CONTENT ANALYSIS OF ENGLISH TEXTBOOK ENTITLED“TALK ACTIVE”
USED BY THE SENIOR HIGH SCHOOL (STUDENT’S BOOK)
THESIS
Submitted as Partial Fulfillment of Requirements to Obtain Undergraduate (S1) Degree at English Education Program Faculty of Tarbiyahand Teacher Training
REZU BETRI ( TE.141032 )
DEPARTMENT OF ENGLISH EDUCATION PROGRAM FACULTY OF EDUCATION AND TEACHING TRAINING
OF STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN JAMBI
2018
DEDICATION
In the name of Allah SWT the most gracious and the most merciful, who has given the researcher mercy and blessing, health and ability to finish this thesis. The researcher dedicates this thesis to:
1. Both my parents, my mother (Masriani) and my father (Suardi), who have educated me, prayed and supported to finish this thesis and to be successful in the future. Never forget to my beloved sisters (Ridma Yerti, Umrizati, and Nelsi Amalia) and my beloved brother (Sahyudan Wahyuzi), you are my motivation, thanks for your pray, support and love.
My love never the end for you are because you are my everything.
2. All of my classmate PBI B 2014 that i can not mention it one by one. 4 years being together with you all made a million story about friendship. I feel so happy to spend my time and My life is colorful with you all thanks you guys for your love. I want not forget our togetherness and unfogettable experiences.
3. My housemate i thanks to you for your support and praying my success.
4. All my closest friends and my family, who always listens to my crezy ideas, rise me up when i am torning down and coloring my days when i am in blue.
My Allah always love bless them all. Amiiinnnn...
MOTTO
مي ِحهرلا ِنَمْحهرلا ِ هاللَّ ِمْسِب
ۖ ٌت ََٰهِب ََٰشَتُم ُرَخُأ َوِبََٰتِكْلٱُّمُأَّنُهٌت ََٰمَكْحُّمٌتََٰياَءُهْنِمَبََٰتِكْلٱَكْيَلَعَل َزنَأٓىِذَّلٱ َوُه ۗ ۦِهِليِوْأَتَءٓاَغِتْبٱ َوِةَنْتِفْلٱَءٓاَغِتْبٱُهْنِمَهَب ََٰشَتاَمَنوُعِبَّتَيَفٌغْي َزْمِهِبوُلُقىِفَنيِذَّلٱاَّمَأَف ۗ اَنِّب َرِدنِعْنِّمٌّلُكۦِهِباَّنَماَءَنوُلوُقَيِمْلِعْلٱىِفَنوُخِس ََّٰرلٱ َو ۗ ُ َّللَّٱ َّلَِّإٓۥُهَليِوْأَتُمَلْعَياَم َو ِبََٰبْلَ ْلْٱ ۟اوُل ۟وُأٓ َّلَِّإ ُرَّكَّذَياَم َو
Artinya :
Dialah yang menurunkan Al Kitab (Al Quran) kepadakamu. Di antara (isi)nyaadaayat-ayat yang muhkamaat, itulahpokok-pokokisi Al qur'andan yang lain (ayat-ayat) mutasyaabihaat. Adapun orang-orang yang
dalamhatinyacondongkepadakesesatan, makamerekamengikutisebahagianayat- ayat yang mutasyaabihaatdaripadanyauntukmenimbulkanfitnahuntukmencari- carita'wilnya, padahaltidakada yang mengetahuita'wilnyamelainkan Allah. Dan orang-orang yang mendalamilmunyaberkata: "Kami berimankepadaayat-ayat yang mutasyaabihaat, semuanyaitudarisisiTuhan kami". Dan
tidakdapatmengambilpelajaran (daripadanya) melainkan orang-orang yang berakal.
Surat Al ‘Imran : Ayat 7
ACKNOWLEDGEMANT
By saying alhamdullilahirobbil‟alamin, because his (Allah SWT) has been giving us some mercies and blessing. Finally the writer finish this research and this thesis. The goal of this thesis is as partial requirement for the Undergraduate Degree (S1) in English Education Departement of Tarbiyah faculty in UIN STS Jambi. This thesis which is entitled ”Content Analysis of English Textbook entitled Talk Activeused by Senior High School (Student’s Book)”.
In this moment the researcher would like to thanks to the people who have given remarkable help to me. First, my first advisor Kholid Musyaddad, M.Ag and my second advisor, Reni Andriani S.S,.M Pd, who have given a lot of suggestion, guidance and support to compliting of this thesis. Then would like to thanks to the following persons:
1. Dr. H. Hadri Hasan, MA, the Rector of the UIN STS Jambi.
2. The first assistant of Rector Prof. Dr. H Su‟aidi, Ma., Ph.D, the second assistant of Rector Dr. H. Hidayat,M.Pd , the third assistant of Rector Dr.
Hj. Fadilah, M. Pd.
3. Dr. H. Armida,M.Pd as a Dean of faculty of Tarbiyah of the UIN STS Jambi.
4. The first assistant of Dean Dr. Lukman Hakim,M.Pd,I,the second of assistan of Dean Dr, Zawaqi Afdal Jamil,S.Ag,M.Pd,I, the third assistan of Dean Dr. H. Kemas Imron Rosyadi, M.Pd.
5. Amalia Nurhasanah, M.Hum a chief of English Education Program and Wahyuni Fitria, M.Pd as secretary of English Education Program in Tarbiyah faculty UIN STS Jambi.
6. All of lectures in Tarbiyah faculty UIN STS Jambi who have given knowledge to the researcher.
7. Officiers and librarian of UIN STS Jambi who have given helping the research.
ABSTRACT
Name : Rezu Betri
Program Study : English Education Program
Title : Content Analysis Of English Textbook Entitled “Talk Active ” Used by Senior High School (Student‟s Book)
This research aim to content analysis of textbook used by the teacher and stydents as sources of learning. Especially textbook “Talk Active” publish by Yudhistira.Thchnique of collecting data is observasion and documentation.
In this research, the research analysis of textbook based on school based on curriculum used by teachers and students based on the standarts of feasibility of content National Education Standards Agency (BSNP. Feasibility of content is Alignment with Standard Competence (SK) and Basic Competence (KD) on subjects, the substance of knowledge and life skill and insights for progress and developed.
From the research, get the result of content feasibility of textbook ”Talk Active” publish by Yudhistira is 82,81 % which means the textbook is very good to use as the reference book in learning process.
Key Words: Content analysis, English textbook, Book feasibility.
