ABSTRACT
Prasetyawati, Steffany Dian. (2016). Content Analysis on Canggih Bahasa Inggris Workbook for 7th Grade of Junior High School. English Language
Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma University.
Workbook or Lembar Kerja Siswa (LKS) is one of instructional material which is commonly used in the process of teaching and learning in the class. Workbook is also known as supplementary material. It gives benefits for the teacher because it can help the teachers to deliver the materials for the students. It does not only give benefits for the teachers but also for the students because workbook provides many exercises which help the students understand the materials and become active in the learning process.
Those facts show that every instructional materials including workbook should have certain criteria to be a good book for the students. Therefore, this research aimed to figure out whether or not the Canggih Bahasa Inggris workbook for 7th grade of junior high school in SMP N 2 Mlati is appropriate with the school curriculum. There is a research question stated in the research problem. It is to what extent does Canggih Bahasa Inggris workbook is appropriate with the school curriculum. In order to answer that question, the researcher conducted document analysis or content analysis. The data collected for this research will be gathered from Canggih Bahasa Inggris workbook published by CV. Gema Nusa. The data that will be analyzed was about listening, speaking, reading, and writing exercises.
The result of this research confirmed that, first the workbook has good general appearance and covers four language skills. However, the sentence structure is not really good. Second, all of the exercises provided in the workbook are appropriate with the school curriculum in SMP N 2 Mlati. According to the result, Canggih Bahasa Inggris workbook is appropriate to be used for seventh grade of junior high school students in learning English. Considering that, some suggestions are provided, especially for the teacher in dealing with the opportunity to choose the best workbook for the students.
ABSTRAK
Prasetyawati, Steffany Dian. (2016). Content Analysis on Canggih Bahasa Inggris
Workbook for 7th Grade of Junior High School. Program Studi Pendidikan Bahasa
Inggris, JPBS, FKIP, Yogyakarta: Universitas Sanata Dharma.
Lembar Kerja Siswa (LKS) merupakan salah satu bahan-bahan pelajaran yang pada umumnya sering digunakan dalam proses belajar dan mengajar di kelas. Lembar Kerja Siswa (LKS) juga dikenal sebagai buku pelengkap. LKS memberikan keuntungan-keuntungan untuk guru-guru karena LKS dapat membantu guru-guru dalam menyampaikan materi pembelajaran untuk siswa-siswa. Disamping itu, LKS tidak hanya memberikan keuntungan-keuntungan untuk guru melainkan juga untuk siswa-siswa karena LKS menyediakan banyak latihan soal yang membantu siswa memahami materi pelajaran and menjadi aktif dalam proces belajar.
Fakta-fakta tersebut menunjukkan bahwa setiap bahan-bahan pelajaran termasuk juga dengan LKS seharusnya memiliki kriteria tertentu untuk menjadi sebuah buku yang layak untuk siswa-siswa. Penelitian ini dijutukan untuk menggambarkan apakah iya atau tidak LKS Canggih Bahasa Inggris untuk siswa kelas 7 SMP di SMP N 2 Mlati sesuai dengan kurikulum sekolah. Terdapat satu pertanyaan yang dinyatakan dalam rumusan masalah. Pertanyaannya yaitu untuk mengetahui apakah LKS Canggih Bahasa Inggris sesuai dengan kurikulum sekolah. Di dalam menjawab pertanyaan, peneliti mengadakan analisis dokumen atau analisis isi. Data yang dikumpulkan dari penelitian ini akan diambil dari LKS Canggih Bahasa Inggris yang diterbitkan oleh CV. Gema Nusa. Data tersebut adalah latihan soal tentang mendengarkan, berbicara, membaca, menulis yang akan dianalisis.
Hasil dari penelitian ini menyatakan bahwa, pertama LKS memiliki penampilan yang bagus dan memuat empat keterampilan bahasa. Namun, struktur kalimatnya belum terlalu baik. Kedua, semua latihan soal yang terdapat dalam LKS sesuai dengan kurikulum sekolah di SMP N 2 Mlati. Menurut hasil penelitian, LKS Canggih Bahasa Inggris sesuai untuk digunakan siswa SMP kelas 7 dalam belajar Bahasa Inggris. Mempertimbangkan hasil penelitian, beberapa saran diberikan, khususnya untuk guru dalam berhubungan dengan kesempatan untuk memilih LKS yang paling baik untuk siswa.
CONTENT ANALYSIS ON CANGGIH BAHASA INGGRIS WORKBOOK FOR 7th GRADE OF JUNIOR HIGH SCHOOL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Steffany Dian Prasetyawati Student Number: 121214052
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
CONTENT ANALYSIS ON CANGGIH BAHASA INGGRIS WORKBOOK FOR 7th GRADE OF JUNIOR HIGH SCHOOL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Steffany Dian Prasetyawati Student Number: 121214052
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv
1 Peter 5: 7
I dedicate this thesis to
Kristanto Agung Prasetyo
Kuswati
My Younger Sister
vii
ABSTRACT
Prasetyawati, Steffany Dian. (2016). Content Analysis on Canggih Bahasa Inggris Workbook for 7th Grade of Junior High School. English Language
Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma University.
Workbook or Lembar Kerja Siswa (LKS) is one of instructional material which is commonly used in the process of teaching and learning in the class. Workbook is also known as supplementary material. It gives benefits for the teacher because it can help the teachers to deliver the materials for the students. It does not only give benefits for the teachers but also for the students because workbook provides many exercises which help the students understand the materials and become active in the learning process.
Those facts show that every instructional materials including workbook should have certain criteria to be a good book for the students. Therefore, this research aimed to figure out whether or not the Canggih Bahasa Inggris workbook for 7th grade of junior high school in SMP N 2 Mlati is appropriate with the school curriculum. There is a research question stated in the research problem. It is to what extent does Canggih Bahasa Inggris workbook is appropriate with the school curriculum. In order to answer that question, the researcher conducted document analysis or content analysis. The data collected for this research will be gathered from Canggih Bahasa Inggris workbook published by CV. Gema Nusa. The data that will be analyzed was about listening, speaking, reading, and writing exercises.
