BASED ON CURRICULUM 2013
(An Analytical Study on English Textbook for First year of Senior High School)
By:
ARIF PRASOJO
NIM: 109014000177
THE DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS
’
TRAINING
“SYARIF HIDAYATULLAH”
STATE ISLAMIC UNIVERSITY
JAKARTA
iv
Keywords: English language skills, Textbook, Curriculum 2013
The purpose of this study is to find whether or not the materials provided in
the English textbook “Pathway to English” designed for the first grade of Senior high
school compatible with the curriculum 2013. Besides that the writer also studies about the feasibility of content and presentation of the textbook.
This study uses descriptive qualitative approach. The data collected for this
study will be gathered from the English textbook “Pathway to English” published by
Erlangga. The data about English language exercise of speaking, writing, reading and listening then will be analyzed.
The results findings of this study concluded that (1) the English Textbook of
“Pathway to English” compatible with the curriculum 2013, as every single KI and
KD successfully implemented in the textbook. (2) The materials provided in the textbook completely developed, as all the suggested English language skills exercises of writing, speaking, reading and listening materials in the curriculum 2013 are implemented. (3) The feasibility of content and presentation has mostly met the standard of an English textbook in delivering curriculum 2013, using the basic frequency formula from Sudjiono assessment score acquired with 91.30% in feasibility of content and 77.77 % in feasibility of presentation fulfilled
Based on the findings of this study the writer suggested that both English teachers and educational institution should concern and pay attention with the content of the textbook, not only its compatibility with the current curriculum, but also the
v
School. Skripsi of English Education Department at Faculty of Tarbiyah and
Teachers’ training of Syarif Hidayatullah State Islamic University Jakarta. 2014.
Keywords: Skill bahasa Inggris, Buku Teks, Kurrikulum 2013
Tujuan dari penelitian ini guna menemukan apakah material yang di sediakan dibuku bahasa inggris “Pathway to English” yang didesain bagi kelas satu di Sekolah menengah atas cocok atau tidak dengan kurikulum 2013. Selain itu penulis juga mempelajari tentang kecocokan konten dan kecocokan presentasi dari buku teks.
Penelitian ini menggunakan metode deskriptif kualitatif. Data yang dikoleksi
dikumpulkan dari buku teks bahasa inggris “Pathway to English” yang dipublikasikan oleh Erlangga. Data yang berhubungan dengan skill bahasa inggris yakni membaca, menulis, berbicara dan mendengar nantinya akan dianalisa.
Hasil dari penelitian ini menyatakan menemukan bahwa (1) Buku bahasa
inggris “Pathway to English” kompatible dengan kurikulum 2013, dikarenakan
seluruh KI dan KD dapat diimplementasikan dengan sukses didalam buku teks. (2) Materi membaca, menulis, mendengar dan berbicara yang disediakan didalam buku teks dikembangkan dengan mengimplementasi dari material yang disuggestikan oleh kurikulum 2013. (3) kecocokan konten, dan presentasi secara keseluruhan rata-rata sudah mencapai standard buku teks bahasa inggris dalam cakupan kurikulum 2013, menggunakan formula penghitungan frekuensi dasar dari Sudjiono diperoleh data yaitu 91.30 % dan 77,77% dalam kecocokan presentasi terpenuhi.
I dragged, I lost myself completely, and it seems that I forgot how to say a word
Even though, I still could hear
Your voices calling me
Everything about you, your smile, and your anger keep telling me
N ever stop to walking forward
I f I stay and look up where the cloud starting to break apart
Yes, I know what you mean
Loneliness seems to consuming my life
Emptiness seems to binding my heart
O ver there please...Look... Just up ahead
M y dearest love waiting me
W hen I find, no way to moving on
You telling me, to close my eyes and start to believe
T he entire light gathers at this moment only to cheering me, because they understand me
Every step I take will shine brighter wherever my faith goes
W herever my faith goes
W herever my fate goes
M y fingertips, my lips, and all my hand were shaking but you said
vi
Praise be to Allah Lord of the world who has bestowed upon the writer in helping
him complete his skripsi. Peace and blessing upon our prophet Muhammad SAW, his
families, his companion and his followers.
Skripsi is presented to the English Education Department of the Faculty of
Tarbiyah and teacher training Syarif Hidayatullah State Islamic University Jakarta as
partial fulfillment of the requirements for the degree of strata 1 (S1).
This skripsi cannot be completed without a great deal of help from many people,
especially Mr. Dr. Atiq Susilo, M.A and Mrs. Atik Yuliyani, M. A, TESOL as
advisor who always gives their help, guidance, correction and suggestion for the
completion of this Skripsi
His deepest gratitude also goes to those who have helped her in finishing this
Skripsi, they are:
1. Dra. Nurlena Rifa’I, M.A., Ph.D the dean of Tarbiyah Faculty and teacher’s
training.
2. All lecturers of English Education who have taught the writer useful
knowledge and skills.
3. Drs. Syauki, M.Pd., the Head of English Education Departement and as the
writer’s academic advisor for his support and motivation for the writer during finishing this “skripsi”.
4. Zaharil Anasy, S.Pd. as the secretary of English Eduaction Departement.
5. Mrs. Siti Nurul Azkiyah, M.Sc., Ph.D and Mrs. Yenny Rahmawati, M.Ed for
their patience and willingness to help the writer until the completion of this
“skripsi”.
6. All his friends at Islamic State University of Syarif Hidayatullah Jakarta
vii one by one.
May Allah, the Almighty bless them all, Amien.
