Post on 12-Jan-2023
A CONTENT ANALYSIS OF ENGLISH TEXTBOOK
ENTITLED “BAHASA INGGRIS” FOR THE TENTH GRADE
THESIS
ETI SUTAMI
TE.161720
ENGLISH EDUCATION PROGRAM
TARBIYAH AND TEACHER TRAINING FACULTY
THE STATE ISLAMIC UNIVERSITY
SULTAN THAHA SAIFUDDIN
JAMBI
2021
ii
A CONTENT ANALYSIS OF ENGLISH TEXTBOOK
ENTITLED “BAHASA INGGRIS” FOR THE TENTH
GRADE
THESIS
Submitted to fullfilment one the requirements to obtain the
Undergraduate Degree (S1) in English Education Program of
Education Faculty of The State Islamic University of Sultan Thaha
Saifuddin Jambi
Eti Sutami
NIM. TE.161720
ENGLISH EDUCATION PROGRAM
TARBIYAH AND TEACHER TRAINING FACULTY
THE STATE ISLAMIC UNIVERSITY
SULTAN THAHA SAIFUDDIN
JAMBI
2021
iv
KEMENTERIAN AGAMA RI
UNIVERSITAS ISLAM NEGERI (UIN)
SULTHAN THAHA SAIFUDDIN JAMBI
FAKULTAS ILMU TARBIYAH DAN KEGURUAN Alamat: Jl. Jambi – Ma. Bulian KM. 16 Simp. Sungai Duren Kab. Muara Jambi
36363Telp/Fax : (0741) 583183 - 584118 website : www.iainjambi.ac.id
THESIS AGREEMENT / FINAL TASK
Document
code
Form code Date Valid Revision
Number
Revision
date
Page
In.08-PP-
05-01
In.08-FM-
PP-05-03
R-0 - 1-1
Case : Official Notes
Dean of Faculty of Education and Teacher Training
The State Islamic University of
SulthanThaha Saifuddin
In Jambi
Assalamu 'alaikum wr.wb.
After reading, giving guidance and making some necessary correction, we agree
that the thesis by:
Name : Eti Sutami
NIM : TE 161720
Department : English Education Program
Title : A Content Analysis of English Textbook Entitled “Bahasa
Inggris” for the Tenth Grade
Could be submitted to munaqasah exam (munaqasah) as one of the requirements
for the undergraduate degree (S1) in English Education Program Faculty of
Education and Teacher Training, The State Islamic University of Sulthan Thaha
Saifuddin Jambi. So, we submit it to the faculty for an immediate process of
final examination.
Jambi, 08 Maret 2021
Advisor I
Hilma Suryani, M.Pd
NIP. 19861226 201503 2 005
v
KEMENTERIAN AGAMA RI UNIVERSITAS ISLAM NEGERI (UIN)
SULTHAN THAHA SAIFUDDIN JAMBI FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Alamat: Jl. Jambi – Ma. Bulian KM. 16 Simp. Sungai Duren Kab. Muara Jambi 36363Telp/Fax : (0741) 583183 - 584118 website : www.iainjambi.ac.id
THESIS AGREEMENT / FINAL TASK
Document
code
Form code Date Valid Revision
Number
Revision
date
Page
In.08-PP-
05-01
In.08-FM-
PP-05-03
R-0 - 1-1
Case : Official Notes
Dean of Faculty of Education and Teacher Training
The State Islamic University of
SulthanThaha Saifuddin
In Jambi
Assalamu 'alaikum wr.wb.
After reading, giving guidance and making some necessary correction, we agree
that the thesis by:
Name : Eti Sutami
NIM : TE 161720
Department : English Education Program
Title : A Content Analysis of English Textbook Entitled “Bahasa
Inggris” for the Tenth Grade
Could be submitted to munaqasah exam (munaqasah) as one of the requirements
for the undergraduate degree (S1) in English Education Program Faculty of
Education and Teacher Training, The State Islamic University of Sulthan Thaha
Saifuddin Jambi. So, we submit it to the faculty for an immediate process of
final examination.
Jambi, 02 Maret 2021
Advisor II
Wahyuni Fitria, M.Pd
NIP. 19860605 201503 2 004
vii
DEDICATION
In the name ALLAH SWT who is the most gracious and merciful who
has given me mercy and blessings, health and ability to complete this thesis.
I dedicate this thesis to my parents, my father Edy Hartoyo and my
mother Wati who have educated me until now, my parents who pray and support
me to complete this thesis. Do not forget also to my beloved sister and brother
Dewi Purwanti and Adnan Oktarian who have given me the enthusiasm to
complete this thesis. I do not forget to also thank my friends who have encouraged
me so that I can complete my thesis. May Allah always give them physical and
spiritual health. Amiiin.
viii
MOTTO
قاللهموسىهلأتبعكعلىأنتعلمنمماعلمترشدا (66)
Artinya : ”Musa berkata kepada Khidhr “Bolehkah aku mengikutimu supaya
kamu mengajarkan kepadaku ilmu yang benar di antara ilmu-ilmu
yang telah diajarkan kepadamu”(QS. 18: 66).
Meaning: "Musa said to Khidhr" May I follow you so that you teach me the
correct knowledge among the sciences that have been taught to
you "(QS. 18: 66).
ix
ACKNOWLEDGEMENTS
Alhamdulillah, Firstly, In the name of Allah, the most gracious and
merciful, the lord of universe. Because of Her blessings, the researcher could
finish this thesis as one of the requirement for S1 degree in English Education
Programme of Education and Teacher Training Faculty of the State Islamic
University of Sulthan Thaha Saifuddin Jambi.
Secondly, peace and salutation always be given to our prophet Muhammad
SAW who has guided us from the darkness into the lightness. The researcher
realizes that this thesis would have not been completed without the help, advice
and guidance from many people. Therefore, in this opportunity the researcher
would like to express thanks and gratitude to following parties for their
contribution:
1. Prof. Dr. H. Su’aidi MA, Ph.D Rector of the State Islamic University of
Sulthan Thaha Saifuddin Jambi.
2. Dr. Hj. Fadlillah, M.Pd. as Dean of Faculty of Education and Teacher Training
of The State Islamic University of Sulthan Thaha Saifuddin Jambi.
3. Wahyuni Fitria, M.Pd as the chief of English Education Programme.
4. Hilma Suryani, M.Pd as my first advisor and Wahyuni Fitria, M. Pd as my
second advisor.
5. All lecturers at English education program and all lecturers the Faculty of
Education and Teacher Training of The State Islamic University of Sulthan
Thaha Saifuddin Jambi.
May Allah SWT always gives guidance and blessing to us. Aamin Ya Rabbal
Alamin.
Jambi, 10 Januari 2021
Eti Sutami
TE.161720
x
ABSTRACT
Name : Eti Sutami
Study Program : English Language Education Study Program
Title : A Content Analysis of English Textbook Entitled
"Bahasa Inggris" for The Tenth Grade of Senior High
School
This thesis discusses the analysis of the content of an English textbook
entitled "Bahasa Inggris" for the tenth grade of senior high school. This research
is a content analysis research with document analysis type. The subject of this
research is student book. Sampling in this study using chapter in English textbook,
where the sampling technique is to take 15 chapters. Data collection was carried
out by observation and documentation. The researcher analyzes the 2013
curriculum book used by teacher and student based on the content feasibility
standard set by the Education National Standard Council (BSNP). The suitability
of the content includes; suitability of competency standard and basic competency,
scientific substance and life skills as well as insight to progress and develop. From
the result of the research, the feasibility of the content of the English Textbook
entitled "Bahasa Inggris" for the tenth grade of Senior High School published by
the Ministry of Culture has met the feasibility requirement, namely 93.75% of the
material, assignment and text developed in the English book meet the assessment
rubric feasibility of the content of the BSNP.
Keywords: Content Analysis, English Textbooks, Book Feasibility.
xi
ABSTRAK
Nama : Eti Sutami
Program Studi : Program Studi Pendidikan Bahasa Inggris
Judul : A Content Analysis of English Textbook Entitled “Bahasa
Inggris” for The Tenth Grade of Senior High School
Skripsi ini membahas tentang analisa isi buku bahasa inggris berjudul “Bahasa
Inggris” untuk kelas sepuluh sekolah menengah atas. Penelitian ini termasuk
penelitian analisa isi dengan jenis menganalisa dokumen. Subjek penelitian ini
adalah buku siswa. Pengambilan sampel dalam penelitian ini menggunakan bab
dalam buku pelajaran Bahasa inggris, dimana teknik pengambilan sampel adalah
dengan mengambil 15 bab. Pengumpulan data dilakukan dengan observasi dan
dokumentasi. peneliti menganalisa buku kurikulum 2013 yang digunakan guru
dan siswa berdasarkan standar kelayakan isi yang telah ditetapkan oleh badan
standar nasional pendidikan (BSNP). Kesesuaian isi tersebut meliputi; kesesuaian
standar kompetensi inti dan kompetensi dasar, substansi keilmuan dan life skill
serta wawasan untuk maju dan berkembang. Dari hasil penelitian, kelayakan isi
dari buku teks bahasa inggris berjudul “bahasa inggris” untuk kelas sepuluh
sekolah menengah atas terbitan kementrian dan kebudayaan telah memenuhi
persyaratan kelayakan isi yaitu 93,75% materi, tugas dan teks yang dikembangkan
dalam buku bahasa Inggris memenuhi rubrik penilaian kelayakan isi BSNP.
Kata Kunci: Analisa Isi, Buku Pelajaran Bahasa Inggris, Kelayakan Buku.
xii
TABLE OF CONTENT
TITTLE PAGE
OFFICIAL NOTE
ORIGINALITY STATEMENT
DEDICATION
MOTTO
ACKNOWLEDGMENT
ABSTRACT
TABLE OF CONTENT
LIST OF APPENDICES
CHAPTER I INTRODUCTION.......................................................................... 1
A. Background of the Study............................................................................... 1
B. Focus of the Research.................................................................................... 4
C. Formulation of the Problem .......................................................................... 5
D. Limitation of Study ....................................................................................... 5
E. Purpose of the Research................................................................................. 5
F. Significance of the Research.......................................................................... 5
CHAPTER II REVIEW OF RELATED LITERATURE ................................. 7
A. English Textbook........................................................................................... 7
B. Function of Textbook .................................................................................... 8
C. Criteria of a Good English Textbook............................................................. 8
D. Analyzing of a Textbook ............................................................................... 9
E. Rubic Assessment for Textbook .................................................................... 10
F. Curriculum ..................................................................................................... 12
G. previous study................................................................................................ 14
CHAPTER III METHOD OF RESEARCH ...................................................... 16
xiii
A. Research Method ......................................................................................... 16
B. Research Data and Research Sources Object .............................................. 16
C. Instrument of the Study ............................................................................... 16
D. Procedure of analysis................................................................................... 17
E. The Technique of the Data Analysis ............................................................ 17
CHAPTER IV FINDING AND DISCUSSION...................................................21
A. Research Finding...........................................................................................21
B. Discussion.................... ...................................................................................72
CHAPTER V CONCLUSSIONS AND SUGGESTIONS..................................77
A. Conclussions.................................................................................................77
B. Suggestions......................................................................................................77
REFERENCESS.................................................................................................. 78
APPENDICES
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Textbook has a major role in supporting the implementation of the existing
curriculum. However, it is often found that material is not always representative
and complete enough to support the demands of the curriculum. in this case, the
2013 curriculum is the newest curriculum applied in Indonesia to date. The
implementation of the new curriculum is one of the effort made by the ministry of
education and culture to improve the quality of education. Which aims to be
achieved if the government and the whole community, especially teacher, as
practical learning leader, apply the 2013 curriculum as well as possible.
Meanwhile, there are several indicators that reveal that efforts to improve the
quality of education have not been able to significantly improve the quality of
education. One of the contributing factor is the weak implementation of effort to
improve the quality of education. Therefore, they must apply english textbook in
accordance with the 2013 curriculum.
Based on observation of researcher in school, textbook play an important
role in the teaching and learning process. The teaching and learning process takes
place depending on the availability of the Textbook. In term of using Textbook in
the teaching and learning process, there must be several criteria for a good
textbook. Textbook evaluation is the process of selecting what textbook to use in a
particular course taking into account teaching needs and values. according to
Cunningsworth (1995), the purpose of textbook evaluation is to support teacher
development and help teacher gain good and useful insight into the nature of the
material. Textbooks are recommended by the Indonesian Ministry of Education
and Culture to assist teacher in the teaching and learning process of English and
also to assisting teacher in improving student skills. In fact, the phenomenon we
found in school is that skills are not yet balanced in the teaching and learning
2
process. Students studying English in high school seem unable to speak fluently
and accurately. In addition, for listening skills, students seem have sufficient
abilities according to their needs, even these skills have been taught by the teacher
in the teaching and learning process.
There are several criteria based on the 2013 curriculum (Kemendikbud,
2016). The textbook must fulfill 4 aspects, namely: material aspects, linguistic
aspects, material presentation aspects, and graphic aspects. In textbooks, almost
every content and material covers all aspects related to language skills. There are
also several criteria based on several experts (Cunningsworth - 1995, Celce-
Murcia - 1979 and Wahab - 2013) especially on the language skills of English
textbook . These language skills are listening skill, speaking skill, writing skill
and reading skill.