ABSTRAK
Nama : Rezu Betri Program Study : Bahasa Inggris
Judul : Analisis isi buku paket bahasa Inggris dengan judul “Talk Active”
yang digunakan oleh anak SMA.
Penelitian ini bertujuan untuk menganalisa isi buku teks bahasa inggris yang di gunakan oleh guru dan siswa di SMA sederajat khususnya buku teks ”Talk Active” yang di terbitkan oleh Yudisthira . tekhnik pengumpulan data menggunakan observasi dan dokumentasi.
Pada penelitian ini, penulis menganalisa buku kurikulum 2013 yang di gunakan guru dan siswa tersebut berdasarkan standar kelayakan isi yang telah di tetapkan oleh Badan Standar Nasional Pendidikan (BSNP). Kelayakan isi tersebut meliputi; kesesuaian dengan standar kompetensi dan kompetensi dasar (SK DAN KD), substansi keilmuan dan life skill serta wawasan untuk maju dan berkembang.
Dari hasil penelitian, diperoleh untuk kelayakan isi dari buku teks ”Talk Active‟
yang di terbitkan oleh Yudhistira sebesar 82,81%yang berarti buku tersebut layak untuk digunakan oleh guru sebagai referensi dalam proses pembelajaran.
Kata Kunci: analisa isi, Buku Pelajaran Bahasa Inggris, kelayakan buku.
TABLE CONTENT
TITLE PAGE ...i
OFFICIAL NOTE ...ii
APPROVED AND ACCEPTANCE...iii
ORIGINAL STATEMENT...iv
DEDICATION...v
MOTTO...vi
ACKNOWLEDGEMENT...vii
ABSTRACT...x
ABSTRAK...xi
TABLE CONTENT...xii
LIST OF TABLE...xiv
LIST OF APPENDIX...xv
CHAPTER I INTRODUCTION ...1
A. Background of the Research ...1
B. Focus of the Research ...3
C. Formulation of the Problem ...3
D. Limitation of the Study ...3
E. Purpose of the Research ...3
F. Significance of the Research ...4
CHAPTER II THEORITICAL FRAMEWORK ...5
A. English Textbook ...5
B. Textbook as Learning Resource ...6
C. Function of Textbook ...7
D. Criteria of a Good English Textbook ...9
E. Analyzing a Textbook ...10
F. The Criteria of Textbook by Cunningsworth (1995) ...10
G. Feasibility of Content Based on Curriculum 2013...13
1. The compatibility of materials with (KI) and (KD)...13
2. The accuracy of materials...14
3. Supporting materials...15
H. English for Senior High School...16
I. English Curriculum for Senior High School...16
J. Curriculum 2013 ...18
A. Definition and Purpose of 2013 Curriculum ...18
B. Component of 2013 Curriculum ...19
K. Previous Study ...23
CHAPTER III METHOD OF RESEARCH...25
A. Research Design ...25
B. Research Data and Resource of the Data ...25
C. Instrument of the Research...26
D. Procedur of Analysis...26
E. The Thechniques of Data Analysis ...27
CHAPTER IV FINDING AND DISCUSSION...29
A. Research Finding...29
B. Discussion...64
CHAPTER V CONCLUSION AND SUGGESTION...67
A. Conclusion...67
B. Suggestion...67
C. Closed...68
BIBLIOGRAPHY...
APPENDIXES...
CONSULTATION CARD...
DOCUMENTATION...
LIST OF TABLE
TABLE 1.1 Table Of Score
TABLE 1.2 Feasibility Of The Content TABLE 1.3 Frequency Table Of 8 Chapters
CHAPTER 1 INTRODUCTION
A.
BackgroundAn English textbook has an essential role in English as a foreign language (EFL) classroom. The use of English textbook has a prominent merit for both teachers and students. Harmer (2007) said that textbook is one of the important aspect for teachers use to explain to the students based on the content of the textbook as a sources of learning. Under Ducree No, 2 year 2008 concerning that the textbook in article explain that textbook use in units of primary and secondary education higher educational is a reference book.
In Indonesia, English as the first foreign language has important role Since the language can use to help not only students who will registrated themselves into the high educational instution but also help the people to find the better jobs.
English is the first foreign language taught at school all over the country. In Indonesia education system, it is taught at school subject at junior high school and senior high school.
As we know, textbook is one of factors that support the success of English teaching or learning. In fact, the textbook use as sources material of teaching learning process. For beginning teacher, textbook will be a good solution in teaching because usualy who become a new teacher they still nervous or embarrased. So that make their focus in terrible and they cannot remember most of the material of the learning as well. This is the reason why most English teachers use a textbook in their class. It is not surprising that some teacher use a textbook. Many beginning teachers lack confidence and experience, they prepare their own materials and rely on the textbook to easy their burden.
Than, the functions or benefits textbook for the students as follows : first, students do not need to record all the teachers explenation. Second, students can prepare their self at home in orther to follow the leasson at school the next day.
Third, students do not need to explain the subject matters contained in textbooks, but only partially explain the subject matter that indicate difficult to understand of the students. Forth, teacher have face to face time is relatively longer than when students take note.
Meanwhile, Buckingham (1986,p.16) describes the functions or banefits textbooks as follows : a. The opportunity to learn according to their own pace. b.
The opportunity to repeat or revisit. c. The possibility of undertaking an examinitation of memory. d. Easy to make notes for later use. And e. Special occasions that can be displayed by visual means of a book.
So, reasons why the researcher choose textbook based on 2013 curriculum are: First, in Indonesia right now most of the education system used 2013 curriculum. Second, to know the fesibility of textbook based on 2013 curriculum.
And last one is to know different textbook based on 2013 CURRICULUM and another book as a learning source both of teachers and students.
Based on the description above, the writer interesting in doing a research under the title ”CONTENT ANALYSIS OF ENGLISH TEXTBOOK ENTITLED “TALK ACTIVE” USED FOR SENIOR HIGH SCHOOL (STUDENT’S BOOK) . the researcher choose English textbook under the titled
”Talk Active” published by Yudhistira as object to research. The reason why the researcher choose this book, as the primary data are: Because, first, some of the schools used textbook published by Yudhistira . Second, this book never has been research as thing or object of research before. And the last one is to know the feasibility of Yudhistira book as textbook reference for both of teachers and students.
B. Focus of the Research
The scope of this study is the content analysis of English textbook ”Talk Active” published 2013 by Yudhistira for Senior High School grade tenth which is analyzed the fulfilled the feasibility of content requirement specified in curriculum 2013. And BNSP rubric assessment will be adopted.
