37

CHAPTER II

INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) REFLECTED IN

BOTH ENGLISH TEXTBOOKS

This chapter revealed how Information and Communication Technology (ICT) reflected

in both English textbooks used by 11th grade students of Senior High School. This chapter

answered the first research questions. This chapter was divided into eight sections which

explained Skill Focus of ICT-Oriented Task in Book 1, Hardware Used of ICT Oriented Task

in Book 1, Software Used of ICT Oriented Task in Book 1, Activity Types of ICT Oriented

Task in Book 1, Skill Focus of ICT-Oriented Task in Book 2, Hardware Used of ICT Oriented

Task in Book 2, Software Used of ICT Oriented Task in Book 2, and Activity Types of ICT

Oriented Task in Book 2. The data in this research was taken through document analysis. This

chapter described a clear classification of skill focus, hardware used, software used, and

activity types of ICT Oriented Task found in Book 1 and Book 2.

Book 1 consisted of 170 pages with 9 chapters included in it. This research found there

were 20 tasks in which they were engaging students to use ICT included in book 1. In anoher

hand, Book 2 consisted of 168 pages with 9 chapters included in it with 53 tasks in which

they were engaging students to use ICT. All the data in this finding were taken through

document analysis.

2.1 ICT Oriented Task Reflected in Book 1

This section described about how ICT oriented task reflected in Book 1. Book 1 consisted

of 170 pages with 9 chapters included in it. This research found there were 20 tasks in

which they were engaging students to use ICT included in book 1. All the data in this

finding were taken through document analysis.

2.1.1 Skill Focus of ICT Oriented Task in Book 1

In English subject, there were 4 skills which were developed in the teaching

and learning process. Talking about skill focus which was engaging students to use

ICT in their task, Book 1 gave the focus on 2 aspects of skills in English. Book 1 was

only focusing their ICT oriented tasks in writing and speaking skills. Book 1 provided

20 tasks which were engaging students to use ICT. As Kozma (2005) reviewed the

impact of ICT in education regarding students’ outcomes in teaching and learning

38

process, ICT helped teachers to increase innovativeness in schools and broaden

access for students to develop their literacy skills through the given tasks in the

textbooks.

Take a look at skill focus which was reflected in the Book 1, researcher found

2 language skills which were developed using ICT oriented tasks. Book 1 was

focusing on writing and speaking in language skills regarding ICT in the formulation

of its tasks provided in the textbook. Chart 2.1 showed us the number of ICT oriented

tasks found in Book 1 specifically in aspects of skill focus in language.

Chart 2.1 The Number of ICT Oriented Task in Aspects of Skill Focus

From the chart above, it showed that there were two kinds of skill focus which

were reflected ICT oriented tasks in Book 1. Specifically, from 4 language skills

which were used in learning and teaching English, this book concerned in 2 language

skills which were writing and speaking in engaging students to use ICT in their tasks.

From the data which had been collected before by the researcher, the most of ICT

oriented tasks in Book 1 found in writing skill with 75%. As the rest of 25% ICT

oriented tasks was found in speaking skill. Then, from 20 ICT oriented tasks given

in book 1, 15 tasks were focusing in writing skills when the rest of 5 tasks were

focusing on speaking skills. The differences between both skill focus in Book 1 were

10 tasks. The data also showed us that Book 1 did not provide ICT oriented tasks in

Reading0%

Writing75%

Listening0%

Speaking25%

Skill Focus

Reading

Writing

Listening

Speaking

39

the 2 others aspects of language skills. From the chart above we concluded that there

was no ICT oriented tasks found in listening and reading skills. In another word, from

20 ICT oriented tasks found in book 1 there was no tasks which was engaging

students to use ICT in reading and listening skills.

Moving on to the section about ICT oriented tasks included in Book 1

specifically in writing skills, moreover writing skill was the most language skill found

in Book 1 than any other skills. Mosts of the tasks engaging students in writing skills

when using ICT in teaching and learning process. The chart 2.2 below showed us the

gap number of ICT oriented tasks in writing and speaking skills.

Chart 2.2 Numbers ICT Oriented Task in Writing and Speaking Skills

As we can see from the chart above, that writing skill was the most skill focus

found in book 1. From the number revealed above that 15 of 20 ICT oriented tasks

found in book 1 were found focusing on writing skills. Here is the table which lists

the sample of ICT oriented tasks found in book 1 specifically in writing task.

Table 2.1 List of ICT Oriented Tasks Reflected in Writing Skill

0

2

4

6

8

10

12

14

16

Reading Writing Listening Speaking

40

From that table given above, there were various types of ICT oriented tasks

specifically in writing task in Book 1. Some kinds of given tasks in Book 1 demanded

students to write their ideas using ICT tools as their assistant in developing their

critical thinking. The first task asked students to compose and create posters to

express their thought regarding to this sensitive issue. As Rank et al. (2011) stated

that using ICT to compose and create offers ideas to assist students in expressing

themselves. As this task could not be done without using ICT tools as their assistant

in making posters, it was obvious that the use of ICT is needed. The use of ICT in

this task clearly helped students to exlpore their critical thinking and idea through

their creativity in art. Kennewell (2007) has described a list of planning to avoid

common mistakes in the use of ICT in the classroom activity. The list was truly

helping teachers to face this kind of tasks. Teacher needed to work hard on

understanding the resources to avoid some misunderstandings about possible

problems which could appear in the process of doing the tasks.

