Post on 10-Mar-2023
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CHAPTER II
THE RESEARCH FINDING AND DISCUSSION
THE ANALYSIS OF CONTENT APPROPRIATENESS ON STUDENTS’
ENGLISH WORKSHEET “NEW STAR” AND STUDENTS’ ENGLISH
WORKSHEET “A-ZET TES CENDEKIA” WITH CURRICULUM
1.1 Research Findings
In each junior high school, mostly using student worksheets to help
achieve the objectives to be achieved in learning, as well as on SMP Al Washliyah
and MTs Al Washliyah that use the worksheet in the learning process, both in
delivery of materials and the provision of duty, but the difference is the difference
in the selection of student worksheet used, and it is concerned with the quality of
the worksheet, in SMP Al Washliyah, student worksheets used is the New Star,
while used by MTs Al Washliyah is A-Zetcendikia.
Two student worksheets will be analyzed to reveal the contents of a
worksheet used by both schools are about aspects of the content appropriateness
of student worksheets with the applicable curriculum.
Description of the data content appropriateness of student worksheets
with educational unit level curriculum can be seen in the following table:
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Tabel 2.1
Description of the content appropriateness level data of student worksheets
Name Maximum score Score percentage%
NEW STAR 43 10 23%
A-ZET
CENDIKIA
43 14 33%
According to data contained in the table above, of the total 43 indicators
contained in the syllabus, student worksheets that have the first level to the level
of contents appropriateness of students' worksheets with educational unit level
curriculum is A-zetcendikia with percentage of 33%, has a difference of 10%
higher than the New Star. However they both have a value that is less than
satisfactory in achieving appropriateness with the contents of the indicators on the
educational unit level curriculum, because a greater percentage of the indicators
do not achieved or do not appropriate compared to the indicator reached or
appropriate.
1.2 Discussion
This study discusses the quality analysis of Students 'English Worksheet
"New Star" and Students' English worksheet A-ZET TES cendikia ". In this study,
the analyzes the content appropriateness of student worksheets with the
curriculum.
First, researcher focus conducted an analysis about appropriateness the
materials which be explained by “New Star” and “A-zettescendekia” with
comparing the opinion of experts about the materials which be explained.
1. An Analysis of Material at Students’ English Worksheet “New Star”
and at “A-zettescendekia”
There are some material in the syllabus which must be learnt by students,
namely:
a. Descriptive text
b. Procedure text
c. Expressions of asking and giving services
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d. Expressions of asking and giving items/ things
e. Expressions of asking and giving fact
f. Expressions of asking and giving opinion
g. Expressions Likes and Dislikes
h. Expressions of asking for clarification
i. Functional texts, namely:
Instructions
Shopping list
Congratulations
Announcement
A. Descriptive Text
According to Artono (2008,p.100) explains that descriptive text is
a kind of text with a purpose to describe a particular something. The
context of this kind of text is the description of particular thing, animal,
person or others for instance: our pets or a person, a place we know well.
At “New Star” there is no explanation about the definition or social
function of descriptive text. Meanwhile at “A-zettescendekia” there is
explanation about it. There explains that descriptive text is a text that
describes the features of someone, something or a certain place. In other
word that described at “A-zettescendekia same with opinion of experts.
The aspects of text namely generic structure and
lexicogrammatical. Generic structure is general form of genre. Each of
genres has its own generic sructure. Alexander (2009, p. 4) explains that
generic structure is the general form of a paragraph which is owned by a
type of text. Lexicogrammatical or grammatical futures according to
Alexander ( 2009, p. 4) that is the characteristic features of language
contained in a text which can be found by analyzing in detail a type of
text, including the form of time / tenses that be used, the use of
conjunctions, etc.
According to Gerot&Wignell (1994, p. 208) explains that the
generic structure of descriptive text are identification and description.
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Identification
The aim of identification is to identify the phenomena to be
described. The identification is usually stated in the first paragraph to
introduce reader what to be described in the next paragraph. It also can be
in form of definition. Alexander (2009, p. 14) explains the identification is
contains a general introduction about the object that will be described.
At “New Star” there is no explanation about definition of
identification. It make students unfamiliar with definition of identification.
Meanwhile At “A-zettescendekia” there is explanation about
identification. There explains that identification is the part of text that
introduces the character. In other word, that described at “A-
zettescendekia same with opinion of experts.
Description
Description is to describe part, qualities and characteristics. According
to Alexander ( 2009, p. 14) says that description talk about physical
appearance , quality, behavior, etc. At “ New Star” there is no explanation
about definition of description.
Meanwhile at “A-zettescendekia” explains that description is the part
of text that describes the character.In other word, that described at “A-
zettescendekia same with opinion of experts. So that “A-zettescendekia more
complete than “New Star” in a discussion of the material social function and
generic structure of descriptive text.
According to Alexander ( 2009, p. 14) Lexicogrammatical features of
descriptive text include:
Focus on specific participant, example: my car, my dog, my new house.
Object depicted is unique and depiction more demonstrate the difference
of others, example: my dog doesn’t like bones.
Using simple present, example: I live in a simple house.
Detailed noun phrase to describe something in detail, example: I have a
white skinned girl friend.
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Using adjectives ( describing, numbering, and classifying), example: two
strong legs.
Using thinking verb and feeling verb to express a personal opinion of the
author on the thing are described.
Action verb, example: my cat eats mouse.
Figurative language like simile, metaphor, example: John is white as
chalk.
At “New Star” there is no lexicogrammatical/ language features of
descriptive text. It make students unfamiliar with language feature of descriptive
text.
Meanwhile at “A-zettescendekia” there is explanation about language
features although not as complete as that delivered by Alexander. At “A-
zettescendekia” expalins language features of descriptive text are:
Use of particular noun
Use of detailed, noun group to provide information about the subject
Use a variety of types of adjectives
Use of relating verbs to provide information about the subject.
The result of analysis find out that the material about descriptive text at
“New Star “ only about division of generic structure, but there are no about
definition of descriptive text, definition of generic structure of descriptive text.
Meanwhile at “A-zettescendekia” there are explanation more complete than
explanation atv “New Star”.
At “ New Star” there is one example of descriptive text, the result of
analysis of the text namely there are some elements lexicogrammatical structure in
the text has title “ Mr Andy’s Papayas” namely: focus on specific participant,
using simple present tense, linking verbs, feeling verbs, action verbs, using
adjective to classifying subject, and conjunction.
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Descriptive text at students English worksheet “New Star”
Language Features
- specific
participant
(human)
- specific
participan ( non
human)
- linking verb
- action verb
- adjectives
- feeling verbs
- conjunctions
- simple present
tense
paragraph 1 :
identification
paragraph 2 & 3 :
description
Mr Andy’s Papayas
My neighbor, Mr Andyhas a garden of
papayas, He likes to plant papayas because the soil
in his garden is very fertile for papayas to grow,
Papayais a nutritious tropical fruit, Immature
papaya is greenand the ripe one is redororange, In
has edible flesh and leaves, Papaya flesh is rich in
vitamins A and C, as well as potassium and calcium,
So many people like to plant it in their garden like
Mr Andy does.
Mr Andy plants this fruit in the back garden. His
papayas are very big, They are round and oval,
Most grow between 20 to 35 cm longandweight
about 0,5 to 1,5 kg.
Descriptive text at students English worksheet “A-zetTesCendekia”
Language Features:
- specific
participant
(non
human)
- linking verb
- adjectives
- conjunction
East Nusa Tenggarais in many ways different from the rest
of Indonesian provinces. It is geographically ethnical and
culturally a border area where the transition from Asia to
Australia and Micronesia takes place.
The province of East Nusa Tenggara is formed by the
protruding peaks of a mountain chain which begins in
northern Sumatra, stretching across java toward the east. But
unlike Sumatra, java, Kalimantan which are separated from
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- action
verbs
- simple
present
tense
paragraph 1 :
identification
paragraph 2 :
description
the asia mainland by shallow seas, the province of East Nusa
Tenggara has apparently always been separated from Asia
land mass by deep sea-beds. The arid landscape of
eastrenand southeastren Nusa Tenggara are the result of hot
and dry winds coming from the Australian continent. In
many coastal areas, no a deep or rain falls during most of the
year. The rain falls during most of the year. The rainfall
varies between 50 mm and 200 mm a year. Temperatures
vary from hot in coastal areas (30-35degree C) to very cool
in mountainous areas (about 15-17 degree C). The province
of East Nusa Tenggara comprises 566 island. The three
main island are Flores, Sumba and Timor.
Based on analysis above, so the material of descriptive text at “New Star”
is not complete because just give an example which devided into identification
and description. In other word, this material is not accommodated. Then material
of descriptive text at “A-zettescendekia” is complete because there are
explanation of things relating to descriptive text. In other word “A-zettescendekia
is accommodated.