Next, Textbook used in the classroom must go through evaluation. These
considerations are made based on clear answers to whether the textbook meets
curriculum objectives, is in accordance with the context of students, and other
aspects. Because English teachers use textbooks in class, they have to choose
textbooks that are suitable for students. Before deciding to use them, they must
evaluate the usefulness and effectiveness of the textbook so that it really fits and is
ideal for meeting student needs. According to Tomlinson (2011), "textbooks are
one of the tools used to assist teachers in teaching students". Awasthi (2006) states
that "textbooks are teaching and learning material for both teacher and student to
rely on the teaching and learning process". Thus it can be concluded that
textbooks are a source for teachers and students in the teaching and learning
process.
Next, Cunnigsworth (1995) said,Textbook is an effective resource for
independent learning, an effective source for presentation material, a source of
idea and activity, a reference source for student, a syllabus that reflect
predetermined learning goal, and support for inexperienced teacher who are still
not confident. In addition, Hycroft (1998) states that one of the main advantages
of using textbooks is that they are very important psychologically for students
because their progress and achievement can be measured concretely when we use
3
them. Without textbook, the teaching and learning process will have no impact,
thus providing standard in learning. In addition, the use of textbook in the
classroom can ensure that learner at various level will obtain similar content and
therefore, they can be evaluated in the same way. Therefore, to determine the
relevance of English textbook material with the 2013 curriculum material, it is
necessary to conduct research on the analysis of English textbook material.
According to Richards (2002: 252), textbooks are a source of teaching used to
support learning through stimulation of cognitive processes and provide structure
and development for learners to follow.
Researcher found several examples that might support this research. To
support and strengthen this research, the researcher looked for several samples,
That are: the first, Merlina Ninik Setyowati, conducted research in 2018 on the
analysis of English grammar in the English textbook "When English Rings a Bell"
used in SMP n 3 in Boyolali. This study aims to describe the representation of
grammar material, namely grammar exercises, teacher and student perspectives in
terms of the strengths and weaknesses of the textbook as a whole. The results of
this study found that: first, the inductive approach is more often used to represent
grammar material, namely grammar exercises in textbooks. Second, regarding the
teacher's perspective on the textbook as a whole entitled "When English Rings a
Bell" has advantages and disadvantages, in terms of advantages the textbook
consists of good, interesting, and well-rated points. Meanwhile, the weakness of
the book consists of a lack of teaching and a lot of difficult material. Third, from
the student's point of view of the grammar material in the textbook, it is concluded
that the grammar material has advantages and disadvantages. In terms of
strengths, the textbook consists of a good, clear, interesting, and good structure,
but the weakness of the textbook consists from confusing, no Indonesian
translation, and has difficult words.
The second, Rohmatillah, Devi Audina Pratama conducted a study in
2017 on the Analysis of an English Textbook entitled "Pathway to English"
Published by Erlangga First semester Class XI senior high school. The purpose of
this study was to find out whether the Pathway to English textbook for the
4
eleventh grade of the first semester fulfilled the 2013 curriculum syllabus points
and how wide it is presented. The results of this study are: first, the first class
eleven-grade textbook has fulfilled the 2013 curriculum syllabus items.Second,
the first-semester eleven-grade broad path textbook meets the 2013 curriculum
subject syllabus covering basic competencies and learning materials which consist
of entering and develop basic competencies into several exercises 4 English
language skills and successfully interpret and develop learning. material based on
social functions, text structure and language feature items.
The third, Fahmawati Isnita Rahma, conducted research in 2013 on the
analysis of English textbooks for grade VII junior high school students based on
BNSP content standards. This study aims to assess whether the contents of the
English textbook in Focus for grade VII Junior High Schools are in accordance
with BSNP content standards or not. The results of this study, the authors
concluded that based on the quality classification scheme, the contents of English
textbooks in English Focus for Class VII Junior High Schools are in accordance
with the content standards and are very well used in the learning process.
Based on the description above, the Researcher is interest in conducting
research with the title "A CONTENT ANALYSIS OF ENGLISH TEXTBOOK
ENTITLE “BAHASA INGGRIS” FOR THE TENTH GRADE OF SENIOR
HIGH SCHOOL". Researcher chose an English book entitled "Bahasa Inggris"
published by the Ministry of Education and Culture as object to research. The
reason the researcher chose this book as primary data, because two schools were
collected using textbook published by the Ministry of Education and Culture.
B. Focus of the Research
The scope of this research is the analysis of the content of the English
textbook published in 2017 by the Ministry of Education and Culture for class X
SMA which analyzes the fulfillment of the content requirement specified in the
2013 curriculum. The Education National standard council (BNSP) assessment
6
rubric that will be adopted. In this study, the four categories provided by BNSP
(Education National standard council) to analyze textbook were content
feasibility, language feasibility, presentation feasibility and graphics. However,
researcher only used one of the four categories provided by BSNP (Education
National standard council) as a textbook assessment, namely content feasibility.
Because the purpose of this research is to determine the suitability of textbook
material with the 2013 curriculum based on its content only.
C. Formulation of the Problem
Based on the background description, the formulation of this research can
be formulated into the following questions: How english textbook entitled
“Bahasa Inggris” published by the Ministry of Education and Culture for tenth
grade senior high school fulfill the feasibitity of content requirements specified in
curriculum 2013?
D. Limitation of Study
The focus of this research is to analyze the content validity of English
textbook based on the 2013 curriculum entitled "Bahasa Inggris" published by the
Ministry of Education and Culture for the tenth grade of senior high school. The
researcher analyzes whether the content of the English textbook entitled "Bahasa
Inggris" are appropriate or not with the current curriculum, and the researcher
want to analyze the material available in the textbook published by the Ministry of
Education and Culture. The reason was made because the purpose of this study
was only to determine the suitability of the material in the English textbook.
E. Purpose of the Research
The purpose of this research is:
To know whether the English Textbook entitled "Bahasa Inggris"
Published by the Ministry of Education and Culture in the tenth grade of senior
high school has met the content of feasibility for the 2013 curriculum. If this
English book meet the requirement, then the textbook has met the Board criteria
National Education Standard.
6
F. Significance of the Research
This research is expected to provide a significant contribution to:
1. The Principal
The principal can find out whether the English textbook used by the teacher
provides an appropriate and good evaluation or not. So, the principal knows what
is needed to support teaching English.
2. Teacher
The results of this study will be very useful for English teacher as a
reference in choosing English textbook.
3. Reader
From the result of this study, readers will be given an overview of how to
analyze the suitability of textbook.
7
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher will elaborate about some theories connected
to the thesis.
A. English Textbook
Textbook is a very important of media for teaching which has a function to
measure students' understanding of the material presented by the teacher in
textbook. Tomlison (2003) stated that textbook help provide a map of the learning
journey for teacher and student, which allow teacher and student to see what can
be done in the next lesson and what has been done in the previous lesson.
According to Tomlinson (2011), "textbook are one of the tools used to assist
teacher in teaching student". Awasthi (2006) states that "textbooks are teaching
and learning material for both teacher and student to rely on the teaching and
learning process". Thus it can be concluded that textbooks are a source for
teachers and students in the teaching and learning process.
Cunnigsworth (1995) also argue that textbook is an effective resource for
independent study, an effective resource for presentation material, a source of
ideas and activities, a reference source for student, a syllabus in which they reflect
predetermined learning goal, and support for teacher. the inexperienced who
haven't gained the confidence yet. In addition, Hycroft (1998) also stated that one
of the main advantages of using textbook is that they are very important
psychologically for students because their progress and achievement can be
measured concretely when we use them.
Textbook is object that support the teaching and learning process.
According to Cunningsworth (1995: 7), textbook is better seen as a source in
achieving the goals and objectives that have been set in the needs of students. In
8
other word, textbook is material design for the teaching and learning process that
aim to improve student understanding.
According to Richards (2001), textbook is a key component in most
language program. Brown (2001: 141) also has a simple definition of textbook.
He stated that textbook is book used in an educational curriculum. Graves (2000:
175) adds that textbook is stimuli or instrument for teaching and learning, while
Hornby (2005: 158) defined textbook as book that teach certain subject and are
used mainly in school and college.
Based on the above definition, the researcher concludes that a textbook is a
standard book for a particular subject of study and is usually a simplified way for
learning purposes.
B. Function of Textbook
Textbook used in teaching and learning process is important. Textbook are
meant to help teachers in providing them teaching materials as stated by Chandran
(2003) that textbook act as a guideline for inexperienced teachers or tools for
experienced teacher. It also provided either inexperienced or experienced teachers
with guidance on what students have to learn and what student wish to learn. The
statement from Chandran is also in line with the statements from Cunningsworth
(1995). According to him, there are several functions and roles of textbook which
are; a resource of material, a source of activities for practice and communicative
Interaction, a reference book (grammar, vocabulary, pronunciation), a syllabus, a
resource for self-directed learning or self-access, a support for less experienced
teachers.
The essence of a textbook is basically to help both teacher and students in
some ways. For teacher, it helps them in preparing and developing the
teachingmaterials that are going to be taught and in the other hand. As for the
students, it helps them to maintain and trace back their input in learning.
C. Criteria of a Good English Textbook
In language teaching, teacher need to identify that textbook suitable or not
for the studens. Harmer (2007) ptoposes several criteria in choosing a suitable
9
textbook for the students, such as price and availability, layout and design,
instruction, methodology syllabus, language skills, topic cultural apropriacy, and
teacher guide. Moreover, Ur (2016) also suggest some points that should be
considered in using textbook, namely framework, syllabus, ready-made texts,
economy, convenience, guidence, and autonomy.
Tarigan (1992) states that textbooks must meet the following 10 quality
criteria:
a. Textbooks must be attractive to students
b. Textbooks must be able to motivate students
c. The contents of the textbook must be pictorial
d. Textbooks must consider linguistic aspects
e. The contents of the textbook must relate to other branches of science
f. Textbooks should stimulate the personal activities of students.
g. The contents of the textbook must be written clearly so that students are not
confused in using it. h. Textbooks must have a clear point of view
i. Textbooks must be able to appreciate individual differences.
Become a qualified textbook, beside the textbook should be readability, the
textbook need to assess and the component of good textbook in content ( qualified
textbook), there are description about assessment of textbook component and
criteria for a good textbook.
D. Analyzing of a Textbook
Analyzing the textbook that will be used is very important to measure
the suitability of the textbook used by student and teacher in class. Quoted from
what Cunningsworth said that the selection of textbook must be in accordance
with the context in which the textbook will be used. Although no textbook is
really ideal for student. however, it would be even better to select book based on
the most appropriate criteria or complement inadequate or inappropriate material.
Analyzing the criteria determined from a textbook is one way to determine and
evaluate a textbook specifically whether the book is suitable for use or not in
teaching and learning activities. The criteria proposed by Cunningsworth (1995)
serve as guidelines for the preparation of an evaluation checklist, namely; (1)
10
textbook must be in accordance with the needs of students and they must be in
accordance with the aims and objectives of the language learning program. (2)
textbook should reflect the present and future of language and select textbooks
that help equip students to use language effectively for their purposes. (3)
facilitating learning in various ways, and (4) having a clear role as supporting
learning.
The Cunningsworth framework for textbook evaluation has a
comprehensive description of the internal approach to textbook evaluation. In
addition, it also contains criteria for evaluating the effectiveness of textbooks
when viewed from a reality perspective that students may face in real life by
presenting language outside the classroom.
E. Rubic Assessment for Textbook
BSNP (Education National standard council) itself has released an
evaluation process in Pusbukur (book center and curriculum, 2013) in form of a
rubric assessment to evaluate the properness and also the suitability of a textbook.
The rubric assessment from Education National standard council is designed to
qualitatively describe and assess any content related items and materials in a
textbook then quantitatively coding it. According to Puskurbuk, (book center and
curriculum, 2013) these are instruments in evaluating a curriculum 2013 textbook,
one of the instrument is:
a. Feasibility of Content
This feasibility of content is a group of assessment about the content of the
textbook. The feasibility content includes three measurements which are
compatibility of materials with core competency (KI) and basic competency
(KD), the accuracy of materials, and the last supporting materials.
1. The Compatibility of materials with core competency (KI) and basic
competency (KD).
In this criterion of feasibility of content which is compatible with KI (core
competency) and KD (basic competency) the criteria were divided into two sub
criteria which is Completeness and In-Depth.
a. Completeness
11
In completeness criteria, textbook is expected to expose students to
understand and produce both interpersonal and interactional conversation whether
in spoken or written to help them interact in contextual and themed situations
along with many other characteristic, religious and aesthetic values included.
b. In-Depth
In this criterion, textbook is expected to fulfill several points of In-Depth.
The first is exposure which means that the textbook is expected to expose student
with as many kinds of text that relevant with students’ daily life in order to help
them get used to any kinds of texts as possible. Then, text retention means that
textbook should guide students in understanding the social function, structure of
text, and linguistic features. The last is production textbook which should be able
to guide students in every step in producing both verbal and written text.
2. The accuracy of the materials.
In this criterion of feasibility of content which is the accuracy of the
materials, the criteria were divided into three sub criteria which is Social function,
Generic structure and Linguistic feature.
a. Social Function
In this criterion, the text provided in the textbook or the exercises given
from the textbook that have been done by the students are expected to have values
in social function in its relation with student’s daily life either in interpersonal or
interactional.
b. Generic Structure
In this criterion, the text provided in the textbook or the exercises given
from the textbook that have been done by the students are expected to give the
students an insight and ideas to think systematically in doing exercise or
producing it in daily life.
c. Linguistic Feature
In this criterion, the text provided in the textbook or the exercises given
from the textbook that have been done by the students are expected to be
understandable and fulfill the norm and characteristic values of a good
communications in student’s daily life.
