a content analysis on the english textbook „pathway

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A CONTENT ANALYSIS ON THE ENGLISH TEXTBOOK „PATHWAY

TO ENGLISH‟ USED BY THE TENTH YEAR OF SENIOR HIGH

SCHOOL AND ITS IMPLICATION IN TEACHING ENGLISH

NADIATUL AZIZAH

K2210055

Submitted to the Teacher Training and Education Faculty of Sebelas Maret

University to Fulfill One of the Requirements for Obtaining the

Undergraduate Degree in English Education

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

2014


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ABSTRACT

Nadiatul Azizah. K2210055. “A CONTENT ANALYSIS ON THE ENGLISH

TEXTBOOK „PATHWAY TO ENGLISH‟ USED BY THE TENTH YEAR

OF SENIOR HIGH SCHOOL AND ITS IMPLICATION IN TEACHING

ENGLISH”. A thesis. Teacher Training and Education Faculty. Sebelas Maret

University. 2014.

The purpose of this study is to investigate whether or not the materials in

“Pathway to English for Grade X Senior High School (SMA/MA)” textbook are

compatible with basic competence in the materials of the 2013 Curriculum, and to

investigate whether or not the exercises in “Pathway to English for Grade X

Senior High School (SMA/MA)” textbook are communicative.

This study used descriptive method. In collecting the data the writer used

document (textbook “Pathway to English”) as data source. The data are analyzed

by the following steps: (1) listing the basic competencies of English subject in

2013 curriculum and kinds of communicative exercises based on the theories by

the experts, (2) finding out the kinds of basic competences and communicative

exercises provided in the textbook, (3) classifying them, (4) analyzing them, (5)

counting them, (6) giving the percentage to the total number of the materials and

communicative exercises developed in the textbook, (7) judging whether the data

are compatible with materials in the 2013 Curriculum or not and whether the

exercises in textbook are communicative or not, (8) drawing conclusion,

implication and proposing suggestions.

The findings of this study shows that the percentage of total number of

basic competences for mandatory subject developed in this textbook is 22.22%

and the total number of basic competences for specialization subject developed in

this textbook is 38.24%. It means that “Pathway to English” is bad (incompatible)

viewed from both basic competences for mandatory subject and specialization

subject from its compatibility with the 2013 Curriculum. The materials in this

textbook are mostly not appropriate with the materials in the 2013 Curriculum.

Meanwhile the percentage for communicative exercises developed in the textbook

is 69%. It means that the textbook is good in developing the communicative

exercises. This textbook can help the teacher to create communicative activities.

In conclusion, since this textbook is incompatible with the 2013

Curriculum, teachers must modify or add some exercises appropriate with

materials in the 2013 Curriculum or they can find other sources or textbooks that

have exercises suitable with materials in 2013 Curriculum to support this

textbook. This textbook can still be used in teaching learning process because it

can help the teacher develop communicative activities in classroom since it has

good category in developing communicative exercises.

Keywords: the 2013 Curriculum, basic competences, communicative exercises,

content analysis


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ABSTRAK

Nadiatul Azizah. K2210055. “A CONTENT ANALYSIS ON THE ENGLISH

TEXTBOOK „PATHWAY TO ENGLISH‟ USED BY TENTH YEAR OF

SENIOR HIGH SCHOOL AND ITS IMPLICATION IN TEACHING

ENGLISH”. Skripsi. Fakultas Keguruan dan Ilmu Pendidikan. Universitas

Sebelas Maret. 2014.

Tujuan penelitian ini adalah untuk mengetahui sejauh mana materi yang

ada dibuku “Pathway to English” untuk kelas X SMA sesuai dengan materi

dikompetensi dasar dari kurikulum 2013 dan sejauh mana aktivitas dibuku

“Pathway to English” itu komunikatif.

Penelitian ini menggunakan metode deskripsi. Dalam pengumpulan data,

penulis menggunakan dokumen (buku “Pathway to English”) sebagai sumber

data. Teknik analisis data dilakukan melalui beberapa langkah: (1) Mendata

kompetensi dasar dari mata pelajaran bahasa Inggris di kurikulum 2013 dan jenis

kegiatan yang konunikatif berdasarkan teori dari para ahli, (2) Menemukan

kompetensi dasar dan aktivitas yang komunikatif yang tersedia di dalam buku

tersebut, (3) Mengklasifikasikan data tersebut, (4) Menganalisa data tesebut, (5)

Menghitung jumlah data yang ada, (6) Memberikan presentasi dari jumlah materi

yang sesuai dengan kompetensi dasar dalam kurikulum 2013 dan aktivitas yang

komunikatif yang terdapat dalam buku tersebut, (7) Memutuskan apakah buku

tersebut sesuai dengan materi yang ada dalam kurikulum 2013 dan apakah buku

tersebut komunikatif, (8) Memberikan kesimpulan, implikasi dan mengajukan

saran.

