AN ANALYSIS OF THE ENGLISH TEXTBOOK FOR JUNIOR HIGH SCHOOL VII BASED ON An Analysis Of The English Textbook For Junior High School Vii Based On Content Standard Of BSNP.

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PUBLICATION ARTICLE

Sumitted as a Partial Fulfillment of the Requirements for Getting Bachelor Degree of Education

in English Department

Proposed by

FAHMAWATI ISNITA RAHMA A. 320090025

SCHOOL OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF SURAKARTA

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AN ANALYSIS OF THE ENGLISH TEXTBOOK FOR JUNIOR HIGH SCHOOL VII BASED ON CONTENT STANDARD OF BSNP

Fahmawati Isnita Rahma A320090025

School of Teacher Training and Education Muhammadiyah University of Surakarta

[email protected] ABSTRACT

This research is aimed at judging whether the content in the textbook entitled English in Focus for Grade VII Junior High School are appropriate with the content standard of BSNP or not. In this research, the writer uses qualitative research because the writer does not uses any number in analyzing the textbook. The object of this research is the English textbook entitled English in Focus for Grade VII Junior High School written by Artono Wardiman. The data is taken from the content in the English textbook. To collecting the data, the writer uses documentary method. Finally for analyzing data the writer presenting the content of the English textbook, analyzing the content of the English textbook with the content standard, judging the appropriateness content and matching the result with the schema of quality classification. After analyzing the textbook, the writer finds 10 competencies of content standard. And the percentage of the content in the English textbook is 100%. From the result, the writer concludes that based on the schema of quality classification, the content in English textbook entitled English in Focus for Grade VII Junior High School is appropriate with the content standard and it is very good to be used in the teaching learning process

Key words : English Textbook, Content Standard of BSNP.

Background of the Study

Textbook is one of the most important elements in the teaching learning process. Because textbooks can present a variety of material that will be taught. In addition textbooks also support the teaching learning process to be going regularly and effectively. Then without textbooks, teaching learning will not

going smoothly and effectively. Brown state that “The presence of a textbook is necessary to support teaching learning process” (Brown, 1994:143). Its means

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Currently, there are varieties of textbooks published to fulfill the student’s

requirement in the learning process. Therefore, the task of the teacher is to choose

a book that match the student’s requirement. Selecting a good material to support the teaching and learning process has a great influence on the success of a teacher when implementing the learning process (Brown, 1994:145). Besides the teacher must choose the appropriate textbook, a teacher must also know about the curriculum. Because the curriculum is one of the main sources that are useful for teachers to know the standards of competence, basic competence, learning materials, learning activities, indicators, and time allocation.

There are many teachers who use a variety of textbooks in the learning process but whether the textbooks is accordance with the curriculum or not is still in big question. We know that a good textbook is a textbook according to the curriculum. Curriculum is very important in teaching learning process. Because with the curriculum the teacher's task as a teacher and an educator will be more focused. Because teachers is one of the most important components that influence the learning process. Than, if there is no curriculum in the some school, the learning process is not directed. (Idi, 2007:207)

In this period, each school uses a new curriculum called School Level Based Curriculum. This curriculum is a new curriculum made by the government (Ministry of National Education) from 2006 or 2007 of academic year. This curriculum is based on standard content and competency standards of BSNP. (Susilo, 2007:94).

School level based curriculum is the improvement of the curriculum 2004 (Competency Based Curriculum). The purpose of the school level based curriculum is to improve the quality of education by developing curriculum with the potential and the resources available. Therefore in this curriculum, consist of content standard from BNSP as a guideliness for every teacher to make a good learning material. Based on the content standard, the teachers is expected to be more creative to meet the needs of the school.

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The type of this research is qualitative research. Strauss & Corbin

(1997:11) state that “qualitative research is kind of research that produces an

invention that is not obtained by using procedures statistic”. In other word,

qualitative research has no calculation in it. Therefore, the data from this research focuses more in words rather than in numbers.

The object of this research is the English textbook entitled “English in

focus for grade VII Junior High School” written by Artono Wardiman published by CV. Putra Nugraha.In this research, the data and data source is taken from the content in the English textbook entitled “English in Focus for Grade VII

Junior High School” written by Artono Wardiman.

In collecting the data, the writer uses documentary method by Presenting the content of the English textbook and the content standard of BSNP, analyzing the content of the English textbook with the content standard of BSNP, judging whether the content of the English textbook is appropriate with the content standard of BSNP or not by giving the percentage of appropriateness between the English textbook and the content standard, finally,matching the result with the

“Schema of Quality Classification” based on (Suharsimi Arikamto, 1993:2001).

Research Finding and Discussion

The English textbook that the researcher used consists of 8 chapters. Each chapter consists of 4 skills, they are listening, speaking, reading, and writing. The materials in this book is divided into two semesters. Chapter 1 up to chapter 4 are the materials for first semester and chapter 5 up to chapter 8 are materials for second semester.

This book consists of listening skill, speaking skill, reading skill, and writing skill. In this research, the writer intents to analyze all of the content in the English textbook. Then, the findings of the research are described the appropriatness of the content from listening, speaking, reading and writing skill.