No Task In The Book Page Skill Focus

1 With a partner, come up with the

ideas and suggestions to improve the

English environment in your school.

Make a poster and put these ideas of

“Improving the English environment

in Your School” and share them with

your teacher and classmates.

16 Writing

2 Create and design a postcard about

location to the fisherman village to

send to your friends in other classes.

16 Writing

3 Create a pamphlet to educate people

in the school on “Dangers of Drug

Abuse and Cigarette Smoking”

59 Writing

4 Explore the consequences of the

topics ( Effects of Smoking, Extreme

Weather due to Global Warming,

and Effects of Global Warming) by

writing the cause on the roots of the

tree and the effects on the branches

and present it using a blog form.

84 Writing

5 Create a Power Point Presentation to

educate people in your neighborhood

about the formation of tsunamis and

earthquakes.

112 Writing

41

The second task demanded students to create and design a postcard about

location to the fisherman village to send to their friends in other classes. Tinio (2002)

described the implication for using ICT in the pedagogic aspects that ICT oriented

tasks promote a thematic integrative approach to teaching and learning process. As

reflected in the activity given in the task, it provided an integrative approach by

eliminating artificial separation between different disciplines and between theory and

pratice which differentiate ICT oriented task with the traditional approach.

The next task mentioned in the table 2.1 asked students to compose and create

a pamphlet to express their thought regarding to this sensitive issue. As Rank et al.

(2011) stated that using ICT to compose and create offers ideas to assist students in

expressing themselves. The use of ICT in this task is clearly helped students to exlore

their critical thinking and idea in a creative way.

Furthermore, in the task number 4 above, students were asked to deliver their

thought regarding to the current issue in their own blog. They were responsible for

the content of their own blog. As Rank et al. (2011) stated that using ICT to compose

and create offers ideas to assist students in expressing themselves in their creative

way. The use of ICT in this task clearly helped students to explore their critical

thinking and idea, also develop their responsibility skill. Tinio (2002) described a

creative learning regarding to the implication of using ICT in teaching and learning

process. ICT supported students to be more creative rather than duplicating

information they received from various sources. Using ICT in this task surely helped

student in developing their critical thinking of exsisting information to be real-world

product which can be read with anyone who visits their blog.

In the last task presented in the table above, students were demanded to

compose and design a creative way to support their thought in front of the people

regarding to the current issue in a modern world. Students designed their own

presentation to engage audiences’ interests. As Costa (2010) described ICT learning

process that students must acquire and develop through teaching and learning

process, ICT was used in the aspects of communication where students were able to

communicate, interact, and collaborate using network communication tools and

environment. Students were also able to contribute to the learning of others. This task

demanded students not only to present their ideas in front of the others, but this task

42

also demands students to educate people by providing useful information for their

environment about the recent issue.

Furthermore, another skill found in reflecting ICT oriented task in Book 1 was

speaking skill. Speaking is one of the 4 skills that are developed in teaching and

learning a language. Book 1 provided us with 5 tasks which were engaging students

to use ICT. Here is the table which lists the sample of ICT oriented tasks found in

book 1 specifically in speaking task.

Table 2.2 List of ICT Oriented Tasks Reflected in Speaking Skill

From that table given above, there were various types of ICT oriented tasks

specifically in speaking task in Book 1. Some kinds of given tasks in Book 1 demands

students to express their ideas as they developed their speaking skill using ICT as

their assistant to reach their goals in teaching and learning process. As Voogt (2003)

described that ICT was used as an assisting tool while making an assignments and

communicating their work. The first task demanded students to first gathering

informations needed to create a movie. Students were asked to gather opinions of

people by conducting an interview. The topics given in the textbook were preferably

No Task In The Book Page Skill Focus

1 Gather opinions of people by conducting

an interview. With a partner, choose a

topic, preferably a social issue, for

example social media, smoking,

corruption, global warming, pollution,

poverty, drug abuse, etc. After the

interview, create a dialogue using the

opinion that have been collected. You can

present your work in the form of a movie.

30 Speaking

2 Create a movie to educate people in the

school on “Dangers of Drug Abuse and

Cigarette Smoking”

59 Speaking

3 Explore the consequences of the topics (

Effects of Smoking, Extreme Weather

due to Global Warming, and Effects of

Global Warming) by writing the cause on

the roots of the tree and the effects on the

branches and present it in front of the

class using a video form.

84 Speaking

43

a social issue, for example social media, smoking, corruption, global warming,

pollution, poverty, drug abuse, etc. After the interview, students listed several

opinions which had been gathered before to be used as their dialogue in their movie.

As Tinio (2002) described the implication of using ICT in teaching and learning

process, ICT had supported students in the aspect of collaborative learning in which

it encouraged interaction and cooperation among students, teachers, and experts

regardless of where they were. This task provided an opportunity for students to work

with the others, thereby helping them enhancing their teaming and communication

skills as well as their global awareness about the recent isuue found in their

environment.

