A CONTENT ANALYSIS ON THE ENGLISH TEXTBOOK “PROGRESS”
USED BY THE TENTH YEAR OF SENIOR HIGH SCHOOL
INTAN RIADHUL HASANAH
K2208020
Thesis
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
SURAKARTA
PRONOUNCEMENT
I would like to certify that the thesis entitled “A CONTENT ANALYSIS ON
THE ENGLISH TEXTBOOK “PROGRESS” USED BY THE TENTH YEAR
OF SENIOR HIGH SCHOOL” is really my own work. It is not plagiarism or made
by others. Everything related to others’ works are written in quotation, the sources of
which are listed on the bibliography.
If then, this pronouncement proves wrong, I am ready to receive any academic
punishment.
Boyolali, 2012
APPROVAL
This thesis has been approved by the consultants to be examined by the Board
of Thesis Examiners of the English Education Department of Teacher Training and
Education Faculty, Sebelas Maret University.
On :
By :
BOARD OF EXAMINERS
This thesis has been examined by the Board of the Examiners of Teacher
Training and Education Faculty of Sebelas Maret University and accepted as partial
fulfillment of the requirements for the Undergraduate Degree of Education in
English.
Day :
Date :
The Board of Examiners:
1. Chairman:
Teguh Sarosa, SS., M.Hum (……….)
NIP. 19730205 200604 1 001
2. Secretary:
Drs. Muh. Asrori, M. Pd (……….)
NIP. 19601015 198702 1 001
3. Examiner I:
Drs. Suparno, M. Pd (……….)
NIP. 19511127 198601 1 001
4. Examiner II:
Hefy Sulistyawati, SS., M. Pd (……….)
NIP. 19781208 200112 2 002
The Representative of Dean Vice Dean I
ABSTRACT
Intan Riadhul Hasanah, A Content Analysis On The English Textbook “PROGRESS” Used By The Tenth Year Of Senior High School. A thesis. Teacher Training and Education Faculty. Sebelas Maret University, 2012.
This research report is mainly intended to find out whether the English
textbook used for the tenth year student of senior high school English on Progress
develops the skills suggested by School-based Curriculum and communicative exercises.
In line with the objectives of the research, the writer uses a descriptive method. In collecting the data, she uses document as data source. The data are analyzed by following seven steps: (1) Finding out the kinds of skill and communicative exercise available on the textbook, (2) Classifying them, (3) Analyzing them, (4) Counting them, (5) Giving percentage from the total number, (6) Judging whether the data are appropriate with the indicators in School-based Curriculum or not, and (7) Drawing conclusion and proposing suggestions.
MOTTO
“This way is my choice, I take the chance and I have to be ready for the
consequences”
DEDICATION
With deep profound love, this thesis is dedicated to:
My beloved Father and Mother, no words can
represent how grateful I am to be your daughter!
My beloved brothers and sisters, thank you for your
support and prayer,
My beloved “UY”, thank you is nothing compares
what you have done for me,
My Best of the Best Friends
ACKNOWLEDGMENT
Alhamdulillahirabbil’alamin. Praise be to Allah SWT who has given her
blessing to the writer so that she can complete the writing of this thesis. In this
occasion, the writer would like to express his deepest gratitude and appreciation to
the following.
1. Prof. Dr. H. M. Furqon Hidayatullah, M. Pd., the Dean of Teacher Training
and Education Faculty, for his advice and his approval of this thesis.
2. Dr. H. Muhammad Rohmadi, M.Hum the Head of the Art and Language
Education, and Endang Setyaningsih, S.Pd, M.Hum., the Head of English
Education Department of Teacher Training and Education Faculty, for their
advice and their approval of this thesis.
3. Drs. Suparno, M.Pd. the first consultant, and Hefy Sulistyawati, S.S, M.Pd.,
the second consultant, for their priceless guidance, advice, suggestion,
encouragement and patience.
4. Her greatest parents, for their supports, caring, prayer, and helps.
5. Her beloved brother and sister thanks for motivating, helping, and praying.
6. Her beloved soulmate “UY”, for his everlasting support, caring, and for
giving the greatest love.
7. Her friends, Mbak Inggit, Tika, Ichie for the unforgettable moments
8. Her friends in English Department “Class B” of year 2008, who cannot be
mentioned one by one, for their lasting friendship.
The writer realizes that this thesis is still far from being perfect. She hopes
and accepts every comment and suggestion. Hopefully, this thesis will be useful for
the readers.
