Post on 25-Feb-2023
SENIOR HIGH SCHOOL TEACHER’S EVALUATION OF THE 2006 CURRICULUM-BASED
ENGLISH TEXTBOOK
A THESIS
Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M.Hum.) Degree
in English Language Studies
WARJIANTO PANCA WASONO 066332044
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY
YOGYAKARTA 2009
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ACKNOWLEDGMENTS
I must express my deepest gratitude to Allah S.W.T, who has guided me and given me
opportunity to finish my study. Without all of His kindness, it would be impossible for me to
finish my thesis and obtain this honorable degree from a prestigious university.
I would like to express my sincere gratitude to my supervisor F.X. Mukarto, Ph.D. for
his guidance, valuable suggestions and steady support throughout the process of doing my
thesis. He always gave his best and patience to me.
I would like to express my appreciation to Dr. J. Bismoko, the inspiring man in the ELS
program. He was very patient and gave us clear understanding in research.
I also would like to say thank Dr. B.B. Dwijatmoko, M.A. for his serious and wonderful
class. Without his magic technology, it is impossible for me to be here.
My gratitude also goes to Dr. Novita Dewi,M.S., M.A (Hons) ,with her fresh smile, who
kept us busy with the weekly report and inspiring class. It really could help me in
empowering and enlightening my ideas.
My best regard is also to the business and dedicated woman, mbak Lely. Your hard
work and dedication for all are unforgettable.
I would like to say thank you very much to Drs. Suharno, my headmaster, and my
colleagues who give me support and opportunity to take this program.
To my beloved wife, Miss Kristyowati (I always ‘miss’ her), my princess Dita and my
knights Yuda and Ryan, I would like to say a bunch of thanks for their extraordinary supports
and would like to say sorry since I was very busy with this thesis. To my mother and father,
also all beloved family who give me supports and prays. This honorable degree is dedicated to
all of you.
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TABLE OF CONTENTS
TITLE PAGE ………………………………………………………………. i
APPROVAL PAGE ………………………………………………………… ii
THESIS DEFENSE APPROVAL PAGE …………………………………... iii
STATEMENT OF ORIGINALITY …………………………………………. iv
PERNYATAAN PERSETUJUAN PUBLIKASI……………………………… v
ACKNOWLEDGMENTS …………………………………………………….. vi
TABLE OF CONTENTS ……………………………………………………….. vii
LIST OF TABLES ……………………………………………………………… x
LIST OF FIGURES……………………………………………………………… xi
LIST OF ABBREVIATIONS AND CODES …………………………………... xii
ABSTRACT ……………………………………………………………………. xvi
ABSTRAK ………………………………………………………………… xvii
CHAPTER I INTRODUCTION
A. Background of the research…………………………………………… 1
B. Problem Identification ………….......................................................... 2
C. Problem Limitation …………………………………………………... 5
D. Problem formulation…..………………………………….. ................. 6
E. Research Goal and Objectives………………………………………... 6
F. Research Benefits …………………………………………………….. 7
CHAPTER II LITERATURE REVIEW
A. THEORETICAL REVIEW ………………………………………….. 9
1. Curriculum 2006 …………………………………………………. 9
2. Genre-Based Approach…………………………………………… 12
3. Textbook Design………………………………………………….. 15
4. Evaluation ………………………………………………………… 17
5. Textbook Evaluation……………………………………………… 20
a. Content ………………………………………………………. 22
b. Language …………………………………………………….. 24
c. Presentation………………………………………………….. 25
d. Other Categories……………………………………………… 26
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B. THEORETICAL FRAMEWORK ………………………………….. 27
CHAPTER III RESEARCH METHODOLOGY
A. Research Method ……………………………………………………. 32
B. Nature and Sources of Data………………………………………….. 33
C. Instruments ………………………………………………………….. 34
D. Data Gathering Techniques and Data Presentation …………………. 37
E. Data Processing ……………………………………………………… 38
F. Trustworthiness ……………………………………………………… 41
CHAPTER IV DATA ACQUISTION, DESCRIPTION AND INTERPRETATION
A. Data Acquisition …………………………………………………….. 42
1. Conducting in-depth Interview …………………………………… 43
2. Data Acquisition ………………………………………………….. 47
B. Description……………………………………………………………. 50
1. Mrs. Sri’s Textbook Evaluation…………………………………… 50
2. Mrs. Yanti’s Textbook Evaluation………………………………… 55
3. Mrs. Ana’s Textbook Evaluation………………………………….. 61
C. Interpretation
1. Content …………………………………………………………… 68
2. Language …………………………………………………………. 74
3. Presentation ………………………………………………………. 76
4. Other Categories …………………………………………………. 82
CHAPTER V CONCLUSION, IMPLICATIONS AND SUGGESTIONS
A. Conclusions …………………………………………………………… 87
B. Implications …………………………………………………………… 91
C. Suggestions …………………………………………………………… 92
BIBLIOGRAPHY………………………………………………………… 94
APPENDICES APPENDIX A: Appendix 38 of Permen 22/ 2006 The Standard Competence and Basic Competence English for SHS…………………………………… 96 APPENDIX B: Teacher’s Interviews’ Questions………………………… 116 APPENDIX C: Students’ Interview Questions…………………………… 119
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APPENDIX D: Transcript of teachers’ interview ………………………… 122 1. [Int_Sri]: transcript of interview 1, name of participant: Sri………… 122 2. [Int_Yan]: transcript of interview 2, name of participant: Yanti…… 128 3. [Int_Ana]: transcript of interview 3, name of participant: Ana…..… 133 APPENDIX E : Transcript of Student’ interview …………………………. 142 1. [Int_SriSt]: transcript of interview 1, name of participant: Adel and Susi, Sri’sStudent………………………………………………….... 142 2. [Int_YanSt]: transcript of interview 2, name of participant: Budi, Yanti’s Student 144 3. [Int_AnaSt]: transcript of interview 3, name of participant: Hatta and Metia , Ana’s Student ………………………………………………………… 149 APPENDIX F: Transcript of Personals Account………………………….. 155 1. Sri’s personal account [pa.1_Sri]……………………………………. 155 2. Yan’s personal account [pa.2_Yan]…………………………………. 159 3. Ana’s personal account [pa.3_Ana]………………………………… 162
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LIST OF TABLES Table 2.1 Blueprint of Pre-Figured Themes.…………………………….. 29
Table 3.1 Research Settings and Participants …………………………… 34
Table 3.2 Sample of Question based on Blue Print of Pre Figured Themes 36
Table 3.3 Steps of Data Processing……………………………………. 40
Table 4.1 Sample of Transcript of Interviews………………………… 47
Table 4.2 Sample of Personal Account 3 ………………………………… 49
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LIST OF ABBREVIATIONS and CODES List of Abbreviations BKOF : Building Knowledge of the Field
BSNP : Badan Standar Nasional Pendidikan (Education National Standard Board)
ICOT : Independent Construction of the Text
JCOT : Joint Construction of the Text
JHS : Junior High School
KD : Kompetensi Dasar (Basic Competence)
KTSP : Kurikulum Tingkat Satuan Pendidikan (School-Based Curriculum)
MGMP : Musyawarah Guru Mata Pelajaran (English Teacher Association)
MOT : Modeling of the Text
Permen : Peraturan Menteri (Minister Act)
SBC : School-Based Curriculum
SHS : Senior High School
SK : Standar Kompetensi (Standard Competence)
SMA : Sekolah Menengah Atas (SHS)
UN : Ujian Nasional (National Examination)
List of Codes Acr : Accuracy
Acs : Accessibility
Act : Activity
Adq : Adequacy Information
Ana : Ana
AnaSt : Ana’s students
Ap : Appropriate
Au : Authentic
Avl : Availability
Bal : Balance
Bli : Bibliography
Che : Cheap
Cla : Clarity
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Clo : Closure
Co : Comprehension
Cog : Cognitive
Com : Communicative aspect
CON : Content
Con : Contents
Cos : Cost
Cov : Coverage
Cr : Creativity
Cul : Culture
Cur : Current Information
Cy : Cycle
Do : Do task
Eas : Easy
Ex : Expensive
Ex : Exposure
Fu : Functional text
Gen : Generic structure
Glo : Glossary
Gra : Graphic Layout
Gu : Guidance
Gui : Guidance
Ill : Illustration
Im : Improve
Improv : Improvement
In : Interpersonal text
Int : Interesting
Int : Interview
Int : Introduction
Judge : Judgment
Kn : Know
LAN : Language
Lev : Level
Lg : Language of students’
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Lin : Linguistics
Ls : Life Skills
Mat : Material
Mc : Multi cultural
Org : Organization
OTH : Other Categories
pa : Personal account
Par : Parts
Pre : Preface
PRE : Presentation
Pro : Produce
PSAV : Personal, Social, Academic and Vocational
Sc : Student Centre
Sf : Self Evaluation
Soc : Social
Sof : Social function
Sq : Sequential
Sri : Sri
SriSt : Sri’s students
St : Student
Std : Standard
Su : Supported Material
Sum : Summary or Resume
Sy : Systematically
T : Textbook
Te : Text
Th : Theme
Tr : Transactional text
Typ : Types of Tasks
Und : Understandable
Up : Up to date
Us : Use
Yan : Yanti
YanSt : Yanti’s students
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Direction of Reading the Codes
[Int_SriSt] _TCONSuMc_Cul
Int : Interview
SriSt : Sri’s Student
TCON : Content Of Textbook
Su : Supported Material
Mc : Multi Cultural
Cul : Cultural awareness
[Int_Yan]_TLANComUs_Std
Int : Interview
Yan : Mrs. Yanti
TLAN : Language of Textbook
Com : Communicative
Us : Use
Std : Standard language
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ABSTRACT
Warjianto Panca Wasono. 2009. Senior High School Teacher’s Evaluation of the 2006 Curriculum-Based English Textbook. Yogyakarta: The Graduate Program, English Language Studies, Sanata Dharma University.
The 2006 Curriculum has been implemented. The changing curriculum has
consequently brought new paradigms in learning and teaching activities. The different teaching methods may affect all aspects of learning language. The genre-based approach is adopted in the curriculum as the basic for English learning. The texts become the main material in learning language. Teachers get difficulty in providing materials with the new curriculum. They rely on the textbooks available in bookstores. Some teachers with their marginal positions have no power to select the best textbook for their students. Meanwhile, some other teachers find difficulties to find textbooks that really implement the 2006 Curriculum suitablely. This study tried to describe teacher’s evaluation of textbooks based on the 2006 Curriculum.
The study was qualitative, which required narrative data from the participants. To gain the data, in-depth interviews were employed as the main instrument. Meanwhile, the interview data were exploring by having interview with students and document check to maintain trustworthiness. The research was conducted in three Senior High Schools in Sleman. Three participants, who have taught for more than ten years, were purposively selected. The data were systematically categorized through coding process and continuously interpreted during the course of the research in order to make significant categories.
In general, some aspects of the textbook have already been suitable with the 2006 Curriculum. The content-wise was suitable with type texts required in the curriculum, the social and communicative functions have been elaborated, and also gave suitable level of difficulty to students. The language of the textbook was on the students’ level, providing standard and non-standard languages. The textbook also implemented two cycles i.e. spoken and written cycles using four Hammond stages; and the tasks were designed with student-centre approach in presentation of materials. The cost and availability were not the problem for students and teachers.
Nevertheless, teachers had to improve the content of the textbooks by adding some materials to give more exposure and guidance in producing texts. The topics of texts have not touched much in students’ sense. The balance in presenting material was not suitable; teachers should modify some materials that were too much and add some limited models of short functional texts. Besides, they should also make a grand mapping of material presented to avoid redundancy. The illustration and graphic layout of the textbooks were not so interesting for students.
In conclusion, the textbook was applicable and suitable with the 2006 Curriculum. Teachers could use it in their class as many aspects have already implemented from the current curriculum. Even though, they should make some improvement in it.
Keywords: 2006 Curriculum, Genre-based approach, Textbook design, Evaluation, Textbook criteria
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ABSTRAK Warjianto Panca Wasono. 2009. Senior High School Teacher’s Evaluation of the 2006 Curriculum-Based English Textbook. Yogyakarta: Program Pasca Sarjana, Kajian Bahasa Inggris, Universitas Sanata Dharma. Kurikulum 2006 sudah diterapkan pada semua tingkat pendidikan. Perubahan ini tentu saja akan membawa paradigma baru dalam pembelajaran dan pengajaran. Perbedaan dalam metode, pendekatan and teknik akan mempengaruhi semua aspek pembelajaran. Pendekatan pembelajaran teks atau genre sekarang menjadi peran utama. Teks menjadi bahan utama dalam pembelajaran. Guru menemui kesulitan sewaktu harus menyediakan materi ajar dengan kurikulum baru. Mereka sangat tergantung dengan buku ajar yang dapat ditemukan di toko toko buku. Beberapa guru , sebagai kelompok marginal,.tidak punya kekuatan memilih buku yang terbaik bagi mereka. Sementara yang lainnya menemui kesulitan dalam menemukan buku ajar yang menerapkan kurikulum 2006 dengan tepat. Penelitian ini bertujuan untuk mengetahui evaluasi guru terhadap buku ajar. Penelitian ini menggunakan metode kwalitatif yang membutuhkan narasi data dari para partisipan. Data didapatkan dari wawancara yang mendalam sebagai alat pencari data utama. Data kemudian di jaga dengan mewawancarai siswa dan pengecekan dokumen dilakukan untuk menjamin kelayakan data yang didapat. Studi ini dilakukan kepada tiga guru SMA di Sleman yang sudah mengajar lebih dari 10 tahun. Data kemudian dikelompokkan dan diberikan kode sesuai kategoriya dalam pengolahan data. Secara umum, para partisipan menilai bahwa buku ini sudah didesain sesuai kurikulum 2006 dengan tepat. Materi buku ini sudah sesuai dengan teks yang dipersyaratkan pada kurikulum 2006 beserta fungsi sosial dan komunikasinya. Juga pada bahasa yang digunakan sudah sesuai dengan tingkat kemampuan anak dan memberikan bentuk bahasa formal dan non-formal. Disamping itu buku ini juga sudah menggunakan dua siklus lisan dan tulisan dengan penyajian 4 langkah pembelajaran Hammond. Terlebih lagi tugas dan latihan sudah dengan cara siswa sebagai subjek. Untuk harga dan ketersediaan sudah tidak menjadi masalah bagi mereka.
Namun, para guru masih harus menambah model text dikarenakan kurangnya pajanan bagi siswa dan mereka masih harus membantu siswa dalam produksi teks. Topik bacaan masih belum menyentuh dunia mereka, guru mengatasinya dengan mencari bahan dari luar buku seperti majalah, koran dan dari internet. Sementara itu dalam penyajian materi, para guru harus menambahkan materi tambahan yang terbatas dan juga memodifikasi materi yang terlalu banyak. Para guru sebaiknya membuat pemetaan materi secara mendasar dari materi yang disajikan, sehingga tidak terjadi tumpang tindih. Illustari dan tata letak buku ajar ini kurang menarik bagi siswa. Kesimpulannya, buku ajar ini memang tepat dan sesuai dengan kurikulum 2006. Guru dapat menggunakannya di dalam kelas karena banyak aspek dari kurikulum yang sudah diterapkan didalammnya. Meskipun, guru harus mengembangkan beberapa hal di dalamnya.
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CHAPTER I
INTRODUCTION
This chapter presents the background information related to the research problem. The
purpose is to provide a framework for the study so that readers know the importance of the issue
under study. The chapter contains six major sections, namely (1) background, (2) problem
identification, (3) problem limitation, (4) problem formulation, (5) research goals and objectives,
and (6) research benefits.
A. Background
Textbooks play important role in English language teaching. Good textbooks will help
learners to acquire the language better. Teachers have to select the best textbook in their
classroom practice. They should choose the textbook or material based on the new method in
latest curriculum. Since National Education Department of Indonesia changed the curriculum,
teachers should implement the new approach, design and procedure of the curriculum in the
classroom practice. The different curriculum may affect all aspects of language teaching and
learning. Material development has been a major concern in the changing curriculum.
Language teaching in Indonesia has received many criticisms. The learners’ low
competency becomes big issues currently. The Indonesia National Education Department has
made an attempt to improve the education by applying the new curriculum, 2006 Curriculum or
School Based Curriculum. It is meant generally to overcome education in facing the challenge for
a global word.
The 2006 Curriculum basically tries to make a school manage their own competency
based on their teachers’ and learners’ competency or local potential sources. Thus, every school
can manage their own curriculums which are based on the Content Standard provided by
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Education National Standardization Board (BSNP) and modifying some competencies. The 2006
Curriculum only stated the content standard and competency to be achieved by learners; whereas
the application and implementation in curriculum and syllabus depend on the school
management.
English teaching in 2006 Curriculum is basically based on genre-based approach. The
approach is little bit different from the previous curriculum. Genres or texts become the main
point in English teaching. Learners should master in some texts with their own function in varied
purposes, provided in Content Standard. Teachers should find suitable materials to adapt and
implemented the new curriculum. Publishers see this as a great opportunity. They attempt to
provide the material according to the teachers’ demand. They publish many textbooks based on
the latest curriculum and method in English teaching. As the new textbooks, some may be
suitable with the demand and others may not.
This study attempted to describe the evaluation of Senior High School teachers on
textbooks based on the 2006 Curriculum. It tried to understand the teachers’ evaluation stories on
textbooks they used. The stories will become resources to reveal the teachers’ evaluation.
B. Problem identification
The changing in curriculum influences many aspects in learning and teaching. The
changing in language view, language learning and teaching requires changing in approach,
technique and design in it. Some teachers have changed themselves to adapt and employ the new
curriculum into their learning and teaching process. The recent technique and procedure in
teaching must also be implemented based on the new curriculum. It is to achieve the goal of
curriculum i.e. learners’ competency. The material must also be suitable with the new curriculum.
The previous textbooks should be left and the new textbooks should be selected.
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It is undeniable that textbooks have important roles in teaching and learning process.
Some teachers use them as their primary teaching resources and the basis for their content of
lesson, balance skills taught and the kind of language practice in which students take part. Other
may use them as supplement the teachers’ instruction. For learners, they provide major contacts
they have with the language apart from the teacher (Richards, 2005). Moreover, Hutchinson and
Torres in Crawford (2002) states that textbooks should give a useful map or plan for the students
and teachers what is intended and expected. It will allow the participants where lesson fits into
the context. They provide some aspects i.e. negotiation, accountability and orientation.
Negotiation means that textbook is providing something to negotiate about, whereas
accountability refers to the textbook should show all activities in the classroom environment, and
orientation relates to the teachers and students understanding about what standard expected, how
much work should be covered, and so on. Besides, Crawford (2002) suggests some requirements
of good textbooks i.e. (a) Language use is functional and must be contextualized, (b) Language
used should be realistic and authentic, (c) The learning material seeks to include an audio visual
component, (d) The learning develops both spoken and written genres (e) Effective teaching
foster learner autonomy (f) Material need to be flexible enough to cater to individual and
contextual differences and (g) Learning needs to language learners both affectively and
cognitively.
Richards (2005) also gives some advantages of the textbook i.e. it can provide systematic
and developed plan with its structure and syllabus of the program. It also can standardize the
instruction, because every teacher will have guidance to handle the activity in class. Moreover,
we can maintain the quality of the program since all learners gain same exposure, language
models and input. The good layout and format of textbook equipped with CDs, cassettes or
videos as the complement resources also attracts students more in learning activities. Most of all,
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it can save the teachers’ time efficiently rather than preparing material themselves. Instead of new
teachers, it can also be as training for them since they don’t have much experience in teaching.
Textbooks also have some weakness (Richards, 2005). Since material tends to teaching
rather than real language use, it becomes inauthentic. Therefore, it fails to represent real issues
and the content may mislead from the objective of learning. Unfortunately, it does not suit with
the students’ needs where they have to face the global world. Some textbooks may become “old-
fashioned” in the current world. In addition, it can also lessen the teachers’ skill because the
textbook becomes their “holy” book and they do not want to improve their knowledge from other
sources. The last is about the cost of textbook that may be another burden for inadequate learners.
It is clear that textbooks are important in the development of national school system and
in improving the contribution of schooling to policy goals (Albatch and Kelly, 1998). Some
countries with good material textbooks may have better result in achieving the learners’
competence.
Therefore, the role teachers in choosing textbook for the learners become so emerged in
the new curriculum. A good textbook should provide with a good comprehensible input for the
learner inside or outside the classroom (Richard and Renandya, 2002). This may be in the form of
printed material or may some other sources.
Teachers usually select a textbook provided by publishers. They rely on the texts as a sum
total of knowledge to be transmitted in the classroom. They depend much on textbook in learning
process. Most of teachers do not develop materials by themselves. If the curriculum changes, they
will wait for the new textbooks from publishers. Unfortunately, most of the books provided have
not changed much in their contents. They just put “based on Curriculum 2006” on their cover
(Sutiyono, 2006). Most the textbooks only change the book-cover but the content and other
aspects are still using the previous curriculum materials. Therefore, some teachers get difficulty
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in finding the good material for their students with the new curriculum and its methods. Their
evaluation of textbooks provided by publisher was so varied. Some may use textbooks and do
nothing without any consideration with the material in it. They just teach what materials in
textbook as it is. They do not realize that some materials and steps may not be suitable with
genre-based approach and moreover, they consider their textbook as the only source in giving
materials to students. The others may make some evaluation before using it and try to adopt
others materials as their sources to cover the material for their learners. They will evaluate the
texts and examine step by step every aspects of the textbook. They may also take others resources
to add the material given if there is a lack in the textbook. Since this study focuses on teachers’
evaluation of textbooks, it will reveal teachers’ evaluation of the textbook.
C. Problem Limitation
Writing textbooks is not an easy task. It begins with the curriculum as a basic in creating
textbooks. The nature of language learning and teaching should be implemented in it. Then the
procedure continues with creating the syllabus and grand mapping of material. It will be
developed into suitable material into classroom practices. In the midst of the problems in
selecting suitable material based on the 2006 Curriculum above, there are many aspects involving
in it. It is impossible to have complete evaluation about it in a limited time. Yet, to reveal the
evaluation on textbook, this study limits its problem on what teacher’s evaluation of the textbook
based on 2006 Curriculum. In order to focus the problem, deep interview will be required to get
the teachers’ evaluation on it. It is expected to help this study constructing participants’
evaluation.
Teachers will evaluate the textbook they used and some aspects in teaching and learning
process. The participants are the teachers with at least ten years experience in State Senior High
Schools of Sleman. The teacher should have already implemented at least two curriculums so
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they can compare the previous book and the new textbook with the current curriculum. With the
limited number of participants, it can be more focused and deeper in having teachers’ evaluation.
D. Problem Formulation
As stated in the problem limitation, teachers must evaluate the textbook in such away that
it is suitable with the 2006 Curriculum. Since some textbook consists of many aspects, they
should evaluate whether the aspects of textbook suitable with the 2006 Curriculum or not.
The purpose of this research was to describe senior high school teacher’s evaluation of the
2006 Curriculum - based English textbooks. Therefore, the research question is formulated as
follow:
What is the senior high school teacher’s evaluation of the 2006 Curriculum-based English
textbook?
E. Research Goal and Objectives
In relation to the research question, the goals of this study are (1) to describe the
participants’ evaluation of the 2006 Curriculum- based English textbooks and (2) to interpret the
participants’ evaluation of the 2006 Curriculum- based English textbooks.
By exploring the teachers’ evaluation of the 2006 Curriculum-based English textbook, the
following are the procedural objectives that would be followed in the research. Related to the
research question, the study is intended (1) to explore the teachers’ evaluation of textbooks used
based on the 2006 Curriculum, (2) to reveal the teachers’ evaluation of textbooks based on the
2006 Curriculum in selecting and adapting materials in teaching and learning, and (3) to reveal
the teachers’ evaluation of textbooks used based on the 2006 Curriculum in developing material
and other sources.
After gaining the teacher’s evaluation, the study finally interprets their evaluation
holistically. It is the meaning of textbooks reality.
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F. Research Benefits
This study would describe the teacher’s evaluation of textbook based 2006 Curriculum.
The description and interpretation of it will contribute scientific as well as practical benefits.
The result of this study can provide scientific benefit to help the world of English teaching
in understanding comprehensively about the teachers’ evaluation of the textbooks used. It will
contribute valuable information to select suitable textbooks for English teaching especially Senior
High School level.
Textbooks tend to be dominant instructional medium in classroom. Therefore the teachers
and students should understand textbooks well. The subject matter may require sufficient
vocabulary, specific style suitable for a particular student and the text written in presentation,
they all hold attention of students. So, textbook evaluation is considered to be the important
activity in education today.
This study also had practical benefit for teachers involved as participants. Their
experiences give them a valuable contribution in selecting the suitable textbook for them. They
will reflect and acknowledge to their English teaching practically. Their understanding about
textbooks will give abundant experiences; therefore it increases their competency in evaluating
textbooks. It will make them more autonomous and independent in their profession. It will make
them become self-fulfillment.
The practical benefit also comes to the other SHS teachers in such a way that they can
select the suitable textbooks for the 2006 Curriculum. They will also obtain the way to overcome
the weakness or lack of material in it. Therefore, they will not just take the textbook without any
consideration toward their teaching learning activities. They will not depend much on the
textbook.
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Finally, the benefit comes to me as a researcher. I am an English teacher and novice
researcher gaining much experience and new things in doing this study. My paradigm about
teacher has been changed since there are many of friends changing their role, attitudes and
judgment in their materials development. Firstly, I got pessimistic with the result of this study,
because my advisor said that there are a few teachers who has competency in evaluating the
textbook. On the contrary, I acknowledged that the participants gave their evaluation
comprehensively and satisfactorily. They can know well the method they should use in the
curriculum and the textbook or material they taught in class. I think it gives me more challenge to
explore their other competencies. My first paradigm that teacher is marginal and narrow-minded
have gone with the wind. Besides, my experience in “scientific” field has increased enormously
because I must read many references about curriculum, textbook and evaluation. It will become
huge valuable information to me. I hope that I can become more autonomous, self-fulfilled and
independent in my field.
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CHAPTER II
LITERATURE REVIEW
This chapter attempts to place this study in the context of SHS teacher’s evaluation of the
2006 Curriculum-based English textbook. It provides basic information about some keywords in
this study from relevant literature. It consists two sections, namely, theoretical review and
theoretical framework.
A. Theoretical Review
This section will elaborate some keywords that are used in this study. It will lead the
subject being studied more closely and accurately. It will give more comprehension to construct
the object studied. There are five notions to be explored, namely, 2006 Curriculum, genre- based
approach, textbook design, evaluation, and textbook criteria.
1. The 2006 Curriculum
Curriculum is basic for managing learning. It covers many aspects and becomes the
guidance to teachers and learners. Richards (2005) states that a curriculum not only covers the
content, but also the goals of the teaching program as well as the activity which will form part of
learning experiences for a given group of students. In short, it was concerned with objectives and
methods as well as content. It also involves evaluation based on the objectives provided.
Murcia and Ohlstain (2000) also state that a curriculum is a document of an official
nature, published by a leading or central educational authority in order to serve as a framework or
a set of guidelines for teaching of a subject area in abroad and varied contexts. This means that
the curriculum becomes the basic for developing learning and teaching process in various levels,
condition, programs and schools. It provides the broad perspectives that can be applied in any
specific context.
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Thus, a curriculum is document stated the framework of teaching learning process- in our
case language program- which is developed by education authority. It consists of approach,
design and procedures. Approach provides the basic theory of language and language learning ;
design gives us the objective, syllabus, learning activities, roles of teacher, learners and material;
while procedures reflects classroom techniques, practices, and behaviour when the method is
used (Richards and Rogers, 2001).
Indonesia National Education Department has issued the current curriculum i.e.
Kurikulum Tingkat Satuan Pendidikan (KTSP) or School Based Curriculum (SBC) or Curriculum
2006 as the curriculum for education. It implies competence based curriculum in teaching and
learning English. Based on Permen No 22 / 2006, the basic standard is developed by Badan
Standar Nasional Pendidikan or National Education Standard Board. It provides some standard
competency of every school levels, the first appendix is for elementary schools, then the second
appendix is for secondary schools and the third appendix is for Sekolah Menengah Atas (SMA) or
Senior High School (SHS) level. The third appendix of point 38 states about the Standar Isi (or
Content Standard) of English learning for Senior High School. It states about the background,
objective, content, and standard and basic competency, or Standar Kompetensi dan Kompentensi
Dasar (SK and KD) of each level in every semester. The complete text can be seen in the
Appendix A.
The background gives the concept of language as a means of communication in spoken
and written activities. Learning English leads to improve the learners’ competency to achieve
certain level of literacy. The level of literacy ranges from performative, functional, informational,
and epistemic. The literacy level of SHS is the informational level. The informational level
means that learners can access knowledge and science through their language ability, because the
SHS learners are prepared to be university students. It is different with Junior High School which
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is on the functional level. The level refers to the competency of using language in daily life in
spoken and written, such as, reading newspaper, manual and guidance.
The objectives of SHS curriculum describes into three points i.e. developing
communication competence in written and spoken into informational level; having awareness
about the nature and importance of English for competing in global world, and improving
learners’ understanding about language and culture.
The content of teaching and learning English covers discourse competence to understand
and produce spoken or written text in the informational literacy level; competency in
understanding and creating functional texts in some genres provided and the supporting
competency such as linguistic competence, socio-cultural competence, strategic competence and
discourse competence.
The last part is the list of standard and basic competency for each semester. It consists of
listening, speaking, reading and writing parts in Standard Competency and is divided into some
basic competencies. It also states the text being given for each semester and some addition for
language program in XI and XII level. Narrative text occurs in all semester, while level X
accompany with recount, procedure (semester 1), descriptive and news item (semester 2) texts.
Level XI requires narrative, report, and analytical exposition texts in semester 1; spoof and
hortatory exposition in semester 2. Although the program of science, social and language already
applies, there is no difference in the material. The language program will be added with public
speaking and simplified literary works. The last level, XII, provides explanation and discussion
texts in semester 1 and review in semester 2 instead of narrative text. The language program will
also be added with public speaking in debate and speech and modern literary works such as songs
and short story.
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This curriculum officially implemented in 2006. Every school has their own right to
manage and organize their curriculum, but the standard and basic competency must be stated and
involved in their curriculum. They can add more competency if they think that their school has
more competency than the stated ones. The potential of every school can be improved and
elaborated in their curriculum. In such a way, every school has their own competitiveness with
the others.
