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CONTENT ANALYSIS OF ENGLISH TEXTBOOK
ENTITLED“TALK ACTIVE”
USED BY THE SENIOR HIGH SCHOOL
(STUDENT’S BOOK)
THESIS
Submitted as Partial Fulfillment of Requirements to Obtain Undergraduate (S1)
Degree at English Education Program Faculty of Tarbiyahand Teacher Training
REZU BETRI
( TE.141032 )
DEPARTMENT OF ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHING TRAINING
OF STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN JAMBI
2018
DEDICATION
In the name of Allah SWT the most gracious and the most merciful, who
has given the researcher mercy and blessing, health and ability to finish this
thesis. The researcher dedicates this thesis to:
1. Both my parents, my mother (Masriani) and my father (Suardi), who
have educated me, prayed and supported to finish this thesis and to be
successful in the future. Never forget to my beloved sisters (Ridma Yerti,
Umrizati, and Nelsi Amalia) and my beloved brother (Sahyudan
Wahyuzi), you are my motivation, thanks for your pray, support and love.
My love never the end for you are because you are my everything.
2. All of my classmate PBI B 2014 that i can not mention it one by one. 4
years being together with you all made a million story about friendship. I
feel so happy to spend my time and My life is colorful with you all thanks
you guys for your love. I want not forget our togetherness and
unfogettable experiences.
3. My housemate i thanks to you for your support and praying my success.
4. All my closest friends and my family, who always listens to my crezy
ideas, rise me up when i am torning down and coloring my days when i am
in blue.
My Allah always love bless them all. Amiiinnnn......
MOTTO
حيم حمن الره الره بسم الله
ت به بوأخرمتش ٱلكت تهنأم حكم تم بمنهءاي هوٱلذىأنزلعليكٱلكت
بهمنهٱبتغاءٱلفتنةوٱبتغاءتأويلهۦ اٱلذينفىقلوبهمزيغفيتبعونماتش فأمنعندربنا سخونفىٱلعلميقولونءامنابهۦكلم وٱلر ٱلل ومايعلمتأويلهۥإل
ب أولوا ٱللب ومايذكرإل
Artinya :
Dialah yang menurunkan Al Kitab (Al Quran) kepadakamu. Di antara
(isi)nyaadaayat-ayat yang muhkamaat, itulahpokok-pokokisi Al qur'andan yang
lain (ayat-ayat) mutasyaabihaat. Adapun orang-orang yang
dalamhatinyacondongkepadakesesatan, makamerekamengikutisebahagianayat-
ayat yang mutasyaabihaatdaripadanyauntukmenimbulkanfitnahuntukmencari-
carita'wilnya, padahaltidakada yang mengetahuita'wilnyamelainkan Allah. Dan
orang-orang yang mendalamilmunyaberkata: "Kami berimankepadaayat-ayat
yang mutasyaabihaat, semuanyaitudarisisiTuhan kami". Dan
tidakdapatmengambilpelajaran (daripadanya) melainkan orang-orang yang
berakal.
Surat Al ‘Imran : Ayat 7
ACKNOWLEDGEMANT
By saying alhamdullilahirobbil‟alamin, because his (Allah SWT) has been
giving us some mercies and blessing. Finally the writer finish this research and
this thesis. The goal of this thesis is as partial requirement for the Undergraduate
Degree (S1) in English Education Departement of Tarbiyah faculty in UIN STS
Jambi. This thesis which is entitled ”Content Analysis of English Textbook
entitled Talk Activeused by Senior High School (Student’s Book)”.
In this moment the researcher would like to thanks to the people who have
given remarkable help to me. First, my first advisor Kholid Musyaddad, M.Ag
and my second advisor, Reni Andriani S.S,.M Pd, who have given a lot of
suggestion, guidance and support to compliting of this thesis. Then would like to
thanks to the following persons:
1. Dr. H. Hadri Hasan, MA, the Rector of the UIN STS Jambi.
2. The first assistant of Rector Prof. Dr. H Su‟aidi, Ma., Ph.D, the second
assistant of Rector Dr. H. Hidayat,M.Pd , the third assistant of Rector Dr.
Hj. Fadilah, M. Pd.
3. Dr. H. Armida,M.Pd as a Dean of faculty of Tarbiyah of the UIN STS
Jambi.
4. The first assistant of Dean Dr. Lukman Hakim,M.Pd,I,the second of
assistan of Dean Dr, Zawaqi Afdal Jamil,S.Ag,M.Pd,I, the third assistan
of Dean Dr. H. Kemas Imron Rosyadi, M.Pd.
5. Amalia Nurhasanah, M.Hum a chief of English Education Program and
Wahyuni Fitria, M.Pd as secretary of English Education Program in
Tarbiyah faculty UIN STS Jambi.
6. All of lectures in Tarbiyah faculty UIN STS Jambi who have given
knowledge to the researcher.
7. Officiers and librarian of UIN STS Jambi who have given helping the
research.
ABSTRACT
Name : Rezu Betri
Program Study : English Education Program
Title : Content Analysis Of English Textbook Entitled “Talk
Active ” Used by Senior High School (Student‟s Book)
This research aim to content analysis of textbook used by the teacher and
stydents as sources of learning. Especially textbook “Talk Active” publish by
Yudhistira.Thchnique of collecting data is observasion and documentation.
In this research, the research analysis of textbook based on school based on
curriculum used by teachers and students based on the standarts of feasibility of
content National Education Standards Agency (BSNP. Feasibility of content is
Alignment with Standard Competence (SK) and Basic Competence (KD) on
subjects, the substance of knowledge and life skill and insights for progress and
developed.
From the research, get the result of content feasibility of textbook ”Talk
Active” publish by Yudhistira is 82,81 % which means the textbook is very good
to use as the reference book in learning process.
Key Words: Content analysis, English textbook, Book feasibility.
ABSTRAK
Nama : Rezu Betri
Program Study : Bahasa Inggris
Judul : Analisis isi buku paket bahasa Inggris dengan judul “Talk Active”
yang digunakan oleh anak SMA.
Penelitian ini bertujuan untuk menganalisa isi buku teks bahasa inggris yang di
gunakan oleh guru dan siswa di SMA sederajat khususnya buku teks ”Talk Active” yang
di terbitkan oleh Yudisthira . tekhnik pengumpulan data menggunakan observasi dan
dokumentasi.
Pada penelitian ini, penulis menganalisa buku kurikulum 2013 yang di gunakan
guru dan siswa tersebut berdasarkan standar kelayakan isi yang telah di tetapkan oleh
Badan Standar Nasional Pendidikan (BSNP). Kelayakan isi tersebut meliputi; kesesuaian
dengan standar kompetensi dan kompetensi dasar (SK DAN KD), substansi keilmuan dan
life skill serta wawasan untuk maju dan berkembang.
Dari hasil penelitian, diperoleh untuk kelayakan isi dari buku teks ”Talk Active‟
yang di terbitkan oleh Yudhistira sebesar 82,81%yang berarti buku tersebut layak untuk
digunakan oleh guru sebagai referensi dalam proses pembelajaran.
Kata Kunci: analisa isi, Buku Pelajaran Bahasa Inggris, kelayakan buku.
TABLE CONTENT
TITLE PAGE ......................................................................................................i
OFFICIAL NOTE ...............................................................................................ii
APPROVED AND ACCEPTANCE..................................................................iii
ORIGINAL STATEMENT.................................................................................iv
DEDICATION....................................................................................................v
MOTTO...............................................................................................................vi
ACKNOWLEDGEMENT..................................................................................vii
ABSTRACT........................................................................................................x
ABSTRAK..........................................................................................................xi
TABLE CONTENT.............................................................................................xii
LIST OF TABLE.................................................................................................xiv
LIST OF APPENDIX.........................................................................................xv
CHAPTER I INTRODUCTION .........................................................................1
A. Background of the Research ...................................................................1
B. Focus of the Research .............................................................................3
C. Formulation of the Problem ....................................................................3
D. Limitation of the Study ...........................................................................3
E. Purpose of the Research ..........................................................................3
F. Significance of the Research ...................................................................4
CHAPTER II THEORITICAL FRAMEWORK ................................................5
A. English Textbook ...................................................................................5
B. Textbook as Learning Resource ..............................................................6
C. Function of Textbook .............................................................................7
D. Criteria of a Good English Textbook ......................................................9
E. Analyzing a Textbook ............................................................................10
F. The Criteria of Textbook by Cunningsworth (1995) ................................10
G. Feasibility of Content Based on Curriculum 2013...................................13
1. The compatibility of materials with (KI) and (KD).......................13
2. The accuracy of materials................................................................14
3. Supporting materials........................................................................15
H. English for Senior High School................................................................16
I. English Curriculum for Senior High School............................................16
J. Curriculum 2013 .......................................................................................18
A. Definition and Purpose of 2013 Curriculum ..................................18
B. Component of 2013 Curriculum ...................................................19
K. Previous Study ........................................................................................23
CHAPTER III METHOD OF RESEARCH......................................................25
A. Research Design ......................................................................................25
B. Research Data and Resource of the Data ................................................25
C. Instrument of the Research......................................................................26
D. Procedur of Analysis................................................................................26
E. The Thechniques of Data Analysis ..........................................................27
CHAPTER IV FINDING AND DISCUSSION................................................29
A. Research Finding......................................................................................29
B. Discussion.................................................................................................64
CHAPTER V CONCLUSION AND SUGGESTION.......................................67
A. Conclusion................................................................................................67
B. Suggestion................................................................................................67
C. Closed.......................................................................................................68
BIBLIOGRAPHY................................................................................................
APPENDIXES.....................................................................................................
CONSULTATION CARD...................................................................................
DOCUMENTATION...........................................................................................
LIST OF TABLE
TABLE 1.1 Table Of Score
TABLE 1.2 Feasibility Of The Content
TABLE 1.3 Frequency Table Of 8 Chapters
CHAPTER 1
INTRODUCTION
A. Background
An English textbook has an essential role in English as a foreign language
(EFL) classroom. The use of English textbook has a prominent merit for both
teachers and students. Harmer (2007) said that textbook is one of the important
aspect for teachers use to explain to the students based on the content of the
textbook as a sources of learning. Under Ducree No, 2 year 2008 concerning that
the textbook in article explain that textbook use in units of primary and secondary
education higher educational is a reference book.
In Indonesia, English as the first foreign language has important role Since
the language can use to help not only students who will registrated themselves
into the high educational instution but also help the people to find the better jobs.
English is the first foreign language taught at school all over the country. In
Indonesia education system, it is taught at school subject at junior high school and
senior high school.
As we know, textbook is one of factors that support the success of English
teaching or learning. In fact, the textbook use as sources material of teaching
learning process. For beginning teacher, textbook will be a good solution in
teaching because usualy who become a new teacher they still nervous or
embarrased. So that make their focus in terrible and they cannot remember most
of the material of the learning as well. This is the reason why most English
teachers use a textbook in their class. It is not surprising that some teacher use a
textbook. Many beginning teachers lack confidence and experience, they prepare
their own materials and rely on the textbook to easy their burden.
Than, the functions or benefits textbook for the students as follows : first,
students do not need to record all the teachers explenation. Second, students can
prepare their self at home in orther to follow the leasson at school the next day.
Third, students do not need to explain the subject matters contained in textbooks,
but only partially explain the subject matter that indicate difficult to understand of
the students. Forth, teacher have face to face time is relatively longer than when
students take note.
Meanwhile, Buckingham (1986,p.16) describes the functions or banefits
textbooks as follows : a. The opportunity to learn according to their own pace. b.
The opportunity to repeat or revisit. c. The possibility of undertaking an
examinitation of memory. d. Easy to make notes for later use. And e. Special
occasions that can be displayed by visual means of a book.
So, reasons why the researcher choose textbook based on 2013 curriculum
are: First, in Indonesia right now most of the education system used 2013
curriculum. Second, to know the fesibility of textbook based on 2013 curriculum.
And last one is to know different textbook based on 2013 CURRICULUM and
another book as a learning source both of teachers and students.
Based on the description above, the writer interesting in doing a research
under the title ”CONTENT ANALYSIS OF ENGLISH TEXTBOOK
ENTITLED “TALK ACTIVE” USED FOR SENIOR HIGH SCHOOL
(STUDENT’S BOOK) . the researcher choose English textbook under the titled
”Talk Active” published by Yudhistira as object to research. The reason why the
researcher choose this book, as the primary data are: Because, first, some of the
schools used textbook published by Yudhistira . Second, this book never has been
research as thing or object of research before. And the last one is to know the
feasibility of Yudhistira book as textbook reference for both of teachers and
students.
