SENIOR HIGH SCHOOL TEACHER’S EVALUATION OF THE 2006 CURRICULUM-BASED

ENGLISH TEXTBOOK

A THESIS

Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M.Hum.) Degree

in English Language Studies

WARJIANTO PANCA WASONO 066332044

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

YOGYAKARTA 2009

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ACKNOWLEDGMENTS

I must express my deepest gratitude to Allah S.W.T, who has guided me and given me

opportunity to finish my study. Without all of His kindness, it would be impossible for me to

finish my thesis and obtain this honorable degree from a prestigious university.

I would like to express my sincere gratitude to my supervisor F.X. Mukarto, Ph.D. for

his guidance, valuable suggestions and steady support throughout the process of doing my

thesis. He always gave his best and patience to me.

I would like to express my appreciation to Dr. J. Bismoko, the inspiring man in the ELS

program. He was very patient and gave us clear understanding in research.

I also would like to say thank Dr. B.B. Dwijatmoko, M.A. for his serious and wonderful

class. Without his magic technology, it is impossible for me to be here.

My gratitude also goes to Dr. Novita Dewi,M.S., M.A (Hons) ,with her fresh smile, who

kept us busy with the weekly report and inspiring class. It really could help me in

empowering and enlightening my ideas.

My best regard is also to the business and dedicated woman, mbak Lely. Your hard

work and dedication for all are unforgettable.

I would like to say thank you very much to Drs. Suharno, my headmaster, and my

colleagues who give me support and opportunity to take this program.

To my beloved wife, Miss Kristyowati (I always ‘miss’ her), my princess Dita and my

knights Yuda and Ryan, I would like to say a bunch of thanks for their extraordinary supports

and would like to say sorry since I was very busy with this thesis. To my mother and father,

also all beloved family who give me supports and prays. This honorable degree is dedicated to

all of you.

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TABLE OF CONTENTS

TITLE PAGE ………………………………………………………………. i

APPROVAL PAGE ………………………………………………………… ii

THESIS DEFENSE APPROVAL PAGE …………………………………... iii

STATEMENT OF ORIGINALITY …………………………………………. iv

PERNYATAAN PERSETUJUAN PUBLIKASI……………………………… v

ACKNOWLEDGMENTS …………………………………………………….. vi

TABLE OF CONTENTS ……………………………………………………….. vii

LIST OF TABLES ……………………………………………………………… x

LIST OF FIGURES……………………………………………………………… xi

LIST OF ABBREVIATIONS AND CODES …………………………………... xii

ABSTRACT ……………………………………………………………………. xvi

ABSTRAK ………………………………………………………………… xvii

CHAPTER I INTRODUCTION

A. Background of the research…………………………………………… 1

B. Problem Identification ………….......................................................... 2

C. Problem Limitation …………………………………………………... 5

D. Problem formulation…..………………………………….. ................. 6

E. Research Goal and Objectives………………………………………... 6

F. Research Benefits …………………………………………………….. 7

CHAPTER II LITERATURE REVIEW

A. THEORETICAL REVIEW ………………………………………….. 9

1. Curriculum 2006 …………………………………………………. 9

2. Genre-Based Approach…………………………………………… 12

3. Textbook Design………………………………………………….. 15

4. Evaluation ………………………………………………………… 17

5. Textbook Evaluation……………………………………………… 20

a. Content ………………………………………………………. 22

b. Language …………………………………………………….. 24

c. Presentation………………………………………………….. 25

d. Other Categories……………………………………………… 26

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B. THEORETICAL FRAMEWORK ………………………………….. 27

CHAPTER III RESEARCH METHODOLOGY

A. Research Method ……………………………………………………. 32

B. Nature and Sources of Data………………………………………….. 33

C. Instruments ………………………………………………………….. 34

D. Data Gathering Techniques and Data Presentation …………………. 37

E. Data Processing ……………………………………………………… 38

F. Trustworthiness ……………………………………………………… 41

CHAPTER IV DATA ACQUISTION, DESCRIPTION AND INTERPRETATION

A. Data Acquisition …………………………………………………….. 42

1. Conducting in-depth Interview …………………………………… 43

2. Data Acquisition ………………………………………………….. 47

B. Description……………………………………………………………. 50

1. Mrs. Sri’s Textbook Evaluation…………………………………… 50

2. Mrs. Yanti’s Textbook Evaluation………………………………… 55

3. Mrs. Ana’s Textbook Evaluation………………………………….. 61

C. Interpretation

1. Content …………………………………………………………… 68

2. Language …………………………………………………………. 74

3. Presentation ………………………………………………………. 76

4. Other Categories …………………………………………………. 82

CHAPTER V CONCLUSION, IMPLICATIONS AND SUGGESTIONS

A. Conclusions …………………………………………………………… 87

B. Implications …………………………………………………………… 91

C. Suggestions …………………………………………………………… 92

BIBLIOGRAPHY………………………………………………………… 94

APPENDICES APPENDIX A: Appendix 38 of Permen 22/ 2006 The Standard Competence and Basic Competence English for SHS…………………………………… 96 APPENDIX B: Teacher’s Interviews’ Questions………………………… 116 APPENDIX C: Students’ Interview Questions…………………………… 119

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APPENDIX D: Transcript of teachers’ interview ………………………… 122 1. [Int_Sri]: transcript of interview 1, name of participant: Sri………… 122 2. [Int_Yan]: transcript of interview 2, name of participant: Yanti…… 128 3. [Int_Ana]: transcript of interview 3, name of participant: Ana…..… 133 APPENDIX E : Transcript of Student’ interview …………………………. 142 1. [Int_SriSt]: transcript of interview 1, name of participant: Adel and Susi, Sri’sStudent………………………………………………….... 142 2. [Int_YanSt]: transcript of interview 2, name of participant: Budi, Yanti’s Student 144 3. [Int_AnaSt]: transcript of interview 3, name of participant: Hatta and Metia , Ana’s Student ………………………………………………………… 149 APPENDIX F: Transcript of Personals Account………………………….. 155 1. Sri’s personal account [pa.1_Sri]……………………………………. 155 2. Yan’s personal account [pa.2_Yan]…………………………………. 159 3. Ana’s personal account [pa.3_Ana]………………………………… 162

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LIST OF TABLES Table 2.1 Blueprint of Pre-Figured Themes.…………………………….. 29

Table 3.1 Research Settings and Participants …………………………… 34

Table 3.2 Sample of Question based on Blue Print of Pre Figured Themes 36

Table 3.3 Steps of Data Processing……………………………………. 40

Table 4.1 Sample of Transcript of Interviews………………………… 47

Table 4.2 Sample of Personal Account 3 ………………………………… 49

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LIST OF FIGURES Figure 3.1 Steps Of Data Gathering ……. ………..…………………… 38

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LIST OF ABBREVIATIONS and CODES List of Abbreviations BKOF : Building Knowledge of the Field

BSNP : Badan Standar Nasional Pendidikan (Education National Standard Board)

ICOT : Independent Construction of the Text

JCOT : Joint Construction of the Text

JHS : Junior High School

KD : Kompetensi Dasar (Basic Competence)

KTSP : Kurikulum Tingkat Satuan Pendidikan (School-Based Curriculum)

MGMP : Musyawarah Guru Mata Pelajaran (English Teacher Association)

MOT : Modeling of the Text

Permen : Peraturan Menteri (Minister Act)

SBC : School-Based Curriculum

SHS : Senior High School

SK : Standar Kompetensi (Standard Competence)

SMA : Sekolah Menengah Atas (SHS)

UN : Ujian Nasional (National Examination)

List of Codes Acr : Accuracy

Acs : Accessibility

Act : Activity

Adq : Adequacy Information

Ana : Ana

AnaSt : Ana’s students

Ap : Appropriate

Au : Authentic

Avl : Availability

Bal : Balance

Bli : Bibliography

Che : Cheap

Cla : Clarity

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Clo : Closure

Co : Comprehension

Cog : Cognitive

Com : Communicative aspect

CON : Content

Con : Contents

Cos : Cost

Cov : Coverage

Cr : Creativity

Cul : Culture

Cur : Current Information

Cy : Cycle

Do : Do task

Eas : Easy

Ex : Expensive

Ex : Exposure

Fu : Functional text

Gen : Generic structure

Glo : Glossary

Gra : Graphic Layout

Gu : Guidance

Gui : Guidance

Ill : Illustration

Im : Improve

Improv : Improvement

In : Interpersonal text

Int : Interesting

Int : Interview

Int : Introduction

Judge : Judgment

Kn : Know

LAN : Language

Lev : Level

Lg : Language of students’

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Lin : Linguistics

Ls : Life Skills

Mat : Material

Mc : Multi cultural

Org : Organization

OTH : Other Categories

pa : Personal account

Par : Parts

Pre : Preface

PRE : Presentation

Pro : Produce

PSAV : Personal, Social, Academic and Vocational

Sc : Student Centre

Sf : Self Evaluation

Soc : Social

Sof : Social function

Sq : Sequential

Sri : Sri

SriSt : Sri’s students

St : Student

Std : Standard

Su : Supported Material

Sum : Summary or Resume

Sy : Systematically

T : Textbook

Te : Text

Th : Theme

Tr : Transactional text

Typ : Types of Tasks

Und : Understandable

Up : Up to date

Us : Use

Yan : Yanti

YanSt : Yanti’s students

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Direction of Reading the Codes

[Int_SriSt] _TCONSuMc_Cul

Int : Interview

SriSt : Sri’s Student

TCON : Content Of Textbook

Su : Supported Material

Mc : Multi Cultural

Cul : Cultural awareness

[Int_Yan]_TLANComUs_Std

Int : Interview

Yan : Mrs. Yanti

TLAN : Language of Textbook

Com : Communicative

Us : Use

Std : Standard language

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ABSTRACT

Warjianto Panca Wasono. 2009. Senior High School Teacher’s Evaluation of the 2006 Curriculum-Based English Textbook. Yogyakarta: The Graduate Program, English Language Studies, Sanata Dharma University.

The 2006 Curriculum has been implemented. The changing curriculum has

consequently brought new paradigms in learning and teaching activities. The different teaching methods may affect all aspects of learning language. The genre-based approach is adopted in the curriculum as the basic for English learning. The texts become the main material in learning language. Teachers get difficulty in providing materials with the new curriculum. They rely on the textbooks available in bookstores. Some teachers with their marginal positions have no power to select the best textbook for their students. Meanwhile, some other teachers find difficulties to find textbooks that really implement the 2006 Curriculum suitablely. This study tried to describe teacher’s evaluation of textbooks based on the 2006 Curriculum.

The study was qualitative, which required narrative data from the participants. To gain the data, in-depth interviews were employed as the main instrument. Meanwhile, the interview data were exploring by having interview with students and document check to maintain trustworthiness. The research was conducted in three Senior High Schools in Sleman. Three participants, who have taught for more than ten years, were purposively selected. The data were systematically categorized through coding process and continuously interpreted during the course of the research in order to make significant categories.

In general, some aspects of the textbook have already been suitable with the 2006 Curriculum. The content-wise was suitable with type texts required in the curriculum, the social and communicative functions have been elaborated, and also gave suitable level of difficulty to students. The language of the textbook was on the students’ level, providing standard and non-standard languages. The textbook also implemented two cycles i.e. spoken and written cycles using four Hammond stages; and the tasks were designed with student-centre approach in presentation of materials. The cost and availability were not the problem for students and teachers.

Nevertheless, teachers had to improve the content of the textbooks by adding some materials to give more exposure and guidance in producing texts. The topics of texts have not touched much in students’ sense. The balance in presenting material was not suitable; teachers should modify some materials that were too much and add some limited models of short functional texts. Besides, they should also make a grand mapping of material presented to avoid redundancy. The illustration and graphic layout of the textbooks were not so interesting for students.

In conclusion, the textbook was applicable and suitable with the 2006 Curriculum. Teachers could use it in their class as many aspects have already implemented from the current curriculum. Even though, they should make some improvement in it.

Keywords: 2006 Curriculum, Genre-based approach, Textbook design, Evaluation, Textbook criteria

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ABSTRAK Warjianto Panca Wasono. 2009. Senior High School Teacher’s Evaluation of the 2006 Curriculum-Based English Textbook. Yogyakarta: Program Pasca Sarjana, Kajian Bahasa Inggris, Universitas Sanata Dharma. Kurikulum 2006 sudah diterapkan pada semua tingkat pendidikan. Perubahan ini tentu saja akan membawa paradigma baru dalam pembelajaran dan pengajaran. Perbedaan dalam metode, pendekatan and teknik akan mempengaruhi semua aspek pembelajaran. Pendekatan pembelajaran teks atau genre sekarang menjadi peran utama. Teks menjadi bahan utama dalam pembelajaran. Guru menemui kesulitan sewaktu harus menyediakan materi ajar dengan kurikulum baru. Mereka sangat tergantung dengan buku ajar yang dapat ditemukan di toko toko buku. Beberapa guru , sebagai kelompok marginal,.tidak punya kekuatan memilih buku yang terbaik bagi mereka. Sementara yang lainnya menemui kesulitan dalam menemukan buku ajar yang menerapkan kurikulum 2006 dengan tepat. Penelitian ini bertujuan untuk mengetahui evaluasi guru terhadap buku ajar. Penelitian ini menggunakan metode kwalitatif yang membutuhkan narasi data dari para partisipan. Data didapatkan dari wawancara yang mendalam sebagai alat pencari data utama. Data kemudian di jaga dengan mewawancarai siswa dan pengecekan dokumen dilakukan untuk menjamin kelayakan data yang didapat. Studi ini dilakukan kepada tiga guru SMA di Sleman yang sudah mengajar lebih dari 10 tahun. Data kemudian dikelompokkan dan diberikan kode sesuai kategoriya dalam pengolahan data. Secara umum, para partisipan menilai bahwa buku ini sudah didesain sesuai kurikulum 2006 dengan tepat. Materi buku ini sudah sesuai dengan teks yang dipersyaratkan pada kurikulum 2006 beserta fungsi sosial dan komunikasinya. Juga pada bahasa yang digunakan sudah sesuai dengan tingkat kemampuan anak dan memberikan bentuk bahasa formal dan non-formal. Disamping itu buku ini juga sudah menggunakan dua siklus lisan dan tulisan dengan penyajian 4 langkah pembelajaran Hammond. Terlebih lagi tugas dan latihan sudah dengan cara siswa sebagai subjek. Untuk harga dan ketersediaan sudah tidak menjadi masalah bagi mereka.

Namun, para guru masih harus menambah model text dikarenakan kurangnya pajanan bagi siswa dan mereka masih harus membantu siswa dalam produksi teks. Topik bacaan masih belum menyentuh dunia mereka, guru mengatasinya dengan mencari bahan dari luar buku seperti majalah, koran dan dari internet. Sementara itu dalam penyajian materi, para guru harus menambahkan materi tambahan yang terbatas dan juga memodifikasi materi yang terlalu banyak. Para guru sebaiknya membuat pemetaan materi secara mendasar dari materi yang disajikan, sehingga tidak terjadi tumpang tindih. Illustari dan tata letak buku ajar ini kurang menarik bagi siswa. Kesimpulannya, buku ajar ini memang tepat dan sesuai dengan kurikulum 2006. Guru dapat menggunakannya di dalam kelas karena banyak aspek dari kurikulum yang sudah diterapkan didalammnya. Meskipun, guru harus mengembangkan beberapa hal di dalamnya.

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CHAPTER I

INTRODUCTION

This chapter presents the background information related to the research problem. The

purpose is to provide a framework for the study so that readers know the importance of the issue

under study. The chapter contains six major sections, namely (1) background, (2) problem

identification, (3) problem limitation, (4) problem formulation, (5) research goals and objectives,

and (6) research benefits.

A. Background

Textbooks play important role in English language teaching. Good textbooks will help

learners to acquire the language better. Teachers have to select the best textbook in their

classroom practice. They should choose the textbook or material based on the new method in

latest curriculum. Since National Education Department of Indonesia changed the curriculum,

teachers should implement the new approach, design and procedure of the curriculum in the

classroom practice. The different curriculum may affect all aspects of language teaching and

learning. Material development has been a major concern in the changing curriculum.

Language teaching in Indonesia has received many criticisms. The learners’ low

competency becomes big issues currently. The Indonesia National Education Department has

made an attempt to improve the education by applying the new curriculum, 2006 Curriculum or

School Based Curriculum. It is meant generally to overcome education in facing the challenge for

a global word.

The 2006 Curriculum basically tries to make a school manage their own competency

based on their teachers’ and learners’ competency or local potential sources. Thus, every school

can manage their own curriculums which are based on the Content Standard provided by

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Education National Standardization Board (BSNP) and modifying some competencies. The 2006

Curriculum only stated the content standard and competency to be achieved by learners; whereas

the application and implementation in curriculum and syllabus depend on the school

management.

English teaching in 2006 Curriculum is basically based on genre-based approach. The

approach is little bit different from the previous curriculum. Genres or texts become the main

point in English teaching. Learners should master in some texts with their own function in varied

purposes, provided in Content Standard. Teachers should find suitable materials to adapt and

implemented the new curriculum. Publishers see this as a great opportunity. They attempt to

provide the material according to the teachers’ demand. They publish many textbooks based on

the latest curriculum and method in English teaching. As the new textbooks, some may be

suitable with the demand and others may not.

This study attempted to describe the evaluation of Senior High School teachers on

textbooks based on the 2006 Curriculum. It tried to understand the teachers’ evaluation stories on

textbooks they used. The stories will become resources to reveal the teachers’ evaluation.

B. Problem identification

The changing in curriculum influences many aspects in learning and teaching. The

changing in language view, language learning and teaching requires changing in approach,

technique and design in it. Some teachers have changed themselves to adapt and employ the new

curriculum into their learning and teaching process. The recent technique and procedure in

teaching must also be implemented based on the new curriculum. It is to achieve the goal of

curriculum i.e. learners’ competency. The material must also be suitable with the new curriculum.

The previous textbooks should be left and the new textbooks should be selected.

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It is undeniable that textbooks have important roles in teaching and learning process.

Some teachers use them as their primary teaching resources and the basis for their content of

lesson, balance skills taught and the kind of language practice in which students take part. Other

may use them as supplement the teachers’ instruction. For learners, they provide major contacts

they have with the language apart from the teacher (Richards, 2005). Moreover, Hutchinson and

Torres in Crawford (2002) states that textbooks should give a useful map or plan for the students

and teachers what is intended and expected. It will allow the participants where lesson fits into

the context. They provide some aspects i.e. negotiation, accountability and orientation.

Negotiation means that textbook is providing something to negotiate about, whereas

accountability refers to the textbook should show all activities in the classroom environment, and

orientation relates to the teachers and students understanding about what standard expected, how

much work should be covered, and so on. Besides, Crawford (2002) suggests some requirements

of good textbooks i.e. (a) Language use is functional and must be contextualized, (b) Language

used should be realistic and authentic, (c) The learning material seeks to include an audio visual

component, (d) The learning develops both spoken and written genres (e) Effective teaching

foster learner autonomy (f) Material need to be flexible enough to cater to individual and

contextual differences and (g) Learning needs to language learners both affectively and

cognitively.

Richards (2005) also gives some advantages of the textbook i.e. it can provide systematic

and developed plan with its structure and syllabus of the program. It also can standardize the

instruction, because every teacher will have guidance to handle the activity in class. Moreover,

we can maintain the quality of the program since all learners gain same exposure, language

models and input. The good layout and format of textbook equipped with CDs, cassettes or

videos as the complement resources also attracts students more in learning activities. Most of all,

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it can save the teachers’ time efficiently rather than preparing material themselves. Instead of new

teachers, it can also be as training for them since they don’t have much experience in teaching.

Textbooks also have some weakness (Richards, 2005). Since material tends to teaching

rather than real language use, it becomes inauthentic. Therefore, it fails to represent real issues

and the content may mislead from the objective of learning. Unfortunately, it does not suit with

the students’ needs where they have to face the global world. Some textbooks may become “old-

fashioned” in the current world. In addition, it can also lessen the teachers’ skill because the

textbook becomes their “holy” book and they do not want to improve their knowledge from other

sources. The last is about the cost of textbook that may be another burden for inadequate learners.

It is clear that textbooks are important in the development of national school system and

in improving the contribution of schooling to policy goals (Albatch and Kelly, 1998). Some

countries with good material textbooks may have better result in achieving the learners’

competence.

Therefore, the role teachers in choosing textbook for the learners become so emerged in

the new curriculum. A good textbook should provide with a good comprehensible input for the

learner inside or outside the classroom (Richard and Renandya, 2002). This may be in the form of

printed material or may some other sources.

Teachers usually select a textbook provided by publishers. They rely on the texts as a sum

total of knowledge to be transmitted in the classroom. They depend much on textbook in learning

process. Most of teachers do not develop materials by themselves. If the curriculum changes, they

will wait for the new textbooks from publishers. Unfortunately, most of the books provided have

not changed much in their contents. They just put “based on Curriculum 2006” on their cover

(Sutiyono, 2006). Most the textbooks only change the book-cover but the content and other

aspects are still using the previous curriculum materials. Therefore, some teachers get difficulty

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in finding the good material for their students with the new curriculum and its methods. Their

evaluation of textbooks provided by publisher was so varied. Some may use textbooks and do

nothing without any consideration with the material in it. They just teach what materials in

textbook as it is. They do not realize that some materials and steps may not be suitable with

genre-based approach and moreover, they consider their textbook as the only source in giving

materials to students. The others may make some evaluation before using it and try to adopt

others materials as their sources to cover the material for their learners. They will evaluate the

texts and examine step by step every aspects of the textbook. They may also take others resources

to add the material given if there is a lack in the textbook. Since this study focuses on teachers’

evaluation of textbooks, it will reveal teachers’ evaluation of the textbook.

C. Problem Limitation

Writing textbooks is not an easy task. It begins with the curriculum as a basic in creating

textbooks. The nature of language learning and teaching should be implemented in it. Then the

procedure continues with creating the syllabus and grand mapping of material. It will be

developed into suitable material into classroom practices. In the midst of the problems in

selecting suitable material based on the 2006 Curriculum above, there are many aspects involving

in it. It is impossible to have complete evaluation about it in a limited time. Yet, to reveal the

evaluation on textbook, this study limits its problem on what teacher’s evaluation of the textbook

based on 2006 Curriculum. In order to focus the problem, deep interview will be required to get

the teachers’ evaluation on it. It is expected to help this study constructing participants’

evaluation.

Teachers will evaluate the textbook they used and some aspects in teaching and learning

process. The participants are the teachers with at least ten years experience in State Senior High

Schools of Sleman. The teacher should have already implemented at least two curriculums so

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they can compare the previous book and the new textbook with the current curriculum. With the

limited number of participants, it can be more focused and deeper in having teachers’ evaluation.

D. Problem Formulation

As stated in the problem limitation, teachers must evaluate the textbook in such away that

it is suitable with the 2006 Curriculum. Since some textbook consists of many aspects, they

should evaluate whether the aspects of textbook suitable with the 2006 Curriculum or not.

The purpose of this research was to describe senior high school teacher’s evaluation of the

2006 Curriculum - based English textbooks. Therefore, the research question is formulated as

follow:

What is the senior high school teacher’s evaluation of the 2006 Curriculum-based English

textbook?

E. Research Goal and Objectives

In relation to the research question, the goals of this study are (1) to describe the

participants’ evaluation of the 2006 Curriculum- based English textbooks and (2) to interpret the

participants’ evaluation of the 2006 Curriculum- based English textbooks.

By exploring the teachers’ evaluation of the 2006 Curriculum-based English textbook, the

following are the procedural objectives that would be followed in the research. Related to the

research question, the study is intended (1) to explore the teachers’ evaluation of textbooks used

based on the 2006 Curriculum, (2) to reveal the teachers’ evaluation of textbooks based on the

2006 Curriculum in selecting and adapting materials in teaching and learning, and (3) to reveal

the teachers’ evaluation of textbooks used based on the 2006 Curriculum in developing material

and other sources.

After gaining the teacher’s evaluation, the study finally interprets their evaluation

holistically. It is the meaning of textbooks reality.

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F. Research Benefits

This study would describe the teacher’s evaluation of textbook based 2006 Curriculum.

The description and interpretation of it will contribute scientific as well as practical benefits.

The result of this study can provide scientific benefit to help the world of English teaching

in understanding comprehensively about the teachers’ evaluation of the textbooks used. It will

contribute valuable information to select suitable textbooks for English teaching especially Senior

High School level.

Textbooks tend to be dominant instructional medium in classroom. Therefore the teachers

and students should understand textbooks well. The subject matter may require sufficient

vocabulary, specific style suitable for a particular student and the text written in presentation,

they all hold attention of students. So, textbook evaluation is considered to be the important

activity in education today.

This study also had practical benefit for teachers involved as participants. Their

experiences give them a valuable contribution in selecting the suitable textbook for them. They

will reflect and acknowledge to their English teaching practically. Their understanding about

textbooks will give abundant experiences; therefore it increases their competency in evaluating

textbooks. It will make them more autonomous and independent in their profession. It will make

them become self-fulfillment.

The practical benefit also comes to the other SHS teachers in such a way that they can

select the suitable textbooks for the 2006 Curriculum. They will also obtain the way to overcome

the weakness or lack of material in it. Therefore, they will not just take the textbook without any

consideration toward their teaching learning activities. They will not depend much on the

textbook.

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Finally, the benefit comes to me as a researcher. I am an English teacher and novice

researcher gaining much experience and new things in doing this study. My paradigm about

teacher has been changed since there are many of friends changing their role, attitudes and

judgment in their materials development. Firstly, I got pessimistic with the result of this study,

because my advisor said that there are a few teachers who has competency in evaluating the

textbook. On the contrary, I acknowledged that the participants gave their evaluation

comprehensively and satisfactorily. They can know well the method they should use in the

curriculum and the textbook or material they taught in class. I think it gives me more challenge to

explore their other competencies. My first paradigm that teacher is marginal and narrow-minded

have gone with the wind. Besides, my experience in “scientific” field has increased enormously

because I must read many references about curriculum, textbook and evaluation. It will become

huge valuable information to me. I hope that I can become more autonomous, self-fulfilled and

independent in my field.

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CHAPTER II

LITERATURE REVIEW

This chapter attempts to place this study in the context of SHS teacher’s evaluation of the

2006 Curriculum-based English textbook. It provides basic information about some keywords in

this study from relevant literature. It consists two sections, namely, theoretical review and

theoretical framework.

A. Theoretical Review

This section will elaborate some keywords that are used in this study. It will lead the

subject being studied more closely and accurately. It will give more comprehension to construct

the object studied. There are five notions to be explored, namely, 2006 Curriculum, genre- based

approach, textbook design, evaluation, and textbook criteria.

1. The 2006 Curriculum

Curriculum is basic for managing learning. It covers many aspects and becomes the

guidance to teachers and learners. Richards (2005) states that a curriculum not only covers the

content, but also the goals of the teaching program as well as the activity which will form part of

learning experiences for a given group of students. In short, it was concerned with objectives and

methods as well as content. It also involves evaluation based on the objectives provided.

Murcia and Ohlstain (2000) also state that a curriculum is a document of an official

nature, published by a leading or central educational authority in order to serve as a framework or

a set of guidelines for teaching of a subject area in abroad and varied contexts. This means that

the curriculum becomes the basic for developing learning and teaching process in various levels,

condition, programs and schools. It provides the broad perspectives that can be applied in any

specific context.

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Thus, a curriculum is document stated the framework of teaching learning process- in our

case language program- which is developed by education authority. It consists of approach,

design and procedures. Approach provides the basic theory of language and language learning ;

design gives us the objective, syllabus, learning activities, roles of teacher, learners and material;

while procedures reflects classroom techniques, practices, and behaviour when the method is

used (Richards and Rogers, 2001).

Indonesia National Education Department has issued the current curriculum i.e.

Kurikulum Tingkat Satuan Pendidikan (KTSP) or School Based Curriculum (SBC) or Curriculum

2006 as the curriculum for education. It implies competence based curriculum in teaching and

learning English. Based on Permen No 22 / 2006, the basic standard is developed by Badan

Standar Nasional Pendidikan or National Education Standard Board. It provides some standard

competency of every school levels, the first appendix is for elementary schools, then the second

appendix is for secondary schools and the third appendix is for Sekolah Menengah Atas (SMA) or

Senior High School (SHS) level. The third appendix of point 38 states about the Standar Isi (or

Content Standard) of English learning for Senior High School. It states about the background,

objective, content, and standard and basic competency, or Standar Kompetensi dan Kompentensi

Dasar (SK and KD) of each level in every semester. The complete text can be seen in the

Appendix A.

The background gives the concept of language as a means of communication in spoken

and written activities. Learning English leads to improve the learners’ competency to achieve

certain level of literacy. The level of literacy ranges from performative, functional, informational,

and epistemic. The literacy level of SHS is the informational level. The informational level

means that learners can access knowledge and science through their language ability, because the

SHS learners are prepared to be university students. It is different with Junior High School which

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is on the functional level. The level refers to the competency of using language in daily life in

spoken and written, such as, reading newspaper, manual and guidance.

The objectives of SHS curriculum describes into three points i.e. developing

communication competence in written and spoken into informational level; having awareness

about the nature and importance of English for competing in global world, and improving

learners’ understanding about language and culture.

The content of teaching and learning English covers discourse competence to understand

and produce spoken or written text in the informational literacy level; competency in

understanding and creating functional texts in some genres provided and the supporting

competency such as linguistic competence, socio-cultural competence, strategic competence and

discourse competence.

The last part is the list of standard and basic competency for each semester. It consists of

listening, speaking, reading and writing parts in Standard Competency and is divided into some

basic competencies. It also states the text being given for each semester and some addition for

language program in XI and XII level. Narrative text occurs in all semester, while level X

accompany with recount, procedure (semester 1), descriptive and news item (semester 2) texts.

