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EXPLORING WRITING TASK MATERIAL IN BAHASA INGGRIS 2013 CURRICULUM TEXTBOOK FOR THE ELEVENTH GRADE SENIOR HIGH SCHOOL PUBLISHED BY MINISTER OF EDUCATION AND CULTURE

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EXPLORING WRITING TASK MATERIAL IN

BAHASA INGGRIS

2013

CURRICULUM TEXTBOOK FOR THE ELEVENTH GRADE SENIOR

HIGH SCHOOL PUBLISHED BY MINISTER OF EDUCATION AND

CULTURE

THESIS

By:

Jefri Wahyu Widodo

201110100311039

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

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This thesis was defended in front of the examiners of the Faculty of Teacher Training and Education of University of Muhammadiyah Malang

and accepted as one of the requirements to achieve Sarjana Degree in English Education

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DECLARATION OF ORIGINALITY

The undersigned:

Name : Jefri Wahyu Widodo

Student ID number : 201110100311039 Program of Study : English Department

Faculty : Faculty of Teacher Training and Education

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MOTTO AND DEDICATION

“From here you can go anywhere.”

(Thomas Bartlett)

“Tomany people worry about and fear the future. I choose to create positive assumptions and expectations.”

(Tess Marshall)

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ACKNOWLEDGEMENT

Alhamdulillahirobbil’ alamin.The almighty and the merciful, all praise for Allah SWT and our prophet Muhammad SAW, who has given a chance, inspiration and the aid to finish my thesis.

For my advisor Drs. Soeparto, M.Pd as my first advisor and Rahmawati Khadijah Maro, M.PEd as second advisor, I would like to thank you for your suggestion, guidance and advice during the consultation period. Your comments and corrections during the completion of this thesis are very helpful for my thesis completion.

The great regard and gratitude are given to Ayahanda Gatot Widodo and DR. Parto, M.M. M.Pd, Ibunda Hj Jumani, Amd. Keb, and my beloved brother M. Setio Widodo, Andi Y. Guntoro and Artiyas R. Ludita as my best friends. They always give pray, guidance, attention and love. With their support, I can finish this thesis successfully.

Finally, a special thanks goes to my friends Ferry D. Wahyu, Novita Febriana, Anderla Puspitasari, Nugi Sosromihardjo, R. Sa’diyyah and all of friends in English Department for care, pray and help in finishing this thesis. May Allah Swt always bless them all and write their kindness as worship.

Malang, September 3, 2015

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TABLE OF CONTENTS

1.1 Background of the Study ... 1

1.2 Statement of the Problems ... 5

1.3 Purpose of the Study ... 5

1.4 Significance of the Study ... 6

1.5 Scope and Limitation ... 6

1.6 Definition of Key Terms ... 6

CHAPTER II REVIEW OF RELATED LITERATURE ... 8

2.1 Textbook ... 8

2.1.1 Criteria Selecting Good Textbook ... 8

2.1.2 Advantages Using Textbook ... 11

2.2 Curriculum 2013 ... 11

2.2.1 English curriculum ... 13

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2.3 Writing Task ... 16

2.3.1 Types of Writing Tasks ... 17

1. Experience Tasks ... 18

2. Shared Tasks ... 20

3. Guided Tasks ... 22

4. Independent Tasks ... 28

CHAPTER III RESEARCH METHODOLOGY ... 30

3.1 Research Design ... 29

CHAPTER IV RESEARCH FINDING AND DISCUSSION ... 36

4.1 Finding ... 36

4.1.1 Types of The Writing Task InBahasa Inggris2013 Curriculum Textbook for the Eleventh Grade High School Published By Minister of Education and Culture ... 36

4.1.1.1 Experience Task ... 36

4.1.1.2 Guided Task ... 42

4.1.1.3 Independent Task ... 56

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4.2 Discussion ... 60

CHAPTER V CONCLUSION AND SUGGESTION ... 65

5.1 Conclusion ... 65

5.2 Suggestion ... 66

REFERENCES ... 68

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REFERENCES

Ambarwati, Yulia Marheni. 2014. An Analysis on Writing Task of English Textbook Entitled Talk Active for the Tenth Grade Student of Senior High School. Published Thesis. Surakarta: Muhammadiyah University of Surakarta.

Ary, Donald at all. 2010. Introduction to Research in Education (8th edition). Canada: Wadsworth, Cengage Learning.

Azar, Betty S., & Hagen, Stacy. 2003. Fundamentals of English Grammar (3th edition).United State of America: Longman.

Brown, H. Douglas. 2000. Teaching By Principles an Interactive Approach to Language pedagogy (2nd edition). California: Longman.

Creswell, John W. 2009. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (3th edition).California: SAGE Publications, Inc. Elkurti, Eman. 2013. Controlled Writing: An Effective Traditional Practice for

Developing ELLs’ Composition, available at:

www.hltmag.co.uk/apr13/ex.htm, accessed date: Mei 20th2015.

