The analysis of English texbook used at the first grade of Madrasah Tsanawiyah Pembangunan UIN Syarif Hidayatullah Jakarta based on curriculum 2004 and guidline of English textbook assessment

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THE ANALYSIS OF ENGLISH TEXTBOOK USED AT THE FIRST GRADE OF MADRASAH TSANAWIYAH PEMBANGUNAN

UIN SYARIF HIDAYATULLAH JAKARTA BASED ON CURRICULUM 2004 AND GUIDELINE OF

ENGLISH TEXTBOOK ASSESSMENT

A “Skripsi”

Presented to the Faculty of Tarbiyah and Teachers’ Training in Partial Fulfillment of the Requirement for the Degree of Strata-1 (S1)

By:

Dewi Mualimatul Arifah NIM: 102014023761

Approved by:

Dra. Hidayati, M.Pd. NIP.150 231 927

THE ENGLISH DEPARTMENT

FACULTY OF TARBIYAH AND TEACHERS TRAINING

STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH

JAKARTA

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THE ANALYSIS OF ENGLISH TEXTBOOK USED AT THE FIRST GRADE OF MADRASAH TSANAWIYAH PEMBANGUNAN

UIN SYARIF HIDAYATULLAH JAKARTA BASED ON CURRICULUM 2004 AND GUIDELINE OF

ENGLISH TEXTBOOK ASSESSMENT

A “Skripsi”

Presented to the Faculty of Tarbiyah and Teachers Training in Partial Fulfillment of the Requirement for the Degree of Strata1 (S1)

By:

Dewi Mualimatul Arifah NIM. 102014023761

THE ENGLISH DEPARTMENT

FACULTY OF TARBIYAH AND TEACHERS TRAINING

STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH

JAKARTA

2007 M / 1428 H

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Once I did not believe Of what would happen It comes near me, so blurred

Once I was not so sure Of what I believed would happen

It showed itself in pieces All of a sudden I saw it clear

Once I was confident Of what I believed would happen

For it become bigger and bigger Then I realize that I could make it real

For it is the right in front of me In it’s complete feature That makes my self believe

That I’ve made it possible ʺNothing is impossibleʺ

It says so to me very softly To my ear…

I dedicated this to Bapak and Umi and all of

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LEGALIZATION OF EXAMINATION COMMITTEE

The Examination Committee of the Faculty of Tarbiyah and Teachers Training certifies that the “Skripsi” (Scientific Paper) entitled “The Analysis of English Textbook Used at the First Grade of Madrasah Tsanawiyah Pembangunan UIN Syarif Hidayatullah Jakarta Based on Curriculum 2004 and Guideline of English Textbook Assessment”, written by Dewi Mualimatul Arifah, student’s registration number : 102014023761, was examined at examination session of the Faculty of Tarbiya and Teachers’ Training State Islamic University (UIN) Syarif Hidayatullah Jakarta on October 8th, 2007. this “skripsi ” has fulfilled the requirement fo the degree of strata 1 (S1) at the English Department.

Jakarta, December 4, 2007

Examination Committee

The Head of Committee The Secretary of Committee

Prof. Dr. Dede Rosyada, M.A Prof. Dr. H. Aziz Fahrurrozi, MA

NIP. 150 041 070 NIP. 150 202 342

Committee

Examiner 1 Examiner II

Drs. Syauki, M.Pd Mas’ud Mada, M.A

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ABSTRACT

Mualimatul Arifah, Dewi. 2007. The Analysis of English Textbook used at the First Grade of Madrasah Tsanawiyah Pembangunan UIN Syarif Hidayatullah Jakarta. Skripsi, English Department, The Faculty of Tarbiya and Teachers’ Training, UIN Syarif Hidayatullah Jakarta.

Advisor : Dra. Hidayati, M.Pd

Key Words : Textbook, MTs Pembangunan

Textbook is a very important part in teaching learning activity because it dictates to a considerable extent the content and form of teaching. It is used as guidance for teachers and students to make the teaching learning successful. The textbook should be readable and understandable by the students and also appropriate with the curriculum suggested and Guideline Textbook Assessment.

This study is aimed to analyze the objective condition about the English textbook used at the first grade of Madrasah Tsanawiyah Pembangunan UIN Syarif Hidayatullah Jakarta. It includes the analysis of English material presentation within the English textbook used and the appropriateness of the content English material textbook between the syllabus and Guideline in English Textbook Assessment recommended by Puskur DIKNAS.

The aim of the research is to get the information about the quality of English textbook entitled SMART STEPS The Smartest Way to Learning English an English Textbook for Junior High School Grade VII written by Ali Akhmadi which is published by Ganeca Exact. The research is using descriptive method with the design of textbook analysis using a document analysis, where the researcher judges the textbook analyzed as one of the parts in curriculum that is instructional material in the form of textbook.

The research finding of the study reveal that the English textbook used is in line with the objective of the syllabus and Guideline Textbook Assessment, the textbook is suitable for students of the seventh grade of Madrasah Tsanawiyah Pembangunan Jakarta.

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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful. All Praises be to Allah lord of the word who has been giving mercy & blessing until the writer can completing this thesis, without any obstacles in her opportunity. Peace and salutation be upon to the Nobel Prophet of Islam, Muhammad SAW, and his house hold, his companions and his followers.

This skripsi is presented to the English Department of the Faculty of Tarbiyah and Teachers’ Training State Islamic University Syarif Hidayatullah Jakarta as partial fulfillment of the requirements for the degree of strata 1 (S1).

The writer would like to express her honor and deepest gratitude to her beloved parents (R. Shomad Muhdor Abdurrozaq and Sunarsih) for their examples of strength and faith, with heartfelt gratitude for their love, care, prayer, and encouragement. Her beloved sister & brothers (Mba’ Dewi, K’ Mashury, Asgaf and Hamzah) for their love, attention and kindness. And also for her inspiring friend (Mas Hery) who have supported her, shared his love and build wonderful moment together, and all family who always give support, motivation and moral encouragement to finish her study.

The writer would like to express her thanks and gratitude to her advisor Dra. Hidayati, M.Pd for her valuable help, guidance, correction and suggestions in writing the good skripsi. This work would not be completed without a great deal of help from her.

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Her friends in UKM Bahasa FLAT, HMI Komtar, JIMS, which has been contributed her many experiences in organization. And all her friends that can not mention one by one who always give motivation and real friendship & valuable time together to the writer.

May Allah, The all-Hearer & all-Knower, bless, protect & guide them all and gives them more than what they have given to the writer. Amiin.

Jakarta, September 2007

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LIST OF TABLES

Table 2.1. The distribution of English instructional material

within the syllabus ... 14 Table 3.1.The guideline for good textbook recommended

by Puskur DIKNAS ... 28

Table 3.2. The material coverage assessment ... 29 Table 4.1. English material presentation in SMART STEP an English

textbook used in MTS Pembangunan ... 31 Table 5 The result analysis of SMART STEP English textbook

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CHAPTER 1 INTRODUCION

This chapter presents and discusses the background of the study, statement of the problem, objective of study, significance of study, scope and limitation of study, and definition of key terms.