The result of this research confirmed that, first the workbook has good general appearance and covers four language skills. However, the sentence structure is not really good. Second, all of the exercises provided in the workbook are appropriate with the school curriculum in SMP N 2 Mlati. According to the result, Canggih Bahasa Inggris workbook is appropriate to be used for seventh grade of junior high school students in learning English. Considering that, some suggestions are provided, especially for the teacher in dealing with the opportunity to choose the best workbook for the students.
viii ABSTRAK
Prasetyawati, Steffany Dian. (2016). Content Analysis on Canggih Bahasa Inggris
Workbook for 7th Grade of Junior High School. Program Studi Pendidikan Bahasa
Inggris, JPBS, FKIP, Yogyakarta: Universitas Sanata Dharma.
Lembar Kerja Siswa (LKS) merupakan salah satu bahan-bahan pelajaran yang pada umumnya sering digunakan dalam proses belajar dan mengajar di kelas. Lembar Kerja Siswa (LKS) juga dikenal sebagai buku pelengkap. LKS memberikan keuntungan-keuntungan untuk guru-guru karena LKS dapat membantu guru-guru dalam menyampaikan materi pembelajaran untuk siswa-siswa. Disamping itu, LKS tidak hanya memberikan keuntungan-keuntungan untuk guru melainkan juga untuk siswa-siswa karena LKS menyediakan banyak latihan soal yang membantu siswa memahami materi pelajaran and menjadi aktif dalam proces belajar.
Fakta-fakta tersebut menunjukkan bahwa setiap bahan-bahan pelajaran termasuk juga dengan LKS seharusnya memiliki kriteria tertentu untuk menjadi sebuah buku yang layak untuk siswa-siswa. Penelitian ini dijutukan untuk menggambarkan apakah iya atau tidak LKS Canggih Bahasa Inggris untuk siswa kelas 7 SMP di SMP N 2 Mlati sesuai dengan kurikulum sekolah. Terdapat satu pertanyaan yang dinyatakan dalam rumusan masalah. Pertanyaannya yaitu untuk mengetahui apakah LKS Canggih Bahasa Inggris sesuai dengan kurikulum sekolah. Di dalam menjawab pertanyaan, peneliti mengadakan analisis dokumen atau analisis isi. Data yang dikumpulkan dari penelitian ini akan diambil dari LKS Canggih Bahasa Inggris yang diterbitkan oleh CV. Gema Nusa. Data tersebut adalah latihan soal tentang mendengarkan, berbicara, membaca, menulis yang akan dianalisis.
Hasil dari penelitian ini menyatakan bahwa, pertama LKS memiliki penampilan yang bagus dan memuat empat keterampilan bahasa. Namun, struktur kalimatnya belum terlalu baik. Kedua, semua latihan soal yang terdapat dalam LKS sesuai dengan kurikulum sekolah di SMP N 2 Mlati. Menurut hasil penelitian, LKS Canggih Bahasa Inggris sesuai untuk digunakan siswa SMP kelas 7 dalam belajar Bahasa Inggris. Mempertimbangkan hasil penelitian, beberapa saran diberikan, khususnya untuk guru dalam berhubungan dengan kesempatan untuk memilih LKS yang paling baik untuk siswa.
ix
ACKNOWLEDGEMENTS
First, I would like to express gratitude to Jesus Christ for His blessing and
protection. I believe that Jesus is always by my side. His blessings always support
and help me to face all of the problems that I got during the process of making this
thesis. Second, I would like to give a special thank to my advisor, Bapak Fidelis
Chosa Kastuhandani, M.Hum., who patiently guided me in the process of
making and finishing this thesis. I also thank Ibu Veronica Triprihatmini,
M.Hum., M.A., as my academic advisor who helped me during my study in the
university.
My next gratitude goes to my beloved parents, Kristanto Agung Prasetyo
and Kuswati for their support and motivation to finish my study and to give my
best effort. Next, I thank my beloved younger sister, Frisca Gavinella
Prasetyawati for her jokes, support, and help. Besides, I thank my grandmothers Y. Sunarti and Alm. Sulasmi for all supports and prayer for me. I also express a
special appreciation to English Language Education staff and all librarians who
have been so patient and kind to always help me during my study in Sanata
Dharma University. Then, I thank all PBI lecturers, for their guidance and
knowledge, so that I can share my knowledge to others. A bunch of thanks is also
given to my friends of PBI batch 2012 for all the fun we have had in the last four
years.
I also thank teachers in SMP N 2 Mlati: Ibu Rini Trimurti MG,
S.Pd.,M.Hum., as the headmaster and Ibu Sinta Dewi M, S.Pd., as my PPL
x
Then, I thank Mbak Maria Priska for her meaningful help as my proofreader. She
helped me a lot by correcting the mistakes I have made.
Besides, I will never forget the power of friendship. I thank Anisa Dwi
Utami, Alvionita Yoshyawati Putri, Ira Pratiwi, Aprissia Rukmayanti, Ayuningtyas Hagni Pikatan, Vivid Lucha Deanggi, and LiaYulianingsih for
the true friendship, the tears and laughter we have shared since in senior high
school: and my best friends in English Language Education Study Program:
Maria Vita Oktavia, Gisela Bertiantari, Riski Aninda Sari, Martha Pritzanda Pudhika, Ria Resty Winarni, and Fransiska Neny for their spirit and happiness.
I also thank Hamdhani Dimas Berniko as my special partner in my life
since two years ago. I thank him for his love, support, and help. He is also always
being by my side. I thank Yuga, Dhoni, Sigit, Ekin, Frischo, Yudi, Bayu, Sony,
Angger, Yoska, Puguh who have been very kind to me; Kasih, Esthi, and Bryan
as my partners in PPL; Anis, Mikhael, Venny, Abet, Firzana and Bella for their
help and craziness.
