1
M ATERIAL DESIGN TO IM PROVE STUDENTS’
COM M UNICATIVE COM PETENCE : TEXTBOOK ANALYSIS ON
I CAN DO IT, English For Senior High School Students Grade XI
Publication M anusript
Submitted to
Postgraduate Program of Language Study of M uhammadiyah University of Surakarta as a Partial Fulfillment of the Requirements for Getting
M agister Degree of Language Study of English
By
SRI ANJANI PUTRA
NIM : S 200 120 045
POSTGRADUATE PROGRAM OF LANGUAGE STUDY
M UHAM M ADIYAH UNIVERSITY OF SURAKARTA
2 M ATERIAL DESIGN TO IM PROVE STUDENTS’ COM M UNICATIVE
COM PETENCE : TEXTBOOK ANALYSIS ON I CAN DO IT, English For Senior High School Students Grade XI
PUBLICATION M ANUSCRIPT
Has been approved by:
The 1st Advisor The 2ndAdvisor
POSTGRADUATE PROGRAM OF LANGUAGE STUDY
M UHAM M ADIYAH UNIVERSITY OF SURAKARTA
1 M ATERIAL DESIGN TO IM PROVE STUDENTS’ COM M UNICATIVE COM PETENCE : TEXTBOOK ANALYSIS ON I CAN DO IT English For Senior High
School Students Grade XI
Sri Anjani Putra
M uhammadiyah University of Surakarta putrasrianjani@yahoo.co.id
As m eans of com municat ion, bot h w rit t en and orally, English has a very im port ant role t o relat e know ledge and technology. As it is t he first foreign language in Indonesia, English is not easy t o learn, especially for senior high school st udent s. Realizing t he im port ance of English, it is equally im port ant t o prepare t he teachers w ho w ill t each it . In this research, t he researcher t ries t o analyze t he t asks on I CAN DO IT English For Senior High School St udent s Grade XI published by M assmedia. The object ives of t he st udy in t his research are: 1) t o explain w hat linguist ic compet ence are reflect ed in t he t asks of I CAN DO IT English For Senior High School St udent s Grade XI 2. To explain w hat st rat egic compet ence w ere reflect ed in t he t asks of I CAN DO IT English For Senior High School St udent s Grade XI, 3) To explain w hat socio-cult ural compet ence w ere reflect ed in t he t asks of I CAN DO IT English For Senior High School St udent s Grade XI ,4) To explain w hat act ional compet ence w ere reflect ed in t he t asks of I CAN DO IT English For Senior High School St udent s Grade XI ,5) To elaborat e w hat discourse compet ence used in t he tasks of I CAN DO IT English For Senior High School St udent s Grade XI,6) To elaborat e w hat frequency of communicat ive com pet ence reflect ed in t he t asks of I CAN DO IT English For Senior High School St udent s Grade XI, 7) To elaborat e w hat dominant of communicat ive compet ence are reflect ed in t he t asks of I CAN DO IT English For Senior High School St udent s Grade XI. The research met hod used in this research is qualit at ive descript ive research. In t his research, the researcher uses docum ent at ion as t he dat a collect ing t eqnique.
Aft er analysing t he t asks in t he t ext book ent it led I Can Do It English For Senior High School St udent s Grade XI published by M assm edia, t he w rit er get s t he result t hat t he m aterial designed in t he t asks of t he t ext book are” very good” t o develop t he learners’ com m unicat ive com petence because t he w rit er finds t he t asks t hat are supposed t o develop t he learner’s com municat ive com pet ence are one hundred and fift y-eight (158) t asks out of t w o hundred and t hree (203) t asks in t he t ext book. It m eans,t here are 77,85% t asks designed in developing t he learner’s com municat ive compet ences
2 Introduction
English is a language for int ernat ional comm unicat ion. The Indonesian
government has realized t he import ance of English and has decided t hat English is a
compulsory subject at senior school level. That is w hy English is one of t he import ant
subject s t aught at schools in Indonesia.
As means of communicat ion, bot h w rit t en and orally, English has a very
import ant role t o relat e know ledge and t echnology. As it is t he first foreign language
in Indonesia, English is not easy t o learn, especially for senior high school st udent s.
Realizing t he import ance of English, it is equally import ant t o prepare t he t eachers
w ho w ill t each it . The t eaching and learning process involves t hree fact ors, namely
t eacher, learner and met hod or mat erial. M at erial in t eaching can be delivered t o
st udent s inst ruct ionally.
Inst ruct ional mat erial is all kinds of mat erials w hich help t eacher t o carry out
t eaching and learning in class. Inst ruct ional mat erial is anyt hing t hat is used t o t each
language learners. M at erials can be in t he form of a t ext book, a w orkbook, a
casset te, a CD-ROM , a video, a new spaper and a handout (Tom linson, 1998).