A. The Background of Study

English is used as a means of communication and it plays an important role in the people's life, either in written or oral forms, such as in books, newspapers, magazines, televisions, radios, and internet. English is considered important to broaden knowledge and to develop technology, art, and culture. Besides, there are many books, especially textbooks for university students, which are written in English. In order to be able to read the textbooks and other written materials, people should master English. However, to master English is not always easy for everybody.

English as the first foreign language is officially taught at Junior High School and Senior High School in Indonesia. Based on the Minister of Educational and Culture decree No : 372 / 2003 dated December 12, 20031 as stated in the 2004 basic course outline for the Islamic Secondary School states that English is the first foreign language that must be taught in Indonesia.

English as a foreign language is also taught at Madrasah Tsanawiyah (for the next term the word MTs is used) as a compulsory subject. The goal of teaching English at MTs is to enable the students to possess the ability of listening, speaking, reading, and writing through the chosen themes based on their development level and interest, with the mastery of approximately 500 entry words and relevant grammar.

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To achieve the objectives of teaching English at MTs requires the involvement of many factors. Kasbollah (1993:3)2 states that teachers, textbooks, media, students, curriculum and society are needed to support the teaching and learning process. But to handle all those factors is not easy.

A book has an important role in the efforts to improve students' knowledge, which consists of learning materials. It plays a dominant role in educational programs. Textbook plays an important role because it dictates to a considerable extent the content and form of teaching. It is used as guidance for teachers and students in teaching learning process. To make the process of teaching learning successful, teachers should use appropriate textbooks for students. The textbook should be readable and understandable by the students and also appropriate with the syllabus and curriculum according to their instructional level.

In teaching learning English, a textbook also still has an important role in facilitating teaching learning activities. It is used to facilitate students in improving their English skills.

There are many English textbooks which have been written and produced for various levels of students. The importance of using textbooks for academic purposes encouraged many publishers to produce textbooks that will be used in schools. They offer a variety of textbooks including English textbooks. Thus, teachers should be able to select and use the appropriate English textbook to be used in class. Sometimes, it is the responsibility of the teachers to select the textbook they will use in a given class.

The selection of English textbooks is not an easy process. It is often difficult to convince students of English as a foreign language that texts in English can be understood even though there are vocabulary items and structures that students have never seen before.

A good English textbook is readable, understandable and comprehensible for students. They are easy to read and understand. It will motivate them to learn

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English. If they have difficulty to understand the textbook, they usually get bored and it will make them frustrated in learning English.

To have textbooks in the classroom is a good way and it is also a must for both teacher and students. A textbook is designed to help learners understanding the lesson easily. It is also helps the teacher to gives the lesson in a good arrangement.

Textbook, according to Jack C. Richards Schmidt on Longman dictionary, has a meaning; a book on a specific subject used as a teaching learning guide, especially in a school or collage. Textbook foreign language learning is often part of graded series covering multiple skills which are listening, reading, writing, grammar.

Nowadays, there are many English textbooks that the teachers may use to support the teaching learning activities. Even though the books compiled based on the same curriculum, but the contents may be different. It is the teacher that should be aware and be more critical in choosing and delivering the materials to the students. And it will be much better if the teacher not only use one textbook reference but also more than one textbook reference.

In fact, it is quite difficult to get English textbook has good materials and suitable with the curriculum. Although plenty of English textbooks for Junior High School are claimed to be published and written based on the 2004 English curriculum, but not all of them are really in line with the 2004 English curriculum perfectly

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Based on this problem, the writer tries to analyze and interpret it under title THE ANALYSIS OF ENGLISH TEXTBOOK USED AT THE FIRST GRADE OF MADRASAH TSANAWIYAH PEMBANGUNAN UIN SYARIF HIDAYATULLAH JAKARTA BASED ON CURRICULUM 2004 AND GUIDELINE ASSESSMENT.

B. Statement of the Problem

In this study, the writer plans to analyze the English textbook used at the first grade of MTs Pembangunan. The main problem of this study is: “Is the content of English material coverage of Smart Step the Smartest Way to Learning English an English Textbook for Junior High School Grade VII textbook used by the students at the First Grade of MTs Pembangunan UIN Syarif Hidayatullah Jakarta already in line with the latest syllabus suggested and Guideline in English Textbook Assessment recommended by Puskur DIKNAS?.” The main problem is formulated into two sub problems as follows:

1. How is the English material presentation within the English textbook used at MTs Pembangunan UIN Syarif Hidayatullah Jakarta?

2. Is the English material coverage of textbook in line with the latest syllabus suggested and Guideline in English Textbook Assessment recommended by Puskur DIKNAS?

C. Objective of Study

In line with the statement of the problems stated previously, the purposes of the study are as follows:

1. To analyze the content of the English material presentation of English textbook used at MTs Pembangunan UIN Syarif Hidayatullah Jakarta. 2. To know whether the textbook is in line with the latest syllabus

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D. Significance of Study

The findings (results) of this study are expected to contribute to the English teachers, the school principal and further researchers. The result of the study is expected to provide better insight on how to select and choose the better English textbook to be used in teaching learning activity. By knowing the problem, as the decision maker at school, he also has responsibility to solve the teacher's problem in term of textbook selection.

Besides, the result of the study is hoped to enrich the teachers' knowledge of English textbook analysis, and it can be used as a reference for the next researchers who are interested in developing similar study.

E. Scope & Limitation of Study

There have been numerous English textbook for Junior High School students available in the market. This study is limited to the analysis of English textbook based on three criterias, that are (a) The textbook to be investigated is that Smart Steps the Smartest Way to Learning English an English Textbook for Junior High School Grade VII published by GANECA EXACT and written by Ali Akhmadi (b) It used for the first grade of MTs Pembangunan UIN Syarif Hidayatullah Jakarta, and (c) The material presentation within the textbook just focus on the odd semester in that level.

Furthermore, the scope to be paid attention in this study comprises; (a) English material presentation within the Smart Step an English Textbook, and (b) the agreement between English material coverage in the Smart Step an English Textbook with the order of material stated in the latest English syllabus.

F. Organization of Writing

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study, significance of the study, limitation and scope of the study and the organization of writing.

Chapter two will be focused on the discussion of theoretical framework. It consist of teaching English at MTs, Objective of Teaching English at Junior High School Based on 2004 English Curriculum, Material, Syllabus and Curriculum, Instructional Material for MTs Recommended by Latest English Syllabus, Textbook, Guideline English textbook assessment for Junior High School based on 2004 English Curriculum, The Standardization of English Textbook written, and The Aspect of Material Coverage.