B. Procedure Text
According to Derewianka (1990, p.27) explains that instruction
belong to a group of text types concerned with procedures, which tell us
how something is accomplished through a sequence of actions or steps. It
is very important genre in our society because it is eables us to get things
done, and it is equally common in the oral and written mode.
According to Artono ( 2008, p. 134) expalins that procedural text is
a text that gives some clues of how to do something through a series of
actions. At “ New Star” explains that the purpose of procedure text same
with Artono that is giving guide to how to do something through a serie of
actions. Meanwhile, according to Derewianka (1990, p. 27) states social
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function or purpose of procedure text is to tell someone how to do or make
something.
At “New Star” explains that procedure text is instructions how to
do something through a series of actions or steps. Then At “A-
zettescendekia” expalins that procedure text is types of text that describe
how to achieve something or to do something through a series of activities.
So that can be conclude that at “New Star” and “A-zettescendekia” have
same opinion with experts.
Procedure text has generic structure include: goal, material, and
steps. According to Alexander (2009, p. 18) the generic structure of
procedure text include:
Goal ; contain information what we will do.
Materials ; containing materials and tools necessary to achieve the
objectives
Steps ; contain a series of actions or steps that lead to the achievement of
the initial objectives.
The generic structure of procedure text at “New Star” just give the
generic structure namely: goal, materials, and steps but does not give
definition about goal, materials and steps. In other word, explanation about
generic structure of procedure text is not complete.
Meanwhile, at “A-zettescendekia” be explained that generic structure
of procedure text are:
Goal; contains the purpose or what will be done.
Material; contain materials or tools necessary to achieve the objectives.
Series of steps; a series of steps or actions to achieve the objectives,
written or made in accordance with the order.
Then procedure text has language features. According to Alexander (
2009, p. 18) explains that the language features of procedure text are:
Using Imperatives; example: put into, do not mix, add sugar and milk.
Using action verb or material process; example : take, turn,grind, stir, put,
etc.
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Using connectives that sort of activities; example: then, after that, while,
etc.
Adverbials to declare the details of time, place, or manner that is accurate;
example: wait for ten minutes, mix throughly.
Subject, subject here usually “you” that is implicit; example: add salt and
grind all spices. It is clear the subject “you”, so do not have to be written.
At “New Star” does not explains about language features of procedure
text. It can make studens are confused when they will make a procedure text.
Meanwhile at “A-zettescendekia explains that language features of procedure
text, include:
Using imperatives because contain instruction.
Using action verbs.
Using conjunction to linking step one with the next step.
The result of analysis, researcher find out that the material about
procedure text at “ New Star” explains about the generic structure, purpose of
procedure text, but in generic structure “New Star” does not explains
completely. Then there is no explanation about language features. Meanwhile
at “A-zettescendekia” there be explained about generic structure and language
features. In other word at “A-zettescendekia” more complete than “New Star”.
At “New Star” there is one example of procedure text, the result of analysis of
the text namely there are some elements lexicogrammatical structure in the
text has a title “ Soya Milk” include: imperatives, action verbs, connectives or
temporal conjunction, adverbials and subject.
Procedure text at students English worksheet “New Star”
Language Features:
- Action verb
- Adverbial
- Connectives
- Imperative and
subject “you”
Soya Milk
125g whole soya beans to make 1 litre of
soya milk
1 l of water
Salt
Sugar
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(implicit)
Goal
Matrerials
steps
Flavoring (optional)
Clean the soya beans and soak them in water
for 10 to 16 hours
Then, remove the hulls by kneading the soya
beans and flushing the loose hulls with water
After that, heat the soya beans for 2 to 3
minutes, next grind the soya beans and 1 litre
of water in blende
And then, sieve the mixture through a cloth
and recover the soya milk
Then, heat the soya milk until boiling point
and continue boiling for about 5 to 10
minutes
Finally, cool the soya milk and add some
salt, sugar and other flavouring as desire,
The soya milk is ready and can be kept in the
fridge for another 3 days.
Procedure text at students English worksheet “New Star”
Language Features:
- Action verb
- Adverbial
- Imperative and
subject “you”
(implicit)
Goal
- Matrerials
Steps
Sunrise Salad
Ingredients:
- Some strawberries
- Some grapes
- A banana
- A cup of yoghurt
- Some mint leaves
Equipment:
- A knife
- A small bowl
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Steps:
1. Wash the fruit and let them dry on paper
towels.
2. Cut the strawberries and grapes in half or
two slices
3. Slice the bananainto chunks.
4. Combine all the fruitin the large bowl and
mix them.
5. Take three spoonfuls of mixed fruit and put
them in a small bowl.
6. Add a bit of yoghurt on top of the fruit salad.
7. Place a small bundle of mint leaves on the
yoghurt as a garnish.
8. Sunrise salad is ready to use.
Based on analysis above, so the material of procedure text at “New Star” is
not complete because there are no explanation about the definition of goal,
materials, and steps, and about language feature of procedure text. In other word,
this material is not accommodated.Then material of descriptive text at “A-
zettescendekia” is complete because there are explanation of things relating to
procedure text. In other word “A-zettescendekia is accommodated.
C. Expressions of asking and giving services
According to Alexander ( 2009, p. 270) explains that to express asking and
giving services among others are:
Asking for
services:
Would you/ will
you...?
Could you/ can
you....?
Giving for services:
Can I…?
May I…?
What can I help
you?
To responses:
Yes, of course
Certainly
Alright
Sorry, I can do it
No, thank.
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Would like to...
No, I can do it
my self.
At “New Star” gives examples of expressions of asking and giving
services among others are:
Expressions of
asking services:
May I...?
Could you
accompany me
to...?
Would you....?
Expressions of
giving services:
Sure
OK
Of course
Expressions of
refusing giving
services:
No, thank you
Not now, I am
busy sorry.
At “A-zettescendekia” gives examples of expressions of asking and giving
services among others are:
Would you like
to go with me?
Do you want me
to phone a taxi?
Would you like
help me?
To responses (+):
With my pleasure
Yes, please
It’s allright.
To refusing:
I am sorry, I
can’t accept it
I’d love to, but
thanks.
Based on analysis above, so the material about expressions of asking and
giving service are accommodated because same with opinion of expert.
D. Expressions of asking and giving items/ things
According to Artono (2008, p. 106) explains that to express asking and
giving items among others are:
Can you give me...
Could you please...
Take me that.
To responses:
Yes, of course.
Certainly, here it is.
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Sorry, I can’t do it
Sorry, I need this item.
At “New Star” gives example of expressions asking and giving items/
things are:
May I have one, please?
Can I borrow...?
Could you bring me...?
To responses:
Sure. Here it is
Of course
OK
I am sorry. I am using it.
At “A-zettescendikia” gives example of expressions asking and giving
items/ things are:
Would you like a candy?
Do you want some sugar?
To responses:
Yes, please
Yes, of course
No thanks
No, thank you
Based on analysis above, the material about expressions of asking and
giving items/ things are accommodated because same with opinion of expert.
E. Expressions of asking and giving fact
According to Artono (2008, p. 128) explains that to express asking and
giving facts are:
Expressions of asking facts:
Can you tell me what’s going
on?
Tell me more about it.
How did it happen?
I must know what happened.
I need to know the facts.
Expressions of giving facts:
Here’s the fact/ story...
Let me tell you.../ the fact...
Well the story is like this...
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At “New Star” gives example of expressions of asking and giving facts
are:
Expressing of asking facts:
What is your...?
How did it happen?
Tell me more about it.
What fact do you know
about...?
Expressions of giving facts:
It’s a fact that...
Let me tell you...
Well the story is like this...
Here’s the fact/ story...
No, in fact….
I don’t know
At “A-zettescendekia” gives example of expressions of asking and giving
facts are:
Expressing of asking facts:
Is this your mother?
Is he a teacher?
Can you tell me what’s going
on?
Tell me more about it!
I must know what happened.
Expressing of giving facts:
No, she’s my aunt.
No, he is a doctor
Here’s the fact...
Let me tell you the fact...
Well, the story like this...
Based on analysis above the material about expressions of asking and
giving facts are accommodated because same with opinion of experts.
F. Expressions of asking and giving opinion
According to Artono( 2008, p. 91) explains that to express asking opinion
are:
What do you think about...?
What’s your opinion of....?
What about...?
What would you say to...?
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According to Alexander (2009, p. 269) explains taht to express giving
opinion are:
I think...
I feel that...
In my opinion
I believed that...
At “New Star” gives examples of expressions of asking and giving opinion
are:
What do you think of/ about...?
What’s your opinion of/ about...?
What’s your view/ opinion...?
What/ how about...?
Expressions of giving opinion are:
I think...
In my opinion/ view....
I believe/ feel...
From my point of view....
Expressions of refusing giving opinion:
I’m sorry I don’t know about it
I have no idea
At “A-zettescendekia” gives examples of expressions of asking and giving
opinion are:
What do you think of...
