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learner’s knowledge and experience. Textbook also can be defined as a book
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¿²¼ ·²¬»®°®»¬ it under title THE ANALYSIS OF ENGLISH TEXTBOOK“REAL
TIME” USED AT THE SECOND YEAR OF JUNIOR HIGH SCHOOL.
Þò ͬ¿¬»³»²¬ ±º ¬¸» Ю±¾´»³
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¹»²»®¿´ ¯«»-¬·±²of this study is: “Is the content of English material coverage of
λ¿´ Ì·³» ¿´®»¿¼§ ·² ´·²» ©·¬¸ ¬¸» ´¿¬»-¬ -§´´abus suggested?” The main problem
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ii
PRONOUNCEMENT
I would like to certify that the thesis entitled “The Analysis of English Textbook “Real Time” Used at the Second Year of Junior 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.
Karanganyar, May 2015
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iv
Second Consultant
TeguhSarosa, S.S., M. Hum
NIP. 19730205 200604 1 001 First Consultant
Drs.Gunarso, S.,M.Ed. TESOL
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v
Dean Teacher Training and Education Faculty
SebelasMaret University of Surakarta
Prof. Dr. JokoNurkamto, M.Pd.
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vi ABSTRACT
HeribertusGanang Sri Marsono. X2210018.“The Analysis of English Textbook “Real Time” Used at the Second Year of Junior High School”Thesis. Surakarta. Teacher Training and Education Faculty, SebelasMaret University, June 2014.
The objective of the research are:(1) to describe the suitability of the English textbook to the requirements of a good EFL textbook.(2) to find out type of communicative exercises developed on the English textbook.
To analyze the suitability of the English textbook to the requirements of a good EFL textbook, the researcher use these steps:(1) analyzing the data based on EFL evaluation criteria to find out how much each item of the checklist met the requirement of good EFL textbook criteria that was done by dividing the total score with the maximum score of the EFL evaluation criteria and multiplied by 100%; (2) matching the result of findings with the information obtained from teacher in every items in the checklist; and (3) concluding the result of the analysis in the form of percentage which is called the level of suitability that was completed by dividing the number of criteria already fulfilled by the textbook with the total number of the EFL evaluation criteria and multiplied by 100%. The percentage shows whether the textbook is barely relevant, slightly relevant, adequately relevant, approximately relevant, or completely relevant. The result of the analysis shows that the percentage of the suitability of the English textbook to the requirements of a good EFL textbook is 72. 44%. It is categorized into adequately relevant.
To analyze the type of communicative exercises developed on the English textbook, the researcher use these steps:(1) on the other way the researcher analyzing the communicative exercises to find out kinds of communicative exercises and how much each item met the requirement that should be developed (2) matching the result of findings in every unit; and (3) concluding the result of the analysis. Based on the result of the study, the researcher concludes that the textbook develops seven items of communicative principle that suggested such as Jigsaw Principle, Information Transfer Principle, Problem Solving Principle, Games or Relaxes Principle, Task Continuity Principle, Authentic Principle, and Words in Context. There are only one items of communicative principle that suggested which are not developed. It is the Information Gap Principle.
The result of study implies that the teacher should supply the textbookanalyzedwith other books which much better in order to achieve the goal of teachingEnglish. The writer of the textbook should revise the textbook by add more language skill,activities and communicative exercises to increase the quality of the textbook.
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vii
Heribertus Ganang Sri Marsono. X2210018. Analisa buku pelajaran bahasa inggris “Real Time” untuk kelas 8 SMP. Skripsi. Surakarta. Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sebelas Maret, Juni 2014.
Tujuan dari penelitian ini adalah: (1) untuk menggambarkan kecocokan syarat- syarat buku yang baik berdasarkan EFL. (2) untuk menemukan jenis-jenis latihan komunikatif yang dikembangkan pada buku pelajaran bahasa inggris.
Untuk menganalisa kecocokan buku pelajaran bahasa inggris berdasarkan EFL, penulis menggunakan langkah-langkah berikut ini: (1) menganalisa data berdasarkan criteria evaluasi EFL untuk menemukan berapa banyak kecocokan antara tiap item dalam checklist dengan ketentuan criteria yang baik kecocokan tersebut dihitung dengan cara membagi skor total dengan skor maksimal dari criteria evaluasi efl kemudian dikali 100%. (2) mencocokan hasil dari penemuan dengan informasi yang didapat dari gurupadasetiapdaftar item. (3) menyimpulkan hasil dari analisis ke dalam bentuk persen, dengan menjumlahkan seluruh item kemudian dibagi jumlah item dan dikalikan 100% yang menunjukkan tingkat kecocokan. Hasil presentase menunjukkan apakah buku tersebut sedikit cocok, hampir cocok, cukup cocok, cocok, sangat cocok. Hasildarianalisismenunjukkankecocokanbukubahasainggrisberdasarkan EFL adalah 72.44 %.Initermasukdalamkategoricukupcocok.