B. Focus of the Research
The scope of this study is the content analysis of English textbook ”Talk
Active” published 2013 by Yudhistira for Senior High School grade tenth which
is analyzed the fulfilled the feasibility of content requirement specified in
curriculum 2013. And BNSP rubric assessment will be adopted.
In this research, there are 4 categories provided by BSNP for analyzing
textbook these are feasibility of content, feasibility of language, feasibility of
presentation and graphic. But the researcher only uses one out of four categories
which BSNP provides as textbook assessment. That is feasibility of content. The
feasibility of presentation, feasibility of language and feasibility of graphic are
exclude, due to the purpose of this study is find out the suitability the material in
textbook to curriculum 2013 based on the content only.
C. Formulation of the Problem
Based on the explanation at the research background, the problem of this
research was formulated into the following questions: Is English textbook entitled
”Talk Active” published by Yudhistira for senior high school tenth grade textbook
fulfill the feasibility of content requirements specified in curriculum 2013?
D. Limitation of study
In this research, the research focus on analysis of content validity in the
English textbook based on the curriculum 2013 under the titled ”Talk Active”
published by Yudhistira for senior high school tenth grade as student‟s book.
E. Purpose of the research
The purpose of this research is:
To know the feasibility of English textbook under the entitled ”Talk Active”
published by Yudhistira for grade tenth senior high school-based on curriculum
2013.
F. Significance of the research
This study is hoped to contribute the significance for First, Headmaster:
The headmaster will know whether the English textbook which is used by the
teacher provides appropriate and good evaluation or not. So, the headmaster
knows what is the need to support the English instruction, such as providing the
facilities for teaching learning process. Second, Teacher : The result of this study
will be very useful for English teacher to be reference in selecting or choosing an
English textbook. Three, Reader: By the result of this study, the reader will be
given a general overview about how to analysis the fesibility of textbook.
CHAPTER II
REVIEW OF RELATED LITERATURE
This part reviewed the related literature that supported the research about
the feasibility of content analysis of second grades English textbook based on
curriculum 2013. In order to have the clear picture the parts such as textbook,
curriculum, Language skills and previous related study were explained as a
follow:
A. English Textbook
Harmer (2007) said that textbook is one of the important aspect for teachers
use to explain to the students based on content of the textbook as a sources of
learning. Under Ducree No, 2 year 2008 concerning that textbook in article
explain that textbook use in units of primary and secondary education is as
reference book.
Textbook is a tool, thing, or media for teaching that have function for
measure the students comprehension about the material is presented by a
textbook. According to Dhari and Haryono (1998,p.15) textbook is a reference for
support the success of teaching or learning it is presented by a textbook. Textbook
is one of important components in learning programs (Skowrronski and
Hinchman, 2000).
Another opinion Soekanto (1990,p.21) said that, Textbook is a book the
teacher use in leaning or teaching activities to improve knowledge and skills that
have function a source or reference. Furthermore, Akhyar and Mustain
(1991,p.34) said that Textbook is the thing that make students easier to study and
that famous material for students. Based on experts opinion above, we can
conclude textbook is important thing , tool, or media for learning and teaching to
giving knowledge and ability that have to mastered by students.
Textbook in teaching and learning process is needed between teachers and
students. Buckingham (1935,p.11) said that ”textbook at school and college as the
tools of study that are used to support a teaching program”. Bacon (1986,p.11)
that ”textbook are books designed from experts to be used in the class as teaching
tool with accurately and prepare by the experts”. From those definitions, we can
conclude that textbooks are needed in teaching-learning process.
To support their learning students need a textbook. English textbooks
support the teachers to provide various materials creatively. There are many
publishers that try to provide textbook in various style and setting which are
compiled based on the curriculum. Many textbooks are published, teachers must
select which one is the most suitable textbook to be used.
So, based on the explain above, as we know the definition of textbook is a
book the teachers or students use to help them to easier for teaching and learning
process as a source or reference in teaching and learning process. Then, both of
them can enjoy to repeat to read at home and it will make them memories until
long times.
B. Textbook as Learning Resource
To obtain optimal learning results, a student is required not only rely on
what happens in the classroom, but must be willing and able to browse a variety
of learning resources necessary. Learning resources have potential as a tool, a
means, actors, and a vehicle to improve the quality of education. Learning
resources is seen as everything that could give the possibelity to obtain some
information, knowledge, experience, and skill in learning.
According AECT (1987) , learning resources can be divided to two kinds,
namely learning resources designed, learning resources are utilized. Learning
resources designed (by design ), it mean learning resources that are specifically
developed as an instructional system components in order to facilitate follow-
formal teaching and learning and systematically planned. Such as text, textbooks,
slides, educational video, etc. That are specially made and designed to achieve
educational goals. Learning resources used (by utilization) or that are not
specifically designed for instructional purposes but have been available / could be
obtained because it already exsist in nature and the environtment, and can be used
for the sake of learning.
Another divison is usually done on components of learning resources are as
follows : First, print learning resources such as books, magazines, encyclopedias,
brochure, posters, charts, and others. Second, nonprinting learning resources in
the form of films, slides, videos, models, audio-tapes, and others. Third, learning
resources such as facilities: auditorium, library, classroom, desks, studio, courts,
markets, and others. Fourth, learning resources in the form of activities :
interviews, group work, observation, simulation, communittees and other. Fifth,
learning resources such as community environment: a garden, paddies, corn
fields, plantations, terminal, town, village, and other.
We can conclude that textbook as learning resource, because it made the
learning process systematicly. If the students are receiving lessons and master it,
than learning will be more active and more advance. It is clear that tool of
learning important to enrich purpose in teaching and learning. One of the tool in
teaching learning is book.
C. Function of textbook
Viewed from the learning process, the textbook has an important role.
Buckingham (1986,p.16) that describes the functions or benefits textbooks as
follows: A. The opportunity to learn according to their own pace. B. The
opportunity to repeat or revisit. C. The possibility of undertaking an examination
of memory. D. Ease to make notes for later use. E. Special occasions that can be
displayed by visual means of a book .
According to the center of books (2005,p.4) the function of textbooks for
teacher are as follows :Teachers, certainly, have freedom in selecting, developing,
and presenting material. All of it is the duty and professional obligation. He has
knowledge of the structure of knowledge with regard to the material to be taught.
He also has skills in process and present the materials. Nevertheless, all presented
in textbook still useful to him, such as material to choose from, and arranged
together with material from other sources. Also the way the presentation in the
textbooks can be used an as example to present the material in the learning
activities of the student.
Based on the explant above, it is clear that the textbooks have great
functionality, be it in relation to be interests of students or teachers. From
textbooks, students can acquire knowledge and information systematically.
Students can also train theirself and hang in accordance with their respective
capabilities. Textbooks provide and opportunity for students to refresh his
memory and checking in accordance with the understanding and the opportunity
that able to respectively .
In addition, teacher get most benefit from the presence of textbooks. The
teachers can convey the subject matter is more of fixed in accordance with the
demands of the curriculum and can make the interaction much more to develop a
range of competencies of students. Textbooks have an important role. By studying
textbooks, science can be transffered continuously and repeatedly so that the
knowledge gained will want longer stored in the students memories, that is the
purpose a writing textbook.
Starting from the definition above can also be argued that the exsistence of a
textbook has several functions and roles. Among these function are as follows:
first, the textbook can present evaluation and remedial resources: textbook reflect
a viewpoint: second, textbook provide subject matter orderly, neat, and gradually
:third, the textbook present the subject matter is rich and harmonious: fourth, the
textbook provides a variety of methods and means of teaching: fifth, the textbook
present the initial fixation for tasks and exercises.
The purpose of textbooks in school as follows: A. Students do not need to
record all the teachers explant. B. Teacher have face to face time is relatively
longer then when students take note. C. Students can prepare their self at home in
other to follow the lesson at school the next day. D. Students do not need to
explain the subject matters contained in textbooks, but only partially explain the
subject matter that indicate difficult to understand of the students.
Opinion about the function of textbooks above is more emphasis on the
interests of students, as sources, and tool to practice in mastering certain learning
program. However, textbook are not stopped in the interest of the students, but
also teachers. The textbook made both of teachers and students easy to teaching
and learning without must spend much times to write but students can read at
home anymore to prepare their self.
D. Criteria of a Good English Textbook
So many important components in teaching and learning but textbook is one
of them. (Hinchman, 2002: Cheng, 2011). Most of the teachers has problem in
teaching and learning as systematically to teach without used a textbook. Thus,
the textbook plays a crucial role to providing base of material both of teachers and
the students. (Hutchinson and torres, 1994).
In language teaching, teachers need to identify that textbook suitable or not
for the students. Harmer (2007) proposes several criteria in choosing a suitable
textbook for the students, such as price and availability, layout and design ,
instructions, methodology, syllabus, language skills, topics, cultural appropriacy ,
and teacher guide. Moreover, Ur (2006) also suggest some points that should be
considered in using textbook, namely framework, syllabus, ready-made texts ,
economy, convenience, guidence, and autonomy.
Become a qualified textbook, beside the textbook should be readability, the
textbook need to assess and the component of good textbook in content (qualified
textbook), there are description about assessment of textbook, assessment of
textbook component and criteria for a good textbook. The purpose of textbook
assessment is to ensure that the textbook that used in school really worth and
fulfill national standard. The role of regulation underlying the assessment of
textbooks as follow, Government Regulation No. 19 of 2005 (State Gazette of the
Republic of Indonesia year 2005 Number 41, Supplement to statute book No
4496).
Textbook is one of important media of teaching and learning activity in the
classroom so it must have a good quality. To know how textbook is categorized in
a good quality. The research provides some criteria from the experts because not
at all of textbook suitable and has good quality for teaching and learning process.
E. Analyzing a Textbook
Analyzing the textbook to be used is very important to measure the fit
textbook used by students and teachers in class. The problem whether the text
book is suitable to use or not always appear. Cited from what Cunningsworth
stated that selecting the textbook should match the material with the context
where the textbook to be used. Although none of the books are really ideal with
certain groups of students. It would be better to choose a book based on the
criteria that best suited or complemented inadequate or inappropriate material.
E. The Criteria of Textbook by Cunningsworth (1995)
Analyzing the specified criteria from the textbook is one of the ways to
determine and evaluate text textbook to be specific whether the book is suitable
for use or not in a teaching and learning activity. Cunningsworth in Agni proposed
eight criteria in analyzing and evaluating textbooks. The criteria suggested
include: 1) Aims and approaches, 2) Design and organization, 3) Language
content, 4) Skills, 5) Topic, 6) Methodology, 7) Teachers books, and 8) Practical
considerations except the 7th point is excluded because not relate to this research.
And the rest criteria will be presented.
The criteria of aims and approaches seek to answer the questions on whether
the aims of the textbook correspond closely with the aims of the teaching program
and with the needs of the learners, whether the textbook is suited to the
learning/teaching situation, how comprehensive the textbook is, whether it covers
most or all of what is needed, whether it is a good resource for students and
teachers, and whether the textbook is flexible and allows different teaching and
learning styles.
The criteria of design and organization seek to answer the questions on what
components make up the total course package (e.g., students‟ books, teachers‟
books, workbooks, cassettes), how the content is organized (e.g., according to
structures, functions, topics, skills, etc.), how the content is sequenced (e.g., on
the basis of complexity, learn ability, usefulness, etc.), whether the grading and
progression are suitable for the learners, and whether it allows them to complete
the work needed to meet any external syllabus requirements.
The criterion of language content seeks to answer the questions on
whether the textbook covers the main grammar items appropriate to each level
and takes learners‟ need into account, whether the material for vocabulary
teaching is adequate in terms of quantity and range of vocabulary, emphasis
placed on vocabulary development and strategies for individual learning, whether
the textbook includes material for pronunciation work and if so, what is covered:
(individual sounds, word stress, sentence, stress, intonation, and so on), whether
the textbook deals with the structuring and conventions of language use above
sentence level, for example, how to take part in conversations, how to structure a
piece of extended writing, how to identify the main points in a reading passage,
and whether style and appropriacy are dealt with. So, it should be questioned
whether language style is matched to social situation.
