Darsih Textbook Analysis

AN ANALYSIS ON READING MATERIALS

WRITTEN ON ENGLISH ON SKY 3 (THIRD GRADE

OF JUNIOR HIGH SCHOOL) PUBLISHED BY

ERLANGGA

(A Analytical Study on English on Sky 3 (Third Grade Of Junior High School)

Published By Erlangga)

By:

Darsih (108014000017)

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYA AND TEACHERS TRAINING

SYARIF HIDAYATULLAH

STATE ISLAMIC UNIVERSITY

JAKARTA

2013

r',*\

6'AN ANALYSIS ON READING MATERIALS WRITTEN ON'ENGLISHON SKY 3 (THIRD GRADE OF JTJNIOR HIGH SCHOOL)' PUBLISHED

BY ERLANGGA"

(An Analytical Study on :English on Sky 3 (Third Grade Of Junior High School)'Published By Erlangga)

A Research Paper

Presented to the Faculty of Tarbiya and Teacher's Training in a Partial Fulfillmentof the Requirements for the Degree of Strata I (Bachelor of Art) English

Education

By

Darsih

108014000017

Approved by

The Advisor I The Advisor II

Drs. Nasrun Mahmud. M.Pd

NIP. 150041070

Mava Defiantv. M.Pd

NIP. 198012 132009012005

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHER'S TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2013

KEMENTERIAN AGAMA

FORM (FR)

No. Dokumen : FITK-FR-AKD-089

UIN JAKARTA Tgl. Terbit : 1 Maret 2010

FITK No. Revisi: : 02 Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia Hal : 1/1

SURAT PERNYATAAN KARYA SENDIRI

Saya yang bertanda tangan di bawah ini:

Nama : Darsih

Tempat/ Tgl.Lahir : Bekasi 13 Maret 1991

NIM : 108014000017

Jurusan/Prodi : Pendidikan Bahasa Inggris/ PBI

Judul Skripsi : An Analysis on Reading Materials Written on

English on Sky 3 (Third Grade of Junior High

School) Published by Erlangga

Dosen Pembimbing : 1. Drs. Nasrun Mahmud, M.Pd

2. Maya Defianty, M.Pd

Dengan ini menyatakan bahwa sekripsi yang saya buat benar-benar hasil karya

sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.

Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.

Jakarta, 25 Oktober 2010

Mahasiswa Ybs.

NIM. 108014000017

i

ABSTRACT

Darsih. 2013. AN ANALYSIS ON READING MATERIALS WRITTEN ON

ENGLISH ON SKY 3 (THIRD GRADE OF JUNIOR HIGH SCHOOL)

PUBLISHED BY ERLANGGA

Advisor 1: Drs. Nasrun Mahmud M.Pd. and

Advisor 2: Maya Defianty M.Pd

Key Words: Reading Material, English on Sky 3, Curriculum.

The research entitled AN ANALYSIS ON READING MATERIALS WRITTEN ON ENGLISH ON SKY 3 (THIRD GRADE OF JUNIOR HIGH SCHOOL) PUBLISHED BY ERLANGGA is conducted to analyze the compatibility between an English textbook on title English on Sky 3 with current

curriculum, KTSP (Kurikulum Tingkat Satuan Pendidikan). Despite the

government statement that materials in textbook have to be in line with

curriculum, not all textbook fulfill the requirement. Therefore, it is necessary to

evaluate the books materials compatibility. Data were collected through

documentation method. The collected data was analyzed qualitatively by

explaining textbook reading materials and textbook presentation compatibility.

The researcher used checklist instrument which is design by BSNP (Badan

Standar Nasional Pendidikan). After analyzing the curriculum requirement

compatibility, checking the reading materials and textbook presentation, and

comparing them, the research result reveals that there has not reading materials

fulfilled the curriculum requirement completely. The amount of content

compatibility and language feasibility requirement are 14. The text on title Fried

rice fulfill 10 requirements, Mix it up salad 11 requirements, Snowy Owls; Large

Prey Birds 10 requirements, Kangaroo 13 requirements, Durian 9 requirements,

Coconuts 8 requirements, The Nile river 8 requirements, The Bengawan solo 8

requirements, The boy who cried wolf 12 requirements, The Fox and the Crow 12 requirements, and How to send an email in yahoo 7 requirements. In term of

presentation, this textbook fulfills half of requirements which have been

determined. Therefore, teachers have to be selective in using textbook materials

before teaching by considering its content compatibility, language feasibility and

presentation.

ii

ABSTRAK

Darsih. 2013. AN ANALYSIS ON READING MATERIALS WRITTEN ON

ENGLISH ON SKY 3 (THIRD GRADE OF JUNIOR HIGH SCHOOL)

PUBLISHED BY ERLANGGA

Pembimbing 1: Drs. Nasrun Mahmud M.Pd. and

Pembimbing 2: Maya Defianty M.Pd

Kata Kunci : Materi reading, English on Sky 3, Kurikulum.

Penelitian yang diberjudul AN ANALYSIS ON READING MATERIALS WRITTEN ON ENGLISH ON SKY 3 (THIRD GRADE OF JUNIOR HIGH SCHOOL) PUBLISHED BY ERLANGGA dilakukan untuk menganalisa kesesuaian anatara buku pelajaran bahasa inggris English on Sky 3

dengan kurrikulum yang berlaku yaitu KTSP (Kurikulum Tingkat Satuan

Pendidikan). Meskipun pemerintah menyatakan bahwa materi dalam buku

pelajaran harus sesuai dengan kurikulum, namun tidak semua buku pelajaran

memenuhi syarat itu. Oleh karena itu, ini penting untuk menganalisa kesesuaian

buku. Data dikumpulkan melalui metode dokumentasi. Data yang sudah

dikumpulkan dianalisa secara kualitaif dengan menjelaskan kesesuaian materi

reading dan presentasi buku pelajaran. Peneliti menggunakan instrument ceklist

yang dibentuk oleh BNSP (Badan Standar Nasional Pendidikan). Setelah

menganalisa syarat kesesuaian kurrikulum, memeriksa materi reading beserta

penyajian buku pelejaran, dan membandingkannya, hasil penelitian ini

menyatakan bahwa tidak ada materi reading yang sepenuhnya sesuai dengan

syarat kurikulum. Jumlah syarat kesesuaian isi dan kelayakan isi adalah 14. Teks

yang berjudul fried rice memenuhi 10 persyaratan, Mix it up salad 11 persyaratan,

Snowy Owls; Large Prey Birds 10 persyaratan, Kangaroo 13 persyaratan, Durian

9 persyaratan, Coconuts 8 persyaratan, The Nile river 8 persyaratan, The

Bengawan solo 8 persyaratan, The boy who cried wolf 12 persyaratan, The Fox and the Crow 12 persyaratan, and How to send an email in yahoo 7 persyaratan.

Dalam hal kelayakan penyajian, buku ini memenuhi setengah persyaratan dari

yang telah ditetapkan. Oleh karena itu, guru harus selektif dalam menggunakan

materi di buku pelajaran sebelum mengajar dengan mempertimbangkan

kesesuaian isi, kelayakan bahasa dan penyajian.

iii

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful.

Praise be to Allah, Lord of the world, who has blessed the researcher in

completing this skripsientitledAn Analysis on Reading Materials Written on

English on Sky 3 (Third Grade of Junior High School) Published by Erlangga.

Peace and Blessing be upon the Prophet Muhammad SAW, his family, his

companion, and his followers.

This opportunity, the researcher would like to express her greatest

gratitude and honor to her beloved parentsKusim and Meri, grandmother, Abdul

Rozak Jauharya (Arya) and Indah, who have given the greatest love, prayer, moral

and support. It also will be expressed to the whole members of her family for their

biggest love and kindness to support her in finishing this skripsi.

Also, she would like to address her greatest thanks to her advisorsDrs.

Nasrun Mahmud, M.Pd and Maya defianty, M.Pd who have spent their time,

guidance, valuable helps, correction and suggestion during completing this

skripsi.

The researcher realized that without support and motivation from people

around her, she could not finish this skripsi. Therefore, she would like to give her

deepest appreciation to:

1. All lecturers in English Education Department who always give their

motivation and valuable knowledge and also unforgettable experience

during her study at Syarif Hidayatullah State Islamic University Jakarta.