Chapter three presents the description of the research method used in the study. This includes Research Design, Source of Data, Research Instrument, and Procedure of Data.

Chapter four describes the research findings based on the data that could be collected. The presentation will be in line with the problems formulated in the first chapter, they are; English material presentation within the English textbook, and The agreement of the English material coverage in the textbook with the latest syllabus suggested.

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CHAPTER II

THEORITICAL FRAMEWORK

In order to have a clear picture of the problem under the study The Analysis of English Textbook Used at the First Grade of Madrasah Tsanawiyah

Pembangunan UIN Jakarta. This chapter reviews the theoretical papers, research reports and related literature to support the title of this study discussed. It includes; teaching English at MTs, Objective of Teaching English at Junior High School Based on 2004 English Curriculum, Material, Syllabus and Curriculum, Instructional Material for MTs Recommended by Latest English Syllabus, Textbook, Guideline English textbook assessment for Junior High School based on 2004 English Curriculum, The Standardization of English Textbook written, and The Aspect of Material Coverage.

A. Teaching English at Madrasah Tsanawiyah

Madrasah Tsanawiyah is an Islamic Junior High School which belongs to the primary education. It is under the administration of the Religion Department. Basically, the curriculum applied at MTs is the same as applied at SMP except that the curriculum at MTs is added with Islamic subjects. Thus, the curriculum at MTs is the SMP 2004 Curriculum with additional Islamic subjects such as Fiqh, Quran Hadist, Aqidah Akhlak, Islamic Cultural History and Arabic.

As stated in the English syllabus, the objective of the teaching English at MTs is that by the end of their study, the students are expected to master the actional competences are that listening, speaking, reading and writing equally through the chosen themes, which is based on the level of their competence and interest, level of vocabulary mastery (500 entry words) and the appropriate grammar (Diknas, 2004)3. Thus the linguistic competence such as grammar,

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vocabulary, pronunciation and spelling can be taught integrated to support the development of those four actional competences.

As a foreign language, English is taught at MTs as a compulsory subject, the English instructional material which is suggested in the syllabus can be developed by the teachers themselves. They have own right to select and use one textbook or more, which they consider appropriate for the students.

English as a compulsory subject is aimed at preparing the students to develop science, technology and culture, and at making them competent and good Indonesian citizens who are ready to participate in the national development. This subject includes listening, speaking, reading and writing equally. However, to achieve the objective of English instructional material, one or more aspects of the syllabus may be given emphasize depending on the need and the level of the students' proficiency.

In teaching learning English, a textbook still has an important role in facilitating teaching learning activities. It is used to facilitate students in improving their English skills. And as one of teaching materials, textbook is used both of the teacher and students, and it determines the activities in the classroom. Textbook is not only as a course book but also as a set of teaching and learning guideline.

As stated in the 2004 Curriculum, there are various subjects the presentation of which is suggested to make use of the facilities such as the library, instructional media, the natural environment, culture and society, and the resource persons.

B. The Objective of Teaching English at Junior High School Based on 2004 English Curriculum

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daily matter as a tool to increase interpersonal, exchange information and also to comprehend languages esthetic in English culture.

Curriculum always changes, as the students' needs also always change from time to time in accordance with the changing of the science and technology. Therefore, to meet the students' need, the 1994 Curriculum has been replaced by the 2004 Curriculum or Competency Based Curriculum based on the decree of the Minister of Education. This new curriculum has been applied in Indonesian cities since the 2004 academic year.

In Competence Based Curriculum, English subject has a function as a mean to communicate for accessing the information and in the daily life regarded to build interpersonal relation, to exchange information, and also to enjoy the esthetic the English culture.

The objectives of teaching English at Junior High School included MTs based on 2004 English Curriculum are as follows:

1. To develop communication skill in English written and oral. It comprehends listening, speaking, reading and writing.

2. To increase the consciousness about the meant and important of English as one of foreign language used most in the world.

3. To develop students' comprehension about the relation of language and culture. Therefore students will have knowledge about cross culture and take part in it4.

Students must be prepared to have competence to express their ideas and their feeling. It is expected that language can help students to understand their culture and others culture and also participate in the society where the language is used.

And the ranges of English materials within the 2004 English syllabus are as follows:

• Actional competences which comprise of listening, speaking, reading

and writing.

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• Discourse competence (actionable competence, linguistic competence, socio cultural and strategic competence).

• Developing positive attitude on the English language as a tool of

communication.

C. Material, Syllabus and Curriculum.

Language is one of the means of communication which is commonly used by human beings. It is the most important means of communication and widely used by people all over the world.

Instructional materials are partially related to syllabus while syllabus and curriculum are two different but closely related matters. This close relation is the reasons why the two are sometimes used synonymously by some experts. In the present context, materials are an important component within the curriculum. They are used to achieve the instructional objectives which have been formulated. Therefore, instructional materials used for teaching learning process must be selected carefully. They must be in consonant with the curriculum so that the instructional objectives can be achieved. This is in line with what Kasbollah (1993) suggests that the material selection should be based on the instructional objectives, the needs of the learners and on the local situation where the learners are studying.

According to Richards and Rodgers (1986)5, the roles of instructional material within a functional / communicative methodology might be specified as follows:

1. Materials will focus on the communicative abilities of interpretation, expression and negotiation.

2. Materials will focus on understandable, relevant and interesting exchange of information rather than on the presentation of grammatical form.

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3. Materials will involve different kinds of texts and different media, which the learners can use to develop their competence through a variety of different activities and tasks.

Materials are an important component within the curriculum. They are used to achieve the instructional objectives, which have been formulated. Therefore, instructional materials used for teaching learning process must be selected carefully. They must be in consonant with the curriculum so that the instructional objectives can be achieved. Since the roles of instructional materials are very important to achieve the instructional objectives, it is hoped that the teachers be more selective and creative in selecting the most appropriate materials for their students.

The word curriculum is used interchangeable with syllabus. A syllabus is a plan which a teacher translates into activities in the classroom. It is part of a curriculum excluding the element of curriculum evaluation (Huda, 1999)6. This definition is in line with that of Robertson (in Yalden, 1987)7 that the curriculum includes the goals, objectives, content, processes, resources and means of evolution of all learning experiences planned for pupils both in and out of the school and community through classroom instruction and related programs, and he defines syllabus as a statement of the plan for any part of the curriculum, excluding the element of curriculum evaluation itself. Thus the main distinction between a syllabus and a curriculum is that a syllabus is part of a curriculum excluding the element of curriculum evaluation.

In the 2004 English syllabus, the approach adopted in the teaching and learning process is communicative approach, basically this approach is another version of meaning based approach. Therefore, the approach to be applied in the 2004 English syllabus is communicative approach.