The criterion of skills seek to answer the questions on whether all four skills
are adequately covered, bearing in mind the lesson objectives and syllabus
requirements, whether there is material for integrated skills work, whether reading
passages and associated activities are suitable for the students‟ levels, interests,
etc., whether there is there sufficient reading material, whether the listening
material is well-recorded, as authentic as possible, accompanied by background
information, questions, and activities which help comprehension, whether the
material is for spoken English (dialogues, roleplays, etc.) and well-designed to
equip learners for real-life interactions, and whether writing activities are suitable
in terms of amount of guidance/control, degree of accuracy, organization of longer
pieces of writing (e.g., paragraphing) and use of appropriate styles.
The criterion of topic seeks to answer the questions of whether there is
sufficient material of genuine interest to learners, whether there is enough variety
and range of topic, whether the topic will help expand students‟ awareness and
enrich their experience, whether the topics are sophisticated enough in content, yet
within the learners‟ language level, whether the students will be able to relate to
the social and cultural contexts presented in the textbook, whether women pot
rayed and represented equally with men, and whether other groups are
represented, with reference to ethnic origin, occupation, disability, etc.
The criterion of methodology seeks to answer the questions of what
approach/approaches to language learning are taken by the textbook and whether
it is appropriate to the learning/teaching situation, what level of active learner
involvement can be expected and whether this matches the students‟ learning
styles and expectations, what techniques are used for presenting/practicing new
language items and whether they are suitable for the learners, how the different
skills are taught, how communicative abilities are developed, whether the material
includes any advice/help to students on study skills and learning strategies,
whether students are expected to take a degree of responsibility for their own
learning (e.g., by setting their own individual learning targets).
The criterion of teachers‟ book seeks to answer the questions of whether
there is adequate guidance for the teachers who will be using the course book and
its supporting materials, whether the teachers‟ books are comprehensive and
supportive, whether they adequately cover teaching techniques, language items
such as grammar rules and culture-specific information, whether the writers set
out and justify the basic premises and principles underlying the material, and
whether keys to exercises are given.
The criterion of political considerations seeks to answer the questions of
what the whole package costs and whether this represents good value for money,
whether the books are strong and long-lasting, whether they are attractive in
appearance, whether they are easy to obtain and whether further supplies can be
obtained at short notice, and whether any parts of the package require particular
equipment, such as a language laboratory, listening center, or video player and
whether it is reliable. If so, schools must have the equipment available for use.
F. Feasibility of Content Based on Curriculum 2013
The importance of textbook in learning process has been stated in
Permendiknas no. 11 in 2005 that textbooks play an important and strategic role
in improving the quality of education, so there needs to be government policy on
textbooks for students. Because of in assessing and evaluating the textbooks,
BNSP has released a rubric that compatible with the latest curriculum. The rubric
is designed through coding and qualitatively describing by BSNP. The assessment
is divided into 3 main components that become the instrument of assessing which
is feasibility of content, feasibility of presentation, and feasibility of language.
The description of instruments used in evaluating the English textbook for SMA
2013 in terms feasibility of content will cover 1) the compatible of materials with
KI and KD, 2) the accuracy of materials and 3) supporting materials. The
feasibility of content is one of instruments that assess the content of the textbook.
It covers three sub components which are compatibility material with Core
competency (KI) and Basic Competency (KD), accuracy of materials, and supporting
materials in learning. The researcher translated and interpreted from Badan Stadar
Nasional Pendidikan (BSNP) for the further explanation, as follows:
1. The compatibility of materials with core competency (KI) and basic
competency (KD). The criteria for compatibility of materials with KI
and KD are based on two categories which are completeness of
material and in-depth.
a) Completeness of material (Kelengkapan Materi)
In this part, A Textbook must contain and require students to
explore at least the texts commonly used in English
communication (interpersonal, transactional and functional text).
The texts must suitable the students grade to provide students with
the opportunity to understand and produce spoken and written
phrase in interpersonal or instructional communication, and also
functional elements to interact contextually along with other
characteristic, religious and aesthetic values included.
b) In-Depth of material (Kedalaman Materi)
Basically in-depth of material, the eligibility of textbook is to
fulfill several specific requirements. The first one is exposure
(Pajanan) which means the textbook must be explorative content
that requires many kind of relevant text to the daily life conditions
of the students, especially in terms of the message delivered. The
messages can be either good social attitudes or spritual attitudes
that are also relevant to the text presented.
The second is retention of text formation or (Retensi
pembentukan teks) which means the textbook has to contain
guidance for students to gain understanding about the explicit
meaning from the element of text formation as social function,
structure of the text and linguistic features.
The last one is production (produksi). Taking into account the
text formation, social, and relevant spiritual elements, textbook has
to be able to encourage the student and guide them to produce
spoken or written text that relevant with the context.
2. The accuracy of materials
a) Social function (Fungsi sosial)
This criterion has to do by the students as the manifestation of
the students‟ exploration to the textbook that students learned.
Therefore the textbook content must be able to guide the students
towards the achievement of social functions as interpersonal,
transactional and also functional communication according to short
functional text relevant as recount, narrative, procedure,
descriptive, news item, discussion, report, etc.
b) Generic Structure
This criterion shows that textbook must have systematical
ideas in presenting the material. Therefore, it is expected to
emerge the students with the systematically thought in daily life.
Such as in interpersonal and transactional texts, the activity can
cover the interactive activities in initiative communication for
asking and giving information.
c) Linguistic Feature
In this linguistic feature, textbook is expected can provide
and guide the student with the appropriate and relevant linguistic
elements. So the student can actively communicate in good
quality of language feature in relevant context in order to
achieve every part of social function.
3. Supporting materials
In the next English textbook assessment, the other instrument is a
learning support material, which the content must contain 3 elements that
become the standard that the book is compatible to use among others.
These are the up-to-datedness and relevance sources, the development of life
skill and the development of diversity insight.
a) Up-to-Datedness and Relevance sources
Each of teaching materials in textbooks such as text, tables,
attachments, drawings and more must contain relevant and
renewable text with the topics covered.
b) Development of Life Skills
The learning materials in the textbook must contain things
that encourage students to develop skills in life. Such as personal
skills, the ability to better recognize more deeply about oneself
such as weaknesses and strengths. Social skills are where students
are able to interact with their environment properly and correctly.
Academic skills, these are such as utilizing information well,
making decisions and solving problems wisely. As well as
vocational skills which are able to encourage students to develop
their abilities in the future development of their profession.
c) Diversity Insight
The other instrument that must exist in a good text book is a
text book should contain things that can encourage students to
develop their diversity insights. Such as, appreciate cultural
diversity, local wisdom, awareness in advancing culture, and
foster a sense of love for the culture with a good understanding of
culture and nation. It can be seen in appendices 1 and 2.
H. English for Senior high school
In this era, learning English as a foreign language in the Indonesia used in
education system it is taught at school subject at junior high school and senior
high school. Then, English not only help students to registrated into the higer
educational institution but help the people to fine the better jobs. Most of the
people in the world thing English is important and it make your life be more easy.
English for senior high school is very important because to indonesian needs
much more preparation to face the global era in the new millenium especially for
students senior high school. In the day of our life so many people communicate
using English for example on media social as facebook, instagram, whatshap, and
other. That make they feel commpident and kids up to now. If cannot, they say
you are misstommorow and so on.
I. English Curriculum for senior high school
Curriculum is an education program having a plan and for getting reach a
goal (Surachma:1975,p.5) the word curriculum can be interpreted in many ways.
There are many different interperentations and definitions among people and
experts in education toward this concept. It depends on their background
knowledge and point of view they have.
Curriculum can be defined as all plans activities that are provided for
students. According to Luhulima (1996) says that curriculum is a planned and
organized series of learning experiences and activities to be made available to the
students to achieve defined educational objectives. In this research, the writer
stress on the usage of school based-curriculum as the basic of the research.
Although it is the newest one.
School based on curriculum that is developed and implemented by each of
education unit. In implementing of the curriculum it must be refers to principle of
standard operational that is developed by government, refers to graduates
competency standard and refers to content standard. Estabilished by goverenment
regulation no 23 year 2006 for graduates compotency standards and goverenment
regulation no 26 year 2006.
Operacional that School is as a formal educational institution that has a
basic concept of instructional program for each subject matter namely syllabus.
Syllabus in arranged by the goverenment as a reference for educators to reach the
goals. However, in designing the syllabus designer should consider to students,
age, needs, interest, and even future era.
There are four language skills that are stated in the syllabus for the first year
the students of senior high school to master. Sundayana (1999,p.20-21). 1.
Reading, 2.Listening, 3.Speaking and, 4.Writing.
Reading, the students can read the text in narrative , descriptive, dialogue,
and specific guide such as schedule, departure, atc for : a. Getting particular
information. b. Getting overview of the content. c. Getting implicit main idea. d.
Getting all implicit information. e. Stating explisit main idea. f. Interpreting the
words, pharases and sentences based on the content. g. Having fun.
Listening, the students must be able to do some activities, such as: a.
identifying the name of things mentioned by teacher. b. doing some oral
instructions (Conversation, descriptive, narrative).Speaking, spelling a word or
pronouncing words. a. asking and answering simple forms. b. making short
dialogues or conversation fluently. Writing, example a. writing simple sentences
in correct spelling and punctuation. b, writing short sentences in dictation ways.
c. completing simple dialogues. d. Making simple sentences.
Talking about curriculum or syllabus, it should cover as follow: 1). What
the learner are expected to know at the end or objectives of the course. 2). What
is to be taught or learned during the course, in the form of an iventory of items.
3). When it is to be taught , and at what rate of progress, relating to the inventory
of items to different levels and stages as well as to the time constraints of the
course . 4). How is to be taught, suggesting procedures, techniques, and materials.
5). How it is to be evaluated, suggested testing and evaluating mechnism. Olshtain
, Elite and Dubin, Fraida (1986,p.27-28).
However, curriculum is different from syllabus. Curriculum refers to a broad
description of general goals by indicating an overall education cultural philosophy
which applies across subjects together with a theoretical orientation to language
and language learning with respect to the subject matter at hand. A curriculum is
often reflection of national and political trends as well. Whereas, syllabus as a
more detailed and operacional statement of teaching and learning elements which
translates the philosophy of the curriculum into a series of planned steps towards
more narrowly defined objectives to each level.
J. Curriculum 2013
A. Definition and Purpose of 2013 Curriculum
According to M. Fadillah (2014,p.16) that 2013 curriculum is a curriculum
that enhances and balances soft skills and hard skills covering aspects of
competency in attitude, skills and knowledge. In this context K13 strives to instill
more values reflected in attitudes can be directly proportional to the skills
acquired by students through knowledge at school. In other words, between soft
skills and hard skills can be invested in a balanced, side-by-side and able to be
applied in everyday life.
Regarding the purpose and function of the curriculum specifically refers to
Law No.20 of 2003 concerning the National Education System. In the National
Education System Law, it is stated that the function of the curriculum is to
develop the capabilities and shape of dignified national character and civilization
in educating the life of the nation. , namely to develop the potential of students to
become human beings believe and fear God Almighty.
Regarding the objectives of the 2013 Curriculum, acorrding to (Ibid,p.24-
25) that the writer can specifically describe it as follows:
a. Improving the quality of education by promoting hard skills and soft
skills through the ability of attitudes, skills and knowledge in order to
face the growing global challenges.
b. Forming and improving human resources that are productive, creative
and innovative as development capital for the nation and state of
Indonesia.
c. Relieve educators in delivering material and prepare teaching
administration, because the government has prepared all curriculum
components along with textbooks used in learning.
d. Increasing the role of central and regional government participants and
citizens in a balanced manner in determining and controlling quality in
the implementation of curriculum at the education unit level.
e. Increasing fair competition between education units about the quality of
education to be achieved. Because schools are given the freedom to
develop the 2013 curriculum in accordance with the conditions of the
education unit, the needs of students, and regional potential.
B. Component Of 2013 Curriculum
According to Loekloek EndahPurwati and Sofan Amri (2003,p.202) The
curriculum has five main components, namely: (1) goals; (2) material; (3)
strategy, learning; (4) curriculum organization and (5) evaluation. The five
components are closely related and cannot be separated. For more details, below
will be explained about each of these components. To be able to understand more
clearly, the following researchers describe each component of the curriculum.
a. Aim
The purpose of education is recommended as the development of balanced
growth of the total human potential and personality, through spiritual, intellectual,
feeling and physical sensitivity training, so as to become a Muslim man who
continues to grow in terms of faith, devotion to Allah SWT and noblein personal
life, society, nation and state.