Boyolali, 2012
TABLE OF CONTENTS
TITLE ... i
PRONOUNCEMENT ………. ii
APPROVAL ... iii
BOARD OF EXAMINERS………. iv
ABSTRACT ... v
MOTTO ... vi
DEDICATION ... vii
ACKNOWLEDGMENT ... viii
TABLE OF CONTENTS ... ix
LIST OF APPENDICES ... xi
LIST OF TABLES ... xii
LIST OF ABBREVIATIONS ... xiii
CHAPTER I INTRODUCTION ... 1
A. Background of the Study ... 1
B. The Identification of the Problem ... 3
C. The Limitation of the Problem ... 4
D. Problem Statements ... 4
E. The Aim of the Study ... 4
F. The Benefit of the Study ... 5
CHAPTER II THEORETICAL REVIEW ... 6
A.Curriculum ... 6
1. Meaning of Curriculum ... 6
2. Function of Curriculum ... 6
B.School-based Curriculum ... 7
1. The Definition of School-based Curriculum ……….. . 7
2. Characteristics of School-based Curriculum ... 8
4. Components of School-based Curriculum ……… 10
5. Content Standard and Graduate Competency ………… 13
6. Standard of Competency of English ………… ... 13
C.Communicative Language Teaching ... 14
D.Communicative Exercises ... 17
E. School-based Curriculum Contents of Textbook ... 20
F. Content Analysis ... 23
CHAPTER III RESEARCH METHODOLOGY ... 25
A.Method of the Research ... 25
B.Focus of the Research ... 25
C.Data and Data Source ... 26
D.Method of Collecting Data ... 26
E. Technique of Analyzing the Data ... 27
CHAPTER IV RESEARCH FINDING AND DISCUSSION ... 32
A.Description ... 32
B.Data Analysis………. 41
1. Description of Language Skills ……….. ... 41
2. Description of Communicative Exercises ... 94
C.Discussion ... 98
D.Discussion of the Research Finding ... 100
CHAPTER V CONCLUSION AND SUGGESTION ... 103
A.Conclusion ... 103
B.Suggestion ... 104
BIBLIOGRAPHY ... 106
LIST OF APPENDICES
Appendix 1: Syllabus ... 109
LIST OF TABLES
Tabel 2.1: Listening Material Semester 1 ... 21
Tabel 2.2: Speaking Material Semester 1 ... 21
Tabel 2.3: Reading Material Semester 1 ... 21
Tabel 2.4: Writing Material Semester 1 ... 21
Tabel 2.5: Listening Material Semester 2 ... 22
Tabel 2.6: Speaking Material Semester 2 ... 22
Tabel 2.7: Reading Material Semester 2 ... 22
Tabel 2.8: Writing Material Semester 2 ... 22
Tabel 3.1: Percentage and Compatibility Classification ... 31
Tabel 4.1: The Description of the Book ... 32
Tabel 4.2: The Compatibility of Listening Materials ... 56
Tabel 4.3: The Compatibility of Speaking Materials ... 62
Tabel 4.4: The Compatibility of Reading Materials ... 82
Tabel 4.5: The Compatibility of Writing Materials ... 92
LIST OF ABBREVIATIONS
U : Unit
P : The title of the textbook analyzed “Progress”
Pa : Page
IDT : Indicators Developed in the Textbook
CHAPTER I
INTRODUCTION
A. Background of the Study
In Indonesia, English is a foreign language which has to be taught in all levels
of education. Basically, teaching English covers four skills, namely listening,
speaking, reading, and writing. The importance of learning English makes it a
compulsory subject in Junior High Schools and Senior High Schools. The
government expects that junior and senior high school students can use English as a
means of communication either with their friends or with foreigners fluently.
There are many factors influencing the success of English teaching and
learning process. According to Idris and Jamal (1992: 38) in Wahyu Prihananto
(2008: 1-2) the factors that influence the efforts to gain the purpose are human, such
as the teacher, counselor, administrator, and instructional materials such as
expressions of introduction, invitation, offering something, narrative text, recounts
text, etc.
One of the factors that influence the teaching and learning process in
achieving the goal is instructional materials. In achieving the goal of English
instruction, as everybody knows, textbook takes a very important role.
At present, a textbook is still used in teaching learning activity in the
classroom. Although many modern aids have been invented to support the teaching
and learning process such as tape recorder, overhead projector, and video many
schools still buy and use large quantities of textbooks and references. They probably
have several reasons in choosing the textbooks as their reference. They consider that
textbook is the cheapest and the most practical one among those aids mentioned
above. Brown, Lewis, and Harcleroad (1964: 98) list some advantages of textbook
1. Textbooks are economical. Compared with the cost of providing the
content if textbook in other forms, such as pamphlets, charts, or flat
picture sets, textbook is relatively inexpensive.
2. They help to individualize instruction. Textbooks enable different students
to study different things at the same time or to repeat if it is necessary.
3. They help to organize and provide unity for class instruction. They do this
by providing a set of common reading experiences, suggested activities,
readings, and questions to be answered.
4. Textbooks are regarded as a help in improving the skills of teachers. They
can be a particular help for inexperienced, beginning teachers in handling
instructional problems.
Knowing that schools still need many kinds of textbooks to develop the
students’ language skills, publishers offer their books to schools.
Textbook has correlation with curriculum. Curriculum is teacher orientation in
teaching learning process, whereas textbooks provide materials. So, the content of
textbook must be relevant with curriculum. The materials of textbook must be
suitable with standard competence of curriculum in order that the result is appropriate
to the purpose.
Today, Indonesia has implemented some curricula, but every curriculum has
weaknesses, so to reach the goal of education, the government periodically changes
the curriculum to construct the best curriculum. Since the academic year 2006/2007,
Department of National Education has implemented the 2006 curriculum.
Nowadays, Indonesia implements 2006 curriculum. It replaces the last
curriculum which we called competence based curriculum. The 2006 curriculum is a
curriculum development model which is based on each school creativity. It is not a
curriculum itself. The government hopes that every school can have many chances to
arisen many implications in the society. Many teachers are pessimistic in
implementing it.
The curriculum has competence standards and basic competences. Through
them the teacher can create their syllabuses. The syllabus of one school may be
different from that of other school because the teacher has his own creativity to make
it. The syllabus of each school may be different but the contents are standardized by
the curriculum.
The writer wants to analyze the English textbook “Progress” because this
book has been designed in line with the 2006 curriculum. It provides various
activities, which integrate the language skills areas of listening, reading, speaking,
and writing. The other reason is the book contains many exercises needed to improve
the English learners’ language skill. Besides, some English teachers consider that the
book is suitable with the learner’s needs.
Considering the problem above the writer wants to compare the material in
the textbook with 2006 curriculum (School based Curriculum), whether or not the
textbook are compatible with School Level-based Curriculum. The writer also
analyzes whether the communicative exercises are developed in line with the
“Progress” textbook or not. Based on the reason, the writer decides to conduct a
research entitled A Content Analysis on the English Textbook “Progress” Used by the
Tenth Year of Senior High School.
B. The Identification of the Problem
Based on the background of the study above, the writer identifies some
problems dealing with English language teaching which are formulated as follows:
1. Are the language skills materials in “Progress” textbook are compatible with
indicators in language skills of School based Curriculum?
2. Are the exercises in “Progress” textbooks are communicative based on the
C. The Limitation of Problem
There are many problems in the Communicative Language Teaching, but the
writer only wants to discuss the content of the English textbook ‘Progress for grade
X’ written by Zumakhsin and Yulia Mufarichah published by Ganeca Exact. The
writer focuses on the appropriateness between the language skills developed in the
book and the school level-based curriculum and the communicative exercises of the
book.
The writer analyzes the four language skills developed in the book and the
skills suggested in the school based curriculum to find out how well the book follows
the curriculum demand and analyze the Communicative Exercises developed in the
book based on the theories by experts in the Communicative Language Teaching.
D. Problem Statements
The problems of the study that will be analyzed are:
1. To what extent does the English textbook (Progress, a contextual approach to
learning English) develop the language skills suggested by School based
Curriculum?