2. Genre-based Approach
The 2006 Curriculum is basically used genre-based approach in English learning. It learns
language through various kind of genres in social context ( Rozimela, 2005). It begins with the
whole text as the unit in focus rather than the sentence. The preoccupation is thus the creation of
meaning at the level of discourse and not the acquisition of syntactical forms: "rather than dealing
with discrete instances of language, there is recognition that meaning accumulates and evolves
over a stretch of text" (Derewianka, 2003). Here, a "text" refers to "a piece of language in use",
which is a "harmonious collection of meanings suitable to its context" and hence has "unity of
purpose" (Butt, Fahey, Feez, Spinks and Yallop, 2001). The focus on whole texts implies
recognition that there is a higher level of order and patterning in language than just the sentence -
grammar at the level of discourse organization and meta-patterning of grammatical features.
Genre-based approaches emphasize that this higher order must be attended to for effective
language use.
Genre approach was influenced by Systemic Functional Linguistics. It concerned with the
ways we use language as a resource for communication rather than with rules ordering
grammatical forms. The relationship between text and context is central to the framework as
interaction can only be understood by seeing them in social setting. Texts are seen as being
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connected to particular context at two levels: register and genre. When someone makes a text, he
chooses the register among three dimensions (Lin, 2006).
Field, as the social activity in which people are involved and what the text is about, will
influence the certain vocabulary they use, the topic and focus of the text. Then, tenor will show
the relationships between the speaker and listener, whether it will be formal or informal text.
Finally, mode will reveal the spoken or written text used by speaker. The three dimension will
influenced not in chronological order, tenor may come first or other vice versa. Register variables
basically explain the intuition that we do not use language in the same ways to write and speak, to
talk to our friend and our boss, to talk about writing and fishing. Genre will appear when they
want to express their language as for social purposes. The language or texts used are influenced
by three dimensions above. They will influence each other.
Genre based approach developed in Australia. It is based on assumptions about some
paradigms in learning language (Feez, 2002). The first assumption is learning language is a social
activity. It means that students learn through language use in the society. Language learning is a
social society and is the outcome of intensive collaboration between teachers, students and others.
They will interpret the language in society and organize it into their knowledge. Then they will
apply how it works in the social activity.
The second one is learning occurs effectively if teachers are explicit about what is
expected of students. It comes from the natural approach that has gained their popularity in
decades in language learning. Students should learn naturally and unconsciously, if they are
exposed to the suitable language input (Krashen and Terrel in Feez, 2002). The interaction
between students is the most important things to build the knowledge and skills being negotiated.
Teachers will not interrupt their process. Monitoring is just limited, intervenes where necessary in
the learning process. It provides students with explicit knowledge about the language text.
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The third assumption is that the process of learning language is a series of scaffold
development steps. This is based on the language theory providing by Vygotsky and Brunner
about the zone proximal development and scaffolding (Feez, 2002). Both are the basic
consideration in this approach. Through social interaction and joint construction, learners will try
to work in their “zone” between level of independence performance and potential performance.
Through this mediation, the use of tools plays the key role at every point, with sign systems being
the primary tools, and language being the key sign system, and hence, key tool for mediation.
Vygotksy ( Lin, 2006) proposes the notion of Zones of Proximal Development (ZPDs), zones
between what he calls 'actual' development (what the learner can do independently) and 'potential'
development (what the learner can do in the future, with the help of others now). Every act of
learning occurs within a ZPD, building on what the learner already knows and can do, and is first
inter-psychological (social) before it is intra-psychological (psychological). Learning begins by
being object-regulated, and then is others-regulated, before it is self-regulated. It is crucial to
understand the pedagogical design in every learning activity as in the stages of object-regulation,
others-regulation, and self-regulation (Lin, 2006). Vygotsky also proposed collaboration between
teachers and students as the way to form the language. Brunner used the term “scaffolding” to
describe the teachers’ role in the collaboration. They will contribute to support the learners’
independent. That is why the approach put joint construction and scaffolding as the main stages
in language learning.
The consequences of those assumptions are that the cycle in teaching and learning
activities consists of stages so that students gradually gain independent control of particular text-
types (Feez, 2002). The stages are (1) Building the context, (2) Modeling and deconstructing the
text, (3) Joint construction of the text, (4) Independent construction of the text, and (5) Linking
related texts.
15
Each stage is designed to achieve different purpose in the cycle of teaching and learning.
Each stage, therefore, has their characteristic activities. The building context will explore features
of the general cultural context in which the text-type is used and the social purposes the text-
types achieves. Besides, it also introduces to the social context of an authentic model of the text-
type being studied (Feez, 2002). The second step is modeling and deconstructing steps. Learners
will investigate the structural and language features of the models, after that compare the models
with other examples of the text-type. The next step is joint construction of the text i.e. learners
begin to contribute the construction of whole examples of text-type and teacher gradually reduces
their contribution, as the students move to being able to control the text-type independently. The
fourth step is independent constructions of the text. Learners already work independently with the
text and it is used as their achievement assessment. The last stage is linking to related text. This
stage exposes learners to investigate how what they have learnt in the learning can be related to
other text in the same or similar context.
The last stage is not familiar with us because the curriculum prefers using Hammond
models. It covers only the four stages (BKOF, MOT, JOT and ICOT) without the last one.
Building Knowledge of Fields (BKOF) is similar with building context in the Feez first stage.
Modeling of the Text (MOT) closes with modeling of text in Feez’ second stage. The third stage
or Join Construction of Text is like what Feez has in the third stage. The last stage is Independent
Construction of the Text. It is similar with the fourth stage from Feez’s stage.
3. Textbook design
Curriculum, syllabus and learning material are inseparable. Since curriculum reflects a
view of language and language learning, it gains attention in the change of new curriculum. The
teachers should select learning material based on approach used. Learning material is a key
component in most language programs. The learning material is the basic input for students in
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classrooms (Richards and Renandya, 2002). Learning material for learners can be found in many
forms i.e. printed or non-printed material, and also some materials that are not design for
instructional use such as magazines, newspaper and TV materials (Richards, 2005). Textbook is
one of the most currently used by teachers.
Producing textbook is not a simple matter. An author must have detailed knowledge of the
process of schooling, of the nature of the curriculum, of the psychology of learning as well as the
subject matter and the sequencing of the books in the field. He must be able to write and express
ideas clearly for students at the suitable grade level. They must have expertise in a number of
aspects relating to education (Albatch and Kelly, 1998). Some aspects must become the
consideration if they want to be a suitable and sophisticated ones.
Developing from curriculum into material presented in learning activity is not a simple
matter. Material draws on the content of syllabus, reducing broader objectives o more
manageable one (Dubin and Olshtain, 1994). Hall in Tomlison and Masuhara (2004) started
developing in designing textbooks or materials by the question “How do we think people learn
language”. This question will lead to step in articulating the main theories of language learning,
profile of target learners, list of objective and aims, list of procedure which could help to match
the theories, the profile, the objectives and the aims in principal ways and develop a flexible
framework using procedures from our list.
Having prepared the framework, the writer will collect the text that suitable with
competency standard and basic standard in curriculum. It can come from literature, songs,
newspapers and magazines, non-fiction books, radio and television programmes. Then, they are
selected based on the cognitive and affective aspects of learners’ level. Texts should engage
closely with audiences. Socio-emotional environment of students become our consideration.
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The next step is re-engagement the text selected. It is important to design activities which
help the target learners to achieve similar engagement. The designing activities in learning
process are the next step. The activities should ask the learners to visualize, draw, think, mime,
share their knowledge and anything that help activate connection their mind which will help them
when they start to experience the text. Writer should design experiential activities that give
proper exposure for audiences.
Then, the text selected and activities provided should be completed the illustration.
Illustration is used to provide visual explanation for something that may be unfamiliar to the
learners. Moreover, it gives aesthetic experience and increases the impression and motivation of
learners. The positive attitude will assist much to gain the language acquisition (Hill in Tomlison
and Masuhara, 2004).
Further, design and lay out of textbook should be aware. Good layout can play significant
role in attracting attention, aesthetic response and providing consistency. The factors that
contribute to good layout include positioning, size, sequence, use of space, balance of visual and
text, and separation. Meanwhile, the design is an overall plan which governs the appearance and
functions of material. It involves general decisions about the use of colour, icons, fonts, boxes,
italics, illustrations, etc to make the material appealing and easy to use.
The main point that material or textbook should match learner needs and wants and
principles of language learning, and that they should developed in ways which provide flexibility
of use as well as coherence of connection. The best way to gain this is to consider both the target
context of use and writer principles and experience, and then develop a framework to guide the
development of units.
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4. Evaluation
The term evaluation may have long history in learning. We often heard the term in many
cases especially in learning. The evaluation test, summative or formative evaluation is some
terms that may be familiar with us. Actually, evaluation is a systematic way to gain information
about activities, characteristics and outcomes of program, product, policies, and organizations to
make judgments, improvement, effectiveness or decision about future (Patton, 2001 and Trochim,
2006). Having done evaluation, we can get useful feedback to improve the effectiveness and the
quality of objects evaluated. The evaluation research must be on the qualified data. The data
should be acquired through systematic and empirical ways. Then, those will be analyzed carefully
and thoughtfully. Evaluation has become one of the research methods in the post modernism.
The effectiveness becomes the main goals in the evaluation research (Patton, 2001). It
means to test the object in the fields we want to evaluate. The weakness and strength of the
objects evaluated will become useful feedback. The useful feedback will affect to the variety of
audiences including students, teachers, headmasters, local and national government, publisher,
society and other relevant constituents. The result will be the basic element in decision making
for improvement and better understanding. It means that after we evaluate much about a
phenomenon, we can get better and clearer way to do our activities. We can do self-evaluation to
become more autonomous in our life.
There are two major kinds of evaluation i.e. summative and formative evaluation.
Summative evaluation refers to determine the program effectiveness. It evaluates the effect and
outcome of the program or object evaluated. The purpose of this type is to judge the overall
effectiveness to inform major decision whether the program should continue. It summarizes by
describing what happens in the program evaluated, assessing whether the object have caused
19
some changes or not, determining the overall impact of the program and may estimating the
relative cost associated with the object ( Trochim, 2006)
Formative evaluation tends to improve the program being done. It will strengthen the
object evaluated. Besides, it examines the delivery of the program, implementation on the fields
and assessment on organization context, personnel, procedure, input and so on. This result will
shape the thing being studied. The findings are context specifics (Patton, 2001).
Concerning the material evaluation, Tomlison and Masuhara (2004) have suggested that
there are three types of material evaluation. They stated pre-use evaluation, whilst-use evaluation
and post-use evaluation. The first one, pre-use evaluation, refers to examine the future potential
or performance of a textbook. It is usually impressionistic, subjective and unreliable, but those
can be reduced by giving criterion-referenced. While the second one, whilst-use evaluation, is
designed to examine material that are currently being used. It can be more objective and reliable
than the first one as it makes use of measurement rather than prediction. However, it is more
limited to observable aspects, i.e. the clarity of instruction, layout, and comprehensibility of text,
flexibility of the text, and achievability of the tasks, appeal of the materials and motivating power
of the materials. Most of them can be predicted during an open-ended question, impressionistic
observation of material in use but greater reliability can be achieved by focusing on one criterion
at a time and by using pre-prepared instrument of measurement. The last type of textbook
evaluation, post-use evaluation, is designed to examine the textbook that has been used. It can
measure the actual effects of the materials on the users. It can measure such short term effects as
motivation, impact, achievability and instant learning and such long term effects as durable
learning and application. The textbook evaluation by SHS teachers is varied. Some may already
use the textbook and will change for the next semester, or the others already use the textbook and
feel satisfied with the one. While the others have already used the textbook in their learning
20
process, they find some weakness and strength of it. It will show their judgment and
improvement when they use the textbook in learning activities. They will take some activities to
make their textbook become more suitable and effective for their learners. They continuously try
to examine or evaluate about it.
Evaluation must be done by some teachers, because it is impossible to understand the
problem only by one participant (Nielsen and Molich, 1990). It should involve some evaluators to
examine the interface and judge its compliances. Therefore, it is possible to improve the
effectiveness of the method significantly by involving multiple evaluators. Nielsen (1994) argues
that it is not true that the same person will be the best evaluator every time. One cannot just
identify the best evaluator and rely only on his/her findings. He recommended three or five
evaluators since one does not provide that much additional information by using large number.
Thus, this study prefers using summative evaluation in the research. We attempt to
understand the judgment and improvement of the product through teachers’ evaluation after they
apply the textbook in their teaching and learning process. They will find some good and bad or
strength and weakness points of textbook and some action they do to improve or apply it in their
learning. Teachers evaluate the textbook based on the aspects in detail so we can get clear and
comprehensive meaning of it. The evaluators will be taken from teachers with at least ten years
experiences in teaching. They will be interviewed. The interview attempts to reveal the teachers’
evaluation of textbooks based on the 2006 Curriculum.
5. Textbook Evaluation
The evaluation of textbooks involves many categories and aspects. Textbooks are
designed based on the curriculum. The curriculum develops into syllabus design, program
implementation and classroom implementation. A systematic evaluation, therefore, will enable
the managerial and teaching staff of a specific institution or organization to determine among all
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of the available textbooks on the market. Moreover, it will provide for a sense of familiarity with
a book's content thus assisting educators in identifying the particular strengths and weaknesses in
textbooks already in use (Gomes, 2000).
Jahangard (2007) states some aspects in evaluating textbooks proposed in ten checklists
by different authors and thirteen features to do the evaluation. There are (1) good vocabulary
explanation and practice, (2) approaches educationally and socially acceptable to target
community, (3) periodic review ad test sections, (4) suitable visual material available, (5)
interesting topics and tasks, (6) clear instructions, (7) clear attractive layout, print easy to read,
(8) content clearly organized and graded, (9) plenty of authentic language, (10) good grammar
presentation and practice, (11) fluency practice in four skill and (12) encourage learners to
develop own learning strategies and independent in their learning.
Ansari and Babaii (2002) also give some criteria in textbook evaluation. They attempt to
have a close scrutiny of a corpus of 10 EFL/ESL textbook reviews plus 10 EFL/ESL textbook
evaluation checklists conveniently sampled. Otherwise, they are not really certain whether these
characteristics are actually operative in all EFL/ESL textbooks. They provide four major
categories in the textbook evaluation i.e. approach, content presentation, physical make-up and
administrative concerns.
Indonesian National Education Standard Board or BSNP (2007) has also released the
criteria of textbook evaluation based on the 2006 Curriculum. This evaluation is more complete
and comprehensive than others. It becomes the tools to select whether the textbook suitable or not
in this curriculum. It covers the suitableness in subject or content, language, presentation and
other categories. The description of four aspects can be seen below.
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a. Content
Hutchinson and Torres in Crawford (2002) stated that textbook should give a useful map
or plan for the students and teachers what is intended and expected from curriculum. Some
component refers to content namely (1) the suitableness of material between the competency and
content standard stated in Permen 22/2006; (2) the accuracy of material; and (3) material
supporting learning activities.
The first sub component of content is the suitableness and coverage of material between
the content with competency and content standard. This sub component refers two aspects i.e. the
coverage of material and the level of difficulty. As stated in Permen 22/ 2006, there are some
interpersonal, transactional and functional texts that should be covered in each grade. The
interpersonal text is the language that usually used in learners’ daily life to maintain the
conversation, such as introducing, greeting and parting, inviting someone, and many things. It is
not an easy task because the structure is dynamic and unpredictable (Depdiknas, 2004).
Meanwhile, transactional text will talk about how to communicate something must be done. It
will be easier if we ask someone to do something; we buy an apple in the supermarket, and so on.
The SHS will tend more in interpersonal than transactional ones. Junior High School (JHS) is on
the contrary of it. While the functional text will cover some short functional texts, such as,
advertisement, brochure, memo and simple monolog functional text or essay, such as, procedure,
descriptive, recount, narrative, report, news item, analytical exposition, hortatory exposition,
spoof, explanation, discussion, review, and public speaking. The textbook must cover the three
type texts needed in each level.
It must have certain level difficulty of material provided. It should help students to reach
the competence required. The textbook must provide much exposure in modeling of the text. The
exposure must be sufficient for students to acquire the text. The students must acknowledge the
23
basic of each text in such a way that they will understand and acquire the text provided. Richards
(2005) stated that we can maintain the quality of the program since all learners gain same
exposure, language model and input. Besides, it must explain explicitly about the social function
and communicative aspects of the text. This means to acquire not just the form of the text but also
the meaning and communication function of the text in daily life. The textbook should provide
good exposure and scaffolding for learners to acquire the target language levels required. It can
fulfill the teachers’ need in teaching and learning activities, whereas the learners can have
comprehensible input in acquiring the language. The last is giving guidance for students to
produce text whether in spoken and written ones. The textbooks must provide many types of task
i.e. from the guidance task into free task. The learner must be given step by step to produce the
text with their own idea based on communication and social functions.
The second sub component is the accuracy of material. It refers to the social function, the
structure of the text and the linguistic feature. The text used must be developed based on the
social function of text concerning to daily activity of learners, each text has their own function in
communication acts; for example the functional text is intended to certain function of the text;
recount for narrating their personal experience; procedure for giving the how to do or to make
something and other function of the text. Besides, the materials must be composed in the logical
and systematic ways. The structure of the texts get enough exposure in the textbook, for instance,
the structure of narrative covers orientation, complication and resolution; the report text covers
the general characteristics of person, things or animal. The linguistic feature of certain text also
provides in the textbook which relates to suitableness and acceptable communication.
The last sub-component of the content category is the supporting learning materials. This
component refers to the current of material, developing life skills and the multi cultural approach.
The authenticity means that the references used must be the latest and have close relationship
24
with the texts required. It will be easy to access by teacher or learners. The material should be
well understood by learners. The second one refers to develop learners’ life skills in their life, for
example, the learners improve their autonomous, tolerance, curiosity to learn something, having
better academic and vocational skills. The material and task given must contribute to the learners’
competence instead of language competence. Then, the aspect of cultural becomes another
consideration. Language and culture has a tight relationship. Both are inseparable, the textbooks
will become better if they are also able to develop the learners understanding about other culture
especially English speaking countries. Crawford (2002) suggested that material need to be
flexible enough to cater to individual and contextual differences.
b. Language
The component of language in the textbook covers two aspects, namely, the suitability
with the intended group and communicative aspects. The first aspect of language suitableness
concerns with the cognitive level of learners. The language use in the textbook should be in the
level of learners’ competence. Language should be understandable and easy to comprehend by
the student; moreover, it is possible to give one or two level above the learners’ level. That can
improve the learners’ ability as stated in the nature of genre approach where we have Zone
Proximal Development (Lin, 2006). We must move from their “actual” development into their
“potential” development. The second one is that language also suits with the learners’ social-
emotion. The text, environment, topic and discourse among youth must be the priority. Besides,
the choice of word or diction should be close enough to the learners’ discourse in such that they
feel well with language in the textbook. They will meet their “world” in the textbook.
The communicative aspects will cover the clarity of language and the correctness of
grammar used. The learners must understand well about the language use in the textbook. The
direction and tasks must be easy to understand in the learners’ level. They can do the activity
25
without any difficulties. It allows providing difficult words to improve students’ competency.
Then, the grammar used must be suitable and acceptable based on English standard language but
it must also provide some language use in communication in daily life that may little bit non
formal languages.
c. Presentation
The presentation or design of the material presented in textbooks must become the next
account. There are three aspects must be considered, namely, the organization of presentation, the
learning activity presentation and the information adequacy. The organization refers to the
coherences and cohesion in text. Every part or unit of the textbook must be logically and
aesthetically consistent and holding together as harmonious whole. Parts or units must be closely
related each others. They should be in good relationship among the ideas and text used. Then, it
considers with the systematic ways of presenting material and the balance material among the
chapter or unit. Each unit must have certain pattern in presenting every unit. It will make the
teachers and learners easy to follow the material provided. The step is started with spoken cycle
then with written cycle. Besides, the step used is in presenting also should be based on the 4
steps i.e Building Knowledge of the Field (BKOF), Modeling of the Text (MOT), Join
Construction of the Text ( JCOT) and Independent Construction of the Text (ICOT). The material
provided for each unit or chapter should be in balance. The exposure given in some unit should
be in proper ways.
More over, the learning activity presentation presented in the textbook must be learner
centered. They must encourage learners’ to have communication acts among learners with
teachers and the environment. It must also improve the learners’ autonomy to acknowledge their
competence in learning and communication. The task done by learners must improve their
26
autonomy and self-evaluation. Thus, they can acknowledge their weakness and strength in
learning English.
The last aspect concerns with information adequacy of textbooks. The design of textbooks
must inform to the learners or teachers suitablely. The introduction part of textbook must cover
the foreword or preface, which guides the users to comprehend the objective of author in writing
textbook and some consideration about that, and table of content, which make the users easy to
comprehend the textbook, find the unit needed and some topics inside. The body of textbook is
the second part. It must involve the guideline or book map, type of task provided, references and
summary evaluation. The guideline is needed to make the learners efficiently use the textbook.
They will acquire the steps provided and the purpose of the task. The task also should be varied
and ordered from the simple to complex one. The reference of the material must be easily
accessed by the learners and teachers. The summary evaluation of each unit can be a means of
recasting or resume for the material studied. It can be easily understood and followed by learners.
d. Other Categories
Other categories are the aspects of textbook that may not be directly connected to the
content and language of textbook but it has the value to the textbook. These categories concern
some practical things with textbooks provided by Garinger ( 2002). The aspects of textbooks in
their graphic layout, price and availability is some of them. The good graphic layout will attract
the reader or user to use the textbook. The illustration, layout, cover design and some book
appearances will give more value to the book. Picture is often more meaningful than hundreds of
words. Colour and illustration are learning aids to emphasis important points and direct attention
in details. Learners will have more motivation to learn through the book if they are encouraged to
open book. While the price of textbook is ridiculous among the users, it is very subjective matter
since the learners may come from different social status. Maxwell (1999) says that textbook
27
should be reasonable priced so that every learner could buy it. The availability becomes other
consideration of textbook. It is useless when the material is not easy to get though it belongs to
the best one. The availability becomes crucial when we talk about remote areas or remote school.
Learners may get difficulty in gaining the textbook around them.
Perhaps, no neat formula or system may ever provide a definite way to judge a textbook.
However, at the very least, probably the application of a set of universal characteristics of
EFL/ESL textbooks may well help make textbook evaluation a coherent, systematic and
thoughtful activity (Ansari and Babaii, 2002). This research uses BSNP textbook criteria as the
theme to evaluate textbooks. The content, language, presentation and other categories will be the
four main categories.
B. Theoretical Framework The changing of curriculum will influence many aspects in learning teaching. The
approach, design and procedure will be modified into the recent curriculum. The old paradigm
may be different with the new one. Teacher must implement this change into their classroom
activities.
The Indonesian Education Minister has launched the 2006 Curriculum as the basic for
every education in Indonesia. Textbooks implemented the content of curriculum into practice.
They are regarded as the single most important instructional material. The old materials that are
not suitable with this curriculum should be eliminated. It is accepted by publisher as the great
advantages in providing materials or textbooks for teachers and learners. They provide many
textbooks based on the recent curriculum labels.
Genre - based approach is the current approach used in the 2006 Curriculum. The
approach basically uses texts as the main point in teaching learning process. Learners must
acquire some kind of texts and their function in communication. The previous curriculum already
28
tends to communicative competency, but this curriculum goes beyond by giving the
communicative suitableness in relation with social function of the text (Kern, 2000). It reflects
language use and revising in communication. Thus, textbook must have criteria based on the
approach used. The content, language, presentation and other categories must be suitable with the
new approach.
Teachers must evaluate the textbook provided by publisher to find the most suitable
textbook based on the 2006 Curriculum. To know the teachers’ evaluation on textbooks, I need to
know their narrative stories concerning the textbook evaluation. This is in line with the current
post modernism view regarding that truth does not belong to the dominance instead people seek
and perceive a phenomenon from various different angles including individual’s point of view.
Therefore, their evaluation of textbooks will probably be perceived differently by different
teachers. In line with this, I need stories from individual teachers through interviews as well as
written documents. The participants have to describe their evaluation of textbooks and I attempt
to interpret their interpretation on the issue.
This study attempted to interpret the SHS teacher’s evaluation of textbook based on 2006
Curriculum. Teacher has their autonomy to choose the best material for their learners. They must
decide which textbooks will become the most suitable aids to acquire the competency required.
The content, language, presentation and other categories of textbook should be evaluated to get
the good result. In their evaluation, they will give their judgment and improvement when they
evaluate the textbook. This study was helping teachers to develop effective materials for
themselves can help them to become more positive, confident and effective teachers.
From this theoretical framework, the pre-figured themes are constructed in order to guide
this study to describe the research context, and limit the data gathering. I also use this to limit the
scope of the study. Using the pre-figured themes, it is hoped that it can also limit the scope of the
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participants’ narratives. Table 2.1 and 2.2 shows the blue print of pre-figured themes in this
study. This functions as the main reference in accomplishing this study.
Table2. 1. Blueprint Pre-figured themes of Textbook
Construct Category 1 Category 2 Indicator 1 Indicator 2 Interpersonal
Transactional Coverage of the material Functional text
Exposure The communicative aspect of the text
The suitableness of Competency Standard and Basic Competency
The level of difficulty
The guide to produce the text Interpersonal
Transactional Social Function
Functional
The theme of interpersonal and transactional text Generic structure of the text The generic structure of functional texts and essay
The accuracy
Linguistic features and lexico- grammatical
The suitableness and acceptable language in communicative The accessibility of sources Current information Up to date material
Life skills Personal, social, academic and vocational
Content
Supported material
Multi cultural approach Understanding and appreciate other culture
The cognitive level The level of students Suitable with intended group The social and emotional
environment The use of familiar language and context
Understandable The ease of comprehension
Language
Communicative The language use Standard or non standard language
Sequential Spoken and Written Cycle BKOF. MOT, JCOT and MOT
Cohesiveness and comprehensible
Relation among unit The organization of presentation
The balance among Chapter/Unit/part
The material develop in balance
Student centered Student can do task themselves Creativity and critical thinking Improve text using their own ideas
Autonomous Produce the text without teacher’s help
The learning activity presentation
Self evaluation Know their weakness and strength Introduction Preface and table of contents
Guideline, map of the book Type of task: guided, Semi guided, and free Contents
Summary and reflection Glossary and Index
Presentation
Information adequacy
Closure Bibliography Graphic layout The illustration, packaging Interesting, good binding Cost Expensive or cheap
Textbook
Other Categories Availability Easy to get
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Table2. 2. Blueprint Pre-figured themes of Evaluation
Construct Categories Indicator Judgment Good, Fair, Poor Evaluation Improvement The solution or adding material
The teacher will evaluate textbook by giving some judgment about the content, language,
presentation and other categories of it. If they find some aspects that are not suitable with it, they
will improve the material to get better result. As autonomous teacher, they will always make
attempts by some innovation and creativity in their learning to their best knowledge.
Teachers (in groups, at their schools, in Seminar Workshops, etc) are urged to exercise
their right to create multidisciplinary evaluation checklists as preparatory decision-making for
taking on another cognitive challenge, namely that of applying key-concepts across ESL/EFL and
other curricular subjects/disciplines (Gomes, 2000). They will evaluate based on their
competence and it may have distinctive paradigms in evaluating textbooks.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter provides some methodology and procedure implied in this study. It is very
important to have a systematically answer to the research question we have. This consists of five
main sections, namely (1) research method, (2) nature and sources of data, (3) instruments, (4)
data gathering techniques and data presentation, (5) data processing, and (6) trustworthiness.
A. Research Method.
This study was a phenomenological research. It sought to reveal how human
consciousness is implicated in the production of social action, social situation and social words;
meanwhile it will illuminate the human meaning of social life. The focus was on exploring how
human beings make sense of experience into consciousness, both individually and as shared
meaning (Patton, 2002). It identified the “essence” of human experience concerning a
phenomenon, as described by participants in a study. Understanding the lived experience marked
phenomenology as a philosophy as well as a method, and the procedure involve studying a small
number of subjects through extensive and prolonged engagement to develop patterns and
relationships among meaning (Cresswell, 2003). In this study, I attempted to explore the studied
phenomenon, namely the SHS teacher’s evaluation of the 2006 Curriculum-based English
textbook, through whatever information that I got from interviews and document checks. This
information was used to understand the teachers’ evaluation toward textbook based on
curriculum 2006 by knowing how they judge and improve about it. In this case, to answer the
research questions, I find out the teachers’ evaluation based on what they understand, judge and
improve toward the textbook based on 2006 Curriculum. Using several sources of data, I could
32
triangulate the data, so that depth data would be obtained and trustworthiness of the result of the
study could be increased.
This study took qualitative research. It was qualitative because I made knowledge claims
based primarily on constructivist perspectives, i.e. the multiple meanings of individual
experiences (Cresswell, 2003). I interviewed with people about their experiences and perceptions.
I tried to capture and communicate the participants’ stories about textbook evaluation. Evaluation
study had all elements of a good story. It told what happened when, to whom and with what
consequences. The purpose of this study was to gather information and generate findings that are
useful (Patton, 2003). Understanding the evaluation and participants’ stories was useful to the
other as the novel information to decide about the program. It must be valuable and credible
information for intended users. The qualitative findings in evaluation could illuminate the people
behind the number and put faces on the statistics to deepen understanding.
B. Nature and Data Sources
Phenomenology often works with interview to get the narrative story from participants;
therefore the nature of data was narrative as obtained from in-depth interviews. It investigates
social products as humanly meaningful acts. That refers to essence of people, objects and
situations (Miles and Huberman, 1994). Participants have “raw” experience, which is then
converted into words. It tells the participants’ stories.