2. Drs. Syauki, M. Pd; the Chairman of English Education Department, and

Neneng Sunengsih, M.Pd; the researcher academic advisor and the

Secretary of English Education Department.

3. Ummi Kultsum M.Pd; her teaching practice advisor.

iv

4. Prof. Dr. H. Rifat Syauqi Nawawi, M. A; the Dean of Faculty of Tarbiyah

and Teachers Training of Syarif Hidayatullah State Islamic University

Jakarta.

5. Her beloved best friendsPusti Lestari, Bilqis N. Agustina, Hayatuzzuhra,

Poppi Rosepti, Fitri I, Meilani, Nursahadah, Santi Arum and all of English

Education Department students Class A for academic year 2008 who have

always been in the researcher side in facing all laughter and tears during

her study.

6. To all of people whose name cannot be mentioned for their contribution to

the researcher during finishing her skripsi.

Hopefully, this skripsi can be useful to the readers, particularly to the

researcher. Also, the researcher realized that this skripsi is far from being

perfect. It is a pleasure for her to receive constructive critiques and

suggestion from anyone who reads her skripsi for valuable improvement.

Jakarta, 18 January 2013

Researcher

NIM. 108014000017

v

TABLE OF CONTENTS

Abstract ............................................................................................................... i

Abstract ............................................................................................................... ii

Acknowledgement .............................................................................................. iii

Table Contents .................................................................................................... v

List of Tables and Figures ................................................................................... vii

List of appendixes ............................................................................................... viii

CHAPTER I: INTRODUCTION ........................................................................ 1

A. Background of the study ................................................................... 1

B. Identification of the study ................................................................. 4

C. Limitation of the study ...................................................................... 4

D. Formulation of the study ................................................................... 4

E. Objective of the study ....................................................................... 4

F. Significance of the study ................................................................... 5

G. Research paper organization ............................................................. 5

CHAPTER II: THEORETICAL FRAMEWORK .............................................. 6

A. Textbook ........................................................................................... 6

1. Definition of textbook ................................................................. 6

2. The compatibility between curriculum and textbook ................. 8

3. How to analyze the textbook ....................................................... 9

B. Curriculum ........................................................................................ 15

1. Definition of curriculum ............................................................. 15

2. KTSP ........................................................................................... 16

3. Reading materials in content standard ........................................ 17

First semester ........................................................................ 17

Second semester .................................................................... 18

C. Reading ............................................................................................. 18

vi

1. Reading skill ............................................................................... 18

2. Reading materials for 3rd grade of junior high school ................ 22

CHAPTER III: RESEARCH METHODOLOGY .............................................. 28

A. Research design and method ............................................................. 28

B. Textbook description ........................................................................ 28

C. Research procedure ........................................................................... 30

D. Data analysis ..................................................................................... 31

CHAPTER IV: RESEARCH FINDINGS .......................................................... 33

A. Data Analysis .................................................................................... 33

1. Content compatibility .................................................................. 33

A. The compatibility of reading materials with competence

standard and basic competence ............................................. 38

1) Completeness .................................................................. 38

2) In depth ........................................................................... 41

B. The materials accuracy.......................................................... 43

1) Social function ................................................................ 43

2) Generic structure ............................................................. 45

3) Language feature ............................................................. 48

C. Supporting materials ............................................................. 51

1) up to datedness ............................................................... 51

2) Life skill development .................................................... 53

3) Diversity insight development ........................................ 56

2. Feasibility of Language ............................................................... 58

A. The compatibility of students development level ................. 62

1) The compatibility of students cognitive development

Level ............................................................................... 62

2) The compatibility of students socio-emotional level

development .................................................................... 65

B. Communicative ..................................................................... 67

1) Message readability ........................................................ 67

vii

2) Language accuracy .......................................................... 70

C. Cohesion and coherence of idea............................................ 72

1) Cohesion of idea ............................................................. 72

2) Coherence of idea............................................................ 74

3. Presentation ................................................................................. 76

A. Presentation technique .......................................................... 77

1) Systematic ...................................................................... 77

2) Chapter equilibrium ....................................................... 77

B. Learning presentation ............................................................ 77

1) Students center ............................................................... 77

2) Development of students initiative, creativity, and critical

thinking ........................................................................... 78

3) Development of students autonomous learning ............ 79

4) Development of students ability to self reflex/

evaluate ........................................................................... .79

C. The presentation technique support ...................................... 79

1. Opening .......................................................................... 79

2. Content ........................................................................... 79

3. Closing ........................................................................... 80

B. Data Interpretation ............................................................................ 80

CHAPTER V: CONCLUSION AND SUGGESTION ....................................... 85

A. Conclusion ........................................................................................ 85

B. Suggestion ......................................................................................... 86

Bibliography ....................................................................................................... 88

Appendices

viii

LIST OF FIGURE AND TABLES

1. Figure 2.1(options for Textbook use) ..................................................... 8

2. Table 2.1 (Reading skill content standard for first semester) ................. 17

3. Table 2.2 (Reading skill content standard for second semester)............. 18

4. Table 2.3 (The Procedure Scaffold) ........................................................ 22

5. Table 2.4 (Information Report Scaffold) ................................................ 23

6. Table 2.5 (The narrative scaffold)........................................................... 25

7. Table 3.1 (English on Sky 3 units) ......................................................... 29

8. Table 3.2 (Reading materials) ................................................................. 29

9. Table 3.3 (Reading text) ......................................................................... 30

10. Table 4.1 (Content compatibility) ........................................................... 33

11. Table 4.2 (Language feasibility) ............................................................. 58

12. Table 4.3 (Presentation) .......................................................................... 76

13. Table 4.4 (The compatible text with content completeness) .................. 83

14. Table 4.5 (the compatible text with language feasibility) ....................... 86

1

CHAPTER I

INTRODUCTION

This chapter presents background of study, identification of study, limitation

of study, formulation of study, objective of study, significance of study and

research paper organization.

A. Background of the Study

Now days, we may find varied instructional materials such as textbooks,

videos, internet, computer and etc. However, its varied, textbook still have

important role then others. Textbook is one of instructional materials that is

used to aid in the transference of information from the writer/ one person to

the reader/ another. Many education experts defined textbook two of them are

Richards and Renandya. They said:

Textbook or book is one of instructional materials in language teaching.

The instructional materials may take the form of (a) Printed materials such

as books/textbook, workbooks, worksheets, or readers. (b) Non printed

materials such as cassette or audio materials, videos, or computer-based

materials, and (c) Materials that comprise both print and non print sources

such as self-access materials and material on the internet1.

In addition, Bowers defined textbook as, a coherent body of teaching

materials which may consist of either just the course book(s), but also of

learning package consisting of several parts.2 Thus, the writer concludes that

textbook is one of important instructional materials to help teacher and

students. It is not only a book which consist of course materials, but also set of

learning and teaching instruction.

1 Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching; an

Anthology for Current Practice; The ELT Curriculum:Syllabus Design and Instructional

Materials, (United States of America: Cambridge University Press, 2002), p.66 2 Roger Bowers and Christopher Brumfit (eds), Applied Linguistics and English language

Teaching: Textbook Selection, (London: Macmillan Publishers Limited, 1991), p.298.

2

It is not easy to select a good English textbook because there are many

English textbooks with their criteria. Even though it is not easy, teachers must

be able to select the textbook. According to Byrd, The issues that must be

addressed in a textbook evaluation system are (1) The fit between the

materials and the curriculum, (2) The fit between the materials and the

students, (3) The fit between the materials and the teachers.3 In another side,

Brown said, The degree of relations between set of material and a particular

program can best be determined by considering the degree to which the

materials fit to the curriculum.4 Thus, the writer concludes that textbook can

be evaluated based on compatibility between textbook and curriculum

instruction.

Then, according to Nunan, curriculum is All of the planned learning

experiences of an educational system.5 It means that curriculum organizes all

the teaching and learning program such as schedule, subject to be learnt,

instructional materials, school discipline and many others.

