OF SENIOR HIGH SCHOOL
(Adescriptive study of analysis reading materials in English Alive textbook for the second grade students of senior high school)
RUSDA AYU SYAFNIAR NIM.109014000114
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHER TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
i
OF SENIOR HIGH SCHOOL
“A Skripsi”
Presented to the Faculty of Tarbiya and Teachers’Training in Partial Fulfillment of the Requirements for Degree of S.Pd. in English Language Education
By:
RUSDA AYU SYAFNIAR NIM. 109014000114
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
iv Saya yang bertanda tangan di bawah ini,
Nama : RusdaAyuSyafniar
Tempat / Tgl. Lahir : Jakarta, 18 Juni 1991
NIM : 109014000114
Jurusan / Prodi : Pendidikan Bahasa Inggris
Judul Skripsi : The Analysis of The Reading Materials in English Alive Textbook Based on School-Based Curriculum for Second Grade Students of Senior High School
Dosen Pembimbing : 1. Dr. Alek, M.Pd.
2.NenengSunengsih, M.Pd.
dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat pendaftaranwisuda.
Jakarta,
Mahasiswa Ybs.
v
Materials in English AliveTextbook Based on School-Based Curriculum forSecond Grade Students of Senior High School. Skripsi of Department of English Education, Faculty of Tarbiyah and Teachers’ Training of
SyarifHidayatullah State Islamic University Jakarta, 2014.
Keywords:Reading Materials, Textbook, and School-Based Curriculum.
The Objective of this study was to describe clearly about the conformity of reading materials in English Alive textbook for second grade students of Senior High School with the requirements in the school-based curriculum (KTSP). The research method was document analysis. The data were gathered from English Alivetextbook and the syllabus of English subject for the second grade students of Senior High School. After obtaining the data, the researcher analyzed the data from the reading material contents in the textbook with the requirements specified in theKTSPby calculating the score of the data from the analysis.
The findings of this research state that 85.7% of text types in the textbook meet the text types specified in the KTSP, 87.5% of the reading indicators meet the indicators specified in the KTSP,100% of generic structures and linguistic features meet the requirements specified in theKTSP.The total score for the all of aspects in reading material are 93%. It shows very good as the criteria of conformity level.
AnalisispadaMateriMembacadalamBukuTeksEnglish
AliveBerdasarkanKurikulum Tingkat SatuanPendidikanUntukSiswa/i
Sekolah Menengah
Atas.SkripsiJurusanPendidikanBahasaInggrisFakultasIlmuTarbiyahdanKeguruan Universitas Islam NegeriSyarifHidayatullah Jakarta, 2014.
Kata Kunci: MateriMembaca, BukuTeks, danKurikulum Tingkat SatuanPendidikan.
Penilitianinibertujuanuntukmendeskripsikansecarajelaskesesuaianmaterimem bacapadabukuteksEnglish Alive terbitanErlanggauntuksiswa/i kelas2 Sekolah Mengah Atasdenganpersyaratan yang terdapat di dalamKurikulum Tingkat
SatuanPendidikan (KTSP). Metode yang
digunakandalampenelitianiniadalahdokumenanalisis. Data diambildaribukuteksEnglishdansilabusmatapelajaranBahasaInggrisuntuksiswa/i kelas2 Sekolah Mengah Atas. Setelahmemperoleh data, penulismenganalisa datadariisipadamaterimembaca di dalambukuteksdenganpersyaratan yang terdapat di dalam KTSP denganmenghitungperolehannilaidarianalisis data.
Hasilpenelitianmenunjukkanbahwa85,7%% darijenis-jenisteks di dalambukutekssesuaidenganjenis-jenisteks yang terdapatdalam KTSP, 87,5% dariindikatormembaca di dalambukutekssesuaidenganindikatormembaca yang terdapatdalamKTSP, , 100% daristrukturgeneriksuatuteks di dalambukutekssesuaidenganpersyaratan yang terdapatdalam KTSP, dan100% darifiturlinguistiksuatutekssesuaidenganpersyaratan yang terdapatdalam KTSP. Jumlahperolehannilaidariindikator, jenis-jenisteks, danfitur-fiturdarijenisteks (strukturgenerikdanfiturlinguistik)
adalah93%.Perolehannilaitersebutberartisangatbaiksebagaimanakriteriapadatingka tkesesuaian.
vii
for the blessing given to the researcher, so she could eventually accomplish this
skripsientitled The Analysis of the Reading Materials in English Alive Textbook Based on School-Based Curriculum for Second Grade Students of Senior High School. Peace and Blessing be upon to the prophet Muhammad, who had guided mankind to the right path blessed by the lord.
In this opportunity, the researcher would like to remarkthe utmost thanks from her deep heart to the following people, who always helped, contributed, and empowered her to achieve a success in completing thisskripsi.
1. For the honorable Dr. Alek, M.Pd., and NenengSunengsih, M.Pd as the advisors of the researcher, for the guidance and patience in helping and correcting the researcher in writing thisskripsi.
2. For the Head of Department of English Education, Drs. Syauki, M.Pd., and the Secretary, ZaharilAnasy, M.Hum.
3. All lecturers of Department of English Education who have given lot of things like motivation, guidance, knowledge and happiness during her study in Department of English Education, SyarifHidayatullah Jakarta State Islamic University.
4. The researcher’s parents and family, Syafrullah and Darwati who always being motivation and never stop caring her.In addition, for her sisters and brothers in law who always encourage her in doing her skripsi.Also, for her nephews, niece and cousins who always bring the joy for the researcher.
5. For all of her friends in Department of English Education especially at ‘C class’
year 2009, for sharing their lovable experience, both in sadness and happiness. 6. All the researcher’s best friends Zahra,FinaNabilah, S.Hum,Numa’s Mom (Mrs.