Level XI requires narrative, report, and analytical exposition texts in semester 1; spoof and

hortatory exposition in semester 2. Although the program of science, social and language already

applies, there is no difference in the material. The language program will be added with public

speaking and simplified literary works. The last level, XII, provides explanation and discussion

texts in semester 1 and review in semester 2 instead of narrative text. The language program will

also be added with public speaking in debate and speech and modern literary works such as songs

and short story.

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This curriculum officially implemented in 2006. Every school has their own right to

manage and organize their curriculum, but the standard and basic competency must be stated and

involved in their curriculum. They can add more competency if they think that their school has

more competency than the stated ones. The potential of every school can be improved and

elaborated in their curriculum. In such a way, every school has their own competitiveness with

the others.

2. Genre-based Approach

The 2006 Curriculum is basically used genre-based approach in English learning. It learns

language through various kind of genres in social context ( Rozimela, 2005). It begins with the

whole text as the unit in focus rather than the sentence. The preoccupation is thus the creation of

meaning at the level of discourse and not the acquisition of syntactical forms: "rather than dealing

with discrete instances of language, there is recognition that meaning accumulates and evolves

over a stretch of text" (Derewianka, 2003). Here, a "text" refers to "a piece of language in use",

which is a "harmonious collection of meanings suitable to its context" and hence has "unity of

purpose" (Butt, Fahey, Feez, Spinks and Yallop, 2001). The focus on whole texts implies

recognition that there is a higher level of order and patterning in language than just the sentence -

grammar at the level of discourse organization and meta-patterning of grammatical features.

Genre-based approaches emphasize that this higher order must be attended to for effective

language use.

Genre approach was influenced by Systemic Functional Linguistics. It concerned with the

ways we use language as a resource for communication rather than with rules ordering

grammatical forms. The relationship between text and context is central to the framework as

interaction can only be understood by seeing them in social setting. Texts are seen as being

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connected to particular context at two levels: register and genre. When someone makes a text, he

chooses the register among three dimensions (Lin, 2006).

Field, as the social activity in which people are involved and what the text is about, will

influence the certain vocabulary they use, the topic and focus of the text. Then, tenor will show

the relationships between the speaker and listener, whether it will be formal or informal text.

Finally, mode will reveal the spoken or written text used by speaker. The three dimension will

influenced not in chronological order, tenor may come first or other vice versa. Register variables

basically explain the intuition that we do not use language in the same ways to write and speak, to

talk to our friend and our boss, to talk about writing and fishing. Genre will appear when they

want to express their language as for social purposes. The language or texts used are influenced

by three dimensions above. They will influence each other.

Genre based approach developed in Australia. It is based on assumptions about some

paradigms in learning language (Feez, 2002). The first assumption is learning language is a social

activity. It means that students learn through language use in the society. Language learning is a

social society and is the outcome of intensive collaboration between teachers, students and others.

They will interpret the language in society and organize it into their knowledge. Then they will

apply how it works in the social activity.

The second one is learning occurs effectively if teachers are explicit about what is

expected of students. It comes from the natural approach that has gained their popularity in

decades in language learning. Students should learn naturally and unconsciously, if they are

exposed to the suitable language input (Krashen and Terrel in Feez, 2002). The interaction

between students is the most important things to build the knowledge and skills being negotiated.

Teachers will not interrupt their process. Monitoring is just limited, intervenes where necessary in

the learning process. It provides students with explicit knowledge about the language text.

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The third assumption is that the process of learning language is a series of scaffold

development steps. This is based on the language theory providing by Vygotsky and Brunner

about the zone proximal development and scaffolding (Feez, 2002). Both are the basic

consideration in this approach. Through social interaction and joint construction, learners will try

to work in their “zone” between level of independence performance and potential performance.

Through this mediation, the use of tools plays the key role at every point, with sign systems being

the primary tools, and language being the key sign system, and hence, key tool for mediation.

Vygotksy ( Lin, 2006) proposes the notion of Zones of Proximal Development (ZPDs), zones

between what he calls 'actual' development (what the learner can do independently) and 'potential'

development (what the learner can do in the future, with the help of others now). Every act of

learning occurs within a ZPD, building on what the learner already knows and can do, and is first

inter-psychological (social) before it is intra-psychological (psychological). Learning begins by

being object-regulated, and then is others-regulated, before it is self-regulated. It is crucial to

understand the pedagogical design in every learning activity as in the stages of object-regulation,

others-regulation, and self-regulation (Lin, 2006). Vygotsky also proposed collaboration between

teachers and students as the way to form the language. Brunner used the term “scaffolding” to

describe the teachers’ role in the collaboration. They will contribute to support the learners’

independent. That is why the approach put joint construction and scaffolding as the main stages

in language learning.

The consequences of those assumptions are that the cycle in teaching and learning

activities consists of stages so that students gradually gain independent control of particular text-

types (Feez, 2002). The stages are (1) Building the context, (2) Modeling and deconstructing the

text, (3) Joint construction of the text, (4) Independent construction of the text, and (5) Linking

related texts.

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Each stage is designed to achieve different purpose in the cycle of teaching and learning.

Each stage, therefore, has their characteristic activities. The building context will explore features

of the general cultural context in which the text-type is used and the social purposes the text-

types achieves. Besides, it also introduces to the social context of an authentic model of the text-

type being studied (Feez, 2002). The second step is modeling and deconstructing steps. Learners

will investigate the structural and language features of the models, after that compare the models

with other examples of the text-type. The next step is joint construction of the text i.e. learners

begin to contribute the construction of whole examples of text-type and teacher gradually reduces

their contribution, as the students move to being able to control the text-type independently. The

fourth step is independent constructions of the text. Learners already work independently with the

text and it is used as their achievement assessment. The last stage is linking to related text. This

stage exposes learners to investigate how what they have learnt in the learning can be related to

other text in the same or similar context.

The last stage is not familiar with us because the curriculum prefers using Hammond

models. It covers only the four stages (BKOF, MOT, JOT and ICOT) without the last one.

Building Knowledge of Fields (BKOF) is similar with building context in the Feez first stage.

Modeling of the Text (MOT) closes with modeling of text in Feez’ second stage. The third stage

or Join Construction of Text is like what Feez has in the third stage. The last stage is Independent

Construction of the Text. It is similar with the fourth stage from Feez’s stage.

3. Textbook design

Curriculum, syllabus and learning material are inseparable. Since curriculum reflects a

view of language and language learning, it gains attention in the change of new curriculum. The

teachers should select learning material based on approach used. Learning material is a key

component in most language programs. The learning material is the basic input for students in

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classrooms (Richards and Renandya, 2002). Learning material for learners can be found in many

forms i.e. printed or non-printed material, and also some materials that are not design for

instructional use such as magazines, newspaper and TV materials (Richards, 2005). Textbook is

one of the most currently used by teachers.

Producing textbook is not a simple matter. An author must have detailed knowledge of the

process of schooling, of the nature of the curriculum, of the psychology of learning as well as the

subject matter and the sequencing of the books in the field. He must be able to write and express

ideas clearly for students at the suitable grade level. They must have expertise in a number of

aspects relating to education (Albatch and Kelly, 1998). Some aspects must become the

consideration if they want to be a suitable and sophisticated ones.

Developing from curriculum into material presented in learning activity is not a simple

matter. Material draws on the content of syllabus, reducing broader objectives o more

manageable one (Dubin and Olshtain, 1994). Hall in Tomlison and Masuhara (2004) started

developing in designing textbooks or materials by the question “How do we think people learn

language”. This question will lead to step in articulating the main theories of language learning,

profile of target learners, list of objective and aims, list of procedure which could help to match

the theories, the profile, the objectives and the aims in principal ways and develop a flexible

framework using procedures from our list.

Having prepared the framework, the writer will collect the text that suitable with

competency standard and basic standard in curriculum. It can come from literature, songs,

newspapers and magazines, non-fiction books, radio and television programmes. Then, they are

selected based on the cognitive and affective aspects of learners’ level. Texts should engage

closely with audiences. Socio-emotional environment of students become our consideration.

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The next step is re-engagement the text selected. It is important to design activities which

help the target learners to achieve similar engagement. The designing activities in learning

process are the next step. The activities should ask the learners to visualize, draw, think, mime,

share their knowledge and anything that help activate connection their mind which will help them

when they start to experience the text. Writer should design experiential activities that give

proper exposure for audiences.

Then, the text selected and activities provided should be completed the illustration.

Illustration is used to provide visual explanation for something that may be unfamiliar to the

learners. Moreover, it gives aesthetic experience and increases the impression and motivation of

learners. The positive attitude will assist much to gain the language acquisition (Hill in Tomlison

and Masuhara, 2004).

Further, design and lay out of textbook should be aware. Good layout can play significant

role in attracting attention, aesthetic response and providing consistency. The factors that

contribute to good layout include positioning, size, sequence, use of space, balance of visual and

text, and separation. Meanwhile, the design is an overall plan which governs the appearance and

functions of material. It involves general decisions about the use of colour, icons, fonts, boxes,

italics, illustrations, etc to make the material appealing and easy to use.

The main point that material or textbook should match learner needs and wants and

principles of language learning, and that they should developed in ways which provide flexibility

of use as well as coherence of connection. The best way to gain this is to consider both the target

context of use and writer principles and experience, and then develop a framework to guide the

development of units.

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4. Evaluation

The term evaluation may have long history in learning. We often heard the term in many

cases especially in learning. The evaluation test, summative or formative evaluation is some

terms that may be familiar with us. Actually, evaluation is a systematic way to gain information

about activities, characteristics and outcomes of program, product, policies, and organizations to

make judgments, improvement, effectiveness or decision about future (Patton, 2001 and Trochim,

2006). Having done evaluation, we can get useful feedback to improve the effectiveness and the

quality of objects evaluated. The evaluation research must be on the qualified data. The data

should be acquired through systematic and empirical ways. Then, those will be analyzed carefully

and thoughtfully. Evaluation has become one of the research methods in the post modernism.

The effectiveness becomes the main goals in the evaluation research (Patton, 2001). It

means to test the object in the fields we want to evaluate. The weakness and strength of the

objects evaluated will become useful feedback. The useful feedback will affect to the variety of

audiences including students, teachers, headmasters, local and national government, publisher,

society and other relevant constituents. The result will be the basic element in decision making

for improvement and better understanding. It means that after we evaluate much about a

phenomenon, we can get better and clearer way to do our activities. We can do self-evaluation to

become more autonomous in our life.

There are two major kinds of evaluation i.e. summative and formative evaluation.

Summative evaluation refers to determine the program effectiveness. It evaluates the effect and

outcome of the program or object evaluated. The purpose of this type is to judge the overall

effectiveness to inform major decision whether the program should continue. It summarizes by

describing what happens in the program evaluated, assessing whether the object have caused

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some changes or not, determining the overall impact of the program and may estimating the

relative cost associated with the object ( Trochim, 2006)

Formative evaluation tends to improve the program being done. It will strengthen the

object evaluated. Besides, it examines the delivery of the program, implementation on the fields

and assessment on organization context, personnel, procedure, input and so on. This result will

shape the thing being studied. The findings are context specifics (Patton, 2001).

Concerning the material evaluation, Tomlison and Masuhara (2004) have suggested that

there are three types of material evaluation. They stated pre-use evaluation, whilst-use evaluation

and post-use evaluation. The first one, pre-use evaluation, refers to examine the future potential

or performance of a textbook. It is usually impressionistic, subjective and unreliable, but those

can be reduced by giving criterion-referenced. While the second one, whilst-use evaluation, is

designed to examine material that are currently being used. It can be more objective and reliable

than the first one as it makes use of measurement rather than prediction. However, it is more

limited to observable aspects, i.e. the clarity of instruction, layout, and comprehensibility of text,

flexibility of the text, and achievability of the tasks, appeal of the materials and motivating power

of the materials. Most of them can be predicted during an open-ended question, impressionistic

observation of material in use but greater reliability can be achieved by focusing on one criterion

at a time and by using pre-prepared instrument of measurement. The last type of textbook

evaluation, post-use evaluation, is designed to examine the textbook that has been used. It can

measure the actual effects of the materials on the users. It can measure such short term effects as

motivation, impact, achievability and instant learning and such long term effects as durable

learning and application. The textbook evaluation by SHS teachers is varied. Some may already

use the textbook and will change for the next semester, or the others already use the textbook and

feel satisfied with the one. While the others have already used the textbook in their learning

20

process, they find some weakness and strength of it. It will show their judgment and

improvement when they use the textbook in learning activities. They will take some activities to

make their textbook become more suitable and effective for their learners. They continuously try

to examine or evaluate about it.

Evaluation must be done by some teachers, because it is impossible to understand the

problem only by one participant (Nielsen and Molich, 1990). It should involve some evaluators to

examine the interface and judge its compliances. Therefore, it is possible to improve the

effectiveness of the method significantly by involving multiple evaluators. Nielsen (1994) argues

that it is not true that the same person will be the best evaluator every time. One cannot just

identify the best evaluator and rely only on his/her findings. He recommended three or five

evaluators since one does not provide that much additional information by using large number.

Thus, this study prefers using summative evaluation in the research. We attempt to

understand the judgment and improvement of the product through teachers’ evaluation after they

apply the textbook in their teaching and learning process. They will find some good and bad or

strength and weakness points of textbook and some action they do to improve or apply it in their

learning. Teachers evaluate the textbook based on the aspects in detail so we can get clear and

comprehensive meaning of it. The evaluators will be taken from teachers with at least ten years

experiences in teaching. They will be interviewed. The interview attempts to reveal the teachers’

evaluation of textbooks based on the 2006 Curriculum.

5. Textbook Evaluation

The evaluation of textbooks involves many categories and aspects. Textbooks are

designed based on the curriculum. The curriculum develops into syllabus design, program

implementation and classroom implementation. A systematic evaluation, therefore, will enable

the managerial and teaching staff of a specific institution or organization to determine among all

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of the available textbooks on the market. Moreover, it will provide for a sense of familiarity with

a book's content thus assisting educators in identifying the particular strengths and weaknesses in

textbooks already in use (Gomes, 2000).

Jahangard (2007) states some aspects in evaluating textbooks proposed in ten checklists

by different authors and thirteen features to do the evaluation. There are (1) good vocabulary

explanation and practice, (2) approaches educationally and socially acceptable to target

community, (3) periodic review ad test sections, (4) suitable visual material available, (5)

interesting topics and tasks, (6) clear instructions, (7) clear attractive layout, print easy to read,

(8) content clearly organized and graded, (9) plenty of authentic language, (10) good grammar

presentation and practice, (11) fluency practice in four skill and (12) encourage learners to

develop own learning strategies and independent in their learning.

Ansari and Babaii (2002) also give some criteria in textbook evaluation. They attempt to

have a close scrutiny of a corpus of 10 EFL/ESL textbook reviews plus 10 EFL/ESL textbook

evaluation checklists conveniently sampled. Otherwise, they are not really certain whether these

characteristics are actually operative in all EFL/ESL textbooks. They provide four major

categories in the textbook evaluation i.e. approach, content presentation, physical make-up and

administrative concerns.

Indonesian National Education Standard Board or BSNP (2007) has also released the

criteria of textbook evaluation based on the 2006 Curriculum. This evaluation is more complete

and comprehensive than others. It becomes the tools to select whether the textbook suitable or not

in this curriculum. It covers the suitableness in subject or content, language, presentation and

other categories. The description of four aspects can be seen below.

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a. Content

Hutchinson and Torres in Crawford (2002) stated that textbook should give a useful map

or plan for the students and teachers what is intended and expected from curriculum. Some

component refers to content namely (1) the suitableness of material between the competency and

content standard stated in Permen 22/2006; (2) the accuracy of material; and (3) material

supporting learning activities.

The first sub component of content is the suitableness and coverage of material between

the content with competency and content standard. This sub component refers two aspects i.e. the

coverage of material and the level of difficulty. As stated in Permen 22/ 2006, there are some

interpersonal, transactional and functional texts that should be covered in each grade. The

interpersonal text is the language that usually used in learners’ daily life to maintain the

conversation, such as introducing, greeting and parting, inviting someone, and many things. It is

not an easy task because the structure is dynamic and unpredictable (Depdiknas, 2004).

Meanwhile, transactional text will talk about how to communicate something must be done. It

will be easier if we ask someone to do something; we buy an apple in the supermarket, and so on.

The SHS will tend more in interpersonal than transactional ones. Junior High School (JHS) is on

the contrary of it. While the functional text will cover some short functional texts, such as,

advertisement, brochure, memo and simple monolog functional text or essay, such as, procedure,

descriptive, recount, narrative, report, news item, analytical exposition, hortatory exposition,

spoof, explanation, discussion, review, and public speaking. The textbook must cover the three

type texts needed in each level.

It must have certain level difficulty of material provided. It should help students to reach

the competence required. The textbook must provide much exposure in modeling of the text. The

exposure must be sufficient for students to acquire the text. The students must acknowledge the

23

basic of each text in such a way that they will understand and acquire the text provided. Richards

(2005) stated that we can maintain the quality of the program since all learners gain same

exposure, language model and input. Besides, it must explain explicitly about the social function

and communicative aspects of the text. This means to acquire not just the form of the text but also

the meaning and communication function of the text in daily life. The textbook should provide

good exposure and scaffolding for learners to acquire the target language levels required. It can

fulfill the teachers’ need in teaching and learning activities, whereas the learners can have

comprehensible input in acquiring the language. The last is giving guidance for students to

produce text whether in spoken and written ones. The textbooks must provide many types of task

i.e. from the guidance task into free task. The learner must be given step by step to produce the

text with their own idea based on communication and social functions.

The second sub component is the accuracy of material. It refers to the social function, the

structure of the text and the linguistic feature. The text used must be developed based on the

social function of text concerning to daily activity of learners, each text has their own function in

communication acts; for example the functional text is intended to certain function of the text;

recount for narrating their personal experience; procedure for giving the how to do or to make

something and other function of the text. Besides, the materials must be composed in the logical

and systematic ways. The structure of the texts get enough exposure in the textbook, for instance,

the structure of narrative covers orientation, complication and resolution; the report text covers

the general characteristics of person, things or animal. The linguistic feature of certain text also

provides in the textbook which relates to suitableness and acceptable communication.

The last sub-component of the content category is the supporting learning materials. This

component refers to the current of material, developing life skills and the multi cultural approach.

The authenticity means that the references used must be the latest and have close relationship

24

with the texts required. It will be easy to access by teacher or learners. The material should be

well understood by learners. The second one refers to develop learners’ life skills in their life, for

example, the learners improve their autonomous, tolerance, curiosity to learn something, having

better academic and vocational skills. The material and task given must contribute to the learners’

competence instead of language competence. Then, the aspect of cultural becomes another

consideration. Language and culture has a tight relationship. Both are inseparable, the textbooks

will become better if they are also able to develop the learners understanding about other culture

especially English speaking countries. Crawford (2002) suggested that material need to be

flexible enough to cater to individual and contextual differences.

b. Language

The component of language in the textbook covers two aspects, namely, the suitability

with the intended group and communicative aspects. The first aspect of language suitableness

concerns with the cognitive level of learners. The language use in the textbook should be in the

level of learners’ competence. Language should be understandable and easy to comprehend by

the student; moreover, it is possible to give one or two level above the learners’ level. That can

improve the learners’ ability as stated in the nature of genre approach where we have Zone

Proximal Development (Lin, 2006). We must move from their “actual” development into their

“potential” development. The second one is that language also suits with the learners’ social-

emotion. The text, environment, topic and discourse among youth must be the priority. Besides,

the choice of word or diction should be close enough to the learners’ discourse in such that they

feel well with language in the textbook. They will meet their “world” in the textbook.

The communicative aspects will cover the clarity of language and the correctness of

grammar used. The learners must understand well about the language use in the textbook. The

direction and tasks must be easy to understand in the learners’ level. They can do the activity

25

without any difficulties. It allows providing difficult words to improve students’ competency.

Then, the grammar used must be suitable and acceptable based on English standard language but

it must also provide some language use in communication in daily life that may little bit non

formal languages.

c. Presentation

The presentation or design of the material presented in textbooks must become the next

account. There are three aspects must be considered, namely, the organization of presentation, the

learning activity presentation and the information adequacy. The organization refers to the

coherences and cohesion in text. Every part or unit of the textbook must be logically and

aesthetically consistent and holding together as harmonious whole. Parts or units must be closely

related each others. They should be in good relationship among the ideas and text used. Then, it

considers with the systematic ways of presenting material and the balance material among the

chapter or unit. Each unit must have certain pattern in presenting every unit. It will make the

teachers and learners easy to follow the material provided. The step is started with spoken cycle

then with written cycle. Besides, the step used is in presenting also should be based on the 4

steps i.e Building Knowledge of the Field (BKOF), Modeling of the Text (MOT), Join

Construction of the Text ( JCOT) and Independent Construction of the Text (ICOT). The material

provided for each unit or chapter should be in balance. The exposure given in some unit should

be in proper ways.

More over, the learning activity presentation presented in the textbook must be learner

centered. They must encourage learners’ to have communication acts among learners with

teachers and the environment. It must also improve the learners’ autonomy to acknowledge their

competence in learning and communication. The task done by learners must improve their

26

autonomy and self-evaluation. Thus, they can acknowledge their weakness and strength in

learning English.

The last aspect concerns with information adequacy of textbooks. The design of textbooks

must inform to the learners or teachers suitablely. The introduction part of textbook must cover

the foreword or preface, which guides the users to comprehend the objective of author in writing

textbook and some consideration about that, and table of content, which make the users easy to

comprehend the textbook, find the unit needed and some topics inside. The body of textbook is

the second part. It must involve the guideline or book map, type of task provided, references and

summary evaluation. The guideline is needed to make the learners efficiently use the textbook.

They will acquire the steps provided and the purpose of the task. The task also should be varied

and ordered from the simple to complex one. The reference of the material must be easily

accessed by the learners and teachers. The summary evaluation of each unit can be a means of

recasting or resume for the material studied. It can be easily understood and followed by learners.

d. Other Categories

Other categories are the aspects of textbook that may not be directly connected to the

content and language of textbook but it has the value to the textbook. These categories concern

some practical things with textbooks provided by Garinger ( 2002). The aspects of textbooks in

their graphic layout, price and availability is some of them. The good graphic layout will attract

the reader or user to use the textbook. The illustration, layout, cover design and some book

appearances will give more value to the book. Picture is often more meaningful than hundreds of

words. Colour and illustration are learning aids to emphasis important points and direct attention

in details. Learners will have more motivation to learn through the book if they are encouraged to

open book. While the price of textbook is ridiculous among the users, it is very subjective matter

since the learners may come from different social status. Maxwell (1999) says that textbook

27

should be reasonable priced so that every learner could buy it. The availability becomes other

consideration of textbook. It is useless when the material is not easy to get though it belongs to

the best one. The availability becomes crucial when we talk about remote areas or remote school.

Learners may get difficulty in gaining the textbook around them.

Perhaps, no neat formula or system may ever provide a definite way to judge a textbook.

However, at the very least, probably the application of a set of universal characteristics of

EFL/ESL textbooks may well help make textbook evaluation a coherent, systematic and

thoughtful activity (Ansari and Babaii, 2002). This research uses BSNP textbook criteria as the

theme to evaluate textbooks. The content, language, presentation and other categories will be the

four main categories.

B. Theoretical Framework The changing of curriculum will influence many aspects in learning teaching. The

approach, design and procedure will be modified into the recent curriculum. The old paradigm

may be different with the new one. Teacher must implement this change into their classroom

activities.

The Indonesian Education Minister has launched the 2006 Curriculum as the basic for

every education in Indonesia. Textbooks implemented the content of curriculum into practice.

They are regarded as the single most important instructional material. The old materials that are

not suitable with this curriculum should be eliminated. It is accepted by publisher as the great

advantages in providing materials or textbooks for teachers and learners. They provide many

textbooks based on the recent curriculum labels.

Genre - based approach is the current approach used in the 2006 Curriculum. The

approach basically uses texts as the main point in teaching learning process. Learners must

acquire some kind of texts and their function in communication. The previous curriculum already

28

tends to communicative competency, but this curriculum goes beyond by giving the

communicative suitableness in relation with social function of the text (Kern, 2000). It reflects

language use and revising in communication. Thus, textbook must have criteria based on the

approach used. The content, language, presentation and other categories must be suitable with the

new approach.

Teachers must evaluate the textbook provided by publisher to find the most suitable

textbook based on the 2006 Curriculum. To know the teachers’ evaluation on textbooks, I need to

know their narrative stories concerning the textbook evaluation. This is in line with the current

post modernism view regarding that truth does not belong to the dominance instead people seek

and perceive a phenomenon from various different angles including individual’s point of view.

Therefore, their evaluation of textbooks will probably be perceived differently by different

teachers. In line with this, I need stories from individual teachers through interviews as well as

written documents. The participants have to describe their evaluation of textbooks and I attempt

to interpret their interpretation on the issue.

This study attempted to interpret the SHS teacher’s evaluation of textbook based on 2006

Curriculum. Teacher has their autonomy to choose the best material for their learners. They must

decide which textbooks will become the most suitable aids to acquire the competency required.

The content, language, presentation and other categories of textbook should be evaluated to get

the good result. In their evaluation, they will give their judgment and improvement when they

evaluate the textbook. This study was helping teachers to develop effective materials for

themselves can help them to become more positive, confident and effective teachers.

From this theoretical framework, the pre-figured themes are constructed in order to guide

this study to describe the research context, and limit the data gathering. I also use this to limit the

scope of the study. Using the pre-figured themes, it is hoped that it can also limit the scope of the

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participants’ narratives. Table 2.1 and 2.2 shows the blue print of pre-figured themes in this

study. This functions as the main reference in accomplishing this study.

Table2. 1. Blueprint Pre-figured themes of Textbook

Construct Category 1 Category 2 Indicator 1 Indicator 2 Interpersonal

Transactional Coverage of the material Functional text

Exposure The communicative aspect of the text

The suitableness of Competency Standard and Basic Competency

The level of difficulty

The guide to produce the text Interpersonal

Transactional Social Function

Functional

The theme of interpersonal and transactional text Generic structure of the text The generic structure of functional texts and essay

The accuracy

Linguistic features and lexico- grammatical

The suitableness and acceptable language in communicative The accessibility of sources Current information Up to date material

Life skills Personal, social, academic and vocational

Content

Supported material

Multi cultural approach Understanding and appreciate other culture

The cognitive level The level of students Suitable with intended group The social and emotional

environment The use of familiar language and context

Understandable The ease of comprehension

Language

Communicative The language use Standard or non standard language

Sequential Spoken and Written Cycle BKOF. MOT, JCOT and MOT

Cohesiveness and comprehensible

Relation among unit The organization of presentation

The balance among Chapter/Unit/part

The material develop in balance

Student centered Student can do task themselves Creativity and critical thinking Improve text using their own ideas

Autonomous Produce the text without teacher’s help

The learning activity presentation

Self evaluation Know their weakness and strength Introduction Preface and table of contents

Guideline, map of the book Type of task: guided, Semi guided, and free Contents

Summary and reflection Glossary and Index

Presentation

Information adequacy

Closure Bibliography Graphic layout The illustration, packaging Interesting, good binding Cost Expensive or cheap

Textbook

Other Categories Availability Easy to get

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Table2. 2. Blueprint Pre-figured themes of Evaluation

Construct Categories Indicator Judgment Good, Fair, Poor Evaluation Improvement The solution or adding material

The teacher will evaluate textbook by giving some judgment about the content, language,

presentation and other categories of it. If they find some aspects that are not suitable with it, they

will improve the material to get better result. As autonomous teacher, they will always make

attempts by some innovation and creativity in their learning to their best knowledge.

Teachers (in groups, at their schools, in Seminar Workshops, etc) are urged to exercise

their right to create multidisciplinary evaluation checklists as preparatory decision-making for

taking on another cognitive challenge, namely that of applying key-concepts across ESL/EFL and

other curricular subjects/disciplines (Gomes, 2000). They will evaluate based on their

competence and it may have distinctive paradigms in evaluating textbooks.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter provides some methodology and procedure implied in this study. It is very

important to have a systematically answer to the research question we have. This consists of five

main sections, namely (1) research method, (2) nature and sources of data, (3) instruments, (4)

data gathering techniques and data presentation, (5) data processing, and (6) trustworthiness.

A. Research Method.

This study was a phenomenological research. It sought to reveal how human

consciousness is implicated in the production of social action, social situation and social words;

meanwhile it will illuminate the human meaning of social life. The focus was on exploring how

human beings make sense of experience into consciousness, both individually and as shared

meaning (Patton, 2002). It identified the “essence” of human experience concerning a

phenomenon, as described by participants in a study. Understanding the lived experience marked

phenomenology as a philosophy as well as a method, and the procedure involve studying a small

number of subjects through extensive and prolonged engagement to develop patterns and

relationships among meaning (Cresswell, 2003). In this study, I attempted to explore the studied

phenomenon, namely the SHS teacher’s evaluation of the 2006 Curriculum-based English

textbook, through whatever information that I got from interviews and document checks. This

information was used to understand the teachers’ evaluation toward textbook based on

curriculum 2006 by knowing how they judge and improve about it. In this case, to answer the

research questions, I find out the teachers’ evaluation based on what they understand, judge and

improve toward the textbook based on 2006 Curriculum. Using several sources of data, I could

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triangulate the data, so that depth data would be obtained and trustworthiness of the result of the

study could be increased.

This study took qualitative research. It was qualitative because I made knowledge claims

based primarily on constructivist perspectives, i.e. the multiple meanings of individual

experiences (Cresswell, 2003). I interviewed with people about their experiences and perceptions.