12
3. Supporting materials.
In this criterion of feasibility of content which is supporting materials, the
criteria were divided into three sub criteria which are Up to-Datedness,
Development of life skills and Development of Diversity Insight. In this criterion,
Up-to-Datedness means every item in supporting the materials and exercise
provided within the textbook (Tables, Pictures, Texts, References) should be
taken from a relevance and newest sources available. Development of Life Skills
define that every text and communicative exercise and task available within
textbook should motivate students toward a good personality that concern about
social, academic and vocational life and the last is Diversity Insight that means
every text and communicative exercise and task available within textbook should
motivate students toward a good citizen that concern, understand and appreciate
the multicultural diversity.
The rubric assessment from BSNP (Education National standard council) is
a whole book analysis. This rubric assessment assesses the accurateness and
appropriateness of a content of textbook in delivering teaching materials, the
technique of presenting, the relation of every chapter, and social benefits from a
textbook (Puskurbuk, 2013).
F. Curriculum
1. Definition of Curriculum
Curriculum is the most essential of teaching learning process. A teacher
should teach his/her students according to the current curriculum because it has
been designed on the basis of students’ needs. Feez (2002:9) stated that
curriculum is a general statement of goals and outcomes, learning arrangement,
evaluation, and documentation relating to the management of program within an
education institution. Nana (1999:5) states that curriculum is a plan that gives
guidance in the teaching learning process activities.
The writer concludes that curriculum is a plan that is developed to make
teaching-learning activities progress well. It is kind of guidance in the teaching
13
learning process. The reformation of curriculum is sometimes done in order to
improve or to develop the quality of education. The curriculum also contains
science, knowledge, and experience worth giving to the students to obtain the
educational objectives.
2. Curriculum 2013
The curriculum in Indonesia has been increasingly developed to be more
advanced nowadays. From the last ten years, teachers in Indonesia already adapt
three kinds of curriculums from KBK (Competency based curriculum), KTSP
(School based Curriculum) and the latest curriculum 2013 which is finally
released in July 2013 Curriculum in Indonesia is developed by the Ministry of
Education and Culture of Indonesia. As we know that the recent curriculum
decided by the ministry is the 2013 Curriculum. The 2013 Curriculum includes
competency of attitude, knowledge, and skills integrated.
Therefore, the design of curriculum is also changed from teacher-
centered to student-centered. The 2013 Curriculum adopts scientific approach. As
conveyed in Permendikbud No. 81 in 2013, scientific approach is a learning
process that is designed to make students construct concept and principle actively
through some steps: observing, questioning, collecting information and
concluding, associating, and communicating. Mendikbud said in Modul Bahasa
Inggris that the content of the 2013 Curriculum is formed core competencies of
class and followed by the basic competence of subjects. Core competence is the
quality that must be owned by pupils in the class through basic competence which
is organized in pupils` learning process. Basic competence is competence that
must be learned by the pupils. This basic competence will be the reference for
teacher to write the syllabus and teaching-learning process. The latest Curriculum
2013 is perhaps the reformed and advanced version of School based Curriculum
(KTSP) because many aspects in the Curriculum 2013 are adapted from School
based Curriculum (KTSP). The basic competency (KD) are still used in the
Curriculum 2013. It also still uses the School based Curriculum frameworks as the
basis, yet in Curriculum 2013 introduced new curriculum variable which is core
competency (KI).
14
The main aspect that has been optimized in Curriculum 2013 compared to KTSP
(School based Curriculum) is that in Curriculum 2013 the contents are not only
based on student accomplishment on the indicator and standards, but also the
student comprehension in applying the value of honestly, self-discipline,
responsibility, cooperation, tolerance, polite, responsibility, and proactive.
The idea of Curriculum 2013 is to provide all indicators in core competency
(KI) and basic competency (KD) with religious value, believes, and social peace
and relate all those values into every single lesson that will be taught.
G. previous study
First, Yudha Mamduh, he did research in 2016 entitled “The
Appropriateness of 2013 Curriculum English Text Book Content Based on
Content Standard f BSNP (Student English Book for the First Semester of Grade
X of Senior High School Published by Ministry of Education and Culture)”. The
objectives of this research was to analyze the appropriateness of textbook content
of the student English book for the first semester of grade X of Senior High
School published by of Education and Culture based on content standard of 2013
curriculum. This study used qualitative approach, which analyzed the materials of
the book or content analysis. The source of data analysis in this study was Student
English Book for the First Semester of Grade X of Senior High School Published
by Ministry of Education and Culture. To collect the data, the researcher used
documentation. The result of this study can be stated that the content of the
Student English Book for the First Semester of Grade X of Senior High School
Published by Ministry of Education and Culture isappropriate with content
standard of 2013 curriculum. It is based on the data as follows: the compatibility
of material items with core competence and basic competence is 84 % or in a
good category. The accuracy of material is 86 % or in a very good category.
Learning supporting sources is 84 % or in a good category. The similarity
between his study and the researcher`s study are on the objectives of this study
which is to find out the content quality of the book, method, data collection
techniques and criteria for evaluation. Then the differencess is on the subject of
the study. This study used English book for the first semester of grade X of Senior
15
High School published by Ministry of Education and Culture based on content
standard of 2013 curriculum and the researcher study used English textbook
entitled “When English Rings a Bell” for Grade VII Junior High School Published
by Ministry of Education and Culture of Indonesia.
The second, Hermansyah, he did a research in 2014 on the quality of the
english textbook used by teacher at the state junior high school 19 tanjung jabung
timur publish by platinum. The design of his study was descriptive qualitative
research because he wanted to know feasibility of the textbook. The result of this
study is the platinum published English textbook used for teacher at the state
junior high school 19 tanjung jabung timur as English textbook is feasibility to
use.
The third, study is Mardiyah, she did a research in 2015 on analysis on the
feasibility of english textbook entitled “LKS CINTA” used for Grade Eleven
Students of Islamic Senior High School published by Cinta Sekawan. The design
of her study was descriptive qualitative because she wanted to describe the
general quality of the textbook. The result that an english textbook publish by
citra sekawan was 52,27% which means that workbook wass lessfair to use as the
source of materials in learning process.
16
CHAPTER III
METHOD OF RESEARCH
In this chapter, the researcher would like to discuss the research
methodology. Some points will be the researcher discuss those are: a) method and
design of the reseach, b) research data and sources of the research, c) technique of
analyzing the data.
A. Research Method
In this study, researcher used a content analysis particularly document
analysis. This study analyze the feasibility of the theme and material in the
English textbook entitled "Bahasa Inggris" with the basic competence of the 2013
curriculum. The textbook used in this study is the English textbook for the first
class of Senior High School "Bahasa Inggris" published Ministry of Education
and Culture of Indonesia and used in SMA N 7 Muaro Jambi.
B. Research Data and Research Sources Object
This research is the content of an English Textbook Entitled "Bahasa
Inggris" for The Tenth Grade, a textbook published in 2017 by the Ministry of
Education and Culture of the Republic of Indonesia. This textbook was written by
Utami Widiati, Zuliati Rohmah, and Furaidah. This book consists of 15 units (one
hundred and ninety-three pages) and the researcher takes all units as a sample.
C. Instrument of the Study
To get accurate data collection, data analysis, and data interpretation.
The researcher used documentation checklist in collecting data sourced from
curriculum 2013 for first grade of Senior High School and Rubric assessment
from BSNP (Education National Standard Council) which was taken from aspect
material has 4 to 1 as follows: Score 4 is given if the textbook materials fulfill
91% -100% from the rubric assessment criteria, Score 3 is given if the textbook
17
material fulfill more than 76% - 90% from the rubric assessment criteria, Score 2
is given if the textbook material Fulfills 61% - 75% from the rubric assessment
criteria, Score 1 is given if the textbook material only fulfils 0% - 60% of the
rubric assessment criteria (Amrina, 2018). The researcher also used an English
textbook for the first year of Senior High School on odd semester, “Bahasa
Inggris”, written by Utami Widiati, Zuliati Rohmah, and Furaidah. Data were
collected from textbook totaling 6 chapters. The researcher also used book and
paper on textbook content analysis as a guide in analyzing and interpreting data.
Researcher adopted instrument from Education National Standard Council
(BSNP) to obtain accurate data collection and present reliable findings that are
close enough to real situation where textbook are used.
D. Procedure of analysis
In the procedure of analysis the researcher did the following step of study.
In the begining procedure, the researcher identified the researcher question from
the textbook evaluation criteria formulated by BSNP (Education National
Standard Council) by means of checklist evaluation than made the guidelines
appropriated with the data that the researcher had been looked for. Before the
researcher took the data, the researcher adopted the rubric provided by BSNP
(Education National standard council) to assessa textbook about how the textbook
fulfilled curriculum 2013.
Furthermore, the researcher read and understand the four categories
contained in the rubric, namely content feasibility, presentation feasibility,
language feasibility and graphic feasibility. The first one chosen is content
feasibility, because it is the closest thing to knowing how textbooks fulfill the
2013 curriculum through textbook content. Furthermore, researcher read and
understand the element contained in these criteria.
E. The Technique of the Data Analysis
In this research, the researcher analyzed the data from the textbook with Rubric
Assessment from BSNP (Education National Standard Council). This analysis
was
18
meant to evaluate the materials which are conformed in Curriculum 2013. In this
analysis, the researcher did the following steps;
1. Use an adapted scoring rubric to collect the required data.
After the assessment instrument is ready, data collection is immediately
carried out from the sample. Data collection is done by comparing it with the
characteristic given by the rubric. The rubric assessment was adopted from BSNP
(Education National Standard Council) and also integrated with the Likert scale,
and only one of the four categories provided by BSNP (Education National
Standard Council) was used. This is content eligibility.
2. Analyze data and present numerically in tables and descriptively in paragraph.
At the stage after the required data has been collected, the researcher
present the data into a content feasibility table for each chapter. Then the data is
evaluated by giving a score on the list of categories focused on rubric assessment
1 (not good), if Basic Competency (KD), Core Competency (KI) syllabus and
textbook material is not appropriate or not appropriate. 2 (enough), if the Basic
Competency (KD), Core Competency (KI), syllabus and textbook material are
still appropriate / appropriate. 3 (good), if the Mayor from Basic Competency
(KD), Core Competency (K)I, syllabus and textbook materials are appropriate or
appropriate. 4 (very good), if all Basic Competency (KD), Core Competency (KI),
syllabus and textbook materials are appropriate / appropriate and complete. The
Rubric rating was adopted from the Likert Scale, and only the even Scale was
used. The scale is taken because the researcher avoids biased or neutral result
when using an odd scale. Therefore, in evaluating the data, the researcher present
numerically and descriptively.
3. Reducing data based on research objectives.
Data reduction in this study was carried out during the research process.
Researcher follow the criteria listed in the rubric. Researchers select and focus on
the criteria data needed in the rubric. Then the data is reduced according to the
needs of the researcher to answer the research question of how the textbook
"English Contextual" meet the feasibility of the 2013 curriculum content.
4. Interpret the data obtained after the assessment of the evaluation.
19
Interpretation is carried out after data is reduced and presented. The data are
interpreted to show the results of the suitability of the textbook with the 2013
curriculum. Interpretation is taken from data collection, data reduction and data
presentation. Then the researcher interpreted the data in quantitative output with
the help of formulas in the form of percentages and numbers.
Then the researcher presented the data which was interpreted
descriptively. The author uses the following formula to help present data in the
form of a number formula according to Sudjiono Anas (2005, p.42).
Note :
Percentage : P
Total Score : A
Total Score maximal : B
Percentage Eligibility : P =𝐴
𝐵x 100% =
21
CHAPTER IV
FINDING AND DISCUSSION
In this chapter, the researcher describes the research findings based on the
data collected. The researcher presented and interpreted the data as research
findings whose entire chapters were 15 chapters from the textbook which were
analyzed and evaluated. In other word, the researcher will present the findings that
are presented on the cover for semesters 1 and 2 of the textbook being taught.
Researcher used the scoring range provided by the BSNP. In addition, researcher
will use percentages as a summary representation of the feasibility of content.
A. Research Finding
The research finding based on The Textbook Entitled “Bahasa Inggris” for
the tenth grade published by Ministry of Education and Culture of
Indonesia used for SMA N 7 MUARO JAMBI are:
22
Chapter I “Talking about Self”
Feasibility of content in chapter I:
“ Talking about Self ”
Sub-Component
Items
Scoring
frequency
1 2 3 4
The compatibility of
materials with Core
Competence (KI) and Basic Competence
(KD)
Completeness ✓
In Depth ✓
The accuracy of the
Materials
Social Functions ✓
Generic structure ✓
Linguistic Feature ✓
Supporting Materials
Relevance ✓
Development of
Life skills
✓
Development of
Diversity Insight
✓
Total 8
This chapter discussed applied aspect of learning, namely asking for and
providing information about identity and family relationship using language
elements: pronoun, subjective, objective and possessive.
a. Compatibility materials with Core Competence (KI) and Basic Competence
(KD)
1. completeness
in chapter 1 in accordance with the Core Competencies and Basic
Competencies in the 2013 curriculum. In Core Competencies and Basic
23
Competencies, “Applying social functions, text structure, and linguistic
elements of oral and written transactional interaction texts that involve giving
and asking for information related to identity and family relationships ,
according to the context of its use. (Pay attention to the pronoun linguistic
elements, subjective, objective, possessive)”. The learning aspects are: greeting,
introduction and invitation.