It has been elaborated that evaluation of textbook should be seen from

the fit of textbook material to the curriculum. The current curriculum in

Indonesia is KTSP which is the abbreviation of Kurrikulum Tingkat Satuan

Pendidikan or The School Level-Based Curriculum. As Mulyasa said, KTSP

is a curriculum developed in accordance with the educational unit, the

potential school / area, the characteristics of the school / area, the local social

culture, and characteristics of learners.6

3 Patricia Byrd, Textbook Evaluation for Selection and Analysis for Implementation, in

Marianne Celce Murcia (ed), Teaching English as a Second or Foreign Language Third Edition,

(Massachussetts: Heinle & Heinle Thompson Learning, 2001), p.416 4 James Brown, The Elements of Language Curriculum, (Massachusetts: Heinle & Heinle

Thompson Learning, 1995), p.160 5 David Nunan, Syllabus Design, in Marianne Celce Murcia (ed), Teaching English as

a Second or Foreign Language, (Massachussetts: Heinle & Heinle Thompson Learning, 2001),

p.55 6

E.Mulyasa, Kurikulum Tingkat Satuan Pendidikan, (Bandung: PT. Remaja Rosda

Karya, 2010), p.8

3

The government designed the curriculum and the school has full

authority to develop it on curriculum. Meanwhile, Nasional Education

Standard Agency (Badan Standar Nasional Pendidikan/ BSNP) issues list of

materials to be learnt by students and the school has full authority to develop.

The details of materials that should be taught by teacher are explained in

Standard competence and base competence of content standard. Based on

Republic of Indonesia regulation Number 19 year 2005, Content standards is

the scope of the material and the level of competence as outlined in the criteria

of competence of graduates, competency assessment materials, subject

competence, and learning syllabus that must be met by learners at certain

levels and types of education

Consequently, publishers have to write English textbook in line with

materials in Content Standard. Despite the government said that the material

in textbook have to be in line with curriculum, not all the textbook fulfill the

requirement. Therefore, it is necessary to evaluate textbook materials

compatibility.

This research will evaluate the books material compatibility with the

KTSP and focus on reading material. Reading material is chosen because the

writer thinks reading is an important skill in English teaching and learning in

Indonesia. As evidence, there are more reading skills questions in national

examination then others skills. To have clear description about reading,

McDonough and Shaw stated that as a skill,

reading is clearly one of the most important; in fact in many instances around the world we may argue that is the most important foreign

language skill, particularly in cases where students have to read English

material for their own specials subject but never have to speak the

language; such cases are often referred to as English as a library language.7

7 Jo McDonough and Christopher Shaw, Materials and Methods in ELT 2

nd edition A

Teachers guide, (United Kingdom: Blackwell Publishing, 2003), p.89

4

B. Identification of the Study

The English textbook with the sign KTSP Standar Isi 2006 written

on the right top of the cover does not guarantee that the textbook reading

material is suitable or compatible with The School Level-Based Curriculum.

Therefore, it is important to analyze textbook compatibility with curriculum.

To make it specific, the writer wants to evaluate reading material because she

thinks that reading is one of important skills in English. She wants to analyze

reading materials in the English on sky 3 because she thinks the textbook is

used by many schools in Indonesia.

C. Limitation of the Study

The writer wants to evaluate the compatibility of reading material in

English textbook English on Sky 3. This textbook is chosen because she

assumes the textbook is used by many schools in Indonesia. English on Sky 3

published by Erlangga written by Dr. Mukarto M.Sc with School Level-Based

Curriculum or KTSP (Kurrikulum Tingkat Satuan Pendidikan). Therefore, this

study entitled AN ANALYSIS ON READING MATERIALS WRITTEN

ON ENGLISH ON SKY 3 (THIRD GRADE OF JUNIOR HIGH

SCHOOL) PUBLISHED BY ERLANGGA.

D. Formulation of the Study

The formulation of this study is:

Are the reading materials on English on Sky 3 (third grade of junior high school)

written by Dr. Mukarto M.Sc suitable with the School Level-Based Curriculum

(KTSP)?

E. Objective of the Study

The objective of the study is to evaluate the compatibility of the

reading material on English on Sky 3 (Third Grade of Junior High School)

Published by Erlangga which is written by Dr.Mukarto, et al.

5

F. Significance of the Study

This study is important to do because it:

1. Informs teachers about reading materials of textbook which is compatible

with School Level-Based Curriculum.

2. Encourages English teachers to be selective in choosing the reading

materials in an English textbook before teaching.

3. Encourages textbook publishers to revise irrelevant or incomplete reading

materials in English textbook.

4. Gives brief description about how to evaluate textbook.

G. Research Paper organization

The first chapter of this research paper is called introduction of the study

where the writer explains about the background, identification, limitation,

formulation, objective and significance of the study.

Then, Chapter 2 of this research paper provides some theories which relate

to the research. The theories include curriculum, textbook and reading skill as

the specific material that the writer wants to be analyzed.

The third chapter explains about this research methodology. This chapter

explanation includes research design, method, textbook description, technique

of data collection, research procedure and data analysis.

Next, the fourth chapter of this research explains about research findings.

The writer begins to evaluate and describe the data. Then, she interprets the

findings and relates it to the precede theories.

The last chapter contains conclusion and suggestion of this research. After

doing and interpreting the research, writer tries to conclude it. Then, she gives

the suggestion for further research, and English teachers.

6

CHAPTER II

THEORETICAL FRAMEWORK

In this chapter, the writer tries to give some theories related to the study.

The theories include textbook, curriculum and reading skill materials. Those

theories may provide brief description about this study.

A. Textbook

1. Definition of Textbook

Textbook is one of instructional materials used to aid the transference of

information from the writer/ one person to the reader/ another. According to Ur, a

course book is used to mean textbook and, usually, each student has a copy, and

which is in principle to be followed systematically as the basis for language

course.1 On the other hand, Bowers defined textbook as a coherent body of

teaching materials which may consist of either just the course book(s), but also of

learning package consisting of several parts.2 Furthermore, Ariew stated in his

journal that, The textbook is an essential part of the curriculum. It is probably the

most important instructional tool available in foreign-language classes.3 The

textbook called as important part of the curriculum because it can be the main

instructional material which is help the teacher to achieve the goal stated in the

curriculum.

From these theories, it can be concluded that textbook is one of

instructional materials, a set of learning and a necessary part of the curriculum.

First, textbook is called as instructional learning because it is used by some

1 Penny Ur, A Course in Language Teaching, (Great Britain, Cambridge University press,

1996), p. 183.

2 Roger Bowers and Christopher Brumfit (eds), Applied Linguistics and English language

Teaching: Textbook Selection, (London: Macmillan Publishers Limited, 1991), p. 298.

3 Robert Ariew, The Textbook as Curriculum, in Theodore V. Higgs (ed), Curriculum,

Competence, and Foreign Language Teacher, (The United States of America: National Textbook

Co, 1982) p. 16.

7

teachers as the main teaching resource. Textbook provides materials/skills

explanation, varied material practices and exercises. Those points help teacher to

introduce lesson and examine students ability. Moreover, textbook can train

teacher if he/she lack of teaching experience. Beside teacher explanation, students

may use textbook to get more understanding about the language course. Textbook

may determine the learning activity in the class. The selection of the material in

the textbook can be adjusted based on the goals and the users.

Usually, textbook contains the course material and a set of learning and

teaching guideline. The learning materials are provided with the method of

teaching. The method as guideline is optional whether it can be followed or not.

Teacher may use it as the variation of teaching. In addition, textbook is necessary

part of curriculum because it contains the specific goal of teaching and learning.

The point of the goal is stated in the curriculum and textbook as the easiest to

reach, buy and use instructional material describes the detail point of the

educational goal. Then, as the statement above, writing textbook may help teacher

to achieve the goal.

There are four alternatives to consider if we decide that part of a textbook

is not appropriate. Those alternatives are omit, replace, add, and adapt what is in

the book. Here are the further explanations about the possible options when we

plan a lesson around our textbook from another resource:

a) Omit and replace. Omitting happens when some subject materials that are

written in textbook are not used by teacher and students. It has some

reason, one of them is subject materials may be not relevant to their object

of teaching. Than, the subject materials may be replaced with others

materials.

b) To change or not change. In this option, teachers have decided to use

subject material from textbook by changing or not changing the materials.

Not change means subject materials from textbook is used and followed

8

use the coursebook

extract?

