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A CONTENT ANALYSIS ON THE ENGLISH TEXTBOOK „PATHWAY
TO ENGLISH‟ USED BY THE TENTH YEAR OF SENIOR HIGH
SCHOOL AND ITS IMPLICATION IN TEACHING ENGLISH
NADIATUL AZIZAH
K2210055
Submitted to the Teacher Training and Education Faculty of Sebelas Maret
University to Fulfill One of the Requirements for Obtaining the
Undergraduate Degree in English Education
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
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ABSTRACT
Nadiatul Azizah. K2210055. “A CONTENT ANALYSIS ON THE ENGLISH
TEXTBOOK „PATHWAY TO ENGLISH‟ USED BY THE TENTH YEAR
OF SENIOR HIGH SCHOOL AND ITS IMPLICATION IN TEACHING
ENGLISH”. A thesis. Teacher Training and Education Faculty. Sebelas Maret
University. 2014.
The purpose of this study is to investigate whether or not the materials in
“Pathway to English for Grade X Senior High School (SMA/MA)” textbook are compatible with basic competence in the materials of the 2013 Curriculum, and to
investigate whether or not the exercises in “Pathway to English for Grade X
Senior High School (SMA/MA)” textbook are communicative.
This study used descriptive method. In collecting the data the writer used
document (textbook “Pathway to English”) as data source. The data are analyzed
by the following steps: (1) listing the basic competencies of English subject in 2013 curriculum and kinds of communicative exercises based on the theories by the experts, (2) finding out the kinds of basic competences and communicative exercises provided in the textbook, (3) classifying them, (4) analyzing them, (5) counting them, (6) giving the percentage to the total number of the materials and communicative exercises developed in the textbook, (7) judging whether the data are compatible with materials in the 2013 Curriculum or not and whether the exercises in textbook are communicative or not, (8) drawing conclusion, implication and proposing suggestions.
The findings of this study shows that the percentage of total number of basic competences for mandatory subject developed in this textbook is 22.22% and the total number of basic competences for specialization subject developed in
this textbook is 38.24%. It means that “Pathway to English” is bad (incompatible)
viewed from both basic competences for mandatory subject and specialization subject from its compatibility with the 2013 Curriculum. The materials in this textbook are mostly not appropriate with the materials in the 2013 Curriculum. Meanwhile the percentage for communicative exercises developed in the textbook is 69%. It means that the textbook is good in developing the communicative exercises. This textbook can help the teacher to create communicative activities.
In conclusion, since this textbook is incompatible with the 2013 Curriculum, teachers must modify or add some exercises appropriate with materials in the 2013 Curriculum or they can find other sources or textbooks that have exercises suitable with materials in 2013 Curriculum to support this textbook. This textbook can still be used in teaching learning process because it can help the teacher develop communicative activities in classroom since it has good category in developing communicative exercises.
Keywords: the 2013 Curriculum, basic competences, communicative exercises,
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ABSTRAK
Nadiatul Azizah. K2210055. “A CONTENT ANALYSIS ON THE ENGLISH
TEXTBOOK „PATHWAY TO ENGLISH‟ USED BY TENTH YEAR OF SENIOR HIGH SCHOOL AND ITS IMPLICATION IN TEACHING
ENGLISH”. Skripsi. Fakultas Keguruan dan Ilmu Pendidikan. Universitas
Sebelas Maret. 2014.
Tujuan penelitian ini adalah untuk mengetahui sejauh mana materi yang
ada dibuku “Pathway to English” untuk kelas X SMA sesuai dengan materi
dikompetensi dasar dari kurikulum 2013 dan sejauh mana aktivitas dibuku
“Pathway to English” itu komunikatif.
Penelitian ini menggunakan metode deskripsi. Dalam pengumpulan data,
penulis menggunakan dokumen (buku “Pathway to English”) sebagai sumber
data. Teknik analisis data dilakukan melalui beberapa langkah: (1) Mendata kompetensi dasar dari mata pelajaran bahasa Inggris di kurikulum 2013 dan jenis kegiatan yang konunikatif berdasarkan teori dari para ahli, (2) Menemukan kompetensi dasar dan aktivitas yang komunikatif yang tersedia di dalam buku tersebut, (3) Mengklasifikasikan data tersebut, (4) Menganalisa data tesebut, (5) Menghitung jumlah data yang ada, (6) Memberikan presentasi dari jumlah materi yang sesuai dengan kompetensi dasar dalam kurikulum 2013 dan aktivitas yang komunikatif yang terdapat dalam buku tersebut, (7) Memutuskan apakah buku tersebut sesuai dengan materi yang ada dalam kurikulum 2013 dan apakah buku tersebut komunikatif, (8) Memberikan kesimpulan, implikasi dan mengajukan saran.
Hasil penelitian ini menunjukkan bahwa presentasi dari jumlah kompetensi dasar untuk mata pelajaran wajib yang terdapat dalam buku tersebut sebanyak 22,22% dan untuk mata pelajaran peminatan sebanyak 38,24%. Hal ini
menunjukkan bahwa buku “Pathway to English” kurang sesuai dengan materi yang ada dalam kurikulum 2013 baik untuk mata pelajaran wajib maupun peminatan. Materi-materi yang dikembangkan dalam buku tersebut kebanyakan tidak sesuai dengan materi yang ada dalam kurikulum 2013. Sedangkan presentasi untuk aktivitas yang komunikatif sebanyak 69%. Hal ini menunjukkan bahwa buku ini baik dalam mengembangkan kegiatan yang komunikatif.