In this research, there are 4 categories provided by BSNP for analyzing textbook these are feasibility of content, feasibility of language, feasibility of presentation and graphic. But the researcher only uses one out of four categories which BSNP provides as textbook assessment. That is feasibility of content. The feasibility of presentation, feasibility of language and feasibility of graphic are exclude, due to the purpose of this study is find out the suitability the material in textbook to curriculum 2013 based on the content only.
C. Formulation of the Problem
Based on the explanation at the research background, the problem of this research was formulated into the following questions: Is English textbook entitled
”Talk Active” published by Yudhistira for senior high school tenth grade textbook fulfill the feasibility of content requirements specified in curriculum 2013?
D. Limitation of study
In this research, the research focus on analysis of content validity in the English textbook based on the curriculum 2013 under the titled ”Talk Active”
published by Yudhistira for senior high school tenth grade as student‟s book.
E. Purpose of the research The purpose of this research is:
To know the feasibility of English textbook under the entitled ”Talk Active”
published by Yudhistira for grade tenth senior high school-based on curriculum 2013.
F. Significance of the research
This study is hoped to contribute the significance for First, Headmaster:
The headmaster will know whether the English textbook which is used by the teacher provides appropriate and good evaluation or not. So, the headmaster knows what is the need to support the English instruction, such as providing the facilities for teaching learning process. Second, Teacher : The result of this study will be very useful for English teacher to be reference in selecting or choosing an English textbook. Three, Reader: By the result of this study, the reader will be given a general overview about how to analysis the fesibility of textbook.
CHAPTER II
REVIEW OF RELATED LITERATURE
This part reviewed the related literature that supported the research about the feasibility of content analysis of second grades English textbook based on curriculum 2013. In order to have the clear picture the parts such as textbook, curriculum, Language skills and previous related study were explained as a follow:
A. English Textbook
Harmer (2007) said that textbook is one of the important aspect for teachers use to explain to the students based on content of the textbook as a sources of learning. Under Ducree No, 2 year 2008 concerning that textbook in article explain that textbook use in units of primary and secondary education is as reference book.
Textbook is a tool, thing, or media for teaching that have function for measure the students comprehension about the material is presented by a textbook. According to Dhari and Haryono (1998,p.15) textbook is a reference for support the success of teaching or learning it is presented by a textbook. Textbook is one of important components in learning programs (Skowrronski and Hinchman, 2000).
Another opinion Soekanto (1990,p.21) said that, Textbook is a book the teacher use in leaning or teaching activities to improve knowledge and skills that have function a source or reference. Furthermore, Akhyar and Mustain (1991,p.34) said that Textbook is the thing that make students easier to study and that famous material for students. Based on experts opinion above, we can conclude textbook is important thing , tool, or media for learning and teaching to giving knowledge and ability that have to mastered by students.
Textbook in teaching and learning process is needed between teachers and students. Buckingham (1935,p.11) said that ”textbook at school and college as the tools of study that are used to support a teaching program”. Bacon (1986,p.11) that ”textbook are books designed from experts to be used in the class as teaching tool with accurately and prepare by the experts”. From those definitions, we can conclude that textbooks are needed in teaching-learning process.
To support their learning students need a textbook. English textbooks support the teachers to provide various materials creatively. There are many publishers that try to provide textbook in various style and setting which are compiled based on the curriculum. Many textbooks are published, teachers must select which one is the most suitable textbook to be used.
So, based on the explain above, as we know the definition of textbook is a book the teachers or students use to help them to easier for teaching and learning process as a source or reference in teaching and learning process. Then, both of them can enjoy to repeat to read at home and it will make them memories until long times.
B. Textbook as Learning Resource
To obtain optimal learning results, a student is required not only rely on what happens in the classroom, but must be willing and able to browse a variety of learning resources necessary. Learning resources have potential as a tool, a means, actors, and a vehicle to improve the quality of education. Learning resources is seen as everything that could give the possibelity to obtain some information, knowledge, experience, and skill in learning.
According AECT (1987) , learning resources can be divided to two kinds, namely learning resources designed, learning resources are utilized. Learning resources designed (by design ), it mean learning resources that are specifically developed as an instructional system components in order to facilitate follow- formal teaching and learning and systematically planned. Such as text, textbooks, slides, educational video, etc. That are specially made and designed to achieve educational goals. Learning resources used (by utilization) or that are not
specifically designed for instructional purposes but have been available / could be obtained because it already exsist in nature and the environtment, and can be used for the sake of learning.
Another divison is usually done on components of learning resources are as follows : First, print learning resources such as books, magazines, encyclopedias, brochure, posters, charts, and others. Second, nonprinting learning resources in the form of films, slides, videos, models, audio-tapes, and others. Third, learning resources such as facilities: auditorium, library, classroom, desks, studio, courts, markets, and others. Fourth, learning resources in the form of activities : interviews, group work, observation, simulation, communittees and other. Fifth, learning resources such as community environment: a garden, paddies, corn fields, plantations, terminal, town, village, and other.
We can conclude that textbook as learning resource, because it made the learning process systematicly. If the students are receiving lessons and master it, than learning will be more active and more advance. It is clear that tool of learning important to enrich purpose in teaching and learning. One of the tool in teaching learning is book.
C. Function of textbook
Viewed from the learning process, the textbook has an important role.
Buckingham (1986,p.16) that describes the functions or benefits textbooks as follows: A. The opportunity to learn according to their own pace. B. The opportunity to repeat or revisit. C. The possibility of undertaking an examination of memory. D. Ease to make notes for later use. E. Special occasions that can be displayed by visual means of a book .
According to the center of books (2005,p.4) the function of textbooks for teacher are as follows :Teachers, certainly, have freedom in selecting, developing, and presenting material. All of it is the duty and professional obligation. He has knowledge of the structure of knowledge with regard to the material to be taught.
He also has skills in process and present the materials. Nevertheless, all presented in textbook still useful to him, such as material to choose from, and arranged
together with material from other sources. Also the way the presentation in the textbooks can be used an as example to present the material in the learning activities of the student.
Based on the explant above, it is clear that the textbooks have great functionality, be it in relation to be interests of students or teachers. From textbooks, students can acquire knowledge and information systematically.
Students can also train theirself and hang in accordance with their respective capabilities. Textbooks provide and opportunity for students to refresh his memory and checking in accordance with the understanding and the opportunity that able to respectively .