Hasil penelitian ini menunjukkan bahwa presentasi dari jumlah

kompetensi dasar untuk mata pelajaran wajib yang terdapat dalam buku tersebut

sebanyak 22,22% dan untuk mata pelajaran peminatan sebanyak 38,24%. Hal ini

menunjukkan bahwa buku “Pathway to English” kurang sesuai dengan materi

yang ada dalam kurikulum 2013 baik untuk mata pelajaran wajib maupun

peminatan. Materi-materi yang dikembangkan dalam buku tersebut kebanyakan

tidak sesuai dengan materi yang ada dalam kurikulum 2013. Sedangkan presentasi

untuk aktivitas yang komunikatif sebanyak 69%. Hal ini menunjukkan bahwa

buku ini baik dalam mengembangkan kegiatan yang komunikatif.

Kesimpulannya, karena buku ini tidak sesuai dengan materi dalam

kurikulum 2013 maka guru harus menambah atau mencari aktivitas-aktivitas yang

sesuai dengan materi dalam kurikulum 2013 atau mereka bisa mencari sumber

lain untuk melengkapi kekurangan yang ada dalam buku ini. Buku ini masih bisa

digunakan dalam aktivitas belajar mengajar karena buku ini dapat membantu guru

dalam mengembangkan kegiatan yang komunikatif sebab buku ini memiliki

kategori yang baik dalam pengembangan aktivitas yang komunikatif.

Keywords: kurikulum 2013, kompetensi dasar, aktivitas komunikatif, analisis isi


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MOTTO

Do what you love, love what you do –Anonymous

Verily, along with every hardship is relief. Along with every hardship is relief -

Surah Al-Inshirah, verses 5-6

Live as if you were dying tomorrow; learn as if you were to live forever -

Mahatma Gandhi


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DEDICATION

With deep profound love, this thesis is

dedicated to:

My Beloved Father, Suyono

and Mother, Siti Fatmah

Rahayu

My Dearest Old Sister, Nurvita

Anjarsari

My Lovely Grand Father and

(Alm.) Grand Mother


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ACKNOWLEDGEMENT

Alhamdullilahirabbil‟alamin. All praises are for Allah SWT, the Almighty for

His blessing to the writer, helping, guiding, and giving health, strength, and

everything during working and finishing this thesis. The writer has got support,

advices, and guidance from many people during finishing this thesis, to whom

the writer would like to express her gratitude to those who gave great

contribution:

1. Prof. Dr. H. M. Furqon Hidayatullah M.Pd, the Dean of Teacher Training and

Education Faculty of Sebelas Maret University;

2. Teguh Sarosa, S.S., M.Hum, the Head of English Education Department;

3. Drs. Muh. Asrori, M.Pd the first consultant for his patience, guidance and

suggestions;

4. Hefy Sulistyawati, S.S., M.Pd the second consultant for her patience,

guidance and suggestions;

5. All lecturers in English Education Department for the precious knowledge.

6. Her beloved parents and older sister, for their love, care, support and pray so

that this thesis can be finished;

7. Her beloved friends in the English Education Department 2010 for

unforgettable moment and experience during our study especially for class B

(Tuni, Nina, Septi, Yulia, Tetin, Arum and Vinda);

8. Her friends in Nurul Fikri boarding house who pray and support the writer in

finishing this thesis and also for the precious time we spent together.

9. Last, everyone who has been part of the writer‟s life.

The writer realizes that this thesis is still far from being perfect. She accepts

gratefully every comment and suggestion. However, the writer hopes that this

thesis is useful to the improvement of English teaching and learning.

