A CONTENT ANALYSIS OF ENGLISH TEXTBOOK PATHWAY TO ENGLISH FOR GRADE X SENIOR HIGH SCHOOL

(1)

A CONTENT ANALYSIS OF ENGLISH TEXTBOOK

“PATHWAY TO ENGLISH” FOR GRADE X SENIOR

HIGH SCHOOL

(A Qualitative Descriptive Research)

A THESIS

Written as a Partial Fulfillment of the Requirements for Grade Education Degree of English Language Teaching

By: Yulia Umi Arifa

(S891202065)

ENGLISH EDUCATION DEPARTMENT

GRADUATE SCHOOL

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

(2)

(3)

(4)

iv

PRONOUNCEMENT

This is to certify that I write this thesis entitled “Content Analysis of English Textbook Pathway to English for Grade X Senior High School”. It is not a plagiarism or made by others. Anything related to others’ work is written in quotation, the source of which is listed on the bibliography.

If then this pronouncement proves incorrect, I am ready to accept any academic punishment, including the withdrawal or cancellation of my academic degree.

Surakarta, November 2016

(5)

v ABSTRACT

Yulia Umi Arifa. S891202065. A Content Analysis of English Textbook Pathway to English for Grade X Senior High School. Thesis. Consultant I: Dra. Dewi Rochsantiningsih, M.Ed., Ph.D, consultant II: Dra. Diah Kristina, MA., Ph.D. English Education Department of Graduate Program. Sebelas Maret University. 2016.

The main objective of the research are to: (1) discover whether Pathway to English Elective Program (PEEP) textbook for grade X meets the characteristics of good English textbook; and (2) find out whether Pathway to English Elective Program (PEEP) for grade X reflects graduate competences, basic competences, teaching and learning process, and assessment standard of 2013 Curriculum.

This study is a textbook evaluation research. The procedure used in this research is adapted from Ur (2009) which includes: (1) deciding on criteria, (2) applying criteria, and (3) summary. After determining the criteria, which over fourteen aspects, the textbook analyzed. The fourteen aspects are (a) Attitude, knowledge, and skills, (b) The Basic Competences, (c) Authentic material, (d) Unit components (objectives, explanations, activities, and evaluation), (e) Balance of units, (f) Appropriateness with Scientific Approach, (g) 2013 Curriculum evaluation standard, (h) Opening, (i) Closing, (j) Language development, (k) Grammar accuracy, (l) Instruction, (m) Font, and (n) Pictures. An evaluator asked to evaluate the textbook using the selected criteria. The evaluator asked to fill out a questionnaire. Lastly, in the summary step, the researcher made conclusions were made based on the data analysis result.

The findings of this research are: (1) PEEP for grade X fulfils thirteen out of fourteen good characteristics of English textbooks. PEEP did not fulfil balance of the units. (2) PEEP for grade X reflects graduate competences, basic competences, teaching and learning process, and assessment standard of 2013 Curriculum. Based on the research findings, it can be concluded that PEEP for grade X is a good textbook for teaching learning English based on 2013 Curriculum requirements.

Finally, it is hoped that this research can be useful for the English teaching and learning process, especially with the 2013 Curriculum. By knowing the strengths and weaknesses of PEEP, teachers can adjust the teaching materials and activities. Lastly, material developers can take into account the findings of this research when developing their own materials or textbooks.

(6)

vi ABSTRAK

Yulia Umi Arifa. S891202065. Analisis Isi Buku Teks Bahasa Inggris Pathway to English Untuk Kelas X Sekolah Menengah Atas. Tesis. Consultant I: Dra. Dewi Rochsantiningsih, M.Ed., Ph.D, consultant II: Dra. Diah Kristina, MA., Ph.D. Pendidikan Bahasa Inggris Program Pascasarjana. Universitas Sebelas Maret. 2016.

Tujuan utama penelitian ini adalah untuk: (1) menemukan apakah buku teks Pathway to English Elective Program (PEEP) untuk siswa tingkat X memenuhi karakteristik-karakteristik buku pelajaran Bahasa Inggris yang baik; dan (2) mengidentifikasi apakah apakah buku teks Pathway to English Elective Program (PEEP) untuk murid tingkat X merefleksikan kompetensi lulusan, kompetensi dasar, proses belajar mengajar, dan standard penilaian kurikulum 2013.