Untuk menganalisa tipe latihan komunikatif yang dikembangkan dalam buku bahasa inggris, penulis menggunakan langkah-langkah berikut ini: (1) menganalisa data berdasarkan latihan komunikatif untuk menemukan berapa banyak kecocokan antara tiap item dari data yang diperoleh dengan item yang harus dikembangkan. (2) mencocokkan hasil yang ditemukan pada setiap unit. (3)menyimpulkan hasil dari analisis.Berdasarkan hasil penelitian, penulis menyimpulkan bahwa buku pelajaran bahasa inggris mengembangkan tujuh latihan komunikatif yang disarankan seperti Jigsaw Principle, Information Transfer Principle, Problem Solving Principle, Games or Relaxes Principle, Task Continuity Principle, Authentic Principle, and Words in Context. Hanya ada satu latihan komunikatif yang disarankan namun tidak dikembangkan yaitu Information Gap Principle.
Hasil penelitian menunjukkan bahwa guru harus menambahkan bukuteks yang dianalisis dengan buku-buku lain yang jauh lebih baik dalam rangkamencapai tujuan pengajaran bahasa Inggris. Penulis buku teks harus memperbaikibuku pelajaran dengan menambahkanketerampilanberbahasa, kegiatan dan latihan komunikatif untukmeningkatkan kualitas buku teks.
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I will prepare and some day my chance will come
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DEDICATION
This thesis is dedicated to
My beloved parents
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ACKNOWLEDGEMENT
All praises be to Jesus Christ forthe blessings the researcher to finish the
thesis.This thesis cannot be accomplished without the help and support of the
other people. So, he would like to express his sincere gratitude to the following:
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret
University for his permission to write this thesis.
2. The Head of English Department of Teacher Training and Education Faculty
of Sebelas Maret University, for her permission to write this thesis.
3. Drs. Gunarso, S.,M.Ed. TESOLthe first consultant for all his patience,
motivation, enthusiasm, and immense knowledge. His guidance helped me in
all the time of research and writing of this thesis.
4. Teguh Sarosa, S.S., M. Hum the second consultant, for his time, advice, and
patience to make this thesis better.
5. Drs. Suparno, M.Pd the examiners for his guidanceand patience to make this
thesis better.
6. Dra. Dewi Rochsantiningsih, M.Ed, Ph.Dthe examiners for her guidanceand
patience to make this thesis better.
7. All the lecturers, administrative staffs and friends of mine in the English
Education Department of Sebelas Maret University for the assistance so the
writer could enjoy the time during her learning in the English Education
Department.
8. The publisher of the Student’s Book “Real Time” Erlangga for the available
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his capability and knowledge, that all criticism and suggestion are highly expected
and appreciated.
Karanganyar, June 2014
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TABLE OF CONTENT
PRONOUNCEMENT ... ii
TITLE ... iii
APPROVAL OF CONSULTANTS . ... iv
APPROVAL OF THE BOARD OF EXAMINERS. ... v
ABSTRACT ... vi
ABSTRAK……... vii
MOTTO . ... viii
DEDICATION . ... ix
ACKNOWLEDGEMENT . ... x
TABLE OF CONTENT . ... xii
LIST OF TABLE . ... xiv
CHAPTER I. INTRODUCTION ... 1
A. Background of the Study ... 1
B. Statement of the Problem. ... 5
C. Objective of the Study. ... 5
D. The Scope and Limitation of the Study ... 6
CHAPTER II. LITERATUREREVIEW... 7
A. Content Analysis. ... 7
1. Definition of Content Analysis. ... 7
2. Practical Application of Content Analysis... 8
B. English Textbook. ... 9
C. Criteria for Textbook Evaluation. ... 12
D. Role of Coursebook. ... 16
E. Communicative Exercises... 18
CHAPTER III. RESEARCH METHODOLOGY .. ... 23
A. Method of the Research. ... 23
B. Object of the Study... 23
C. Data and Source of the Data ... 24
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B. Analysis of Communicative Exercise. ... 34
CHAPTER V. CONCLUSION AND SUGGESTION. ... 41
A. Conclusion .. ... 41
B. Suggestion ... 42
BIBLIOGRAPHY ... 43
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LIST OF TABLE
Table 3.1 The table of Suitability...26
Table 3.2 The Table of Criterion Referenced Evaluation ...26
Table 3.3The table of Analyzing Data Based on EFL Evaluation Criteria...26
Table 4.1 Table 1 Objective...27
Table 4.2 Table 2 Design and organization ...28
Table 4.3 Table 3 Language skills ...30
Table 4.4 Table 4 Language content ...32
Table 4.5 Table 5 Topics ...33
Table 4.6 Table 6 Practical consideration ...34
Table 4.7 Table 7 Unit 1 ...36
Table 4.8 Table 8 Unit 3 ...37
Table 4. 9 Table 9 Unit 4 ...38
Table 4. 10 Table Communicative Principle Developed Unit 6 ...40
Table 4.11TableCommunicative Principle DevelopedUnit 1 ...40
Table 4.12 TableCommunicative Principle DevelopedUnit 3 ...40
Table 4.13 Table Communicative Principle DevelopedUnit 4 ...40
