CURRICULUM 2013 (K13)
THESIS
Submitted in partial fulfillment of the requirement for the degree of
Sarjana Pendidikan (S.Pd) in Teaching English
By:
Arfanin Nadhif
NIM D35211049
ENGLISH EDUCATION DEPARTMENT
FACULTY TARBIYAH AND TEACHERS TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
vi
ABSTRAK
Nadhif, Arfanin (2016), “Relevansi Buku ajar yang di susun oleh mahasiswa kelas
IMALT Jurusan Pedidikan Bahasa Inggris di UIN Sunan Ampel Surabaya dengan Kurikulum 2013 (K13)”. Skripsi, Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, UIN Sunan Ampel, Surabaya. Pembimbing (1) Sigit Pramono Jati, M.Pd, (2) Rahmat Efendi, M.A.
Kata Kunci: Speaking, Kurikulum 2013, IMALT
Buku Pelajaran adalah salah satu media yang di gunakan untuk pengajaran Bahasa Inggris sebagai bahasa asing. Desain buku pelajaran harus sesuai dengan kebutuhan siswa dan kurikulum. Pada kelas IMALT jurusan pendidikan bahasa inggris di UIN Sunan Ampel Surabaya, mahasiswa belajar mengenai cara menyusun materi ajar untuk pelajaran Bahasa Inggris. Sebagai tugas akhir pada kelas IMALT, mahasiswa di minta untuk menyusun buku ajar bahasa inggris untuk jenjang Sekolah Menengah Pertama kelas tujuh yang sesuai dengan Kurikulum 2013 (K13). Terkadang, menyususn bahan ajar adalah salah satu hal yang berat untuk mahasiswa karena
mereka harus menyusun buku pelajaran yang memuat tentang Languange contents
dan Languange skills. Language contents terdiri atas grammar dan vocabulary, dan language skills terdiri dari menulis, berbicara, mendengar, dan membaca. Peneliti fokus pada menganalisis materi speaking karena ini merupakan kemampuan produktif yang membutuhkan siswa untuk praktek menyampaikan pesan ke penonton. Permasalahan yang diperbincangkan dalam penelitian ini adalah pada materi speaking dalam buku pelajaran didesain oleh mahasiswa di kelas IMALT telah relevan dengan kurikulum 2013 atau tidak. Penelitian ini merupakan sebuah penelitian deskriptif kualitatif. Data dikumpulkan dari mahasiswa di kelas IMALT. Setelah mendapatkan
data, peneliti menganalisis data materi speaking di dalam buku pelajaran dan
vii
ABSTRACK
Nadhif, Arfanin (2016), “The Relevance of Speaking Materials in Coursebook
Designed by Students in IMALT Class of English Department in UIN Sunan Ampel Surabaya with Curriculum 2013 (K13) A Thesis, English Teacher Education Department, Faculty of Education and Teacher Training, Sunan Ampel State Islamic University, Surabaya. Advisors (1) Sigit Pramono Jati, M.Pd, (2) Rahmat Efendi, M.A.
Key words: Speaking, curriculum 2013, IMALT
Course book is common media in teaching English as Foreign language. Course book
design has to suitable with students’ need and the curriculum. In IMALT class of
Page
TITLE SHEET ... i
ADVISOR APPROVAL SHEET ... ii
APPROVAL SHEET ... iii
MOTTO ... iv
DEDICATION SHEET ... v
ABSTRACT ... vi
ACKNOWLEDGEMENT ... vii
PERNYATAAN KEASLIAN TULISAN ... viii
LIST OF CONTENTS ... ix
LIST OF TABLES ... x
LIST OF APPENDICES ... xi
CHAPTER I: INTRODUCTION A. Research Background ... 1
B. Research Question ... 4
C. Objective of the Research ... 4
CHAPTER II: REVIEW OF RELATED LITERATURE
A. Review of Related Literature
1. Definition and the role of course book... 8
2. Designing course book ... 9
3. Speaking materials ... 10
4. Core competence (KI) of curriculum 2013 (K13) ... 12
5. Basic competence (KD) of curriculum 2013 (K13) ... 14
B. Previous Study ... 17
CHAPTER III: RESEARCH METHODS A. Research Approach and Research Design ... 21
B. Research Presence ... 22
C. Research Location ... 22
D. Data and Source of Data ... 23
E. Research Instrument ... 24
F. Data Analysis ... 25
G. Checking Validity of Finding ... 28
H. Research Stages ... 29
CHAPTER IV: RESEARCH FINDING AND DISCUSSION A. Finding ... 30
B. Discussion ... 62
1
A. Background of the study
A common equipment in teaching english as foreign language is
course book. An English course book has an important role in teaching
English as the foreign language. For students, course book can make them
easier to understand and enjoy the material.1 For teachers, using course book
in learning activities can facilitate them in trying to engage students with the
subject they are going to deal with.2 For both teachers and students, course
book helps providing them with the map to look what have been done in the
lesson.
As teachers, we need to be able to develop or select suitable course
book or supporting material for students3. In designing course book, teacher
has to design materials which are appropriate with students’ need. Moreover,
some research mentions that the criteria of good course book is giving
cohesion to the language activity and learning process with the direction,
supporting materials for the classroom activity4.