Kesimpulannya, karena buku ini tidak sesuai dengan materi dalam kurikulum 2013 maka guru harus menambah atau mencari aktivitas-aktivitas yang sesuai dengan materi dalam kurikulum 2013 atau mereka bisa mencari sumber lain untuk melengkapi kekurangan yang ada dalam buku ini. Buku ini masih bisa digunakan dalam aktivitas belajar mengajar karena buku ini dapat membantu guru dalam mengembangkan kegiatan yang komunikatif sebab buku ini memiliki kategori yang baik dalam pengembangan aktivitas yang komunikatif.
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MOTTO
Do what you love, love what you do –Anonymous
Verily, along with every hardship is relief. Along with every hardship is relief -
Surah Al-Inshirah, verses 5-6
Live as if you were dying tomorrow; learn as if you were to live forever -
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DEDICATION
With deep profound love, this thesis is
dedicated to:
My Beloved Father, Suyono
and Mother, Siti Fatmah
Rahayu
My Dearest Old Sister, Nurvita
Anjarsari
My Lovely Grand Father and
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ACKNOWLEDGEMENT
Alhamdullilahirabbil‟alamin. All praises are for Allah SWT, the Almighty for His blessing to the writer, helping, guiding, and giving health, strength, and
everything during working and finishing this thesis. The writer has got support,
advices, and guidance from many people during finishing this thesis, to whom
the writer would like to express her gratitude to those who gave great
contribution:
1. Prof. Dr. H. M. Furqon Hidayatullah M.Pd, the Dean of Teacher Training and
Education Faculty of Sebelas Maret University;
2. Teguh Sarosa, S.S., M.Hum, the Head of English Education Department;
3. Drs. Muh. Asrori, M.Pd the first consultant for his patience, guidance and
suggestions;
4. Hefy Sulistyawati, S.S., M.Pd the second consultant for her patience,
guidance and suggestions;
5. All lecturers in English Education Department for the precious knowledge.
6. Her beloved parents and older sister, for their love, care, support and pray so
that this thesis can be finished;
7. Her beloved friends in the English Education Department 2010 for
unforgettable moment and experience during our study especially for class B
(Tuni, Nina, Septi, Yulia, Tetin, Arum and Vinda);
8. Her friends in Nurul Fikri boarding house who pray and support the writer in
finishing this thesis and also for the precious time we spent together.
9. Last, everyone who has been part of the writer‟s life.
The writer realizes that this thesis is still far from being perfect. She accepts
gratefully every comment and suggestion. However, the writer hopes that this
thesis is useful to the improvement of English teaching and learning.
Surakarta, November 2014
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B. The Identification of the Problem ... 4
C. Limitation of the Problem... 5
D. Problem Statements ... 5
1. Definition of Curriculum ... 7
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B. The 2013 Curriculum ... 9
1. The Foundation of the 2013 Curriculum Development ... 9
2. The Principle/Paradigm of the 2013 Curriculum... 10
3. The Characteristics of the 2013 Curriculum ... 10
4. The Purpose of the 2013 Curriculum ... 11
5. The Structure of the 2013 Curriculum for Senior High School ... 12
C. Communicative Language Teaching ... 19
1. Definition of Communicative Language Teaching ... 19
2. The Goal of Communicative Language Teaching ... 19
3. The Characteristics of Communicative Language Teaching ... 20
4. The Components of Communicative Language Teaching ... 20
5. Roles of Teacher in CLT ... 21
6. The Role of Instructional Material in CLT ... 22
D. Communicative Exercise ... 24
E. Textbook ... 28
1. Definition of Textbook ... 28
2. Roles of Textbook ... 29
3. Advantages of Textbook ... 29
4. Disadvantages of Textbook ... 30
5. Evaluating Textbook ... 31
F. Content Analysis ... 33
1. Definition of Content Analysis ... 33
2. Purposes of Content Analysis ... 34
3. Function of Content analysis ... 34
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D. Method in Collecting Data ... 37
E. Data Validity ... 38
F. Technique of Analyzing Data ... 38
CHAPTER IV ... 44
RESEARCH FINDINGS AND DISCUSSION ... 44
A. Description ... 44
B. Data Analysis... 50
1. Compatibility of Basic Competences in Mandatory Subject ... 50
2. Compatibility of Basic Competence in Specialization Subject ... 57
3. Description of Communicative Exercises ... 69
C. The Result of the Analysis ... 78
D. Discussion ... 79
CHAPTER V ... 83
CONCLUSION, IMPLICATION, AND SUGGESTION ... 83
A. CONCLUSION ... 83
B. IMPLICATION ... 84
C. SUGGESTION ... 84
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LIST OF APPENDICES
Appendix 1: The Compatibility of 2013 Curriculum for Mandatory subjects
Appendix 2: The Compatibility of 2013 Curriculum for Specialization subjects
Appendix 3: The Compatibility of communicative exercises
Appendix 4: Contents of the textbook “Pathway to English”
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LIST OF TABLES
Table 2.1: Core competences for Senior High School ... 12
Table 2.2: Basic Competence of English Subject in Senior High School Grade X
... 15
Table 3.1. Percentage of Communicative Classification ... 42
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LIST OF ABBREVIATIONS
C = Chapter
T = Task
PE = The Title of the textbook analyzed “Pathway to English”
Pa = Page
CD = Compact Disk
CD ROM = Compact Disk Read-Only Memory