The sources of data were (1) three teachers as the participants of the research, (2) the
students of three participants’, and (3) the textbook as document checks. The teachers were
selected purposively from some senior high school teachers in Sleman regency after I had
preliminary interviews. They were Mrs. Sri, Mrs. Yanti and Mrs. Ana. This is in line that
evaluation must be done by some teachers, because it is impossible to understand the problem
only by one participant (Nielsen and Molich, 1990). I selected them because the participants had
33
rich experiences in teaching and evaluating textbooks. Fortunately, two of them, Mrs. Sri and
Mrs. Yanti often attended book review in Sleman regency and Yogyakarta province level. Both
usually invited when Pusat Perbukuan (Pusbuk) or Book Center Board had textbooks review in
Yogyakarta or Sleman. They also had more than ten years experiences in teaching, so they could
compare the previous curriculum with the 2006 Curriculum. I had known them since I was a new
teacher in 1992. I knew their competence well. They were rich sources participants. We also
involved in English SHS teachers association in Sleman regency or Musyawarah Guru Mata
Pelajaran (MGMP). Moreover, Mrs. Ana had got scholarship to take short course in China about
language education some years ago. Their schools became the “school model” for Sleman
regency. They also used the same textbook as their main sources in teaching materials with some
additional material in their class. In short it can be seen in the table below
Table 3.1 Research Settings and Participants
Settings and Participants
Institution Age Length of Teaching Experiences (years)
Mrs. Sri SHS/state 52 26
Mrs. Yanti SHS/state 43 23
Mrs. Ana SHS/state 45 22
I also took some of their students as the participants to have triangulation. I maintained
what they said in their narrative. All narratives are recorded. Beside I also check the textbooks as
the document check. The textbook used is “Look Ahead”. It is published by Erlangga, Jakarta
and the authors are Eudia Grace and Th.M. Sudarwati. Fortunately, all participants use this
textbook as the primary textbook. In brief, the interviews of teachers and their students, recorded
or audio taped and document check are sources of data which enable me to triangulate between
34
different aspects of the same things. As stated by Patton (2002), one of the basic types of
triangulation is the data triangulation. In this case, I use a variety of data sources in order to get
more comprehensible and reliable data.
C. Instruments
The instrument used in this study was interview and document. Interview is an open-
ended and structured question and probes yield in-depth responses about people’s experiences,
perceptions, opinions, feelings and knowledge. It consists of verbatim quotations with sufficient
context to be interpretable (Patton, 2003). The interview technique was chosen because as cited
by Patton (2002), as a method of inquiry, interviewing is most consistent with people’s ability to
make meaning through language. Using interviews, we can also find out how the participants
have organized the world and the meanings they attach to what goes on in the world. Using
interviews, we can find out what is in and on someone else’s mind, to record their stories. In
brief, interviews allow us to enter into the other person’s perspective. I interviewed teachers and
students about their evaluation and experience in using textbook. The interview was structured
and conducted based on the pre-figured themes as stated in table 2.1. It intended to elicit view
and opinions about textbook they used. Table 3.2 is some sample of interview questions based on
the blue print of pre-figured themes.
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Table 3.2.Sample of Question based on Blue Print of Pre-Figured Themes.
Category 1 Category 2 Indicator 1 Indicator 2 Questions Interpersonal Transactional
Coverage of the material
Functional text
Apakah buku ini memuat teks interpersonal, transaksional dan funngsional?
Exposure Apakah siswa mendapatkan exposure yang cukup dari buku ini?
The communicative aspect of the text
Apakah buku ini memuat aspek atau fungsi dari jenis teks – teks tersebut?
The suitableness between Competency Standard and Basic Competency
The level of difficulty
The guide to produce the text
Apakah siswa mendapatkan panduan yang cukup untuk memproduksi suatu jenis teks?
Interpersonal
Transactional
Social Function
Functional
Apakah buku ini memberikan fungsi social dari teks-teks yang ada?
The theme of interpersonal and transactional text
Apakah tema teks interpersonal dan transaksional diungkap secara ekplisit dan jelas dalam buku?
Generic structure of the text
The generic structure of and lexicon-grammatical functional texts
Apakah Unsur dan struktur makna ketiga jenis teks tersebut tercakup dengan baik?
The accuracy
Linguistic features
The suitableness and acceptable language in communicative
Apakah pengembangan bahasa yang berterima dan akurat yang digunakan dalam teks yang diberikan sesuai?
The accessibility of sources
Apakah ada relevansi atau hubung antara materi yang ada dengan sumber rujukan yang digunakan?
Current information
Up to date material Apakah materi yang ada cukup up todate atau tidak ketinggalan jaman?
Life skills Personal, social, academic and vocational
Apakah materi yang ada mengembangkan kecakapana hidup atau life skills dari siswa?
Content Content
Supported material
Multi cultural approach
Understanding and appreciate other culture
Apakah materi dalam buku mengembangkan wawasan kebudayaan?
Then I also used the textbook as document because the interview was conducted without
looking at the textbook. When the participants said something that they were not convinced
36
enough, I checked the document or textbook they use. For instances, they said that there was no
book guidance for learners, I would check the textbook whether the textbook had it or not.
Document checking is important to support their evaluation about textbook to have more precise
and accurate information.
D. Data gathering techniques and data presentation
The data of qualitative evaluation typically comes from fieldwork (Patton, 2003). The
interviews were the main data resources used to describe and interpret the teachers’ evaluation. I
made firsthand observation as my first inventory or “raw” impression or data to my colleagues in
Sleman regency. Then I talked to them about their experience and perception about textbook as
the preliminary interviews. More formal individual interview was conducted to some rich sources
participants who has been selected purposively. I constructed a set of interview questions used for
it. The in-depth interviews were conducted to all participants and were audio-taped. During the
interviews, I also took notes. This is in line with what Cresswell (2003) recommends that during
the interview; the researcher took notes in the event that recording equipment failed. To conduct
the interviews, I used an interview guide (a general outline of the topics to be discussed) based on
the pre-figured themes concerning the teacher’s evaluation of the textbook. The interview were
recorded and transcribed into written data. Relevant records and document were examined.
Extensive field notes were collected through these interview and document reviews. The raw data
in this field notes were collected into readable narrative description with major themes,
categories, and illustrative case examples extracted through content analysis. Some data were
clarified into document checked. Briefly, the steps of data gathering can be shown in the figure
3.1.below.
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Figure 3.1 Steps of Data Gathering
The data of the research were presented in transcripts of interviews. It would reveal some
selecting narrative’s participants in evaluating textbook. Samples of the data presentation tables
can be seen in Chapter IV, Section 1, under the sub heading ‘Data Acquisition’. Meanwhile, the
complete data presentation can be seen in the suitable appendices.
E. Data Processing
Data processing or data management is important for qualitative research. The data
obtained are usually in words or field notes because the interview is used as the instrument in
Making firsthand observation as “raw” impression about textbook
Selecting purposively rich sources participants
Conducting in-depth interview in recorded and audio taped with notes
Constructing a set of interview questions
Collecting written data based on theme, categories and illustrative examples
Transcribing interview into written data
Making preliminary interview
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gathering data. It consists of amount of raw data from participants. Data should easily be
accessed and carried out in such that the other people can understand and get the point easily.
The first process is refining. The words in raw data are refined into a text that it is clear to
the reader or analyst. The texts may be reduced or simplified considerably from raw data. The
result of this process will be transcript of participants’ interview with “fine” form. The data
transcription is put in the matrices based on the interview questions.
The next step is coding. Coding is the part of the analysis concerned with identifying,
naming, categorizing, and describing phenomena found in the text with reference to the research
questions. This is done in order to find out the core content of the interviews or observations in
order to determine what is significant. Besides, it defines clear categories and organizing the data
based on the previous pre-figured themes. The coding is like the labeling of every utterance; and
indicators would present some clue to a certain condition. The result will be complete table of
every interview with label in coding. The coding begins with interview (Int) and the pseudo name
of participants (Sri, Ana and Yan), then with T as for textbooks and for main categories i.e.
Content (CON), Language (LAN), Presentation (PRE) and Other Categories (OTH). The next is
component and sub-component of those, for instance, Su for Supported Material, Mc for
Multicultural and Cul for Cultural Awareness. The coding will be [Int_Sri]_TCONSuMC_Cul.
These are also applied to other categories. The result will be the transcript completed with code
of the participants’ evaluation. In this way, I can easily look in the category evaluation of
textbook.
Then, the data and coding were presenting in the table. It is done to make the data easier
to analyze. The teachers’ evaluation presented in the table with some column, namely,
description, interview, coding and indicator. The description filled with any circumstances when
the interview goes. Interview was presenting the “fine” form of data.
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Next, I was verbally describing the teacher’s evaluation based on the data presentations.
This would describe the personal evaluation of teacher of textbooks based on the 2006
Curriculum. Because the description was based on the data presentation, it was hoped that it
would be free from the researcher’s interference. This step is to make narrative story of every
participant in evaluation individually. The individual evaluation can be shown in this step.
Afterward, I interpret their evaluation based on the pre - figured theme. To make the
interpretation, I work back and forth between the narrative data and their perspective and
understandings to make sense of the evidence. The narrative evaluation will be linked with some
literature reviews I had in previous chapter.
The conclusion becomes the last step in data processing. These reflect the participants’
interpretation in textbook evaluation. The data are still in “thick” description of interpretation; it
should be simplified and reduced. The whole evaluation of SHS teachers are presented in this
step. As what phenomenologist said, the whole may become a part and the part may become the
whole conclusion. The result will be developed to some suggestion and clarification among the
stakeholders and me. Shortly the step of data processing can be shown in table 3.3 below.
Table 3.3 Steps of Data Processing
Step Process Purpose Result One Refining data To present the “fine” form of data Recorded verbatim data
Two Coding. To find out the core content of the interviews or observations in order to determine what is significant
The transcript completed with code of the participants’ evaluation
Three Presenting in the table
To make the data easier to analyze Complete table of every interview with label in coding
Four Describing the teacher’s evaluation verbally
To make narrative story of every participant in evaluation individually.
Finding of individual evaluation
Five Interpreting participants evaluation
To make sense of the evidence The narrative evaluation linked with some literature review
Six Conclusion To simplify the theme of teacher evaluation The teacher evaluation
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G. TRUSTWORTHINESS
Objectivity and subjectivity becomes two poles of paradigms in study. The qualitative
research has moved toward trustworthiness and authenticity to avoid both poles. It should stand
in neutrality (Patton, 2002). This study must also be conducted in such a way that everyone
involved in it can be trust and neutral. Meanwhile, triangulation is normally thought of as
increasing the validity of qualitative research by getting and comparing ‘multiple perceptions’ of
the same phenomenon. This can be done by establishing relationship between several types of
data got from various resources.
I triangulate the data by capturing and reporting multiple perspectives rather than seek a
single truth by interviewing the students’ of participants. Besides, I also check the textbook as the
document. Thus, I can reduce the bias of the participant’s story about textbook evaluation.
Learners is the subject in students- centre approach, they tell what happen to them in learning
using textbook. When the teacher evaluation is bias, I check the textbook in detail about the
theme they told. These are presented in the discussion of the data.
I also ask the participant to recheck the transcript of interview I had. It is to make sure that
the transcripts present their evaluation without any interference from others. This activity makes
data research more credible and acceptable.
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CHAPTER IV
DATA ACQUISITION, DESCRIPTION AND INTERPRETATION
This chapter will elaborate the data by presenting, describing and interpreting them.
Because this study is qualitative, most of the data are in the forms of words, sentences or
statements. All narrative data are presented in the forms of tables and matrices in order to
facilitate the researcher in making interpretation. In general, this chapter consists of three major
sections, namely (1) data acquisition, (2) description, and (3) interpretation.
A. Data Acquisition
Doing research was really a new experience for me, a novice researcher. In the early
stages, I felt optimist and everything looked promising. Thick books as references and thick data
as sources were already in hand, and then the “master degree” must be in hand shortly. However,
it was just still in “seem” stage not in “so” stage as we have in “so, seem and said” triangle, the
reality or fact has not come yet. It needed hard work. I got many burden in this research. When I
faced “bunch of thick description” data, I was still going “somewhere” and just look at it without
any activities. I must interpret it precisely in such a way that reality will be clear and
understandable.
Phenomenology is exploring how human being makes sense of experience and
transforming experience into consciousness both individually and a shared meaning (Patton,
2002). This requires a method that is able to capture and describe the meaning of phenomenon as
experience or narrative stories from participants. I conducted in- depth interview to gather data
with teachers and students to gain their deep understanding of evaluation. This was done into
42
both teachers and students to obtain the trustworthiness. Moreover, I also checked the textbook as
the document to clarify some bias information among the interviews.
1. Conducting in-depth interview
Interview as the instrument must be prepared well to gain deep understanding of
participants. The inventory questions, as I described in chapter III, were prepared for the
participants. The process of conducting in-depth interview was not an easy one. Selecting rich
sources participants, preparing inventory questions and having interview were complex activities.
Textbooks have become big issues when there is a change of curriculum. It was a big
chance for publisher to take advantages and profit of it. When I attended some meeting in SHS
teacher association recently, many publishers attended to offer their new textbooks. They hoped
that our association would “recommend” their textbook as the main material in Sleman regency.
They offered some financial reward to our association and committee, but it was not an easy one.
Then, I talked to the committee to tell all teachers about this matter. The result was surprising me.
They talked about textbooks they used and some situation in their school. Some said that their
headmaster had already bought a package the textbooks in early period and teacher must use
them whether the material was suitable with recent curriculum or not. This occurred because the
headmaster already engaged “an appointment” with the publisher. They were marginalised. They
had no power to refuse or reject them. Some others said that they used textbooks with “the 2006
Curriculum” labels, in fact that, the content of textbook was still the old ones. The publisher just
changed the cover but not the content of it; they felt that the publisher cheated them. The others
have already found the textbooks that have already implemented the recent curriculum even in
minimal levels. The method and material were already in line with the 2006 Curriculum. After
getting involved in the discussion, I selected three teachers who I considered as rich sources and
had better competence than others. They were Mrs. Sri, Mrs. Yanti, and Mrs. Ana. They were
43
experienced teacher and had implemented some different curriculum in their learning process.
They have taught more than 20 years. I had preliminary interview with them about my research in
textbooks evaluation. They agreed to be my participants. I made an appointment with them to
conduct in-depth interview.
The interview was conducted around March 2009. It was a busy month for teachers of XII
grade because they had to prepare their students for National Examination or Ujian Nasional
(UN). The interviews were delivered in Indonesian language. One of the reasons is that all
participants speak Indonesian. Using Indonesian, they could narrate everything they had in their
minds more fluently and accurately. This happened because they did not have problems with the
Indonesian language. It was hoped that I could obtain rich data from the participants. This would
probably not happen when the interviews were delivered in English. This is because English is a
foreign language. Although the participants are probably good speakers of English, they have
limited vocabulary in speaking English. As a result, they would probably not be able to express
their ideas as completely and accurately as in Indonesian.
Because the study was qualitative, each inventory questions were not strictly used in the
interviews. Sometimes, I should add or omit certain questions. Even, I should re-order the
questions based on the flow of the participants’ responses toward the questions. This was done in
order that I could gain rich data needed in the study. Because of this reason, the real questions
given to a participant were not totally the same as those given to other participants.
Firstly, I called Mrs. Sri. She was a senior teacher in one of reputable SHSs in Sleman.
She was an English instructor around 1990s. She has been the head of English teacher association
in Sleman regency from 1998 to 2004. I joined as a secretary in her periods. She was also joined
textbook evaluation held by Pusat Perbukuan (Pusbuk) in Yogyakarta province many times. She
looked fresh in her 52 age. She agreed to have the interview on March 4, 2009. Morning was her
44
spare time, because she would teach around 11 o’clock. She chose her waiting room in school as
the place of interview at 9 a.m. I came to her school and she was ready to have an interview. I
prepared my MP3 record equipment and inventory questions. The interview went around one
hour. After that, I asked her to call her student to be interviewed. Adel with her bandage on her
arm and Susi with white veil came to the room. They were Mrs.Sri’s students in X level. They
were curious looking at me. I told about my purpose to invite them. They agreed and started our
interview. We talked for a while about their class now. Fortunately, they had a task from their
teacher who could not attend the class. They answered the questions enthusiastically. I
interviewed them around half an hour.
The next participant was Mrs. Yanti. I knew her well since I was fresh SHS teacher.
Firstly, we joined teacher training in Communicative Learning in 1992. Her school was appointed
as the mini piloting for Competency Based 2004 Curriculum. She was the head of English
teacher association in Sleman regency from 2004 until now. I assisted her as secretary. She also
joined textbooks review as Mrs. Sri done. Moreover, she sometimes appointed to design test item
for the national examination. She also joined many teacher trainings held by Education National
Board. She agreed to have interview on March 11, 2009. Actually, she was busy with preparation
for students training, but she spent her time to manage the interview. She invited me at 10.
Unfortunately, when I came at 10, she had a duty to supervise her XII grade students for National
Examination training. Having waited for a while, I asked her to call her student first to have an
interview. He was Budi. He was from X level. He came in a big curiousity, because I had not
contacted him before. Perhaps, he thought that I was a stranger and made something bad to him.
Then, I explained my intention to interview him concerning with textbooks used in English
learning. I also said to him that I have permitted to Mrs. Yanti and got her recommendation. He
could understand and his face became fresh again. He was ready to answer my questions. I took
45
my MP3 recorder and began the interview. He answered the question clearly. The interview took
a half an hour. Afterward, Mrs. Yanti came to the room. Then, she asked about my interview with
her student. I said that everything was running well. I began my interview with the question I had
prepared. She explained much about her textbooks. It was an enthusiastic interview. It took an
hour to have the interview.
The last participant was Mrs. Ana. She was an active teacher. She had teaching
experience almost same with Mrs. Yanti. She taught English since 1987. She was also one of the
MGMP committee some years ago. She was busy with her school activity so she has not been
active in MGMP recently. I called her after I had my second interview. It was not easy to go with
her time. Both Mrs. Ana and I had to prepare for pre-last examination. Then she agreed to have
interview on March 18, 2009 in the morning. I came to her school early morning at 7.30 am. I
came to guest room and the security guard called her. She was happy to meet me; we have not
met for ages. She said that she would be happy to help me in finishing my study. I prepared my
equipment for recording. We finished the interview about an hour. Then, I requested her to have
one or two students to be my participants. She called two students Fatia and Hatta. They came
with their white grey uniform. Fatia wore a white veil. I told them about my intention and they
understood about it. We had an intimate interview. Fatia was a funny girl. I spent 45 minutes to
have an interview with them.
Having conducted the three interviews, I collected the record of data and transcribed them
into written data. The data I got was in Indonesian language, so I had to translate them into
English. Then, the data was presented in the table and matrices. It would make them easier to be
described and interpreted.
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2. Data acquisition
The audio of interview are transcribed into words. The data were still in Indonesian
language, so I must translate them into English. The narrative stories in questions and answers
form were put in the table and matrices. The transcription was coded based on the blue print of
pre-figured theme. I selecting the utterances and matched them with the theme. It was not easy to
select the words and matched them since their answers were varied. The questions were same but
I should re-order the questions based on the flow of participants’ responses toward questions. It
was done in order that I could gain rich data needed in the study. Then, transcription was put in
the table of in – depth interview.
I started presenting the result of in-depth interview by giving the description of opening
interview situation. The date and identity of interviewee were presented. Their names were
pseudonym; it was to protect them from feeling embarrassed or harmful. The pre-situation were
presented in the beginning description. The transcription was presented in the table with four
columns. The first one was description, interview, codes and indicator. The sample of table of in-
depth interview presented below
Table 4.1 Sample of Transcript of Interview 3[Int_Ana]
Mrs. Ana [Int_Ana] Wednesday, March 18, 2009. Teacher’ guest room. 08.00 – 09.00 a.m I phoned her on Saturday if I could have an interview with her about textbook. She was busy enough preparing her students for Last Examination but she agreed to have interview next Wednesday. I came to the teachers’ guest room. Her friend called her, she has waited for me. She has taught since 1987. She taught in one of SMA Andalan in Sleman regency. She has been sent China for six months course. She is also active in English teachers association. We have worked together to make an English textbook for Sleman Education Department.
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Description Question and Answer Codes Indicator Q 1 : Buku apa yang dipakai
sebagai text book? A 1 : Look Ahead Q2 : Apakah memuat jenis teks interpersonal , transactional and functional? A 2 : Ada Q3 : Untuk teks functional pendek? A 3 : Tidak ada di buku tetapi saya biasanya pakai dari Jakarta Post untuk teks seperti itu., selain itu juga dari internet, suart kabar local seperti Kedaulatan Rakyat yang banyak kita jumpai tentang lowongan kerja, anak tak suruh cari kemudian mereka tak suruh membuat pertanyaan dari teks itu., bagaimana untuk membuat surat lamarannya dan CV nya secara lengkap.
TCONApCov_Te TCONApCov_Te Improve
The transcription of interview was collected and each was categorized based on
the theme and became their personal account. These personal accounts were the abstractions of
stories of the participants, which could be identified from the tables of the in - depth interviews.
They became the main sources of the personal accounts. Document checks were also taken into
consideration in making the accounts. The main purpose of making these accounts was to know
deeply the personal evaluation of each participant about the textbook using 2006 Curriculum.
Therefore, the account of one participant would be different from the accounts of the other
participants. Because these accounts would be the main source in interpreting the teachers’
personal evaluation of textbook based on the 2006 Curriculum, the presentation of the accounts
should be carefully considered. In this case, I presented the accounts in four column tables. The
48
first column is used for presenting the categories in the form of codes. For instance, I used
TCONApCov_Te for Textbook content suitableness of coverage text in the code column. This was
based on the blue print in the chapter III. The second column was the indicator referred with the
theme in the first column and the account of personal evaluation that refers to indicators was put
in the third column. The fourth column would be the description of the account. Here is the
example of personal account in table 4.2.
Table 4.2 Sample of Personal Account 3 [pa.3-ana]
Categories (codes)
Indicators referred
Accounts Description
TCONApCov_Te
Coverage of text types
Apakah memuat jenis text interpersonal, transaksional, dan fungsional? A2: Ada. Untuk teks functional pendek? A 3 : Tidak ada di buku tetapi saya biasanya pakai dari Jakarta Post untuk teks seperti itu., selain itu juga dari internet, suart kabar local seperti Kedaulatan Rakyat yang banyak kita jumpai tentang lowongan kerja, anak tak suruh cari kemudian mereka tak suruh membuat pertanyaan dari teks itu., bagaimana untuk membuat surat lamarannya dan CV nya secara lengkap.
Textbook covered the text required The textbook did not provide much in short functional text, she made improvement by adding materials
TCONApLev_Ex
Exposure Cukup tapi minimal , untuk pengembangan lebih lanjut saya ambil seperti surat kabar itu, kadang saya juga suruh siswa mencari sendiri di luar, saya nggak mau anak terfokus pada guru untuk materi.
Students got minimal exposure to understand the text comprehensively She improved by giving more exercise outside textbook
These tables were presented to make me, a novice researcher, get clear and simple
evaluation of each participant.
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B. Description
This part will describe the data of teacher’s evaluation of textbook based on 2006
Curriculum. The individual evaluation presented the result of in-depth interview. It might be
supported with some quotations taken from the participants and their students’ interview.
Description arranged through the pre figured theme as our map in teacher evaluation. There were
four main sections namely, content, language, presentation and other categories. The content
would concern with three aspects, namely, (1) the suitableness of material between the
competency and content standard stated in Permen 22/2006; (2) the accuracy of material; and
(3) material supporting learning activities. Meanwhile language would refer to three aspects,
namely, (1) the suitableness with the intended group, (2) communicative aspects and (3) the
organization of language. The presentation would also cover three aspects must be considered,
namely, (1) the clarity of presentation, (2) the learning activity presentation and (3)the
information adequacy. The other categories would present about the price, availability and
binding of the textbook. Here is the SHS teacher evaluation of textbooks based on 2006
Curriculum.
1. Mrs. Sri’s Textbook Evaluation
Mrs. Sri taught in grade X and XII in her school. She used “Look Ahead” as her main
material but she also took some materials addition to cover the material. She made some
improvement by using authentic materials, such as, newspapers and noodle packages.
She said that the content of textbook was suitable with the material required in 2006
Curriculum. It provided with interpersonal, transactional and short and essay functional texts.
However, she thought that it was not enough so she made some improvement by adding
materials.
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“but we usually give some additional material to vary the model of the text, especially functional texts. It will be good for learners’ enrichment.”( [Int_Sri]_TCONApCov_Te Improv).
She also said that the textbook did not provide material for language program, there was no
public speaking and literary ([Int_Sri]_TCONApCov_Te). Otherwise, she said that there was an
interview activity in grade X that it might be closer to public speaking
([Int_Sri]_TCONApCov_Te Judge). Concerning with the exposure to the text, she stated that
there were enough exposure to learners though it was too monotonous. Then she made an
improvement by giving some additional texts as examples. It would increase the learners
challenge and motivation in learning English. She showed her self-fulfilment by stating that we
must not depend much on the textbook only.
Do you think that the textbook give enough exposure for learners? A 4 : Yes, I think it is enough but it is monotonous, we need to give some variation more than the examples in it. It will make students get more motivated and challenging if we bring something new for them. We do not depend much on the textbook only.([Int_Sri] TCONApLev_Ex_Improv)
She also talked that the textbook also giving some material concerning with the social
function and the context of producing text even in systematical ways. ([Int_Sri]_
TCONApLev_Com). Meanwhile, she said that textbook has not developed much on guiding
learners to produce text. She must guide them to produce the text required ([Int_Sri] _
TCONAcLin_Com). Then, she stated that the linguistic features and lexico grammatical of
functional essay text were also provided in the textbook. ([Int_Sri] _TCONAcLin_Com). The
material in the textbook did not do much to develop learners’ life skills. There were only some
skills developed, for example, when there was a task to interview someone in news item text. It
would improve their skill in speaking and listening, they might become a good reporter later
([Int_Sri] _TCONSuLs_PSAV). Moreover, the textbook also provided some cultural awareness
51
sections in some parts and her students agreed with that ([Int_SriSt] _TCONSuMc_Cu) . It was to
develop the learners’ awareness and appreciation of other cultures.
“I can find many parts in Cultural Awareness sections. This section provides some information about foreign cultures. ([Int_Sri] _TCONSuMc_Cu)”
Generally, she said that the content of the textbook was in line with 2006 Curriculum
though she must develop the material by adding some materials. They were already suitable with
standard and basic competency, accuracy and supported material as required in curriculum, in
spite of low exposure and limited models.
About language in the textbook, she said that it was easy to understand by learners. They
did not get any difficulties in understanding the instruction and material provided in the textbook
though there were some difficult words above the students’ level. They were meant to increase
students’ competence.
“It is easy for learners to understand. Language is not in high level or sophisticated ones. They only find some difficult words ([Int_Sri] _ TLANComUnd_Co).
Her students also supported that they can understand the text and instruction easily ([Int_SriSt] _
TLANComUnd_Co).
On the other hand, the materials presented was not so in line with learners’ world. There
were some materials about NIDJI and Peter Pan, the youth brand band, but most of them were out
of learners’ world ([Int_Sri] _TLANApSoc_Lg). Furthermore, some materials were out of date
especially in narrative and news item text. Her students also supported it.
Most of narrative texts are legend or fables, it is not suitable for us …it’s out of date ([Int_SriSt] _TLANApSoc_Lg)
Thus, she added some newspapers out of the textbook to support news item texts. For narrative
text, she provided some materials with creating materials with some learners’ personal
experiences ([Int_Sri]_Improv). She also added that the language used was most in standard
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form. It might be good in some texts but it would be awkward if they presented the authentic
language in transactional text.
Talking about presentation of material, she said that it was already in line with the
curriculum 2006. Each chapter were designed in spoken and written cycle and were sequenced in
four Hammond models i.e. BKOF, MOT, JCOT and ICOT, however she did not always follow
the steps when the text was already familiar to her students or the model was too much in BKOF
stages ([Int_Sri]_TPREOrgSq_Cy Improv). Besides that, she also stated that the balance among
the chapter was not so good, the news item and short functional text were less than other text
types ([Int_Sri]_TPREClaBal_Mat).
” I think all are in balance among the unit, but the news item is less than others. Besides, short functional texts are so few there is a little example of it, however, the interpersonal and essay text is enough.” ([Int_Sri]_TPREClaBal_Mat)
Concerning with the task, it had already designed with student-centre approach. Learners
could do the task by themselves without the teacher’s aid ([Int_Sri]_TPREActSc_Do).
Nevertheless, teacher also helped them in certain tasks that needed guidance when they should
produce texts. The task has not increased the students’ creativity much and all task only referred
to the textbook only. They did not relate with outside textbook. Thus, it would not increase the
students’ autonomy. She added that the textbook is only the raw material for them or just giving
clue to develop more out of it, for example, she improved it by giving task to interview someone
in the school and reported the result to the class ([Int_Sri]_TPREActAu_Pro).
“They need my additional help from me. The textbook is only for “raw material” or clue for them…I must ask them to do it. If I do not ask them they won’t do the task, such as, when I asked them to make an interview with someone in the school and reported the result to me”.
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Her students also supported it by stating that they could do the task when Mrs.Sri was not able to
come and give them to do the task in the textbook ([Int_SriSt]_TPREActSc_Do). Meanwhile they
still need teacher’s guidance in producing text.
Mainly, Mrs. Sri stated that the language in the textbook was suitable with intended
students, it was easy to understand and task were student-centre designed. They could do tasks,
although their teacher should help them in producing text. Besides that, some materials were out
of date in narrative and news item text. She added some materials to overcome the problem.
About presentation of textbook body, she claimed that she said that there were foreword,
table of content and bibliography([Int_Sri]_TPREAdqInt_Pre), but there were no textbook
guidance, index and glossary. They could help them much to learn the textbook and found the
chapter needed.
Is there any guided or mapping about how to use the textbook? No, there is not, but I find in another textbook ([Int_Sri]_TPREAdqCon_Gui).
The textbook price was considered expensive because most of her students were from
remote areas ([Int_SriSt]_TOTHCosEx_Che) . They did not have much money to spend for
textbook. Nevertheless, when I checked to her students, they said that it was relatively same with
other textbooks.
I think if we compare with other text book, it is not so expensive ([Int_SriSt]_TOTHCosEx_Che).
The accessibility of textbook was not a problem because publisher came to school and
supplied the textbook as they asked. Teacher sold the textbook to students.
But in our school, the publisher came to us and brought the textbook [Int_Sri]_TOTHAvlEas)
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The binding and layout of textbook was good enough for students. They said that it was
interesting enough and retained for long time ([Int_SriSt]_TOTHGralI_Int). The cover and
illustration was designed well enough.
In short, she said that this textbook was already designed well and suitable with 2006
Curriculum. The content, language, and presentation ware designed based on the method,
approach and procedure of 2006 Curriculum. Despite of its suitableness, there are some weakness
such as old materials, limited exposure and less of guidance in producing text. Then she made
some improvement by adding some material out of textbook, guiding students to produce text,
and developing task to improve students’ competence in speaking.
2. Mrs. Yanti’s Textbook Evaluation
Mrs. Yanti taught in one of best schools in Sleman. This could be seen that her school
often won the English competition whether English debate or speech contest. Her school was also
pointed as “Andalan” from Sleman regency. The result of final examination was always on the
top best five in Sleman. She was an active teacher. She looked fresh and energized.
