1 CHAPTER I
INTRODUCTION A. Background of the Study
English is a language for int ernat ional com municat ion. The Indonesian governm ent 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
im port ant subject s t aught at schools in Indonesia.
As means of comm unicat ion, bot h w rit t en and orally, English has a very im port ant role t o relat e knowledge 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 the import ance of English, it is equally import ant to 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 m et hod or mat erial. M at erial in t eaching can be delivered to st udent s inst ructionally.
Inst ructional m at 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 m at erial is anyt hing that is used t o t each language learners. M at erials can be in the form of a t ext book, a w orkbook, a casset t e, a CD-ROM , a video, a new spaper and a handout
2 learning in class in order t o m ake it easier t o deliver t he t eaching m at erial t o
st udent s. Teaching English cannot be separat ed w ith t he presence of t ext books. A t ext book has alw ays been t he m ost preferred inst ruct ional m at erial in ELT. They are best seen as a resource in achieving aim s and object ives t hat have already beenset concerning learner needs (Cunningsw ort h, 1995). Text books play a prominent role in the t eaching and learning process and they are t he
prim ary agent s of conveying t he know ledge to t he learners. Besides, one of t he basic functions of t ext books is to make t he exist ence know ledge available and apparent to the learner in a select ed, easy and organized way.
Hut chinson (1987) argues t hat t he t ext book has a very im port ant and a posit ive part to play in t eaching and learning English. They st at e t hat t ext books provide t he necessary input into classroom lessons t hrough different act ivities,
readings and explanat ions. Thus, t hey w ill alw ays survive on the grounds t hat t hey meet cert ain needs.
Allwright (1981) adds a furt her dim ension to t he role of the t ext book by
charact erizing the lesson as an int eract ion bet w een t he t hree elem ent s of t eacher, learners and m at erials. This int eract ion enhances t he opport unit ies t o learn.
3 have yet t o gain confidence (Cunningworth, 1995).They cont ain m at erials that
are able t o fulfill student 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 the t ext book before it is t aught to st udents. The cont ent of the t ext book should be easi er t o underst and. Lit tlejohn and Winddeat t in Yopi (2013) suggest ed t hat m at erials can be developed from six different perspectives: (1)
t he general or subject cont ained in mat erials. (2) Views on the nat ure and acquisition of knowledge. (3) View of t he nature of language learning. (4) Role im plicit mat erials. (5) Opport unit ies for t he developm ent of cognitive abilities,
and (6) t he values and at titudes inherent in the mat erials. Teacher can use t hese perspect ives as st andard in choosing the t ext book w hich is used in t eaching and learning process in order t he book will becom e m ore at t ract ive and fulfill t he
st udent s need.
Com municative com pet ence should be t he opt ions t o develop and design t he mat erials in t he t ext book. Communicat ive com pet ence is a t erm int roduced
by Hym es (1972), who defined it as t he abilit y t o convey and int erpret m essages and to negot iat e m eaning with 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)
4 Sw ain (1983) dist inguished four cat egories t hat defined t he not ion of
comm unicat ive compet ence.
The first t w o cat egories referred t o use of t he linguistic syst em: gramm at ical compet ence and discourse com pet ence. Gram mat ical compet ence allow ed speakers t o know and underst and t he appropriat e use of language form s. W ithout know ledge of t he linguist ic code, com m unicat ion w ould be
absolut ely impossible. Discourse compet ence w as every speaker's abilit y to connect sent ences in a m eaningful and coherent discourse.
The t hird cat egory w as socio-linguist ic compet ence, w hich involved
know ledge of the socio-cultural rules of language and the discourse in which language w as used. It result ed the abilit y t o underst and the cont ext or sit uational realit y in which w e communicat e som et hing meaningful.