Jakarta, March 2014
viii
SURAT PERNYATAAN KARYA SENDIRI ... .. iii
ABSTRACT……… iv
ABSTRAK ... v
ACKNOWLEDGEMENT……… vi
TABLE OF CONTENT……… vii
LIST OF TABLES………. ix
LIST OF APPENDICES………... x
CHAPTER I. INTRODUCTION A. Background of the study………. 1
B. Research Question………... 4
C. Limitation of the study……… 4
D. Purpose of the study……… 5
E. Significance of the study………. 5
CHAPTER II. THEORETICAL FRAMEWORK A. Textbook 1. The Definition of Textbook……….. 6
2. The Function of Textbook……… 7
3. Textbook in Indonesia……….. 8
4. Rubric Assessment of Textbook………... 9
5. How to analyze a Textbook……….. 16
ix
1. The Definition of English Skills.………. 22
2. Productive Skills………... 22
3. Receptive Skills……….... 24
4. Language Skills in Curriculum 2013……… 25
D. Previous Study………... 26
CHAPTER III. RESEARCH METHODOLOGY A. Design of the study……… 28
B. Instrument of the study………. 29
C. Procedure of the study ……..………... 29
D. Technique of data analysis…..……….. 30
CHAPTER IV. RESEARCH FINDINGS AND INTERPRETATION A. Data Description……….. 31
1. Feasibility of Content ……….……….. 31
2. Feasibility of Presentation………. 50
B. Research Findings……… 53
C. Data Interpretation……….. 56
CHAPTER V. CONCLUSION A. Conclusions………. 57
B. Suggestions………. 57
1
CHAPTER I
INTRODUCTION
This chapter consists of background of the study, research questions, limitation
of the study, purposes of the study, and benefits of the study. The explanation of each
part is presented below.
A.Background of the study
In teaching and learning process of English language numerous aspects could
affect the outcomes of learning for students. These aspects could emerge from the
pre-teaching preparations, while the teaching and learning are on progress, or after
the teaching and learning take place.
Teachers’ roles are obviously important in teaching and learning process. They plan the syllabus, prepare the materials, and teach in the classroom and so on.
And that’s a whole lot of task to be done by a teacher. That is why media of a prepared teaching material is needed.
Textbook serves as a media that helps teachers in arranging a teaching and
learning process. Therefore preparing the teaching materials for each class will not
consume lots of time. Besides, Cunningsworth mention that the uses of textbook are
considered helpful because most of goals and aims have already been prepared in set
of practices based on what students need to learn1.
Textbook not only beneficial for teachers in terms of helping them to prepare
the materials, and achieve the teaching aims and objectives but also textbook helps
students to achieve their learning needs. It sounds to be logical answers to overcome
the problems of creating good and enhancing teaching atmosphere in the classroom.
With well prepared materials and test provided by the textbook, combined with
teacher flexibility in teaching using the textbook in the class, a good compromise can
be reached.
1
process. A textbook usually overcome the whole school curricula, the aims, goals,
even the materials. That is why no one can guarantee the quality of a textbook used.
The effectiveness of a textbook in arranging aims and goals, and preparing
teaching materials become a good consideration before deciding to use the textbook
in the classroom.2 An inappropriate textbook could possibly make the class dull with
uninteresting exercise or too expensive for students or even does not match with the
learner’s rights in achieving their needs in learning.
Those reasons make the selection of textbook used by teachers become
relatively crucial. The textbook has to fit with the current curriculum, schools
syllabus along with student’s needs and also the aims and goals of teaching. Therefore, teachers have to choose the appropriate and ideal textbook as beneficial
for both students and teacher as possible. However on a particular occasion, learners’
needs sometimes become the pin point for the teachers to determine a textbook.
Curriculum 2013 for senior high school in Indonesian began to be
implemented from grade X or first grade of senior high school. Moreover, it is wise
that the new Curriculum 2013 needed to be tested first before it takes over the
previous curriculum. The curriculum 2013 itself is pretty much different with the
KTSP. The purposes of the study of the curriculum 2013 in the classroom are not
only based on what student learned from curriculum, but also it hopes to achieve
certain values. The religious values and some characteristic building values in the
student’s character are also taught in the classroom. Teaching and learning method also comprehensively changed into student-centered. Asking them to analyze and
then produce it with what they have already observed, exposing them to understand
what they learn by themselves, and encouraging them to be socially aware with their
friends, surrounding, and aesthetic factors are part of the changing method. 3 It makes
2
Cunningsworth, Choosing your Coursebook, (New York: Macmillan, 1995), p. 1.
3
English skills become main priority in teaching English for students in Curriculum
2013 as the activities in Curriculum 2013 are expected to make students exposed in
using English language as often as possible with various theme, context, and topic.
The uses of skills in communication become the main priority for Curriculum
2013 in term of communicative purposes. Materials and exercises provided in the
textbook should be match with the current curriculum and learners’ needs. As in
Curriculum 2013, teacher supposed to create an atmosphere of a free, relaxed and
student centered learning classroom to make students feel encouraged to analyze,
observe and generate what they learn from either mediums of learning which in this
case is teacher or textbook. Of course, the essence of the curriculum and the learners’
needs still have to be in total consideration for teacher when delivers the learning
materials from textbook or any other media because students are different one to
another. It is important to view language learning as student centered because
students are individuals who differ from each other in significant ways.4
Coming up with these suitability issues of textbook with curriculum and
materials in a textbook, the writer is interested in learning and analyzing this issue.
He is interested in analyzing the exercises provided in the textbook, as it is concerned
with communicative purposes of Curriculum 2013. The writer picks a textbook with
the title “Pathway to English”, then the writer analyzes the exercises coverage in providing the learners’ needs as suggested by the curriculum. The reason the writer
chooses the textbook of “Pathway to English” as the object of this study is because
this book is the first English textbook in the market released with Curriculum 2013.
According to this information the writer tries to analyze this issue with the title of
The Analysis of English Textbook “Pathway to English” used in the first grade of senior high school based on curriculum 2013.
4 Don Snow, From language learner to language teacher: An Introduction to Teaching
Along with the background study that has been stated so far, the writer will try
to analyze the exercise used in the textbook “Pathway to English”. The research
questions will be as follow:
1. Are the materials and exercises presentation in the Textbook “Pathway to
English” by Eudia Grace and Th. M. Sudarwati compatible with KI (Kompetensi
Inti) and KD (Kompetensi Dasar) in Curriculum 2013?
2. How is the feasibility of content in “Pathway to English” textbook?
3. How is the feasibility of presentation in the “Pathway to English” textbook?
C. Limitation of the study
To ensure the accurate data collection and also to avoid vague and over broad
research, the writer limited some pointers of this research, and the limitations are as
follows:
1. The English textbook that is analyzed is the English textbook with the title of
“Pathway to English” published by Erlangga and written by Th. M. Sudarwati and Eudia Grace, which is analyzed based on curriculum of 2013.