In addition, teacher get most benefit from the presence of textbooks. The teachers can convey the subject matter is more of fixed in accordance with the demands of the curriculum and can make the interaction much more to develop a range of competencies of students. Textbooks have an important role. By studying textbooks, science can be transffered continuously and repeatedly so that the knowledge gained will want longer stored in the students memories, that is the purpose a writing textbook.
Starting from the definition above can also be argued that the exsistence of a textbook has several functions and roles. Among these function are as follows:
first, the textbook can present evaluation and remedial resources: textbook reflect a viewpoint: second, textbook provide subject matter orderly, neat, and gradually :third, the textbook present the subject matter is rich and harmonious: fourth, the textbook provides a variety of methods and means of teaching: fifth, the textbook present the initial fixation for tasks and exercises.
The purpose of textbooks in school as follows: A. Students do not need to record all the teachers explant. B. Teacher have face to face time is relatively longer then when students take note. C. Students can prepare their self at home in other to follow the lesson at school the next day. D. Students do not need to explain the subject matters contained in textbooks, but only partially explain the subject matter that indicate difficult to understand of the students.
Opinion about the function of textbooks above is more emphasis on the interests of students, as sources, and tool to practice in mastering certain learning program. However, textbook are not stopped in the interest of the students, but also teachers. The textbook made both of teachers and students easy to teaching and learning without must spend much times to write but students can read at home anymore to prepare their self.
D. Criteria of a Good English Textbook
So many important components in teaching and learning but textbook is one of them. (Hinchman, 2002: Cheng, 2011). Most of the teachers has problem in teaching and learning as systematically to teach without used a textbook. Thus, the textbook plays a crucial role to providing base of material both of teachers and the students. (Hutchinson and torres, 1994).
In language teaching, teachers need to identify that textbook suitable or not for the students. Harmer (2007) proposes several criteria in choosing a suitable textbook for the students, such as price and availability, layout and design , instructions, methodology, syllabus, language skills, topics, cultural appropriacy , and teacher guide. Moreover, Ur (2006) also suggest some points that should be considered in using textbook, namely framework, syllabus, ready-made texts , economy, convenience, guidence, and autonomy.
Become a qualified textbook, beside the textbook should be readability, the textbook need to assess and the component of good textbook in content (qualified textbook), there are description about assessment of textbook, assessment of textbook component and criteria for a good textbook. The purpose of textbook assessment is to ensure that the textbook that used in school really worth and fulfill national standard. The role of regulation underlying the assessment of textbooks as follow, Government Regulation No. 19 of 2005 (State Gazette of the Republic of Indonesia year 2005 Number 41, Supplement to statute book No 4496).
Textbook is one of important media of teaching and learning activity in the classroom so it must have a good quality. To know how textbook is categorized in a good quality. The research provides some criteria from the experts because not at all of textbook suitable and has good quality for teaching and learning process.
E. Analyzing a Textbook
Analyzing the textbook to be used is very important to measure the fit textbook used by students and teachers in class. The problem whether the text book is suitable to use or not always appear. Cited from what Cunningsworth stated that selecting the textbook should match the material with the context where the textbook to be used. Although none of the books are really ideal with certain groups of students. It would be better to choose a book based on the criteria that best suited or complemented inadequate or inappropriate material.
E. The Criteria of Textbook by Cunningsworth (1995)
Analyzing the specified criteria from the textbook is one of the ways to determine and evaluate text textbook to be specific whether the book is suitable for use or not in a teaching and learning activity. Cunningsworth in Agni proposed eight criteria in analyzing and evaluating textbooks. The criteria suggested include: 1) Aims and approaches, 2) Design and organization, 3) Language content, 4) Skills, 5) Topic, 6) Methodology, 7) Teachers books, and 8) Practical considerations except the 7th point is excluded because not relate to this research.
And the rest criteria will be presented.
The criteria of aims and approaches seek to answer the questions on whether the aims of the textbook correspond closely with the aims of the teaching program and with the needs of the learners, whether the textbook is suited to the learning/teaching situation, how comprehensive the textbook is, whether it covers most or all of what is needed, whether it is a good resource for students and teachers, and whether the textbook is flexible and allows different teaching and learning styles.
The criteria of design and organization seek to answer the questions on what components make up the total course package (e.g., students‟ books, teachers‟
books, workbooks, cassettes), how the content is organized (e.g., according to structures, functions, topics, skills, etc.), how the content is sequenced (e.g., on the basis of complexity, learn ability, usefulness, etc.), whether the grading and progression are suitable for the learners, and whether it allows them to complete the work needed to meet any external syllabus requirements.
The criterion of language content seeks to answer the questions on
whether the textbook covers the main grammar items appropriate to each level and takes learners‟ need into account, whether the material for vocabulary
teaching is adequate in terms of quantity and range of vocabulary, emphasis placed on vocabulary development and strategies for individual learning, whether the textbook includes material for pronunciation work and if so, what is covered:
(individual sounds, word stress, sentence, stress, intonation, and so on), whether the textbook deals with the structuring and conventions of language use above sentence level, for example, how to take part in conversations, how to structure a piece of extended writing, how to identify the main points in a reading passage, and whether style and appropriacy are dealt with. So, it should be questioned whether language style is matched to social situation.
The criterion of skills seek to answer the questions on whether all four skills are adequately covered, bearing in mind the lesson objectives and syllabus requirements, whether there is material for integrated skills work, whether reading passages and associated activities are suitable for the students‟ levels, interests, etc., whether there is there sufficient reading material, whether the listening material is well-recorded, as authentic as possible, accompanied by background information, questions, and activities which help comprehension, whether the material is for spoken English (dialogues, roleplays, etc.) and well-designed to equip learners for real-life interactions, and whether writing activities are suitable in terms of amount of guidance/control, degree of accuracy, organization of longer pieces of writing (e.g., paragraphing) and use of appropriate styles.
The criterion of topic seeks to answer the questions of whether there is sufficient material of genuine interest to learners, whether there is enough variety and range of topic, whether the topic will help expand students‟ awareness and enrich their experience, whether the topics are sophisticated enough in content, yet within the learners‟ language level, whether the students will be able to relate to the social and cultural contexts presented in the textbook, whether women pot rayed and represented equally with men, and whether other groups are represented, with reference to ethnic origin, occupation, disability, etc.
