THESIS Compatibility Of Textbook “English In Focus” With Content Standard And Communicative Competence.

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THESIS

COMPATIBILITY OF TEXTBOOK

“ENGLISH IN FOCUS” WITH CONTENT STANDARD AND

COMMUNICATIVE COMPETENCE

Submitted as a Partial Fulfillment of the Requirement for the Master Degree in Language Study at Muhammadiyah University of Surakarta

by

DYASWARI ISTIQOMAH

S.200 090 009

MAGISTER OF LANGUAGE STUDY

MUHAMMADIYAH UNIVERSITY OF SURAKARTA

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iv Note of Advisor I

Prof. Dr. Endang Fauziati

Lecturer of Language Study of Graduate Program Muhammadiyah University of

Surakarta.

Official Note on Dyaswari Istiqomah’s Thesis

Dear,

The Director of Graduate Program Muhammadiyah University of Surakarta

Having read, examined, corrected and necessary revised toward the thesis of:

Name : Dyaswari Istiqomah

NIM : S 200 090 009

Program : Magister of Language Study

Focus on : Compatibility of Textbook “English in Focus” with Content Standard

and Communicative Competence

I access that thesis is approved to be examined by the board of examiners in the

Magister of Language Study of Muhammadiyah University of Surakarta.

Surakarta, October 2012

First Advisor

Prof. Dr. Endang Fauziati, M. Hum.

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v Note of Advisor II

Siti Zuhriyah A., M. Hum.

Lecturer of Language Study of Graduate Program Muhammadiyah University of

Surakarta.

Official Note on Dyaswari Istiqomah’s Thesis

Dear,

The Director of Graduate Program Muhammadiyah University of Surakarta

Having read, examined, corrected and necessary revised toward the thesis of:

Name : Dyaswari Istiqomah

NIM : S 200 090 009

Program : Magister of Language Study

Focus on : Compatibility of Textbook “English in Focus” with Content

Standard and Communicative Competence

I access that thesis is approved to be examined by the board of examiners in the

Magister of Language Study of Muhammadiyah University of Surakarta.

Second Advisor

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vi

TESTIMONY

By this pronouncement, I state that I myself write the thesis entitled “ Compatibility

of Textbook “English in Focus” with Content Standard and Communicative

Competence”. I absolutely state that this thesis is not a plagiarism or is made by

someone else. The other works related to this thesis have been written in the form of

quotation. The sources of the thesis have been listed on bibliography. If next, this

thesis can be proved as a plagiarism, the certificate and the academic degree can be

cancelled to be given.

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vii ABSTRACT

DYASWARI ISTIQOMAH “COMPATIBILITY OF TEXTBOOK “ENGLISH

IN FOCUS” WITH CONTENT STANDARD AND COMMUNICATIVE COMPETENCE”. THESIS. ENGLISH LANGUAGE STUDIES. GRADUATE PROGRAM, MUHAMMADIYAH UNIVERSITY OF SURAKARTA. 2012.

This research is aimed to describe the compatibility between the content of the textbook English in Focus with the content standard and five competences of Celce murcia’s model of communicative competence, they are discourse competence, linguistic competence, actional competence, sociolinguistic competence, and strategic competence.

This research is qualitative research . The object of this research is English textbook named English in Focus that published by CV Putra Nugraha written by Artono Wardiman and friends. The writer analyzes the textbook of nineth grade students. In collecting the data, the writer uses documentation method. The data are analyzed and categorized into four degrees of compatibility based on the theory of Suharsimi which involves very good, good, fair and poor.

The findings show that only one material suggested in content standard is not covered in the textbook English in Focus, that is Label that belongs to short functional text. It means that 93% of the suggested materials in content standard have been covered. This percentage describes that the degree of compatibility between the content of the textbook and the content standard is very good.The findings also show that among the five competences and its components of communicative competence, some components are not covered in the textbook English in Focus. Hence, the degree of compatibility of each competence is various. Discourse competence places the highest position with its percentage is 100%. So that its degree of compatibility is very good. The percentage of Linguistic competence is 60% and the degree of compatibility is good. The percentage of actional competence is 86% so that its degree of compatibility is very good. While 50% of the components of sociocultural competence are covered so that it places this competence in the fair degree.The lowest degree is placed by strategic competence of which degree of compatibility is poor with its percentage is 20 %. So, considering the result above, the writer can conclude that the materials in English in Focus are sufficient enough to fullfil the content standard.In the other hand, they are not sufficient enough to develop the students’ communicative competence, especially in developing sociolinguistic and strategic competence.

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viii MOTTO

Thanks to Allah because not all what I want in my life are given to me. What I

have today are the best things Allah given to me.