What is your opinion about...
In your opinion...
Expressions of giving opinion are:
I think...
In my opinion...
According to me...
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Based on analysis above, the material about expressions of asking and
giving opinion are accommodated because same with opinion of expert.
G. Expressions of likes and dislikes
According to Alexander (2009, p. 261) explains that to express likes and
dislikes are:
Expressions of Likes:
I enjoy it
I’m fond of it
It’s really good
To be + pleased
Expressions of dislikes:
I hate it
That’s too bad
It’s not so good
To be + displeased
At “New Star” gives examples of expressions of likes and dislikes are:
Expressions of likes:
I like
I love
I am pleased with...
I am fond of...
Expressions of Dislikes:
I am not fond of...
I hate...
I am displeased with...
I dislike
At “A-zettescendekia” gives examples of expressions of likes and dislikes
are:
Expressions of likes:
I like...
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I am fond of...
I am interested in....
Expressions of Dislikes:
I don’t like
I am not very interested in...
I am not very fond of...
Based on analysis above the material about expressions of likes and
dislikes are accommodated because same with opinion of expert.
H. Expressions of asking for clarification
According to Artono (2008, p. 141) explains that to express asking for
someone’s clarification are:
Is it true/ right that....?
Is that right?
Is.... correct?
Really?
Are you sure?
Excuse me, Sir/ Ma’am. Is that right that....
Then to responses to someone asking for clarification are:
Yes, I am sure
Yes, that’s right
Exactly
I didn’t do it. (mention the reason)
Yes, that’s correct
No, it is not true
I’m not a basketball player. (mention the reason)
At “New Star” gives examples for asking clarification are:
To for asking clarification:
What do you mean?
Are you sure?
What did you say?
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To respon someone asking for clarification are:
I mean....
Absolutely
I said....
At “A-zet teas cendekia” gives examples for asking clarification are:
To for asking clarification:
Really?
Are you sure?
Did you understand it?
What?
To respon someone asking for clarification are:
Absolutely
Of course
That’s right
Sure.
Based on analysis above the material expressions for asking clarification
are accommodated because same with opinion of expert.
I. Short Functional Texts
According to Kezia (2014) explains that short functional text is a short text
that has particular meaning and purpose, and can be used in our daily life. Could
be in the form of notice, announcement, greeting card, invitation, letter, etc.
According to Nurul (2013) Functional Text is a special text that contains
the command, direction, something that should be done or not be done to a ban
(prohibition), invitation, short message, shopping lists , notice , announcement,
and others that contain meaning and use in everyday communication.
Instructions
Instruction is an order or direction to do a job.
Example:
Close the door, please!
Keep your room clean!
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Staff only
Shopping list
A sentence that contains a list of items to be purchased. Example:
Day: Monday
Date: July 22, 2007
4 Loaves of bread
3 kilos of beans
1 kilo of apples
2 kilos of sugar
1 kilo of carrots
1 kilo of oranges
Greeting cards / congratulation cards
Greeting cards are given to show the person's expression and awareness to
things that happen in someone's life. For example, to express feelings of
happiness, sadness, pride and others.
Example of congratulating card
Well done Mike!
Congratulation on winning the second place of basketball competition.
Your team is really the best one in our school. Keep practicing and get
the 1st winner on the next session.
School Board
Wendy Baker
Announcement
The announcement is the message or information submitted to the crowds
/ public audience. Typically, the announcement is only to convey the
message or information concerning the general public. Such as
announcements on the school bulletin board, the announcement in
Newspaper or magazine.
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Example of announcement:
“Our school basketball matches will begin on Saturday, January 1. The events
will run from 8.00 – 10.00 for the next four weeks. The final tournament will
be held on February 7. For more information, contact Rizka (021 12345678)”
Based on analysis that reseracher do at “New Star” and “A-
zettescendekia” there are no explanation about definition and example of
instructions, shopping list, greeting card/ congratulation card and announcement.
In other word, these materials are not accommodated.
Then theresearcher conducted an analysis of the appropriateness of the
contents Students 'English Worksheet "New Star" and the contents of Students'
English worksheet "A-ZET TES cendikia", analysis is performed by matching the
indicators in the syllabus with the material and questions in student worksheet,
this analysis is carried out for students' worksheets included one of the teaching
materials, so that the student worksheets can also be regarded as the embodiment
of curriculum.
2. Analysis of the contents appropriateness of Students 'English
Worksheet "New Star" and Students' English worksheet "A-Zet Tes
Cendekia" with the curriculum.
Analysis of the level of the contents appropriateness of students'
worksheets with curriculum was conducted to determine the content of the
curriculum student worksheets, As described by Prastowo (2012: 28-30), one of
the elements of the teaching materials is the relationship between teaching
materials with competencies that will achieved, the point is that any materials,
either the student worksheets or other kinds of learning materials should have
relevance or conformity with the standard of competence, basic competence and
indicators that should be controlled by the student, and the analysis was conducted
to determine the suitability of the indicators in the syllabus with the material and
tasks contained in the student worksheet. Here it can be seen whether the
existence of student worksheets that can help students in achieving the indicators
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are determined, the results of the analysis of the suitability of the contents of
students' worksheets with this curriculum can be seen in the table 2.2 and 2.3
below:
table 2.2
Recapitulation of the results of the analysis of the contents appropriateness of
students'worksheets at the Students' English Worksheet "New Star"with the
curriculum
No Aspect Theme Indicator The content appropriateness with
curriculum
accommodated Not accommodated
7.1 Listening Responding to
expressions
asking and
giving services
Responding to
expressions
asking and
giving items
Responding to
expressions
asking and
giving facts
7.2 Listening Responding
expressions
asking and
giving opinions
Responding
expressions
express their
likes and
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dislikes
Responding to
expressions of
asking
clarification
Respond
interpersonal
8.1 Listening Responding to
the meaning in
short functional
text:
instructions, list
of groceries,
congratulations,
announcement
Determine the
communicative
function of the
text is heard
Determining the
linguistic
characteristics
of each
functional text
that is heard
8.2 Responding to
the information
in the form of a
monologue
spoken text;
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descriptive and
procedure
Determining the
linguistic
characteristics
of the text in
hearing
Determine the
communicative
function of the
text is heard
total 1 12
9.1 Speaking Asked and
answered a
variety of
information
asking and
giving services
Asked and
answered a
variety of
information
asking and
giving items
Asked and
answered a
variety of
information
asking and
giving the facts
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9.2 speaking Asked and
answered a
variety of
information
asking and
giving opinions
Asked and
answered
various
information
expressed likes
and dislikes
asking for
clarification
Respond
interpersonal
10.1 speaking Expressing
meaning in short
functional text-
shaped;
instructions, a
shopping list,
announcements,
congratulations
Give verbal
instructions
Mentioning a
list of certain
goods
Announcing
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something
Congratulate
10.2 speaking Disclose various
information in
the form of
descriptive
monologue text,
procedure
Mention the
communicative
function of the
text is heard
Mention the
linguistic
characteristics
of the text in
hearing
Monologue in
the form of
descriptive /
procedure
total 7 9
11,1 Reading Identify a
variety of
information in
short functional
text form:
instruction,
shopping list,
59
greetings,
announcements
Responding to a
variety of
information in a
short functional
text
Reads the text
aloud functional
/ short
11,2 Reading Identify a
variety of
information in
the descriptive
text and
procedure
Identify the
communicative
function of
descriptive text /
procedure
Identify the
steps rhetoric
descriptive text /
procedure
Mention the
linguistic
characteristics
of descriptive
text / procedure
60
11.3 Reading Pronounce
words, phrases
and sentences
with intonation
properly
Reads the text
aloud
descriptive /
procedure
properly
total 1 8
12.1 Writing Writing short
functional text
in the form of
instructions, a
list of items,
announcements,
congratulations
Write simple
sentences
12,2 Writing Completing the
descriptive text
and procedure
compose text
Writing form of
descriptive text /
procedure
1 4
61
Tabel 2.3
Recapitulation of the results of the analysis of the contents appropriateness of
students'worksheets at the Students' English Worksheet “A-ZET TES
Cendekia” with the curriculum
No Aspect Theme Indicator The content appropriateness with
curriculum
accommodated
Not
accommodated
7.1 Listening Responding to
expressions
asking and
givingservices
Responding to
expressions ask
ing and giving
items
Responding to
expressions
asking and
giving facts
7,2 Listening Responding
expressions
asking and
giving opinions
Responding
expressions
express their
likes and
dislikes
Responding to
62
expressions of
asking for
clarification
Respond
interpersonal
8.1 Responding to
the meaning in
short functional
text:
instructions,sho
pping list,
congratulations,
announcement
Determine the
communicative
function of the
text is heard
determine the
linguistic
characteristics
of each
functional text
that is heard
8.2 Responding to
the information
in the form of a
monologue
spoken text;
descriptive and
procedure
63
Determining the
linguistic
characteristics
of the text in
hearing
Determine the
communicative
function of the
text is heard
total 5 8
9.1 Speaking Asked and
answered a
variety of
information
asking and
giving services
Asked and
answered a
variety of
information
asking and
giving items
Asked and
answered a
variety of
information
asking and
giving the facts
9.2 speaking Asked and
answered a
64
variety of
information
asking and
giving opinions
Asked and
answered
various
information
expressed likes
and dislikes
asking for
clarification
Respond
interpersonal
10.1 speaking Expressing
meaning in
short functional
text-shaped;
instructions, a
shopping list,
announcements,
congratulations
Give verbal
instructions
Mentioning a
list of certain
goods
Announcing
something
Congratulate
65
10.2 speaking Disclose various
information in
the form of
descriptive
monologue text,
procedure
Mention the
communicative
function of the
text is heard
Mention the
linguistic
characteristics
of the text in
hearing
Monologue in
the form of
descriptive /
procedure
total 7 9
11.1 Reading Identify a
variety of
information in
short functional
text form:
instruction, list
items, greetings,
announcements
Responding to a
66
variety of
information in a
short functional
text
Reads the text
aloud functional
/ short
11.2 Reading Identify a
variety of
information in
the descriptive
text and
procedure
Identify the
communicative
function of
descriptive text
/ procedure
Identify the
steps rhetoric
descriptive text
/ procedure
Mention the
linguistic
characteristics
of descriptive
text / procedure
11.3 Reading Pronounce
words, phrases
and sentences
67
with intonation
properly
Reads the text
aloud
descriptive /
procedure
properly
total 1 8
12.1 Writing Writing short
functional text
in the form of
instructions, a
list of items,
announcements,
congratulations
Write simple
sentences
12.2 Writing Completing the
descriptive text
and procedure
compose text
Writing form of
descriptive text
/ procedure
total 1 4
In the study, the researcher analyze the suitability of the content of
student worksheets with the curriculum, the study was conducted by analyzing the
suitability of the indicators in the syllabus with the content and work in the
worksheets of students, from the analysis that was obtained indicator
accommodated and indicators that are accommodated in material and task
68
contained in the student worksheet. From the analysis obtained by percentage
indicators are accommodated and the indicators are not accommodated, are 43
indicators in the syllabus, the analysis shows that the students' English worksheet
"New Star" there are 10 indicators that are accommodated or 23 %, while the
Students' English worksheet "A-ZET TES cendikia" there are 14 indicators that
are accommodated, or 33%, which according to the indicators in the syllabus.