The criterion of methodology seeks to answer the questions of what approach/approaches to language learning are taken by the textbook and whether it is appropriate to the learning/teaching situation, what level of active learner involvement can be expected and whether this matches the students‟ learning styles and expectations, what techniques are used for presenting/practicing new language items and whether they are suitable for the learners, how the different skills are taught, how communicative abilities are developed, whether the material includes any advice/help to students on study skills and learning strategies, whether students are expected to take a degree of responsibility for their own learning (e.g., by setting their own individual learning targets).
The criterion of teachers‟ book seeks to answer the questions of whether there is adequate guidance for the teachers who will be using the course book and its supporting materials, whether the teachers‟ books are comprehensive and supportive, whether they adequately cover teaching techniques, language items such as grammar rules and culture-specific information, whether the writers set out and justify the basic premises and principles underlying the material, and whether keys to exercises are given.
The criterion of political considerations seeks to answer the questions of what the whole package costs and whether this represents good value for money, whether the books are strong and long-lasting, whether they are attractive in appearance, whether they are easy to obtain and whether further supplies can be obtained at short notice, and whether any parts of the package require particular
equipment, such as a language laboratory, listening center, or video player and whether it is reliable. If so, schools must have the equipment available for use.
F. Feasibility of Content Based on Curriculum 2013
The importance of textbook in learning process has been stated in Permendiknas no. 11 in 2005 that textbooks play an important and strategic role in improving the quality of education, so there needs to be government policy on textbooks for students. Because of in assessing and evaluating the textbooks, BNSP has released a rubric that compatible with the latest curriculum. The rubric is designed through coding and qualitatively describing by BSNP. The assessment is divided into 3 main components that become the instrument of assessing which is feasibility of content, feasibility of presentation, and feasibility of language.
The description of instruments used in evaluating the English textbook for SMA 2013 in terms feasibility of content will cover 1) the compatible of materials with KI and KD, 2) the accuracy of materials and 3) supporting materials. The feasibility of content is one of instruments that assess the content of the textbook.
It covers three sub components which are compatibility material with Core competency (KI) and Basic Competency (KD), accuracy of materials, and supporting materials in learning. The researcher translated and interpreted from Badan Stadar Nasional Pendidikan (BSNP) for the further explanation, as follows:
1. The compatibility of materials with core competency (KI) and basic competency (KD). The criteria for compatibility of materials with KI and KD are based on two categories which are completeness of material and in-depth.
a) Completeness of material (Kelengkapan Materi)
In this part, A Textbook must contain and require students to explore at least the texts commonly used in English communication (interpersonal, transactional and functional text).
The texts must suitable the students grade to provide students with the opportunity to understand and produce spoken and written phrase in interpersonal or instructional communication, and also
functional elements to interact contextually along with other characteristic, religious and aesthetic values included.
b) In-Depth of material (Kedalaman Materi)
Basically in-depth of material, the eligibility of textbook is to fulfill several specific requirements. The first one is exposure (Pajanan) which means the textbook must be explorative content that requires many kind of relevant text to the daily life conditions of the students, especially in terms of the message delivered. The messages can be either good social attitudes or spritual attitudes that are also relevant to the text presented.
The second is retention of text formation or (Retensi pembentukan teks) which means the textbook has to contain guidance for students to gain understanding about the explicit meaning from the element of text formation as social function, structure of the text and linguistic features.
The last one is production (produksi). Taking into account the text formation, social, and relevant spiritual elements, textbook has to be able to encourage the student and guide them to produce spoken or written text that relevant with the context.
2. The accuracy of materials
a) Social function (Fungsi sosial)
This criterion has to do by the students as the manifestation of the students‟ exploration to the textbook that students learned.
Therefore the textbook content must be able to guide the students towards the achievement of social functions as interpersonal, transactional and also functional communication according to short functional text relevant as recount, narrative, procedure, descriptive, news item, discussion, report, etc.
b) Generic Structure
This criterion shows that textbook must have systematical ideas in presenting the material. Therefore, it is expected to emerge the students with the systematically thought in daily life.
Such as in interpersonal and transactional texts, the activity can cover the interactive activities in initiative communication for asking and giving information.
c) Linguistic Feature
In this linguistic feature, textbook is expected can provide and guide the student with the appropriate and relevant linguistic elements. So the student can actively communicate in good quality of language feature in relevant context in order to achieve every part of social function.
3. Supporting materials
In the next English textbook assessment, the other instrument is a learning support material, which the content must contain 3 elements that become the standard that the book is compatible to use among others.
These are the up-to-datedness and relevance sources, the development of life skill and the development of diversity insight.
a) Up-to-Datedness and Relevance sources
Each of teaching materials in textbooks such as text, tables, attachments, drawings and more must contain relevant and renewable text with the topics covered.
b) Development of Life Skills
The learning materials in the textbook must contain things that encourage students to develop skills in life. Such as personal skills, the ability to better recognize more deeply about oneself such as weaknesses and strengths. Social skills are where students are able to interact with their environment properly and correctly.
Academic skills, these are such as utilizing information well, making decisions and solving problems wisely. As well as vocational skills which are able to encourage students to develop their abilities in the future development of their profession.
c) Diversity Insight
The other instrument that must exist in a good text book is a text book should contain things that can encourage students to develop their diversity insights. Such as, appreciate cultural diversity, local wisdom, awareness in advancing culture, and foster a sense of love for the culture with a good understanding of culture and nation. It can be seen in appendices 1 and 2.
H. English for Senior high school
In this era, learning English as a foreign language in the Indonesia used in education system it is taught at school subject at junior high school and senior high school. Then, English not only help students to registrated into the higer educational institution but help the people to fine the better jobs. Most of the people in the world thing English is important and it make your life be more easy.
English for senior high school is very important because to indonesian needs much more preparation to face the global era in the new millenium especially for students senior high school. In the day of our life so many people communicate using English for example on media social as facebook, instagram, whatshap, and other. That make they feel commpident and kids up to now. If cannot, they say you are misstommorow and so on.
I. English Curriculum for senior high school
Curriculum is an education program having a plan and for getting reach a goal (Surachma:1975,p.5) the word curriculum can be interpreted in many ways.
There are many different interperentations and definitions among people and experts in education toward this concept. It depends on their background knowledge and point of view they have.
Curriculum can be defined as all plans activities that are provided for students. According to Luhulima (1996) says that curriculum is a planned and organized series of learning experiences and activities to be made available to the students to achieve defined educational objectives. In this research, the writer
stress on the usage of school based-curriculum as the basic of the research.
Although it is the newest one.