Be thankful for what you have, you will end up having more. If you

All our dreams can come true if we have the courage to pursue them

In this life we cannot always do great things

but we can do the small things with great love

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DEDICATION

This research paper is proudly and wholeheartedly dedicated to:

Her beloved mother and father

Thanks for every care, love, support, and prayer they devote for her

Her brother and sister

Thanks for harm affection they have presented for her

Her husband and son

Thanks for your nicest smiles, support and love for her

All her teachers

Thanks for giving her benefit knowledge

All her friends

Thanks for being stick and together

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ACKNOWLEDGMENT

The writer would like to thank to Allah SWT the Almighty for the blessing

and mercy given to her during her study and in completing this final project.

The writer realizes that the accomplishment of this thesis would not have run

well without any help from others. She wishes to give her sincerest gratitude and

appreciation to:

1. Prof. Dr. Marhamah, M. Hum., as the Head of Language Study Department of

Graduate Program Muhammadiyah University of Surakarta,

2. Prof. Dr. Endang Fauziati, M. Hum., as the first consultant who has given

guidance and advice patiently during the arrangement of this thesis,

3. Hj.Siti Zuhriyah Ariatmi, M. Hum, as the second consultant who has given

guidance and some corrections for the thesis,

4. Her beloved parents who always give her support to finish this thesis,

5. Her husband and son (Tri and Adli) for pray, love, support and smile.

6. Her brother and sister (Yusuf and Shofi) for care, support, and love,

7. Her best friend (Suhartini) for all the jokes, laugh, and nice moment to share,

8. All of her friends in English Language Study of Graduate Program 2009 for

the togetherness, care, and support.

9. All of her friends who cannot be mentioned one by one for their helps in

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The writer realizes that this thesis is still far from being perfect. That is why

she always expects criticism and suggestion from the readers in order that it will get

improvement. However, the writer also hopes that this thesis can be useful and

helpful for the readers.

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5. Communicative Competence ... 30

a. Discourse Competence ... 36

1) Cohesion ... 35

a) Reference ... 37

b) Ellipsis ... 36

c) Conjunction ... 36

d) Lexical Chain and Parallel Structure ... 36

2) Deixis ... 38

3) Coherence ... 38

4) Genre ... 39

5) Conversational Structure ... 39

b. Linguistic Competence... 40

1) Syntax ... 40

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xiv

3) Lexicon ... 41

4) Phonology ... 42

5) Ortography ... 42

c. Actional Competence ... 42

1) Knowledge of Language Function ... 43

2) Knowledge of Speech Act Sets ... 45

d. Sociolinguistic Competence ... 45

1) Social Contextual Factors ... 45

2) Stylistic Appropriateness Factors ... 45

3) Cultural Factors ... 45

4) Non Verbal Communicative Factors ... 46

e. Strategic Competence... 46

1) Avoidance and Reduction Strategies ... 47

2) Achievement and Compensatory Strategies ... 48

3) Stalling and Time Gaining Strategies ... 48

4) Self-Monitoring Strategies ... 48

5) Interactional Strategies ... 48

CHAPTER III: RESEARCH METHOD ... 51

A. Type of the Study ... 51

B. Object of the Study ... 52

C. The Data and the Data Source ... 52

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E. Technique of the Data Analysis... 53

1. Presenting the Data ... 53

2. Classifying the Data into the types... 53

3. Arranging the Data into Table... 53

4. Calculating the Frequency... 54

5. Categorizing each Competence ... 54

6. Drawing Conclusion... 55

7. Giving Suggestion and Pedagogical Implicature ... 55

CHAPTER IV : RESEARCH FINDING AND DISCUSSSION ... 56

A. Research Findings ... 56

1. The Compatibility between the Content of the Textbook with the Content Standard ... 56

a. Short Functional Text... ... ... 57

b. Functional Text ... ... 61

c. Transactional and Interpersonal Text... ... ... 64

2. The Compatibility between the Content of the Textbook with the Communicative Competence ... 74

a Discourse Competence ... 75

b Linguistic Competence... 97

c Actional Competence ... 107

d Sociocultural Competence ... 119

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B.Discussion of The Findings ... 130

CHAPTER V: CONCLUSION IMPLICATION AND SUGGESTION .. 137

A. Conclusion ... 137

B. Implication ... 140

C. Suggestion ... 141

BIBLIOGRAPHY

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LIST OF FIGURES

Page

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LIST OF TABLES

Page

Table 2.1 The Content Standard of English Lesson for Class IX ... 26

Table 3.1 Suharsimi’s Scheme of Quality Classification... 54

Table 4.1 The Compatibility of English in Focus with Content Standard .. 72

Table 4.2 The Compatibility of English in Focus with

Discourse Competence ... 97

Linguistic Competence ... 106

Actional Competence ... 118

Sociocultural Competence ... 125

Strategic Competence ... 127

Table 4.7 The Compatibility of English in Focus with Content