AN ANALYSIS ON ENGLISH TEXTBOOK “PATHWAY TO
ENGLISH” FOR THE FIRST YEAR STUDENT OF SENIOR
HIGH SCHOOLBASED ON 2013 CURRICULUM
RESEARCH PUBLICATION
Submitted as a Partial Fullfilment of the Requirement
for Getting Bachelor Degree of Education
in Department of English Education
by
ALIEF AGUS PN A. 320 090 052
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
AN ANALYSIS ON ENGLISH TEXTBOOK “PATHWAY TO ENGLISH” FOR THE FIRST YEAR STUDENT OF SENIOR HIGH
SCHOOL BASED ON 2013 CURRICULUM
Alief Agus Prasetyo Nugroho
Dr. Dra. Dwi Haryanti, M.hum
Drs. Djoko Srijono, M. Hum
Universitas Muhammadiyah Surakarta
Bahaya135@gmail.com
ABSTRACT
The objective of this research is to reveal whether the book is in accordance with the 2013 curriculum, the book entitled "Pathway to English" written by Th. Grace M. Sudarwati and Eudia published by Erlangga in 2013. The aim was to analyze whether the book is in accordance with the teaching in accordance with the 2013 curriculum in Indonesia. The object of this study is the Pathway to English Th. M. Sudarwati and Eudia Grace. This study uses data comparison. This study byuses qualitative research. In this study, there are two types of data, is primary data and secondary data. The primary data are the contentof the textbookitself while data is secondary other materials related to this research. Both the data are collected through literature study and analysis of data with descriptive data. The results showed. first, based on the analysis of stucturefound in the Pathway to English, includes material that is consistent and commensurate with the 2013curriculum itself.
Penelitian ini menyelidiki tentang buku pegangan. Objek dari penelitian in meneliti buku pegangan yang berdasarkan dengan kurikulum yang ada, buku pelajaran ini berjudul “Pathway to English” yang di tulis oleh Th. Grace M. Sudarwati dan Eudia dan di
publikasikan sesuai dengan kurikulum 2013. Penelitian in berbasis pada data yang di selaraskan dengan kurikulum yang ada. Dalam peneitian ini mengguanakan dua tipe dalam pengumpulan data, yaitu data primer dan data sekunder. Data primer di ambil dari data data material yang ada di dalam buku pegangan tersebut. Dan data sekunder di ambil dari beberapa sumber yang sesuai dengan buku pegangan. Pengumpulan data pendukung dan analysis data menggunakan teori deskriptive. Hasil dari penelitian ini adalah berdasarakan dari analysis secara isi dari buku adalah, buku pegangan “Pathway to English” materi dari
buku ini ada yang sesuai dan ada beberapa dari material yang kurang sesuai dengan kompetensi dasar dari kurikulum 2013.
Kata kunci : Pendidikan, Buku Pelajaran, Kurikulum 2013
AN ANALYSIS ON ENGLISH TEXTBOOK “PATHWAY TO ENGLISH” FOR THE FIRST YEAR STUDENT OF SENIOR HIGH
SCHOOL BASED ON 2013 CURRICULUM
Alief Agus Prasetyo Nugroho
Dr. Dra. Dwi Haryanti, M.hum
Drs. Djoko Srijono, M. Hum
Universitas Muhammadiyah Surakarta
Bahaya135@gmail.com
AN ANALYSIS ON ENGLISH TEXTBOOK “PATHWAY TO ENGLISH” FOR THE FIRST YEAR STUDENT OF SENIOR HIGH
SCHOOL BASED ON 2013 CURRICULUM
A. INTRODUCTION
The Ministry of Education and Culture of Indonesia has decided that Education in Indonesia must apply the 2013 curriculum. Developing the previous curriculum, the 2013 Curriculum is a further step of competency based curriculum development that has been initiated in 2004 and the School Level-based Curriculum in 2006, which includes competency of attitude, knowledge, and skills integratedly. Therefore, the design of curriculum is also changed from teacher-centered to student-teacher-centered. In the learning process, the 2013 Curriculum adopts scientific approach that is designed to make students construct concepts and principles actively through some steps. The steps are observing, questioning, collecting information, associating, and communicating.