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Nuril Huda, Language Learning and Teaching; Issues and Trends, (IKIP Malang,1999), P.32

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The general goal of English teaching is the acquisition of discourse competence, actional competence, linguistic competence, socio culture competence and strategic competence with emphasize on discourse competence. Therefore, it is not emphasizing on oral skill but the all competences are equally. The students have the actional competence of listening, speaking, reading, and writing, and linguistic competence that is in accordance with the determined themes.

The curriculum is very vital to lead teaching-learning process and to organize all components involved in educational program systematically. Following the curriculum in important in order to gain the instructional objectives in the teaching-learning activities.

In line with the change of time, the progress of science and technology also increases. Consequently, the society’s needs toward the progress of science and technology increase so that the students’ needs also change. To meet such a change, the curriculum must also be changed because curriculum is a reflection of situation in a certain period of time. Therefore, a perfect curriculum has never been found.

Realizing the need for such a change, the government always tries to improve the curriculum. The latest version of curriculum is well-known as Competency Based Curriculum 2004.

The objective of teaching is to developed students’ competence to communicate in the target language in real communicative contexts. Communicative competence is indicated by an ability to use the language appropriate for a given social context.

The latest model in language literary stated by Celce Murcia, Dorney and Thurrell (1995) that language is not only a set of rules but also communication. This model is famous as communicative competence, which is represented in celce Murcia et.al (1995:10) as follows8:

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Picture 1: communicative competence model (from Celce Murcia, et.al) The picture above represents that the main competency to be master in English language teaching consist of discourse competence. Its competence as also supported by four other competences is that, linguistic competence, actional competence, socio-cultural competence, and strategic competence.

Discourse competence, this component is concerned with the mastery of ways to combine grammatical forms and meaning to produce either a spoken or written utterance wholly in various forms. Unity of an utterance can be attained through form cohesion and meaning coherence. Cohesion is the relationship between utterance and grammatical structure devices to enable one to interpret the meaning of a discourse. Coherence is the relationship among several meanings in an utterance (text). Finally the actual meaning of an utterance depends partially on the social context in which it occurs. Discourse competence can only be reached when students have got the supporting competence, actional competence, socio cultural competence and strategic competence.

Linguistic competence is identical with grammatical competence which involves the mastery of language codes both verbal and non-verbal, such as vocabulary, grammar, pronunciation, spelling and semantic. This competence is required for the understanding and expressing literal meaning of an utterance.

Discourse Competence

Linguistic

Competence _CompetenceActional Socio-Culture

Competence

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Actional competence is identical with the four language skills, which stands for listening, speaking, reading and writing, the four skills of language should be taught in an integrated manner in the teaching of English in junior high school. The linguistic competence such as grammatical, vocabulary, pronunciation, and spelling are taught to support the mastery of the four language skills. Thus, the students are expected to be able to use the language through listening, speaking, reading and writing.

Socio-cultural competence deals with socio-cultural and discourse rules. It relates to the extend an utterance is expressed and understood correctly in different sociolinguistic context, which in turn depend on certain factors such as speaker-listener status, the objective of the interaction, and the rules and norms of the interaction.

Strategic competence consists of the mastery of both verbal and non-verbal communication strategies used by a speaker to (a) make-up for the weakness in communication due to the limitations of circumstances, and (b) to strengthen the effectiveness of communication. For instance, the paraphrasing strategy is used when a speaker forgets a certain grammatical structure.

D. Instructional Material for MTs Recommended by the Latest English Syllabus.

The curricular objectives of English in MTs are specified into the instructional objectives of first year, second year and third year. The objectives for each year are more specified into the objectives of listening, speaking, reading and writing.

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The government decided basic competencies and indicators in every subject, for English subject there are four basic competencies which consists of listening, speaking, reading and writing and indicators for each competence.

The basic competencies and indicators for English materials based on the latest English syllabus for the first grade of MTs are stated as follows:

Table 2.1. The Distribution of English Instructional Material within the Syllabus

Kompetensi Dasar Indicator Materi Pokok

1.1Mendengarkan

Merespon dengan benar tindak tutur di dalam:

a. Wacana transaksional

interpersonal seperti:

• Sapaan dari orang yang belum/sudah dikenal

• Ungkapan terima kasih dari orang lain

• Permintaan maaf dari orang lain

• Pernyataan orang lain yang memberi informasi/jasa • Perintah atau larangan • Penyangkalan orang lain • Permintaan dan pemberian

informasi berupa fakta

• Permintaan klarifikasi

b. Wacana monolog: • Naratif

(orientasi>komplikasi>res olusi>reorientasi)

• Recount (orientasi

kejadian-kejadian nyata>orientasi)

c. Merespon dengan melakukan perintah yang diucapkan guru d. Menulis ungkapan-ungkapan

Contoh materi dan ungkapan respon ragam bahasa lisan:

a. Good morning/ How are you?

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1.2Berbicara

komunikatif yang diucapkan guru (dictation) dengan ejaan dan tanda baca yang benar

a. Melakukan berbagai tindak tutur dalam wacana lisan transaksional dan atau interpersonal seperti:

• Menyapa orang yang belum/ sudah dikenal

• Mengungkapkan terima kasih

• Meminta maaf kepada orang lain

• Meminta / memberi informasi/ jasa/ barang

• Menyatakan sesuatu • Memerintah atau melarang • Menyangkal

• Mengungkapkan tindak tutur yang menyertai

kegiatan fisik dikelas(language

accompanying action)

• Mengungkapkan tindak tutur dalam dialog sederhana terdiri atas dua atau tiga pertukaran peran

• Merespon secara

interpersonal menggunakan is it? Do you? Aren't you?dsb.

• Meminta dan memberi informasi factual

• Meminta dan memberi pendapat atau persetujuan b. Mendeskripsikan benda, orang

atau tempat secara sederhana.

1.Melakukan monolog dalam bentuk:

• Naratif

(orientasi>evaluasi>kompl ikasi>resolusi)

• Ungkapan-ungkapan yang telah dipelajari.

Contoh bahasa ragam lisan: this. Come here…

a.May I borrow this?

I read this story called Cinderella.

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1.3Membaca

• Deskriptif (klasifikasi umum>deskripsi)

kejadian-kejadian nyata>reorientasi)

1. Mengidentifikasi main ideas 2.Mengidentifikasi supporting • Deskriptif (klasifikasi

umum deskriptive)

kejadian-kejadian nyata>reorientasi)

a. Menulis kalimat fungsional sederhana.

b. Menulis pesan, pengumuman

It's good you know. This girl was pretty, smart and loving.

Komplikasi:

But she lived with her step mother and three stepsisters.

But, fortunately… She met this handsome prince. The prince is rich, right? And he fell in love with her.

Reorientasi:

So you can guess.. She lived happily ever after.

Contoh ragam bahasa tulis:

Orientasi:

Once, there was a little girl called Cinderela Evaluasi:

She was pretty, clever and loving.

Komplikasi:

But she was very poor, her step mother and three stepsisters were very mean.

