a content analysis of the language skills

0

A CONTENT ANALYSIS OF THE LANGUAGE SKILLS ACTIVITIES ON THE ENGLISH TEXTBOOK FOR TENTH

GRADE OF SECONDARY SCHOOLS

ANALISIS ISI KEGIATAN- KEGIATAN KETERAMPILAN BERBAHASA PADA BUKU TEKS BAHASA INGGRIS KELAS

X SEKOLAH MENENGAH

THESIS

BY:

MUNAWARAH NIM : 10507.03.005.18

GRADUATE PROGRAM MAGISTER OF ENGLISH LANGUAGE EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2021

i



ANALISIS ISI KEGIATAN- KEGIATAN KETERAMPILAN BERBAHASA PADA BUKU TEKS BAHASA INGGRIS KELAS

X SEKOLAH MENENGAH

Thesis

BY:

MUNAWARAH NIM : 10507.03.005.18


MUHAMMADIYAH UNIVERSITY OF MAKASSAR 2021

iv



Thesis

In partial fulfillment of the Requirement

for Magister Degree

Study Program

Magister of English Language Education

Written and Submitted by

MUNAWARAH

NIM : 10507.03.005.18

to


MUHAMMADIYAH UNIVERSITY OF MAKASSAR

v

2021

PERNYATAAN KEASLIAN TESIS

Yang bertanda tangan dibawah ini:

Nama : Munawarah

Nomor Pokok : 10507.03.005.18

Program Studi : Magister Pendidikan Bahasa Inggris

Menyatakan dengan sebenarnya bahwa tesis yang saya tulis ini benar-

benar merupakan hasil karya sendiri, bukan merupakan pengambilan

tulisan atau pemikiran orang lain. Apabila dikemudian hari terbukti atau

dapat dibuktikan bahwa sebagian atau keseluruhan tesis ini hasil karya

orang lain, saya bersedia menerima sanksi atas perbuatan tersebut.

Makassar, 30 Agustus 2021

Yang Menyatakan,

Munawarah Nim. 10507.03.005.18

vi

ABSTRACT

Munawarah, 2021. A Content Analysis of the Language Skills Activities on the English Textbook for Tenth Grade of Secondary Schools. (Supervised by Syamsiarna Nappu and Ratna Dewi).

The objective of this research is to know the quality of the language skills acivities of the English textbook entitled “Bahasa Inggris SMA/MA/SMK/MAK Kelas X Edisi Revisi 2016” based on the criteria of textbook evaluation checklist designed by Cunningsworth (1995). This research uses content analysis approach with mixed methods: qualitative and quantitative research design. In order to collect the data, the researcher uses documentation technique through checklist method that proposed by Cunningsworth (1995). The data obtained are numeric data and text data that consists of data of listening skill activities, data of speaking skill activities, data of reading skill activities and data of writing skill activities.

The findings show that listening skill activities is categorized as poor. Meanwhile, speaking, reading, writing skills activities are categorized as very good. Therefore, the conclusion is that the quality of the language skills activities of the English textbook entitled “Bahasa Inggris SMA/MA/SMK/MAK Kelas X Edisi Revisi 2016” published by Kemendikbud 2016 is categorized as good. It means that the criteria of textbook evaluation checklist that proposed by Cunningsworth (1995) are fulfilled by this English textbook. It is suitable for secondary students in EFL learning. However, these language skills activities still need improvements and enrichments for the better use, mainly on listening skill activities. The four language skills should be designed integrated and balance each other.

Keywords: Content Analysis, Language Skills, Textbook.

vii

ABSTRAK

Munawarah, 2021. Analisis Isi Kegiatan-Kegiatan Keterampilan Berbahasa pada Buku Teks Bahasa Inggris kelas X Sekolah Menengah. (Dibimbing oleh Syamsiarna Nappu dan Ratna Dewi).

Penelitian ini bertujuan untuk mengetahui kualitas kegiatan-kegiatan keterampilan berbahasa pada buku teks Bahasa Inggris yang berjudul “Bahasa Inggris SMA/MA/SMK/MAK Kelas X Edisi Revisi 2016” berdasarkan kriteria penilaian buku teks yang dirancang oleh Cunningsworth (1995). Penelitian ini menerapkan metode gabungan dari penelitian kualitatif dan penelitian kuantitatif dengan desain pendekatan analisis isi. Dalam mengumpulkan data, Peneliti menggunakan teknik dokumentasi melalui metode checklist yang dicetuskan oleh Cunningsworth (1995). Data yang diperoleh berupa data berbentuk angka dan data berbentuk teks yang terdiri dari data kegiatan keterampilan menyimak, data kegiatan keterampilan berbicara, data kegiatan keterampilan membaca dan data kegiatan keterampilan menulis.

Hasil penelitian menunjukkan bahwa kegiatan keterampilan menyimak dikategorikan kurang. Sementara itu, kegiatan keterampilan berbicara, membaca,dan menulis dikategorikan sangat baik. Oleh karena itu, peneliti menyimpulkan bahwa kualitas kegiatan-kegiatan keterampilan berbahasa pada buku teks Bahasa Inggris yang berjudul “Bahasa Inggris SMA/MA/SMK/MAK Kelas X Edisi Revisi 2016” dikategorikan baik. Hal ini berarti bahwa kriteria dalam menilai buku yang dicetuskan oleh Cunningsworth (1995) dipenuhi oleh buku teks bahasa Inggris ini. Sehingga buku itu cocok digunakan untuk siswa-siswa sekolah menengah dalam belajar Bahasa Inggris sebagai bahasa asing. Namun demikian, kegiatan-kegiatan keterampilan bahasa masih perlu perbaikan dan peningkatan untuk penggunaan yang lebih baik lagi, utamanya pada kegiatan keterampilan menyimak. Keempat keterampilan bahasa ini seharusnya didesain secarara terintegrasi dan seimbang satu sama lain.

Kata Kunci: Analisis Isi, Keterampilan Berbahasa, Buku Teks.

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ACKNOWLEDGEMENTS

حيم ن ٱلر ـ حم حيم ٱلر بسم ٱلل ٱلر

Alhamdulillahi robbil ‘alamin, the researcher would like to praise and thank

to Allah SWT the Great Creator of the universe, the Most Gracious and the

Most Merciful, just cause of the Almighty, the researcher has finished this

thesis. Thanks for His blessing in finishing this thesis Entitled “ A Content

Analysis of the Language Skills Activities on the English Textbook

for Tenth Grade of Secondary Schools.” The researcher also would

like to send salam and salawat to the Prophet Muhammad Saw and his

family, a glory person who gives his blessing and syafaat for us as Moslem

in the hereafter, Insya Allah.

This research is completed because of guidance, advice, support

and prayer from everyone. Thus, the researcher would like to express her

greatest gratitude and sincere appreciation to a lot of people who have

supported the researcher in finishing this thesis. Firstly, special thanks to

the researcher’s father Abdul Rasyid and to the researcher’s mother

Marhani on their endless love, prayers and supports to the researcher’

success. Next, a lot of thanks to the following people who have a big role

in helping and supporting the researcher during the process of completing

this thesis, they are:

1. Dr. M. Darwis Muhdina, M. Ag. The director of Graduate Program of

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Muhammadiyah University of Makassar.

2. Dr. Ratna Dewi, S.S., M.Hum. The head of Magister of English

Language Education Study Program of Graduate Program of

Muhammadiyah University of Makassar. She also as the researcher’s

second supervisor. Thank you for her guidance, continuous support,

encouragement and incredible ideas in crafting this thesis.

3. Dr.Syamsiarna Nappu, M.Pd. The first supervisor. Thank you for the

continuous support, motivation, immense knowledge and guidance in

writing this thesis.

4. Sulfasyah, S.Pd, M.A, Ph.D. The first examiner. Thank you for her

comment, suggestion, brilliant thoughts and valuable critique to this

work.

5. Dr. Nur Qalbi, M.Hum. The second examiner. Thank you for her

comment, suggestion, and support in the completion of this thesis.

6. All lectures of the English Language Studies Program, for their

wonderful academic support over the years during the researcher

studies.

7. The researcher’s big family. Thank you to the researcher’s husband,

the researcher’s sister, brother, children and others for the endurance,

love, prayer, understanding and support during the researcher takes

education.

8. The researcher’s dearest friends, the 3rd period of students of English

Language Education Study Program of Graduate Program of

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Muhammadiyah University of Makassar on their motivation, support,

and time in studying together throughout the researcher studies at this

college.

9. Big family of SMAN 13 Maros. Thank you to the Headmaster, teachers,

and staffs of SMAN 13 Maros for their understanding, support, help to

the researcher in finishing this study.

May Allah Subehanahu Wata’ala bless us for every good thing that

we did in the past, good thing that we are struggling for today, and

everything will be good that we are planning to reach in the future. The

researcher hopes this research can contribute to the quality improvement

of English textbook that is analyzed and it gives advantages to all readers.

Makassar, Agustus 2021

The researcher

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TABLE OF CONTENTS

COVER ……………………………………………………………. i

APPROVAL SHEET ……………………………………………… iii

THESIS AUTHENTICITY ………………………………………… v

ABSTRACT ………………………………………………………... vi

ABSTRAK …………………………………………………………. vii

ACKNOWLEDGMENT …………………………………………… viii

TABLE OF CONTENTS ………………………………………….. xi

LIST OF PICTURES ……………………………………………… xiv

LIST OF TABLES ………………………………………………… xvii

LIST OF FIGURES ……………………………………………….. xviii

LIST OF APPENDICES ………………………………………….. xix

CHAPTER I : INTRODUCTION

A. Background of the Research …………………………………… 1

B. Research Question ……………………………………………. 7

C. Objective of the Research …………………………………….. 8

D. Significance of the Research …………………………………. 8

E. Scope of the Research ……………………………………... 8

F. Definition of the Key Terms ………………………………….. 9

CHAPTER II : REVIEW OF RELATED LITERATURE

A. Al-Qur’an and Al-Hadits ……………………........................... 11

xii

B. Content Analysis of the English textbook ……………………. 13

C. The Notion of Textbook ……………………........................... 14

D. Language Skills Criteria in EFL/ESL Textbook

Evaluation …………………………………………………….. 19

E. Textbook Evaluation Checklist for LanguageSkills……………. 35

F. The Outline of English Textbook

“Bahasa Inggris untuk SMA/MA/SMK/MAK Kelas X”…..………. 40

G. Conceptual Framework of the Research …………………….. 42

CHAPTER III : RESEARCH METHOD

A. Research Design ……………………………………………….. 45

B. Research Object ……………………………………………....... 46

C. Research Instrument …………………………………………… 46

D. Data Collection ……………………………………..…………… 47

E. Data Analysis ……………………………………………….…… 48

F. Checking Validity(Trustworthiness) …………………………… 50

G. Language Skills Criteria by Cunningsworth (1995) …………. 51

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSIONS

A. Findings ………………………………………………………. 55

1. Listening Skill …………………………………….. 56

2. Speaking Skill …………………………………….. 62

3. Reading Skill ……………………………………………. 73

4. Writing Skill ……………………………………………… 90

5. Raters’ findings …………………………………………. 101

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B. Discussion …………………………………………… … 102

1. Listening Skill ……………………………………………. 103

2. Speaking Skill …………………………………………….. 106

3. Reading Skill ……………………………………………… 108

4. Writing Skill ………………………………………………. 117

CHAPTER V: CONCLUSIONS AND SUGGESTIONS

A. CONCLUSIONS ………………………………………………. 124

B. SUGGESTIONS …………………………………….......... …. 125

REFERENCES …………………………………………………… 126

APPENDICES ……………………………………………….. 130

CURRICULUM VITAE ………………………………………….. 146

DAFTAR RIWAYAT HIDUP ……………………………………. 148

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LIST OF PICTURES

Picture 4.1 : Listening Activities on Chapter 1 ………………….. 46

Picture 4.2 : Listening Activities on Chapter 2 ………………….. 57

Picture 4.3 : Listening Activities on Chapter 5 …………………… 58

Picture 4.4 : Listening Activities on Chapter 6 Task 1 ………….. 59

Picture 4.5 : Listening Activities on Chapter 6 Task 2 ………….. 60

Picture 4.6 : Speaking Activities on Chapter 1 Task 1 ………….. 63

Picture 4.7 : Speaking Activities on Chapter 1 Task 2 …………. 64

Picture 4.8 : Speaking Activities on Chapter 2 for Expressing Congratulations ………………………………………. 64

Picture 4.9 : Speaking Activities on Chapter 2 Task 1 for Expressing Compliments …………………………. 65

Picture 4.10 : Speaking Activities on Chapter 2 Task 2 ………… 66

Picture 4.11 : Speaking Activities on Chapter 3 Task 1 …………. 67

Picture 4.12 : Speaking Activities on Chapter 3 Task 2, 3 …..… 68

Picture 4.13 : Speaking Activities on Chapter 4……………..……. 69

Picture 4.14 : Speaking Activities on Chapter 5 ………………… 69

Picture 4.15 : Speaking Activities on Chapter 6 ……………….. 70

Picture 4.16 : Reading Activities on Chapter 1 Task 1 ….………. 73

Picture 4.17 : Reading Activities in Chapter 1 Task 2 …………. 74

Picture 4.18 : Reading Activities in Chapter 1 Task 3 ……..…... 75

Picture 4.19 : Reading Activities in Chapter 2 Task 1 ….. .…….. 76

Picture 4.20 : Reading Activities in Chapter 2 Task 2, 3 ……….. 77

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Picture 4.21 : Reading Activities in Chapter 2 Task 4, 5 ………. 77

Picture 4.22 : Reading Activities in Chapter 3 Task 1 ….………… 78

Picture 4.23 : Reading Activities in Chapter 3 Task 2,3 ………… 79

Picture 4.24 : Reading Activities in Chapter 4 Task 1 Text 1 ….. 80

Picture 4.25 : Reading Activities in Chapter 4 Task 2 Text 1 …. 81

Picture 4.26 : Reading Activities in Chapter 4 Task 3, 4

Text 1 ………………………………………………. 81

Picture 4.27 : Reading Activities in Chapter 4 Task 1

Text 2 ………………………………………………. 82

Picture 4.28 : Reading Activities in Chapter 4 Task 2

Text 2 .……………………………………………… 83

Picture 4.29 : Reading Activities on Chapter 4 Task 3,4 …..….. 83

Picture 4.30 : Reading Activities on Chapter 5 Task 1, 2, 3 ….. 85

Picture 4.31 : Reading Activities on Chapter 6 Task 1 ……….. 85

Picture 4.32 : Reading Activities on Chapter 6 Task 2, 3 …….. 86

Picture 4.33 : Writing Activities on Chapter 1 …………………… 90

Picture 4.34 : Writing Activities on Chapter 2 ……………………. 91

Picture 4.35 : Writing Activities on Chapter 3 …………………… 91

Picture 4.36 : Writing Activities on Chapter 4 Task 1 ………..….. 92

Picture 4.37 : Writing Activities on Chapter 4 Task 2 ……..…….. 93

Picture 4.38 : Writing Activities on Chapter 4 Task 3 ………..….. 94

Picture 4.39 : Writing Activities on Chapter 5 Task 1 ……………. 95


xvi

Picture 4.41 : Writing Activities on Chapter 5 Task 3 …………… 96

Picture 4.42 : Writing Activities on Chapter 6 Task 1 …………….. 97


xvii

LIST OF TABLES

Table 2.1 : Division of listening activities by Rost (1991) ……. 24

Table 2.2 : Categorization of listening skills by White (1998) .. 24

Table 2.3 : The roles of materials in writing instruction

By. Hyland in Tomlinson,2013. …………………….. 33

Table 3.1 : Range Scores and their Categories ………………… 49

Table 4.1 : Listening Skill Activities Analysis ……………………. 61

Table 4.2 : Speaking Skill Activities Analysis …………………… 72

Table 4.3 : Reading Skill Activities Analysis ……………………. 88

Table 4.4 : Writing Skill Activities Analysis ………………………. 99

Table 4.5: Raters’Findings of Matching criteria …………………... 101

xviii

LIST OF FIGURES

Figure 2.1 : Conceptual Framework of the Research ……………. 44

Figure 3.1: Formula for score of each item …………………..…… 49

xix

LIST OF APPENDICES

Appendice 1 : Checklist for Listening Skill ………………………… 130

Appendice 2 : Checklist for Speaking Skill ………………………… 131

Appendice 3 : Checklist for Reading Skill …………………………. 132

Appendice 4 : Checklist for Writing Skill …………………………… 134

Appendice 5 : Rater Findings …………………………………….... 135

Appendice 5 : Research License …………………………… …….. 145

1

CHAPTER I

INTRODUCTION

This Chapter presents background of the research, research question,

objective of the research, significance of the research, scope of the

research and definition of the key terms.

A. Background of the Research

Textbooks serve an important part in the realm of teaching and

learning. It is regarded as a basic requirement for foreign learning.

According to Cortazzi and Jin (1999), textbooks play a variety of functions

in the EFL classroom, including those of a teacher, a guide, a reference, a

teacher, and a power source. Textbooks are the essential thing that an

educator should have in teaching activity.

Textbooks are necessary for teachers and students to support their

teaching and learning activities. The teachers need textbook to supply

materials and that they are demanded to supply it creatively to assist the

scholars in understanding the lesson more clearly.

Although many textbooks are provided by textbook publishers in

various style and setting but “no textbook is perfect” ( Ansary, 2002). The

teachers must choose and assess which textbook is the best fit for their

students. Cunningsworth (1995: 5) emphasizes that “no course materials

created in the education sector will be acceptable for a group of learners.”

As a result, evaluating the textbook is necessary to ensure its suitability.

2

Analyzing textbooks provides significant benefits in the EFL teaching

and learning process. It assists supervisors, teachers, textbook writers,

and researchers in identifying the textbook's strengths and weaknesses as

well as its suitability for use in the teaching and learning process.

Cunningsworth (1995) states that knowing strength and weaknesses in

textbooks are often used as a consideration in using that textbook, where

the strong points of the textbook are often used maximally, and therefore

the weaker points are often adapted or substituted from other books.