Best Regards
xi
TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
DEDICATION PAGE ... iv
STATEMENT OF WORK’S ORIGINALITY ... v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ABSTRACT ... vii
ABSTRAK ... viii
ACKNOWLEDGEMENTS ... ix
TABLE OF CONTENTS ... xi
LIST OF PICTURES ... xiii
CHAPTER I. INTRODUCTION ... 1
A. Research Background... 1
B. Research Problem... 5
C. Research Objective... 5
D. Research Benefits ... 5
E. Problem Limitation ... 7
F. Definition of Terms ... 8
CHAPTER II. REVIEW OF RELATED LITERATURE ... 10
A. Theoretical Description ... 10
1. School-Based Curriculum ... 10
2. Instructional Material ... 15
3. Workbook ... 17
4. Studying with the workbook ... 20
xii
CHAPTER III. RESEARCH METHODOLOGY ... 23
A. Research Method ... 23
B. Research Subjects... 25
C. Research Instruments ... 26
D. Research Setting ... 29
E. Data Gathering Technique ... 30
F. Data Analysis Technique ... 30
G. Research Procedure ... 34
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ... 37
A. Data Presentation of Rubric Evaluation ... 37
B. Data Presentation of Comparison Section... 42
1. Listening Skill ... 43
2. Speaking Skill ... 48
3. Reading Skill ... 52
4. Writing Skill ... 55
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ... 59
A. Conclusions ... 59
B. Recommendations ... 61
REFERENCES ... 63
APPENDICES ... 66
SILABUS PEMBELAJARAN LISTENING ... 78
SILABUS PEMBELAJARAN SPEAKING ... 84
SILABUS PEMBELAJARAN READING ... 92
xiii
LIST OF PICTURES
Pictures Page
Picture 4.1 Listening Material (Asking Servises) ... 44
Picture 4.2 Listening Material (Responses) ... 44
Picture 4.3 Listening Material (Asking Goods and Responses) ... 45
Picture 4.4 Listening Exercises (Expressions) ... 45
Picture 4.5 Listening Material (Expressing Like/Dislike) ... 46
Picture 4.6 Listening Exercise (Like/Dislike Expressions) ... 46
Picture 4.7 Listening Exercises (Giving Instruction) ... 47
Pictures 4.8 Listening Exercises (Procedure Text) ... 48
Picture 4.9 Speaking Exercise (Giving Expression) ... 49
Pictures 4.10 Speaking Exercises (Expressing Like/Dislike) ... 59
Picture 4.11 Speaking Exercises (Shopping List) ... 51
Picture 4.12 Speaking Exercise (Description Text) ... 51
Picture 4.13 Reading Exercise (Greeting Card) ... 53
Picture 4.14 Reading Exercise (Greeting Card’s question) ... 53
Picture 4.15 Reading Exercise (Announcement) ... 53
Picture 4.16 Reading Exercise (Generix Structure of Texts) ... 54
Picture 4.17 Reading Exercise (Procedure Text) ... 54
Picture 4.18 Writing Exercise (Instruction) ... 56
Picture 4.19 Writing Exercise (Descriptive Text) ... 56
1
CHAPTER I INTRODUCTION
This chapter discusses and presents background of the research that
consists of six parts. They are the research background, the research problem, the
problem limitation, the research objective, the research benefits, and the definition
of terms.
A.Research Background
English becomes an important language that should be learned in
Indonesia. Some schools in Indonesia make a policy that English will be
introduced and taught since elementary school. Then, it continues to be learned
more in Junior High School and Senior High School. English also becomes one of
the subjects that should be passed during the National Exam.
In English Language Teaching field, the educational system has
implemented different curriculum for the sake of improving the students’
proficiency level and coping with the challenges of the global world. There are
some recent curriculums which have been launched by BSNP (Badan Standar
Nasional Pendidikan). However, the educational system in Indonesia has authority
to change something related to the education including the curriculum as the time
passes. Based on the Design Guidelines of KTSP issued by BSNP (Badan Standar
Nasional Pendidikan) in 2006, School-based Curriculum is implemented based on
competence based on its teachers’ and learners’ competence, local potential
sources, and deserves to manage its own curriculum based on the content standard
provided by BSNP. In SMP N 2 Mlati, the school uses School Based Curriculum.
Since 2014, the school do not use 2013 curriculum because of the minister of
education’s instruction. Therefore, the headmaster decided to change 2013
curriculum into KTSP. It also means that the teachers have responsibility to make
lesson plans and prepare materials for the students by themselves. It is because the
implementation of the curriculum and the syllabus is in the hand of the school
management.
As stated before, KTSP allows the school to develop their own teaching
materials. By using books the teachers get a purpose to increase the learning
materials in SMP N 2 Mlati. There are many kinds of books which are used to
teach the students. For example, 7th grade students use handbook entitled Let’s
talk published by Yudhistira and workbook entitled Canggih Bahasa Inggris
published by CV. Gema Nusa. Those books are used by the teachers to explain
materials to the students. By using books in the teaching learning process, it will
also help the teachers to reach the goal of study.
In this research, the researcher will analyze an English workbook for
Junior High School students and in this case the workbook is Canggih Bahasa
Inggris itself. The researcher wants to analyze the workbook because nowadays
there are many kinds of workbook, but every workbook has different quality, such
as content, presentation, etc. Before that, the researcher will explain why the
still uses School-Based Curriculum as their school curriculum. Therefore, the
teaching media such as workbook is also appropriate with the school curriculum
used. Besides, the workbook itself is always used by the teachers and also the
students. Therefore, the researcher wants to analyze the exercises of the workbook
with the school curriculum because it is one of important aspects in the teaching
and learning process. That is about the reason in choosing the workbook. Then,
the researcher will continue the explanation. The content of workbook itself is
determined by author. It means that the authors have freedom to write whatever
they want. However, it should be matched with the curriculum and syllabus. The
design of the workbook is determined by publisher. Every publisher has freedom
to design workbook. However, the workbook should attract the students’
enthusiast to learn something from the workbook. The author and publisher have
to pay attention more for every detail of the workbook.
In fact, most teachers often use the workbook as a resource book for ideas
and instructional activities as well as giving guidance for what they do. However,
there are still some teachers that do not pay attention in choosing workbook for
their students. Sometimes, there are some mistakes in the workbook content.
Besides, the workbook is not appropriate to be used in the school curriculum
because every school has a policy to choose the curriculum. Moreover, workbooks
not only give benefits for teachers but also for the students. It helps the students to
achieve the goals of the study. By using workbook, the students can understand
the materials well. Then if the students face some problems, workbook may also
materials which are provided in the workbook and combined with the way of
teaching by the teacher, it will build good atmosphere in teaching-learning
process.
