A. Research Finding
3. Special Function Text
drinks. Additionally, in unit 10, there are a text that give information about medicine but none is specifically shows the label of madicine. So, the writer put this indicator on slightly incomplete section.
If the first indicator is about label of food or drink, then the second indicator is about asking and giving information about food/drinks recipe and manual. It is on BC 3.4 and BC 4.4. Despite from text and dialogue that has been mentioned above, the writer cannot find another text nor excercise that related to this indicator in the textbook. So, the writer put this indicator in null section.
BC 3.7 and 4.7 about narrative text, specifically fairy tales text, is the third indicator tsuggested. “Think” textbook provides several texts in every chapter to accomodate students in training their reading skill. However, the writer did not find any of fairy tale text. So, the writer put this indicator in null section.
The next indicator is asking and giving information about other subjects in ninth grade. The indicator is on BC 3.9 and BC 4.9.1 and 4.9.2. There is one text in unit 2 page 26 discusses about the daiy routine of the freshmen including their schedule of study. The writer inferred that it may be related to the indicator but not complete. Thus, the writer put this indicator in slightly incomplete section.
The fifth indicator is BC 3.10 and BC 4.10 about product and service advertisement. After scanning some time, the writer could only find one advertisement in the textbook. It is on unit 8 page 82 about the course advertisement. It is in reading excercise that the students need to read the text given and circle the correct letter A, B or C. Beside that, there is no other advertisement in the textbook. So, the writer put this indicator in slightly complete section.
The last indicator of special function text is song lyrics. It is on BC 3.11 and BC 4.11. In unit 7, the theme is music. There are several texts talk about music and the musician. Meanwhile, the textbook does not give any of song lyrics in it. So, the writer put this indicator in null section.
For special function text, the writer summarize that the book does not cover all the material suggested. the indicator about service and product advertisement is categorized as slightly. There are three incomplete materials; the
information of lable of madicine/foods/drinks, Information text about other subjects in ninth grade. Besides, there are four materials that do not exist in the book; Asking about foods/drinks recipe or manual, narrative text, and song lyrics.
Based on the data displayed, it can be concluded that the English textbook
“Think” has only some indicators from curriculum 2013 syllabus in it. for the interpersonal genre text, it does not have any related material out of three materials from one indicator. it is categorized as null. next, for the transactional genre text, the book has two complete indiators that suit textbook and syllabus of curriculum 2013, and has one slightly complete and one slightly incomplete indicator. For the special text, the book does not meet any of the material suggested by the syllabus of curriculum 2013. the book has one sindicator categorized as slightly complete and two indicators categorized as slightly incomplete, and 3 null indicator or the material does not suit the syllabus. so, overall from the text genre analysis, the book has only two complete indicators, two slightly complete indicators, three slightly incomplete indicators, and four indicators do not appear on the textbook.
B. Discussion 1. Interpersonal
Interpersonal genre is in basic competence 3.1 and basic competence 4.1.
The findings from the analysis of the interpersonal genre contained in the book
"Think" are as follows
In page 79, there is a grammar section of second conditional explained about the using of I wish for wishing the past activity. the material I wish in textbook is different from the material I wish that suggested by the syllabus. the writer believe that it cannot be related to the syllabus so, it is categorized as null.
2. Transactional
The basic competence for transactional genre is 3.2 and 4.2, 3.5 and 4.5, 3.6 and 4.6, 3.8 and 4.8. The findings from the analysis of the interpersonal genre contained in the book "Think" are as follows.
- Basic competence 3.2 and 4.2
In page 31, there is the text of how to make big movies on a small budget.
From the text, the students are asked to give their opinion. the students have to read the fivesentences given and share their opinion whether they agree or disagree of the statements. From this excercises, the students can applying the social function of agreement and disagreement of sentences.
After giving opinion of the text in page 31, the students have to make their own opinion and explain about why do they agree or disagree of the statements from the text. In this section, the students arrange the sentence contain agreement which one of the components that is suggested in syllabus.
- Basic competence 3.5
BC 3.5 suggest the material of present continuous, past continuous, will+continuous. The material that appears on unit seven is about present continous. In page 68, there is brief explanation of present continous to talk about future. Furthermore, in the same page, there is excercise provides the dialogue with this choices of future form. The students have to choose the best future form among present simple, be going to, will/won‘t and present continous. With this kind of excercise, the students can apply the social function of present continous and other material. BC 3.5 once again appear in the book. This time, it is about past continous. in page 76, there is the grammar section with the title Past Simple vs Past Continuous. There is brief explanation of the using of past simple and past continuous in the rule form of fill in the blank question. Then, the book provides another excercise of fill in the blank that can accomodate students in applyng the past continuous and past simple.