School based on curriculum that is developed and implemented by each of education unit. In implementing of the curriculum it must be refers to principle of standard operational that is developed by government, refers to graduates competency standard and refers to content standard. Estabilished by goverenment regulation no 23 year 2006 for graduates compotency standards and goverenment regulation no 26 year 2006.
Operacional that School is as a formal educational institution that has a basic concept of instructional program for each subject matter namely syllabus.
Syllabus in arranged by the goverenment as a reference for educators to reach the goals. However, in designing the syllabus designer should consider to students, age, needs, interest, and even future era.
There are four language skills that are stated in the syllabus for the first year the students of senior high school to master. Sundayana (1999,p.20-21). 1.
Reading, 2.Listening, 3.Speaking and, 4.Writing.
Reading, the students can read the text in narrative , descriptive, dialogue, and specific guide such as schedule, departure, atc for : a. Getting particular information. b. Getting overview of the content. c. Getting implicit main idea. d.
Getting all implicit information. e. Stating explisit main idea. f. Interpreting the words, pharases and sentences based on the content. g. Having fun.
Listening, the students must be able to do some activities, such as: a.
identifying the name of things mentioned by teacher. b. doing some oral instructions (Conversation, descriptive, narrative).Speaking, spelling a word or pronouncing words. a. asking and answering simple forms. b. making short dialogues or conversation fluently. Writing, example a. writing simple sentences in correct spelling and punctuation. b, writing short sentences in dictation ways.
c. completing simple dialogues. d. Making simple sentences.
Talking about curriculum or syllabus, it should cover as follow: 1). What the learner are expected to know at the end or objectives of the course. 2). What is to be taught or learned during the course, in the form of an iventory of items.
3). When it is to be taught , and at what rate of progress, relating to the inventory of items to different levels and stages as well as to the time constraints of the course . 4). How is to be taught, suggesting procedures, techniques, and materials.
5). How it is to be evaluated, suggested testing and evaluating mechnism. Olshtain , Elite and Dubin, Fraida (1986,p.27-28).
However, curriculum is different from syllabus. Curriculum refers to a broad description of general goals by indicating an overall education cultural philosophy which applies across subjects together with a theoretical orientation to language and language learning with respect to the subject matter at hand. A curriculum is often reflection of national and political trends as well. Whereas, syllabus as a more detailed and operacional statement of teaching and learning elements which translates the philosophy of the curriculum into a series of planned steps towards more narrowly defined objectives to each level.
J. Curriculum 2013
A. Definition and Purpose of 2013 Curriculum
According to M. Fadillah (2014,p.16) that 2013 curriculum is a curriculum that enhances and balances soft skills and hard skills covering aspects of competency in attitude, skills and knowledge. In this context K13 strives to instill more values reflected in attitudes can be directly proportional to the skills acquired by students through knowledge at school. In other words, between soft skills and hard skills can be invested in a balanced, side-by-side and able to be applied in everyday life.
Regarding the purpose and function of the curriculum specifically refers to Law No.20 of 2003 concerning the National Education System. In the National Education System Law, it is stated that the function of the curriculum is to develop the capabilities and shape of dignified national character and civilization
in educating the life of the nation. , namely to develop the potential of students to become human beings believe and fear God Almighty.
Regarding the objectives of the 2013 Curriculum, acorrding to (Ibid,p.24- 25) that the writer can specifically describe it as follows:
a. Improving the quality of education by promoting hard skills and soft skills through the ability of attitudes, skills and knowledge in order to face the growing global challenges.
b. Forming and improving human resources that are productive, creative and innovative as development capital for the nation and state of Indonesia.
c. Relieve educators in delivering material and prepare teaching administration, because the government has prepared all curriculum components along with textbooks used in learning.
d. Increasing the role of central and regional government participants and citizens in a balanced manner in determining and controlling quality in the implementation of curriculum at the education unit level.
e. Increasing fair competition between education units about the quality of education to be achieved. Because schools are given the freedom to develop the 2013 curriculum in accordance with the conditions of the education unit, the needs of students, and regional potential.
B. Component Of 2013 Curriculum
According to Loekloek EndahPurwati and Sofan Amri (2003,p.202) The curriculum has five main components, namely: (1) goals; (2) material; (3) strategy, learning; (4) curriculum organization and (5) evaluation. The five components are closely related and cannot be separated. For more details, below will be explained about each of these components. To be able to understand more clearly, the following researchers describe each component of the curriculum.
a. Aim
The purpose of education is recommended as the development of balanced growth of the total human potential and personality, through spiritual, intellectual, feeling and physical sensitivity training, so as to become a Muslim man who
continues to grow in terms of faith, devotion to Allah SWT and noblein personal life, society, nation and state.
According to Muhammad Athiyyah Al-Abrasyi (2003,p.13) that Islamic education experts have agreed that the purpose of education is not to fill the brains of students with all kinds of knowledge they have never known, but: a. Educate their character and soul. b. Planting a sense of virtue (fadhilah).c. Familiarize them with high politeness. d. Prepare them for a holy life entirely with sincerity and honesty.
Referring to the educational objectives above, (Ibid,p.13) said that the goal of Islamic education is to educate character and soul formation or briefly the main and main objectives of Islamic education are fadhilah (virtue). The purpose of national education which is education at the macroscopic level, is then translated into institutional objectives, namely the educational goals to be achieved from each type and level of school or certain educational units. In Permendikbud No.
69 of 2013 stated that the purpose of education in 2013 curriculum is: 2013 curriculum aims to prepare Indonesian people to have the ability to live as individuals and citizens who are faithful, productive, creative, innovative, and affective and able to contribute to the life of society, nation, state, and world civilization. ( Permendikbud No.69 Tahun 2013).
b. Learning materials
In determining the learning material or teaching material cannot be separated from the philosophy and theory of education developed. In this case, learning material is arranged logically and systematically in the form of:
1).Theory; construct or concept, definitions or prepositions that are interconnected, which presents a systematic opinion about symptoms by specifying relationships - the relationships between variables with the intention of explaining and predicting these symptoms.
2) .Concept; an abstraction formed by an organization from specificities, is a short definition of a group of facts or symptoms.
3).Generalization; general conclusions based on specific matters, sourced from analysis, opinions or evidence in the study.
4). Principle; namely the main idea, the scheme of patterns that exist in the material that develops the relationship between several concepts.
5). Procedure; that is a series of steps that are sequential in the subject matter that must be carried out by students.
6). Facts; a number of specific information in material that is considered important, consisting of terminology, people and places and events.
7). Terms, new and special treasury words introduced in the material.
8). Example / illustration, which is a matter or action or process that aims to clarify a description or opinion.