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APPROVAL... ii
ENDORSEMENT SHEET ... iii
CERTIFICATION OF ORIGINALITY ... iv
ABSTRACT... v
ABSTRAK ... vi
ACKNOWLEDGEMENT ... vii
TABLE OF CONTENTS... ix
LIST OF TABLES ... xi
LIST OF APPENDICES ... xii
CHAPTER I INTRODUCTION ... 1
A. Background of The Study... 1
B. Focus and Sub Focus of the Research ... 3
C. Formulation of the Problem ... 3
D. Objective of the Research... 3
E. Significance of the Research ... 3
CHAPTER II THEORETICAL FRAMEWORK... 5
A. Reading... 5
1. Definition of Reading... 5
2. Objective of Reading... 6
3. Instructional Objectives of Reading (Indicators) ... 8
4. Materials of Teaching Reading ... 9
5. Text Types of Reading ... 10
B. Textbook... 15
1. Definition of Textbook... 15
x
2. Syllabus ... 20
D. Criteria of Conformity... 21
E. Previous Study... 22
CHAPTER III RESEARCH METHODOLOGY ... 24
A. The Research Method... 24
B. The Data and Data Sources ... 24
C. The Procedure of Data Analysis... 24
CHAPTER IV RESEARCH FINDINGS... 26
A. The Description of the Textbook Content... 26
B. The Analysis of the Data ... 35
1. The Analysis of Text Types ... 35
2. The Analysis of Indicators ... 35
3. The Analysis of Generic Structure of the Text... 36
4. The Analysis of Linguistic Feature of the Text... 36
C. Interpretation ... 37
CHAPTER V CONCLUSION AND SUGGESTION ... 38
A. Conclusion... 38
B. Suggestion ... 38
BIBLIOGRAPHY ... 39
xi
Table 4.2 The Distribution of the Indicators Required in the Syllabus Developed in theTextbook……….. 27 Table 4.3 The Distribution of the Generic Structure of Narrative Text
and Functional Text……….. 29 Table 4.4 The Distribution of the Generic Structure of Report Text and
Analytical Exposition………... 30 Table 4.5 The Distribution of the Generic Structure of Spoof Text and
Hortatory Exposition………... 31 Table 4.6 The Distribution of the Linguistic Features of Narrative Text
and Functional Text………... 32 Table 4.7 The Distribution of the Linguistic Features of Report Text and
AnalyticalExposition……….... 33 Table 4.8 The Distribution of Linguistic Features of Spoof Text and
xii
Appendix 1 Generic Structures of Narrative Texts... 42
Appendix 2 Generic Structures of Functional Texts... 47
Appendix 3 Generic Structures of Report Texts... 50
Appendix 4 Generic Structures of Analytical Exposition Texts... 54
Appendix 5 Generic Structures of Spoof Texts ... 60
Appendix 6 Generic Structures of Hortatory Exposition Texts... 64
Appendix 7 Linguistic Features of Narrative Texts... 70
Appendix 8 Linguistic Features of Functional Texts... 77
Appendix 9 Linguistic Features of Report Texts... 80
Appendix 10 Linguistic Features of Analytical Exposition Texts... 85
Appendix 11 Linguistic Features of Spoof Texts ... 91
Appendix 12 Linguistic Features of Hortatory Exposition Texts ... 95
1
A. Background of the Research
English is used by most people throughout world. Although there are some languages that become international language nowadays, people tend to use English rather than other languages. As an international language, English can give many advantages to people who learn it. English is taught in order to absorb science, technology and art. English also helps people to communicate with other people in other countries.
In Indonesia, English is the first foreign language which is taught at Primary School, Junior, and Senior High Schools up to the university level. School-based curriculum is still being implemented in some schools in Indonesia, and it includes English as one of the subjects.1 The students are required to learnfour language skills; listening, speaking, reading, and writing. Actually, all of those skills are important to learn, but at the implementation, reading seems to be given priority. This might be due to the idea that through reading the students can get variety of information and knowledge.
Furthermore, In Indonesia English is a foreign language which Indonesian students do not use in daily life. They only use English that relates to reading ability, such as; taking information from internet, textbook and magazines. Besides, reading also helps students to gain other skills. For example, after they had read the passages, they usually have to answer some questions based on to the passages, it can help student to gain their writing skills or the students can train their pronunciation by reading aloud.
One of the reading sources that is used in the learning process is textbook. Textbook consists of instructional materials. It provides much information and knowledge. It is used by the teacher in the learning-teaching process as a main
1
Depdiknas,PeraturanPemerintahRepublik Indonesia, No. 22 Tahun 2006 TentangStandar Isi
source. The teacher introduces new material from the textbook. However, in the fact some of students do not like to learn English using textbook. Based on the researcher’s experience when the researcher conducted Integrated Professional Teacher Training (PPKT) at Nusantara Junior High School, the school used the book which is recommended by the government, but the students’ response was
not good. The students said the book was not interesting. Physically, the book is printed in black and white color. Besides, according to the students most of the reading passages in the textbook are beyond their schemata. So, a good textbook must be readable, understandable, and comprehensible to the students. The textbook must also be relevant with the school curriculum.
School-based curriculum is still being used in some schools in Indonesia. In the school-based curriculum, schools are free to select and arrange their syllabuses based on the situation and condition of the school. The development of curriculum refers to Standar Isi and StandarKompetensiKelulusan. Each school can choose subjects materials and facilities that can support the teaching learning activities based on the school need and school characteristics.
It is quite difficult for the teachers who have not authorized to select the textbook for teaching-learning process. Based on the researcher’s experience
when she conducted Integrated Professional Teacher Training (PPKT) at Nusantara Junior High School, the English teacher has not authorized to choose the book for learning process, because the school used the book which is recommended by the government. The reason was the book is free, but in fact the students were not interested in the book because it was not good in appearance. Besides, for the teachers who have authorized to select the textbook for teaching-learning process they must be selective, because there are so many textbooks provided for the second grade of senior High school. Therefore, the teachers have to remember when selecting reading material they have to consider to the content of curriculum.
Teachers have to be selective in using the textbook that will be used for
informal selection as an option become consideration in selecting reading materials.2Because, students tend to read something that is interesting for them.
To overcome the problem, the researcher would like to analyzeEnglish Alive textbook that is used forthe second grade students of Senior High School especially in reading based on school-based curriculum.
B. Focus and Sub Focus of the Research
This research focused on the reading materials in the English Alive textbook. The sub focus of this research were the indicators, text types and features of the text types (generic structure and linguistic features) based on the requirements specified in theKTSPfor the second grade students of Senior High School.
C. Formulation of the Problem
The problem of this research is formulated as follow: Are reading materials in English Alivetextbook in conformity with the requirements of school-based curriculum?
D. Objective of the Research
Based on the formulation of the research above, the objectives of this research are:
1. To find out whether or not reading materials in English Alive textbook in conformity with the requirements of school based curriculum.