Besides, the researcher find another research related to the topic. It is a
research which is done by Arif Prasojo. He conducts the research about “The
Analysis of English Textbook Pathway to English Used in the First Grade of
Senior High School Based on Curriculum 2013; An Analytical Study on English
Textbook for First year of Senior High School”. In that research he tries to find
whether or not the materials provided in the English textbook Pathway to English
designed for the first grade of Senior high school compatible with the curriculum
2013. Besides that the writer also studies about the feasibility of content and
presentation of the textbook. Then, he uses descriptive qualitative approach which
is content analysis as the methodology. Therefore, the data collected for the
research will be gathered from the English textbook Pathway to English itself.
The result of the research shows that the English Textbook of Pathway to English
compatible with the curriculum 2013. It can be shown that from every single KI
and KD successfully implemented in the textbook. That research is almost same
with the research which is conducted by the researcher. The differences are on the
research subject and curriculum. In that research analyzes English textbook
Pathway to English based on curriculum 2013. However, the researcher analyzes Canggih Bahasa Inggris English workbook based on School Based Curriculum.
Thus, the research which is done by Arif Prasojo gives references for the
B.Research Problem
Based on the background of research above, the researcher analyzes the
Canggih Bahasa Inggris students’ exercises workbook used for seventh grade in SMP N 2 Mlati. Then, the researcher formulates the idea to a research problem in
the following question.
To what extent does Canggih Bahasa Inggris workbook appropriate is
with the school curriculum?
C.Research Objective
In relation with the research problem, this research is conducted as an
attempt to answer research question formulated in the problem formulation. The
objective is to gain deep knowledge and information whether Canggih Bahasa
Inggris as students’ workbook is appropriate with school curriculum or not.
D.Research Benefits
This research is expected to give contribution to:
1. English Teachers
By the results of the research, the English teachers may get new
information and new knowledge on how to choose appropriate materials which
are workbook that will be used in the teaching and learning process. Besides, the
English teachers should pay attention to the content of workbook before making
decision to use supplementary materials for their students.
English teacher should also understand the use of workbook in the process
they are teaching the lesson materials. Although they use workbook as the
supplementary materials, they still hold the role of teaching and learning process
in the class.
2. Students
Students need supplementary material which is workbook because they
need that as guidance in teaching and learning process. Therefore, choosing the
workbook that has good quality of content is one of the keys to a successful
learning. It will trigger some problems in learning process if the students get the
low quality workbook. Besides, the workbook will also provide a chance for the
teacher and the students to build good chemistry in the teaching and learning
process. Moreover, they will overcome the problems that might be came in the
process of teaching and learning.
3. Workbook Publishers
It is hoped that this research may help the workbook publishers in
improving the quality of making a product and more pay attention in making
materials for the students. The result of the research can also remind them to be
more careful and aware to the content of the workbook by checking with the
school curriculum.
Besides, the workbook publishers should realize the importance of the
workbook to improve the students’ skill. Therefore by this research, workbook
workbook probably becomes one of the media that can help the teacher and
students to achieve the goals of the study.
4. Future Researchers
Then, for the future researchers who want to do similar research, it is
hoped that this research will help them to find references and provide information
for the further research. It also gives general knowledge how to evaluate
workbooks or other forms of English supplementary materials. Besides, it can be
used as a basic consideration for the future researchers who are interested in
developing similar research, such as handbook analysis. For example, the future
researchers may consider this research with the same method. If they are
interested in the analyzing documents, they should use content analysis or
document analysis to get deep understanding of the research that thy will done.
E.Problem Limitation
In order to make this research still in the one line, the researcher tries to
limit the discussion. This research will focused on the analyzing the quality of the
workbook and the appropriateness with the school curriculum. The workbook to
be analyzed is Canggih Bahasa Inggris published by CV. Gema Nusa and it is
used for Junior High School students. Then, the quality of the workbook is
analyzed based on the rubric evaluation. The rubric covers 4 evaluation aspects;
they are general appearances, language skill, language content, and topic content.
III. After that, the researcher only focused on analyzing the exercises with the
school curriculum through syllabus. Besides, the researcher provides come
pictures of exercises to make it stay in a discussion.
F. Definition of Terms
The researcher provides the definitions of terms which are related to this
research to make the reader have same understanding toward some terms which
are used in this research. They are as follows:
1. Workbook
It is a students’ book containing instruction and exercises related to the
particular subject. Usually, workbooks can be called as Lembar Kerja Siswa
(LKS). According to Supriadi (2001), LKS is a book that is published by some
private book publishers and used by the students based on the school’s choice.
The LKS provides some materials and exercises that can help the students to
understand lesson materials. It also develops their English ability. It is often used
as a supplementary book in teaching and learning process in then class. Based on
the curriculum in Indonesia which is School Based Curriculum, the teachers and
the schools may choose their own materials for teaching and learning process.
Therefore, it makes the condition where every school has different materials
compared to the other schools.
Finney in Richards and Renandya (2002: 70) defines curriculum as a
specification of the content and the ordering of what is to be taught. It refers to the
aspects of planning, implementation and evaluation of an educational program,
particularly the why, how and how well together with the what of the
teaching-learning process. School-Based Curriculum refers to KTSP (Kurikulum Tingkat
SatuanPendidikan), the latest Education Department of Indonesia (DEPDIKNAS)
curriculum implementation. It offers the schools and the teachers the autonomy to
elaborate and implement their own curriculum.
Based on Permendiknas No 22/ 2006, BSNP develops the content standard
which covers the scope of each subject matter and competency levels to achieve
the standard of graduate competence in certain educational levels. The content
standard includes the basic framework, the curriculum structure, standard
competence (SK) and basic competence (KD) of each subject matter in each
semester of each educational level.