The second task was quite interesting that the students needed to act out outside

the classrom. Students learnt outside the classroom as they observed the

phenomenenon regarding to the given theme. The use of ICT in this task clearly

helped students to explore and investigate a phenomenon which would be difficult

or impossible to achieve only in the classroom. Tinio (2002) stated the implication

of using ICT in teaching and learning process in promoting integrative learning

where the task given to the students should promote a thematic integrative approach

to teaching and learning. This approach indeed collaborated theory and practice as it

differentiate ICT claassroom with the traditional one.

The next task mentioned in the table 2.2 demanded students to explore their

ideas about some recent issues which was discussed seriously by a modern society.

ICT facilitated the idea of this issue to be elaborated in such kind of a new way of

delivery. Students used ICT to get rid of some repetitive ways to communicate their

thought. Submitting the task in a video form was more interesting in comparison to

the traditional ways. Tinio (2002) described the use of ICT in enhancing evaluative

learning as students has a different learning pathway to explore and discover rather

that merely listen and remember. In order to do this task, students directed what they

have to do in order to explore their speaking skill using a form of a video which was

presented in front of the classroom.

44

2.1.2 Hardware Used of ICT Oriented Task in Book 1

Talking about ICT classroom types, we should consider that it would be

different from the traditional classroom types we used to see. Kennewell (2007)

has described any typical lesson we may see in ICT classroom. In this type of

classroom, teacher should consider the use of various types of hardware used to

assist the process of teaching and learning in the ICT classroom. Teacher should

also consider the possible health and safety issues when choosing hardware to

ensure that the use of ICT tools in teaching and learning process was truly

helping them.

ICT classrom types demanded teachers to consider the possible activity in

engaging students to use ICT in teaching and learning process. The source of

activity usually used by teachers in the classroom was taken from the textbooks

provided for teaching and learning process in the classroom. Book 1 demanded

students to use ICT in order to do their assignments. Researcher had classified 5

types of hardware which usually used in ICT classroom. The categories of

hardware used in ICT oriented tasks were computer, digital imaging, mobile

phone, multimedia player, and the last is grab bag. Chart 2.3 showed us the

number of hardware used in ICT oriented tasks found in Book 1.

Chart 2.3 Numbers of Hardware Used in ICT Oriented Task

From the chart above, it showed that there were five categories of

hardware that were used in ICT oriented task. Book 1 provided the students with

Computer 48%

Digital Imaging43%

Mobile Phone 2%

Multimedia Player 7%

Grab bag 0%

Hardware Used

Computer

Digital Imaging

Mobile Phone

Multimedia Player

Grab bag

45

the tasks which was engaging students to use ICT to complete their assignments.

The five categories of hardware used in Book 1 were computer, digital imaging,

mobile phone, multimedia player, and the last is grab bag. As described in the

chart 2.3 above, we could see that computer was the most used hardware used

in Book 1. According to Bell et al. (2004: 110) that ICT encompassed all digital

computing and communication equipment, it was doubtless to see that computer

was the most using hardware in ICT oriented tasks. The number of hardware

used in Book 1 could be mentioned as computer with 48%, digital imaging 43%,

mobile phone 2%, multimedia player 7%, and the last is grab bag with 0%

categories included.

The aspects of hardware used in the ICT oriented tasks reflected in Book

1 consisted of 5 categories of hardware. The categories were mentioned as

computer, digital imaging, mobile phone, multimedia player, and grab bag. As

Bell et al. (2004) mentioned that all digital and computing equipment were

included in term of ICT, computer itself must be the one of hardware used in ICT

oriented task. The equipments included as digital imaging were camera and

video, scanner, cctv, projector, printer, etc. As the term mobile phone was

familiar with the modern society that most of people would have it in their pocket,

this device considered as ICT tools in assting students to do their assignments.

CD/DVD Player, Tape Recorder, CD-ROM, Digital Radio were included in the

category of Multimedia Player. The last category was Grab bag which was the

category where ICT oriented task demands the students to use any other devices

which had not been included in the category given. Here is the table which

reflected ICT Oriented task in Book 1.

Table 2.3 List of ICT Oriented Tasks Reflected in Hardware Used

46

From that table given above, there were various types of ICT oriented

tasks specifically in hardware used reflected in Book 1. ICT surely helped

students not only getting and searching for information, but ICT also helped

students to be able to communicate their ideas. As for teacher, Kennewell (2007)

described that teacher needed to ensure the teaching styles they were going to

use were suitable for the students when collaborating ICT in their teaching and

learning process. The first task mentioned in the table 2.3 asked students to use

various kinds of ICT tools to finish their assignment. Making a movie was not

easy. Students needed to get familiar with the hardware used as the process of

movie making. Wang and Reeves (2003) documented how earlier types of ICT

such as film, radio, and television entered educational setting. In the recent

educational setting, ICT was not only functioning in giving information to the

No Task In The Book Page Hardware Used

1 Gather opinions of people by

conducting an interview. After

the interview, create a dialogue

using the opinion that have

been collected. You can

present your work in the form

of a movie.