2. The writer analyzes whether the content of English textbook “Pathway to
English” compatible or not with the current curriculum and the presentation of the textbook, and more focused in analyzing the material available in the
textbook published by Erlangga and written by Th. M. Sudarwati and Eudia
Grace.
3. The writer only uses the Feasibility of Content (Kelayakan Isi) and Feasibility of
Presentation (Kelayakan Presentasi) out of four categories in rubric assessment
from BSNP Standard. The Feasibility of language (Kelayakan Bahasa) and
Feasibility of Graphic (Kelayakan Kegrafikaan) are excluded within this study.
This reason was made due to the purpose of this study which is only to find the
Graphic are not included in this study because they may avoid the research
effectiveness of this study.
D. Purpose of the study
The main purposes of the research of analyzing the English textbook used in
senior high school are as follow:
1. To know whether the materials in “Pathway to English” textbook match with the
current curriculum of Curriculum 2013.
2. To find out the depth of every material presentation in “Pathway to English” in
delivering the KD (Kompetensi Dasar) in Curriculum 2013.
3. To find out the feasibility of the textbook based on BSNP assessment of
Curriculum 2013.
E. Significance of the study
The results of this study hopefully will affect the educational institution
awareness towards choosing an appropriate textbook for students and give a better
insight on how to choose the suitable English textbooks as a guideline for teaching
English. By scaling and reviewing the textbook from its content, teachers or
institution are reinforced to pay more attention on what textbook they will likely to
use. Through this study the writer hopefully will provide a way to help any further
research based on this study to analyze the upcoming English textbook in Curriculum
2013 that have not been released yet. Providing information about how well the
implication of this study of compatibility of textbook with real situation in the class
and institution so it will entice a further study by another researcher based from this
6
THEORETICAL FRAMEWORK
This chapter elaborates any related literature with this study on analyzing
English textbook in senior high school. This chapter is explained and elaborated into
several parts; those are Textbook, Curriculum 2013, English language skills and
previous study.
A.Textbook
1. The Definition of Textbook
Textbook serves as an important role in teaching and learning activities. The
uses of textbook in the classroom helps teacher in delivering the materials. Similar
to the statement above, Mudzakir stated that a textbook is complemented with
students work. As he mentioned in his journal, textbook along with many other
names is commonly used by educational institution or school and is usually
provided with exercise and teaching materials.1
The standard of students works in a textbook or course book are usually
suitable with the students knowledge competence, as Cunningsworth describes, that
a published textbook has commonly passed several qualification test from publisher
in a controlled pilot studies before it is released to public.2 In line with
Cunningsworth’s statement above, Gebhard implied that at minimum an exercise in
EFL/ESL textbook created by publishing companies, government agencies,
curriculum development teams at the school labels, and classroom teachers.3
1Mudzakir AS, Penulisan BukuTeks yang Berkualitas,January 1, 2014(http://www.upi.edu). 2Alan Cunningsworth, Evaluating and Selecting EFL Teaching Materials, (London:
Heinemann Educational books Ltd., 1984), p.1.
3Jerry Greer Gebhard, Teaching as a Foreign or Second Language: A Teacher Self
From those definitions about textbook, it can be referred that a textbook is a
book that serves as a standard guideline for students and teachers in supporting the
teaching and learning process in the classroom. In addition, Jazadi implies that
Textbook are best seen if it is designed for a learner centered to help learner focus
on learning and gives learners role in decision making process in the classroom.4
To sum up, a textbook is a book used to be the guideline for both teacher and
students in teaching and learning process with consideration of a curriculum and a
textbook also need to fit with students needs in learning and not vice versa.
2. The Function of Textbook
Textbook used in teaching and learning process is important. Textbook are
meant to help teachers in providing them teaching materials as stated by Chandran.
Textbook act as a guideline for inexperienced teachers or tools for experienced
teacher.5 It also provides either inexperienced or experienced teachers with guidance
on what students have to learn and what student wish to learn. The statement from
Chandran is also in line with the statements from Cunningsworth. According to him,
there are several functions and roles of textbook which are:
a. a resource of presentation material
b. a source of activities for practice and communicative interaction
c. a reference book (grammar, vocabulary, pronunciation)
d. a syllabus
e. a resource for self-directed learning or self-access
f. a support for less experienced teachers.6
4IwanJazadi, “Mandated English Teaching Materials and their Implications to teaching and
Learning :The Case of Indonesia”, in Willy A. Renandya (Ed.), Methodology and Materials Design in Language Teaching:Current Perception and Practices and their Implications,(Singapore : SEAMEO Regional language centre, 2003), p.143.
5Shanti Chandran, “Where are the ELT Textbook?””, in Willy A. Renandya (Ed.),
Methodology and Materials Design in Language Teaching:Current Perception and Practices and their Implications,(Singapore : SEAMEO Regional language centre, 2003), p.162.
some ways. For teacher, it helps them in preparing and developing the teaching
materials that are going to be taught and in the other hand. As for the students, it
helps them to maintain and trace back their input in learning.
3. Textbook in Indonesia
In Indonesia, the implementation of textbook and classroom teaching of
English language are controlled with several considerations. Supriadi cited in Jazadi
states that the presentation of textbook in Indonesia need to pass several political and
also evaluation process to maintain security which states that
The content of books should be in line with and not contradictory to Pancasila
(The state Philosophy), UUD 1945 (The 1945 Constitution), Government policies, national unity and security, laws, regulations, ethics, and that the content not exploits the sensitive issue of SARA (ethnics, religions, race, and intergroup relations). Judgement of this aspect is made by evaluators coming from Mabes ABRI (Armed Forces Headquarter), Kejaksaan agung (Office of Attorney General), Lemhanas (National Defence Institute) and Inspectorate General of MOEC (Ministry of Education and Culture).7
A strict rules and evaluation process has been set by the Indonesian
government toward the development of education in Indonesia. In its developments,
government established BSNP (Badan Standar Nasional Pendidikan) along with
Pusbukur (Pusat Buku dan Kurikulum) to deal with the development of textbook
used in Indonesia. They are also established to watch over and maintain the rules and
evaluations process which are implemented properly in any textbook distributed
from either government or commercial textbook.