We can saw that in Exercise 1 on pages 4 and 5, there is an email message
between two person and student will read the text carefully. Then they try to
answer the main ideas and most important details of the text through writing
that is packaged in their own words.
In this chapter we can also build student character. For example the
character building of this chapter is: friends are an essential thing in our life.
Without a mate we will be boring and uninteresting. So, it is important for us to
be friendly to others. Therefore, the researcher gave a score of 4 or very good
for the completeness of this chapter.
2. in-depth
This chapter has succeeded in developing all the criteria in depth. This can
be saw from the completeness criteria in chapter 1 that this book has developed
question exercises that expose students to express greetings and accept
invitations. this chapter also uses other sources to obtain more information to
develop their understanding of the topics covered. Therefore, the researcher
gave a score of 4 or very good for in depth in this chapter.
3. the accuracy of materials
1. social functions
The implementation of social functions in this chapter has met the
requirements in the 2013 curriculum. Interpersonal communication taught on
pages 4 and 5 has been equipped with several exercises that stimulate students
to interact with others. for transactional communication saw page 17. This
teacher student to provided recommendation about student daily activity.
Therefore, the researcher gave a score of 4 or very good for social function.
24
2. Generic Structure
The general structure needed for content feasibility is successfully
implemented by means of student systematic thinking in this chapter has been
successfully developed as on page 18, students are asked to write responses
about letters via email. In this case, students are required to know how to
express greetings, introduce themselves and others, say goodbye, accept
invitations or cancel invitations. Grammar inserts are taught simple present
tense. Therefore, the researcher gave a general grammar score of 4 or very
good.
3. Linguistic feature
The language used in this chapter is well accepted. The topics taken also
made it easier for student to understand the lesson and made it easier for
student to use greeting, farewell, send invitation, and pronounce. It is clear
from exercise 1 on pages 4 and 5 that the text used is self-introduction. Almost
all student know how to provided identify information. So the above
explanation gave a linguistic feature score of 4 or very good.
4. supporting materials
1. relevance
This chapter which discusses student how they express separation, invite,
acquaintance with friend about hobby and memorable moments in their daily
activities. on pages 4 and 5 can make it easier for students to understand the
lesson. therefore, the researcher gave a score of 4 or very good for its
relevance.
2. development of life skills
In this case, we can see that in tasks 1, 2 and 3 on pages 4 and 5, student
will analyze the greeting expressions, farewell invitations, introductions and
pronunciation. In this activity, student are required to communicate with other
student and solve problem from exercises. This chapter also explain about
student knowing more about their own abilities after the learning process is
25
complete by answering several questions from the teacher. So based on
these considerations, the researcher gave a score of 4 or very good in its
development.
3. development of diversity insight
In this chapter, all aspects of developed a diversity perspective have been
successfully implemented. Therefore, the researcher gave a score of 4 or very
good for the development of diversity insights in this chapter.
Chapter II “Congratulating and Complimenting Others”
Feasibility of content in chapter II:
“Congratulating and Complimenting Others ”
Sub-Component
Items
Scoring
frequency
1 2 3 4
The compatibility of
materials with Core
Competence (KI) and Basic Competence
(KD)
Completeness ✓
In Depth ✓
The accuracy of the
Materials
Social Functions ✓
Element and structure of
Meaning ✓
Linguistic Feature ✓
Supporting Materials
Relevance ✓
Development of
Life skills
✓
Development of
Diversity Insight
✓
Total 1 7
26
This chapter discusses implementing aspect of learning, namely giving
congratulation and praise by using text structure and language elements that are
appropriate to the purpose and context of use.
a. Compatibility materials with Core Competence (KI) and Basic Competence
(KD)
1. Completeness
In chapter 2 in accordance with the Core Competencies and Basic
Competencies in the 2013 curriculum. In Core Competencies and Basic
Competencies, “Implementing social functions, text structure, and linguistic
elements of oral and written interpersonal interaction text that involves the act
of giving congratulations and winged praise (extended), and respond to it,
according to the context of its use”. The learning aspect is saying
congratulations and praising winged (extended).
We can see that in exercises 1 and 3 on pages 23 and 24, there is a
conversational text that congratulates his friend on his long hard work and
finally being appointed as director. And the other story tells about the victory
over a school storytelling competition. Students read the text on pages 23 and
24 and show expressions when congratulating their friends on their success.
then students discuss with their friends the answers to the questions on pages
24 and 25.
In this chapter we can also build student character. for example character
building in this chapter, namely everything our friends have achieved, we
should congratulate him on his success. And we can learn a lesson for his
tireless struggle. It can also be a spirit to achieve success that comes from your
own hard work. Therefore, the researcher gave a score of 4 or very good for
completeness in this chapter.
2. in-depth
This chapter has succeeded in developing all the criteria in depth. It can
be seen from the completeness criteria in chapter 2 that this book has
developed a question exercise that exposes students to expressing
27
congratulations and praising friend who won champion and so on. This
chapter also uses other sources to obtain more information to develop their
understanding of the topic covered. Therefore, the researcher gave a score of 4
or very good for in depth in this chapter.
3. the accuracy of materials
1. social functions
The implementation of social functions in this chapter has met the
requirements of the 2013 curriculum. The communication taught on pages 26,
27 and 28 has been equipped with several exercises to stimulate student to
interact with others. for transactional communication, saw page 32. This
teaches student to give congratulation or praise to their friends who win or
wear beautiful clothes and so on. Therefore, the researcher gave a score of 4 or
very good.
2. Generic Structure
The general structure required for content feasibility is successfully
implemented by way of students' systematic thinking in this chapter has been
successfully developed as on page 25, students are asked to complete the table
with the expressions of congratulation and the responses they find from the
previous conversation, namely on pages 23 and 24. In this case, students are
encouraged to know what are the expressions of congratulations and winged
praise (extended). Therefore, the researcher gave a general grammar score of 4
or very good.
3. Linguistic feature
The language used in this chapter is well accepted. The topics taken also
make it easy for students to understand the lesson and make it easier for
students to use expressions of congratulations, praise and correct
pronunciation. Obviously seen from assignments 1 and 3 on pages 23 and 24,
the text used is an expression of congratulation and praise for friend who get an
award or get the highest position. All students know the expressions of
28
congratulations or expressions of praise that they often use in everyday
life. So the researcher gave the linguistic features score 4 or very good.
4. supporting materials
1. relevance
This chapter discusses how student congratulate or praise their friends
who got champions or so in the school or community environment. on pages
23, 24, 26, 27, 32 and 34 of the conversational text can make it easier for
students to understand the lesson. therefore, the researcher gave a score of 4 or
very good for its relevance.
2. development of life skills
In this case, we can see that in assignments 1 and 2 on pages 23 and 24,
students will analyze expressions in expressions of congratulations or praise
contained in the conversation and their responses. In this activity, students are
required to communicate with other students and solve problems from the
exercise. This chapter also explains about students knowing more about their
own abilities after the learning process is complete by answering several
questions from task 5 on page 25. So based on these considerations, the
researcher gave a score of 4 or very good in its development.
3. development of diversity insight
In this chapter, all aspects of developing a diversity perspective have
been successfully implemented. Therefore, the researchers gave a score of 4 or
very good for the development of diversity insights in this chapter.
29
Chapter III “What are You Going to Do Today?”
Feasibility of content in chapter III:
“What are You Going to Do Today?”
Sub-Component
Items
Scoring
frequency
1 2 3 4
The compatibility of
materials with Core
Competence (KI) and Basic Competence
(KD)
Completeness ✓
In Depth ✓
The accuracy of the
Materials
Social Functions ✓
Element and structure of
Meaning ✓
Linguistic Feature ✓
Supporting Materials
Relevance ✓
Development of
Life skills
✓
Development of
Diversity Insight
✓
Total 8
This chapter discusses implementing aspects of learning, namely expressing
orally or in writing related to the intention of wanting to do something by paying
attention to social functions, text structure, and correct language elements
according to the context.
a. Compatibility materials with Core Competence (KI) and Basic Competence
(KD)
1. Completeness
30
In chapter 3 according to the Core Competencies and Basic
Competencies in the 2013 curriculum. In Core Competencies and Basic
Competencies, “Applying social functions, text structure, and linguistic
elements of oral and written transactional interaction texts that involve giving
and asking for information related to the intention to take an action / activities,
according to the context of their use. (Note the linguistic elements of be going
to, would like to)”. the learning aspect is to express orally or in writing the
intention to do something.
We can see in task 1 on page 40, there is a conversation that talks about
vacation plans. Students will read the conversation aloud following the
direction of the teacher and students do this with their classmates. Next,
students answer the questions listed on page 42. In assignment 2 on page 42,
students will write a follow-up conversation from task 1 in their own language
and students will discuss it with their classmates.
In this chapter we can also build chemistry between student and
classmate. for example in this chapter, it is better to plan all intentions or plans
with friends or family. Therefore the researcher gave a score of 4 or very good.
2. in-depth
This chapter has succeeded in developing all the criteria in depth. It can
be seen from the completeness criteria in chapter 3 that this book has
developed question exercises that expose students to express their intention to
do something with their friends. this chapter also uses other sources to obtain
more information to develop their understanding of the topics covered.
Therefore, the researcher gave a score of 4 or very good for in depth in this
chapter.
3. the accuracy of materials
1. social functions
The implementation of social functions in this chapter has met the
requirements of the 2013 curriculum. The communication taught on pages 42,
43 and 44 has been equipped with several exercises to stimulate students to
31
interact with others. for transactional communication see pages 40, 41, 43
and 44. This teaches student to express intentions or plan with friend or family
so that the plan will be smooth and fun. Therefore, the researcher gave a score
of 4 or very good.
2. Generic Structure
The general structure required for content feasibility is successfully
implemented by way of students' systematic thinking in this chapter has been
successfully developed as on page 42, students are asked to continue the
conversation from the previous dialogue on page 41. On page 45 student is also
asked to make short dialogues for situations that are contained in the question.
Therefore, the researcher gave a general grammar score of 4 or very good.
3. Linguistic feature
The language used in this chapter is well accepted. The topic taken also
make it easy for student to understand the lesson, because every activity they
will do must start from an intention or plan. we can see on pages 40, 41, 43 and
44, there are conversations in which they tell about vacation plans, making
cakes and so on. So the researcher gave the linguistic features score 4 or very
good.
4. supporting materials
1. relevance
This chapter discusses how students intend and plan to do something for
the future. on pages 40, 41, 43 and 44, the conversational text can make it
easier for students to understand the lesson. therefore, the researcher gave a
score of 4 or very good for its relevance.
2. development of life skills
In this case, we can see on pages 43 and 44, students will analyze
expressions in a dialogue in which there is someone's intention to do
something. In this activity, students are required to communicate with other
32
students and solve problems from the exercise. This chapter also explains
about students knowing more about their own abilities after the learning
process is complete by answering several questions on pages 44 and 45. So
based on these considerations, the researcher gave a score of 4 or very good in
its development.
3. development of diversity insight
In this chapter, all aspects of developing a diversity perspective have
been successfully implemented. Therefore, the researchers gave a score of 4 or
very good for the development of diversity insights in this chapter.
33
Chapter IV “Which One is Your Best Getaway?”
Feasibility of content in chapter IV:
“Which One is Your Best Getaway?”
Sub-Component
Items
Scoring
frequency
1 2 3 4
The compatibility of
materials with Core
Competence (KI) and Basic Competence
(KD)
Completeness ✓
In Depth ✓
The accuracy of the
Materials
Social Functions ✓
Element and structure of
Meaning ✓
Linguistic Feature ✓
Supporting Materials
Relevance ✓
Development of
Life skills
✓
Development of
Diversity Insight
✓
Total 8
This chapter discusses applying aspects of learning, namely describing
orally and in writing about tourist attractions and historical buildings with
linguistic elements of descriptive text.
a. Compatibility materials with Core Competence (KI) and Basic Competence
(KD)
1. Completeness
34
In chapter 4 in accordance with the Core Competencies and Basic
Competencies in the 2013 curriculum. In Core Competencies and Basic
Competencies, “Compiling oral and written descriptive texts, short and simple,
related to famous tourist attractions and historical buildings, by paying
attention to social functions, text structures, and elements language, correctly
and in context”. The learning aspect is to describe tourist attractions and
historical buildings using descriptive texts.
Have a look at assignment 1 on pages 53, 58 and 59, students will read
the text carefully. Then, they were asked to argue about the places described in
the text and they would also mention the similarities or differences from texts 1
and 2. Next, students would answer the questions on pages 54, 59 and 60.
In this chapter students describe a tourist spot or historical building with
their thoughts or experiences and compose their own words. So, the researcher
gave a score of 4 or very good.
2. in-depth
This chapter has succeeded in developing all the criteria in depth. It can
be seen from the completeness criteria in chapter 4 that this book has
developed question exercises that expose students to describe a historical place
or building in their own words. this chapter also uses other sources to obtain
more information to develop their understanding of the topics covered.
Therefore, the researcher gave a score of 4 or very good for in depth in this
chapter.