2. To what extent are the exercises in “Progress” textbook are communicative based
on the theories by experts in the Communicative Language Teaching?
E. The Aim of the Study
In this research, the writer uses content analysis to analyze “Progress, a
Contextual Approach to Learning English” an English textbook for the tenth year
students of Senior High School. The aim of the study is to investigate whether or not
language skills of School based Curriculum and to investigate whether or not the
exercises in “Progress” textbook are communicative.
F. The Benefit of the Study
After knowing the result of the study, it is expected that:
1. The result of this research can give input to improve the quality of the
English textbooks.
2. The teachers will get information about language skills that are suggested
in the School based Curriculum.
3. The teachers will get more knowledge and sufficient information about
communicative exercises.
4. The writer and the readers will get sufficient information about the School
based Curriculum.
5. The teachers know how far the English textbook follows the curriculum
CHAPTER II
THEORETICAL REVIEW
A. Curriculum
1. Meaning of Curriculum
Curriculum is a set of subjects and contents to be taught inside and outside
school; course of study; program of study, a series of experiences undergone by
learners in school; everything that is planned by school personal (Peter Olivia, 1997:
5). Nunan (1998: 14) states that curriculum is usually used to refer a particular
program of study. It refers to all aspects of planning and managing of education
program. While Posner (1995: 5) reveals that curriculum is the content or objectives
for which schools holds students accountable. According to the opinions of some
linguists, the writer concludes that curriculum is a set of aspects in planning and
managing education program to be applied on the teaching learning process.
2. Function of Curriculum
Nurgiyantoro (1988: 6) states that curriculum also has some functions that can
be observed from three aspects. The first function is curriculum for the school itself.
The second aspect is the functions for the higher level school. The last is the function
for society. Those three aspects should always appear in the function of curriculum.
Function of curriculum for the school itself can be divided at least into two.
First, curriculum is a tool or instrument to gain educational goals. Curriculum form in
teaching learning process can be seen as teaching program. The teaching program is a
system that consists of several components, which are intended to acquire the
educational objectives. The objectives that will be acquired are arranged from
national objectives until instructional objectives. If the instructional objectives are
achieved (the result can be measured from teaching learning process in the
Second, curriculum is a guidance to arrange educational activities
implemented in school. Besides, curriculum also arranges everything related with of
program, the implementation, implementation strategies, responsibility, facility, etc.
The second function is for higher school. By knowing the curriculum in every
level school, the curriculum in the higher school can make an adaptation. For
example if a subject has been given in the curriculum of lower school, it has to be
considered in the higher school especially in choosing the materials. Besides, there is
curriculum that functions to prepare teachers. If a school or college has an aim to
prepare teachers, the school has to know the curriculum of the school that the teacher
will teach.
The third function is for community. The school’s graduates are prepared to
interact with community so the curriculum should know and reflect the needs of
society. The society who uses the school graduate may give useful help, criticism, or
advice for the better education program in school.
B. School – based Curriculum
1. The Definition of School – based Curriculum
Sanjaya (2008: 128) in Educational National Standard (SNP Chapter 1,
paragraph 15) defines School based curriculum as an operational curriculum that is
arranged and held by each institutional education.While Mulyasa (2006: 11) says that
School based curriculum as a curriculum in a school developed suites to the school
level, the characteristics of the school and the region, the school characteristics of the
surrounding, and the characteristics of its pupils.
In other aspects, Mulyasa propose school - based curriculum as an operational
curriculum arranged, developed, and done by school which is ready and able to imply
it by considering government regulation number 20, 2003, about National Education
- The development of curriculum is done by referring to national education
standard to achieve certain goals of national education,
- Curriculum in every level of school is arranged by considering
diversification principles appropriate with local needs and conditions,
- Curriculum in elementary and secondary school levels are developed by
school committee according to graduate competency standard, content
standard and the instruction of curriculum arrangement written by the
Organization of Educational National Standard (BSNP).
It can be added that the foundation of KTSP curriculum comes from the Law
number 20, 2003, about national education system, government regulation number
19, 2005, about national education standard, content standard and graduate
competency standard.
2. Characteristics of School-based Curriculum
School - based curriculum is an operational form of curriculum development
in the decentralized educational system context and area autonomy. School-based
curriculum characteristics can be seen from how schools can optimize their work,
their learning process, teaching resources management, teacher’s professionalism,
and evaluation system (Mulyasa, 2006: 29).
According to Mulyasa’s opinion there are at least four characteristics of
school-based curriculum which can be identified, as follows:
a. Full authority of school and school principal
Each school has a board of trustee that is responsible for all aspects of
school operations. The responsibility here includes all school operations
including budgets. It must develop curriculum adjusted with students’ need
and local community’s need. Furthermore, the full authority is given by the
professionalism through their active participation in decision making and its
implementation.
b. More participation of parents and the society
In school based-curriculum, the implementation of curriculum is
supported by society and parents’ participations (Mulyasa, 2006: 30) through
the association of school committee and education committee. They concern
not only on financial aspect but also on school’s programs improvement
directed to improve the learning quality.
c. Democratic and professional leadership
In school based curriculum, the development and the implementation
of curriculum is supported by school leadership which is democratic and
professional. The principal is elected by school committee to conduct all
school activities based on the regulation. While teachers who have
responsibility in conducting the teaching learning process are professional
persons who can work as professionals so that they can make a conducive
atmosphere in teaching learning process and support the success of teaching
learning goals. In addition, the democratic leadership is the system of decision
making used by the principal named as “bottom up” and all elements related
with it are responsible in its implementation.
d. Transparent team work
In the implementation of school based curriculum, a team work that
consists of parents, teachers, pupils, and others which are transparent is
needed. It is because parents, pupils, and teachers are people who best
understand the context and the culture of the school so that they can work
together without any under estimation to each other. Thereby, the
3. Principles in the Development of School - based Curriculum
The regulation of Minister of National education number 22, 2006, states that
the development of school based curriculum is based on the following principles:
a. The curriculum has a center to potency, development and necessitate of
students and school’s environment where it stands
b. The curriculum is a form of varied and integrated curriculum
c. The curriculum should be perceived actively in the development of
technology, science, and art
d. The curriculum should be relevant with live necessitate
e. The curriculum is directed into long - life learning
f. The curriculum should be balanced in the local, national, and global
interest
4. Components of School - based Curriculum
According to Mulyasa (2006: 176) there are six components of KTSP namely,
1. School vision and mission
Morrisay (1997) defines vision as a set of representative of beliefs as a
future organization of customers, staff, stakeholders, and the manager. While
mission is the steps arranged in order to acquire the vision.