The current curriculum in Indonesia in 2014 still partially uses the
Curriculum 2013. The full fledge of Curriculum 2013 in Indonesia itself will be
started in July of 2015.
The implementations of Curriculum 2013 in every educational level in Indonesia are
as follows;
a. Juli 2013: Kelas I, IV, VII, dan X
b. Juli 2014: Kelas I, II, IV, V, VII, VIII, X, dan XI
c. Juli 2015: kelas I, II, III, IV, V, VI, VII, VIII, IX, X, XI, dan XII 8
In other words, the textbook developments in Indonesia are carefully
developed and implemented. It can be seen from the government seriousness in term
of the quality of education in Indonesia, and one of them is the quality of a textbook
used. Clear rules and evaluation process are already maintained in order to develop a
qualified textbook in Indonesia.
4. Rubric Assessment for Textbook
BSNP itself has released an evaluation process in Pusbukur in form of a
rubric assessment to evaluate the properness and also the suitability of a textbook.
The rubric assessment from BSNP is designed to qualitatively describe and assess
any content related items and materials in a textbook then quantitatively coding it.
According to Puskurbuk, these are instruments in evaluating a curriculum 2013
textbook:
a. Feasibility of Content.
This feasibility of content is a group of assessment about the content of the
textbook. The feasibility content includes three measurements which are
compatibility of materials with (KI) and (KD), the accuracy of materials, and the
last supporting materials.
8Kementrian Pendidikan dan Kebudayaan, Dokumen Kurikulum 2013, Desember 2012.
1. The Compatibility of materials with (KI) and (KD).
In this criteria of feasibility of content which is compatible with KI and
KD the criteria was divided into two sub criteria which is Completeness and
In-Depth.
a. Completeness (Kelengkapan Materi)
In completeness criteria, textbook is expected to expose students to
understand and produce both interpersonal and interactional conversation
whether in spoken or written to help them interact in contextual and themed
situations along with many other characteristic, religious and aesthetic
values included.
b. In-Depth (Kedalaman Materi)
In this criteria, textbook are expected to fulfill several point of
In-Depth or (kedalaman materi). The first is exposure or (pajanan) which
means that the textbook are expected to expose student with as many kinds
of text that relevant with students’ daily life in order to help them get used
to any kinds of texts as possible. Then, text retention (retensi pembentukan
teks) means that textbook should guide students in understanding the social
function, structure of text, and linguistic features. The last is Production
(produksi) textbook which should be able to guide students in every step in
producing both verbal and written text.
2. The accuracy of the materials.
In this criteria of feasibility of content which is the accuracy of the
materials, the criteria was divided into three sub criteria which is Social
function, Generic structure and Linguistic feature.
a. Social Function (Fungsi sosial)
In this criterion, the text provided in the textbook or the exercises
to have values in social function in its relation with students daily life
either in interpersonal or interactional.
b. Generic Structure (Unsur dan Struktur Makna)
In this criteria, the text provided in the textbook or the exercises
given from the textbook that have been done by the students are expected
to give the students an insight and ideas to think systematically in doing
exercise or producing it in daily life.
c. Linguistic Feature (Fitur Linguistik)
In this criteria, the text provided in the textbook or the exercises
given from the textbook that have been done by the students are expected
to be understandable and fulfill the norm and characteristic values of a
good communications in students daily life.
3. Supporting materials.
In this criteria of feasibility of content which is supporting materials,
the criteria was divided into three sub criteria which are Up-to-Datedness,
Development of life skills and Development of Diversity Insight.
a. Up-to-Datedness
In this criteria, every item in supporting the materials and exercise
provided within the textbook (Tables, Pictures, Texts, References) should
be taken from a relevance and newest sources available.
b. Development of Life Skills
In this criterion, every text and communicative exercise and task
available within textbook should motivate students toward a good
personalities that concern about social, academic and vocational life.
c. Diversity Insight
In this criterion, every text and communicative exercise and task
available within textbook should motivate students toward a good citizen
b. Feasibility of Language.
This feasibility of language is a group of assessment about the content of
the textbook. The feasibility language included three measurements are the
compatibility with student’s development, communicative and the coherency and
the integrity of idea.
1. The compatibility with student’s development.
In this criterion of feasibility of language which is compatible with
student’s development was divided into two sub criteria which are Compatibility with students’ intellectual level and Compatibility with student
emotional level.
a. Compatibility with student Intellectual level.
In this criterion, any kinds of language used both in exercise and
describing concept of teaching of tables, pictures or abstract illustrations
should be matched with student’s intellectual level (can be imaginatively
understandable for students).
b. Compatibility with student Emotional level.
In this criterion, any kinds of language used either in exercising and
describing concept of teaching of tables, pictures or abstract illustrations
should be matched with student’s emotional level from local to global
context.
2. Communicative.
In this criterion of feasibility of language which is Communicative, the
criterion was divided into two sub criteria which are Readability of message
and The Accuracy of language uses.
a. Readability of message
In this criterion, any kinds of language used both in exercise and
minimizing ambiguities of message so students will be motivated in
learning.
b. Accuracy of Language uses
In this criterion, any kinds of language used both in exercise and
describing concept of teaching used as effectively as possible and
consistent in language uses so students will be motivated in learning.
3. The Coherency and the Integrity of idea
In this criteria of feasibility of language which is the coherency and the
integrity of idea, the criteria was divided into two sub criteria which are
Coherency of the Chapter and Coherency of the paragraph.
a. Coherency of Paragraph.
In this criterion, the language delivering of text, picture and
illustration of paragraph in the textbook displayed in a well arranged and
systematical manner in order to create a coherent and cohesive paragraph.
b. Coherency of Chapter.
In this criterion, the language delivering of text, picture and
illustration between each chapter are close in understanding from one to
another. Therefore, it would create a logic and systematical arrangement.
c. Feasibility of Presentation.
This feasibility of presentation is a group of assessment about the
presentation of the textbook. The feasibility presentation included three
measurements are Technique of presentation, Learning Presentation and
Completeness of Presentation.