She also used “Look Ahead” textbook as her main sources in her teaching and added
some other sources from library in her school ([Int_Yan]_Improve). Students could find it, too.
Concerning with the content of textbook, she said that the textbook already provided some text
required in the 2006 Curriculum.
“We can find all kind of text there” ([Int_Yan]_ TCONApCov_Te).
However, she commented that some texts were not in balance with the other texts since some
texts were repeated many times in some grades, for example narrative texts. It was too much. On
the other hand, some short functional texts were little bit ignored in the textbook. She had an
55
opinion that it happened because of curriculum itself. Teachers should make material mapping to
avoid those problems.([Int_Yan]_Judge).
I got an input that there is not many short functional text in it, it is right? A 28 : Actually, it is much in X grade. There is an invitation, brochure, condolences text and so on. There is much in the XI and XII grade because it is not challenging anymore Because our standard competence and basic competence almost the same in all grades, so some materials are repeated many times and appear in some levels. The grand mapping of material may be different among writers, it is better if we made it. Thus, there will be no repetition anymore in some levels. ([Int_Yan]_ TCONApCov_Te_ Judge).
The social and language function of text were also provided in it ([Int_Yan]_
TCONApLev_Com). There were explicitly stated in every chapter discussing the text. His
students supported her evaluation ([Int_YanSt]_ TCONApLev_Com).
For functional essay, it is explained explicitly, such as, recount to tell the event in the past, report to describe the common things.
In spite of the fact, she said that there was no materials for language program such as public
speaking or literary content ([Int_Yan]_ TCONApCov_Te). She did not know whether publisher
made a different textbook for language program.
The exposure in textbook was sufficient enough for students even though she usually also
added some material to enrich their exposure ([Int_Yan]_Imrove_TCONApLev_Ex). She usually
used Jakarta Post newspaper as the additional material.
Moreover, she added that textbooks also gave good guidance in constructing texts. There
were some incomplete paragraph and students were asked to finish the paragraph. For example
there was a narrative text that only consists of the orientation and complication part, and then the
students must write down the resolution or ending of it. ([Int_Yan]_TCONApLev_Gu)
..for example, there is an incomplete narrative text and the book asked the learner to make the ending of the text based on their idea.
His student also added that he must develop a draft into a paragraph.
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There is a task that consists of steps to develop from a draft into the complete text ([Int_YanSt]_TCONApLev_Gu).
The textbook provided the material for acquiring generic structure of the text and also reading
comprehension to get the detail information of the text ([Int_Yan]_TCONAcGen_Fu).
If the reason for acquiring the structure of the text, it will be provided there. Besides, if it is for text comprehension, they will ask students to answer the question based on the content of text.
She also said that there was a cultural awareness part in some chapters in it. It would improve
students’ understanding about the other cultures especially English spoken countries
([Int_Yan]_TCONSuMc_Cul).
About the topics of material, she said that some topics were already out of date. They
were out of students’ environment. The topics should adjust to recent issues and connected with
the students’ social and environment. Some review texts were also out of date, because the text
talked about the art works that always developed rapidly. So, material that were written may
already be left-behind ([Int_Yan]_TCONSuCur_Up). She usually added some materials that
might be more up to date. Her student also stated that there were some materials were not suitable
with them.
The material are not so suitable with us, I can say that they are little bit boring. I often read them in JHS level. Most of them are old legends, fables or fairy tales. All are almost same, just the plot or theme is varied, but the topic is same…. ([Int_YanSt]_TCONSuCur_Up).
About the skill improvement, she said that exercises already improved the students’ life
skill such as to have an interview with other persons. They could practice to interview their
teachers or some students ([Int_Yan]_TCONSuLs_PSAV). Besides, his student claimed that he
could apply some materials in to his daily activity ([Int_YanSt]_TCONSuLs_PSAV).
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As a result, she said that the content of textbook was designed and arranged accordance
with 2006 Curriculum. The textbook provided the interpersonal, transactional and functional texts
with good exposure for students, although she must add some materials for enrichment.
Moreover, there was some guidance in producing the text. The function and social construction
of text were also explicitly stated.
Language used in the textbook was well - designed. It used some standard and non-
standard language. When it talked about some interpersonal text, it used non-standard language
that was familiar with students. For example, in the short story, it provided with spoken language
or direct speech form. On the other hand, for some discussion or description texts, it used formal
or standard ones.
The language used in textbook is complete. There is a standard or formal language but it also uses language that is familiar with learners, such as we have short story about their world using “daily” youth language. ([Int_Yan]_TLANComUs_Std).
It was also suitable with students’ level. Both Mrs. Yanti and his student claimed that they did not
get any difficulties in understanding the language used in it, even though he found some difficult
words but they were only about 10 % ([Int_Yan]_ [Int_YanSt]_TLANApCog_St). The difficult
words were positive things since they became a challenge for students. It would improve
students’ vocabulary and language competence [Int_Yan]_TLANApCog_St_Judge).
Yes, it suits with their age, may be some difficult words but it is only about 10 to 15 percent ([Int_Yan]_ TLANApCog_St). Is language used in the textbook too “high”? A 8 : Not really… we have studied some in Junior High School (JHS) level. But some may be little bit higher than our material in JHS ([Int_YanSt]_ TLANApCog_St).
Generally, she found that the language in the textbook already provided suitable material
with students’ level. It supplied standard and non-standard language based on the context given.
It was also challenging for students in some parts that they could improve their competence.
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Concerning the presentation, she began to evaluate with the cycle used in the textbook. It
contained of two cycles, i.e. spoken and written. It was also completed with resume in each unit.
It implemented the Hammond models, with BKOF, MOT, JCOT and ICOT stages
([Int_Yan]_TPREOrgSq_Cy).
It begins with spoken cycle, listening followed by speaking, reading and writing. At the last part there is a resume about the text discussed.
The task was already designed with student- centre approach. Students could do the task without
teachers’ help though they still needed dictionaries to find difficult vocabularies
([Int_Yan]_TPREActSc_Do). It also improved students’ creativity because in some tasks they
must create the ending of narrative texts provided. The additional paragraphs would be based on
the students’ own idea and competence ([Int_Yan]_TPREActCr_Im).
For example, they must make an ending of incomplete paragraph based on the situation given. Results are different among learners.
Her student added that they must create a text based on some examples provided. They create a
text although it was not the perfect ones ([Int_YanSt]_TPREActSc_Do). Furthermore, they could
measure their own competence in producing texts.
Have you ever tried to produce the text with your own idea? A 21: Yes, I have but it is not so much, only two pages handwriting and it is not full. It was not the good one; I still made many mistakes in the sentences. We can know our weakness, for example, when we create sentences.
Unfortunately, some tasks were not stated explicitly whether it was independence or structured
task as stated in the BSNP textbook guidance. The term appeared recently after we had Standar
Proses (Process Standard) in 2006, whereas the textbook was published in 2005. It was teacher
responsibility to decide which parts belong to both types.
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This book does not state explicitly, but teacher can decide which part should be structured task and independent one, for example, there is a task of making a text in a certain form, it means an independent task ([Int_Yan]_TPREAdqCon_Typ) About the information adequacy, she stated that textbook provided the table of content
and the foreword of writer in the front part, her student supported that, too. It helped much the
reader to find the unit they needed. The guidance was not provided in the textbook but teacher
was given through CD from publisher ([Int_Yan]_TPREAdqCon_Gui). It was also completed
with listening script.
I was given a CD for guidance and also listening script in it. The CD is only for teacher, the learners do not have it.
Nevertheless, her student said that he could find the guidance in the front part of it.
Does the textbook provide guidance how to use the textbook properly? A 25 : Yes, I can find in the front page of the textbook ([Int_YanSt]_TPREAdqCon_Gui).
Mrs.Yanti also said that there was bibliography or references part in it but there were not index
and glossary parts ([Int_Yan]_TPREAdqClo_Glo).
Therefore, she said that presentation of textbook has applied two cycles i.e. spoken and
written also used four Hammond stages. Besides, it contained of some tasks that were designed in
student’s centre way. It could improve their creativity in designing text provided. There were
foreword, table of content and bibliography but there were no index and glossary.
Concerning with the cost and availability, her students said that it was not so expensive if
it compared with other textbook, especially the science ones ([Int_YanSt]_TOTHCosEx_Che).
Moreover, there was no difficulty in availability because distributor came to school and deliver
the order directly.
My teacher gave the textbook directly; I didn’t buy in the book store… ([Int_YanSt]_ TOTHAvl_Eas)
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The binding and layout of the textbook was interesting enough. Some papers were not in colour
but some important parts were designed differently with others. It would make easier to be
studied by students ([Int_Yan]_TOTHGraIll_Int) . Her student also said the same thing about it
([Int_YanSt]_TOTHGraIll_Int).
It is interesting enough even it is not full colour. Some papers are in full colour and some important matters are in bold font, it will be easier to catch the idea.
Thus, she claimed that the textbook was suitable with curriculum 2006. It already applied
some nature of genre - based approach. It provided some texts as the basic materials. The content,
language, presentation and other categories were already designed with students’ level. It
provided the texts required with their social and communicative function.
([Int_Yan]_Judge).
It is suitable and in line with the 2006 Curriculum, eventhough there is no structured or independent task.
In spite of this, teacher should add some materials and made some designs mapping the text
provided. They also tried to have materials that were suitable with students’ environment.
3. Mrs. Ana’s Textbook Evaluation
Mrs. Ana is an English teacher in one of reputable SHSs in Sleman regency. She has
taught more than 22 years. She looked enthusiastic and fresh when I met her to have an interview.
She has been waiting for me in her waiting room. In spite of her business in preparing her
students for National Examination, she spent her time to have her evaluation of textbooks she
used. She taught in XII grade. She also used “Look Ahead” as the main textbook and provided
some materials as the addition.
She began her evaluation about textbooks’ content in the coverage of text. She agreed that
we could find transactional, interpersonal and functional texts in it ([Int_Ana]_TCONApCov_Te).
Her students supported her evaluation that they could find any texts required by 2006 Curriculum
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([Int_AnaSt]_TCONApCov_Te). However, she did not mention about short functional texts. She
usually added material about it using Jakarta Post, local newspapers, and internet to have short
functional texts ([Int_Ana]_TCONApCov_Te_Improve).
Besides, she also said that there were no materials for language program in it. However,
public speaking, as the material for language program, developed in extra school activities
([Int_Ana]_TCONApCov_Te_Improve).
I develop their speaking skill through extra activities after school.
Concerning with exposure, she said that students only got minimal exposure in it. So, she added
some materials by asking her students to enrich with materials out of the textbook
([Int_Ana]_TCONApLev_Ex).
I don’t want the learners to focus on the textbook and teacher only. We give them the example and they look for others examples outside.
Besides, her students stated that narrative exposure was monotonous and out of date. They felt
bored with them ([Int_AnaSt]_TCONApLev_Ex). There was not much variation.
It is too monotonous, no variation at all. It is just this and that without any variation
Mrs Ana also claimed that the social function of text was explained in it. Her students
agreed with her statement, they felt good enough that they found the generic structure and social
function of each unit ([Int_AnaSt]_TCONApLev_Com).
It is good enough as in the last part of each chapter it stated about the resume about the aspect of forming and functions of the text discussed.
Nevertheless, she must explain more about this. Since she taught in XII grade, they sometimes
asked the differences among some texts that almost have same patterns or structure
([Int_Ana]_TCONApLev_Com_Improve). The textbook only provided a little explanation about
the differences ([Int_Ana]_TCONApLev_Com_Judge).
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Does the textbook explicitly discuss about the social function of the text? A 6 : Yes, but I must explain more because learners usually ask about it especially my class XII grade. They already got all type of texts, they want to know more about the differences between argumentative text, analytical and hortatory. So, I should explain the differences clearly.
About the guidance to produce text, she stated that students must rearrange the jumbled
paragraph or must finish the text with their own idea as the activities provided. The tasks gave
them setting and theme about text and students must improve them into complete texts
([Int_Ana]_TCONApLev_Gu).
“..we made a text through guidance. We finished incomplete text” ([Int_AnaSt]_TCONApLev_Gu).
The textbook provided with some recent materials in discussion texts, such as nuclear power,
cloning, and solar energy. Those were still hot issues in our country. ([Int_Ana]_
TCONSuCur_Up).
Those materials are still big issues in our country for ages.
On the contrary, her students thought there were some monotonous texts for narrative text. The
topic was not proper with students’ environment. It was too old for their ages. They only find
fables and legend, there was only little short stories about their world
([Int_AnaSt]_TCONAcSof_Fu)
. Most of them are uninteresting. It just provides the narrative text and asks about when, where, who…
Then, she also commented that there was not much material to develop the students’ creativity.
There was only in minimal level such as to communicate with the others in simple ways for some
interpersonal texts ([Int_Ana]_TCONSuLs_PSAV). They could express their sympathy or
satisfaction, make invitation and many other things. Meanwhile, her students also stated that only
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interpersonal texts could be applied in daily life, but this was not for essay text
([Int_AnaSt]_TCONSuLs_PSAV) .
For some expression, but not for the essay text since our environment still using Indonesian language…ha ha.
Concerning cultural understanding, she said that the textbook presented some cultural awareness
for example table manner, some gestures that might be different among cultures and many other
things ([Int_Ana]_TCONSuMc_Cul). It also said by her students about it.
What about cultural understanding? A 15 : Yes, we find some, for instance, the table manner, nodding head means disagree.
Therefore, it can be said that Mrs. Ana evaluated that the content of “Look Ahead” applied the
2006 Curriculum well. She could find many kinds of texts required in curriculum and the
exposure was good enough although in minimal ways.
Then she went to evaluate the language aspect. She said that language used was suitable
with the students’ level. They could understand and follow the instruction in tasks
([Int_Ana]_TLANApCog_St).
They can follow the instruction and understand the text.
I think learner get no difficulties in comprehending the material, they can easily understand the text.
Her students also stated that they could understand the text and instruction well. But, when they
discussed about the topic or theme of material, they said that there was only little parts of those
which accordance with their environment ([Int_AnaSt]_ TLANApSoc_Lg).
Not too much, just some as we have talked about Valentine.
Mrs. Ana agreed with her students that there were only some texts suitable with students’ socio
culture especially the narrative texts ([Int_AnaSt]_ TLANApSoc_Lg).
It is not so much. I just find in the review text where it discussed about Gigi Band and some youth films. Review text usually talks about arts in our time.
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It is an old story, it is really out of date
Thus, she claimed that the language used was relatively easy to understand because students
could understand and did the instruction well. On the other hand, there were some topics or
materials not suitable with learners’ socio culture or environment.
Then, she began to evaluate the presentation of the textbook. She said that it was designed
with two cycles i.e. spoken followed by written. It also applied Hammond four stages models i.e.
BKOF, MOT, JCOT and ICOT ([Int_Ana]_ TPREOrgSq_Cy).
It is usually begin with spoken cycle then with written cycle, it is presented using 4 stages BKOF,MOT, JCOT and ICOT
However, she said that some models were too many for students. Moreover, it was too
monotonous and was not challenging for students. She usually decide to have some texts as
homework. After they acquired the text pattern, they could create their own texts ([Int_Ana]_
TPRE_ Judge).
Perhaps 2 or 3 texts are enough for exposure. If they only focus on the textbook, and the text is monotonous, they will have no challenge and not improve their creativity. I also offer them which part should be homework and then they try to find the other and create their own text even the short one. It does not matter, as long as they know the pattern and develop their own competence.
She added that tasks were designed with student-centre. They could do it without teacher’s help.
If they followed steps orderly, they could do the task. However, she usually guided them in some
cases ([Int_Ana]_TPREActSc_Do). Her students also claimed it.
If they follow from the beginning into the end step orderly, I think they can do it. But it will be better if we guide them.
They can do the instruction easily, therefore it will be more optimal if I guide them. If I can’t teach them I ask them to do the task and they can do it. I usually check their answer after that, then ask them whether they have difficulties or not. If there is a difficulties, I will explain it.
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Nevertheless, she said that the task did not improve the students’ creativity much. They just
finished the incomplete texts. Their creativity has not been explored much in it. Most of the tasks
were guidance tasks, there were no independent tasks. Consequently, it did not improve their
autonomy in learning ([Int_Ana]_ TPREActCr_Im). Moreover, her students said that there was
no material related with outside textbook. It only focused on textbook ([Int_AnaSt]_
TPREActCr_Im).
The book never asked us to have material outside of the book. Concerning with presentation of textbook body, she claimed that it provided foreword, table of
content, and bibliography. It did not give guidance of using the book, index and glossary
([Int_Ana]_ TPREAdqInt_Pre_Gui_Glo_Bli). However, this textbook already got the license
from National Education Department.
Briefly, she said that presentation of textbook applied spoken and written cycles with four
Hammond stages. The tasks were designed with student-centre although they did not improve
much in students’ creativity and autonomy. The adequacy information provides foreword, table
of contents and references, without guidance, glossary and index.
Relating with availability and cost of textbook, she said that there was not much difficulty
for her students to get textbook because publisher came to the school and offered them. She knew
that they also could get it in the bookstore around the city ([Int_Ana]_ TOTHAvl_Eas). Besides,
the price was not so expensive if we considered the quality of good papers ([Int_Ana]_
TOTHCosEx_Che).
They came as I order. If students want to buy they must go to the bookshop in Gramedia or near UII.
It is not so expensive. The quality of paper is good
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On the contrary, her students felt that the price of textbook was expensive ([Int_AnaSt]_
TOTHCosEx_Che). It should be lowered. However, for the layout and visual, they assumed good.
They preferred to have more colourful papers([Int_AnaSt]_ TOTHGraIll_Int).
Visually is ok, but it should be more colourful. It is only black and white. It should be colourful.
Mrs. Ana also supported that the illustration was not so challenging for her students. It should be
more. She only gave “C plus” for it ([Int_Ana]_ TOTHGraIll_Int_Judge).
I give C plus for it. The illustration is not so challenging for English textbook. I think students do not prefer to it.
Thus, it could be said that she felt that the book was not so interesting for students. It should be
more challenging. There was no problem in availability and cost of it, however her students
opposed that the price should be lower.
In short, she said the textbook only gave minimal competence for students based on 2006
Curriculum. If we wanted to have more competence, we should add more out of it ([Int_Ana]_
Judge) .
Yes, but only for minimal competence. If we want to have more, we should add material out of it.
There were some aspects that have already been designed based-on the 2006 Curriculum.
The content was based on the material required in the curriculum; the function of texts was
explicitly explained; language used was suitable with the students’ level; it presented the material
in two cycles i.e. spoken followed by written; it also applied Hammond four stages models i.e.
BKOF, MOT, JCOT and ICOT. The availability and cost of textbook were not problem for
students.
Nevertheless, she said that there were not much exposure in the modelling stages; some
topics were not relevant, not challenging and monotonous especially in narrative texts; the
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material did not improve students’ creativities much; and the illustration was not challenging for
students.
The participants’ evaluation of textbook was based on their experience, practice in class,
judgment and improvement when they applied the textbook in their learning activities. The
differences condition, paradigm and experience influence their ways and opinion about the
textbooks.
C. Interpretation
The narrative stories of teacher’ evaluation of textbooks based on the 2006 Curriculum
would be interpreted in this section. The narrative stories, as the main data, would answer the
research question. Thus, we could understand their evaluation of the textbook.
The interpretation would be divided into four main sections as we have in blue print of
pre-figured theme, namely, content, language, presentation and other criteria. Content section
would present three sub- divisions i.e. the suitableness of competency standard and basic
competence, the accuracy and supported material. Language section had two sub-divisions,
namely, the suitable with intended students and communicative aspects. Presentation would have
the organization of presentation, learning activity, and information adequacy. The last section
concerned with the cost, availability and graphic layout of textbooks.
1. Content
Content is the most important part of textbooks. It must reflect the curriculum. The
textbook was designed after the writer studied nature of learning and teaching language in the
curriculum. They will design the textbook based on it. BSNP (2007) required that textbook
should provide some texts, namely, interpersonal, transactional and functional. All texts are
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stated as competency standards and basic standards for SHS level, besides there are public
speaking and literary content for language program.
All participants evaluated that the textbook already provided all texts i.e. interpersonal,
transactional and functional ([pa_Sr]i_ TCONApCov_Te); ([pa_Yant]i_ TCONApCov_Te) and
([pa_Ana]_ TCONApCov_Te). Students should acquire the text stated in the curriculum. Those
texts reflected the social activity when they used language in their environment (Feez, 2002).
Unfortunately, there were limited for short functional text as stated by Mrs. Sri and Mrs Ana
[(pa_Sri_ Ana_TCONApCov_Te)].
Short functional texts are so few, there is a little example of it.
There is no kind of texts, but I usually use additional material with Jakarta Post for the texts. I also take some materials from internet, local newspaper Kedaulatan Rakyat where we can find many job vacancies. I ask the learners to find the job vacancy and they create questions based on the text, Later, they will make the application letter and CV completely.
Mrs. Yanti stated that the short functional texts were not focused in XI and XII level. The
materials ware too easy for them [(pa_Yan_ TCONApCov_Te_Judge)].
Actually, it is much in X grade. There is an invitation, brochure, condolences text and so on. There is not much in the XI and XII grade because it is not challenging anymore.
When I checked the textbook, there were only condolences announcement, withdrawal slip, map,
advertisement, an invitation and congratulation letters. There were no short functional text in
level XI and XII. The curriculum stated that there were some short functional text material in X
grade i.e. announcement, invitation and advertisement; meanwhile in XI grade i.e. banner, poster,
and pamphlet. Mrs. Sri also taught in X and XII level but Mrs. Ana did not, she only focused in
XII level. If there were only 5 short functional text, it was understandable that they felt insuitable
with it. The coverage of material was the most important aspect in designing textbook. Textbook
was the basic input for students in the classrooms (Richards and Renandya, 2005). Learning
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material was a key component in most language programs. It reflected the curriculum as the basic
design in developing textbook.
Nevertheless, they also stated that there were no materials projected to language program
i.e. public speaking and simplified literary. Mrs. Ana improved by giving speaking as the extra
curricular for her students ([Int_Ana]_TCONApCov_Te_Improve).
I develop their speaking skill through extra activities after school.
It could be said that the textbook has already developed the text suitablely although there was no
specific content for language program and limited for short functional text. Teachers must
develop by themselves.
The text should apply certain level difficulty based on the competence required by
curriculum. It must give suitable exposure, explain communicative of text and guide the students
to produce text (BSNP, 2007). The three participants stated that the exposure was just minimal
for their students. They usually added some material outside of textbooks to give more to their
students. They took some materials from local newspapers, magazines, internet
([Int_Ana]_TCONApCov_Te_Improve), the drug package, instant noodle package
[Int_Sri]_TCONApCov_Te_Improve) and some other reference textbooks
[Int_Yan]_TCONApCov_Te_Improve). It means that they had to add some materials for students’
exposure. The textbook has not supplied suitable exposure for students. Richards (2005) stated
that we could maintain the quality of the program since all learners gain same exposure, language
models and input. Texts as a basic material should be well exposed in the learning activities. It
would give students with some models that were needed to gain “object - regulated” (Lin, 2006).
Textbooks provided major contacts for learners in the target language. Exposure of texts would
allow the learners fit to the context ( Crawford, 2002).
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We need to give some variation more than the examples in it. It will make students get more motivated and challenging if we bring something new for them. We do not depend much on the textbook only ([Int_Sri]_TCONApLev_Ex).
Besides, they also stated that it explained explicitly the social and communicative aspect
of text provided. It could help them to acquire the text more comprehensive.
Even, it is already in the systematic way with the examples provided. For example the structure narrative text consists of orientation, then complication, those are already in the good schemes so it will be easier to learn. ([Int_Sri]_TCONApLev_Com) Yes, there are social and language function of the text. ([Int_Yan]_TCONApLev_Com) Does the textbook explicitly discuss about the social function of the text? A 6 : Yes([Int_Ana]_TCONApLev_Com). They could find the social function and communicative function of text. It was important
to get clear and comprehensive understanding of the text. Genre based approach required to
acquire not just the form of the text but also the meaning and communication function of the text
in daily life (Richard, 2005).
Concerning the guidance, they said that some tasks consist of guidance for students to
create the texts. It provided incomplete paragraph and students must develop and finish the text
based on their opinion or creativity ([Int_Sri]_TCONApLev_Gu); [Int_Yan]_TCONApLev_Gu)
and [Int_Ana]_TCONApLev_Gu). They studied the previous paragraphs to finish and had to
predict next event. Moreover, some tasks provided the theme and scheme of the text, and then
students would develop them into complete texts.
Yes, for example, there is an incomplete narrative text and the book asked the learner to make the ending of the text based on their idea ([Int_Yan]_TCONApLev_Gu). There is a setting and some schemes, learners must develop into complete paragraph ([Int_Ana]_TCONApLev_Gu).
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The activities in guidance should ask the learners to visualize, draw, think, mime, and
share their knowledge. It would help them to activate connection in their mind which would help
them start experience to the text ( Hall in Tomlison and Masuhara, 2004).
Briefly, the participants evaluated that the textbook was suitable with Competency
Standard and Basic Competency stated in 2006 Curriculum. It covered all texts required and
explained their social and communicative function explicitly. It also gave suitable level of
difficulty to improve students’ competency and guidance to produce text, although the exposure
has not been sufficient for students. They should make some improvement to give more exposure
for them.
Regarding with the accuracy of content, they said that the textbook already provide some
social function and construction the text. It explained the linguistic features and lexico-
grammatical of texts ([Int_Sri]_TCONAcLin_Com) ; [Int_Yan]_TCONAcLin_Com); and
[Int_Ana]_TCONAcLin_Com).
It explains all of aspects such as how to write recount text, news item and others text. All explain well and there is a summary in the end of unit.
If the reason for acquiring the structure of the text, it will be provided there.
They already got all type of text, they want to know more about the differences between argumentative text, analytical and hortatory. So I should explain the differences clearly. Q 7 : Does the textbook provide these? A7 : Yes, but it is so limited.
It was important for students to acquire the accuracy of using text based on their tenor, field and
mode in certain situation. When they create a text, they should consider those three aspects. It
would become their intra-psychological competence. They have their own rules in their self-
regulated language competence to produce the texts (Lin, 2006).
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The last category of content is supported materials. It reflected that the content should be
current information, improving students’ skills and awareness to other cultures. The two
participants stated that most of narrative text, review, new item and topics of text were out of
date. It also supported by their students that it was too monotonous or not varied. It did not
motivate them much to learn. Topic of the texts should closely engage with audiences or learners.
Socio-emotional environment students must become the consideration ( Tomlson and Masuhara,
2004). It was important to achieve similar engagement.
Most of materials is out of date especially the news item. Therefore, I brought some news item out of the book. The narrative text also does not so suitable with them, too ([Int_Sri]_ TCONSuCur_Up).
We must adjust it to trend, the review text material is out of date. Since books and film always develop rapidly, I usually look for others material outside the textbook and add some essay text about it ([Int_Yan]_ TCONSuCur_Up)..
However, for discussion text, Mrs. Ana argued that the topics were up to date enough since they
were still big issues in our country.
Basically yes, for example it talks about cloning, nuclear power, solar energy. Those materials are still big issues in our country for ages. But if we want the hottest and latest issue, it is not easy to find ([Int_Ana]_ TCONSuCur_Up).
Next aspect is the role of content in improving students’ skill. The participants agreed that only
little task and material could improve students’ skills. They judged that it was only in minimal
level. Consequently, their competence in language has not been developed much.
Is there any material that develops the learners’ life skill? A 9 : Not so much, we have news item text, it can improve students’ competency in interview, perhaps they will become a reporter or journalist… but this is not too much ([Int_Sri]_ TCONSuLs_PSAV) Yes enough, learners can interact with others using the exercise in it, for example, they can interview the others ([Int_Yan]_ TCONSuLs_PSAV). Yes, but in minimal level. At least they can communicate with the interpersonal text, such as expressing regrets, invitation, satisfaction and many other things. Those can be applied in daily life ([Int_Ana]_ TCONSuLs_PSAV).
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Brunner stated that learning language must develop the students’ competence. He
introduced the term scaffolding as the means of improving students’ independence (Feez, 2002).
The textbook, as the exposure for learning language, should build and develop students’
creativity. It would add their actual development in such become more in potential development.
They already had their own competence in language and textbook should develop it.
The cultural awareness was usually ignored in some textbooks; on the contrary, this
textbook provided cultural awareness. All participants evaluated that they could find this topics in
it.
I can find many in Cultural Awareness section. This section provides some information about foreign cultures ([Int_Sri]_ TCONSuMc_Cul). Furthermore, there is a section discussing about cross cultural understanding ([Int_Yan]_ TCONSuMc_Cul). Yes, we find some, for instance, the table manner, nodding head means disagree ([Int_Ana]_ TCONSuMc_Cul). Language and culture are inseparable. Language and culture has a tight relationship.
Textbooks will become better if they are also able to develop the learners understanding about
other cultures especially English speaking countries. Crawford (2002) suggested that material
need to be flexible enough to cater to individual and contextual differences. They have a very
close relation between both. When students learn language, they should understand the culture of
people who speak those languages. It will make them easier to understand some topics or style of
native speakers. Besides, it will improve their appreciation among cultures and nations. It may
open their mind and change their paradigm about other countries.
Generally, the content of this textbook was already in line with the 2006 Curriculum, even
though it still needed some improvement from teachers. They have to add some materials that
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were less exposure, guided the students to improve their creativity, and create some interested
and current topics for their students.
2. Language
Language categories consisted of two sub categories namely the suitableness to intended
group or students and communicative aspects. Language must be on the actual development level
and add something new to be in potential development. The cognitive level of SHS students was
the first consideration, and their social and emotional environment was another one. It will be
interesting if their social and emotional can be involved. They will be more motivated to learn
languages. Besides, the language must be understandable by learners. They could understand the
instruction and texts provided in it. They could learn by themselves.
The three participants stated that language were understandable for their learners. They
could follow the text and understand the instruction, although there were some difficult words.
Students used their dictionary to solve the problem.
Yes, it is easy for learners to understand. Language is not in high level or sophisticated ones. They only find some difficult words. ([Int_Sri]_ TLANComUnd_Co) Yes, it suits with their age, may be some difficult words but it is only about 10 to 15 percent. However, it is good to increase their vocabulary ([Int_Yan]_ TLANComUnd_Co) Yes, they can follow the instruction and understand the text. I prefer to develop speaking in XI level so they will have enough competence in XII level ([Int_Ana]_ TLANComUnd_Co).
Their students also support their evaluation through language in the textbook. They could follow
and understand the text in it. They used dictionary for some new difficult words.