A good vision and mission should not only be patterns that have no
meaning but it is better if the content of vision and mission is a direction full of
meaning so that it can color all of activities that occur in the school.
2. Educational goal of school
In the development of school based curriculum, it is a must for school
to determine its goals, objectives, and targets as clears as possible for long and
short period of time. The goal determined must be (a) clear, (b) understandable
by all elements involved in the school, (c) the progress reached can be touched
3. Educational calendar
In relation with school based curriculum development, school needs to
arrange its educational calendar so that it can be suited to the students and
social need, the characteristics, and the potencies. Educational calendar
written by curriculum developer in school level should be able to plant the
time needed by students to study effectively in the class for one semester,
including holidays and others.
By planning the educational calendar it is hoped that number of basic
competencies and the amount of school time to finish the basic competencies,
examinations, and reserved time to teaching learning process can be
determined as well as possible.
4. Syllabus
Syllabus is defined by Mulyasa (2006) as a set of teaching learning
plan in one subject matter with specific theme including standard of
competency, basic competency, materials, indicators, assessment, time
allotment, and teach resources developed by each school.
Moreover, in school based curriculum, the syllabus is used to translate
standard of competency and basic competency into learning activities,
materials, and indicators of competency achievement used to access students’
learning results.
5. Lesson plan
Lesson plan is a set of plan describing procedure and learning
management in order to reach one or several competencies determined by
content standard and explained in the syllabus (Mulyasa, 2006).
While Sanjaya (2008: 143) says that the component of school-based
1. Educational goal of school
The goal of educational in elementary school and senior high school are based
on the educational general goal of school. In the government law number 19,
2005, about Standard National Educational chapter 26 says that:
a. The educational goal in elementary school exhausted on intelligent base,
knowledge, personality, good morals, and skills to life and continues to
the next level of education.
b. The educational goal in senior high school is improving intelligent,
knowledge, personality, good morals, and skills to life and continues to
the next level of education.
c. The educational goal of vocational school is improving intelligent,
knowledge, personality, good morals, and skills to life and continues to
the next level of education based on their vocational.
2. Structure program and curriculum contents
Structure and school based curriculum contents in elementary school
consists of 5 group studies, as follow:
- Group studies of religion and good morals.
- Group studies of citizenship and personality
- Group studies of knowledge and technology
- Group studies of aesthetics
- Group studies of body, sport, and health.
3. Educational calendar
Educational institute can arrange educational calendar based on the needs of
area, school characteristics, the needs of students and people, by observe the
4. Syllabus and Lesson Plan
Syllabus is the explanation of competence standard and competence base, the
activity of studies, and indicator to assessment. According to the syllabus that
is arranged, teacher can explore to be lesson plan.
5. Content Standard and Graduates Competency Standard
According to Standard of National Education chapter 5 article number 1
Content Standard covers materials and competencies level to reach graduation
competencies at particular level of education.
Mulyasa (2006) says that content standard reflects subject matter and
competency level determined in the criteria of graduates competency, material
competency, subject matter competency, and instructional syllabus that must be
fulfilled by students in one level of education.
Meanwhile, the definition of Graduate Competency Standard given by
Standard of National Education chapter 1 article number 4 is a qualification of
graduate competency including attitude, knowledge, and skills.
The Graduate Competency Standard functions as:
1. Criteria in determining students’ graduation at each level of education,
2. Reference for arranging other educational standards,
3. Assessment’s reference in determining students’ graduation, including
competency for all subject matters, aspects of skills, attitudes, and knowledge.
(Mulyasa, 2006).
According to Minister of National Education, standard of graduate
competency consists of three elements namely standard of competency for subject
matter, standard of graduate competency for school, and competency standard and
6. Standard of Competency of English as a Subject Matter
Standard competency of English as a subject matter is a set of competency
which students must master as a result of learning English. For the tenth grade of
senior high school students, there are four standards of competency which have been
formulated by Department of National Education as follows:
a. Listening; students are able to understand the meaning of short scripts in
the form of short functional texts, simples conversation and simples
monolog text in the form of recount, narrative, procedure, descriptive and
news items in daily lives context.
b. Speaking; students are able to express the meaning of short scripts in the
form of short functional texts, simple’s conversation and simples
monologue texts in the form of recount, narrative, procedure, descriptive
and news items in daily lives context.
c. Reading; students are able to understand the meaning of short functional
texts and simples essays in the form of recount, narrative, procedure,
descriptive and news items in daily lives context.
d. Writing; students are able to express the meaning of short functional texts
and simples essays in the form of recount, narrative, procedure,
descriptive and news items in daily lives context.
C. Communicative Language Teaching
Communicative Language Teaching appeared as a form of dissatisfaction of
some linguists to the earlier method which is called Situational Language Teaching.
Communicative Language Teaching focuses on the communicative competence. The
centre of this approach is to practice the communicative acts. The aims of the
communicative approach are: (a) to make communicative competence as the goal of
that acknowledge the interdependence of language and communication (Richard and
Rodger, 2001: 155).
Communicative Language Teaching itself is defined as a theory of language
teaching that starts from a communicative model of language and language use, and
that seeks to translate this into a design for an instructional system, for materials, for
teacher and learner roles and behaviors, and for classroom activities and techniques
(Richards and Rodger, 2001: 158).
There are four components of communicative competence, they are
grammatical competence, sociolinguistic competence, discourse competence, and
strategic competence (Savignon, 1997: 140)
Grammatical competence is mastery of the linguistic code, the ability to
recognize the lexical, morphological, syntactic, and phonological features of a
language and to manipulate these features to form words and sentences.
Sociolinguistic competence is an interdisciplinary field of inquiry having to
do with the social rules of language use. Sociolinguistic competence requires an
understanding of the social context in which language is used: the roles of the
participants, the information they share, and the function of the interaction.