1. Technique of presentation.
In this criteria of feasibility of presentation which is technique of
presentation, the criteria was divided into two sub criteria which are
a. Systematic.
In this criterion, textbook are expected to be systematic in
delivering a chapter, starting with introduction, body and after that closing
in order for students to be encouraged in learning from the book.
b. Chapter Equilibrium.
In this criterion, textbook are expected to deliver the content of a
chapter as equal as possible started from the number of pages, exercise
generated within every chapter and also illustration that equal within every
content of chapter.
2. Learning presentation.
In this criteria of feasibility of presentation which is technique of
presentation, the criteria was divided into four sub criteria which are Learner
Center, Developing of Initiative, Creativity, and learners' critical thinking, The
Development of self-Reliance students and the last The Development of
Learners' ability to evaluate themselves.
a. Learner Center
In this criterion, textbook are expected to make students as the
subject of learning so that autonomous learning will occurs. The materials
and exercises are supposed to be attractive and interactive at the same time.
b. Developing of Initiative, Creativity, and learners' critical thinking
In this criterion, textbook are expected make students to be
motivated and creative so when they use the textbook they will be skeptical
about “how, why, where, when etc”. It will make students to be
comprehensively motivated to learn more.
c. The Development of self-Reliance students
In this criterion, textbook are expected to make students curious and
so than they will encouraged toward discovering new things and
knowledge.
d. The Development of Learners' ability to evaluate themselves
In this criterion, textbook are expected to encourage students to
evaluate themselves, to see how far they have learned from a chapter, and
to review the lesson learned from a chapter. It will encourage them to
develop their understanding toward the relevance with every exercises or
text within textbook.
3. Completeness of presentation.
In this criteria of feasibility of presentation which is Completeness of
presentation, the criteria was divided into three sub criteria which are
Introduction part, Content part and Closing part.
a. Introduction part.
In this criterion, textbook are expected to develop sufficient
introduction part of a textbook which consists of the Preface and table of
content of the textbook.
b. Content part.
In this criterion, textbook are expected to develop sufficient content
part which consists of introduction, illustrations (tables, picture etc),
summary along with self reflection, and the last is exercises.
c. Closing part.
In this criterion, textbook are expected to develop sufficient closing
part which consists of Glossary, References and Indexes.
The rubric assessment from BSNP is a whole book analysis. This rubric
assessment assesses the accurateness and appropriateness of a content of textbook in
assessment of Table 2.1, see appendix).
d. How to analyze a Textbook
With the high numbers of textbook used in almost every school and
language courses in Indonesia, the implementation of a textbook in teaching the
classroom becomes relatively crucial. As stated before, the role of a textbook helps
the inexperienced teacher. It provides a resource for teaching materials, and many
other roles. A textbook should be selected and evaluated in order to find the suitable
textbook. The suitability issue of a textbook ever stated by Cunningsworth that no
single textbook or course book that been released to market will be completely ideal
for particular group of learner. Instead of looking for the ideal that will be rather
hard to find, we should find the best possible fit that fits the potential in adapting
and supplementing where its inadequate or unsuitable.10
This statement is true. With tons of commercial textbook in Indonesia or
nowadays the most widely used is BSE (Buku Sekolah Elektronik) or E-Book, the
quantity of a textbook available in the markets are high and keep increasing. Yet,
the high quantity could not ensure a high quality of itself. That is why the quality of
a textbook should be analyzed. Cunningswoth stated several guidelines in order to
evaluates textbook or course book to be specified with what teacher or group of
learner needs as follows:
1. They should correspond to learners’ needs. They should match the aims and
objectives of the language-learning programs. Aims and objectives can reflect
learners need in terms of both language content and communicative abilities.
Coursebook should be selected in order to help in attaining these objectives.
The aims and objectives of learning or teaching program should determine
9 Puskurbuk, Rubrik Penilaian Buku Teks Pelajaran Bahasa Inggris, Desember 2013.
(http://www.Puskurbuk.edu)
which course materials are used, and not vice versa. It reflected the principle
that coursebook are better servants than masters. It is very important that
coursebook should facilitate learner’s progress and take them forward as
effectively as possible towards their goals. Consequently, the content of the
materials should correspond to what students need to learn, in terms of
language items, skills and communicative strategies.
2. They should reflect the uses (present and future) which learners’ will make of
the language effectively for their own purposes. The learning or teaching
program should have at its base or a clear view of what students need to learn in
order to make effective use of the language in personal, professional, academic
or whatever other situations are relevance. The most suitable coursebook for
your learners will reflect as closely as possible the language content, language
skills and patterns of language use that are needed. This involves us in looking
beyond the confines of the classroom and focusing our attention on the use
which individual learners will make of what they have learned.
3. They should take account to students needs as learners and should facilitate
their learning processes, without dogmatically imposing a rigid ‘method’. The approach to learning adopted by a coursebook should not so much impose
learning style as meet students needs by allowing them to use styles of learning
which suits them, where possible encouraging the use of a range of styles so as
offer students some choice in the way they learn.
4. They should have a clear role as a support for learning, like teachers, they
mediate between the target language.11 Coursebook facilitate learning, they
bring the learner and the target language together, but in a controlled way.
Coursebook support the students in a numbers of way, but particularly by
supplying models of English which are learnable at the student’s level of
proficiency. They also provide exercise and activities designed to promote
examples which help learners to understand how the language works.