According to Muhammad Athiyyah Al-Abrasyi (2003,p.13) that Islamic
education experts have agreed that the purpose of education is not to fill the brains
of students with all kinds of knowledge they have never known, but: a. Educate
their character and soul. b. Planting a sense of virtue (fadhilah).c. Familiarize
them with high politeness. d. Prepare them for a holy life entirely with sincerity
and honesty.
Referring to the educational objectives above, (Ibid,p.13) said that the goal
of Islamic education is to educate character and soul formation or briefly the main
and main objectives of Islamic education are fadhilah (virtue). The purpose of
national education which is education at the macroscopic level, is then translated
into institutional objectives, namely the educational goals to be achieved from
each type and level of school or certain educational units. In Permendikbud No.
69 of 2013 stated that the purpose of education in 2013 curriculum is: 2013
curriculum aims to prepare Indonesian people to have the ability to live as
individuals and citizens who are faithful, productive, creative, innovative, and
affective and able to contribute to the life of society, nation, state, and world
civilization. ( Permendikbud No.69 Tahun 2013).
b. Learning materials
In determining the learning material or teaching material cannot be
separated from the philosophy and theory of education developed. In this case,
learning material is arranged logically and systematically in the form of:
1).Theory; construct or concept, definitions or prepositions that are
interconnected, which presents a systematic opinion about symptoms
by specifying relationships - the relationships between variables with
the intention of explaining and predicting these symptoms.
2) .Concept; an abstraction formed by an organization from specificities,
is a short definition of a group of facts or symptoms.
3).Generalization; general conclusions based on specific matters, sourced
from analysis, opinions or evidence in the study.
4). Principle; namely the main idea, the scheme of patterns that exist in
the material that develops the relationship between several concepts.
5). Procedure; that is a series of steps that are sequential in the subject
matter that must be carried out by students.
6). Facts; a number of specific information in material that is considered
important, consisting of terminology, people and places and events.
7). Terms, new and special treasury words introduced in the material.
8). Example / illustration, which is a matter or action or process that aims
to clarify a description or opinion.
9). Definition: that is an explanation of the meaning or understanding of a
thing / word in the outline.
10). Preposition, which is the method used to convey learning material in
an effort to achieve the curriculum objectives.
According to Munarji (2004,p.84-85) that the curriculum content contains
clear target achievement, standard material, standard education outcomes
consisting of core local, extracurricular and personality programs.
Loekloek Endah Purwati and Sofan (2013,p.255) said the success of
learning as a whole is very dependent on the success of the teacher designing
learning material. The learning material is essentially an inseparable part of the
syllabus, namely the planner, predictions, and projections about what will be done
during the learning activities. Broadly speaking, it can be stated that learning
materials (Instructional materials) are knowledge, skills, and attitudes that must be
mastered by students in order to recognize the competency standards applied.
c. Learning strategies
The implementation strategy of a curriculum is illustrated from the way
taken in carrying out the teaching, the way in conducting an assessment, the way
in carrying out guidance and counseling and how to regulate school activities as a
whole. The way to carry out the teaching includes the methods that are applicable
in presenting each field of study, including the method / method of teaching and
the learning tools used. In this case the teacher can) Theory; a set of apply many
possibilities to determine learning strategies and each learning strategy has its
own weaknesses and advantages.
According to M. Fadillah (2013,p.180) that In learning K13 there are
several principles that must be considered jointly by teachers in implementing
learning, including: (1) centering on students, (2) developing students' creativity;
(3) creating pleasant and challenging conditions; (4) contains values, ethics,
aesthetics, logic, and kinesthetic; (5) providing a diverse learning experience
through the implementation of various fun, contextual, effective, efficient and
meaningful strategies and learning methods.
d. Curriculum Organization
The variety of views that underlie curriculum development has led to
diversity in organizing the curriculum. According to the Loekloek Endah Purwati
and Sofan Amri (2013,p.107), there are at least six different types of curriculum
organization, namely:
Subjects are isolated (isolated subject); The curriculum consists of a
number of separate subjects, which are taught individually without any
connection with other subjects. Each is given a certain time and not
considering the interests, needs, and abilities of students, all materials are
given the same.
1) Subjects correlate; Correlation is held as an effort to reduce weaknesses
as a result of separation of subjects. The procedure adopted is
conveying correlated points to make it easier for students to understand
certain lessons.
2) Field of study (broad field); namely the curriculum organization in the
form of collecting several similar subjects and having the same
characteristics and correlated (functioned) in one teaching field.
3) Child centered program, which is a curriculum program that focuses on
the activities of students, not on subjects.
4) Core Problems (core program), which is a program in the form of
problem units, where problems are taken from a particular subject, and
other subjects are given through learning activities in an effort to solve
the problem. The subjects which become the knife of analysis are
provided in an integrated manner.
5) Ecletic Program, which is a program that seeks a balance between a
curriculum organization that focuses on subjects and students.
e. Curriculum Evaluation
In a broader sense, curriculum evaluation is intended to examine the
overall performance of the curriculum in terms of various criteria. The
performance indicators evaluated are not only limited to effectiveness, but also
relevance, efficiency, feasibility of the program. The extent or absence of a
curriculum evaluation program is actually determined by the purpose of the
curriculum evaluation. Is the evaluation intended to evaluate the entire curriculum
system or certain components in the curriculum syestem. One important
curriculum component that needs to be evaluated is with regard to student
learning processes and outcomes.
K. Previous Study
First, Heryansyah, he did a research in 2014 on the quality of the English
textbook used by teacher at the state junior high school 19 Tanjung Jabung Timur
publish by Platinum. The design of his study was descriptive qualitative research
because he wanted to know feasibility of the textbook. The result that an English
textbook publish by Platinum used for teacher at the state junior high school 19
Tanjung Jabung Timur as fair feasibility of English textbook.
Second, study is Mardiyah, she did a research in 2015 on analysis on the
feasibility of English textbook entitled”LKS CITRA” used for Grade Eleven
Studentsof Islamic Senior High School published by Citra sekawan. The design of
her study was descriptive qualitative because she wanted to describe the general
quality of the textbook. The result that an English textbook publish by Citra
Sekawan was 52,27% which means that workbook was lessfair to use as the
source of materials in learning process.
Third Rukaya.S, she did a research in 2015 on the quality of English work
sheet used by eight grader at states junior high school 32 Batanghari publisher by
Galileo. The design of her study was qualitative descriptive because she wanted to
describe the general quality of the work sheet. The result that an English work
sheet publish by Galileo used for state junior high school 32 Batanghari as very
good English work sheet.
CHAPTER III
METHOD OF RESEARCH
In this chapter, the writer would like to discuss the research methodology.
Some points will be the researcher discuss those are : a) method and design of the
research, b) research data and sources of the research, c) technique of analyzing
the data.
A. Research Design
In this research, the researcher uses a descriptive qualitative method and this
research belong to library research. This research analyzes the suitable or match of
themes and the materials in English Textbook entitled “Talk Active” with the
basic competences of the 2013 curriculum. The writer used a content analysis to
explain this study. The writer wanted to know the feasibility of English textbook
”Talk Active” published by Yudhistirta.
The content feasibility of the textbook such as its characteristic or material
presented in the textbook was processed according to the list of standardization by
BSNP (Badan Standar Nasional Pendidikan). Additionally the researcher also
adapted Likert‟s scale to integrate with BSNP‟s rubric assessment as the
instrument use in this research. The researcher took all chapters is 8 chapters from
the textbook as the samples of the research.
B. Research data and Source of the Research
The object of this study was the English textbook for data entitle “Talk
Active” tenth grade Senior high school (students book) that textbook published
2013 by Yudhistra. This textbook was written by Lanny Kurniawan, S.Pd and
Mulyono,S.Pd, M. A. This book consists of eight units a hundred and fourty four
pages. The first semester was discussed in chapter one to chapter four while the
second semester in chapter five to chapter eight. This textbook was known as one
of recommended by Departement of National Education based on content
standard Badan Standar Nasional Pendidikan (BSNP.)
C. Instruments of the Research
To detain an accurate data collection, data analysis, and data interpretation,
the writer used documentation in collecting data which derives from curriculum
2013 for second grade of senior high school and Rubric assessment from BSNP
(Badan Standar Nasional Pendidikan).The data was collected from the textbook
which takes whole chapter is 8. The writer also used books and papers about
content analysis of textbook as a guideline in analyzing and interpreting data. The
researcher adopted the instrument from BSNP in order to obtain an accurate data
collection and present a trustworthy finding that fairly closed to the real situation
where the textbook used. Besides that, the rubric was commonly used in analyzing
and evaluating the textbooks in Indonesia.
D. Procedure of Analysis
In the procedure of analysis the writer did the following steps of study:
In the beginning procedure, the researcher identified the research question then
made the guidelines appropriated with the data that the researcher had been
looked for. Before the researcher took the data, the researcher adopted the rubric
provided by BSNP (Badan Standar Nasional Pendidikan) to assess a textbook
about how the textbook fulfilled curriculum 2013.
Then, firstly the researcher read and comprehended all 4 categories
presented in the rubric. Those were feasibility of content, feasibility of
presentation, feasibility of language and feasibility of graphic. Then, feasibility of
content was chosen because it was the closest one in knowing how the textbook
fulfilled curriculum 2013 through the content of the textbook. After the researcher
chosen feasibility of content as the main criterion, then the researcher read and
comprehended the elements that contained in the criterion.
In the following steps, the researcher also integrated Linkert‟s scale with
the rubric in order to suit elements in the criterion required. Then, it would be
further criteria to be analyzed as the instrument to gain the data that researcher
looks for. After the rubric adjusted was finished and ready to use, the researcher
took 8 chapters from the textbook as the samples being studied.
E. The Technique of the Data Analysis
With the complete data sources taken from the “Pathway to English” were
collected, the writer analyzed the data from the textbook with rubric assessment
from BSNP. This analysis was meant to evaluate the materials which are
conformed in Curriculum 2013. In this analysis, the writer did the following steps:
1. Using the rubric assessment that had adjusted to collect the data required.
After the instrument to assess was ready soon the data were collected
from the samples. The data collected by comparing them to the characteristics
provided by the rubric. The rubric assessment was adopted from BNSP and also
integrated with Likert‟s Scale, and only one out of four categories which BSNP
provided are used. This is feasibility of content.
2. Analyzing the data and presenting numerically in a table and descriptively
in a paragraph.
In this step, after the data required was collected, the researcher presented
the data into the table of feasibility of content for each chapter. And then the data
was evaluated by giving the score to the list of focused category in the rubric
assessment as 1(poor), if KD, KI, Syllabus and Material of textbook do not
suitable or not match. 2(enough), if just some of KD, KI, Syllabus and Material of
textbook still suitable/match. 3(good), if mayorities of the KD,KI, Syllabus and
Material of the textbook suitable or match. 4(very good) if all of the KD, KI,
Syllabus and material of the textbook suitable/match and complete. The rubric
scoring is adopted from Likert Scale, and only even scale is adopted. The scale
was adopted because the researcher avoided the bias or neutral result if the odd
scale used. Therefore in evaluating data, the researcher presented numerically and
descriptively.
3. Reducing the data based on the purpose of the research.
Reducing the data in this research had been hold during the process of the
research. The researcher followed the criteria listed in the rubric. The researcher
selected and focused on the data that criteria required in the rubric. then the data
reduced based on the needs the researcher to answer the research question how the
textbook “Contextual English” fulfills the feasibility of content in curriculum
2013.
4. Interpreting the data gained after scoring from the evaluation.
Interpreting was done after the data had been reduced and presented. The
data was interpreted to show the result of compatibility of the textbook towards
curriculum 2013. The interpretation was drawn from the data collection, data
reduction and data presentation. Then the researcher interpreted the data in
quantitative output with the formulation help in percentage and number.
Then, the researcher presented the data interpreted descriptively. The
writer used the following formula to help presenting the data in forms of numbers
formula by Sudjiono Anas (2005, p.42):
Note :
Percentage : P
Total score : A
Total score maximal : B
Percentage Eligibility : P =
x 100% =
CHAPTER IV
RESEARCH FINDING AND DISCUSSIONS
In this chapter, the researcher describes the research findings based on the
data collected. The presentation will be in line with the research question in the
first chapter that is English textbook entitled ”Talk Active” published by
Yudhistira for Senior High School Tenth Grade feasibility with the requirements
of school-based curriculum.