1
Cunningsworth Alan, chosing your coursebook, (cambridge : Cambridge University Press), 1995.
2
Harmer J. How to teach English. London and new York : longman inc .2007 3
Tomlingson, Brian developing materials for language learning and teaching , (Cambridge : Cambridge University Press) 2012.
Since July 2013, the ministry of Education and Culture in Indonesia
has implemented a new curriculum named curriculum 2013 (K13). In this
curriculum, there are 3 aspects that have to be taught by teacher; affective,
cognitive and psychomotor skills. Based on standard point of this curriculum,
the course book is included as one of the aspects of standard quality, those
are: Contents of the Standards of Education, specifically Content Standard,
Standard Process, Graduates Competency Standards, Educators and
Administration Standards, Infrastructure Standards, Management Standards,
Financial Standards and evaluation standard.5 Related for those decisions of
ministry education on curriculum 2013 (K13), it can be concluded that the use
of course book should have content validity, a systematic content, language
use and appropriate graphic design.
Based on those reasons, as a department that is trains the candidates of
English teacher English education department at UIN SUNAN AMPEL
SURABAYA designs on class named IMALT. This class is expected to trains
students in developing materials. As the final project of this class, the
students have to design a course book for (VII) seventh grader that is relevant
with the curriculum 2013 (K13). The students of IMALT class have to be
able in designing course book that relevant with curriculum 2013 (K13)6.
5
Peraturan Menteri Pendidikan dan Kebudayan Pemerintah Indonesia, Permendikbud., Salinan Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia No. 32 tahun 2013. (Jakarta: Permendikbud, 2013), 1
6
Before give course book to the students, we should evaluate the
course book. From evaluating course books, we can find the suitable course
book for our students’ need and relevance materials with the core
competences and basic competences in the curriculum. From the previous
study there was found some book that did not relevance with the curriculum:
1. In Sejara Kebudayaan Islam book for VII grader published by
Kementerian Agama RI was found incorrect word. In page
number 25 printed “Allah Saw” that should be “Allah Swt”. In
page number 11 mention that the wife of prophet Ibrahim is Siti
Hawa, in the fact, the wife of prophet Ibrahim AS is Siti Hajar.
2. In Hanik Sulistyowati S.Pd found that core competence one (KI-1)
in the first chapter in science book for VII grader is not included.
The reasons above motivated the researcher to evaluate the worthiness
of English course book designed by student in IMALT class in UIN Sunan
Ampel Surabaya.
In this research, the researcher is expected to analyze course book
design by student in IMALT class. The purpose of this research is to find out
whether the course book designed by student in IMALT class is relevant with
K13 or not, find out the weakness of the speaking materials in course book,
and to helps the teacher to evaluate the materials that want to teach to the
To be specific in content analysis research, the researcher only focuses
on analyzing in one language skill that is speaking. The researcher focuses in
analyzing the speaking since it is an essential tool in communication, it shares
the information directly from speaker to listener, and it is important in
shaping, modifying, extending, and organizing thought between them.
B. Research question
Based on the background which is explained above, the researcher
formulates the research question bellow:
1. Are the speaking materials in course book designed by student in IMALT
class in English teacher training department in UIN SUNAN AMPEL
SURABAYA relevant with K13?
C. Objective of the research
Based on the problem which is explained above, the researcher
formulated the objective of the research bellow:
1. To know the quality of speaking materials in course book designed by
student in IMALT class in English teacher training department in UIN
SUNAN AMPEL SURABAYA.
D. Significance of the study
1. For lecturer
It is expected to give feed back to the lecturer that teaching student in
developing speaking materials,
It is expected to give feedback and to improve student ability in
developing course book.
3. For the teacher
For English teachers the result of the study could provide helpful
information in selecting and evaluating good course book before making
decision to use it in classroom practices.
4. For the publisher
the result of the study might help them to be more careful in developing
English textbooks for students and more aware of the worthiness of
content, the language correctness and appropriateness, and layout of the
books.
5. For future research
For other researchers, the research could give general knowledge of how
to evaluate textbooks or other forms of English instructional materials.
The research also could be used as the foundation for the next research.
E. Scope and limitation
The scope of this research focuses on speaking materials in course
book designed by student in IMALT class. The author limits this research
only on the speaking materials based on rubric to know the speaking
materials in course book designed by student in IMALT with K13 is relevant
The subject of this study is the students of English Teacher
Department who have taken IMALT class. There are two classes provided by
English Teacher Department. Based on the recommendation from Mrs. Riska
Safriani as the head of English Education Department, The researcher
chooses the class who has taught by Afida Safriani, M. A.
F. Definition of Key Terms
1. Content Analysis
Content or document analysis focuses on characteristics of
material. It means that a research method applied to written or visual
materials for the purpose of identifying specified characteristics of the
material. The materials analyzed can be textbooks, newspapers, web
pages, speeches, television programs, advertisements, musical
compositions, or any of a host of other types of documents7. In this
research, content analysis means an evaluation materials which is expect to
found the quality of the course book.
2. Relevant
Here relevant means, that speaking materials content in the course
book is suitable with the standard of the curriculum 2013 and the design of
the course book is appropriate with the rubric is used by the researcher in
analyzing this research. The course book will be categorized as relevant
7
with curriculum 2013 when the percentage of relevant aspect in the course
book with curriculum 2013 is above 70%.
