THE ANALYSIS OF ENGLISH TEXTBOOK USED IN THE
FIRST GRADE OF SENIOR HIGH SCHOOL BASED ON
CURRICULUM 2013
A THESIS
Submitted as Partial Fulfillment of Requirements for the Degree of Sarjana Pendidikan
By:
WITA NURHIKMAH
Registration Number 2122121047
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
DECLARATION
I have familirized myself with the University’s Policy on Academic integrity.
Except where appropriately acknowledge, this thesis is my own work, has been
expresses in my own words, and has not been previously submitted for
assessment.
I understand that this paper may be screened electronically or otherwise for
plagiarism.
Medan, August 2016
ii
ABSTRACT
Nurhikmah, Wita. Registration Number: 2122121047.The Analysis of English Textbook used in the First Grade of Senior High School Based on Curriculum 2013.A Thesis. English Educational Program, State University of Medan, 2016.
The objectives of this study were (1) to analyze feasibility of content (2) to analyze
feasibility of presentation in the English Textbook “Bahasa Inggris untuk SMA/MA/SMK Kelas X” according to Curriculum 2013. This study used descriptive qualitative. The data collected for this study were from “Bahasa Inggris untuk SMA/MA/SMK Kelas X” published by Yrama Widya with the writer Otong Setiawan Dj. There are 12 chapters within this textbook and the writer determined to study 6 out of 12 chapters as the sample for the whole book. The results of this study were (1) the feasibility of content in English Textbook “Bahasa Inggris untuk SMA/MA/SMK Kelas X” according to Curriculum 2013 with percentage 89.58%. (2) the feasibility of Presentation in English Textbook “Bahasa Inggris untuk SMA/MA/SMK Kelas X” according to Curriculum 2013 with percentage 88.88%. (3) KD and KI in this textbook also according to Curriculum 2013.Therefore, it can be concluded that English Textbook “Bahasa Inggris untuk SMA-MA/SMK Kelas X” published by Yrama Widya, in terms of feasibility of content and feasibility of presentation, was good to be used in the first grade of senior high school using curriculum 2013.
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ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful, Lord of the worlds who has blessed the writer in completing this thesis. Sholawat and Salam are given upon our prophet Muhammad SAW who has taken us to the way of truth and brought us the true light of life.
This thesis is submitted to the English Department in Faculty of Languages and Arts, State University of Medan as a partial fulfillment of the requirements for taking the degree of Sarjana Pendidikan.
This thesis cannot be completed without support and motivation from people around her, and therefore she would like to express her gratitude and her best appreciation to:
Prof. Dr. Syawal Gultom, M. Pd., the Rector of state University of Medan. Dr. Isda Pramuniati, M. Hum., the Dean of Faculty of Language and Art,
State University of Medan.
Prof. Dr. Hj. Sumarsih, M. Pd., the Head of English and Literature Department,State University of Medan.
Dra. Meisuri, M. A., the Secretary of English and Literature Department, Nora Ronita Dewi, S. Pd., S. S., M. Hum., as the Head of English Education study program, and Syamsul Bahri, S. S., M. Hum., the Head of English Literature Study Program Faculty of Language and Art, State University of Medan.
Indra Hartoyo, S. Pd., M. Hum., her first Thesis Consultant for the consistent and sincere support, advice, encouragement, criticism and suggesting during the process of writing this thesis from the very beginning. Tiarnita Maria Sarjani Siregar, S. Pd., M. Hum., her second Thesis
Consultant for the consistent and sincere support, advice and suggesting during the process of writing this thesis.
Prof. Busmin Gurning, M. Pd., and Dr. Zainnudin, DIP, TEFL. M. Hum., her Thesis Examiners whose valuable inputs, comments and support have enlightened her to accomplish this thesis.
All Lecturers of English Literature Department for the knowledge, guidance and advice through the academic years.
Sunario (alm) and Arya, her beloved parents, Surianto her step father, Suci Pratiwi and Ilham Prayogi, her beloved sister and brother for love, prayer as well as moral and material support in her whole life.
Saipul, her partner for support, prayer, motivation and love
Eis Sri Wahyuningsih, M. Pd., and Pak Pantes, the administration staff of English Department, for their attention, help and information during the completion process of this thesis.