2. To describe clearly the distribution of reading materials in English Alive textbook based on School-Based Curriculum.
E. Significance of the Research
The results of this research are expected to give some significance not only theoretically but also practically. The detail of both significances above will be presented below:
2
NCTE,Guidellines for Selection of Material in English Language Arts Program, 1996, p. 2.(
1. Students
The students can improve their motivation to read, because the teachers will have already known about how to choose interesting textbook for teaching-learning process.
2. Teachers
The teachers can improve their knowledge in selecting appropriate reading materials for the students in order the students can gain their motivation to read.
3. Other researchers
5 A. Reading
1. Definition of Reading
Many definitions of reading can be found from a variety of references. According to Penny UR, reading is translating written symbols into corresponding sounds.1 We may know it is reading aloud. Furthermore, according to Strang reading is not only seeing words clearly, or just pronouncing printed words correctly, but also reading requires us to think, feel and use imagination.2For example, when we read a novel, we have to feel how the character is, and also imagine how the setting is in the story.
Grelled also stated that reading is an active skill which is proved with eyes movement to recognize written symbols and sometimes in pronouncing or loudly reading.3While reading we are not only pronouncing the text but also getting the meaning of the text itself. Here, according to Cortina and Elder that reading is a form of thinking.4 It means that in reading process it is brain that does the reading such as to associate the knowledge and experience with than on text.
Actually reading is not as simple as people remark. When we remember our first reading, we just pronounce the words which are written, we do not need to comprehend what the words or text mean. As gaining our level in reading, we
can’t only pronounce those words which are written but also comprehend and understand what the text tells about. In reading process, the reader starts to decode words and comprehend all of the words which are joining on the text.5
1
Penny UR, A Course in Language Teaching: Practice and Theory,(Cambridge: Cambridge University Press, 1996),p.138.
2
Ruth Strang,The Improvement of Reading,(New York: McGraw Hill Company, 1991), p. 1.
3
Francoise Grellet, Developing Reading Skills, (Cambridge: Cambridge University Press, 2010), p. 8.
4
Joe Cortina and Janet Elder, Opening Doors; Understanding College Reading, (New York: McGraw Hill Company, 2005), p. 75.
5
Moreover, while reading unconsciously people are identifying the main idea of the text, what are supporting the idea, how those words related and important to support the main idea and finally getting the message that is expressed by the writer. To get general objective of reading there are several things to develop essential reading process and abilities; they are word recognition, vocabulary development, text structures awareness and strategic reading.6 Meanwhile,
sometimes the writer doesn’t explain something explicitly on their written text.
So, the readers are demanded to understand what the writer means although he
doesn’t mention it. In this case, the readers’ comprehension is much needed.
Reading also makes us gain our critical thinking. The reader should recognize either true or wrong statement of the text. If someone had reached critical thinking skill, they will not accept or refuse what they have read, because their point of view never stuck in one statement. They make believe, there will be many texts that will contrary or even pro with.7
From the explanation above, it shows that reading is important skill because by improving our reading, people also gain their other skills. By reading, people can develop their knowledge about any kind of information, adding new vocabularies, enjoying literature and so on.
2. Objective of Reading
We cannot separate reading to the way how people do reading. In reading, people have different purpose and different strategies. Actually, people are reading to get information. Besides, people also do reading for pleasure. Some strategies also follow people during reading. Francoise Grellet on his book divides the ways people reading in different aims, those are; skimming, scanning, extensive reading and intensive reading.8 As skimming, people read fast the text to get general information of it. Next, Scanning is done by people who read fast through a text in order to get specific information from it. A bit difficult, extensive
6
Marianne Celce-Murcia (ed),Teaching English as A Second Language or Foreign Language,
3rd ed.,(Boston: Heinle Publishers, 2001), p. 188.
7
Spears,op. cit.,p. 2.
8
reading is an activity when people should read some texts to get more information, but usually the texts that is used are chosen by the reader. The last is Intensive reading, contrary to extensive reading, in intensive reading; the reader should read some short texts as a purpose to get specific information.
According to Jeremy Harmer, a number of reading objectives by using some of variety types of exercises we can get a number of reading objectives. However, the variety types of exercises as follow:9
a. Reading to confirm expectation
Students guess what information they will get from the text. The text must be interesting for them. So, they will have motivating for reading.
b. Reading to extract specific information
The students read the text by scanning. They only focus on the demand of the questions by finding the keywords.
c. Reading for communicative tasks
Students are active in the task. So, reading will be more than question-answer. d. Reading for general understanding
Student read the text by skimming to understand the whole text. e. Reading for detail comprehension (information)
Students learn about the language use in detail writing based on particular theme.
f. Reading for detail comprehension (function and discourse)
Students pay attention to the discourse structure. So, they will understand the text fully.
Another point of view, Grabe and Stoller believe that reading purposes can be classified under seven main headings. They are:10
a. Reading to search for simple information
Reading to search for simple information is a common reading ability; people typically scan the text for a specific piece of information or a specific word.
9
Jeremy Harmer,The Practice of English Language Teaching,(New York: Longman, 1983), p.
153.
10
b. Reading to skim quickly
Reading to skim is a common part of many reading tasks and a useful skill in its own right. It is combination of strategies for guessing where important information might be in the text.
c. Reading to learn from text
It is typically occurs in academic and professional contexts in which a person needs to learn a considerable amount of information from a text.
d. Reading to integrate information
It requires additional decision about the relative importance of complementary, mutually supporting or conflicting information and the likely restructuring of rhetorical frame to accommodate information from multiple sources.
e. Reading to write
People read a text to represent common academic tasks that call upon the reading abilities needed to integrate information.
f. Reading to critique texts
The reader evaluates the information so that the reader can decide what
information to integrate and how to integrate it for the readers’ goal.
g. Reading for general comprehension
It is actually more complex than commonly assumed, because it requires very rapid automatic processing of words, strong skills in forming a general meaning representation of main ideas, and efficient coordination of many processes under very limited time constraints.
The objectives of reading abovestate in KTSP. Teaching reading in KTSP is aimed at developingstudents’ comprehension to comprehend variety of text. It means, the students can get information from the text they read. The developments of reading objectives inKTSPare stated in school’s syllabus.