The fourth cat egory w as st rat egic com pet ence, which referred t o t he verbal and nonverbal communication st rat egies speakers used t o compensat e for breakdowns in comm unicat ion due t o insufficient levels of com pet ence. In
other w ords, speakers w ere able t o use st rat egies t o compensat e for an im perfect know ledge of rules and a lack of vocabulary in t he com municative process. Paraphrasing, repeat ing, and guessing w ere examples of st rat egic verbal
5 The comm unicative com pet ence proposed by Celce-M urcia, Dornyei,
Thurrel (1995) w as developed from the concept of com municative compet ence int roduced by Canale and Sw ain (1980). According to Celce-M urcia, et al (1995:43), the com municative com pet ence is divided into five com ponent s (1) linguist ic com pet ence, (2) st rat egic compet ence, (3) sociolinguist ic compet ence, (4) act ionable com pet ence, and (5) discourse com pet ence. To achieve t he
object ive of t eaching and learning in English, st udent s have t o mast er t he five component of communicative compet ence.
Language learning cannot be separat ed from com municative compet ence
as it s funct ion for comm unicat ing. Language is a m eans of com m unicat ion of human daily life, as w ell as in education. Text book as one of t he support ing fact ors plays an im port ant role in lesson st udy t o present mat erials in accordance
w ith Cont ent St andard of School-Based Curriculum which cont ains comm unicat ive com pet ence w it h it s aspect s. Teachers are expect ed t o develop t heir com municat ive compet ence by using English t ext books as a main resource.
How ever, w het her English t ext book has possessed comm unicat ive compet ence is st ill becom e a quest ion. So t his becomes t he t eachers’ dut y to choose t ext book t hat cont aining m at erials and t asks w hich can develop st udent s’ com municative
compet ence.
6 M assm edia. This t ext book w as arranged t o give guidance for st udent s of Senior
High School in st udying and improving t heir four language compet encies t o mast er English. The book w as published in 2012.
The m at erial delivery in t his book is situat ed with t he st udent s’ daily life. So they w ill ease t o underst and and study English. Each unit comprises t w o main learning activit ies, those are Oral Cycle and W ritt en Cycle. Oral Cycle is divided
int o t wo learning act ivit ies, Speak Up and Cat ch W hat You Hear. In the part of Speak Up ,st udent s are guided t o learn and practise speaking act ivel y. In Cat ch What You Hear,t hey are t rained t o listen t o t he spoken English. While, Writ t en
Cycle is divided into t hree learning act ivit ies. Those are, Let ’ s Read, Grammar 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 comprehend many kinds of genre t ext s. They w ill learn and
comprehend the English gram m ar in Grammar Corner. In t he part of Let ’s Writ 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 academ ic year in
delivering t heir teaching and learning in class.
The researcher is a t eacher of a senior high school in M ejayan Dist rict, M adiun Regency. The researcher considered t hat m at erials w as very im port ant
7 and w rit ing. For short , by using this book t he st udent s could learn four aspect s of
language skills (list ening, reading, speaking and writ ing) and gram mar.
Based on the considerat ion above, t he researcher was int erest ed t o invest igat e t he com municative com pet ence reflect ed I CAN DO IT English For Senior High School St udent s Grade XI, w hat w as t he dom inant com municative compet ence in it , and what w as t he frquency of the com m unicat ive compet ence
in the books. Besides, communicative com pet ence has probabilit y to answ er why t his book w as suit able for learning English and how t he books could help the t eachers t o deliver English m at erial in class easily.
Considering t he problem above, t he researcher want ed to analyze w hat ext ent t he t asks I CAN DO IT English For Senior High School St udent s Grade XI w as designed t o develop student s’ com municative com pet ence. So t he researcher
conduct ed a research ent itled “M at erial Design t o Improve St udent s’ Communicative Compet ence: Text book Analysis on I CAN DO IT ,English For
Senior High School St udent s Grade XI” .