Sheldon in Mukundan, Hajimohammadi & Nimehchisalem (2011)

mentioned that analyzing textbook is completed because two reasons.

These are their names: The assessment will help instructors or program

creators in making decisions about which textbooks are acceptable, and

the evaluation of a textbook will provide a description of the textbook's

faults and strengths to the teacher. Then, according to Cunningsworth

(1995: 7), resources should be chosen to represent the needs of the

students, as well as the goals, techniques, and values of the educational

program. As a result, college students must choose textbooks that meet

their needs, draw their attention, pique their interest, and encourage them

to learn the language.

Recent years, there are plenty of researchers have analyzed the

content of English textbooks, for instance : Arba' ati (2015) researched an

English textbook titled Bahasa Inggris "When English Rings a Bell" for

eighth-year junior high school students. She analyzed whether the themes

3

and As a result, the topics in the textbook correspond to the core

competencies of the 2013 Curriculum. She discovered that not all of the

themes and contents in each Chapter of the English textbook are relevant

to the core competencies of the 2013 Curriculum.

Sari (2019) researched an English textbook entitled "Headline English"

for junior high school of seventh grade, she analyzed it to work out

whether the textbook has the content feasibility, feasibility of presentation,

language feasibility, and feasibility of graphic or not. The results of her

research showed that the standard of the English textbook “Headline

English” was good supported BSNP either its content feasibility, feasibility

of presentation, language feasibility, or its graphic feasibility. She

suggested “Headline English” textbook to be used.

Another researcher, Purnomowulan (2014) analyzed An English

textbook entitled Bahasa Inggris “When English Rings A Bell” for the

scholars of junior high school supported the essential Competencies of the

2013 Curriculum”. He wanted to spot the themes of English textbook which

are appropriate with the essential competence the 2013 Curriculum, and

he also wanted to understand whether the materials of English textbook

conform to the essential competences of the 2013 Curriculum. His

research showed that the strengths of this textbook are all of the Chapters

within the textbook had met the standards of a good textbook, i.e.

integrated language skills and grammar, simple vocabulary, sufficient

exercises and activities, appropriate language functions, attractive formats,

4

approach also as methodological guidance for teachers. He also stated

that English textbook had also confirmed that each one curriculum 2013

requirements had been accomplished which involved the competencies,

learning model and cultural content.

Then Cahya (2020) did a research on content analysis to an English

textbook entitled: “Stop Bulling Now”. This textbook is employed by the

eleventh grade of senior high school students. Her research was aimed to

research and identify the extent English course book designed for 11

grade of senior high school fulfills the wants of English course book criteria

from Litz’s evaluation standard and to spot the extent the course book fit

the standards from BSNP in terms of content eligibility and presentation

eligibility. The result showed that there have been still some weaknesses

of this book like there is no listening activities and a scrim of speaking skill

or in other words, this book has no balance skills (writing, speaking,

reading, and listening). Another weakness was this book did not cover

enough grammar and vocabulary materials.

Hotimah (2019) investigated a content analysis of an English

textbook entitled “English Skill Tasks in Bright 2” utilized in junior high

school. She analyzed it to understand whether the discourse competence,

sociocultural competence, formulaic competence, interactional

competence, linguistic competence, and strategic competence are existed

in English textbook. The findings showed that of these elements are

existed in English textbook.

5

Novitasari & Luardini (2019) did a content analysis to an English

textbook for tenth grade senior high school that published by Private

Publisher (Intan Pariwara). They wanted to understand the materials

appropriateness of that English textbook with the core competence (KI)

and basic competence (KD) that issued by Board of National Education

Standard. The results of their research showed that the completeness of

materials there in English textbook almost met completely consistent with

KI and KD for tenth grade students of senior high school .

Those previous researches have a serious study that are different

from the study that the researcher will do. Where Arbaati (2015) focused

on analyzing whether English textbook was appropriate with the essential

competences of the 2013 Curriculum. Sari (2019) analyzed a textbook to

work out whether it has the content feasibility, feasibility of presentation,

language feasibility, and graphic feasibility or not. Purnomowulan (2014)

analyzed an English textbook whether its contents fulfilled the curriculum

2013 requirements. Then, Cahya (2020) analyzed the eligibility of English

textbook supported the standards of BSNP. Another researcher, Hotimah

(2019) focused on analyzing the content of English textbook by describing

discourse competence, sociocultural competence, formulaic competence,

interactional competence, linguistic competence, and strategic

competence that are existed therein textbook. The last, Novitasari &

Luardini (2019) focused on analyzing materials appropriateness of that

6

English textbook with the core competence ( KI) and basic competence

(KD) that issued by Board of National Education Standard.

On the opposite hand, this research analyzes the language skills

activities of an English textbook entitled “Bahasa Inggris

SMA/MA/SMK/MAK Kelas X Edisi Revisi 2016” published by

Kemendikbud 2016 supported criteria advocated by Cunningsworth

(1995). The researcher also wants to spot the language skills activities to

understand whether those are ready to lead the scholars to create their

communication skills.

Language skills, which include listening, speaking, reading, and writing,

should be taught in an English textbook with appropriate exercises to help

students be prepared to communicate or express their thoughts both orally

and in writing. The goal of the 2013 curriculum is for the English textbook

to guide students to proficiency in communicating in English. As a result,

the goal of learning is to improve the speakers' skill in either listening

expertise, speaking expertise, reading expertise, or writing expertise, with

a foundation of extensive vocabulary and proper grammar.

According to Garinger, D. (2002) that improving students’ language

skills is usually the first objective of English as a Second Language (ESL)

programs. Nevertheless, those skills are different once they are taught

from course to course and program to program. Thus, the effectiveness of

every textbook in helping students to accumulate the important skills must

be considered.

7

The English textbook entitled “ Bahasa Inggris SMA/MA/SMK/MAK

Kelas X Edisi Revisi 2016” published by Kemendikbud 2016, is employed

by almost schools in Maros South Sulawesi either senior high school

Schools or Vocational Schools. According to Widiati, U. et al. (2016) that

this textbook is suggested by The Ministry of Education and Culture of

Indonesia as a handbook for college kids in learning English as a

compulsory subject. This English textbook is written supported 2013

curriculum that adopts scientific approach and it is designed to satisfy the

21st century learning model.

Based on the background of the research previously mentioned, the

researcher would really like to research the language skills activities of

English textbook entitled “ Bahasa Inggris SMA/MA/SMK/MAK Kelas X

Edisi Revisi 2016” produced by Kemendikbud 2016 reached from the

standards of textbook evaluation checklist that designed by Cunningsworth

(1995).

B. Research Question

Based on the background of the research previously mentioned, the

researcher formulates a research question, as follows: “How is the quality

of the language skills activities of English textbook entitled “Bahasa Inggris

SMA/ MA/ SMK/ MAK Kelas X Edisi Revisi 2016” based on the criteria of

textbook evaluation checklist designed by Cunningsworth (1995)?”

8

C. Objective of the Research

The objective of this research is to know the quality of the language skills

activities of English textbook entitled “ Bahasa Inggris SMA/MA/SMK/MAK

Kelas X Edisi Revisi 2016” based on the criteria of textbook evaluation

checklist designed by Cunningsworth (1995).

D. Significance of the Research

The results of this research can contribute to the standard improvement of

English textbook that is analyzed and as an information for the publishers

in compiling English textbook. Besides, the results of this research can

help the teachers to think about the suitable textbook which is acceptable

with the learners’ need. This research can help other researchers in

conducting researches handling analyzing English textbook supported the

standards of a good EFL/ESL textbook.

E. Scope of the Research

This research analyzes the language skills activities of English textbook

entitled “ Bahasa Inggris SMA/MA/SMK/MAK Kelas X Edisi Revisi 2016”

published by Kemendikbud 2016 supported the standards of textbooks

evaluation checklist that designed by Cunningsworth (1995).

The researcher specializes in analyzing the language skills

activities for semester 1 that consists of six Chapters that are presented

during this English textbook.

9

F. Definition of the Key Terms

To avoid misunderstanding of the concepts utilized in this study, some

definitions are provided as follows:

1. Content analysis

Content analysis is applicable to varied study including language

studies, which concern with analyzing content of certain matter

through classification, tabulation, and evaluation (Anderson, 2007).

during this research, content analysis of an English textbook may

be a method and data collection technique wont to summarize and

analyze the content of English textbook entitled “ Bahasa Inggris

SMA/MA/SMK/MAK Kelas X Edisi Revisi 2016”, to understand

whether the content of this English textbook meet the standards of

a good EFL/ESL textbook supported the standards that advocated

by Cunningsworth (1995).

2. Textbook

Textbook is one among instructional materials utilized in learning.

Government Regulation No.11 year 2005 Section 1 states that

textbook is an obligatory reference intended to be utilized in school

within materials through increase faith and piety, disposition, and

skill to master science and technology, sensibility and aesthetics,

potential physic and health which is organized supported national

standard of education. During this study, the meaning of textbook

10

may be a book employed by the teachers and students to support

their teaching and learning activity.

3. Kemendikbud

Kemendikbud stands for Kementrian Pendidikan dan Kebudayaan

or the Ministry of Education and Culture. The ministry of education

and culture of Indonesian government which manage matters within

the fields of infancy education, basic education, education and

public education also as cultural management (Wikipedia).

11

CHAPTER II

REVIEW OF RELATED LITERATURE

This Chapter presents Al-Qur’an and Al-Hadits, content analysis of

English textbook, the notion of textbook, the roles of textbook, Language

skills criteria in EFL/ESL textbook evaluation, the outline of English

textbook entitled “Bahasa Inggris SMA/MA/SMK/MAK Kelas X Edisi Revisi

2016” and conceptual framework of this research.

A. Al Qur’an and Al Hadith

1. The verses of the holy Quran talk about the importance of

seeking knowledge. (Qur’an 96: 1-5)

“(1)Read: In the name of thy Lord Who create, (2) Create man from a clot. (3) Read: And thy Lord is the Most Bounteous, (4) Who teach by the pen, (5)Teach man that which he knew not”.

Islam places an emphasis on the process of obtaining knowledge.

When we look at the first five verses revealed from the Holy Qur'an,

we can observe that the word “اقـــــرأ” (read) is stated twice, the word

is (teach) "عــــلـم" is mentioned once and the word (pen) "قـــــلــــم"

mentioned twice.

According to Reem (2011), the opening verses refer to the

human ability to write–record knowledge–and how it is a blessing

12

from God because it has helped humans to excel beyond other

animals. This understanding entails duty. Human beings are

continually told to utilize their intellect to comprehend the Divine

Will.

2. The verses of the holy Quran talk about the importance of

seeking knowledge. (Qur’an 58: 11)

“Allah will exalt in degree those of you who believe, and those who have been granted knowledge. And Allah is Well-Acquainted with what you do”. The Qur’an 58 : 11 explains the etiquette when attending the

assembly and the importance of science as a guide for human life.

This verse explains that if moslem want to attend the knowledge

assembly then everyone should be free in the assembly.

3. Hadith about the Importance of Seeking Knowledge

“Whoever treads a path in seeking knowledge, Allah will make easy for him the path to Paradise” (Bukhari)

We always pray to Allah (SWT) for Paradise. One of the things that

will undoubtedly bring us to Paradise is the pursuit of knowledge.

According to the Prophet (PBUH),: “Whoever follows a path in

pursuit of knowledge, Allah makes his way easy to paradise.”

(Bukhari).

13

B. Content Analysis of English Textbook.

The phrase "content analysis" is frequently described as the act of

summarizing and reporting textual material - the majority of

knowledge's contents and their messages (Cohen et al. 2007).

Furthermore, it may be described as an examination of a document's

textual or visual contents. The study of anything by studying its pieces

and their relationships is known as analysis (Hornby in Purnomowulan,

2014). An analysis (especially content analysis) is a technique for

evaluating information, or content, in a textual or symbolic material.

Anderson (2007) defined content analysis as "the study concerned with

examining the content of a certain subject through categorization,

tabulation, and assessment. Content analysis is worn for explanatory

research but it is most ordinarily utilized in descriptive research

(Neuman in Purnomowulan, 2014). Meanwhile, Wright in

Purnomowulan (2014) defined Content analysis may be a scientific

methodology for organized arrangement and illustration of

communication content consistent with certain usually set categories.

In this research, content analysis of the language skills activities of an

English textbook may be a method and data collection technique wont

to summarize and analyze the content the language skills activities of

English textbook entitled “Bahasa Inggris SMA/MA/SMK/MAK Kelas X

Edisi Revisi 2016”, to understand the extent of the standard of these

14

language skills activities of this English textbook meet the standards of

textbook evaluation checklist designed by Cunningsworth (1995).

C. The Notion of Textbook

According to Wikipedia, a textbook is a thorough compilation of

information used throughout a certain field of study. Textbooks are

created to meet the needs of instructors, often at educational

institutions.

Some Dictionaries also give definitions of a textbook, such as:

Merriam Webster Dictionary defines that a textbook may be a book

utilized in the study of a topic which containing a presentation of the

principles of a topic and it is a literary composition relevant to the study

of a topic. Meanwhile, Oxford Advanced Learner’s Dictionary, a

textbook is defined as “A book that teaches an exact subject which is

employed especially in class and colleges.

Cortazzi and Jin (1999) characterized a textbook as a teacher, a

outline, a asset, a trainer and an specialist. As a teacher, a textbook

gives students pertinent data around linguistic use and lexicon,

moreover as English talking nations and their societies. As a outline, it

appears an outline of phonetic and social components as a organized

program and it guides students and instructors to take after the steps

taken in past lessons. A course reading is seen as a asset since it

contains a bunch of materials and exercises accessible to the instructor

from which one can select. It too can be a coach for amateur

15

instructors who require important informational, back and direction. As

a specialist, a textbook is seen as substantial, solid, composed by

specialists and authorized by vital publishers or services of instruction.

Ansary and Babaii (2002) stated the arguments for employing a

textbook are:

1. A textbook may be a framework which regulates and times the

programs,

2. Within the eyes of learners, no textbook means no purpose,

3. Without a textbook, learners think their learning is not taken

seriously,

4. In many situations, a textbook can give function as a syllabus,

5. A textbook contains ready-made instructional texts and learning

activities.

6. A textbook may be a low-cost method of offering learning

information.

7. A student who does not have a textbook is distracted and reliant on

the teacher, and maybe most importantly.

8. A textbook represents security, direction, and support for new

instructors.

According to Cunningsworth (1984), a textbook is a book produced

by experienced and well-qualified personnel, and the content contained

in the textbook is generally extensively evaluated in pilot studies in

actual teaching scenarios before publication. So, Textbooks are

16

frequently described simply as books published for the purpose of

teaching and/or learning, and they are the most popular knowledge

source used in the classroom. It is used as instructional material in the

teaching and learning processes.

Textbooks are an important component of effective learning. The

textbook's role varies considerably from classroom to classroom and

from instructor to teacher. In Okeeffe (2013), Gelfman, Podstrigich, and

Losinskaya give a fundamental structure for the textbook's intermediate

role:

1. To demonstrate and inspire students to create new knowledge;

2. To balance data detail and precision;

3. To provide logical and consistent mathematical systems;

4. To generate new questions; and

5. To provide students with active, creative, multifaceted information.

According to Cunningsworth (1995), the responsibilities of textbook

materials in teaching are as follows:

1. A resource for presenting materials (spoken and written),

2. An activity source for learner practice and communication

interaction,

3. A resource for learners on grammar, vocabulary, and pronunciation,

among other things.

4. A source of inspiration and ideas for school activities,

5. A syllabus (when they match previously defined learning objectives)

17

6. Assistance for less experienced instructors who have yet to gain

confidence.

According to Cunningsworth (1995) and Ellis (1997), textbook

evaluation assists instructors in moving beyond impressionistic

evaluations and accumulating meaningful, accurate, systematic, and

contextual insights into the overall character of textbook material.. The

significance of textbook use is further underlined in Government

Regulation No.11 of 2005. Section 1 states that a textbook is an

obligatory reference intended to be used in school within materials to

increase faith and piety, disposition and skill to master science and

technology, sensibility and aesthetics, potential physic and health that

is organized and supported by a national standard of education..

According to Brown (2000), “textbooks can help teachers prepare

the lesson”. English text book consists of several materials, instructions

and tasks to enhance students’ ability in English. Textbook is that the

main source for teachers and students in their teaching and learning

process. John (2001:23) also states, “A majority of teachers use a

textbook as their principal curriculum guide and source of lesson”.

Awasthi (2006) also stated that “textbook may be a teaching and

learning material for both the teachers and therefore the learners to

believe the method of teaching and learning”. As a result, English

textbooks play an important part in language courses and as a source

for teachers to display scholars. It comprises resources, instructions,

18

media, and activities that are required for the learning process within

the classroom.

According to Cheng, W.W, et al. (2011), textbooks give

inexperienced teachers with assistance in course and activity design;

they ensure a measure of structure, consistency, and logical

development during a class. It satisfies a learner's desire or

expectation of receiving something solid to figure out and carry home

for further study; it will provide a variety of materials such as tapes,

CDs, videos, self-study workbooks, and so on.

Furthermore, Richards (2001) mentioned the principal advantages

of textbook, are:

1. They provide program structure and a syllabus.

Without textbooks, a program may lack a central core, and students

may not receive a syllabus that has been well designed and

produced.

2. They aid in the standardization of education.

The usage of a textbook during a program helps ensure that

students in various classes acquire comparable information and are

typically assessed in the same manner.

3. They maintain high standards of quality.

When a well-developed textbook is used, students are exposed to

contents that have been tried and tested, are supported by solid

learning concepts, and are suitably paced..

19

4. They provide a variety of learning tools.

Textbooks are frequently accompanied by workbooks, CDs and

cassettes, movies, CD ROMs, and complete teaching aids,

resulting in an upmarket and diverse resource for instructors and

students.

5. They are effective.

They save teachers time, allowing them to dedicate more time to

teaching rather than material creation.

They will give useful language models and input. Textbooks can

help teachers whose first language is not English and who may not

be able to create correct linguistic input on their own.