3. Speaking Materials
Here, speaking means the product that developed by student in
IMALT class as the final project. Speaking is one skill that have to be
achieved by student for communication. This research is expected to
measure the quality of speaking materials.
4. Course Book
In education, a cousebook is part of the continuity of education.
With coursebooks, the implementation of education can be more smooth.
Teachers can manage learning activities effectively and efficiently trough
the means of coursebooks. Students also can track on learning activities
maximally by means of a course. Coursebooks constitute an effective
resource for self-directed learning and for presentation of material, a
source of ideas and activities, a reference source for students, a syllabus
where they reflect pre-determined learning objectives8. Here, course book
means the product of student in IMALT class in class B as final project
that would be main object of this research.
8
8
that support this study. it deals with the theory related to course book, materials
development, speaking materials, and core competency of curriculum 2013 (K13),
and basic competency (KD) of curriculum 2013 (k13).
A. Review Of Related Literature
1. Definition And The Role Of Course Book
A media has purpose to help student and teacher in learning
activity. Teachers usually use some media to help them organize the
teaching and learning activities in consistently and genres for four skills
area (speaking, listening, reading and writing). Other expectation to use
media is to help teachers easier in explaining the materials. One of media
which common used by the teacher is course book. The textbook is easy to
buy, to carry, and to study. Even though there are so many kinds of media
rivaling the printed materials of communication, the textbook remains the
major source in school. Other definition of course book is “stimulus and
instrument in teaching and learning”1. Other terminology of course book is
students’ book. According to Jack C Richard a course book is the printed
1
materials that can be use for teaching activity2. In addition, coursebooks
constitute an effective resource for self-directed learning and for
presentation of material, a source of ideas and activities, and a reference
source for students, a syllabus where they reflect pre-determined learning
objectives, and support for less experienced teachers who may be lacking
in confidence.3
From the description above, we can conclude that course book is
printed materials that helps student to make easier understanding the
materials. A course book is kind of media which helps teacher to prepare
the materials and it can be route maps for both teacher and learner, to look
ahead what will be materials in the next class, and to look back on what
lesson has been done.
2. Designing course book
As teachers, designing a course book is important activity in
teaching program. Other terminology of course book is course materials.
Most of teacher focus on selecting, evaluating, adapting, and designing
materials for their students. 4
2
Richard, Jack C. Curricullum Development in Language Teaching. Cambridge: Cambridge University press, 2001.
3
Alan cunningswort, choosing your…..15
4
There are several rules in designing materials, those are:5
a. The English speaking materials should create the productive, joyful,
and without stress learnings.
b. The English speaking materials should integrate the language skills
and the content.
c. The English speaking material should contain linguistic and
communicative competence.
d. The English speaking materials should be able to optimize the
students’ potentials through conscious and unconscious suggestion.
e. The English speaking materials should promote natural, social, and
moral realities (good character).
In conclusion, designing a coursebook is a work in process in its
whole, pairs, and its implementation. Each aspect of course designed, the
content, objectives, need assessment, material, and evaluation are works in
progress both in their conception and in their implementation. Therefore,
that it can achieve the goal or objective of the lesson.
3. Speaking materials
Speaking is one basic skill that we have to master in learning
English, because its skill is the main purpose for communication. Speaking
is like singing. It means we have to go-up and down our intonation voice
5Santoso Didik Developing Speaking Materials For English Education Department Students Based On Accelerated Learning Approach Asaihl
in different level. A student of a music have to combine the voice with the
sounds music harmonic as well as speaking. In speaking, we have to
combine; vocabularies, intonation, pronunciation, grammar and other
aspect for delivering our speaking to the audience. In learning English,
speaking is important skill. To be master in speaking we have to learn
about speech of sounds, spelling, pronunciation, vocabulary and other
aspect.6
Bygate stated Other terminology of speaking, a skill deserves every
bit as much as literary skill, in both of first and second language. There ae
two basic ways, he adds, which speaking can be seen as skill, they are: 7
a. Motor perceptive skill, including articulation, perceiving, recalling, in
the correct order sounds and the structure of the language.
b. Interaction skill, which cover making decision about communication,
such as what to say, how to say it and whether to develop it, in
accordance with one’s intention, with maintaining the desire relation
with other.
Bailey stated that speaking is the production skill that consist of producing
systematic verbal utterance to convey the meaning.8 based on the
description above, we can conclude that skill diverse every bit to convey
6
Buechener,CarlW 2007 Education and Language. Austria 7
Bygate . 1987 Language Teaching: A scheme for Edecation. Oxford. Oxford University.
8
the speaker meaning to the audience. In addition, the researcher adds that
someone who speak in foreign language have to know the rule of that
language, like grammar, vocabulary, pronunciation, and word-formation.
In addition, they have to apply those sub skills when they are communicate
using that language.
4. Core competence (KI) of K13
Based on Curriculum of 2013, the structure of K-13 consist of
organizing of core competency, subjects, the load time of learning (the
whole load of activities that must be followed by students in one week, one
semester, and one year), and basic competencies.9 However, the researcher
limited to focus on the related topic to the Core Competency 1, 2, 3, 4
(KI-1, KI-2, KI-3, and KI-4) and Basic Competency (KD) which is formulated
to achieve goal of learning.
