is grammar inset about adverb clause with time ( when, before, after, while or as, by the time, until or till, since, as soon as, and whenever or every time). The last one is on the page 45 as functional text which told about my holiday is fantastic.
Therefore, researcher gives a score of 4 or very good for completeness in this chapter.
2) Indepth
This chapter has successfully developed all the criteria for In-Dept. This could be seen from the completeness criteria of chapter 3 that this book has developed more than 2 texts and exercises that expose students to express expressions of recommendations and offers. this chapter used other source to find more information to develop their understanding about the topic discussed. In terms retention of formation text, it could be seen on page 42 - 43 for language element and grammars. Therefore, researcher gives a score of 4 or very good for in depth this chapter.
b. The accuracy of materials 1) Social functions
The implementation of social function in this chapter has already fulfilled the requirements in curriculum 2013. The interpersonal communication is taught on page 35 equipped with some exercises that stimulate students to interact to the other students. For transactional communication can be seen on page 35. It taught students to giving recommendations about daily activities of students. And also fulfill the requirements functional communication on page 34 and 38. Therefore, the researcher gives very good score is 4 for this criteria.
2) Element and structure of meaning
The element and structure of meaning required in feasibility of content is successfully implemented. A systematic way of thinking for students in this chapter has been successfully developed. As on page 36,38, 42 and 43, the students are taught on how to ask and respond a recommendation and offer expressions.
On page 12 the grammar taught are “when”, “before”, “after‟, “ while, as” , “ by the time” , “ until, till” , “since” , as soon as” and “ whenever, every time” .Therefore, this consideration makes the
element and structure of meaning get 4 or very good for its implementation.
3) Linguistic feature
The language used in the chapter 3 is acceptable and polite.
The topic taken also make students more easily understand the lesson and make it easier for students to use expression recommendations and offers. It is clear from the page 33 – 48.
That, text which uses polite and easy to understand. In the text talk about my holiday was fantastic. Almost of students have good experiences about their holiday. So, the explanation above gives the linguistic feature 4 score or very good for its fulfillment in this chapter. In chapter 3 has used polite and communicative language.
c. Supporting materials 1) Relevance
This chapter discuss about the leisure time. And it still has relation with our daily activities. On the page 41 illustrate with clear images. So students can understand more about the leisure time. The learning aspects on the page 36, 38, 42 and 43 also make it easier for students to understand the lesson. In addition, on the page 37 taks 3 there are some of pictures about movies as: spider-man, man of steel ( super-man), iron spider-man, star trek to darkness, batman bigan, and also harry potter. That make the student interesting to doing them taks. Therefore, the researcher gives score 3 or good for its relevance.
2) Development of life skills
The fulfillment for development of life skills is successfully implemented. It can be seen an exercise on page 34 taks 2 and taks 3 also on the page 38 taks 1 the students will analyze expressions of recommendation and offer. By activity on page 38 students also required how to communicate with the other students and solve the problem from that taks. This chapter also provides the students to
know more about their own ability after the lesson finished by answering a few of reflection question on page 48. So, based on this consideration, score 4 or very good for its development of life skills.
3) Development of diversity insight
In this chapter, all aspects of the development of diversity insights have been successfully implemented. Therefore, the researcher gives score 4or very good for the development of diversity insight in this chapter.
4. Chapter 4 “ Friendship”
Feasibility of Content in Chapter 4
“Friendship”
Sub-component Items
Scoring
Frequency
1 2 3 4
The compatibility of materials with
KI and KD
Compeleteness √
Indepth √
Accuracy of the materials
Social functions √
Element and structure of meaning
√
Linguistic feature √
Supportingmaterial
Relavance √
Development of life skills √
s
Development of diversity insight
√
2 6 Total
In this chapter discuss about friendship. This topic is very suitable with the students. Because where their age focus on their friends and also most of them thinks friends is everything for them. This topic is also formulated towards active student learning.
a. Compatibility materials with KI and KD 1) Completeness
In chapter 4, completeness that requires several texts to be taught as transactional text, interpersonal text, and functional text, is in accordance with KI and KD in the 2013 curriculum. That “ menerapkan fungsi sosial, struktur teks interaksi transaksi oral lisan dan tulisan yang melibatkan tindakan memberi dan meminta informasi terkait keadaan / tindakan / kegiatan / kejadian yang dilakukan / terjadi di waktulampau yang merujuk waktu terjadinya dan kesudahannya. (perhatikan unsur kebahasaan simple past tense vs present perfect tense)”.
The first, it could be seen on page 58 as interpersonal text that students discuss with their friends or teacher to talk about narrative text entitled tumble wood. The second, it could be seen on page 53 taks 1 -2 that is packaged in daily conversation. And then it could be seen on page 60 taks 1 as functional text which told about baturaden. Therefore, researcher gives a score of 4 or very good for completeness in this chapter.
2) Indepth
This chapter has successfully developed all the criteria for In-Dept. This could be seen from the completeness criteria of chapter 4 that this book has developed more than 2 texts and exercises that expose students to express expressions, imagine and enjoy to study.
This chapter used other source to find more information to develop their understanding about the topic discussed. In terms retention of formation text, it could be seen on page 58 taks 5 for language element and grammars. And also on the page 50 taks 2 and page 52 taks 6 there are about request, satisfaction and dissatisfaction.
Therefore, researcher gives a score of 4 or very good for in depth this chapter.
b. The accuracy of materials 1) Social functions
The implementation of social function in this chapter has already fulfilled the requirements in curriculum 2013. The interpersonal communication is taught on page 57 and 58 equipped with some taks that stimulate students to interact to the other students. For transactional communication can be seen on page 59.
It taught students to giving recommendations about their daily activities. And also fulfill the requirements functional communication on page 55 taks 3. Therefore, the researcher gives very good score is 4 for this criteria.
2) Element and structure of meaning
The element and structure of meaning required in feasibility of content is successfully implemented. A systematic way of thinking for students in this chapter has been successfully developed. On page 58 the grammar taught is present perfect tense.
Therefore, this consideration makes the element and structure of meaning get 4 or very good for its implementation.