On Students' English Worksheet "New Star" in listening skills, only 8%
of the indicators are accommodated, and 92% indicators are not accommodated,
on speaking skills 44% are accommodated, and 56% are not accommodated, on
reading skills, 11% are accommodated, 89% are not accommodated, In writing
skills, 20% are accommodated, 80% are not accommodated.
On Students' English worksheet "A-ZET TEScendikia" in listening skill
38% are accommodated, 62% are not accommodated, the speaking skill 44% are
accommodated, 56% are not accommodated, the reading skills of 11% are
accommodated, 89% are not accommodated, the writing skill 20% are
accommodated, 80% are not accommodated, for a clearer explanation, can be seen
in the discussion below,
A. Students' English Worksheet "New Star"
1. Analysis of the level of the content appropriateness of student
worksheets with curriculum on standard of competence listening.
a) Analysis of the level of appropriateness of the contents worksheet students
with a curriculum that has indicators asking and giving services, ask for
and give items, ask for and give facts.
In listeningcompetencystandards, understand the meaning of
transactional conversation and interpersonal very simple to interact with the
immediate environment has two basic competence, basic competence 7.1 Respond
to the meaning in conversation very simple transactional and interpersonal
accurately, fluently and thankful to interact with the immediate environment
which involves speech acts: asking and giving services, ask for and give items,
ask for and give the facts has three indicators, namely: 1) respond to expressions
69
asking and givingservice; 2) respond to expressions asking and giving the items;
3) responding to expressions asking and giving facts.
In connection with the first indicators, which responds to the expressions
asking and giving services, the analysis showed that the achievement of these
indicators are not accommodated, because it is not contained in matter but
contained in a summary of the material, in a summary of the material (page 4)
described the expressions of asking services, giving services and refuse to giving
services, Overall these indicators are not accommodated because only
accommodated by the material but on task at the student worksheets are not
accommodated.
In connection with the second indicators, which responds to the
expressions asking and giving the items, the results of analysis indicating that
these indicators are not accommodated properly, because it is only found in the
material (page 4), it clarifies the phrase toasking services, giving services and
refuse to givingitems, but there are not on duty, Overall these indicators are not
accommodated.
In third indicator, that responds to the expressions asking and giving the
facts, on these indicatorsare not accommodated because there are not on duty, but
only in the material (page 8), it clarifies how the expressions asking and giving
facts, Overall these indicatorsarenot accommodated, because there is only in the
material but not present in the task.
b) Analysis of the level of appropriateness of the contents worksheet students
with a curriculum that has indicatorsasking for and giving opinions,
express their likes and dislikes, asking for clarification, responded
interpersonal.
In the second basic competence 7.2 Respond to the meaning in
conversation very simple transactional and interpersonal accurately, fluently and
thankful to interact with the immediate environment that involves speech acts: ask
for and give opinions and express likes and dislikes, asking for clarification, and
respond interpersonal, there are four indicators, namely: 1) asking for and giving
70
opinions; 2) express their likes and dislikes; 3) asking for clarification; 4)
responds interpersonal.
In the first indicator, that responds to expressions asking and giving an
opinion are not accommodated, because there are not on task, but only in the
material (page 42), it clarifies how to express asking, giving, and refuse giving
an opinion.
Then in the second indicator that responds to express their likes and
dislikes, these indicator are accommodated, as there are on duty and present in the
material (page 20), it clarifies how the phrase to express likes and dislikes, in
tasks related to this indicator found on page 19 category“task 1 number 2”.
Then on the third indicator, namely the asking clarification, these
indicators are not accommodated, do not present in the task, but only in the
material (pages 44-45), described the expressions to asking and responding
clarifications.
Furthermore, on the last indicator, that responds interpersonal, On theses
indicators also arenot accommodated, since the first and third indicators there are
not on duty in the student worksheet.
c) Analysis of the level of appropriateness of the contents worksheet
students with a curriculum that has indicatorsmeaning in short functional
text form of instructions, a shopping list, greetings and announcements,
determine the communicative function of the text is heard and determine
the linguistic characteristics of each functional text that is heard.
In listening competencystandards, understand the meaning of spoken
text is functional and a short monologue very simple form of descriptive and
procedure for interaction with the immediate environment has two basic
competence, basic competence 8.1 Responding to the meaning contained in the
text is very simple short functional oral accurately , acknowledges and to interact
with the immediate environment, has three indicators, namely 1) respond meaning
in short functional text form of instructions, ashopping list, greetings and
announcements; 2) determine the communicative function of the text is heard; 3)
to determine the linguistic characteristics of each functional text that is heard.
71
In the first indicators are not accommodated, because these indicators
are not on duty and also the material in students' worksheets.
Then in the second indicators also are not accommodated, because the
indicator in the syllabus there are not included in the task and the material in the
student worksheet.
In the last indicators to the basic competence of 8.1, here is alsoare not
accommodated, because there are not on duty and matter, in the student worksheet
contained in the materials and the task is about the message and adverticemen.
d) Analysis of the level of appropriateness of the contents worksheet students
with a curriculum that has an indicator responds to the information in the
form of descriptive text spoken monologue, procedure, determine the
linguistic characteristics of the text in the hearing, determining the
communicative functions in hearing.
On the basic competencies 8.2 Responding to the meaning contained in
the monologue is very simple accurately, fluently and thankful to interact with the
immediate environment in the text form of descriptive and procedure there are
three indicators, namely: 1) respond to the information in the text spoken
monologue form of descriptive, procedure, 2) , determine the linguistic
characteristics of the text in the hearing, 3), determining the communicative
functions in hearing.
On the first indicators, to respond to the information in the text spoken
monologue form of descriptive, procedure arenot accommodated, because it is not
contained in the materials, but only in a task (page 42), In this task, the students
are required to complete a text and a dialogue after listening to the text and the
dialogue was delivered orally by the teacher, conclusion, these indicators are not
accommodated properly.
Then in the second indicators that determines linguistic characteristics of
the text in the hearing are not accommodated by the material and the task.
Furthermore, on the last indicator also can not be accommodated,
because the tasks and the material in the student worksheet nothing related to
indicators that have been determined.