Based on these evaluations in analyzing a good and suitable textbook, the
way to analyze a textbook is mainly to find a textbook that focused on the learners’
needs and its implication on its usage in facilitating their needs for their necessity in
either present or future needs. In addition, it seems that the rubric assessment from
BSNP and Puskurbuk in textbook evaluation above is completely clear in its focus
which is to analyze the suitability of a textbook that implements the current and
latest curriculum of 2013. In which in many points of its development, the
curriculum 2013 mainly focus on learner needs, learner centered in teaching and
learning process. This is in line with Cunningsworth suggested in his guideline of
analyzing and evaluating a textbook.
e. Commercial Textbook
The context name of a textbook produced in the markets is commercial
textbook. Basically it is a standard textbook or course book that is published in
markets in order to fulfill the necessity of a classroom teaching. Usually,
commercial textbooks are produced by book publishers and in line with the
standardized of current curriculum where the book published or class courses that
want a specific materials or exercises designed for the courses. Richards says that
The course books succeed to the extent that teachers find them useful and easy to use. Very often course books succeed because they can be used very easily and this, in turn, is probably because they have been very cleverly put together. Successful course books are often those which have been artfully constructed. On the other hand, less successful course books tend to have built-in flaws in terms of how well they are constructed: either they were put together too quickly or they were not properly edited and field-tested. As a result they are perceived as being difficult to use, boring and so on.12
12Jack C Richards, Cambridge University Press 2014,
In Indonesia itself, government releases textbook in order to help teacher and
student in the classroom, but still the textbooks provided by the government are
sometime not really successful in the application in the classroom or cannot be used
by EFL courses in Indonesia. These reasons make book publishers release
commercial textbook to overcome the problems. Therefore, in essence, commercial
textbook is a textbook used for classroom purposes that mainly to either help
teacher or students in its own way of teaching or learning process.
B.Curriculum
1. The Definition of curriculum
The curriculum seen in a holistic term has different meanings. It could mean
a content, standard or objectives that hold students accountable. In other words, it
can be described as set of instructional strategies that teacher could use.13 Yet in the
deeper understanding of curriculum, the curriculum itself has several common
concepts as follows:
a. Scope and sequence, the depiction of curriculum as a matrix of objectives
assigned to successive grade levels (i.e., Sequence) and grouped according to
a common theme (i.e., Scope).
b. Syllabus, the plan for an entire course, which is typically, includes the
rationale, topics, resources and evaluation.
c. Content outline, a list of topics covered organized in outline form.
d. Standards, a list of knowledge and skills required by all students upon
completion.
e. Textbook instructional materials used as the guide for classroom instruction.
f. Course of study, a series of course that the students must complete.
13 George J. Posner, Analyzing the Curriculum third edition, (New York: McGraw-Hill, 2004)
school, whether academic, athletic, emotional, or social.14
With the major objective of education in Indonesia which is to educate
people as it is stated clearly in Pembukaan Undang-Undang dasar 1945, the new
UU RI No 20 Tahun 2003 about education in Indonesia released. It defines
“Kurikulum adalah seperangkat rencana dan pengaturan mengenai tujuan , isi dan bahan pelajaran yang digunakan sebagai pedoman penyelenggaraan pembelajaran
untuk mencapai tujuan pendidikan itu”.15
(Curriculum is seen as sets of plans within that include the purposes, content,
and teaching materials that will be used as the guideline to achieve the objective of
educational institution).
In conclusion, curriculum is a set of plan created to help teacher to keep
track on what students needs to learn and what students have to learn by the end of
the courses. This also means that curriculum helps teacher in facilitating them
through sets of instructional materials, method of teaching, and method of
assessment that has been provided within it. Those are solely conducted to help
students to accomplish their needs and relevance toward learning.
2. Curriculum 2013
The curriculum in Indonesia has been increasingly developed to be more
advanced nowadays. From the last ten years, teachers in Indonesia already adapt
three kinds of curriculums from KBK (Competency based curriculum), KTSP
(School based-level Curriculum) and the latest curriculum 2013 which is finally
released in July 2013.
Here is the Curriculum 2013 that has been released in July 2013. The
following Curriculum is for First grade of Senior high School a whole semester
curricula (Table 2.2 See appendix).
14George J. Posner, op.cit., p. 12.
The latest Curriculum 2013 is perhaps the reformed and advanced version of
KTSP because many aspects in the Curriculum 2013 are adapted from KTSP. The
KD (Kompetensi dasar) are still used in the Curriculum 2013. It also still uses the
KTSP curriculum frameworks as the basis, yet in Curriculum 2013 introduced new
curriculum variable which is KI (kompetensi inti). Basically, the Curriculum 2013
characteristics are as follows:
a. Mengembangkan keseimbangan antara pengembangan sikap spiritual dan social, ingin tahu, kreativitas, kerjasama dengan kemampuan intelektual dan psikomotorik.
b. Sekolah merupakan bagian dari masyarakat yang memberikan pengalaman belajar terencana dimana peserta didik menerapkan apa yang dipelajari di sekolah kemasyarakatan dan memanfaatkan masyarakat sebagai sumber belajar.
c. Mengembangkan sikap, pengetahuan, dan keterampilan serta menerapkannya dalam berbagai situasi di sekolah dan masyarakat.
d. Memberi waktu yang cukup leluasa untuk mengembangkan berbagai sikap, pengetahuan dan keterampilan.
e. Kompetensi dinyatakan dalam bentuk kompetensi inti kelas yang dirinci lebih lanjut dalam kompetensi dasar mata pelajaran.
f. Kompetensi inti kelas menjadi unsure pengorganisasian (organizing element) kompetensi dasar, dimana semua kompetensi dasar dan proses pembelajaran dikembangkan untuk mencapai yang dinyatakan dalam kompetensi inti.
g. Kompetensi dasar dikembangkan didasarkan pada prinsif akumulatif, saling memperkuat (reinforced) dan memperkaya (enriched) antar mata pelajaran dan jenjang pendidikan (organizing horizon and vertical).16
The main aspect that has been optimized in Curriculum 2013 compared to
KTSP is that in Curriculum 2013 the contents are not only based on student
accomplishment on the indicator and standards, but also the student comprehension
in applying the value of honestly, self discipline, responsibility, cooperation,
tolerance, polite, responsibility, and proactive.
The idea of Curriculum 2013 is to provide all indicators in KD (kompetensi
dasar) and KI (Kompetensi inti) with religious value, believes, and social peace and
relate all those values into every single lesson that will be taught.
1. The Definition of English Skills
Learning a language means learning skills. English language itself is pretty
much the same with any other kinds of language as we know today. Most of their
purposes were meant for communication, either in form of communicative signals
or informative signals.17 It means that language does not always in form of speaking
and creating sounds, or drawing sign and writes something down, but language is
more than that. In language (especially English language), it has two general skills.