I can say yes, because there are not many words that I can not understand ([Int_YanSt]_ TLANComUnd_Co).
They can do it by themselves without any help, but they must use dictionary ([Int_Yan]_ TLANComUnd_Co).
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The language use in the textbook should be in the level of learners’ competence. Language
should be understandable and easy to comprehend by students; moreover, it is possible to give
one or two level above the learners’ level. That can improve the learners’ ability as stated in the
nature of genre approach where we have Zone Proximal Development ( Lin, 2006).
However, participants evaluated that only some topics were close with the socio-
emotional of the teenagers’ environment. Since SHS students were teenager, there preferred
something fun or young styles. They did not like narrative with legend or fable; they would rather
have love story, romance or something else. They would be more motivated if they could meet
their “world”. Most students felt the same things and teachers, too.
It is not much in it. Some discussed about Nidji, Peter Pan band. Most of materials is out of date especially the news item. Therefore, I brought some news item out of the book. The narrative text also does not so suitable with them, too. I usually ask them to write about their personal experience ([Int_Sri]_ TLANApSoc_Lg).
I think the example is too monotonous, they are boring. There are not much variation.
Most of narrative texts are legends, it is not suitable for us …it’s out of date([Int_SriSt]_ TLANApSoc_Lg)
We must adjust it to trend, the review text material is out of date. Since books and film always develop rapidly, I usually look for others material outside the textbook and add some essay text about It ([Int_Yan]_ TLANApSoc_Lg).
The material are not so suitable with us, I can say that they are little bit boring. I often read them in JHS level. Most of them are old legends, fables or fairy tales ([Int_YanSt]_ TLANApSoc_Lg) . It is an old story, it is really out of date ([Int_Ana]_ TLANApSoc_Lg)
Some are little bit interesting, such as crossword puzzle. But most of them are uninteresting ([Int_AnaSt]_ TLANApSoc_Lg)
The text, environment, topic and discourse among youth must be the priority. It will
increase their awareness into the text provided. Consequently, they will be more motivated to
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involve in it. This makes them acquire the language easier. The positive attitude will assist much
in gain the language acquisition (Hill in Tomlison and Masuhara, 2004)
Next aspect is the communicative of language in it. The participants stated that the
textbook using mostly standard or formal and daily or non-standard language especially for short
story or dialogue.
The language used in textbook is complete. There is a standard or formal language but it also uses language that is familiar with learners, such as we have short story about their world using “daily” youth language ([Int_Yan]_ TLANComUs_Std).
It is good for students to acquire both styles since these occur in our daily life. Language does not
always use the formal one. The suitable and acceptable language becomes crucial in the
communication activities. Textbook should provide some styles in language with many genres or
text-types that have their own styles. They could select the language with the field, mode and
tenor suitablely (Lin, 2006).
Teachers evaluated that textbook has set up language with the students’ level and
understandable. They could understand the text and follow the instruction. Moreover, it also
provides some types of language that we usually face in our communication activity. Thus,
students could acquire some types of language faced in their social environment. On the other
hand, the textbook has not provided texts that touch the learners’ socio emotional environment. It
still used the old story or legendary tales. SHS students felt bored with them.
3. Presentation
There are three sub categories of presentation i.e. the organization of presentation,
learning activity and information adequacy. The first sub category refers to the cycle to present
the material, cohesiveness and coherence; and balance among units. The 2006 Curriculum
required two cycles learning language, namely spoken and written cycles. Each cycles presented
using four Hammond stages: Building Knowledge of Field (BKOF), Modeling of the Text
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(MOT), Join Construction of the Text (JCOT) and Independence of the Text (IOT). Then, the
relation and unit among chapter or part will be the next consideration. Each part should have their
own roles and relate each other’s. This part also should be in balance. All materials should get
suitable portions. All should be in balance and suitable.
The three participants evaluated that the textbook has been designed with two cycles and
four Hammond stages. Every unit began with spoken cycle and followed with written one. The
material presented with BKOF, MOT, JCOT and ICT stages.
Yes, it is usually begin with spoken cycle then with written cycle, it is presented using 4 stages BKOF,MOT, JCOT and ICOT([Int_Yan]_TPREOrgCo_Un) and [Int_Ana]_TPREOrgCo_Un)
But, Mrs. Sri did not always implement the stages constantly, she sometimes simplified
BKOF stages if it was too much exposure.
Yes it is in sequence, but we are not always follow the stages in sequence, sometime the model of BKOF is too much and we create the simple ones, perhaps the author wants to explain explicitly, but it makes them boring ([Int_Sri]_TPREOrgCo_Un)
Each stage is designed to achieve different purpose in the cycle of teaching and learning. Each
stage, therefore, has their characteristics activities. The building context will provide many basic
competencies that learners need to have the communication. For example, if they want to learn
about narrative text, they need to acquire the competency in simple past tense. It is needed to
construct the text. If the purpose of the stages already acquired and achieved by students, teacher
must not follow the step. They already know the students’ competence exactly (Feez, 2002).
Then, the cohesiveness and coherences among unit or chapter was not so close. This
occurred because 2006 Curriculum was based on the genre or type texts. Each chapter discussed
different type of texts. Nevertheless, they were tightly closed in a unit. The part of every unit
would support the following activity. BKOF supported MOT, MOT supported JCOT and JCOT
supported ICT.
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Is there any relation between unit? A 20 : If it is between unit, it is impossible since it is based on the text. There is no relation ship among unit. Q 21 : What about the coherence in one unit? A 21 : Yes. We can find it, such as, when we talk about narrative it also talks about past tense, noun phrases and also the style of language ([Int_Ana]_TPREOrgCo_Un)
The 2006 Curriculum is designed with genre-based approach whereas texts become the main
focus in learning language. It is not easy to relate among text types in a book. Each text has its
own function and situation. So, the cohesiveness and coherences among unit may not be so close.
But, it occurs in a unit. Every stage should be followed as scaffolding principles referred in such
students gradually gain independent control of particular text- types.
The balance among material did not occur, too. The 2006 Curriculum has much material
on narrative texts. It appears in all semesters and levels. The materials recurred many times. It
makes students bored. They claimed that it was monotonous and not varied. Publishers should
make grand mapping of material to handle this problem.
Our standard competence and basic competence almost the same in all grades, so some materials are repeated many times and appear in some levels. The grand mapping of material may be different among writers, it is better if we made it. Thus, there will be no repetition anymore in some levels ([Int_Yan]_ TPREClaBal_Mat).
Besides, some materials were too much or less. Mrs. Sri stated that short functional text and news
item was less than others do, meanwhile Mrs. Ana said that discussion text was too much.
The news item is less than others. Besides, short functional texts are so few there is a little example of it, however, the interpersonal and essay text is enough ([Int_Sri]_ TPREClaBal_Mat). I think it is too many in discussion text, I usually does not explain all the model we have. I used some for their homework. Perhaps 2 or 3 texts are enough for exposure ([Int_Ana]_ TPREClaBal_Mat).
The balance of material provided should not be ignored. The exposure is important for student to
acquire the competence, but too many exposures will make students less motivated. Teacher
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should be wise enough in applying materials provided in the textbook. It is better teacher doing
pre-evaluation textbooks. Therefore, they will manage the material in balance among the text
required.
Generally, the participants evaluated that the textbook has applied the two cycles and four
Hammond stages. They applied the stages conditionally; they did not always follow as they were.
It depended on the situation and their learners’ competence. The relation among unit was not
close enough since every unit based on certain genre or type texts, on the contrary, the relation in
a unit was so close and support one and another. Meanwhile, the balance among unit was not
sufficient. The two participants stated that short functional and news item texts were limited and
the discussion text got more portion than others did. Writers and teachers should make grand
mapping of material since our curriculum presented some materials, i.e. narrative texts, many
times.
The participants also said that textbook has presented learning activities in student-centred
approach. They have been managed that students could do the task and follow instruction without
teachers’ aid.
They can do the task without my help when I can not come to teach them ([Int_Sri]_ TPREActSc_Do).
Yes, they can do it by themselves without any help, but they must use dictionary ([Int_Yan]_ TPREActSc_Do).
If they follow from the beginning into the end step orderly, I think they can do it. But it will be better if we guide them([Int_Ana]_ TPREActSc_Do).
Having student-centred design, it could improve students’ creativity and their critical thinking.
Unfortunately, Mrs. Sri and Ana felt that their students still needed their guidance in producing
texts. The student said that they had not created the text by themselves. They just did in some
occasions. Textbook should encourage learners to develop own learning strategies and
80
independent in their learning (Jahangard, 2007). The students must have their self-regulation
stages as the last purpose of learning language (Lin, 2006). Textbook had to support the student’s
independent.
What about developing learners’ creativity? A 20 : Not yet. It is not so far, but it depends on the learners themselves. I usually guide them… most of them are guided task. ([Int_Sri]_TPREActSc_Do). So can you do it yourselves in all task in it? A 17 : Yes, not all([Int_SriSt]_TPREActSc_Do) Have you ever tried to produce the text with your own idea? A 21 : Yes, I have but it is not so much, only two pages handwriting and it is not full. It was not the good one, I still made many mistakes in the sentences ([Int_YanSt]_TPREActSc_Do). Does the exercise develop learners’ creativity? A 26 : It is so few, for example, they just finish the incomplete paragraph, and give conclusion of the discussion text. The creativity of their own idea has not been explored much, most of them are guided task ([Int_Ana]_TPREActSc_Do).
Only Mrs. Yanti felt that her students could improve their creativity by finishing incomplete
paragraphs. Students must develop their creativity to finish based on the situation given
previously. The result would be different among others ([Int_Yan]_TPREActSc_Do). This
distinguish evaluation appeared because their paradigm about creativity. The former participants
might claim that creativity is producing text with their own idea from drafting into complete
paragraph, whereas, the later, Mrs. Yanti, claimed that whenever students create something, it
means they have been creative. Actually, most of the tasks in the textbook still guided ones.
The creativity of their own idea has not been explored much, most of them are guided task ([Int_Ana]_ TPREActAu_Pro) . Teacher can decide which part should be structured task and independent one, for example, there is a task of making a text in a certain form, it means an independent task. Teacher asks learners to create the text. This book only gives a check list about the text created, for instance, does the text use simple past tense or conjunction? This is good for learners’ guidance ([Int_Yan]_ TPREActAu_Pro).
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There were fewer free guidance tasks. Students still needed guidance in producing text. Besides,
the objective of curriculum is on informational literacy level. This level means language as a
means of accessing knowledge. They do not target to create students to create texts. Thus, the
autonomous in SHS students means they could access the knowledge by themselves
independently.
The last aspect of presentation is the information adequacy. The foreword, table of
content, guidance of using textbook, bibliography, glossary and index become helpful for reader
to comprehend the textbooks. The participant agreed that there were no glossary and index in the
textbook ([Int_Sri_Yan_Ana] _ TPREActAu_Clo). They only could find the foreword, table of
contents, and bibliography ([Int_Sri_Yan_Ana] _ TPREActAu_Pro_Bli). About the guidance,
Mrs. Yanti said that she got the guidance with listening script from publisher. Her students did
not get it, but he found the guidance in the front parts of the textbook.
Does the textbook give guidance in using the textbook? A 22 : Yes, there is, but I think I can’t find it in the textbook. I was given a CD for guidance and also listening script in it. The CD is only for teacher, the learners do not have it ([Int_Yan]_ TPREAdqCon_Gui)
Does the textbook provide a guidance how to use the textbook properly?
A 25 : Yes, I can find in the front page of the textbook ([Int_YanSt]_ TPREAdqCon_Gui).
Mrs. Sri and Ana stated that they did not find the guidance of the textbook ([Int_Sri_Ana]_
TPREAdqCon_Gui). When I checked the textbook, there was part in the front page that presented
some special things about textbook. They were told about some sections of textbook and their
functions, for example, there was Checklist or self/peer assessment section that was used to
evaluate the students’ performance and assess their friend performances; Ways to say it section
presented some gambits to help students express their ideas and feeling, and some other sections.
Those were not guidance how to use the textbook. It was like the system of textbook presenting
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the use and function of part provided in the textbook. It would be better if textbook gives
guidance how to learn English using this book. Students would follow the guidance and could
learn textbook by themselves.
The presentation of the textbook has not improved students’ creativity since most tasks
were guided one. Students still needed teachers’ guidance in producing texts. Meanwhile, the
information adequacy was not complete one. They could not find the guidance, glossary and
index.
d. Other Categories
This aspect is not so closely with the learning or teaching but it has good effects in
motivating and availability in learning. There are three aspects become my consideration i.e.
graphic layout, cost and availability. Graphic layout concerns with the binding, illustration, and
packaging of the textbook. A good textbook should be interesting and durable enough, so reader
has no burden in using the textbook. The cost of textbook should be suitable with the value and
function. The high cost will be suitable if the textbook provide rich sources for learners, on the
contrary, the low cost will not suitable if there is nothing in there. Availability becomes next
consideration because the textbook become useless if students get difficulty to find it.
All participants got no difficulty to get the textbook. The availability was not problem for
them. Publishers came to school and delivered textbooks ordered by teacher. Publishers with their
distributors directly sold the textbook to schools.
But in our school, the publisher came to us and brought the book…([Int_Sri]_ TOTHAvlEas) Yes, they came as I order ([Int_Sri_ TOTHAvlEas). The cost of textbook was so relative. Mrs. Sri felt it was relatively high, since her students
come from rural areas ([Int_Sri]_ TOTHCosEx_Che). Nevertheless, her students said that the
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cost was cheap if it compared with other textbooks ([Int_SriSt]_ TOTHCosEx_Che), while
Mrs.Yanti’s students also had the same statement about it ([Int_YanSt]_ TOTHCosEx_Che). Mrs.
Ana also stated that the cost was not so expensive since the quality of paper was good ([Int_Sri]_
TOTHCosEx_Che), Mrs. Yanti also said the same thing about it.
In relation to the graphic layout, some participants said that the illustration was not
interesting enough for learners. Mrs. Ana said that even though the cover was hard cover, the
illustration was not challenging. Design and lay out textbook should be aware. Good illustration
played significant role in attracting attention, aesthetic responses and providing consistency
(Tomlison and Masuhara, 2004). It could increase the impression and motivation of learners.
The illustration is not so challenging for English textbook. I think students do not prefer to it ([Int_Ana]_ TOTHGraIll_Int) . Sufficient([Int_SriSt]_ TOTHGraIll_Int) .
Mrs. Sri and Yanti said that the textbook was interesting enough as an English textbook.
They looked at the binding and the quality of paper.
I think it is good and retainable ([Int_Sri]_ TOTHGraIll_Int)
It is interesting enough even it is not full colour. Some papers are in full colour and some important matters are in bold font, it will be easier to catch the idea ([Int_Yan]_ TOTHGraIll_Int).
Therefore, it could be said that the textbook was easy to get and the cost was not so expensive.
Availability and cost were not the problem for students’ participants. The cover and illustration of
textbook has not satisfied students and teachers, although the quality and binding was good.
Generally, all participants almost had same paradigm that the textbook was suitable with
2006 Curriculum despite some improvements. They improved the material because some
material was less exposure, the material was not suitable with SHS socio-emotional environment,
and the students’ creativity has not been developed much in it.
84
Yes, but the model is not little and monotonous, also the short functional texts is so limited ([Int_Sri]_Judge).
Yes, I think so. It is suitable and in line with the curriculum 2006, even there is no structured or independent task ([Int_Yan]_Judge). Yes, but only for minimal competence. If we want to have more, we should add material out of it ([Int_Ana]_Judge).
Participants have evaluated the textbook they used in their learning activity. They
evaluated every aspects of textbook. They made some judgment after they applied the textbook in
their classroom practices. They made some improvement to assist their learner acquire the text
required in the textbook. They became autonomous teachers and could fulfill their need by
themselves to achieve the objective of the 2006 Curriculum.
In general, some aspects of the textbook have already been suitable with the 2006
Curriculum as we had in our pre-figured themes. The content-wise was suitable with type texts
required in the curriculum, the social and communicative functions have been elaborated, and
also gave suitable level of difficulty to students. The language of the textbook was on the
students’ level, providing standard and non-standard languages. The textbook also implemented
two cycles i.e. spoken and written using four Hammond stages and the tasks were designed with
student-centre approach in presentation of materials. The cost and availability were not the
problem for students and teachers.
Nevertheless, teachers had to improve the content of the textbooks by adding some
materials to give more exposure and guidance in producing texts. The topics of texts have not
touched much in students’ sense; teachers improved it by gaining texts from newspapers,
magazines and internet. The balance in presenting material was not suitable enough; teachers
should modify some materials that were too much and add some limited texts, such as, short
85
functional texts. Besides, they should also make a grand mapping of material presented to avoid
redundancy. The illustration and graphic layout of the textbooks were not so interesting for
students.
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CHAPTER V
CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
This chapter consists of three sections, namely, (1) conclusions, (2) implications and (3)
suggestions. Conclusions provide the summary of research result to answer research question.
Implications of the research give the description of effect or condition that rises after the research
result concluded. Suggestions will give more issues for further research and practical adoption
from research result.
A. Conclusions
The 2006 Curriculum has been employed in Indonesian education. The changing
curriculum has consequently brought new paradigms in learning and teaching activities. The
different teaching methods may affect all aspects of learning language. Genre-based approach is
adopted in the curriculum as the basic for English learning. The texts become the main material
in learning language. Teachers get difficulty in providing materials with the new curriculum.
They rely on the textbooks available in bookstores. Some teachers with their marginal positions
have no power to select the best textbook for their students. Meanwhile, some others teachers
find difficulties to find textbooks that really implement the 2006 Curriculum suitablely. This
study tried to describe teacher’s evaluation of textbooks based on the 2006 Curriculum.
Teacher must be autonomous. They have their right to present their own paradigms and
competence to evaluate the textbook. They will face the problem in the class, facilitate students to
learn English, and improve their students’ competence. Therefore, it is time for them to show
their autonomy and competence in evaluating the textbook.
Related to the content, they said that the textbook has covered the material required in
2006 Curriculum. Interpersonal, transactional and functional texts could be found. They found
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that some texts were limited than the others i.e. short functional text and news item. They usually
improved them by adding some materials out side textbook, such as, from newspaper, internet
and also other books in library. However, they stated that there was no material for language
program.
They also evaluated that the exposure was not so much for the students. The exposure was
just minimal for their students. They usually added some materials outside of textbooks to give
more exposure for their students.
Meanwhile, the communicative and social function of texts has been elaborated much in
it. It presented their ways of constructing text, their generic structure and also lexico grammatical
aspects. Besides, the function of texts in the social life was also explained explicitly. Meanwhile,
the guidance to produce the text could be found in there. Students had tasks to complete the
incomplete paragraph with their own idea. Briefly, the participants evaluated that the textbook
was suitable with competency standard and basic competency stated in 2006 Curriculum. It
covered all texts required and also explained their social and communicative function explicitly.
It also gave suitable level of difficulty to improve students’ competency and guidance to produce
text, although the exposure has not been sufficient for students. They should make some
improvement to give more exposure for them.
About supported material in content categories, the participants evaluated that most of
topics were out of date. Narrative text, review and news item was already left behind. The
development of technologies and knowledge walked so fast, so that some text was not relevant
with current situation. Only some topics in discussion text were still hot issues in discussion texts,
such as nuclear power, cloning and solar energy. Besides, textbook content has not developed
much in students’ life skill. It just gave the student the minimal ones. The cultural awareness was
88
explored in the textbook. There were some parts that presented some cultural aspects of English
speaking countries. It was a good point to have awareness to other cultures.
In relation to language in the textbook, participant stated that their students could
understand it well. It was designed suitable with students’ level competence. There were some
difficult words but it was only 10 – 15 %. Unfortunately, the socio-emotional environment of
students, that was close with them, has not been explored much in the textbook. Most of narrative
story were about legend, fable and old story. There were only some topics that were close with
students’ environment. The topics in the text did not touch the students’ environment.
On the other hand, the participants said that communicative aspect of language covered
well in it. It provided the standard and non- standard language based on the situation. Students
could understand the text and follow the instruction well.
Relating to with the presentation of material, participants stated that it has applied two
cycles i.e. spoken and written cycle with Hammond four stages as required in 2006 Curriculum.
But, they did not always follow the four stages; they would do it based on the students’
competence in a certain topics.
They also said that the cohesiveness in presenting materials only could be found in a unit
but it was not among units in the textbook. It occurred because every unit discussed different text
types, whereas in a unit every stage would support each others. BKOF would support in MOT,
MOT would become basic in how the student create the text in JCOT and ICOT.
Besides that, they also evaluated that the balance in material presentation was not suitable.
The narrative and discussion text was too much, while the short functional text was fewer than
other materials. It was better if writer and teacher made a grand mapping of material since 2006
Curriculum repeated narrative text types in every semester and level.
89
Participants also stated that the presentation of learning activity was designed with
student-centre approach. They could study and did the task by themselves, but it would be better
if teacher helped them. However, students would get difficulty in improving their creativity
because most of tasks were guided ones. Consequently, their autonomous was not improved
much in it.
The participant also stated that the presentation of information about textbook was not
complete enough. They could find foreword, the table of content, bibliography in it, but they
could not find the guidance, index and glossary.
Regarding with other categories i.e. graphic layout, availability and cost, participants said
that there was no problem in availability and cost of the textbook. Publisher came to school and
supplied the students’ needs; they did not have to buy in bookstore. The cost of textbook was
relatively not so expensive if it compared with other textbooks, moreover the paper quality was
good. Besides, they also said that the package or binding of textbook was strong and good.
However, they stated that the illustration of the textbook was not so challenging for teenager.
They judged it into enough or fair level for it.
In general, some aspects of the textbook have already been suitable with the 2006
Curriculum as we had in our pre-figured themes. The content-wise was suitable with type texts
required in the curriculum, the social and communicative functions have been elaborated, and
also gave suitable level of difficulty to students. The language of the textbook was on the
students’ level, providing standard and non-standard languages. The textbook also implemented
two cycles i.e. spoken and written using four Hammond stages and the tasks were designed with
student-centre approach in presentation of materials. The cost and availability were not the
problem for students and teachers.
90
Nevertheless, teachers had to improve the content of the textbooks by adding some
materials to give more exposure and guidance in producing texts. The topics of texts have not
touched much in students’ sense; teachers improved it by gaining texts from newspapers,
magazines and internet. The balance in presenting material was not suitable enough; teachers
should modify some materials that were too much and add some limited texts ,such as, short
functional texts. Besides, they should also make a grand mapping of material presented to avoid
redundancy. The illustration and graphic layout of the textbooks were not so interesting for
students.
In conclusion, the textbook was applicable and suitable with the 2006 Curriculum.
Teachers could use it in their class since many aspects of the 2006 Curriculum have already
implemented. Eventhough, they should also make some improvement in it.
B. Implications
This study brings some implications on the implementation of the text-based curriculum
especially in selecting textbook. Their evaluation could help teachers to select and improve the
material for their learners.
Concerning with content of textbook, teacher should be wise enough to coverage of the
text required. All text should be explored and given suitable exposure. It will make students get
the sufficient model in MOT stage. The guidance to produce of the text also should not be
ignored. We have to guide them in such that they could acquire the competence well. Genre-
based approach does not focus only on the form but also on the meaning and communicative
function.
Relating with the language of textbook, teacher should provide some types of language
that may be faced in the communication acts. The learners’ socio-emotional environment should
91
become our intention in presenting the material. It will make them more enthusiastic and
motivated in learning.
In relation to the presentation of material, we should be aware to students’ creativity.
There is not much textbook improve it. Teachers should regard this aspect since most of tasks
were guided ones. They must give some tasks that could develop students’ creativity and
competence in such that they become more autonomous.
The evaluation of textbook becomes emerged whenever the curriculum changing occurs.
Material provided should be selected and reviewed by all stakeholder involved. Teachers must
have their autonomy to judge and improve the material they apply in teaching and learning
process.
C. Suggestions
This study put emphasis on the SHS teachers’ evaluation of textbooks based on 2006
Curriculum, which is based on the teachers’ narratives. Similar research focusing on other
participant, such as on students’ evaluation or other writers from different publisher, can enrich
the result of the study.
Reflecting the interpretation, the textbook basically already applied the genre approach
well in spite of some textbook categories that has not been implemented much. Publisher and
textbook writer should change their paradigm about textbook into “educational benefit” rather
than “economical benefit”. Most teachers have limited time to design and provided material for
the learners, therefore they depend much on material provided by publisher. It is time for
publisher and textbook writer to contribute their competence to manage better English learning.
The suggestion also comes to stakeholder. They usually do not regard to teachers’
competence. They may have distinguished paradigm since teachers marginalized. The research
result indicates that teachers, as participants, have contributed well to evaluate the textbook.
92
Their finding implied that they have understood and acquired curriculum well. It is better to
change their paradigm about teachers’ competence currently. If they have policy in education,
teachers should be the first consideration.
For teachers, it is time for us to be more autonomous and empower ourselves. We have
competencies, and it could give more contribution to our generation. Material is our “gun” to
shoot the competence we achieve. There are many publishers offering the textbook, be wise and
autonomous, you have the right to select it. Be a master.
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APPENDICES
APPENDIX A Appendix 38 Of Permen 22/ 2006 (The English Content Standard of Curriculum 2006 in SHS)
38. Mata Pelajaran Bahasa Inggris untuk Sekolah Menengah Atas (SMA)/ Madrasah
Aliyah ( MA)
A. Latar Belakang Bahasa memiliki peran sentral dalam perkembangan intelektual, sosial, dan emosional peserta didik dan merupakan penunjang keberhasilan dalam mempelajari semua bidang studi. Pembelajaran bahasa diharapkan membantu peserta didik mengenal dirinya, budayanya, dan budaya orang lain. Selain itu, pembelajaran bahasa juga membantu peserta didik mampu mengemukakan gagasan dan perasaan, berpartisipasi dalam masyarakat, dan bahkan menemukan serta menggunakan kemampuan analitis dan imaginatif yang ada dalam dirinya. Bahasa Inggris merupakan alat untuk berkomunikasi secara lisan dan tulis. Berkomunikasi adalah memahami dan mengungkapkan informasi, pikiran, perasaan, dan mengembangkan ilmu pengetahuan, teknologi, dan budaya. Kemampuan berkomunikasi dalam pengertian yang utuh adalah kemampuan berwacana, yakni kemampuan memahami dan/atau menghasilkan teks lisan dan/atau tulis yang direalisasikan dalam empat keterampilan berbahasa, yaitu mendengarkan, berbicara, membaca dan menulis. Keempat keterampilan inilah yang digunakan untuk menanggapi atau menciptakan wacana dalam kehidupan bermasyarakat. Oleh karena itu, mata pelajaran Bahasa Inggris diarahkan untuk mengembangkan keterampilan-keterampilan tersebut agar lulusan mampu berkomunikasi dan berwacana dalam bahasa Inggris pada tingkat literasi tertentu.
Tingkat literasi mencakup performative, functional, informational, dan epistemic. Pada tingkat performative, orang mampu membaca, menulis, mendengarkan, dan berbicara dengan simbol-simbol yang digunakan. Pada tingkat functional, orang mampu menggunakan bahasa untuk memenuhi kebutuhan hidup sehari-hari seperti membaca surat kabar, manual atau petunjuk. Pada tingkat informational, orang mampu mengakses pengetahuan dengan kemampuan berbahasa, sedangkan pada tingkat epistemic orang mampu mengungkapkan pengetahuan ke dalam bahasa sasaran (Wells,1987). Pembelajaran bahasa Inggris di SMP/MTs ditargetkan agar peserta didik dapat mencapai tingkat functional yakni berkomunikasi secara lisan dan tulis untuk menyelesaikan masalah sehari-hari, sedangkan untuk SMA/MA diharapkan dapat mencapai tingkat informational karena mereka disiapkan untuk melanjutkan pendidikannya ke perguruan tinggi. Tingkat literasi epistemic dianggap terlalu tinggi untuk dapat dicapai oleh peserta didik SMA/MA karena bahasa Inggris di Indonesia berfungsi sebagai bahasa asing.
96
B. Tujuan
Mata Pelajaran Bahasa Inggris di SMA/MA bertujuan agar peserta didik memiliki kemampuan sebagai berikut.
1. Mengembangkan kompetensi berkomunikasi dalam bentuk lisan dan tulis untuk mencapai tingkat literasi informational
2. Memiliki kesadaran tentang hakikat dan pentingnya bahasa Inggris untuk meningkatkan daya saing bangsa dalam masyarakat global
3. Mengembangkan pemahaman peserta didik tentang keterkaitan antara bahasa dengan budaya.
C. Ruang Lingkup
Ruang lingkup mata pelajaran Bahasa Inggris di SMA/MA meliputi:
1. kemampuan berwacana, yakni kemampuan memahami dan/atau menghasilkan teks lisan dan/atau tulis yang direalisasikan dalam empat keterampilan berbahasa, yakni mendengarkan, berbicara, membaca dan menulis secara terpadu untuk mencapai tingkat literasi informational;
2. kemampuan memahami dan menciptakan berbagai teks fungsional pendek dan monolog serta esei berbentuk procedure, descriptive, recount, narrative, report, news item, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, public speaking. Gradasi bahan ajar tampak dalam penggunaan kosa kata, tata bahasa, dan langkah-langkah retorika;
3. kompetensi pendukung, yakni kompetensi linguistik (menggunakan tata bahasa dan kosa kata, tata bunyi, tata tulis), kompetensi sosiokultural (menggunakan ungkapan dan tindak bahasa secara berterima dalam berbagai konteks komunikasi), kompetensi strategi (mengatasi masalah yang timbul dalam proses komunikasi dengan berbagai cara agar komunikasi tetap berlangsung), dan kompetensi pembentuk wacana (menggunakan piranti pembentuk wacana).
D. Standar Kompetensi dan Kompetensi Dasar
Kelas X, Semester 1
Standar Kompetensi Kompetensi Dasar
Mendengarkan 1. Memahami makna
dalam percakapan transaksional dan interpersonal dalam
1.1 Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi yang menggunakan ragam bahasa lisan
97
Standar Kompetensi Kompetensi Dasar
konteks kehidupan sehari-hari
sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: berkenalan, bertemu/berpisah, menyetujui ajakan/tawaran/ undangan, menerima janji, dan membatalkan janji
1.2 Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi yang menggunakan ragam bahasa lisan sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengungkapkan perasaan bahagia, menunjukkan perhatian, menunjukkan simpati, dan memberi instruksi
2. Memahami makna teks fungsional pendek dan teks monolog sederhana berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari
2.1 Merespon makna secara akurat, lancar dan berterima dalam teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi dalam berbagai konteks kehidupan sehari-hari
2.2 Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks: recount, narrative, dan procedure
Berbicara
3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari
3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: berkenalan, bertemu/berpisah, menyetujui ajakan/tawaran/ undangan, menerima janji, dan membatalkan janji
3.2 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak
98
Standar Kompetensi Kompetensi Dasar
resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengungkapkan perasaan bahagia, menunjukkan perhatian, menunjukkan simpati, dan memberi instruksi
4. Mengungkapkan makna dalam teks fungsional pendek dan monolog berbentuk recount, narrative dan procedure sederhana dalam konteks kehidupan sehari-hari
4.1 Mengungkapkan makna dalam bentuk teks fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi dengan menggunakan ragam bahasa lisan dalam berbagai konteks kehidupan sehari-hari.