Surakarta, November 2014

Nadiatul Azizah


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TABLE OF CONTENTS

TITLE…..……………………………………………………………………… i

PRONOUNCEMENT……………………………………………………… ..... ii

APPROVAL OF CONSULTANT…………………………………………….. iii

APPROVAL OF BOARD OF EXAMINERS………………………………… iv

ABSTRACT……………………………………………………………………. v

MOTTO………………………………………………………………………… vii

DEDICATION…………………………………………………………………. viii

ACKNOWLEDGEMENT……………………………………………………... ix

TABLE OF CONTENTS………………………………………………………. x

LIST OF APPENDICES……………………………………………………….. xiii

LIST OF TABLES…………………………………………………………........ xiv

LIST OF ABBREVIATIONS………………………………………………….. xv

CHAPTER I ........................................................................................................ 1

INTRODUCTION ............................................................................................... 1

A. Background of the Study ........................................................................... 1

B. The Identification of the Problem .............................................................. 4

C. Limitation of the Problem.......................................................................... 5

D. Problem Statements ................................................................................... 5

E. The Aims of the Study ............................................................................... 5

F. The Benefits of the Study .......................................................................... 6

CHAPTER II ....................................................................................................... 7

THEORETICAL REVIEW .................................................................................. 7

A. Curriculum .................................................................................................. 7

1. Definition of Curriculum ....................................................................... 7

2. The Concept of Curriculum.................................................................... 8


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B. The 2013 Curriculum ................................................................................... 9

1. The Foundation of the 2013 Curriculum Development ............................. 9

2. The Principle/Paradigm of the 2013 Curriculum...................................... 10

3. The Characteristics of the 2013 Curriculum ............................................ 10

4. The Purpose of the 2013 Curriculum ....................................................... 11

5. The Structure of the 2013 Curriculum for Senior High School ................ 12

C. Communicative Language Teaching .......................................................... 19

1. Definition of Communicative Language Teaching .................................. 19

2. The Goal of Communicative Language Teaching .................................... 19

3. The Characteristics of Communicative Language Teaching ................. 20

4. The Components of Communicative Language Teaching ..................... 20

5. Roles of Teacher in CLT ...................................................................... 21

6. The Role of Instructional Material in CLT ........................................... 22

D. Communicative Exercise .......................................................................... 24

E. Textbook .................................................................................................... 28

1. Definition of Textbook ............................................................................ 28

2. Roles of Textbook ................................................................................... 29

3. Advantages of Textbook ......................................................................... 29

4. Disadvantages of Textbook ..................................................................... 30

5. Evaluating Textbook ............................................................................... 31

F. Content Analysis .................................................................................... 33

1. Definition of Content Analysis ................................................................ 33

2. Purposes of Content Analysis .................................................................. 34

3. Function of Content analysis ................................................................... 34

4. Steps of Content Analysis ....................................................................... 35


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CHAPTER III .................................................................................................... 36

RESEARCH METHODOLOGY ....................................................................... 36

A. Method of the Research ............................................................................. 36

B. Focus of the Research ................................................................................ 36

C. Data and Data Source................................................................................. 37

D. Method in Collecting Data ......................................................................... 37

E. Data Validity .............................................................................................. 38

F. Technique of Analyzing Data ..................................................................... 38

CHAPTER IV .................................................................................................... 44

RESEARCH FINDINGS AND DISCUSSION .................................................. 44

A. Description ................................................................................................ 44

B. Data Analysis............................................................................................. 50

1. Compatibility of Basic Competences in Mandatory Subject .................... 50

2. Compatibility of Basic Competence in Specialization Subject ................. 57

3. Description of Communicative Exercises ................................................ 69

C. The Result of the Analysis ......................................................................... 78

D. Discussion ................................................................................................. 79

CHAPTER V ..................................................................................................... 83

CONCLUSION, IMPLICATION, AND SUGGESTION ................................... 83

A. CONCLUSION ......................................................................................... 83

B. IMPLICATION ......................................................................................... 84

C. SUGGESTION .......................................................................................... 84

BIBLIOGRAPHY .............................................................................................. 86


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LIST OF APPENDICES

Appendix 1: The Compatibility of 2013 Curriculum for Mandatory subjects

Appendix 2: The Compatibility of 2013 Curriculum for Specialization subjects

Appendix 3: The Compatibility of communicative exercises

Appendix 4: Contents of the textbook “Pathway to English”

Appendix 5: Letter of Permission


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LIST OF TABLES

Table 2.1: Core competences for Senior High School ......................................... 12

Table 2.2: Basic Competence of English Subject in Senior High School Grade X

.......................................................................................................................... 15

Table 3.1. Percentage of Communicative Classification ..................................... 42

Table 3.2. Percentage of Compatibility Classification ........................................ 43


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LIST OF ABBREVIATIONS

C = Chapter

T = Task

PE = The Title of the textbook analyzed “Pathway to English”

Pa = Page

CD = Compact Disk

CD ROM = Compact Disk Read-Only Memory

RPJMN = “Rencana Pembangunan Jangka Menengah Nasional”

a content analysis on the english textbook „pathway

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