As the only one of my God, the researcher would like to say Alhamdullillah to Allah SWT, who was give blesse, mercy, healty in finishing this thesis. Feny Martina, M.P.d Tujuan dari penelitian ini adalah untuk mengetahui kesesuaian analysis pada buku teks berjudul Modul Pengayaan ‗Bahasa Inggris‘ yang digunakan pada kelas tujuh SMPN 05 Kota Bengkulu terhadap kurikulum 2013. Alhamdulillah all praise be to Allah SWT, the single power, the Lord of the universe, master of the day of judgment, God all mighty, for all blessings and mercies so that the researcher able to finish this proposal thesis entitled: An Evaluation of English Textbook Entitled Modul Pengayaan „Bahasa Inggris‟.
Ali Akbarjono, M.Pd as the first advisor for his guidance, precious advices, and motivation for the researcher.
INTRODUCTION
- Identification of the Problems
- Limitation of the Problem
- Research Question
- Objective of the research
- The Significance of the Study
- The Benefit of the study
- Definition of key terms
According to the explanation previously, the researcher tries to analyze and interpretation it with the title “AN EVALUATION OF ENGLISH TEXTBOOK ENTITLED MODUL PENGAYAAN „BAHASA INGGRIS‟ BASED ON THE 2013 CURRICULUM”. This analysis is also focus on the material attached by the textbook MODUL PENGAYAAN ‗Bahasa Inggris‘. Based on the problem statement above, the researcher states the objectives of this research are to know whether the material of English textbook entitled MODUL PENGAYAAN ‗Bahasa Inggris‘ conform to the basic competences of the 2013 Curriculum.
The researcher expects this research can help other researcher in conducting research dealing with analyzing English textbook based on the 2013 curriculum.
THEORITICAL REVIEW
Definition of textbook
Textbook is regarded as the important tool to satisfy learner necessary in the various of class and in the large context.11.
The function of textbook
Textbook is usually used together with some of learning source like: workbook, reference book of teacher or proponent text. Hutchinson and Torres13 explained that textbook is framework or guide that helps students to organize their learning both outside and inside the classroom during discussions in lessons, while doing activities and exercises, doing homework and preparing for the tests. First, textbook is the orientation for the teacher to direct learning activity and reference of competence that have to be learned to the students.
Second, textbook is the orientation for the students to decide learning activity and the substance of competence that learned.
The important of textbook
It provides a syllabus for the course because the authors of the syllabus have made decisions about what will be learned and in what order. It provides security for the students because they have a kind of a road map of the course: they know what to expect and they know what is expected from them. It provides a set of visuals, activities, readings, etc., and so saves the teacher time in finding or developing such materials.
It provides consistency within a program across a given level, if all teachers use the same textbook.
Textbook Analysis
Curriculum
- The review on curriculum
- Curriculum development in indonesia
- The character of curriculum 2013
Alberty said that curriculum is all of the activities that are provided for the students by the school. The obligatory course is followed by all of the students in the one education of the every level of education. Two groups of the courses are particularly developed in the structure of curriculum of intermediate education (SMA and SMK), while the selection course is not yet given to the students (SD and SMP).
Understand the purpose, structure of the text, and the linguistic elements of the spoken and written text for self-introduction, very short and simple. Understand the purpose, structure of the text, and the linguistic elements of the spoken and written text, for the mention of identity, very short and simple. Understand the purpose, structure of the text, and the linguistic element of the special text in the form of label names (labels) and list of goods (list).
Understand the purpose, structure of the text, and the linguistic elements of the spoken and written text for the mention of the nature of people, animals, and things. Understand the purpose, structure of the text, and the linguistic elements of the oral and descriptive text and write about people, animals, and things, very short and simple. Prepare verbal and written text to speak and respond to self- introductions, very short and simple, taking into account the objectives, structure of the text, and the linguistic elements, correctly and in context.
Prepare verbal and written text to name the identity, very short and simple, taking into account the purpose, structure of the text, and the linguistic elements, correctly and in context. Prepare descriptive verbal and written text, very short and simple about people, animals, and things, taking into account the purpose, structure of the text, and the linguistic elements, correctly and in context.
Previous Related Study
Curriculum prepares the students to confront the callenges in future through knowledge, skill, attitude, and competence to adapt and can survive in the changeable environment. The reason of the change of curriculum from KTSP become curriculum 2013 is curriculum must more reasoning or intellectual activity, not only material to be memorized. Meanwhile curriculum development of 2013 is done along with demand of change in various aspects of life and do mandate UU Nomor 20 Tahun 2003 about Sistem Pendidikan Nasional serta Peraturan Presiden Nomor 5 Tahun 2010 about Rencana Pembangunan Jangka Menengah Nasional.