The Core Competency (KI) stated in the standard of K-13 was
designed by PERMENDIKBUD along with the increasing age of students
in a particular class. Through those core competencies, basic competencies
of vertical integration in the different classes can be maintained. The
9
formulation of core competence has its own classification such as the
following:10
a. (affective) Core Competence 1 (KI-1) that covered for core
competencies of spiritual Attitude.
b. (social affective) Core Competence 2 (KI-2) that covered for core
competencies of social attitudes;
c. (cognitive) Core Competence 3 (KI-3) that covered for the core
competencies of knowledge;
d. (psychomotor) Core Competence-4 (KI-4) that covered for the core
competency developing skills.
Although all of KI are important, the writer limited focuses on
number 3 (KI-3) and 4 (KI-4) because speaking skills is related with other
skills such as listening stated in core competency number 3 (KI-3) and
speaking material presented in curriculum of 2013 stated in Core
Competency 4 (KI-4) of Syllabus K-13 that trying, processing, and
showing in the realm of the concrete (using, analyzing, composing,
modifying, and creating) and the real of the abstract (writing, reading,
counting, drawing, and arranging) in accordance with that have been
learned in school and other similar sources in viewpoint/theory. The
10
writer concentrated on the Core Competency number 4 with the reason
that the matter and activity stated in KI-4 reflect to develop all skills that
support the achievement in all criteria in KI-1, KI-2, KI-3. The activity
showed in every chapter of coursebook should be appropriate to the
material arrangement of KD in KI-4. In every chapter should have such as
project, problem solving, or concluding and connecting with other concept
then conveying to teacher or friend orally or written.
5. Basic Competency of K-13
The following Basic Competencies (KD) from KI-4 included the
speaking activity in grade VII which stated in the standard syllabus of
curriculum of 2013 consist of 14 KD which contain of 12 KD which
required to speaking skill material:11
Basic competence number 3 (KI-3)
1) (KD.3.1) Understanding written and oral text for asking and
responding greeting, farewell, apologizing.
2) (KD.3.2) understanding written or oral text for simple and short
self-introduction with the social function and correct in linguistic elements
in context.
11
3) (KD.3.3) understanding social function, text structure, and linguistic
aspect in written and oral text in mention names of day, months, time
year in numeral aspect.
4) (KD.3.4) Understanding social function, text structure and linguistic
aspect in delivering short simple self-identity.
5) (KD.3.4) Understanding social function, text structure and linguistic
aspect in delivering short simple self-identity.
6) (KD.3.6) Understanding social function, text structure and linguistic
aspect to mention label and list.
7) (KD.3.7) Understanding social function, text structure and linguistic
aspect to mention the characteristic of people, animals, and things.
8) (KD.3.8) Understanding social function, text structure and linguistic
aspect to mention oral and written the behavior of people, animals,
and things.
9) (KD.3.9) Understanding social function, text structure and linguistic
aspect to mention oral and written short simple instruction, notice,
warning or caution.
10)(KD.3.10) Understanding social function, text structure and linguistic
aspect to mention oral and written description of people, animals, and
Basic competence number 4 (KD.4):
1) (KD.4.1) Developing oral for asking and responding greeting, farewell,
thankful, apologizing, with the correct linguistic elements in context.
2) (KD.4.2) Developing simple oral and written texts to express, ask, and
respond to self-introduction,
3) (KD.4.3) Developing oral and written texts to express and ask for the
name of the day, the month, the name of the time of day, time in the
form of numbers, date, and year. With the correct linguistic elements in
context,
4) (KD.4.4)Stating meaning of identity orally and written with very short
and simple.
5) (KD.4.5) Developing oral and written text to mention the names of
animals, things, and buildings based on students daily live.
6) (KD.4.6) Developing oral text about label and list with due regard to
the social function, the structure of the text and correct linguistic
elements and in context.
7) (KD.4.7) Developing oral and written texts to express and ask the
nature of people, animals, and objects, taking int account the social
function, the structure of the text and correct linguistic elements and in
8) (KD.4.8) Developing oral and written text for stating and asking
behavior/ action/ function/ of the person, animals, and objects, with the
correct elements and appropriate language context.
9) (KD.4.9) developing short simple oral instruction, warning, caution
text with the correct element and appropriate language in content.
10)(KD.4.10) stating the meaning of instruction text (Intruction), (short-
notice), (warning/caution), oral and written with very short and simple.
11)(KD.4.11) Developing short simple oral and written description text
about people, animals, object with the correct elements and appropriate
language in content.
12)(KD.4.12) stating the meaning in the descriptive text oral and written,
with very short and simple.