30 • Computer

• Digital Imaging

• Mobile Phone

• Multimedia player

2 Make posters to depict the

plight of innocent creatures

that are killed or captured by

poachers

59 • Computer

• Digital Imaging

(Scanner, printer)

3 Explore the consequences of

the topics ( Effects of

Smoking, Extreme Weather

due to Global Warming, and

Effects of Global Warming) by

writing the cause on the roots

of the tree and the effects on

the branches and present it in a

blog form.

84 • Computer

4 Make a final drafting in

revising and publishing the

explanation text on students’

own blog.

111 • Computer

5 Create a pamphlet to educate

people in your neighborhood

about the formation of

tsunamis and earthquakes.

112 • Computer

• Digital Imaging

(scanners, printers)

47

students, but ICT also helping students to be able to communicate their ideas

through the various media.

In the second task, students obviously needed ICT tools in assisting them

to do this task. Making a pamphlet which was expected to gain people’s interests

to see the campaign in keeping innocent creature safe was not an easy task to

do. ICT helped students in assisting them to make an interesting pamphlet by

using various types of ICT tools, helping them designing their pamphlet to make

it interesting to see.

The next task demanded students to use a blog in submitting their work.

Obviously, the use of ICT helped them to communicate their thought into the

real world where anyone could read their work in their own blog. Bell et al.

(2004) stated that ICT encompasses all digital computing and communication

tools, it was doubtless to say that computers would be the main tools to use in

conducting ICT oriented task.

The fourth task mentioned in the table above showed that ICT helped

students in conducting the final step in writing as publishing students’ work

through the blog. Wang and Reeves (2003) stated that in the recent educational

setting, computer and internet were being major developments of ICT which

entered educational setting. It would be no wonder that this task was trying to

exploit the development of recent technology to publish students’ work in

writing.

In the last task mentioned above, students used ICT tools in assisting

them to finish this task. Making a pamphlet which was expected to gain people’s

interests to educate people in their environment about the information regarding

recent issue was not simply easy. ICT tools helped students in assisting them to

make an interesting pamphlet by using various types of ICT tools, helping them

designing their pamphlet to make it interesting to see. Therefore, people who

saw this pamphlet could get some information regarding to tsunamis and

earthquakes.

2.1.3 Software Used of ICT Oriented Task in Book 1

48

We had been talking a lot about how ICT tools were helping students in

conducting their work. When using ICT, students were not only using a

hardware itself, but students also getting familiar with the software which was

compatible in it. As Kennewell (2007) have stated that in planning and preparing

ICT, teacher should also consider to check the compatibility of the software that

are going to be used in teaching and learning process. Students should familiar

with the software that used for doing their task in ICT. Book 1 had several kinds

of software which had to be used in order to do the tasks given in the textbook.

Several kinds of software had been categorised into seven categories. The

categories consisted of office software, database software, graphics and video

software, messaging, web site, multimedia software, and the last category is grab

bag. Chart 2.4 showed us the number of software used in ICT oriented tasks

found in book 1.

Chart 2.4 Numbers of Software Used in ICT Oriented Task

From the chart above, it showed that there were seven categories of

software which were used in ICT oriented task. Book 1 provided the students

with the tasks which was engaging students to use ICT to complete their

assignments. The seven categories of software used in Book 1 were office

software, database software, graphics and video software, messaging, web site,

multimedia software, and the last category is grab bag. The chart described that

software used reflected in Book 1 consist of office software with 45%, database

Office Software 45%

Database Software 0%

Graphics and Video

Software 33%

Messaging0%

Web Site11%

Multimedia Software 11% Grab Bag 0%

Software Used

Office Software

Database Software

Graphics and VideoSoftware

Messaging

Web Site

Multimedia Software

Grab Bag

49

software with 0%, graphics and video software with 33%, messaging with 0%,

web site with 11%, multimedia software with 11%, and the last is grab bag with

0%. Here is the table which reflected ICT Oriented task in Book 1.

Table 2.4 List of ICT Oriented Tasks Reflected in Software Used

From the table given above, there are various types of ICT oriented tasks

specifically in software used reflected in Book 1. In the procees of choosing the

right task to be given to the students, teacher should consider the compability of

the software which will be used in doing some ICT oriented task. It is important

to know which software and teaching style that suit in conducting ICT oriented

tasks. The first taskThis task demands be able to communicate their ideas

through the various media. The use of software used in conducting this task

should be compatible with the form of work submitting asked by the task given

in the textbook. As Mercer et al. (2007) stated that the design of software in ICT

No Task In The Book Page Software Used

1 Gather opinions of people

by conducting an interview.

After the interview, create a

dialogue using the opinion

that have been collected.

You can present your work

in the form of a movie.

30 • Computer

• Digital Imaging

• Mobile Phone

• Multimedia player

2 Create a movie to educate

people in the school on

“Dangers of Drug Abuse

and Cigarette Smoking”

59 • Graphics and

Video Software

e.g. Photoshop,

Corel Draw

• Multimedia

Software e.g.

GOM Player, VLC

Player

3 Explore the consequences of

the topics ( Effects of

Smoking, Extreme Weather

due to Global Warming, and

Effects of Global Warming)

by writing the cause on the

roots of the tree and the

effects on the branches and

present it in front of the

class using a Power Point

Presentation form.