Those are productive and receptive skills. These two major skills are referred from
skills or abilities of a person in daily life in form of communication.18
Therefore, Skills in language or English language skill are basically the
abilities of a person in either producing or receipting a communicative signal for
communication between or to others.
2. Productive Skills
As one of major parts in English language skills, productive skills are
actually referred from two sub skills in English language. Those are speaking and
writing.19 These two skills are considered as productive skills because speaking and
writing are ways of language produced. By using speaking skills, people can greet
or chats with others and with writing skills people can write a literature, create notes
for others. The idea of productive skills is to delivers what ones idea into others.
In her journal about speaking Chaney cited by Kayi, she determined
speaking as building and sharing process of meaning through verbal and non verbal
symbol in variety of contexts.20 Still in the same ideas with Kayi about detailed
meaning of speaking, Tarigan stated that speaking is not only referred to the
17
George Yule, The Study of Language: an Introduction, (New York : Cambridge University Press, 1987), p. 16.
production of sounds and words as a meaningful verbal language. Speaking is also a
well developed tool in communicating and sharing ideas between speakers and
listeners to fulfill their needs.21 The definition of Speaking itself according to
McDonough and Shaw is purpose-driven to communicate something in order to
fulfill certain particular end, involving expressing of ideas, negotiating, or by
solving particular problem and in most common cases is to maintain social relations
or friendships.22 From these statements, speaking could be derived in holistic
definition which is commonly used as way of sharing and building either meaning
or information with the helps of verbal or non verbal with in context to attain
particular end or simply maintain social relations and friendships.
As one of productive skills, writing also considered as important as speaking
although the way it’s used as a bridge in communication are a bit different. Writing develops communication with the helps of symbols and words in order to deliver the
ideas of communication. The information is first written in a media, then given to
other so they can understand the context of what being communicated or informed
about. Yet, in writing, a higher degree of understanding and structural knowledge is
needed because writing is more standardized than speaking.23
Along with the definition of productive skills of speaking and writing to
helps people in communicate and sharing their ideas, the functions of speaking is
relatively crucial for people in their social life. Brown and Yule cited by Richards
describe the function of speaking as a functional establishment and kinds of ways in
maintaining good social relations among others, along with its interpersonal and
transactional features.24 Not only sharing information or ideas between people, there
21Henry Guntur Tarigan, Berbicara :Sebagai Suatu Keterampilan Berbahasa, (Bandung :
Angkasa Bandung, 2008), p. 16.
22Jo McDonough and Christopher Shaw, Materials and Method in ELT 2nd Edition “A
Teacher’s Guide”, (Oxford: Blackwell Publishing Ltd, 2003) , p.134.
23Sara Cushing Weigle, Assessing Writing ( New York : Cambridge University Press, 2002),
p. 4.
24Jack C. Richards, Teaching Listening and Speaking: From Theory to Practice, (London:
could serve as media to develop language knowledge and skills by substantially
exposed to speak and write in normal conditions of language use allowing the
people learning from production skills of speaking and writing. Of course with
several conditions as consideration for it is to be happened. In conclusion, writing
and speaking skills could possibly be used as a media of learning knowledge and
abilities.25 To sum up, the functions of both speaking and writing are essential
whether in social interaction and many other verbal and non verbal activities,
transactional or interpersonal.
3. Receptive Skills
With Language being produced by productive skills such as writing and
speaking, people also need the abilities or the skills to interpret and understand what
is the meaning and information that have been given. That is why receptive skills
are as important as productive skills. They make the information delivered through
speaking or writing understandable by others.26 Still in the same fashion as
productive skills, two subs skills also presented in receptive skills which are
listening and reading skills and somehow both of them are corresponded to each
productive skill. Listening corresponds to speaking as well as reading corresponds
to writing.
In his book, Buck explained that receptive skills of listening are one of a
unique skill because listening is a complex process. In productive skills of speaking
which correspond to listening in receptive skills, the share of base information and
knowledge between speaker and listener must be the same. Without the same
common and base knowledge between speaker and listener a communication would
not be made.27
25
I.S.P Nation, Teaching Listening and Speaking, (New York: Routledge, 2008), p. 111.
26Jeremy Harmer, op cit., p. 17.
Likewise, reading as receptive skills also is unique as listening. Reading
used to receive the communication via writing through kinds of media of writing.
The most common media used in writing are papers, books, journals, novels, or
notes. As we know the way its written is different among any media. An academic
papers or books for instance will use formal written English. On the other hand,
novels and notes may use informal language. As for informal language, the reader
usually does not have to be in the same base knowledge to read notes or novels
because it is usually used in daily conversational language people commonly used.
Yet, academic papers and books are much more complex. It requires the readers to
have at least the same background knowledge as the writers in order to comprehend
and understand the information written in it.28 This is in line with Alderson who
stated that to comprehend in reading, many kinds of factors included. The level of
understanding, the technique of reading and reading purposes affect many kinds of
reading orientation toward getting information out of a written media. One may read
for pleasure, academic purposes or getting information. Whereas, one may read with
skimming technique just to extract the information needed from the written media
or some other may read the whole book intensively just to help them understand the
information written.29
D.Language Skills in Curriculum 2013
According to KI and KD of curriculum 2013, it is not only literally that uses
language skills, but they also focused on student centered learning. This means that
in Curriculum 2013 students were expected to use language skills with several
Characteristic values embedded. Those aspects of characteristics are self-discipline,
honest, polite, responsible, cooperative, responsive, proactive and religious value.
However in the real classroom activities, many problems could happen while the
28
Jeremy Harmer, op cit., p. 17.
29J Charles Alderson, Assessing Reading, (New York: Cambridge University Press, 2001), p.
classroom is another different level. The writing exercises relatively easy to
manage, whereas the students could solve it individually with their own pace of
writing speed, their range of vocabulary or grammar understanding. However,
speaking is different. They cannot speak individually. They need someone to listen
to their speaking and respond to what they have said.30
Not only exercising the students to learn using language skill as real and as
active as possible, the KI and KD in Curriculum 2013 also emphasizes the process
of learning for a students. It can be started with their beliefs about gratefulness of
their chances in learning English language in order to enhance their mental
foundation about how important of studying a foreign language nowadays, then
appreciating all those beliefs into study. This KD manages students to analyze their
materials when they study, leave them to observe their materials, analyze and then
derive their own comprehension on the speaking materials. In the last process, they
construct their materials and then produce their speaking from their understanding
during their analysis of the materials. The class session in Curriculum 2013 is also
longer compared to class session in KBK and KTSP. It is given in reconsideration
of Curriculum 2013 process of analyzing and student centered session during the
class consume lots of time so that students are given longer session in classroom.