Discourse competence or sometimes called textual competence is the ability
to interpret a series of sentences or utterances in order to form a meaningful whole
and to achieve coherent texts that are relevant to a given context. Recognition of the
theme or topic of a paragraph, chapter, or book; getting the gist of a telephone
conversation, poem, television commercial, office memo, recipe, or legal document
requires discourse competence.
Strategic competence is the strategy that one uses to compensate for imperfect
knowledge of rules or limiting factors in their application such as fatigue, distraction,
and inattention.
Communicative Language Teaching uses real-life situations that necessitate
real life. Students’ motivation to learn comes from their desire to communicate in
meaningful ways about meaningful topics. The activities include the learners in real
communication and require the use of such communicative process as information
sharing, negotiation of meaning and interaction. Classroom activities are often
designed to focus on completing tasks that are mediated through language or involve
negotiation of information sharing. Littlewood (1981) distinguishes between
“functional communication activities” and “social interaction activities” as major
activity types in Communicative Language Teaching. Functional communication
activities include such tasks as learners comparing sets of pictures and noting
similarities and differences; working out a likely sequence of events in a set of
pictures; discovering missing features in a map or picture, one learner communicating
behind a screen to another learner and giving instructions on how to draw a picture or
shape, or how to complete a map; following directions; and solving problems from
shared clues. Social interaction activities include conversation and discussion
sessions, dialogues and role-plays, simulation, skits, improvisations and debates.
(Richard and Rodgers, 2001: 165-166).
CLT involves the role of learners, teacher and material. The role of learners is
a negotiator between themselves, the learning process and the object of learning. The
learners are expected to interact with the role of joint negotiator within the group and
within the classroom procedures and activities. The students do most of speaking and
frequently the scene of a classroom during a communicative exercise is active, with
students leaving their seats to complete a task. Teacher has two main roles in CLT.
The first is to facilitate the communication process between all participants in the
classroom, and between these participants and the various activities and texts. The
second role is to act as an independent participant within the learning-teaching group.
These roles imply a set of secondary roles for teacher. The first, teacher as an
organizer of resources and as a resource himself. Second, teacher as a guide within
when the communication process happened. The role of instructional material is very
important. Materials have primary role of promoting communicative language use.
Richard and Rodgers (2001:79) consider three kinds of materials currently used in
CLT.
1. Text-Based Materials
There are numerous textbooks designed to direct and support
Communicative Language Teaching. Their tables of contents sometimes
suggest a kind of grading and sequencing of language practice not unlike
those found in structurally organized texts. Some of these are in fact
written around a largely structural syllabus, with slight reformatting to
justify their claims to be based on a communicative approach.
2. Task-Based Materials
A variety of games, role plays, simulations and task-based communication
activities have been prepared to support Communicative Language
Teaching classes. These typically are in the form kind items: exercise
handbooks, cue cards, activity cards, pair-communication practice
materials, and students-interaction practice booklets.
3. Realia
Many proponents of Communicative Language Teaching have advocated
using of “authentic”, “from life” materials in the classroom. These might
include language based realia, such as signs, magazines, advertisements,
newspaper, or graphic and visual sources around which communicative
activities can be built, such as maps, pictures, symbols, graphs, and charts.
Different kinds of object can be used to support communicative exercises,
D. Communicative Exercises
Communicative exercise is very important in CLT. It helps not only the
teacher to teach English communicatively but also the students to practice their
communicative competence with their friends and teacher. In this context, teacher
only creates some activities and facilitates the students in order that they will be more
active and the result of the learning process depends on the students themselves.
Littlewood in Jordan (1997: 112) proposes some purposes of communicative
activities as contribution to language learning as follows:
1. Communicative activities provide ‘whole task practice’
2. Communicative activities improve motivation
3. Communicative activities allow natural learning
4. Communicative activities can create a context, which supports learning
The following are some characteristics of communication exercises proposed
by Brumfit and Johnson, Brown, Nunan, Geddes and Strurtidge, Jordan, Krashen and
terrel.
a. Information gap principle
This principal requires real communication. It happens if the
information is known by only one student in a pair and it can be conveyed by
different exercises to the other student. The purpose of communication in real
life is to bridge this gap (Jordan, 1997: 111-112). For example: the students
are provided with incomplete plans and diagrams which students have to
complete by asking for information. (Brumfit and Johnson, 1998: 201).
Brown (1994: 181) proposes two characteristics of information gap principle,
i.e: (1) their primary focus on information, and not on language form; (2) the
necessity of communicative interaction in order to reach the objective.
b. Jigsaw principle
Brown (1994: 182) defines jigsaw techniques as a special form of
information and the goal is to pool all information to achieve some objectives,
for instance, asking students to locate something correctly on a map based on
the information. Geddes and Strurtridge in Brumfit and Jonhson (1998: 201)
develop “Jigsaw Listening” in which different students listen to different
taped materials and then communicate their contents to others in the class.
c. Task Continuity Principle
Task continuity refers to the chaining of activities together to form of a
sequence, in which the successful completion of prior activities is a
prerequisite for succeeding ones. Under this principle, activities are sequenced
not only according to their complexity, as determined by input, learners and
activity factors, but also according to the logic of themes and learning
pathways. (Nunan, 1998: 119).
d. Information Transfer Principle
This principle requires the ability to understand and convey
information contents. Johnson in Jordan (1997: 112) gives an example like
reading information to extract data in order to fill in a form.
e. Authentic Principle
Authentic language materials are required in this principle. Authentic
materials are usually defined as those which have been produced for purposes
other than to teach language (Nunan, 1999: 99). Some examples of authentic
materials are newspapers, magazines, advertisements, signs, maps, and charts,
photographs and pictures, timetables and schedules.
f. Problem Solving Principle
Problem solving techniques focus on the solution of a specified
problem and the problem itself might be relatively simple, moderately
complex or quite complex. The primary characteristic of these activities is that
the student’s attention is focused on finding a correct answer to a question, a
but language is not the overt goal of the activity. Giving directions on a map,
working out an itinerary from train, plane and bus schedules are some
examples of this principle. Meanwhile Decision Making technique has the
ultimate goal, that is, for students to make a decision. For example, students
presented with several profiles of applicants for a job may be asked to decide
who they would hire, (Brown, 1994: 182).
g. Games or Relaxation Principle
Games are vital part of a teachers’ equipment in classroom activities.