Then, KTSP is one of curriculum in Indonesia which is implemented
based on Permendiknas No 22/ 2006. The schools which use the curriculum have
freedom to make and arrange the teaching materials that appropriate with the
local potential sources in every school. This curriculum some gives advantages for
the school; they are make their own syllabus and lesson plan, choose their own
materials, set their own rules, etc. They can do that, but it should be based on the
10
`CHAPTER II
REVIEW OF RELATED LITERATURE
The content of this chapter is about the explanation of the relevant theories
which are related to the research. There are two main parts of this chapter. Those
two are theoretical description and theoretical framework. In theoretical
description, the theoretical review of this research is provided.
The last part is theoretical framework. In the theoretical framework, the
researcher explains the relation between the theories and the research question of
this research. The researcher uses the theories provided to answer the research
problems.
A.Theoretical Description
There are four theories that support this research. They include theories
related to school-based curriculum, instructional material, workbook, and studying
with the workbook. The theories are stated by experts in language teaching.
1. School-Based Curriculum
In the education scope, there is a familiar word which is “curriculum”.
Curriculum is the most essential thing of teaching learning process. A teacher
should teach his/her students according to the current curriculum because it has
been designed on the basis of students’ needs. According to Feez (2002),
evaluation and documentation related to the management of program within an
education institution”. Therefore, from the definition above the researcher
concludes that curriculum is a plan that is developed as guidance in the process of
teaching and learning. In order to make the education system better, sometimes
the reformation of curriculum is done to improve or to develop the quality of
education. Curriculum consists of some education aspects; they are science,
knowledge, and experience worth giving to the students to obtain then educational
objectives.
In the line with the change of time, the technology and the progress of
science increase. Therefore, it makes the society’s needs toward the technology
and progress of science increase. It also occurs to the change of student’s needs.
To meet such a change, the curriculum should be changed because curriculum is a
reflection of situation in a certain period of time. Therefore, the most perfect
curriculum has been never found. By realizing the need for such a change, the
government always tries to improve the curriculum. School-based curriculum is
one of examples of curriculum which is arranged by the government in order to
improve the curriculum.
In this case, School Based Curriculum has been issued by Indonesia
National Education Department. Based on Permen No 22/ 2006, BSNP develops
the content standard which covers the scope of each subject matter and
competency levels to achieve the standard of graduate competence in certain
structure, competency standard (SK) and basic competency (KD) of each subject
matter in each semester of each educational level.
Based on the guidelines of KTSP issued by BSNP on 2006, KTSP is
developed based on the following principles: 1) focusing on the learners’ and
learners’ circumstances’ potentials, development, needs, and interest in which
learners have central position to develop their competence in order to be faithful,
intelligent, intellectual, creative, independent, and responsible individuals. It
implies that the learning activities should be learner-centered; 2) diverse and
integrated in which the curriculum takes the diversity of learners’ characters, local
condition, and educational levels into account. Learners are encouraged to
appreciate religion, cultural, economic and social status, and gender differences.
The curriculum covers required subject matters, local contents, and interpersonal
skills which are conducted in integrated way in meaningful interconnection and
sustainability among the three elements; 3) Awareness towards science,
technology, and art development in which the content of the curriculum gives
learners learning experience to keep up with and make use of the science,
technology, and art development; 4) Relevant to learners’ life needs in which the
development of curriculum involves the stakeholders to guarantee the education’s
relevance towards the life of society, business world, and world of work. Thus, it
should accommodate interpersonal, intellectual, social, academic, and vocational
skills; 5) Lifelong learning in which the curriculum must be oriented to the
learners’ development, acculturation, empowerment process that last for the whole
elements of formal, non-formal, and informal education by considering the
always-progressing life demand.
School-based Curriculum sees English as a means of communication both
oral and written. To communicate means to comprehend and to transform
information, to understand and express mind and feeling, and to improve one’s
repertoire of knowledge, technology, and culture. Such communication
competence means discourse competence, that is, the ability to comprehend or to
produce written and oral texts through the four language skills namely listening,
speaking, reading, and writing. These four skills are used to perceive and create
discourse in social life. Thus, English subject is directed to improve those skills in
order to produce the graduates who are capable of communicating and making
discourse in English at certain literacy levels.
The literacy levels according to Kerlinger (1986) in the standard of content
of English issued by KTSP in 2006 cover performative, functional, informational,
and epistemic levels. In performative level, learners are expected to be able to
read, write, listen, and speak in the target language. In functional level, learners
are expected to be able to use the target language to fulfill their daily needs such
as to read newspaper, manuals, or direction. In informational level, learners are
expected to access information using the target language. In epistemic level,
learners are expected to convey knowledge in the target language.
However, the target of English learning in Junior High School is that
learners are able to achieve functional level, in which they communicate both oral
communicate their thoughts and feelings, to participate in the society, even to
make informed decision about personal and social issues and to discover and use
their analytical and imaginative capacities. Meanwhile, Junior High School
students are expected to achieve informational level, because they are prepared for
taking higher education. Epistemic level is considered too demanding for Senior
High School students because in Indonesia, English functions as a foreign
language.
School-based Curriculum also deals with the four language skills, such as;
listening, speaking, reading, and writing. Dealing with Balitbang (Badan
Penelitian dan Pengembangan), the researcher attempts to resume the elaboration
about the standard of material competence in the School-based Curriculum. The
standard of material competences are (1) in listening the students are able to
percept various meaning (interpersonal, ideational, textual) in the oral text which
has communicative goal, structural text, and certain linguistics features, (2) in
speaking students are able to express various meaning (interpersonal, ideational,
textual) in the oral text which has communicative goal, structural text, and certain
linguistics features, (3) in reading students are able to understand various meaning
(interpersonal, ideational, textual) in the oral text which has communicative goal,
structural text, and certain linguistics features, and (4) in writing students are able
to express various meaning (interpersonal, ideational, textual) in the oral text
which has communicative goal, structural text, and certain linguistics features.
Besides, there are some objectives of teaching English for Junior High
They are, (1) to develop the ability in communication well both oral and written
(listening, speaking, reading, and writing), (2) to realize about the importance of
English language as one of foreign language to become primarily learning kits, (3)
to develop the understanding of learners about the relationship between language
and culture and also extend cultural firmament.