3. Instructional Objectives of Reading (Indicators)
second grade students’ of SMAN 24 KabupatenTangerang have to reach, the
indicators of reading byKTSPare :11
(1)Membacanyaringbermaknawacanaragamtulis yang di
bahasdenganucapandaninformasi yang benar, (2)Mengidentifikasitopikdariteks yang dibaca, (3)Mengidentifikasiinformasitertentudariteksfungsionalpendek.
(4)Mengidentifikasimaknadalamteks yang dibaca,
(5)Mengidentifikasikomplikasidalamsebuahceritanarasi, (6)
Mengidentifikasikejadiandalamteks yang dibaca, (7)Mengidentifikasiciri-ciridaribenda/orang yang dilaporkan, (8)Mengidentifikasikasus yang dibahasdalamteks, (9)Mengidentifikasi argument yang diberikan,
(10)Mengidentifikasilangkah-langkahretorikadariteks, (11)
Mengidentifikasitujuankomunikasiteksdibaca,
(12)Mengidentifikasiinformasitertentudari banner, poster, pamphlet,
(13)Mengidentifikasimakna kata dalamteks yang dibaca,
(14)Mengidentifikasimaknakalimatdalamteks yang dibaca, (15)Mengidentifikasi setting dalamsebuahceritanarasi, (16)Mengidentifkasi saran yang diberikan.
By knowing the indicators of reading above, it can be seen the materials that should be taught are procedure text, narrative text, banner, poster, pamphlet, report text, analytical exposition, spoof text, and hortatory exposition. The materials could be short story, advertisement or etc. In learning process, besides reading material, teaching methodology also plays as an important role. The way teachers deliver the material influence the situation of the class and students’
comprehension.
4. Materials of Teaching Reading
Teaching materials are key component in most language programs. Whether the teacher uses textbook, institutionally prepared materials generally serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom. Some teachers use instructional materials as their primary teaching resource. For learners, materials may provide the major source of contact they have with the language apart from the teacher.
The materials are tool for a teacher in the teaching-learning process. It is something that can be presented and something that can be used for classroom
activities. It provides the language elements such as grammar or list of vocabularies.
However, in school-based curriculum teaching reading materials for second grade of senior secondary school are:12
a. Procedure text b. Narrative text
c. Banner, poster and pamphlet (functional text) d. Report text
e. Analytical exposition f. Spoof text
g. Hortatory exposition
5. Text Types of Reading
Text is a part thatcouldn’t be separated from reading activities. It is a part of passages. According to the curriculum, there are nine kinds of reading texts that are learnt in second grade of senior high school; procedure text, narrative text, banner, poster, pamphlet, report text, analytical exposition, spoof text, and hortatory exposition. Here are the explanations about those kinds of texts from some resources as follows:
a. Procedure Text
A procedure text is a piece of text that tells the reader or listener how to do something. Its purpose is to provide instructions for making something, doing something or getting somewhere.13
- Generic structure
There are three sections in constructing a procedure text; introductory statements or title, a list of materials required to complete the procedure and sequence of steps in the order they need to be completed.
- Language features
12
School Syllabus
13
Procedure texts usually include the following grammatical features; sentence that begin with verbs and are stated as commands, time words or numbers that show the order for carrying out the procedure, adverbs to describe how the action should be performed, precise terms and technical language.
b. Narrative Text
It is a text to amuse, entertain and to deal with actual or vicarious experience in different ways and chronologically. Langan defines “narration is storytelling,
whether we are relating a single story or several related ones.”14
According to Mark and Kathy Anderson there are five generic structures and four linguistic features to construct narrative text, as follow:15
- orientation: it set the scene and introduce the participants (it answers the question who, when, what, and where).
- complication: tells the problem of story and how the main characters solve them.
- resolution: the crisis is resolved, for better or worse. - re-orientation: the ending of story.
- evaluation: the stepping back to evaluate the story or the moral message of the story.
However, there are four of linguistic features to construct narrative text. First is specific character. Second is adjective which provides description. Third is the use of time words to connect events in a story. The last is verbs which showing action.
c. Functional Text (Banner, Poster and Brochure)
Functional texts are written to help readers perform, or function, in their daily lives. These specialized texts provide information and directions to help a reader. Some examples of functional text are: announcement, advertisement, poster, and
14
John Langan,College Writing Skills with Reading, (Boston: McGraw-Hill, 2000), p. 175.
15
brochure.16 In functional text there are three of generic structures and two linguistic features, there are:
- heading, the main idea of making poster
- Picture, it illustrates the situation or condition of things or people. It is
represented by the writer’s desire or mood. The function of picture here is
also to make the poster more interesting.
- message, to give instruction, warning, or advice to whom the poster is for. There are two of linguistic features to construct functional text. They are present tense and imperative sentence. Present tense is used to introduce the people that what is introduced or promote is something new. Then imperative sentence is used to give a command for the reader to do something after read the text.
d. Report Text
Report is a text which is giving a description of something or information about it to someone.17 It is as a result of systematic observation and analysis. Its purpose is to organize and record information.
According to Pardiyono, there are three generic structures and three linguistic features to construct a report text, here there are the generic structures of report text:18
- title: a phrase which introduces the topic to inform the readers.
- general classification: stating classification of general aspect of thing: animal, public place, plant, etc which will be discussed in general.
- Description: describing the thing which will be discussed in detail; part per part, customs or deed for living creature and usage for materials.
There are three linguistic features of report text. First is introducing group of general aspect. It means in a text, there should be a part which tells about something that will be discussed. Next is using conditional logical connection
16
https://perspective.pearsonaccess.com/content/resources/learningresources/rd/pdf/prd1351SK .pdf.
17
Cambridge, Advanced Learner’s Dictionary.
18
such as when, so, and etcetera. It is used to connect each paragraph. The last is using simple present tense.
e. Analytical Exposition
Analytical exposition is a text that elaborates the writer’s idea about the
phenomenon in surrounding. Its social function is to show the readers that the idea is the important matter.19
Analytical exposition has three generic structures and five linguistic features to construct it text, here the generic structures are:20
- thesis; introducing the topic and indicating the writer’s position
- arguments; explaining the arguments to support the writer’s position
- reiteration; restating thewriter’s position
However, there are five linguisticfeatures of analytical exposition. First is a general or abstract noun. Second is action verb. Next is thinking verbs, it is important aspect, because analytical exposition is a text which tells about the
writer’s idea. So it is a must to state thinking verb to explain what is the writer thinks about the issue in the text. Then, analytical exposition is also using modal verb or adverbs. The last is connectives, it is used to make a text become coherence.21
f. Spoof Text
Spoof is a text which tells factual story, happened in the past time with unpredictable and funny ending. Its social function is to entertain and share the story.22 According to Pardiyono, spoof text has three generic structures. The generic structures are:23
- orientation, it provides the setting and introduces participants - events, it tells what happened, in what sequence
19
Pardiyono,op. cit., p. 215.