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Vina Firatika, her Best friend for motivation, Idea, support and love. Ucia, Syahdana and Astina, her PPLT friends for support and crazy laugh. All her classmates in Regular C 2012 for the togetherness and sad-happy
days they spent in her fourth-years of study.
The writer realizes that her thesis is still far from being perfect; therefore, it is a pleasure for her to receive constructive criticism and suggestion from anyone who reads her thesis.
Medan, September 2016
The writer
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c. Feasibility of Presentation….……… 12
d. How to Analyze a Textbook……… 15
CHAPTER VI. DATA,RESEARCH FINDINGS AND DISCUSSION.. 28
A. Data …………..………. 28
B. Research Findings………... 49
C. Discussion ……….. 56
CHAPTER V. CONCLUTIONS AND SUGGESTIONS ………… 57
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B.Suggestion ……….. 57
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LIST OF TABLES
Pages
Table 3.1 Feasibility of content scored……….. ... 26
Table 3.2 Feasibility of presentation scored ……… ... 26
Table 4.1 Feasibility of content chapter 1……….. ... 49
Table 4.2 Feasibility of content chapter 2……….. ... 50
Table 4.3 Feasibility of content chapter 3……….. ... 51
Table 4.4 Feasibility of content chapter 4……….. ... 51
Table 4.5 Feasibility of content chapter 5……….. ... 52
Table 4.6 Feasibility of content chapter 6……… ... 53
Table 4.7 Feasibility of content chapter 1-6 ……….. 53
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LIST OF APPENDICES
Pages
APPENDIX I ………. ... 61
1
CHAPTER I
INTRODUCTION
A. Background of the Study
There are so many learning resources that can be used to help teachers and
students in teaching and learning process. One of the influential learning resources
in teaching and learning process is Textbook. According to Riazi (2003), a
textbook used in the English Foreign Learning classroom plays crucial roles in
language teaching and learning process because it can help teacher to provide
various learning materials especially for English language learning. Related to this
explanation, according to Jazadi (2003:143) textbook is best seen if it is designed
to be learner centered to help learner focus on learning and give learners’ role in
decision making process in the classroom.
The textbook are expected to support students learning. English textbooks
also support the teachers to provide materials, because teachers are demanded to
provide various material creatively. The textbook has to fit with the Curriculum,
school syllabus as well as the student’s needs and also the aims of teaching.
Curriculum is a tool to control the implementation of teaching learning
process. In 2013 the Indonesian government issued a new curriculum namely
Curriculum 2013. The Curriculum 2013 itself is pretty much different from the
KTSP. It includes competency of attitude, knowledge, and skills integrated.
Therefore, the purposes of the study of the curriculum 2013 in the classroom are
not only based on what the students learn from curriculum but also to achieve
certain values. The religious values in the student’s character are also taught in the
2
classroom. Teaching and learning method also comprehensively change 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 of their friends, surrounding, and
aesthetic factors are part of the changing method (Kemendikbud, 2013). It makes
English skills become main priority in teaching English for students in
Curriculum 2013 as the activities in it expected to make students exposed in using
language as often as possible with various themes, contexts, and topics.
Arba’ati (2015) found that all materials of textbook entitled “When
English Rings a Bell” are not conforming to the basic competence of the
Curriculum 2013. From thirteen chapters, there are only nine chapters which
conform to the basic competence of the Curriculum 2013. Thus, there are four
chapters that the materials do not suitable to the basic competences of the
Curriculum 2013; they are chapter III, chapter V, chapter VII and chapter X. The
basic competence of chapter III, chapter V, chapter VII and chapter X are suitable
with the basic competence of the Curriculum 2013, but the materials are not
provided completely. And based on my observation in textbook entitle “Bahasa
Inggris SMA/SMK Kelas X” published by Kemendikbud. The writer found that
the completeness of presentation textbook is lack. The textbook should provide
Glossary, references and index in closing part but this book does not provide
glossarial pages and index, only references provided.
The researcher found a problem that how to make textbook suitable to the
3
designed for a general market will be absolutely ideal for particular group of
learners”. Therefore, analyzing textbook is needed to get a textbook which is
appropriate with the Curriculum, teachers and learners` need.