Yes

No Change

Change

Add

Rewrite

Replace Activities

Re-order

Reduce

NoOmit

Replace

systematically. In contrary change means teacher add/rewrite/replace

activities/re-order/ reduce the subject materials in textbook before use it4.

This is the figure of options for Textbook use.5

Figure 2.1

2. The Compatibility Between Curriculum and Textbook

According to Byrd The issues that must be addressed in a textbook

evaluation system are (1) The fit between the materials and the curriculum, (2)

The fit between the materials and the students, (3) The fit between the materials

and the teachers.6 Similarly, Brown said, The degree of relations between set of

material and a particular program can best be determined by considering the

degree to which the materials fit to the curriculum.7

According to those theories, the writer concludes that the fit between

curriculum and textbook is one of the important aspects in a textbook evaluation.

Curriculum organized the material to be learnt by students. Thus, as an

instructional material, good textbook is a textbook which is fit to the curriculum.

4Jeremy Harmer, How to Teach English,(England: Longman, 2007), pp. 146147.

5Jeremy Harmer, The Practice of English Language Teaching third edition,(England:

Longman), p. 203.

6Patricia Byrd, Textbook Evaluation for Selection and Analysis for Implementation, in

Marianne Celce-Murcia (ed), Teaching English as a Second or Foreign Language,

(Massachussetts: Heinle & Heinle Thompson Learning, 2001), p. 416.

7 James Brown, The Elements of Language Curriculum, (Massachusetts: Heinle & Heinle

Thompson Learning, 1995), p. 160.

9

3. How to Analyze Textbook

Textbook as one of instructional materials has important role in language

teaching and learning. Because of its important, the teachers have to analyze or

evaluate the textbook. Skierso designed the guide to textbook analysis which was

stated in Teaching English as a Second or Foreign Language (edited by Marianne

Celce-Murcia). The first aspect to be analyzed is textbook itself such as

biographical data such as the writer, publisher, date of publish and etc, aims and

goals, subject matter, vocabulary and structures, exercise and activities, layout and

physical make up. Then, the second point to be analyzed is teachers manual such

as general features, supplementary exercises, methodology and pedagogical

guidance, linguistics background information. The teachers manual is important

point for teachers. They may find some difficulties in teaching if textbook doesnt

have teachers manual or the manual are hard to understand. After analyzing

textbook and teachers manual, next step is the overall value. Taking all criteria

into consideration, how does the text rate. Finally, Judgment In this step the

teacher judge the book whether the book is acceptable or not.8

As the elaboration before, although complex, it is necessary to analyze

textbook before teaching and learning process. In textbook analysis, all of the

textbook part to be analyzed, such as teacher manual, users judgment and the

textbook subject matter. In the textbook subject matter, Smith and Robinson

mentioned a guide for selecting materials. First, pay attention more to goal for

reading program before selecting materials. Second, select materials that match

with the teachers philosophy of teaching.

Third, update the information of child growth and development,

psychology, sociology, and linguistics. Fourth, analyze the function of material.

Check the consistent vocabulary to the grade of the student. Then, the skill to be

learnt should be clear. So, pay attention to sensitive areas such as cultural

background, sex difference, and race. Avoid the controversial material. Then,

8 Alexandra Skierso, Textbook Selection and Evaluation, in Marianne Celce-Murcia

b(ed), Teaching English as Second Language, (Los Angeles: Heinle & Heinle Publishers, 1991),

pp. 435440.

10

select the material which is interest and match to the student besides it should be

varied. Next, make sure the quality of textbook. As learning aid, textbooks have to

be easy to understand and to be followed. Then check the clarity of exercise

instruction, interest exercise, skill practice and etc. Teacher Make sure that

students are able to do by their own. Then, see the background of authors and the

publisher. Attempt to gain evidence about the material prior to purchase. Finally,

evaluate the expenditure.9

According to this guide, materials must be in line with some aspect and

rules such as goals of teaching and learning, teachers philosophy of teaching,

sociology, psychology and etc. Moreover, course materials must be interesting,

clear (direction, chart, table and etc), and readable. Also, they have to pay

attention to the sensitive aspects such as religion, sex, culture and race.

Economically, materials must be consumable. Consider about the material cost

and see the ability of the teacher and students. Then, ask the other users comment

about the effect of the materials.

On the other hand, McDonough and Shaw classified 3 part of English

Language Teaching Material evaluation. They are the external evaluation, internal

evaluation and over all evaluation. In the external evaluation, teacher evaluates

the external part of the material. For example, the teacher intended to know the

materials are targeted at, the material inclusion and etc. This evaluation part is

necessary to do in order to get the general description of the material. The second

part is internal evaluation. This evaluation direct to the further description of the

material. For example, the grade of the materials are presented, proportion skill

and etc. The last is overall evaluation. This evaluation evaluates the use of

material. For example, can we use the material as the main material or it just

addition.10

9 Nila Banton Smith and H. Alan Robinson, Reading Instruction for Todays Children

Second Edition, (United States of America: Library of Congress Cataloging, 1980), pp. 113114.

10 Jo McDonough and Christopher Shaw, Materials and Method in ELT, (UK: Blackwell

Publishers, 1993), p. 67.

11

Similarly to previous theories of how to analyze textbook, National

Education Standard Agency (Badan Standar Nasional Pendidikan/ BSNP)

compiled 3 textbook aspects to be analyzed. They are content completeness,

language feasibility and presentation.11

1. Content compatibility

A. The compatibility of reading materials with competence standard and

basic competence

1) Completeness

The criteria completeness mentions that there are 3 functional texts

genre which are taught in third grade junior high school. They are

procedural text, report text and narrative. Report texts are taught in

first semester and second semester. All of texts have to relate to

students daily life and daily lesson.

2) In depth

The texts have to have explanation about text formation such as social

function, generic structure and language feature.

B. The materials accuracy

1) Social function

The texts which are written in the textbook (Procedural, report and

narrative text) have to be written accurately to their social function.

Procedural text social function is to tell someone to do or to make

something. Then, narrative text social function is to entertain and to

educate reader about moral value. The last, report text social function

is to explain the generic truth about someone/thing/animals include it

classification, definition and general characteristics.

2) Generic structure

Procedural text generic structure at least includes all of steps to do or

to make something without telling it equipments, and ingredients.

11

Standar Mutu Buku Pelajaran Bahasa Inggris untuk SMP dan MTS, SMA dan MA,

(Jakarta: Departemen Pendidikan Nasional Pusat Perbukuan, 2003), p. 4.

12

Then, narrative text generic structures are orientation, complication

and solution. Report text generic structure contains some explanation

about generic truth of someone/thing/animals includes it classification,

definition and general characteristics with or without telling it

definition and classification explicitly.

3) Language feature

All of textbook texts have appropriate language feature according to

their text genre

C. Supporting materials

1) up to datedness

All of subject materials such as, texts, table, figure and etc written in

textbook have to be taken from relevant and up to datedness sources.

2) Life skill development

Subject materials such as, texts and instructions motivate students to

develop their live skills. The life skills are personal skill, social skill,

academic skill and vocational skill. Texts having personal skill

message encourage students to recognize their selves and others people

plus and minus and able to develop their selves as an autonomous

human, social and god creature. Then, text having social skill message

encourage students to be able to working with other people, tolerant,

appreciate to gender equality, peace and anti- hardness in

communication and interaction. The third is academic skill

encouraging students to get benefit from the texts to solve the problem

and to make decision. The last is vocational skill. Texts having this

skill encourage and motivate students to have ability, attitude and skill

needed by certain profession.

3) Diversity insight development

Texts and communicative instruction motivate students to develop

their diversity insight. First, students are expected to be able to

appreciate culture and society variety in global and local. Second,

students recognize the potential and wealth of country then promote it

13

nationally or locally. Third, students appreciate to democratic value

which is appropriate with culture-social of local context. The last,

students have nationality insight which develop their love to the

country and patria.

2. Language feasibility

A. The compatibility of students development level

1) The compatibility of students cognitive development level

The language which is used in explanation and instruction is

compatible with students cognitive level. Difficulty and familiarity

are facilitated explicitly.