I tried to capture and communicate the participants’ stories about textbook evaluation. Evaluation

study had all elements of a good story. It told what happened when, to whom and with what

consequences. The purpose of this study was to gather information and generate findings that are

useful (Patton, 2003). Understanding the evaluation and participants’ stories was useful to the

other as the novel information to decide about the program. It must be valuable and credible

information for intended users. The qualitative findings in evaluation could illuminate the people

behind the number and put faces on the statistics to deepen understanding.

B. Nature and Data Sources

Phenomenology often works with interview to get the narrative story from participants;

therefore the nature of data was narrative as obtained from in-depth interviews. It investigates

social products as humanly meaningful acts. That refers to essence of people, objects and

situations (Miles and Huberman, 1994). Participants have “raw” experience, which is then

converted into words. It tells the participants’ stories.

The sources of data were (1) three teachers as the participants of the research, (2) the

students of three participants’, and (3) the textbook as document checks. The teachers were

selected purposively from some senior high school teachers in Sleman regency after I had

preliminary interviews. They were Mrs. Sri, Mrs. Yanti and Mrs. Ana. This is in line that

evaluation must be done by some teachers, because it is impossible to understand the problem

only by one participant (Nielsen and Molich, 1990). I selected them because the participants had

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rich experiences in teaching and evaluating textbooks. Fortunately, two of them, Mrs. Sri and

Mrs. Yanti often attended book review in Sleman regency and Yogyakarta province level. Both

usually invited when Pusat Perbukuan (Pusbuk) or Book Center Board had textbooks review in

Yogyakarta or Sleman. They also had more than ten years experiences in teaching, so they could

compare the previous curriculum with the 2006 Curriculum. I had known them since I was a new

teacher in 1992. I knew their competence well. They were rich sources participants. We also

involved in English SHS teachers association in Sleman regency or Musyawarah Guru Mata

Pelajaran (MGMP). Moreover, Mrs. Ana had got scholarship to take short course in China about

language education some years ago. Their schools became the “school model” for Sleman

regency. They also used the same textbook as their main sources in teaching materials with some

additional material in their class. In short it can be seen in the table below

Table 3.1 Research Settings and Participants

Settings and Participants

Institution Age Length of Teaching Experiences (years)

Mrs. Sri SHS/state 52 26

Mrs. Yanti SHS/state 43 23

Mrs. Ana SHS/state 45 22

I also took some of their students as the participants to have triangulation. I maintained

what they said in their narrative. All narratives are recorded. Beside I also check the textbooks as

the document check. The textbook used is “Look Ahead”. It is published by Erlangga, Jakarta

and the authors are Eudia Grace and Th.M. Sudarwati. Fortunately, all participants use this

textbook as the primary textbook. In brief, the interviews of teachers and their students, recorded

or audio taped and document check are sources of data which enable me to triangulate between

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different aspects of the same things. As stated by Patton (2002), one of the basic types of

triangulation is the data triangulation. In this case, I use a variety of data sources in order to get

more comprehensible and reliable data.

C. Instruments

The instrument used in this study was interview and document. Interview is an open-

ended and structured question and probes yield in-depth responses about people’s experiences,

perceptions, opinions, feelings and knowledge. It consists of verbatim quotations with sufficient

context to be interpretable (Patton, 2003). The interview technique was chosen because as cited

by Patton (2002), as a method of inquiry, interviewing is most consistent with people’s ability to

make meaning through language. Using interviews, we can also find out how the participants

have organized the world and the meanings they attach to what goes on in the world. Using

interviews, we can find out what is in and on someone else’s mind, to record their stories. In

brief, interviews allow us to enter into the other person’s perspective. I interviewed teachers and

students about their evaluation and experience in using textbook. The interview was structured

and conducted based on the pre-figured themes as stated in table 2.1. It intended to elicit view

and opinions about textbook they used. Table 3.2 is some sample of interview questions based on

the blue print of pre-figured themes.

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Table 3.2.Sample of Question based on Blue Print of Pre-Figured Themes.

Category 1 Category 2 Indicator 1 Indicator 2 Questions Interpersonal Transactional

Coverage of the material

Functional text

Apakah buku ini memuat teks interpersonal, transaksional dan funngsional?

Exposure Apakah siswa mendapatkan exposure yang cukup dari buku ini?

The communicative aspect of the text

Apakah buku ini memuat aspek atau fungsi dari jenis teks – teks tersebut?

The suitableness between Competency Standard and Basic Competency

The level of difficulty

The guide to produce the text

Apakah siswa mendapatkan panduan yang cukup untuk memproduksi suatu jenis teks?

Interpersonal

Transactional

Social Function

Functional

Apakah buku ini memberikan fungsi social dari teks-teks yang ada?

The theme of interpersonal and transactional text

Apakah tema teks interpersonal dan transaksional diungkap secara ekplisit dan jelas dalam buku?

Generic structure of the text

The generic structure of and lexicon-grammatical functional texts

Apakah Unsur dan struktur makna ketiga jenis teks tersebut tercakup dengan baik?

The accuracy

Linguistic features

The suitableness and acceptable language in communicative

Apakah pengembangan bahasa yang berterima dan akurat yang digunakan dalam teks yang diberikan sesuai?

The accessibility of sources

Apakah ada relevansi atau hubung antara materi yang ada dengan sumber rujukan yang digunakan?

Current information

Up to date material Apakah materi yang ada cukup up todate atau tidak ketinggalan jaman?

Life skills Personal, social, academic and vocational

Apakah materi yang ada mengembangkan kecakapana hidup atau life skills dari siswa?

Content Content

Supported material

Multi cultural approach

Understanding and appreciate other culture

Apakah materi dalam buku mengembangkan wawasan kebudayaan?

Then I also used the textbook as document because the interview was conducted without

looking at the textbook. When the participants said something that they were not convinced

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enough, I checked the document or textbook they use. For instances, they said that there was no

book guidance for learners, I would check the textbook whether the textbook had it or not.

Document checking is important to support their evaluation about textbook to have more precise

and accurate information.

D. Data gathering techniques and data presentation

The data of qualitative evaluation typically comes from fieldwork (Patton, 2003). The

interviews were the main data resources used to describe and interpret the teachers’ evaluation. I

made firsthand observation as my first inventory or “raw” impression or data to my colleagues in

Sleman regency. Then I talked to them about their experience and perception about textbook as

the preliminary interviews. More formal individual interview was conducted to some rich sources

participants who has been selected purposively. I constructed a set of interview questions used for

it. The in-depth interviews were conducted to all participants and were audio-taped. During the

interviews, I also took notes. This is in line with what Cresswell (2003) recommends that during

the interview; the researcher took notes in the event that recording equipment failed. To conduct

the interviews, I used an interview guide (a general outline of the topics to be discussed) based on

the pre-figured themes concerning the teacher’s evaluation of the textbook. The interview were

recorded and transcribed into written data. Relevant records and document were examined.

Extensive field notes were collected through these interview and document reviews. The raw data

in this field notes were collected into readable narrative description with major themes,

categories, and illustrative case examples extracted through content analysis. Some data were

clarified into document checked. Briefly, the steps of data gathering can be shown in the figure

3.1.below.

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Figure 3.1 Steps of Data Gathering

The data of the research were presented in transcripts of interviews. It would reveal some

selecting narrative’s participants in evaluating textbook. Samples of the data presentation tables

can be seen in Chapter IV, Section 1, under the sub heading ‘Data Acquisition’. Meanwhile, the

complete data presentation can be seen in the suitable appendices.

E. Data Processing

Data processing or data management is important for qualitative research. The data

obtained are usually in words or field notes because the interview is used as the instrument in

Making firsthand observation as “raw” impression about textbook

Selecting purposively rich sources participants

Conducting in-depth interview in recorded and audio taped with notes

Constructing a set of interview questions

Collecting written data based on theme, categories and illustrative examples

Transcribing interview into written data

Making preliminary interview

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gathering data. It consists of amount of raw data from participants. Data should easily be

accessed and carried out in such that the other people can understand and get the point easily.

The first process is refining. The words in raw data are refined into a text that it is clear to

the reader or analyst. The texts may be reduced or simplified considerably from raw data. The

result of this process will be transcript of participants’ interview with “fine” form. The data

transcription is put in the matrices based on the interview questions.

The next step is coding. Coding is the part of the analysis concerned with identifying,

naming, categorizing, and describing phenomena found in the text with reference to the research

questions. This is done in order to find out the core content of the interviews or observations in

order to determine what is significant. Besides, it defines clear categories and organizing the data

based on the previous pre-figured themes. The coding is like the labeling of every utterance; and

indicators would present some clue to a certain condition. The result will be complete table of

every interview with label in coding. The coding begins with interview (Int) and the pseudo name

of participants (Sri, Ana and Yan), then with T as for textbooks and for main categories i.e.

Content (CON), Language (LAN), Presentation (PRE) and Other Categories (OTH). The next is

component and sub-component of those, for instance, Su for Supported Material, Mc for

Multicultural and Cul for Cultural Awareness. The coding will be [Int_Sri]_TCONSuMC_Cul.

These are also applied to other categories. The result will be the transcript completed with code

of the participants’ evaluation. In this way, I can easily look in the category evaluation of

textbook.

Then, the data and coding were presenting in the table. It is done to make the data easier

to analyze. The teachers’ evaluation presented in the table with some column, namely,

description, interview, coding and indicator. The description filled with any circumstances when

the interview goes. Interview was presenting the “fine” form of data.

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Next, I was verbally describing the teacher’s evaluation based on the data presentations.

This would describe the personal evaluation of teacher of textbooks based on the 2006

Curriculum. Because the description was based on the data presentation, it was hoped that it

would be free from the researcher’s interference. This step is to make narrative story of every

participant in evaluation individually. The individual evaluation can be shown in this step.

Afterward, I interpret their evaluation based on the pre - figured theme. To make the

interpretation, I work back and forth between the narrative data and their perspective and

understandings to make sense of the evidence. The narrative evaluation will be linked with some

literature reviews I had in previous chapter.

The conclusion becomes the last step in data processing. These reflect the participants’

interpretation in textbook evaluation. The data are still in “thick” description of interpretation; it

should be simplified and reduced. The whole evaluation of SHS teachers are presented in this

step. As what phenomenologist said, the whole may become a part and the part may become the

whole conclusion. The result will be developed to some suggestion and clarification among the

stakeholders and me. Shortly the step of data processing can be shown in table 3.3 below.

Table 3.3 Steps of Data Processing

Step Process Purpose Result One Refining data To present the “fine” form of data Recorded verbatim data

Two Coding. To find out the core content of the interviews or observations in order to determine what is significant

The transcript completed with code of the participants’ evaluation

Three Presenting in the table

To make the data easier to analyze Complete table of every interview with label in coding

Four Describing the teacher’s evaluation verbally

To make narrative story of every participant in evaluation individually.

Finding of individual evaluation

Five Interpreting participants evaluation

To make sense of the evidence The narrative evaluation linked with some literature review

Six Conclusion To simplify the theme of teacher evaluation The teacher evaluation

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G. TRUSTWORTHINESS

Objectivity and subjectivity becomes two poles of paradigms in study. The qualitative

research has moved toward trustworthiness and authenticity to avoid both poles. It should stand

in neutrality (Patton, 2002). This study must also be conducted in such a way that everyone

involved in it can be trust and neutral. Meanwhile, triangulation is normally thought of as

increasing the validity of qualitative research by getting and comparing ‘multiple perceptions’ of

the same phenomenon. This can be done by establishing relationship between several types of

data got from various resources.

I triangulate the data by capturing and reporting multiple perspectives rather than seek a

single truth by interviewing the students’ of participants. Besides, I also check the textbook as the

document. Thus, I can reduce the bias of the participant’s story about textbook evaluation.

Learners is the subject in students- centre approach, they tell what happen to them in learning

using textbook. When the teacher evaluation is bias, I check the textbook in detail about the

theme they told. These are presented in the discussion of the data.

I also ask the participant to recheck the transcript of interview I had. It is to make sure that

the transcripts present their evaluation without any interference from others. This activity makes

data research more credible and acceptable.

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CHAPTER IV

DATA ACQUISITION, DESCRIPTION AND INTERPRETATION

This chapter will elaborate the data by presenting, describing and interpreting them.

Because this study is qualitative, most of the data are in the forms of words, sentences or

statements. All narrative data are presented in the forms of tables and matrices in order to

facilitate the researcher in making interpretation. In general, this chapter consists of three major

sections, namely (1) data acquisition, (2) description, and (3) interpretation.

A. Data Acquisition

Doing research was really a new experience for me, a novice researcher. In the early

stages, I felt optimist and everything looked promising. Thick books as references and thick data

as sources were already in hand, and then the “master degree” must be in hand shortly. However,

it was just still in “seem” stage not in “so” stage as we have in “so, seem and said” triangle, the

reality or fact has not come yet. It needed hard work. I got many burden in this research. When I

faced “bunch of thick description” data, I was still going “somewhere” and just look at it without

any activities. I must interpret it precisely in such a way that reality will be clear and

understandable.

Phenomenology is exploring how human being makes sense of experience and

transforming experience into consciousness both individually and a shared meaning (Patton,

2002). This requires a method that is able to capture and describe the meaning of phenomenon as

experience or narrative stories from participants. I conducted in- depth interview to gather data

with teachers and students to gain their deep understanding of evaluation. This was done into

42

both teachers and students to obtain the trustworthiness. Moreover, I also checked the textbook as

the document to clarify some bias information among the interviews.

1. Conducting in-depth interview

Interview as the instrument must be prepared well to gain deep understanding of

participants. The inventory questions, as I described in chapter III, were prepared for the

participants. The process of conducting in-depth interview was not an easy one. Selecting rich

sources participants, preparing inventory questions and having interview were complex activities.

Textbooks have become big issues when there is a change of curriculum. It was a big

chance for publisher to take advantages and profit of it. When I attended some meeting in SHS

teacher association recently, many publishers attended to offer their new textbooks. They hoped

that our association would “recommend” their textbook as the main material in Sleman regency.

They offered some financial reward to our association and committee, but it was not an easy one.

Then, I talked to the committee to tell all teachers about this matter. The result was surprising me.

They talked about textbooks they used and some situation in their school. Some said that their

headmaster had already bought a package the textbooks in early period and teacher must use

them whether the material was suitable with recent curriculum or not. This occurred because the

headmaster already engaged “an appointment” with the publisher. They were marginalised. They

had no power to refuse or reject them. Some others said that they used textbooks with “the 2006

Curriculum” labels, in fact that, the content of textbook was still the old ones. The publisher just

changed the cover but not the content of it; they felt that the publisher cheated them. The others

have already found the textbooks that have already implemented the recent curriculum even in

minimal levels. The method and material were already in line with the 2006 Curriculum. After

getting involved in the discussion, I selected three teachers who I considered as rich sources and

had better competence than others. They were Mrs. Sri, Mrs. Yanti, and Mrs. Ana. They were

43

experienced teacher and had implemented some different curriculum in their learning process.

They have taught more than 20 years. I had preliminary interview with them about my research in

textbooks evaluation. They agreed to be my participants. I made an appointment with them to

conduct in-depth interview.

The interview was conducted around March 2009. It was a busy month for teachers of XII

grade because they had to prepare their students for National Examination or Ujian Nasional

(UN). The interviews were delivered in Indonesian language. One of the reasons is that all

participants speak Indonesian. Using Indonesian, they could narrate everything they had in their

minds more fluently and accurately. This happened because they did not have problems with the

Indonesian language. It was hoped that I could obtain rich data from the participants. This would

probably not happen when the interviews were delivered in English. This is because English is a

foreign language. Although the participants are probably good speakers of English, they have

limited vocabulary in speaking English. As a result, they would probably not be able to express

their ideas as completely and accurately as in Indonesian.

Because the study was qualitative, each inventory questions were not strictly used in the

interviews. Sometimes, I should add or omit certain questions. Even, I should re-order the

questions based on the flow of the participants’ responses toward the questions. This was done in

order that I could gain rich data needed in the study. Because of this reason, the real questions

given to a participant were not totally the same as those given to other participants.

Firstly, I called Mrs. Sri. She was a senior teacher in one of reputable SHSs in Sleman.

She was an English instructor around 1990s. She has been the head of English teacher association

in Sleman regency from 1998 to 2004. I joined as a secretary in her periods. She was also joined

textbook evaluation held by Pusat Perbukuan (Pusbuk) in Yogyakarta province many times. She

looked fresh in her 52 age. She agreed to have the interview on March 4, 2009. Morning was her

44

spare time, because she would teach around 11 o’clock. She chose her waiting room in school as

the place of interview at 9 a.m. I came to her school and she was ready to have an interview. I

prepared my MP3 record equipment and inventory questions. The interview went around one

hour. After that, I asked her to call her student to be interviewed. Adel with her bandage on her

arm and Susi with white veil came to the room. They were Mrs.Sri’s students in X level. They

were curious looking at me. I told about my purpose to invite them. They agreed and started our

interview. We talked for a while about their class now. Fortunately, they had a task from their

teacher who could not attend the class. They answered the questions enthusiastically. I

interviewed them around half an hour.

The next participant was Mrs. Yanti. I knew her well since I was fresh SHS teacher.

Firstly, we joined teacher training in Communicative Learning in 1992. Her school was appointed

as the mini piloting for Competency Based 2004 Curriculum. She was the head of English

teacher association in Sleman regency from 2004 until now. I assisted her as secretary. She also

joined textbooks review as Mrs. Sri done. Moreover, she sometimes appointed to design test item

for the national examination. She also joined many teacher trainings held by Education National

Board. She agreed to have interview on March 11, 2009. Actually, she was busy with preparation

for students training, but she spent her time to manage the interview. She invited me at 10.

Unfortunately, when I came at 10, she had a duty to supervise her XII grade students for National

Examination training. Having waited for a while, I asked her to call her student first to have an

interview. He was Budi. He was from X level. He came in a big curiousity, because I had not

contacted him before. Perhaps, he thought that I was a stranger and made something bad to him.

Then, I explained my intention to interview him concerning with textbooks used in English

learning. I also said to him that I have permitted to Mrs. Yanti and got her recommendation. He

could understand and his face became fresh again. He was ready to answer my questions. I took

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my MP3 recorder and began the interview. He answered the question clearly. The interview took

a half an hour. Afterward, Mrs. Yanti came to the room. Then, she asked about my interview with

her student. I said that everything was running well. I began my interview with the question I had

prepared. She explained much about her textbooks. It was an enthusiastic interview. It took an

hour to have the interview.

The last participant was Mrs. Ana. She was an active teacher. She had teaching

experience almost same with Mrs. Yanti. She taught English since 1987. She was also one of the

MGMP committee some years ago. She was busy with her school activity so she has not been

active in MGMP recently. I called her after I had my second interview. It was not easy to go with

her time. Both Mrs. Ana and I had to prepare for pre-last examination. Then she agreed to have

interview on March 18, 2009 in the morning. I came to her school early morning at 7.30 am. I

came to guest room and the security guard called her. She was happy to meet me; we have not

met for ages. She said that she would be happy to help me in finishing my study. I prepared my

equipment for recording. We finished the interview about an hour. Then, I requested her to have

one or two students to be my participants. She called two students Fatia and Hatta. They came

with their white grey uniform. Fatia wore a white veil. I told them about my intention and they

understood about it. We had an intimate interview. Fatia was a funny girl. I spent 45 minutes to

have an interview with them.

Having conducted the three interviews, I collected the record of data and transcribed them

into written data. The data I got was in Indonesian language, so I had to translate them into

English. Then, the data was presented in the table and matrices. It would make them easier to be

described and interpreted.

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2. Data acquisition

The audio of interview are transcribed into words. The data were still in Indonesian

language, so I must translate them into English. The narrative stories in questions and answers

form were put in the table and matrices. The transcription was coded based on the blue print of

pre-figured theme. I selecting the utterances and matched them with the theme. It was not easy to

select the words and matched them since their answers were varied. The questions were same but

I should re-order the questions based on the flow of participants’ responses toward questions. It

was done in order that I could gain rich data needed in the study. Then, transcription was put in

the table of in – depth interview.

I started presenting the result of in-depth interview by giving the description of opening

interview situation. The date and identity of interviewee were presented. Their names were

pseudonym; it was to protect them from feeling embarrassed or harmful. The pre-situation were

presented in the beginning description. The transcription was presented in the table with four

columns. The first one was description, interview, codes and indicator. The sample of table of in-

depth interview presented below

Table 4.1 Sample of Transcript of Interview 3[Int_Ana]

Mrs. Ana [Int_Ana] Wednesday, March 18, 2009. Teacher’ guest room. 08.00 – 09.00 a.m I phoned her on Saturday if I could have an interview with her about textbook. She was busy enough preparing her students for Last Examination but she agreed to have interview next Wednesday. I came to the teachers’ guest room. Her friend called her, she has waited for me. She has taught since 1987. She taught in one of SMA Andalan in Sleman regency. She has been sent China for six months course. She is also active in English teachers association. We have worked together to make an English textbook for Sleman Education Department.

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Description Question and Answer Codes Indicator Q 1 : Buku apa yang dipakai

sebagai text book? A 1 : Look Ahead Q2 : Apakah memuat jenis teks interpersonal , transactional and functional? A 2 : Ada Q3 : Untuk teks functional pendek? A 3 : Tidak ada di buku tetapi saya biasanya pakai dari Jakarta Post untuk teks seperti itu., selain itu juga dari internet, suart kabar local seperti Kedaulatan Rakyat yang banyak kita jumpai tentang lowongan kerja, anak tak suruh cari kemudian mereka tak suruh membuat pertanyaan dari teks itu., bagaimana untuk membuat surat lamarannya dan CV nya secara lengkap.

TCONApCov_Te TCONApCov_Te Improve

The transcription of interview was collected and each was categorized based on

the theme and became their personal account. These personal accounts were the abstractions of

stories of the participants, which could be identified from the tables of the in - depth interviews.

They became the main sources of the personal accounts. Document checks were also taken into

consideration in making the accounts. The main purpose of making these accounts was to know

deeply the personal evaluation of each participant about the textbook using 2006 Curriculum.

Therefore, the account of one participant would be different from the accounts of the other

participants. Because these accounts would be the main source in interpreting the teachers’

personal evaluation of textbook based on the 2006 Curriculum, the presentation of the accounts

should be carefully considered. In this case, I presented the accounts in four column tables. The

48

first column is used for presenting the categories in the form of codes. For instance, I used

TCONApCov_Te for Textbook content suitableness of coverage text in the code column. This was

based on the blue print in the chapter III. The second column was the indicator referred with the

theme in the first column and the account of personal evaluation that refers to indicators was put

in the third column. The fourth column would be the description of the account. Here is the

example of personal account in table 4.2.

Table 4.2 Sample of Personal Account 3 [pa.3-ana]

Categories (codes)

Indicators referred

Accounts Description

TCONApCov_Te

Coverage of text types

Apakah memuat jenis text interpersonal, transaksional, dan fungsional? A2: Ada. Untuk teks functional pendek? A 3 : Tidak ada di buku tetapi saya biasanya pakai dari Jakarta Post untuk teks seperti itu., selain itu juga dari internet, suart kabar local seperti Kedaulatan Rakyat yang banyak kita jumpai tentang lowongan kerja, anak tak suruh cari kemudian mereka tak suruh membuat pertanyaan dari teks itu., bagaimana untuk membuat surat lamarannya dan CV nya secara lengkap.

Textbook covered the text required The textbook did not provide much in short functional text, she made improvement by adding materials

TCONApLev_Ex

Exposure Cukup tapi minimal , untuk pengembangan lebih lanjut saya ambil seperti surat kabar itu, kadang saya juga suruh siswa mencari sendiri di luar, saya nggak mau anak terfokus pada guru untuk materi.

Students got minimal exposure to understand the text comprehensively She improved by giving more exercise outside textbook

These tables were presented to make me, a novice researcher, get clear and simple

evaluation of each participant.

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B. Description

This part will describe the data of teacher’s evaluation of textbook based on 2006

Curriculum. The individual evaluation presented the result of in-depth interview. It might be

supported with some quotations taken from the participants and their students’ interview.

Description arranged through the pre figured theme as our map in teacher evaluation. There were

four main sections namely, content, language, presentation and other categories. The content

would concern with three aspects, namely, (1) the suitableness of material between the

competency and content standard stated in Permen 22/2006; (2) the accuracy of material; and

(3) material supporting learning activities. Meanwhile language would refer to three aspects,

namely, (1) the suitableness with the intended group, (2) communicative aspects and (3) the

organization of language. The presentation would also cover three aspects must be considered,

namely, (1) the clarity of presentation, (2) the learning activity presentation and (3)the

information adequacy. The other categories would present about the price, availability and

binding of the textbook. Here is the SHS teacher evaluation of textbooks based on 2006

Curriculum.

1. Mrs. Sri’s Textbook Evaluation

Mrs. Sri taught in grade X and XII in her school. She used “Look Ahead” as her main

material but she also took some materials addition to cover the material. She made some

improvement by using authentic materials, such as, newspapers and noodle packages.

She said that the content of textbook was suitable with the material required in 2006

Curriculum. It provided with interpersonal, transactional and short and essay functional texts.

However, she thought that it was not enough so she made some improvement by adding

materials.

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“but we usually give some additional material to vary the model of the text, especially functional texts. It will be good for learners’ enrichment.”( [Int_Sri]_TCONApCov_Te Improv).

She also said that the textbook did not provide material for language program, there was no

public speaking and literary ([Int_Sri]_TCONApCov_Te). Otherwise, she said that there was an

interview activity in grade X that it might be closer to public speaking

([Int_Sri]_TCONApCov_Te Judge). Concerning with the exposure to the text, she stated that

there were enough exposure to learners though it was too monotonous. Then she made an

improvement by giving some additional texts as examples. It would increase the learners

challenge and motivation in learning English. She showed her self-fulfilment by stating that we

must not depend much on the textbook only.

Do you think that the textbook give enough exposure for learners? A 4 : Yes, I think it is enough but it is monotonous, we need to give some variation more than the examples in it. It will make students get more motivated and challenging if we bring something new for them. We do not depend much on the textbook only.([Int_Sri] TCONApLev_Ex_Improv)

She also talked that the textbook also giving some material concerning with the social

function and the context of producing text even in systematical ways. ([Int_Sri]_

TCONApLev_Com). Meanwhile, she said that textbook has not developed much on guiding

learners to produce text. She must guide them to produce the text required ([Int_Sri] _

TCONAcLin_Com). Then, she stated that the linguistic features and lexico grammatical of

functional essay text were also provided in the textbook. ([Int_Sri] _TCONAcLin_Com). The

material in the textbook did not do much to develop learners’ life skills. There were only some

skills developed, for example, when there was a task to interview someone in news item text. It

would improve their skill in speaking and listening, they might become a good reporter later

([Int_Sri] _TCONSuLs_PSAV). Moreover, the textbook also provided some cultural awareness

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sections in some parts and her students agreed with that ([Int_SriSt] _TCONSuMc_Cu) . It was to

develop the learners’ awareness and appreciation of other cultures.

“I can find many parts in Cultural Awareness sections. This section provides some information about foreign cultures. ([Int_Sri] _TCONSuMc_Cu)”

Generally, she said that the content of the textbook was in line with 2006 Curriculum

though she must develop the material by adding some materials. They were already suitable with

standard and basic competency, accuracy and supported material as required in curriculum, in

spite of low exposure and limited models.

About language in the textbook, she said that it was easy to understand by learners. They

did not get any difficulties in understanding the instruction and material provided in the textbook

though there were some difficult words above the students’ level. They were meant to increase

students’ competence.

“It is easy for learners to understand. Language is not in high level or sophisticated ones. They only find some difficult words ([Int_Sri] _ TLANComUnd_Co).

Her students also supported that they can understand the text and instruction easily ([Int_SriSt] _

TLANComUnd_Co).

On the other hand, the materials presented was not so in line with learners’ world. There

were some materials about NIDJI and Peter Pan, the youth brand band, but most of them were out

of learners’ world ([Int_Sri] _TLANApSoc_Lg). Furthermore, some materials were out of date

especially in narrative and news item text. Her students also supported it.

Most of narrative texts are legend or fables, it is not suitable for us …it’s out of date ([Int_SriSt] _TLANApSoc_Lg)

Thus, she added some newspapers out of the textbook to support news item texts. For narrative

text, she provided some materials with creating materials with some learners’ personal

experiences ([Int_Sri]_Improv). She also added that the language used was most in standard

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form. It might be good in some texts but it would be awkward if they presented the authentic

language in transactional text.

Talking about presentation of material, she said that it was already in line with the

curriculum 2006. Each chapter were designed in spoken and written cycle and were sequenced in

four Hammond models i.e. BKOF, MOT, JCOT and ICOT, however she did not always follow

the steps when the text was already familiar to her students or the model was too much in BKOF

stages ([Int_Sri]_TPREOrgSq_Cy Improv). Besides that, she also stated that the balance among

the chapter was not so good, the news item and short functional text were less than other text

types ([Int_Sri]_TPREClaBal_Mat).

” I think all are in balance among the unit, but the news item is less than others. Besides, short functional texts are so few there is a little example of it, however, the interpersonal and essay text is enough.” ([Int_Sri]_TPREClaBal_Mat)

Concerning with the task, it had already designed with student-centre approach. Learners

could do the task by themselves without the teacher’s aid ([Int_Sri]_TPREActSc_Do).

Nevertheless, teacher also helped them in certain tasks that needed guidance when they should

produce texts. The task has not increased the students’ creativity much and all task only referred

to the textbook only. They did not relate with outside textbook. Thus, it would not increase the

students’ autonomy. She added that the textbook is only the raw material for them or just giving

clue to develop more out of it, for example, she improved it by giving task to interview someone

in the school and reported the result to the class ([Int_Sri]_TPREActAu_Pro).