3. the accuracy of materials
1. social functions
The implementation of social function in this chapter has met the
requirements of the 2013 curriculum. The communication taught on pages 53,
54, 58 and 59 has been equipped with several exercises that stimulate students
to interact with others. for transactional communication see pages 55 and 60.
This teaches student to be able to describe a place or historical building in
35
spoken or written form with their own thoughts and words. Therefore, the
researcher gave a score of 4 or very good.
2. Generic Structure
The general structure needed for content feasibility is successfully
implemented by means of systematic thinking students in this chapter have
been successfully developed as on page 67, in the role play students will
explain an object and pretend to be a guide who will describe the peculiarities
of the tourist attraction. Therefore, the researcher gave a general grammar
score of 4 or very good.
3. Linguistic feature
The language used in this chapter is well accepted. The topics taken also
make it easy for students to understand the lesson. It can be seen on pages 53,
54, 58 and 59, in a text, students can understand the meaning of the text on the
page and students know the meaning of the text. So the researcher gave the
linguistic features score 4 or very good.
4. supporting materials
1. relevance
This chapter is discussed about describing a place or historical building.
on pages 53, 54, 58 and 59, descriptive text can make it easier for students to
understand the lesson. therefore, the researcher gave a score of 4 or very good
for its relevance.
2. development of life skills
In this case, we can see on pages 53 and 58, students will mention the
similarities or differences contained in the text. In this activity, students are
required to read carefully so that they know the similarities or differences
between the two texts. This chapter also explains about students knowing more
about their own abilities after the learning process is complete by answering
several questions on pages 54, 59 and 60. So based on these considerations, the
researcher gave a score of 4 or very good in its development.
36
3. development of diversity insight
In this chapter, all aspects of developing a diversity perspective have
been successfully implemented. Therefore, the researchers gave a score of 4 or
very good for the development of diversity insights in this chapter.
Chapter V “Let`s Visit Niagara Falls”
Feasibility of content in chapter V:
“Let`s Visit Niagara Falls”
Sub-Component
Items
Scoring
frequency
1 2 3 4
The compatibility of
materials with Core
Competence (KI) and Basic Competence
(KD)
Completeness ✓
In Depth ✓
The accuracy of the
Materials
Social Functions ✓
Element and structure of
Meaning ✓
Linguistic Feature ✓
Supporting Materials
Relevance ✓
Development of
Life skills
✓
Development of
Diversity Insight
✓
Total 8
37
This chapter discusses applying aspects of learning, namely describing orally and
in writing about tourist attractions or historical buildings using linguistic elements
of descriptive text.
a. Compatibility materials with Core Competence (KI) and Basic Competence
(KD)
1. Completeness
In chapter 5 according to the Core Competencies and Basic
Competencies in the 2013 curriculum. In core competencies and basic
competencies, “distinguishing social functions, text structures, and linguistic
elements of several oral and written descriptive texts by providing and
requesting information related to famous tourist attractions and historical
buildings, short and simple, according to the context of its use”. the learning
aspect is to describe tourist attractions or historical buildings.
It can be seen on page 74, students will match the pictures with the
stories contained on pages 72 and 73 and they will answer in what paragraphs
the pictures are. Then, they will answer the comprehensive questions found on
page 74.
In this chapter, students can describe a tourist spot or historical building
with their thoughts or experiences and compose their own words. So the
researcher gave a score of 4 or very good.
2. in-depth
This chapter has succeeded in developing all the criteria in depth. It is
seen from the completeness criteria in chapter 5 that this book has developed a
question exercise that exposes students to describe a historical place or
building in their own words. this chapter also uses other sources to obtain more
information to develop their understanding of the topics covered. Therefore,
the researcher gave a score of 4 or very good for in depth in this chapter.
3. the accuracy of materials
1. social functions
38
The implementation of social functions in this chapter has met the
requirements of the 2013 curriculum. The communication taught on pages 72
and 73 has been equipped with several exercises that stimulate students to
interact with others. For transactional communication, see page 79, the teacher
will create groups to write sentences about interesting places. After that,
students will exchange their group's writings with their friends and they will
read other groups' writings. This teaches students to be able to describe a place
or historical building in spoken or written form with their own thoughts and
words. Therefore, the researcher gave a score of 4 or very good.
2. Generic Structure
The general structure needed for content feasibility is successfully
implemented by means of systematic thinking. Students in this chapter have
been successfully developed as on page 79, the teacher will make groups to
write sentences about interesting places. After that, students will exchange their
group's writings with their friends and they will read other groups' writings.
Therefore, the researcher gave a general grammar score of 4 or very good.
3. Linguistic feature
The language used in this chapter is well accepted. The topics taken also
make it easy for students to understand the lesson. It can be seen on pages 72
and 73, in a text that students can understand the meaning of the text contained
on that page and students know the meaning of the text. So the researcher gave
the linguistic features score 4 or very good.
4. supporting materials
1. relevance
This chapter is discussed about describing a place or historical building.
on pages 72 and 73, descriptive text can make it easier for students to
understand the lesson. therefore, the researcher gave a score of 4 or very good
for its relevance.
2. development of life skills
39
In this case, students will know the meaning of the text contained on
pages 72 and 73. In this activity, students are required to read carefully so that
they know the similarities or differences of the two texts. This chapter also
explains about students knowing more about their own abilities after the
learning process is complete by answering several questions on page 74. So
based on these considerations, the researcher gives a score of 4 or very good in
its development.
3. development of diversity insight
In this chapter, all aspects of developing a diversity perspective have
been successfully implemented. Therefore, the researcher gave a score of 4 or
very good for the development of diversity insights in this chapter.
40
Chapter VI “Giving Announcement”
Feasibility of content in chapter VI:
“Giving Announcement”
Sub-Component
Items
Scoring
Frequency
1 2 3 4
The compatibility of
materials with Core
Competence (KI) and Basic Competence
(KD)
Completeness ✓
In Depth ✓
The accuracy of the
Materials
Social Functions ✓
Element and structure of
Meaning ✓
Linguistic Feature ✓
Supporting Materials
Relevance ✓
Development of
Life skills
✓
Development of
Diversity Insight
✓
Total 8
This chapter discusses applying the learning aspect, namely making
announcements about school activities.
a. Compatibility materials with Core Competence (KI) and Basic Competence
(KD)
1. Completeness
In chapter 6 according to the Core Competencies and Basic
Competencies in the 2013 curriculum. In core competencies and basic
41
competencies, “distinguishing social functions, text structures, and
language elements of several special texts in the form of announcements, by
giving and requesting information related to school activities, according to the
context of its use”. The learning aspect is making the announcement
(announcement).
It can be seen on pages 83 and 84, students are asked to read the
notification text. Students will form groups to identify the two announcements.
next, students will write down the most important details of the announcement
in their own words. After that, they will read their answers in groups with the
first question and vice versa.
In this chapter, students can make announcements about the school with
their own thoughts and compose their own words. So, the researcher gave a
score of 4 or very good.
2. in-depth
This chapter has succeeded in developing all the criteria in depth. It is
seen from the completeness criteria in chapter 6 that this book has developed
question exercises that expose students to making announcements in their own
words. this chapter also uses other sources to obtain more information to
develop their understanding of the topics covered. Therefore, the researcher
gave a score of 4 or very good for in depth in this chapter.
3. the accuracy of materials
1. social functions
The implementation of social functions in this chapter has met the
requirements of the 2013 curriculum. The communication taught on pages 83
and 84 has been equipped with several exercises that stimulate students to
interact with others. For transactional communication, see pages 85 and 86,
students will create groups to answer questions on page 85. After that, students
will write the answers listed on pages 85 and 86. This teaches students to be
able to make announcements in oral or written form with their own thoughts
and words. Therefore, the researcher gave a score of 4 or very good.
42
2. Generic Structure
The general structure required for content feasibility is successfully
implemented by means of systematic thinking students in this chapter have
been successfully developed as on page 85, students will form groups to
identify the announcement text found on pages 83 and 84. After that, students
will write, write and read the main idea in the announcement text. Therefore,
the researcher gave a general grammar score of 4 or very good.
3. Linguistic feature
The language used in this chapter is well accepted. The topics taken also
make it easy for students to understand the lesson. It can be seen on pages 83
and 84, in a text, students can understand the meaning of the text contained on
that page and students know the meaning of the text. So the researcher gave the
linguistic features score 4 or very good.
4. supporting materials
1. relevance
This chapter is about making announcements. on pages 83 and 84, in the
text it can make it easier for students to understand the lessons being taught.
therefore, the researcher gave a score of 3 or good for its relevance.
2. development of life skills
In this case, students will know the meaning of the text contained on
pages 83 and 84. In this activity, students are required to read carefully so that
they know the similarities or differences of the two texts. This chapter also
explains about students knowing more about their own abilities after the
learning process is complete by answering several questions on page 87. So
based on these considerations, the researcher gives a score of 3 or good in its
development.
3. development of diversity insight
43
In this chapter, all aspects of developing a diversity perspective have
been successfully implemented. Therefore, the researcher gave a score of 3 or
good for the development of diversity insights in this chapter.
Chapter VII “The Wright Brothers”
Feasibility of content in chapter VII:
“The Wright Brothers”
Sub-Component
Items
Scoring
frequency
1 2 3 4
The compatibility of
materials with Core
Competence (KI) and Basic Competence
(KD)
Completeness ✓
In Depth ✓
The accuracy of the
Materials
Social Functions ✓
Element and structure of
Meaning ✓
Linguistic Feature ✓
Supporting Materials
Relevance ✓
Development of
Life skills
✓
Development of
Diversity Insight
✓
Total 8
This chapter discusses applying aspects of learning, namely providing
information about events that occurred in the past which refer to the time they
occurred and the outcome of the incident. (simple past tense and present ferfect
tense)
44
a. Compatibility materials with Core Competence (KI) and Basic Competence
(KD)
1. Completeness
In chapter 7 in accordance with the Core Competencies and Basic
Competencies in the 2013 curriculum. In core competencies and basic
competencies, “Applying social functions, text structures, and linguistic
elements of oral and written transactional interaction texts that involve giving
and asking for information related to circumstances / actions / activities /
events that have occurred / occurred in the past that refer to the time of
occurrence and their outcome, according to the context in which they are used.
(Note the simple past tense vs present perfect tense)”. the learning aspect is to
provide information about events that occurred in the past.
It can be seen on assignment 1 on page 97, students will read the
conversations on that page. On pages 98 and 99, students are asked to make
dialogues with expressions based on previous conversations on page 97.
In this chapter also, students can provide information about events that
occurred in the past with their thoughts or experiences and compose their own
words. So, the researcher gave a score of 4 or very good.
2. in-depth
This chapter has succeeded in developing all the criteria in depth. It is
seen from the completeness criteria in chapter 7 that this book has developed
question exercises that expose students to making announcements in their own
words. this chapter also uses other sources to obtain more information to
develop their understanding of the topics covered. Therefore, the researcher
gave a score of 4 or very good for in depth in this chapter.
3. the accuracy of materials
1. social functions
The implementation of social functions in this chapter has met the
requirements of the 2013 curriculum. The communication taught on page 97 is
equipped with several exercises that stimulate students to interact with others.
45
for transactional communication can be seen on page 105, students will
pair up to make a simple past tense that has been taught by the teacher. Then,
students will ask further questions about the activities carried out yesterday to
their partners using what, where, why, who, when or how. After that, students
will also make present perfect tense sentences with 5W1H. This can teach
students to be able to make simple past tense and present perfect tense
sentences using their own thoughts and words. Therefore, the researcher gave a
score of 4 or very good.
2. Generic Structure
The general structure needed for content feasibility is successfully
implemented by means of systematic thinking students in this chapter have
been successfully developed as on page 106, students are asked to make
interview reports in the form of a chart as exemplified on page 106. After that,
students will write and read the contents their interview report. Therefore, the
researcher gave a general grammar score of 4 or very good.
3. Linguistic feature
The language used in this chapter is well accepted. The topics taken also
make it easy for students to understand the lesson. It can be seen on page 97, in
a text that students can understand the meaning of the text contained on that
page and students know the meaning of the text. So the researcher gave the
linguistic features score 4 or very good.
4. supporting materials
1. relevance
This chapter discusses making sentences simple past tense and present
perfect tense. on page 97, in the conversation text it can make it easier for
students to understand the lessons being taught. therefore, the researcher gave a
score of 4 or very good for its relevance.
2. development of life skills
46
In this case, students will know the meaning of the text contained on
pages 98, 99 and 100. In this activity, students are required to read carefully so
that they know how to make simple past tense and present perfect tense
sentences. This chapter also explains about students knowing more about their
own abilities after the learning process is complete by answering several
questions on pages 98 to 100. So based on these considerations, the researcher
gives a score of 4 or very good in its development.
3. development of diversity insight
In this chapter, all aspects of developing a diversity perspective have
been successfully implemented. Therefore, the researchers gave a score of 4 or
very good for the development of diversity insights in this chapter.