7. They will provide instructor training.

If teachers have little teaching experience, a textbook combined

with a teacher's handbook might serve as an initial teacher training

medium.

8. They are also visually attractive.

Commercial textbooks often have excellent design and production

standards, making them appealing to both students and teachers.

D. Language Skills Criteria in EFL/ESL Textbook Evaluation

There are many criteria of a good EFL/ESL textbook proposed by

several experts which are used for evaluating textbooks such as:

Cunningsworth (1984) discusses the significance of connecting

resources to course objectives, learner requirements, and procedures.

20

According to Brown (2001:150), a textbook evaluation checklist

modified from Robinett covers the following topics: course aims,

scholar background, approach, language skills, general content, quality

of practice material, sequencing, vocabulary, general sociolinguistics

aspects, and format.

According to Miekley (2005), textbook evaluation checklists include

content, vocabulary and grammar, exercises and activities, text

attractiveness and physical make-up, and a teacher's manual that

includes general features, background information, methodological

guidance, supplementary exercise and material, as well as context.

According to Garinger (2001), three subject categories must be

considered when evaluating a textbook's content: instructional

objectives, depth and breadth of fabric, and whether or not the textbook

needs to be supplemented. According to Mukundan et al. (2011:27), a

preliminary checklist for textbook evaluation includes general attributes

and learning-teaching content, whereas Rahimpour and Hashemi

(2011:66-68) state that sections of the textbook are frequently:

vocabulary, reading, grammar, language functions, pronunciation

practice, physical make-up, and practical concerns.

Skierso (1991) split textbooks into five areas that should be

included in an evaluative checklist: bibliographical data, goals and

objectives, subject, vocabulary and structures, and layout and physical

composition. In Sarem (2013), Daoud and Celce-Murcia (1979)

21

provided an assessment checklist that is frequently used for textbook

evaluation and consists of five key sections: subject, vocabulary and

structures, exercises, pictures, and finally physical make-up. Each

section has numerous thorough techniques that may be used to

evaluate and analyze any textbook.

The following criteria are proposed by Ur (1999: 82): objective

explicitly laid out and implemented within the material, approach

educationally and socially acceptable to focus on community, clear

attractive layout; print easy to read, appropriate visual materials

available, interesting topics and tasks, varied topics and tasks, and so

on provide for various learner levels, learning precise directions,

methodical coverage of the curriculum, clearly structured and graded

content (sequences by difficulty), Periodic review and test sections,

many authentic language, good pronunciation explanation and

practice, good vocabulary explanation and practice, good grammar

presentation and practice, fluency practice all four skills together,

encourages learners to develop their own learning strategies and

become independent in their learning, adequate guidance for the

teacher; not too heavy a preparation load, ha and easily accessible

locally

This research employs the standards of textbook Evaluation

Checklist that proposed by Cunningsworth (1995). He mentioned that

there are eight the foremost important general criteria for evaluation

22

and selection of textbook, they are: aim and approaches, design and

organization, language content, skills, topic, methodology, teacher’s

book and practical consideration.

However, the researcher only specializes in analyzing the language

skills (Listening, speaking, reading, writing) activities of English

textbook entitled “Bahasa Inggris SMA/MA/SMK/MAK Kelas X Edisi

Revisi 2016”

1. Listening Skill

Listening materials during a Course book consists of dialogues and

role plays, where listening plays a secondary role compared with

speaking (Cunningsworth, 1995). To beat the unpredictability of the

solution or response in conversation, Cunningsworth (1995) offers the

foremost effective strategies quick thinking and accurate prediction of

what to expect.

To unravel the matter in listening, course books should provide

dialogues where what the scholar says is well managed and valued.

But if the response is harder and harder to know, the scholars should

be encouraged to develop strategies for coping like making informed

guesses supported partial comprehension to posing for repetition, or

giving extra thinking time.

According to Cunningsworth (1995), one thing that should be paid

attention to when listening is the quality of recorded sound. For

instance, if a person talks at a speed that is not suitable for their level

23

of ability and if they use accents that are not compatible with their

speech, then the models should avoid over-late speech.

The typical textbook, according to Field in Tomlinson (2013),

provides the following steps during a listening task: Pre-listening (for

background and motivation); comprehensive listening; inquiries to

establish the scenario; pre-set questions or pre-set task; intensive

listening; question or task review l inferring new vocabulary/functional

language assessment.

There are some listening activities regarding recorded materials, as

follows:

a. Listening for specific information

b. Listen and check

c. Pronunciation practice

d. Cloze

e. Answer questions from the recording

f. Read text and pick up it

g. Other

There are two experts, Rost and White have divided listening

activities into some board types, they are: Rost in Tomlinson (2013)

has used a division of listening activities into four broad types:

24

Table 2.1: Division of Listening Activities by Rost (1991)

Name Examples of Activities

Attentive Listening In a real-time engagement, the students must

respond to the speaker with short verbal and

nonverbal answers.

Intensive Listening The students concentrate on certain components

of the language system in order to become more

aware of how they impact meaning..

Selective Listening The students focus on specific pieces of

information, learning to pay attention carefully to

what they hear.

Interactive Listening Working in pairs or small groups with information

gap, problem-solving exercises helps learners

become engaged listeners.

White in Tomlinson (2013) categorizes listening skills into five board areas.

Table 2.2: Categorization of Listening Skills by White (1998)

Name Examples of Activities

Perception Skills Detecting individual sounds, distinguishing

reduced forms, and recognizing intonation

patterns are all examples of skills.

Language Skills Skills such as recognizing individual words

and groupings and constructing meanings for

them

Using Knowledge of the

World

Using subject knowledge to connect words to

non-linguistic characteristics to gain hints

about meaning.

Dealing with Information Understanding gist meaning, deducing

information that is not explicitly given

Interacting with a Speaker Managing speaker differences such as speed

and accent, detecting speaker purpose, and

determining speaker mood

Both authors above offer a broad range of recipes for activities

which may be adapted to all or any levels by grading the texts and/or

the tasks. Buck in Tomlinson (2013) cites variety of taxonomies of

25

listening skill which may even be used, or amalgamated, to supply a

principled listening skills syllabus. Were course books to be written

using such systematic approaches to listening, they might be doing the

learning and teaching community an excellent service.

2. Speaking Skill

According to Cunningsworth (1995), speaking practice occurs through

public speaking and rehearsal of new language items, conversation

work, and role play. Pronunciation practice also covers the more

mechanical parts of speaking. Where this is part of the course

program, the combination of these aspects ensures that students

receive strong spoken models from their professors as well as

sufficient time to practice themselves.

It is critical that the textbook provide students with adequate

communicative experience, such as through role-playing or simulation,

pair work, and group work communication activities. According to

Tomlinson (2013), speaking practice occurs through public speaking

and practice of new language items, dialogue work, and role play.

Furthermore, Tomlinson (2013) emphasizes a set of aspects

in students' skills that, if properly enabled, will aid in the promotion and

maximization of speaking performance. Effective materials for speech

should enable students to actively (1) allot and operate information, (2)

manage meanings, (3) select the way to participate, (4) employ

affectivity, (5) employ individual knowledge, (6) become conscious of

26

ellipsis in speech , and (7) move beyond the Initiation Respond-

Feedback model.

Speaking tasks shouldn't merely organize for college kids,

during interaction, to share information but should also enable them to

process it. Sharing information entails learning about missing

information from one's knowledge gap from one or more partners.

Through allowing students to utilize their own histories and

personalities, processing information implies communicating by

exchanging what belongs in learners' individuality. The latter entails

abilities such as expressing feelings and preferences, defending ideas,

proposing solutions, making judgments and choices in person – as well

as eliciting personal responses from discussion participants.

Communication skills are best improved when students learn

to finally take control of their own performance from their own

perspective rather than waiting for the teacher to lead them. If a task

can satisfy this criterion, it will be able to reflect much real-life

communication in which vocal statements emerge willingly from the

speaker's own decision. Materials should allow students to customize

specific parts of the subject content. In other words, they should allow

students to analyze and pick what they have and do not need from the

resources supplied (Breen and Candlin in Tomlinson, 2013).

Furthermore, excellent materials do not arrange interaction by

continually grouping students together, denying them choice, but

27

rather, to represent real-life communication, allow students to seek

their own partners and make a decision on who they need and want to

communicate with.

As a result, good resources must be motivating enough to

pique and develop individual students' interests, needs, and talents

(Brumfit and Robert in Tomlinson, 2013). Furthermore, affectivity is

frequently engaged by incorporating a point of contention into

assignments, which pushes students to communicate various views,

share their unique beliefs, and exhibit opposing attitudes, as opposed

to activities that are prone to enjoy similarity and agreement.

The topic of speaking activities should be known to

academics in order for them to understand it readily (Hutchison and

Waters in Tomlinson, 2013). Effective materials should also indicate

the kind of resources to be utilized as a guide for teachers in giving

evaluation and feedback on students' performance to determine what

type of learning has occurred rather than simply having students

"speak a lot" and "have fun."

3. Reading Skill

Reading skills can take reader a step ahead and help him achieve his

objectives by customizing the way he read. If a reader choose the

appropriate reading skill, it will enhance the reading process and help

him achieve the goal.

28

Reading is an activity which will be done wherever and whenever we

are, by trying to know information from the text and interpret its

meaning.

Reading texts are frequently utilized for several reasons, and this is

reflected in course books:

• Improving reading skills and techniques

• Presenting/recycling grammatical elements

• Extending vocabulary

• Providing examples for students' interest

• Stimulating oral work.

Reading texts also allows students to reflect on the structure

and usage of language at their own speed, without the often stressful

real-time limitations of listening and speaking. This is frequently a

significant feature of reading as an activity: the reader is aware of the

pace, which is an important factor for foreign language learners. We

should check if reading passage within the course book are:

• Of real interest

• As authentic as possible considering the extent

• Well presented and amid purposeful activities which help the reading

process.

Reading is usually connected to other language skills,

particularly listening and writing. Some course books include

reading materials on tape that require students to concentrate while

29

reading. The advantages of this include connecting written English

to its pronunciation, giving a model for stress and intonation, and, in

most cases, bringing the text to life. Corresponding drawbacks are

that learners are unable to set their own pace, at least at the

primary reading level, where they will be encouraged to vocalize or

sub-vocalize when reading, a practice that, if sustained at higher

levels, would slow reading speed.

So, reading is one among the language skills that it should

be mastered by the scholars in order to speak in English fluently

and it's important to know information from the text and interpret its

meaning. According to Cunningsworth (1995) that when analyzing

the reading content of a general course book, we would like to

consider:

• The quantity of reading materials (how long they are)

• The sort of reading passages (how authentic they are)

• How complex the grammatical and discourse structure is

• Background knowledge is required

The course book writer's understanding of the learners'

interests, expectations, and prior experience might lead to a variety

of reading materials. For example, there is a subject that is

undesirable or taboo in certain cultures but is of great interest and

importance in others. The presence of a topic is also important, and

the use of unusual type - faces, stimulated or genuine newspaper

30

forms, color blocks, and so on - may distinguish the reading

passage as something unique with its own personality.

Following that, the text is evaluated for the authenticity of

their language, taking into account the level. As students go through

the course, the quantity of diversity increases. Exercises and

activities are required to accompany reading materials in order to

assist students read with comprehension and enjoyment.

There are some strategies can be used to encourage the

students to get productive reading such as having forecast

techniques, doing glide-reading and dealing with unfamiliar

vocabulary. There are some activities also in course material such

as: pre-reading questions, post-reading comprehension questions,

exercises for extracting specific information from texts and pre-

teaching of unfamiliar key vocabulary items.

According to Tomlinson (2013), an English textbook should

provide students enough practice in teaching comprehension

through fascinating, current, and thought-provoking readings, as

well as exercises that require them to build appropriate methods.

The English test will include a variety of real materials, such as

newspaper articles, excerpts from works of fiction, ads, or letters.

Thus, the texts in English textbooks should be as real as possible,

not only for the sake of the examination, but also for students' future

interactions with the specific English texts.

31

4. Writing Skill

Oshima and Hogue (2007) mentioned that academic writing is that the

sort of writing utilized in high school and college classes. Academic

writing is different from creative writing, which is that the sort of writing

stories. It is also different from personal writing, which is that the sort

of writing letters or e-mails to friends and family. Creative writing and

private writing are informal, so it is going to use slang, abbreviations,

and incomplete sentences. However, academic writing is formal, so it

should not use slang or contractions. It should use a specific thanks to

write complete sentences and to arrange them.

Furthermore, they said that academic writing in English is

probably different from academic writing in native language. The words

and grammar and also the way of organizing ideas are probably

different from what usually used. This research presents about what

and how the writing section that exists in an English textbook for

secondary school from Cunningsworth’ view point.

According to Cunningsworth (1995), writing exercises in course

books are often of the controlled or guided variety, in which a model is

provided and the student's goal is to write something comparable,

generally based on extra material provided. Writing factual reports,

such as a report for a newspaper, filling in grids, writing notes to others,

compiling lists, summarizing materials, and many more tasks might be

assigned.

32

It is intended that writing material will familiarize learners with

the way written text is arranged in terms of its discourse structure while

teaching the mechanics of writing at the sentence level. Varied types of

writing have different organizational and expressive norms; a course

book should cover as many of these as is appropriate for the learners'

level and goals.

According to Hyland in Tomlinson (2013), teaching students to

improve their writing abilities necessitates the use of relevant materials.

Materials are utilized to offer inspiration for writing. The efficacy of

materials is determined by the role that teachers are expected to play

in the educational process, as well as the amount to which they

connect to students' learning requirements. Materials' primary functions

are model, language scaffolding, reference, and stimulation.

In English textbook, writing section should be presented as

interesting as possible. In writing the students ought to be taught how

to organize ideas into paragraphs and then into larger units to convey

certain messages or to express their feelings and opinions about

something.

Moreover, the tasks should be a primary component in the

writing process, particularly when drafting a letter. The transactional

letter is not the only written form found in the English test. As a result,

the English textbook should provide practice in utilizing language suited

33

to, say, a composition, a story, or a description on a variety of themes

and language functions.

Teaching students to develop their writing skills need an

appropriate materials. Materials are wont to provide a stimulus to

writing. The effectiveness of materials depends on the role that the

teacher are required to play within the instructional process and on the

extent they relate to the training needs of scholars . Table 2.3 shows

lists the most roles of materials.

Table 2.3: The Roles of Materials in Writing Instruction (Hyland in

Tomlinson, 2013)

1. Models: Text examples of target genre rhetorical patterns and structures.

2. Language scaffolding: Resources for language examples for debate, analysis, and activities, among other things.

3. Reference: Information, explanations, and examples of important grammatical, rhetorical, or stylistic forms available online or on paper.

4. Stimulus: Sources that encourage writing. Texts on paper or the

internet are most commonly used, although video, visual, or audio

material, as well as things from reality, can also be used.

Models are wont to present good samples of a genre and

illustrate its particular features. Becoming conversant in good

models can encourage and guide students to explore the key

lexical, grammatical and rhetorical features of a text and to use this

data to construct their own samples of the genre. The key idea of

using models, then, is that writing instruction are going to be more

successful if students are conscious of what target texts appear as

34

if , providing sufficient numbers of exemplars to demonstrate

possible variation and avoid mindless imitation.

Materials that scaffold students' linguistic understandings

offer chances for conversation, guided writing, analysis, and

manipulation of key structures and terminology. These resources

should ideally include a variety of texts and sources to engage

students in thinking about and utilizing the language while

supporting their growing control of a certain genre. Materials which

assist students towards producing accurate sentences and

cohesive texts include familiar staples of the grammar class like

sentence completion, text reorganization, parallel writing, gap-filling,

jigsaw texts then on.

Unlike those used for modeling and scaffolding, reference

materials are concerned with knowledge rather than practice.

Grammars, dictionaries, reference manuals, and elegance guides

all fall into this category, but they all serve to assist the Student's

knowledge of writing through explanations, examples, and

suggestions. Meanwhile, stimulation materials are frequently used

to engage students in thinking about and utilizing language by

stimulating ideas, promoting connections, and developing subjects

in ways that allow them to communicate their thoughts.

In English textbook, the writing portion should be presented

in the most engaging way feasible. Writing a transactional letter

35

may be a required activity, but it also serves a clear purpose. As a

result, students should be taught how to organize thoughts into

paragraphs and then into bigger units in order to convey certain

messages or to express their views and opinions about anything.

Moreover, the activities should include an addressee as a

critical component of the writing process, particularly when

composing a letter. The transactional letter is not the only written

form tested in the English exam. As a result, English textbooks

should provide practice in utilizing language suitable to, for

example, a composition, a story, or an outline on a wide range of

themes and language functions.

E. Textbook Evaluation Checklist for Language Skills

Textbook evaluation is the way to determine its quality. In order to make

the evaluation more objective and dependable, a set of criteria and a

specific method must be developed ( Cunningworth, 1995). The majority of

specialists recommended three techniques for evaluating textbooks: the

impressionistic method, the checklist method, and finally the in-depth

method.

This research used the checklist method. Using the checklist

technique has the benefit of being extremely cost-effective and systematic

in ensuring that all relevant items are examined for review (Cunningsworth

1995, McGrath 2002). A well-designed checklist should include evaluation

criteria that are clear and simple.

36

Several experts, including Sheldon (1988), Harmer (1991), Skierso

(1991), and Cunningsworth (1995), have advocated using checklist-like

assessment forms to determine how textbook resources might meet

student requirements. According to Harmer (1991), the use of assessment

forms might be beneficial in determining if it is acceptable for college

students.

According to Demir (2014), a checklist is a tool that helps

practitioners evaluate course books in an effective and practical manner.

According to Mukundan, Hajimohammadi, and Nimehchisalem (2011),

checklists allow for a more sophisticated evaluation of the course book

based on a set of generalizable evaluative criteria. According to

Cunningsworth (1995), one important advantage of utilizing checklists is

that they provide a very economical and methodical way to ensure that all

relevant elements are examined for review. Checklists can be qualitative

or quantitative in nature.