The researcher will present and interpret the data as research findings
which are whole chapters is 8 from the textbooks analyzed and evaluated. In the
other words, the findings presented covers for 1 and 2 semester from the textbook
taught. The researcher uses a range of scoring that BSNP provided. Additionally,
the researcher also uses percentage as the representation for the conclusion in
feasibility of content.
A. Research Finding
The research finding based on the textbook entitled Talk Active Tenth
Grade” published by Yudhistira used for Senior High School at Madrasah Aliyah
Laboratorium kota Jambi are :
1. Chapter 1 “ Memorable Moments”
Feasibility of Content in Chapter 1
“Memorable Moments”
Sub-component
Items
Scoring
Frequency
1 2 3 4
The compatibility
of materials with
KI and KD
Completeness
√
Indepth
√
Accuracy of the
materials
Social functions
√
Element and structure of
meaning
√
Linguistic feature
√
Supporting
materials
Relavance
√
Development of life skills
√
Development of diversity
insight
√
2
6 Total
In this chapter is talking about Learning Aspects are: Greeting, Parting,
Introduction, Inviting, Pronunciation. The exercises developed based on the topic.
This exercise is also formulated towards active student learning. Also there are
character values about Friendly and Love and Devotion to Motherland.
a. Compatibility materials with KI and KD
1) Completeness
In chapter 1 is match with KI and KD in the 2013 curriculum.
On The KD and KI, menerapkan fungsi social struktur teks, dan
unsur kebahasaan teks interaksi transaksi oral lisan dan tulisan
yang melibatkan tindakan member dan meminta informasi terkait
jati diri dan hubungan keluarga, sesuai dengan konteks
penggunaanya.(Perhatikan unsur kebahasaan pronun, subjective,
objective, possessive). That learning Aspects are: Greeting and
Parting, Introduction, Invitation, and Recount.
first, it could be seen on page 4 task 3 there is a dialog and
students try to practice with her or him friend. Then, they answer the
question orally that is packaged in daily conversation. The second, it
could be seen on the page 11 there is a recount text entitled my
school, that topic still has relation with student activities at their real
live. And then it could be seen on page 15 task 3 about bill gates,
that task purpose students to master about technology. For the
students tenth grate all of this material is suitable for them as new
students at senior high school.
In this chapters also, that can building the students character.
For example the character building from this chapter on the page 4
task 2 is “having friends is essential in our life. Without friends, our
life would by dull and uninteresting. Thus, it is important to act
friendly to others. That invite students to love and caring with
friends. And also on the page 17 and 18 there is a summary, that so
clear and easy to understand. Therefore, researcher gives a score 4
or very good for completeness in this chapter.
2) Indepth
This chapter has successfully developed all the criteria for In-
Dept. This could be seen from the completeness criteria of chapter 1
that this book has developed exercises that expose students to
express expressions greeting, parting, accepting invitation. This
chapter used other source to find more information to develop their
understanding about the topic discussed. Grammetical insert from
this chapter is on the page 12 about simple present tense. Then, task
1 about my school on the page 11 it is clear about recount.
Therefore, researcher gives a score of 4 or very good for in depth
this chapter.
b. The accuracy of materials
1) Social functions
The implementation of social function in this chapter has
already fulfilled the requirements in curriculum 2013. The
interpersonal communication is taught on page 4 equipped with
some exercises that stimulate students to interact to the other
students. For transactional communication can be seen on page 6. It
taught students to giving recommendations about daily activities of
students. Therefore, the researcher gives very good score is 4 for this
criteria.
2) Element and structure of meaning
The element and structure of meaning required in feasibility
of content is successfully implemented. A systematic way of
thinking for students in this chapter has been successfully developed.
As on page 4 and 5, the students are taught on how to express
greeting, parting, introducing oneself and others, accepting invitation
and cancelling invitation. On page 12 the grammar insert taught is
simple present tense. Therefore, this consideration makes the
element and structure of meaning get 4 or very good for its
implementation.
3) Linguistic feature
The language used in the chapter 1 is acceptable and polite.
The topic taken also make students more easily understand the
lesson and make it easier for students to use greeting, parting
introduction, inviting and pronunciation. It is clear from the task 1on
the page 10 text which uses polite and easy to understand. It is a text
talk about my school. Almost of students know the place and the
disaster. So, the explanation above gives the linguistic feature 4
score or very good.
c. Supporting materials
1) Relevance
This chapter deals with the students. In this chapter greeting,
parting, inviting, introduction to others about memorable moments.
On page11 illustrate with clear images. So students can understand
more about the memorable moments. Guidelines from the tables on
pages 11, 12 and 17 also make it easier for students to understand the
lesson. And also the good one from this chapter is there a song lyric
by yesterdays rising under titled experience to write. On the page 8 it
is can make student enjoy and relax to study. Therefore, the
researcher gives score 3 or good for its relevance.
2) Development of life skills
The fulfillment for development of life skills is successfully
implemented. It can be seen on taks 2, 3, and taks 1 on the page 2, 3,
4, and 5 the students will analyze expressions of greeting, inviting,
parting, introduction, and pronunciation. By activity on page 2and 3
students also required how to communicate with the other students
and solve the problem from exercise. This chapter also provides the
students to know more about their own ability after the lesson
finished by answering a few of reflection question on page 17. So,
based on this consideration, score 4 or very good for its development
of life skills.
3) Development of diversity insight
In this chapter, all aspects of the development of diversity
insights have not been successfully implemented. On page 9 taks 2
that taks about find the synonym of these words from the words in
the song. Therefore, the researcher gives score 3 or enough for the
development of diversity insight in this chapter.
2. Chapter 2 “Indonesian Folklore ”
Feasibility of Content in Chapter 2
“Indonesian Folklore”
Sub-component
Items
Scoring
Frequency
1 2 3 4
The compatibility
of materials with
KI and KD
Compeleteness
√
Indepth
√
Accuracy of the
materials
Social functions
√
Element and structure of
meaning
√
Linguistic feature
√
Supporting
materials
Relavance
√
Development of life skills
√
Development of diversity
insight
√
8 Total
In this chapter, you should keep your environment taken as a topic that is
mostly taught in this chapter. Therefore, in this chapter discuss about indonesian
folklore. In this chapter how to give recommendations and offers expression are
taught. The exercises developed based on the topic that make the students
imagine, enjoy, relax, to study. This exercise is also formulated towards active
student learning.
a. Compatibility materials with KI and KD
1) Completeness
In chapter 1, completeness that requires several texts still has
relation with this KD and KI. That ”first, membedakan fungsi sosial ,
struktur teks dan unsure kebahasaan beberapa teks naratif lisan dan
tulisan dengan memberi dan meminta informasi terkait lagenda
rakyat, sederhana, sesuai dengan konteks penggunaannya. Than
second, menangkap makna secara kontekstual terkai fungsi sosial,
struktur teks dan unsure kebahasaan teks naratife, lisan dan tulisan
sederhana terkait lagenda rakyat”.
This chapter talk about folklore to be taught for examples:
Putri Tangguk, the smartest parrot, jakatarub and nawangwulan and
it is accordance with KI and KD in the 2013 curriculum. The first, it
could be seen on page 24, it is a narrative text that students discuss
with their friends or teacher to talk about indonesian folklore. The
second, it could be seen on page 27 taks 1, that a narrative text that
is one of famous story in Indonesia. And then it could be seen on
page 31 taks 1, as narrative text which told about the legend of lake
toba. Therefore, researcher gives a score of 4 or very good for
completeness in this chapter.
2) Indepth
This chapter has successfully developed all the criteria for In-
Dept. This could be seen from the completeness criteria of chapter 2
that this book has developed more than 2 texts and exercises that
expose students to express and discuss about folklore. This chapter
used other source to find more information to develop their
understanding about the topic discussed like short story book,
indonesian folklore. Then, could be seen on page 29 for language
element and grammars about past continuous tense. And also that
develop indonesian folklore is suitable with students. Therefore,
researcher gives a score of 4 or very good for in depth this chapter.
b. The accuracy of materials
1) Social functions
The implementation of social function in this chapter has
already fulfilled the requirements in curriculum 2013. The
communication steps is taught on page 21. That there are offering
sympathy, offering condolence, getting attention and also showing
attention. That with some exercises that stimulate students to interact
to the other students. For transactional communication can be seen
on page 22 taks 2. It taught students to complete the dialogs with the
suitable expression. Than, the character building from this chapter is
“we are social creatures that cannot live alone. Living together in the
society, we have to help each other. If you cannot help physically,
than you can give your attention and sympathy to show that you
care”. Therefore, the researcher gives very good score is 4 for this
criteria.
2) Element and structure of meaning
The element and structure of meaning required in feasibility
of content is successfully implemented. A systematic way of
thinking for students in this chapter has been successfully developed.
As on page 21, the students are taught on how to offering symphaty
and responses, offering condolance and responces, getting attention
also showing attention. On page 29 the grammar taught is past
continuous tense. Therefore, this consideration makes the element
and structure of meaning get 4 or very good for its implementation.
4) Linguistic feature
The language used in the chapter 1 is acceptable and polite.
The topic taken also make students more easily understand the
lesson and make it easier for students to use expression
recommendations and offers. It is clear from the page 19 to 32. Then,
text which uses polite and easy to understand. In the text talk about
indonesian folklore. Almost of students know that indonesia
folklore. So, the explanation above gives the linguistic feature 4
score or very good for its fulfillment in this chapter. In chapter 4 has
used polite and communicative language.
c. Supporting materials
1) Relevance
This chapter deals with the surrounding environment. In this
chapter ask for opinions and offers to others about how to keep the
indonesian folklore. On page 26 and 31 illustrate with clear images.
So students can understand more about the Indonesian folklore.
The stories on pages 24, 26, 27 and 31 also make it easier for
students to understand the lesson. In addition, that explains how to
making narrative text, responds to expressions of recommendations
and offer. So, this chapters has good relavance between pages,
chapters, topic, and also materials. Therefore, the researcher gives
score 4 or very good for its relevance.
2) Development of life skills
The fulfillment for development of life skills is successfully
implemented. It can be seen an exercise on page 20-21 the students
will analyze expressions of recommendation and offer. By
activities on page 21 students also required how to communicate
with the other students and solve the problem from exercise or taks.
This chapter also provides the students to know more about their
own ability after the lesson finished by answering a few of
reflection question on page 31. So, based on this consideration,
score 4 or very good for its development of life skills.
3) Development of diversity insight
In this chapter, all aspects of the development of diversity
insights have beensuccessfully implemented. Therefore, the
researcher gives score 4 or very good for the development of
diversity insight in this chapter.
3. Chapter 3 “ Leisure Time”
Feasibility of Content in Chapter 3
“Leisure Time”
Sub-component
Items
Scoring
Frequency
1 2 3 4
The compatibility
of materials with
KI and KD
Compeleteness
√
Indepth
√
Accuracy of the
materials
Social functions
√
Element and structure of
meaning
√
Linguistic feature
√
Supporting
materials
Relavance
√
Development of life skills
√
Development of diversity
insight
√
1
7 Total
In this chapter talk about leisure time. There are some of learning aspects
are: asking for and giving favour, asking for and giving opinion, recount, and
notices. Also charecter values are: independent and well-read. On the page 34
there is a taks for students about listening ”shopping list” . This exercise is also
formulated towards active student learning.
a. Compatibility materials with KI and KD
1) Completeness
In chapter 3, completeness and accordance with KI and KD
in the 2013 curriculum. That ”menerapkan fungsisosial, struktur
teks, dan unsure kebahasaan teks interaksi transaksional lisan dan
tulisan yang melibatkan tindakan memberi dan menerima informasi
terkait keadaan / tindakan / kegiatan / kejadian yang dilakukan /
terjadi di waktulampau yang merujuk waktu terjadinya dan
kesudahannya, sesuai dengan konteks penggunaannya. ( perhatikan
unsure kebahasaan simple past tense vs present perfect tense)”.
first, it could be seen on page 36 as communication steps
that students discuss with their friends or teacher to talk about
expression of offering a help, accepting a help and refusing a help.
The second, it could be seen on page 38 that talk about asking for
someone‟s opinion, giving opinion, and saying you have no opinion.
Third, taks 1 on page 39 about notices. And then it could be seen on
page 42-43, there is grammar inset about adverb clause with time (
when, before, after, while or as, by the time, until or till, since, as
soon as, and whenever or every time). The last one is on the page 45
as functional text which told about my holiday is fantastic.