2) The compatibility of students socio-emotional level development

The language which is used in explanation and instruction is

compatible with students socio-emotional level. Socio-emotional

includes 1) self-awareness; recognizing self feeling; 2) managing

emotions; 3) self-motivation; 4) empathy and perspective taking; and

5) social skills.

B. Communicative

1) Message readability

The messages of texts are presented clear and easy to understand by

students.

2) Language accuracy

The messages that are presented are compatible with English language

rule.

C. Cohesion and coherence of idea

1) Cohesion of idea

The message or materials that are presented have to be cohesive.

2) Coherence of idea

The message or materials that are presented have to be coherent.

14

3. Presentation

A. Presentation technique

1) Systematic

Systematic means materials and assignments are presented in the form

of texts, communicative instruction, illustration and symbol written

systematically according to the materials characteristics and at least it

has opening, content and closing.

2) Chapter equilibrium

Materials and instruction presented in form of text, communicative

instruction, illustration and symbol in each chapter equally.

B. Learning presentation

1) Students center

The presentation of Materials and instructions encourage students to

interact in English between students and students, students and

teacher and students with their environment broadly.

2) Development of students initiative, creativity, and critical thinking


do some communicative activity orally or written based on their

initiative creatively and critically.

3) Development of students autonomous learning

Development of students autonomous learning means the

presentation of Materials and instructions encourage students to

responsible with their own learning.

4) Development of students ability to self reflex/ evaluate


know their success and fail in doing their own learn and

communicative activity.

15

C. The presentation technique support

1) Opening

In terms of opening, textbooks have to have preface and table of

content.

2) Content

In terms of content, textbooks have to have introduction, learning

responsibility, references, summary and reflections.

3) Closing

In terms of closing, textbooks have to have glossarium, bibliography and

index.

B. Curriculum

1. Definition of curriculum

Nunan said that Curriculum is a large messy concept which can be looked

at in a number of ways. A very broad definition is that includes all of the planned

learning experiences of an educational system.12

Ornestein and Hunkins wrote some definitions about curriculm:

Curriculum can be defined as a plan for achieving goals, (2) curriculum

can be defined broadly, as dealing with the learners experience, (3) curriculum is a system for dealing with people, (4) curriculum can be

defined as a field of study with its own foundations, knowledge domains,

research, theory, principles, and specialist, (5) curriculum can be defined

in terms of subject matter (math, science, English, history, and so on) or

content (the way we organize and assimilate information).13

Then, Nunan said Curriculum as the systematic attempt by

educationalists and teachers to specify and study planned intervention into the

educational enterprise.14

12

David Nunan, Syllabus Design, in Marianne Celce-Murcie (ed), Teaching English as a Second or Foreign Language, (Massachussetts: Heinle & Heinle Thompson Learning, 2001),

p.55

13

Allan C. Ornstein and Francis P. Hunkins, Curriculum: Foundations, Principles, and

Issues Fifth Edition, (United States of America: Pearson, 2009), p.10. 14

David Nunan, The Learner-Centered curriculum,(Oakleigh: Press Syndicate, 1988), p. 10.

16

According to those definitions, it can be concluded that curriculum is the

organization of educational process. The educational process are arranged to

achieve the education goal. It organizes the material, time, program, discipline,

the way to learn, teach and many others.

2. KTSP

The current curriculum used by Indonesian is called KTSP (Kurrikulum

Tingkat Satuan Pendidikan or The School Level-Based Curriculum). Based on

Education National Standard (SNP Pasal 1, ayat 15) KTSP is operational

curriculum which is developed and implemented by each educational unit.15 In

addition Mulyasa said KTSP is a curriculum developed in accordance with the

educational unit, the potential school / area, the characteristics of the school / area,

the local social culture, and characteristics of learners.16 According to these

definitions, KTSP allows teachers as educators to develop the educational process

and goal according to the potential and feature of school/area. The goal of

education can be added as long as it is in line with KTSP. The development of

education must be in line with national educational standard.

Thus, Education ministry made an institute which is called BSNP (Badan

Standar Nasional Pendidikan/ National Education Standards Agency). It is an

independent agency with developing, monitoring the implementation, and

evaluating of national education standards. Moreover, these are the roles of BSNP

textbook evaluation: decide the instrument, principle, and criteria of textbook

evaluation. Then, recruit, train, and decide the textbook evaluator. Next, monitor

and supervise the implementation of textbook evaluation. BNSP also decide the

result profile of textbook evaluation and reviewer for textbook with the revise

categories. The last, decide the result of evaluation and recommend it to National

Education Ministry.

15

E.Mulyasa, Kurikulum Tingkat Satuan Pendidikan, (Bandung: PT. Remaja Rosda

Karya, 2010), p. 19

16

Ibid., p. 8

17

One of BSNP roles is the Content Standard maker. Base on Republic of

Indonesia regulation Number 19 year 2005 Content standards is the scope of the

material and the level of competence as outlined in the criteria of competence of

graduates, competency assessment materials, subject competence, and learning

syllabus that must be met by learners at certain levels and types of education.17

Based on this definition, the writer concludes that Content Standard contains some

materials to be learnt by the students.

3. Reading skill content standard

In this term, the writer provides the Competence Standard ( Standar

Kompetensi/SK) and Based Competence (Kompetensi Dasar/ KD) of reading skill

at third grade junior high school.

a. First Semester

Table 2.1 (Reading skill content standard for first semester)

Competence Standard Based COmpetence

Membaca

5. Memahami makna teks tulis

fungsional dan esei pendek sederhana

berbentuk procedure dan report untuk

berinteraksi dalam konteks kehidupan

sehari-hari

5.1 Membaca nyaring bermakna teks


berbentuk procedure dan report

dengan ucapan, tekanan dan intonasi

yang berterima

5.2 Merespon makna yang terdapat

dalam teks tulis fungsional pendek

sederhana secara akurat, lancar dan

berterima untuk berinteraksi dalam

konteks kehidupan sehari-hari

5.3 Merespon makna dan langkah

retorika dalam esei pendek sederhana

secara akurat, lancar dan berterima

untuk berinteraksi dalam konteks

kehidupan sehari-hari dalam teks

berbentuk procedure dan report

17

The rule of Republic Indonesia Government, Number 19 year 2005, 2012, p.2

(www.ipdn.ac.id/pp-no-19-2005)

18

b. Second Semester

Table 2.2 (Reading skill content standard for second semester)

Standar Kompetensi Kompetensi Dasar

Membaca

11 Memahami makna teks tulis


berbentuk narrative dan report untuk

berinteraksi dalam konteks kehidupan

sehari-hari

11.1 Membaca nyaring bermakna teks tulis


berbentuk narrative dan report dengan

ucapan, tekanan dan intonasi yang berterima

untuk berinteraksi dalam konteks kehidupan sehari-hari

11.2 Merespon makna dalam teks tulis

fungsional pendek secara akurat, lancar dan

berterima untuk berinteraksi dalam konteks kehidupan sehari-hari

11.3 Merespon makna dan langkah retorika

dalam esei pendek sederhana secara akurat,

lancar dan berterima untuk berinteraksi dalam

konteks kehidupan sehari-hari dalam teks berbentuk narrative dan report

C. Reading

1. Reading Skill

Grellet said that Reading is a constant process of guessing, and what one

brings to the text is often more important than what one finds in it.18 Bond and

Wagner said that, Reading ability is comprised not only of the more mechanical

skills, such as word recognition and phrasing, but also of the ability to

comprehend, to interpret and to evaluate the printed or written page.19 Similarly,

Dillner and Olson mentioned that reading is a complex process that has no single

definition. Definitions range from those stress word recognition such as the

visual perception of words forms and their meaning to a process of meaning

elaboration or thinking in relation to written symbols.20

18

Franoise Grellet, Developing Reading Skills, (United Kingdom: Cambridge University

Press, 1981), p.7

19

Guy L. Bond and Eva Bond Wagner, Teaching the Child to read third edition, (New

York: The Macmillan Company, 1960), p.6

20

Martha H. Dillner and Joanne P. Olson, Personalizing Reading Instruction In Middle,

Junior and Senior High Schools: Utilizing a Competency-Based Instructional System, (America:

Macmillan Canada, 1977), p.11.