Good textbook should be relevant with the curriculum. It also can support the implementation of curriculum. Textbook is provided to help the students understand the material that is suitable with the curriculum. Textbooks have to be completed with other supplementary materials. This textbook entitled “Pathway to English” wriiten by Eudia Sudarwati and Eudia Grace, published by Erlangga. From this book the writer found several themes that are less in accordance with the syllabus which has been planned for student learning
In this study, the researcher uses some underlying theory which taken from the book related with the study to support the data and help the researcher in order to analyze English textbook entitled Pathway to English. In this study, the
researcher presents definition of the textbook, criteria of textbook design, and actually a good textbook based on the 2013 curriculum
support the teaching learning process in school and universities.”Quest (1915) in Tarigan (1993: 11) state that textbook is “a standard material of thought that is arranged for the instructional purpose”. Langle (1940) in Tarigan (1993: 11) states that textbook and suplementary textbook”. While Bacon (1953) in Tarigan (1993: 11) states “textbook is a book used in the class, it is arranged accurately and it is prepared by the expert in his field. It is also finished with suitable and appropriate instrument of teaching”.
The researcher agrees with the statement stated by Bacon that textbook should be completed with the suitable and appropriate instrument of teaching and also should be arranged accurately by the expert in its field to be used in the class. So, it can support the teaching-learning process to get the objectives of the learning that is good quality of learning outcomes
Greene and Petty (1971) in Tarigan (1993: 20-21) have made the way to arrange the textbook with 10 criteria.
1. The textbook must be interesting and attractive toward the learners. So, they will be interested in using textbooks.
2. The textbook must be able to motivate the learners 3. The contents of textbook must be illustrative
4. The textbook should consider the linguistic aspect. So, it will be suitable with the learner`s ability
5. The contents textbook must be related to the other branch of science
6. The textbook must stimulate the personal activity of the learners
7. The contents of textbook must be clear to avoid the children to be confused in using textbook
8. The textbook must have the clear point of view because it will be the learner`s point of view
9. The textbook must be able to give the balance and emphasis on the value of the learners
10.The textbook must be able to respect to the differences of the individual
(Greene and Petty (1971) in Tarigan (1993:20-21)
Many publishers try to provide textbooks in order to support teachers and students in teaching and learning procces. Not all textbooks published are suitable with the learners` need and have good qualities. As Cunningsworth (1995: 5) emphasizes that “no coursebook designed for a general market will be absolutely ideal for particular group of learners”. That means textbook analysis is really needed to evaluate the textbook which has been published. Textbooks analysis will give evaluation and the publisher can create better edition.
The researcher want to analyse the theme and the content this english textbook,
1. The Analysis on the Theme of English Textbook entitled Pathway to English
Based on the Basic Competence of the 2013 Curriculum which should be reached by reach chapter
2. The Analysis on the Content of English Textbook Entitled “Pathway to Englihs” Based on the Basic Competence in the 2013 Curriculum
explanation, the writer wants to synchronize whether the textbook claiming that they are based on the 2013 curriculum are relevant with the curriculum or not
A. RESEACH METHOD
In this research, the method of collecting the data is document analysis in the form of themes and materials in English textbook entitled
“Pathway to English”. The researcher analyzes the content of textbook
through their themes and materials based on the basic competences of the 2013 Curriculum. The researcher analyzes the data by using the following procedures.
a. Observing and understanding the basic competences of the 2013 Curriculum
b. Observing and understanding the theme and the materials of each chapter in the English textbook entitled “Pathway to English”.
c. Analyzing the themes and materilas of the English textbook entitled
“Pathway To English” whether they conform to the basic competences
of the 2013 curriculum or not. d. Drawing the conclusion.
B. RESEARCH FINDING
1. The Analysis on the Theme of English Textbook entitled Pathway to English
Based on the Basic Competence of the 2013 Curriculum which should be reached by reach chapter.
core competence that must be best understood by the pupils. Therefore, the materials on every chapter of the textbook must refer to the basic competence and the theme of the chapter must also represent the basic competence in that chapter. In this research, the researcher analyzes the theme of the textbook entitled “Pathway to English” based on the basic competence of the 2013 Curriculum as follow
In Chapter I, we can see the picture I.I that basic competence which must be
reached in this chapter are listening ( listening word, listening to dialogue), speaking (asking for information, tag question, yes/ no question), reading ( reading for specific information, reading for refering, reading to understanding text), writing ( writing a message, information gap, rearraging), grammar ( simple present tense, noun phrase), language for aesthetic (element of poem). Than we can also see the theme from picture 1.1 that the theme of chapter 1 is How Flood Occurs. Therefore, the researcher finds that the theme How Flood Occurs in Chapter I Represents the basic competences which must be reached in the same manner as the picture I.I presents.