72
Based on analysis of thecontentsappropriateness of students' worksheets
with the standard of competence listening curriculum of basic competence of 7.1
to 8.2 the result that all the indicators are not accommodated properly, there is
only in the task but it there is not included with the material, and vice versa , even
some that are not included in the task as well as the material, it is because the
indicators listed in the student worksheet on competency standards listening are:
1) listening to the words pronunciation, 2) understand oral texts on good food, 3)
understand oral texts on one's clothes, 4) listening to the words pronunciation, 5)
listening to the exprsession likes and dislike, 6) listening to the words
pronunciation, If the results of the analysis is written in the form of pie charts, you
will get a chart with percentages as follows:
2. Analysis of the level of the content appropriateness of student
worksheets with curriculum on standard of competence speaking.
a) Analysis of the level of appropriateness of the contents worksheet students
with a curriculum that has indicators asking and answering a variety of
information asking and giving services, asking and giving items, asking
and giving facts.
In speaking competencystandards, express meaning in conversation of
transactional and interpersonal very simple to interact with the immediate
environment has two basic competence, basic competence 9.1 Expressing
meaning in conversation of transactional and interpersonal very simple to use a
variety of oral language accurately, fluently and thankful to interact with the
8%
92%
Chart 2.1
The content appropriateness with curriculum on
standard of competency listening
accommodated
not accommodated
73
immediate environment that involves speech acts: asking and giving services,
asking and giving items, and asking and giving the facts has three indicators,
namely: 1) ask and answer the information asking and giving services; 2) ask and
answer the information asking and giving items; 3) asked and answered a variety
of information asking and giving the facts.
In connection with the firs indicators, that ask and answer a range of
information asking and giving services, the analysis showed that the achievement
of this indicator are accommodated in the summary of material and tasks, in a
summary of the material (page 4) described the expressions asking services,
giving services and refuse to giving services. In the students' assignments also
include tasks related to these indicators, of which there are at page 4 of the
exercise category “task 4 number 1, number 4 and number 5”.
In connection withthe second indicators, which asked and answered a
variety of information asking and giving items, the results of the analysis showed
that by these indicators are accommodated in the summary of material and tasks,
in a summary of the material (page 4) described the expressions asking items,
giving items and refuse to asking items. In the students' assignments also include
tasks related to these indicators, of which there are at page 4 of the exercise task 4
numbers 2 and 3.
Furthermore, the third indicators, that ask and answer a range of
information asking and giving the facts. On these indicators are accommodated in
the summary content and task, in a summary of the material (page 8) is described
to inquire the actual information to declare the asking and giving the facts, in
student assignments well there are tasks related to these indicators, of which there
are on the exercise categories “task 1 page 7, page 8 categories task 3, page 9
categorytask 4 number 1 and number 2, category task 5 numbers from 1 to 5”.
b) Analysis of the level of appropriateness of the contents worksheet students
with a curriculum that has indicators asked and answered a variety of
information asking and giving an opinion, express their likes and dislikes,
asking for clarification, responded interpersonal
74
In the second basic competence 9.2 Expressing meaning in conversation
of transactional and interpersonal very simple by using a variety of oral language
accurately, fluently and thankful to interact with the immediate environment that
involves speech acts: ask for and give opinions and express likes and dislikes, ask
clarification, and respond interpersonal, there are four indicators, namely: 1) ask
and answer a variety of information asking and giving opinions; 2) ask and
answer various information expressed likes and dislikes; 3) ask and answer the
information asking clarification; 4) respond interpersonal.
In connection with the first indicators, that ask and answer a range of
information asking and giving opinions, analysis shows that the achievement of
these indicatorsare accommodated in the summary of material and tasks, in a
summary of the material (pages 42-43) explained about asking and giving
opinions, in a task well there are tasks related to these indicators, of which there
are the exercises page 14 categories of the first daily test number 8, number 10,
page 42 categories of task 1, page 43 categories of task 2, task 3 and task 4.
Then in the second indicators are asked and answered various
information expressed likes and dislikes, the analysis showed that the achievement
of these indicatorsare accommodated in the summary of material and tasks, in a
summary of the material (page 20) described the expression to inquire likes or
dislikes. In duty there is also a tasks related to this indicator, of which there are 19
categories on the exercise task page 2, page 20 categories of task 4 task 5, page 21
categories of task 6, page 22 categories of task 7.
Relating to the third indicatorsare asked and answered a variety of
information asking for clarification, the analysis showed that the achievement of
these indicatorsare accommodated in the summary content and task, in a summary
of the material (pages 44-45) described expressions to asking and giving
clarification, in task related indicators are on page 44 task category 5 number 1 to
number 3, pages 45 categories of task 6 number 1 to number 5.
Furthermore, on the last indicators, the analysis shows that the
achievement of these indicatorsare accommodated in the summary of material and
75
tasks, in a summary of the material and tasks related to these indicators contained
in the material and duties related to the indicators of 1 to 3 described above.
c) Analysis of the level of appropriateness of the contents worksheet students
with a curriculum that has indicatorsreveal meaning in short functional
text form: instruction, list items/ shopping list, greetings and
announcements, gives verbal instructions, mentions a list of specific items,
announcing something, congratulate
In speaking competencystandards, reveals a functional meaning in oral
texts and short monologue very simple form of descriptive and procedure for
interaction with the immediate environment has two basic competence, basic
competence contained 10.1 Expressing meaning in short functional oral text is
very simple to use variety of oral language accurately, fluently and thankful to
interact with the immediate environment, has 5 indicators, namely 1) reveal
meaning in short functional text in the form of instructions, a list of items,
greetings and announcements; 2) gives verbal instructions; 3) mentions a list of
specific items/shopping list, 4) to announce something, 5) congratulates.
In connection with the first indicators, which expresses meaning in short
functional text in the form of instructions, a list of items, greetings and
announcements are not accommodated by a task or a summary of the material, do
not available material relating to these indicators, as well as the duty.
Then the second indicators to fifth indicators that give verbal
instructions, mentions a list of specific items, announcing something,
congratulate, arenot accommodated by the task and matter, in the student
worksheet contained in the materials and the task is about the message and
adverticemen.
d) Analysis of the level of appropriateness of the contents worksheet students
with a curriculum that has indicators reveal a plethora of information in
the monologue text which form of descriptive, procedure, mention the
communicative function of the text at the hearing, mentioning linguistic
characteristics of the text at the hearing, doing a monologue in the form of
descriptive or procedure.
76
On the basic of competence 10.2 Expressing meaning in simple short
monologue by using a variety of oral language accurately, fluently and thankful to
interact with the immediate environment in the form of descriptive text and there
are 4 indicators procedure, namely: 1) disclose a variety of information in text
form monologue descriptive, procedure, 2) of the communicative function of the
text in the look, 3) mentions linguistic characteristics of the text in the hearing, 4)
perform a monologue in the form of descriptive or procedure.
In connection with the first indicators, namely, revealing a variety of
information in the text of the monologue form of descriptive, procedure, are not
accommodated by the material and tasks.
Then in the second to fourth indicatorsare not accommodated by the
material and the task.
Based on analysis of the contents of students' worksheets conformity
with the standard of competence speaking curriculum of basic competence of 9.1
to 10.2, the result that not all indicators are accommodated, more indicators that
are not accommodated, If the results of the analysis is written in the form of pie
charts, will be obtained by the following percentages:
3. Analysis of the level of the content appropriateness of student
worksheets with curriculum on standard of competence reading
a) Analysis of the level of the contents appropriateness on students worksheet
with a curriculum that has indicators identify the various functional text
information in a short form of instructions, a list of items, greetings,
44%
56%
Chart 2.2The content appropriateness with curriculum on
standard of competency speaking
accmmodated
not accommodated
77
announcements, responding to a variety of information in a short
functional text, read text aloud functional / short descriptive / procedure.In
readingcompetency standards, understand the functional meaning of the
text and write short essays a very simple form of descriptive and procedure
relating to the immediate environment has 3 basic competence, basic
competence 11.1 Responding to the meaning contained in the text is very
simple short functional board accurately, fluently and thank relating to the
immediate environment has three indicators, namely: 1) identify the
various functional text information in a short form of instructions, a list of
items, greetings, announcements; 2) respond to a variety of information in
a short functional text; 3) reads the functional text aloud / short descriptive
/ procedure.
In connection with the first indicators that identifies a wide range of
information in a short functional text form of instructions, a list of items,
greetings, announcements, are not accommodated, it is because there are not in the
material but only in tasks, tasks associated with this indicator is contained on
pages 10 categories of task 3, page 47 categories of task 4, page 48 categories of
task 5 and task 6.
In connection with the second indicators, which responds to a variety of
information in a short functional text, analysis indicating that the achievement of
these indicators are not accommodated. On student worksheets, these indicators
only in the task but is not contained in the material, Tasks related with indicators
which this is page 5 category task 2 number 1 up to number 10, page 9 task
category 2 number 1 to number 5, page 16 categories of the first daily test number
24 to number 28, page 23 category of task 3 number 1 to 10.