This research employs textbook evaluation checklist that proposed

by Cunningsworth (1995). The researcher just specializes in analyzing the

language skills of English textbook entitled “Bahasa Inggris


Kemendikbud 2016, the evaluation checklist for language skills, are as

follows :

1. Checklist for Listening Skill

a. What kinds of listening materials are included in the course?

37

- Is listening an important element of dialogue/conversation work?

-Are there any particular listening passages?

b. If there any listening passage, what sort of activities are supported

them-

comprehension questions, extracting specific information, etc.?

c. Is the listening material presented in a meaningful setting?

d. Is there a pre-listening assignment, questions, or anything else?

e. How does the recorded content on audio cassette compare in terms

of:

-Sound quality

-Speed of delivery

-Accent

-Authenticity?

f. Is there any video content available for listening?

g. If so, is it making good use of the visual medium to provide a

relevant context and portray countenance, gesture, and so on?

2. Checklist for Speaking Skill

a. How much emphasis placed on spoken English inside the course

book?

b. What kind of speaking materials are covered in the course? This

might include:

- Oral presentation and linguistic item practice

-Dialogues

38

-Role-playing

c. Is there a special technique for talking or other verbal activities like

arguing or delivering speeches?

d. Is there any practice material available to help students deal with

the unpredictable nature of spoken discourse?

3. Checklist for Reading Skill

a. Is the reading content being used to teach new language concepts

(grammar and vocabulary), consolidate language practice, and so

on?

b. Is reading ability and technique emphasized?

c. Are the reading materials related to other types of work?

d. Is there a center on perusing for delight as well

as academic satisfaction?

e. How numerous perusing writings exist, and the way regularly do

they occur?

f. How early inside the course (at basic level)

does reading content begin to appear?

g. What is the length of the writings? Do

they advance extensive/intense reading?

h. How solid are the texts?

i. Is the subject matter fitting (curiously, troublesome, opportune,

differing, culturally satisfactory, ,improbable to be out of date)?

39

j. What types (genres) are utilized? Are they appropriate?

k. Are the texts full or are there gaps?

l. Does the fabric assist comprehension in any way, such as:

-Preparing the scene

-Giving background information

-Asking pre- reading questions?

m. The following types of comprehension questions are asked:

-Literal (surface) question

-Discourse- processing question

-Interference question.

n. How much of the content incorporates the learner's knowledge

system (Knowledge of the world)?

4. Checklist for Writing Skill

a. How do the materials work?

-Control writing

-Guided writing

-Free or semi-free writing?

b. Is the progression and kind of assignment appropriate?

c. Are the standards of diverse sorts of writing taught? In the event

that so, which ones and how are they presented?

d. Is paragraphing instructed adequately?

40

e. Is there accentuation on the plan of composed English? Is there a

center on unmistakable styles that are steady with content sort at

the progressed level?

f. Is consideration paid to language assets specific to the composed

shape, such as accentuation, spelling, format, and so on?

g. How much accentuation is set on precision?

h. Are students empowered to edit and reexamine their composed

work?

F. The outline of English Textbook Entitled “ Bahasa Inggris untuk

SMA/MA/SMK/MAK Kelas X Edisi Revisi 2016”

The English textbook entitled “ Bahasa Inggris SMA/MA/SMK/MAK Kelas

X Edisi Revisi 2016” published by Kemendikbud 2016 is the third edition

that written by Utami Widiawati, Zuliat Rohmah and Furaidah. It consists of

15 Chapters and 224 pages. These Chapters are divided into two

semesters, Chapter 1 to Chapter 6 for the primary semester and Chapter 7

to Chapter 15 is for the second semester.

Each Chapter is divided into divisions, and the portions in each

Chapter differ in both composition and substance. For example, Chapter 1

is divided into nine sections: warm-up, vocabulary builder, pronunciation

practice, vocabulary exercise, text structure, grammatical review,

speaking, writing, and reflection. The second chapter is divided into ten

sections: warming, vocabulary builder, pronunciation practice, reading,

vocabulary exercises, speaking, writing, dialog, speaking, and reflection.

41

Although these Chapters have different parts but each of them have

an equivalent content mapping, they are: subject function, text structure,

language feature, topic related activities and skill focus. This English

textbook for sophistication X SMA/MA/SMK/MAK seeks to develop

students' attitudes, knowledge, and communication abilities via a variety of

active communication exercises, both receptive and productive.

Presentation of content and learning experiences during this book

refers to text-based learning approaches, both spoken and written, using

English as means of communication. By understanding the social

functions, text structure, and language features of varied texts as

mandated by the Content Standards within the 2013 Curriculum, students

are expected to be ready to express ideas, both orally and in writing, by

following appropriate rhetorical rules and steps. Additionally, the content

and learning experiences in each Chapter during this book are generally

arranged by following the stages in accordance with the essential

principles of foreign learning, namely the presentation stage, the practice

stage, and therefore the production stage.

The text in this book is tailored to the mandate of the fundamental

skills in the 2013 curriculum for sophistication X, which includes brief

functional text, essays in the form of recount, narrative, and descriptive, as

well as interactional texts that reflect diverse speech actions. These

various texts are presented through themes concerning natural and social

phenomena in Indonesia, with the goal of developing important characters

42

such as love for Indonesian nature and guarding attitudes, as well as

developing the character of loving others as the foundation for the

formation of positive social behavior.

G. Conceptual Framework

Most experts agreed that three fundamental ways of textbook assessment

can be found in the relevant literature: the impressionistic method, the

checklist method, and the in-depth method. The impressionistic technique

is concerned with obtaining a broad sense of the fabric and entails reading

the publisher's blurb and content pages of each textbook before skimming

through it and observing different characteristics of it. In-depth approaches

go beyond the claims of the publisher and author. It reflects the type of

linguistic description, common beliefs about learning or values, or, in a

wider sense, whether the resources are likely to live up to the arguments

presented for them (McGrath, 2002).

The checklist approach compares system (objectivity) with

impression (perception) (subjectivity). In comparison to the other two

options, impressionistic evaluation and in-depth examination, the checklist

offers four advantages: It is methodical, which guarantees that all factors

deemed relevant are taken into account; it is cost effective, which enables

for a substantial amount of data to be captured in a relatively short period

of time; The knowledge is recorded in a handy manner that enables for

straightforward comparison between competing sets of material; it is

explicit, and it gives categories that are widely understood by all parties

43

engaged in the assessment while providing a consistent framework for

determining (McGrath, 2002).

Most experts recommend using a checklist. Cunningsworth (1995)

and Tomlinson (1998), for example, advocate the use of this technique

and claim that one of the most evident sources of advice in evaluating

materials is the large number of frameworks that exist to target inside the

review of a textbook.

In this research, the researcher uses checklist method to urge the

data. It is used as an instrument to answer of the research question. The

procedure in analyzing the textbook consists of: read and comprehend the

content of English textbook specially within the language skills section,

observe and scan of every language skills of the textbook, then obtain the

info from the textbook, furthermore categorize and arrange it intimately

information analysis supported the standards of textbook evaluation

checklist designed by Cunningsworth (1995). In evaluating, interpreting,

and reporting the data, the researcher employs the descriptive qualitative

technique. The subsequent diagram explains the conceptual framework.

44

Figure 2.1 Conceptual Framework of the Research

Analysis of the Textbook. Based on Cunningsworth’s theory (1995)

Content Analysis

Matching the language skills of the Textbook with the

criteria designed by Cunningsworth (1995)

Evaluating/Analyzing the Language skills of the

textbook

Interpreting the Data

Summing up the Compatibility

Checklist Method

Language Skills: Listening, Speaking, Reading, and

Writing

45

CHAPTER III

RESEARCH METHOD

This Chapter gives explanation about research design, research

subject, research instrument, data collection method, data analysis,

and checking validity (trustworthiness).

A. Research Design This research applies mixed methods research design. According to

Creswell (2012) that a mixed methods research design is a

procedure for collecting, analyzing, and “mixing” both quantitative

and qualitative research and methods in a single study to

understand a research problem. The methodology of mixed

methods research that used in this research is document analysis.

Content analysis may be a systematic research method for

analyzing and making inferences from text and other sorts of

qualitative information. This study is assessed as Descriptive

Qualitative Research Design. According to Bogdan & Biklen

(2007), Descriptive is that the characteristic of data in qualitative

research because it is taken from documents, audio-video

recordings, transcripts, words, Pictures, etc. Furthermore, Merriam

& Associates (2002) stated that data in sort of quotes from

documents, field notes, and participants interviews, excerpts from

46

video tapes, transmission contribute to the descriptive nature of

qualitative research.

However, the data collection and analysis is done

quantitatively. It involves collecting numerical data that can be

subjected to statistical analysis. So, this study is categorized as

mixed methods research design because this study is proposed to

test the standard of the textbook and discover its strengths and

weaknesses toward the standards of a good textbook through the

numerical data collection and analysis.

B. Research Object In this research, researcher uses the English textbook entitled

“Bahasa Inggris SMA/MA/SMK/MAK Kelas X Edisi Revisi 2016”

published by Kemendikbud 2016, as research subject. In this

research, the data and data sources is taken from the materials

of language skills activities that are listening skill activities, speaking

skill activities, reading skills activities and writing skills activities

from chapter 1 to chapter 6 as the first semester materials of this

English textbook.

C. Research Instrument The instrument of data gathering is named checklist. Hussin et al.

(2015) Checklists was commonly employed by researchers to

evaluate textbooks. A checklist are often wont to evaluate the

suitability and practicality of a textbook.

47

The researcher used checklist to understand the standard

of the language skills activities of English textbook entitled


published by Kemendikbud 2016 using textbook evaluation

checklist that proposed by Cunningsworth(1995).

The researcher used this instrument by presenting both the

language skills activities that are listening, speaking, reading,

writing and the standards of textbook evaluation checklist

designed by Cunningsworth (1995). Then matching them to seek

out the suitability and non-conformity of them. Next to conclude the

results of it, finally judge the standard of the language skills

activities within the English textbook.

D. Data Collection Data collection is the ways to collect data. To obtain valid data,

some technique of data collection is applied. In case of collecting

the data of the research, the researcher needs an instrument.

Cresswell (2008) explained that an instrument is a tool for

measuring, observing or documenting data.

This research collected numeric data and text data, that

divided into four kinds of data. They are data of listening skill

activities, data of speaking skill activities, data of reading skill

activities and data of writing skill activities on the English textbook

48

entitled “Bahasa Inggris SMA/MA/SMK/MAK Kelas X Edisi Revisi

2016” published by Kemendikbud 2016.

In collecting the data, the researcher used the checklist by

matching both the language skills activities that are listening,

speaking, reading, writing and the standards of textbook

evaluation checklist designed by Cunningsworth (1995). Then

counting the number of matching items and the next to measure the

result into the scoring number indication.

E. Data Analysis In analyzing the data, this research followed some procedures as

follows:

1. Presenting the data of listening skill activities, data of speaking

skill activities, data of reading skill activities and data of writing

skill activities on the English textbook.

2. Presenting the criteria of checklist for listening skill, checklist for

speaking skill, checklist for reading skill and checklist for writing

skill that proposed by Cunningsworth (1995).

3. The data was analyzed by using the criteria of textbook

evaluation checklist that are designed by Cunningsworth (1995)

especially for the language skills section.

4. The criteria of textbook evaluation checklist that designed by

Cunningsworth (1995) consists of lists of a number of yes-no

questions and several WH questions for each language skill. To

49

match the data with the criteria, the researcher answered of

each criteria / question on the checklist by giving score one (1) if

the answer of the question “yes” or fulfill the criteria of a good

language skill activity and it is given score zero (0) if the answer

of the question is “not” or the criteria is not fulfilled on the

language skill activities.

5. Summing up the score or total items that fulfill the criteria of

each language skill.

6. Determining the total score of each language skill by measuring

it based on the theory from Cunningsworth (1995), Mukundan

et.al (2011), and BSNP.

The formula for score of each item is shown below:

Score = x 100 =

(Source: Arikunto,2010)

Figure 3.1: Formula for score of each item.

7. Matching the score of each language skill into scoring number

indication as shown as the following Table :

Table 3.1: Range Scores and their Categories

Range of Scores Categories

≤ 70 Poor

70 – 79 Adequate

80 – 89 Good

90 – 100 Very Good

(Source: Arikunto,2010)

50

8. Judging the kinds of category of listening skill activities,

speaking skill activities, reading skill activities and writing skill

activities.

9. Describing a conclusion of the result of each language skill

based on the criteria that designed by Cunningsworth (1995)

10. Furthermore, judging whether the language skills activities of the

English textbook is meet to the criteria of a good EFL/ESL

textbook proposed by Cunningsworth (1995) by looking at the

total scores of the textbook evaluation checklist.

11. Concluding the whole result of the research.

F. Checking Validity (Trustworthiness) In building trustworthiness in this research, the researcher asked

two Senior High School English teachers as raters who also

assessed this research by collecting the data. The result of their

assessment were compared to the researcher’s assessment about

evaluating the skills activities of the English textbook. Besides, the

researcher provides a set of evidence by providing some Pictures

in analyzing the textbook, those Pictures were related to the

materials were being evaluated. The researcher also described the

research procedures so that other people can review and try to

understand them. The research procedure was described in data

analysis. In addition, this research had been evaluated by two

51

advisors and two examiners. They checked and rechecked the

content and the technical aspects of this research to validate it.

G. Language Skills Criteria that Proposed by Cunningsworth (1995) Checklists for Listening Skill

1. What kind of listening materials is contained in the course?

- Does listening form part of dialogue/conversation work?

- Are there specific listening passages?

1 If there any listening passage, what kind of activities are based

on them- comprehension questions, extracting specific

information, etc.?

2 Is the listening material set in a meaningful context?

3 Are there pre- listening task, questions, etc.?

4 What is the recorded material on audio cassette like in terms of:

-Sound quality

-Speed of delivery

-Accent

-Authenticity?

5 Is there any video material for listening?

6 If so, is good use made of the visual medium to provide a

meaningful context and show facial expression, gesture, etc.?

(Cunningsworth, 1995)

52

Checklists for Speaking Skill

1. How much emphasis is there on spoken English in the

course book?

2. What kind of material for speaking is contained in the

course? This may include:

-Oral presentation and practice of language items

-Dialogues

-Role play

3. Are there any specific strategies for conversation or other

spoken activities, e.g. debating, giving talks?

4. Is any practice material included to help learners to cope with

unpredictability in spoken discourse?


Checklists for Reading Skill

1. Is the reading text used for introducing new language items

(grammar and vocabulary), consolidating language work,

etc.?

2. Is there a focus on the development of reading skill and

strategies?

3. Is the reading materials linked to other skills work?

4. Is there emphasis on reading for pleasure and for intellectual

satisfaction?

53

5. How many reading text are there, and how frequently do they

occur?

6. How early in the course (at elementary level) do reading text

start to appear?

7. How long are the texts? Do they encourage

intensive/extensive reading?

8. How authentic are the texts?

9. Is the subject matter appropriate (interesting, challenging,

topical, varied, culturally acceptable, unlikely to date?

10. What type (genres) are used? are they appropriate?

11. Are the texts complete or gapped?

12. Does the material help comprehension by, for example:

-Setting the scene

-Providing background information

-Giving pre- reading questions?

13. What kind of comprehensions questions are asked:

-Literal (surface) questions

-Discourse- processing questions

-Interference questions?

14. To what extent does the materials involves the learners

knowledge system (Knowledge of the world)?


54

Checklists for Writing Skill

1. How does the material

-Control writing

-Guided writing


2. Is there appropriate progression and variety of task?

3. Are the conventions of different sorts of writing taught? If so,

which ones, and how are they presented?

4. Is paragraphing taught adequately?

5. Is there emphasis on the style of written English? At advance

level, is there attention to different styles according to text

type?

6. Is attention given to the language resources specific to the

written form, such as punctuation, spelling, layout, etc.?

7. How much emphasis is there on accuracy?

8. Are learners encourages to review and edit their written

work?

Is a readership identified for writing activities?


55

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This Chapter presents the research findings and discussion about

language skills activities of the English textbook entitled “Bahasa Inggris


Kemendikbud 2016.

A. Findings The researcher had analyzed the language skills activities in the

textbook entitled “Bahasa Inggris SMA/MA/SMK/MAK Kelas X Edisi

Revisi 2016” published by Kemendikbud 2016 by using checklist

evaluation as mentioned in the previous Chapter (see appendices).

They are: listening skill activities, speaking skill activities, reading skill

activities and writing skill activities.

In this research, language skills activities means a number of

tasks or assignments which are provided on the listening section,

speaking section, reading section and writing section on the English

textbook. Those tasks become the activities for the students that have

to be done as an effort to lead them in improving their communicative

competencies, either in oral or written. Below is the explanation of each

skill:

56

1. Listening Skill

Listening skill activities on Chapter 1 in the English textbook is

designed in game form. The students practice their listening skill

ability by whispering each other. As, it can be seen on the game

instruction on Picture 4.1.

Picture 4.1. Listening Skill Activities on Chapter 1

(Source: Widiati, U. et al. 2016)

This game also provides pre-listening activity such as teacher’s

explanation and instruction before doing the main listening activity.

Unfortunately, this listening material does not have any recorded

material on audio-cassette, the only teacher become a model in this

teaching learning activity.

Chapter 2 has listening activity provided similar with the

listening activity in the Chapter 1. There is not listening passage.

The listening material is presented in conversation form implicitly. It

is also designed in a game form called Describing and Guessing. In

this game, the students are asked to guess what words that the

teacher has described. As shown in Picture 4.2:

57



The process of listening activity happened when a teacher or

a certain student gives description about what words should be

guessed by the other students. It needs a high attention in guessing

the words. So, this listening activity is good enough to improve the

listening skill ability. The listening activity in this Chapter does not

have any recorded material on audio-cassette too.

The listening activity in Chapter 5 is also designed in a game

form, called Draw and Guess. In this game, the teacher gives

explanation while the students do the activity as quickly as possible

based on the teacher’s explanation or instruction. This activity is

shown on Picture 4.3.