Resolusi:

Fortunately, she met a handsome prince, and he fell in love with her. Reorientasi:

Then Cinderella became a princess.

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Dan

singkat dan sederhana, dan kartu ucapan

c. Menghasilkan teks berbentuk: • Naratif - Happy birthday! - Have a nice trip - Dan lain-lain9

Adapted from SMP/MTs English syllabus 2004. p.179

The materials will be more meaningful for the students if they are related to the students' needs, interests, and their future. Therefore, these should be consideration for the teacher in deciding teaching learning activities. The teacher should be creative in ordering instructional materials, selecting instructional resources, and applying instructional strategies.

E. Textbook

Book is an important part in learning process, and it has relation to increase on the students learning achievement. World Bank (1989)10 reported that students belonging of book and other facilities have positive correlation with their learning achievement.

Basically, the book which is used in Indonesian schools divided into four, they are textbook, reading book, references and teachers' guide. Textbook is considered as the primary instructional resource in schools. It plays an important

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Depdiknas, StandarKompetensi…, P. 179.

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role in educational program. It is still used dominantly in teaching learning process.

The term of textbook refers to “a coherent body of teaching materials which may consist of either just the course book(s) but also of a learning package consisting of several parts11. In Pedoman Penilaian Buku Teks Pelajaran Bahasa Inggris, stated that "textbook is a student's handbook which is designed based on national education curriculum and appropriate with Indonesian educational system. And it is purposed to increase students' knowledge and competences in English.

As one of teaching materials, textbook is used both of teacher and students and it determines the activities in the classroom. By using textbook, the teacher can decide what and how materials which are determined by curriculum and syllabus. Textbook is not only as a course book but also as a set of teaching and learning guideline.

According to Allington & Strange, a textbook serves as a single repository of information on a subject, allowing both the teacher and the learner to use a single common source for acquiring the desired content12. While Von Esl stated that the textbook plays an important role because it dictates to a considerable extent the content and the form of teaching13.

From the description above, it can be concluded that textbook is a coherent body of considerations about the content and form of teaching, about the “what” and “how” of teaching, and it used by the teachers and learners in supporting classroom activities.

In teaching learning process including English language teaching learning, a textbook is needed. Els.et.al says”…textbook, which being a focal point for both learner and teacher and determining the daily activities in the classroom. Thus textbook helped the students and teacher do their work in the class. As stated by

11

Rogers Browers & Cj. Brumfit (eds), Applied Linguistic &English Language Teaching, (London : Mac Millan Publishers, Ltd.,1980),p. 298.

12

Richard Allington & Michael Strange, Learning through Reading in the Content Areas, (Lexington : Dc. Heath and Company, 1980),p.4.

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Esl et.al textbooks are very usually commercial product. It is no wonder that many publisher produce textbooks and as a result in the open market there are big selections of textbooks. The numbers of textbook has increased dramatically. Many publishers produced many textbooks to be used in schools. Michael Swan stated “There are fewer dull courses around their days and many modern courses contain interesting and motivating material, with good texts, attractive visual and well-chosen”14.

Almost all of schools uses textbook as one of instructional sources for teaching learning activities. Besides it, John Goodland discovered “the textbook promenaded throughout as the medium of instruction, except in kindergarten. With each advance in grade level, dependence on the textbook increased”15.

In teaching any of study skills, the teacher at each grade level stars from and builds on, what the students presently knows. To do this, the present ability level of each student must be determined. A good place to begin is with the textbook adopted for use in a given course16. Textbook is consisting of some experiences, ideas and researched data. Because of that, teachers should use textbook as guidance in handling learning situations.

In other words, textbooks helps teachers to apply the curriculum because it is usually written based on the existing curriculum. A textbook is also guidance in deciding the most appropriate teaching method to be used in the teaching process. It is also gives chances to the students to review the lesson by their selves. It is also be used for a long time and can be revised. Finally, a textbook plays an important role in adding teacher’s teaching method it self.

The importance of textbook encouraged many authors and publishers to produce textbooks in a large number. Moreover, Esl stated that textbooks are usually commercial products. Publishers often involve commercial consideration in producing their textbooks17. To keep the profit of their textbooks sale, they

14

Roger Browers, Applied…, p.34.

15

Jean Osborn, et. al., Reading Education : Foundations For A Literate America, (Lexington : Dc. Heath &Company, 1985), p.46.

16

Arthur W. Heilman, Principles & Practices of Teaching Reading, 2nd ed., (Columbus : E. Merill Publisher Company, 1967), p.374.

17

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must be able to choose appropriate texts in their textbooks for students and teachers as their costumers. Sometimes they have difficulty in choosing a group of texts that will be appropriate for large numbers of students although they lack precise information about individual students.

F. Guideline for English Textbook Assessment for Junior High School Based on 2004 English Curriculum.

The implementation of 2004 Curriculum has change the attitude of everyone who involves in the national education program, and the outcomes of its application at school should be in line with the curriculum recommended. For the previews curriculum, students placed as the object of educational program that is look like the empty vessel that should be fulfilled by the teachers every time. Meanwhile, the curriculum requires students to be actively involves in learning process, teachers assist or support students to maximally explore their ability.

Based on the explanation above, it can be conclude that textbook is hoped can support teachers to manage the activities to improve students' skills and facilitate students to actively involve in learning program set up by the teachers.

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LISTENING Basic competencies

• Identify key words in a simple oral text.

CORE MATERIAL ACHIEVEMENT INDICATORS

• Simple oral texts containing descriptions of about 100-150 words

• Complete sentence related to their and someone else's identity • Answer oral questions related to

their and someone else's identity

• Understand oral instructions.

• A set of oral instruction and

command

• Carry out given instructions • Differentiate words with similar

pronunciation

SPEAKING Basic competencies • Introduce one self.

• Dialogues related to the themes containing expression of introduction.

• Describe their own identity • Introduce them selves and others • Using question word "who" and

"what"

• Express a set of command.

• Dialogue related to the themes containing some expressions.

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READING Basic competencies

• Get specific information from written texts.

• Written texts containing description up to 150 words

• Identify specific and general information from a text.

• Get detailed information from written texts.

• Written texts containing functional expressions.

• Answer questions about information stated explicitly in the text.

• Identify a reference of certain

words in a text

WRITING Basic competencies

• Express something about describing or identity.

• Written texts containing description up to 150 words

• Completing sentence related to identity

• Write a paragraph about identity

• Answer comprehension question in written form.

• Written texts up to 150 words • Written the answer for some

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G. The Standardization of English Textbook

Textbook is arranged based on the scientific rule which is implemented in arranging the textbook and it can be responsible for the rightness. Moreover, it needs standardization of English textbook in order to make it appropriate with national standardization of textbook arrangement which based on the qualification of National Standard Curriculum.