- Basic Competence 3.6 and 4.6
In the grammar section of unit one, page 14, there is brief explanation of present perfect with just, already and yet. The explanation is given through the fill in the blank question and there is the rule in filling the blank. The rule is about the explanation of present perfect with just, already and yet. The students will practice the present perfect directly. After the fill in the blank question, there is the excercise of match the picture and the sentence. In this match the picture excercise, the students must match the sentence with the picture. The sentence that
is given containing the present perfect tense with just, already and yet. Another section in unit one that discuss about present perfect tense is on page 17. In that page, there is the section explaining about the differences between present perfect and past simple. The explanation given is formed into questions. There are four questions begin with ―when did‖ in which the students should answer with present perfect or past simple according to the specific point of time. After that, there is filling the blank question that the student must fill the blank either with present perfect or past simple. Additionally, Present perfect appears in unit two page 22. This time is present perfect with for and since. There is the fill in the blank question with rule exist in page 22. The rule of answering the question is containing about the explanation of present perfect with for and since. The students can apply the grammar on the question provided. Moreover, There is part in page 53 with the title present perfect simple vs present perfect continous. The section is explaining the differences between the present perfect simple and present perfect continous. The students practice their understanding by filling the excercise. The students must fill the blank either with present perfect simple of present perfect continous.
Basic competence 4.6 was also found in unit 1 page 14. There is one question which the students must answer the question using their imagination with present perfect. The students must create sentence using present perfect.
Moreover, in page 17, there is a speaking excercise that the students should talk to their friends using present perfect and fill the table given. Additionally, In page 22, the book provides the excercise that the students must write the sentence using present perfect with for and since. The students have to change the sentence from present tense to present perfect. There are at least five sentence in it.
- Basic Competence 3.8 and 4.8
The grammar section in page 86 explains about present simple and past simple in passive form. There is explanation of the time when the passive form is used. the explanation followed by the exercise of fill in the blank. there are two filling the blank question with total 13 questions in it. the students have to fill the blank either with present simple or past simple in passive forms.
The second grammar section in unit nine is in page 89. The explanation in this page is about present continuous and present perfect in passive forms. Same as the previous explanation in page 86, the explanation of present continuous and present perfect in passive forms are using the fill in the blank with brief explanation called rule. There are 10 questions of fill in the blank that the students have to fill the blank with the right answer of present continuous and present perfect in passive forms. Both the exercises in page 86 and 89 accommodate students in applying the social function of passive form.
3. Special Function text
The basic competence for special function text genre is 3.3 and 4.3, 3.4 and 4.4, 3.7 and 4.7, 3.9, 4.9.1 and 4.9.2, 3.10 and 4.10, 3.11 and 4.1. The findings from the analysis of the special function text genre contained in the book "Think"
are as follows.
- Basic Competence 3.3
The theme for unit 10 is keep healthy. Related to its theme, the whole discussion in unit 10 is about how to keep your body fit. one of the information about medicine can be found on page 95. There is a speaking section with four sentences in boxes that the students should decide whether the sentences are valid or not. one of the sentences is about vitamins. The writer indicate that the material can be linked to the BC 3.3 .
- Basic Competence 4.9.1
BC 4.9.1 In page 26, there is text about the daily routine of university students. the text does not atch with the syllabus that has to be about the schedule of other lesson in ninth grade but the writer believe this section as incomplete because the text still can relate to the topic which is the schedule. With the text provided, the students have to capture the information from the text and answer several question given in the next page, such as: writing an email to their friends and explaining their school routine.
- Basic Competence 3.10
In page 82, there is the section called Think Exams. in reading session, there are five questions with one example question. The number two question is to
read, analyze and understand the advertisement of photography class. The excercise match the material that is suggested by the syllabus. moreover, the excercise provides three choices in which the students have to choose the right answer from the advertisement given.
Based on the data displayed, the writer implied that; first, based on the text genre suggested by the curriculum 2013, the book “Think” does not cover all of the material. It has only 2 materials that suit basic competence; present perfect tense and passive voice. Another material in the textbook does not meet the basic competence. There are four material that related to the text genre of basic competence but not complete or categorized as slightly complete and slightly incomplete; For transactional, there are asking for purpose and agreement (to, in order to, so that, (dis) agreement). For special text, there are the lable of medicine, asking and giving information about other subject in ninth grade, and advertisement about product and service. The rest material in the textbook does not cover nor relate to the basic competence. It is from interpersonal genre which is wishing and response, hoping and response, and congratulating and response and from special text; asking about foods or drinks recpie and manual, narrative text (fairy tales), and song lyrics. Second, based on cognitive and psychomotor aspect of basic competence in each unit, the unit in Think textbook does not cover all the material from cognitive and psychomotor aspect of basic competence. For cognitive aspect, there are BC 3.2, 3.3, 3.5, 3.6, 3.8, and 3.9. For psychomotor aspect there are BC 4.2, 4.6, 4.9.1 and 4.10.
Furthermore, out of materials mentioned above, there are materials presented in the textbook but not in the indicators, such as: indefinite pronouns, future froms (nor/neither/so), past perfect (simple and continous), reported statements, second and third conditional, past (simple and continous) and comparative and superlative adjective.
However, it can be concluded that the “Think” book from Cambridge University Press does not meet the material suggested by the syllabus. on the other hand, the previous study that analyzed the English book from Cambridge University Press entitled “English in Mind” for seventh grade found that the
book’s content almost meet all the material suggested by the curriculum.
According to the previous research, English in Mind textbook is suitable to be used in school with curriculum 2013 as a primary book or supplemantary book.
Meanwhile, for Think, it is more suitable to be used as supplamentary book in curriculum 2013 context. As it is stated before in the literature review that the availability of textbooks that complement the curriculum is critical in the implementation of Curriculum 2013 (Salirawati, 2018, p. 43).
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