Games function mostly as a mechanism for stimulating interest and often as a
reward for working diligently on other presumably less entertaining portions
of the course. Games can take many forms and there are many different sorts
of elements which make up game activity. (Krashen and Terell, 1995: 121).
h. Correction for content
This principle argues that students’ language production should be
judged on its communicative efficiency in relation to a specific task; an
example of this is the pair work technique ‘Describe’ and ‘Draw’, in which
one student describes an illustration, diagram, etc to his or her partner and the
partner tries to reproduce the item from the description and questioning.
(Jordan, 1997: 112).
E. School-based Curriculum Contents of Textbook “Progress”
There are four kinds of language skills suggested by school-based curriculum
of English, namely: listening, speaking, reading and writing skill. Each skill consists
of some indicators suggested by School based curriculum. There are some indicators
of language skills developed in the Progress Grade X. The indicators developed in
the English textbook, are shown in each skill. The material may be listed in the
- Material for semester 1
a. Listening material
Table 2.1. Listening material semester 1
NO KINDS MATERIAL
1. Language expression 1. Introduction ourselves
2. Invitation
Table 2.2. Speaking material semester 1
NO Kinds Material
1. Language expression 1. Introduction one self
2. Meeting and parting
3. Invitation, acceptance, refusal 4. Daily life
2. Short functional text Advertisement, procedure texts, Narrative texts, news
3. Text type 1. Recount
2. Narrative 3. Procedure c. Reading material
Table 2.3. Reading material semester 1
NO Kinds Material
1. Reading a text fluently using good pronunciation
Sounds production or asking students to read a text
2. Short functional text Advertisement, procedure texts, Narrative texts, news
3. Text type 1. Recount
2. Narrative 3. Procedure d. Writing material
Table 2.4. Writing material semester 1
No Kinds Material
1. Short functional text Advertisement, procedure texts, Narrative texts, news
2. Text type 1. Recount
- Material for semester 2
a. Listening material
Table 2.5. Listening material semester 2
No Kinds Material
1. Language expression 1. Narrative text
2. Congratulation 3. Surprise, disbelief.
2. Short functional text Advertisement, procedure texts, Narrative texts, news
3. Text type Narrative text
b. Speaking material
Table 2.6. Speaking material semester 2
No Kinds Material
1. Language expression 1. Offering something and inviting
2. Praise
3. Surprise and disbelief
2. Short functional text Advertisement, procedure texts, Narrative texts, news
3. Text type Narrative text
c. Reading material
Table 2.7. Reading material semester 2
No Kinds Material
1. Reading a text fluently using good pronunciation
Sounds production or asking students to read a text
2. Short functional text Advertisement, procedure texts, Narrative texts, news
3. Text type 1. Narrative
2. Descriptive 3. News item d. Writing material
Table 2.8. Writing material semester 2
No Kinds Material
1. Short functional text Advertisement, procedure texts, Narrative texts, news
2. Text type 1. Narrative
F. Content Analysis
Haolsty (1969) in Agung Swasono (2010: 16) says that content analysis
means a technique for making inferences by objectively and systematically
identifying specified characteristics of messages.
Content analysis is a systematic, replicable technique for compressing many
words of text into fewer categories based on explicit rules of coding Krippendorf,
(1991) in Agung Swasono (2010: 16). Kripendorf notes that many content analysis
researches are motivated by the search for techniques to infer from symbolic data
which would be either too easily or too costly or too obtrusive by the use of other
techniques.
Borg and Gall in Agung Swasono (2010: 15-16) say that there are five steps in
planning a content analysis study:
1. Specifying objectives
Content analysis is usually aimed at achieving one of the following kinds
of objectives:
a. Producing descriptive information
Most content analysis in education is aimed at producing descriptive
information.
b. Cross-validate research finding
Content analysis is useful tool to check research finding obtained from
studies using other methods, such as the interview.
c. Test hypotheses
Content analysis can be used to explore relationships and to test
theories
2. Locating relevant data
Anything connected with the phenomenon that interests the researcher can
be qualified as data for content analysis. Most content analysis studies in
researcher’s objective is clear and direct. However, the researcher should
prepare this or to provide information relevant to his or her hypotheses.
3. Gathering contextual evidence
The next step in content analysis study is gathering contextual evidence.
The researcher should establish an empirical link between data selected
and the inferences he plans to make from these data. In the other words,
the researcher should create a rationale that the content analysis data are
really related to his objectives.
4. Developing a data sampling plan
The fourth step is developing a plan to obtain representative sample of the
universe of possible data that have been identified. Content analysis can
be misleading if the researcher does not use satisfactory methods for
selecting the sample of content to be studied. In many content analyses, all
contents especially pertinent to the research problem that are studied.
5. Developing coding procedure
The content has been selected using appropriate techniques, a coding or
CHAPTER III
RESEARCH METHODOLOGY
A. Method of the Research
Research methodology is scientific method chosen by the researcher to find,
develop, and examine the truth of science, and method itself relate to a procedure in
research which consists of techniques of collecting and analyzing the data (Sutrisno
Hadi, 1983: 4). Relating to the objective of the study, the writer uses qualitative
research with descriptive method as the proper method.
The writer conducts descriptive research because the writer is going to
investigate whether or not the language skills materials in Progress textbook are
compatible with indicators in language skills of School-based of curriculum. The
writer also investigates whether or not the exercises in Progress textbook are
communicative.
Arikunto (1998: 243) states that descriptive research is the research to clarify
or explain a phenomenon. She also states that, generally a descriptive method is
non-hypothesis. It collects the data, analyzes them, and draws a conclusion based on the
data only, without taking general conclusion. It means that the result is just valid for
the data used in this research, not for others (Sutrisno Hadi, 1983: 3). There are
several kinds of descriptive study; one of them is documentary analysis which often
refers to content analysis (Ary, Jacobs, and Razavieh, 1982: 482).
B. Focus of the Research
The focus of this study is the communicative exercises and the compatibility
of the materials in Progress English textbook with the school-based curriculum
C. Data and Data Source
The data in this research are the language skills and the communicative
exercises available on the textbook untitled Progress Grade X of Senior High School.