58



Picture 4.3 shows that the form of listening material is

designed in conversation work implicitly. There is not specific

listening passages but it is set in a meaningful context through the

variety of words used in Draw and Guess game. Using this game is

an appropriate method to enlarge the students’ vocabulary. When

the students try to guess a certain word, they mention a lot of words

before and other students listen it too. It is done alternately among

the students. So, it leads the students to develop their vocabularies.

However, This listening material also have neither recorded

material nor audio material so that it cannot be used as visual

medium in showing both facial expression and gesture.

Meanwhile, the listening activity in Chapter 6 consists of 2

tasks. Task 1 is shown on picture 4.4 and Task 2 is described on

59

picture 4.5. They are more complete than the previous Chapters.

There are some aspects meet the criteria as a good listening activity

in an English textbook according to Cunningsworth (1995). The

listening material in this Chapter is a specific listening passage, that

is the form of a short functional text and it is followed by some

comprehension questions. This material has been set in a

meaningful context through announcement text that presented in

this language skill. However, this listening material does not have

any recorded material and video material. The listening activity in

Chapter 6 is shown on Picture 4.4.

Picture 4.4 : Listening Skill Activities in Chapter 6 Task 1


60

Picture 4.5. Listening Skill Activities on Chapter 6 Task 2


Based on the findings of the listening activities above, the

researcher formulates Table 4.1 to facilitate in analyzing this skill

performances in this English textbook. Table 4.1 is the

recapitulation of the listening skill activities of the English textbook

from Chapter 1 to Chapter 6. In analyzing this skill, the researcher

presents the criteria of listening checklist in evaluating textbook that

is designed by Cunningsworth (1995) and the listening activities of

each Chapter. To make the recapitulation is easier, the researcher

formulates scoring. The researcher gives score one (1) to the

listening activities of each Chapter if the answer of the question is

“yes” or the criteria is exist in the listening activities. On the other

hand, those activities fulfill the criteria that proposed by

Cunningsworth (1995). Meanwhile, if the answer of the question is

61

“not” or the criteria is not found in the listening activities, the

researcher gives score zero (0).

Table 4.1 Listening Skill Activities Analysis

Criteria of Checklist

for Listening

Skill

Listening Skill Activities

Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

1.1.a 1 1 0 0 1 0

1.1.b 0 0 0 0 0 1

1.2 0 0 0 0 0 1

1.3 1 1 0 0 1 1

1.4 1 1 0 0 1 1

1.5.a 0 0 0 0 0 0

1.5.b 0 0 0 0 0 0

1.5.b 0 0 0 0 0 0

1.5.c 0 0 0 0 0 0

1.5.d 0 0 0 0 0 0

1.6 0 0 0 0 0 0

1.7 0 0 0 0 0 0

Number of matching items of each chapter

3

3

0

0

3

4

Total number of matching items

13

Notes : 1.1 : What kind of listening materials is contained in the course?

a. Does listening form part of dialogue/conversation work? b. Are there specific listening passages?

1.2 : If there any listening passage, what kind of activities are based on them- comprehension questions, extracting specific information, etc.?

1.3 : Is the listening material set in a meaningful context? 1.4 : Are there pre- listening task, questions, etc.? 1.5 : What is the recorded material on audio cassette like in terms of:

a. Sound quality b. Speed of delivery c. Accent d. Authenticity?

1.6 : Is there any video material for listening? 1.7 : If so, is good use made of the visual medium to provide a

meaningful context and show facial expression, gesture, etc.? 1 : The answer of the question is “yes” or the criteria is exist in the listening activities. 0 : The answer of the question is “not” or the criteria is not found in the listening activities.

62

Table 4.1 shows the observations of the listening activities

concerning to the criteria of listening checklist that proposed by

Cunningsworth (1995). As it can be seen on the Table that not all

Chapters in the English textbook entitled “Bahasa Inggris

SMA/MA/SMK/MAK Kelas X Edisi Revisi 2016” have listening

activities, such as Chapter 3 and Chapter 4. Meanwhile, Chapter 1,

Chapter 2, Chapter 5 and Chapter 6 have listening activities but they

are simple enough.

The Table 4.1 describes the results of listening activities

analysis and the explanation of listening activities in each Chapter.

It shows that the total checklist or the listening activities that fulfill

the criteria of a good listening checklist by Cunningsworth (1995) is

13 while the total or maximal checklists to this skill should be 42.

So, the result gets score 30.95.

Then, the score 30.95 is matched into the range score and

their categories (see Table 3.1), the result shows that the position of

this score is poor category. So, it can be concluded that the

listening activities of the English textbook entitled “Bahasa Inggris


Kemendikbud 2016, is still poor.

2. Speaking Skill

Speaking activities in Chapter 1 consists of 2 tasks. Task 1 is shown

on picture 4.6. The material of this activity in role play and dialogue

63

form. The students do guessing game called Who Am I ?. They do

speaking practice in pairs. One student is given a job or one of noun

professions that it is put in his back and he tries to guess that

profession while another student help him to guess the name of

profession by replying the questions from the first student with the

answer yes or no only.

Picture 4.6. Speaking Skill Activities on Chapter 1 Task 1


Task 2 of the speaking activity in chapter 2 is shown on picture4.7.

The material of this activity is categorized as oral presentation and

practice of language item. This task asks the students to express

their opinions based on the picture given. There are some questions

provided to help the students in stating their opinions. The answer of

a student will be checked by others. They do it consecutively.

64



Speaking activities in Chapter 2 consists of three tasks, they

are shown on picture 4.8 that talks about expressions in

congratulating and picture 4.9 and picture 4.10 that talks about

expressions in complimenting.

Picture 4.8. Speaking Skill Activities on Chapter 2 for

Expressing Congratulations (Source: Widiati, U. et al. 2016)

65

Task 4.8 is designed in game form called Rock, paper and

Scissors. The students play it in pairs. In playing this game, the

winner chooses for himself one situation or a piece of paper

containing a writing that has been provided before by the teacher.

Then, the partner makes an expressions of congratulations and

another student reply it. Both of them do it consecutively by

developing their conversation based on the situation or the writing in

the piece of paper chosen.

Picture 4.9. Speaking Skill Activities on Chapter 2 Task 1 for

Expressing Compliments (Source: Widiati, U. et al. 2016)

Task on picture 4.9 asks the students to play a game Rock,

paper and Scissors. The winner will choose a situation from he/she

creates an expressions of compliments. The partner responds to the

expression. After that, do the scissor, rock and paper again. The

kind material of this activity is role play. The students do role play

based on the accepted situation.

66

Picture 4.10. Speaking Skill Activities on Chapter 2 Task 2 for

Expressing Compliments (Source: Widiati, U. et al. 2016)

Task on picture 4.10 is designed in game form called Ball

Throwing . the students are asked to throw ball consecutively. After

a student throws a ball, other students respond it nicely and give a

compliment on his ways to throw the ball. The teacher is

instructions before throwing the ball is considered as pre-speaking

activity of this task. The kind of material of this task is oral

presentation and practice of language item.

67



Chapter 3 also provides three tasks for the speaking skill

activities. The material is presented in dialog form that talks about

expressing intention. The students build up conversations based on

the situation that has been provided in the textbook. They practice

their English speaking skill through role play according to the

existing situation. Task 1 on picture 4.11 asks the students to make

up short dialogs based on the situation given. Then task 2 on picture

4.12 asks the students to act out the dialog for the class.

68

Picture 4.12. Speaking Skill Activities on Chapter 3 Task 2 and 3


Task 3 on picture 4.12 asks the students to present a speech

in front of the class about the campaign for the president of the

students organization. In the campaign material, there are many list

of promises that the speaker make during the speech. Those

promises are used in introducing expressing intention as the main

material on chapter 3. The kind of material to this activity is oral

presentation and practice of language item. This task is appropriate

enough for students to build up their speaking skill ability and to be

more confidence because they are free to speak without any

responds or questions from the listeners.

69

Picture 4.13. Speaking Skill Activities on Chapter 4


Picture 4.13 shows the speaking activity on chapter 4. It asks

the students to pretend as a guide consecutively. They practice their

English speaking skill by describing the special peculiarities of the

tourism object. One student pretended as a guide and the other

students a tourist or a foreigner. They build up the conversation one

another until the time that have been given is over. The material of

speaking activities in the Chapter 4 of the English textbook entitled


published by Kemendikbud is designed in the form of Role play too.

Picture 4.14. Speaking Skill Activities on Chapter 5 (Source: Widiati, U. et al. 2016)

70

Speaking activities in the Chapter 5 as shown in the Picture

4.14 also consists of one task only. The material is designed into

oral presentation. The students choose one interesting place that

they have visited before then they describe it in front of the class. It

is done consecutively. The students can speak as much as they

can. They can enlarge their speaking ability by writing the outline of

the topic that they have chosen before.

Picture 4.15. Speaking Skill Activities on Chapter 6


Picture 4.15 shows the speaking activities on Chapter 6. The

speaking material in this activity is designed in oral presentation

form. The students are asked to be captain in their class that have a

meeting OSIS. The captain gives announcement to others based on

the notes provided. These notes as a guide for students in speaking.

So they are more confident because the content of their speaking

controlled. This activity introduces English learning material in the

form short functional text that is announcement.

71

Based on the findings of the speaking activities above, the

researcher formulates Table 4.2 to facilitate in analyzing the content

of the speaking activities in the English textbook entitled “Bahasa

Inggris SMA/MA/SMK/MAK Kelas X Edisi Revisi 2016”. The Table

4.2 is the recapitulation of the speaking skill activities of the English

textbook from Chapter one to Chapter six. In analyzing this skill, the

researcher presents the criteria of speaking checklist in evaluation

textbook that designed by Cunningsworth (1995) and speaking

activities of each Chapter. The researcher also formulates scoring to

make the recapitulation is easier. where, giving score one (1) to the

speaking activities of each Chapter if those activities fulfill the criteria

that proposed by Cunningsworth (1995) or the answer of the

questions on speaking checklist is “yes” and the researcher gives

score zero (0) if the answer of the questions or the criteria is ‘not”. It

means that the criteria is not found in the speaking activities of the

English textbook.

72

Table 4.2. Speaking Skill Activities Analysis


for Speaking

Skill

Speaking Skill Activities

Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

2.1 1 1 1 1 1 1

2.2.a 0 0 0 0 1 1

2.2.b 0 0 0 0 0 0

2.2.c 1 1 1 1 0 0

2.3 1 1 1 1 1 1

2.4 1 1 1 1 0 1 Number of matching item

4

4

4

4

3

4

Total of matching item of each chapter

23

Notes :

2.1 : How much emphasis is there on spoken English in the

Course book? 2.2 : What kind of material for speaking is contained in the course?

This may include: a. Oral presentation and practice of language items b. Dialogues c. Role play

2.3 : Are there any specific strategies for conversation or other spoken activities, e.g. debating, giving talks?

2.4 : Is any practice material included to help learners to cope with unpredictability in spoken discourse?

1 : The answer of the question is “yes” or the criteria is exist in the speaking activities. 0 : The answer of the question is “not” or the criteria is not found in the speaking activities.

Table 4.2 shows the observations of the speaking activities

concerning to the criteria of speaking checklist that proposed by

Cunningsworth (1995). As it can be seen on the Table that all


SMA/MA/SMK/MAK Kelas X Edisi Revisi 2016” have speaking

activities.

73

The Table 4.2 describes the results of speaking activities

analysis and the explanation of speaking activities in each Chapter.

It shows that the total checklist or the speaking activities that fulfill

the criteria of a good speaking checklist by Cunningsworth (1995) is

23 while the total or maximal checklist to this skill should be 24. So,

the result gets score 95.83.



this score is very good category. So, it can be concluded that the

speaking activities of the English textbook entitled “Bahasa Inggris


Kemendikbud 2016, is very good.

3. Reading Skill

Picture 4.16: Reading Skill Activities in Chapter 1 task 1


74

Reading skill activities in the Chapter 1 of the English textbook


2016” published by Kemendikbud 2016 consists of three tasks. The

first task (see Picture 4.16) the students are asked to read an email.

The teacher will identify some students as group A who read an

email in text 1, and some others as group B who read an email in

text 2. Both the emails introduce new language item such as

grammar and vocabulary that are written bold type.

Picture 4.17. Reading Skill Activities on Chapter 1 task 2


Task two is shown on Picture 4.17, the students are asked to

identify the main idea and write the most important details in their

own words. The students identified as A will identify the main idea of

each paragraphs of the email on text 1, and the students identified

as B will identify the main idea of each paragraphs of the email on

text 2.

75

Picture 4.18. Reading Skill Activities in Chapter 1 task 3


The third Task is shown on picture 4.18, the students are

asked to answer comprehension questions in pairs based on the

emails that the students have read. The student who have read Text

1 will read the questions II to be answered by the student who have

read text 2 and the student who have read text 2 will read the

questions I to be answered by the student who have read text I.

They take turn each other.

The materials of the reading text in this Chapter used for

introducing new language item, either vocabulary or grammar. It is

also linked to other skills work. The topic discussion in the reading

skill material is the same with the topic discussion in listening,

speaking and writing materials. They are complete enough and

authentic. However, in this Chapter has two reading text only and

they are short enough, so they are little enough to encourage

intensive/extensive reading. The reading text

76

materials are presented based the setting scene and using literal

questions.

Picture 4.19. Reading Skill Activities on Chapter 2 task 1


Reading skill activities in Chapter 2 are presented in variety

of tasks. There are five tasks with special direction for each task.

Task 1 is shown on picture 4.19 where the students are asked to

read the reading text 1 that presented in dialogue form. The form of

reading material of task 1 is conversation that talks about the

expressions to congratulate people.

77

Picture 4.20. Reading Skill Activities on Chapter 2 Task 2 and 3


The reading activities on Chapter 2 Task 2 and Task 3 are

shown on picture 4.20. Task 2, the students are asked to answer the

questions based on the reading text 1. Task 3, firstly, the students

are asked to read the reading text 2 silently then discuss it with their

classmate. After that, they are asked to read aloud the dialog in

pairs.



78

Next, Task 4 and Task 5 of the reading activities on Chapter

2 are shown on picture 4.21. Task 4, the students are asked to

answer the questions based on the reading text 2. Task 5, the

students are asked to complete the Table provided with the

expressions of congratulations and the responses that found in the

preceding dialogs text 1 and text 2.

The reading materials in the Chapter 2 are presented in

dialog form. It is used for introducing expressions of congratulations

and new language item such as vocabulary. It is also linked to other

skills work. The expressions of congratulations as a topic discussion

in the reading skill material also become the topic discussion in

listening, speaking and writing activities. They are complete enough

and authentic. These dialogs are presented based the setting scene

and using literal questions.

Picture 4.22. Reading Skill Activities on Chapter 3 Task 1


79

Chapter 3 does not present special part for reading activities

but there are three tasks show the activities for reading as shown in

the Picture 4.22. This task presents the material in conversation

form. Task 1, the students are asked to read the conversation then

play role with their classmates based on the setting of the scene

given.



Task 2 asks the students to continue the conversation based

on the given hint. The task 3 asks the students to discuss about

something that should be considering before visiting a place. Both

these tasks are continuations of task 1.

The material of these tasks are used for introducing

expressions of intention. This reading materials are linked to the

other skills work. All of language skill activities in the Chapter 3 talk

about expressing intention. There is only one the reading text in this

Chapter and it is presented in dialog form but it encourages enough

80

the intensive/extensive reading. This dialog is presented based on

the setting scene and using literal questions.

Picture 4.24. Reading Skill Activities on Chapter 4 Task 1 Text 1


Chapter 4 has the most reading skill activities among the

language skills of the content of the English textbook entitled


published by Kemendikbud 2016. It presents two long text, text

1’Tanjung Putting National Park’ and text 2 ‘Taj Mahal’. Each text

consists of four tasks.

Task 1 is shown on picture 4.24. The activities based on the text 1

started from Task 1 where the students are asked to read the text

then think the place that described in the text.

81



Task 2 is shown on picture 4.25 where the students are

asked to answer the questions provided based the text1. Task 3

asks the students to discuss and find the solution based on the case

given and task 4 asks the students to rearrange the paragraphs

based on the instruction given. The activities Task 3 and Task 4 in

text 1 can be seen in the Picture 4.26.

Picture 4.26. Reading Skill Activities on Chapter 4 Task 3 and 4 Text 1


The materials for the reading skill activities on chapter 4 text

1 used for introducing new language items either grammar or

vocabulary. This material also link to other skills work. The text is

about a tourist attraction so it makes the students are interested to

read it. This text is long enough so that it encourages intensive and

82

extensive reading. The kind of this text is Descriptive. It is suitable

for the first grade of secondary students. This text also is followed

some comprehension questions.



Meanwhile, the text 2 also consists of 4 tasks. Task 1 is on

picture 4.27, it asks the students to read the text and think the place

that described in the text. This text is long enough that can be used

to introduce new language items such as grammar and vocabulary

and encourage intensive and extensive reading. This text also

followed by some comprehension questions in literal and

interference form that shown on Task 2 picture 4.28. Task 2 asks

the students to answer the questions based on the text on Task 1.

83



Task 3 asks the students to identify the main idea of each

paragraph in the text 2. Task 4 asks the students to write the

similarities and the differences between text 1 ’Tanjung Putting

National Park’ and text 2 ’Taj Mahal’. Task 3 and Task 4 are shown

on the picture 4.29.



84

Both the materials of the reading for text 1 and text 2 are used for

introducing new language item, either vocabulary or grammar. It is

also linked to other skills work. The topic discussion in the reading

skill material is the same with the topic discussion in listening,

speaking and writing materials. They are long and complete enough

so they encourage intensive/extensive reading. The texts are

interesting and topical varied and also providing background

information. The comprehension questions of the reading text using

literal questions and discourse processing questions and

interference questions.

Reading skill activities in the Chapter 5 consists of 3 tasks

(see Picture 4.30). Task 1 present a long text ‘Visiting Niagara Falls’

and some Pictures. The students are asked to match the

paragraphs with the Pictures. Task 2 asks the students to answer

the questions by referring to the text ‘Visiting Niagara Falls’. Task 3

asks the students to read again the texts in Chapter 4 and compare

them with the text in Chapter 5 then find the similarities among those

three texts.