Flick, Uwe. 2009. An Introduction to Qualitative Research (4th edition). Great Britain: Ashford Coluor Press Ltd., Gosport, Hants.

Graves, Kathleen. 2000. Designing Language Courses: A Guide for Teachers. Canada: Heinle and Heinle Publishers.

Hatch, J. Amos. 2002. Doing Qualitative Research in Education Settings. United States of America: State University of New York Press.

Kemendikbud. 2014. Bahasa Inggris When English Rings a Bell. Jakarta: Pusat Kurikulum dan Perbukuan, Balitbang, Kemdikbud.

Kemendikbud. 2013. Kompetensi Dasar Sekolah Menengah Atas

(SMA)/Madrasah Aliyah (MA), available at:

http://staff.uny.ac.id/sites/default/files/pendidikan/drs-sudarmaji-mpd/03-kompetensi-dasar-sma-2013.pdf, accessed date: Mei 20th2015.

Kemendikbud. 2012. Kurikulum 2013, available at:

http://abbah.yolasite.com/resources/KURIKULUM%20SMA%202013%2 0dan%20Kompetensi%20Dasar%20SMA.pdf, accessed date Mei 20th 2015.

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Available at http://jalt-publications.org/files/pdf-article/art2_14.pdf, accessed date: Mei 20th2015.

Nation, I. S. P. 2009. Teaching ESL/EFL Reading and Writing. New York: Routledge.

Nur, Maulidia R., & Madkur, Ahmad. 2014. Teacher’ Voice on the 2013 Curriculum for English Instructional Activities. IJEE, Volume 1(2),

120-132. Available at

http://journal.uinjkt.ac.id/index.php/ijee/article/download/1340/1189, accessed date: Mei 20th2015.

Nunan, David. 2004. Task-based Language Teaching. New York: Cambridge University Press.

Richards, Jack C. 2001. Curriculum Development in Language Teaching. United Kingdom: Cambridge University Press.

Richards, Jack C., & Schmidt, Richard. 2010. Longman Dictionary of Language Teaching and Applied Linguistics. Great Britain: Pearson Education Limited.

Roberts, Paula., & Priest, Helena. 2010. Healthcare Research: A Textbook for Students and Practitioners (1st edition). United Kingdom: John Wiley & Sons, Ltd.

Sholihah, Ardiani. 2013. An Analysis on Writing Task in English Textbook Entitled English in Focus for the Eighth Grades of Junior High School Students. Published Thesis. Surakarta: Muhammadiyah University of Surakarta.

Sigh, Yogesh Kumar. 2006. Fundamental of Research Methodology and Statistics.New Delhi: New Age International (P) Ltd.

Patel, M. F., & Jain, Praveen M. 2008. English Language Teaching (Methods, Tools & Techniques). Vaishali Nagar: sunrise publishers & distributors.

Prastian, Ayuk Dita. 2014. An Analysis on Writing Task of English Textbook Entitled Bright for the Seventh Grade Students of Junior High School. Published Thesis. Surakarta: Muhammadiyah University of Surakarta. Putra, K. A. 2014. The Implementation of Curriculum Renewal on ELT in

Indonesia. The University of Arizona, 4(1), 63-75. Available at: http://ejournal.undip.ac.id/index.php/parole/article/download/6315/pdf, accessed date: Mei 20th2015.

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Yusuf, Fazri Nur. 2008. Strategies of Using Textbooks: A Case of School-Level Curriculum Implementation. Educationist, 11(1), ISSN: 1907-8838: 1-9.

Available at:

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CHAPTER I

INTRODUCTION

This chapter presents the aspects dealing with introduction. These are the background of the study, a statement of the problem, purpose of the study, the significance of the study, scope and limitation, and definition of key terms.

1.1 Background of the study

Writing is a medium to express ideas, thoughts, and opinions. Writing even can be a course of work for some people. In fact, they can make money from their ability in mastering writing such as creating an article in newspaper, song lyric, and thus along. In pedagogy, writing is one of productive skills besides listening, speaking and reading in learning English. According to Wallace et al (2004), writing is the final product of different procedures which can be studied simultaneously. These procedures are note-taking, identifying central idea, outlining, drafting, and editing. However, writing is not only a matter of expressing ideas in written form, but also concerns with grammar, vocabulary, knowledge about punctuation, conjunction, preposition and so on.

Moreover, the instructor should consider how they can assist student to learn writing easier. One of the ways is writing task, which is provided by the teacher or textbook. According to Richards and Shmicdt (2010), task is an activity which is designed to help students to achieve a particular learning goal. Writing task is activities that are given to measures students’ understanding in a writing

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and so on. The writing task that provides curriculum 2013 is different with previous curriculum, especially in the topic used. The writer took one of some topics in textbook 2013 curriculum in eleventh grade senior high school. The topic is story of writing. The content in this topic for writing task is related to student experience or student social life.