In Chapter II, we can see that this chapter must reach the basic competences
which are showed by the picture I.2. They are to state and ask if we can do something and to state and ask if one will do something if there is a disaster. The picture also shows the theme on the chapter II that is Why Do Earthquakes Happens?. Thus, the researcher finds that the theme Why Do Earthquakes Happens? represents the basic competences achieved in chapter II as the picture 1.2 shows
In Chapter III, we can see in the picture 1.3 that the basic competences
In Chapter IV, we can see that this chapter must reach the basic competences which are showed by the picture 1.4. in this chapter the picture also shows the theme about Juvenile Delinquency Occurs. Thus, the researcher finds that the theme Juvenile Deliquency Occurs represents the basic competences which must be reached in chapter IV as the picture 1.4 shows.
In Chapter V, we can see in the picture 1.5 that the basic competences which must be reached in this chapter are to know what cause poverty, a leader is a person in control of a group, country situation. A great leader is not only famous, powerful or important, but also able to improve the lives of many citizen. Then we can also see the theme from picture 1.5. Thus, the researcher finds that the theme What Cause Poverty?Represents the basic competences which must be reached in chapter IV as the picture 1.4 shows. In Chapter VI, we can see that this chapter must reach the basic competences
which are showed by the picture 1.6. They are to share the information with others and to explain why things are happening. The picture also shows the theme on the chapter that is What Should I Do to Prevent Floods? Thus, the researcher finds that the theme What Should I Do to Prevent Floods?represents the basic competences which must be reached in chapter VI as the picture 1.6 shows.
In Chapter VII, we can see in the picture 1.7 that the basic competences
which must be reached in this chapter is not different from the other theme, earthquake, tsunami and floods in disaster. Chapter 2, Chapter 3, Chapter 6. Thus theme is all about disaster and how to ward off the disaster. Therefore, the researcher finds that the theme What Expert and Resources Recommend During Earthquakes in Chapter VII represents the basic competences which must be reached in the Chapter VII in the same manner as the picture 1.7 shows.
In Chapter VIII, we can see that this chapter must reach the basic
Waves! represents the basic competences which must be reached in chapter VIII as the picture 1.8 shows
In Chapter IX, we can see in the picture 1.9 that the basic competences which must be reached in this chapter are to share the information with others and to explain why thing happened. Then we can also see the theme from picture 1.9 that the theme of chapter IX isWho to Blame for Student Brawls?. Therefore, the researcher finds that the theme Who to Blame for Student Brawls?in Chapter IX represents the basic competences which must be In
Chapter X, we can see that this chapter must reach the basic competences
which are showed by the picture 1.10. they want to show that in the life of society and state, there is unity in collaborating in some ways. The picture also shows the theme on the chapter that is Many Hand Make Light Work. Thus, the researcher finds that the theme Many Hand Make Light Work represents the basic competences which must be reached in chapter X as the picture 1.10 showsreached in the Chapter IX in the same manner as the picture 1.9 shows.
In Chapter XI, we can see that this chapter must reach the basic competences
Englishwith the basic competence that should be reached by each chapter. It is available in the table as follows
The Analysis on the Content of English Textbook Entitled “Pathway to Englihs” Based on the Basic Competence in the 2013 Curriculum
Point of Analysis Basic Competence
of Each Chapter Material Description in textbook
Qualification
Bad Good
Chapter I The materials arrangement in every
part of the chapter fulfill the achievement of basic competence
1. Speaking 2. Listening 3. Reading 4. Writing
How flood occurs
a. The picture on page 4
b. The picture on page 9 (poster) c. The instruction on page 8 d. Reading text on page 10 e. Dialogue box on page 11
- √
Chapter II The materials arrangement in every
part of the chapter fulfill the achievement of basic competence
1. Speaking 2. Listening 3. Reading 4. Writing
Why do earthquake happen
a. The picture on page 22 Indonesian map
b. Dialogue box on page 26 c. Reading text on page 29 d. Reading text on page 30 e. The instruction on page 32 f. Picture on page 35
g. The dialogue box on page 37
- √
Chapter III The materials arrangement in every
part of the chapter fulfill the achievement of basic competence b. Dialogue box on page 43 c. Picture on page 45 d. Dialogue box on page 47
e. Dialogue box on page 51 to 52 f. Reading text on page 58 – 59
Chapter IV The materials arrangement in every
part of the chapter fulfill the achievement of basic competence c. Dialogue box on page 69 d. Picture on page 71