School Based Curriculum is the curriculum that focuses on certain
competence. It focused on standard competence and basic competence. In 2006
curriculum every teacher has to develop the lesson plan by themselves but they
are still consistent with the syllabus. In the school-based curriculum there are also
language skills that will be developed. They consist of eleven indicators suggested
by school-based curriculum of English in listening and speaking skill. Then there
are three indicators suggested by this curriculum of English reading and writing
skill.
2. Instructional Material
By using instructional materials in teaching and learning process is very
important aspect support activity in the class. Instructional material is the key
component in most language program (Richards, 2001: 251). Instructional
material can help students in teaching and learning process. It also helps the
teachers to create ideas on how to arrange good lesson material. The teachers have
a policy to choose the material which is used in teaching and learning process
because there are many available materials. For examples, textbook, commercial
the teaching and learning process. There are many kinds of instructional
materials. Richards (2002) classified material based on its form and based on its
origin. They are, (1) printed material such as workbook, textbook, worksheet, (2)
non print material such as cassette, CD, VCD, computer based material, (3)
material that comprises both print and non-print sources such as: self-access
material from internet, (4) free material such as magazine, newspaper and TV
material.
Many teachers use instructional material as their primary teaching
resources. It gives content for the lesson, the balanced skill taught, language
practice for the students as well as supplement for the teachers. Learners may take
more benefit from material since they can use it for learning practice apart from
the teachers. Instructional material in a language program is significant in
language curriculum development (Richards, 2001: 252).
Donovan in Tomlinson (1998) affirms that materials should have a high
degree of regularity in unit design, content, task type, etc. Therefore, the good and
appropriate materials should have effective language teaching materials. Then,
Richards and Renandya (2002) add a number of roles and characteristics of
effective language teaching materials as follows: (1) Language is functional and
must be contextualized; (2) Language development requires learners’ engagement
in purposeful use of language, (3) The language used should be realistic and
authentic, (4) Classroom materials will usually seek to include an audiovisual
component, (5) Learners need to develop the ability to deal with written as well as
Materials need to be flexible enough to carter to individual and contextual
differences, and (8) Learning needs to engage learners both affectively and
cognitively.
In Indonesia, most of instructional materials especially English
instructional material is published in the form of textbook which is used at school
only, starting from elementary school level to senior high school level. Normally,
instructional material is not only textbook but also audio. However, the audio is
usually accessible only by teachers and the students do not have experiences of
that. Moreover, all of the materials are good. It depends on the teacher to choose
the best materials that can help them in the process of teaching and learning.
3. Workbook
Books give contribution in the teaching and learning process in the class.
According to Sheldon (1998), there are three reasons why the teachers use books
in the class. The first reason is the teachers face some difficulties in developing
their own materials for the students in the class. Second is the teachers have
limited time if they develop the materials by themselves. Then the last, it is
because of many external pressures that can disturb the teachers.
Besides, there is still another reason why the teachers need to use book.
The teachers do not have enough experiences in using books in the class (Ansary,
2002). In this case, the book means the guidance, help, and saves. The use of
the students. Therefore, the lesson materials can be delivered in a good sequence
by the teacher and the students can get the point well.
In order to reach the goal of study in the teaching and learning English,
some schools may need to use supporting media. For example is workbook.
According to Suwandi (2010), workbook is a book that contain of many exercises
which is used by the teacher to teach the students and this book is designed as a
supplementary book. Then, Supriadi (2001) states that workbook is a book that is
published by private publisher and it is used by the students because of the
school’s choice; the goal of this book is to support textbook. Besides, the use of
workbook itself is expected to maximize the process of teaching and learning
English. Beeby (1982) suggests that the school should not only use textbook if the
students are taught to develop their way of thinking. It is better using textbook
because it is important, but it is not enough. Therefore, workbook becomes one of
the optional materials because in using workbook in the process of teaching and
learning will help the students to get deep understanding about the lesson
materials. Moreover, it also helps the students to practice their English skill by
doing the exercises in the workbook. This book is also affordable and easy to be
found because it is widely published in many bookstores.
As stated before, the use of workbook can help the students understand
and practice the English skill independently. Although school is a place where the
students can get knowledge, workbook is the teaching media which can be used
even them at home. Therefore, the students still learn about lesson materials
provides many assignments and exercises that can be used by the students to recall
their memory toward the lesson materials when they are studying in the class.
Devi (2009) states that workbook is the collection of many sheets contains a lot of
exercises that can be done by the learners. Usually, workbook is also being
completed with the summary of the lesson materials and the instruction about how
to do the exercise provided.
Based on Agni’s opinion (2014) in her research, there are some functions
of using media in the process of teaching and learning. They are; (1) it helps to
improve students’ motivation, (2) it helps the teacher to give clear information to
the students about the lesson materials, (3) the students will have the experience
of learning and directly involve in the learning process. Then, it makes what they
have acquired will be saved in their long-term memory, (4) it may attract student’s
attention in the learning process.
Besides, workbook gives some advantages in the teaching and learning
process. However, the advantages of using workbook are not only for the teachers,
but also for the students. Then, Dhari and Haryono (1988) mention at least four
advantages of using workbook for the students. They are; (1) to develop the
students’ skill as the basic knowledge, (2) to improve the students’ activity in the
following process of teaching and learning, (3) to help the students in order to
gain the point of the lesson materials which are taught by the teachers, (4) to help
adding information about the concept of the lesson materials through systematic
The uniqueness of workbook is at the number of exercises itself.
Sometimes, workbook gives so many exercises rather than explanation. However
in order to gain the goal of study, the teacher should know the best workbook for
the students. Therefore, in the teaching and learning process the teacher should
not only focus on the workbook but also pay attention to the way of teaching and
the way of delivering the lesson materials itself.
4. Studying with the workbook
Workbook contains many exercises and it plays important role for the
students to practice their English skill. In learning language, students need a lot of
practices because when they have a lot of practices; it will make them more
familiar with the language they are learning. This fact also happens in learning
English. By doing some exercises provided in the workbook, it is supposed that
the students will be more understand in using English. Lado (1964:4) claims as
follows,
The students must be engaged in practice most of the learning time. This principle has a psychological justification, since other thing being equal, the quantity and permanence of learning are in direct proportion to the amount of practice (p.4).