84 • Office Software

50

should be a stimulus for a joint activity. This task asked students to meet people

to gather their opinion to be a resource for them to make a movie.

The second task demanded students to get familiar with some kinds of

software. Educating people through some sort of movie was definitely not easy.

Using a video software to edit each scene obviously needed a skill in the use of

ICT. The next task regarded Power Point Presentation in ICT oriented task might

be the simplest one to be done. With only focusing on an office software, this

task was conducted effecively in front of the classroom.

2.1.4 Activity Types of ICT Oriented Task in Book 1

In this section, we talked about what kinds of activity types reflected in

Book 1 regarding to ICT oriented task. Of course, types of activity in ICT

classroom was obviously different from the activity types we found in the

traditional classsroom. In this research, the activity types had been classified into

six categories. The categories consisted of the activity of word processing, image

and video processing, communicating electronically, multimedia utilizing , web

surfing, and the last category is grab bag. Chart 2.5 showed us the number of

activity types in ICT oriented tasks found in book 1.

Chart 2.5 Numbers of Activity Types in ICT Oriented Task

51

From the chart above, it showed that there were six categories of activity

types which were used in ICT oriented task. Book 1 provided the students with

the tasks which was engaging students to use ICT to complete their assignments.

The six categories of activity types in Book 1 were word processing, image and

video processing, communicating electronically, multimedia utilizing , web

surfing, and the last category is grab bag. The chart has described that activity

types reflected in Book 1 consist of word processing with 46%, image and video

processing with 36%, communicating electronically with 13%, multimedia

utilizing with 5%, web surfing with 0%, and the last is grab bag with 0%. Here

is the table which reflected ICT Oriented task in Book 1.

Table 2.5 List of ICT Oriented Tasks Reflected in Activity Types

Word Processing46%

Image and Video Processing

36%

Communicating Electronically

13%

Multimedia Utilizing

5%

Web Surfing0%

Grab Bag0%

Activity Types

Word Processing

Image and Video Processing

CommunicatingElectronically

Multimedia Utilizing

Web Surfing

Grab Bag

No Task In The Book Page Activity Types

52

From that table given above, there were various types of ICT oriented

tasks specifically in activity types reflected in Book 1. In the procees of choosing

the right task to be given to the students, teacher should consider the compability

of the software used in doing some ICT oriented task, hardware used to assist

the students in doing their task, and teacher should also consider the activity

types which was compatible with the task and the theme given in the textbook.

The first task demanded students to be able to communicate their ideas through

the various media. The activity type included in this task was classified as image

and video processing where students are asked to make a video using digital

camera.

1 Gather opinions of people by

conducting an interview.

After the interview, create a

dialogue using the opinion

that have been collected.

You can present your work

in the form of a movie.

30 • Image and Video

Processing (Video-

Making Project

using digital

camera)

2 Explore the consequences of

the topics ( Effects of

Smoking, Extreme Weather

due to Global Warming, and

Effects of Global Warming)

by writing the cause on the

roots of the tree and the

effects on the branches and

present it in front of the class

using a video form.

84 • Word Processing

(Collecting And

Analysing Data)

• Image and Video

Processing (Video-

Making Project

using digital

camera)

• Multimedia

Utilizing

3 Create a Power Point

Presentation to educate

people in students’

neighborhood about the

formation of tsunamis and

earthquakes.

112 • Word Processing,

(creating and

revising text and

graphics,

combining text and

graphics)

• Comunicating

Electronically

(presenting

students’ project

work by using

computer-

generated

presentation)

53

The next task needed some data which was collected by students. After

collecting the data, students asked to analyse the data which had been collected

before. This activity categorized as word processing activity. As presenting their

works n form of a video, students must be using a tool that recorded their

activity. In this task, students also needed multimedia player to present their

video. As those activity needs some sort of information and communication tool,

this task is regarded as ICT oriented task.

The third task mentioned in the table above described that Power point

Presentation might be the simplest way to describe the activity types in ICT

classroom. This task only needed a word processing activity and collaborate it

with computer-generated presentation in order to communicate their ideas in

front of the classroom.

2.2 ICT Oriented Task Reflected in Book 2

This section described about how ICT oriented task reflected in Book 1. Book 2

consisted of 168 pages with 9 chapters included in it with 53 tasks in which they were

engaging students to use ICT. All the data in this finding were taken through document

analysis.

2.2.1 Skill Focus of ICT Oriented Task in Book 2

In this section, we explained the findings which were found in Book 2. This

section described the findings of ICT oriented tasks specifically in the aspects of

skill focus. Researcher had sorted the tasks which were categorized as ICT oriented

tasks found in Book 2. There are 54 tasks which they demanded students to use ICT

found in the Book 2. Specifying 4 skills in language, we considered the aspects of

skill focus that were developed in those tasks.

Take a look at skill focus which was reflected in the Book 2, researcher found

4 language skills which were developed using ICT oriented tasks. Book 2 was

focusing on the whole language skills regarding ICT in the formulation of its tasks

provided in the textbook. Chart 2.1 showed us the number of ICT oriented tasks

found in Book 1 spesifically in aspects of skill focus in language.