9). Definition: that is an explanation of the meaning or understanding of a thing / word in the outline.
10). Preposition, which is the method used to convey learning material in an effort to achieve the curriculum objectives.
According to Munarji (2004,p.84-85) that the curriculum content contains clear target achievement, standard material, standard education outcomes consisting of core local, extracurricular and personality programs.
Loekloek Endah Purwati and Sofan (2013,p.255) said the success of learning as a whole is very dependent on the success of the teacher designing learning material. The learning material is essentially an inseparable part of the syllabus, namely the planner, predictions, and projections about what will be done during the learning activities. Broadly speaking, it can be stated that learning materials (Instructional materials) are knowledge, skills, and attitudes that must be mastered by students in order to recognize the competency standards applied.
c. Learning strategies
The implementation strategy of a curriculum is illustrated from the way taken in carrying out the teaching, the way in conducting an assessment, the way in carrying out guidance and counseling and how to regulate school activities as a whole. The way to carry out the teaching includes the methods that are applicable in presenting each field of study, including the method / method of teaching and the learning tools used. In this case the teacher can) Theory; a set of apply many
possibilities to determine learning strategies and each learning strategy has its own weaknesses and advantages.
According to M. Fadillah (2013,p.180) that In learning K13 there are several principles that must be considered jointly by teachers in implementing learning, including: (1) centering on students, (2) developing students' creativity;
(3) creating pleasant and challenging conditions; (4) contains values, ethics, aesthetics, logic, and kinesthetic; (5) providing a diverse learning experience through the implementation of various fun, contextual, effective, efficient and meaningful strategies and learning methods.
d. Curriculum Organization
The variety of views that underlie curriculum development has led to diversity in organizing the curriculum. According to the Loekloek Endah Purwati and Sofan Amri (2013,p.107), there are at least six different types of curriculum organization, namely:
Subjects are isolated (isolated subject); The curriculum consists of a number of separate subjects, which are taught individually without any connection with other subjects. Each is given a certain time and not considering the interests, needs, and abilities of students, all materials are given the same.
1) Subjects correlate; Correlation is held as an effort to reduce weaknesses as a result of separation of subjects. The procedure adopted is conveying correlated points to make it easier for students to understand certain lessons.
2) Field of study (broad field); namely the curriculum organization in the form of collecting several similar subjects and having the same characteristics and correlated (functioned) in one teaching field.
3) Child centered program, which is a curriculum program that focuses on the activities of students, not on subjects.
4) Core Problems (core program), which is a program in the form of problem units, where problems are taken from a particular subject, and other subjects are given through learning activities in an effort to solve
the problem. The subjects which become the knife of analysis are provided in an integrated manner.
5) Ecletic Program, which is a program that seeks a balance between a curriculum organization that focuses on subjects and students.
e. Curriculum Evaluation
In a broader sense, curriculum evaluation is intended to examine the overall performance of the curriculum in terms of various criteria. The performance indicators evaluated are not only limited to effectiveness, but also relevance, efficiency, feasibility of the program. The extent or absence of a curriculum evaluation program is actually determined by the purpose of the curriculum evaluation. Is the evaluation intended to evaluate the entire curriculum system or certain components in the curriculum syestem. One important curriculum component that needs to be evaluated is with regard to student learning processes and outcomes.
K. Previous Study
First, Heryansyah, he did a research in 2014 on the quality of the English textbook used by teacher at the state junior high school 19 Tanjung Jabung Timur publish by Platinum. The design of his study was descriptive qualitative research because he wanted to know feasibility of the textbook. The result that an English textbook publish by Platinum used for teacher at the state junior high school 19 Tanjung Jabung Timur as fair feasibility of English textbook.
Second, study is Mardiyah, she did a research in 2015 on analysis on the feasibility of English textbook entitled”LKS CITRA” used for Grade Eleven Studentsof Islamic Senior High School published by Citra sekawan. The design of her study was descriptive qualitative because she wanted to describe the general quality of the textbook. The result that an English textbook publish by Citra Sekawan was 52,27% which means that workbook was lessfair to use as the source of materials in learning process.
Third Rukaya.S, she did a research in 2015 on the quality of English work sheet used by eight grader at states junior high school 32 Batanghari publisher by Galileo. The design of her study was qualitative descriptive because she wanted to describe the general quality of the work sheet. The result that an English work sheet publish by Galileo used for state junior high school 32 Batanghari as very good English work sheet.
CHAPTER III
METHOD OF RESEARCH
In this chapter, the writer would like to discuss the research methodology.
Some points will be the researcher discuss those are : a) method and design of the research, b) research data and sources of the research, c) technique of analyzing the data.
A. Research Design
In this research, the researcher uses a descriptive qualitative method and this research belong to library research. This research analyzes the suitable or match of themes and the materials in English Textbook entitled “Talk Active” with the basic competences of the 2013 curriculum. The writer used a content analysis to explain this study. The writer wanted to know the feasibility of English textbook
”Talk Active” published by Yudhistirta.
The content feasibility of the textbook such as its characteristic or material presented in the textbook was processed according to the list of standardization by BSNP (Badan Standar Nasional Pendidikan). Additionally the researcher also adapted Likert‟s scale to integrate with BSNP‟s rubric assessment as the instrument use in this research. The researcher took all chapters is 8 chapters from the textbook as the samples of the research.
B. Research data and Source of the Research
The object of this study was the English textbook for data entitle “Talk Active” tenth grade Senior high school (students book) that textbook published 2013 by Yudhistra. This textbook was written by Lanny Kurniawan, S.Pd and Mulyono,S.Pd, M. A. This book consists of eight units a hundred and fourty four pages. The first semester was discussed in chapter one to chapter four while the second semester in chapter five to chapter eight. This textbook was known as one
of recommended by Departement of National Education based on content standard Badan Standar Nasional Pendidikan (BSNP.)
C. Instruments of the Research
To detain an accurate data collection, data analysis, and data interpretation, the writer used documentation in collecting data which derives from curriculum 2013 for second grade of senior high school and Rubric assessment from BSNP (Badan Standar Nasional Pendidikan).The data was collected from the textbook which takes whole chapter is 8. The writer also used books and papers about content analysis of textbook as a guideline in analyzing and interpreting data. The researcher adopted the instrument from BSNP in order to obtain an accurate data collection and present a trustworthy finding that fairly closed to the real situation where the textbook used. Besides that, the rubric was commonly used in analyzing and evaluating the textbooks in Indonesia.