“They need my additional help from me. The textbook is only for “raw material” or clue for them…I must ask them to do it. If I do not ask them they won’t do the task, such as, when I asked them to make an interview with someone in the school and reported the result to me”.

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Her students also supported it by stating that they could do the task when Mrs.Sri was not able to

come and give them to do the task in the textbook ([Int_SriSt]_TPREActSc_Do). Meanwhile they

still need teacher’s guidance in producing text.

Mainly, Mrs. Sri stated that the language in the textbook was suitable with intended

students, it was easy to understand and task were student-centre designed. They could do tasks,

although their teacher should help them in producing text. Besides that, some materials were out

of date in narrative and news item text. She added some materials to overcome the problem.

About presentation of textbook body, she claimed that she said that there were foreword,

table of content and bibliography([Int_Sri]_TPREAdqInt_Pre), but there were no textbook

guidance, index and glossary. They could help them much to learn the textbook and found the

chapter needed.

Is there any guided or mapping about how to use the textbook? No, there is not, but I find in another textbook ([Int_Sri]_TPREAdqCon_Gui).

The textbook price was considered expensive because most of her students were from

remote areas ([Int_SriSt]_TOTHCosEx_Che) . They did not have much money to spend for

textbook. Nevertheless, when I checked to her students, they said that it was relatively same with

other textbooks.

I think if we compare with other text book, it is not so expensive ([Int_SriSt]_TOTHCosEx_Che).

The accessibility of textbook was not a problem because publisher came to school and

supplied the textbook as they asked. Teacher sold the textbook to students.

But in our school, the publisher came to us and brought the textbook [Int_Sri]_TOTHAvlEas)

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The binding and layout of textbook was good enough for students. They said that it was

interesting enough and retained for long time ([Int_SriSt]_TOTHGralI_Int). The cover and

illustration was designed well enough.

In short, she said that this textbook was already designed well and suitable with 2006

Curriculum. The content, language, and presentation ware designed based on the method,

approach and procedure of 2006 Curriculum. Despite of its suitableness, there are some weakness

such as old materials, limited exposure and less of guidance in producing text. Then she made

some improvement by adding some material out of textbook, guiding students to produce text,

and developing task to improve students’ competence in speaking.

2. Mrs. Yanti’s Textbook Evaluation

Mrs. Yanti taught in one of best schools in Sleman. This could be seen that her school

often won the English competition whether English debate or speech contest. Her school was also

pointed as “Andalan” from Sleman regency. The result of final examination was always on the

top best five in Sleman. She was an active teacher. She looked fresh and energized.

She also used “Look Ahead” textbook as her main sources in her teaching and added

some other sources from library in her school ([Int_Yan]_Improve). Students could find it, too.

Concerning with the content of textbook, she said that the textbook already provided some text

required in the 2006 Curriculum.

“We can find all kind of text there” ([Int_Yan]_ TCONApCov_Te).

However, she commented that some texts were not in balance with the other texts since some

texts were repeated many times in some grades, for example narrative texts. It was too much. On

the other hand, some short functional texts were little bit ignored in the textbook. She had an

55

opinion that it happened because of curriculum itself. Teachers should make material mapping to

avoid those problems.([Int_Yan]_Judge).

I got an input that there is not many short functional text in it, it is right? A 28 : Actually, it is much in X grade. There is an invitation, brochure, condolences text and so on. There is much in the XI and XII grade because it is not challenging anymore Because our standard competence and basic competence almost the same in all grades, so some materials are repeated many times and appear in some levels. The grand mapping of material may be different among writers, it is better if we made it. Thus, there will be no repetition anymore in some levels. ([Int_Yan]_ TCONApCov_Te_ Judge).

The social and language function of text were also provided in it ([Int_Yan]_

TCONApLev_Com). There were explicitly stated in every chapter discussing the text. His

students supported her evaluation ([Int_YanSt]_ TCONApLev_Com).

For functional essay, it is explained explicitly, such as, recount to tell the event in the past, report to describe the common things.

In spite of the fact, she said that there was no materials for language program such as public

speaking or literary content ([Int_Yan]_ TCONApCov_Te). She did not know whether publisher

made a different textbook for language program.

The exposure in textbook was sufficient enough for students even though she usually also

added some material to enrich their exposure ([Int_Yan]_Imrove_TCONApLev_Ex). She usually

used Jakarta Post newspaper as the additional material.

Moreover, she added that textbooks also gave good guidance in constructing texts. There

were some incomplete paragraph and students were asked to finish the paragraph. For example

there was a narrative text that only consists of the orientation and complication part, and then the

students must write down the resolution or ending of it. ([Int_Yan]_TCONApLev_Gu)

..for example, there is an incomplete narrative text and the book asked the learner to make the ending of the text based on their idea.

His student also added that he must develop a draft into a paragraph.

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There is a task that consists of steps to develop from a draft into the complete text ([Int_YanSt]_TCONApLev_Gu).

The textbook provided the material for acquiring generic structure of the text and also reading

comprehension to get the detail information of the text ([Int_Yan]_TCONAcGen_Fu).

If the reason for acquiring the structure of the text, it will be provided there. Besides, if it is for text comprehension, they will ask students to answer the question based on the content of text.

She also said that there was a cultural awareness part in some chapters in it. It would improve

students’ understanding about the other cultures especially English spoken countries

([Int_Yan]_TCONSuMc_Cul).

About the topics of material, she said that some topics were already out of date. They

were out of students’ environment. The topics should adjust to recent issues and connected with

the students’ social and environment. Some review texts were also out of date, because the text

talked about the art works that always developed rapidly. So, material that were written may

already be left-behind ([Int_Yan]_TCONSuCur_Up). She usually added some materials that

might be more up to date. Her student also stated that there were some materials were not suitable

with them.

The material are not so suitable with us, I can say that they are little bit boring. I often read them in JHS level. Most of them are old legends, fables or fairy tales. All are almost same, just the plot or theme is varied, but the topic is same…. ([Int_YanSt]_TCONSuCur_Up).

About the skill improvement, she said that exercises already improved the students’ life

skill such as to have an interview with other persons. They could practice to interview their

teachers or some students ([Int_Yan]_TCONSuLs_PSAV). Besides, his student claimed that he

could apply some materials in to his daily activity ([Int_YanSt]_TCONSuLs_PSAV).

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As a result, she said that the content of textbook was designed and arranged accordance

with 2006 Curriculum. The textbook provided the interpersonal, transactional and functional texts

with good exposure for students, although she must add some materials for enrichment.

Moreover, there was some guidance in producing the text. The function and social construction

of text were also explicitly stated.

Language used in the textbook was well - designed. It used some standard and non-

standard language. When it talked about some interpersonal text, it used non-standard language

that was familiar with students. For example, in the short story, it provided with spoken language

or direct speech form. On the other hand, for some discussion or description texts, it used formal

or standard ones.

The language used in textbook is complete. There is a standard or formal language but it also uses language that is familiar with learners, such as we have short story about their world using “daily” youth language. ([Int_Yan]_TLANComUs_Std).

It was also suitable with students’ level. Both Mrs. Yanti and his student claimed that they did not

get any difficulties in understanding the language used in it, even though he found some difficult

words but they were only about 10 % ([Int_Yan]_ [Int_YanSt]_TLANApCog_St). The difficult

words were positive things since they became a challenge for students. It would improve

students’ vocabulary and language competence [Int_Yan]_TLANApCog_St_Judge).

Yes, it suits with their age, may be some difficult words but it is only about 10 to 15 percent ([Int_Yan]_ TLANApCog_St). Is language used in the textbook too “high”? A 8 : Not really… we have studied some in Junior High School (JHS) level. But some may be little bit higher than our material in JHS ([Int_YanSt]_ TLANApCog_St).

Generally, she found that the language in the textbook already provided suitable material

with students’ level. It supplied standard and non-standard language based on the context given.

It was also challenging for students in some parts that they could improve their competence.

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Concerning the presentation, she began to evaluate with the cycle used in the textbook. It

contained of two cycles, i.e. spoken and written. It was also completed with resume in each unit.

It implemented the Hammond models, with BKOF, MOT, JCOT and ICOT stages

([Int_Yan]_TPREOrgSq_Cy).

It begins with spoken cycle, listening followed by speaking, reading and writing. At the last part there is a resume about the text discussed.

The task was already designed with student- centre approach. Students could do the task without

teachers’ help though they still needed dictionaries to find difficult vocabularies

([Int_Yan]_TPREActSc_Do). It also improved students’ creativity because in some tasks they

must create the ending of narrative texts provided. The additional paragraphs would be based on

the students’ own idea and competence ([Int_Yan]_TPREActCr_Im).

For example, they must make an ending of incomplete paragraph based on the situation given. Results are different among learners.

Her student added that they must create a text based on some examples provided. They create a

text although it was not the perfect ones ([Int_YanSt]_TPREActSc_Do). Furthermore, they could

measure their own competence in producing texts.

Have you ever tried to produce the text with your own idea? A 21: Yes, I have but it is not so much, only two pages handwriting and it is not full. It was not the good one; I still made many mistakes in the sentences. We can know our weakness, for example, when we create sentences.

Unfortunately, some tasks were not stated explicitly whether it was independence or structured

task as stated in the BSNP textbook guidance. The term appeared recently after we had Standar

Proses (Process Standard) in 2006, whereas the textbook was published in 2005. It was teacher

responsibility to decide which parts belong to both types.

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This book does not state explicitly, but teacher can decide which part should be structured task and independent one, for example, there is a task of making a text in a certain form, it means an independent task ([Int_Yan]_TPREAdqCon_Typ) About the information adequacy, she stated that textbook provided the table of content

and the foreword of writer in the front part, her student supported that, too. It helped much the

reader to find the unit they needed. The guidance was not provided in the textbook but teacher

was given through CD from publisher ([Int_Yan]_TPREAdqCon_Gui). It was also completed

with listening script.

I was given a CD for guidance and also listening script in it. The CD is only for teacher, the learners do not have it.

Nevertheless, her student said that he could find the guidance in the front part of it.

Does the textbook provide guidance how to use the textbook properly? A 25 : Yes, I can find in the front page of the textbook ([Int_YanSt]_TPREAdqCon_Gui).

Mrs.Yanti also said that there was bibliography or references part in it but there were not index

and glossary parts ([Int_Yan]_TPREAdqClo_Glo).

Therefore, she said that presentation of textbook has applied two cycles i.e. spoken and

written also used four Hammond stages. Besides, it contained of some tasks that were designed in

student’s centre way. It could improve their creativity in designing text provided. There were

foreword, table of content and bibliography but there were no index and glossary.

Concerning with the cost and availability, her students said that it was not so expensive if

it compared with other textbook, especially the science ones ([Int_YanSt]_TOTHCosEx_Che).

Moreover, there was no difficulty in availability because distributor came to school and deliver

the order directly.

My teacher gave the textbook directly; I didn’t buy in the book store… ([Int_YanSt]_ TOTHAvl_Eas)

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The binding and layout of the textbook was interesting enough. Some papers were not in colour

but some important parts were designed differently with others. It would make easier to be

studied by students ([Int_Yan]_TOTHGraIll_Int) . Her student also said the same thing about it

([Int_YanSt]_TOTHGraIll_Int).

It is interesting enough even it is not full colour. Some papers are in full colour and some important matters are in bold font, it will be easier to catch the idea.

Thus, she claimed that the textbook was suitable with curriculum 2006. It already applied

some nature of genre - based approach. It provided some texts as the basic materials. The content,

language, presentation and other categories were already designed with students’ level. It

provided the texts required with their social and communicative function.

([Int_Yan]_Judge).

It is suitable and in line with the 2006 Curriculum, eventhough there is no structured or independent task.

In spite of this, teacher should add some materials and made some designs mapping the text

provided. They also tried to have materials that were suitable with students’ environment.

3. Mrs. Ana’s Textbook Evaluation

Mrs. Ana is an English teacher in one of reputable SHSs in Sleman regency. She has

taught more than 22 years. She looked enthusiastic and fresh when I met her to have an interview.

She has been waiting for me in her waiting room. In spite of her business in preparing her

students for National Examination, she spent her time to have her evaluation of textbooks she

used. She taught in XII grade. She also used “Look Ahead” as the main textbook and provided

some materials as the addition.

She began her evaluation about textbooks’ content in the coverage of text. She agreed that

we could find transactional, interpersonal and functional texts in it ([Int_Ana]_TCONApCov_Te).

Her students supported her evaluation that they could find any texts required by 2006 Curriculum

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([Int_AnaSt]_TCONApCov_Te). However, she did not mention about short functional texts. She

usually added material about it using Jakarta Post, local newspapers, and internet to have short

functional texts ([Int_Ana]_TCONApCov_Te_Improve).

Besides, she also said that there were no materials for language program in it. However,

public speaking, as the material for language program, developed in extra school activities

([Int_Ana]_TCONApCov_Te_Improve).

I develop their speaking skill through extra activities after school.

Concerning with exposure, she said that students only got minimal exposure in it. So, she added

some materials by asking her students to enrich with materials out of the textbook

([Int_Ana]_TCONApLev_Ex).

I don’t want the learners to focus on the textbook and teacher only. We give them the example and they look for others examples outside.

Besides, her students stated that narrative exposure was monotonous and out of date. They felt

bored with them ([Int_AnaSt]_TCONApLev_Ex). There was not much variation.

It is too monotonous, no variation at all. It is just this and that without any variation

Mrs Ana also claimed that the social function of text was explained in it. Her students

agreed with her statement, they felt good enough that they found the generic structure and social

function of each unit ([Int_AnaSt]_TCONApLev_Com).

It is good enough as in the last part of each chapter it stated about the resume about the aspect of forming and functions of the text discussed.

Nevertheless, she must explain more about this. Since she taught in XII grade, they sometimes

asked the differences among some texts that almost have same patterns or structure

([Int_Ana]_TCONApLev_Com_Improve). The textbook only provided a little explanation about

the differences ([Int_Ana]_TCONApLev_Com_Judge).

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Does the textbook explicitly discuss about the social function of the text? A 6 : Yes, but I must explain more because learners usually ask about it especially my class XII grade. They already got all type of texts, they want to know more about the differences between argumentative text, analytical and hortatory. So, I should explain the differences clearly.

About the guidance to produce text, she stated that students must rearrange the jumbled

paragraph or must finish the text with their own idea as the activities provided. The tasks gave

them setting and theme about text and students must improve them into complete texts

([Int_Ana]_TCONApLev_Gu).

“..we made a text through guidance. We finished incomplete text” ([Int_AnaSt]_TCONApLev_Gu).

The textbook provided with some recent materials in discussion texts, such as nuclear power,

cloning, and solar energy. Those were still hot issues in our country. ([Int_Ana]_

TCONSuCur_Up).

Those materials are still big issues in our country for ages.

On the contrary, her students thought there were some monotonous texts for narrative text. The

topic was not proper with students’ environment. It was too old for their ages. They only find

fables and legend, there was only little short stories about their world

([Int_AnaSt]_TCONAcSof_Fu)

. Most of them are uninteresting. It just provides the narrative text and asks about when, where, who…

Then, she also commented that there was not much material to develop the students’ creativity.

There was only in minimal level such as to communicate with the others in simple ways for some

interpersonal texts ([Int_Ana]_TCONSuLs_PSAV). They could express their sympathy or

satisfaction, make invitation and many other things. Meanwhile, her students also stated that only

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interpersonal texts could be applied in daily life, but this was not for essay text

([Int_AnaSt]_TCONSuLs_PSAV) .

For some expression, but not for the essay text since our environment still using Indonesian language…ha ha.

Concerning cultural understanding, she said that the textbook presented some cultural awareness

for example table manner, some gestures that might be different among cultures and many other

things ([Int_Ana]_TCONSuMc_Cul). It also said by her students about it.

What about cultural understanding? A 15 : Yes, we find some, for instance, the table manner, nodding head means disagree.

Therefore, it can be said that Mrs. Ana evaluated that the content of “Look Ahead” applied the

2006 Curriculum well. She could find many kinds of texts required in curriculum and the

exposure was good enough although in minimal ways.

Then she went to evaluate the language aspect. She said that language used was suitable

with the students’ level. They could understand and follow the instruction in tasks

([Int_Ana]_TLANApCog_St).

They can follow the instruction and understand the text.

I think learner get no difficulties in comprehending the material, they can easily understand the text.

Her students also stated that they could understand the text and instruction well. But, when they

discussed about the topic or theme of material, they said that there was only little parts of those

which accordance with their environment ([Int_AnaSt]_ TLANApSoc_Lg).

Not too much, just some as we have talked about Valentine.

Mrs. Ana agreed with her students that there were only some texts suitable with students’ socio

culture especially the narrative texts ([Int_AnaSt]_ TLANApSoc_Lg).

It is not so much. I just find in the review text where it discussed about Gigi Band and some youth films. Review text usually talks about arts in our time.

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It is an old story, it is really out of date

Thus, she claimed that the language used was relatively easy to understand because students

could understand and did the instruction well. On the other hand, there were some topics or

materials not suitable with learners’ socio culture or environment.

Then, she began to evaluate the presentation of the textbook. She said that it was designed

with two cycles i.e. spoken followed by written. It also applied Hammond four stages models i.e.

BKOF, MOT, JCOT and ICOT ([Int_Ana]_ TPREOrgSq_Cy).

It is usually begin with spoken cycle then with written cycle, it is presented using 4 stages BKOF,MOT, JCOT and ICOT

However, she said that some models were too many for students. Moreover, it was too

monotonous and was not challenging for students. She usually decide to have some texts as

homework. After they acquired the text pattern, they could create their own texts ([Int_Ana]_

TPRE_ Judge).

Perhaps 2 or 3 texts are enough for exposure. If they only focus on the textbook, and the text is monotonous, they will have no challenge and not improve their creativity. I also offer them which part should be homework and then they try to find the other and create their own text even the short one. It does not matter, as long as they know the pattern and develop their own competence.

She added that tasks were designed with student-centre. They could do it without teacher’s help.

If they followed steps orderly, they could do the task. However, she usually guided them in some

cases ([Int_Ana]_TPREActSc_Do). Her students also claimed it.

If they follow from the beginning into the end step orderly, I think they can do it. But it will be better if we guide them.

They can do the instruction easily, therefore it will be more optimal if I guide them. If I can’t teach them I ask them to do the task and they can do it. I usually check their answer after that, then ask them whether they have difficulties or not. If there is a difficulties, I will explain it.

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Nevertheless, she said that the task did not improve the students’ creativity much. They just

finished the incomplete texts. Their creativity has not been explored much in it. Most of the tasks

were guidance tasks, there were no independent tasks. Consequently, it did not improve their

autonomy in learning ([Int_Ana]_ TPREActCr_Im). Moreover, her students said that there was

no material related with outside textbook. It only focused on textbook ([Int_AnaSt]_

TPREActCr_Im).

The book never asked us to have material outside of the book. Concerning with presentation of textbook body, she claimed that it provided foreword, table of

content, and bibliography. It did not give guidance of using the book, index and glossary

([Int_Ana]_ TPREAdqInt_Pre_Gui_Glo_Bli). However, this textbook already got the license

from National Education Department.

Briefly, she said that presentation of textbook applied spoken and written cycles with four

Hammond stages. The tasks were designed with student-centre although they did not improve

much in students’ creativity and autonomy. The adequacy information provides foreword, table

of contents and references, without guidance, glossary and index.

Relating with availability and cost of textbook, she said that there was not much difficulty

for her students to get textbook because publisher came to the school and offered them. She knew

that they also could get it in the bookstore around the city ([Int_Ana]_ TOTHAvl_Eas). Besides,

the price was not so expensive if we considered the quality of good papers ([Int_Ana]_

TOTHCosEx_Che).

They came as I order. If students want to buy they must go to the bookshop in Gramedia or near UII.

It is not so expensive. The quality of paper is good

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On the contrary, her students felt that the price of textbook was expensive ([Int_AnaSt]_

TOTHCosEx_Che). It should be lowered. However, for the layout and visual, they assumed good.

They preferred to have more colourful papers([Int_AnaSt]_ TOTHGraIll_Int).

Visually is ok, but it should be more colourful. It is only black and white. It should be colourful.

Mrs. Ana also supported that the illustration was not so challenging for her students. It should be

more. She only gave “C plus” for it ([Int_Ana]_ TOTHGraIll_Int_Judge).

I give C plus for it. The illustration is not so challenging for English textbook. I think students do not prefer to it.

Thus, it could be said that she felt that the book was not so interesting for students. It should be

more challenging. There was no problem in availability and cost of it, however her students

opposed that the price should be lower.

In short, she said the textbook only gave minimal competence for students based on 2006

Curriculum. If we wanted to have more competence, we should add more out of it ([Int_Ana]_

Judge) .

Yes, but only for minimal competence. If we want to have more, we should add material out of it.

There were some aspects that have already been designed based-on the 2006 Curriculum.

The content was based on the material required in the curriculum; the function of texts was

explicitly explained; language used was suitable with the students’ level; it presented the material

in two cycles i.e. spoken followed by written; it also applied Hammond four stages models i.e.

BKOF, MOT, JCOT and ICOT. The availability and cost of textbook were not problem for

students.

Nevertheless, she said that there were not much exposure in the modelling stages; some

topics were not relevant, not challenging and monotonous especially in narrative texts; the

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material did not improve students’ creativities much; and the illustration was not challenging for

students.

The participants’ evaluation of textbook was based on their experience, practice in class,

judgment and improvement when they applied the textbook in their learning activities. The

differences condition, paradigm and experience influence their ways and opinion about the

textbooks.

C. Interpretation

The narrative stories of teacher’ evaluation of textbooks based on the 2006 Curriculum

would be interpreted in this section. The narrative stories, as the main data, would answer the

research question. Thus, we could understand their evaluation of the textbook.

The interpretation would be divided into four main sections as we have in blue print of

pre-figured theme, namely, content, language, presentation and other criteria. Content section

would present three sub- divisions i.e. the suitableness of competency standard and basic

competence, the accuracy and supported material. Language section had two sub-divisions,

namely, the suitable with intended students and communicative aspects. Presentation would have

the organization of presentation, learning activity, and information adequacy. The last section

concerned with the cost, availability and graphic layout of textbooks.

1. Content

Content is the most important part of textbooks. It must reflect the curriculum. The

textbook was designed after the writer studied nature of learning and teaching language in the

curriculum. They will design the textbook based on it. BSNP (2007) required that textbook

should provide some texts, namely, interpersonal, transactional and functional. All texts are

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stated as competency standards and basic standards for SHS level, besides there are public

speaking and literary content for language program.

All participants evaluated that the textbook already provided all texts i.e. interpersonal,

transactional and functional ([pa_Sr]i_ TCONApCov_Te); ([pa_Yant]i_ TCONApCov_Te) and

([pa_Ana]_ TCONApCov_Te). Students should acquire the text stated in the curriculum. Those

texts reflected the social activity when they used language in their environment (Feez, 2002).

Unfortunately, there were limited for short functional text as stated by Mrs. Sri and Mrs Ana

[(pa_Sri_ Ana_TCONApCov_Te)].

Short functional texts are so few, there is a little example of it.

There is no kind of texts, but I usually use additional material with Jakarta Post for the texts. I also take some materials from internet, local newspaper Kedaulatan Rakyat where we can find many job vacancies. I ask the learners to find the job vacancy and they create questions based on the text, Later, they will make the application letter and CV completely.

Mrs. Yanti stated that the short functional texts were not focused in XI and XII level. The

materials ware too easy for them [(pa_Yan_ TCONApCov_Te_Judge)].

Actually, it is much in X grade. There is an invitation, brochure, condolences text and so on. There is not much in the XI and XII grade because it is not challenging anymore.

When I checked the textbook, there were only condolences announcement, withdrawal slip, map,

advertisement, an invitation and congratulation letters. There were no short functional text in

level XI and XII. The curriculum stated that there were some short functional text material in X

grade i.e. announcement, invitation and advertisement; meanwhile in XI grade i.e. banner, poster,

and pamphlet. Mrs. Sri also taught in X and XII level but Mrs. Ana did not, she only focused in

XII level. If there were only 5 short functional text, it was understandable that they felt insuitable

with it. The coverage of material was the most important aspect in designing textbook. Textbook

was the basic input for students in the classrooms (Richards and Renandya, 2005). Learning

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material was a key component in most language programs. It reflected the curriculum as the basic

design in developing textbook.

Nevertheless, they also stated that there were no materials projected to language program

i.e. public speaking and simplified literary. Mrs. Ana improved by giving speaking as the extra

curricular for her students ([Int_Ana]_TCONApCov_Te_Improve).

I develop their speaking skill through extra activities after school.

It could be said that the textbook has already developed the text suitablely although there was no

specific content for language program and limited for short functional text. Teachers must

develop by themselves.

The text should apply certain level difficulty based on the competence required by

curriculum. It must give suitable exposure, explain communicative of text and guide the students

to produce text (BSNP, 2007). The three participants stated that the exposure was just minimal

for their students. They usually added some material outside of textbooks to give more to their

students. They took some materials from local newspapers, magazines, internet

([Int_Ana]_TCONApCov_Te_Improve), the drug package, instant noodle package

[Int_Sri]_TCONApCov_Te_Improve) and some other reference textbooks

[Int_Yan]_TCONApCov_Te_Improve). It means that they had to add some materials for students’

exposure. The textbook has not supplied suitable exposure for students. Richards (2005) stated

that we could maintain the quality of the program since all learners gain same exposure, language

models and input. Texts as a basic material should be well exposed in the learning activities. It

would give students with some models that were needed to gain “object - regulated” (Lin, 2006).

Textbooks provided major contacts for learners in the target language. Exposure of texts would

allow the learners fit to the context ( Crawford, 2002).

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We need to give some variation more than the examples in it. It will make students get more motivated and challenging if we bring something new for them. We do not depend much on the textbook only ([Int_Sri]_TCONApLev_Ex).

Besides, they also stated that it explained explicitly the social and communicative aspect

of text provided. It could help them to acquire the text more comprehensive.

Even, it is already in the systematic way with the examples provided. For example the structure narrative text consists of orientation, then complication, those are already in the good schemes so it will be easier to learn. ([Int_Sri]_TCONApLev_Com) Yes, there are social and language function of the text. ([Int_Yan]_TCONApLev_Com) Does the textbook explicitly discuss about the social function of the text? A 6 : Yes([Int_Ana]_TCONApLev_Com). They could find the social function and communicative function of text. It was important

to get clear and comprehensive understanding of the text. Genre based approach required to

acquire not just the form of the text but also the meaning and communication function of the text

in daily life (Richard, 2005).

Concerning the guidance, they said that some tasks consist of guidance for students to

create the texts. It provided incomplete paragraph and students must develop and finish the text

based on their opinion or creativity ([Int_Sri]_TCONApLev_Gu); [Int_Yan]_TCONApLev_Gu)

and [Int_Ana]_TCONApLev_Gu). They studied the previous paragraphs to finish and had to

predict next event. Moreover, some tasks provided the theme and scheme of the text, and then

students would develop them into complete texts.

Yes, for example, there is an incomplete narrative text and the book asked the learner to make the ending of the text based on their idea ([Int_Yan]_TCONApLev_Gu). There is a setting and some schemes, learners must develop into complete paragraph ([Int_Ana]_TCONApLev_Gu).

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The activities in guidance should ask the learners to visualize, draw, think, mime, and

share their knowledge. It would help them to activate connection in their mind which would help

them start experience to the text ( Hall in Tomlison and Masuhara, 2004).

Briefly, the participants evaluated that the textbook was suitable with Competency

Standard and Basic Competency stated in 2006 Curriculum. It covered all texts required and

explained their social and communicative function explicitly. It also gave suitable level of

difficulty to improve students’ competency and guidance to produce text, although the exposure

has not been sufficient for students. They should make some improvement to give more exposure

for them.

Regarding with the accuracy of content, they said that the textbook already provide some

social function and construction the text. It explained the linguistic features and lexico-

grammatical of texts ([Int_Sri]_TCONAcLin_Com) ; [Int_Yan]_TCONAcLin_Com); and

[Int_Ana]_TCONAcLin_Com).

It explains all of aspects such as how to write recount text, news item and others text. All explain well and there is a summary in the end of unit.

If the reason for acquiring the structure of the text, it will be provided there.

They already got all type of text, they want to know more about the differences between argumentative text, analytical and hortatory. So I should explain the differences clearly. Q 7 : Does the textbook provide these? A7 : Yes, but it is so limited.

It was important for students to acquire the accuracy of using text based on their tenor, field and

mode in certain situation. When they create a text, they should consider those three aspects. It

would become their intra-psychological competence. They have their own rules in their self-

regulated language competence to produce the texts (Lin, 2006).

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The last category of content is supported materials. It reflected that the content should be

current information, improving students’ skills and awareness to other cultures. The two

participants stated that most of narrative text, review, new item and topics of text were out of

date. It also supported by their students that it was too monotonous or not varied. It did not

motivate them much to learn. Topic of the texts should closely engage with audiences or learners.

Socio-emotional environment students must become the consideration ( Tomlson and Masuhara,

2004). It was important to achieve similar engagement.

Most of materials is out of date especially the news item. Therefore, I brought some news item out of the book. The narrative text also does not so suitable with them, too ([Int_Sri]_ TCONSuCur_Up).

We must adjust it to trend, the review text material is out of date. Since books and film always develop rapidly, I usually look for others material outside the textbook and add some essay text about it ([Int_Yan]_ TCONSuCur_Up)..

However, for discussion text, Mrs. Ana argued that the topics were up to date enough since they

were still big issues in our country.