4.2 Mengungkapkan makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure
Membaca 5. Memahami makna teks
tulis fungsional pendek dan esei sederhana berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
5.1 Merespon makna dalam teks tulis fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
5.2 Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan procedure
Menulis
6. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk recount, narrative, dan
6.1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks
99
Standar Kompetensi Kompetensi Dasar
procedure dalam konteks kehidupan sehari-hari
kehidupan sehari-hari
6.2 Mengungkapkan makna dan langkah-langkah retorika secara akurat, lancar dan berterima dengan menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure
Kelas X, Semester 2
Standar Kompetensi Kompetensi Dasar
Mendengarkan 7. Memahami makna dalam
percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari
7.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari dan melibatkan tindak tutur: berterima kasih, memuji, dan mengucapkan selamat
7.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima undangan, tawaran, dan ajakan
8. Memahami makna dalam teks fungsional pendek dan monolog yang berbentuk narrative, descriptive, dan news item sederhana dalam konteks kehidupan sehari-hari
8.1 Merespon makna yang terdapat dalam teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari
8.2 Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk; narrative, descriptive, dan news item
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Standar Kompetensi Kompetensi Dasar
Berbicara 9. Mengungkapkan makna
dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari
9.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: berterima kasih, memuji, dan mengucapkan selamat
9.2 Mengungkapkan makna dalam percakapan
transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima undangan, tawaran, dan ajakan
10. Mengungkapkan makna dalam teks fungsional pendek dan monolog sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari
10.1 Mengungkapkan makna dalam bentuk teks lisan fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi dengan menggunakan ragam bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari
10.2 Mengungkapkan makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, descriptive, dan news item
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Standar Kompetensi Kompetensi Dasar
Membaca 11. Memahami makna teks
fungsional pendek dan esei sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
11.1 Merespon makna dalam teks fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari
11.2 Merespon makna dan langkah-langkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative, descriptive, dan news item
Menulis 12. Mengungkapkan makna
dalam teks tulis fungsional pendek dan esei sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari
12.1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari
12.2 Mengungkapkan makna dan langkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, descriptive, dan news item
PROGRAM IPA, IPS & BAHASA
Kelas XI, Semester 1
Standar Kompetensi Kompetensi Dasar
Mendengarkan 1. Memahami makna dalam
percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks
1.1 Merespon makna dalam percakapan
transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa
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Standar Kompetensi Kompetensi Dasar
kehidupan sehari-hari lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyampaikan pendapat, meminta pendapat, menyatakan puas, dan menyatakan tidak puas
1.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutu: menasehati, memperingatkan, meluluskan permintaan, serta menyatakan perasaan relief, pain, dan pleasure
2 Memahami makna teks fungsional pendek dan monolog berbentuk reports, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari
2.1 Merespon makna yang terdapat dalam teks lisan fungsional pendek resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari
2.2 Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan analytical exposition
103
Standar Kompetensi Kompetensi Dasar
Berbicara 3. Mengungkapkan makna
dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari
3.1 Mengungkapkan makna dalam percakapan
transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyampaikan pendapat, meminta pendapat, menyatakan puas, dan menyatakan tidak puas
3.2 Mengungkapkan makna dalam percakapan
transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menasehati, memperingatkan, meluluskan permintaan, serta menyatakan perasaan relief, pain, dan pleasure
4. Mengungkapkan makna
dalam teks fungsional pendek dan monolog yang berbentuk report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari
4.1 Mengungkapkan makna dalam teks lisan fungsional pendek resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari
4.2 Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan analytical exposition
Membaca 5. Memahami makna teks
fungsional pendek dan esei berbentuk report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
5.1 Merespon makna dalam teks fungsional pendek
(misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
5.2 Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam
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Standar Kompetensi Kompetensi Dasar
konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: report, narrative, dan analytical exposition
Menulis 6. Mengungkapkan makna
dalam teks esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari
6.1 Mengungkapkan makna dalam bentuk teks
fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
6.2 Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan analytical exposition
Kelas XI, Semester 2
Standar Kompetensi Kompetensi Dasar
Mendengarkan 7. Memahami makna dalam
percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari
7.1 Merespon makna dalam percakapan
transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan sikap terhadap sesuatu, menyatakan perasaan cinta, dan menyatakan perasaan sedih
7.2 Merespon makna dalam percakapan
transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan
105
Standar Kompetensi Kompetensi Dasar
melibatkan tindak tutur: menyatakan perasaan malu, menyatakan perasaan marah, dan menyatakan perasaan jengkel
8. Memahami makna dalam
teks fungsional pendek dan monolog berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-hari
8.1 Merespon makna dalam teks fungsional pendek resmi dan tak resmi yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
8.2 Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, spoof, dan hortatory exposition
Berbicara 9. Mengungkapkan makna
dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari
9.1 Mengungkapkan makna dalam percakapan
transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan sikap terhadap sesuatu, menyatakan perasaan cinta, dan menyatakan perasaan sedih
9.2 Mengungkapkan makna dalam percakapan
transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan perasaan malu, menyatakan perasaan marah, dan menyatakan perasaan jengkel
10. Mengungkapkan makna
dalam teks fungsional pendek dan esei berbentuk narrative, spoof dan hortatory
10.1 Mengungkapkan makna dalam teks fungsional pendek resmi dan tak resmi dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam
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Standar Kompetensi Kompetensi Dasar
exposition dalam konteks kehidupan sehari-hari
konteks kehidupan sehari-hari
10.2 Mengungkapkan makna dalam esei dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, spoof, dan hortatory exposition
Membaca 11. Memahami makna teks
fungsional pendek dan esei berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
11.1 Merespon makna dalam teks fungsional
pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
11.2 Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative, spoof, dan hortatory exposition
Menulis 12. Mengungkapkan makna
dalam teks fungsional pendek dan esei berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-hari
12.1 Mengungkapkan makna dalam teks
fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
12.2 Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, spoof, dan hortatory exposition
107
PROGRAM IPA, IPS & BAHASA Kelas XII, Semester 1
Standar Kompetensi Kompetensi Dasar
Mendengarkan 1. Memahami makna dalam
teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari
1.1 Merespon makna dalam percakapan
transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengusulkan, memohon, mengeluh, membahas kemungkinan atau untuk melakukan sesuatu, dan memerintah
1.2 Merespon makna dalam percakapan
transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengakui kesalahan, berjanji, menyalahkan, menuduh, mengungkapkan keingintahuan dan hasrat, dan menyatakan berbagai sikap
2. Memahami makna
dalam teks fungsional pendek dan monolog berbentuk narrative, explanation dan discussion dalam konteks kehidupan sehari-hari
2.1 Merespon makna dalam teks fungsional pendek resmi dan tak resmi yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
2.2 Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, explanation, dan discussion
Berbicara 3. Mengungkapkan makna
dalam teks percakapan transaksional dan interpersonal resmi dan
3.1 Mengungkapkan makna dalam percakapan
transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar dan
108
Standar Kompetensi Kompetensi Dasar
berlanjut dalam konteks kehidupan sehari-hari
berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengusulkan, memohon, mengeluh, membahas kemungkinan atau untuk melakukan sesuatu, dan memerintah
3.2 Mengungkapkan makna dalam percakapan
transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengakui kesalahan, berjanji, menyalahkan, menuduh, mengungkapkan keingintahuan dan hasrat , dan menyatakan berbagai sikap
4. Mengungkapkan makna
dalam teks fungsional pendek dan monolog berbentuk narrative, explanation dan discussion dalam konteks kehidupan sehari-hari
4.1 Mengungkapkan makna dalam teks fungsional pendek resmi dan tak resmi dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
4.2 Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, explanation, dan discussion
Membaca 5. Memahami makna teks
fungsional pendek dan teks tulis esei berbentuk narrative, explanation dan discussion dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
5.1 Merespon makna dalam teks fungsional
pendek resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
5.2 Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative, explanation, dan
109
Standar Kompetensi Kompetensi Dasar
discussion
Standar Kompetensi Kompetensi Dasar
Menulis 6. Mengungkapkan makna
dalam teks tulis monolog yang berbentuk narrative, explanation dan discussion secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
6.1 Mengungkapkan makna dalam teks fungsional
pendek resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
6.2 Mengungkapkan makna dan langkah retorika dalam teks monolog dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, explanation, dan discussion
Kelas XII, Semester 2
Standar Kompetensi Kompetensi Dasar
Mendengarkan 7. Memahami makna
dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari
7.1 Merespon makna dalam percakapan
transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan dan melibatkan tindak tutur: membujuk, mendorong semangat, mengkritik, mengungkapkan harapan, dan mencegah
7.2 Merespon makna dalam percakapan
transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan dan melibatkan tindak tutur: menyesali,
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Standar Kompetensi Kompetensi Dasar
mengungkapkan/menanyakan rencana, tujuan, maksud, memprediksi, berspekulasi, dan memberikan penilaian
8. Memahami makna dalam
teks fungsional pendek dan monolog yang berbentuk narrative dan review dalam konteks kehidupan sehari-hari
8.1 Merespon makna dalam teks fungsional pendek resmi dan tak resmi yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
8.2 Memahami dan merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative dan review
Berbicara 9. Mengungkapkan makna
dalam teks interaksional, dengan penekanan pada percakapan transaksional resmi dan berlanjut dalam konteks kehidupan sehari-hari
9.1 Mengungkapkan makna dalam percakapan
transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur:membujuk, mendorong semangat, mengkritik , mengungkapkan harapan, dan mencegah
9.2 Merespon makna dalam percakapan
transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyesali, mengungkapkan/menanyakan rencana, tujuan, maksud, memprediksi, berspekulasi, dan memberikan penilaian
10. Mengungkapkan makna
dalam teks fungsional pendek dan monolog yang berbentuk
10.1 Merespon makna dalam teks fungsional pendek resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks
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Standar Kompetensi Kompetensi Dasar
narrative dan review secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
kehidupan sehari-hari
10.2 Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative dan review
Membaca 11. Memahami makna teks
tulis monolog yang berbentuk narrative dan review secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
11.1 Merespon makna dalam teks fungsional
pendek resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
11.2 Merespon makna dan langkah retorika dalam teks monolog yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative dan review
Menulis 12. Mengungkapkan makna
dalam teks tulis monolog/esei berbentuk narrative dan review dalam konteks kehidupan sehari-hari
12.1 Mengungkapkan makna dan langkah
retorika dalam esei dengan menggunakan ragam tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative dan review
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TAMBAHAN UNTUK PROGRAM BAHASA
Kelas XI, Semester 1
Standar Kompetensi Kompetensi Dasar
Mendengarkan 1. Memahami makna yang
terdapat dalam public speaking sederhana
1.1 Merespon makna yang diungkapkan oleh
Master of Ceremony 1.2 Merespon makna yang diungkapkan oleh Show
Presenter (Host) dan News Reader
Berbicara 2. Mengungkapkan makna
dalam konteks public speaking sederhana
2.1 Mengungkapkan makna dalam konteks public
speaking sederhana sebagai Master of Ceremony
2.2 Mengungkapkan makna dalam konteks public
speaking sederhana sebagai Show Presenter (Host) dan News Reader
Membaca 3. Memahami naskah dalam
konteks public speaking sederhana
3.1 Membaca naskah public speaking sederhana
dengan nyaring dan dengan pelafalan yang tepat sebagai Master of Ceremony
3.2 Membaca naskah public speaking sederhana
dengan nyaring dan dengan pelafalan yang tepat sebagai Show Presenter (Host) dan News Reader
Menulis 4. Mengungkapkan makna
dalam konteks persiapan public speaking sederhana
4.1 Menulis naskah public speaking sederhana
sebagai Master of Ceremony 4.2 Menulis naskah public speaking sederhana
sebagai Show Presenter (Host) dan News Reader
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Kelas XI, Semester 2
Standar Kompetensi Kompetensi Dasar
Mendengarkan 1. Memahami karya sastra
lisan yang populer dan disederhanakan (simplified)
1.1 Merespon makna dalam karya sastra lisan,
seperti lagu berbahasa inggris dan puisi kontemporer
1.2 Memahami dan merespon makna dalam karya
sastra lisan, seperti film dan drama kontemporer
Berbicara 2. Mengungkapkan karya
sastra lisan yang populer dan disederhanakan (simplified)
2.1 Membawakan karya sastra lisan sederhana
seperti lagu berbahasa Inggris dan puisi kontemporer
2.2 Membawakan karya sastra lisan sederhana
seperti film dan drama kontemporer
Membaca 3. Memahami karya sastra
yang populer dan disederhanakan (simplified)
3.1 Merespon makna dalam dalam karya sastra,
seperti lagu berbahasa Inggris dan puisi kontemporer
3.2 Merespon makna dalam dalam karya sastra,
seperti cerita pendek
Menulis 4. Mengungkapkan kembali
karya sastra lisan yang populer dan disederhanakan (simplified)
4.1 Menulis cerita dalam bentuk esei tentang lirik
lagu yang didengarnya 4.2 Mengungkapkan kembali cerita berbahasa
Inggris yang disederhanakan (simplified) ke dalam bentuk tulisan lain dengan atau tanpa mengubah konteks latar waktu dan tempatnya
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Kelas XII, Semester 1
Standar Kompetensi Kompetensi Dasar
Mendengarkan 1. Memahami makna yang
terdapat dalam public speaking dalam konteks akademik
1.1 Merespon makna yang diungkapkan dalam
pidato
1.2 Merespon makna yang diungkapkan dalam debat dan presentasi
Berbicara 2. Mengungkapkan makna
dalam public speaking dalam konteks akademik
2.1 Mengungkapkan makna dalam konteks public
speaking seperti pidato 2.2 Mengungkapkan makna dalam konteks public
speaking seperti debat dan presentasi
Membaca 3. Memahami naskah
public speaking dalam konteks akademik
3.1 Memahami naskah public speaking dalam
konteks akademik seperti pidato
3.2 Memahami naskah public speaking dalam konteks akademik seperti debat dan presentasi
Menulis 4. Mengungkapkan makna
dalam naskah persiapan public speaking dalam konteks akademik
4.1 Menulis naskah public speaking sederhana
dalam konteks akademik seperti pidato 4.2 Menulis naskah public speaking sederhana
dalam konteks akademik seperti debat dan presentasi
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Kelas XII, Semester 2
Standar Kompetensi Kompetensi Dasar
Mendengarkan 1. Memahami karya sastra lisan
yang populer dan otentik sederhana
1.1 Memahami dan merespon makna dalam karya
sastra lisan seperti lagu berbahasa Inggris dan puisi kontemporer
1.2 Memahami dan merespon makna dalam karya
sastra lisan seperti film dan drama kontemporer
Berbicara 2. Mengungkapkan karya sastra
lisan yang populer dan otentik sederhana
2.1 Membawakan karya sastra lisan sederhana
seperti lagu berbahasa Inggris dan puisi kontemporer
2.2 Membawakan karya sastra lisan sederhana
seperti film dan drama kontemporer
Membaca 3. Memahami karya sastra yang
populer dan otentik sederhana
3.1 Membaca pidato tokoh-tokoh terkenal 3.2 Memahami makna dalam lagu berbahasa
Inggris, novel, dan ceritera pendek
Menulis 4. Mengungkapkan kembali
karya sastra yang populer dan otentik sederhana secara tertulis
. 4.1 Menulis esei tentang lirik lagu dan puisi
kontemporer 4.2 Mengungkapkan kembali cerita berbahasa
Inggris yang populer dan otentik sederhana ke dalam bentuk tulisan lain dengan atau tanpa mengubah konteks latar waktu dan tempatnya
E. Arah Pengembangan Standar kompetensi dan kompetensi dasar menjadi arah dan landasan untuk mengembangkan materi pokok, kegiatan pembelajaran, dan indikator pencapaian kompetensi untuk penilaian. Dalam merancang kegiatan pembelajaran dan penilaian perlu memperhatikan Standar Proses dan Standar Penilaian.
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APPENDIX B Teacher’s Interviews’ Questions
Daftar pertanyaan kepada Guru
I. Kelayakan Isi Buku
A. Kesesuaian uraian materi dengan SK dan KD 1. Kelengkapan materi :
a. Apakah Buku ini memuata jenis teks Interpersonal, Transaksional dan functional? b. Apakah buku ini juga untuk program bahasa, ada public speaking dan karya sastra
popular? 2. Kedalaman Materi
a. Sudah cukupkah pajanan atau exposure yang diberikan kepada siswa? Jumlah teks contohnya
b. Sudahkah buku ini memberikan pengetahuan tentang pembentukan jenis teks secara ekplisit dan terinci?
c. Apakah siswa mendapatkan bimbingan yang cuckup untuk memproduksi teks yang berguna dalam kehidupan sehari hari?
B. Keakuratan Materi 3. Fungsi social
Apakah fungsi social teks interpersonal, transaksional dan functional diungkap secara ekplisit dan jelas dalam buku?
4. Unsur struktur dan makna Apakah Unsur dan struktur makna ketiga jenis teks tersebut tercakup dengan baik?
5. Fitur linguistik Apakah pengembangan bahasa yang berterima dan akurat yang digunakan dalam teks yang diberikan sesuai?
C. Materi pendukung Pembelajaran 6. Kemutakhiran
a. apakah ada relevansi atau hubung antara materi yang ada dengan sumber rujukan yang digunakan?
b. Apakah materi yang ada cukup up todate atau tidak ketinggalan jaman?
7. Pengembangan kecakapan hidup. a. Apakah materi yang ada mengembangkan kecakapana hidup atau life skills dari
siswa? b. Apakah kecakapan personal, social , akademik dan vokasional cukup
dikembangkan disini? 8. Pengembangan wawasan kebhinekaan? Apakah materi dalam buku mengembangkan wawasan kebhinekaan?
II. Kelayakan Bahasa
A. Keseuaian dengan Tingkat Perkembangan Anak 1. Apakah buku ini sudah disusun sesuai dengan perkembangan kognitif anak?
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2. Apakah buku ini sesuai dengan tingkat sosio emosional anak? B. Komunikatif 1. Keterbacaan pesan oleh peserta didik: Apakah bahasa yang digunakan mudah dipahami oleh siswa? 2. Ketepatan kaidah bahasa: Apakah bahasa yang digunakan sesuai dengan kaidah bahasa yang tepat? C. Keruntutan dan Kesatuan Gagasan 3. Keruntutan makna dalam bagian/bab. Subbab/paragraph/kalimat: Apakah bahasa yang digunakan memiliki keruntutan dan keteraturan? 4. Ketertautan makna antar bagian/bab/ subbab/ paragraph/kalimat apakah bahasa dalam buku ini menyajikan secara bertautan?
III. Kelayakan Penyajian A. Teknik Penyajian 1. Sistematika Apakah setiap penyajian materi memiliki sistematika yang sesuai karakteristik materi? Minimal mencakup keempat langkah model Hammond (BKOF, MOT, JCOT dan MOT) 2. Keseimbangan antar bab Apakah jumlah pertemuan atau materi antar bab ada kesetimbangan? B. Penyajian Pembelajaran 1. Keterpusatan pada peserta didik Apakah materi latihan disusun sehingga menimbulkan interaksi antar peserta didik, peserta didik dengan guru dan lingkuangan lebih luas? 2. Mengembangkan prakarsa, kreativitas dab cara berpikir peserta didik Apakah materi dan tugas mendorong daya kreativitas siswa dan berpikir kritis? 3. Mengembangkan kemandirian belajar Apakah materi dan tugas mendorong peserta didik untuk bertanggung jawab atas proses belajarnya sendiri? 4. Mengembangkan kemampuan untuk refleksi/evaluasi diri Apakah materi yang diberikan emungkinkan siswa mengetahui keberhasilan dan kekurangan dalam pelaksanaan proses belajar mengajar? C. Kelengkapan Penyajian 1. Bagian pendahulu Apakah buku itu mencantumkan tujuan penulisan, ucapan terima kasih dan harapan? Apakah ada daftar isi yang memudahkan peserta didik mencari bab/ subbab didalamnya? 2. Bagian Isi a. Pendahuluan: apakah buku ini memberikan tujuan pembelajaran, sistematika cara
pembelajaran, dan hal lain yang harus diketahui siswa? b. Beban belajar: apakah ada tatap muka, tugas terstruktur dan mandiri? 3. Bagian penyudah a. Apakah buku mencantumkan glosarium? b. Apakah buku itu menntumkan daftar pustaka?
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c. Apakah buku mencantumkan indeks?
IV. Kelayakan yang lainnya 1. Apakah buku ini mahal? 2. Apakah buku ini mudah didapatkan? 3. Apakah buku ini menarik penampilannya? 4. Apakah buku ini bagus penjilidan dan kwalitas cetak, kertas?
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APPENDIX C Student’s Interviews’ Questions
Daftar Pertanyaan Kepada Siswa I. Kelayakan Isi Buku
A. Kesesuaian uraian materi dengan SK dan KD 1. Kelengkapan materi :
a. Apakah Buku ini memuat jenis teks Interpersonal, Transaksional dan functional? b. Apakah buku ini juga untuk program bahasa, ada public speaking dan karya sastra
popular? 2. Kedalaman Materi
a. Sudah cukupkah pajanan atau exposure yang diberikan kepada anda? Jumlah teks contohnya
b. Apakah anda tahu fungsi teks yang ada dan buku ini memberikan pengetahuan tentang pembentukan jenis teks, unsur makna dan struktur makna?
c. Apakah siswa mendapatkan bimbingan yang cukup untuk memproduksi teks yang berguna dalam kehidupan sehari hari?
B. Keakuratan Materi 3. Fungsi sosial
Apakah anda tahu fungsi sosial teks interpersonal, transaksional dan functional missal fungsi teks narrative untuk menghibur dan mengajarkan nilai luhur ?
4. Unsur struktur dan makna Apakah unsur dan struktur makna ketiga jenis teks tersebut tercakup dengan baik, misal narrative memiliki orientasi, komplikasi dan solusi ?
5. Fitur linguistik Apakah pengembangan bahasa yang berterima dan akurat yang digunakan dalam teks yang diberikan sesuai?
C. Materi pendukung Pembelajaran 6. Kemutakhiran
a. Menurut anda apakah ada materi yang ada sesuai dengan sumber rujukan yang digunakan?
b. Apakah materi yang ada cukup up todate atau tidak ketinggalan jaman?
7. Pengembangan kecakapan hisup. a. Apakah materi yang ada mengembangkan kecakapan hidup atau life skills dari
anda? b. Apakah kecakapan personal, social , akademik dan vokasional anda cukup
dikembangkan disini? 8. Pengembangan wawasan kebhinekaan? Apakah materi dalam buku mengembangkan wawasan kebhinekaan?
II. Kelayakan Bahasa
A. Keseuaian dengan Tingkat Perkembangan Anak
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1. Apakah buku ini sudah disusun sesuai dengan kemampuan anda? 2. Apakah buku ini sesuai dengan lingkungan anda? B. Komunikatif 1. Keterbacaan pesan oleh peserta didik: Apakah bahasa yang digunakan mudah dipahami ? 2. Ketepatan kaidah bahasa: Apakah bahasa yang digunakan sesuai dengan kaidah bahasa yang tepat? Keruntutan dan Kesatuan Gagasan Apakah susunan dari unit dan bab cukup urut dan mudah dipahami?
III. Kelayakan Penyajian A. Teknik Penyajian 1. Sistematika Apakah setiap penyajian materi memiliki sistematika ? Minimal mencakup keempat langkah model Hammond (BKOF, MOT, JCOT dan MOT) 2. Keseimbangan antar bab Apakah jumlah pertemuan atau materi antar bab ada kesetimbangan? B. Penyajian Pembelajaran 1. Keterpusatan pada peserta didik Apakah materi latihan disusun sehingga anda harus berinteraksi antar peserta didik, peserta didik dengan guru dan lingkuangan lebih luas? 2. Mengembangkan prakarsa, kreativitas dab cara berpikir peserta didik Apakah materi dan tugas mendorong daya kreativitas anda dan berpikir kritis? 3. Mengembangkan kemandirian belajar Apakah materi dan tugas mendorong peserta didik untuk bertanggung jawab atas proses belajarnya sendiri? 4. Mengembangkan kemampuan untuk refleksi/evaluasi diri Apakah materi yang diberikan memungkinkan anda mengetahui keberhasilan dan kekurangan dalam pelaksanaan proses belajar mengajar? C. Kelengkapan Penyajian 1. Bagian pendahulu Apakah buku itu mencantumkan tujuan penulisan, ucapan terima kasih dan harapan? Apakah ada daftar isi yang memudahkan peserta didik mencari bab/ subbab didalamnya? 2. Bagian Isi a. Pendahuluan: apakah buku ini memberikan tujuan pembelajaran, sistematika cara
pembelajaran, dan hal lain yang harus diketahui anda? b. Beban belajar: apakah ada tatap muka, tugas terstruktur dan mandiri? 3. Bagian penyudah a. Apakah buku mencantumkan glosarium? b. Apakah buku itu menntumkan daftar pustaka? c. Apakah buku mencantumkan indeks?
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IV. Kelayakan yang lainnya 1. Apakah buku ini mahal? 2. Apakah buku ini mudah didapatkan? 3. Apakah buku ini menarik penampilannya? 4. Apakah buku ini bagus penjilidan dan kwalitas cetak, kertas?
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APPENDIX D Transcript of Teacher’s Innterviews
Interview 1 Mrs. Sri [Int_Sri] Senior teacher in one of reputable SHS in Sleman Waiting Room Wednesday, March 4, 2009 09.30 -10.15 I visited her when she did not have a class. She looked so fresh in her old age, She has been teaching since 1983. She belongs to the senior teacher in Sleman region. She has been sent to teacher training in national level many times and also often became a textbook evaluator in province level. Her school has won many English competitions in Sleman region. Now her school became one of “Sekolah Andalan” in Sleman. Description Question and Answer Codes Indicator Q1: Buku yang digunakan apa
bu? A1: Look Ahead, dan kita tambah materi diluar itu seperti ada Koran, bungkus obat, bungkus mie instant, dan materi lain yang ada hubungannya dengan materi yang saya berikan. Q2: Jadi tidak hanya buku semata ya bu. Perlu ada tambahan yang lainnya. Apakah buku yang digunakan itu memuat teks interpersonal, transaksional dan functional? A2: Ya ada Q3: bagaimana harus menasehati orang, memberi perintah ada ya bu? A3: Ya ada, tapi biasanya kita berikan tambahan untuk variasinya, terutama untuk teks – teks functional. Untuk pengayaan anak itu sangat perlu.. Q4: Unuk kelas bahasa apakah ada yang berisi tentang public speaking atau karya sastra? A4: Kita nggak ada kelas
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bahasa, buku itu juga tidak memuat tentang kedua hal itu, tapi disana ada tentang interview, mungkin itu berhubungan dengan public speaking ya. Busa dikaitkan dengan public speaking ya?… tapi yang secara spesifik untuk kelas bahasa itu nggak ada. Q5: Tadi dikatakan Ibu menambah exposure untuk siswa, dengan menambah bahan di luar buku, apakah exposure di buku itu belum cukup menurut Ibu? A5: Ya cukup lah, tetapi kita butuh variasi dari contoh di buku, biar anak lebih semangat kalau kita bawa sesuatu yang baru. Tidak hanya mengandalkan buku tersebut. Q6: Apakah buku itu memuat tentang bagaimana pembentukan teks, struktur makna dan fitur lnguistik dari suatu teks? A6: Ya ada, bahkan sudah dalam bentuk skema beserta contohnya, misal kalau narrative awalnya ada orientation, kemudian diikuti dengan complication, itu disajikan dalam bentuk skema yang mudah dan jelas. Q7: Jadi sudah ada skemanya ya bu, apakah siswa punya kesempatan untuk memproduksi dari teks yang diajarkan itu? misal dari draft menjadi paragraph kemudian menjadi teks… A7: Ya. Siswa dapat melihat skema yang ada kemudian
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membuat karangan, Saya membimbing mereka untuk menyusun karangan misal tentang pengalaman yang tak terlupakan, dibimbing dari membuat draft kemudian mereka mengembangkan sendiri …Tapi dari buku belum sejauh itu tampaknya, saya yang membimbing mereka memproduksi teks Q8 : Apakah buku juga memuat tentang struktur teks, makna dan fitur linguistic dari berbagai bentuk teks itu? A8 : Ya semua dijelaskan, dari setiap pembahasan teks yang di tampilkan, bagaimana cara menulis recount, news item dan lainnya. Semua dibahas secara detail dan diberikan kesimpulan pada setiap akhir unit. Q9 :Apakah ada pengembangan life skill dalam materi yang diberikan? A9: Nggak banyak ya, misal kemarin kita punya teks news item , itu kan bisa mengembangkan kemampuannya untuk mewawancarai nantinya, mungkin mereka jadi reporter atau wartawan… tapi nggak banyak Q10: Bagaimana dengan pengembangan tentang pemahaman budaya? A.10: Banyak buku ini memuat Cultural Awareness, ini berisi tentang pengenalan siswa terhadap budaya di Inggris atau asing… mungkin ini bisa masuk ya ?!