85

Picture 4.30. Reading Skill Activities on Chapter 5


The reading text materials in the Chapter 5 are presented in a long

text form. It is used for introducing new language item such as

vocabulary and grammar. It is also linked to other skills work. Text

Descriptive as a topic discussion in the reading skill material also

become the topic discussion in listening, speaking and writing

activities. This Chapter only presents a reading text but it is

complete enough to encourage the intensive and extensive reading.

This text provides background information too. The comprehension

questions are presented not only using literal questions but also

using interference questions.

86

Picture 4.31. Reading Skill Activities on Chapter 6 Task 1


Chapter 6 presents reading skill activities into three tasks.

Task 1 has two texts in announcement form. The students are

asked to choose one of them then read it. Task 2, the students are

asked to identify the main idea of the paragraphs and write the most

important details in their own words. Task 3 asks the students to

answer the questions in pairs referring to the text that they have

been read before. The reading activities in Chapter 6 is shown in

the Picture 4.32.



87

The reading text materials in the Chapter 6 are presented in

short functional text form called announcement. The material is used

for introducing about announcement and a new language item such

as vocabulary and grammar. It is also linked to other skills work.

Announcement as a topic discussion in the reading skill material

also become the topic discussion in listening, speaking and writing

activities. This Chapter has two texts and they are complete enough.

These announcements are presented based the setting scene and

using literal questions.

Based on the findings of the reading activities above, the

researcher formulates Table 4.3 to facilitate in analyzing the content

of the reading activities in the English textbook entitled “Bahasa

Inggris SMA/MA/SMK/MAK Kelas X Edisi Revisi 2016”. The Table

4.3 is the recapitulation of the reading skill activities of the English

textbook from Chapter one to Chapter six. In analyzing this skill, the

researcher presents the criteria of reading checklist in evaluation

textbook that designed by Cunningsworth (1995) and reading

activities of each Chapter. The researcher also formulates scoring to

make the recapitulation is easier. where, giving score one (1) to the

reading activities of each Chapter if those activities fulfill the criteria

that proposed by Cunningsworth (1995) or the answer of the

questions on reading checklist is “yes” and the researcher gives

score (0) if the answer of the questions or the criteria is ‘not”. It

88

means that the criteria is not found in the reading activities of the

English textbook.

Table 4.3. Reading Skill Activities Analysis


for Reading Skill

Reading Skill Activities

Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

3.1 1 1 1 1 1 1

3.2 1 1 1 1 1 1

3.3 1 1 1 1 1 1

3.4 1 1 1 1 1 1

3.5 1 1 1 1 1 1

3.6 1 1 1 1 1 1

3.7 1 1 1 1 1 1

3.8 1 1 1 1 1 1

3.9 1 1 1 1 1 1

3.10 1 1 1 1 1 1

3.11 1 1 1 1 1 1

3.12.a 1 1 1 0 0 1

3.12.b 0 0 0 1 1 0

3.12.c 0 0 0 0 0 0

3.13.a 1 1 1 0 0 0

3.13.b 0 0 0 1 1 1

3.13.c 0 0 0 0 0 0

3.14 0 0 0 1 1 0 Number of Matching item of each chapter

13

13

13

14

14

13

Total number of matching item

80

Notes :

3.1 : Is the reading text used for introducing new language items (grammar and vocabulary), consolidating language work, etc.?

3.2 : Is there a focus on the development of reading skill and strategies?

3.3 : Is the reading materials linked to other skills work? 3.4 : Is there emphasis on reading for pleasure and for intellectual

satisfaction? 3.5 : How many reading text are there, and how frequently do they

occur? 3.6 : How early in the course (at elementary level) do reading text

start to appear? 3.7 : How long are the texts? Do they encourage intensive/extensive

89

reading? 3.8 : How authentic are the texts? 3.9 : Is the subject matter appropriate (interesting, challenging,

topical, varied, culturally acceptable, unlikely to date? 3.10 : What type (genres) are used? are they appropriate? 3.11 : Are the texts complete or gapped? 3.12 : Does the material help comprehension by, for example: 3.12.a : Setting the scene 3.12.b : Providing background information 3.12.c : Giving pre- reading questions? 3.13 : What kind of comprehensions questions are asked: 3.13.a : Literal (surface) questions 3.13.b : Discourse- processing questions 3.13.c : Interference questions? 3.14 : To what extent does the materials involves the learners

knowledge system (Knowledge of the world)? 1 : The answer of the question is “yes” or the criteria is exist in the reading activities. 0 : The answer of the question is “not” or the criteria is not found in the reading activities.

Table 4.3 shows the observations to the reading activities

concerning to the criteria of the reading checklist that proposed by



SMA/MA/SMK/MAK Kelas X Edisi Revisi 2016” have reading skill

activities. The results of the reading activities analysis and the

explanation of reading activities in each Chapter are found that the

total checklist or the reading activities that fulfill the criteria of a good

reading checklist by Cunningsworth (1995) is 80 while the total or

maximal checklist to this skill should be 84. So, the result gets score

95.23.




90

reading activities of the English textbook entitled “Bahasa Inggris



4. Writing Skill

Picture 4.33. Writing Skill Activities on Chapter 1


Writing skill activities in the Chapter 1 of the English textbook


2016”consists of one task. The material is guided writing. In this

activity, the students are asked to respond an email or a letter that

they have read before. They are given list of questions to facilitate

them in writing. Those questions help the students to determine the

main idea that should be written in each paragraph. There is neither

any instruction that emphasis the accuracy nor attention to the

language resources. The most important in this activity is the

91

students can express their thoughts and produce a writing script.

The writing activity of Chapter 1 can be seen on Picture 4.33.



Chapter 2 has only one writing skill activity such as shown on the

Picture 4.34. In this task, the students are asked to write down the

inside parts of the congratulation cards based on the cover. The

material is categorized as guided writing because the students are

given an example and Picture as a guidance in producing a writing.

There is neither any instruction that emphasis the accuracy nor

attention to the language resources. However, the material of this

writing encourage enough the students to build up their writing skill.



92

The writing activity in Chapter 3 also consists of one task.

This task asks the students to write a paragraph about their holiday

plan. There are some questions provided to guide the students in

writing. Therefore, this activity also called as guided writing. This

material leads the students to be able to write the expressions of

intention. There is neither emphasis the style of written English nor

written form. But, the most important thing is the students are

interested and enthusiastic in writing. The writing activity in Chapter 3

is shown on Picture 4.35.

Picture 4.36. Writing Skill Activities in Chapter 4 Task 1


The writing activities in Chapter 4 has variety of tasks. There

are three tasks in this Chapter. Task 1 on picture 4.36 presents a long

descriptive text but there are some errors in it. The students are asked

to read and edit the text. There are some guiding questions provided

93

for students to facilitate them in editing the text. The material of this

activity is free or semi-free writing. There is an attention is given to the

language resources specific to the written form such as punctuation,

spelling, layout. The accuracy of the activity Task 1 is emphasized so

much. While the writing style is not given on this task

Picture 4. 37. Writing Skill Activities in Chapter 4 Task 2


Task 2 asks the students to rewrite a descriptive text about

‘Cuban Rondo’ by using a word web. A Word web helps the writers to

organize their ideas. Besides, the students also can use the words

found in reading text 1 and 2. Task 3 asks the students to write a

descriptive essay by choosing their own topic that interested for them.

They are expected to make a word web first to help them get and

organize ideas.

94



The writing materials in Chapter 4 can be categorized as a

guide writing and semi free writing. It has variety of task that leads the

students to progress in writing. Paragraphing also is taught adequately

so as the language resources specific to the written form such as

punctuation, spelling, layout, etc. is given a lot attention. However, just

a little emphasis on the style of written English. But the accuracy in

writing can be realized because the writing activities in this Chapter use

guiding questions, word web, and other resources. Moreover, the

material in writing a descriptive text can be obtained from a lot of

information and knowledge sources.

95



Chapter 5 presents writing skill activities into three tasks.

Task 1 on picture 4.39 asks the students to complete the chart in pairs.

It aims to understand the structure of the descriptive text in the reading

comprehension section on the reading skill activities before. Task 2,

the students do collaborative description where the teacher will assign

the students to sit in groups of 12 – 15 students. They sit in a circle. A

student who is pointed by the teacher will write a sentence on a piece

of paper about an interesting place first. It is done until the teacher

gives a signal to stop, then the paper is given to another friend on the

right side to continue writing and so on. Task 3 asks the students to

rewrite the description in the task 2 by adding words, phrases or

sentences to create a more precise writing.

96





The materials of the writing activities in Chapter 5 can be

categorized as semi free writing. the students are free to write what are

in their mind but it still follow the instructions and writing rules from the

teacher. The writing activities in the Chapter 5 also has variety of task

that lead the students to progress in writing. Paragraphing also is

taught adequately so as the language resources specific to the written

97

form such as punctuation, spelling, layout, etc. is given a lot of

attention. However, there is not any emphasis to the style of written

English. But this activity especially in task 3 encourage the students to

review and edit their written work.

Picture 4.42. Writing Skill Activities on Chapter 6 Task 1


Chapter 6 presents the writing Skill activities into two tasks. Task 1

on picture 4.42 asks the students to edit the announcement to make it

sense and have correct form of writing. This announcement about regional

game that is an interesting topic for the students so that it makes the

students encourage to review and edit their written work. However,

because of this text is in the form of announcement so paragraphing in not

taught adequately.

98



Task 2 asks the students to rewrite the announcement in task 1 by

using some questions given. The materials of the writing activities in

Chapter 6 can be categorized as guided writing. The students are

guided some questions to facilitate them in writing. The variety of task

in this activity lead the students to progress in writing. Although

Paragraphing also is not taught adequately enough but the language

resources specific to the written form such as punctuation, spelling,

layout, etc. is given a lot of attention.

Based on the findings of the writing activities from Chapter 1 to

Chapter 6, the researcher formulates table 4.4 to facilitate in analyzing

the content of the writing activities in the English textbook entitled

“Bahasa Inggris SMA/MA/SMK/MAK Kelas X Edisi Revisi 2016”. In

analyzing this skill, the researcher presents the criteria of writing

checklist in evaluation textbook that designed by Cunningsworth (1995)

and writing activities of each Chapter. The researcher formulates

99

scoring to make the recapitulation is easier. where, giving score one (1)

to the writing activities of each Chapter if those activities fulfill the

criteria that proposed by Cunningsworth (1995) or the answer of the

questions on writing checklist is “yes” and the researcher gives score

zero (0) if the answer of the questions or the criteria is ‘not”. It means

that the criteria are not found in the writing activities of the English

textbook.

Table 4.4. Writing Skill Activities Analysis


for Writing Skill

Writing Skill Activities

Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

4.1.a 0 0 0 0 0 0

4.1.b 1 1 1 1 0 1

4.1.c 0 0 0 0 1 0

4.2 1 1 1 1 1 1

4.3 1 1 1 1 1 1

4.4 1 0 1 1 1 0

4.5 1 1 1 1 1 1

4.6 1 1 1 1 1 1

4.7 1 1 1 1 1 1

4.8 1 1 1 1 1 1 Number of matching item of each chapter

8

7

8

8

8

7


46

Notes :

1.1 : How does the material a : Control writing b : Guided writing c : Free or semi-free writing? 1.2 : Is there appropriate progression and variety of task? 1.3 : Are the conventions of different sorts of writing taught? If so,

which ones, and how are they presented? 1.4 : Is paragraphing taught adequately? 1.5 : Is there emphasis on the style of written English? At advance

level, is there attention to different styles according to text type?

100

1.6 : Is attention given to the language resources specific to the written form, such as punctuation, spelling, layout, etc.?

1.7 : How much emphasis is there on accuracy? 1.8 : Are learners encourages to review and edit their written work?

Is a readership identified for writing activities? 1 : The answer of the question is “yes” or the criteria is exist in the writing activities. 0 : The answer of the question is “not” or the criteria is not found in the writing activities.

Table 4.4 shows the observations to the writing activities

concerning to the criteria of the writing checklist that proposed by



SMA/MA/SMK/MAK Kelas X Edisi Revisi 2016” have writing skill

activities. The results of the writing activities analysis and the

explanation of writing activities in each Chapter are found that the

total checklist or the writing activities that fulfill the criteria of a good

writing checklist by Cunningsworth (1995) is 46 while the total or


95.83.




writing activities of the English textbook entitled “Bahasa Inggris



101

5. Raters’ Findings

Two senior High School English teachers had also evaluated the

compatibility of the language skills activities of the English textbook

entitled “Bahasa Inggris SMA/ MA/ SMK/ MAK Kelas X Edisi Revisi

2016” based on the criteria of textbook evaluation checklist designed

by Cunningsworth (1995). They acted as raters to the researcher’s

findings of this research. The raters’ findings are showed on the

table 4.5

Rater Number of Matching Criteria

Listening Activities

Speaking Activities

Reading Activities

Writing Activities

1 13 23 80 46

2 13 23 80 47

Tabel 4.5: Raters’ findings of matching criteria

Rater 1 had the same findings of the researcher where the

total checklist or the listening activities that fulfill the criteria of a

good listening checklist by Cunningsworth (1995) is 13 while the

total or maximal checklists to this skill should be 42. So, the result

gets score 30.95.

Meanwhile, the total checklist or the speaking activities that

fulfill the criteria of a good speaking checklist by Cunningsworth

(1995) is 23 while the total or maximal checklist to this skill should

be 24. So, the result gets score 95.83.

The results of the reading activities analysis and the

explanation of reading activities in each Chapter are found that the

102

total checklist or the reading activities that fulfill the criteria of a

good reading checklist by Cunningsworth (1995) is 80 while the

total or maximal checklist to this skill should be 84. So, the result

gets score 95.23.

Next, the results of the writing activities analysis and the

explanation of writing activities in each Chapter are found that the

total checklist or the writing activities that fulfill the criteria of a good

writing checklist by Cunningsworth (1995) is 46 while the total or


95.83.

Rater 2 had the same findings with rater 1 and the

researcher in the criteria of listening activities, speaking activities

and reading activities. However, he had different findings in

analyzing writing activities, the criteria of a good writing checklist by

Cunningsworth (1995) are found 47 items in the English textbook,

the result gets score 97.91. Rater 2 found that the writing material

on the chapter 2 is taught adequately. Meanwhile rater 1 and the

researcher consider it is not taught adequately.

B. Discussion

After presenting the research findings of the language skills activities of

English textbook entitled “ Bahasa Inggris SMA/MA/SMK/MAK Kelas X

Edisi Revisi 2016” published by Kemendikbud 2016 , the researcher

infers them by reflecting on some theories mainly the theories that

103

proposed by Cunningsworth (1995). It is done to avoid any

misconception and misunderstanding between the researcher and

therefore the readers.

The researcher presents the discussion about the results of the

findings of the language skills activities which are analyzed supported

the standards that proposed by Cunningsworth (1995) to reveal the

standard of the language skills activities of English textbook entitled “

Bahasa Inggris SMA/MA/SMK/MAK Kelas X Edisi Revisi 2016”

published by Kemendikbud 2016. The discussion is presented as

follow:

1. Listening Skill

The first criterion of checklist for listening skill activities is about

listening material. Cunningsworth (1995) mentioned that the type of

listening material is contained within the course is a component of

dialogue/conversation work and specific listening passages. The

findings show that chapter 1, 2, and 5 have listening material in

dialogue/conversation work form, chapter 6 is restricted listening

passage. Meanwhile, chapter 3 and 4 doesn't have any listening

material. It shows that only 66% of the standards of the listening

material that proposed by Cunningsworth (1995) is fulfilled by

English learning material for semester 1 of this English textbook.

The second criterion of checklist for listening skill activities is

that the sort of activities for listening passage material.

104

Cunningsworth (1995) stated that the type of activities for listening

passage is comprehension questions, extracting specific

information, etc. The findings shows that because the sole chapter

6 has listening material in specific listening passage form, it has

activities like comprehension questions, extracting specific

information. It means about Sixteen Personality Factor

Questionnaire of this criteria is met.

The third criterion is that the listening material is about during

a meaningful context. All the chapters that have listening material

show their materials are set during a meaningful context. It means

the materials provide a positive effects within the real world.

Listening materials have enough meaningful context because they

provide a lot of data, impacts, and provides effect to the important

lifetime of the readers specially for college kids like it leads the

scholars to create up their characters like cooperatives, team work

spirit, discipline, and work seriously through its activities within the

sort of games. So, 66% of this criterion is fulfilled.

The fourth criterion is pre-listening task, questions. The

findings show that each one chapter that have listening materials

are preceded by pre-listening activities like questions, instruction

and movie. It means 66% of this criterion is fulfilled.

The fifth, the sixth, and therefore the seventh criteria are

about recorded material on audio cassette. Because this English

105

textbook does not provide any recorded material in order that of

these criteria that offered by Cunningsworth (1995) are not fulfilled

by English textbook.

Therefore, listening skills activities gain score 30.95. It is

categorized as poor. The causes of this low score because not all of

the Chapters within the first semester have learning materials for

listening skill. Even, the prevailing listening skills activities in four

Chapters are not adequate enough. Some weaknesses are found

on those activities like there is not any recorded materials provided,

the activities only consists of 1 task.

Listening skill have lowest percentage among the language

skills during this textbook. Because the input of the scholars in

learning process, this skill should have taken more part during this

textbook. Besides that, the activities for listening is a smaller

amount than other skills. However, it makes students curious about

learning as most of the activities are designed in game form.

Meanwhile, Cunningsworth (1995) stated that one of the

foremost difficult and sometimes unnerving aspects of participating

during a conversation in a foreign language is that the

unpredictability of the solution or responses. Furthermore, he also

gave the answer to the present problem that the foremost effective

strategy to beat this problem is quick thinking and accurate

prediction of what to expect. He added that we should always also

106

check if the course book provides pre-listening activities to focus

learners’ attention on the subject of the passage.

Refers to the Cunningsworth’s statements, it's vital to

enlarge the listening skills activities to steer the secondary students

in build up their communicative competences. Listening skill

activities should have equal proportion with other language skills.