19

Moreover, Gray said that Reading has four steps process: perception of

the words use, comprehension of the ideas expressed, reaction of these ideas and

integration of the ideas gained.21 Perception of the words uses involve two

closely related phases. First, we must be able to identify the printed symbol; we

must know, for instance, that the word in our illustrative sentence is band, not

bank.

The next step process is comprehension of the ideas expressed. In this

process, reader tries to understand what text writer has explained. The reader

hopes to know about text description such as topic, time and place in which the

passage was written, the total setting in which the events occurred, or the

characters involved and draw conclusions. We may also recognize the writer

purpose, tone and feeling as revealed by the words the writer used and thus add to

the meaning.

So, as the authors meaning becomes clear, reader react in various ways to

the ideas express. Our reaction to what we feel or think about what author has said

determines to large extent the degree to which we accept or are guided by the

ideas we gain from reading.

From these definitions, the writer concludes that reading is a language skill

having complicated step. To get information from a text, readers have to use their

visual sense to see what is printed. Then, they connect what have been seen to

their mind and use their own background knowledge in order to know about what

is implied. Reader has to focus to get the massage or information contain in the

text rather than getting the single word and symbol. With the result that readers

have comprehension skills. In addition, Dillner and Olson stated that

Comprehension skills are defined as those that aid the students in understanding

and applying information contained within written materials.22

21

William S. Gray, On Their Own Reading, (America: Scott, Foresman and company,

1948), p.35.

22

Dillner and Olson, op.cit., p.39.

20

Moreover, Dillner and Olson listed listed 13 reading comprehension skills.

They are (1) Identifying details. This skill requires recognizing the specific

information which is stated, (2) Identifying main ideas. It includes getting a

principle idea of what has been explained in word, sentence and paragraph, (3)

Identifying sequence. This comprehension skill asks students to know the time,

places and story chronological, (4) following direction. If students/ readers

understand instruction of text, they are able to do agree with what has been

written, (5) Identifying cause-effect relationships. This skill asks students to know

why some events happen and what its correlation to other aspects, (6) Making

inferences. This comprehension skill encourages students to be able to know the

condition and situation which is written in reading text, (7) Making generalization

and conclusions. This comprehension skill encourages students to be able to

summarize information which contain in reading text, (8) Identifying tone and

mood, it is the comprehension about text writing style and feeling. Tone may be

described by many adjectives, such as serious, facetious, solemn and etc, (9)

Identifying theme. In this skill, students are encouraged to identify the theme of

text. To know the theme of text, students have to know text general description,

(10) Identifying characterization. In this skill, students have to be able to identify

the characters in reading text including characters thought, appearance, speech

and etc, (11) Identifying fact, fiction, and opinion. Students have to identify the

text information type such as fact, fiction or opinion. (12) Identifying propaganda.

It requires students to be aware of propaganda devices, what they are used, what

effects they have upon unwary readers and why they may or may not, and (13)

Identifying authors purpose. It requires students to know the reason why text

author writes such a text. For example, text is written to inform or to entertain.23

Harmer stated that, there are 6 different skills for reading: identifying the

topic, predicting and guessing, reading for general understanding, reading for

23

Dillner and Olson, op.cit., pp.4258

21

specific information, reading for detailed information and interpreting text.24

First skill is identifying the topic. With the help of their own schemata the readers

quickly get an idea of what is being talked about. Second is predicting and

guessing. Readers sometimes guess in order to try and understand of what is being

written about, especially if they have first identified the topic.

Then, reading for general understanding. The readers are able to take in a

stream of discourse and understand the gist of it without worrying too much about

the details. Next, reading for specific information is a reader searches for the

specific detail information in the text. So, when reader reads in order to

understand everything she/he is reading in detail it is called reading for detailed

information. The last, using a variety of clues the reader tries to understand what

the writer is implying or suggesting it is called Interpreting text.

These skills are needed according to the purpose of reading. For example,

Nani is reading murder news, and then she wants to know about where the murder

takes place. So, she scans the news to know the place. This process will train the

reading for specific information.

The reasons for becoming a good reader are listed frequently in such terms as:

(a) To broaden the vision of readers

(b) To make their lives richer and more meaningful

(c) To enable readers to meet the practical needs of life more effectively

(d) To develop social understanding

(e) To develop the ability to use reading in the intelligent search for truth

(f) To promote a broad common culture

(g) To promote a growing appreciation of the finer elements in life25

24

Jeremy Harmer, The Practice of English Language Teaching, (England: Pearson

Education Limited, 2001), p.201202 25

Guy L. Bond and Eva Bond Wagner, op.cit., p. 12

22

2. Reading materials for 3rd grade junior high school

Based on the SK-KD the reading materials that should be given to the

students are procedure, report and narrative. Thus, this part will explain about

procedure, report and narrative.

a) Procedure

Procedure is a piece of text that tells the reader or listener how to do

something. Its purpose is to provide instructions for making something, doing

something or getting somewhere. Examples of procedure texts include recipes,

itineraries, instruction manuals, and directions.

A procedure text usually has 3 parts. There is an introductory statement

or title that gives the aim or goal of the procedure, followed by list of

materials that will be needed to complete the procedure. The final section is a

sequence of steps, in the order they need to be completed, to achieve this goal.

Some procedures have other stages such as explaining why each step is

necessary.

Procedure texts has grammatical feature such as sentences that begin

with verbs and are stated as commands, time words or numbers that show the

order for carrying out the procedure, adverbs to describe how the action

should be performed and precise terms and technical language. 26

Table 2.3 (The Procedure Scaffold)

The Procedure Scaffold

An introductory statement giving the aim or goal

This may the title of the text.

This may be an introductory paragraph.

Materials needed for completing the procedure

This may be a list.

This may be a paragraph.

This step may be left out in some procedures.

26

Mark Anderson and Kathy Anderson, Text Types in English, (Australia: Macmillan,

2003), p. 28

23

A sequence of steps in the correct order

Number can be used to show first, second, third and so on.

The order is usually important.

Words such as now, next, and after this can be used.

The steps usually begin with a command such as add, stir, or push.

b) Report

Report is a piece of text that presents information about a subject. Its

purpose is to classify and/or describe using facts about the subjects parts,

behavior and qualities. The subject is usually general rather than particular, for

example, skin rather than individual persons skill. Example of information

report texts include lectures, reference articles, research assignments, and

chapters in textbooks.

A typical information report has an opening statement introducing the

subject followed by a series of paragraphs about the subject. Each new

paragraph describes one feature of the subject. An information report can also

include a conclusion that summaries the information presented and signals the

end of the report.

Information reports has grammatical features such as technical language

related to the subject, technical use of the timeless present tense, technical use

of general nouns (e.g. weather, skin earthquakes) rather than proper nouns,

technical linking verbs to describe behaviors or qualities (e.g. cells are

surrounded by membrane). 27

Table 2.4 (Information Report Scaffold)

Information Report Scaffold

A general opening statement in the first paragraph

This statement tells the audience what the text is going to be about

This can include short description of the subject

This can include a definition of the subject

27 Ibid., p.17

24

A series of paragraphs about the subject

Each paragraph usually begins with a topic sentence.

The topic sentence at the beginning of each paragraph previews the

information contained in the rest of the paragraph.

The sentences after this preview give more details.

Each paragraph should give information about one feature of the

subject.

These paragraphs build a description of the subject of the report.

These paragraphs may include technical language that is related to the

subject.

A concluding paragraph (optional)

The concluding paragraph signals the end of the text.

This paragraph can summarize the report.

c) Narrative

Narrative is a text that tells a story and, in doing so, entertains the

audience. The purpose of narrative, other than providing entertainment, can be

to make the audience think about an issue, teach them a lesson, or excite their

emotions. Narrative texts are myth, fairytales, aboriginal dreaming stories,

science fiction, historical fiction and romance novels.

The steps for constructing a narrative text are an orientation in which

the narrator tells the audience about who is in the story, when the story taking

place is, and where the action is happening. Then, a complication that sets off

a chain of events that influences what will happen in the story. Afterward,

write a sequence of events where the characters react to the complication.

Then, a resolution in which the characters solve the problem created in the

complication. Finally, a coda that provides a comment or moral based on what

has been learned form the story (optional step).