B. Previous Study
There are some researches that were conducted by researcher focused
in analyzing course book. On those research there are many similarity with
this research, but, there are many differences on the topic and focus with this
research:
The first study was done by LIMSUI entitled An Analysis of the
Speaking Materials on “English on Sky” Published by Erlangga for First
Grader of Junior High School, 2011. This study analyze appropriateness the
speaking materials in course book entitled English on sky published by
curriculum KTSP.12 The similarity of this research with this research is
analyzing coursebook which is appropriate to the curriculum or not. On the
contrary, the difference of this research with the previous study is analyzing
the speaking materials in coursebook design by students in IMALT Class
English Teacher Education in the Faculty of Education Teacher Training in
UIN Sunan Ampel Surabaya. The result of the study that was done by Limsui
showed that speaking materials in the text book entitled English on Sky
published by Erlangga did not relevant with the criteria of curriculum 2006
(KTSP) since there are 5 speaking materials that are not included in the
textbook.13
The second research was conducted by Siti Solichatun entitled
Content Analysis of Reading Materials in English on Sky textbook for Junior
High School. Similarly, this study was focus on analyzing English textbook
for junior high school. Contrary, this study was focus focused on finding out
the genre contained in the reading passage found in English on Sky textbook
for 9th grade of Junior High School published by Erlangga and finding out
the lexical density of reading text based on English on Sky textbook for 9th
grade level of Junior High School. as the result, this study was found that the
English on Sky textbook contained three genres. They are procedure, report
12Limsui “An Analysis of the Speaking Materials on “English on Sky” Published by Erlangga for First Grader of Junior High School, 2011.(RIAU, Islamic university of Riau 2011)
and narrative. The dominant text on this book is report text. The writer found
seven report texts. Furthermore, the writer found only one procedure text in
this book. 14
The next research was conducted by Afrilia Yunita. This research
entitled Analisis Kesesuaian Isi, Model Keterpaduan Materi IPA, dan
Penilaian Kognitif berdasarkan Tuntutan SK dan KD pada Buku Pelajaran
IPA untuk SMP Kelas VIII . This research was conducted by student in State
University of Yogyakarta was resulted that there are many weakness was
found in the text book for VIII grader of Junior High School.15
Similarly, this research was focus on analysis course book for student
in Junior High school. But, contrary, previous research was focused on
analyzing course book in science subject for VIII grader in Junior High
school in curriculum 2006 (KTSP). This research is focusing to analysis
English course book for VII grader based on 2013 curriculum (K13).
The fourth research was entitled Analisis Keakuratan Materi Buku
Ajar Fisika SMP se-Kota Semarang. This research was conducted by student
in University of Semarang. This research was concluded that the accuracy
level of student book in physic subject for junior high school is appropriate
14Siti Sholikhatun “Content Analysis of Reading Materials in English on Sky textbook for Junior High School. (SEMARANG, States Institutes for islamic Studies Walisongo Semarang)
15
with BSNP standard.16 Similarly, the previous research was focused on
analyzing course book for student. But, in contrary, previous research was
focused on analyzing course ook for physic subject. In this research, the
researcher focuses on analyzing English course book designed by student in
IMALT class.
The last previous study was conducted by student in state institute for
Islamic studies (IAIN) Wali Songo Semarang. This research was conducted
by Amrih Prayoga with title “Kelayakan Isi Buku Teks Pelajaran Fisika
SMA”. This research was resulted that many materials in Fisika course book
for Senior High school was not appropriate with student life skill17. The
different with this research is on the object of the research.
For those explanation, its shows that this research is different with the
previous researches. The different aspect is on the focus of the research: the
relevant of speaking materials with the basic competence in curriculum 2013
(K13).
16
Ratna Wati, “Analisis Keakuratan Materi Buku Ajar Fisika SMP se-Kota Semarang”, Skripsi, (Semarang: UNNES Semarang, 2008), pages. vi.
17
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the research used in this study. It is divided into several sub chapters. They are
research approach and research design, researcher presence, research location,
data and source of data, research instruments, data analysis technique, checking
validity of findings and research stages.
A.Reseach Approach and Research Design
In this research, the researcher will use qualitative approach. Maxwell
stated that “the strength as qualitative research derives primarily from its
inductive approach, its focus on specific situation or people, and its emphasis
on words rather the numbers”1 .
In this study, it was described the relevance speaking materials in the
coursebook designed by students of IMALT Class English Teacher Education
Department based on speaking materials stated in core competencies and
basic competences on curriculum of 2013. The researcher collects the
document and analyze it to find out the relevant of speaking materials in
course book designed by students in IMALT class with the core and basic
competence of curriculum 2013 (K13). According with Donald “The
materials analyzed can be textbooks, newspapers, web pages, speeches,
1
television programs, advertisements, musical compositions, or any of a host
of other types of documents.2
B.Research Presence
In this research, the researcher roles are the collector of the data and
as participator in analyzing course book designed by student in IMALT class
to find out the objective of the research. The documentation analysis and the
interview guide used in definite function to endorse the researcher’s task as
instrument. Therefore, the presence of the researcher in qualitative research is
imperative. Here, the human instrument can understand the meaning of every
interaction, read mime, and see through opinion and value of each subject’s
statement or deed. In the qualitative method, the researcher is to be
everything in the whole research process.3
One of the researcher’s roles in this research is as the participator in
analyzing coursebook designed. The researcher analyzing the course book
designed by students in IMALT class to find out is the course book relevant
with K13 or not.