There are several principles of textbook standardization, they are as follows18:

1. Measurable and achievable 2. Practical

3. Communicative goal 4. Create life skills

H. The Aspect of Material Coverage

Textbook should be specific, clear, accurate, and up to date. And the four competences should be delivered by integrated and meaningfulness. The Guideline for English Textbook Assessment for Junior High School Based on 2004 English Curriculum decided for textbook material coverage should consist of several aspects, they are as follows:

1. The material should be in line with curriculum recommended and standard competences are that discourse competence, linguistic competence, socio cultural competence, and strategic competence should be presented. Therefore, approach educationally and socially acceptable to the target community.

2. The actional competencies (listening, speaking, reading and writing or at least it combines between two language components) should be presented by integrated and fluency practice in all four skills.

3. The materials should be coverage of varied genre, and they should be appropriate with systematically coverage of syllabus19.

18

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4. The materials comprise the aspects of linguistic competence (phonology, grammar, vocabulary and semantic), these are groups under the headings (coverage, texts, tasks, activities, exercise) clearly organized and graded (sequence by difficulty).

5. Varied topics and tasks, so as to provide for different learner levels, learning style, interest. Furthermore, they encourage learners to develop own learning strategies and to become independent in their learning.

6. The material coverage is that scientific knowledge, skills and behavior that support in acquiring life skills20.

19

Alwasilah, Pedoman…,p.28.

20

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CHAPTER III

RESEARCH METHODOLOGY

The present chapters present the description of the research method used in the study. This includes research design, source of data, research instrument, and procedure of data.

A. Research Design

Since this study was intended to examine or observe the present condition of the instructional materials display within the Smart Steps the Smartest Way to Learning English an English Textbook for Junior High School Grade VII. So, the design employed in this study was descriptive analysis. The writer functions in this study as the main instrument or key instrument. For this purpose, the researcher has implemented some descriptive procedures. The data gathered was analyzed in such a way to obtain valid result of the study.

The design of this study is textbook analysis, using a document analysis, where the researcher judges the textbook analyzed as one of the parts in curriculum that is instructional material in the form of textbook.

According to Alwasilah (2006, p.31) evaluation from analysis is an activity of judgment towards an object based on a set of criteria, objective and can be responsibility, as a part of the controlling textbook quality.

This study also called analysis because it tries to analyze objectively whether the material coverage in the Smart Steps the Smartest Way to Learning English an English Textbook for Junior High School Grade VII which is published by GANECA EXACT in line with the English syllabus and Guideline in English textbook assessment recommended by Puskur.

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B. Source of Data

The source of data of this study is the material coverage in the English textbook at the odd semester for the first grade students of Junior High School entitled Smart Steps the Smartest Way to Learning English an English Textbook for Junior High School Grade VII published by GANECA EXACT which has been developed based on the 2004 Competency-Base Curriculum and written by Ali Akhmadi.

C. Research Instrument

In this study, the researcher used an instructional material analysis sheet describing the criteria of the material coverage aspects based on the guideline required from guideline in English textbook assessment and a course in language teaching.

D. Procedure of Data

In general, the writer uses qualitative and quantitative analysis. The analysis is used to determine whether the material coverage in the textbook has met the requirements of good and represented the objectives of the 2004 Curriculum. Meanwhile, the qualitative analysis is used to measure the percentage of the conformity between the material coverage and the latest English syllabus recommended and also guideline in English textbook assessment.

According to Guideline I English Textbook, the qualification of good English textbook classified into four scoring criteria, they are as follows:

1. The score 7 → stands to the material coverage in the textbook evaluated appropriate with the seven aspects in guideline completely.

2. The score 5 → stands to the material coverage in the textbook evaluated appropriate with several requirements in guideline, in this case is 5.

3. The score 3 → stands to the material coverage in the textbook evaluated appropriate with the requirements below five, in this case are only 3 or 4 4. The score 1 → stands to the material coverage in the textbook

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below will give the clear guideline of material content covered in Smart Steps the Smartest Way to Learning English an English Textbook for Junior High School Grade VII.

Table 3.1 The guideline for good English textbook recommended by Puskur

NO SCORE QUALIFICATION DESCRIPTION

1 7 7 Very good

2 5 5 or 6 Good

3 3 3 or 4 Enough

4 1 1 or 2 Poor21

Moreover, in measuring quantitative data from the material coverage, the researcher used the certain a form as stated in “Pedoman Penilaian Buku Teks Pelajaran Bahasa Inggris” by Puskurnas that can be described in the following table:

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Table 3.2 The material coverage assessment

Bab No Kriteria

Penilaian Indikator Keterangan _{1 2 3 4}

1. Kesesuaian materi dengan kurikulum

a. Bab memuat materi sesuai kurikulum yang berlaku

b.Bab memuat standar kompetensi wacana

c. Bab memuat

standar kompetensi linguistic

d.Bab memuat standar kompetensi

sosiokultural

e. Bab memuat

standar kompetensi strategi actional

1.Tidak sesuai 3. Sebagian kecil

sesuai 5.Sebagian

besar sesuai 7. Semua sesuai

2. Materi speaking, atau reading dan writing)

a. Materi memuat contoh teks dari suatu genre atau tipe wacana yang bersifat tekstual

b.Materi memuat berbagai jenis genre atau tipe wacana yang bersifat non tekstual

1: Tidak ada contoh

teks/genre 3: Sebagian kecil

memuat contoh teks/genre

5: Sebagian besar memuat contoh teks/genre

7: Memuat contoh taks/genre

a.Materi fonologi akurat

sesuai dengan tatabahasa Inggris

b.Materi bahasa sesuai dengan tuntutan kurikulum

c.Materi grammar akurat sesuai dengan tata bahasa Inggris

1: Tidak sesuai dan tidak akurat 3: Sebagian kecil

sesuai dan akurat

5: Sebagian besar sesuai dan akurat

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Inggris serta

a.Materi tugas (task) diberikan untuk meningkatkan

kemampuan fonologi, kosakata dan grammar b.Taks diberikan untuk

meningkatkan

ketrampilan menyimak c. Taks diberikan untuk

meningkatkan

ketrampilan berbicara d. Taks diberikan untuk

meningkatkan

ketrampilan membaca e. Taks diberikan untuk

meningkatkan ketrampilan menulis

1:Tidak ada tugas (task)

a. Materi memuat pengetahuan (knowledge) yang mendukung ketrampilan hidup

b. Materi memuat

kemampuan (skiil) yang mendukung ketrampilan hidup

c. Materi memuat sikap yang mendukung ketrampilan hidup

1.Tidak mendukung 3. Sebagian kecil

mendukung 5.Sebagian besar

mendukung 7.Semua

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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter describes the research findings based on the data that could be collected. The presentation will be in line with the problems formulated in the first chapter, they are (a) English material presentation within the English textbook, (b) The agreement of the English material coverage in the textbook with the latest syllabus suggested.