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In the school level based curriculum there are 4 language skiils they are

Listening skill, Speaking skill, Reading skill and writing skill. And every skill has learning materials. Based on school level based curriculum, the content standard is shown in table 4.1

Table 4.1 Content standard

Kelas VII, Semester 1

Standar Kompetensi Kompetensi Dasar Mendengarkan

1. Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat

1.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) yang menggunakan ragam bahasa lisan sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: menyapa orang yang belum/sudah dikenal,

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2. Memahami makna dalam teks lisan fungsional pendek sangat sederhana untuk berinteraksi dengan lingkungan terdekat

2.1 Merespon makna tindak tutur yang terdapat dalam teks lisan fungsional pendek sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat.

2.2 Merespon makna gagasan yang terdapat dalam teks lisan fungsional pendek sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat

Berbicara

3. Mengungkapkan makna dalam percakapan transaksional dan

interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat

3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) dengan menggunakan ragam bahasa lisan sangat sederhana secara akurat, lancar, dan berterima

3.2 Melakukan interaksi dengan lingkungan terdekat yang melibatkan tindak tutur: menyapa orang yang belum/sudah dikenal, memperkenalkan diri sendiri/orang lain, dan memerintah atau melarang.

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lisan sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan memberi informasi, mengucapkan terima kasih, meminta maaf, dan mengungkapkan kesantunan

4. Mengungkapkan makna dalam teks lisan fungsional pendek sangat

sederhana untuk berinteraksi dengan lingkungan terdekat

4.1 Mengungkapkan makna tindak tutur dalam teks lisan fungsional pendek sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat.

4.2 Mengungkapkan makna gagasan dalam teks lisan fungsional pendek sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat.

Membaca

5. Memahami makna dalam teks tulis fungsional pendek sangat sederhana yang berkaitan dengan lingkungan terdekat

5.1 Membaca nyaring bermakna kata, frasa, dan kalimat dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan terdekat

5.2 Merespon makna yang terdapat dalam teks tulis fungsional pendek sangat sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat

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6. Mengungkapkan makna dalam teks tulis fungsional pendek sangat

sederhana untuk berinteraksi dengan lingkungan terdekat

dalam teks tulis fungsional pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi

dengan lingkungan terdekat.

6.2 Mengungkapkan langkah retorika dalam teks tulis fungsional pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi

dengan lingkungan terdekat.

Kelas VII, Semester 2

Standar Kompetensi Kompetensi Dasar Mendengarkan

7. Memahami makna dalam percakapan transaksional dan

interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat

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pendapat , menyatakan suka dan tidak suka, meminta klarifikasi, dan

merespon secara interpersonal

8. Memahami makna dalam teks lisan fungsional dan monolog pendek sangat sederhana yang berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat

8.1 Merespon makna yang terdapat dalam teks lisan fungsional pendek sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat. 8.2 Merespon makna yang terdapat dalam monolog sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive dan procedure

Berbicara

9. Mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat

9.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk

berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan memberi jasa, meminta dan memberi barang, dan meminta dan memberi fakta.

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sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk

berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan memberi pendapat, menyatakan suka dan tidak suka, meminta klarifikasi, merespon secara interpersonal

10. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat

10.1 Mengungkapkan makna yang terdapat dalam teks lisan fungsional pendek sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat

10.2 Mengungkapkan makna dalam monolog pendek sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks

berbentuk descriptive dan procedure

Membaca

11. Memahami makna teks tulis fungsional dan esei pendek sangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan

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lingkungan terdekat 11.2 Merespon makna dan langkah retorika secara akurat, lancar dan berterima dalam esei sangat sederhana yang berkaitan dengan lingkungan terdekat dalam teks berbentuk descriptive dan procedure

11.3 Membaca nyaring bermakna teks fungsional dan esei pendek dan sangat sederhana berbentuk descriptive dan procedure dengan ucapan, tekanan dan intonasi yang berterima

Menulis

12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat

12.1 Mengungkapkan makna dalam teks tulis fungsional pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat.

12.2 Mengungkapkan makna dan langkah retorika dalam esei pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi

dengan lingkungan terdekat dalam teks berbentuk descriptive dan procedure

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After analyzing the content in the English textbook with the content standard of BSNP, the writer finds the percentage of the content in the English textbook for all skill. The content of the English textbook has score 100%.

For listening materials has 3 competencies of content standard. They are Understanding the meaning simple of transactional and interpersonal conversations to interact with the environment, Understanding meaning of simple short oral functional text to interact with the environment, and Understanding the meaning of simple short oral functional text monologue in the form of descriptive and procedures for interacting with the environment.

For speaking material has 3 competencies of content standard. They are express the meaning in simple transactional and interpersonal conversations to interact with the environment, express the meaning of oral functional text to interact with the environment, and express the meaning of oral functional text and simple monolog in the form of descriptive and procedure to interact with the environment.

For reading material has 2 competencies of content standard. They are understanding meaning in short functional written text related to the environment, and understanding the meaning of written functional text and simple short essays in the form of descriptive and procedure relating to the environment.

Finally for writing skill has 2 competencies of content standard. They are express meaning in simple short functional written text to interact with the environment, and Express the functional meaning of the text and write a simple short essay in the form of descriptive and procedures for interacting with the environment.

Conclusion

After analyzing the English textbook entitled “English in Focus for Grade

VII Junior High School” with the content standard, the writer finds that the

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classification proposed by Suharsimi Arikamto, 1993:2001) the content in the English textbook is very good.

From the result of the analysis English textbook, the writer concludes that the content of listening, speaking reading and writing in the English textbook are appropriate with the contents standard of BSNP and it can be used to english teacher in teaching English lesson for grade VII junior high school.

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