47
Chapter VIII “My Idol”
Feasibility of content in chapter VIII:
“My Idol”
Sub-Component
Items
Scoring
frequency
1 2 3 4
The compatibility of
materials with Core
Competence (KI) and
Basic Competence
(KD)
Completeness ✓
In Depth ✓
The accuracy of the
Materials
Social Functions ✓
Element and structure of
Meaning ✓
Linguistic Feature ✓
Supporting Materials
Relevance ✓
Development of
Life skills
✓
Development of
Diversity Insight
✓
Total 8
This chapter discusses applying aspects of learning, namely telling about
personal experiences using linguistic elements of recount text.
a. Compatibility materials with Core Competence (KI) and Basic Competence
(KD)
1. Completeness
In chapter 8 in accordance with the Core Competencies and Basic
Competencies in the 2013 curriculum. In core competencies and basic
48
competencies, “distinguishing social functions, text structure, and
linguistic elements of some recount text and writing by giving and asking for
information related to personal experiences in accordance with the context of
their use”. the learning aspect is telling about personal experiences.
It can be seen on pages 110 to 111, students are told to read the text.
Furthermore, students will answer comprehension questions from the text they
read in their own words.
In this chapter, students can share information about their personal
experiences in their own words. So, the researcher gave a score of 4 or very
good.
2. in-depth
This chapter has succeeded in developing all the criteria in depth. It is
seen from the completeness criteria in chapter 8 that this book has developed
question exercises that expose students to recount personal experiences in their
own words. this chapter also uses other sources to obtain more information to
develop their understanding of the topics covered. Therefore, the researcher
gave a score of 4 or very good for in depth in this chapter.
3. the accuracy of materials
1. social functions
The implementation of social functions in this chapter has met the
requirements of the 2013 curriculum. The communication taught on pages 110
and 111 is equipped with several exercises that stimulate students to interact
with others. Then, students will answer the questions on page 111. Therefore,
the researcher gave a score of 4 or very good.
2. Generic Structure
The general structure needed for content feasibility is successfully
implemented by means of students' systematic thinking in this chapter has been
successfully developed as on page 111, students are asked to answer questions
with their understanding of the text they read previously. Therefore, the
researcher gave a general grammar score of 4 or very good.
49
3. Linguistic feature
The language used in this chapter is well accepted. The topics taken also
make it easy for students to understand the lesson. It can be seen on page 110,
in a text that students can understand the meaning of the text on that page and
students know the meaning of the text. So the researcher gave the linguistic
features score 4 or very good.
4. supporting materials
1. relevance
This chapter is about giving information about their personal
experiences. on page 110, in the text it can make it easier for students to
understand the lessons being taught. therefore, the researcher gave a score of 4
or very good for its relevance.
2. development of life skills
In this case, students will know the meaning of the text contained on
pages 110 and 111. In this activity, students are required to read carefully so
that they know the content of the text they are reading. This chapter also
explains about students knowing more about their own abilities after the
learning process is complete by answering several questions on page 111. So
based on these considerations, the researcher gives a score of 4 or very good in
its development.
3. development of diversity insight
In this chapter, all aspects of developing a diversity perspective have
been successfully implemented. Therefore, the researchers gave a score of 4 or
very good for the development of diversity insights in this chapter.
50
Chapter IX “The Battle of Surabaya”
Feasibility of content in chapter IX:
“The Battle of Surabaya”
Sub-Component
Items
Scoring
frequency
1 2 3 4
The compatibility of
materials with Core
Competence (KI) and
Basic Competence
(KD)
Completeness ✓
In Depth ✓
The accuracy of the
Materials
Social Functions ✓
Element and structure of
Meaning ✓
Linguistic Feature ✓
Supporting Materials
Relevance ✓
Development of
Life skills
✓
Development of
Diversity Insight
✓
Total 2 6
This chapter discusses applying aspects of learning, namely providing
information about historical events orally and in writing with linguistic elements
of recount text.
a. Compatibility materials with Core Competence (KI) and Basic Competence
(KD)
1. Completeness
51
In chapter 9 in accordance with Core Competencies and Basic
Competencies in the 2013 curriculum. In core competencies and basic
competencies, “distinguishing social functions, text structure, and linguistic
elements of several oral and written recount texts by providing and requesting
information related to historical events in accordance with the context of their
use”. aspect of learning is to provide information about historical events.
It can be seen on page 123, students will read the text about Heroes' Day
and students must also understand the text they read. Then students will discuss
with their friends and they will make conclusions. Then, students will compare
their conclusions with the reasons stated in the text, whether they are the same
or not.
In this chapter, students can find out information about historical events
that occurred in the past from what they read in the text. Then, students can
also provide information about historical events to friends who do not know
about historical events. So, the researcher gave a score of 4 or very good.
2. in-depth
This chapter has succeeded in developing all the criteria in depth. It is
seen from the completeness criteria in chapter 9 that this book has developed
question exercises that expose students to make inferences about historical
texts in their own words. this chapter also uses other sources to obtain more
information to develop their understanding of the topics covered. Therefore,
the researcher gave a score of 4 or very good for in depth in this chapter.
3. the accuracy of materials
1. social functions
The implementation of social functions in this chapter has met the
requirements of the 2013 curriculum. The communication taught on pages 123
and 124 has been equipped with several exercises that stimulate students to
interact with others. on page 23, students will read and understand a text. Then,
students will write the conclusions they understand from the text and they will
check whether the conclusions they write will be the same as the reasons stated
52
in the text. Furthermore, on page 124, students will answer questions
briefly based on the text. Therefore, the researcher gave a score of 4 or very
good.
2. Generic Structure
The general structure required for content feasibility is successfully
implemented by means of students 'systematic thinking in this chapter has been
successfully developed as on page 129, students are asked to make
recalculation texts based on students' experiences using their own words.
Therefore, the researcher gave a general grammar score of 4 or very good.
3. Linguistic feature
The language used in this chapter is well accepted. The topics taken also
make it easy for students to understand the lesson. It can be seen on page 123,
in a text that students can understand the meaning of the text contained on that
page and students know the meaning of the text. So the researcher gave the
linguistic features score 3 or good.
4. supporting materials
1. relevance
This chapter is discussed about providing information related to historical
events. on page 123, in the text it can make it easier for students to understand
the lessons being taught. therefore, the researcher gave a score of 4 or very
good for its relevance.
2. development of life skills
In this case, students will know the meaning of the text contained on
page 123. In this activity, students are required to read carefully so that they
know the content of the text they are reading. This chapter also explains about
students knowing more about their own abilities after the learning process is
complete by answering several questions on page 124. So based on these
considerations, the researcher gives a score of 4 or very good in its
development.
53
3. development of diversity insight
In this chapter, all aspects of developing a diversity perspective have
been successfully implemented. Therefore, the researcher gave a score of 3 or
good for the development of diversity insights in this chapter.
Chapter X “B.J. Habibie”
Feasibility of content in chapter X:
“B.J. Habibie”
Sub-Component
Items
Scoring
frequency
1 2 3 4
The compatibility of
materials with Core
Competence (KI) and
Basic Competence
(KD)
Completeness ✓
In Depth ✓
The accuracy of the
Materials
Social Functions ✓
Element and structure of
Meaning ✓
Linguistic Feature ✓
Supporting Materials
Relevance ✓
Development of
Life skills
✓
Development of
Diversity Insight
✓
Total 8
This chapter discusses applying aspects of learning, namely telling a person's
biography verbally and in writing using linguistic elements of recount text.
54
a. Compatibility materials with Core Competence (KI) and Basic Competence
(KD)
1. Completeness
In chapter 10 in accordance with Core Competencies and Basic
Competencies in the 2013 curriculum.In core competencies and basic
competencies, distinguishing social functions, text structure, and linguistic
elements of several oral and written recount texts by giving and asking for
information related to a person's biography according to the context of their
use. the learning aspect is telling about a person's biography.
This can be seen on pages 134, 135 and 140. On pages 135 and 135,
students will read the text and understand what they are reading. then on page
136 students were asked to fill in the blank with the text information that they
had previously read. After that, in assignment 2 students will answer questions
that refer to the reading text they previously read on page 136. On page 140,
students will read a dialogue with their classmates. they tell about their idol,
namely BJ Habibie.
In this chapter, students can share information about the biography of
someone they idolize from reading samples they previously read. So, the
researcher gave a score of 4 or very good.
2. in-depth
This chapter has succeeded in developing all the criteria in depth. It can
be seen from the completeness criteria in chapter 10 that this book has
developed question exercises that expose students to understand the text they
are reading and answer the questions on page 136. This chapter also uses other
sources to get more information to develop their understanding of topics
discussed. Therefore, the researcher gave a score of 4 or very good for in depth
in this chapter.
3. the accuracy of materials
1. social functions
55
The implementation of social functions in this chapter has met the
requirements of the 2013 curriculum. The communication taught on page 140.
Then, students will write independently using the biography found on page 134
as a reference. Therefore, the researcher gave a score of 4 or very good for
social function.
2. Generic Structure
The general structure needed for content feasibility is successfully
implemented by means of systematic thinking. Students in this chapter have
been successfully developed as on page 141, students are asked to write
independently about the biographies of their idols. therefore, the researcher
gave the general grammar rating of 4 or very good.
3. Linguistic feature
The language used in this chapter is well accepted. The topics taken also
make it easy for students to understand the lesson. It can be seen on page 134,
in a text that students can understand the meaning of the text on that page and
students know the meaning of the text. So the researcher gave the linguistic
features score 4 or very good.
4. supporting materials
1. relevance
This chapter is discussed about providing information related to a
person's biography. on page 134, in the text it can make it easier for students
to understand the lessons being taught. therefore, the researcher gave a score
of 4 or very good for its relevance.
2. development of life skills
In this case, students will know the meaning of the text contained on
pages 134 to 135. In this activity, students are required to read carefully so that
they know the content of the text they are reading. This chapter also explains
about students knowing more about their own abilities after the learning
process is complete by answering several questions on page 136. So based on
55
these considerations, the researcher gives a score of 4 or very good in its
development.
3. development of diversity insight
In this chapter, all aspects of developing a diversity perspective have
been successfully implemented. Therefore, the researchers gave a score of 4 or
very good for the development of diversity insights in this chapter.
Chapter XI “Cut Nyak Dien”
Feasibility of content in chapter XI:
“Cut Nyak Dien”
Sub-Component
Items
Scoring
frequency
1 2 3 4
The compatibility of
materials with Core
Competence (KI) and
Basic Competence
(KD)
Completeness ✓
In Depth ✓
The accuracy of the
Materials
Social Functions ✓
Element and structure of
Meaning ✓
Linguistic Feature ✓
Supporting Materials
Relevance ✓
Development of
Life skills
✓
Development of
Diversity Insight
✓
Total 2 6
56
This chapter discusses applying aspects of learning, namely telling about a
person's biography orally and in writing using linguistic elements of recount text.
a. Compatibility materials with Core Competence (KI) and Basic Competence
(KD)
1. Completeness
In chapter 11 in accordance with Core Competencies and Basic
Competencies in the 2013 curriculum .In core competencies and basic
competencies, “distinguishing social functions, text structure, and linguistic
elements of several recountlisan texts and writing by giving and asking for
information related to a person's biography according to the context of their
use”. the learning aspect is telling about a person's biography.
On pages 145 to 146, students will read a text and students must
understand what they are reading. After that, on page 147 the students filled
out the form by filling in the blank charts with information about the text they
had previously read. Then, students will answer the questions contained in
assignment 2 on page 147.
In this chapter, students are also required to understand the material they
are learning. The goal is that students can make a biography of someone in
their own words. Students can also share information about the biography of
someone they idolize from reading samples they previously read. So, the
researcher gave a score of 4 or very good.
2. in-depth
This chapter has succeeded in developing all the criteria in depth. It can
be seen from the completeness criteria in chapter 11 that this book has
developed question exercises that expose students to being able to make a
biography of someone using their own words. Students can also tell about their
idol biographies. this chapter also uses other sources to obtain more
information to develop their understanding of the topics covered. Therefore,
the researcher gave a score of 4 or very good for in depth in this chapter.
57
3. the accuracy of materials
1. social functions
The implementation of social functions in this chapter has met the
requirements of the 2013 curriculum. The communication taught on pages 145
to 146 has been equipped with several exercises that stimulate students to
interact with others. Then, students will answer the questions on page 147.
Therefore, the researcher gave a score of 4 or very good.
2. Generic Structure
The general structure required for content feasibility is successfully
implemented by way of students' systematic thinking in this chapter has been
successfully developed as on page 147, students will answer questions with
their understanding of the text they read previously contained in assignments 1
and 2 on page 147. then from that, the researcher gave a general grammar score
of 3 or good.
3. Linguistic feature
The language used in this chapter is well accepted. The topics taken also
make it easy for students to understand the lesson. It can be seen on page 145,
in a text, students can understand the meaning of the text on that page and
students know the meaning of the text. So the researcher gave the linguistic
features score 4 or very good.
4. supporting materials
1. relevance
This chapter is discussed about providing information related to a
person's biography. on page 145, in the text it can make it easier for students to
understand the lessons being taught. therefore, the researcher gave a score of 4
or very good for its relevance.
2. development of life skills
In this case, students will know the meaning of the text contained on
page 145. In this activity, students are required to read carefully so that they
58
know the content of the text they are reading. This chapter also explains
about students knowing more about their own abilities after the learning
process is complete by answering several questions on page 147. So based on
these considerations, the researcher gives a score of 4 or very good in its
development.
3. development of diversity insight
In this chapter, all aspects of developing a diversity perspective have
been successfully implemented. Therefore, the researcher gave a score of 3 or
good for the development of diversity insights in this chapter.