e. Dialogue box on page 72 to 73 f. Reading text on page 77
- √
Chapter V The materials arrangement in every
part of the chapter fulfill the achievement of basic competence b. Dialogue box on page 87 c. Picture on page 92 d. Dialogue on page 93 e. Picture on page 97
√ -
Chapter VI The materials arrangement in every
part of the chapter fulfill the achievement of basic competence
1. Speaking 2. Listening 3. Reading 4. Writing
What Should i do toPrevent Floods a. Picture on page 111
b. Dialogue box on page 112 c. Picture on page 115 d. Dialogue box on page 118
- √
The materials arrangement in every part of the chapter fulfill the
achievement of basic competence
1.Speaking 2.Listening 3.reading 4.writing
What Experts and Rescuers Recomend During Earthquake
a. Picture on page 133 b. Dialogue box on page 134 c. Dialogue box on page 136 d. Dialogue box on page 138 – 139
- √
Chapter VIII The materials arrangement in every
part of the chapter fulfill the achievement of basic competence a. Dialogue box on page 161
b. Monologue dialogue on page 162 c. Picture on page 166
d. Monologue dialogue on page 172
√ -
Chapter IX The materials arrangement in every
part of the chapter fulfill the achievement of basic competence
1. Speaking 2. Listening 3. Reading 4. Writing
Who to Blame for Student Brawls a. Monologue box on page 187 b. Text box on page 189 c. Picture on page 192 d. Text box on page 193
- √
Chapter X The materials arrangement in every
part of the chapter fulfill the achievement of basic competence
1. Speaking 2. Listening 3. Reading 4. Writing
Many Hands Make Light Work a. Dialogue box on page 207 b. Dialogue text on page 208 – 209 c. The Announcement Picture on page
211
d. Monologue box on pag 217
√ -
The researcher shows the analysis in table 3. After analyzing the themes of that English textbook, the researcher finds that not
all theme in every chapter represents the basic competnces which must be reached. There are eleven chapters in that English textbook. There are eleven chapters of which the theme are prropriate with the basic competences that must be reached by each chapter. And there is one chapter of which the theme is not appropriate with the basic competences that must be reached by the chapter, It is Chapter X. One of thus chapter is bad appropirate with 2013 Curriculum, and second is Chapter VIII is not or less appropriate with the basic competence of 2013.
The materials arrangement in every part of the chapter fulfill the
achievement of basic competence
1. Speaking 2. Listening 3. Reading 4. Writing
This Land is Mine
a. dialogue box on page 229
b. Monologue presentation on page 233 c. Picture on page 238
d. The task on page 247
C. CONCLUSION
1. Based on the data analysis and research finding, the reearcher concludes that not all themes in the English textbook entitled “Pathway to English” are appropriate with the basic competence of the 2013 Curriculum. Nine themes are apropriate with the basic competence of the 2013 Curriculum. Chapter VIII is not or less appropriate with the basic competence of 2013. And second is Chapter X is not appropriate with the basic competence of the 2013 Curriculum
2. The researcher also concludes that not all the material in every chapter in this English textbook conform to the basic competence of each chapter. There are eleven chapters of which the materials not conform to the basic competence of each chapter.
D. BIBLIOGRAPHY
Tarigan. H.G. and Djago Tarigan. 1986. Telaah Buku Teks Bahasa Indonesia. Bandung: Angkasa.
Cunningsworth. A 1995. Evaluating and Selecting English Foreign
Language (EFL) Teaching Materials. New York: Macmillan
Darrin, Abu. 2014. An Analysis Of English Textbook For First Graders Of Senior High School “Bahasa Inggris Untuk
Sma/Ma Dan Smk/Mak Kelas X” Published By Putra Nugraha And Used In Sman 18 Surabaya Based On Basic Competences of the
2013 Curriculum.Skripsi: Universitas Negeri Surabaya.
Nurhidayah Okta (2015) entitled A Study on the Compability of Pathway to English for Grade X with the 2013 Curriculum
Kemdikbud. 2013. Materi Pelatihan Guru Implementasi Kurikulum 2013
SMA/MA bahasa Inggris. Jakarta: BPSDMP dan PMP Kemdikbud.
Bates, Nina. 2004. Real Time: An Interactive English Course for Junior High School. Jakarta: Erlangga
Fauziati, Endang. 2003. Teaching of English as a Foreign Language.
Wijaya, Adi. 2013. Pentingnya Analisis Buku Siswa dalam Implementasi
Kurikulum 2013. Yogyakarta: PPPPTK BAHASA INGGRIS
Kementrian Pendidikan dan Kebudayaan. 2014. Modul Pelatihan
Implementasi Kurikulum 2013. Jakarta: Badan Pengembangan
Sumberdaya Manusia Pendidikan dan Kebudayaan dan Penjaminan Mutu Pendidikan
E. Virtual References
http://putrajunio.blogspot.com/2014/06/pengertian-buku-ajar-buku-teks-dan-buku.html
Accesed at 23 July 2015 16:11
http://www.homeofbob.com/pedagogy/plan/curDev/defList.htm Accessed at 23 July 2015 16:11
http://www.englishindo.com/2011/11/dongeng-bahasa-inggris-snow-white-and.html
Accessed at 23 july 20:30
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