D. Procedure of Analysis
In the procedure of analysis the writer did the following steps of study:
In the beginning procedure, the researcher identified the research question then made the guidelines appropriated with the data that the researcher had been looked for. Before the researcher took the data, the researcher adopted the rubric provided by BSNP (Badan Standar Nasional Pendidikan) to assess a textbook about how the textbook fulfilled curriculum 2013.
Then, firstly the researcher read and comprehended all 4 categories presented in the rubric. Those were feasibility of content, feasibility of presentation, feasibility of language and feasibility of graphic. Then, feasibility of content was chosen because it was the closest one in knowing how the textbook fulfilled curriculum 2013 through the content of the textbook. After the researcher chosen feasibility of content as the main criterion, then the researcher read and comprehended the elements that contained in the criterion.
In the following steps, the researcher also integrated Linkert‟s scale with the rubric in order to suit elements in the criterion required. Then, it would be further criteria to be analyzed as the instrument to gain the data that researcher looks for. After the rubric adjusted was finished and ready to use, the researcher took 8 chapters from the textbook as the samples being studied.
E. The Technique of the 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. Using the rubric assessment that had adjusted to collect the data required.
After the instrument to assess was ready soon the data were collected from the samples. The data collected by comparing them to the characteristics provided by the rubric. The rubric assessment was adopted from BNSP and also integrated with Likert‟s Scale, and only one out of four categories which BSNP provided are used. This is feasibility of content.
2. Analyzing the data and presenting numerically in a table and descriptively in a paragraph.
In this step, after the data required was collected, the researcher presented the data into the table of feasibility of content for each chapter. And then the data was evaluated by giving the score to the list of focused category in the rubric assessment as 1(poor), if KD, KI, Syllabus and Material of textbook do not suitable or not match. 2(enough), if just some of KD, KI, Syllabus and Material of textbook still suitable/match. 3(good), if mayorities of the KD,KI, Syllabus and Material of the textbook suitable or match. 4(very good) if all of the KD, KI, Syllabus and material of the textbook suitable/match and complete. The rubric scoring is adopted from Likert Scale, and only even scale is adopted. The scale was adopted because the researcher avoided the bias or neutral result if the odd scale used. Therefore in evaluating data, the researcher presented numerically and descriptively.
3. Reducing the data based on the purpose of the research.
Reducing the data in this research had been hold during the process of the research. The researcher followed the criteria listed in the rubric. The researcher selected and focused on the data that criteria required in the rubric. then the data reduced based on the needs the researcher to answer the research question how the textbook “Contextual English” fulfills the feasibility of content in curriculum 2013.
4. Interpreting the data gained after scoring from the evaluation.
Interpreting was done after the data had been reduced and presented. The data was interpreted to show the result of compatibility of the textbook towards curriculum 2013. The interpretation was drawn from the data collection, data reduction and data presentation. Then the researcher interpreted the data in quantitative output with the formulation help in percentage and number.
Then, the researcher presented the data interpreted descriptively. The writer used the following formula to help presenting the data in forms of numbers formula by Sudjiono Anas (2005, p.42):
Note :
Percentage : P Total score : A Total score maximal : B
Percentage Eligibility : P = x 100% =
CHAPTER IV
RESEARCH FINDING AND DISCUSSIONS
In this chapter, the researcher describes the research findings based on the data collected. The presentation will be in line with the research question in the first chapter that is English textbook entitled ”Talk Active” published by Yudhistira for Senior High School Tenth Grade feasibility with the requirements of school-based curriculum.
The researcher will present and interpret the data as research findings which are whole chapters is 8 from the textbooks analyzed and evaluated. In the other words, the findings presented covers for 1 and 2 semester from the textbook taught. The researcher uses a range of scoring that BSNP provided. Additionally, the researcher also uses percentage as the representation for the conclusion in feasibility of content.
A. Research Finding
The research finding based on the textbook entitled Talk Active Tenth Grade” published by Yudhistira used for Senior High School at Madrasah Aliyah Laboratorium kota Jambi are :
1. Chapter 1 “ Memorable Moments”
Feasibility of Content in Chapter 1
“Memorable Moments”
Sub-component Items
Scoring
Frequency
1 2 3 4
The compatibility of materials with
KI and KD
Completeness √
Indepth √
Accuracy of the materials
Social functions √
Element and structure of meaning
√
Linguistic feature √
Supporting materials
Relavance √
Development of life skills √
Development of diversity insight
√
2 6 Total
In this chapter is talking about Learning Aspects are: Greeting, Parting, Introduction, Inviting, Pronunciation. The exercises developed based on the topic.
This exercise is also formulated towards active student learning. Also there are character values about Friendly and Love and Devotion to Motherland.
a. Compatibility materials with KI and KD 1) Completeness
In chapter 1 is match with KI and KD in the 2013 curriculum.
On The KD and KI, menerapkan fungsi social struktur teks, dan unsur kebahasaan teks interaksi transaksi oral lisan dan tulisan yang melibatkan tindakan member dan meminta informasi terkait jati diri dan hubungan keluarga, sesuai dengan konteks penggunaanya.(Perhatikan unsur kebahasaan pronun, subjective, objective, possessive). That learning Aspects are: Greeting and Parting, Introduction, Invitation, and Recount.
first, it could be seen on page 4 task 3 there is a dialog and students try to practice with her or him friend. Then, they answer the question orally that is packaged in daily conversation. The second, it could be seen on the page 11 there is a recount text entitled my school, that topic still has relation with student activities at their real live. And then it could be seen on page 15 task 3 about bill gates, that task purpose students to master about technology. For the students tenth grate all of this material is suitable for them as new students at senior high school.
In this chapters also, that can building the students character.
For example the character building from this chapter on the page 4 task 2 is “having friends is essential in our life. Without friends, our life would by dull and uninteresting. Thus, it is important to act friendly to others. That invite students to love and caring with friends. And also on the page 17 and 18 there is a summary, that so clear and easy to understand. Therefore, researcher gives a score 4 or very good for completeness in this chapter.
2) Indepth
This chapter has successfully developed all the criteria for In- Dept. This could be seen from the completeness criteria of chapter 1 that this book has developed exercises that expose students to express expressions greeting, parting, accepting invitation. This chapter used other source to find more information to develop their understanding about the topic discussed. Grammetical insert from this chapter is on the page 12 about simple present tense. Then, task 1 about my school on the page 11 it is clear about recount.
Therefore, researcher gives a score of 4 or very good for in depth this chapter.