20
Pardiyono,op. cit., p. 216.
21
http://brrrexpresion.wordpress.com/analytical-exposition/.
22
Pardiyono,PastiBisa! Let’s Write-Ayo Mengarang!, (Yogyakarta: ANDI, 2012), p. 4
23Ibid
- reorientation, optional-closure of events
To construct spoof text there are also four linguistic features of spoof text. the linguistic features are:24
- focusing on people, animals or certain things - using action verb; ate, an, etc
- using adverbof time and place - told in chronological order
g. Hortatory Exposition
It is a kind of text type that presents arguments or reasons to support the opinion. It is aimed to persuade the readers or listeners that something should or ought to be the case.25The difference of analytical and hortatory exposition is on the term of its generic structure in the last part that is called as reiteration in analytical and recommendation in hortatory exposition. The function of both is quite different. In analytical exposition, reiteration is used to give emphasize on
the writer’s opinion by restating point of view. While in hortatory exposition,
recommendation is used to give advice or such a suggestion to the readers to make a choice by considering the presented arguments.
There are three generic structures to construct hortatory exposition text and four linguistic features, as follow:26
- introductorystatement giving author’s point of view
- series of arguments to convince audience
- conclusion that reinforces author’s point of view
Hortatory exposition has four of linguisticfeatures to construct its text. The linguistic features are:
- abstract nouns/human/ non human participant, e.g. culture, etcetera. - action verbs, e.g. value, etcetera.
- connectives, e.g. first, second, etcetera.
24
http://dewaadivanwinata.wordpress.com/spoof/.
25
Pardiyono,PastiBisa!! Teaching Genre-Based Writing,(Yogyakarta: ANDI, 2007), p. 215.
26
- modal auxiliaries: Should, ought to, had better
B. Textbook
1. Definition of Textbook
Textbook is a coherent body of teaching materials which may consist of not only the course but also a learning package consisting of several parts.27It means textbook is a book that consists of some materials that use in the learning process.
The term textbook is used by the teacher and usually each student has a copy, and which is in principle to be followed systematically as the basis for a language course.28 The teachers use textbook to make them easier to teach student outside the class. Because by the textbook, the student can repeat what the teacher had explained in the class. Textbook enrich the students’ knowledge, not only about the linguistic competence, but also communicative competence.
A book may be ideal in one situation because it matches the needs of that situation perfectly. It has just the right amount of material for the program, it is easy to teach, and it can be used with little preparation by inexperienced teachers.29The good textbook should be readable to the student and easy to use by the teachers.
However, the use of textbook in teaching has both advantages and disadvantages, depending on how are used and the contexts for their use. The advantages are:30
a. They provide structure and a syllabus for a program. Without textbook a program. Without textbook a program may have no central core and learners may not receive a syllabus that has been systematically planned and developed.
27
Roger Browers and C.J Brumfit,Applied linguistic and English Teaching, (London: Mcmilan Publisher, Ltd., 1991), p. 298.
28
Penny Ur.,op. cit., p. 183.
29
Richards.,op. cit., p. 256.
30
b. They help standardize instruction. The use of textbook in a program can ensure that the students in different classes receive similar content and therefore can be tested in the same way.
c. They maintain quality. If the textbook is well developed, students are exposed to materials that are based on sound learning principles.
d. They provide a variety of learning resources. The good textbook are provide with workbook CDs or cassettes that provide a rich and varied resource for teachers and learners.
e. They are efficient. The teachers should not product materials.
f. They can provide effective language models and input. Textbook can guide newly English Teachers.
g. They are visually appealing. Textbook usually have high standards of design and production and hence are appealing to learners and teachers.
2. Importance of Textbook
Textbook is the main media of learning process, it plays the important role besides other modern tools of education. Textbook usually become main source that is used at school. The contents of the textbooks reflect the characteristics of the school and also the aim and objectives that have already been set in terms of students need. So that textbook has multiple functions in ELT and can serve as:31 a. A resource for presentation materials (spoken and written).
b. A source of activities for learner practice and communicative interaction. c. A reference source for learners on grammar, vocabulary, pronunciation, and
so on.
d. A source of stimulation and ideas for classroom activities.
e. A syllabus (where they reflect learning objectives that have already been determined).
f. A support for less experienced teachers who have yet to gain in confidence.
31
Above of all, it can be explained that textbook provides materials that can be developed by the teachers for teaching. It becomes a main source in teaching-learning process. By the textbook, both teacher and students know what they have to do in class and what they have to reach in the end of the lesson.
As the important of textbook, selecting textbook is a must. There is no the best textbook to learn, but there will be suitable textbook that teacher should choose. Actually, reading material not only using textbook, other resources can be used in teaching reading. Creative teacher will be used other resources from the internet, newspaper, magazine, etcetera. it can make students feel interesting in learning. And today, there are also many publishers become creative. They put some of examples from the internet or advertisement in the textbook as a material. So, again the teacher role is very important to be selective in choosing the suitable material for their students.
Selecting textbook is adjustable by the students’ level and school objectives,
but still following the curriculum that exist. Curriculum which exists in Indonesia today is Kurikulum Tingkat SatuanPendidikanorKTSP. KTSP is operational curriculum which is organized and implied by educational level.32 In other word, the government absolves the schools to arrange the curriculum objective based on students need and the goals of its school, and so to choose the materials for learning process.
Textbook is one of the instructional materials in most language programs. It becomes central core in learning process. Textbook has been systematically planned and developed in syllabus. In language programs textbook is used in different ways. Haines defines the characteristicsof differences between past and current trends in English language textbook. She said nowadays textbook are used in different ways in language program. For example, a reading textbook might provide model compositions and a list of topics for student to write about.
32
E. Mulyasa,Kurikulum Tingkat SatuanPendidikan,(Bandung: RemajaRosdakarya, 2007), pp.
3. How to Analyze Textbook
There are many commercial textbooks from many publishers. It is necessary for the teachers to be more selective in choosing the textbook. As Cunningsworth
stated “ As well as seeing what is prominent and obvious in a coursebook. we
need to examine how specific items are dealt wit, particularly those which relate
to students’ learning needs, syllabus requirements, how different aspects of language are dealt with, etcetera”.33 Thus, in selecting the textbook for teaching-learning process at school the teachers should refer to the syllabus.