Therefore, researcher gives a score of 4 or very good for
completeness in this chapter.
2) Indepth
This chapter has successfully developed all the criteria for In-
Dept. This could be seen from the completeness criteria of chapter 3
that this book has developed more than 2 texts and exercises that
expose students to express expressions of recommendations and
offers. this chapter used other source to find more information to
develop their understanding about the topic discussed. In terms
retention of formation text, it could be seen on page 42 - 43 for
language element and grammars. Therefore, researcher gives a score
of 4 or very good for in depth this chapter.
b. The accuracy of materials
1) Social functions
The implementation of social function in this chapter has
already fulfilled the requirements in curriculum 2013. The
interpersonal communication is taught on page 35 equipped with
some exercises that stimulate students to interact to the other
students. For transactional communication can be seen on page 35. It
taught students to giving recommendations about daily activities of
students. And also fulfill the requirements functional communication
on page 34 and 38. Therefore, the researcher gives very good score
is 4 for this criteria.
2) Element and structure of meaning
The element and structure of meaning required in feasibility
of content is successfully implemented. A systematic way of
thinking for students in this chapter has been successfully
developed. As on page 36,38, 42 and 43, the students are taught on
how to ask and respond a recommendation and offer expressions.
On page 12 the grammar taught are “when”, “before”, “after‟, “
while, as” , “ by the time” , “ until, till” , “since” , as soon as” and “
whenever, every time” .Therefore, this consideration makes the
element and structure of meaning get 4 or very good for its
implementation.
3) Linguistic feature
The language used in the chapter 3 is acceptable and polite.
The topic taken also make students more easily understand the
lesson and make it easier for students to use expression
recommendations and offers. It is clear from the page 33 – 48.
That, text which uses polite and easy to understand. In the text talk
about my holiday was fantastic. Almost of students have good
experiences about their holiday. So, the explanation above gives
the linguistic feature 4 score or very good for its fulfillment in this
chapter. In chapter 3 has used polite and communicative language.
c. Supporting materials
1) Relevance
This chapter discuss about the leisure time. And it still has
relation with our daily activities. On the page 41 illustrate with
clear images. So students can understand more about the leisure
time. The learning aspects on the page 36, 38, 42 and 43 also make
it easier for students to understand the lesson. In addition, on the
page 37 taks 3 there are some of pictures about movies as: spider-
man, man of steel ( super-man), iron man, star trek to darkness,
batman bigan, and also harry potter. That make the student
interesting to doing them taks. Therefore, the researcher gives score
3 or good for its relevance.
2) Development of life skills
The fulfillment for development of life skills is successfully
implemented. It can be seen an exercise on page 34 taks 2 and taks
3 also on the page 38 taks 1 the students will analyze expressions
of recommendation and offer. By activity on page 38 students also
required how to communicate with the other students and solve the
problem from that taks. This chapter also provides the students to
know more about their own ability after the lesson finished by
answering a few of reflection question on page 48. So, based on
this consideration, score 4 or very good for its development of life
skills.
3) Development of diversity insight
In this chapter, all aspects of the development of
diversity insights have been successfully implemented. Therefore,
the researcher gives score 4or very good for the development of
diversity insight in this chapter.
4. Chapter 4 “ Friendship”
Feasibility of Content in Chapter 4
“Friendship”
Sub-component
Items
Scoring
Frequency
1 2 3 4
The compatibility
of materials with
KI and KD
Compeleteness
√
Indepth
√
Accuracy of the
materials
Social functions
√
Element and structure of
meaning
√
Linguistic feature
√
Supportingmaterial
Relavance
√
Development of life skills
√
s
Development of diversity
insight
√
2
6 Total
In this chapter discuss about friendship. This topic is very suitable with the
students. Because where their age focus on their friends and also most of them
thinks friends is everything for them. This topic is also formulated towards active
student learning.
a. Compatibility materials with KI and KD
1) Completeness
In chapter 4, completeness that requires several texts to be
taught as transactional text, interpersonal text, and functional text, is
in accordance with KI and KD in the 2013 curriculum. That “
menerapkan fungsi sosial, struktur teks interaksi transaksi oral lisan
dan tulisan yang melibatkan tindakan memberi dan meminta
informasi terkait keadaan / tindakan / kegiatan / kejadian yang
dilakukan / terjadi di waktulampau yang merujuk waktu terjadinya
dan kesudahannya. (perhatikan unsur kebahasaan simple past tense
vs present perfect tense)”.
The first, it could be seen on page 58 as interpersonal text
that students discuss with their friends or teacher to talk about
narrative text entitled tumble wood. The second, it could be seen on
page 53 taks 1 -2 that is packaged in daily conversation. And then
it could be seen on page 60 taks 1 as functional text which told
about baturaden. Therefore, researcher gives a score of 4 or very
good for completeness in this chapter.
2) Indepth
This chapter has successfully developed all the criteria for In-
Dept. This could be seen from the completeness criteria of chapter
4 that this book has developed more than 2 texts and exercises that
expose students to express expressions, imagine and enjoy to study.
This chapter used other source to find more information to develop
their understanding about the topic discussed. In terms retention of
formation text, it could be seen on page 58 taks 5 for language
element and grammars. And also on the page 50 taks 2 and page 52
taks 6 there are about request, satisfaction and dissatisfaction.
Therefore, researcher gives a score of 4 or very good for in depth
this chapter.
b. The accuracy of materials
1) Social functions
The implementation of social function in this chapter has
already fulfilled the requirements in curriculum 2013. The
interpersonal communication is taught on page 57 and 58 equipped
with some taks that stimulate students to interact to the other
students. For transactional communication can be seen on page 59.
It taught students to giving recommendations about their daily
activities. And also fulfill the requirements functional
communication on page 55 taks 3. Therefore, the researcher gives
very good score is 4 for this criteria.
2) Element and structure of meaning
The element and structure of meaning required in feasibility
of content is successfully implemented. A systematic way of
thinking for students in this chapter has been successfully
developed. On page 58 the grammar taught is present perfect tense.
Therefore, this consideration makes the element and structure of
meaning get 4 or very good for its implementation.
5) Linguistic feature
The language used in the chapter 4 is acceptable and polite.
The topic taken also make students more easily understand the
lesson and make it easier for students to use expression request,
satisfaction and dissatisfaction. It is clear from the page 49 to
chapter 62 text which uses polite and easy to understand. In the text
talk about tumble wood and baturaden. Almost of students
interesting talk about their experiences. So, the explanation above
gives the linguistic feature 4 score or very good for its fulfillment
in this chapter.In chapter 4 has used polite and communicative
language.
c. Supporting materials
1) Relevance
This chapter deals with the our real life. In this chapter ask
for opinions and offers to others about friendship. On page 50-51
illustrate with clear images. So students can understand more about
the friendship. On the page 50, 52, 57, and 58 also make it easier
for students to understand the lesson. Therefore, the researcher
gives score 3 or good for its relevance.
2) Development of life skills
The fulfillment for development of life skills is successfully
implemented. It can be seen an taks 1 on page 56 the students will
analyze about a story. By activity on page 50 students also required
how to communicate with the other students and solve the problem
from taks. This chapter also provides the students to know more
about their own ability after the lesson finished by answering a few
of reflection question on page 61. So, based on this consideration,
score 4 or very good for its development of life skills.
3) Development of diversity insight
In this chapter, all aspects of the development of diversity
insights have not been successfully implemented. In text on the
taks 4 on page 54. Therefore, the researcher gives score 3 or good
for the development of diversity insight in this chapter.
5. Chapter 5 “ Sucessful People”
Feasibility of Content in Chapter 5
“sucessful People”
Sub-component
Items
Scoring
frequency
1 2 3 4
The compatibility
of materials with
KI and KD
Compeleteness
√
Indepth
√
Accuracy of the
materials
Social functions
√
Element and structure of
meaning
√
Linguistic feature
√
Supporting
materials
Relavance
√
Development of life skills
√
Development of diversity
insight
√
1
7 Total
In this chapter, Therefore, the creation of text tends to focus on the
successful people, such as topics in the factual report and in the taks provided. In
this chapter how to give recommendations and offers expression are taught. The
taks developed based on the topic that isuse expressions of recommendation and
offers. This exercise is also formulated towards active student learning.
a. Compatibility materials with KI and KD
1) Completeness
In chapter 1, completeness that requires several texts to be
taught as transactional text, interpersonal text, and functional text,
is in accordance with KI and KD in the 2013 curriculum. That,
“membedakan fungsi sosial, struktur teks, dan unsure kebahasaan
beberapa teks deskriptif lisan dan tulisan dengan meminta dan
memberi informasi terkait tempat wisata dan bangunan bersejarah
terkenal, pendek dan sederhana sesuai dengan konteks
penggunaannya.”
The first, it could be seen on page 68 as interpersonal text
that students discuss with their friends or teacher to talk about
expression of recommendation and offer. The second, it could be
seen on page 69 taks 5 about descriptive text. And then it could be
seen on page 72 taks 4 there are some of question based on the text
”wimarwitoelar”. Therefore, researcher gives a score of 4 or very
good for completeness in this chapter.
2) Indepth
This chapter has successfully developed all the criteria for In-
Dept. This could be seen from the completeness criteria of chapter
5 this book has developed more than 2 texts and taks that expose
students to express asking if someone knows about something,
saying that you know about something, saying that you do not
know about something, asking if someone interested in something,
saying that you are interested in something and saying that you are
not interested in something.
This chapter used other source to find more information to
develop their understanding about the topic discussed. In terms
retention of formation text, it could be seen on page 73 for
language element and grammars. And also in terms production, the
taks that develop oral produce on page 68 and written produce
could be seen on page 70.Therefore, researcher gives a score of 4
or very good for in depth this chapter.
b. The accuracy of materials
1) Social functions
The implementation of social function in this chapter has
already fulfilled the requirements in curriculum 2013. The
interpersonal communication is taught on page 65 and 67 equipped
with some taks that stimulate students to interact to the other
students. For transactional communication can be seen on page 69.
It taught students to giving recommendations about daily activities.
And also fulfill the requirements functional communication on
page 68. Therefore, the researcher gives very good score is 4 for
this criteria.
2) Element and structure of meaning
The element and structure of meaning required in feasibility
of content is successfully implemented. A systematic way of
thinking for students in this chapter has been successfully
developed. As on page 64, 65, and 67 the students are taught on
expressions asking if someone know about something, saying that
you know about something, saying that you do not know about
something, asking if someone is interested in something, saying
that you are interested in something, and saying that you are not
interested in something. On page 73 the grammar taught is about
simple present tense. Therefore, this consideration makes the
element and structure of meaning get 4 or very good for its
implementation.
3)Linguistic feature
The language used in the chapter 1 is acceptable and polite.
The topic taken also make students more easily understand the
lesson and make it easier for students to use expression
recommendations and offers. It is clear from the 15 page 14 text
which uses polite and easy to understand. In the text talk about
garbage and flooding in Jakarta. Almost of students know the place
and the disaster. So, the explanation above gives the linguistic
feature 4 score or very good for its fulfillment in this chapter. In
chapter 4 has used polite and communicative language.
c. Supporting materials
1) Relevance
This chapter ask for opinions and offers to others about
successful people. On page 68 and 69 taks 2, 4 and 5 illustrate with
clear images. So students can understand more about the simple
present tense and successful people. On the page 64, 65, 69, and 73
also make it easier for students to understand the lesson. Therefore,
the researcher gives score 3 or good for its relevance.
2) Development of life skills
The fulfillment for development of life skills is successfully
implemented. It can be seen on page 64 the students will analyze
expressions of recommendation and offer. By activity on page 65
taks 1 and 2 students also required how to communicate with the
other students and solve the problem from taks. This chapter also
provides the students to know more about their own ability after the
lesson finished by answering a few of reflection question on page
76. So, based on this consideration, score 4 or very good for its
development of life skills.
3) Development of diversity insight
In this chapter, all aspects of the development of diversity
insights have been successfully implemented. Therefore, the
researcher gives score 4 or very good for the development of
diversity insight in this chapter.