Basically yes, for example it talks about cloning, nuclear power, solar energy. Those materials are still big issues in our country for ages. But if we want the hottest and latest issue, it is not easy to find ([Int_Ana]_ TCONSuCur_Up).

Next aspect is the role of content in improving students’ skill. The participants agreed that only

little task and material could improve students’ skills. They judged that it was only in minimal

level. Consequently, their competence in language has not been developed much.

Is there any material that develops the learners’ life skill? A 9 : Not so much, we have news item text, it can improve students’ competency in interview, perhaps they will become a reporter or journalist… but this is not too much ([Int_Sri]_ TCONSuLs_PSAV) Yes enough, learners can interact with others using the exercise in it, for example, they can interview the others ([Int_Yan]_ TCONSuLs_PSAV). Yes, but in minimal level. At least they can communicate with the interpersonal text, such as expressing regrets, invitation, satisfaction and many other things. Those can be applied in daily life ([Int_Ana]_ TCONSuLs_PSAV).

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Brunner stated that learning language must develop the students’ competence. He

introduced the term scaffolding as the means of improving students’ independence (Feez, 2002).

The textbook, as the exposure for learning language, should build and develop students’

creativity. It would add their actual development in such become more in potential development.

They already had their own competence in language and textbook should develop it.

The cultural awareness was usually ignored in some textbooks; on the contrary, this

textbook provided cultural awareness. All participants evaluated that they could find this topics in

it.

I can find many in Cultural Awareness section. This section provides some information about foreign cultures ([Int_Sri]_ TCONSuMc_Cul). Furthermore, there is a section discussing about cross cultural understanding ([Int_Yan]_ TCONSuMc_Cul). Yes, we find some, for instance, the table manner, nodding head means disagree ([Int_Ana]_ TCONSuMc_Cul). Language and culture are inseparable. Language and culture has a tight relationship.

Textbooks will become better if they are also able to develop the learners understanding about

other cultures especially English speaking countries. Crawford (2002) suggested that material

need to be flexible enough to cater to individual and contextual differences. They have a very

close relation between both. When students learn language, they should understand the culture of

people who speak those languages. It will make them easier to understand some topics or style of

native speakers. Besides, it will improve their appreciation among cultures and nations. It may

open their mind and change their paradigm about other countries.

Generally, the content of this textbook was already in line with the 2006 Curriculum, even

though it still needed some improvement from teachers. They have to add some materials that

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were less exposure, guided the students to improve their creativity, and create some interested

and current topics for their students.

2. Language

Language categories consisted of two sub categories namely the suitableness to intended

group or students and communicative aspects. Language must be on the actual development level

and add something new to be in potential development. The cognitive level of SHS students was

the first consideration, and their social and emotional environment was another one. It will be

interesting if their social and emotional can be involved. They will be more motivated to learn

languages. Besides, the language must be understandable by learners. They could understand the

instruction and texts provided in it. They could learn by themselves.

The three participants stated that language were understandable for their learners. They

could follow the text and understand the instruction, although there were some difficult words.

Students used their dictionary to solve the problem.

Yes, it is easy for learners to understand. Language is not in high level or sophisticated ones. They only find some difficult words. ([Int_Sri]_ TLANComUnd_Co) Yes, it suits with their age, may be some difficult words but it is only about 10 to 15 percent. However, it is good to increase their vocabulary ([Int_Yan]_ TLANComUnd_Co) Yes, they can follow the instruction and understand the text. I prefer to develop speaking in XI level so they will have enough competence in XII level ([Int_Ana]_ TLANComUnd_Co).

Their students also support their evaluation through language in the textbook. They could follow

and understand the text in it. They used dictionary for some new difficult words.

I can say yes, because there are not many words that I can not understand ([Int_YanSt]_ TLANComUnd_Co).

They can do it by themselves without any help, but they must use dictionary ([Int_Yan]_ TLANComUnd_Co).

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The language use in the textbook should be in the level of learners’ competence. Language

should be understandable and easy to comprehend by students; moreover, it is possible to give

one or two level above the learners’ level. That can improve the learners’ ability as stated in the

nature of genre approach where we have Zone Proximal Development ( Lin, 2006).

However, participants evaluated that only some topics were close with the socio-

emotional of the teenagers’ environment. Since SHS students were teenager, there preferred

something fun or young styles. They did not like narrative with legend or fable; they would rather

have love story, romance or something else. They would be more motivated if they could meet

their “world”. Most students felt the same things and teachers, too.

It is not much in it. Some discussed about Nidji, Peter Pan band. Most of materials is out of date especially the news item. Therefore, I brought some news item out of the book. The narrative text also does not so suitable with them, too. I usually ask them to write about their personal experience ([Int_Sri]_ TLANApSoc_Lg).

I think the example is too monotonous, they are boring. There are not much variation.

Most of narrative texts are legends, it is not suitable for us …it’s out of date([Int_SriSt]_ TLANApSoc_Lg)

We must adjust it to trend, the review text material is out of date. Since books and film always develop rapidly, I usually look for others material outside the textbook and add some essay text about It ([Int_Yan]_ TLANApSoc_Lg).

The material are not so suitable with us, I can say that they are little bit boring. I often read them in JHS level. Most of them are old legends, fables or fairy tales ([Int_YanSt]_ TLANApSoc_Lg) . It is an old story, it is really out of date ([Int_Ana]_ TLANApSoc_Lg)

Some are little bit interesting, such as crossword puzzle. But most of them are uninteresting ([Int_AnaSt]_ TLANApSoc_Lg)

The text, environment, topic and discourse among youth must be the priority. It will

increase their awareness into the text provided. Consequently, they will be more motivated to

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involve in it. This makes them acquire the language easier. The positive attitude will assist much

in gain the language acquisition (Hill in Tomlison and Masuhara, 2004)

Next aspect is the communicative of language in it. The participants stated that the

textbook using mostly standard or formal and daily or non-standard language especially for short

story or dialogue.

The language used in textbook is complete. There is a standard or formal language but it also uses language that is familiar with learners, such as we have short story about their world using “daily” youth language ([Int_Yan]_ TLANComUs_Std).

It is good for students to acquire both styles since these occur in our daily life. Language does not

always use the formal one. The suitable and acceptable language becomes crucial in the

communication activities. Textbook should provide some styles in language with many genres or

text-types that have their own styles. They could select the language with the field, mode and

tenor suitablely (Lin, 2006).

Teachers evaluated that textbook has set up language with the students’ level and

understandable. They could understand the text and follow the instruction. Moreover, it also

provides some types of language that we usually face in our communication activity. Thus,

students could acquire some types of language faced in their social environment. On the other

hand, the textbook has not provided texts that touch the learners’ socio emotional environment. It

still used the old story or legendary tales. SHS students felt bored with them.

3. Presentation

There are three sub categories of presentation i.e. the organization of presentation,

learning activity and information adequacy. The first sub category refers to the cycle to present

the material, cohesiveness and coherence; and balance among units. The 2006 Curriculum

required two cycles learning language, namely spoken and written cycles. Each cycles presented

using four Hammond stages: Building Knowledge of Field (BKOF), Modeling of the Text

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(MOT), Join Construction of the Text (JCOT) and Independence of the Text (IOT). Then, the

relation and unit among chapter or part will be the next consideration. Each part should have their

own roles and relate each other’s. This part also should be in balance. All materials should get

suitable portions. All should be in balance and suitable.

The three participants evaluated that the textbook has been designed with two cycles and

four Hammond stages. Every unit began with spoken cycle and followed with written one. The

material presented with BKOF, MOT, JCOT and ICT stages.

Yes, it is usually begin with spoken cycle then with written cycle, it is presented using 4 stages BKOF,MOT, JCOT and ICOT([Int_Yan]_TPREOrgCo_Un) and [Int_Ana]_TPREOrgCo_Un)

But, Mrs. Sri did not always implement the stages constantly, she sometimes simplified

BKOF stages if it was too much exposure.

Yes it is in sequence, but we are not always follow the stages in sequence, sometime the model of BKOF is too much and we create the simple ones, perhaps the author wants to explain explicitly, but it makes them boring ([Int_Sri]_TPREOrgCo_Un)

Each stage is designed to achieve different purpose in the cycle of teaching and learning. Each

stage, therefore, has their characteristics activities. The building context will provide many basic

competencies that learners need to have the communication. For example, if they want to learn

about narrative text, they need to acquire the competency in simple past tense. It is needed to

construct the text. If the purpose of the stages already acquired and achieved by students, teacher

must not follow the step. They already know the students’ competence exactly (Feez, 2002).

Then, the cohesiveness and coherences among unit or chapter was not so close. This

occurred because 2006 Curriculum was based on the genre or type texts. Each chapter discussed

different type of texts. Nevertheless, they were tightly closed in a unit. The part of every unit

would support the following activity. BKOF supported MOT, MOT supported JCOT and JCOT

supported ICT.

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Is there any relation between unit? A 20 : If it is between unit, it is impossible since it is based on the text. There is no relation ship among unit. Q 21 : What about the coherence in one unit? A 21 : Yes. We can find it, such as, when we talk about narrative it also talks about past tense, noun phrases and also the style of language ([Int_Ana]_TPREOrgCo_Un)

The 2006 Curriculum is designed with genre-based approach whereas texts become the main

focus in learning language. It is not easy to relate among text types in a book. Each text has its

own function and situation. So, the cohesiveness and coherences among unit may not be so close.

But, it occurs in a unit. Every stage should be followed as scaffolding principles referred in such

students gradually gain independent control of particular text- types.

The balance among material did not occur, too. The 2006 Curriculum has much material

on narrative texts. It appears in all semesters and levels. The materials recurred many times. It

makes students bored. They claimed that it was monotonous and not varied. Publishers should

make grand mapping of material to handle this problem.

Our standard competence and basic competence almost the same in all grades, so some materials are repeated many times and appear in some levels. The grand mapping of material may be different among writers, it is better if we made it. Thus, there will be no repetition anymore in some levels ([Int_Yan]_ TPREClaBal_Mat).

Besides, some materials were too much or less. Mrs. Sri stated that short functional text and news

item was less than others do, meanwhile Mrs. Ana said that discussion text was too much.

The news item is less than others. Besides, short functional texts are so few there is a little example of it, however, the interpersonal and essay text is enough ([Int_Sri]_ TPREClaBal_Mat). I think it is too many in discussion text, I usually does not explain all the model we have. I used some for their homework. Perhaps 2 or 3 texts are enough for exposure ([Int_Ana]_ TPREClaBal_Mat).

The balance of material provided should not be ignored. The exposure is important for student to

acquire the competence, but too many exposures will make students less motivated. Teacher

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should be wise enough in applying materials provided in the textbook. It is better teacher doing

pre-evaluation textbooks. Therefore, they will manage the material in balance among the text

required.

Generally, the participants evaluated that the textbook has applied the two cycles and four

Hammond stages. They applied the stages conditionally; they did not always follow as they were.

It depended on the situation and their learners’ competence. The relation among unit was not

close enough since every unit based on certain genre or type texts, on the contrary, the relation in

a unit was so close and support one and another. Meanwhile, the balance among unit was not

sufficient. The two participants stated that short functional and news item texts were limited and

the discussion text got more portion than others did. Writers and teachers should make grand

mapping of material since our curriculum presented some materials, i.e. narrative texts, many

times.

The participants also said that textbook has presented learning activities in student-centred

approach. They have been managed that students could do the task and follow instruction without

teachers’ aid.

They can do the task without my help when I can not come to teach them ([Int_Sri]_ TPREActSc_Do).

Yes, they can do it by themselves without any help, but they must use dictionary ([Int_Yan]_ TPREActSc_Do).

If they follow from the beginning into the end step orderly, I think they can do it. But it will be better if we guide them([Int_Ana]_ TPREActSc_Do).

Having student-centred design, it could improve students’ creativity and their critical thinking.

Unfortunately, Mrs. Sri and Ana felt that their students still needed their guidance in producing

texts. The student said that they had not created the text by themselves. They just did in some

occasions. Textbook should encourage learners to develop own learning strategies and

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independent in their learning (Jahangard, 2007). The students must have their self-regulation

stages as the last purpose of learning language (Lin, 2006). Textbook had to support the student’s

independent.

What about developing learners’ creativity? A 20 : Not yet. It is not so far, but it depends on the learners themselves. I usually guide them… most of them are guided task. ([Int_Sri]_TPREActSc_Do). So can you do it yourselves in all task in it? A 17 : Yes, not all([Int_SriSt]_TPREActSc_Do) Have you ever tried to produce the text with your own idea? A 21 : Yes, I have but it is not so much, only two pages handwriting and it is not full. It was not the good one, I still made many mistakes in the sentences ([Int_YanSt]_TPREActSc_Do). Does the exercise develop learners’ creativity? A 26 : It is so few, for example, they just finish the incomplete paragraph, and give conclusion of the discussion text. The creativity of their own idea has not been explored much, most of them are guided task ([Int_Ana]_TPREActSc_Do).

Only Mrs. Yanti felt that her students could improve their creativity by finishing incomplete

paragraphs. Students must develop their creativity to finish based on the situation given

previously. The result would be different among others ([Int_Yan]_TPREActSc_Do). This

distinguish evaluation appeared because their paradigm about creativity. The former participants

might claim that creativity is producing text with their own idea from drafting into complete

paragraph, whereas, the later, Mrs. Yanti, claimed that whenever students create something, it

means they have been creative. Actually, most of the tasks in the textbook still guided ones.

The creativity of their own idea has not been explored much, most of them are guided task ([Int_Ana]_ TPREActAu_Pro) . Teacher can decide which part should be structured task and independent one, for example, there is a task of making a text in a certain form, it means an independent task. Teacher asks learners to create the text. This book only gives a check list about the text created, for instance, does the text use simple past tense or conjunction? This is good for learners’ guidance ([Int_Yan]_ TPREActAu_Pro).

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There were fewer free guidance tasks. Students still needed guidance in producing text. Besides,

the objective of curriculum is on informational literacy level. This level means language as a

means of accessing knowledge. They do not target to create students to create texts. Thus, the

autonomous in SHS students means they could access the knowledge by themselves

independently.

The last aspect of presentation is the information adequacy. The foreword, table of

content, guidance of using textbook, bibliography, glossary and index become helpful for reader

to comprehend the textbooks. The participant agreed that there were no glossary and index in the

textbook ([Int_Sri_Yan_Ana] _ TPREActAu_Clo). They only could find the foreword, table of

contents, and bibliography ([Int_Sri_Yan_Ana] _ TPREActAu_Pro_Bli). About the guidance,

Mrs. Yanti said that she got the guidance with listening script from publisher. Her students did

not get it, but he found the guidance in the front parts of the textbook.

Does the textbook give guidance in using the textbook? A 22 : Yes, there is, but I think I can’t find it in the textbook. I was given a CD for guidance and also listening script in it. The CD is only for teacher, the learners do not have it ([Int_Yan]_ TPREAdqCon_Gui)

Does the textbook provide a guidance how to use the textbook properly?

A 25 : Yes, I can find in the front page of the textbook ([Int_YanSt]_ TPREAdqCon_Gui).

Mrs. Sri and Ana stated that they did not find the guidance of the textbook ([Int_Sri_Ana]_

TPREAdqCon_Gui). When I checked the textbook, there was part in the front page that presented

some special things about textbook. They were told about some sections of textbook and their

functions, for example, there was Checklist or self/peer assessment section that was used to

evaluate the students’ performance and assess their friend performances; Ways to say it section

presented some gambits to help students express their ideas and feeling, and some other sections.

Those were not guidance how to use the textbook. It was like the system of textbook presenting

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the use and function of part provided in the textbook. It would be better if textbook gives

guidance how to learn English using this book. Students would follow the guidance and could

learn textbook by themselves.

The presentation of the textbook has not improved students’ creativity since most tasks

were guided one. Students still needed teachers’ guidance in producing texts. Meanwhile, the

information adequacy was not complete one. They could not find the guidance, glossary and

index.

d. Other Categories

This aspect is not so closely with the learning or teaching but it has good effects in

motivating and availability in learning. There are three aspects become my consideration i.e.

graphic layout, cost and availability. Graphic layout concerns with the binding, illustration, and

packaging of the textbook. A good textbook should be interesting and durable enough, so reader

has no burden in using the textbook. The cost of textbook should be suitable with the value and

function. The high cost will be suitable if the textbook provide rich sources for learners, on the

contrary, the low cost will not suitable if there is nothing in there. Availability becomes next

consideration because the textbook become useless if students get difficulty to find it.

All participants got no difficulty to get the textbook. The availability was not problem for

them. Publishers came to school and delivered textbooks ordered by teacher. Publishers with their

distributors directly sold the textbook to schools.

But in our school, the publisher came to us and brought the book…([Int_Sri]_ TOTHAvlEas) Yes, they came as I order ([Int_Sri_ TOTHAvlEas). The cost of textbook was so relative. Mrs. Sri felt it was relatively high, since her students

come from rural areas ([Int_Sri]_ TOTHCosEx_Che). Nevertheless, her students said that the

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cost was cheap if it compared with other textbooks ([Int_SriSt]_ TOTHCosEx_Che), while

Mrs.Yanti’s students also had the same statement about it ([Int_YanSt]_ TOTHCosEx_Che). Mrs.

Ana also stated that the cost was not so expensive since the quality of paper was good ([Int_Sri]_

TOTHCosEx_Che), Mrs. Yanti also said the same thing about it.

In relation to the graphic layout, some participants said that the illustration was not

interesting enough for learners. Mrs. Ana said that even though the cover was hard cover, the

illustration was not challenging. Design and lay out textbook should be aware. Good illustration

played significant role in attracting attention, aesthetic responses and providing consistency

(Tomlison and Masuhara, 2004). It could increase the impression and motivation of learners.

The illustration is not so challenging for English textbook. I think students do not prefer to it ([Int_Ana]_ TOTHGraIll_Int) . Sufficient([Int_SriSt]_ TOTHGraIll_Int) .

Mrs. Sri and Yanti said that the textbook was interesting enough as an English textbook.

They looked at the binding and the quality of paper.

I think it is good and retainable ([Int_Sri]_ TOTHGraIll_Int)

It is interesting enough even it is not full colour. Some papers are in full colour and some important matters are in bold font, it will be easier to catch the idea ([Int_Yan]_ TOTHGraIll_Int).

Therefore, it could be said that the textbook was easy to get and the cost was not so expensive.

Availability and cost were not the problem for students’ participants. The cover and illustration of

textbook has not satisfied students and teachers, although the quality and binding was good.

Generally, all participants almost had same paradigm that the textbook was suitable with

2006 Curriculum despite some improvements. They improved the material because some

material was less exposure, the material was not suitable with SHS socio-emotional environment,

and the students’ creativity has not been developed much in it.

84

Yes, but the model is not little and monotonous, also the short functional texts is so limited ([Int_Sri]_Judge).

Yes, I think so. It is suitable and in line with the curriculum 2006, even there is no structured or independent task ([Int_Yan]_Judge). Yes, but only for minimal competence. If we want to have more, we should add material out of it ([Int_Ana]_Judge).

Participants have evaluated the textbook they used in their learning activity. They

evaluated every aspects of textbook. They made some judgment after they applied the textbook in

their classroom practices. They made some improvement to assist their learner acquire the text

required in the textbook. They became autonomous teachers and could fulfill their need by

themselves to achieve the objective of the 2006 Curriculum.

In general, some aspects of the textbook have already been suitable with the 2006

Curriculum as we had in our pre-figured themes. The content-wise was suitable with type texts

required in the curriculum, the social and communicative functions have been elaborated, and

also gave suitable level of difficulty to students. The language of the textbook was on the

students’ level, providing standard and non-standard languages. The textbook also implemented

two cycles i.e. spoken and written using four Hammond stages and the tasks were designed with

student-centre approach in presentation of materials. The cost and availability were not the

problem for students and teachers.

Nevertheless, teachers had to improve the content of the textbooks by adding some

materials to give more exposure and guidance in producing texts. The topics of texts have not

touched much in students’ sense; teachers improved it by gaining texts from newspapers,

magazines and internet. The balance in presenting material was not suitable enough; teachers

should modify some materials that were too much and add some limited texts, such as, short

85

functional texts. Besides, they should also make a grand mapping of material presented to avoid

redundancy. The illustration and graphic layout of the textbooks were not so interesting for

students.

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CHAPTER V

CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS

This chapter consists of three sections, namely, (1) conclusions, (2) implications and (3)

suggestions. Conclusions provide the summary of research result to answer research question.

Implications of the research give the description of effect or condition that rises after the research

result concluded. Suggestions will give more issues for further research and practical adoption

from research result.

A. Conclusions

The 2006 Curriculum has been employed in Indonesian education. The changing

curriculum has consequently brought new paradigms in learning and teaching activities. The

different teaching methods may affect all aspects of learning language. Genre-based approach is

adopted in the curriculum as the basic for English learning. The texts become the main material

in learning language. Teachers get difficulty in providing materials with the new curriculum.

They rely on the textbooks available in bookstores. Some teachers with their marginal positions

have no power to select the best textbook for their students. Meanwhile, some others teachers

find difficulties to find textbooks that really implement the 2006 Curriculum suitablely. This

study tried to describe teacher’s evaluation of textbooks based on the 2006 Curriculum.

Teacher must be autonomous. They have their right to present their own paradigms and

competence to evaluate the textbook. They will face the problem in the class, facilitate students to

learn English, and improve their students’ competence. Therefore, it is time for them to show

their autonomy and competence in evaluating the textbook.

Related to the content, they said that the textbook has covered the material required in

2006 Curriculum. Interpersonal, transactional and functional texts could be found. They found

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that some texts were limited than the others i.e. short functional text and news item. They usually

improved them by adding some materials out side textbook, such as, from newspaper, internet

and also other books in library. However, they stated that there was no material for language

program.

They also evaluated that the exposure was not so much for the students. The exposure was

just minimal for their students. They usually added some materials outside of textbooks to give

more exposure for their students.

Meanwhile, the communicative and social function of texts has been elaborated much in

it. It presented their ways of constructing text, their generic structure and also lexico grammatical

aspects. Besides, the function of texts in the social life was also explained explicitly. Meanwhile,

the guidance to produce the text could be found in there. Students had tasks to complete the

incomplete paragraph with their own idea. Briefly, the participants evaluated that the textbook

was suitable with competency standard and basic competency stated in 2006 Curriculum. It

covered all texts required and also explained their social and communicative function explicitly.

It also gave suitable level of difficulty to improve students’ competency and guidance to produce

text, although the exposure has not been sufficient for students. They should make some

improvement to give more exposure for them.

About supported material in content categories, the participants evaluated that most of

topics were out of date. Narrative text, review and news item was already left behind. The

development of technologies and knowledge walked so fast, so that some text was not relevant

with current situation. Only some topics in discussion text were still hot issues in discussion texts,

such as nuclear power, cloning and solar energy. Besides, textbook content has not developed

much in students’ life skill. It just gave the student the minimal ones. The cultural awareness was

88

explored in the textbook. There were some parts that presented some cultural aspects of English

speaking countries. It was a good point to have awareness to other cultures.

In relation to language in the textbook, participant stated that their students could

understand it well. It was designed suitable with students’ level competence. There were some

difficult words but it was only 10 – 15 %. Unfortunately, the socio-emotional environment of

students, that was close with them, has not been explored much in the textbook. Most of narrative

story were about legend, fable and old story. There were only some topics that were close with

students’ environment. The topics in the text did not touch the students’ environment.

On the other hand, the participants said that communicative aspect of language covered

well in it. It provided the standard and non- standard language based on the situation. Students

could understand the text and follow the instruction well.

Relating to with the presentation of material, participants stated that it has applied two

cycles i.e. spoken and written cycle with Hammond four stages as required in 2006 Curriculum.

But, they did not always follow the four stages; they would do it based on the students’

competence in a certain topics.

They also said that the cohesiveness in presenting materials only could be found in a unit

but it was not among units in the textbook. It occurred because every unit discussed different text

types, whereas in a unit every stage would support each others. BKOF would support in MOT,

MOT would become basic in how the student create the text in JCOT and ICOT.

Besides that, they also evaluated that the balance in material presentation was not suitable.

The narrative and discussion text was too much, while the short functional text was fewer than

other materials. It was better if writer and teacher made a grand mapping of material since 2006

Curriculum repeated narrative text types in every semester and level.

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Participants also stated that the presentation of learning activity was designed with

student-centre approach. They could study and did the task by themselves, but it would be better

if teacher helped them. However, students would get difficulty in improving their creativity

because most of tasks were guided ones. Consequently, their autonomous was not improved

much in it.

The participant also stated that the presentation of information about textbook was not

complete enough. They could find foreword, the table of content, bibliography in it, but they

could not find the guidance, index and glossary.

Regarding with other categories i.e. graphic layout, availability and cost, participants said

that there was no problem in availability and cost of the textbook. Publisher came to school and

supplied the students’ needs; they did not have to buy in bookstore. The cost of textbook was

relatively not so expensive if it compared with other textbooks, moreover the paper quality was

good. Besides, they also said that the package or binding of textbook was strong and good.

However, they stated that the illustration of the textbook was not so challenging for teenager.

They judged it into enough or fair level for it.

In general, some aspects of the textbook have already been suitable with the 2006

Curriculum as we had in our pre-figured themes. The content-wise was suitable with type texts

required in the curriculum, the social and communicative functions have been elaborated, and

also gave suitable level of difficulty to students. The language of the textbook was on the

students’ level, providing standard and non-standard languages. The textbook also implemented

two cycles i.e. spoken and written using four Hammond stages and the tasks were designed with

student-centre approach in presentation of materials. The cost and availability were not the

problem for students and teachers.

90

Nevertheless, teachers had to improve the content of the textbooks by adding some

materials to give more exposure and guidance in producing texts. The topics of texts have not

touched much in students’ sense; teachers improved it by gaining texts from newspapers,

magazines and internet. The balance in presenting material was not suitable enough; teachers

should modify some materials that were too much and add some limited texts ,such as, short

functional texts. Besides, they should also make a grand mapping of material presented to avoid

redundancy. The illustration and graphic layout of the textbooks were not so interesting for

students.

In conclusion, the textbook was applicable and suitable with the 2006 Curriculum.

Teachers could use it in their class since many aspects of the 2006 Curriculum have already

implemented. Eventhough, they should also make some improvement in it.

B. Implications

This study brings some implications on the implementation of the text-based curriculum

especially in selecting textbook. Their evaluation could help teachers to select and improve the

material for their learners.

Concerning with content of textbook, teacher should be wise enough to coverage of the

text required. All text should be explored and given suitable exposure. It will make students get

the sufficient model in MOT stage. The guidance to produce of the text also should not be

ignored. We have to guide them in such that they could acquire the competence well. Genre-

based approach does not focus only on the form but also on the meaning and communicative

function.

Relating with the language of textbook, teacher should provide some types of language

that may be faced in the communication acts. The learners’ socio-emotional environment should

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become our intention in presenting the material. It will make them more enthusiastic and

motivated in learning.

In relation to the presentation of material, we should be aware to students’ creativity.

There is not much textbook improve it. Teachers should regard this aspect since most of tasks

were guided ones. They must give some tasks that could develop students’ creativity and

competence in such that they become more autonomous.

The evaluation of textbook becomes emerged whenever the curriculum changing occurs.

Material provided should be selected and reviewed by all stakeholder involved. Teachers must

have their autonomy to judge and improve the material they apply in teaching and learning

process.

C. Suggestions

This study put emphasis on the SHS teachers’ evaluation of textbooks based on 2006

Curriculum, which is based on the teachers’ narratives. Similar research focusing on other

participant, such as on students’ evaluation or other writers from different publisher, can enrich

the result of the study.

Reflecting the interpretation, the textbook basically already applied the genre approach

well in spite of some textbook categories that has not been implemented much. Publisher and

textbook writer should change their paradigm about textbook into “educational benefit” rather

than “economical benefit”. Most teachers have limited time to design and provided material for

the learners, therefore they depend much on material provided by publisher. It is time for

publisher and textbook writer to contribute their competence to manage better English learning.

The suggestion also comes to stakeholder. They usually do not regard to teachers’

competence. They may have distinguished paradigm since teachers marginalized. The research

result indicates that teachers, as participants, have contributed well to evaluate the textbook.

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Their finding implied that they have understood and acquired curriculum well. It is better to

change their paradigm about teachers’ competence currently. If they have policy in education,

teachers should be the first consideration.

For teachers, it is time for us to be more autonomous and empower ourselves. We have

competencies, and it could give more contribution to our generation. Material is our “gun” to

shoot the competence we achieve. There are many publishers offering the textbook, be wise and

autonomous, you have the right to select it. Be a master.

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Gomes, F. de M. 2000. ‘Teachers as Textbook Evaluators: An Interdisciplinary Checklist’ in IATEFL Issue 157. http://www. fcgm@cashnet.com.br. Retrieved on April 28, 2009.