Penelitian ini adalah penelitian evaluasi buku. Prosedur yang digunakan dalam penelitian ini diadaptasi dari Ur (2009) yaitu: (1) menentukan kriteria, (2) mengaplikasikan kriteria, dan ringkasan. Setelah menentukan kriteria yang terdiri dari empat belas aspek, buku dianalisa. Empat belas aspek tersebut adalah (a) Tingkah laku, pengetahuan, dan keterampilan, (b) Kompetensi Dasar, (c) Materi yang asli, (d) Komponen unit (obyektif, penjelasan, kegiatan, dan evaluasi), (e) Keseimbangan unit, (f) Kesesuaian dengan pendekatan ilmiah, (g) standard evaluasi kurikulum 2013, (h) Pembukaan, (i) Penutup, (j) Pengembangan bahasa, (k) Grammar, (l) Perintah, (m) Bentuk huruf, dan (n) Gambar. Seorang evaluator diminta untuk mengisi kuesioner. Terakhir, pada tahap ringkasan, peneliti membuat kesimpulan berdasarkan hasil dari analisis data.

Hasil penelitian ini adalah: (1) PEEP untuk siswa tingkat X memenuhi tiga belas kriteria dari empat belas kriteria buku Bahasa Inggris yang baik. PEEP tidak memenuhi kriteria keseimbangan unit. (2) PEEP untuk siswa tingkat X merefleksikan kompetensi lulusan, kompetensi dasar, proses belajar mengajar, dan standard penilaian kurikulum 2013. Berdasarkan temuan penelitian, dapat disimpulkan bahwa PEEP untuk siswa tingkat X adalah sebuah buku teks yang baik untuk pembelajaran Bahasa Inggris yang sesuai dengan Kurikulum 2013.

Akhirnya, diharapkan penelitian ini dapat berguna untuk proses pembelajaran Bahasa Inggris, terutama dengan kurikulum baru. Dengan mengetahui kelebihan dan kelemahan PEEP, guru dapat menyesuaikan materi dan kegiatan mengajar. Terakhir, pengembang materi dapat mempertimbangkan hasil penelitian ini ketika mereka mengembangkan materi atau buku teks.

(7)

vii MOTTO

Allah is my best protector and saviour.

(8)

viii DEDICATION

This thesis is whole-heartedly dedicated to those who support me to keep on pursuing the better future:

 My beloved parents

 My beloved brothers

(9)

ix

ACKNOWLEDGEMENT

In the name of Allah, the most Gracious and the most Merciful. Praise is due to Allah, that eventually I have been able to complete this thesis as a partial fulfilment of the requirements for the Graduate Degree of English Education Department. I would like to express my special gratitude to the following for their contributions throughout the completion of this study.

I would like to express my appreciation to Dra. Dewi Rochsantiningsih, M.Ed., Ph.D., my first consultant, for all her consultation, guidance, encouragement, help, and feedback all the way through the process of writing this thesis. My gratitude also goes to Dra. Diah Kristina, MA., Ph.D., my second consultant, for her continuous consultation, guidance, help, and feedback during the completion of this study.

I am also sincerely grateful to Zahrudin, S.Pd an evaluator of this analysis research for his involvement throughout the data collection of the research. I also wish to express my gratitude to Prof. Dr. Joko Nurkamto, M.Pd., the Dean of Teacher Training and Education Faculty, Dr. Ngadiso, M.Pd., the Head of the English Department of Graduate Program of Sebelas Maret University, and all lecturers in the Department of English Language Education, Sebelas Maret University for the knowledge and skills that I have got throughout the undertaking of my study.

In addition, my special thanks are due to my beloved mother and father, my brothers and sister and all supporting people I cannot mention by name who have been invaluable source of support for me over the years.

I really hope that this research can provide contribution to the improvement of educational practice, especially for teaching learning English with the 2013 Curriculum. Therefore, all suggestions and criticism for the better improvement will be welcomed.