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Q11 : Apakah bahasa yang digunakan dalam buku dapat dipahami oleh siswa? A11 : Iya, mudah dipahami anak tidak terlalu muluk dan tinggi, bagi siswa, siswa tidak terlalu banyak menemukan kata yang sulit. Q12: Apakah sesuai dengan dunia remaja? A12 : Agak kurang, nggak terlalu menonjol, tetapi ada sedikit yang kena misal ada tentang band Nidji, Peter Pan. Tapi itu nggak banyak…Kebanyakan contoh nya topiknya jadul, apalagi untuk news item, ya ini mesti saya bawa yang cukup up todate. Untuk naratif ceritanya nggak terlalu cocok dengan dunia siswa. Maka saya mencoba meminta mereka membuat teks tentang pengalaman pribadi mereka Q13: Apakah bahasa yang digunakan sesuai dengan kaidah atau standard English? A 13: Ya , jelas… Q14: Jadi sebagaian cukup komunikatif materinya? A14: Ya sedikit Q 15: Apakah buku ini ada keterkaitan antar unit, bab atau bagian perbagiannya? Dan apakah penyajiannya runtut? A 15: Kalau antar unit ya enggak ya karena antar unit beda topic, tapi kalau dalam satu unit ya jelas..terkait, ada yang terkait dan nyambung antar bagiannya , tidak lepas, dan ada semacam kesamaan pola antar
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unit.langkahnya… Q16: Apakah setiap unit ada langkah langkah atau pola yang berurutan? Missal diawali dengan BKOF, MOT, JOT dan MOT? A16 : Ya ada, tapi tidak setiap langkah kita ikuti, mungkin kalau BKOFnya terlalu banyak kita create yang lebih singkat, kadang kadang terlalu banyak modelnya atau pemanasannya, mungkin maksud penulis untuk lebih jelas. Tapi kadang boring bagi siswa… Q17 : Jadi ada pola yang tetap ya? Misal dari spoken kemudian written ? A17: Ya begitu dan tematik.. Q18: Ada nggak ketimbangan antar bab? A18: Untuk semua bab hampir sama, tapi untuk news item unit terlalu sedikit dibandingkan yang lainnnya. Juga kurang bervariasi dalam contohnya. Selain itu teks fungsional pendek sangat kurang hanya sedikit sekali contohnya….yang teks interpersonal dan functional oke cukup Q19: Apakah tugas atau latihan sudah disusun dengan student center? A 19: Ya sudah, siswa dapat mengerjakan, misal saya nggak ada.. Q20: Bagaimana dengan kretivitas siswa? A20: … belum banget. Nggak sejauh itu, tapi itu kembali ke anak. Saya biasanya ya harus
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membimbing mereka…karena kebanyakan guided sih… Q21: Apakah kemadirian bisa diwujudkan? A21: Ya tadi… perlu ada tambahan dari saya, buku hanya untuk “bahan” atau clue bagi siswa….itupun saya harus menyuruh mereka , baru mereka buat kalau saya minta kalau nggak ya nggak buat mereka …misal kemarin tak suruh mereka wawancara kepada seseorang kemudian melaporkan.. Q22: apakah penulis mencantumkan kata pengantar? Q22: Ya ada Q23: Kalau daftar isi apakah bisa membantu ? Q23: Iya dong membantu Q24: Kalau mapping bagaimana cara belajar dengan buku tersebut? A24: Ini yang nggak ada…dulu ada itu ya tapi bukan buku ini… Q25: kalau tugas ada yang mandiri nggak? A25: Nggak ada ya hanya tugas latihan yang berhubungan dengan buku itu, untuk bahan yang diluar buku nggak ada… Q26: Apakah memmuat glossarium atau index? A26: Nggak ada ya…. Mungkin karena sekarang kalau buat buku kan kejar cetak, mungkin nggak sempat …he ..he (tertawa) Q27: Untuk Daftar pustaka? Q27: Ya ada itu. Q28: Apakah buku ini mahal? A28: Terlalu mahal… bagi kami
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yang “high lander” ini termasuk mahal.. Q29 : Bagaimana siswa mendapatkannya? Mudah? A29 : Saya nggak tahu ya, kalau untuk disekitar sini yang pedesaan tampaknya nggak ada ya, anak harus ke kota untuk belinya, tapi kita didatangi penjual bukunya… Q30: Bagaimana dengan kwalitas penjilidan , kertas dan kemasannya? A30: Bagus nggak mudah rusak… Q31: Jadi secara umum buku ini sesuai dengan kurikulum 2006 ? A31: Ya…tapi tadi masih kurang modelingnya nggak bervariasi dan untuk teks fungsional pendek sangat kurang
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Inter view 2 Mrs. Yanti’s Interview [Int_Yan] March 11, 2009 11.00 – 12. 30 Guest room
I called her a week ago when we had Professional teacher meeting. She agreed to be my participants. I called her for sure that we could manage the interview on Wednesday, March 11,2009. Then, I came to her school at 10. Unfortunately, she had a task in Final Examination training programme. I waited for her until, she finished the job. I waited in the waiting room. I sit in comfortable sofa. Afterward, she came and we began to have the interview.
She has been teaching since 1989. She is the head of Musyawarah Guru Mata Pelajaran Bahasa Inggris ( English Teacher Profesionalism Organization) and also the member of Jogjakarta English Teacher Association.. Her school is pointed to be the International School model. She also many time join the training in national level, book evaluators and designer for National Examination test item. She looked fresh and enthusiastic in her age.
Description Question and Answer Codes Indicator Q1: Buku apa yang Ibu gunakan?
A1: Look Ahead yang utama, tapi juga
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menggunakan buku yang lain, di perpustakaan juga tersedia Q2: Apakah memuat jenis text interpersonal, transaksional, dan fungsional? A2: Ada, disana semuanya. Q3: Bagaimana untuk program bahasa? A3: Kami nggak ada program bahasa dan dibuku itu memang nggak ada yang untuk program bahasa. Q4: Apakah contoh-contoh dianggap cukup untuk anak? A4 : Pokoknya lumayan cukup… Q5: Perlu enggak Ibu menambah untuk contoh contoh teks? A5 : Kita biasanya menambah untuk exercise nya..misal untuk news item kita ambil dari Koran Jakarta Post… Q6 : kemudian tentang fungsi teks itu, fungsi sosialnya, apakah dimuat di buku itu? A6 : Ada, ada fungsi sosial dan bahasa dari teks itu. Q7: Apakah buku itu memberikan bimbingan yang cukup bagi siswa untuk memproduksi suatu teks? A7 : O ya ada, misal untuk teks narrative diberikan suatu teks bagaimana membuat happy ending atau sebaliknya, kemudian siswa diminta membuat endingnya sendiri Q8 : Jadi misal anak diminta membuat sendiri teks tersebut anak bisa ? A8 : Bisa bisa Q9 : Apakah dimunculkan tujuan dari pembuatan suatu teks atau unsur unsur pembentuk teksnya? A9 : Kalau tujuannnya untuk mengetahui generic structure dari teks memang
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dimunculkan ….tetapi kalau mau untuk melatih pemahaman anak ya diberikan pertanyaan tentang isi teks tersebut Q10 : Apakah bahasa yang digunakan formal atau informal? A 10 : Buku ini kelihatannya lengkap, ada yang bahasa standard tapi juga menggunakan bahasa yang digunakan anak anak, missal ada topic short story berisi tentang cerita dunia mereka. Disitu dimasukkan bahasa gaulnya.. Q11 : Menurut Ibu apakah bahan rujukan yang digunakan untuk buku ini sudah tepat? A11 : Saya kira tepat. Disini bahkan ada bagian yang mengungkapkan cross cultural understanding.. Q12: Untuk materinya apakah ketinggalan jaman? A12 : Untuk beberapa materi bisa dipakai terus, Cuma untuk yang kelas XII kita harus mengikuti trend , karena untuk teks review itu agak ketinggalan. Karena film dan buku kan tiap tahun mungkin berganti.. kalau saya cari di luar dan kemudian kita tambahakan cerita yang lain. Q13 : Apakah latihan di buku itu bisa mengembangkan life skill siswa? A13 : Ya lumayan, anak bisa berinteraksi dengan orang lain menggunakan latihan di sana, dia bisa misalnya interview dengan orang lain.. Q14 : Apakah bahasa yang digunakan mudah dipahami anak? A14 : Ya sesuai mungkin ada beberapa unfamiliar word, kalau dipersen ya 10 – 15 % lah. Tapi itu kan untuk menambah vocab mereka..yang saya suka buku ini, sudah tidak memuat fable untuk SMA, fable itu untuk SMP bahasanya terlalu mudah untuk tingkatan SMA. Saya lihat
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dibuku lain masih ada fable itu. Ini jadi anak nggak challenge gitu. Q15 : Ada nggak bu materi yang berhubungan dengan anak – anak muda? A15 : Ada, itu yang anak anak suka… Itu yang mudah dipahami anak. Q16 : Apakah sistimatika unit di buku itu ada? A16 : Ada , dimulai dengan spoken cycle, listening dulu kemudian speaking, reading terakhirnya writing dan diakhiri dengan semacam rangkuman pada endingnya. Q17 : Apakah ada tahapan semacam BKOF, MOT, ICOT dan JOT? A17 : Ada Q18: Apakah ada kesetimbangan antar bab? A18 : Sama seimbang antar bab, Q19 : Apakah latihan yang disusun student centered? A 19 : Ya..misal mereka kerja sendiri mereka bisa tapi ya harus pakai kamus.. Q20 : Apakah itu mengembangkan kreatifitas siswa? Q20 : Iya..seperti tadi kalau mereka suruh buat ending suatu cerita, hasilnya berbeda antara siswa satu dan lainnya.. Q21: Apakah buku ini dilengkapi dengan foreword, table of content? A21 : O iya ada.. Q22: Apakah buku ini juga menyediakan panduan untuk guru dan siswa untuk bagaimana menggunakan buku ini? A22: Ada ..di buku itu nggak ada tampaknya…kita dikasih CD untuk panduannya juga ada listening scriptnya, tapi itu untuk guru saja, siswa nggak kita kasih, supaya mereka bisa mengukur
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kemampuan mereka.. Q23 : Apakah di buku ini ada tugas terstruktur dan mandiri? A23 : Kalau di buku tidak disebutkan , tetapi guru bisa memilah milah mana yang tugas terstruktur, tugas mandiri, misal disitu ada perintah buatlah teks tentang sesuatu, berarti itu termasuk tugas mandiri, guru kemudian memerintahkan anak membuat teks itu, buku itu hanya menyediakan check list tentang teks yang akan dibuat itu misal apakah sudah menggunakan past tense, conjunction itu memberikan panduan kepada siswa Q 24 : Apakah ada glossarium dan indeks? A 24 : Nggak ada Q25 : Kalau daftar pustaka? A 25 : Ada Q26 : Secara umum buku ini apakah cocok dengan kurikulum 2006? A26 : Ya cocok. Walaupun sekarang kita ada tugas terstruktur, tugas terstruktur mandiri, kita bisa mendesain sesuai dengan kemauan kurikulum sekarang… Q27 : Apakah buku ini menarik secara umum tampilannya? A27 : Ya cukup menarik walaupun tidak full colour. Walaupun begitu didalamnya ka sebagian menggunakan kertas warna, Jadi kalau mau di bold typed itu kelihatan, jadi anak tahu bagian mana yang penting dan perlu ditekankan Q28 : Kemarin saya dapat masukan katanya short functional text nya tidak banyak? A28 : Di kelas X banyak pak. Ada invitation, brochure sampai expressing condolences , tetapi di buku kelas XI dan XII sudah nggak ada. Soalnya terlalu
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mudah untuk tingkatan kelas XI dan XII. Q29 : Kok bisa gitu ya, bu? A29 : Itu yang salah SK dan KD kita, hampir sama untuk semua tingkat, jadi bahannya diulang ulang di beberapa tingkat dan muncul di beberapa tingkatan, pemetaan materi mungkin berbeda antar pengarang…Sebaiknya antar kita ada pemetaan materi, sehingga tidak tumpang tindih antar tingkat …sehingga tidak perlu ada jenis teks yang sama muncul di beberapa tingkat.
Judge
Interview 3 Mrs. Ana [Int_Ana] Wednesday, March 18, 2009. 08.00 – 09.00 Teacher’ guest room. I phoned her on Saturday if I could have an interview with her about textbook. She was busy enough preparing her students for Last Examination but she agreed to have interview next Wednesday. I came into the teacher’ guest room. Her friend called her, she has waited for me. She has taught since 1987. She taught in one of SMA Andalan in Sleman regency. She has been sent China for six months course. She is also active in English teachers association. We have worked together to make an English textbook for Sleman Education Department. Description Question and Answer Codes Indicator Q 1 : Buku apa yang dipakai
sebagai text book? A 1 : Look Ahead Q2 : Apakah memuat jenis teks interpersonal , transactional and functional? A 2 : Ada Q3 : Untuk teks functional pendek? A 3 : Tidak ada di buku tetapi saya biasanya pakai dari Jakarta Post untuk teks seperti
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itu., selain itu juga dari internet, suart kabar local seperti Kedaulatan Rakyat yang banyak kita jumpai tentang lowongan kerja, anak tak suruh cari kemudian mereka tak suruh membuat pertanyaan dari teks itu., bagaimana untuk membuat surat lamarannya dan CV nya secara lengkap. Q4 : Untuk program bahasa nggak ada bu, harusnya kan nada public speakingnya ? A4 : Nggak ada, tapi untuk speakingnya saya kembangkan lewat ekstrakulikulernya, jadi pada sore hari kita ada ekstra kurikuler speaking. Q5 : Apakah untuk exposurenya dianggap cukup untuk siswa? A5 : Cukup tapi minimal , untuk pengembangan lebih lanjut saya ambil seperti surat kabar itu, kadang saya juga suruh siswa mencari sendiri di luar, saya nggak mau anak terfokus pada guru untuk materi. Kita hanya beri contoh kemudian mereka mencari contoh di luar Q6 : Apakah secara eksplisit dijelaskan tentang fungsi sosial dari teks tersebut? A6 : Ya, tapi saya mesti harus menjelaskan karena mau tidak mau anak mesti bertanya juga, kan di kelas XII anak anak sudah mendapatkan semua teks , mereka biasanya pengin tahu apa beda berbagai macam teks argumentative, apa beda analytical dan hortatoty, jadi saya harus menerangkan bahwa ini lho bedanya .
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Q7: Kalau di buku nggak terlalu luas ya bu? A7 : O iya kurang. Q8 : Kan disana mungkin semacam ringkasan aja ya bu? A8 : Ya , kan di Kurikulum KBK dulu ada semacam ringkasan tapi lengkap meliputi semua teks dan kita bisa lihat perbedaannya, ini sebagai acuan saya untuk memahami jenis teks. Sekalian saya mau matur, di buku Erlangga kelas XI pada text report ada yang salah itu, di bagian depan struktur generic dari report itu ada identification, kemudian general classification. Saya tahu dari anak kelas XII mereka pas ketemu soal mereka mengatakan general classification, harusnya kan nggak itu. Pas saya komunikasikan dengan guru kls XI dia hanya memakai buku itu tanpa punya referensi lain, jadi dia nggak tahu mana yang benar. Q9 : Jadi sekali lagi nggak terlalu luas ya untuk fungsi sosial teks tersebut? A9 : Ya saya nambah sendiri, mungkin untuk efisiensi halaman yang digunakan?! Q10 : Apakah memberikan bimbingan yang cukup untuk memproduksi teks? A10 : Di buku ada, misal menyusun paragraph acak menjadi suatu teks, kemudian sudah diberikan pendahuluan anak diminta meneruskan teks tersebut, ada juga yang diberi setting dan skema kemudian anak diminta mengembangkan.
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Q 11 : Bagaimana dengan fungsi teks tersebut dalam kehidupan sehari hari? A11 : Nggak banyak juga kayak tadi Q12 : Generic structure nya gimana bu A12 : Ya ada, lewat pertanyaan pertanyaan misalnya apakah disitu ada noun phrasenya, siswa diminta menggaris bawahi, kemudian kenapa menggunakan past tense dalam narrative, kenapa menggunakan reported speech ,karena writer pingin real world dan lain lain Q 13 : Kemudian untuk materi yang digunakan apakah cukup up to date? Tidak ketinggalan jaman? A 13 : Secara umum sudah cukup up to date, misal tentang cloning, tenaga nuklir, solar power di Indonesia masih termasuk hangat, karena dalam kurun waktu lama masih membicarakan hal itu. Tapi kalau yang bener bener mutakhir nasional dan internasional ya nggak ada, kurang. Q14 : Apakah materi yang ada mengembangkan life skill siswa? A14 : Mungkin minimal bisa mengembangkan kemampuan komunikasi mereka ya?! Karena mengajarkan expressing regrets, invititation, satisfaction dan lain lain. Yang bisa diterapkan dalam kehidupan sehari - hari. Q15 : Kalau hubungannya dengan cultural understanding? A15 : Ya ada. Misalnya bagaimana cara makan mereka,
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kalau mengangguk kepala bisa berarti disagree Q16 : Apakah bahasa yang digunakan sesuai dengan kemampuan anak? A16 : Ya anak bisa mengikuti dan tampaknya sesuai dengan level mereka. Sementara speakingnya saya kembangkan di kelas XI jadi mereka di kelas XII mereka sudah cukup bisa Q 17 : Apakah teks yang dikembangkan sesuai dengan dunia mereka? A17 : Kayaknya minimal sekali dan nggak banyak. Paling di teks review itu ada tentang sinetron, band GIGI dan yang lainnya. Kalau review kan berhubungan dengan karya yang sudah ada saat ini. Q 18: Kalau yang narrative bu? A 18 : Wah itu malah cerita zaman dulu ya .. Q 19 : Kemudian apakah bahasa yang digunakan cukup standar sesuai dengan kaidah? A 19 : Saya pikir anak nggak mengalami kesulitan, anak anak bisa memahami. Misal pada teks narrative itu juga dibahas tentang bagaimana membuat kalimat conditional, subjunctive Q 20 : Apakah ada keterkaitan antar bab? A 20 : Kalau antar unit ya nggak ya, kayaknya terputus putus ya. Unit ini tentang narrative, kemudian tentang discussion, review. Q 21 : Kalau dalam satu unit bu?
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A 21 : Na... kalau itu masih nampak, antar bagian saling berhubungan, misal tentang narrative , kemudian membicarakan tentang noun phrases, kemudian tentang tensesnya sedikit, kemudian ada gaya bahasanya. Q 22 : Kemudian apakah pola antar unit juga sama ? Langkah langkahnya? A 22 : Ya sama, diawali spoken cycle kemudian written cycle, ada 4 tahapan itu BKOF, MOT, JCOT dan IOT. Q 23 : Apakah menurut ibu antar bab ada semacam kesetimbangan antar bab? A 23 : Mungkin untuk buku itu, terlalu banyak teks discussion nya ya?! Bahkan saya sering yang ini untuk PR . Anak mungkin 2 atau 3 teks saja mungkin sudah cukup. Soalnya kalau anak terfokus pada buku teks sedangkan teks nya itu itu saja, bagi saya itu kurang menantang anak, dan kurang mengangkat kreatifitas anak. Saya terkadang menawarkan kepada anak, kalau yang ini bagaimana kalau untuk PR saja, kemudian kamu mencoba untuk membuat teks sendiri meskipun pendek tidak apa apa. Yang penting kamu usaha, tahu pola dari teks tersebut Q 24 : Apakah latihan yang ada student centered? A 24 : Kalau anak mengikuti dari awal langkah langkah yang ada di buku itu, saya pikir bisa.Tapi seandainya ada bimbingan dari guru anak mungkin lebih banyak
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pemahamannya. Q 25 : Jadi guru tidak harus menerangkan dulu gitu ya? A25 : Ndak ...mereka bisa, hanya memang akan lebih baik kalau guru membimbing mereka, hasilnya akan lebih maksimal. Misal kalau saya nggak bisa ngajar, saya suruh mengerjakan hal sekian sampai sekian ya mereka bisa. Saya biasanya sesudahnya mengecek ada apa nggak masalah pas kerja sendiri , kalau ada ya saya jelaskan Q 26 : Apakah latihan yang ada mampu mengembangkan kreatifitas siswa? A 26 : Masih sedikit sekali..misalnya tadi hanya menyelesaikan conclusion nya. Yang anak berkreasi sendiri, kok belum ada..kebanyakan masih guided banget. Q27 : Berarti kemandirian belajar belum terbentuk ya bu? A 27 : Ya belum ..anak masih membutuhkan bimbingan untuk menghasilkan suatu teks Q 28 : Untuk penyajian buku, apakah ada kata pengantar, daftar isi, panduan penggunaan buku didalamnya? A 28 : Ya untuk daftar isi dan kata pengantar ada, sehingga ini membantu kita mencari halaman didalamnya...untuk panduan penggunaan buku tampaknya nggak ada..di buku lain ada itu tampaknya, terbitan apa itu grafindo kalau nggak salah... Q 29 : Apakah ada tujuan pembelajaran dari tiap unitnya?
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A 29 : Ada, misal unit 5 ada rangkuman yang akan dipelajari itu apa. Q 30 : Apakah ada kegiatan yang berisi tatap muka, tugas terstruktur dan tugas mandiri? A 30 : Nggak ada hanya latihan biasa..Istilah itu kan baru muncul akhir akhir ini, padahalkan buku ini dibuat beberapa tahun yang lalu...jadi ya mungkin belum dimunculkan, Q 31 : Jadi nggak ada yang mengarahkan anak untuk mengambil tugas di luar buku tersebut? A 31 : Buku ini nggak memberikan kesempatan anak ataupun guru untuk menggunakan bahan bahan di luar buku ini. Q 32 : Apakah ada glossary, indeks dan bibliography? A 32 : Tampaknya nggak ada, yang ada hanya daftar pustaka. Tapi kan udah terdaftar di BNSP kan sudah standar...walaupun harusnya harus ada itunya ya?! Q 33 : Jadi secara umum buku ini sesuai dengan kurikulum 2006? A 33 : Ya .. tapi hanya untuk standar minimal aja. Kalau kita mau mengmbangkan lebih tinggi ya kita harus melihat bahan dari luar.. Q 34 : Kalau dari segi penampilan bagaimana bu? A 34 : Kalau diskala ya C plus lah.Illustrasi di luarnya saya anggap kurang menarik. Kurang tampak kalau itu bahasa Inggris gitu ..harusnya gambarnya yang
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challenging gitu to ya, bagi anak tampaknya juga kurang menarik. Q 35 : dari segi harga bu? A 35 : Ya cukuplah, nggak begitu mahal...kertasnya bagus covernya lumayan, walau ya tadi kurang menantang Q 36 : Kalau dulu penerbit kesini gitu yabu? Anak tidak membeli sendiri? A 36 : Ya begitu.. kalau mereka mau beli sendiri di luar jauh ya, itu ada di depan UII atau Gramedia..
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APPENDIX E
Transcript of Student’s Interview Interview 1
Waiting Room Wednesday, March 4, 2009 10.30 – 11.00 Adel and Susi, bu Sri’s students Bu Sri invited both students to have an interview with me in the waiting room. Adel with her bandage on her arm and Susi with beautiful white veil came to the room. They looked curious looking at me. We talked for a while about their class now. Their Indonesian language teacher could not come today so they had a task to do, and lucky for me, we had enough time to talk about the English textbook they used. Firstly, they were little bit shy, but then they had their own style after I introduce myself and told them about my research. Here is the interview I had. Question and Answer Codes Indicator Q1: Di kelas pakai buku apa?
A1: Look Ahead Q2: Apakah teks interpersonal,bagaimana cara tentang memberikan salam ? A2: Ya ada Q3: Kemudian untuk teks functional pendek, misal tentang memberikan undangan? A3: Nggak terlalu banyak… Q4: Yang banyak yang contoh teks tentang functional semacam recount, narrative gitu ya? A4: Ya ada Q5: Apakah ada materi yang berisi fungsi fungsi teks tersebut? A5: Ya ada Q6: apakah menurut mbak mbak ini contoh disana dianggap cukup? A6: Belum terlalu banyak … Q7: Apakah materi yang disajikan sesuai dengan dunia anda? A7: Kebanyakan contohnya terlalu monoton, kita jadi bosan. Nggak banyak
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variasinya. Contohnya kalau narrative kebanyakan dongeng, kita kan udah nggak jamannya dengar dongeng… jadul gitu lho.. Q8: Apakah bu guru sering memberikan teks diluar dari buku itu? A8: Ya sering kemarin bu guru pakai Koran untuk mengajarkan news item. Karena contoh didalam buku kurang banyak… Q9: Apakah buku ini bisa mengembangkan kemampuan life skill? A9: Ya Q10: Bisa berikan contohnya? A10: Mmmm... misal kita diajarkan mewawancarai orang, kita kemarin diminta untuk mewawancarai orang kemudian dipresentasikan. Selain itu di teks procedure kita diberi cara membuat kue, menambal ban… Q11: Apakah mengembangkan wawasan kebudayaan ? misalnya menghargai orang lain? A11: Ya ada…ada beberapa catatan kecil tentang budaya di Inggris Q12: Apakah mbak-mbak mengalami kesulitan dalam memahami materi ini? A12: Nggak terlalu… kita bisa kok memahami isi materi yang ada.. Q13: Berarti sesuai dengan tingkat kemampuan anda? A13: Ya … Q14: Apakah dunia atau lingkungan mbak terekspose dalam buku itu? Misal tentang kondisi dan lingkungan sosial dunia muda tentang pacaran.. A14: Nggak, terlalu jadul contoh – contohnya …Jarang jarang dunia kita ada di buku
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Q15: Apakah latihan ini membantu dan membimbing untuk memproduksi teks? Kita bisa tahu langkah untuk memproduksi suatu teks? A15: Ya ..ada beberapa tapi nggak terlalu detail..memang ada skema dan langkah langkah untuk pembentukan suatu teks, tapi harus tetap dengan bantuan guru. Q16: Misal bu guru ndak ada kemudian anda diberi tugas untuk mengerjakan materi latihan di buku itu, anda bisa mengerjakan? A16 : Kayaknya nggak ya ….mungkin beberapa latihan bisa Q17: Jadi itu nggak bisa anda mandiri untuk melakukan perintah di buku itu? A17: Ya nggak semua Q18: Apakah model model teks yang disajikan cukup banyak? A18 : Sedikit sekali… latihan yang diberikan juga nggak banyak Q19: Apakah buku ini memberikan panduan bagaimana belajar mennggunakan buku itu? A19: Ndak ada… Q20: Apakah ada tugas mandiri yang meminta kita mencari di luar buku? A20: Ndak ada, semua berpusat pada buku itu Q21: Apakah buku itu menarik? Apakah susunannya sudah cukup bagus? A21: Lumayan… Q22: Maksudnya lumayan? Dari harganya? Illustrasinya atau isinya? A22: Contohnya hanya sedikit, covernya oke, ilustrasinya kurang menarik.. Q23: Mahal? A23: Dibandingkan dengan buku yang lain, ya nggak terlalu mahal…
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Q24: Jadi secara umum buku ini bisa nggak digunakan untuk kehidupan sehari hari? A24: Untuk teks interpersonal bisa, mungkin untuk menyapa orang, memberi nasehat, tapi untuk teks recount narrative sangat jadul…masak kita kayak anak TK,… Q 25 : Bagaimana anda mendapatkan buku ini? A 25 : Ibu guru kasih ke kita dan kita bayar...
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Interview 2
Mrs Yanti Student Interview [Int_YanSt] Budi Tuesday, March 11, 2009 One morning in the school hall It was a wide area in the hall of school. I conducted the interview with the student’s of Mrs. Yanti. I asked Mrs. Ani, another English teacher in the SHS, to call Budi. He was from X level. He came with Mrs. Ani and big curiousity, because I had not contact him before. Perhaps, he thought that I was a stranger and made something bad to him. Then, I explained my intention to interview him concerning with textbook used in English teaching. I also said to him that I have permitted to Mrs. Yanti and her recommendation. He could accept and his face became fresh again. He was ready to answer my question. Here is the interview. Description Question and answer Codes Indicator Q1: Pakai buku apa mas?
A1: Look Ahead dari Erlangga Q2: Apakah buku itu memuat bentuk teks interpersonal, transaksional ? Misal cara memberi salam , mengajak orang A2: Ya ada Q3: Apakah juga memuat teks functional seperti report, narrative? A3: Ya ada Q4: Apakah contoh contoh yang ada di buku dianggap cukup? A4: Ya cukup, lumayan banyak kok.
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Q5: Apakah di buku memberikan bagaimana fungsi fungsi teks tersebut? A5: Untuk fungsi teks fungsional ada, misal fungsi teks recount untuk menceritakan, kejadian, report untuk deskripsikan suatu benda. Tetapi untuk teks interpersonal atau transactional kayaknya nggak ada Q6: Apakah ada latihan bimbingan untuk meproduksi suatu teks? A6: Ada, latihan ada yang disusun dengan langkah langkah pengembangan dari sebuah draf kemudian menjadi sebuah teks. Q7: Bagaimana dengan unsur makna yang mendukung suatu teks? A7: Ada, misal kalau past tense untuk narrative , kalimat perintah untuk procedure Q8:Apakah bahasa yang digunakan terlalu ketinggian untuk anda? A8: ya…nggak juga sebagian sudah kita pelajari di SMP , ya ada sebagian yang cukup meningkat Q9 : Kalau materi apakah sesuai dengan dunia anda? A9: Ya nggak terlalu… malah agak bosan bagi saya, sudah sering dibaca di SMP dulu. Kebanyakan dongeng …gitu Q10: Apa nggak pingin berisi tentang dunia remaja, misalnya tentang nonton film, pacaran gitu? A10: Ya juga sih… disana ada sebagian tapi kebanyakan tentang dongeng ,legenda Q11: Berati agak ketiggalan jaman ya materinya? A11: Ya
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Q12: Kalau procedure gimana? A12: Ya , ada bagaimana buat kopi , teh, mie..mungkin akan lebih baik kalau misalnya cara kita browsing di internet, kan itu lebih tepat bagi kami Q13: Berguna nggak materi itu untuk kehidupan sehari - hari? A13: Ya sebagian karena kita bisa tahu bagaimana untuk memberitahukan sesuatu… tidak hanya asal ngomong.. Q14 : Ada nggak yang berisi tentang pembelajaran budaya,misal gimana harus menghargai orang.. A14 : Ada disana ada cultural awareness di beberapa bagian Q15 : Menurut anda apakah materi yang diberikan sesuai dengan kemampuan anda? A15 : Ya sesuai, nggak terlalu banyak kata yang saya nggak tahu artinya… Q 16 : Kira-kira berapa? Q 16 : Paling yang kira kira 10 persen lah Q17: berarti anda bisa memahami teks yang ada di buku itu? A17 : Ya bisa Q18 : Apakah lingkungan anda “disentuh” pada buku tersebut? A18: Nggak banyak…Cuma digambarkan dengan fable, jadi bosan kita Q19 : Apakah anda mengalami kesulitan untuk mengikuti alur suatu unit,missal dari bagian awal ke tengah lalu sampai akhir?apakah ada pola atau sistimatika yangmemudahkan anda? A19 : Ya, antar unit hampir sama
TCONSuLs_PSAV TCONSuLs_PSAV TCONSuLs_Cul TLANApCog_St TLANApCog_St TLANApCog_St TLANApSoc_Lg TPREClaBal_Mat
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susunannya Q20 : Apakah anda bisa mengerjakan latihan dan peintah di buku itu tanpa ada Bapak atau Ibu guru? A20 : Ya bisa, soalnya sudah kayak diberi panduan gitu , biasanya sudah ada contoh satu dua , terus suruh mengerjakan..kita bisa mencoba dengan ide kita sendiri.. Q21 : Pernah mencoba membuat karangan dengan ide sendiri? A21 : Pernah, tapi nggak banyak hanya dua halaman, itu aja nggak penuh … tapi nggak terlalu baik ada beberapa kalimat yang salah Q22: Dengan begitu apakah anda bisa tahu kemampuan anda sendiri? Misal kalau buat kalimat belum benar ungkapannya.. A22 : Ya kita bisa tahu kelemahan kita dalam membuat kalimat.. Q 23 : Kalau bu guru sering nggak memakai bahan diluar buku itu? A 23 : Jarang memakai bahan di luar, malah kayaknya terpaku pada buku itu…..hanya pernah kemarin bawa Koran untuk news item… Q 24 : Pernah nggak memberi tugas di luar buku itu ? A 24 : Jarang…. Q 25 : Apakah buku ini memuat tentang panduan tentang bagaimana memakai buku ini? A 25 : Ada, di halaman depannya Q26: Apakah ada daftar isi dan kata pengantarnya? A26 : Ada Q27: Apakah secara umum buku ini
TPREActSc_Do TPREActCr_Im TPREActSf_Kn Judge Improve Judge TPREAdqCon_Gui TPREAdqInt_Pre
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menarik? A27: Ya lumayan… tapi bacaan bacaannya vocabnya kurang menantang …banyak yang sudah kita dapat di SMP dulu , kalau saya sendiri nggak banyak kesulitan ,mungkin bagi kawan kawan saya … Q28 : Jadi materinya agak jadul gitu ya? A28 : Iya semua hampir sama hanya alurnya dibolak balik atau di ubah gitu aja, padahal isinya sama… Q29: Bagaimana dari segi harganya?A 29 : Ya biasanya aja nggak terlalu mahal ..malah yang mahal buku selain bahasa inggris seperti kimia. Fisika Q 30 : Kemarin bukunya beli di mana? A 30 : Langsung dari guru, saya nggak beli di toko buku… Q 31 : Pernah mencoba cari ke toko buku sekitar sini yang mungkin menjual buku tersebut? A 31 : Belum pernah mencoba cari..