2. Speaking Skill

The first criterion of checklist for speaking activities is about the

stress on spoken English within the course book. The findings show

that each one chapters of English learning materials for semester 1

within the English textbook entitled “ Bahasa Inggris


Kemendikbud 2016 have speaking skill materials. Even, chapter 1,

2, and 3 have some tasks or activities and for chapter 4, 5, 6 each

has one task. It means this criterion is 100% fulfilled and it's

emphasized considerably.

The second criterion is that the sort of material for speaking

skill. Cunningsworth (1995) mentioned that the fabric for speaking is

contained within the course book may include: public speaking and

practice of language items, dialogues, role play. The findings show

that chapter 1, 2, 3, and 4 have speaking skill material within the

sort of role play, while chapter 5 and 6 have the type of speaking

107

material in public speaking and practice of language items form. It

means this criterion of checklist for speaking skill is 100% fulfilled.

The third criterion of checklist for speaking skill is restricted

strategies for conversation. Cunningsworth (1995) mentioned the

precise strategies is employed in learning speaking skill like

debating, giving talks. The findings show that each one chapters

present the activities in learning speaking skill with special

strategies like the strategies is employed on chapter 5 and 6 is

giving talks. It means 100% of this criteria is fulfilled by English

textbook

The last criterion is that the practice material to assist

learners to deal with unpredictability in spoken discourse. The

findings show that chapter 1, 2, 3, 4, and 6 present variety of words

and sentences as help which will be wont to facilitate the scholars in

speaking practice. Those help consists of guided questions,

situation of the subject talks, word web, pictures. Meanwhile

chapter 5 doesn't have any help form. it means it's about 83% of

speaking skill activities meet the last criteria of checklist for

speaking skill proposed by Cunningsworth (1995).

Speaking skill activities get score 95.83. Most of the

speaking skill activities fulfill the standards of textbook evaluation

checklist that designed by Cunningswort(1995). This score

indicates that speaking skill activities within the English textbook

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entitled “ Bahasa Inggris SMA/MA/SMK/MAK Kelas X Edisi Revisi

2016” published by Kemendikbud 2016 is categorized as good .

The speaking skill activities within the textbook are equipped

with well design and real world situation. It is also presented

integrated and discretely. The task activities can encourage creative

language use by providing many opportunities for college kids to

state their own ideas, by including an outsized number of open-

ended questions and it can also arises the students’ interest in

learning. Those tasks can stimulate the students’ creativity in

speaking practice as there aren't standard answers needed.

Cunningsworth (1995) stated that by doing activities like this, the

scholars can gain confidence in participating in conversation whilst

within the relative safety of the classroom and may develop

strategies for copying with the unpredictability involved.

The researcher concludes the presentation of the speaking

skills activities within the English textbook entitled “Bahasa Inggris


Kemendikbud 2016 is adequate enough to steer the secondary

students to be ready to express their ideas orally.

3. Reading Skill

The first criterion of checklist for reading skill consistent with

Cunningsworth (1995) is that the reading text used for introducing

new language items (grammar and vocabulary), consolidating

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language work. The findings show all chapters present reading text

used for introducing new language item (grammar and vocabulary)

and consolidating language work. During a reading text, there are

some words or maybe sentences bold or italic printed. It means the

author emphasis it and needs the scholars to know it well. So, this

criterion is 100% fulfilled by the reading skill activities of English

textbook.

The second criterion is specialized in the event of reading

skill and methods. The findings show that each one chapter provide

some tasks during a reading text that written sustainable and

arranged supported the degree of their difficulties. It aims to

develop the students’ mindset and train them to think critically.

Because the purpose of 2013 curriculum wants the scholars to

possess Higher Order Thinking (HOT) in facing the advance and

sophisticated life. So, this criterion is 100% fulfilled by English

textbook.

The third criterion of checklist for reading skill is that the

reading materials linked to the opposite skill works. The findings

show all chapters present the listening skill material, speaking skill

material, reading skill material and writing skill materials linked each

other. In one chapter discuss an equivalent topic. The subject or

theme discussion within a part of listening skill also become the

subject discussion in speaking skill, reading skill and writing skill

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section. It means the reading skill activities within the English

textbook 100% meet the standards of textbook evaluation checklist

for reading skill section.

The fourth criterion is that the emphasis on reading for

pleasure and for intellectual satisfaction. The findings show that

each one chapter in semester 1 provides interesting topics within

the reading texts. Those topics are suitable for secondary students

because they experience it in lifestyle like chapter 1 talks about

correspondence through email, chapter 2 is about expressing in

congratulating and compliment, chapter 3 about expressing

intention, chapter 4 talks about descriptive text of an exact place

and a historical building, chapter 5 presenting information about an

exact place like tourism object of Niagara Waterfalls and chapter 6

talks about giving information to public (announcement). Those all

give intellectual satisfaction after reading them. So, this criterion is

100% fulfilled by reading skill activities within the English textbook.

The fifth criterion is that the number of reading text provided

and the way frequently they occur. Chapter 1 presents two reading

text in email form, Chapter 2 presents two reading texts in dialogue

form. Chapter 3 has one reading text in dialog form too. Chapter 4

presents two long descriptive texts. Chapter 5 has one long

descriptive text, and chapter 6 provides two short functional texts in

announcement form. Descriptive text is presented twice in semester

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1. Reading text that emphasis the expressions is presented twice

two. It means the reading skill activities for English learning material

for Semester 1 grade X of secondary schools is 100% fulfill the

standards of checklist for reading skill by Cunningsworth (1995).

The sixth criterion is how early within the course (at

elementary level) do reading text start to seem. The findings show

that reading text is appear as early as possible. It starts from

chapter 1 until chapter 6 containing reading text. However, the

degree of difficulty is customized. It means the reading text in

chapter 1 is simpler than the reading text chapter 2, the reading text

in chapter 2 is simpler than chapter 2 then on. So, it are often

concluded that this criterion is 100% fulfilled by reading skill

activities within the English textbook.

The seventh criterion is about the length of the text and

whether or not they encourage the intensive/extensive reading.

Cunningsworth (1995) mentioned that students are often

encouraged to accumulate effective reading strategies like

prediction techniques, skim-reading and handling unfamiliar

vocabulary. The activities that we would expect to seek out in

course material include pre-reading questions, post-reading

comprehension questions, exercises for extracting specific

information from texts and pre-teaching of unfamiliar key vocabulary

items. The findings show that chapter 1, 2, 3, and 6 have long

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enough texts, but chapter 4 and 5 have the longest texts. All the

reading text in chapter 1, 2, 3, 4, 5, and 6 encourage the

extensive/intensive reading thought they need different form.

Extensive/intensive reading is often applied in either letter/email,

announcement, expressions, or descriptive text. It leads the

scholars to be competence in getting information or knowledge from

many sorts of reading text resources. It means the seventh criteria

is met within the reading skill activities of English textbook entitled “

Bahasa Inggris SMA/MA/SMK/MAK Kelas X Edisi Revisi 2016”

published by Kemendikbud 2016.

The eighth criterion is about how authentic the texts are.

Cunningswortth (1995) stated that consideration of the text is

authenticity of their language, taking under consideration the extent.

We should always search for a progression towards the authentic

as early as possible, whilst expecting non-authentic texts to display

realistic discourse structure. The finding shows that the reading text

on all chapters are authentic. Because the English textbook is

written as a tutorial writing that has got to emphasis the authenticity

of their language. So, this criterion is 100% fulfilled by the reading

skill activities within the textbook.

The ninth criterion is that the subject appropriate (interesting,

challenging, topical, varied, culturally acceptable. The findings show

that each one chapter present the reading skill activities are

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interesting, varied, challenging, topical and culturally acceptable. It

is interesting because the reading text contain about lifestyle

conversation/discourse, provides experience of learner, completed

some pictures. It is varied because the activities consists of some

tasks with special direction/instruction for every task. It is

challenging because the reading texts and variety of their tasks

have different degree of difficulties. It is topical because the reading

texts are presented within the English textbook with different topic

or theme. And it is called culturally acceptable because the

discussion of the reading text do not break the principles or law

either customary and non secular law. It is often accepted by all

community level. It means the reading skill activities within the

English textbook fulfill 100% the standards of textbook evaluation

checklist for language skill section that designed by Cunningsworth

(1995).

The tenth criterion is about the sort of genres are used and

their appropriateness. Cunngingsworth (1995) stated that the sort of

genre of text used is additionally important. Course book use a

mess of various types including press extracts, advertisement,

instruction, recipes, information leaflets, poems, letters, transcripts

of interviews, extracts from factual books like travel guides, and

extracts from novels. The findings show that the genres of the

reading texts in English textbook are different for each chapter.

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Chapter 1 uses letter, chapter 2 discuss expressions in

congratulating and compliment. Chapter 3 discuss expressing

intention, chapter 4 and 5 use descriptive text and chapter 6 talks

announcement. They are appropriate with the syllabus and 2013

curriculum as a guidance from the Government in teaching and

learning process. In order that this criteria is 100% fulfilled by the

reading skill activities within the English textbook.

The eleventh criterion is about the texts are complete or

gapped. The findings show that each text is presented in every

chapter complete and followed by some tasks. It means the type of

this criteria is 100% fulfilled by the reading skill activities of English

textbook entitled “ Bahasa Inggris SMA/MA/SMK/MAK Kelas X

Edisi Revisi 2016” published by Kemendikbud 2016.

The twelfth criterion is about the material help

comprehension, by: setting the scene, providing background

information and giving pre-reading questions. The finding show that

chapter 1, 2, 3, and 6 use setting the scene to assist in

comprehending the reading text easily. While chapter 4 and 5

providing background information as a help in comprehending the

text. So, the standards is 100% fulfilled.

The thirteenth criteria is about the type of comprehension

questions: literal (surface) questions, discourse-processing

questions, interference questions. The findings show that chapter 1,

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2, and three use literal (surface) questions. Chapter 4, 5, and 6 use

discourse-processing questions. These questions are presented

after the reading text in tasks form. It aims to grasp the text easily. It

means this criterion is 100% fulfilled.

The fourteenth criterion is close to what extent the material

involves the learners’ knowledge system (knowledge of the world).

The findings show that the reading texts on chapter 4 and 5 have

materials that involve the learners’ knowledge. As both these

chapters present descriptive text about historical buildings and

tourism object of Niagara Waterfalls and Taj Mahal. These reading

texts are written supported the truth . Meanwhile, the reading texts

on chapter 1, 2, 3, 4, and 6 are set by the author . So that, this

criterion is fulfilled only 33%.

The presentation of reading skill activities within the textbook

is that the most perfect among the opposite language skills. It gets

95.23 score that categorized as good category. Each Chapter has

some tasks that lead the scholars to possess an appropriate

progression in improving their ability in reading skill and reading

comprehension.

There are sufficient reading materials within the textbook.

The intensity of reading activities also increases an appropriate

progression of the students’ ability in reading. Moreover, the

researcher also finds that the subject of the reading materials within

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the textbook are suitable with students’ interest. Those are ready to

engage students’ attention because the topics are really filled with

knowledge. However, for the poor and beginner students, a number

of the reading materials are just too hard for them due to the length,

vocabulary used, and topics are not familiar

The tasks are presented within the textbook provide an

honest mixture of activities during the pre, while, and post reading

stages. All the stages have special purpose in developing the

scholars’ ability in reading like pre-reading tasks can help the

students to develop effective skimming skills. Another strength of

the reading skill activities is having variety and authentic texts.

The variety of text during this book is adjusted to the

mandate of the essential competencies within the 2013 curriculum

for sophistication X, which incorporates short functional text, essays

are within the sort of recount, narrative, descriptive, also as

interactional texts that reflect various speech acts. These various

texts are presented through themes regarding natural and social

phenomena in Indonesia which are intended to develop important

characters like love for Indonesian nature and guarding attitudes,

also as developing the character of loving others because the basis

for the formation of positive social behavior.

The researcher concludes that the presentation of reading

skills activities within the English textbook entitled “Bahasa Inggris

117


Kemendikbud 2016 is extremely appropriate for secondary students

as a learning materials in building the students’ communicative

competence.

4. Writing Skill

The first criterion of checklist for writing skill activities is that the

material of writing: control writing, guided writing, and free or semi-

free writing. Cunningsworth (1995) stated that Writing activities in

course book are normally of the controlled or guided kind, where a

model is given and therefore the student’s task is to supply

something similar, usually supported additional information given.

The finding show that the material of writing skill activities on

chapter 1, 2, 3, 4, and 6 are guided writing. Meanwhile the writing

material on chapter 5 is free or semi-free writing. It means this

criterion is 100% fulfilled.

The second criterion talks about the acceptable progression

and sort of task. Cunningsworth (1995) mentioned that the kinds of

writing task given are often quite varied and include writing factual

accounts like a report for a newspaper, filling in grids, writing notes

to others, making lists, summarizing texts and lots of others. The

finding show all chapters present the variability of tasks in writing

skill activities and people tasks lead the scholars to develop their

writing skill ability. So, this criterion is 100% fulfilled.

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The third criterion is that the conventions of various kinds of

writing taught and the way they are presented. Cunningsworth

(1995) stated that teaching the mechanics of writing at sentence

level, we might expect writing material to familiarize learners with

the way transcription is organized in term of its discourse structure.

Different sorts of writing have different conventions for his or her

organization and expression, a course book should cover as many

of those as is acceptable for the extent and aims of the learners.

The findings show that each one chapter presents the writing skill

activities that emphasis on the convention of various kinds of writing

taught. Chapter 1 introduces simple present and private pronoun.

Chapter 2 teaches expressions in congratulating and compliment.

Chapter 3 presents expressing intention. Chapter 4 and 5 present

descriptive text and chapter 6 teaches announcement. Those are

taught differently supported the sorts of material. So that, this

criteria is 100% fulfilled by the writing skill activities of this English

textbook.

The fourth criterion is about paragraphing taught adequately.

Findings show that chapter 1, 3, 4, and 5 have some tasks that

emphasis in writing paragraph. While chapter 2 and 6 don't have

any task that teach writing paragraph. So, this criteria is fulfilled only

66%.

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The fifth criterion of checklist for writing skill is about the

stress on the design of written English. The findings show that each

one chapter does not fulfilled this criterion. There is not discussion

found that teach about the extent of the sentences.

The sixth criterion is that the attention given to the language

resources specific to the written form, like punctuation, spelling,

layout, etc. The finding shows that each one chapter provides a lot

of attention to the shape of writing, the way to organize it, the

utilization of punctuation, spelling and layout. These are vital

because writing contains messages, information, and knowledge

that delivered to the readers. So, this criterion is 100% fulfilled.

The seventh criterion is that the emphasis of accuracy in

writing. The findings show that each one chapters present the

writing skill activities emphasis on accuracy. The accuracy means

the text is factually and grammatically correct. Using correct

grammar, correct vocabulary and proper pronunciation is extremely

important in academic writing. so, the writing skills activities is 100%

met this criteria.

The eighth criterion is about the learners encourage to

review and edit their written work. The findings show that each one

chapter presents the interesting writing skills activities with

appropriate materials. Materials are wont to provide a stimulus to

writing. The writing tasks also give models. According to Tomlinson

120

(2013) that models are wont to present good samples of a genre

and illustrate its particular features. Becoming conversant in good

models can encourage and guide students to explore the key

lexical, grammatical and rhetorical features of a text and to use this

data to construct their own samples of the genre. All of these

reasons encourage the learners to review and edit their written

work. So that, this criteria is 100% fulfilled.

The results of analyzing the writing skills activities within the

English textbook entitled “ Bahasa Inggris SMA/MA/SMK/MAK

Kelas X Edisi Revisi 2016” published by Kemendikbud 2016 is

gaining score 95.83. This score is categorized nearly as very good

level. Each Chapter of the textbook for the primary semester

materials has writing skills activities. The instruction of the writing

skill is obvious enough, a number of the guided questions are

provided to facilitate the scholars in writing, the materials are

presented through themes regarding natural and social

phenomenon that make the scholars interested and stimulated to

develop their writing skill ability. However, the presentation of

writing tasks are still limited. Those activities should be added and

enlarge to supply an appropriate materials to steer the secondary

students to be ready to performance communication in writing form.

The researcher concludes that the materials of writing skills

activities within the English textbook entitled “ Bahasa Inggris

121


Kemendikbud 2016 is sweet either in quality or quantity. The four

language skills are designed integrated with each other. However,

the four skills that are developed within the English textbook entitled


published by Kemendikbud 2016 aren't designed equal and

balanced. Although, listening material gets a lowest score due to its

weaknesses but other language skills are presented adequately.

They reinforce one another. Those skills activities truly engage the

scholars.

A good textbook should provide English skills in balance, it

also should provide the four English skills during a great way and

supported the goals what curriculum want to be achieved. Even,

there are many books use in one school, but the curriculum and

syllabus are used as guideline for the teacher to show their

students to achieve the goals.

This textbook encourages the utilization of group learning in

various forms, with the aim that students interact plenty, in order

that the power to speak and add team is developed. Thus, the

scholars practice to precise their ideas and thoughts regarding the

sort of text being studied, finally it can develop the students’

courage in expressing their ideas. This textbook also asks the

122

scholars to seem for other learning resources that are available and

which are widely spread around them.

Both raters also found that listening skill activities is still

categorized as poor, meanwhile speaking, reading and writing skill

activities are categorized as very good. Even though there is one

criteria that is different on raters’ view point but it did not change the

result.

Based on the discussion found that listening skill activities is

categorized as poor, meanwhile speaking, reading, and writing skill

activities are categorized as very good . So, the researcher

concludes that the standard of the language skills activities of

English textbook entitled “Bahasa Inggris SMA/MA/SMK/MAK Kelas

X Edisi Revisi 2016” published by Kemendikbud 2016 is good . It is

suitable for secondary students in EFL learning. However, these

language activities still need improvement and enrichment for the

higher use, mainly on listening skill activities.