Surakarta, 18 November 2016

(10)

x TABLE OF CONTENTS TITLE ... i APPROVAL ... ii LEGITIMATION ... iii PRONOUNCEMENT ... iv ABSTRACT ...v ABSTRAK ... vi MOTTO ... vii DEDICATION ... viii AKNOWLEDGEMENT ... ix TABLE OF CONTENTS ...x

LIST OF TABLES ... xii

LIST OF ABBREVIATION ... xiii

LIST OF APPENDICES ... xiv

CHAPTER I: INTRODUCTION ...1

A. Background of the Research ...1

B. Questions of the Research ...4

C. Purpose of the Research ...4

D. Significance of the Research ...5

CHAPTER II: REVIEW OF LITERATURE ...7

A. Theoretical Review ...7

1. English Language Teaching in Indonesia ...7

a. School-Based Curriculum (KTSP) ...8

b. The 2013 Curriculum ...10

2. Textbook ...12

a. Instructional Material ...12

b. Definition of Textbook ...15

c. The Development of the Design and Use of Textbook ...17

d. The Role of Textbook ...19

e. Design of Textbook ...21

3. Evaluation of Textbook ...24

a. Textbook Evaluation ...24

b. Textbook Evaluation Stage ...27

c. Some Textbook Evaluation Criteria ...29

1) Textbook Evaluation Criteria by Cunningsworth ...29

2) Textbook Evaluation Criteria by Ur ...32

3) Textbook Evaluation Criteria by Mukundan ...33

B. Review of Relevant Research ...34

C. Conceptual Framework ...35

CHAPTER III: METHODOLOGY OF RESEARCH ...37

A. Design of the Research ...37

B. Collection of Data ...38

(11)

xi

CHAPTER IV: FINDINGS AND DISCUSSION ...41

A. The Criteria of Good English Textbook ...42

1. Content Coverage ...42

a. Attitude, Knowledge, and Skill Analysis Data ...42

b. The Basic Competence Analysis Data ...42

c. Authenticity Analysis Data ...43

2. Presentation ...44

a. Presentation Technique ...44

1) Units Components Analysis Data ...44

2) Balance of the Units Analysis Data ...46

b. Teaching Method ...47

1) The Appropriateness with the Scientific Approach ...47

2) The 2013 Curriculum Evaluation Standard ...47

c. Presentation Completeness ...48

1) Opening Analysis Data ...48

2) Closing Analysis Data ...49

3. Language ...50 a. Language Development ...50 b. Grammar Accuracy ...50 c. Instruction Analysis ...51 4. Graphics ...51 a. Font ...51 b. Pictures ...51 B. Curriculum 2013 Requirement ...53 1. Graduate Competences ...53

a. Attitude Analysis Data ...54

b. Knowledge Analysis Data ...55

c. Skill Analysis Data ...57

2. Basic Competences ...58

3. Teaching Learning Process ...71

4. Assessment Standard ...75

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ...78

A. Conclusions ...78

B. Suggestions ...79

BIBLIOGRAPHY ...82

(12)

xii

LIST OF TABLES

Page Table 2.1 Graduate Competence Standard of Curriculum 2013 … 11

Table 2.2 BSNP Textbook Evaluation Checklist ………... 26

Table 2.3 Instrument for Evaluating Textbook ……… 36

Table 4.1 The Criteria of a Good English Textbook ………... 41

Table 4.2 Students’ Activity in Pathway to English Textbook …… 43

Table 4.3 The Number of Pages of Each Chapter ………... 46

Table 4.4 The Summary of the Findings and Discussion of the Criteria of a Good English Textbook ……….. 52

Table 4.5 The Grade X English Subject Core Competence ……… 54

Table 4.6 Examples of Pages Containing Attitude Core Competences ……… 55

Table 4.7 Examples of Pages Containing Knowledge Core Competences ………... 55

Table 4.8 Examples of Pages Containing Skill Core Competences ……… 57

Table 4.9 The Grade X English Subject Basic Competences …….. 58

Table 4.10 Basic Competences of Chapter 1 ………. 60

Table 4.14 Basic Competences of Chapter 10 ………... 66

(13)

xiii

LISTS OF ABBREVIATIONS

BSNP Badan Standar Nasional Pendidikan KBK Kurikulum Berbasis Kompetensi KTSP Kurikulum Tingkat Satuan Pendidikan PEEP Pathway to English Elective Program

(14)

xiv

LISTS OF APPENDICES

Page