A. English Material Presentation within the English Textbook

The term textbook is used here to mean the smart step an English textbook of which the teacher and usually, each student should be owned, and which is in principle to be followed systematically as the basis for English language learning at MTs Pembangunan.

A textbook provides a clear framework; teacher and learners know where they are going and what is coming next. Besides, the learner can use the textbook to learn new material, review and monitor progress with some degree of autonomy. Therefore, a learner without a textbook is more teachers dependent.

The material presentation in this study is observed from the material coverage in Smart Steps the Smartest Way to Learning English an English Textbook for Junior High School Grade VII for the odd semester, published by GANECA EXACT as presented in the following table:

Table 4.1. English Material Presentation in Smart Step an English textbook used in MTs Pembangunan.

No Themes Sub Themes Order of

Actional Competence Description

1 Personal

Identity

Introduction Listening Speaking

Reading

Listening about identity Describing own and others' identity

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2

Completing sentences about idemntity

Listening about physical appearance

Asking & answering question on physical appearance

Reading a story about Kimora Lee Perkins

Writing own physical description

Listening about school facilities

Talking about school facilities

Reading about Agus' school and a library regulation Writing school regulation

Listening about school activities

Talking about school life Reading an announcement entitled student writing contest

Completing information about school

Listening about family members

Asking & answering questions on family members

Reading a story entitled family members

Writing a paragraph about family members

Listening about family and parts of house

Practicing to give information, commands, ad orders

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4 Job Work &

Writing sentences about family activities

Practicing to hear words with similar pronunciation Talking about occupations Reading about Kiko Chen, Sally Mason, and William Delon's occupation

Writing about anything related to occupations

Listening about past time Talking about past activities Reading stories about Dwi Andreas and past time school

Writing about past activities22

From the data above shows that the textbook entitled Smart Step the smartest way to learning English for Junior High School grade VII published by Ganeca Exact which has been developed based on the competency based curriculum, written by Ali Akhmadi is designed for the whole year study. It consists of 8 themes which are developed into 15 subthemes which the themes of this book are suitable with the curriculum; they are personal identity, school life, family life, job, stories, hobbies, things around us, and shopping. These themes are devided into two semesters. 4 themes consist of 8 subthemes for the odd semester and 4 chapter consist of 7 subthemes for the even semester where in each subtheme involves actional competence, they are listening, speaking, reading and writing, and also four others competences. Therefore, the four skills as the main focus of this book, other language components such as structure, vocabulary, and pronunciation are also given in this book which is suitably with the theme. These language components are presented in short sentences, giving tables, quiz, and guided practices. And there is also a language focus where the students learn how

22

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to use some expression for certain situations and to learn some English grammar found in the text. Besides actional competence, there are discourse competence, which is concerned with the mastery of ways to combine grammatical forms and meaning to produce either a spoken or written utterance wholly in various forms, linguistic competence, socio cultural competence and strategic competence which are presented by integrated in each theme. In every themes are also completed by the description of basic competence, indicators and main materials.

Because the writer analyzed only for the odd semester, she would analyze only on the themes presented for the odd semester which consist of 4 chapters with 8 units.

B. The Agreement of the English Material Coverage in the Textbook with the Latest Syllabus Suggested

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Table 4.2. The result of evaluation of Smart Step English textbook on material presentation aspect

Bab No Kriteria

Penilaian Indikator Keterangan _{1 2 3 4}

1. Kesesuaian materi dengan kurikulum

a. Bab memuat materi

sesuai kurikulum yang berlaku

b. Bab memuat standar kompetensi wacana c. Bab memuat standar

kompetensi linguistic d. Bab memuat standar

kompetensi sosiokultural

e. Bab memuat standar kompetensi strategi actional

1. Tidak sesuai 3. Sebagian kecil

sesuai

5.Sebagian besar sesuai

7. Semua sesuai 7 minimal dua ketrampilan

bahasa (misalnya listening, speaking, atau

reading dan writing)

1:Hanya memuat

contoh teks dari suatu jenis tipe wacana

a. Materi memuat contoh teks dari suatu genre atau tipe wacana yang bersifat tekstual

b. Materi memuat

berbagai jenis genre atau tipe wacana yang bersifat non tekstual

1: Tidak ada contoh teks/genre

3: Sebagian kecil memuat contoh teks/genre

5: Sebagian besar memuat contoh teks/genre

7: Memuat contoh taks/genre mar yang akurat dan sesuai

a. Materi fonologi

akurat sesuai dengan tatabahasa Inggris b. Materi bahasa sesuai

dengan tuntutan kurikulum

c. Materi grammar

akurat sesuai dengan tata bahasa Inggris

1: Tidak sesuai dan tidak akurat 3: Sebagian kecil

sesuai dan akurat 5: Sebagian besar

sesuai dan akurat 7: Semua sesuai

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5. Tugas/taks

a.Materi tugas (task) diberikan untuk meningkatkan

kemampuan fonologi, kosakata dan grammar b.Taks diberikan untuk

meningkatkan

ketrampilan menyimak c. Taks diberikan untuk

meningkatkan ketrampilan berbicara d. Taks diberikan untuk

meningkatkan

ketrampilan membaca e. Taks diberikan untuk

meningkatkan ketrampilan menulis

1:Tidak ada tugas (task) dan sikap yang mendukung ketrampilan hidup (life skiil)

a. Materi memuat

pengetahuan (knowledge) yang mendukung

ketrampilan hidup b. Materi memuat

kemampuan (skiil) yang mendukung ketrampilan hidup

c. Materi memuat sikap yang mendukung ketrampilan hidup

1.Tidak mendukung 3. Sebagian kecil

mendukung

These criteria are taken from the theorist suggested by Alwasilah in Pedoman Penilaian Pelajaran Bahasa Inggris by Puskur Diknas 2007

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1. Kesesuaian materi dengan kurikulum (The appropriateness of the material coverage in the SMART STEP textbook with the latest English curriculum.

From the material point of view, the textbook which already analyzed (Smart Step English textbook), it includes (a) It in line with the present curriculum, (b) It has discourse competence, (c) It has linguistic competence, (d) It has sociocultural competence, and (e) It has strategic competence.

By comparing the appropriateness of the English material stated in SMART STEP English textbook with the latest English curriculum in Indonesia (2004). It looked closest with the criteria of the guideline for English textbook assessment from Pusat Kurikulum Diknas. Besides, it also in line with the general goal of teaching English as the acquisition of discourse competence, actional competence, linguistic competence, socio cultural competence and strategic competence with emphasize on discourse competence. Therefore, it is not emphasizing on oral skill but the all competencies are equally (see the theoretical background on page 12).

2. Materi disesuaikan secara terpadu (The materials are presented integratedly)

The materials are presented integratedly at least consist of two actional competence (listening and speaking or reading and writing), it is also appropriate with the English curriculum suggested that is the four competences of language should be thought in an integrated manner in the teaching of English in Junior High School (see the theoretical background on page 14).