Later on indicators of the third, which reads the functional text aloud /
short descriptive / procedure, the analysis shows that the achievement of these
indicators are accommodated, because only in the task but there is no material,
tasks associated with this indicator is page 5 category of task 1, page 9 task
category 1, page 23 categories of task 1, page 24 categories of task 4 task 5, page
78
27 categories of task 3, task 4, page 45 categories of task 1, page 46 categories of
task 2, categories of task 3 page 47 .
b) Analysis of the level of the contents appropriateness on students worksheet
with a curriculum that has indicators to identify various information in the
descriptive texts and procedures, identifying the communicative function
of descriptive text / procedure, identify steps rhetoric descriptive text /
procedure, mention the linguistic characteristics of descriptive text /
procedure.
In the second basic competence 11.2 Responding to the meaning and
rhetoric steps accurately, fluently and thank in a very simple essay related to the
immediate environment in the form of descriptive text / procedure has four
indicators are: 1) identifying a variety of information in the descriptive text and
procedure; 2) identify the communicative function of descriptive text / procedure;
3) identify the steps rhetoric descriptive text / procedure; 4) mentions linguistic
characteristics descriptive text / procedure.
In connection with the the first indicators, to identify a variety of
information in the text of descriptive and procedure, the analysis showed that the
achievement of these indicators are not accommodated, not contained in the
materials, but only in tasks, tasks associated with this indicator is page 5 category
of task 2 numbers 1 to number 10, page 9 categories of task 1, pages 15 to 16
category of the first daily test number 24 to number 28, page 23 categories of task
1, page 24 categories of task 4 and 5, page 26 categories of task 2, page 27
categories of task 3, page 30 the second category of daily test numbers 11 to 16,
page 32 of the second category of daily test numbers 27 to 30.
Later on indicators of the second, which identifies the communicative
function of the text descriptive / procedure, the analysis shows that these
indicatorsare accommodated, are in a summary of the material and contained in
the task, there is an explanation (page 27), which describes the procedure text,
tasks associated with this indicator is page 5 task category 2 numbers 9 to 10,
page 26 task category 2 number 2.
79
Relating to the third indicators, which identifies steps rhetoric
descriptive / procedure text, the results of these analysis are not accommodated,
there are no summary of the material and tasks related to these indicators
Then in the fourth indicators, the results of these analysis are not
accommodated, because there are not contained in the materials and tasks.
c) Analysis of the level of the contents appropriateness on students
worksheet with a curriculum that have indicators pronounce words,
phrases and sentences properly by reading words phrases and sentences
with correct intonation, reads the text aloud descriptive / procedure
properly
In the third basic competence 11.3 Read aloud meaningful functional
text and vignettes and very simple form of descriptive / procedure by saying,
stress and intonation that acknowledges has two indicators, namely: 1) read word
phrases and sentences with correct intonation; 2) read the text aloud descriptive /
procedure properly.
In connection with the first indicators, which read word phrases and
sentences with correct intonation, analysis shows that these indicators are not
accommodated, No material and tasks in accordance with the indicators.
Later in the second indicators to the basic competence 11.3, the analysis
shows that these indicators are not accommodated properly, because there is not
contained in a summary of the material but only in tasks, tasks relating to this
indicator among others are on page 5 category of task 1, page 9 categories of task
1, page 23 categories of task 1, page 24 categories of task 4 task 5, page 27
categories of task 3, task 4, page 45 categories of task 1, page 46 categories of
task 2, task 3 page 47 categories.
Based on analysis of the contents of students' worksheets conformity
with the standard of competence speaking curriculum of basic competence 11.1 to
11.3, the result that not all indicators are accommodated well, very few indicators
are accommodated. If the results of the analysis is written in the form of pie charts
, will be obtained by the following percentages:
80
4. Analysis of the level of the content appropriateness of student
worksheets with curriculum on standard of competence writing .
a) Analysis of the level of appropriateness of the contents worksheet students
with a curriculum that has indicators write short functional text form
instructions, a list of items, announcements, congratulations, writing
simple sentences.
In writing competency standards, revealing the functional meaning of
the text and write short essays a very simple form of descriptive and procedure for
interaction with the immediate environment has two basic competence, basic
competence 12.1 Expressing meaning in short functional text write very simple by
using a variety of written language accurately, fluently and thankful to interact
with the immediate environment has two indicators, namely: 1) write short
functional text in the form of instructions, a list of items, announcements,
congratulations; 2) write a simple sentence.
In connection with the first indicators, ie write short functional text form
of instructions, a list of items, announcements, congratulations, analysis shows
that the achievement of these indicators are not accommodated, because there are
not contained in the materials as well as tasks related to these indicators.
Then in the second indicators, the write simple sentences, the analysis
shows that the achievement of these indicators are not accommodated, because it
is not contained in a summary of the material but only in tasks, tasks related to
these indicators include on page 13 task 3, page 29 categories of task 6.
11%
89%
Chart 2.3
The content appropriateness with curriculum on
standard of competency reading
accommodated
not accommodated
81
b) Analysis of the level of appropriateness of the contents worksheet students
with a curriculum that has complement the descriptive text and procedure,
compose the text, write the text form of descriptive and procedure.
In the second basic competence 12.2 Expressing meaning and rhetorical
stages of a very simple vignettes using a variety of written language accurately,
fluently and thankful to interact with the immediate environment in the form of
descriptive text / procedure there are three indicators, namely: 1) complete text
descriptive / procedure; 2) constructing the text; 3) write the form of descriptive
text / procedure.
In connection with the first indicators, which complements the
descriptive text / procedure, the analysis shows that the achievement of these
indicators are not accommodated, not contained in the materials as well as tasks
related to this indicator.
Then the second indicator, which is preparing the text, the analysis
shows that the achievement of these indicators are also not accommodated
properly, because only in the task but are not included in the summary of material,
tasks related to the indicators of which is page 32 categories of the second daily
test numbers 26, page 51 categories of task 7, page 57 the third category of daily
test number 32.
Furtherthe third indicators, namely writing text form of descriptive /
procedure, the analysis shows these indicatorsare accommodated properly as
contained in the materials and tasks, material relating to this indicator are on page
5 are given examples of descriptive text, and on page 26 described how the steps
to make procedure text, tasks related to the indicators of which is page 29
categories of task 7.
Based on analysis of the contents appropriateness on students'
worksheets with the curriculum on standard of competence writing basic
competence 12.1 to 12.2, the result that not all indicators are accommodated
properly, very few indicators are accommodated, the more that are not
accommodated, If the results of the analysis is written in the form of pie charts, it
will be obtained by the following percentages:
82
B. Students' English worksheet "A-ZET TES cendikia"
1. Analysis of the level of the content appropriateness of student
worksheets with curriculum on standard of competence listening.
a) Analysis of the level of appropriateness of the contents worksheet students
with a curriculum that has indicators asking and giving services, asking
and giving items, asking and giving facts.
In listening competency standards, understand the meaning of
transactional conversation and interpersonal very simple to interact with the
immediate environment has two basic competence, basic competence 7.1 Respond
to the meaning in conversation very simple transactional and interpersonal
accurately, fluently and thankful to interact with the immediate environment
which involves speech acts: asking and giving services, ask for and give items,
ask for and give the facts has three indicators, namely: 1) respond to expressions
asking and giving services; 2) respond to expressions asking and giving the items;
3) responding to expressions asking and giving facts.
In connection with the first indicators, which responds to the expression
expressions asking and giving services, the analysis showed that the achievement
of these indicators are not accommodated properly, contained in a summary of the
material but is not present in the task, in a summary of the material contained on
page 4, it clarifies how the phrase to offer , accept and reject the offer of services
or otherwise.
20%
80%
Chart 2.4
The content appropriateness with curriculum on
standard of competency writing
accommodated
not accommodated
83
In connection with the second indicators, which responds to the
expressions asking and giving items, the analysis results indicating that these
indicators are accommodated properly, contained in the summary of material and
tasks, material relating to these indicators are on page 4 and 48, it clarifies how an
expression for offer, receive the goods, or more, of which there are on-duty at
page 3 categories of activity 1, activity 3.
In the third indicators, that responds to the expressions asking and giving
the facts, on these indicatorsare not accommodated because there is only on the
material but there is not on duty, on page 7 described expression used to ask for
and give facts.
b) Analysis of the level of appropriateness of the contents worksheet students
with a curriculum that has indicators asking and giving opinions,
expressed likes and dislikes, asking for clarification, asking for
interpersonal.