There are 5 grammatical features of narrative. First is noun that

identifies the specific characters and place in the story. Second is adjective

that provide accurate descriptions of the characters and setting. Then, verbs

25

that show the actions that occur in the story. The last is time words that

connect events, telling when they occurred.28

Table 2.5 (The narrative scaffold)

The narrative scaffold

Orientation

In this paragraph the narrator tells the audience who is in the story, when it is

happening, where it is happening and what is going on.

Complication

This is the part of the story where the narrator tells about something that will

begin a chain of events. These events will affect one or more of the

characters. The complication is the trigger.

Sequence of events

This is where the narrator tells how the characters react to the complication.

It includes their feeling and what they do. The events can be told in

chronological order (the order in which they happen) or with flashback. The

audience is given the narrator point of view.

Resolution

In this part of the narrative the complication is sorted out or the problem is

solved.

Coda

The narrator includes a coda if there is a moral or message to be learned from

the story.

After analyzing the description and kind of reading materials which are

learned by third grade junior high school, here are five steps in teaching

reading skills suggested by Dillner and Olson:

(1) Preparation

This step is held before beginning reading text.

a. Motivating the student

28 Ibid., p.3

26

There are some ways to motivate student to read a text. One of them is

giving materials which are relevant to students condition.

b. Setting purposes for reading

Teacher should tell students what they have to get after reading. For

example, students are ready to read a procedure text on title Fried

Rice. Then before reading, teacher asks students to identify what are

the ingredients and steps to make Fried Rice.

c. Developing concept involved

Teacher relates the concept in subject matter (text) with students

background knowledge.

d. Identifying problem words

Teacher informs students about some problem words contain in subject

matter. For example, when students asked to read a text on title How to

Send an Email in Yahoo, teacher remains them that students may find

some email technical term in this text.

e. Creating an awareness of reading skills

Moreover, before reading subject matter, teacher gives students some

tips to get successful understanding. For example when students find a

words remake and they do not know this words meaning, it can be

analyzed from the word root re means used to add the meaning 'do

again', especially to verbs and make means to produce something,

often using a particular substance or material. Than remake can be

produce again.

(2) Silent reading

In this step, students are urged to read with the purpose that has been

explained in the precede step.

(3) Oral reading and discussion

Oral reading and discussion is the previous step follow up. Here, teacher

asks students information that is written in text.

27

(4) Follow-up

In this step, teacher may teach a new reading skill or asked student to

practice reading skill already taught by giving relate exercise.

(5) Extension activities

Then, there are some extension activities for reading such as,

supplementary reading, dramatization, rereading for different purposes,

games and creative activities including artistic, musical, verbal

composition. 29

These steps can be done in first, second, and third meeting of teaching

depends on teacher objective. For example, teacher might make lesson plan in

which entire day is spent by giving students reading exercises to improve

students reading skill.

29 Dinnler and Olson, op.cit., pp. 144150

28

CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses about research methodology. It covers researchdesign and method, research procedure and data analysis technique.

A. Research Design and MethodThe purpose of this study is to know the compatible of reading materials in

English textbook, English on Sky 3, based on KTSP. It is written by Mukarto,Sujatmiko, Josephine S.M, and Widya Kiswara and published by Erlangga onyear 2007. This textbook is chosen because research writer thought this book isused by many schools and published by a famous publisher.

Relevant to the research purpose, the research method is qualitative.According to Gay, Mills and Air Asian, Qualitative is the collection, analysis and

interpretation of comprehensive narrative and visual (i.e., nonnumerical) data togain insights into a particular phenomenon of interest1. Then, this research

design is analytical study because it is focused to analyze textbook compatibility.Data were collected through documentation method that analyzing or observingnonliving materials that is, textbook. The collected data was analyzedqualitatively by explaining textbook reading materials and textbook presentationcompatibility.

B. Textbook DescriptionIn this part, research writer describe about a textbook that she wants toanalyze.

Textbook title : English on Sky 3Intended audience : Junior high school students year IX

1L.R. Gay, Geoffrey E. Mills and Peter Air asian, Educational Research:competencies for analysis and applications, (Pearson International Edition, 2007),p.7.

29

Compiled by : Dr. MukartoSujatmiko B.S., S.PdJosephine Sri Murwani, S.PdWidya Kiswara, S.Pd

Edited By : Dwi Wahyu PriyantoAnna Valentina

Publisher : ErlanggaPublished : Jakarta on 2007Price : Rp. 38.000Cover Color : Green

Size : 25X 17,7Weight : 4 ons

Pages : 195 pagesAncillary materials : No

Teachers manual : No

Illustration : Map, pictures, tables, diagrams, and boxesUnits : 6 units

Table 3.1 (English on Sky 3 units)Unit 1 Slice the union, please!

Unit 2 Animal Reports

Unit 3 Discovering Plants

Unit 4 Where water flows a long way away

Unit 5 Enchanting story lines

Unit 6 Modern technology

Reading Materials :Table 3.2 (Reading Materials)

Unit 1 Responding to short functional text: menu

Responding to essay text: Procedural text

30

Unit 2 Responding to short functional texts: invitation cards

Responding to essay texts: report

Unit 3 Responding to simple short functional written text: short message

Responding to essay texts: report

Unit 4 Responding to short functional text: posters

Responding to essay text: reports

Unit 5 Responding to essay texts: narrative

Unit 6 Responding to meaning in simple short functional written texts:email, short messages and advertisement.

Reading text :

Table 3.3 (Reading Text)Unit 1 Fried Rice

Mix it Up Salad

Unit 2 Snowy Owls, Large Prey Birds

Kangaroo (Macrofus Rufus)Unit 3 Durian

Coconut

Unit 4 The Nile River

The Bengawan Solo

Unit 5 The Boy Who Cried Wolf

The Fox and The Crow

Unit 6 How to Send an Email in Yahoo

C. Research ProcedureThese were the research procedures that the writer did in writing this research:1. Research writer searched some theories related to the research form some

textbooks, articles, and journals.

31

2. The writer collected the data found in textbook English on Sky 3 for JuniorHigh School Students Year IX written by Mukarto, Sujatmiko, JosephineS.M, and Widya =Kiswara published by Erlangga. All of readingmaterials in this textbook are rewritten.

3. Then, all of reading materials for junior high school student year III whichhad been listed in Content Standard are rewritten.

D. Data AnalysisAnalyzing the data5, the research writer did some steps:

1. CodificationCodification is data simplification process which is found by giving code.Its purpose is to make simple data which is easy to analyze. This processdepends on data characteristic and instrument that is used. To make thisdata analysis simple, the writer inserts the text title in the instrument table.Then, the instrument variables are sub component, items, texts, and score.In addition, the score of variable also are codified to make it simple forexample 4 = very good/ very compatible/ very complete/ very satisfy.

2. Classification.After all of textbook reading materials were analyzed, marked, scored andcommented, it could be seen whether the materials were compatible or notwith school-based curriculum. Then, in classification steps, those materialsare classify and seen the amount of compatible or not compatible material.

Scoring the in depth materials base on Competence Standard andBased Competence used guide decided by National Education StandardAgency (Badan Standar National Pendidikan/ BNSP ):4 85%3= 75% - 84%2= 60% - 74%1 59%

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Then, scoring for the rest of component also used the guide decidedNational Education Standard Agency (Badan Standar NationalPendidikan/ BNSP):4 = very good/ very compatible/ very complete/ very satisfy.3 = good/ compatible/ complete/ satisfy.2 = unfavorable/ not compatible/ incomplete/ unsatisfied.1 = not good/ adverse.

3. Interpretation.

After classifying the data, research findings were interpreted clearly, andbriefly. Then, the findings were connected to theoretical frame work ofthis study.

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CHAPTER IV

RESEARCH FINDINGS

A. Data Analysis

Reading materials written on English textbook English on Sky 3 are

analyzed in term of content compatibility and language presentation. Then,

analyze presentation aspect of the textbook.