Inst ruct ional mat erial is very import ant for t eachers t o plan and analyze t he t eaching
implement at ion. Among of t hose t eaching and learning mat erials a t ext book plays
an import ant role. Teachers can use t he t eaching mat erials in t ext book as a source
3 easier t o deliver t he t eaching mat erial t o st udent s. Teaching English cannot be
separat ed w it h t he presence of t ext books. A t ext book has alw ays been t he most
preferred inst ruct ional mat erial in ELT. They are best seen as a resource in achieving
aims and object ives t hat have already beenset concerning learner needs
(Cunningsw ort h, 1995). Text books play a prominent role in t he t eaching and
learning process and t hey are t he primary agent s of conveying t he know ledge t o t he
learners. Besides, one of t he basic funct ions of t ext books is t o make t he exist ence
know ledge available and apparent t o t he learner in a select ed, easy and organized
w ay.
As t ext books have a very import ant role in t he process of t eaching and
learning, t his is t he reason w hy English t eachers use a t ext book as means of teaching
in t heir classes. Text books are import ant resources for t eaching bot h product ive and
recept ive skills. They furt her guide less experienced t eachers w ho have yet t o gain
confidence (Cunningw ort h, 1995).They cont ain mat erials t hat are able t o fulfill
st udent s’ need in learning
It is very import ant for t eachers t o know w hat cont ent of mat erials print ed
on t he t ext book before it is t aught t o st udent s. The cont ent of t he t ext book should
be easier t o underst and. Lit t lejohn and Winddeat t in Yopi (2013) suggest ed t hat
mat erials can be developed from six different perspect ives: (1) t he general or
4 know ledge. (3) View of t he nat ure of language learning. (4) Role implicit mat erials.
(5) Opport unit ies for t he development of cognit ive abilit ies, and (6) t he values and
at t it udes inherent in t he mat erials. Teacher can use t hese perspect ives as st andard
in choosing t he t ext book w hich is used in t eaching and learning process in order t he
book w ill become m ore at t ract ive and fulfill t he st udent s need.
Communicat ive compet ence should be t he opt ions t o develop and design
t he mat erials in t he t ext book. Communicat ive compet ence is a t erm int roduced by
Hymes (1972), w ho defined it as t he abilit y t o convey and int erpret messages and t o
negot iat e meaning w it h ot her speakers in specific cont ext s. Over t he years, t he t erm
has been discussed and redefined by many aut hors, such as Canale and Sw ain
(1980), Savignon (1997), and Bachman (1999) in Gladday, 2011).
The not ion of communicat ive compet ence cent ered primarily on t he
negot iat ion of meaning in real sit uat ional cont ext s. In t his respect , Canale and Sw ain
(1983) dist inguished four cat egories t hat defined t he not ion of communicat ive
compet ence.
The researcher w as int erest ed in doing t he research t o t he t asks present ed in
I CAN DO IT, English For Senior High School St udent s Grade XI bookview ed from t he
communicat ive compet ence proposed by Celce-M urcia et al. This t ext book w as
aut hored by Joko Daryant o, E.Rahayu , P.Darini and published by M assmedia. This
5 st udying and improving t heir four language compet encies t o mast er English. The
book w as published in 2012.
The mat erial delivery in t his book is sit uat ed w it h t he st udent s’ daily life. So
t hey w ill ease t o underst and and st udy English. Each unit comprises t w o main
learning act ivit ies, t hose are Oral Cycle and W rit t en Cycle. Oral Cycle is divided int o
t w o learning act ivit ies, Speak Up and Cat ch What You Hear. In t he part of Speak Up
,st udent s are guided t o learn and pract ise speaking act ively. In Catch W hat You
Hear,t hey are t rained t o list en t o t he spoken English. While, W rit t en Cycle is divided
int o t hree learning act ivit ies. Those are, Let ’s Read, Gramm ar Corner, and Let ’s
W rit e. In t he part of Let ’s Read, st udent s are guided t o improve t heir reading skill
and com prehend many kinds of genre t ext s. They w ill learn and comprehend t he
English grammar in Gram m ar Corner. In t he part of Let ’s W rit e, t hey are guided t o
build t heir w rit ing skill. The books w ere used by Senior English Teachers of M adiun
Regency in 2012 – 2013 and 2013 – 2014 academic year in delivering t heir t eaching
and learning in class.
Research M ethod
In t his st udy, t he w rit er uses a document ary analysis as t he met hod of
collect ing dat a. According t o Guba and Lincoln (1978:228) in M oeleong
6 of personal document (diary, personal let t er, and aut obiography), formal document
and cont ent analysis.”