At the basic competencies 7.2 Respond to the meaning in transactional
conversation and interpersonal very simple accurately, fluently and thankful to
interact with the immediate environment that involves speech acts: ask for and
give opinions and express likes and dislikes, asking for clarification, and respond
interpersonal, there are four indicators, namely: 1) asking for and giving opinions;
2) express their likes and dislikes; 3) asking for clarification; 4) responds
interpersonal
For the first indicators, that responds to expressions of asking and giving
opinions, the analysis shows that the achievement of these indicators are
accommodated properly, as there are on duty and matter, on the material page 19,
there to explain how the expression expressions to ask for and give opinions to the
another, and duties related to the indicators of which is page 18 categories of
activity 1,2 and 3.
Then in the second indicators that responds to expressions express their
likes and dislikes, the analysis showed that the achievement of these indicators are
also accommodated, as there are on duty and present in the material (page 17), it
84
clarifies how the phrase to express likes and dislikes, in the task associated with
this indicator are on page 16 categories of activity 1 and 2.
Later on the third indicators, which is asking for clarification, indicators
are accommodated properly, there are on duty or in the material (page 34),
described expression expressions to asking and giving clarification, in tasks
related to these indicators are on page 35 categories of activity 1.
Furthermore, on the last indicator, that responds interpersonal, analysis
shows that these indicatorsare accommodated because it is associated with
indicators of previous indicators, tasks related to this indicator is also same with
the tasks have been mentioned in the indicator from one to three.
c) Analysis of the level of appropriateness of the contents worksheet students
with a curriculum that hasindicators respond meaning in short functional
text form of instructions, a list of groceries, greetings and announcements,
determine the communicative function of the text is heard and characterize
the language of each functional text that is heard.
In listening competency standards, understand the meaning of spoken
text is functional and a short monologue very simple form of descriptive and
procedure for interaction with the immediate environment has two basic
competence, basic competence 8.1 Responding to the meaning contained in the
text is very simple short functional oral accurately , acknowledges and to interact
with the immediate environment, has three indicators, namely 1) respond meaning
in short functional text form of instructions, a list of groceries, greetings and
announcements; 2) determine the communicative function of the text is heard; 3)
to determine the linguistic characteristics of each functional text that is heard.
In the first indicators are not accommodated, because these indicators
are not on duty and also the material in students' worksheets.
In connection with the second indicators, namely, determining the
communicative function of the text is heard, the analysis shows that the
achievement of these indicators are not accommodated, are not on duty and
material.
85
Then the third indicators, which determines the linguistic characteristics
of each functional text that is heard, the analysis shows that the achievement of
these indicators are not accommodated, not available material and duties related to
the indicator.
d) Analysis of the level of appropriateness of the contents worksheet students
with a curriculum that has indicators responds to the information in the
form of descriptive text spoken monologue, procedure, determine the
linguistic characteristics of the text in the hearing, determining the
communicative functions in hearing.
On the basic competencies 8.2 Responding to the meaning contained in
the monologue is very simple accurately, fluently and thankful to interact with the
immediate environment in the text form of descriptive and procedure there are
three indicators, namely: 1) respond to the information in the text spoken
monologue form of descriptive, procedure, 2) , determine the linguistic
characteristics of the text in the hearing, 3), determining the communicative
functions in hearing.
In the first indicators that responds to spoken text information in the
form of descriptive monologue, procedure, the analysis shows that the
achievement of these indicators are not accommodated. No summary of the
material and tasks in accordance with the indicator.
Later in the second and third indicators, the analysis shows that the
achievement of these indicators are not accommodated, not contained in the
material and tasks which refer to indicators such indicators.
Based on analysis of the contents of students' worksheets conformity
with the standard of competence listening curriculum of basic competence of 7.1
to 8.2, the result that all the indicators are not accommodated properly, there is
only in the task but it is not included with the material, and vice versa , even some
that are not included in the task and matter, If the results of the analysis is written
in the form of a diagram, it will obtain a diagram with percentages as follows:
86
2. Analysis of the level of the content appropriateness of student
worksheets with curriculum on standard of competence speaking
a) Analysis of the level of appropriateness of the contents worksheet students
with a curriculum that has indicators asked and answered a variety of
information asking and giving services, asking for and giving items,
asking for and giving facts.
In speaking competency standards, express meaning in conversation of
transactional and interpersonal very simple to interact with the immediate
environment has two basic competence, basic competence 9.1 Expressing
meaning in conversation of transactional and interpersonal very simple to use a
variety of oral language accurately, fluently and thankful to interact with the
immediate environment that involves speech acts: asking and giving services,
asking and giving items, and ask for and give the facts has three indicators,
namely: 1) ask and answer the information asking and giving services; 2) ask and
answer the information asking and giving items; 3) asked and answered a variety
of information asking and giving the facts.
In connection with thefirst indicators, that ask and answer a range of
information asking and giving services, the analysis showed that the achievement
of these indicatorsare accommodated properly in material and tasks, in hard copy
summary page 4 described expressions to offer, accept, and reject the services, In
student assignments also include tasks related to these indicators some of them on
pages 4 and 5 categories of activity 2 numbers 1 to 6.
38%
62%
Chart 2.5
The content appropriateness with curriculum on
standard of competency writing
accmmodated
not acommodated
87
In connection with the second indicators, which asked and answered a
variety of information asking and giving items, the results of analysis indicating
that these indicators are accommodated properly in the summary of material and
assignments. In the material page 4 described examples of expressions to offer,
accept and reject the offer, one example is: do you want some sugar /, in tasks
related to these indicators of which are on page 12 competency test category
number 1.
Furthermore, the third indicators that ask and answer a range of
information askingand giving the facts, On this indicator can be accommodated in
both the material and the task, In the material page 7 is described phrases to ask
for and give facts, one example is: tell me more about it !, at such tasks are on
page 8 category activity 2, 3 and 4.
b) Analysis of the level of appropriateness of the contents worksheet students
with a curriculum that has indicatorsasked and answered a variety of
information asking and giving an opinion, express their likes and dislikes,
asking for clarification, responded interpersonal.
In the second basic competence 9.2 Expressing meaning in conversation
of transactional and interpersonal very simple by using a variety of oral language
accurately, fluently and thankful to interact with the immediate environment that
involves speech acts: ask for and give opinions and express likes and dislikes, ask
clarification, and respond interpersonal, there are four indicators, namely: 1) ask
and answer a variety of information asked for and giving opinions; 2) ask and
answer various information expressed likes and dislikes; 3) ask and answer the
information asking clarification; 4) respond interpersonal.
Relating to the first the indicators, which are to ask and answer a range
of information asking and giving opinions, analysis shows that the achievement of
these indicators are accommodated properly in material and tasks, material
relating to this indicator are on page 19, there is explained expressions ask and
give opinions to others, one example is “what is your opinion about…..”. Tasks
related to this indicator among the 19 categories activity page 2, page 26
categories of competency test number 8, 11 and 14.
88
Then in the second indicators are asked and answered various
information expressed likes and dislikes, the analysis showed that the achievement
of these indicatorsare accommodated in the summary of material and tasks, in a
summary of the material contained on page 17, there are described examples of
phrases to express likes and dislikes, for example, is: I like ,,,,, Tasks related to
this indicator such activity page 16 category 1.
In connection with thethird indicators, asked and answered a variety of
information asking for clarification, the analysis showed that the achievement of
these indicatorsare accommodated properly in the task, in the material contained
on page 34, there describes examples of examples of phrases to ask and give
clarification, but one example: are you sure?, tasks associated with these
indicators include on page 34 categories of activity 2.
Furthermore, on the last indicators, the analysis shows that the
achievement of these indicators are accommodated in the summary of material
and tasks, in a summary of the material and tasks related to these indicators
contained in the material and duties related to the indicator of 1 to 3 described
above.
c) Analysis of the level of appropriateness of the contents worksheet
students with a curriculum that hasindicatorsreveal meaning in short
functional text form: instruction, list items, greetings and announcements,
gave instructions, mentions a list of specific items, announcing something,
congratulate.
In speaking competency standards, reveals a functional meaning in oral
texts and short monologue very simple form of descriptive and procedure for
interaction with the immediate environment has two basic competence, basic
competence contained 10.1 Expressing meaning in short functional oral text is
very simple to use variety of oral language accurately, fluently and thankful to
interact with the immediate environment, has 5 indicators, namely 1) reveal
meaning in short functional text in the form of instructions, a list of items,
greetings and announcements; 2) gives verbal instructions; 3) mentions a list of
specific goods, 4) to announce something, 5) congratulates.
89
In connection with the first indicators, which expresses meaning in short
functional text in the form of instructions, a list of items, greetings and
announcements, the analysis shows that the achievement of these indicators are
not accommodated, there are not on duty and material.
Then the second indicators to fifthindicator that give verbal instructions,
mentions a list of specific items, announcing something, congratulate, are not
accommodated by the task and matter.
d) Analysis of the level of appropriateness of the contents worksheet students
with a curriculum that has indicators reveal a plethora of information in
the form of descriptive monologue text, procedure, mention the
communicative function of the text at the hearing, mentioning linguistic
characteristics of the text in the look, doing a monologue in the form of
descriptive or procedure.