The second result of research is that there is no significant difference between the format of RPP and KTSP and the format of RPP of the Junior Secondary School curriculum (SMP). In terms of content, teachers have the authority to make the contents of the RPP based on the pupils' welfare. However, the facts in the field found that the content of the RPP is the same between one school and another.
Thirdly, in the curriculum of 2013 the Government Junior Secondary School (SMP) provides teachers' books and student books as a learning resource. Fourth, the assessment of the 2013 curriculum Junior High School English (SMP) emphasizes on results and processes. Fifth, the problems faced by teachers relate to the assessment and implementation of a scientific approach applied to the curriculum of the Junior High School.
The teachers argue that the research system in the 2013 curriculum is more complicated than the assessment of SBC. Teachers should assess each student based on aspects of knowledge, skills and attitudes and should describe each aspect of the final report cards.
RESEARCH METHODS
- Instrument of the study
- Data and source of data
- Subject of research
- Technique of collecting data
- Technique of analyzing data
- Trusthworthiness of data
Interpreting the data gained from process of evaluation of the textbook MODUL PENGAYAAN ‗Bahasa Inggris‘. The physical structure of the textbook consists of the Cover and the contents of the book. This unit unsuccessfully developed all of the criteria of In-Depth.. the depth of material in this unit is still lacking. because this unit only describe about song. there is no interactive dialogue or illustration between individual to other individual. it is necessary to add more interactive material for dialog as example. so for this criterion is score 1. C. The Accuracy of The Materials a.
Most of the exercises described in completeness and in-depth criteria have already designed to have social functions in daily life. It even checks students‘ comprehension about the conditional sentences using several questions. the speaking part exercise in Appendices 1 page 36 and 37, reading part exercise in Appendices 1 page 37 also use daily life theme exercise in which will be useful for students because it can be applied easily by them. All of the exercise and text developed in the unit used illustrations, and most of them worked well.
The illustrations in appendices 1 page 20 to 22 is helpful for students to know about pronounce of the behavior/action/function of people, animal, and things and also students can offer personal reaction. 4 = Minimum 95% of the elements and structure of the meaning of the text in accordance with the Social function. Therefore, it can be concluded that 81% of the materials, exercises, and text developed in the Modul Pengayaan ―Bahasa Inggris‖ are fulfilled the rubric assessment of feasibility of content from BSNP.
For this category, the completeness item and in-depth item scored 4 for 3 chapters of the textbook, which means that it was good in the aspect of relevance of materials with core competence and basic competence. Based on the study of the textbook entitled MODUL PENGAYAAN ‗Bahasa Inggris‘, the researcher would like to give several suggestions to help in improving the quality of textbook and teaching quality.
RESEARCH AND DISCUSSION
Suitability of Material Descriptions
This unit developed social functions, text structure and linguistic element of verbal and written transactional interaction texts that involve the act of giving and asking for information related to the character of people, animals and things according to the context of their use. This unit develop social functions, text structure and linguistic element of verbal and written transactional interaction texts that involve the act of giving and asking for information related to song lyrics of people, animal and things according to the context. In term of describing, Appendices 1 page 36 speaking activity does not only develop to understanding the description of people, animal and thing, but also teach students about how to understand the personality of people animals and things.
The interpersonal practice exercise in Appendices 1 page 6 to 9 where students exposed to fill the blank in. This can be seen with a complete explanation which can be used to identify people, animals and thing in appendices 1 page 35. The reading text about behavior/action/function of people, animals and thing in appendices 1 page 25 is also written in acceptable language for information report.
Almost all the exercises in this unit is also written in a polite and acceptable language. The speaking activity exercise about behavior/action/function in appendices 1 page 22 is also helpful for students to learn how to practice with partner. The text in appendices 1 page 37 also gives a good sources and fresh idea on how to complete sentences based on descriptive text.
Some listening exercises in appendices 1 page 48 provided with good illustrations about how to understand lyric song. Therefore, based on this consideration, 4 is the score for this unit development of life skills. In this unit, the exercises are well packed with diversity insight exercises as they were seen in the example of character people, animals and things in appendices 1 page 5 to 6.
In this unit, the materials are well packed with diversity insight as they were seen in the listening text in appendices 1 page 20.
Discussion
CONCLUSION AND SUGGESTION