C.Research Location
The research is held in English Teacher Education Department, State
Islamic University of Sunan Ampel Surabaya, This major is chosen by the
2
Donald Ary, et.al., Introduction to Research in Education (Canada: Wadsworth Cengage Learning,2010, 2006), 457
3
Prof. Dr. Sugiyono. Metode Penelitian Kuantitatif, Kualitative dan R & D, Bandung: Penerbit
researcher because English Education Department provide an English course
that is Instructional Material (IMALT) which students have learnt developing
material, selecting the appropriate cousebook, adapting material, designing
communicative coursebook, and others. In addition, students of IMALT class
have a project for designing a coursebook in-group as the practice what they
have got in teaching learning during the class in whole semester. Thus,
developing a coursebook is the ultimate goal for students of English Teacher
Education Department who take the course Instructional Material (IMALT).
The students have to design a coursebook for seven (VII) grade Junior High
School that is relevant with Indonesian Curriculum of 2013 (K-13) as their
final project.4 Therefore, the research location conducted in English Teacher
Education Department State Islamic University of Sunan Ampel Surabaya.
D.Data and Source of Data
Based on the objective of the study, basically, this study is
documentary research. The writer attempts to gather the document from
students in IMALT class B academic year 2012/2013 in English Department
in UIN Sunan Ampel Surabaya as data sources. In other terminology,
documentation research is library research. Library research used to gain
analyzing as the basis of composing the research.4 In this research, the writer
does not need hypothesis test for present and explaining the data.
In this research, writer will use one technique to collect the data
named documentary research. The writer uses document as the main data to
know the result of this research. Document is all of the written file or film
that provides the research to get the goal of the research.5 The researcher will
analyze students’ final project of IMALT class. The researcher will analyze
seven chapters in the course book, all the material provided in chapter consist
of language skills material and language components. In this study, researcher
only focuses on speaking materials in the course book. Therefore,
documentation is used to know the result of this study.
E.Research Instrument
In this research, writer will uses checklist as the instrument. Through
checklist, it will know the objective of this research. Using checklist is
commonly used to observe and to know the result of the research and one
effective way of ensuring that the needs and wants of learners are given
careful consideration when choosing coursebook is to apply a written
checklist of appropriate selection criteria to potential coursebook.6
4
Siti Sholikhatun “Content Analysis of Reading Materials in English on Sky textbook for Junior High School. (SEMARANG, States Institutes for islamic Studies Walisongo Semarang)
5
Donald Ary, et.al., Introduction to Research …, 503 6
In the checklist, the researcher compares the speaking materials
activities in course book designed by student in IMALT class with basic
competence of curriculum 2013 (KD) and core competence of curriculum
2013 (KI) to measure the result of this research. in this research, researcher
focus on analyzing speaking activities. Speaking is included as one of the
psychomotor skill. In curriculum 2013, improving psychomotor skill is on
core competence (KI) 4. Moreover, the researcher will only use core
competence 4 (KI4) in the table of checklist. The result of this research will
be presented in table.
F. Data analysis
In qualitative research, the documentation in this research is act as the
main subject to find out the objective of the research. the technique of
analysis data in this research is use descriptive analysis. This research is
refer to the research instrument. In this research, the basic curriculum 2013
is taken as the research instrument. The writer uses some step in analyzing
Table 3.1
Steps of analyzing the data
In the table of research steps shows that before analyzing the course
book, we need to find the topics, objectives and the speaking activities in the COURSE BOOK DESIGNED BY STUDENTS IN IMALT
CLASS
DESCRIBINGS SPEAKING MATERIALS IN COURSE BOOK
FIND TOPICS, OBJECTIVE, AND SPEAKING ACTIVITIES IN COURSE BOOK
MATCHING SPEAKING ACTIVITIES WITH BASIC
COMPETENCES IN CURRICULUM 2013
COUNTING THE PRESENTAGE OF RELEVANT ACTIVITIES IN COURSE BOOK
course book. This research is focus on analyzing the relevance of basic
competences number 3 and four in curriculum 2013 with speaking activities
in course book to find out the objective of the research.
Aspect of analysis in this research is the relevance of the activities in
the course book with the third and fourth basic competence in curriculum 2013.
On each aspect, there are 3 categories: good, fair, and bad. Score aspect
description is stated in the table below:
Table 3.2
Score Description of Relevancy of Materials With the Basic Competence of Curriculum 2013
Score Status Explanation
5 Good
all activities in the course book are relevant with basic competence in
curriculum 2013
3 Fair
Some activities in the course book are relevant with basic competence in
curriculum 2013
1 Bad
All activities in the course book are not relevant with basic competence
curriculum 2013
In the research instrument there are 3 categorizes of score. The final
score of course book can be find out using formula below:
After getting the score percentage of course book, the researcher find
the categorize the course book based on the table below:
Table 3.3
Course Book Categorization
Percentage Course book status
85 – 100 Excellent
65 – 84 Good
55 – 64 Fair
40 – 54 Not good
0 – 39 Bad
This table is adopted from the research was conducted by IKA
YUSMIUM with the title “Analisis Buku Teks Mata Pelajaran IPA untuk
MTs/SMP” from the table, the researcher know the quality of course book
designed by student in IMALT class based on the relevance with the basic
curriculum in curriculum 2013.