In Indonesia, the implementation of textbook and classroom teaching of
English language is controlled by several considerations. According Jazadi
(2003), the content of books should be in line and not contradictory with Pancasila
(The State Philosophy), UUD 1945 (the 1945 constitution), government policies,
national unity and security, laws, regulation, ethics, and that the content not
exploit the sensitive issue of SARA (Ethics, Religions, Race, And Intergroup
Relation). Strict rules and evaluation process have 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. BSNP has released an evaluation
process in Pusbukur form of an assessment rubric to evaluate the properness and
also the suitability of a textbook. There are instruments in evaluating a Curriculum
2013 textbook: feasibility of content, feasibility of language and feasibility of
presentation.
From the explanation above, the writer is interested in analyzing a
textbook entitled “Bahasa Inggris untuk SMA/SMK kelas X” published by Yrama
Widya Whether it fulfills the characteristics suggested by BSNP and relevant with
4
B. Problems of the Study
Based on the background of the study, the problems of this study are
formulated as follows:
1. How is the feasibility of content in “Bahasa Inggris untuk SMA/SMK
Kelas X”?
2. How is the feasibility of presentation in “Bahasa Inggris untuk
SMA/SMK kelas X”
C. Objectives of the Study
The objectives of the study are:
1. to analyze the feasibility of content in “Bahasa Inggris untuk
SMA/SMK kelas X”
2. to analyze the feasibility of presentation in “Bahasa Inggris untuk
SMA/SMK kelas X”
D. Significance of the Study
The result of this study hopefully will be beneficial for:
1. School hopefully chooses an appropriate textbook for students and
to give a better insight on choosing the suitable English textbooks as a
guideline for teaching.
2. Teachers hopefully choose a textbook matched with the curriculum, the
appropriate of textbook, and the materials in the textbook implemented in
5
E. Scope and Limitation of the Study
The writer limits the study and the limitations are as follows:
1. The writer will analyze the content of English textbook “Bahasa Inggris
untuk SMA/SMK kelas X” published by Yrama Widya conform or not
with the current Curriculum and the presentation of the textbook in
published by Yrama Widya and written by Otong Setiadi Dj. The writer
will only analyze 6 out of 12 chapters as the sample for the whole book.
2. The writer will only use the feasibility of content and feasibility of
presentation out of categories in assessment rubric from BSNP standard.
The Feasibility of language and Feasibility of Graphic are excluded
within this study. This reason is made due to the purpose of this study
which is only to find the compatibility of materials in the textbook. Both
feasibility of language and graphic are not included in this study because
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CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusions
1. Feasibility of Content
Based on the research of this textbook about feasibility of content exposed
students to understand and produce both interpersonal and interactional
conversation, to expose student with many kinds of text that relevant with
students’ daily life and etc. it was concluded that the feasibility of Content
89.58% of the criteria of BSNP assessment rubric relevant with curriculum 2013.
2. Feasibility of Presentation
Based on the study of this textbook about feasibility of presentation
analyzed every detailed component of the book from technique of presentation,
learning presentation, completeness of presentation, introduction, body and
closing. It was concluded that the feasibility of presentation 88.88% of the criteria
of BSNP assessment rubric relevant with curriculum 2013.
The writer could be concluded that English Textbook “Bahasa Inggris
untuk SMA-MA/SMK Kelas X” published by Yrama Widya was good to be used
in the first grade of senior high school using curriculum 2013.
B. Suggestions
Based on the study of analyzing English Textbook “Bahasa Inggris untuk
SMA-MA/SMK Kelas X” published by Yrama Widya, the writer would like to
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give several suggestions to help improving the quality of textbook and teaching
quality. The suggestions for English teachers and publishers are as follows:
1. For Teacher
Teacher should choose a textbook match with curriculum, the appropriate
of textbook, and the materials in the textbook implemented in the
classroom and many other ways to improve the quality of teaching and
learning process are in teacher hands. As the English textbook “Bahasa
Inggris untuk SMA-MA/SMK Kelas X” published by Yrama Widya, is the
first Textbook that is available in the market to fulfill the needs of
curriculum 2013 materials, this Textbook appropriate all the requirements
and standard of a Textbook in implementing curriculum 2013. By using
this book hopefully a good result in teaching learning process.
2. For Publisher
As Publisher, in creating and developing English Textbook must be
matched with curriculum implemented in that time, and also create what
students need and dynamic ways of learning. Therefore, they have to keep
regenerating their ideas and move with the new curriculums to evaluate the
textbooks framework which is very crucial.
3. For Educational institution of school
As Education institution, school should choose an appropriate textbook for
students and to give a better insight on choose the suitable English
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