B. Problem Statement
The com municative com pet ence should be known by t he English t eachers. M oreover, t hey could underst and how t o apply t hem and what
8 do I CAN DO IT , English For Senior High School St udent s Grade XI” book w as
designed t o improve t he st udent s’ com municat ive compet ence?” C. Research Question
Considering the communicative com pet ence by Celce-M urcia et .al (1995) and the books, the research er form ulat es t he research problems as follows:
1. t o what ext ent s w ere t he t asks I CAN DO IT , English For Senior High
School St udent s Grade XI” book designed t o develop st udent s’ linguist ic compet ence?,
2. t o what ext ent s w ere t he t asks in I CAN DO IT , English For Senior High
School St udent s Grade XI” book designed t o develop st udent s’ st rat egic compet ence?,
3. t o what ext ent s w ere t he t asks in I CAN DO IT ,English For Senior High
School St udent s Grade XI” book designed to develop st udent s’ socio-cultural compet ence?,
4. t o what ext ent s w ere t he t asks in I CAN DO IT , English For Senior High
School St udent s Grade XI” book designed t o develop student s’ act ionable compet ence?,
5. t o what ext ent s w ere t he t asks in I CAN DO IT , English For Senior High
School St udent s Grade XI” book designed t o develop student s’ discourse compet ence?,
6. w hat frequency of each com municat ive compet ence used in I CAN DO IT ,
9 7. w hat dominant of com municative com pet ence used in I CAN DO IT ,
English For Senior High School St udent s Grade XI” ?.
D. Objective of the Study
Relat ing w it h t he form ulation of t he problem above t his st udy has t wo object ives t o obt ain. They are general and specific object ives. The general object ive is t o analyze about the im plem ent at ion of com m unicat ive compet ence
by Celce-M urcia et al (1995) in t he t asks of t he English t ext book ent it led I CAN DO IT, English For Senior High School St udent s Grade XI published by M assmedia.
While the specific object ives are as follow :
1. t o explain what linguist ic compet ence are reflect ed in the t asks of I CAN
DO IT ,English For Senior High School St udent s Grade XI” book,
2. t o explain what st rat egic compet ence w ere refl ect ed in t he t asks of I CAN
DO IT ,English For Senior High School St udent s Grade XI” book,
3. t o explain w hat socio-cult ural compet ence w ere reflect ed in the t asks of
I CAN DO IT ,English For Senior High School St udent s Grade XI” book, 4. t o explain what actionable com pet 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” book, 5. t o elaborat e w hat discourse compet ence used in the t asks of I CAN DO IT
,English For Senior High School St udent s Grade XI” book,
6. t o elaborat e w hat frequency of com municat ive compet ence reflect ed in
10 7.t o elaborat e w hat dom inant of com municat ive compet ence are reflect ed
in the t asks of I CAN DO IT ,English For Senior High School St udent s Grade XI” book.
E. Benefit of the Study
By conducting this research, t he researcher hoped t o be able t o give cont ributions in designing m at erials development t heoret ically and pract ically.
1. Theoret ical benefit
Theoret ically t he result of t his research w ould help the aut hor of t he English st udent s books t o develop t he t eaching m at erials based on
t he comm unicat ive compet ence and give t hem som e input to increase and improve t he qualit y of t ext book in the future. The developm ent may be in the t asks, t he variet y of t he t asks, or t he arrangem ent of t he
chapt er. 2. Practical Benefit
Pract ically the result of t he research is expect ed t o be useful for
student s. Since Indonesian High School graduat es are low in comm unicat ive com pet ence, t his st udy is beneficial for st udent s because it m ay indicat e w het her t he use of t he t ext book is useful t o
11 comm unicat ive com pet ence, t eachers can see if, and w here, t he
t ext book needs t o be supplem ented by ot her t eaching mat erials. The result of t he st udy is also expect ed t o be useful for t he future researcher t o be a cit at ion to support the next research. It also could be used as reference for another researcher w ho want s t o conduct the research of t ext book analysis especially using t heory of com municative
compet ence.
F. Thesis Organization
Chapt er I is int roduction. It explains the historical background, w hy the
research is being conduct ed. In t his chapt er, t he problem s, quest ions, object ives, as w ell as the significance of the st udy are also formulat ed.
Chapt er II is review of relat ed lit erat ure. It present s t he t heoret ical
fram ework, discussing t he not ion of English Text book, Task Design and Com municative com pet ence. It also elaborat es t he English language t eaching in Indonesia. Next , t he researcher w ill explain about the discussion of the major
t heories used in t his research.
Chapt er III expands the analysis of application of com municative compet ence used in I CAN DO IT , English For Senior High School St udent s Grade
XI , as w ell as what kind of research m et hodologies w hich the researcher em ploy in conduct ing t he research.
12 Senior High School St udent s Grade XI. This chapter aims t o explain and answ er
t he quest ions st at ed on chapt er III.