The researcher uses cont ent analysis for t his research. This analysis closely
associat ed w it h qualit at ive research. It originat es from qualit at ive analyt ical met hod
of examining w rit t en t ext t hat involved t he count ing of inst ance w ord, phrase, or
grammat ical st ruct ure t hat felt int o specific cat egories. Indeed, qualit at ive cont ent
analysis w as also know n as ‘lat ent level analysis’, because it concerned second-level,
int erpret at ive analysis of t he underlying deeper meaning of t he dat a (Dornyei, 2007:
245-246). This st udy analyzes t he t ext ual informat ion st at ed in t he t asks of t he book.
It is cat egorized, analyzed, and judged according t o given paramet er.
The dat a of t his research are t asks t hat are w rit t en in t he t ext book. The
source of dat a is t he t asks in “I Can Do It English for Senior High School Student s
Grade XI,” published by M asmedia, including t he t asks for t he first and second
semester. The t ext book consist ed of six chapt ers t hat relat ed t o cert ain t heme. The
w rit er focuses on discussing some t asks present ed in t hose six chapt ers.
In t his st udy, t he w rit er uses a document ary analysis as t he met hod of
collect ing dat a. According t o Guba and Lincoln (1998:228) in M oeleong
1989:176),” document ary analysis is each t ask or film. Document ary analysis consist s
of personal document (diary, personal let t er, and aut obiography), formal document
7 This research w as cont ent analysis. According t o Weber (1985:9) in M oleong
(1989: 179), “ cont ent analysis is t he research met hodology t o exploit some
procedures t o make t he real conclusion from t he t ext book or document ” .
The w ays of collect ing dat a w ere as follow :
1. The researcher read t he t ext book and t he ent ire t asks in t he t ext book.
2. The researcher marked t he t asks t hat w ere t hought can develop t he t arget
compet ences.
3. The researcher gave code on t he marked t asks in accordance w it h t he
developed compet ence.
4. The researcher not ed t he pages and numbers of the t asks t hat developed t he
compet ence.
5. The researcher account ed t he amount of t he t asks t hat developed t he
compet ence t o assume t he conclusion.
The st eps in analyzing t he dat a are as follow s:
1. Classifying and describing t he kinds of communicat ive com pet ence
(linguist ic compet ence, st rat egic compet ence, act ional com pet ence,
sociocult ural com pet ence, and discourse compet ence).
2. Coding t he dat a
From t heories of communicat ive compet ence by Celce M urcia et al (1995)
8 compet ence, act ional compet ence, socio-cult ural compet ence, and discourse
compet ence), t he w rit er gives code t o each t ask t hat relat es w it h t he
component s.
3. Scoring t he dat a
To score t he average of t he t asks in t he English t ext book t hat int end every
compet ence, t he w rit er uses t he follow ing form ula:
The t ot al num ber of t ask include in t he t ext book
The communicat ive compet ence include in t he t ext book
4. Count ing t he Frequency and Dominant of t he Compet ence
Result and Discussion
Aft er analyzing t he t asks in t he t ext book ent it led I Can Do It English For
Senior High School St udent s Grade XI published by M assmedia, t he w rit er finds
t hat t he t asks in t he t ext book are very good in improving all communicat ive
compet ences proposed by Celce M urcia et al (1995).
The w rit er finds t he t asks t hat are supposed t o develop t he learner’s
communicat ive compet ence are one hundred and fift y (158) t asks of t w o hundred
and four (203) t asks in t he text book. It means t hat t he t ext book is enough in
9 t asks w hich reflect ed Communicat ive Compet ence. The det ailed conclusion for each
aspect is as follow :
1. Tasks Designed To Develop Students’ Linguistic Competence
The English t ext book ent it led I Can Do It English For Senior High School
St udent s Grade XI” has eight y six (86)) t asks t hat develop linguist ic compet ence.
It means t hat it has 42,37% t asks w hich is fullfilled t he linguist ic compet ence
w it h t he dominant of synt ax aspect as many as eight y t w o t asks and lexicon
aspect as many as four t asks, w hereas t he aspect of m orphology, phonology
and ort hography are not exercised on t he t ext book.
2. Tasks Designed To Develop Students’ Strategic Competence
The English t ext book ent it led I Can Do It English For Senior High School
St udent s Grade XI” has eleven (13) t asks t hat develop st rat egic compet ence. It
means t hat it only has 6,41% t asks t hat develop st rat egic compet ence. But t he
book is lack of developing t he st rat egic compet ence because not all of t he
aspect s of st rat egic compet ence are included in t he t ext book . Those aspect s
t hat are not included in t he t asks of t he t ext book are achievem ent st rat egics,
avoidance or reduct ion st rat egic and self m onit oring st rat egic.