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Lin, B. 2006. ‘Genre-based teaching and Vygotskian principles in EFL: The case of a university writing course’. Asian EFL Journal Volume 8. Issue 3 Article 11. http://asian-efl-journal.com/ Retrieved on January 30,2008

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APPENDICES

APPENDIX A Appendix 38 Of Permen 22/ 2006 (The English Content Standard of Curriculum 2006 in SHS)

38. Mata Pelajaran Bahasa Inggris untuk Sekolah Menengah Atas (SMA)/ Madrasah

Aliyah ( MA)

A. Latar Belakang Bahasa memiliki peran sentral dalam perkembangan intelektual, sosial, dan emosional peserta didik dan merupakan penunjang keberhasilan dalam mempelajari semua bidang studi. Pembelajaran bahasa diharapkan membantu peserta didik mengenal dirinya, budayanya, dan budaya orang lain. Selain itu, pembelajaran bahasa juga membantu peserta didik mampu mengemukakan gagasan dan perasaan, berpartisipasi dalam masyarakat, dan bahkan menemukan serta menggunakan kemampuan analitis dan imaginatif yang ada dalam dirinya. Bahasa Inggris merupakan alat untuk berkomunikasi secara lisan dan tulis. Berkomunikasi adalah memahami dan mengungkapkan informasi, pikiran, perasaan, dan mengembangkan ilmu pengetahuan, teknologi, dan budaya. Kemampuan berkomunikasi dalam pengertian yang utuh adalah kemampuan berwacana, yakni kemampuan memahami dan/atau menghasilkan teks lisan dan/atau tulis yang direalisasikan dalam empat keterampilan berbahasa, yaitu mendengarkan, berbicara, membaca dan menulis. Keempat keterampilan inilah yang digunakan untuk menanggapi atau menciptakan wacana dalam kehidupan bermasyarakat. Oleh karena itu, mata pelajaran Bahasa Inggris diarahkan untuk mengembangkan keterampilan-keterampilan tersebut agar lulusan mampu berkomunikasi dan berwacana dalam bahasa Inggris pada tingkat literasi tertentu.

Tingkat literasi mencakup performative, functional, informational, dan epistemic. Pada tingkat performative, orang mampu membaca, menulis, mendengarkan, dan berbicara dengan simbol-simbol yang digunakan. Pada tingkat functional, orang mampu menggunakan bahasa untuk memenuhi kebutuhan hidup sehari-hari seperti membaca surat kabar, manual atau petunjuk. Pada tingkat informational, orang mampu mengakses pengetahuan dengan kemampuan berbahasa, sedangkan pada tingkat epistemic orang mampu mengungkapkan pengetahuan ke dalam bahasa sasaran (Wells,1987). Pembelajaran bahasa Inggris di SMP/MTs ditargetkan agar peserta didik dapat mencapai tingkat functional yakni berkomunikasi secara lisan dan tulis untuk menyelesaikan masalah sehari-hari, sedangkan untuk SMA/MA diharapkan dapat mencapai tingkat informational karena mereka disiapkan untuk melanjutkan pendidikannya ke perguruan tinggi. Tingkat literasi epistemic dianggap terlalu tinggi untuk dapat dicapai oleh peserta didik SMA/MA karena bahasa Inggris di Indonesia berfungsi sebagai bahasa asing.

96

B. Tujuan

Mata Pelajaran Bahasa Inggris di SMA/MA bertujuan agar peserta didik memiliki kemampuan sebagai berikut.

1. Mengembangkan kompetensi berkomunikasi dalam bentuk lisan dan tulis untuk mencapai tingkat literasi informational

2. Memiliki kesadaran tentang hakikat dan pentingnya bahasa Inggris untuk meningkatkan daya saing bangsa dalam masyarakat global

3. Mengembangkan pemahaman peserta didik tentang keterkaitan antara bahasa dengan budaya.

C. Ruang Lingkup

Ruang lingkup mata pelajaran Bahasa Inggris di SMA/MA meliputi:

1. kemampuan berwacana, yakni kemampuan memahami dan/atau menghasilkan teks lisan dan/atau tulis yang direalisasikan dalam empat keterampilan berbahasa, yakni mendengarkan, berbicara, membaca dan menulis secara terpadu untuk mencapai tingkat literasi informational;

2. kemampuan memahami dan menciptakan berbagai teks fungsional pendek dan monolog serta esei berbentuk procedure, descriptive, recount, narrative, report, news item, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, public speaking. Gradasi bahan ajar tampak dalam penggunaan kosa kata, tata bahasa, dan langkah-langkah retorika;

3. kompetensi pendukung, yakni kompetensi linguistik (menggunakan tata bahasa dan kosa kata, tata bunyi, tata tulis), kompetensi sosiokultural (menggunakan ungkapan dan tindak bahasa secara berterima dalam berbagai konteks komunikasi), kompetensi strategi (mengatasi masalah yang timbul dalam proses komunikasi dengan berbagai cara agar komunikasi tetap berlangsung), dan kompetensi pembentuk wacana (menggunakan piranti pembentuk wacana).

D. Standar Kompetensi dan Kompetensi Dasar

Kelas X, Semester 1

Standar Kompetensi Kompetensi Dasar

Mendengarkan 1. Memahami makna

dalam percakapan transaksional dan interpersonal dalam

1.1 Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi yang menggunakan ragam bahasa lisan

97

Standar Kompetensi Kompetensi Dasar

konteks kehidupan sehari-hari

sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: berkenalan, bertemu/berpisah, menyetujui ajakan/tawaran/ undangan, menerima janji, dan membatalkan janji

1.2 Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi yang menggunakan ragam bahasa lisan sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengungkapkan perasaan bahagia, menunjukkan perhatian, menunjukkan simpati, dan memberi instruksi

2. Memahami makna teks fungsional pendek dan teks monolog sederhana berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari

2.1 Merespon makna secara akurat, lancar dan berterima dalam teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi dalam berbagai konteks kehidupan sehari-hari

2.2 Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks: recount, narrative, dan procedure

Berbicara

3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari

3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: berkenalan, bertemu/berpisah, menyetujui ajakan/tawaran/ undangan, menerima janji, dan membatalkan janji

3.2 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak

98

Standar Kompetensi Kompetensi Dasar

resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengungkapkan perasaan bahagia, menunjukkan perhatian, menunjukkan simpati, dan memberi instruksi

4. Mengungkapkan makna dalam teks fungsional pendek dan monolog berbentuk recount, narrative dan procedure sederhana dalam konteks kehidupan sehari-hari

4.1 Mengungkapkan makna dalam bentuk teks fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi dengan menggunakan ragam bahasa lisan dalam berbagai konteks kehidupan sehari-hari.

4.2 Mengungkapkan makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure

Membaca 5. Memahami makna teks

tulis fungsional pendek dan esei sederhana berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

5.1 Merespon makna dalam teks tulis fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

5.2 Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan procedure

Menulis

6. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk recount, narrative, dan

6.1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks

99

Standar Kompetensi Kompetensi Dasar

procedure dalam konteks kehidupan sehari-hari

kehidupan sehari-hari

6.2 Mengungkapkan makna dan langkah-langkah retorika secara akurat, lancar dan berterima dengan menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure

Kelas X, Semester 2

Standar Kompetensi Kompetensi Dasar

Mendengarkan 7. Memahami makna dalam

percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari

7.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari dan melibatkan tindak tutur: berterima kasih, memuji, dan mengucapkan selamat

7.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima undangan, tawaran, dan ajakan

8. Memahami makna dalam teks fungsional pendek dan monolog yang berbentuk narrative, descriptive, dan news item sederhana dalam konteks kehidupan sehari-hari

8.1 Merespon makna yang terdapat dalam teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari

8.2 Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk; narrative, descriptive, dan news item

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Standar Kompetensi Kompetensi Dasar

Berbicara 9. Mengungkapkan makna

dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari

9.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: berterima kasih, memuji, dan mengucapkan selamat

9.2 Mengungkapkan makna dalam percakapan

transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima undangan, tawaran, dan ajakan

10. Mengungkapkan makna dalam teks fungsional pendek dan monolog sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari

10.1 Mengungkapkan makna dalam bentuk teks lisan fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi dengan menggunakan ragam bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari

10.2 Mengungkapkan makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, descriptive, dan news item

101

Standar Kompetensi Kompetensi Dasar

Membaca 11. Memahami makna teks

fungsional pendek dan esei sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

11.1 Merespon makna dalam teks fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari

11.2 Merespon makna dan langkah-langkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative, descriptive, dan news item

Menulis 12. Mengungkapkan makna

dalam teks tulis fungsional pendek dan esei sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari

12.1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari

12.2 Mengungkapkan makna dan langkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, descriptive, dan news item

PROGRAM IPA, IPS & BAHASA

Kelas XI, Semester 1

Standar Kompetensi Kompetensi Dasar

Mendengarkan 1. Memahami makna dalam

percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks

1.1 Merespon makna dalam percakapan

transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa

102

Standar Kompetensi Kompetensi Dasar

kehidupan sehari-hari lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyampaikan pendapat, meminta pendapat, menyatakan puas, dan menyatakan tidak puas

1.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutu: menasehati, memperingatkan, meluluskan permintaan, serta menyatakan perasaan relief, pain, dan pleasure

2 Memahami makna teks fungsional pendek dan monolog berbentuk reports, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari

2.1 Merespon makna yang terdapat dalam teks lisan fungsional pendek resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari

2.2 Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan analytical exposition

103

Standar Kompetensi Kompetensi Dasar

Berbicara 3. Mengungkapkan makna

dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari

3.1 Mengungkapkan makna dalam percakapan

transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyampaikan pendapat, meminta pendapat, menyatakan puas, dan menyatakan tidak puas

3.2 Mengungkapkan makna dalam percakapan

transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menasehati, memperingatkan, meluluskan permintaan, serta menyatakan perasaan relief, pain, dan pleasure

4. Mengungkapkan makna

dalam teks fungsional pendek dan monolog yang berbentuk report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari

4.1 Mengungkapkan makna dalam teks lisan fungsional pendek resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari

4.2 Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan analytical exposition

Membaca 5. Memahami makna teks

fungsional pendek dan esei berbentuk report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

5.1 Merespon makna dalam teks fungsional pendek

(misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari

5.2 Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam

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Standar Kompetensi Kompetensi Dasar

konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: report, narrative, dan analytical exposition

Menulis 6. Mengungkapkan makna

dalam teks esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari

6.1 Mengungkapkan makna dalam bentuk teks

fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari

6.2 Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan analytical exposition

Kelas XI, Semester 2

Standar Kompetensi Kompetensi Dasar

Mendengarkan 7. Memahami makna dalam

percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari

7.1 Merespon makna dalam percakapan

transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan sikap terhadap sesuatu, menyatakan perasaan cinta, dan menyatakan perasaan sedih

7.2 Merespon makna dalam percakapan

transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan

105

Standar Kompetensi Kompetensi Dasar

melibatkan tindak tutur: menyatakan perasaan malu, menyatakan perasaan marah, dan menyatakan perasaan jengkel

8. Memahami makna dalam

teks fungsional pendek dan monolog berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-hari

8.1 Merespon makna dalam teks fungsional pendek resmi dan tak resmi yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari

8.2 Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, spoof, dan hortatory exposition

Berbicara 9. Mengungkapkan makna

dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari

9.1 Mengungkapkan makna dalam percakapan

transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan sikap terhadap sesuatu, menyatakan perasaan cinta, dan menyatakan perasaan sedih

9.2 Mengungkapkan makna dalam percakapan

transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan perasaan malu, menyatakan perasaan marah, dan menyatakan perasaan jengkel

10. Mengungkapkan makna

dalam teks fungsional pendek dan esei berbentuk narrative, spoof dan hortatory

10.1 Mengungkapkan makna dalam teks fungsional pendek resmi dan tak resmi dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam

106

Standar Kompetensi Kompetensi Dasar

exposition dalam konteks kehidupan sehari-hari

konteks kehidupan sehari-hari

10.2 Mengungkapkan makna dalam esei dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, spoof, dan hortatory exposition

Membaca 11. Memahami makna teks

fungsional pendek dan esei berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

11.1 Merespon makna dalam teks fungsional

pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

11.2 Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative, spoof, dan hortatory exposition

Menulis 12. Mengungkapkan makna

dalam teks fungsional pendek dan esei berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-hari

12.1 Mengungkapkan makna dalam teks

fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari

12.2 Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, spoof, dan hortatory exposition

107

PROGRAM IPA, IPS & BAHASA Kelas XII, Semester 1

Standar Kompetensi Kompetensi Dasar

Mendengarkan 1. Memahami makna dalam

teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari

1.1 Merespon makna dalam percakapan

transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengusulkan, memohon, mengeluh, membahas kemungkinan atau untuk melakukan sesuatu, dan memerintah

1.2 Merespon makna dalam percakapan

transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengakui kesalahan, berjanji, menyalahkan, menuduh, mengungkapkan keingintahuan dan hasrat, dan menyatakan berbagai sikap

2. Memahami makna

dalam teks fungsional pendek dan monolog berbentuk narrative, explanation dan discussion dalam konteks kehidupan sehari-hari

2.1 Merespon makna dalam teks fungsional pendek resmi dan tak resmi yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari

2.2 Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, explanation, dan discussion

Berbicara 3. Mengungkapkan makna

dalam teks percakapan transaksional dan interpersonal resmi dan

3.1 Mengungkapkan makna dalam percakapan

transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar dan

108

Standar Kompetensi Kompetensi Dasar

berlanjut dalam konteks kehidupan sehari-hari

berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengusulkan, memohon, mengeluh, membahas kemungkinan atau untuk melakukan sesuatu, dan memerintah

3.2 Mengungkapkan makna dalam percakapan

transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengakui kesalahan, berjanji, menyalahkan, menuduh, mengungkapkan keingintahuan dan hasrat , dan menyatakan berbagai sikap

4. Mengungkapkan makna

dalam teks fungsional pendek dan monolog berbentuk narrative, explanation dan discussion dalam konteks kehidupan sehari-hari

4.1 Mengungkapkan makna dalam teks fungsional pendek resmi dan tak resmi dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari

4.2 Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, explanation, dan discussion

Membaca 5. Memahami makna teks

fungsional pendek dan teks tulis esei berbentuk narrative, explanation dan discussion dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

5.1 Merespon makna dalam teks fungsional

pendek resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

5.2 Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative, explanation, dan

109

Standar Kompetensi Kompetensi Dasar

discussion

Standar Kompetensi Kompetensi Dasar

Menulis 6. Mengungkapkan makna

dalam teks tulis monolog yang berbentuk narrative, explanation dan discussion secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari

6.1 Mengungkapkan makna dalam teks fungsional

pendek resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari

6.2 Mengungkapkan makna dan langkah retorika dalam teks monolog dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, explanation, dan discussion

Kelas XII, Semester 2

Standar Kompetensi Kompetensi Dasar

Mendengarkan 7. Memahami makna

dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari

7.1 Merespon makna dalam percakapan

transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan dan melibatkan tindak tutur: membujuk, mendorong semangat, mengkritik, mengungkapkan harapan, dan mencegah

7.2 Merespon makna dalam percakapan

transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan dan melibatkan tindak tutur: menyesali,

110

Standar Kompetensi Kompetensi Dasar

mengungkapkan/menanyakan rencana, tujuan, maksud, memprediksi, berspekulasi, dan memberikan penilaian

8. Memahami makna dalam

teks fungsional pendek dan monolog yang berbentuk narrative dan review dalam konteks kehidupan sehari-hari

8.1 Merespon makna dalam teks fungsional pendek resmi dan tak resmi yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari

8.2 Memahami dan merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative dan review

Berbicara 9. Mengungkapkan makna

dalam teks interaksional, dengan penekanan pada percakapan transaksional resmi dan berlanjut dalam konteks kehidupan sehari-hari

9.1 Mengungkapkan makna dalam percakapan

transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur:membujuk, mendorong semangat, mengkritik , mengungkapkan harapan, dan mencegah

9.2 Merespon makna dalam percakapan

transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyesali, mengungkapkan/menanyakan rencana, tujuan, maksud, memprediksi, berspekulasi, dan memberikan penilaian

10. Mengungkapkan makna

dalam teks fungsional pendek dan monolog yang berbentuk

10.1 Merespon makna dalam teks fungsional pendek resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks

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Standar Kompetensi Kompetensi Dasar

narrative dan review secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari

kehidupan sehari-hari

10.2 Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative dan review

Membaca 11. Memahami makna teks

tulis monolog yang berbentuk narrative dan review secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

11.1 Merespon makna dalam teks fungsional

pendek resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

11.2 Merespon makna dan langkah retorika dalam teks monolog yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative dan review

Menulis 12. Mengungkapkan makna

dalam teks tulis monolog/esei berbentuk narrative dan review dalam konteks kehidupan sehari-hari

12.1 Mengungkapkan makna dan langkah

retorika dalam esei dengan menggunakan ragam tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative dan review

112

TAMBAHAN UNTUK PROGRAM BAHASA

Kelas XI, Semester 1

Standar Kompetensi Kompetensi Dasar

Mendengarkan 1. Memahami makna yang

terdapat dalam public speaking sederhana

1.1 Merespon makna yang diungkapkan oleh

Master of Ceremony 1.2 Merespon makna yang diungkapkan oleh Show

Presenter (Host) dan News Reader

Berbicara 2. Mengungkapkan makna

dalam konteks public speaking sederhana

2.1 Mengungkapkan makna dalam konteks public

speaking sederhana sebagai Master of Ceremony

2.2 Mengungkapkan makna dalam konteks public

speaking sederhana sebagai Show Presenter (Host) dan News Reader

Membaca 3. Memahami naskah dalam

konteks public speaking sederhana

3.1 Membaca naskah public speaking sederhana

dengan nyaring dan dengan pelafalan yang tepat sebagai Master of Ceremony

3.2 Membaca naskah public speaking sederhana

dengan nyaring dan dengan pelafalan yang tepat sebagai Show Presenter (Host) dan News Reader

Menulis 4. Mengungkapkan makna

dalam konteks persiapan public speaking sederhana

4.1 Menulis naskah public speaking sederhana

sebagai Master of Ceremony 4.2 Menulis naskah public speaking sederhana

sebagai Show Presenter (Host) dan News Reader

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Kelas XI, Semester 2

Standar Kompetensi Kompetensi Dasar

Mendengarkan 1. Memahami karya sastra

lisan yang populer dan disederhanakan (simplified)

1.1 Merespon makna dalam karya sastra lisan,

seperti lagu berbahasa inggris dan puisi kontemporer

1.2 Memahami dan merespon makna dalam karya

sastra lisan, seperti film dan drama kontemporer

Berbicara 2. Mengungkapkan karya

sastra lisan yang populer dan disederhanakan (simplified)

2.1 Membawakan karya sastra lisan sederhana

seperti lagu berbahasa Inggris dan puisi kontemporer

2.2 Membawakan karya sastra lisan sederhana

seperti film dan drama kontemporer

Membaca 3. Memahami karya sastra

yang populer dan disederhanakan (simplified)

3.1 Merespon makna dalam dalam karya sastra,

seperti lagu berbahasa Inggris dan puisi kontemporer

3.2 Merespon makna dalam dalam karya sastra,

seperti cerita pendek

Menulis 4. Mengungkapkan kembali

karya sastra lisan yang populer dan disederhanakan (simplified)

4.1 Menulis cerita dalam bentuk esei tentang lirik

lagu yang didengarnya 4.2 Mengungkapkan kembali cerita berbahasa

Inggris yang disederhanakan (simplified) ke dalam bentuk tulisan lain dengan atau tanpa mengubah konteks latar waktu dan tempatnya

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Kelas XII, Semester 1

Standar Kompetensi Kompetensi Dasar

Mendengarkan 1. Memahami makna yang

terdapat dalam public speaking dalam konteks akademik

1.1 Merespon makna yang diungkapkan dalam

pidato

1.2 Merespon makna yang diungkapkan dalam debat dan presentasi

Berbicara 2. Mengungkapkan makna

dalam public speaking dalam konteks akademik

2.1 Mengungkapkan makna dalam konteks public

speaking seperti pidato 2.2 Mengungkapkan makna dalam konteks public

speaking seperti debat dan presentasi

Membaca 3. Memahami naskah

public speaking dalam konteks akademik

3.1 Memahami naskah public speaking dalam

konteks akademik seperti pidato

3.2 Memahami naskah public speaking dalam konteks akademik seperti debat dan presentasi

Menulis 4. Mengungkapkan makna

dalam naskah persiapan public speaking dalam konteks akademik

4.1 Menulis naskah public speaking sederhana

dalam konteks akademik seperti pidato 4.2 Menulis naskah public speaking sederhana

dalam konteks akademik seperti debat dan presentasi

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Kelas XII, Semester 2

Standar Kompetensi Kompetensi Dasar

Mendengarkan 1. Memahami karya sastra lisan

yang populer dan otentik sederhana

1.1 Memahami dan merespon makna dalam karya

sastra lisan seperti lagu berbahasa Inggris dan puisi kontemporer

1.2 Memahami dan merespon makna dalam karya

sastra lisan seperti film dan drama kontemporer

Berbicara 2. Mengungkapkan karya sastra

lisan yang populer dan otentik sederhana

2.1 Membawakan karya sastra lisan sederhana

seperti lagu berbahasa Inggris dan puisi kontemporer

2.2 Membawakan karya sastra lisan sederhana

seperti film dan drama kontemporer

Membaca 3. Memahami karya sastra yang

populer dan otentik sederhana

3.1 Membaca pidato tokoh-tokoh terkenal 3.2 Memahami makna dalam lagu berbahasa

Inggris, novel, dan ceritera pendek

Menulis 4. Mengungkapkan kembali

karya sastra yang populer dan otentik sederhana secara tertulis

. 4.1 Menulis esei tentang lirik lagu dan puisi

kontemporer 4.2 Mengungkapkan kembali cerita berbahasa

Inggris yang populer dan otentik sederhana ke dalam bentuk tulisan lain dengan atau tanpa mengubah konteks latar waktu dan tempatnya

E. Arah Pengembangan Standar kompetensi dan kompetensi dasar menjadi arah dan landasan untuk mengembangkan materi pokok, kegiatan pembelajaran, dan indikator pencapaian kompetensi untuk penilaian. Dalam merancang kegiatan pembelajaran dan penilaian perlu memperhatikan Standar Proses dan Standar Penilaian.

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APPENDIX B Teacher’s Interviews’ Questions

Daftar pertanyaan kepada Guru

I. Kelayakan Isi Buku

A. Kesesuaian uraian materi dengan SK dan KD 1. Kelengkapan materi :

a. Apakah Buku ini memuata jenis teks Interpersonal, Transaksional dan functional? b. Apakah buku ini juga untuk program bahasa, ada public speaking dan karya sastra

popular? 2. Kedalaman Materi

a. Sudah cukupkah pajanan atau exposure yang diberikan kepada siswa? Jumlah teks contohnya

b. Sudahkah buku ini memberikan pengetahuan tentang pembentukan jenis teks secara ekplisit dan terinci?

c. Apakah siswa mendapatkan bimbingan yang cuckup untuk memproduksi teks yang berguna dalam kehidupan sehari hari?

B. Keakuratan Materi 3. Fungsi social

Apakah fungsi social teks interpersonal, transaksional dan functional diungkap secara ekplisit dan jelas dalam buku?

4. Unsur struktur dan makna Apakah Unsur dan struktur makna ketiga jenis teks tersebut tercakup dengan baik?

5. Fitur linguistik Apakah pengembangan bahasa yang berterima dan akurat yang digunakan dalam teks yang diberikan sesuai?

C. Materi pendukung Pembelajaran 6. Kemutakhiran

a. apakah ada relevansi atau hubung antara materi yang ada dengan sumber rujukan yang digunakan?

b. Apakah materi yang ada cukup up todate atau tidak ketinggalan jaman?

7. Pengembangan kecakapan hidup. a. Apakah materi yang ada mengembangkan kecakapana hidup atau life skills dari

siswa? b. Apakah kecakapan personal, social , akademik dan vokasional cukup

dikembangkan disini? 8. Pengembangan wawasan kebhinekaan? Apakah materi dalam buku mengembangkan wawasan kebhinekaan?

II. Kelayakan Bahasa

A. Keseuaian dengan Tingkat Perkembangan Anak 1. Apakah buku ini sudah disusun sesuai dengan perkembangan kognitif anak?

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2. Apakah buku ini sesuai dengan tingkat sosio emosional anak? B. Komunikatif 1. Keterbacaan pesan oleh peserta didik: Apakah bahasa yang digunakan mudah dipahami oleh siswa? 2. Ketepatan kaidah bahasa: Apakah bahasa yang digunakan sesuai dengan kaidah bahasa yang tepat? C. Keruntutan dan Kesatuan Gagasan 3. Keruntutan makna dalam bagian/bab. Subbab/paragraph/kalimat: Apakah bahasa yang digunakan memiliki keruntutan dan keteraturan? 4. Ketertautan makna antar bagian/bab/ subbab/ paragraph/kalimat apakah bahasa dalam buku ini menyajikan secara bertautan?

III. Kelayakan Penyajian A. Teknik Penyajian 1. Sistematika Apakah setiap penyajian materi memiliki sistematika yang sesuai karakteristik materi? Minimal mencakup keempat langkah model Hammond (BKOF, MOT, JCOT dan MOT) 2. Keseimbangan antar bab Apakah jumlah pertemuan atau materi antar bab ada kesetimbangan? B. Penyajian Pembelajaran 1. Keterpusatan pada peserta didik Apakah materi latihan disusun sehingga menimbulkan interaksi antar peserta didik, peserta didik dengan guru dan lingkuangan lebih luas? 2. Mengembangkan prakarsa, kreativitas dab cara berpikir peserta didik Apakah materi dan tugas mendorong daya kreativitas siswa dan berpikir kritis? 3. Mengembangkan kemandirian belajar Apakah materi dan tugas mendorong peserta didik untuk bertanggung jawab atas proses belajarnya sendiri? 4. Mengembangkan kemampuan untuk refleksi/evaluasi diri Apakah materi yang diberikan emungkinkan siswa mengetahui keberhasilan dan kekurangan dalam pelaksanaan proses belajar mengajar? C. Kelengkapan Penyajian 1. Bagian pendahulu Apakah buku itu mencantumkan tujuan penulisan, ucapan terima kasih dan harapan? Apakah ada daftar isi yang memudahkan peserta didik mencari bab/ subbab didalamnya? 2. Bagian Isi a. Pendahuluan: apakah buku ini memberikan tujuan pembelajaran, sistematika cara

pembelajaran, dan hal lain yang harus diketahui siswa? b. Beban belajar: apakah ada tatap muka, tugas terstruktur dan mandiri? 3. Bagian penyudah a. Apakah buku mencantumkan glosarium? b. Apakah buku itu menntumkan daftar pustaka?

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c. Apakah buku mencantumkan indeks?

IV. Kelayakan yang lainnya 1. Apakah buku ini mahal? 2. Apakah buku ini mudah didapatkan? 3. Apakah buku ini menarik penampilannya? 4. Apakah buku ini bagus penjilidan dan kwalitas cetak, kertas?

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APPENDIX C Student’s Interviews’ Questions

Daftar Pertanyaan Kepada Siswa I. Kelayakan Isi Buku

A. Kesesuaian uraian materi dengan SK dan KD 1. Kelengkapan materi :

a. Apakah Buku ini memuat jenis teks Interpersonal, Transaksional dan functional? b. Apakah buku ini juga untuk program bahasa, ada public speaking dan karya sastra

popular? 2. Kedalaman Materi

a. Sudah cukupkah pajanan atau exposure yang diberikan kepada anda? Jumlah teks contohnya

b. Apakah anda tahu fungsi teks yang ada dan buku ini memberikan pengetahuan tentang pembentukan jenis teks, unsur makna dan struktur makna?

c. Apakah siswa mendapatkan bimbingan yang cukup untuk memproduksi teks yang berguna dalam kehidupan sehari hari?

B. Keakuratan Materi 3. Fungsi sosial

Apakah anda tahu fungsi sosial teks interpersonal, transaksional dan functional missal fungsi teks narrative untuk menghibur dan mengajarkan nilai luhur ?

4. Unsur struktur dan makna Apakah unsur dan struktur makna ketiga jenis teks tersebut tercakup dengan baik, misal narrative memiliki orientasi, komplikasi dan solusi ?

5. Fitur linguistik Apakah pengembangan bahasa yang berterima dan akurat yang digunakan dalam teks yang diberikan sesuai?

C. Materi pendukung Pembelajaran 6. Kemutakhiran

a. Menurut anda apakah ada materi yang ada sesuai dengan sumber rujukan yang digunakan?

b. Apakah materi yang ada cukup up todate atau tidak ketinggalan jaman?

7. Pengembangan kecakapan hisup. a. Apakah materi yang ada mengembangkan kecakapan hidup atau life skills dari

anda? b. Apakah kecakapan personal, social , akademik dan vokasional anda cukup

dikembangkan disini? 8. Pengembangan wawasan kebhinekaan? Apakah materi dalam buku mengembangkan wawasan kebhinekaan?

II. Kelayakan Bahasa

A. Keseuaian dengan Tingkat Perkembangan Anak

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1. Apakah buku ini sudah disusun sesuai dengan kemampuan anda? 2. Apakah buku ini sesuai dengan lingkungan anda? B. Komunikatif 1. Keterbacaan pesan oleh peserta didik: Apakah bahasa yang digunakan mudah dipahami ? 2. Ketepatan kaidah bahasa: Apakah bahasa yang digunakan sesuai dengan kaidah bahasa yang tepat? Keruntutan dan Kesatuan Gagasan Apakah susunan dari unit dan bab cukup urut dan mudah dipahami?