59
Chapter XII “Issumboshi”
Feasibility of content in chapter XII:
“Issumboshi”
Sub-Component
Items
Scoring
frequency
1 2 3 4
The compatibility of
materials with Core
Competence (KI) and
Basic Competence
(KD)
Completeness ✓
In Depth ✓
The accuracy of the
Materials
Social Functions ✓
Element and structure of
Meaning ✓
Linguistic Feature ✓
Supporting Materials
Relevance ✓
Development of
Life skills
✓
Development of
Diversity Insight
✓
Total 2 6
This chapter discusses applying aspects of learning, namely telling about
folk legends verbally and in writing using narrative text.
a. Compatibility materials with Core Competence (KI) and Basic Competence
(KD)
1. Completeness
In chapter 12 according to the Core Competencies and Basic
Competencies in the 2013 curriculum. In core competencies and basic
60
competencies, “Distinguishing social functions, text structure, and
linguistic elements of several oral and written narrative texts by giving and
asking for information related to folk legends, simple, in accordance with the
context of their use”. the learning aspect is to tell about folk legends by using
narrative text.
On pages 157 to 159, students will read the text carefully and they must
understand what they are reading. Then they will make up as many questions
as students can based on the stories they read previously. Students will ask
questions such as: who, when, where, why and how. Then, they would
exchange their questions with classmates who sat next to them and they
discussed together.
In this chapter, students can share information about the folk legends
they have learned with their friends. Then, students can also create a narrative
text based on the legends in their area in their own words. So, the researcher
gave a score of 4 or very good.
2. in-depth
This chapter has succeeded in developing all the criteria in depth. It can
be seen from the completeness criteria in chapter 12 that this book has
developed question exercises that expose students to know the folk tales they
read previously. this chapter also uses other sources to obtain more information
to develop their understanding of the topics covered. Therefore, the researcher
gave a score of 4 or very good for in depth in this chapter.
3. the accuracy of materials
1. social functions
The implementation of social functions in this chapter has met the
requirements of the 2013 curriculum. The communication taught on pages 157
to 159 has been equipped with several exercises that stimulate students to
interact with others. Therefore, the researcher gave a score of 4 or very good.
2. Generic Structure
61
The general structure needed for content feasibility to be implemented
successfully by means of students' systematic thinking in this chapter has been
successfully developed as on page 159, students are asked to make questions
with their understanding of the text they previously read. Therefore, the
researcher gave a general grammar score of 4 or very good.
3. Linguistic feature
The language used in this chapter is well accepted. The topics taken also
make it easy for students to understand the lesson. It can be seen on page 157,
in a text that students can understand the meaning of the text contained on that
page and students know the meaning of the text. So, the researcher gave the
linguistic features score 4 or very good.
4. supporting materials
1. relevance
This chapter is discussed about providing information related to folk
legends. on page 157, in the text it can make it easier for students to understand
the lessons being taught. therefore, the researcher gave a score of 4 or very
good for its relevance.
2. development of life skills
In this case, students will know the meaning of the text contained on
page 157. In this activity, students are required to read carefully so that they
know the content of the text they are reading. This chapter also explains about
students knowing more about their own abilities after the learning process is
complete by answering several questions asked by their classmates. So based
on these considerations, the researcher gave a score of 3 or good in its
development.
3. development of diversity insight
In this chapter, all aspects of developing a diversity perspective have
been successfully implemented. Therefore, the researcher gave a score of 3 or
good for the development of diversity insights in this chapter.
62
Chapter XIII “Malin Kundang”
Feasibility of content in chapterXIII:
“Malin Kundang”
Sub-Component
Items
Scoring
frequency
1 2 3 4
The compatibility of
materials with Core
Competence (KI) and
Basic Competence
(KD)
Completeness ✓
In Depth ✓
The accuracy of the
Materials
Social Functions ✓
Element and structure of
Meaning ✓
Linguistic Feature ✓
Supporting Materials
Relevance ✓
Development of
Life skills
✓
Development of
Diversity Insight
✓
Total 2 6
This chapter discusses applying aspects of learning, namely telling about
folk legends verbally and in writing using narrative text.
a. Compatibility materials with Core Competence (KI) and Basic Competence
(KD)
1. Completeness
In chapter 13 according to the Core Competencies and Basic
Competencies in the 2013 curriculum. In core competencies and basic
63
competencies, “Distinguishing social functions, text structure, and
linguistic elements of several oral and written narrative texts by giving and
asking for information related to folk legends, simple, in accordance with the
context of their use”. the learning aspect is to tell about folk legends by using
narrative text.
On page 172, students will read the text carefully which tells the story of
the Malin Kundang legend and then they will answer questions related to the
text they read previously on page 173.
In this chapter, students can share information about folk legends that
they have learned previously with their friends. Then, students can also create a
narrative text based on the legends in their area in their own words. So, the
researcher gave a score of 4 or very good.
2. in-depth
This chapter has succeeded in developing all the criteria in depth. It is
seen from the completeness criteria in chapter 13 that this book has developed
question exercises that expose students to make inferences about historical
texts in their own words. this chapter also uses other sources to obtain more
information to develop their understanding of the topics covered. Therefore,
the researcher gave a score of 4 or very good for in depth in this chapter.
3. the accuracy of materials
1. social functions
The implementation of social functions in this chapter has met the
requirements of the 2013 curriculum. The communication taught on page 172
has been equipped with several exercises that stimulate students to interact
with others. Then, students will answer the questions listed on page 173.
Therefore, the researcher gave a score of 4 or very good.
2. Generic Structure
The general structure needed for content feasibility to be implemented
successfully by means of students' systematic thinking in this chapter has been
64
successfully developed as on page 172, students are asked to answer
questions with their understanding of the text they read previously. Therefore,
the researcher gave a general grammar score of 4 or very good.
3. Linguistic feature
The language used in this chapter is well accepted. The topics taken also
make it easy for students to understand the lesson. It can be seen on page 172,
in a text that students can understand the meaning of the text on that page and
students know the meaning of the text. So the researcher gave the linguistic
features score 4 or very good.
4. supporting materials
1. relevance
This chapter is discussed about providing information related to their
personal experiences. on page 172, in the text it can make it easier for students
to understand the lessons being taught. therefore, the researcher gave a score of
4 or very good for its relevance.
2. development of life skills
In this case, students will know the meaning of the text contained on
page 172. In this activity, students are required to read carefully so that they
know the content of the text they are reading. This chapter also explains about
students knowing more about their own abilities after the learning process is
complete by answering several questions on page 173. So based on these
considerations, the researcher gives a score of 3 or good in its development.
3. development of diversity insight
In this chapter, all aspects of developing a diversity perspective have
been successfully implemented. Therefore, the researcher gave a score of 3 or
good for the development of diversity insights in this chapter.
65
Chapter XIV “Strong Wind”
Feasibility of content in chapter XIV:
“Strong Wind”
Sub-Component
Items
Scoring
frequency
1 2 3 4
The compatibility of
materials with Core
Competence (KI) and
Basic Competence
(KD)
Completeness ✓
In Depth ✓
The accuracy of the
Materials
Social Functions ✓
Element and structure of
Meaning ✓
Linguistic Feature ✓
Supporting Materials
Relevance ✓
Development of
Life skills
✓
Development of
Diversity Insight
✓
Total 3 5
This chapter discusses applying aspects of learning, namely telling about
folk legends orally and in writing using elements of narrative text linguistic.
a. Compatibility materials with Core Competence (KI) and Basic Competence
(KD)
1. Completeness
66
In chapter 14 in accordance with the Core Competencies and Basic
Competencies in the 2013 curriculum. In core competencies and basic
competencies, “Distinguishing social functions, text structure, and linguistic
elements of several oral and written narrative texts by giving and asking for
information related to folk legends, simple, in accordance with the context of
their use”. the learning aspect is to tell about folk legends by using narrative
text.
On pages 183 to 185, students are asked to read a story and they will fill
in the gaps in the story with words; shaking, lying, jealousy, bending over,
long, smooth, invisible, string, soft, cloth. Then, students will answer the
questions contained on page 185
This chapter tells about folk legends. students can create a narrative text
based on an existing legend in their area in their own words. So, the researcher
gave a score of 4 or very good.
2. in-depth
This chapter has succeeded in developing all the criteria in depth. It can
be seen from the completeness criteria in chapter 14 that this book has
developed question exercises that expose students to create narrative texts set
in folk legends in their own words. this chapter also uses other sources to
obtain more information to develop their understanding of the topics covered.
Therefore, the researcher gave a score of 4 or very good for in depth in this
chapter.
3. the accuracy of materials
1. social functions
The implementation of social functions in this chapter has met the
requirements of the 2013 curriculum. The communication taught on page 183
has been equipped with several exercises that stimulate students to interact
with others. Then, students will answer the questions on page 185. Therefore,
the researcher gave a score of 4 or very good.
2. Generic Structure
67
The general structure needed for content feasibility is successfully
implemented by way of students' systematic thinking in this chapter has been
successfully developed as on page 187, students are asked to complete the
story structure chart they previously read. Therefore, the researcher gave a
general grammar score of 4 or very good.
3. Linguistic feature
The language used in this chapter is well accepted. The topics taken also
make it easy for students to understand the lesson. It can be seen on page 183,
in a text that students can understand the meaning of the text on that page and
students know the meaning of the text. So the researcher gave the linguistic
features score 3 or good.
4. supporting materials
1. relevance
This chapter is discussed about providing related information to tell folk
legends. on page 183, in the text it can make it easier for students to understand
the lessons being taught. therefore, the researcher gave a score of 4 or very
good for its relevance.
2. development of life skills
In this case, students will know the meaning of the text contained on
pages 183 to 185. In this activity, students are required to read and fill in the
gaps in the text so that they know the content of the text they read and write.
This chapter also explains about students knowing more about their own
abilities after the learning process is complete by answering several questions
on page 185. So based on these considerations, the researcher gives a score of 3
or good in its development.
3. development of diversity insight
In this chapter, all aspects of developing a diversity perspective have
been successfully implemented. Therefore, the researcher gave a score of 3 or
good for the development of diversity insights in this chapter.
68
Chapter XV “You`ve Got a Friend”
Feasibility of content in chapter XV:
“You`ve Got a Friend”
Sub-Component
Items
Scoring
frequency
1 2 3 4
The compatibility of
materials with Core
Competence (KI) and
Basic Competence
(KD)
Completeness ✓
In Depth ✓
The accuracy of the
Materials
Social Functions ✓
Element and structure of
Meaning ✓
Linguistic Feature ✓
Supporting Materials
Relevance ✓
Development of
Life skills
✓
Development of
Diversity Insight
✓
Total 2 6
This chapter discusses implementing aspects of learning, namely explaining
the content of song lyrics related to the lives of SMA / MA / SMK / MAK
teenagers.
a. Compatibility materials with Core Competence (KI) and Basic Competence
(KD)
1. Completeness
69
In chapter 15 in accordance with Core Competencies and Basic
Competencies in the 2013 curriculum. On core competencies and basic
competencies, “Interpreting social functions and linguistic elements of song
lyrics related to the lives of SMA / MA / SMK / MAK teenagers”. the learning
aspect is explaining the content of the song lyrics.
On page 197, the teacher will give a paper about song lyrics. Then,
students will listen to the song in the audio, while they are listening to the song.
They will fill in the blanks with what they hear in the song. Next, students will
answer the questions on page 198.
This chapter describes songs related to teenage life. students can explain
the song based on their understanding of the song in their own words. So, the
researcher gave a score of 3 or good.
2. in-depth
This chapter has succeeded in developing all the criteria in depth. It can
be seen from the completeness criteria in chapter 15 that this book has
developed question exercises that expose students to explain the songs they
have heard in their own words. this chapter also uses other sources to obtain
more information to develop their understanding of the topics covered.
Therefore, the researcher gave a score of 4 or very good for in depth in this
chapter.
3. the accuracy of materials
1. social functions
The implementation of social functions in this chapter has met the
requirements of the 2013 curriculum. The communication taught on page 197
is equipped with several exercises that stimulate students to interact with
others. Then, students will answer the questions on page 198. Therefore, the
researcher gave a score of 3 or good.
2. Generic Structure
The general structure required for content feasibility is successfully
implemented by means of students' systematic thinking in this chapter has been
70
successfully developed as on page 201, students are asked to see the song
lyrics. Then asked to give reasons about the song. Therefore, the researcher
gave a general grammar score of 3 or good.
3. Linguistic feature
The language used in this chapter is well accepted. The topics taken also
make it easy for students to understand the lesson. So the researcher gave the
linguistic features score 3 or good.
4. supporting materials
1. relevance
This chapter is discussed about explaining related song lyrics. therefore,
the researcher gave a score of 4 or very good for its relevance.
2. development of life skills
In this case, students will know the meaning of the text contained on
page 197. In this activity, students are required to read carefully so that they
know the content of the text they are reading. This chapter also explains about
students knowing more about their own abilities after the learning process is
complete by answering several questions on page 195. So based on these
considerations, the researcher gives a score of 4 or very good in its
development.
3. development of diversity insight
In this chapter, all aspects of developing a diversity perspective have
been successfully implemented. Therefore, the researcher gave a score of 3 or
good for the development of diversity insights in this chapter.