In this research, the writer analyzes Progress, an English textbook for the tenth year
of senior high school used as the source of the data. It consists of six units and 110
pages.
D. Method of Collecting Data
In general, there are two strategies of collecting data in qualitative research.
They are interactive method and non-interactive method (Guetz & Lecompte in
Sutopo, 2002: 58). In the research, the researcher uses non-interactive method to
collect the data. The technique used is document analysis as one of the forms of data
collection in non-interactive method.
Written documents are sources of research, which often have important role in
qualitative research. It is used in research because it is stable, rich, and supporting
(Sutopo, 2002:69). The documents used in this research is the textbook “Progress” an
English textbook for the tenth year of Senior High School written by Zumakhsin and
Yulia Mufarichah
The process of collecting data is outlined in the following steps:
a. List the indicators of each language skill in school-based curriculum and
kinds of communicative exercises based on the theories by expert in
Communicative Language Teaching
b. Finding out the kinds of language skills and communicative exercises
provided in the textbook
c. Classifying them based on the indicators in school-based curriculum and
d. Giving codes to each material based on school-based curriculum and
kinds of communicative exercises
In giving codes to each material, the writer uses the abbreviation like
this:
U…/P/Pa ….
In which,
U : Unit
P : The title of the textbook analyzed “Progress”
Pa : Page
E. Technique of Analyzing Data
The data were analyzed by using descriptive qualitative method. The writer
used an interactive model that consists of four steps as stated by Miles and Huberman
(1992: 16):
1. Data Collection
Data collection deals with the activities done by the reseracher in her
attempt to find the early data. This activity is done by the following steps:
a. List the indicators of each language skill in school-based curriculum and
kinds of communicative exercises based on the theories by expert in
Communicative Language Teaching
b. Finding out the kinds of language skills and communicative exercises
provided in the textbook
c. Classifying them based on the indicators in school-based curriculum and
kinds of communicative exercises
d. Giving codes to each material based on school-based curriculum and kinds
In giving codes to each material, the writer uses the abbreviation like
this:
U…/P/Pa ….
In which,
U : Unit
P : The title of the textbook analyzed “Progress”
Pa : Page
2. Data reduction
According to Miles and Huberman (1992: 16), data reduction can be
interpreted as the process of selection, simplification, and transformation of the
data to the field notes.
In this research, data reduction is done by the following steps:
a. Preparing data that compatible in school-based curriculum and
communicative exercises
b. Giving description to each material that compatible in school-based
curriculum and communicative exercises
c. Counting them based on the school-based curriculum and
communicative exercises
d. Giving the percentage to the total number of language skills and
communicative exercises developed in the textbook appropriate or not
with the indicators in school-based curriculum
3. Data Display
Data display is a set of information which have been classified and
organized based on the data reduction which leads to conclusion (Miles and
Huberman, 1992: 17).
In this research, the data display is conducted in several stages, as
1. Description of language skills
Example:
- Listening
Responding to the short functional oral text (for example: announcement,
advertisement, invitation, etc)
(U2 / P / P19)
Based on the conversation above, it shows how to answer the short
functional oral text in inviting someone, Tito uses “expression of invitation”
as Well, would you like to ____ for a ride in the country? The analysis shows
that the material is appropriate with the indicators of School based
curriculum: responding the short functional oral text (for example:
announcement, advertisement, invitation, etc)
2. Description of Communicative Exercises
Example:
- Information transfer principle
This principle requires the ability to understand and convey
information content. The following is the sample of topic materials that
support the principles.
Listen to the conversation from the recording. Fill in the blanks. Tito : Hello, Yuni. How are you enjoying your _____ in Jakarta? Yuni : I’m enjoying it very much, thank you.
Tito : By the way, what are you doing ____ afternoon? Yuni : Nothing special as far as I know
Tito : Well, would you like to ____ for a ride in the country? Yuni : Thanks, I’d love too.
Tito : Fine. Let’s meet here about two o’clock. No, I’d better come around and pick you up at the ____
Yuni : That would be very nice. About two o’clock then? Tito : ______. See you tomorrow.
U4 / P / P 67
According to the characteristics of information transfer principle, the
exercise above can be categorized as communicative exercises of information
transfer principle. In the exercise above, the students are asked to write a
narrative about their past experience uses the model above to help they write a
narrative text. It can involve their parents, teacher, friend, etc. After the
students write their past experience, they have to read their writing in front of
the class. Thus use the model to help write the narrative. Here the students are
supported to develop their comprehension and writing.
4. Drawing conclusion
The last step is drawing conclusion. This is the result of the research that
describes the compatibility of language skills with the indicators in
School-Now, write a narrative about your past experience. It can involve your parents, teacher, friend, etc. Always remember the structure of a narrative when you compose it. Finally, read your writing in front of the class. Use the model below to help you write the narrative.
Title Orientation Who What Where When
Complication
Sequence of events
based Curriculum and the communicative exercises of the textbook based on the
theories by experts in CLT.
In determining the percentage of communicative exercises, the writer uses the
ideas or principles from Walizer (1978) that is edited by Sadiman (1993: 96) as
follows:
In which,
P: the percentage
f: the frequency
N: the sum of the frequency
Therefore, to score the degree of compatibility materials in the English
textbook with indicator in the school level-based curriculum, the writer uses the
percentage descriptive analysis based on the formula follow:
To determine the percentage of the English content in the textbook in relation
to the school-based curriculum, the writer uses “Schema of Compatibility
Classification” based on Suharsimi Arikunto (2006: 201) are as follows
Table 3.1. Percentage and Compatibility Classification
Interval percentage Compatibility
76-100% Very good
56-75% Good
40-55% Fair
0-39% Bad
Total number of language skill indicators developed in the textbook
X 100% Total number of language skill indicators in the school level based curriculum
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Description
The book that is analyzed in this research is entitled “Progress” a Contextual
Approach to Learning English for Senior High School Grade X. It is written by
Zumakhsin and Yulia Mufarichah and was published by Ganeca Exact in 2007. This
book is sumplemented with book mapping, competency standard & basic
competence, table of contents, glossary, and index. It contains six units and 110
pages. Each unit consists of four skills: listening, speaking, reading, and writing.