III. Kelayakan Penyajian A. Teknik Penyajian 1. Sistematika Apakah setiap penyajian materi memiliki sistematika ? Minimal mencakup keempat langkah model Hammond (BKOF, MOT, JCOT dan MOT) 2. Keseimbangan antar bab Apakah jumlah pertemuan atau materi antar bab ada kesetimbangan? B. Penyajian Pembelajaran 1. Keterpusatan pada peserta didik Apakah materi latihan disusun sehingga anda harus berinteraksi antar peserta didik, peserta didik dengan guru dan lingkuangan lebih luas? 2. Mengembangkan prakarsa, kreativitas dab cara berpikir peserta didik Apakah materi dan tugas mendorong daya kreativitas anda dan berpikir kritis? 3. Mengembangkan kemandirian belajar Apakah materi dan tugas mendorong peserta didik untuk bertanggung jawab atas proses belajarnya sendiri? 4. Mengembangkan kemampuan untuk refleksi/evaluasi diri Apakah materi yang diberikan memungkinkan anda mengetahui keberhasilan dan kekurangan dalam pelaksanaan proses belajar mengajar? C. Kelengkapan Penyajian 1. Bagian pendahulu Apakah buku itu mencantumkan tujuan penulisan, ucapan terima kasih dan harapan? Apakah ada daftar isi yang memudahkan peserta didik mencari bab/ subbab didalamnya? 2. Bagian Isi a. Pendahuluan: apakah buku ini memberikan tujuan pembelajaran, sistematika cara

pembelajaran, dan hal lain yang harus diketahui anda? b. Beban belajar: apakah ada tatap muka, tugas terstruktur dan mandiri? 3. Bagian penyudah a. Apakah buku mencantumkan glosarium? b. Apakah buku itu menntumkan daftar pustaka? c. Apakah buku mencantumkan indeks?

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IV. Kelayakan yang lainnya 1. Apakah buku ini mahal? 2. Apakah buku ini mudah didapatkan? 3. Apakah buku ini menarik penampilannya? 4. Apakah buku ini bagus penjilidan dan kwalitas cetak, kertas?

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APPENDIX D Transcript of Teacher’s Innterviews

Interview 1 Mrs. Sri [Int_Sri] Senior teacher in one of reputable SHS in Sleman Waiting Room Wednesday, March 4, 2009 09.30 -10.15 I visited her when she did not have a class. She looked so fresh in her old age, She has been teaching since 1983. She belongs to the senior teacher in Sleman region. She has been sent to teacher training in national level many times and also often became a textbook evaluator in province level. Her school has won many English competitions in Sleman region. Now her school became one of “Sekolah Andalan” in Sleman. Description Question and Answer Codes Indicator Q1: Buku yang digunakan apa

bu? A1: Look Ahead, dan kita tambah materi diluar itu seperti ada Koran, bungkus obat, bungkus mie instant, dan materi lain yang ada hubungannya dengan materi yang saya berikan. Q2: Jadi tidak hanya buku semata ya bu. Perlu ada tambahan yang lainnya. Apakah buku yang digunakan itu memuat teks interpersonal, transaksional dan functional? A2: Ya ada Q3: bagaimana harus menasehati orang, memberi perintah ada ya bu? A3: Ya ada, tapi biasanya kita berikan tambahan untuk variasinya, terutama untuk teks – teks functional. Untuk pengayaan anak itu sangat perlu.. Q4: Unuk kelas bahasa apakah ada yang berisi tentang public speaking atau karya sastra? A4: Kita nggak ada kelas

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bahasa, buku itu juga tidak memuat tentang kedua hal itu, tapi disana ada tentang interview, mungkin itu berhubungan dengan public speaking ya. Busa dikaitkan dengan public speaking ya?… tapi yang secara spesifik untuk kelas bahasa itu nggak ada. Q5: Tadi dikatakan Ibu menambah exposure untuk siswa, dengan menambah bahan di luar buku, apakah exposure di buku itu belum cukup menurut Ibu? A5: Ya cukup lah, tetapi kita butuh variasi dari contoh di buku, biar anak lebih semangat kalau kita bawa sesuatu yang baru. Tidak hanya mengandalkan buku tersebut. Q6: Apakah buku itu memuat tentang bagaimana pembentukan teks, struktur makna dan fitur lnguistik dari suatu teks? A6: Ya ada, bahkan sudah dalam bentuk skema beserta contohnya, misal kalau narrative awalnya ada orientation, kemudian diikuti dengan complication, itu disajikan dalam bentuk skema yang mudah dan jelas. Q7: Jadi sudah ada skemanya ya bu, apakah siswa punya kesempatan untuk memproduksi dari teks yang diajarkan itu? misal dari draft menjadi paragraph kemudian menjadi teks… A7: Ya. Siswa dapat melihat skema yang ada kemudian

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membuat karangan, Saya membimbing mereka untuk menyusun karangan misal tentang pengalaman yang tak terlupakan, dibimbing dari membuat draft kemudian mereka mengembangkan sendiri …Tapi dari buku belum sejauh itu tampaknya, saya yang membimbing mereka memproduksi teks Q8 : Apakah buku juga memuat tentang struktur teks, makna dan fitur linguistic dari berbagai bentuk teks itu? A8 : Ya semua dijelaskan, dari setiap pembahasan teks yang di tampilkan, bagaimana cara menulis recount, news item dan lainnya. Semua dibahas secara detail dan diberikan kesimpulan pada setiap akhir unit. Q9 :Apakah ada pengembangan life skill dalam materi yang diberikan? A9: Nggak banyak ya, misal kemarin kita punya teks news item , itu kan bisa mengembangkan kemampuannya untuk mewawancarai nantinya, mungkin mereka jadi reporter atau wartawan… tapi nggak banyak Q10: Bagaimana dengan pengembangan tentang pemahaman budaya? A.10: Banyak buku ini memuat Cultural Awareness, ini berisi tentang pengenalan siswa terhadap budaya di Inggris atau asing… mungkin ini bisa masuk ya ?!

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Q11 : Apakah bahasa yang digunakan dalam buku dapat dipahami oleh siswa? A11 : Iya, mudah dipahami anak tidak terlalu muluk dan tinggi, bagi siswa, siswa tidak terlalu banyak menemukan kata yang sulit. Q12: Apakah sesuai dengan dunia remaja? A12 : Agak kurang, nggak terlalu menonjol, tetapi ada sedikit yang kena misal ada tentang band Nidji, Peter Pan. Tapi itu nggak banyak…Kebanyakan contoh nya topiknya jadul, apalagi untuk news item, ya ini mesti saya bawa yang cukup up todate. Untuk naratif ceritanya nggak terlalu cocok dengan dunia siswa. Maka saya mencoba meminta mereka membuat teks tentang pengalaman pribadi mereka Q13: Apakah bahasa yang digunakan sesuai dengan kaidah atau standard English? A 13: Ya , jelas… Q14: Jadi sebagaian cukup komunikatif materinya? A14: Ya sedikit Q 15: Apakah buku ini ada keterkaitan antar unit, bab atau bagian perbagiannya? Dan apakah penyajiannya runtut? A 15: Kalau antar unit ya enggak ya karena antar unit beda topic, tapi kalau dalam satu unit ya jelas..terkait, ada yang terkait dan nyambung antar bagiannya , tidak lepas, dan ada semacam kesamaan pola antar

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unit.langkahnya… Q16: Apakah setiap unit ada langkah langkah atau pola yang berurutan? Missal diawali dengan BKOF, MOT, JOT dan MOT? A16 : Ya ada, tapi tidak setiap langkah kita ikuti, mungkin kalau BKOFnya terlalu banyak kita create yang lebih singkat, kadang kadang terlalu banyak modelnya atau pemanasannya, mungkin maksud penulis untuk lebih jelas. Tapi kadang boring bagi siswa… Q17 : Jadi ada pola yang tetap ya? Misal dari spoken kemudian written ? A17: Ya begitu dan tematik.. Q18: Ada nggak ketimbangan antar bab? A18: Untuk semua bab hampir sama, tapi untuk news item unit terlalu sedikit dibandingkan yang lainnnya. Juga kurang bervariasi dalam contohnya. Selain itu teks fungsional pendek sangat kurang hanya sedikit sekali contohnya….yang teks interpersonal dan functional oke cukup Q19: Apakah tugas atau latihan sudah disusun dengan student center? A 19: Ya sudah, siswa dapat mengerjakan, misal saya nggak ada.. Q20: Bagaimana dengan kretivitas siswa? A20: … belum banget. Nggak sejauh itu, tapi itu kembali ke anak. Saya biasanya ya harus

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membimbing mereka…karena kebanyakan guided sih… Q21: Apakah kemadirian bisa diwujudkan? A21: Ya tadi… perlu ada tambahan dari saya, buku hanya untuk “bahan” atau clue bagi siswa….itupun saya harus menyuruh mereka , baru mereka buat kalau saya minta kalau nggak ya nggak buat mereka …misal kemarin tak suruh mereka wawancara kepada seseorang kemudian melaporkan.. Q22: apakah penulis mencantumkan kata pengantar? Q22: Ya ada Q23: Kalau daftar isi apakah bisa membantu ? Q23: Iya dong membantu Q24: Kalau mapping bagaimana cara belajar dengan buku tersebut? A24: Ini yang nggak ada…dulu ada itu ya tapi bukan buku ini… Q25: kalau tugas ada yang mandiri nggak? A25: Nggak ada ya hanya tugas latihan yang berhubungan dengan buku itu, untuk bahan yang diluar buku nggak ada… Q26: Apakah memmuat glossarium atau index? A26: Nggak ada ya…. Mungkin karena sekarang kalau buat buku kan kejar cetak, mungkin nggak sempat …he ..he (tertawa) Q27: Untuk Daftar pustaka? Q27: Ya ada itu. Q28: Apakah buku ini mahal? A28: Terlalu mahal… bagi kami

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yang “high lander” ini termasuk mahal.. Q29 : Bagaimana siswa mendapatkannya? Mudah? A29 : Saya nggak tahu ya, kalau untuk disekitar sini yang pedesaan tampaknya nggak ada ya, anak harus ke kota untuk belinya, tapi kita didatangi penjual bukunya… Q30: Bagaimana dengan kwalitas penjilidan , kertas dan kemasannya? A30: Bagus nggak mudah rusak… Q31: Jadi secara umum buku ini sesuai dengan kurikulum 2006 ? A31: Ya…tapi tadi masih kurang modelingnya nggak bervariasi dan untuk teks fungsional pendek sangat kurang

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Inter view 2 Mrs. Yanti’s Interview [Int_Yan] March 11, 2009 11.00 – 12. 30 Guest room

I called her a week ago when we had Professional teacher meeting. She agreed to be my participants. I called her for sure that we could manage the interview on Wednesday, March 11,2009. Then, I came to her school at 10. Unfortunately, she had a task in Final Examination training programme. I waited for her until, she finished the job. I waited in the waiting room. I sit in comfortable sofa. Afterward, she came and we began to have the interview.

She has been teaching since 1989. She is the head of Musyawarah Guru Mata Pelajaran Bahasa Inggris ( English Teacher Profesionalism Organization) and also the member of Jogjakarta English Teacher Association.. Her school is pointed to be the International School model. She also many time join the training in national level, book evaluators and designer for National Examination test item. She looked fresh and enthusiastic in her age.

Description Question and Answer Codes Indicator Q1: Buku apa yang Ibu gunakan?

A1: Look Ahead yang utama, tapi juga

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menggunakan buku yang lain, di perpustakaan juga tersedia Q2: Apakah memuat jenis text interpersonal, transaksional, dan fungsional? A2: Ada, disana semuanya. Q3: Bagaimana untuk program bahasa? A3: Kami nggak ada program bahasa dan dibuku itu memang nggak ada yang untuk program bahasa. Q4: Apakah contoh-contoh dianggap cukup untuk anak? A4 : Pokoknya lumayan cukup… Q5: Perlu enggak Ibu menambah untuk contoh contoh teks? A5 : Kita biasanya menambah untuk exercise nya..misal untuk news item kita ambil dari Koran Jakarta Post… Q6 : kemudian tentang fungsi teks itu, fungsi sosialnya, apakah dimuat di buku itu? A6 : Ada, ada fungsi sosial dan bahasa dari teks itu. Q7: Apakah buku itu memberikan bimbingan yang cukup bagi siswa untuk memproduksi suatu teks? A7 : O ya ada, misal untuk teks narrative diberikan suatu teks bagaimana membuat happy ending atau sebaliknya, kemudian siswa diminta membuat endingnya sendiri Q8 : Jadi misal anak diminta membuat sendiri teks tersebut anak bisa ? A8 : Bisa bisa Q9 : Apakah dimunculkan tujuan dari pembuatan suatu teks atau unsur unsur pembentuk teksnya? A9 : Kalau tujuannnya untuk mengetahui generic structure dari teks memang

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dimunculkan ….tetapi kalau mau untuk melatih pemahaman anak ya diberikan pertanyaan tentang isi teks tersebut Q10 : Apakah bahasa yang digunakan formal atau informal? A 10 : Buku ini kelihatannya lengkap, ada yang bahasa standard tapi juga menggunakan bahasa yang digunakan anak anak, missal ada topic short story berisi tentang cerita dunia mereka. Disitu dimasukkan bahasa gaulnya.. Q11 : Menurut Ibu apakah bahan rujukan yang digunakan untuk buku ini sudah tepat? A11 : Saya kira tepat. Disini bahkan ada bagian yang mengungkapkan cross cultural understanding.. Q12: Untuk materinya apakah ketinggalan jaman? A12 : Untuk beberapa materi bisa dipakai terus, Cuma untuk yang kelas XII kita harus mengikuti trend , karena untuk teks review itu agak ketinggalan. Karena film dan buku kan tiap tahun mungkin berganti.. kalau saya cari di luar dan kemudian kita tambahakan cerita yang lain. Q13 : Apakah latihan di buku itu bisa mengembangkan life skill siswa? A13 : Ya lumayan, anak bisa berinteraksi dengan orang lain menggunakan latihan di sana, dia bisa misalnya interview dengan orang lain.. Q14 : Apakah bahasa yang digunakan mudah dipahami anak? A14 : Ya sesuai mungkin ada beberapa unfamiliar word, kalau dipersen ya 10 – 15 % lah. Tapi itu kan untuk menambah vocab mereka..yang saya suka buku ini, sudah tidak memuat fable untuk SMA, fable itu untuk SMP bahasanya terlalu mudah untuk tingkatan SMA. Saya lihat

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dibuku lain masih ada fable itu. Ini jadi anak nggak challenge gitu. Q15 : Ada nggak bu materi yang berhubungan dengan anak – anak muda? A15 : Ada, itu yang anak anak suka… Itu yang mudah dipahami anak. Q16 : Apakah sistimatika unit di buku itu ada? A16 : Ada , dimulai dengan spoken cycle, listening dulu kemudian speaking, reading terakhirnya writing dan diakhiri dengan semacam rangkuman pada endingnya. Q17 : Apakah ada tahapan semacam BKOF, MOT, ICOT dan JOT? A17 : Ada Q18: Apakah ada kesetimbangan antar bab? A18 : Sama seimbang antar bab, Q19 : Apakah latihan yang disusun student centered? A 19 : Ya..misal mereka kerja sendiri mereka bisa tapi ya harus pakai kamus.. Q20 : Apakah itu mengembangkan kreatifitas siswa? Q20 : Iya..seperti tadi kalau mereka suruh buat ending suatu cerita, hasilnya berbeda antara siswa satu dan lainnya.. Q21: Apakah buku ini dilengkapi dengan foreword, table of content? A21 : O iya ada.. Q22: Apakah buku ini juga menyediakan panduan untuk guru dan siswa untuk bagaimana menggunakan buku ini? A22: Ada ..di buku itu nggak ada tampaknya…kita dikasih CD untuk panduannya juga ada listening scriptnya, tapi itu untuk guru saja, siswa nggak kita kasih, supaya mereka bisa mengukur

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kemampuan mereka.. Q23 : Apakah di buku ini ada tugas terstruktur dan mandiri? A23 : Kalau di buku tidak disebutkan , tetapi guru bisa memilah milah mana yang tugas terstruktur, tugas mandiri, misal disitu ada perintah buatlah teks tentang sesuatu, berarti itu termasuk tugas mandiri, guru kemudian memerintahkan anak membuat teks itu, buku itu hanya menyediakan check list tentang teks yang akan dibuat itu misal apakah sudah menggunakan past tense, conjunction itu memberikan panduan kepada siswa Q 24 : Apakah ada glossarium dan indeks? A 24 : Nggak ada Q25 : Kalau daftar pustaka? A 25 : Ada Q26 : Secara umum buku ini apakah cocok dengan kurikulum 2006? A26 : Ya cocok. Walaupun sekarang kita ada tugas terstruktur, tugas terstruktur mandiri, kita bisa mendesain sesuai dengan kemauan kurikulum sekarang… Q27 : Apakah buku ini menarik secara umum tampilannya? A27 : Ya cukup menarik walaupun tidak full colour. Walaupun begitu didalamnya ka sebagian menggunakan kertas warna, Jadi kalau mau di bold typed itu kelihatan, jadi anak tahu bagian mana yang penting dan perlu ditekankan Q28 : Kemarin saya dapat masukan katanya short functional text nya tidak banyak? A28 : Di kelas X banyak pak. Ada invitation, brochure sampai expressing condolences , tetapi di buku kelas XI dan XII sudah nggak ada. Soalnya terlalu

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mudah untuk tingkatan kelas XI dan XII. Q29 : Kok bisa gitu ya, bu? A29 : Itu yang salah SK dan KD kita, hampir sama untuk semua tingkat, jadi bahannya diulang ulang di beberapa tingkat dan muncul di beberapa tingkatan, pemetaan materi mungkin berbeda antar pengarang…Sebaiknya antar kita ada pemetaan materi, sehingga tidak tumpang tindih antar tingkat …sehingga tidak perlu ada jenis teks yang sama muncul di beberapa tingkat.

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Interview 3 Mrs. Ana [Int_Ana] Wednesday, March 18, 2009. 08.00 – 09.00 Teacher’ guest room. I phoned her on Saturday if I could have an interview with her about textbook. She was busy enough preparing her students for Last Examination but she agreed to have interview next Wednesday. I came into the teacher’ guest room. Her friend called her, she has waited for me. She has taught since 1987. She taught in one of SMA Andalan in Sleman regency. She has been sent China for six months course. She is also active in English teachers association. We have worked together to make an English textbook for Sleman Education Department. Description Question and Answer Codes Indicator Q 1 : Buku apa yang dipakai

sebagai text book? A 1 : Look Ahead Q2 : Apakah memuat jenis teks interpersonal , transactional and functional? A 2 : Ada Q3 : Untuk teks functional pendek? A 3 : Tidak ada di buku tetapi saya biasanya pakai dari Jakarta Post untuk teks seperti

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itu., selain itu juga dari internet, suart kabar local seperti Kedaulatan Rakyat yang banyak kita jumpai tentang lowongan kerja, anak tak suruh cari kemudian mereka tak suruh membuat pertanyaan dari teks itu., bagaimana untuk membuat surat lamarannya dan CV nya secara lengkap. Q4 : Untuk program bahasa nggak ada bu, harusnya kan nada public speakingnya ? A4 : Nggak ada, tapi untuk speakingnya saya kembangkan lewat ekstrakulikulernya, jadi pada sore hari kita ada ekstra kurikuler speaking. Q5 : Apakah untuk exposurenya dianggap cukup untuk siswa? A5 : Cukup tapi minimal , untuk pengembangan lebih lanjut saya ambil seperti surat kabar itu, kadang saya juga suruh siswa mencari sendiri di luar, saya nggak mau anak terfokus pada guru untuk materi. Kita hanya beri contoh kemudian mereka mencari contoh di luar Q6 : Apakah secara eksplisit dijelaskan tentang fungsi sosial dari teks tersebut? A6 : Ya, tapi saya mesti harus menjelaskan karena mau tidak mau anak mesti bertanya juga, kan di kelas XII anak anak sudah mendapatkan semua teks , mereka biasanya pengin tahu apa beda berbagai macam teks argumentative, apa beda analytical dan hortatoty, jadi saya harus menerangkan bahwa ini lho bedanya .

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Q7: Kalau di buku nggak terlalu luas ya bu? A7 : O iya kurang. Q8 : Kan disana mungkin semacam ringkasan aja ya bu? A8 : Ya , kan di Kurikulum KBK dulu ada semacam ringkasan tapi lengkap meliputi semua teks dan kita bisa lihat perbedaannya, ini sebagai acuan saya untuk memahami jenis teks. Sekalian saya mau matur, di buku Erlangga kelas XI pada text report ada yang salah itu, di bagian depan struktur generic dari report itu ada identification, kemudian general classification. Saya tahu dari anak kelas XII mereka pas ketemu soal mereka mengatakan general classification, harusnya kan nggak itu. Pas saya komunikasikan dengan guru kls XI dia hanya memakai buku itu tanpa punya referensi lain, jadi dia nggak tahu mana yang benar. Q9 : Jadi sekali lagi nggak terlalu luas ya untuk fungsi sosial teks tersebut? A9 : Ya saya nambah sendiri, mungkin untuk efisiensi halaman yang digunakan?! Q10 : Apakah memberikan bimbingan yang cukup untuk memproduksi teks? A10 : Di buku ada, misal menyusun paragraph acak menjadi suatu teks, kemudian sudah diberikan pendahuluan anak diminta meneruskan teks tersebut, ada juga yang diberi setting dan skema kemudian anak diminta mengembangkan.

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Q 11 : Bagaimana dengan fungsi teks tersebut dalam kehidupan sehari hari? A11 : Nggak banyak juga kayak tadi Q12 : Generic structure nya gimana bu A12 : Ya ada, lewat pertanyaan pertanyaan misalnya apakah disitu ada noun phrasenya, siswa diminta menggaris bawahi, kemudian kenapa menggunakan past tense dalam narrative, kenapa menggunakan reported speech ,karena writer pingin real world dan lain lain Q 13 : Kemudian untuk materi yang digunakan apakah cukup up to date? Tidak ketinggalan jaman? A 13 : Secara umum sudah cukup up to date, misal tentang cloning, tenaga nuklir, solar power di Indonesia masih termasuk hangat, karena dalam kurun waktu lama masih membicarakan hal itu. Tapi kalau yang bener bener mutakhir nasional dan internasional ya nggak ada, kurang. Q14 : Apakah materi yang ada mengembangkan life skill siswa? A14 : Mungkin minimal bisa mengembangkan kemampuan komunikasi mereka ya?! Karena mengajarkan expressing regrets, invititation, satisfaction dan lain lain. Yang bisa diterapkan dalam kehidupan sehari - hari. Q15 : Kalau hubungannya dengan cultural understanding? A15 : Ya ada. Misalnya bagaimana cara makan mereka,

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kalau mengangguk kepala bisa berarti disagree Q16 : Apakah bahasa yang digunakan sesuai dengan kemampuan anak? A16 : Ya anak bisa mengikuti dan tampaknya sesuai dengan level mereka. Sementara speakingnya saya kembangkan di kelas XI jadi mereka di kelas XII mereka sudah cukup bisa Q 17 : Apakah teks yang dikembangkan sesuai dengan dunia mereka? A17 : Kayaknya minimal sekali dan nggak banyak. Paling di teks review itu ada tentang sinetron, band GIGI dan yang lainnya. Kalau review kan berhubungan dengan karya yang sudah ada saat ini. Q 18: Kalau yang narrative bu? A 18 : Wah itu malah cerita zaman dulu ya .. Q 19 : Kemudian apakah bahasa yang digunakan cukup standar sesuai dengan kaidah? A 19 : Saya pikir anak nggak mengalami kesulitan, anak anak bisa memahami. Misal pada teks narrative itu juga dibahas tentang bagaimana membuat kalimat conditional, subjunctive Q 20 : Apakah ada keterkaitan antar bab? A 20 : Kalau antar unit ya nggak ya, kayaknya terputus putus ya. Unit ini tentang narrative, kemudian tentang discussion, review. Q 21 : Kalau dalam satu unit bu?

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A 21 : Na... kalau itu masih nampak, antar bagian saling berhubungan, misal tentang narrative , kemudian membicarakan tentang noun phrases, kemudian tentang tensesnya sedikit, kemudian ada gaya bahasanya. Q 22 : Kemudian apakah pola antar unit juga sama ? Langkah langkahnya? A 22 : Ya sama, diawali spoken cycle kemudian written cycle, ada 4 tahapan itu BKOF, MOT, JCOT dan IOT. Q 23 : Apakah menurut ibu antar bab ada semacam kesetimbangan antar bab? A 23 : Mungkin untuk buku itu, terlalu banyak teks discussion nya ya?! Bahkan saya sering yang ini untuk PR . Anak mungkin 2 atau 3 teks saja mungkin sudah cukup. Soalnya kalau anak terfokus pada buku teks sedangkan teks nya itu itu saja, bagi saya itu kurang menantang anak, dan kurang mengangkat kreatifitas anak. Saya terkadang menawarkan kepada anak, kalau yang ini bagaimana kalau untuk PR saja, kemudian kamu mencoba untuk membuat teks sendiri meskipun pendek tidak apa apa. Yang penting kamu usaha, tahu pola dari teks tersebut Q 24 : Apakah latihan yang ada student centered? A 24 : Kalau anak mengikuti dari awal langkah langkah yang ada di buku itu, saya pikir bisa.Tapi seandainya ada bimbingan dari guru anak mungkin lebih banyak

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pemahamannya. Q 25 : Jadi guru tidak harus menerangkan dulu gitu ya? A25 : Ndak ...mereka bisa, hanya memang akan lebih baik kalau guru membimbing mereka, hasilnya akan lebih maksimal. Misal kalau saya nggak bisa ngajar, saya suruh mengerjakan hal sekian sampai sekian ya mereka bisa. Saya biasanya sesudahnya mengecek ada apa nggak masalah pas kerja sendiri , kalau ada ya saya jelaskan Q 26 : Apakah latihan yang ada mampu mengembangkan kreatifitas siswa? A 26 : Masih sedikit sekali..misalnya tadi hanya menyelesaikan conclusion nya. Yang anak berkreasi sendiri, kok belum ada..kebanyakan masih guided banget. Q27 : Berarti kemandirian belajar belum terbentuk ya bu? A 27 : Ya belum ..anak masih membutuhkan bimbingan untuk menghasilkan suatu teks Q 28 : Untuk penyajian buku, apakah ada kata pengantar, daftar isi, panduan penggunaan buku didalamnya? A 28 : Ya untuk daftar isi dan kata pengantar ada, sehingga ini membantu kita mencari halaman didalamnya...untuk panduan penggunaan buku tampaknya nggak ada..di buku lain ada itu tampaknya, terbitan apa itu grafindo kalau nggak salah... Q 29 : Apakah ada tujuan pembelajaran dari tiap unitnya?

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A 29 : Ada, misal unit 5 ada rangkuman yang akan dipelajari itu apa. Q 30 : Apakah ada kegiatan yang berisi tatap muka, tugas terstruktur dan tugas mandiri? A 30 : Nggak ada hanya latihan biasa..Istilah itu kan baru muncul akhir akhir ini, padahalkan buku ini dibuat beberapa tahun yang lalu...jadi ya mungkin belum dimunculkan, Q 31 : Jadi nggak ada yang mengarahkan anak untuk mengambil tugas di luar buku tersebut? A 31 : Buku ini nggak memberikan kesempatan anak ataupun guru untuk menggunakan bahan bahan di luar buku ini. Q 32 : Apakah ada glossary, indeks dan bibliography? A 32 : Tampaknya nggak ada, yang ada hanya daftar pustaka. Tapi kan udah terdaftar di BNSP kan sudah standar...walaupun harusnya harus ada itunya ya?! Q 33 : Jadi secara umum buku ini sesuai dengan kurikulum 2006? A 33 : Ya .. tapi hanya untuk standar minimal aja. Kalau kita mau mengmbangkan lebih tinggi ya kita harus melihat bahan dari luar.. Q 34 : Kalau dari segi penampilan bagaimana bu? A 34 : Kalau diskala ya C plus lah.Illustrasi di luarnya saya anggap kurang menarik. Kurang tampak kalau itu bahasa Inggris gitu ..harusnya gambarnya yang

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challenging gitu to ya, bagi anak tampaknya juga kurang menarik. Q 35 : dari segi harga bu? A 35 : Ya cukuplah, nggak begitu mahal...kertasnya bagus covernya lumayan, walau ya tadi kurang menantang Q 36 : Kalau dulu penerbit kesini gitu yabu? Anak tidak membeli sendiri? A 36 : Ya begitu.. kalau mereka mau beli sendiri di luar jauh ya, itu ada di depan UII atau Gramedia..

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APPENDIX E

Transcript of Student’s Interview Interview 1

Waiting Room Wednesday, March 4, 2009 10.30 – 11.00 Adel and Susi, bu Sri’s students Bu Sri invited both students to have an interview with me in the waiting room. Adel with her bandage on her arm and Susi with beautiful white veil came to the room. They looked curious looking at me. We talked for a while about their class now. Their Indonesian language teacher could not come today so they had a task to do, and lucky for me, we had enough time to talk about the English textbook they used. Firstly, they were little bit shy, but then they had their own style after I introduce myself and told them about my research. Here is the interview I had. Question and Answer Codes Indicator Q1: Di kelas pakai buku apa?