6. Chapter 6 “ Famous People”
Feasibility of Content in Chapter 6
“famous people”
Sub-component
Items
Scoring
Frequency
1 2 3 4
The compatibility
of materials with
KI and KD
Compeleteness
√
Indepth
√
Accuracy of the
materials
Social functions
√
Element and structure of
meaning
√
Linguistic feature
√
Supporting
materials
Relavance
√
Development of life skills
√
Development of diversity
insight
√
1
1
6 Total
In this chapter, suitable with student as a topic of learning. Therefore, the
creation of text tends to focus on the surrounding environment, such as topics in
the factual report and in the taks provided. In this chapter how to give
recommendations and offers expression are taught. The taks developed based on
the topic that isuse expressions of recommendation and offers. This taks is also
formulated towards active student learning.
a. Compatibility materials with KI and KD
1) Completeness
In chapter 6, completeness that requires several texts to be
taught as transactional text, interpersonal text, and functional text,
is in accordance with KI and KD in the 2013 curriculum.
That”menyusun teks deskriptif lisan dan tulisan, pendek dan
sederhana, terkait tempat wisata dan bangunan bersejarah
terkenal, dengan memperhatikan fungsi sosial, strukturteks, dan
unsure kebahasaan secara benar dan sesuai konteks.
first, it could be seen on page 79 as interpersonal text that
students discuss with their friends or teacher to talk about
expression of recommendation and offer. The second, it could be
seen on page 81 taks 5 as transactional text that is packaged in
daily conversation. And then it could be seen on page 86 taks 10 as
functional text which told about place or object. Therefore,
researcher gives a score of 4 or very good for completeness in this
chapter.
2) Indepth
This chapter has successfully developed all the criteria for
In-Dept. This could be seen from the completeness criteria of
chapter 6 that this book has developed more than 2 texts and taks
that expose students to express expressions of recommendations
and offers. In terms exposure (Pajanan), this chapter used other
source to find more information to develop their understanding
about the topic discussed. In terms retention of formation text, it
could be seen on page 90 for language element and grammars
about relative clause (who, whom and what). And also in terms
production, the taks that develop oral produce on page 78 and
written produce could be seen on page 93.Therefore, researcher
gives a score of 4 or very good for in depth this chapter.
b. The accuracy of materials
1) Social functions
The implementation of social function in this chapter has
already fulfilled the requirements in curriculum 2013. The
interpersonal communication is taught on page 79 and 80 equipped
with some taks that stimulate students to interact to the other
students. For transactional communication can be seen on page 82
taks 1 and on page 89 taks 1, 2, 3 and 4. It taught students to giving
recommendations about daily activities of students. And also fulfill
the requirements functional communication on page 78. Therefore,
the researcher gives very good score is 4 for this criteria.
2) Element and structure of meaning
The element and structure of meaning required in feasibility
of content is successfully implemented. A systematic way of
thinking for students in this chapter has been successfully
developed. As on page 79 and 80, the students are taught on how to
ask and respond a recommendation and offer expressions. On page
90 the grammar taught is about relative clauses. Therefore, this
consideration makes the element and structure of meaning get 4 or
very good for its implementation.
3) Linguistic feature
The language used in the chapter 6 is acceptable and polite.
The topic taken also make students more easily understand the
lesson and make it easier for students to use expression
recommendations and offers. It is clear from the 77 page to page 94
text which uses polite and easy to understand. In the text talk about
prambanan, the most beautiful hindu temple in the world. Almost
of students know about prambanan temple and some of them ever
come there. So, the explanation above gives the linguistic feature 4
score or very good for its fulfillment in this chapter. In chapter 6
has used polite and communicative language.
c. Supporting materials
1) Relevance
This chapter deals with the surrounding environment. In this
chapter ask for opinions and offers to others about famous people.
On page 92 illustrate with clear images. So students can understand
more about famous people. Based on pages 79, 80, 82, 86,90, and
92 also make it easier for students to understand the lesson.
Therefore, the researcher gives score 3 or good for its relevance.
2) Development of life skills
The fulfillment for development of life skills is successfully
implemented. It can be seen an taks 1, 2 and 3on page 82 the
students will study about congratulation and analyze expressions
of recommendation and offer. By activity on page 78 students also
required how to communicate with the other students and solve the
problem from taks. This chapter also provides the students to know
more about their own ability after the lesson finished by answering
a few of reflection question on page 93. So, based on this
consideration, score 4 or very good for its development of life
skills.
3) Development of diversity insight
In this chapter, all aspects of the development of diversity
insights have not been successfully implemented. In text 15 on
page 14 the awareness of the nation's love own homeland and in
practice 9 on page 10 the existence of global cultural diversity.
Therefore, the researcher gives score 2 or enough for the
development of diversity insight in this chapter.
7. Chapter 7 “ Sport”
Feasibility of Content in Chapter 7
“Sport”
Sub-component
Items
Scoring
frequency
1 2 3 4
The compatibility
of materials with
KI and KD
Compeleteness
√
Indepth
√
Accuracy of the
materials
Social functions
√
Element and structure of
meaning
√
Linguistic feature
√
Supportingmaterial
Relavance
√
Development of life skills
√
s
Development of diversity
insight
√
1
1
6 Total
In this chapter, the topic about sport suitable with students as learning
material. Talk about sport suitable with all of ages as long as people care with
them healty live. And this chapter also there are some learning aspects are giving
stand, annoyance, and narration. Than there character values are love and
devotion to motherland, and curiosity. This taks is also formulated towards active
student learning.
a. Compatibility materials with KI and KD
1) Completeness
In chapter 7, completeness that requires several texts to be
taught as transactional text, interpersonal text, and functional text,
is in accordance with KI and KD in the 2013 curriculum. That “
menangkap makna secara kontekstual terkait fungsi sosial, struktur
teks, dan unsure kebahasaan teks naratife, lisan dan tulisan
sederhana terkait legenda rakyat. Than membedakan fungsi sosial,
struktur teks, dan unsure kebahasaan beberapa teks naratif lisan
dan tulisan dengan memberi dan meminta informasi terkait
lagenda rakyat, sederhana, sesuai dengan konteks penggunaannya.
The first, it could be seen on page 96 taks 2 and taks 4 on the
page 97 as interpersonal text that students discuss with their friends
or teacher to talk about expression used in sports. The second, it
could be seen on page 98 as transactional text that is packaged in
daily conversation. And then it could be seen on page 102 as
functional text which told about the smartest animal. Therefore,
researcher gives a score of 4 or very good for completeness in this
chapter.
2) Indepth
This chapter has successfully developed all the criteria for In-
Dept. This could be seen from the completeness criteria of chapter
7 that this book has developed more than 2 texts and taks that
expose students to express expression of sports. In terms retention
of formation text, it could be seen on page 104 for language
element and grammars about conditional “if”. And also in terms
production, the taks that develop oral produce on page 98 and
written produce could be seen on page 105 taks 1.Therefore,
researcher gives a score of 4 or very good for in depth this chapter.
b. The accuracy of materials
1) Social functions
The implementation of social function in this chapter has
already fulfilled the requirements in curriculum 2013. The
interpersonal communication is taught on page 98 and 99 equipped
with some taks that stimulate students to interact to the other
students. For transactional communication can be seen on page 100
taks 4. It taught students to giving recommendations about daily
activities of students. And also fulfill the requirements functional
communication on page 105. Therefore, the researcher gives very
good score is 4 for this criteria.
2) Element and structure of meaning
The element and structure of meaning required in feasibility
of content is successfully implemented. A systematic way of
thinking for students in this chapter has been successfully
developed. As on page 96, the students are taught on some
expressions used in sports . On page 104 the grammar taught is
conditional “if‟. Therefore, this consideration makes the element
and structure of meaning get 4 or very good for its implementation.
3)Linguistic feature
The language used in the chapter 7 is acceptable and polite.
The topic taken also make students more easily understand the
lesson and make it easier for students to use expression giving
stand, expressions of annoyance, expression to calm annoyance,
and grammar insert . It is clear from the page 95 to page 106 text
which uses polite and easy to understand. In the text talk about the
smartest animal on the page 102 taks 2. Almost of students
interesting about this story. So, the explanation above gives the
linguistic feature 4 score or very good for its fulfillment in this
chapter. In chapter 7 has used polite and communicative language.
c. Supporting materials
1) Relevance
This chapter deals with the surrounding environment. On
page 105 illustrate with clear images. So students can understand
more about the narrative text. On the page 98, 100, and 104 also
make it easier for students to understand the lesson. Therefore, the
researcher gives score 3 or good for its relevance.
2) Development of life skills
The fulfillment for development of life skills is successfully
implemented. It can be seen an taks 1 on page 98 the students will
analyze expressions giving standar. By activity on page 100 taks 4
students also required how to communicate with the other students
and solve the problem from taks. This chapter also provides the
students to know more about their own ability after the lesson
finished by answering a few of reflection question on page 106. So,
based on this consideration, score 4 or very good for its
development of life skills.
3) Development of diversity insight
In this chapter, all aspects of the development of diversity
insights have not been successfully implemented. On the taks 10
page 86. Then on the taks 4 page 88. Therefore, the researcher
gives score 2 or enough for the development of diversity insight in
this chapter.
8. Chapter 8 “ Reading is fun”
Feasibility of Content in Chapter 8
“reading is fun”
Sub-component
Items
Scoring
frequency
1 2 3 4
The compatibility
of materials with
KI and KD
Compeleteness
√
Indepth
√
Accuracy of the
materials
Social functions
√
Element and structure of
meaning
√
Linguistic feature
√
Supporting
materials
Relavance
√
Development of life skills
√
Development of diversity
insight
√
1
7 Total
In this chapter, you should keep your environment taken as a topic that is
mostly taught in this chapter. Therefore, the creation of text tends to focus on the
surrounding environment, such as topics in the factual report and in the exercises
provided. In this chapter how to give recommendations and offers expression are
taught. The exercises developed based on the topic that isues expressions of
recommendation and offers. This exercise is also formulated towards active
student learning.
a. Compatibility materials with KI and KD
1) Completeness
In chapter 8, completeness that requires several texts to be
taught as transactional text, interpersonal text, and functional text, is
in accordance with KI and KD in the 2013 curriculum. That “
membedakan fungsi sosial, struktur teks, dan unsure kebahasaan
beberapa teks narati flisan dan tulisan dengan memberi dan
meminta informasi terkait lagenda rakyat, sederhana, sesuai dengan
konteks penggunaannya’.
The first, it could be seen on page 109 as interpersonal text that
students discuss with their friends or teacher to talk about expression
of recommendation and offer. The second, it could be seen on page
111 as transactional text that is packaged in daily conversation. And
then it could be seen on page 112 as functional text which told about
a vagrant‟s cry. Therefore, researcher gives a score of 4 or very good
for completeness in this chapter.
2) Indepth
This chapter has successfully developed all the criteria for In-
Dept. This could be seen from the completeness criteria of chapter 8
that this book has developed more than 2 texts and taks that expose
students to express expressions of recommendations and offers. In
terms exposure (Pajanan), this chapter used other source to find
more information to develop their understanding about the topic
discussed. In terms retention of formation text, it could be seen on
page 114 for language element and grammars about direct and
indirect speech. And also in terms production, the taks that develop
oral produce on page 112 taks 3 and written produce could be seen
on page 119.Therefore, researcher gives a score of 4 or very good for
in depth this chapter.
b. The accuracy of materials
1) Social functions
The implementation of social function in this chapter has
already fulfilled the requirements in curriculum 2013. The
interpersonal communication is taught on page 112 equipped with
some taks that stimulate students to interact to the other students.
For transactional communication can be seen on page 115 taks 1. It
taught students to giving recommendations about daily activities of
students. And also fulfill the requirements functional
communication on page 116 taks 1. Therefore, the researcher gives
very good score is 4 for this criteria.
2) Element and structure of meaning
The element and structure of meaning required in feasibility
of content is successfully implemented. A systematic way of
thinking for students in this chapter has been successfully
developed. As on page 108 and 111, the students are taught on how
to ask and respond a recommendation and offer expressions about
persuading, intention and purpose. On page 114 the grammar
taught is about direct and indirect speech.Therefore, this
consideration makes the element and structure of meaning get 4 or
very good for its implementation.
6) Linguistic feature
The language used in the chapter 8 is acceptable and polite.
The topic taken also make students more easily understand the
lesson and make it easier for students to use expression
recommendations and offers. It is clear from the page 107 to 120
text which uses polite and easy to understand. In the text talk about
a vagrant‟s cry and spectrapolis: rose, the loving fairy. Almost of
students interested with this story. So, the explanation above gives
the linguistic feature 4 score or very good for its fulfillment in this
chapter. In chapter 8 has used polite and communicative language.
c. Supporting materials
1) Relevance
This chapter deals with the surrounding environment. In this
chapter ask for opinions and offers to others about reading is fun.