The results of this research is not much different with the

results of the previous researchers that had analyzed the content of

English textbook. Like Rofik (2020) had analyzed eight parts of the

content of an English textbook for grade ten. One among them is

language skills. He found that the presentation of language skills

within the textbook was not balance, Some Chapters did not have

any materials for listening skill. Another researcher, Nanda (2014)

123

had analyzed about language skills’ proportions within the English

textbook grade XII, he found that listening skill was given a lowest

proportion too.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This Chapter presents the conclusions of this research regarding the

analysis of the language skills activities of the English textbook entitled

“Bahasa Inggris SMA/MA/SMK/MAK Kelas X Edisi Revisi 2016” published

by Kemendikbud 2016. Furthermore, this Chapter also contains the

suggestions that addressed to the students, teachers, English textbook

publishers, and the next researchers in relation to the result of this

research.

A. Conclusions

Based on the discussions on Chapter IV, the researcher concludes that

the quality of the language skills (listening, speaking, reading , and

writing) activities of the English textbook entitled “Bahasa Inggris


Kemendikbud 2016 is categorized as good. It means that the criteria of

textbooks evaluation checklist that proposed by Cunningsworth (1995)

are fulfilled by this English textbook. It is suitable for secondary

students in EFL learning. However, these language activities still need

improvements and enrichment for the better use, mainly on listening

skill activities. The four language skills should be designed integrated

and balance each other

125

B. Suggestions

Based on the results of the study, the researcher suggests: First,

secondary students can use this textbook as a handbook in EFL

learning. Second, teachers can use the results of the study as the

information when they use this English Textbook that there is some

aspects should be improved and develop to get better results. Third,

the writers of the book or the textbook publishers can improve parts of

the book which remain bias in the next edition. And the last, for the

other researchers can conduct the same study for other English

textbooks, or continue this study to get the qualified textbook which

fulfill the criteria of textbook evaluation checklist offered by experts and

also meet the requirements of education standards.

126

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Arba'ati, R. (2015). An Analysis on English Textbook Entitled Bahasa Inggris “When English Rings a Bell” for the Eighth Year Students of Junior High School Based on the 2013 Curriculum (Doctoral dissertation, Universitas Muhammadiyah Surakarta). Arikunto, S. (2010). Prosedur penelitian : Suatu Pendekatan Praktik. (EdisiRevisi). Jakarta : Rineka Cipta Awasthi, J. R., Sharma, K. C., Dahala, H. R., Pathak, L. S., & Poudel, K. (2006). Textbook and its Evaluation. Journal of NELTA, 11(1- 2),1-10. Bogdan, R.C and Biklen, S.K. 2007. Qualitative Research for Education : an Introduction to Theories and Method (5th ed.). New York: Pearson Education Group. Brown, D. H., (2000). Principles of language learning & teaching. (4th ed.). NewYork: Longman. Brown, H. D. (2001). Teaching by principles: an interactive approach to language pedagogy (2nd ed). New York: Longman. BSNP. 2006. Instrumen Penilaian Buku Teks Pelajaran Bahasa Inggris. Jakarta: Depdiknas. Cahya, I. D. (2020). The Evaluation of English Textbook Entitled:“Stop Bullying Now” Used by the Eleventh Grade of Senior High School Students (Doctoral dissertation, Lampung University).

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Cortazzi, M., & Jin, L. (1999). “Cultural Mirrors Materials and

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APPENDICES

Rubric 1. Checklists for Listening Skill

1. What kind of listening materials is contained in the course?

- Does listening form part of dialogue/conversation work?

- Are there specific listening passages?

2. If there any listening passage, what kind of activities are based on

them- comprehension questions, extracting specific information,

etc.?

3. Is the listening material set in a meaningful context?

4. Are there pre- listening task, questions, etc.?

5. What is the recorded material on audio cassette like in terms of:

-Sound quality

-Speed of delivery

-Accent

-Authenticity?

6. Is there any video material for listening?

7. If so, is good use made of the visual medium to provide a

meaningful context and show facial expression, gesture, etc.?


131

Rubric 2 : Checklists for Speaking Skill

1. How much emphasis is there on spoken English in the

course book?

2. What kind of material for speaking is contained in the

course? This may include:

-Oral presentation and practice of language items

-Dialogues

-Role play

3. Are there any specific strategies for conversation or other

spoken activities, e.g. debating, giving talks?

4. Is any practice material included to help learners to cope with

unpredictability in spoken discourse?


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Rubric 3 : Checklists for Reading Skill

1. Is the reading text used for introducing new language items

(grammar and vocabulary), consolidating language work, etc.?

2. Is there a focus on the development of reading skill and strategies?

3. Is the reading materials linked to other skills work?

4. Is there emphasis on reading for pleasure and for intellectual

satisfaction?

5. How many reading text are there, and how frequently do they

occur?

6. How early in the course (at elementary level) do reading text start to

appear?

7. How long are the texts? Do they encourage intensive/extensive

reading?

8. How authentic are the texts?

9. Is the subject matter appropriate (interesting, challenging, topical,

varied, culturally acceptable, unlikely to date?

10. What type (genres) are used? are they appropriate?

11. Are the texts complete or gapped?

12. Does the material help comprehension by, for example:

-Setting the scene

-Providing background information

-Giving pre- reading questions?

133

13. What kind of comprehensions questions are asked:

-Literal (surface) questions

-Discourse- processing questions

-Interference questions?

14. To what extent does the materials involves the learners knowledge

system (Knowledge of the world)?


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Rubric 4 : Checklists for Writing Skill

1. How does the material

-Control writing

-Guided writing


2. Is there appropriate progression and variety of task?

3. Are the conventions of different sorts of writing taught? If so, which

ones, and how are they presented?

4. Is paragraphing taught adequately?

5. Is there emphasis on the style of written English? At advance level,

is there attention to different styles according to text type?

6. Is attention given to the language resources specific to the written

form, such as punctuation, spelling, layout, etc.?

7. How much emphasis is there on accuracy?

8. Are learners encourages to review and edit their written work?

Is a readership identified for writing activities?


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RATER FINDINGS TO THE LANGUAGE SKILLS ACTIVITIES OF THE ENGLISH TEXTBOOK

RATER 1

Table 1. Listening Skill Activities Analysis


for Listening

Skill


Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

1.1.a 1 1 0 0 1 0

1.1.b 0 0 0 0 0 1

1.2 0 0 0 0 0 1

1.3 1 1 0 0 1 1

1.4 1 1 0 0 1 1

1.5.a 0 0 0 0 0 0

1.5.b 0 0 0 0 0 0

1.5.b 0 0 0 0 0 0

1.5.c 0 0 0 0 0 0

1.5.d 0 0 0 0 0 0

1.6 0 0 0 0 0 0

1.7 0 0 0 0 0 0


3

3

0

0

3

4


13

Notes : 1.1: What kind of listening materials is contained in the course?


1.2: If there any listening passage, what kind of activities are based on them- comprehension questions, extracting specific information, etc.?

1.3: Is the listening material set in a meaningful context? 1.4: Are there pre- listening task, questions, etc.? 1.5 : What is the recorded material on audio cassette like in terms of:


1.6: Is there any video material for listening? 1.7: If so, is good use made of the visual medium to provide a

meaningful context and show facial expression, gesture, etc.? 1: The answer of the question is “yes” or the criteria is exist in the listening activities. 0: The answer of the question is “not” or the criteria is not found in the listening activities.

136

Table 2. Speaking Skill Activities Analysis


for Speaking

Skill


Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

2.1 1 1 1 1 1 1

2.2.a 0 0 0 0 1 1

2.2.b 0 0 0 0 0 0

2.2.c 1 1 1 1 0 0

2.3 1 1 1 1 1 1


4

4

4

4

3

4


23

Notes :






1 : The answer of the question is “yes” or the criteria is exist in the speaking activities. 0 : The answer of the question is “not” or the criteria is not in the speaking activities.

137

Table 3. Reading Skill Activities Analysis


for Reading Skill


Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

3.1 1 1 1 1 1 1

3.2 1 1 1 1 1 1

3.3 1 1 1 1 1 1

3.4 1 1 1 1 1 1

3.5 1 1 1 1 1 1

3.6 1 1 1 1 1 1

3.7 1 1 1 1 1 1

3.8 1 1 1 1 1 1

3.9 1 1 1 1 1 1

3.10 1 1 1 1 1 1

3.11 1 1 1 1 1 1

3.12.a 1 1 1 0 0 1

3.12.b 0 0 0 1 1 0

3.12.c 0 0 0 0 0 0

3.13.a 1 1 1 0 0 0

3.13.b 0 0 0 1 1 1

3.13.c 0 0 0 0 0 0


13

13

13

14

14

13


80

Notes :








topical, varied, culturally acceptable, unlikely to date? 3.10 : What type (genres) are used? are they appropriate?

138

3.11 : Are the texts complete or gapped? 3.12 : Does the material help comprehension by, for example: 3.12.a : Setting the scene 3.12.b : Providing background information 3.12.c : Giving pre- reading questions? 3.13 : What kind of comprehensions questions are asked: 3.13.a : Literal (surface) questions 3.13.b : Discourse- processing questions 3.13.c : Interference questions? 3.14 : To what extent does the materials involves the learners

knowledge system (Knowledge of the world)? 1 : The answer of the question is “yes” or the criteria is exist in the reading activities. 0 : The answer of the question is “not” or the criteria is not found

in the reading activities.

139

Table 4. Writing Skill Activities Analysis


for Writing Skill


Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

4.1.a 0 0 0 0 0 0

4.1.b 1 1 1 1 0 1

4.1.c 0 0 0 0 1 0

4.2 1 1 1 1 1 1

4.3 1 1 1 1 1 1

4.4 1 0 1 1 1 0

4.5 1 1 1 1 1 1

4.6 1 1 1 1 1 1

4.7 1 1 1 1 1 1


8

7

8

8

8

7


46

Notes :

4.1: How does the material a : Control writing b : Guided writing c : Free or semi-free writing? 4.2: Is there appropriate progression and variety of task? 4.3: Are the conventions of different sorts of writing taught? If so,

which ones, and how are they presented? 4.4: Is paragraphing taught adequately? 4.5: Is there emphasis on the style of written English? At advance

level, is there attention to different styles according to text type? 4.6: Is attention given to the language resources specific to the written

form, such as punctuation, spelling, layout, etc.? 4.7: How much emphasis is there on accuracy? 4.8: Are learners encourages to review and edit their written work?

Is a readership identified for writing activities? 1 : The answer of the question is “yes” or the criteria is exist in the writing activities. 0 : The answer of the question is “not” or the criteria is no in the writing activities.

140

RATER 2

Table 1. Listening Skill Activities Analysis


for Listening

Skill


Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

1.1.a 1 1 0 0 1 0

1.1.b 0 0 0 0 0 1

1.2 0 0 0 0 0 1

1.3 1 1 0 0 1 1

1.4 1 1 0 0 1 1

1.5.a 0 0 0 0 0 0

1.5.b 0 0 0 0 0 0

1.5.b 0 0 0 0 0 0

1.5.c 0 0 0 0 0 0

1.5.d 0 0 0 0 0 0

1.6 0 0 0 0 0 0

1.7 0 0 0 0 0 0


3

3

0

0

3

4


13

Notes : 1.1: What kind of listening materials is contained in the course?


1.2: If there any listening passage, what kind of activities are based on them- comprehension questions, extracting specific information, etc.?

1.3: Is the listening material set in a meaningful context? 1.4: Are there pre- listening task, questions, etc.? 1.5 : What is the recorded material on audio cassette like in terms of:


1.6: Is there any video material for listening? 1.7: If so, is good use made of the visual medium to provide a

meaningful context and show facial expression, gesture, etc.? 1: The answer of the question is “yes” or the criteria is exist in the listening activities. 0: The answer of the question is “not” or the criteria is not found in the listening activities.

141

Table 2. Speaking Skill Activities Analysis


for Speaking

Skill


Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

2.1 1 1 1 1 1 1

2.2.a 0 0 0 0 1 1

2.2.b 0 0 0 0 0 0

2.2.c 1 1 1 1 0 0

2.3 1 1 1 1 1 1


4

4

4

4

3

4


23

Notes :






1 : The answer of the question is “yes” or the criteria is exist in the speaking activities. 0 : The answer of the question is “not” or the criteria is not in the speaking activities.

142

Table 3. Reading Skill Activities Analysis


for Reading Skill


Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

3.1 1 1 1 1 1 1

3.2 1 1 1 1 1 1

3.3 1 1 1 1 1 1

3.4 1 1 1 1 1 1

3.5 1 1 1 1 1 1

3.6 1 1 1 1 1 1

3.7 1 1 1 1 1 1

3.8 1 1 1 1 1 1

3.9 1 1 1 1 1 1

3.10 1 1 1 1 1 1

3.11 1 1 1 1 1 1

3.12.a 1 1 1 0 0 1

3.12.b 0 0 0 1 1 0

3.12.c 0 0 0 0 0 0

3.13.a 1 1 1 0 0 0

3.13.b 0 0 0 1 1 1

3.13.c 0 0 0 0 0 0


13

13

13

14

14

13


80

Notes :








topical, varied, culturally acceptable, unlikely to date? 3.10 : What type (genres) are used? are they appropriate?

143

3.11 : Are the texts complete or gapped? 3.12 : Does the material help comprehension by, for example: 3.12.a : Setting the scene 3.12.b : Providing background information 3.12.c : Giving pre- reading questions? 3.13 : What kind of comprehensions questions are asked: 3.13.a : Literal (surface) questions 3.13.b : Discourse- processing questions 3.13.c : Interference questions? 3.14 : To what extent does the materials involves the learners

knowledge system (Knowledge of the world)? 1 : The answer of the question is “yes” or the criteria is exist in the reading activities. 0 : The answer of the question is “not” or the criteria is not found

in the reading activities.

144

Table 4. Writing Skill Activities Analysis


for Writing Skill


Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

4.1.a 0 0 0 0 0 0

4.1.b 1 1 1 1 0 1

4.1.c 0 0 0 0 1 0

4.2 1 1 1 1 1 1

4.3 1 1 1 1 1 1

4.4 1 1 1 1 1 0

4.5 1 1 1 1 1 1

4.6 1 1 1 1 1 1

4.7 1 1 1 1 1 1


8

8

8

8

8

7


47

Notes :

4.1: How does the material a : Control writing b : Guided writing c : Free or semi-free writing? 4.2: Is there appropriate progression and variety of task? 4.3: Are the conventions of different sorts of writing taught? If so,

which ones, and how are they presented? 4.4: Is paragraphing taught adequately? 4.5: Is there emphasis on the style of written English? At advance

level, is there attention to different styles according to text type? 4.6: Is attention given to the language resources specific to the written

form, such as punctuation, spelling, layout, etc.? 4.7: How much emphasis is there on accuracy? 4.8: Are learners encourages to review and edit their written work?

Is a readership identified for writing activities? 1 : The answer of the question is “yes” or the criteria is exist in the writing activities. 0 : The answer of the question is “not” or the criteria is not in the writing activities.

145

RESEARCH LICENSE

146

CURRICULUM VITAE

The researcher, Munawarah was born in Camba

Maros regency South Sulawesi on Monday,

February 18, 1980. She is the eldest of three

children from Abdul Rasyid and Marhani. The

researcher is married to Abdul Waris, S.Th.I. and

has four children.

The researcher started her education at Elementary School (1986 – 1992)

at SDN No. 43 Padangngalla in Camba, Junior High School (1992 – 1995)

at SMPN 26 Ujung Pandang and Senior High School (1995 – 1998) at

MAN 1 Ujung Pandang. In the same year, 1998, the researcher continued

her education at Tarbiyah faculty of IAIN Alauddin Makassar by majoring

in English Education and graduated there in 2002. In 2001, she took

“Double Degree” program at Faculty of Language and Literature, State

University of Makassar by taking English education as well. She graduated

at UNM in 2003.

Nowadays, She is a government employee who teaches English at

SMAN 13 Maros . She has been teaching at the school since 2007 until

now. With perseverance, high motivation to continue learning, the

researcher has successfully completed in writing a thesis entitled “A

Content Analysis of the Language Skills Activities on the English

147

Textbook for Tenth Grade of Secondary Schools”. Hopefully, this

writing can give a positive contribution to the world of education.

148

DAFTAR RIWAYAT HIDUP

Penulis tesis ini bernama Munawarah, lahir di

Camba Kabupaten Maros Sulawesi Selatan

pada hari Senin tanggal 18 Februari 1980, anak

pertama dari tiga bersaudara dari pasangan

Abdul Rasyid dan Marhani. Penulis telah

menikah dengan Abdul Waris, S.Th.I dan

dikaruniai empat orang anak.

Riwayat pendidikan Penulis yaitu penulis mulai menempuh pendidikan

Sekolah Dasar (1986 – 1992) di SDN No.43 Padangngalla di Camba

Maros, Sekolah Menengah Pertama (1992 – 1995) di SMPN 26 Ujung

Pandang dan Sekolah Menengah Atas (1995 – 1998) di MAN 1 Ujung

Pandang. Pada tahun yang sama, 1998 penulis melanjutkan pendidikan

pada fakultas Tarbiyah IAIN Alauddin Makassar dengan mengampu

jurusan Pendidikan Bahasa Inggris dan menyelesaikan pendidikan disana

pada tahun 2002. Pada tahun 2001 menempuh pendidikan program

“Double Degree” yang setara dengan Strata Satu di fakultas Bahasa dan

Sastra Universitas Negeri Makassar dengan mengambil jurusan

Pendidikan Bahasa Inggris juga. Penulis menyelesaikan Pendidikan di

UNM pada tahun 2003.

Saat ini, penulis mengabdi sebagai guru Bahasa Inggris di

SMAN 13 Maros dengan status sebagai Aparatur Sipil Negara. Beliau

telah mengajar di sekolah tersebut sejak tahun 2007 sampai sekarang.

149

Dengan ketekunan, motivasi tinggi untuk terus belajar dan berusaha,

penulis telah berhasil menyelesaikan penulisan tesis yang berjudul “A

Content Analysis of the Language Skills Activities on the English

Textbook for Tenth Grade of Secondary Schools”. Semoga tulisan ini

mampu memberikan konstribusi positif bagi dunia pendidikan.

a content analysis of the language skills

Documents

Transcript of a content analysis of the language skills