Furthermore, in evaluating textbook, there are some criteria that the teacher should consider. Cunningsworth proposes four criteria for evaluating textbooks, particularly course book. The criteria are:34
a. They should correspond to learner’s needs. They should match the aims and
objective of the language learning program.
b. They should reflect the used that learners will make of the language.
c. They should take account of students’ needs as learners and should facilitate their learning processes.
d. They should have a clear role as a support for learning.
To make easier in analysing and evaluating coursebook, the teacher can use cheklist design.35 However, the use of cheklist design is for practical purposes a manageable list of the most important criteria will be needed.
C. School-Based Curriculum (KTSP)
1. Understanding of School-Based Curriculum
Curriculum is known as the content, standards, or objectives for which schools hold student accountable, or curriculum is the set of instructional strategies teachers plan to use.36Furthermore, Richard emphasized that curriculum focuses on determining what experiences should be provide to bring about
33
Allan Cunningsworth,Choosing Your Coursebook, (Oxford: Macmillan Education, 1995), p. 2.
34
Richards.,op. cit., p. 258. 35
Ibid.,
36
intended learning outcomes, and how teaching and learning in schools or educational system can be planned, measure and evaluated.37 So, curriculum is a set of planning which included instructional strategies to reach the objectives of teaching learning process.
School-based curriculum (KTSP) is still being implemented in Indonesia. KTSP is arranged to adapt education with characteristics and needs of school.38 It means the school has authorized to develop their indicators based on nsecarapartisipatifdalampengembangankurikulum.Specifically :(1) meningkatkanmutupendidikan (inisiatifsekolahdalammengembangkankurikulum), (2)
meningkatkankepedulianwargasekolah&masyarakatdalampengembangankurikulu
mmelaluikeputusanbersama, (3) meningkatkankompetisi yang
sehatantarsatuanpendidikan yang akandicapai.
From the statement above, it can beseen that the objectives of KTSP is to develop the creativity of the schools and gather school society in developing of thecurriculum based on the school characteristics and students’ needs.
In secondary school, the main objectives are to gain students intelligences, knowledge, and personality, morality, to be creative and independent.40 In addition, in the end of the program education in secondary high school, the students have to fulfill social needs, being ready to face modern era and being ready to continuing study for higher level.
Standard Competencies and Basic Competencies are parts of KTSP; it’s
adapted from Educational Government number 23 in 2006 as
37
Jack C. Richards,Curriculum Development in Language Teaching,(Cambridge: Cambridge
University Press, 2001), p. 2.
38
Muhaimin, Sutiah and SugengListyoPrabowo, Pengembangan Model KTSP padaSekolah& Madrasah,(Jakarta: Raja GrafindoPersada, 2008), p. 333.
39
Mulyasa,KTSP SuatuPanduanPraktis,(Bandung: Rosada, 2007), p. 22.
40Ibid
StandarKompetensiKelulusan. It has been mentioned before; KTSP is a curriculum that allowed schools to develop their goals and objectives which are adjusted to the characteristics of schools and society needs. Thus, each school has different objectives in teaching reading, and it can be find in syllabus.
2. Syllabus
Generally, syllabus is about the content of the subjects or syllabus is a development of the curriculum, it is explanation from standard competencies and based competencies that students should reach. It also contain of the materials.41
According to Hutchinson and Waters, a syllabus is a document which says what will (or at least what should) be learnt.42Furthermore Mulyasa said, syllabus is a plan in a group of subjects based on themes which is consist of based competencies, competencies standard, materials, indicators, scoring, times, and sources which is developed by the level of education.43 So, syllabus is a development of curriculum, it is a set of planning in learning process. It consists all of aspect for one term of study.
Syllabus provides a focus for what should be studied, along with a rationale for how that content should be selected and ordered.44There are seven types of syllabuses that covered by McKay. The types are:45
a. Structural syllabus: the sequencing of structures is typically based on the idea of starting with easy structures and gradually progressing to more difficult ones based on grammatical forms.
b. Situational syllabus: the organization in a situational syllabus will be based on common situations.
41
Mansur Muslich,KTSP DasarPemahamandanPengembangan,(Jakarta: BumiAksara, 2009),
p. 6.
42
Tom Hutchinson and Alan Waters, English for Spesific Purpose: A Learning-Centered approach,(Cambridge: Cambridge University Press, 2002), p. 80.
43
E Mulyasa.,op. cit., p. 190.
44
James Dean Brown, The Elements of Language Curriculum, (Boston: Heinle&Heinle Publishers, 1995), p. 7.
45Ibid
c. Topical syllabus: it is similar to situational syllabus which is organized by topics or rather than situational syllabus which is organized by topics or rather than situations. The topics can be selected by the textbook.
d. Functional syllabus: list of students need in hierarchy.
e. Notional syllabus: it closest to functional syllabuses, the author organized around abstract conceptual categories then make it to subcategories.
f. Skill-based syllabus: the author uses materials that the most useful for academic purposes.
g. Task-based syllabus: syllabus based on categories what students’ need in
performing language.
In school-based Curriculum the development of syllabus will be different based on school needs. However, there are six components in the development of School-based curriculum:46
a. Standarkompetensi. b. Kompetensidasar. c. Indikator.
d. Materistandar.
e. Standar proses (kegiatanbelejarmengajar). f. Standarpenilaian.
Based on some definitions are expressed by experts above, it can be concluded that syllabus is a part of curriculum. It consists of materials for teaching, the indicators in teaching and all of aspects for one term of study.
D. Criteria of Conformity
To gain the result percentage, the writer uses the formula as follows:47
= 100%
Notes:
P = the Percentage N = the Frequency
46
Mulyasa.,op. cit., p. 183.