On the basis of competence 10.2 Expressing meaning in simple short
monologue by using a variety of oral language accurately, fluently and thankful to
interact with the immediate environment in the form of descriptive text and there
are 4 indicators procedure, namely: 1) disclose a variety of information in text
form monologue descriptive, procedure, 2) of the communicative function of the
text in the look, 3) mentions linguistic characteristics of the text in the hearing, 4)
perform a monologue in the form of descriptive or procedure.
In connection with the first indicators, namely, revealing a variety of
information in the text of the monologue form of descriptive, procedure are not
accommodated by the material and tasks.
Then in the second to fourth indicatorsare not accommodated by the
material and the task.
Based on analysis of the contents of students' worksheets conformity
with the standard of competence speaking curriculum of basic competence of 9.1
to 10.2, the result that not all indicators are accommodated properly. If the result
of the analysis is written in the form of pie charts, it will be obtained by the
following percentages:
90
3. Analysis of the level of the content appropriateness of student
worksheets with curriculum on standard of competence reading.
a) Analysis of the level of appropriateness of the contents worksheet students
with a curriculum that hasindicators to identify a range of information in a
short functional text form of instructions, a list of items, greetings,
announcements, responding to a variety of information in a short
functional text, read text aloud functional / short descriptive / procedure.
In reading competency standards, understand the functional meaning of
the text and write short essays a very simple form of descriptive and procedure
relating to the immediate environment has 3 basic competence, basic competence
11.1 Responding to the meaning contained in the text is very simple short
functional board accurately, fluently and thank relating to the immediate
environment has three indicators, namely: 1) identify the various functional text
information in a short form of instructions, a list of items, greetings,
announcements; 2) respond to a variety of information in a short functional text;
3) reads the text aloud functional / short descriptive / procedure.
In connection with the first indicators that identifies a wide range of
information in a short functional text form of instructions, a list of items,
greetings, announcements, analysis shows that the achievement of these indicators
are not accommodated properly, not contained in the material, but only in a task,
the task associated with the indicator this is page 11 category of activity 1 and 2.
44%
56%
Chart 2.6
The content appropriateness with curriculum on
standard of competency speaking
accommodated
not accommodated
91
In connection with the second indicators, which responds to a variety of
information in a short functional text, analysis indicating that the achievement of
these indicators are not accommodated. No material and tasks related to these
indicators.
Later on indicators of the third, which reads the text aloud functional /
short descriptive / procedure, the analysis shows that the achievement of these
indicators are not accommodated properly, there are on duty but not contained in
the material, tasks related to this indicator of which is on page 23 kategory activity
1, activity 3, page 33 category of activity 2.
b) Analysis of the level of appropriateness of the contents worksheet students
with a curriculum that has indicators to identify various information in the
descriptive texts and procedures, identifying the communicative function
of descriptive text / procedure, identify steps rhetoric descriptive text /
procedure, mention the linguistic characteristics of descriptive text /
procedure.
In the second basic competence 11.2 Responding to the meaning and
rhetoric steps accurately, fluently and thank in a very simple essay related to the
immediate environment in the form of descriptive text / procedure has four
indicators are: 1) identifying a variety of information in the descriptive text and
procedure; 2) identify the communicative function of descriptive text / procedure;
3) identify the steps rhetoric descriptive text / procedure; 4) mentions linguistic
characteristics descriptive text / procedure.
In connection with the first indicators , to identify a variety of
information in the text of descriptive and procedure, the analysis showed that the
achievement of these indicators are accommodated properly in the summary of
material and assignments, At the material contained on page 23, there are
descriptive text and explanation of descriptive text, on-duty of which there are 24
category activity on page 3, page 26 category competency test numbers 1 through
3, page 27 category competency test number 12, page 40 category of activity 1,
page 42 category of competency test numbers 8 and 9.
92
In connection with the second indicators, which identifies the
communicative function of descriptive text / procedure, the analysis shows that
the achievement of these indicator are not accommodated in material and
assignments.
In connection with third indicators, identifying steps rhetoric text
descriptive / procedure, the results of this analysis indicate that the achievement of
these indicator are not accommodated properly, not there may be in the task, but
there is in the material, the material relating to this indicator is page 23 and page
40.
Later in the fourth indicators, which mentions linguistic characteristics
of descriptive text / procedure, the analysis shows that the achievement of these
indicatorsare not accommodated properly because there is only in the material but
not present in the task, in tasks related to this indicator is page 41.
c) Analysis of the level of appropriateness of the contents worksheet students
with a curriculum that hasindicators pronounce words, phrases and
sentences properly by reading words phrases and sentences with correct
intonation, reads the text aloud descriptive / procedure properly.
In the third basic competence 11.3 Read aloud meaningful functional
text and vignettes and very simple form of descriptive / procedure by saying,
stress and intonation that acknowledges has two indicators, namely: 1) read word
phrases and sentences with correct intonation; 2) read the text aloud descriptive /
procedure properly.
In connection with the first indicators, which read word phrases and
sentences with correct intonation, analysis shows that these indicatorsare not
accommodated in the task as well as a summary of the material.
Then the second indicators, which reads the text aloud descriptive /
procedure properly, the analysis shows that these indicatorsare not accommodated
properly, not contained in the materials, but only in tasks, tasks relating to
indicators which this is page 24 activity category 3 and page 42 categories of
activity 2.
93
Based on analysis of the contents of students' worksheets conformity
with the curriculum in reading competency standards of basic competence 11.1 to
11.3, the result that not all indicators are accommodated properly, very few
indicators are accommodated, If the results of the analysis is written in the form of
pie charts , will be obtained by the following percentages:
4. Analysis of the level of the content appropriateness of student
worksheets with curriculum on standard of competence “writing”.
a) Analysis of the level of appropriateness of the contents worksheet students
with a curriculum that has indicators write short functional text form
instructions, a list of items, announcements, congratulations, writing
simple sentences.
In writing competency standards, revealing the functional meaning of
the text and write short essays a very simple form of descriptive and procedure for
interaction with the immediate environment has two basic competence, basic
competence 12.1 Expressing meaning in short functional text write very simple by
using a variety of written language accurately, fluently and thankful to interact
with the immediate environment has two indicators, namely: 1) write short
functional text in the form of instructions, a list of items, announcements,
congratulations; 2) write a simple sentence.
In connection with the the first indicators, namely write short functional
text in the form of instructions, a list of items, announcements, congratulations,
11%
89%
Chart 2.7
The content appropriateness with curriculum on
standard of competency reading
accommodated
not accommodated
94
analysis shows that the achievement of these indicatorsare not accommodated
properly, not contained in the materials, but only in tasks, tasks associated with
this indicator is page 11 category of activity 3 and 4.
Then in the second indicators, the write simple sentences, the analysis
shows that the achievement of these indicatorsare accommodated properly in
material and tasks, in the material contained on page 9, there is described how to
create simple sentences using simple present test, in tasks relating to indicators
These include 10 categories of activity pages 2 and 3.
b) Analysis of the level of appropriateness of the contents worksheet
students with a curriculum that has indicators complement the descriptive
text and procedure, compose the text, write the text form of descriptive
and procedure.
In the second basic competence 12.2 Expressing meaning and rhetorical
stages of a very simple vignettes using a variety of written language accurately,
fluently and thankful to interact with the immediate environment in the form of
descriptive text / procedure there are three indicators, namely: 1) complete text
descriptive / procedure; 2) constructing the text; 3) write the form of descriptive
text / procedure.
In connection with the first indicators, which is complementary to the
text descriptive / procedure, the analysis shows that the achievement of these
indicators are not accommodated properly, because only in the task but is not
contained in the materials, tasks relating to indicators which this is page 24
category activity 2, page 43 categories of competency test part II.
Later on the second indicators, which compose the text, the analysis
shows that the achievement of these indicatorsare not accommodated properly,
because only in the task but not contained in the materials, tasks associated with
this indicator is page 36 categories of activity 2, page 41 categories of activity 3.
Later in the third indicators, namely the form of descriptive text /
procedure, the analysis shows that the achievement of these indicatorsare not
accommodated properly because there are on duty, At the material contained on
pages 23 and 40.
95
Based on analysis of the contents of students' worksheets conformity
with the curriculum in writing competency standards of basic competence 12.1 to
12.2, the result that not all indicators are accommodated properly, very few
indicators are accommodated, the indicators contained in the syllabus there are
accommodated in duties, some are only found in matter alone, and there is also
contained in the material and tasks, If the results of the analysis is written in the
form of pie charts, it will be obtained by the following percentages:
20%
80%
Chart 2.8
The content appropriateness with curriculum on
standard of competency writing
accommodated
not accommodated