Meanwhile, the content of writing task which is related to KTSP curriculum almost provides global topic. For example, writing task that is provided in curriculum KTSP, the topic is likethank giving is a celebration dayin writing task material such as (New Year, Halloween, Easter and Gawai Dayak). According to Putra (2014), the concept of KTSP curriculum is to develop students’understanding in the relation between language, culture, and shaping the knowledge of culture. In other words, students do not only learn English as a language, but also students learn cross culture understanding. It is different with the concept of curriculum 2013 which gives priority insocial life students’.

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Then, the textbook is a stimulus or instrument for teaching and learning (Graves, 2000: 175). Stimulus or instrument means that textbook is a book which can be used for teachers as teaching and learning guide and resource materials in teaching skill and practice for learner. Mostly, the teacher in Indonesia or foreigner relies only on the book as teaching material sources without preparing their own materials in teaching English. According to Lanzano (in Graves, 2000: 173), she said that the textbooks are prioritized by teachers in teaching learning, because the dominant of teachers do not have the time to prepare their own sources materials and then the textbooks become necessity. In this study, the writer only focuses on exploring writing task material in the textbook.

All the explanations above are based on the theoretical and empirical studies about writing task which are conducted by some researchers. The researchers which are mentioned above are Ambarwati (2014), Prastian (2014), and Sholikhah (2013).

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categories in textbook related to the sub-categories Raimes. Secondly, she found that the writing tasks in the textbook are the facility for the students to achieve the writing skill competency.

Furthermore, based on Prastian (2014) research, she revealed that the percentage of writing task in an English textbook entitledbrightis 64, 28%. Then, she found nine out of fourteen criteria. The nine criteria were question answer, cloze test, suitable are addition, conversion, scrambled paragraph, sentence combining, fill in the blank without translation, free composition in writing, and write the text based on the topic provided. The writer concludes that the writing task in an English textbook entitled bright is good and appropriate with criteria as suggested by Raimes.

The last previous studies conducted by Sholikhah entitled an analysis of writing task in English textbook English in Focus for the eighth grade of junior high school students found that some writing tasks mostly used the criteria of writing task suggested by Raimes. In the criteria of writing task as suggested by Raimes, there are controlled by writing, translation, and free writing. To analyze the writing tasks provided with the textbook, the criteria as suggested by Raimes has some components; grammar, mechanics, and word choice. By the percentage, the result shows 75% of writing tasks provided in English textbook (Sholikhah, 2013).

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curriculum of KTSP and 2013 is different in contents aspect. Meanwhile, this study has never been conducted before by students of English Department of Muhammadiyah University of Malang. Thus, the previous studies encourage the writer to explore writing task material in Bahasa Inggris 2013 curriculum textbook for the eleventh grade of Senior High School published by the Education and Culture of Minister.

1.2 Statement of the problems

The problems that are going to be discussed in this study are:

1. What are the writing tasks inBahasa Inggris2013 curriculum textbook for the eleventh grade of senior high school published by Minister of Education and Culture?

2. What is the most dominant writing task inBahasa Inggris2013 curriculum textbook for the eleventh grade of senior high school published by Minister of Education and Culture?

1.3 Purpose of the study

The purpose of the study can be stated as follows:

1. To know the writing task in Bahasa Inggris 2013 curriculum textbook for the eleventh grade of senior high school published by Minister of Education and Culture.

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1.4 Significance of the study

Theoretically, the purpose of this study is to find out the writing task in textbook Bahasa Inggris 2013 curriculum for eleventh grade senior high school published by Minister of Education and Culture. This research is expected to give contribution to the English teacher and textbook writers. For the English teachers, the result of the study is expected to provide new insight in developing writing task material and increasing teacher competence in teaching writing skill. The last is for the English textbook writers, the writer hopes that the result of study might be as an input in writing of next textbook. Meanwhile, practically, the result of the study is expected to give good contribution to the students at the English Department in preparing material, because all of the students in English department are required to join PPL or apprenticeship in school, especially senior high school. They might use the information or comparison in this research to create creative material based on the criteria of writing task in curriculum 2013.

1.5 Scope and limitation

The scope of this study focuses on exploring writing tasks material in Senior High School English textbook. Temporarily, this study is only limited to the eleventh grade of Senior High School Bahasa Inggris textbook 2013 curriculum.

1.6 Definition of key terms

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1. Writing task

Writing task is one of class activities which are done by the students to convey meaning in writing based on grammatical knowledge of students.

2. 2013 curriculum

2013 curriculum is the revised version of CBC and KTSP, with greater emphasis on building students’ characters, developing relevant skill based on

students’ interests and needs, and developing a thematic learning approach that

benefits students; cognitive abilities (Ministry of National Education (kemendiknas), 2013 in Putra KA 2014: 65).

3. Bahasa Inggristextbook

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