Chart 2.6 The Number of ICT Oriented Task in Aspects of Skill Focus

54

From the chart above, it showed that the 4 language skills in language were

developed in the formulation of the tasks in Book 2. The aspects of skill focus was

covering reading, writing, listening, and speaking skill. The chart described that

listening was the most found ICT oriented task in book 2. Coming up with 76% ICT

oriented tasks, listening was being the main focus in the formulation of ICT oriented

tasks reflected in Book 2. Coming in the second place was reading skills with 16%

followed by writing with 6% and speaking with 2% of ICT oriented tasks found in

Book 2.

The four language skills in laguage had their own proportion in the

formulation of ICT oriented tasks found in Book 2. There were various types of tasks

which were engaging students to use ICT in teaching and learning process. The chart

below will show you the number of ICT oriented tasks specifically in the aspect of skill

focus.

Reading 16%

Writing 6%

Listening 76%

Speaking 2%

Skill Focus

Reading

Writing

Listening

Speaking

55

Chart 2.7 Numbers ICT Oriented Task Reflected in All Language Skills

From the chart above, it showed there was a big gap between listening skill and

the other skills mentioned in Book 2. Listening was the most found skill focus

reflected in the ICT oriented tasks in Book 2. Going for further explanation, let us

take a look at the sample of questions reflected as ICT oriented task in Book 2.

Table 2.6 List of ICT Oriented Tasks in Aspects of Skill Focus

0

5

10

15

20

25

30

35

40

45

Reading Writing Listening Speaking

No Task In The Book Page Skill Focus

1 Listen to the dialogue and decide

which are the pictures are best

describes the dialogue

5 Listening

2 Listen and Repeat the following

questions and statements they heard

from the digital content s of the

books which can be downloaded in

the Erlangga Reader application

from Google Play Store.

6 Listening

3 Search in the internet to find more

information about making

recommendations and offers. Use the

information you found to complete

the following columns.

11 Reading

4 In pairs, sign up with your e-mail

address to Restaurants’ Website,

shoe products and posting your

suggestions about the services and

the products.

23 Writing

5 Make a presentation about the topic

that you have chosen. Present it with

76 Speaking

56

From the table above, it showed that there were various kinds of ICT

oriented task in Book 2. We could find the whole language skills were given the

focus in their own proportion. Listening was the most found skill focus reflected in

the ICT oriented tasks in Book 2. But still, the other skill focus were also provided

in Book 2. It showed that Book 2 considered using ICT in the formulation of the

was important. The first task demanded students to get familiar with the way native

speakers deliver their ideas. The use of ICT clearly helped teacher to bring a native

speaker’s voice through the devices. As Rank et al. (2011) talked about the use of

ICT to analyse language, this task properly delivered a way to facilitate teaching

and learning process in the classroom. It helped teacher to promote the material

effectively.

The second task asked teachers and students to download the digital content

of the textbook provided by Erlangga. As the technology developed rapidly, the use

of internet was also increasing. It helped teachers in developing and exploring their

content of material which will be given to the students. As kennewell (2007) stated

that teachers should be aware of the understading of the resources. The development

of ICT in educational field was truly helping the teaching and learning process.

The next task mentioned above showed that students need to surf in the

internet to elaborate their information regarding to the material. IES (2008)

concerned about the use of ICT in order to develop students’ construction skill. This

task facilitated the students to construct their knowledge from various kinds of text

they found in internet.

The fourth task demanded students to compose and create their suggestions

about the services and the products. As a modern society, people used to deliver

their comments on the social media. ICT facilitated students to get used to post their

thought about services and products as well as educating them to write a proper

suggestion to be read.In the last task, students were using ICT to present their work

in front of the audience (teacher and students). The use of ICT in this task was

a Power Point Presentation to make

your own presentation more

attractive. Use an outline given in the

textbook to prepare your own

monologue.

57

exploring how students were trying to gain someone else’s interests to their

explanation and ideas.

2.2.2 Hardware Used of ICT Oriented Task in Book 2

ICT classrom types demanded teachers to consider the possible activity in

engaging students to use ICT in teaching and learning process. This classroom

types must be different from the traditional one that we used to know. Textbook

was provided for teaching and learning process in the classroom as a source of

material. Book 2 demanded students to use ICT in order to do their assignments.

Researcher has classified 5 types of hardware which usually used in ICT

classroom. The categories of hardware used in ICT oriented tasks were

computer, digital imaging, mobile phone, multimedia player, and the last was

grab bag. Chart 2.8 has showed us the number of hardware used in ICT oriented

tasks found in Book 2.

Chart 2.8 Numbers of Hardware Used in ICT Oriented Task

The chart above showed that there were five categories of hardware that

was used in ICT oriented task. Book 2 provided the students with various tasks

which were engaging students to use ICT to complete their assignments. The five

categories of hardware used in Book 2 were computer, digital imaging, mobile

phone, multimedia player, and the last is grab bag. As described in the chart 2.8

Computer49%

Digital Imaging

2%

Mobile Phone 12%

Multimedia Player 37%

Grab Bag 0%

Hardware Used

Computer

Digital Imaging

Mobile Phone

Multimedia Player

Grab Bag

58

above, we concluded that computer was the most used hardware used in Book 2.

