AN ANALYSIS ON THE TEXTBOOK „ENGLISHZONE‟ USED BY THE
FIRST YEAR STUDENTS OF SENIOR HIGH SHOOL
By:
PIPIT NENDA ERTIKA
K 2208010
THESIS
Submitted to Teacher Training and Education Faculty of Sebelas Maret
University as a Partial Fulfillment of Requirements for the Undergraduate
Degree of Education
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PRONOUNCEMENT
I would like to certify that the thesis entitled “AN ANALYSIS ON THE
TEXTBOOK „ENGLISHZONE‟ USED BY THE FIRST YEAR STUDENTS
OF SENIOR HIGH SHOOL” is really my own work. It is not plagiarism or
made by others. Others’ works are used to quoted properly the sources of which
are listed on the bibliography.
If then, this pronouncement proves wrong, I am ready to receive any
academic punishment.
Solo, April 2013
THE APPROVAL OF THE CONSULTANTS
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 of Sebelas Maret University Surakarta.
on :
by :
Consultant I
Drs. Muh. Asrori, M.Pd NIP. 19601015 198702 1 001
Consultant II
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THE APPROVAL OF THE EXAMINERS
This thesis has been examined by the board of the Thesis Examiners of
Teacher Training and Education Faculty, Sebelas Maret University, Surakarta,
and has been accepted as a partial fulfillment of requirements for the Completion
of Undergraduate Degree of English Education.
Day :
Date :
Board of Examiners : Signatures :
1. Chairman
Drs. A. Handoko Pujobroto (………..)
NIP. 19581026 198803 1 001
2. Secretary
Hefi Sulistyowati, S.S (………..)
NIP. 19781208 200112 2 002
3. Examiner I
Drs. Muh. Asrori, M.Pd (………..)
NIP. 19601015 198702 1 001
4. Examiner II
Endang Setyaningsih, S. Pd, M. Hum (………..)
NIP. 19800513 200312 2 002
Teacher Training and Education Faculty
Sebelas Maret University
The Dean,
ABSTRACT
Pipit Nenda Ertika. K 2208010. AN ANALYSIS ON THE TEXTBOOK
„ENGLISH ZONE‟ USED BY THE FIRST YEAR STUDENTS OF SENIOR
HIGH SHOOL
.
Thesis, Surakarta: Teacher Training and Education Faculty ofSebelas Maret University, 2012.
This research paper reports the evaluation of the materials of listening,
speaking, reading, and writing skills presented in the textbook entitled “English
Zone” used for the first year student of senior high school. It develops the skills suggested by the School Level-Based Curriculum (KTSP 2006). Besides, this thesis also presents the supplementary analysis like evaluating whether the exercises on the textbook develops the communicative exercise proposed by the experts.
The method used in this research is a descriptive method which refers to the documentary analysis. The research was conducted from July 2012 to January 2013. The population of this research is all units in the textbook used by the first
year student of Senior high school, that is “English Zone” written by Eka Mulya
Astuti and published by Erlangga. The research data were collected by using documentation as the instrument of the collecting data. The writer takes all units and analyze them globally. The technique of analysing the data on the textbook involves data collection, data reduction, data display, and drawing conclusion as suggested by Miles and Hubberman.
commit to user MOTTO
“Kegagalan hanya terjadi bila kita menyerah”
( Lessing )
“Karena sesungguhnya sesudah kesulitan itu ada kemudahan, sesungguhnya
sesudah kesulitan itu ada kemudahan. Maka apabila kamu telah selesai (dari
sesuatu urusan), kerjakanlah dengan sungguh-sungguh (urusan) yang lain, dan
hanya kepada Tuhan-mulah hendaknya kamu berharap”.
DEDICATION
This thesis is dedicated to:
My beloved Mom and Dad, thanks for
your care, support, affection and
prayer for me everywhere and every
commit to user ACKNOWLEDGEMENT
Alhamdulillahirabbil’alamin. In the name of Allah, the most gracious and
the most merciful, all praises and thanks are only dedicated to Allah SWT, who
gives His blessing and help so that the writer can accomplish her duty to finish the
thesis as a partial requirement for achieving the Undergraduate Degree of
education in English of Teacher Training and Education Faculty of Sebelas Maret
University.
The writer realizes that this thesis could not be accomplished without the
help, support and assistance of many people who are involved in the process of
finishing this writing. Therefore, in this occasion the writer would like to express
her deepest gratitude and appreciation to the following individuals and
institutions:
1. Prof. Dr. M. Furqon Hidayatullah, M. Pd, the Dean of Teacher Training
and Education Faculty;
2. Dr. Muh. Rohmadi, S.S, M.Hum, the Head of the Art and Language
Education Department;
3. Endang Setyaningsih, S.Pd, M.Hum, the Head of the English Department
of Teacher Training and Education Faculty;
4. Drs. Muh. Asrori, M.Pd, as the writer’s first consultant for his guidance,
suggestions and advices;
5. Endang Setyaningsih, S.Pd, M.Hum, as the writer’s second consultant for
her guidance, suggestions and advices;
6. The writer’s beloved Mom and Dad for caring, love, affection, and
sincerity; the writer’s elder and younger sisters for their support;
7. The writer’s dearest friends who always fulfill the writer’s days with joy
and fun;
8. The writer’s lovely friends in the English Department 2008. Thanks for
9. The last, thank you very much for everyone who has ever played role in
the writer’s story of life.
The writer also realizes that this thesis is still far from perfection.
Therefore, she appreciates and accepts every suggestion, criticism, and comments
from those who concern on this thesis. However, she hopes that this thesis will be
able to give contribution and benefit for the readers especially for those who are
interested in the similar study.
Solo, April 2013
The writer
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ACKNOWLEDGEMENT ... viii
2. School Level-Based Curriculum ... 13
3. School Level-Based Curriculum for Senior High School ... 13
4. Standard of English Competencies for Senior High School ... 14
5. Syllabus ... 15
6. Communicative Exercises ... 19
CHAPTER III RESEARCH METHODOLOGY ... 22
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ... 27
A. Research Findings... 27
1.The Structure of the Textbook ... 27
2.The Compatibility of Listening Materials on the Textbook with School Level-Based Curriculum ... 31
3.The Compatibility of Speaking Materials on the Textbook with School Level-Based Curriculum ... 45
4.The Compatibility of Reading Materials on the Textbook with School Level-Based Curriculum ... 59
5.The Compatibility of Writing Materials on the Textbook with School Level-Based Curriculum ... 70
6.Communicative Exercises ... 80
B. Discussion of the Findings... ... 88
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CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTIONS ... 90
A. Conclusion ... 90
B. Implication ... 91
C. Suggestion ... 92
LIST OF TABLES
Table 3.1. The Percentage and Compatibility Classification ... 26
Table 4.1. The Compatibility of the Listening Materials with Listening Indicators
Suggested by School Level-Based Curriculum... 32
Table 4.2. The Compatibility of the Speaking Materials with Speaking Indicators
Suggested by School Level-Based Curriculum... 46
Table 4.3. The Compatibility of the Reading Materials with Reading Indicators
Suggested by School Level-Based Curriculum ... 59
Table 4.4. The Compatibility of the Writing Materials with Writing Indicators
Suggested by School Level-Based Curriculum... 70
Table 4.5. The Percentage of the Compatibility Language Skills with the
Indicators Suggested by School Level-Based Curriculum ... 86
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LIST OF ABBREVIATIONS
U : Unit
L1 : Lesson 1
L2 : Lesson 2
P : Page
IDT : Indicators Developed in the Textbook
LIST OF APPENDICES
App 1: Syllabus ... 98