47
F = the Sum of Frequency
To find the category of conformity level, it will be used the formula below:48
The Percentage of Conformity Category
81%—100% Very Good
61%—80% Good
41%—60% Fair
21%—40% Poor
0%—20% Very Poor
E. Previous Study
The writer takes two relevant studies from Mulyono and MayaKurniasari. Firstly, Mulyono was conducted a paper by the title “An Analysis of English
Textbook Used in the First Year Students of SMP Islam YKS Depok Based On
2004 Curriculum.” The objective of his study was to find out whether or not the
reading instructional materials found in the first year students’ English textbook of SMP Islam YKS Depok are in line with the 2004 curriculum. He used qualitative research. The focus of his research was The Bridge English Competence for SMP 1 textbookand sub focuses of his research were themes, indicators, reading materials, text types and reading activities found in The Bridge English Competence for SMP 1 textbook. He describes the result of the comparison of the reading materials in textbook with the 2004 English syllabus. The result of his study indicated that the themes and text types in the textbook reach 100%, the indicators of reading in the textbook reach 80%, the materials in the textbook reach 78%, and the reading activities in the textbook reach 90%. It can be concluded that the development of reading aspects used for the first year
48
students of SMP Islam YKS Depok has followed the rules of the 2004 curriculum.49
Secondly, MayaKurniasariwas conducted a paper bythe title “An Analysis
of Reading Passages inScaffolding 1English Textbook Based on the First Year of
SMP Al Fath School Curriculum.” The objective of this study was to find
empirical evidence of conformity between reading passages in Scaffolding 1
English textbook and the school curriculum in the first year of SMP Al Fath. The focus of her research was Scaffolding English textbook and sub focusesof her research were text types, indicators, structural and linguistic features of reading passages in Scaffolding English textbook. The method used in her research was mixed comparative descriptive qualitative and quantitative method. Furthermore, the result of her study indicated all elements of reading materials reached 100%according to the demand of the school curriculum.50
Both of the previous studies above have the similar object of this study. They analyzed the reading materials in English textbook. This study also analyzed the reading materials in English textbook based on English syllabus. However, the sub focuses in this study similar to Maya Kurniasari’s paper. The sub focuses of the reading materials in this study were text types, indicators and features of text types (generic structure and grammatical features).
49
Mulyono, “An Analysis of English Textbook used in the First Year Students of SMP Islam
YKS Depok Based On 2004 Curriculum,” Skripsiof UIN SyarifHidayatullah, (Jakarta: UIN SyarifHidayatullah, 2010), p. v, unpublished.
50 Maya Kurniasari, “An Analysis of Reading Passages in Scaffolding 1 English Textbook
24
A.
The Research MethodThe research method used in this study was document analysis which is applied to written or visual materials for the purpose of identifying specified characteristics of the materials.1 It focused on the reading materials in the English Alive textbook for senior secondary school students. The study began with preparation of the documentary aspects especially the reading materials (indicators, text types, generic structure and linguistic features) in English Alive textbook for the second grade of Senior High School.
B.
The Data and Data Sources of the ResearchThe data and data sources of the research were the reading materials in English Alive textbook for the second grade of Senior High School. Next, the sources of this research data were gathered from School-based curriculum.
C.
The Procedure of Data AnalysisAfter collecting the data, the data are identified based on the elements of the reading passages in the English Alive textbook for the second grade of SMAN 24 Kabupaten Tangerang through the following procedures:2
1. Reading scrutiny the textbook.
2. Identifying the components of the reading materials in the textbook based on the data characterized needed.
1
Ary Donald, et.al,Introduction to Research in Education, 5thEdition, (Florida: 1996, Wodsworth Group), p. 426.
2
3. Coding the components of the reading materials in the textbook that have already identified.
4. Classifying the components of the reading materials based on codes with the requirements of School-based curriculum.
5. Tabulating the result of classified components into a checklist table and presenting counts of how many conformity are found in each.
6. Analyzing the result of the tabulating based on the conformity criteria’s
formula.
6
A. The Description of the Textbook Contents Table 4. 1
The Distribution of the Text Types in the Textbook
Based on the table above, there are seven reading passages that stated in syllabus, but in the textbook there are only six passages that developed. There is no procedure text in the textbook.In each genre in the textbook at least has three passages. Except, Hortatory Exposition and Narrative text have four passages that developed in the textbook.
No
. Text Types
Text Types in the Textbook
Table 4.2
The Distribution of the Indicators Required in the Syllabus and Developed in the Textbook
No.
Indicators Required in the Syllabus
Indicators Developed in the Textbook
Unit
ks yang dibaca. __ 2A
Based on table above, there are sixteen indicators of reading skills which are required in the school’s syllabus. Almost all of the indicators are developed in the textbook. There are two indicatorsin the syllabus which are not developed in the
reading activities in the textbook. There are
Membacanyaringbermaknawacanaragamtulis yang di bahasdenganucapandaninformasi
yang benarand Mengidentifkasi saran yang diberikan. On the contrary the indicator of
mengidentifikkasilangkah-langkahretorikadariteks is developed in all of the units. The indicators which are developed in the textbook can be seen onAppendix 13.
Table 4.3
The Distribution of the Generic Structure of Narrative Text and Functional Text
in theEnglish AliveTextbook
Based on the table above generic structure of Narrative text and Functional text are developed in the textbook. The generic structures of functional text are heading, pictures and message. All of generic structures are developed in poster, example of advertisement and brochure in the textbook. Next, the generic structures of Narrative text are also developed in the textbook, but not in all of the passages.
Narrative Text Functional Text
Generic Structure Stated in the Textbook Generic Structure
Stated in the Textbook
a. orientation •unit 2A task 6 (See Appendix 1)
b. complication •unit 2A task 6 (See Appendix 1)
c. resolution •unit 2A task 6 (See Appendix 1)
d. reorientation •unit 6A task 9 (See Appendix 1)
•unit 6B task 8 (See Appendix 1) e. evaluation •unit 2A task 6
(See Appendix 1)
•unit 3B task 8 (See Appendix 1)
Reorientation is not developed in the passage in unit 2A (task 6) and unit 3B (task 8). On the other hand, evaluation is not developed in the passage in unit 6A (task 9) and unit 6B (task 8).
Table 4.4
The Distribution of the Generic Structure of Report Text and Analytical Exposition
in theEnglish AliveTextbook
Report Text Analytical Exposition
Generic Structure Stated in the Textbook c. Description •unit 1A Task 16
(See Appendix 3)
•unit 1B Task 15 (See Appendix 3)
•unit 5A Task 18 (See Appendix 3)
c. Reiteration •unit 2B Task 9 (See Appendix 4) exposition are developed well in the textbook. The generic structures of report text and analytical exposition are also stated in all passages in the textbook.