From the statement above, it gives clear explanation that by doing practice
more it can give possible way to make the students get involved in learning
English. Praninskas (1976) also adds, one of English textbook writers, says that
the book that provides some exercises for helping the students’ response in
students to practice constructing kinds of sentence which has been taught by the
teacher in the process of teaching and learning in the class. However, there is one
thing that should be to pay attention to the teacher. If they want to use workbook
as supplementary book besides textbook, they must be careful in choosing the
most suitable workbook for the students. It means that the teachers must consider
the content and curriculum of workbook.
It is concluded that workbook has important effects in the teaching and
learning process, especially in language teaching, including English teaching.
Workbook is definitely needed because of its importance. The use of workbook
gives some impacts toward teaching and learning process. One of them is
workbook as a supplementary book will help them to remind about what has been
taught by the teacher from the textbook. Therefore, it will be easy for the students
to understand the lesson materials through workbook.
B.Theoretical Framework
In Indonesia, the changing from the previous curriculum to the new one
has influenced some aspects in learning and teaching, such as the approach,
method, and techniques implemented during the teaching and learning process. In
response to the new curriculum, the publishers normally design a series of
organized, graded, and systematic instructional materials which represent the new
approach. These standardized instructional materials are called textbooks.
in this case the researcher will not discuss about textbook but the researcher will
focus on workbook, especially English workbook.
In this research, the researcher used an English workbook entitled Canggih
Bahasa Inggris for Grade 7 of Junior High School Students. The researcher will
analyze the workbook whether the workbook is appropriate with school
curriculum or not. The researcher uses theory about Research design: Qualitative,
quantitative and mixed methods approaches from Cresswell (2003). Theory from
Cresswell is used to understand about qualitative method. However, the researcher
wants to get deep understanding about content analysis and it will be supported
with the theory from Leedy and Ormrod (2001).
In order to analyze the data, the researcher will compare the workbook
with the school curriculum. The theory from Cresswell (1994) Research design:
Qualitative and quantitative approaches, Cresswell (2002) Educational research: Planning, conducting, and evaluating quantitative and qualitative research, and
Miles and Huberman (1994) Qualitative Data Analysis help the researcher in
finding the data. Therefore, it should be seen the correlation between the exercises
from the workbook with the curriculum and syllabus. The researcher will compare
the exercises with the topics, competency standard (SK) and basic competency
(KD) within the workbook itself. Besides, by using table of rubric the researcher
analyzes the quality of workbook from the general appearance until the content of
23
CHAPTER III
METHODOLOGY
This chapter discusses the appropriate research methodology used in
conducting this research. It is divided into several sub chapters. They are the
research method, the research subjects, the research instruments, the research
setting, the data gathering technique, the data analysis technique, and the research
procedure.
A.Research Method
A qualitative content analysis was a research method for subjective
interpretation of the content of the text data. It would be through systematic
classification process of coding and identifying themes or patterns (Hsieh and
Shannon, 2005). Therefore in this research, most of the data was in the form of
document or text.
Based on the statement above that most of the data which had been
analyzed were taken from document, therefore it was appropriate if the researcher
used content analysis in the research. Content analysis was also often referred to
as document analysis. It was one of the approaches under the descriptive research.
What was meant by content analysis in this research was a process of analyzing a
Canggih Bahasa Inggris workbook for Grade 7 of Junior High School Students as
the quality of the book. It would be focused on the content of the workbook itself
because the workbook was appropriate with the school curriculum used. In other
words, content analysis was a procedure that involves examining learning
materials to establish their value (Tomlinson, 2003, p. 146)
Leedy and Ormrod (2001) define content analysis as “a detailed and
systematic examination of the contents of a particular body of materials for the
purpose of identifying patterns, themes, or biases” (p. 155). Content analysis
reviewed forms of human communication including books, newspapers, and films
as well as other forms in order to identify patterns, themes, or biases. The method
was designed to identify specific characteristics from the content in the human
communications. The researcher was exploring verbal, visual, behavioral patterns,
themes, or biases.
The procedural process for the content analysis study was designed to
achieve the highest objective analysis possible and identify the body of material to
be studied and defining the characteristics or qualities to be examined (Leedy &
Ormrod, 2001). The collection of data was a two-step process. First, the
researcher had to analyze the materials and put them in a frequency table as each
characteristic or quality was mentioned. Second, the researcher had to conduct a
statistical analysis so that the results are reported in a quantitative format. The
research report had five sections: the description of the materials studied, the
characteristics and qualities studied, a description of the methodology, the
the patterns, themes, or biases found in the human communications and data
collection.
This research was also called as a descriptive research. According to Ary,
Jacobs, and Razavieh (2007:447) the goal of descriptive research was to show the
condition happened in the certain situation which meant there would no
manipulation added. In the descriptive research, there were six types of method
such as correlational research, causal comparative research, case study,
ethnography, document analysis, and analytical method. Based on the types of
descriptive research, this study belonged to document analysis or content analysis.
It was caused the researcher analyzed some documents in this study. Therefore in
the educational research, Ary et al. (2002:443) has listed some purposes of
document analysis. They were; (1) to identify bias prejudice, or propaganda in the
textbooks, (2) to analyze types of errors in the students’ writing, (3) to describe
prevailing practice, (4) to discover the level of difficulty of materials in textbooks
or other publications, (5) to discover the relative importance of, or interest in,
certain topics. Thus, from those theories above showed that this study desired to
discover whether the exercises of the English workbook analyzed appropriate with
the school curriculum used or not.
B.Research Subjects
Workbooks were widely published. There were so many workbooks
available in bookstores in Indonesia. Therefore, only one textbook were chosen as
Grade 7 of Junior High School Student. This book was developed based on
School-based Curriculum (KTSP) which had been launch since 2006. It was
published by CV. Gema Nusa and written by the team of CV. Gema Nusa. Based
on the researcher’s observation, there was no research which used this book as the
subject of research. Besides, it was important for the researcher to analyze the
workbook because the researcher wanted to makes sure whether there were some
mistakes in the workbook or not. Therefore, that were the reasons why the
researcher wanted to use this book as the research subject.