G. Checking Validity of Finding
In this research, researcher will use one technique to make this
research be accurate and valid research. Validating findings means that the
researcher determines the accuracy or credibility of the findings through
from different individuals (e.g., a principal and a student), types of data (e.g.,
observational field notes and interviews), or methods of data collection (e.g.,
documents and interviews) in descriptions and themes in qualitative
research.7
H. Research Stages
In this research the main data is documentation. The researcher will
analyze the data in three steps:
a. Preliminary Research: The researcher formulates the title and
research question, examine the related literature, choose the
research location that relevant with research question, and
collecting the data.
b. Research design: In the research design stage, the researcher do
some activities, they are make research proposal, decide research
instruments, organize preliminary research, construct research
instruments, and prepare research activity.
c. Research activity: in this study, the researcher will do some
research activities to find out the object of the research. those
activities are: develop research background, do the research,
collect the data, analyze data, find conclusion.
7
Jhon W. Creswell, Educational Research Planning, conducting, and evaluating Quantitative and Qualitatative Research. America: Pearson
30
CHAPTER IV
FINDING AND DISCUSSION
This chapter presents some result and discussion dealing with the object of
the research. the research findings are based on the field data and it will be discuss
trough the discussion of the result of the data analysis.
A.Research Finding
The objective of this research is to find out The relevance of speaking
materials in course book designed by students in IMALT class In English
Education department in UIN Sunan Ampel Surabaya with Curriculum 2013
(K13). This book is designed for seven grader of junior high school. This book
is consist of seven chapters:
Table 4.1
Topics In The Course Book Designed By Student In IMALT B Class 1. How are you?
Students in IMALT class thinks that UNYIL is the best character for children.1
Other perception, “UNYIL” was chosen by student in IMALT class as the
1
topic in the course book because in television most of children in Indonesia
know that “UNYIL” is kind, smart, and religious character in television
program. For those reason, the researcher expected to make children more
exciting with the course book designed by student in IMALT class.
By taking topics “UNYIL” in course book, student in IMALT B class
had to develop materials that are same with the “UNYIL” as main characters.
Students may use family, friends and culture of UNYIL as the topics of the
course book. Therefore, students in IMALT class decided into 6 groups. Each
group consists of 5 students. Then, student had to deciding the skills for each
member of the groups. The students started to search the materials base on their
skill in their group from the internet, newspaper, magazine, and television.
The contents of the course book should cover four sub skills in English
language materials: listening, speaking, reading and writing. Moreover, the
course book should cover additional sub skill such as language items:
grammar, pronunciation, and vocabulary. This research is focused in analyzing
speaking materials in every chapters of the book. The speaking was puts in the
second part of the skill after listening skill. It showed that speaking skill is
communicative skill. Through speaking, student can communicate with others.
1. Course Book Table of Contains
Here the examples of speaking skills in course book which were
objective, and the activities which is stated in course book designed by students
in IMALT B class.
Table 4.2
Topics, Objective, and Speaking Activities in Course Book No Topics Objective of the lesson Speaking Activities
1. How are you?
In this chapter, you will
friend based on
example given in
the previous
activity.
(activity 2)
Hi, hello
Good morning
pak raden, good
morning unyil.
Good afternoon
Melanie, good
afternoon unyil.
Practice dialogue
in the book.
(activity 3)
Complete the
dialogue based on
the example in the
book.
(activity 4)
Identifying the
in this chapter, you will
one thing in the
In this chapter, you will
(activity 2)
In pairs, ask the
missing
information of
missing places in
the map that
given by the
teacher.
(activity 3)
The table above is a framework of coursebook designed focused on
speaking material developed by students of IMALT Class. The researcher
analyzed it by grouping the categories of topics, objectives, and speaking
material. It based on the six chapters in a coursebook designed. The purpose of
grouping the material developed was for knowing the speaking material
activities in the coursebook designed. The first column consist of the topics of
material in every chapter. After deciding the topic, the students designed the
objectives of the book include contain of the book, it is stated in second
coloumn. Then, the researcher analyzed speaking material developed and put it
in the third coloumn. It is consist of the framework of speaking material and
2. Course Book Score Categorizing
Aspect of analysis in this research is the relevance of the activities in
the course book with the third and fourth basic competence in curriculum
2013. On each aspect, there are 3 categories: good, fair, and bad. Score aspect
description is stated in the table below:
Table 4.3
Score Description of Relevancy of Materials with the Basic Competence of Curriculum 2013
Score Status Explanation
5 Good
all activities in the course book are relevant with basic competence in
curriculum 2013
3 Fair
Some activities in the course book are relevant with basic competence in
curriculum 2013
1 Bad
All activities in the course book are not relevant with basic competence
3. Analyzing of Speaking Materials Developed in Course Book Designed.
This is the result of material designed by students of IMALT Class. The writer analyzed the result of speaking material which matched with the standard
basic competency of K-13 and showed the page and also gave the example of material to know the result of the relevance of speaking material to the curriculum
of 2013.
Table 4.4
Table of Analyzing Speaking in Course Book Designed
Core Competence Basics Competence Course books’ Activities Score Remark
3. understanding
and oral text for asking
(see appendix II)
(see appendix III) 3.2 understanding written
or oral text for simple
and short
self-introduction with the
(none)
1
In the first chapter of
social function and
written and oral text in
3.4 Understanding social
function, text structure
and linguistic aspect in
delivering short simple
self-identity.