Table 4.5
in theEnglish AliveTextbook
Spoof Text Hortatory Exposition
Generic Structure Stated in the
Textbook Generic Structure
Stated in the Textbook
a. Orientation •unit 7A Task 9 (See Appendix 5)
•unit 7B Task 11 (See Appendix 5)
•unit 10B Task 8 (See Appendix 5)
a. Introduction •unit 8A Task 12 (See Appendix 6)
b. Arguments •unit 8A Task 12 (See Appendix 6) c. Reorientation •unit 7A Task 9
(See Appendix 5)
•unit 7B Task 11 (See Appendix 5)
•unit 10B Task 8 (See Appendix 5)
c. Conclusion •unit 8A Task 12 (See Appendix 6) are well developed in the textbook. The generic structures of spoof text and hortatory text are also stated in all passages that developed in the textbook.
Table 4.6
in theEnglish AliveTextbook
Narrative Text Functional Text
Linguistic Features Stated in the
Textbook Linguistic Features
Stated in the Textbook
a. Specific Character •unit 2A, task 6 (See appendix 7) d. Verbs showing action •Unit 2A, task 6
(See appendix 7)
functional text has twolinguistic features; both of them are developed in the advertisement, poster and brochure in the textbook.
Table 4.7
The Distribution of the Linguistic Features
of Report Text and Analytical Expositionin theEnglish AliveTextbook
Based on the table above, report text has three linguistic features. Those are developed in all of the text in the textbook. Afterward, analytical exposition has four linguistic features. Those are developed in the textbook, but in some units part of
Report Text Analytical Exposition
Linguistic Features Stated in the
Textbook Linguistic Features
c. Simple Present Tense •unit 1A, task 16 (see appendix 9) d. Modal Verbs/adverbs • unit 2B, task 9
(see appendix 10) • unit 4B, task 18
(see appendix 10) • unit 5B, task 12
(see appendix 10) e. Connectives • unit 2B, task 9
(see appendix 10) • unit 4B, task 18
linguistic features didn’t state in the text. As in unit 4B task 18, action verbs didn’t stated in the text and in the unit 5B task 12 connectives word didn’t found in the text.
Table 4.8
The Distribution of the Linguistic Features ofSpoof Text and Hortatory Exposition
in theEnglish AliveTextbook
Based on the table above, spoof text has four linguistic features. All of the
linguistic features are developed in the textbook, but didn’t develop well in each text.
Spoof Text Hortatory Exposition c. Adverb time/place •unit 7B task 11
(see appendix 11) •unit 10B task 8
(see appendix 11)
Part of adverb of time or place didn’t state in unit 7A task 9. Similar with spoof text, hortatory exposition has three linguistic features. Those are developed in the
textbook, but a part of connectives didn’t state in unit 9B task 8.
B. The Analysis of the Data
1. Analysis of the Text TypesIn this textbook, the author has already followed the requirements inKTSP. The conformity of text types reached 85.7%. It means almost all of text types that specified in the syllabus develop well in the textbook. There are six text types which have been developed by the author in the syllabus. They are narrative text, functional text, report text, analytical exposition text, spoof text, and hortatory exposition text. There is only one text type that does not add in the textbook. It is procedure text.
Actually, procedure text doesn’t mention in KTSP, but the school developed the curriculum and added procedure text as a material in the syllabus. So, it may be the reason why the author did not add the procedure text in the textbook.
2. Analysis of the Indicators
In this textbook there arefourteen reading indicatorsof sixteen reading indicators required in the syllabus of English subject for the second grade students of SMAN 24 KabupatenTangerang. The conformity of reading indicators reached 87.5% it means very good. The reading indicators which are not developed in the textbook
aremengidentifikasi saran yang
diberikanandMembacanyaringbermaknawacanaragamtulis yang di
bahasdenganucapandaninformasi yang benar. There is no activity in the textbook which
give command to the students to identify advice from the passage or reading aloud a text.
gives clearly explanation about all rhetorical of the text which is consist in the textbook. While the indicator of mengidentifikasimakna kata dalamteks yang dibacaalmost stated in all of the units in the textbook except in unit ten. In the unit ten there are two passages, the types of the passages are spoof text and functional text (example of advertisement). The indicators that developed for spoof text in unit 10B
are mengidentifikasimaknadalamteks yang di baca,
mengidentifikasikejadiandalamteks yang dibacaand mengidentifikasilangkah-langkahretorikadariteks. Besides, the indicators that developed in unit 10A task 9 ismengidentifikasiinformasitertentudari banner, poster, pamphlete.
3. The Analysis of Generic Structure of the Text
Based on the data collecting of generic structures of the text in English Alive textbook, there are five generic structures for narrative text, three generic structures for functional text, report text, analytical text, spoof text and hortatory exposition text. Those generic structures are developed in the passagesin the textbook and reached 100% of conformity level.
But, there are some narrative texts that do not develop all the generic structures in the text. Narrative text has optional generic structure, it is re-orientation. In this textbook there are four passages of narrative text but there are two passages which have not developed re-orientation. The passages are in unit 6A task 9 and unit 6B task 8. Furthermore, the passages in unit 2A task 6 and unit 3B task 8 have not developed evaluation in the passage.
4. The Analysis of Linguistic Features of the Text
linguistic features are stated in the textbook, but in spoof text there is one text that doesn’t put adverb of time and/ place. In analytical exposition, specifically in unit 4B task 18 the author didn’t put any action verb in the text. Further, in unit 5B task 12 the author didn’t put connectives word.
C. Interpretation
8
A. Conclusion
Based on the findings and data analysis, the text types, reading indicators, generic structure and linguistic features of the text in the English Alive textbook reached 93.3% in percentage. It can be concluded that reading materials in English Alive textbook that published byErlangga is in conformity with the requirements of
KTSP. Moreover, physically, this book is interesting because full of color and pictures.
Thus, the teacher can use this book because most of reading materials which required in KTSPare developed in the textbook; each text types developed at least three passages in the textbook, fourteen from sixteen indicators are developed in the activities of reading in the textbook and the aspects of the accuracy of the material (generic structures and linguistic features) developed well in almost all of passages.
B. Suggestion
The result of this research shows that reading materials inEnglish Alive textbook is in conformity with the requirements of KTSP. It means this book can be used for the teacher to teach second grade of senior secondary school, but the teacher should develop the materials that are not been provided in the textbook.
9
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