C.Research Instruments
This research was content analysis or document analysis to describe the
quality of the workbook. The researcher used rubric to gather the data and to gain
information. The rubric would be adapted from four sources: Tomlison, et al
(2001), Eriksoussy (1993), Thein (2006), and from Al-Hajailan (2003).
Eriksoussy (1993) had some rubrics and they consisted of six main categories,
objectives, content selection, gradation and recycling, presentation frames,
practice activities (drills and exercises), and assessment models (model tests).
While from Al-Hajailan (2003) had the results of the study revealed that the
book’s appearance, accompanying materials, academic content, cultural content,
and evaluation techniques. Next, Tomlison et al (2001) used 133 course
evaluations criteria to evaluate eight current adult courses published by four
leading publisher in the UK. The overall course criteria consisted of eight
topic contents, voice, instruction and teachability. The course book-specific
criteria included four categories: appearance, design, illustration, and reading
texts. In addition, specific criteria for cassettes and CD ROM, teacher’s book,
workbook, and video were used in this evaluate study. Then, Thein (2006) found
that the textbooks used should contribute to achieve the needs and wants both the
teachers and learners, promote the students’ critical thinking, and improve the
students’ communicative skills for everyday life situations. From these four
sources, the researcher combined some aspects as evaluation aspects in the rubric
evaluation. Thus, the evaluation aspects were provided below:
1. General Appearance
First, the researcher did not only analyze about the content of the
workbook, but also general appearance of the workbook. It was important aspect
to be analyzed. Thus, in the general appearance aspect, there would be six points
which were covered to assess the physical appearance of the workbook.
It first started with the cover of the workbook. Based on the cover, the
researcher would assess whether the cover of the workbook was quite interesting
and attractive or not. Then, it was about font size and type used in the workbook.
The researcher wanted to know whether the text in the workbook was readable or
not. Next was about orientation page. Then for table of content, the workbook had
detailed and complete table of content or not. Tittle for each lesson, it was
The last was bibliography, it was also important aspect because to check the detail
of references used in the workbook.
2. Language Skill
Language skills consisted of listening, speaking, reading, and writing.
Therefore, the researcher wanted to analyze the quality of the tasks for those
language skills. The researcher would analyze whether the reading exercises were
sufficient and appropriate or not. Then for the listening exercises, there were
appropriate recorded and suitable exercises or not.
Next was about speaking exercises, it had appropriate exercises for
examples like dialogue, conversation, and role-play or not. Then the last was the
researcher wants to know whether writing exercises had suitable exercises that
match with the topic of lesson materials or not.
3. Language Content
The researcher had a purpose to make table of rubric about language
content. It was to show the quality of the language and the structure in the
workbook itself. Therefore in the language content table, it would be fulfilled with
grammar, vocabulary, and pronunciation used in the workbook.
Grammar was one of the important aspects in language. Therefore, it
would be included as one of the evaluation aspects in the workbook because the
researcher wanted to show whether the workbook used correct and appropriate
aspects. Therefore, the researcher would analyze whether the workbook had
correct sentence structure and word choices or not. Besides that, the workbook
provided sufficient material for teaching vocabulary and pronunciation or not. All
of the aspects would be shown in the language content rubrics.
4. Topic Content
The researcher tried to elaborate the aspects to show the quality of the
workbook itself. Mostly the aspects related with the curriculum. First aspect was
about general objectives of teaching English for Junior High School students. It
also showed whether the lesson materials provided in the workbook were
appropriate with the SK (Standar Kompetensi) and KD (Kompetensi Dasar) in
the school curriculum or not. Then by using the workbook, the indicators of study
would be achieved or not. The last was the workbook facilitated the teachers and
the students to have good communication in the teaching and learning process.
D.Research Setting
This research was included to the content analysis. Therefore, this research
is conducted at the Library of USD and at home because this research did not need
participant since it was a document analysis research. First of all, the researcher
started to do this research in the beginning of February 2016. Then, the researcher
finished analyzing the workbook on April, 29 2016. After that, the researcher tried
to start doing the research and gather the data and then analyzing it. By
about the research. Then, the researcher would analyze the research based on the
feedback and evaluation.
E.Data Gathering Technique
This study used document as the source of data. Since the documents
which were gathered by the researcher were already in the form of written text,
the researcher did not have to convert the data anymore. The data would be
gathered from workbooks. The workbook was Canggih Bahasa Inggris for 7th
grade of Junior High School. It was published by CV. Gema Nusa and to be used
in SMP N 2 Mlati, Yogyakarta for supplementary book in teaching English. The
researcher would analyze the workbook based on the criteria for book evaluation
and checked it by comparing with the school curriculum to get the data.
F. Data Analysis Technique
This study used qualitative content analysis as methodology. According to
Hsieh and Shannon (2005), qualitative content analysis as a research method for
the subjective interpretation of the content of the text data through systematic
classification process of coding and identifying themes or patterns. Then, in order
to gather the data and gain information, the researcher used rubric. Then from
those research instruments data, the researcher tried to read the raw data
research were also analyzed, the researcher summarized to draw a conclusion after
the data collection.
In order to simplify the study, the researcher made some tables of rubric. It
represents the requirement and criteria of the workbook. In the rubric of workbook
evaluation, it consisted of some columns which are fulfilled evaluation aspects,
score, and indicators. Then, the evaluation aspects in the rubric were general
appearance, language skills, language content, and workbook content. Then, the
researcher gave score from 4 until 1. The score were given based on the indicator
itself. It meant that every score had different indicators.
Based on General Appearance aspect, there were some indicators related
to the aspect. The indicators for score 4 there were interesting cover, readable
font, informative orientation, detailed table of content, appropriate title in every
lesson, and complete bibliography. Then, the indicators for score 3 there were
interesting cover, informative orientation, detailed table of content, complete
bibliography, but it had not appropriate title in every lesson and had unreadable
font. Next, the indicators for score 2 there were interesting cover, unreadable font,
detailed table of content, and complete bibliography, but it had not appropriate
title in every lesson and the orientation was not clear enough. The last was the
indicators for score 1. This score was the worst score because the cover was not
interesting enough, it had unreadable font, the orientation was not clear enough,
the table of content was not detailed, it had appropriate title in every lesson but the