According to Bell et al. (2004: 110) that ICT encompassed all digital computing

and communication equipment, it was clear that computers would be the most using

hardware in ICT oriented tasks. The number of hardware used in Book 2 can be

mentioned as computer with 49%, digital imaging 2%, mobile phone 12%,

multimedia player 37%, and the last is grab bag with 0% categories included.

Going for further explanation, let us take a look at the sample of

questions reflected as ICT oriented task in Book 2.

Table 2.7 List of ICT Oriented Tasks in Aspects of Hardware Used

The table above showed that there were various kinds of ICT oriented task

in Book 2. We found that computing system was still being a major device used

No Task In The Book Page Hardware Used

1 Listen and Repeat the

following dialogues and

the questions you heard

from the digital

contents of the books

which can be

downloaded in the

Erlangga Reader

application from

Google Play Store.

38 • Computer

• Multimedia Player

(tape recorder, digital

radio, DVD/CD player,

CD-ROM)

2 Find similar books from

the library or the

internet. In pairs,

complete the table

given in the textbook.

52 • Computer

• Mobile Phone

3 Find and Listen the

song “I’d Like to Teach

the World to Sing”

performed by The

Hillside Singers and

The Newseekers on the

Internet then write the

lyrics in the given space

of the textbook.

164 • Computer

• Multimedia Player

(tape recorder, digital

radio, DVD/CD player,

CD-ROM)

59

in ICT oriented task. Book 2 concerned in listening skills more than the other

skills. As that fact, it was accepted to say that the main hardware that was

frequently used were computer and multimedia player. The first task demanded

students to open Google Play Store which was widely known as the software

provider. Galloway (2007) stated that the important thing using ICT in the

classroom activity was the context where they were used. Talking about

listening, he added the context might be listening to a story on a CD player while

following the the text in a book. As the teacher downloaded the digital content

of the book, the material could be inserted in a CD and played in front of the

classroom.

The next task allowed students to explore their information in the internet

which could be accessed easily. Wang and Reeves (2003) had discussed two

recent ICT tools which were adopted in an educational setting. Computer and

Internet were the major development in ICT which had been widely adopted in

Indonesia. In the last task mentioned in the table above, Students needed to

explore their listening skills through the activity of responding a music as a part

of an art.

2.2.3 Software Used of ICT Oriented Task in Book 2

After talking and describing ICT tools in the section of hardware used,

let us move to the explanation about the various types of software used in ICT

oriented tasks. Book 2 had several kinds of software used in order to do the

tasks given in the textbook. Several kinds of software had been classified into

seven categories. The categories consisted of office software, database

software, graphics and video software, messaging, web site, multimedia

software, and the last category is grab bag. Chart 2.9 showed us the number

of software used in ICT oriented tasks found in book 2.

Chart 2.9 Numbers of Software Used in ICT Oriented Task

60

From the chart above, it showed that there were seven categories of

software that were used in ICT oriented task. Book 2 provided the students with

the tasks which was engaging students to use ICT to complete their assignments.

The seven categories of software used in Book 2 were office software, database

software, graphics and video software, messaging, web site, multimedia

software, and the last category is grab bag. The chart described that software

used reflected in Book 2 consist of office software with 9%, database software

with 0%, graphics and video software with 2%, messaging with 0%, web site

with 50%, multimedia software with 39%, and the last is grab bag with 0%. Here

is the table which reflected ICT Oriented task in Book 2.

Table 2.8 List of ICT Oriented Tasks Reflected in Software Used

Office Software9% Database

Software 0%

Graphics and Video

Software 2%

Messaging 0%

Web Site 50%

Multimedia Software 39%

Grab Bag 0%

Software Used

Office Software

Database Software

Graphics and Video Software

Messaging

Web Site

Multimedia Software

Grab Bag

61

T

The table above showed us that there are various types of ICT oriented

tasks specifically in software used reflected in Book 2. In the procees of

choosing the right task to be given to the students, teacher should consider the

compability of the software used in doing some ICT oriented task. It was

important to know which software and teaching style that was suitable in

conducting ICT oriented tasks. The first task asked students to open Google Play

Store which was widely known as the software provider. Galloway (2007) stated

that the important thing using ICT in the classroom activity was the context

where they were used. Talking about listening, he added the context might be

listening to a story on a CD player while following the the text in a book. As the

teacher donloaded the digital content of the book, the material could be inserted

in a CD and played in front of the classroom. The recording could be presented

and discussed in the classroom.

In aspect of reading, the second task considered the use of office software

to collect information should be assisted by internet software as well. Students

explored their knowledge by adding some new information directed by the ICT

tasks provided in the textbook. The last task mentioned in the table above

described that in developing students’ critical thinking, it was useful to direct

students to collaborate the information given in the textbook and the information

No Task In The Book Page Software Used

1 Listen to an audio given

about a mother and her

teenage daughter

discussing several topics

and make a discusion in

the column given in the

textbook.

21 • Multimedia

Software (GOM

Player, VLC

Player)

• Web Site (google

play store)

2 In pairs, open the website

of Restaurants, shoe

products.

23 • Office Software

• Web Site

(google)

3 Complete the following

table given in textboook

with the information

which has been found

from the internet.