By analyzing the order of material within the SMART STEP English textbook, it is not only consist of two actional competences but also integrated in all four actional competences (see the theoretical background on page 21-23)

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From the textbook analyzed, the material coverage of texts from varied genre or discourse, textual or non textual. It is appropriate with the curriculum suggested (see the theoretical background on page 17)

4. Materi memuat komponen fonologi, kosakata dan grammar yang akurat dan sesuai dengan tata bahasa Inggris serta tuntutan kurikulum (The material comprise the aspects of linguistic competence (phonology, vocabulary and grammatical component) which is in line with the English structure and curriculum recommended)

The materials comprise the aspect of linguistic competence such as grammatical, vocabulary, pronunciation and spelling are taught to support the mastery of the four language competences. Thus, the students are expected to be able to use the language through listening, speaking, reading and writing (see the theoretical background on page 14). In this case, the SMART STEP textbook analyzed: (a) does not coverage phonology as suggested by the curriculum, (b) does not coverage vocabulary as suggested by the curriculum, while (c) the grammar component is given in line with the English structure and curriculum recommended.

5. Tugas atau task diberikan untuk meningkatkan kemampuan siswa dan menunjang tujuan yang dirumuskan dalam kurikulum (Tasks are given to encourage learners in their competences which is suggested in curriculum)

Tasks are given to encourage learners in their competences, it includes (a) it is given to encourage phonology, vocabulary and grammar, (b) it is given to encourage learners in their listening competence, (c) it is given to encourage learners in their speaking competence, (d) it is given to encourage learners in their reading competence, and (e) it is given to encourage learners in their writing competence.

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mentioned by Jack C Richard and Theodore S Rodgers that is material will involve different kinds of texts and different media, which the learners can use to develop their competence through a variety of different activities and tasks (see the theoretical background on page 12)

6. Materi memuat pengetahuan, kemampuan dan sikap yang mendukung ketrampilan hidup (life skill). (The material coverage scientific knowledge, skills and behavior that support their life skills)

From the material point of view, the material which already analyzed consists of: (a) it coverage scientific knowledge, skills and behavior that support their life skills, (b) it coverage skills that support their life skills, (c) it coverage behavior that supports their life skills. It is in line with the objective of the English curriculum that English material has a function as a mean to communicate for accessing the information and the daily life regarded to build interpersonal relation, to exchange information, and also to enjoy the esthetic the English culture (see the theoretical background on page 9). Therefore, it should coverage knowledge, skills and behavior that support their life skills.

This research is conducted to describe the material coverage from the textbook. It is done by analyzing the material coverage aspects based on the guideline in English textbook assessment.

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CHAPTER V

CONCLUSION & SUGGESTION

This chapter presents the conclusion and suggestion from the researcher based on the research done at Madrasah Pembangunan UIN Syarif Hidayatullah Jakarta.

A. Conclusion

Based on the research findings described previously, the conclusion can be drawn as follows:

The English textbook entitled SMART STEPS the smartest way to learning English for Junior High School grade VII is in line with the objective of the curriculum. The textbook is suitable for students of the seventh grade of MTs Pembangunan Jakarta and others.

B. Suggestion

The following are some suggestion for English teachers, principal and further researchers.

1. For the English teachers

a. Although the findings of this study show that the textbook is suitable for the seventh grade student, the English teacher should have another English textbook to support teaching learning process, so the teacher can explain the material clearly and the students can achieve a better result in English lesson.

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2. For the principal

The school principal should help the teachers in existing teaching materials by supplying English textbooks adequately for all students and appropriate with students' needs and levels.

3. For the further researchers

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BIBLIOGRAPHY

Agnes (ed), Michael. Webster’s New World: college dictionary, (USA: Wiley Publishing Inc, 2002), Fourth Edition, p. 149

Akhmadi, Ali, et.al. Smart Steps the Smartest Way to Learning English an English Textbook for Junior High School Grade VII. Jakarta: Ganeca Exact, 2004.

Allington, Richard & Strange, Michael. Learning through Reading in the Content Areas. Lexington : Dc. Heath and Company, 1980.

Alwasilah, A. Chaedar. Pedoman Penilaian Buku Teks Pelajaran Bahasa Inggris SMP/MTs dan SMA/MA. Jakarta: Pusbuk, Depdiknas, 2006.

Browers, Roger & Cj. Brumfit (eds). Applied Linguistic &English Language Teaching. London: Mac Millan Publishers, Ltd.,1991.

Depdiknas, Kurikulum 2004. Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP/MTs. Jakarta: Depdiknas, 2003.

Depdiknas. Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP/MTs. Jakarta: Puskur, Depdiknas, 2004.

Fraenkel, Jack.R & Wallen, Norman E. How to Design and Evaluate Research in Education, Mc Graw. HILL INC.

Heilman, Arthur W. Principles & Practices of Teaching Reading, 2nd ed., Columbus : E. Merill Publisher Company, 1967.

Hornby, AS. The Oxford English Dictionary. Oxford : Oxford University Press, 1978.

Huda, Nuril. Language Learning and Teaching Issues and Trends. IKIP Malang.

Kasbollah. K, Teaching Learning Strategies 1: Instructional Material (Part A), (Malang: English Department FPBS IKIP Malang, 1993).

Marianne, Celce-Murcia & Mc. Intosh, Lois. Teaching English as a Second or Foreign Language. Rowley Massachuset : Newbury House Publisher, Inc 1979.

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Richards C, Jack and Theodore S Rodgers. Approaches and Methods in Language Teaching. Cambridge : Cambridge University Press, 1986.

Robert C, Bogdan & Biklen, Sari Knopp. Qualitative Research in Education, an Introduction to Theory and Methods. United States of America. 1998

Stein, Jess. USA. The Random House College Dictionary. United State of America, 1978.

UIN Jakarta. Pedoman Penulisan Skripsi. Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah Jakarta: UIN Jakarta Press, 2007.

Ur, Peny. A Course in Language Teaching Practice and Theory, Cambridge University Press, 1996.

Vockell, Edward L & Asher William. J. Educational Research. New Jersey : Mac Millan Publishing Company, 1995

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The analysis of English texbook used at the first grade of Madrasah Tsanawiyah Pembangunan UIN Syarif Hidayatullah Jakarta based on curriculum 2004 and guidline of English textbook assessment

I dedicated this to Bapak and Umi and all of

LEGALIZATION OF EXAMINATION COMMITTEE

ABSTRACT

ACKNOWLEDGEMENT

LIST OF TABLES

TABLE OF CONTENTS

CHAPTER 1

INTRODUCION

CHAPTER II

THEORITICAL FRAMEWORK

CHAPTER III

RESEARCH METHODOLOGY

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

CHAPTER V

CONCLUSION & SUGGESTION

BIBLIOGRAPHY