Grammar and vocabulary are also learned in each unit.
The outline of the content is shown in table 4.1.
Table 4.1. The Description of the Book
Content Page Description
Front cover 0 Title : Progress A Contextual Approach to Learning
English (An English Textbook for Senior High School).
Writer : Zumakhsin, Yulia Mufarichah
Team Work Ii Title : Progress A Contextual Approach to Learning
English (An English Textbook for Senior High School).
Authors : Drs. Zumakhsin, Yulia Mufarichah, S.Pd Editor : Anis Apriliawati, Noviandari Prabawati Cover designer : Marna Sumarna
published.
This book has been designed around the 2006 curriculum with you in mind. It provides various activities, which integrate the language skills areas of listening, reading, speaking, and writing. Appropriate exercises enhance the language-teaching model presently adopted in Indonesia, Communicative Language Teaching.
The Communicative Language Teaching model of language activation should be reflected in each activity. It is the practice of language that helps you to learn language function.
This book offers a solution based on Communicative Language Teaching. It provides significant space for you to be involved in using practical language through the activities in each unit. This book, therefore, is an improvement because it does not only provide interesting activities but also facilitate language learning within the framework of Communicative Language Teaching. Keep in mind that you should do the activities in your workbook, not in this book.
Finally, the authors sincerely hope this book will be beneficial to all.
Jakarta, April 2007
Authors
Book mapping Iv 1. Concept mapping
2. Key words
Standar Kompetensi Kompetensi Dasar
Mendengarkan
(bersosialisasi) resmi dan
tak resmi yang
menggunakan ragam
berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: berkenalan,
(bersosialisasi) resmi dan
tidak resmi yang
menggunakan ragam
bahasa lisan sederhana secara akurat, lancer, dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengungkapkan perasaan berterima dalam teks lisan fungsinal pendek sederhana (misalnya teks monolog sederhana
yang menggunakan
ragam bahasa lisan secara akurat, lancer, dan berterima dalam berbagai
konteks kehidupan
sehrai-hari dalam teks: recount, narrative, dan procedure.
transaksional (to get
transaksional dan interpersonal dalam konteks kehidupan sehari-hari.
interpersonal
(bersosialisasi) resmi dan tak resmi secara akurat, lancer, dan berterima
dengan menggunakan
ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: berkenalan,
transaksioanl (to get
things done) dan
interpersonal
(bersosialisasi) resmi dan tidak resmi secara akurat, lancar, dan berterima
dengan menggunakan
ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengungkapkan perasaan recount, narrative dan procedure sederhana berterima dalam berbagai
sehari-hari dalam teks berbentuk: recount, narrative, dan procedure. Membaca
5. Memahami makna
teks tulis fungsional
pendek dan esei
sederhana berbentuk recount, narrative, dan
procedure dalam
konteks kehidupan sehari-hari dan untuk
mengakses ilmu
pengetahuan.
5.1 merespon makna dalam teks fungsional pendek (misalnya pengumuman, iklna, undangan, dll.) resmi dan tak resmi secara akurat, lancer, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengkases ilmu pengetahuan.
sehari-hari dan untuk
mengakses ilmu
pengetahuan dalam teks berbentuk: recount, narrative, dan procedure. Menulis
ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari 6.2 mengungkapkan makna
dan langkah-langkah retorika secara akurat, lancar, dan berterima
dengan menggunakan
ragam bahasa tulis dalam
konteks kehidupan
sehari-hari dalam teks berbentuk: recount, narrative, dan procedure. Kelas X, semester 2
transaksional (to get
things done) dan
interpersonal
sehari-hari. dan tak resmi secara akurat, lancer, dan
berterima yang
menggunakan ragam
bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari dan melibatkan tindak tutur: berterima kasih,
memuji, dan
mengucapkan selamat. 7.2 merespon makna dalam
percakapan
transaksional (to get
things done) dan
bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima undangan, tawaran, dan ajakan.
8. Memahami makna
dalam teks fungsional pendek dan monolog lisan fungsional pendek sederhana (misalnya
8.2 merespon makna dalam teks monolog sederhana
yang menggunakan
ragam bahasa lisan secara akurat, lancar, dan berterima dalam
konteks kehidupan
item.
transaksional (to get
things done) dan
bahasa lisan sederhana
dalam konteks
kehidupan sehari-hari dan melibatkan tindak tutur: berterima kasih,
memuji, dan
mengucapkan selamat. 9.2 mengungkapkan makna
dalam percakapan
transaksional (to get
things done) dan
bahasa lisan sederhana
dalam konteks
kehidupan sehari-hari dan melibatkan tindak ttutur: menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima undangan, tawaran, dan ajakan. 10. Mengungkapkan makna
dalam teks fungsional
pendek dan esei
sederhana berbentuk narrative, descriptive, dan news item dalam
konteks kehidupan
sehari-hari dan untuk
mengakses ilmu
bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari. 10.2 Mengungkapkan
makna dalam teks
dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima dalam
konteks kehidupan
sehari-hari dalam teks berbentuk: narrative, descriptive, dan news item.
Membaca
11. Memahami makna teks fungsional pendek dan
esei sederhana
berbentuk narrative, descriptive, dan news item dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
11.1merespon makna dalam teks fungsional pendek (misalnya lancar, dan berterima
dalam konteks
kehidupan sehari-hari dan untuk mengakses
ilmu pengetahuan
dalam teks berbentuk narrative, descriptive, dan news item. Menulis
12. mengungkapkan makna dalam teks fungsional
konteks kehidupan sehari-hari dalam teks berbentuk narrative, descriptive, dan news item.
Table of contents X Table of contents
Preface Book mapping
Competency Standard and Basic Competency Table of Contents
Unit 1 How are you? Unit 2 Tell Me a story Mid-Semester Test 1 Unit 3 Switch It on, Please Evaluation 1
Unit 4 Have You Ever Heard Any Indian Folktales? Unit 5 Can You Describe It?
Unit 4 53 Have You Ever Heard Any Indian Folktales?
Unit 5 69
This book has been designed around the 2006 curriculum. It provides various activities, which integrate the language skills areas of listening, reading, speaking, and writing. Appropriate exercises adjust the language-teaching models presently adopted in Indonesia that is, Communicative Language Teaching.