71
frequency table of 15 chapters
Sub-Component
Items
Scoring
Frequency
1 2 3 4
The compatibility of
materials with Core
Competence (KI) and
Basic Competence
(KD)
Completeness 15
In Depth 15
The accuracy of the
Materials
Social Functions 15
Element and structure of
Meaning 1 14
Linguistic Feature 3 12
Supporting Materials
Relevance 15
Development of
Life skills
3 12
Development of
Diversity Insight
6
7
Total 13 105
Based on the table of feasibility of content above, almost all chapters in
completeness, in-depth, social functions, Element and structure of Meaning,
linguistic feature, relevance and development of life skills get criteria scored 4. As
for development of diversity insight , there are six chapters which scored 3. And
beside it, other chapters which scored 7. All of them make up the total of 105
category in feasibility of content from 15 sample chapter out of 112 category
have fullfilled and 7 category from development of diversity insight could not met
the criteria of score 3.
72
Percentage : p
Total score : 105
Total score maximum : 112
P = 105
112 x 100%
= 93,75 %
Thus it can be concluded that 93.75% of the materials, assignment and text
developed in the English book meet the content feasibility assessment rubric of
the BSNP.
B. Discussion
Textbook provide core material for the language learning process and aim to
serve what student and teacher need during learning (Tomlinson, 2011, p.296).
This explain that textbook is a material that support the teaching and learning
process. The use of English textbook show how English textbook is very
important in the teaching and learning process.
The analysis above shows that the English language has met the evaluation
criteria of textbook on the suitability of the material with the core competency and
basic competency, the accuracy of the material, and the supporting material.
Textbook analysis involves measuring the potential value of a textbook by making
judgments about the effect of the material on the people who use it (Tomlinson &
Masuhara, 2004, p.31). Certain subjects Graves (2000, p.175) also states that
textbook is book that are used as a standard source of information for the formal
study of a subject and an instrument for teaching and learning. So it can be
concluded that chapter 1 shows good implementation criteria. This can be seen in
the completeness of the criteria, social function, the meaning of elements and
structures, linguistic characteristics and the development of life skills getting a
score of 4. Then, the criteria for its relevance and development have developed.
On the criterion for the relevance of the presentation is quite high, until now the
data with the latest information can be obtained a score of 4 for relevance. In
addition, the development of insight into diversity also received a score of 4.
73
Chapter 2 shows the criteria for good implementation. This can be seen in the
completeness of the criteria, social function, the meaning of elements and
structures, linguistic characteristics and the development of life skills getting a
score of 4. Then, the criteria for its relevance and development have developed.
On the criterion for the relevance of the presentation is quite high, until now the
data with the latest information can be obtained a score of 4 for relevance. In
addition, the development of insight into diversity also received a score of 4.
Chapter 3 shows the criteria for good implementation. This can be seen in
the completeness of the criteria, social function, the meaning of elements and
structures, linguistic characteristics and the development of life skills getting a
score of 4. Then, the criteria for its relevance and development have developed.
On the criterion for the relevance of the presentation is quite high, until now the
data with the latest information can be obtained a score of 4 for its relevance. In
addition, the development of insight into diversity also received a score of 4.
Chapter 4 shows the criteria for good implementation. This can be seen in
the completeness of the criteria, social function, the meaning of elements and
structures, linguistic characteristics and the development of life skills getting a
score of 4. Then, the criteria for its relevance and development have developed.
The criteria for the relevance of the presentation are also quite high until now the
data with the latest information can be obtained a score of 4 for its relevance. In
addition, the development of insight into diversity also received a score of 4.
Chapter 5 shows the criteria for good implementation. This can be seen in
the completeness of the criteria, social function, the meaning of elements and
structures, linguistic characteristics and the development of life skills getting a
score of 4. Then, the criteria for its relevance and development have developed.
On the criterion for the relevance of the presentation is quite high, until now the
data with the latest information can be obtained a score of 4 for its relevance. In
addition, the development of insight into diversity also received a score of 4.
Chapter 6 shows the criteria for good implementation. This can be seen in
the completeness of the criteria, social function, the meaning of elements and
structures, linguistic characteristics and the development of life skills getting a
74
score of 4. Then, the criteria for its relevance and development have developed.
The criteria for the relevance of the presentation are also quite high until now the
data with the latest information can be obtained a score of 4 for its relevance. In
addition, the development of insight into diversity also received a score of 4.
Chapter 7 shows the criteria for good implementation. This can be seen in
the completeness of the criteria, social function, the meaning of elements and
structures, linguistic characteristics and the development of life skills getting a
score of 4. Then, the criteria for its relevance and development have developed.
The criteria for the relevance of the presentation are also quite high until now the
data with the latest information can be obtained a score of 4 for its relevance. In
addition, the development of insight into diversity also received a score of 4.
Chapter 8 shows the criteria for good implementation. This can be seen in
the completeness of the criteria, social function, the meaning of elements and
structures, linguistic characteristics and the development of life skills getting a
score of 4. Then, the criteria for its relevance and development have developed.
The criteria for the relevance of the presentation are also quite high until now the
data with the latest information can be obtained a score of 4 for its relevance. In
addition, the development of insight into diversity also received a score of 4.
Chapter 9 shows the criteria for good implementation. This can be seen in
the completeness of the criteria, social function, the meaning of elements and
structures getting a score of 4, and linguistic characteristics and life skill
development getting a score of 4. Then, the criteria for its relevance and
development have developed. The criteria for the relevance of the presentation are
also quite high until now the data with the latest information can be obtained a
score of 4 for its relevance. In addition, the development of insight into diversity
also gets a score of 3.
Chapter 10 shows the criteria for good implementation. This can be seen in
the completeness of the criteria, social function, the meaning of elements and
structures, linguistic characteristics and the development of life skills getting a
score of 4. Then, the criteria for its relevance and development have developed.
The criteria for the relevance of the presentation are also quite high until now the
75
data with the latest information can be obtained a score of 4 for its relevance. In
addition, the development of insight into diversity also received a score of 4.
Chapter 11 shows the criteria for good implementation. This can be seen in
the completeness of the criteria, social function gets a score of 4, elements and
structures get a score of 3, linguistic characteristics and life skill development get
a score of 4. Then, the criteria for its relevance and development have developed.
The criteria for the relevance of the presentation are also quite high until now the
data with the latest information can be obtained a score of 4 for its relevance. In
addition, the development of insight into diversity also gets a score of 3.
Chapter 12 shows the criteria for good implementation. This can be seen in
the completeness of the criteria, social function, the meaning of elements and
structures getting a score of 4, linguistic characteristics and life skill development
getting a score of 3. Then, the criteria for relevance and development have
developed. The criteria for the relevance of the presentation are also quite high
until now the data with the latest information can be obtained a score of 4 for its
relevance. In addition, the development of insight into diversity also gets a score
of 3.
Chapter 13 shows the criteria for good implementation. This can be seen in
the completeness of the criteria, social function, the meaning of elements and
structures getting a score of 4, linguistic characteristics and life skill development
getting a score of 3. Then, the criteria for relevance and development have
developed. The criteria for the relevance of the presentation are also quite high
until now the data with the latest information can be obtained a score of 4 for its
relevance. In addition, the development of insight into diversity also gets a score
of 3.
Chapter 14 shows the criteria for good implementation. This can be seen in
the completeness of the criteria, social function, the meaning of elements and
structures getting a score of 4, linguistic characteristics and life skill development
getting a score of 3. Then, the criteria for relevance and development have
developed. The criteria for the relevance of the presentation are also quite high
until now the data with the latest information can be obtained a score of 4 for its
77
relevance. In addition, the development of insight into diversity also gets a score
of 3.
Chapter 15 shows the criteria for good implementation. This can be seen in
the completeness of the criteria, social function, the meaning of elements and
structures getting a score of 4, linguistic characteristics and life skills development
getting a score of 4. Then, the criteria for relevance and development have
developed. The criteria for the relevance of the presentation are also quite high
until now the data with the latest information can be obtained a score of 4 for its
relevance. In addition, the development of insight into diversity also gets a score
of 3.
Based on the table on content evaluation, the results of this study can be
concluded as follows: from the feasibility of the content, 93.75% of the materials,
assignments and texts developed in English textbooks meet the criteria of BSNP
on how standard textbooks should be.
77
BAB V
CONCLUSIONS AND SUGGESTIONS
A. Conclusion
Based on the study analyzed the English textbook "English" published by
the Ministry of Education and Culture. the researcher concluded that the textbook
"English" is good for use for grade 1 senior high school. This book meets the core
competencies and basic competencies of the 2013 curriculum. Likewise, its
application. Because the total value of the evaluation in this study was 93.75% of
the material, assignments and texts developed in the English book fulfilled the
assessment rubric of the eligibility of the contents of the BSNP.
B. Suggestions
The research provides advice to the teacher. Teachers should facilitate
students by providing good material. Teachers must bridge the gap by providing
non-available material that must be based on content standards proposed by the
government to enrich and adapt students' cross-cultural understanding.
78
REFERENCES
Amrina. (2018). An Analysis of “Bahasa Inggris” Textbook used in The Second
Grade of Senior High School. Unpublished Thesis. State Islamic University
Darussalam – Banda Aceh
Diah, Y. (2019). Evaluasi Buku Teks Bahasa Inggris “Stairway: A Fun and Easy
English Book” Grade VI Elementary School. Trapsila: Jurnal Pendidikan
Dasar.
Amira. (2018). THE, AN ANALYSIS OF “BAHASA INGGRIS” TEXTBOOK
USED IN SECOND GRADE OF SENIOR HIGH SCHOOL. Director.
Chattopadhyay, C., Kolte, S. J., Waliyar, F., Chattopadhyay, C., Kolte, S. J., &
Waliyar, F. (2015). Soybean Diseases. In Diseases of Edible Oilseed Crops.
https://doi.org/10.1201/b19302-9
Kemendikbud. (2016). Salinan Permendikbud RI No.8 Tahun 2016 Tentang Buku
yang Digunakan oleh Satuan Pendidikan Petunjuk. In Permendikbud.
Reinildis Atjna Cyntia Rynanta, S. R. (2018). Content Analysis on the English
Textbook Entitled ‘English in Mind Starter (Student’S Book)”. State
University of Malang.
Suryani, R. W. (2018). “WHEN ENGLISH RINGS THE BELL”: An English
Textbook Analysis. English Language Teaching and Research.
Syale, A. S., Kamaluddin, K., & Siam, S. (2019). CONTENT ANALYSIS ON
THE ENGLISH TEXTBOOK ENTITLED BAHASA INGGRIS SMA/MA
KELAS X. Journal of Teaching English.
https://doi.org/10.36709/jte.v4i2.13923
Tambunan, M. S., Sipayung, K. T., & Sinaga, N. T. (2019). CONTENT
ANALYSIS OF ENGLISH TEXTBOOK �INTERACTIVE ENGLISH�
USED IN FIRST GRADE JUNIORHIGH SCHOOL IN 2013
CURRICULUM. JETAL: Journal of English Teaching & Applied Linguistic.
https://doi.org/10.36655/jetal.v1i1.101
78
Tomlinson, B. (Ed). (2011). Materials development in language teaching:
(2nded). Cambridge: Cambridge University Press
Amrani, F. (2011). The process of evaluation: a publisher‟s view. In Tomlinson,
B. (Ed.), Materials development in language teaching. Cambridge: Cambridge
University Press, 267–295.
Sriwahyuni, A. (2016). Content analysis of English textbook “When English
Rings A Bell” for junior high school grade VII. Unpublished Thesis.
State University of Makassar.
Darrin, A. (2014). An Analysis of English Textbook for First Grade of Senior
High School “Bahasa Inggris untuk SMA/MA dan SMK/MAK kelas X”
Published by Putra Nugraha and Used in SMAN 18 Surabaya Based on
Basic Competence of Curriculum 2013. Surabaya: Surabaya University.
Demir, Y., & Ertas, A. (2014). A suggested eclectic checklist for ELT coursebook
evaluation. The Reading Matrix, 14(2), 243-252
Sugiyono. 2010. Metode Penelitian Pendidikan: Pendekatan Kuantitatif,
Kualitatif, R&D. Bandung: Alfabeta
Sudjiono, Anas. (2005). Pengantar Statistik Pendidikan. PT Raja Grafindo
Persada: Jakarta.
80
THE CHECKLIST OF THE RESEARCH BASED ON THE TEXTBOOK EVALUATION CRITERIA BY BNSP
Sub-Component
Items
Scoring
Frequency
Keterangan
1 2 3 4
The compatibility of
materials with Core
Competence (KI) and
Basic Competence (KD)
Completeness
In Depth
The accuracy of the
Materials
Social Functions
Element and structure of Meaning
Linguistic Feature
Supporting Materials
Relevance
Development of
Life skills
Development of
Diversity Insight
Total
CURRICULUM VITAE
Name : Eti Sutami
Birthday : Sungai Aur, October 3rd 1997
Gender : Female
Address : Rt 03, Desa. Sungai Aur, Kec. Kumpeh Ilir,
Kab. Muaro Jambi, Jambi .
Email : etisutami10@gmail.com
No. Contact : 0852-6468-0796
Education Background
No Graduated Education Place
1 2010 SD Negeri 26_IX Sungai Aur
Kumpeh
2 2013 MTS Negeri Jebus Kumpeh
3 2016 SMA Negeri 7 Muaro Jambi
Kumpeh
4 2021 UIN Sulthan Thaha Saifuddin Jambi
Muaro Jambi
Jambi, 31 Maret 2021
The Researcher
Eti Sutami
TE.161720