On page 109 taks 4, that illustrate with clear images. So students
can understand more about the persueding. Guidelines from the
tables on pages 108, 111, and also 114 also make it easier for
students to understand the lesson. In addition, on the page 119 taks
5 there is a song lyrics entitled “skyscraper” by demi lovato.
Therefore, the researcher gives score 3 or good for its relevance.
2) Development of life skills
The fulfillment for development of life skills is successfully
implemented. It can be seen an taks 4 page 109, taks 3 on page 112
the students will analyze expressions of recommendation and offer.
By activity on page 111 taks 1 students also required how to
communicate with the other students and solve the problem from
taks. This chapter also provides the students to know more about
their own ability after the lesson finished by answering a few of
reflection question on page 120. So, based on this consideration,
score 4 or very good for its development of life skills.
3) Development of diversity insight
In this chapter, all aspects of the development of diversity
insights have not been successfully implemented. Therefore, the
researcher gives score 4 or very good for the development of
diversity insight in this chapter.
Frequency Table of 8 Chapters
Sub-Component
Items
Scoring frequency
1 2 3 4
The compatibility
materials with KI
and KD
Completeness
8
In depth
8
The Accuracy of
Materials
Social function
8
Element and structure of
meaning
8
Linguistic feature
8
Relevance
7
1
Supporting
Materials
Development of life skills
8
Development of diversity
insight
2
2
4
Total
2
9
53
Based on the table of feasibility of content above, almost all chapters in
completeness, in-depth, social functions, generic structure, linguistic feature,
relevance and development of life skills get criteria scored 4. As for development
of diversity insight, there are two chapters which scored 2. And beside it, other
chapters which scored 9. All of them make up the total of 53 in the score 4 from
64 category altogether. From this tables, it can be derived that 53 category in
feasibility of content from 8 sample chapter out of 64 category have fulfilled and
only 2 category from development of diversity insight could not met the criteria of
score 4.
Percentage :P
Total score : 53
Total score maximal : 64
P =
x 100 %
= 82,81 %
Therefore, it can be concluded that 82,81% of the materials, taks, and text
developed in the textbook “Talk active” are fulfilled the rubric assessment of
feasibility of content from BSNP.
B. Discussion
Textbook is a tool used by students and teachers in teaching and learning
process. Textbook created by author based on curriculum used. According to
Candra (2003) in Nurhikmah, textbook generally is book which contains some
material of certain subject to be learned by the students in the school. It is used as
a main component to deliver the material framework designed in the curriculum.
It also can help teachers in providing them with teaching.
The analysis above shows that Talk Active fulfilled of textbook evaluation
criteria in the aspect compatibility materials with KI and KD, the accuracy of
materials and supporting materials. According to Gretchen (2003) in Cheng, the
textbook has a process for developing curriculum that is based on a needs
assessment of learners and includes participation and input from other
stakeholders. The curriculum and instructional materials are easily accessible, up
to date, appropriate for learners, culturally sensitive, oriented to the language and
literacy needs of the learners, and suitable for a variety of learning styles.
Based on finding above, it can conclude. In the chapter 1, showed good
implemented of criteria. It could be seen in the criteria completeness, social
function, element and structure meaning, linguistic feature and development of
life skills get score 4. Meanwhile, it is lacking in relevance and development of
diversity insight criteria. In the relevance criteria present a quite up to date data
with the recent information. It could be got score 3 for its relevance. Beside it,
development of diversity insight get score 3 for its implemented.
In the chapter 2, development of diversity of insight criteria showed
unsuccessfully implemented. In the development for social function,
completeness, in depth, element and structure of meaning,relavant, linguistic
feature and development of life skills showed successfully for implemented. So,
they get score 4.
In the chapter 3, it shows good implemented of all criteria. the completeness
criteria get 4 score. It causes this chapter showed only 2 out of 3 texts that must
teach. For development of diversity insight get score 4. It present global cultural.
Meanwhile, in depth, social functions, element and structure of meaning,
linguistic feature, relevance and development of life skill get score 4 because
successfully for implemented.
In the chapter 4, it shows good implemented of all criteria. For
completeness, in depth, social functions, element and structure of meaning,
linguistic feature, development of life skills, And for development of diversity
insight criteria get score 4. And the relevance criteria get score 3. It mean
successfully implemented.
In the chapter 5, the criteria of in relevance this chapter get score 3 because
one text it could not found the relevance with the topic of text formation. Beside
that the completeness, social functions, element and structure of meaning,
linguistic feature, relevance, development of life skill and diversity insight criteria
get score 4 for its developed.
In the chapter 6, it showed successfully implemented of all criteria. They are
completeness, in depth, social functions, element and structure of meaning,
linguistic feature, and development of life skill make to get score 4. Then,
relevance got score 3. Meanwhile, score 2 for implemented of development of
diversity insight.
In the chapter 7, it is not different from chapter 6. It showed successfully
implemented of all criteria. They are completeness, in depth, social functions,
element and structure of meaning, linguistic feature and development of life skill
make to get score 4. But relevance got score 3. Meanwhile, score 2 for
implemented of development of diversity insight.
In the chapter 8, the relevance criteria get score 3 for its implemented. It is
because the data is quite up to date. The successfully of criteria could be seen in
the completeness, in depth, social functions, element and structure of meaning,
linguistic feature, development of life skill and diversity insight. They get score 4.
Almost of criteria in this chapter 8 are lack. It could be seen in
completeness, in depth, development of diversity insight, structure of meaning,
linguistic feature and development of life skill get score 4. Then, relevance get
score 3.
Based from the tables about the evaluation of content, the result of this
study can be concluded as follows. From feasibility of content 82,81% of
materials, taks and text developed in the textbook “Talk Active” are fulfilled the
criteria from BSNP of how standard textbook should be. There are various
categories in feasibility of content such as the development of text, taks,
development of life skills and diversity, social functions and generic structure.
Yet, this commercial textbook from Yudhistira fulfilled most of the criteria from
BSNP From this research finding of analysis of English textbook “Talk Active”
for the first grade of senior high school based from the curriculum 2013, the
writer concluded that this textbook showed as a good English textbook in
Indonesia based from BSNP rubric assessment. Most of all chapters in this
textbook lacking in development of diversity insight.
CHAPTER V
CONCLUSION AND SUGGESTIONS
In this chapter, the research closed the thesis with conclusion, suggestion
and closing.
A. Conclusion
After analyzing and discussing the data the writer could draw the conclusion
that the textbook were analayzed based on the aspects of the feasibility of
materials with KI and KD, Accuracy of the materials, and Supporting materials
that suggested by Pusat Perbukuan, Ministry of National Education the textbook
entitled ”Talk Active Tenth Grade” published by Yudhistira is suitable, feasibility,
or very good because total scores of the evaluation in this research are 82,81%.
B. Suggestion
The writer gives some suggestions valuable for teacher. Teachers role
nowdeys is as facilitator not instructor anymore. As facilitators, teachers should
facilitate their students by providing good materials. As materials, this textbook
also has weaknesses aspecially in term of the availability of materials based on
Standards of Content, Organization, and Cultural aspects. Considering the
elaboration of weaknesses found in the textbook, teacher should bridge the gap by
providing unavailable materials that should be though based on Standards of
content proposed by the government enriching and adjusting students cross
cultural understanding. Therefore, teachers need to be more critical and creative in
overcoming the limitation of the textbook used by making teacher-made hand out
countained additional materials and exercise. Besides fulfilling the materials
needed by learner, teacher-made hand out will develop teachers skill also.
The second suggestion is for textbook publisher and evaluators. In publishing
the textbook, textbook publisher should comprehend the criteria of good textbook
in English learning. Therefore, the publisher and evaluators should be more
careful in scoring and assessing the quality of the textbook by considering the
criteria from several experts. Additionaly, the publisher and the textbook
evaluators should consider more about the flexibility of the textbook so the
materials on the textbook are suitable in the book users context and sociey.
The third suggestion is for future researcer. The future researcher of textbook
evaluation are expected to do some betterment toward the previous study of the
textbook evaluation. Several criteria of good EFL textbook from many different
experts are provided and easily accesed. Therefore, the betterment might be on the
careful adaptation from several criteria of good EFL textbook that should be
filtered depending on the indonesian context.
The textbook is very important in teaching and learning process. Because, of
that, the teachers should decided the textbook selectively and carefully. And the
other hand the teachers should know well about textbook that is teachers can teach
their students more easily. The revision of the textbook is needed to be relavant to
the curriculum or syllabus. Although the language is thaugh integratedly, the
teachers have to explain it orderly from the simple to the complex, from easy to
the difficult ones. The teachers can also develop the materials by herself or
himself.
B. Closed
The writer has done his best to complete the thesis. The writer realizes that
thesis was far from perfect. Because of that constructive comments and advice
were really expected for the further researcher. Then, the writer never forgets to
express the deepest thanks to god (Allah SWT) for the blessing and marcy. So
that, the writer can finish this thesis and all advices come every sides of the writer
life.
REFERENCES
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Raja Wali Press.
Anwar, k, (2017). Pedoman Penulisan Skripsi. Jambi: UIN STS Jambi.
A.Ferry T. Indarto (2007). Kurikulum Yang Mencerdaskan. Jakarta: Kompas.
Association for Aducational Communications and Technology (AECT) 320 W.
8th St. Suite 101. Bloomington, IN . 47404-3745.pdf
Buckingham, (1986). Telaah Buku Teks Bahasa Indonesia. Bandung: Angkasa.
Dhary, Hm and Haryono Ap, (1988). Perangkat Pembelajaran. Malang:
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Fadillah, M, (2014). Implementasi Kurikulum 2013 Dalam Pembelajaran SD/MI,
SMP/MTS dan SMA. Yogyakarta: AR-RUZZ MEDIA.
Harmer, J. (2007). How to Teach English. London and New york : Longman Inc.
Hutchinson, T . and Torres, E. (1994). The Textbook as Agent of Change. English
language Teaching Journal.Pdf
Lanny k and Mulyono, (2014). Talk Active. Jakarta: Yudhistira
Loeloek Endah Purwati and Sofan Amri, (2013) Panduan Memahami Kurikulum
2013. Jakarta: PT, Prestasi Pustakaraya.
Moleong, Lexy J. (2007). Metodologi Penelitian Kualitatif. 30th ed. Bandung:
PT.Remaja Rosdakarya.
Muhammad „Athyyah Al-Abrasy, (2003). Prinsip Prinsip Dasar Pendidikan
Islam. Bandung: Pustaka Setia.
Munarji, (2004). Ilmu Pendidikan Islam. Jakarta: PT : Bina Ilmu.
Pusat Perbukuan, (2005). Pedoman Pengembangan Buku Pelajaran. Jakarta:
Depertemen Pendidikan Nasional.pdf
Prof. Dr. Lexy J. Moleong, M.A. (2017). Metodelogi Penelitian Kualitatif.
Bandung: PT Remaja Rosda karya.
Sugiono. (2014). Metode Penelitian Kualitatif, Kuantitatif dan R&D. Indonesia:
Alfabeta, CV.
Tarigan, Hendry Guntur, (1986). Telaah Kurikulum dan Buku Teks. Bandung:
Penerbit angkasa.
V. Wiratna Sujarweni. (2014). Metodologi Penelitian Lenkap, Praktis dan
Mudah Dipahami. Yogyakarta: Pustaka Baru Press.
Zarkasyi, Syam, (2011). Metodelogi Penelitian. Jambi: IAIN STS Jambi.
APPENDIX
CURRICULUM VITAE
Name : Rezu Betri
Gender : Male
Birthday : Ma. Madras, on November 25th
, 1995
Address : Muara Madras. Kec. Jangkat. Kab. Merangin /
Bangko.
Email : [email protected]
Contact Person : 082376981911
Education Background :
No Education Place Graduated
Year
1 SD N133/V1 Muara Madras Muara Madras 2009
2 SMP N 8 Merangin Muara Madras 2012
3 SMAN 9 Merangin Muara Madras 2014
4 The State Islamic University of
Sulthan Thaha Saifuddin Jambi Jambi 2018
DOCUMENTATION
Students Tenth Grade of Senior High School at
Madreasah Aliyah Laboratorium 2018 .
-