I. Content Compatibility

Table 4.1 (Content Compatibility)

SUB COMPONENT ITEMS TEXTS SCORE

1 2 3 4

A. The Compatibility of

Reading

Materials With

Competence

Standard And

Basic

Competence

1. Completeness

Text 1

Fried Rice

Text 2

Mix It Up Salad

Text 3

Snowy Owls, Large

Prey Birds

Text 4

Kangaroo

Text 5

Durian

Text 6

Coconuts

Text 7

The Nile River

Text 8

The Bengawan Solo

Text 9

The Boy Who Cried

Wolf

Text 10

The Fox And The

Crow

Text 11

How To Send An

Email In Yahoo

34

2. In Depth Text 1

Fried Rice

Text 2

Mix It Up Salad

Text 3

Snowy Owls, Large

Prey Birds

Text 4

Kangaroo

Text 5

Durian

Text 6

Coconuts

Text 7

The Nile River

Text 8

The Bengawan Solo

Text 9

The Boy Who Cried

Wolf

Text 10

The Fox And The

Crow

Text 11

How To Send An

Email In Yahoo

B. The Materials Accuracy

1. Social Function

Text 1

Fried Rice

Text 2

Mix It Up Salad

Text 3

Snowy Owls, Large

Prey Birds

Text 4

Kangaroo

Text 5

Durian

Text 6

Coconuts

Text 7

The Nile River

Text 8

The Bengawan Solo

Text 9

The Boy Who Cried

35

Wolf

Text 10

The Fox And The

Crow

Text 11

How To Send An

Email In Yahoo

2. Generic Structure

Text 1

Fried Rice

Text 2

Mix It Up Salad

Text 3

Snowy Owls, Large

Prey Birds

Text 4

Kangaroo

Text 5

Durian

Text 6

Coconuts

Text 7

The Nile River

Text 8

The Bengawan Solo

Text 9

The Boy Who Cried

Wolf

Text 10

The Fox And The

Crow

Text 11

How To Send An

Email In Yahoo

3. Language Feature

Text 1

Fried Rice

Text 2

Mix It Up Salad

Text 3

Snowy Owls, Large

Prey Birds

Text 4

Kangaroo

36

Text 5

Durian

Text 6

Coconuts

Text 7

The Nile River

Text 8

The Bengawan Solo

Text 9

The Boy Who Cried

Wolf

Text 10

The Fox And The

Crow

Text 11

How To Send An

Email In Yahoo

C. Supporting Materials

1. Up To Datedness

Text 1

Fried Rice

Text 2

Mix It Up Salad

Text 3

Snowy Owls, Large

Prey Birds

Text 4

Kangaroo

Text 5

Durian

Text 6

Coconuts

Text 7

The Nile River

Text 8

The Bengawan Solo

Text 9

The Boy Who Cried

Wolf

Text 10

The Fox And The

Crow

37

Text 11

How To Send An

Email In Yahoo

2. Life Skill Development

Text 1

Fried Rice

Text 2

Mix It Up Salad

Text 3

Snowy Owls, Large

Prey Birds

Text 4

Kangaroo

Text 5

Durian

Text 6

Coconuts

Text 7

The Nile River

Text 8

The Bengawan Solo

Text 9

The Boy Who Cried

Wolf

Text 10

The Fox And The

Crow

Text 11

How To Send An

Email In Yahoo

3. Diversity insight

development

Text 1

Fried Rice

Text 2

Mix It Up Salad

Text 3

Snowy Owls, Large

Prey Birds

Text 4

Kangaroo

Text 5

Durian

38

Text 6

Coconuts

Text 7

The Nile River

Text 8

The Bengawan Solo

Text 9

The Boy Who Cried

Wolf

Text 10

The Fox And The

Crow

Text 11

How To Send An

Email In Yahoo

A. The Compatibility Of Reading Materials With Competence Standard

And Basic Competence

1. Completeness

The criteria completeness mentions that there are 3 functional texts

genre which are taught in third grade junior high school. They are

procedural text, report text and narrative. Report texts are taught in

first semester and second semester. All of texts have to relate to

students daily life and daily lesson. These are the findings of texts

completeness:

Text 1. Fried Rice

Fried rice text which is written in the first chapter is a procedure

text. It tells the reader how to make fried rice. Choosing this text

for teaching reading is relevant because fried rice is famous food

for Indonesian students. If the students know well the topic of text,

they may learn this text easily. On the other hand, students may

relate this material with other subject matter that they learn in the

school such as cooking lesson. However, not all the students have

cooking lesson at their school. Then, this text completeness is

90 % and it is scored 4.

39

Text 2. Mix It Up Salad

Second procedure text which states in the first chapter is Mix It up

Salad. This text is less contextual to a majority of Indonesian

students. They can not find this kind of food in daily life. Students

may find some difficulties in learning this text. However, this text

gives new information to students and they relate it to cooking

lesson. Nonetheless not all school has cooking lesson. This text

completeness is 70% it is scored 2.

Text 3. Snowy Owls, Large Prey Birds

Snowy Owls, Large Prey Birds is a report text found in second

chapter of the textbook. This text tells about the characteristics,

favorite food, and habit of owls. This text is not contextual to

students daily life and lesson because the topic of text explains

about snowy owls, large prey birds; very few students know this

kind of owls. In other hand, this text explains new information to

students. However, learning this text may enrich students common

knowledge about the kind of owls. In terms of completeness this

text is scored 2 or 70.

Text 4. Kangaroo (Macrofus rufus)

Another report text found in second chapter is Kangaroo (Macrofus

rufus). This text tells about kangaroo place, characteristics, favorite

food and habit. This text is not contextual to students daily life

and lesson. However, Kangaroo is famous animals/ icon from

Australia and most of students generally know this kind of animals.

This text gives new information even though it is not contextual to

the student daily life. This text completeness is 80% and it is

scored 3

Text 5. Durian

Durian is a report text in chapter 3. This text describes about the

durian characteristic and tree. The explanation of coconut in this

text relates to other lesson such as biology. This text is contextual

40

to the students daily life because durian is famous fruit in

Indonesia. This text completeness is 100% and it is scored 4.

Text 6. Coconuts

Coconut is a report text found in third chapter. This text tells about

the characteristics of coconut, coconut palm and where it grows.

Choosing this text in learning report is quite contextual to students

daily life. Most of students know this kind of fruit which may help

students learn this text easier. Moreover, in Indonesia, we can find

a drink made from coconut called Es Kelapa Muda. It is

generally known that every aspect of coconut can be made for

something such as drink, bridge, broom and etc. Learning coconut

motivates students to have multi talent. That is the educational

value that students get from reading this text. However, this text

does not fully relate to other lesson. Then, this text completeness is

90% and it is scored 4.

Text 7. The Nile River

The Nile River is a report text in the fourth chapter. The Nile River

which is flows through Uganda, Sudan and Egypt is the longest

river in the world. Learning this text may enrich Indonesian

students geographic knowledge although the Nile river is not

located in their country or even relate to their life. Then, this text

completeness is 80 % and it is scored 3.

Text 8. The Bengawan Solo

Reading text written in fourth chapter is The Bengawan Solo. It is

quite contextual to Indonesian students because Bengawan Solo is

a river located in solo, Indonesia. Indirectly, learning this text

enriches students geographic knowledge. Thus, this text

completeness is 95% and it is scored 4.

Text 9. The Boy Who Cried Wolf

The Boy Who Cried Wolf is a narrative text found in the fifth

chapter. This text tells us about folklore came from Denmark, but

41

actually textbook writer does not mention where the story come

from. This story is not contextual to students daily life, but from

this text students may learn about honesty and maturity. In such a

way students may apply these characteristics in their life. Thus, this

text completeness is 90% and it is scored 4.

Text 10. The Fox And The Crow

Another narrative text written in fifth chapter is The Fox and The

Crow. Same as the previous narrative text, the textbook writer does

not mention where the story come from. Also, this text is not

contextual to students daily life. In real life there is no fox or crow

that is able to speak. However, this text tells about folklore which

writes moral message that is important to develop students good

characteristic. Students may learn that they should not believe what

others people say immediately without any consideration. In terms

of the moral message this text is contextual to students daily life

and lesson. Then, this text completeness is 90% and it is scored 4.

Text 11. How To Send An Email In Yahoo

How To Send an Email in Yahoo is a procedure text in the last

chapter. This text has 2 advantages for students daily life and

knowledge. Students may follow this procedure text to send email

for sending assignment or even send their friend a letter. Then, this

text enriches students knowledge about technological

development. Th

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