3.Tasks Designed To Develop Students’ Sociocultural Competence
There are four main cat egories t hat suggest ed in t his com pet ence, namely,
10 non-verbal communicat ive fact ors. In fact , not all of t he cat egories in t his
compet ence provided in bot h I Can Do It , English book For Senior High School
St udent s Grade XI , t here are only t w o cat egories t hat st at ed in t he t asks of bot h
w ork books, t hey are social cont ext ual fact or and st ylist ic appropriat eness
fact ors. The English t ext book ent it led I Can Do It English For Senior High School
St udent s Grade XI has seven (7) t asks t hat develops socio-cult ural compet ence
.It means t hat t here are only 3,45% t asks t hat develop sociocult ural
compet ence
4. Tasks Designed To Develop Students’ Actional Competence
The English t ext book ent it led I Can Do It English For Senior High School
St udent s Grade XI has t hirt y nine (38) t asks t hat develop act ional compet ence..
It means t hat t he t asks are not sufficient in developing t he learner’s act ional
compet ence because it only has 18,72% w hich reflect t he learner’s act ional
compet ence, w hereas t he ideal t asks t hat should be developed in every
compet ence is 40% - 60%. The act ional com pet ence aspect t hat are not
included in t he t ext book are int erpersonal exchange, inform at ion, feelings and
fut ure scenario.
5. Tasks Designed To Develop Students’ Discourse Competence
The English t ext book ent it led I Can Do It English For Senior High School
11 It means t hat t he t asks in t he book are not sufficient in developing t he
learner’s act ional compet ence because it only has 6,90% w hich reflect t he
learner’s Discourse Compet ence, w hereas t he ideal t asks t hat should be
developed in every compet ence is 40% - 60%. The Discourse Compet ence
aspect s t hat are not included in t he t ext book are Deixis, Conversional St ruct ure.
Based on t he communicat ive compet ences t hat are developed in t he t ext book,
only linguist ic compet ence is sufficient t o develop t he learner’s communicat ive
compet ence aspect s.
Based on t he result of t he research, t he w rit er suggests t hat t he ot her
researcher can conduct similar research t o add t he t heories and subject mat t ers or
t hey can st udy ot her aspect s not only in developing t he learners’ comm unicat ive
compet ence but also in ot her aspect s in t he t ext book, such as in t he cont ext ual
learning, grammat ical, and t he ot her. The researcher finds among of t he Linguist ic
Compet ence, St rat egic , Sociocult ural , Act ional and Discourse Compet ence are not
w ell-balance w rit t en. In t his st udy, t he w rit er also finds t hat not all of t he aspect s in
every compet ence are included in t he t ext book. She suggest t he next aut hor should
include each compet ence in balance in order t he learners are be able t o get balance
12 Bibliography
Canale, M . & Sw ain, M . (1980). Theoret ical basis of com m unicat ive approaches t o second language t eaching and t est ing. Applied Linguist ics 1, 1-47.
Cunningsw ort h, A. (1995). Choosing your coursebook. Oxford: Heinemann Publishers Lt d.
Gladday, At aisi Em iya. (2011). St rat egies For Enhancing The com m unicat ive Com pet ence of St udent s Wit h Learning Disabilities, Depart ment of
Savignon, S. J. (1997). Com m unicat ive Com pet ence: Theory and Classroom Pract ice. (2nd ed.). USA: M cGraw -Hill.
Tomlinson, Brian. 1998. M at erial Development in Language Teaching, Unit ed Kingdom: Cambridge Universit y Press.In Dyasw ari, Ist iqomah (2012). Compabilit y Of Text book ‘English In Focus’ Wit h Cont ent St andard And Communicat ive Compet rence. Skripsi Thesis M uhammadiyah Universit y of Surakart a.
13 Weber, Robert Philip (1986), Basic Cont ent Analysis, Beverly Hills: Sage
Publicat ion. In M oleong, Lexy J, (1989), M et odology Penelit ian Kualit at if, Bandung : PT Rem aja Rosdakarya
Celce-M urcia, M ., Dörnyei, Z. & Thurrell, S. (1995): Com m unicat ive com pet ence: A pedagogically m ot ivat ed m odel w it h cont ent specificat ions. Issues in Applied Linguist ics 6, 5-35.
VIRTUAL REFERENCES
Acquiring Com m unicat ive Com pet ence : A Case St udy
Of....hub.hku.hk/ handle/ 10722/ 27681 by J Pople...Accesed on July 2014 ht t p:/ / 203.72.145.166/ ELT/ files/ 42-4-1.pdf
ht t p:/ / w w w .cssenet .org/ elt