(see appendix IV)
5
This chapter provides
the activity to
stimulate the student to
the materials about
simple identity
(profession). This
activity is relevant
with the basic
competence number
3.4 in curriculum
3.5 Understanding social
mention label and list.
(see appendix VII) 4.2 Developing simple
oral and written texts to
express, ask, and
respond to
self-introduction,
(see appendix VIII)
5
This book provides
activity for student
about ask and responds
short and simple self
4.3 Developing oral and
written texts to express
and ask for the name of
linguistic elements in
year.
4.4 Stating meaning of
identity orally and
written with very short and simple.
(see appendix IX)
5
In the chapter 3, the
book provides the
activity to identify in
oral text. This
activities is relevant
with basic curriculum
number 4.4 in
4.5 Developing oral and
have to run their pawn
based on the number in
the dice.
4.6 Developing oral text (none)
about label and list
with due regard to the
social function, the
structure of the text
and correct linguistic
elements and in
context.
is relevant with the
basic curriculum
number 4.6 in
4.7 Developing oral and
written texts to express
and ask the nature of
people, animals, and
objects, taking int
account the social
function, the structure
of the text and correct
linguistic elements and
in context
(see appendix X)
3
This book only
provide the activity to
express the nature of
the animals. In this
activity, student play
game. Student run
their pawn based on
the dice. For each step,
Student have to
describe animal in the
picture where there are
4.8 Developing oral and
the dice. For each step,
Student have to
oral skill in stating and
asking function of
object. Behavior of
4.9 developing short
None of activity in the
course book designed
by student in IMALT
class which is suitable
with this basic
4.11 Developing short
simple oral and written
description text about
people, animals, object
with the correct
elements and
appropriate language in
content.
(see appendix XI)
3
This chapter is
provides activity for
describing object in
the living room. This
activity is relevant
with basic curriculum
number 4.11. but, this book doesn’t provide activity for student to
describe animals and
4.12 stating the meaning
in the descriptive text
oral and written, with
very short and simple.
5
In the course book
designed by 6th group,
course book provide
the activity in making
dialogue about the
picture. In pair, they
have to describe
subject in the picture
and make it on
After analyzing speaking materials in the coursebook designed, the researcher put data on the display table included the example of the material. It
proved to know the relevance of the speaking material to K-13. In addition, to know the relevancies, checklist used to determine the speaking material
appropriate with K-13. Based on the result, six chapters of speaking material in a coursebook in line with nine basic competency of speaking material, because
the speaking material activities developed by students appropriate with basic competency of K-13.
4. Scoring Result
The result of speaking materials which are relevant with curriculum 2013 is stated in the table below:
Table 4.5
Result of the Relevance Materials with the Basic Competence of Curriculum 2013
3.10 1
4
4.1 3
4.2 5
4.3 1
4.4 5
4.5 3
4.6 1
4.7 3
4.8 3
4.9 3
4.10 3
4.11 3
4.12 5
62
B. Discussion
Based on the result of the relevancies of speaking material based on
Basic Competence stated curriculum 2013, the researcher found that 52 %
speaking materials in the coursebook designed by students of IMALT Class is
relevant to Curriculum of 2013 based on the table categorize of course book
quality, the speaking materials in course book designed by students in IMALT
class is fair. It proved that the speaking material activities which has developed
by students was the same activity stated in basic competence of then the
researcher makes it in percentage to K-13. Those are self introduction in
chapter 1, the day, the month, the name of the time of the day in chapter 2,
identity in chapter 3, names of animals, objects in chapter 4, the nature of
people, animals, and object in chapter 5, the nature of people, animals and
objects in chapter 6.
This is in line with basic theory of Curriulum 2013, the theory stated is
based on standard-based education, and competency-based education.
Standard-based education established the National Education Standard as the
minimum standard quality such as, specifically Content Standard of education,
Standard Process, Graduates Competency Standards, Educators and
Administration Standards, Infrastructure Standards, Management Standards,
Financial Standards and Evaluation Standards. Therefore, Curriculum 2013 is
designed to provide a board learning experience for students to build the ability
providing coursebook to build leaning experience of student that is relevant to
the Standard National Curriculum of 2013. To check the validity of this
research, the researcher ask expert to check the process of analyzing course
66
CHAPTER V
CONCLUSION AND SUGGESTION
In this chapter, the researcher presents the conclusion and suggestion related to the
research finding and discussion.
A. Conclusion
Based on the research finding and discussion on chapter IV, The
conclusion is 52 % of the speaking materials in course book designed by
students in IMALT class is relevance with the basic competence in curriculum
2013. Based on table categorizing of course book quality, the speaking
materials in course book designed by student in IMALT class is fair. The
speaking materials in course book designed by students in IMALT class cover
showing introduction, time, identity, profession, and name of animal, building
and object.
B. Suggestion
Based on the result of this research, the researcher recommends some
suggestion to the following:
For the teacher
Teachers have to pay attention on basic curriculum before choosing course
book for their students.
For further research
This research can be reference for further research especially course book
analysis research in other skills.
This research can motivated them to make student be more creative in
developing materials especially English subject.
For students in IMALT class
This research can improve their skill in developing course book which is
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