Judge TCONSuCur_Up TOTHCosEx_Che TOTHAvlEas TOTHAvlEas
Interview 3
Mrs. Ana Students’; Fatia and Hatta.[Int_Ana St] Wedensday, March 18, 2009. Teacher guest room. I called the two students after I had an interview with Mrs. Ana. I was still in the teacher guest room. They looked curious when they saw me. I introduced myself as their teacher’s friend and told them my purpose in having interview. They felt all right and ready to have an interview. Description Question and Answer Codes Indicators Q 1 : Buku apa yang
digunakan dalam pembelajaran bahasa Ingris? A 1 : Look Ahead and Link to The World
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Q 2 : Apakah buku itu memuat teks interpersonal? Misal tentang ungkapan ungkapan A 2 : Ada Q 3 : Kalau yang transaksional? A 3 : Ada , tetapi di kelas XI nggak ada Q 4 : Kalau bentuk teks fungsional semacam recount, narrative? A 4 : Ada juga Q5 : Apakah model yang disajikan cukup bagi mbak dan mas ini? A 5 : Sudah cukup tetapi kurang bervariasi terlalu monoton…dari itu ke itu saja Q 6 : Apakah di buku memuat tentang bagaimana fungsi teks tersebut, unsur pembentuknya dan lain lainnya A 6 : Ada dan sudah cukup bagus karena di akhir bab mesti ada semacam rangkuman tentang unsur pembentuk dan fungsi teks yang di bahas di unit tersebut. Q 7 : Apakah latihan disana membimbing mbak dan mas membuat suatu teks sesuai unit tersebut? A 7 : Di Look Ahead ada. Kita membentuk suatu teks lewat bimbingan dari suatu teks yang belum selesai kita diminta menyelesaikannya. Tapi di Link to the World hanya semacam kata kata, dirangkai atau jumble word Q 8 : Jadi untuk Link to The world belum terlalu ada
TCONApCov_Te TCONApCov_Te TCONApCov_Te TCONApLev_Ex Judge TCONApLev_Com TPREAdqCon_Sum TCONApLev_Gu
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bimbingan ya? Kalau look Ahead sudah mulai sampai membuat teks dengan panduan ya? A 8 : Ya betul … Q 9 : Bagaimana dengan fungsi teks tersebut apakah dimuat secara jelas dan terinci? A 9 : Untuk Look Ahead sudah ada dan terinci sedangkan untuk Link to the World belum ada terinci Q 10 : Tadi dikatakan tidak terlalu variatif dan monoton berarti tidak menarik? A 10 : Ya, tapi ada beberapa yang cukup menyenangkan kayak ada yang ngisi TTS itu. Tapi ya tadi kurang variatif... Untuk Link To the world hanya berupa bacaan kemudian dikasih pertanyaan seperti itu di setiap unit nya Q 11 : Apakah materi atau isi bacaan ketinggalan jaman? A 11 : Ya hanya cerita tentang kehidupan di rumah kemudian ditanyakan mulai kapan, dimana, hanya begitu aja.. (Itu Masih old method kok…) Q 12 : Apakah Latihan tadi bisa mengembangkan kemampuan anda berkomunikasi? A 12 : Kalau untuk ungkapan beberapa mungkin bisa tetapi untuk teks belum terlalu bisa digunakan, lingkungan kita kan masih berbahasa Indonesia….he he . Paling yang teks procedure bagaimana membuat supermi atau the yang bisa digunakan
TCONApLev_Gu TCONAcSof_Fu TCONSuCur_Acc Judge TCONSuCur_Up TLANApSoc_Lg TCONSuLs_PSAV
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dalam kehidupan sehari hari Q 13 : Apakah dalam buku memuat tentang pemahaman tentang budaya orang lain? A 13 : Di Link To the World belum ada, saya hanya mempelajari dari dialog yang ada dalam teks. Kalau untuk Look Ahead memang memuat beberapa tentang kebudayaan orang luar. Q 14 : Apakah anda bisa memahami bahasa yang digunakan di buku itu? A 14 : Bisa Q 15 : Apakah buku itu memuat materi tentang lingkungan anda? A 15 : Nggak banyak paling hanya beberapa yang menyentuh lingkungan kami, misalnya tentang Valentine. Q 16 : Apakah anda melihat adanya pola yang hampir sama antar bab yang anda pelajari? Misal dari speaking, kemudian reading, listening atau yang lainnya? A 16 : Nggak terlalu tahu saya.. Q 17 : Apakah ada unit yang menurut anda terlalu banyak atau terlalu sedikit dibandingkan yang lain? A 17 : Untuk narrative memang banyak dibandingkan yang lainnya..tapi kita bisa menikmati sih, jadi ya asik asik aja.. Q 18 : Apakah anda bisa mengerjakan tugas atau latihan
TCONSuLs_Cul TLANComUnd_Co TLANApSoc_Lg TPREOrgSq_Cy TPREClaBal_Mat
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di buku itu tanpa bimbingan bapak ibu? A 18 : Bisa kok… Q 19 : Apakah mengembangkan kreatifitas anda? Anda pernah nggak suruh buat yang diluar buku itu? A 19 : Kita suruh buat endingnya dari suatu story, kita mengembangkan sesuai keinginan kita .. tampaknya kita nggak pernah diminta untuk mencari bahan di luar buku… Q 20 : Apakah kegiatan itu membuat anda tahu kemampuan diri anda, mungkin lemah dalam kosa kata atau pembentukan kalimat? A 20 : Ya kita bisa tahu, ternyata pas kita mau mengungkapkan maksud kita nggak selalu sesuai dengan tatanan bahasanya, mau ngomong saya pergi ke kota, kita bingung pakai went atau go…. Q 21 : Apakah bahasa yang digunakan cukup komunikatif? A 21 : Enak kok, enak dibaca gitu nggak terlalu formal juga..juga nggak tingkat tinggi kok pak, masih bisa dimengerti Q22 : Buku itu punya nggak panduan untuk belajar? A22 : Biasanya ada di depan, tapi nggak tahu ya …Kita biasanya langsung ke materi, tapi biasanya ada itu ....Jadi bagian ini membahas apa kemudian dilanjutkan ke
TPREActSc_Do TPREActCr_Im TPREActSf_Kn TLANComUnd_Co TLANComUs_Std TPREAdqCon_Gui
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bagian apa ..gitu kalau nggak salah Q 23 : Apakah buku ini punya pola atau tatanan? A 23 : Misalnya kalau narrative dari bacaan kemudian berisi pertanyaan tentang bacaan itu, tapi tiap unit hampir sama polanya atau urutannya .. Q 24 : Secara umum apakah buku ini menarik? A 24 : Dari segi visual sudah cukup bagus..tapi kurang berwarna aja...kebanyakan hitam putih aja ...kalau bisa berwarna semua, sukur ada CD listening nya ... Q 25 : Jadi siswa belum dapat listeningnya? A 25 : Belum, hanya ibu guru yang punya .. Q 26 : Menurut anda apakah buku ini mahal? A 26 : Ya cukup mahal kalau bisa diturunkan Q 27 : Apakah Anda mendapatkan buku ini dengan mudah? A 27 : Dari guru kita tinggal bayar
TPREClaSy_Par TOTHGraIll_Int TOTHAvlEas TOTHCosEx_Che TOTHAvlEas
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APPENDIX F
Transcript of Personal’s Account
Mrs. Sri’s personal account [pa1_Sri]
Categories (codes)
Indicators referred
Accounts Description
TCONApCov_Te
Coverage of text types Improvement
Apakah buku yang digunakan itu memuat teks interpersonal, transaksional dan functional? A2: Ya ada Q3: bagaimana harus menasehati orang, memberi perintah ada ya bu? A3: Ya ada, tapi biasanya kita berikan tambahan untuk variasinya, terutama untuk teks – teks functional. Untuk pengayaan anak itu sangat perlu.. Kita nggak ada kelas bahasa, buku itu juga tidak memuat tentang kedua hal itu, tapi disana ada tentang interview, mungkin itu berhubungan dengan public speaking ya. Busa dikaitkan dengan public speaking ya?… tapi yang secara spesifik untuk kelas bahasa itu nggak ada.
Textbook covered the text required She improved the text by adding materials The textbook did not provide material for language program
TCONApLev_Ex
Exposure Ya cukup lah, tetapi kita butuh variasi dari contoh di buku, biar anak lebih semangat kalau kita bawa sesuatu yang baru. Tidak hanya mengandalkan buku tersebut.
She gave more examples or model in such the students get enough to understand the text comprehensively
TCONApLev_Com
Communicative aspect
: Ya ada, bahkan sudah dalam bentuk skema beserta contohnya, misal kalau narrative awalnya ada orientation, kemudian diikuti dengan complication, itu disajikan dalam bentuk skema yang mudah
Text must be explicitly explained about their social function and linguistic features
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dan jelas.
TCONAcLin_Com
Accuracy in linguistic features and lexico grammatical
Siswa dapat melihat skema yang ada kemudian membuat karangan,
Students must comprehend the text as a whole
TCONApLev_Gu
Limited guidance to produce text
Saya membimbing mereka untuk menyusun karangan misal tentang pengalaman yang tak terlupakan, dibimbing dari membuat draft kemudian mereka mengembangkan sendiri …Tapi dari buku belum sejauh itu tampaknya, saya yang membimbing mereka memproduksi teks
She gave more suitable guidance to produce text independently
TCONAcLin_Com The text should be acceptable linguistically and communicatively
Apakah buku juga memuat tentang struktur teks, makna dan fitur linguistic dari berbagai bentuk teks itu? A8 : Ya semua dijelaskan, dari setiap pembahasan teks yang di tampilkan, bagaimana cara menulis recount, news item dan lainnya. Semua dibahas secara detail dan diberikan kesimpulan pada setiap akhir unit.
She felt that the linguistic and communication aspects were explained clearly
TCONSuLs_PSAV
Improve personal, social, academic and vocational skills
Nggak banyak ya, misal kemarin kita punya teks news item , itu kan bisa mengembangkan kemampuannya untuk mewawancarai nantinya, mungkin mereka jadi reporter atau wartawan… tapi nggak banyak
She thought that only little material could improve students’ skills
TCONSuLs_Cul
Cultural aspect involvement
Banyak buku ini memuat Cultural Awareness, ini berisi tentang pengenalan siswa terhadap budaya di Inggris atau asing… mungkin ini bisa masuk ya ?!
There were many cultural awareness aspects involved
TLANComUnd_Co
Language should be understandable
Iya, mudah dipahami anak tidak terlalu muluk dan tinggi, bagi siswa, siswa tidak terlalu banyak menemukan kata yang sulit.
Language was suitable with students’ level.
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TLANApSoc_Lg
Socio-emotional language environment
Kebanyakan contoh nya topiknya jadul, apalagi untuk news item, ya ini mesti saya bawa yang cukup up todate. Untuk naratif ceritanya nggak terlalu cocok dengan dunia siswa. Maka saya mencoba meminta mereka membuat teks tentang pengalaman pribadi mereka
The topic was out of date She improved by giving text about their personal experience
TLANComUs_Std
Standard language
Apakah bahasa yang digunakan sesuai dengan kaidah atau standard English? A 13: Ya , jelas…
She agreed that it used standard language
TLANComUnd_Co
Easy to understand
Cukup komunikatif materinya? A14: Ya sedikit
The topic was not so communicative
TPREOrgSq_Cy
Sequential Apakah setiap unit ada langkah langkah atau pola yang berurutan? Missal diawali dengan BKOF, MOT, JOT dan MOT? A16 : Ya ada, tapi tidak setiap langkah kita ikuti, mungkin kalau BKOFnya terlalu banyak kita create yang lebih singkat, kadang kadang terlalu banyak modelnya atau pemanasannya, mungkin maksud penulis untuk lebih jelas. Tapi kadang boring bagi siswa… Dari spoken kemudian written ? A17: Ya begitu dan tematik..
She said that it applied the our stages but she did not always follow the stages. It depended on the topic Two cycles were applied
TPREClaBal_Mat
Balance among material
: Untuk semua bab hampir sama, tapi untuk news item unit terlalu sedikit dibandingkan yang lainnnya. Juga kurang bervariasi dalam contohnya. Selain itu teks fungsional pendek sangat kurang hanya sedikit sekali contohnya….
The news item and short functional texts were limited. The model was monotonous.
TPREActSc_Do
Student centre Ya sudah, siswa dapat mengerjakan, misal saya nggak ada..
They could do tasks
TPREActCr_Im
Improve students’
Bagaimana dengan kretivitas siswa? A20: … belum banget. Nggak
The task did not
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creativity sejauh itu, tapi itu kembali ke anak. Saya biasanya ya harus membimbing mereka…karena kebanyakan guided sih…
improve students’ creativity much. She always helped them when they should create text
TPREActAu_Pro
Students’ autonomous
Ya tadi… perlu ada tambahan dari saya, buku hanya untuk “bahan” atau clue bagi siswa….itupun saya harus menyuruh mereka , baru mereka buat kalau saya minta kalau nggak ya nggak buat mereka …
The students’ autonomy has not been improved
TPREAdqInt_Pre
Preface apakah penulis mencantumkan kata pengantar? A22: Ya ada Kalau daftar isi apakah bisa membantu ? A23: Iya dong membantu
It covered preface and table of content. It helped much for information adequacy
TPREAdqCon_Gui Guidance Kalau mapping bagaimana cara belajar dengan buku tersebut? A24: Ini yang nggak ada…dulu ada itu ya tapi bukan buku ini…
It did not provide with guidance to use the textbook
TPREAdqClo_Glo
Glossary and index
Apakah memmuat glossarium atau index? A26: Nggak ada ya….
It did not provide glossary and index
TPREAdqClo_Bli
Bibliography Untuk Daftar pustaka? Q27: Ya ada itu.
There was bibliography
TOTHCosEx_Che
Cost Terlalu mahal… bagi kami yang “high lander” ini termasuk mahal..
It was too expensive for her students
TOTHAvlEas
Availability Saya nggak tahu ya, kalau untuk disekitar sini yang pedesaan tampaknya nggak ada ya, anak harus ke kota untuk belinya, tapi kita didatangi penjual bukunya…
The book distributor came to school
TOTHGraIll_Int
Packaging and illustration
Bagus nggak mudah rusak It was good
Judge The evaluation of textbook
Jadi secara umum buku ini sesuai dengan kurikulum 2006 ? A31: Ya…tapi tadi masih kurang modelingnya nggak bervariasi dan untuk teks fungsional pendek sangat kurang
It was suitable with curriculum but it needed some
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improvement Mrs. Yanti’s personal account [pa2_Yan]
Categories (codes)
Indicators referred
Accounts Description
TCONApCov_Te
Coverage of text types
Apakah memuat jenis text interpersonal, transaksional, dan fungsional? A2: Ada, disana semuanya. Q3: Bagaimana untuk program bahasa? A3: Kami nggak ada program bahasa dan dibuku itu memang nggak ada yang untuk program bahasa. Kemarin saya dapat masukan katanya short functional text nya tidak banyak? A28 : Di kelas X banyak pak. Ada invitation, brochure sampai expressing condolences , tetapi di buku kelas XI dan XII sudah nggak ada. Soalnya terlalu mudah untuk tingkatan kelas XI dan XII.
Textbook covered the text required The textbook did not provide material for language program She has make a grand mapping of material
TCONApLev_Ex
Exposure Pokoknya lumayan cukup… Kita biasanya menambah untuk exercise nya..misal untuk news item kita ambil dari Koran Jakarta Post…
Students got enough exposure to understand the text comprehensively She improved by giving more exercise outside textbook
TCONApLev_Com
Communicative aspect
Ada, ada fungsi sosial dan bahasa dari teks itu.
Text must be explicitly explained about their social function and linguistic features
TCONAcLin_Fu
Accuracy in linguistic
Kalau tujuannnya untuk mengetahui generic structure dari teks memang
Students could comprehend the
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features and lexico grammatical
dimunculkan ….tetapi kalau mau untuk melatih pemahaman anak ya diberikan pertanyaan tentang isi teks tersebut
text as a whole
TCONApLev_Gu
Suitable guidance to produce text
O ya ada, misal untuk teks narrative diberikan suatu teks bagaimana membuat happy ending atau sebaliknya, kemudian siswa diminta membuat endingnya sendiri Jadi misal anak diminta membuat sendiri teks tersebut anak bisa ? A8 : Bisa bisa
The guidance was suitable to produce text independently
TCONSuLs_PSAV
Improve personal, social, academic and vocational skills
Ya lumayan, anak bisa berinteraksi dengan orang lain menggunakan latihan di sana, dia bisa misalnya interview dengan orang lain..
She thought that only little material could improve students’ skills
TCONSuLs_Cul
Cultural aspect involvement
Saya kira tepat. Disini bahkan ada bagian yang mengungkapkan cross cultural understanding..
There were many cultural awareness aspects involved
TLANComUnd_Co
Language should be understandable
Ya sesuai mungkin ada beberapa unfamiliar word, kalau dipersen ya 10 – 15 % lah. Tapi itu kan untuk menambah vocab mereka..yang saya suka buku ini, sudah tidak memuat fable untuk SMA, fable itu untuk SMP bahasanya terlalu mudah untuk tingkatan SMA. Saya lihat dibuku lain masih ada fable itu. Ini jadi anak nggak challenge gitu.
Language was suitable with students’ level.
TLANApSoc_Lg
Socio-emotional language environment
Ada, itu yang anak anak suka… Itu yang mudah dipahami anak.
The topic was suitable with students’ emotional environment.
TLANComUs_Std
Standard language
Buku ini kelihatannya lengkap, ada yang bahasa standard tapi juga menggunakan bahasa yang digunakan anak anak, misal ada topic short story berisi tentang cerita dunia mereka. Disitu dimasukkan bahasa gaulnya..
She agreed that it used standard language and daily conversation
161
TLANComUnd_Co
Topic was easy to understand
Untuk beberapa materi bisa dipakai terus, Cuma untuk yang kelas XII kita harus mengikuti trend , karena untuk teks review itu agak ketinggalan. Karena film dan buku kan tiap tahun mungkin berganti.. kalau saya cari di luar dan kemudian kita tambahakan cerita yang lain.
The topic was not so communicative
TPREOrgSq_Cy
Sequential Apakah ada tahapan semacam BKOF, MOT, ICOT dan JOT? A17 : Ada Ada , dimulai dengan spoken cycle, listening dulu kemudian speaking, reading terakhirnya writing dan diakhiri dengan semacam rangkuman pada endingnya.
She said that it applied the four stages and two cycles.
TPREClaBal_Mat
Balance among material
Sama seimbang antar bab, The material were in balance.
TPREActSc_Do
Student centre Ya..misal mereka kerja sendiri mereka bisa tapi ya harus pakai kamus..
They could do tasks but with dictionary help
TPREActCr_Im
Improve students’ creativity
Iya..seperti tadi kalau mereka suruh buat ending suatu cerita, hasilnya berbeda antara siswa satu dan lainnya..
The task improved students’ creativity much.
TPREAdqInt_Pre
Preface Apakah buku ini dilengkapi dengan foreword, table of content? A21 : O iya ada..
It covered preface and table of content. It helped much for information adequacy
TPREAdqCon_Gui Guidance Ada ..di buku itu nggak ada tampaknya…kita dikasih CD untuk panduannya juga ada listening scriptnya, tapi itu untuk guru saja, siswa nggak kita kasih, supaya mereka bisa mengukur kemampuan mereka..
It provided with guidance to use the textbook but outside of textbook
TPREAdqClo_Glo Glossary and Apakah ada glossarium dan indeks? It did not provide
162
index A 24 : Nggak ada
glossary and index
TPREAdqClo_Bli
Bibliography Kalau daftar pustaka? A 25 : Ada
There was bibliography
TOTHCosEx_Che
Cost Ya biasanya aja nggak terlalu mahal ..malah yang mahal buku selain bahasa inggris seperti kimia. Fisika .
It was not too expensive for her students
TOTHAvlEas
Availability Langsung dari guru, saya nggak beli di toko buku…
The book distributor came to school
TOTHGraIll_Int
Packaging and illustration
Ya cukup menarik walaupun tidak full colour. Walaupun begitu didalamnya ka sebagian menggunakan kertas warna, Jadi kalau mau di bold typed itu kelihatan, jadi anak tahu bagian mana yang penting dan perlu ditekankan
It was good
Judge The evaluation of textbook
Ya cocok. Walaupun sekarang kita ada tugas terstruktur, tugas terstruktur mandiri, kita bisa mendesain sesuai dengan kemauan kurikulum sekarang… …Sebaiknya antar kita ada pemetaan materi, sehingga tidak tumpang tindih antar tingkat …sehingga tidak perlu ada jenis teks yang sama muncul di beberapa tingkat.
It was suitable with curriculum but it needed some improvement Publisher and writer should have mapping for material so it would be no repetition.
Mrs. Ana’s personal account [pa.3_Ana]
Categories (codes)
Indicators referred
Accounts Description
TCONApCov_Te
Coverage of text types
Apakah memuat jenis text interpersonal, transaksional, dan fungsional? A2: Ada. Untuk teks functional pendek? A 3 : Tidak ada di buku
Textbook covered the text required The textbook did
163
tetapi saya biasanya pakai dari Jakarta Post untuk teks seperti itu., selain itu juga dari internet, suart kabar local seperti Kedaulatan Rakyat yang banyak kita jumpai tentang lowongan kerja, anak tak suruh cari kemudian mereka tak suruh membuat pertanyaan dari teks itu., bagaimana untuk membuat surat lamarannya dan CV nya secara lengkap.
not provide much in short functional text, she made improvement by adding material
TCONApLev_Ex
Exposure Cukup tapi minimal , untuk pengembangan lebih lanjut saya ambil seperti surat kabar itu, kadang saya juga suruh siswa mencari sendiri di luar, saya nggak mau anak terfokus pada guru untuk materi.
Students got minimal exposure to understand the text comprehensively She improved by giving more exercise outside textbook
TCONApLev_Com
Communicative aspect
Apakah secara eksplisit dijelaskan tentang fungsi sosial dari teks tersebut? A6 : Ya, tapi saya mesti harus menjelaskan karena mau tidak mau anak mesti bertanya juga,
Text must be explicitly explained about their social function and linguistic features
TCONAcLin_Fu
Accuracy in linguistic features and lexico grammatical
Bagaimana dengan fungsi teks tersebut dalam kehidupan sehari hari? A11 : Nggak banyak juga kayak tadi Q12 : Generic structure nya gimana bu A12 : Ya ada, lewat pertanyaan pertanyaan misalnya apakah disitu ada noun phrasenya, siswa diminta menggaris bawahi, kemudian kenapa menggunakan past tense dalam narrative, kenapa menggunakan reported speech ,karena writer pingin real world dan lain lain
Students could comprehend the text as a whole, but they did not get much in it
TCONApLev_Gu
Suitable guidance to produce text
Di buku ada, misal menyusun paragraph acak menjadi suatu teks, kemudian sudah diberikan pendahuluan anak diminta meneruskan teks tersebut, ada juga
The guidance was suitable to produce text independently
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yang diberi setting dan skema kemudian anak diminta mengembangkan.
TCONSuLs_PSAV
Improve personal, social, academic and vocational skills
Mungkin minimal bisa mengembangkan kemampuan komunikasi mereka ya?! Karena mengajarkan expressing regrets, invititation, satisfaction dan lain lain. Yang bisa diterapkan dalam kehidupan sehari - hari.
She thought that only little material could improve students’ skills
TCONSuLs_Cul
Cultural aspect involvement
Ya ada. Misalnya bagaimana cara makan mereka, kalau mengangguk kepala bisa berarti disagree
There were many cultural awareness aspects involved
TLANComUnd_Co
Language should be understandable
Ya anak bisa mengikuti dan tampaknya sesuai dengan level mereka. Sementara speakingnya saya kembangkan di kelas XI jadi mereka di kelas XII mereka sudah cukup bisa
Language was suitable with students’ level.
TLANApSoc_Lg
Socio-emotional language environment
Secara umum sudah cukup up to date, misal tentang cloning, tenaga nuklir, solar power di Indonesia masih termasuk hangat, karena dalam kurun waktu lama masih membicarakan hal itu. Tapi kalau yang bener bener mutakhir nasional dan internasional ya nggak ada, kurang Kayaknya minimal sekali dan nggak banyak. Paling di teks review itu ada tentang sinetron, band GIGI dan yang lainnya. Kalau review kan berhubungan dengan karya yang sudah ada saat ini. Kalau yang narrative bu? A 18 : Wah itu malah cerita zaman dulu ya ..
The topic was suitable with students’ emotional environment in discussion text. Review texts were out of date. Topic of narrative text was out of date, too.
TLANComUnd_Co
Topic was easy to understand
Saya pikir anak nggak mengalami kesulitan, anak anak bisa memahami. Misal pada teks narrative itu juga dibahas tentang bagaimana membuat kalimat conditional, subjunctive
The topic was not so communicative
TPREOrgSq_Cy
Sequential Ya sama, diawali spoken cycle She said that it
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kemudian written cycle, ada 4 tahapan itu BKOF, MOT, JCOT dan IOT.
applied the four stages and two cycles.
TPREClaBal_Mat
Balance among material
Mungkin untuk buku itu, terlalu banyak teks discussion nya ya?! Bahkan saya sering yang ini untuk PR . Anak mungkin 2 atau 3 teks saja mungkin sudah cukup. Soalnya kalau anak terfokus pada buku teks sedangkan teks nya itu itu saja, bagi saya itu kurang menantang anak, dan kurang mengangkat kreatifitas anak. Saya terkadang menawarkan kepada anak, kalau yang ini bagaimana kalau untuk PR saja, kemudian kamu mencoba untuk membuat teks sendiri meskipun pendek tidak apa apa. Yang penting kamu usaha, tahu pola dari teks tersebut
The material were not in balance.
TPREActSc_Do
Student centre Kalau anak mengikuti dari awal langkah langkah yang ada di buku itu, saya pikir bisa.Tapi seandainya ada bimbingan dari guru anak mungkin lebih banyak pemahamannya. Saya biasanya sesudahnya mengecek ada apa nggak masalah pas kerja sendiri , kalau ada ya saya jelaskan
They could do tasks but with dictionary help, and she always checked and explained if there was a problem
TPREActCr_Im
Improve students’ creativity
Masih sedikit sekali..misalnya tadi hanya menyelesaikan conclusion nya. Yang anak berkreasi sendiri, kok belum ada..kebanyakan masih guided banget.
The task improved students’ creativity less.
TPREAdqInt_Pre
Preface Ya untuk daftar isi dan kata pengantar ada, sehingga ini membantu kita mencari halaman didalamnya.
It covered preface and table of content. It helped much for information adequacy
TPREAdqCon_Gui Guidance untuk panduan penggunaan buku tampaknya nggak ada..di buku lain
It did not provid with guidance to
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ada itu tampaknya, terbitan apa itu grafindo kalau nggak salah...
use the textbook but outside of textbook
TPREAdqClo_Glo
Glossary and index
Apakah ada glossary, indeks dan bibliography? A 32 : Tampaknya nggak ada,
It did not provide glossary and index
TPREAdqClo_Bli
Bibliography yang ada hanya daftar pustaka. There was bibliography
TOTHCosEx_Che
Cost Ya cukuplah, nggak begitu mahal... It was not too expensive for her students
TOTHAvlEas
Availability Kalau dulu penerbit kesini gitu yabu? Anak tidak membeli sendiri? A 36 : Ya begitu.. kalau mereka mau beli sendiri di luar jauh ya,
The book distributor came to school
TOTHGraIll_Int
Packaging and illustration
Illustrasi di luarnya saya anggap kurang menarik. Kurang tampak kalau itu bahasa Inggris gitu ..harusnya gambarnya yang challenging gitu to ya, bagi anak tampaknya juga kurang menarik.
It was good
Judge The evaluation of textbook
Ya .. tapi hanya untuk standar minimal aja. Kalau kita mau mengmbangkan lebih tinggi ya kita harus melihat bahan dari luar.. Kalau diskala ya C plus
It was suitable with curriculum but it needed some improvement