124 • Web Site

(google)

62

found in the internet. In avoiding students to search invalid information in the

internet, it was the duty of ICT oriented task to give a clear direction in doing

such kind of task.

2.2.4 Activity Types of ICT Oriented Task in Book 2

This section explained various kinds of activity types reflected in Book 2

regarding to ICT oriented task. Types of activity in ICT classroom were indeed

different from the activity types we found in the traditional classsroom. This

research had classified six categories of activity types. The categories consisted

of the activity of word processing, image and video processing, communicating

electronically, multimedia utilizing , web surfing, and the last category is grab

bag. . Chart 2.10 showed us the number of activity types in ICT oriented tasks

found in book 2.

Chart 2.10 Numbers of Activity Types in ICT Oriented Task

Chart 2.10 showed us that there were six categories of activity types which

were used in ICT oriented task. The six categories of activity types in Book 2

could be menitioned as word processing, image and video processing,

communicating electronically, multimedia utilizing , web surfing, and the last

category is grab bag. The chart has described that activity types reflected in Book

2 consist of word processing with 13%, image and video processing with 3%,

communicating electronically with 5%, multimedia utilizing with 57%, web

Word Processing

13%

Image and Video Processing 3%

Communicating Electronically 5%

Multimedia Utilizing 57%

Web Surfing 22%

Grab Bag 0%

Activity Types

Word Processing

Image and VideoProcessing

CommunicatingElectronically

Multimedia Utilizing

Web Surfing

Grab Bag

63

surfing with 22%, and the last is grab bag with 0%. Here is the table which

reflected ICT Oriented task in Book 2.

Table 2.9 List of ICT Oriented Tasks Reflected in Activity Types

Table 2.8 has showed us that there are various types of ICT oriented tasks

specifically in activity types reflected in Book 2. In the procees of choosing the

right task to be given to the students, teacher should consider the compability of

the software used in doing some ICT oriented task, hardware used to assist the

students in doing their task, and teacher should also consider the activity types

which is compatible with the task and the theme given in the textbook. As Voogt

(2003) described the function of ICT in education that ICT was used as an

assisting tool. The first task demands students to get familiar with the way native

speakers deliver their ideas. Students should also repeat what native speaker

deliver from the audio so that they can get used to speak in an appropriate order.

No Task In The Book Page Activity Types

1 Listen and Repeat the

following questions and

statements you heard from

the digital content s of the

books which can be

downloaded in the

Erlangga Reader

application from Google

Play Store.

6 • Multimedia

Utilizing

(listening and

responding to a

text)

2 Find the song “The End of

The World”, sung by

Skeeter Davis on the

Internet. While watching,

put a tick on the suitable

pictures describing the

content of the song.

116 • Multimedia

Utilizing (listening

and responding

activity in music)

• Web Surfing

(google,youtube)

3 Make a clipping of the other

texts containing expressions

of cause and effect from

Internet about the following

topics listed in the

textbook.

123 • Word Processing,

(creating and

revising text and

graphics,

combining text

and graphics,

collecting and

analysing data)

• Web Surfing

64

The use of ICT is clearly helps teacher to bring a native speaker’s voice through

the devices. As Rank et al. (2011) talked about the use of ICT to analyse

language, this task is properly deliver a way to facilitate teaching and learning

process in the classroom. It helps teacher to promote the material effectively.

The second task mentioned above asked students to respond the song.

The use of ICT clearly helped teacher to bring a native speaker’s voice through

the devices. As Rank et al. (2011) talked about the use of ICT to entertain, this

task was properly deliver a way to facilitate teaching and learning process in the

classroom. It helped teacher to engage students’ interest to the material in a fun

way through music.

In the third task, ICT was purposely facilitating students to collaborate

and explore their findings to enrich their knowledge about the material given in

the textbooks. ICT oriented task was promoting a creative learning where Tinio

(2002) added that ICT oriented task promotes the manipulation of existing

information and the creation of real-world products rather than the duplication

of received information. This task demanded students not only collecting the

data from the internet, they also asked to collect the data from various sources

and design it into a clipping. ICT in this task facilitated students to gather a lot

of information to create an informative clipping. The activity types given in the

table above showed us a clear picture of this function. These tasks demanded

students to use ICT while making assignments, collecting data and

documentation, communicating, and conducting research.

As it had been stated in the aims of the research, the study was conducted

to analyze how ICT oriented task reflected in both English Textbooks. In the

aspect of skill focus, the result showed that Book 1 focused only on Writing and

Speaking in language skills regarding ICT oriented task. In the other hand, 4

language skills in language were developed in the formulation of the tasks in

Book 2. In the aspect of hardware used, the findings could be summarized that

computer was the most using hardware in ICT oriented tasks found in both

English textbooks. Going further to the aspect of software used in Book 1 and

Book 2, we found that both textbooks were not considering the use of database

software and messaging in formulating ICT oriented task given in the textbooks.

The findings also showed us that there was four of six categories of software

65

used reflected in ICT oriented tasks found in both English textbooks. The four

categories were word processing, image and video processing, communicating

electronically, and multimedia utilizing. Moreover, ICT oriented tasks found in

both English textbooks made a learning processs more attractive and creative

that students could choose what to learn and what they need in responding a task

given in the textbook.