E. Previous Study
To make sure the originality of the idea in this study, the writer will present
several previous studies that have relevance with this kind of study the writer
conducted. The first one comes from Refanita in 2011 from state university of
Malang with the title of her study “An Analysis of Speaking Materials in
Developing English Competencies for SMA/MA Grade XI based on CTL” the idea
of her study is to evaluate several inclusions with CLT in the Speaking materials
30Gillian Brown and George Yule, Teaching The Spoken Language “An Approach Based on
developed in textbook and the result of the study that the Speaking materials in
textbook is qualified to be used.
The second relevance study comes from Muarifah in 2011 with the title of
her study “The Relevance of Speaking Materials in English Textbook Look Ahead for Grade XI to the English Curriculum”. The idea of her study is to analyze and
identify the English textbook in developing the speaking materials whether it is
relevance or not with the English Curriculum used. With the results of this analysis,
the textbook have fulfilled the criteria of a good English textbook.
The other relevance study comes from Mailani in 2012 with the title of her
study “Textbook Analysis on Speaking Materials Written on English in Focus”. This study is a content analysis study of an E-Book or (Electronic Book) with rubric
assessment that is conducted to help in analyzing and identifying the English
E-Book compatibility with curriculum 2006 or KTSP. From the findings of her study,
stated that the E-Book was not quite successful in developing the speaking
materials, and even some of the basic competence is missed. This ends up in a result
that the E-Book has not successfully fulfilled the criteria of a good textbook.
With the description of those previous studies above, it can be seen that the
study conducted by the writer uses the combination of the methods from the three
previous studies to have more detailed study of content analysis of a textbook in
wider and detailed analysis in identifying and interpreting the compatibility of the
28
RESEARCH METHODOLOGY
This chapter presents the description of the design of the research, the
method of the study, research procedure, and technique of data analysis.
A.Design of the Study
The design used in this research was textbook analysis of document analysis
to gather the textual and written documents that are provided within the textbook that
was researched. The writer used this design because in qualitative research the
document analysis is a method that is widely applied for written or visual data with
the purpose of identifying specific characteristic of materials that are going to be
analyzed in general form of textbook, newspaper or any other host of documents.1 In
this qualitative research, the writer intended to examine the condition of materials that
are provided in English textbook “Pathway to English” for the first year of senior
high school. With the help of document analysis in collecting the data from the
textbook, the writer used descriptive qualitative method in analyzing, interpreting and
reporting the data that is described in the English textbook. This kind of analysis is
done with the help of words to describe any detailed conclusion or interpretation in a
less biased and subjective manner. This method was found out to be suitable with the
purpose of the research in examine the materials in a written and visual data provided
in English textbook “Pathway to English”. There are at least 11 chapters within this textbook and the writer determines to study 6 out of 11 chapters as the sample for the
whole book.
1Donald Ary.et al., Introduction To Research In Education, 8th Edition(Belmont :
B.Instrument of the study
To detain an accurate data collection, data analysis, and data interpretation,
the writer used documentation in collecting data which derives from curriculum 2013
for first grade of senior high school and Rubric assessment from BSNP (Badan
Standar Nasional Pendidikan). The writer also used books and papers about content
analysis of textbook as a guideline in analyzing and interpreting data.
C.Procedure of Analysis
In the procedure of analysis the writer did the following steps of study; the
first procedure of this study was looking for the data from BSNP (Badan Standar
Nasional Pendidikan) and Curriculum 2013 about English teaching in the first grade
of senior high school, which would later be the guideline to determine the analysis of
the content materials provided whether it was compatible with the curriculum. Then
the writer observed the content of the textbook to find the materials provided in the
textbook and did the analysis of the materials which were taken from the “Pathway to
English” textbook. Next, the writer looked up to any references that he could relate them with the topic of this study. The data then were categorized and arranged in
detailed information about its source of data content and related information in
curriculum. After that, the process was continued into the data analyzing which
intended to analyze the data materials found in the “Pathway to English” textbook.
D.Technique of Data Analysis
With the complete data sources taken from the “Pathway to English” were
collected, the writer analyzed the data from the textbook with rubric assessment from
BSNP. This analysis was meant to evaluate the materials which are conformed in
Curriculum 2013. In this analysis, the writer did the following steps;
1. Comparing the materials provided within the textbook with the theme suggested
3. Interpreting the data gained from process of evaluation of the textbook “Pathway
to English”.
4. Summing up the compatibility of the textbook content in Quantitative output to
show result in percentage and number. The writer used the following formula to
help presenting the data in forms of numbers
P = �
�x 100%
Notes: P: Percentage
F: Frequency
N: The Sum of the Frequency2
2
31
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
In this chapter the writer describes the research findings of the textbook
analysis based on the data collected. The data will be presented as research findings
and interpretation of data.
A.Data Description
1. Feasibility of Content of “Pathway to English”
Here is the process where data that has been collected from each sample
chapter presented in the textbook “Pathway to English” is evaluated. Feasibility of
content evaluates the exercise and text develops within the textbook based on the
criteria from BSNP rubric assessment. This evaluation is used to make sure that every
category of a standard textbook fulfilled within this textbook. Those categories in
feasibility of content are:
a. Completeness (Kelengkapan materi)
Completeness evaluated chapter from how the chapter develops
interpersonal, functional and transactional text. Score 4 is given if 95% of KI
and KD developed in text, and score 1 if it less than 95%.
b. In-Depth (Kedalaman materi)
How chapter provides text, develops procedure of how text created.
Letting the students to produce a text and analyze the text are the assessment
criteria for in-depth. Score 4 is given if chapter provide at least 2 text that
relevance with the KD along with a clear description on how to produce and
analyze those kinds of text while score 1 is given if it is less than the