A1: Look Ahead Q2: Apakah teks interpersonal,bagaimana cara tentang memberikan salam ? A2: Ya ada Q3: Kemudian untuk teks functional pendek, misal tentang memberikan undangan? A3: Nggak terlalu banyak… Q4: Yang banyak yang contoh teks tentang functional semacam recount, narrative gitu ya? A4: Ya ada Q5: Apakah ada materi yang berisi fungsi fungsi teks tersebut? A5: Ya ada Q6: apakah menurut mbak mbak ini contoh disana dianggap cukup? A6: Belum terlalu banyak … Q7: Apakah materi yang disajikan sesuai dengan dunia anda? A7: Kebanyakan contohnya terlalu monoton, kita jadi bosan. Nggak banyak

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variasinya. Contohnya kalau narrative kebanyakan dongeng, kita kan udah nggak jamannya dengar dongeng… jadul gitu lho.. Q8: Apakah bu guru sering memberikan teks diluar dari buku itu? A8: Ya sering kemarin bu guru pakai Koran untuk mengajarkan news item. Karena contoh didalam buku kurang banyak… Q9: Apakah buku ini bisa mengembangkan kemampuan life skill? A9: Ya Q10: Bisa berikan contohnya? A10: Mmmm... misal kita diajarkan mewawancarai orang, kita kemarin diminta untuk mewawancarai orang kemudian dipresentasikan. Selain itu di teks procedure kita diberi cara membuat kue, menambal ban… Q11: Apakah mengembangkan wawasan kebudayaan ? misalnya menghargai orang lain? A11: Ya ada…ada beberapa catatan kecil tentang budaya di Inggris Q12: Apakah mbak-mbak mengalami kesulitan dalam memahami materi ini? A12: Nggak terlalu… kita bisa kok memahami isi materi yang ada.. Q13: Berarti sesuai dengan tingkat kemampuan anda? A13: Ya … Q14: Apakah dunia atau lingkungan mbak terekspose dalam buku itu? Misal tentang kondisi dan lingkungan sosial dunia muda tentang pacaran.. A14: Nggak, terlalu jadul contoh – contohnya …Jarang jarang dunia kita ada di buku

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Q15: Apakah latihan ini membantu dan membimbing untuk memproduksi teks? Kita bisa tahu langkah untuk memproduksi suatu teks? A15: Ya ..ada beberapa tapi nggak terlalu detail..memang ada skema dan langkah langkah untuk pembentukan suatu teks, tapi harus tetap dengan bantuan guru. Q16: Misal bu guru ndak ada kemudian anda diberi tugas untuk mengerjakan materi latihan di buku itu, anda bisa mengerjakan? A16 : Kayaknya nggak ya ….mungkin beberapa latihan bisa Q17: Jadi itu nggak bisa anda mandiri untuk melakukan perintah di buku itu? A17: Ya nggak semua Q18: Apakah model model teks yang disajikan cukup banyak? A18 : Sedikit sekali… latihan yang diberikan juga nggak banyak Q19: Apakah buku ini memberikan panduan bagaimana belajar mennggunakan buku itu? A19: Ndak ada… Q20: Apakah ada tugas mandiri yang meminta kita mencari di luar buku? A20: Ndak ada, semua berpusat pada buku itu Q21: Apakah buku itu menarik? Apakah susunannya sudah cukup bagus? A21: Lumayan… Q22: Maksudnya lumayan? Dari harganya? Illustrasinya atau isinya? A22: Contohnya hanya sedikit, covernya oke, ilustrasinya kurang menarik.. Q23: Mahal? A23: Dibandingkan dengan buku yang lain, ya nggak terlalu mahal…

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Q24: Jadi secara umum buku ini bisa nggak digunakan untuk kehidupan sehari hari? A24: Untuk teks interpersonal bisa, mungkin untuk menyapa orang, memberi nasehat, tapi untuk teks recount narrative sangat jadul…masak kita kayak anak TK,… Q 25 : Bagaimana anda mendapatkan buku ini? A 25 : Ibu guru kasih ke kita dan kita bayar...

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Interview 2

Mrs Yanti Student Interview [Int_YanSt] Budi Tuesday, March 11, 2009 One morning in the school hall It was a wide area in the hall of school. I conducted the interview with the student’s of Mrs. Yanti. I asked Mrs. Ani, another English teacher in the SHS, to call Budi. He was from X level. He came with Mrs. Ani and big curiousity, because I had not contact him before. Perhaps, he thought that I was a stranger and made something bad to him. Then, I explained my intention to interview him concerning with textbook used in English teaching. I also said to him that I have permitted to Mrs. Yanti and her recommendation. He could accept and his face became fresh again. He was ready to answer my question. Here is the interview. Description Question and answer Codes Indicator Q1: Pakai buku apa mas?

A1: Look Ahead dari Erlangga Q2: Apakah buku itu memuat bentuk teks interpersonal, transaksional ? Misal cara memberi salam , mengajak orang A2: Ya ada Q3: Apakah juga memuat teks functional seperti report, narrative? A3: Ya ada Q4: Apakah contoh contoh yang ada di buku dianggap cukup? A4: Ya cukup, lumayan banyak kok.

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Q5: Apakah di buku memberikan bagaimana fungsi fungsi teks tersebut? A5: Untuk fungsi teks fungsional ada, misal fungsi teks recount untuk menceritakan, kejadian, report untuk deskripsikan suatu benda. Tetapi untuk teks interpersonal atau transactional kayaknya nggak ada Q6: Apakah ada latihan bimbingan untuk meproduksi suatu teks? A6: Ada, latihan ada yang disusun dengan langkah langkah pengembangan dari sebuah draf kemudian menjadi sebuah teks. Q7: Bagaimana dengan unsur makna yang mendukung suatu teks? A7: Ada, misal kalau past tense untuk narrative , kalimat perintah untuk procedure Q8:Apakah bahasa yang digunakan terlalu ketinggian untuk anda? A8: ya…nggak juga sebagian sudah kita pelajari di SMP , ya ada sebagian yang cukup meningkat Q9 : Kalau materi apakah sesuai dengan dunia anda? A9: Ya nggak terlalu… malah agak bosan bagi saya, sudah sering dibaca di SMP dulu. Kebanyakan dongeng …gitu Q10: Apa nggak pingin berisi tentang dunia remaja, misalnya tentang nonton film, pacaran gitu? A10: Ya juga sih… disana ada sebagian tapi kebanyakan tentang dongeng ,legenda Q11: Berati agak ketiggalan jaman ya materinya? A11: Ya

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Q12: Kalau procedure gimana? A12: Ya , ada bagaimana buat kopi , teh, mie..mungkin akan lebih baik kalau misalnya cara kita browsing di internet, kan itu lebih tepat bagi kami Q13: Berguna nggak materi itu untuk kehidupan sehari - hari? A13: Ya sebagian karena kita bisa tahu bagaimana untuk memberitahukan sesuatu… tidak hanya asal ngomong.. Q14 : Ada nggak yang berisi tentang pembelajaran budaya,misal gimana harus menghargai orang.. A14 : Ada disana ada cultural awareness di beberapa bagian Q15 : Menurut anda apakah materi yang diberikan sesuai dengan kemampuan anda? A15 : Ya sesuai, nggak terlalu banyak kata yang saya nggak tahu artinya… Q 16 : Kira-kira berapa? Q 16 : Paling yang kira kira 10 persen lah Q17: berarti anda bisa memahami teks yang ada di buku itu? A17 : Ya bisa Q18 : Apakah lingkungan anda “disentuh” pada buku tersebut? A18: Nggak banyak…Cuma digambarkan dengan fable, jadi bosan kita Q19 : Apakah anda mengalami kesulitan untuk mengikuti alur suatu unit,missal dari bagian awal ke tengah lalu sampai akhir?apakah ada pola atau sistimatika yangmemudahkan anda? A19 : Ya, antar unit hampir sama

TCONSuLs_PSAV TCONSuLs_PSAV TCONSuLs_Cul TLANApCog_St TLANApCog_St TLANApCog_St TLANApSoc_Lg TPREClaBal_Mat

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susunannya Q20 : Apakah anda bisa mengerjakan latihan dan peintah di buku itu tanpa ada Bapak atau Ibu guru? A20 : Ya bisa, soalnya sudah kayak diberi panduan gitu , biasanya sudah ada contoh satu dua , terus suruh mengerjakan..kita bisa mencoba dengan ide kita sendiri.. Q21 : Pernah mencoba membuat karangan dengan ide sendiri? A21 : Pernah, tapi nggak banyak hanya dua halaman, itu aja nggak penuh … tapi nggak terlalu baik ada beberapa kalimat yang salah Q22: Dengan begitu apakah anda bisa tahu kemampuan anda sendiri? Misal kalau buat kalimat belum benar ungkapannya.. A22 : Ya kita bisa tahu kelemahan kita dalam membuat kalimat.. Q 23 : Kalau bu guru sering nggak memakai bahan diluar buku itu? A 23 : Jarang memakai bahan di luar, malah kayaknya terpaku pada buku itu…..hanya pernah kemarin bawa Koran untuk news item… Q 24 : Pernah nggak memberi tugas di luar buku itu ? A 24 : Jarang…. Q 25 : Apakah buku ini memuat tentang panduan tentang bagaimana memakai buku ini? A 25 : Ada, di halaman depannya Q26: Apakah ada daftar isi dan kata pengantarnya? A26 : Ada Q27: Apakah secara umum buku ini

TPREActSc_Do TPREActCr_Im TPREActSf_Kn Judge Improve Judge TPREAdqCon_Gui TPREAdqInt_Pre

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menarik? A27: Ya lumayan… tapi bacaan bacaannya vocabnya kurang menantang …banyak yang sudah kita dapat di SMP dulu , kalau saya sendiri nggak banyak kesulitan ,mungkin bagi kawan kawan saya … Q28 : Jadi materinya agak jadul gitu ya? A28 : Iya semua hampir sama hanya alurnya dibolak balik atau di ubah gitu aja, padahal isinya sama… Q29: Bagaimana dari segi harganya?A 29 : Ya biasanya aja nggak terlalu mahal ..malah yang mahal buku selain bahasa inggris seperti kimia. Fisika Q 30 : Kemarin bukunya beli di mana? A 30 : Langsung dari guru, saya nggak beli di toko buku… Q 31 : Pernah mencoba cari ke toko buku sekitar sini yang mungkin menjual buku tersebut? A 31 : Belum pernah mencoba cari..

Judge TCONSuCur_Up TOTHCosEx_Che TOTHAvlEas TOTHAvlEas

Interview 3

Mrs. Ana Students’; Fatia and Hatta.[Int_Ana St] Wedensday, March 18, 2009. Teacher guest room. I called the two students after I had an interview with Mrs. Ana. I was still in the teacher guest room. They looked curious when they saw me. I introduced myself as their teacher’s friend and told them my purpose in having interview. They felt all right and ready to have an interview. Description Question and Answer Codes Indicators Q 1 : Buku apa yang

digunakan dalam pembelajaran bahasa Ingris? A 1 : Look Ahead and Link to The World

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Q 2 : Apakah buku itu memuat teks interpersonal? Misal tentang ungkapan ungkapan A 2 : Ada Q 3 : Kalau yang transaksional? A 3 : Ada , tetapi di kelas XI nggak ada Q 4 : Kalau bentuk teks fungsional semacam recount, narrative? A 4 : Ada juga Q5 : Apakah model yang disajikan cukup bagi mbak dan mas ini? A 5 : Sudah cukup tetapi kurang bervariasi terlalu monoton…dari itu ke itu saja Q 6 : Apakah di buku memuat tentang bagaimana fungsi teks tersebut, unsur pembentuknya dan lain lainnya A 6 : Ada dan sudah cukup bagus karena di akhir bab mesti ada semacam rangkuman tentang unsur pembentuk dan fungsi teks yang di bahas di unit tersebut. Q 7 : Apakah latihan disana membimbing mbak dan mas membuat suatu teks sesuai unit tersebut? A 7 : Di Look Ahead ada. Kita membentuk suatu teks lewat bimbingan dari suatu teks yang belum selesai kita diminta menyelesaikannya. Tapi di Link to the World hanya semacam kata kata, dirangkai atau jumble word Q 8 : Jadi untuk Link to The world belum terlalu ada

TCONApCov_Te TCONApCov_Te TCONApCov_Te TCONApLev_Ex Judge TCONApLev_Com TPREAdqCon_Sum TCONApLev_Gu

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bimbingan ya? Kalau look Ahead sudah mulai sampai membuat teks dengan panduan ya? A 8 : Ya betul … Q 9 : Bagaimana dengan fungsi teks tersebut apakah dimuat secara jelas dan terinci? A 9 : Untuk Look Ahead sudah ada dan terinci sedangkan untuk Link to the World belum ada terinci Q 10 : Tadi dikatakan tidak terlalu variatif dan monoton berarti tidak menarik? A 10 : Ya, tapi ada beberapa yang cukup menyenangkan kayak ada yang ngisi TTS itu. Tapi ya tadi kurang variatif... Untuk Link To the world hanya berupa bacaan kemudian dikasih pertanyaan seperti itu di setiap unit nya Q 11 : Apakah materi atau isi bacaan ketinggalan jaman? A 11 : Ya hanya cerita tentang kehidupan di rumah kemudian ditanyakan mulai kapan, dimana, hanya begitu aja.. (Itu Masih old method kok…) Q 12 : Apakah Latihan tadi bisa mengembangkan kemampuan anda berkomunikasi? A 12 : Kalau untuk ungkapan beberapa mungkin bisa tetapi untuk teks belum terlalu bisa digunakan, lingkungan kita kan masih berbahasa Indonesia….he he . Paling yang teks procedure bagaimana membuat supermi atau the yang bisa digunakan

TCONApLev_Gu TCONAcSof_Fu TCONSuCur_Acc Judge TCONSuCur_Up TLANApSoc_Lg TCONSuLs_PSAV

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dalam kehidupan sehari hari Q 13 : Apakah dalam buku memuat tentang pemahaman tentang budaya orang lain? A 13 : Di Link To the World belum ada, saya hanya mempelajari dari dialog yang ada dalam teks. Kalau untuk Look Ahead memang memuat beberapa tentang kebudayaan orang luar. Q 14 : Apakah anda bisa memahami bahasa yang digunakan di buku itu? A 14 : Bisa Q 15 : Apakah buku itu memuat materi tentang lingkungan anda? A 15 : Nggak banyak paling hanya beberapa yang menyentuh lingkungan kami, misalnya tentang Valentine. Q 16 : Apakah anda melihat adanya pola yang hampir sama antar bab yang anda pelajari? Misal dari speaking, kemudian reading, listening atau yang lainnya? A 16 : Nggak terlalu tahu saya.. Q 17 : Apakah ada unit yang menurut anda terlalu banyak atau terlalu sedikit dibandingkan yang lain? A 17 : Untuk narrative memang banyak dibandingkan yang lainnya..tapi kita bisa menikmati sih, jadi ya asik asik aja.. Q 18 : Apakah anda bisa mengerjakan tugas atau latihan

TCONSuLs_Cul TLANComUnd_Co TLANApSoc_Lg TPREOrgSq_Cy TPREClaBal_Mat

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di buku itu tanpa bimbingan bapak ibu? A 18 : Bisa kok… Q 19 : Apakah mengembangkan kreatifitas anda? Anda pernah nggak suruh buat yang diluar buku itu? A 19 : Kita suruh buat endingnya dari suatu story, kita mengembangkan sesuai keinginan kita .. tampaknya kita nggak pernah diminta untuk mencari bahan di luar buku… Q 20 : Apakah kegiatan itu membuat anda tahu kemampuan diri anda, mungkin lemah dalam kosa kata atau pembentukan kalimat? A 20 : Ya kita bisa tahu, ternyata pas kita mau mengungkapkan maksud kita nggak selalu sesuai dengan tatanan bahasanya, mau ngomong saya pergi ke kota, kita bingung pakai went atau go…. Q 21 : Apakah bahasa yang digunakan cukup komunikatif? A 21 : Enak kok, enak dibaca gitu nggak terlalu formal juga..juga nggak tingkat tinggi kok pak, masih bisa dimengerti Q22 : Buku itu punya nggak panduan untuk belajar? A22 : Biasanya ada di depan, tapi nggak tahu ya …Kita biasanya langsung ke materi, tapi biasanya ada itu ....Jadi bagian ini membahas apa kemudian dilanjutkan ke

TPREActSc_Do TPREActCr_Im TPREActSf_Kn TLANComUnd_Co TLANComUs_Std TPREAdqCon_Gui

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bagian apa ..gitu kalau nggak salah Q 23 : Apakah buku ini punya pola atau tatanan? A 23 : Misalnya kalau narrative dari bacaan kemudian berisi pertanyaan tentang bacaan itu, tapi tiap unit hampir sama polanya atau urutannya .. Q 24 : Secara umum apakah buku ini menarik? A 24 : Dari segi visual sudah cukup bagus..tapi kurang berwarna aja...kebanyakan hitam putih aja ...kalau bisa berwarna semua, sukur ada CD listening nya ... Q 25 : Jadi siswa belum dapat listeningnya? A 25 : Belum, hanya ibu guru yang punya .. Q 26 : Menurut anda apakah buku ini mahal? A 26 : Ya cukup mahal kalau bisa diturunkan Q 27 : Apakah Anda mendapatkan buku ini dengan mudah? A 27 : Dari guru kita tinggal bayar

TPREClaSy_Par TOTHGraIll_Int TOTHAvlEas TOTHCosEx_Che TOTHAvlEas

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APPENDIX F

Transcript of Personal’s Account

Mrs. Sri’s personal account [pa1_Sri]

Categories (codes)

Indicators referred

Accounts Description

TCONApCov_Te

Coverage of text types Improvement

Apakah buku yang digunakan itu memuat teks interpersonal, transaksional dan functional? A2: Ya ada Q3: bagaimana harus menasehati orang, memberi perintah ada ya bu? A3: Ya ada, tapi biasanya kita berikan tambahan untuk variasinya, terutama untuk teks – teks functional. Untuk pengayaan anak itu sangat perlu.. Kita nggak ada kelas bahasa, buku itu juga tidak memuat tentang kedua hal itu, tapi disana ada tentang interview, mungkin itu berhubungan dengan public speaking ya. Busa dikaitkan dengan public speaking ya?… tapi yang secara spesifik untuk kelas bahasa itu nggak ada.

Textbook covered the text required She improved the text by adding materials The textbook did not provide material for language program

TCONApLev_Ex

Exposure Ya cukup lah, tetapi kita butuh variasi dari contoh di buku, biar anak lebih semangat kalau kita bawa sesuatu yang baru. Tidak hanya mengandalkan buku tersebut.

She gave more examples or model in such the students get enough to understand the text comprehensively

TCONApLev_Com

Communicative aspect

: Ya ada, bahkan sudah dalam bentuk skema beserta contohnya, misal kalau narrative awalnya ada orientation, kemudian diikuti dengan complication, itu disajikan dalam bentuk skema yang mudah

Text must be explicitly explained about their social function and linguistic features

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dan jelas.

TCONAcLin_Com

Accuracy in linguistic features and lexico grammatical

Siswa dapat melihat skema yang ada kemudian membuat karangan,

Students must comprehend the text as a whole

TCONApLev_Gu

Limited guidance to produce text

Saya membimbing mereka untuk menyusun karangan misal tentang pengalaman yang tak terlupakan, dibimbing dari membuat draft kemudian mereka mengembangkan sendiri …Tapi dari buku belum sejauh itu tampaknya, saya yang membimbing mereka memproduksi teks

She gave more suitable guidance to produce text independently

TCONAcLin_Com The text should be acceptable linguistically and communicatively

Apakah buku juga memuat tentang struktur teks, makna dan fitur linguistic dari berbagai bentuk teks itu? A8 : Ya semua dijelaskan, dari setiap pembahasan teks yang di tampilkan, bagaimana cara menulis recount, news item dan lainnya. Semua dibahas secara detail dan diberikan kesimpulan pada setiap akhir unit.

She felt that the linguistic and communication aspects were explained clearly

TCONSuLs_PSAV

Improve personal, social, academic and vocational skills

Nggak banyak ya, misal kemarin kita punya teks news item , itu kan bisa mengembangkan kemampuannya untuk mewawancarai nantinya, mungkin mereka jadi reporter atau wartawan… tapi nggak banyak

She thought that only little material could improve students’ skills

TCONSuLs_Cul

Cultural aspect involvement

Banyak buku ini memuat Cultural Awareness, ini berisi tentang pengenalan siswa terhadap budaya di Inggris atau asing… mungkin ini bisa masuk ya ?!

There were many cultural awareness aspects involved

TLANComUnd_Co

Language should be understandable

Iya, mudah dipahami anak tidak terlalu muluk dan tinggi, bagi siswa, siswa tidak terlalu banyak menemukan kata yang sulit.

Language was suitable with students’ level.

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TLANApSoc_Lg

Socio-emotional language environment

Kebanyakan contoh nya topiknya jadul, apalagi untuk news item, ya ini mesti saya bawa yang cukup up todate. Untuk naratif ceritanya nggak terlalu cocok dengan dunia siswa. Maka saya mencoba meminta mereka membuat teks tentang pengalaman pribadi mereka

The topic was out of date She improved by giving text about their personal experience

TLANComUs_Std

Standard language

Apakah bahasa yang digunakan sesuai dengan kaidah atau standard English? A 13: Ya , jelas…

She agreed that it used standard language

TLANComUnd_Co

Easy to understand

Cukup komunikatif materinya? A14: Ya sedikit

The topic was not so communicative

TPREOrgSq_Cy

Sequential Apakah setiap unit ada langkah langkah atau pola yang berurutan? Missal diawali dengan BKOF, MOT, JOT dan MOT? A16 : Ya ada, tapi tidak setiap langkah kita ikuti, mungkin kalau BKOFnya terlalu banyak kita create yang lebih singkat, kadang kadang terlalu banyak modelnya atau pemanasannya, mungkin maksud penulis untuk lebih jelas. Tapi kadang boring bagi siswa… Dari spoken kemudian written ? A17: Ya begitu dan tematik..

She said that it applied the our stages but she did not always follow the stages. It depended on the topic Two cycles were applied

TPREClaBal_Mat

Balance among material

: Untuk semua bab hampir sama, tapi untuk news item unit terlalu sedikit dibandingkan yang lainnnya. Juga kurang bervariasi dalam contohnya. Selain itu teks fungsional pendek sangat kurang hanya sedikit sekali contohnya….

The news item and short functional texts were limited. The model was monotonous.

TPREActSc_Do

Student centre Ya sudah, siswa dapat mengerjakan, misal saya nggak ada..

They could do tasks

TPREActCr_Im

Improve students’

Bagaimana dengan kretivitas siswa? A20: … belum banget. Nggak

The task did not

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creativity sejauh itu, tapi itu kembali ke anak. Saya biasanya ya harus membimbing mereka…karena kebanyakan guided sih…

improve students’ creativity much. She always helped them when they should create text

TPREActAu_Pro

Students’ autonomous

Ya tadi… perlu ada tambahan dari saya, buku hanya untuk “bahan” atau clue bagi siswa….itupun saya harus menyuruh mereka , baru mereka buat kalau saya minta kalau nggak ya nggak buat mereka …

The students’ autonomy has not been improved

TPREAdqInt_Pre

Preface apakah penulis mencantumkan kata pengantar? A22: Ya ada Kalau daftar isi apakah bisa membantu ? A23: Iya dong membantu

It covered preface and table of content. It helped much for information adequacy

TPREAdqCon_Gui Guidance Kalau mapping bagaimana cara belajar dengan buku tersebut? A24: Ini yang nggak ada…dulu ada itu ya tapi bukan buku ini…

It did not provide with guidance to use the textbook

TPREAdqClo_Glo

Glossary and index

Apakah memmuat glossarium atau index? A26: Nggak ada ya….

It did not provide glossary and index

TPREAdqClo_Bli

Bibliography Untuk Daftar pustaka? Q27: Ya ada itu.

There was bibliography

TOTHCosEx_Che

Cost Terlalu mahal… bagi kami yang “high lander” ini termasuk mahal..

It was too expensive for her students

TOTHAvlEas

Availability Saya nggak tahu ya, kalau untuk disekitar sini yang pedesaan tampaknya nggak ada ya, anak harus ke kota untuk belinya, tapi kita didatangi penjual bukunya…

The book distributor came to school

TOTHGraIll_Int

Packaging and illustration

Bagus nggak mudah rusak It was good

Judge The evaluation of textbook

Jadi secara umum buku ini sesuai dengan kurikulum 2006 ? A31: Ya…tapi tadi masih kurang modelingnya nggak bervariasi dan untuk teks fungsional pendek sangat kurang

It was suitable with curriculum but it needed some

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improvement Mrs. Yanti’s personal account [pa2_Yan]

Categories (codes)

Indicators referred

Accounts Description

TCONApCov_Te

Coverage of text types

Apakah memuat jenis text interpersonal, transaksional, dan fungsional? A2: Ada, disana semuanya. Q3: Bagaimana untuk program bahasa? A3: Kami nggak ada program bahasa dan dibuku itu memang nggak ada yang untuk program bahasa. Kemarin saya dapat masukan katanya short functional text nya tidak banyak? A28 : Di kelas X banyak pak. Ada invitation, brochure sampai expressing condolences , tetapi di buku kelas XI dan XII sudah nggak ada. Soalnya terlalu mudah untuk tingkatan kelas XI dan XII.

Textbook covered the text required The textbook did not provide material for language program She has make a grand mapping of material

TCONApLev_Ex

Exposure Pokoknya lumayan cukup… Kita biasanya menambah untuk exercise nya..misal untuk news item kita ambil dari Koran Jakarta Post…

Students got enough exposure to understand the text comprehensively She improved by giving more exercise outside textbook

TCONApLev_Com

Communicative aspect

Ada, ada fungsi sosial dan bahasa dari teks itu.

Text must be explicitly explained about their social function and linguistic features

TCONAcLin_Fu

Accuracy in linguistic

Kalau tujuannnya untuk mengetahui generic structure dari teks memang

Students could comprehend the

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features and lexico grammatical

dimunculkan ….tetapi kalau mau untuk melatih pemahaman anak ya diberikan pertanyaan tentang isi teks tersebut

text as a whole

TCONApLev_Gu

Suitable guidance to produce text

O ya ada, misal untuk teks narrative diberikan suatu teks bagaimana membuat happy ending atau sebaliknya, kemudian siswa diminta membuat endingnya sendiri Jadi misal anak diminta membuat sendiri teks tersebut anak bisa ? A8 : Bisa bisa

The guidance was suitable to produce text independently

TCONSuLs_PSAV

Improve personal, social, academic and vocational skills

Ya lumayan, anak bisa berinteraksi dengan orang lain menggunakan latihan di sana, dia bisa misalnya interview dengan orang lain..

She thought that only little material could improve students’ skills

TCONSuLs_Cul

Cultural aspect involvement

Saya kira tepat. Disini bahkan ada bagian yang mengungkapkan cross cultural understanding..

There were many cultural awareness aspects involved

TLANComUnd_Co

Language should be understandable

Ya sesuai mungkin ada beberapa unfamiliar word, kalau dipersen ya 10 – 15 % lah. Tapi itu kan untuk menambah vocab mereka..yang saya suka buku ini, sudah tidak memuat fable untuk SMA, fable itu untuk SMP bahasanya terlalu mudah untuk tingkatan SMA. Saya lihat dibuku lain masih ada fable itu. Ini jadi anak nggak challenge gitu.

Language was suitable with students’ level.

TLANApSoc_Lg

Socio-emotional language environment

Ada, itu yang anak anak suka… Itu yang mudah dipahami anak.

The topic was suitable with students’ emotional environment.

TLANComUs_Std

Standard language

Buku ini kelihatannya lengkap, ada yang bahasa standard tapi juga menggunakan bahasa yang digunakan anak anak, misal ada topic short story berisi tentang cerita dunia mereka. Disitu dimasukkan bahasa gaulnya..

She agreed that it used standard language and daily conversation

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TLANComUnd_Co

Topic was easy to understand

Untuk beberapa materi bisa dipakai terus, Cuma untuk yang kelas XII kita harus mengikuti trend , karena untuk teks review itu agak ketinggalan. Karena film dan buku kan tiap tahun mungkin berganti.. kalau saya cari di luar dan kemudian kita tambahakan cerita yang lain.

The topic was not so communicative

TPREOrgSq_Cy

Sequential Apakah ada tahapan semacam BKOF, MOT, ICOT dan JOT? A17 : Ada Ada , dimulai dengan spoken cycle, listening dulu kemudian speaking, reading terakhirnya writing dan diakhiri dengan semacam rangkuman pada endingnya.

She said that it applied the four stages and two cycles.

TPREClaBal_Mat

Balance among material

Sama seimbang antar bab, The material were in balance.

TPREActSc_Do

Student centre Ya..misal mereka kerja sendiri mereka bisa tapi ya harus pakai kamus..

They could do tasks but with dictionary help

TPREActCr_Im

Improve students’ creativity

Iya..seperti tadi kalau mereka suruh buat ending suatu cerita, hasilnya berbeda antara siswa satu dan lainnya..

The task improved students’ creativity much.

TPREAdqInt_Pre

Preface Apakah buku ini dilengkapi dengan foreword, table of content? A21 : O iya ada..

It covered preface and table of content. It helped much for information adequacy

TPREAdqCon_Gui Guidance Ada ..di buku itu nggak ada tampaknya…kita dikasih CD untuk panduannya juga ada listening scriptnya, tapi itu untuk guru saja, siswa nggak kita kasih, supaya mereka bisa mengukur kemampuan mereka..

It provided with guidance to use the textbook but outside of textbook

TPREAdqClo_Glo Glossary and Apakah ada glossarium dan indeks? It did not provide

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index A 24 : Nggak ada

glossary and index

TPREAdqClo_Bli

Bibliography Kalau daftar pustaka? A 25 : Ada

There was bibliography

TOTHCosEx_Che

Cost Ya biasanya aja nggak terlalu mahal ..malah yang mahal buku selain bahasa inggris seperti kimia. Fisika .

It was not too expensive for her students

TOTHAvlEas

Availability Langsung dari guru, saya nggak beli di toko buku…

The book distributor came to school

TOTHGraIll_Int

Packaging and illustration

Ya cukup menarik walaupun tidak full colour. Walaupun begitu didalamnya ka sebagian menggunakan kertas warna, Jadi kalau mau di bold typed itu kelihatan, jadi anak tahu bagian mana yang penting dan perlu ditekankan

It was good

Judge The evaluation of textbook

Ya cocok. Walaupun sekarang kita ada tugas terstruktur, tugas terstruktur mandiri, kita bisa mendesain sesuai dengan kemauan kurikulum sekarang… …Sebaiknya antar kita ada pemetaan materi, sehingga tidak tumpang tindih antar tingkat …sehingga tidak perlu ada jenis teks yang sama muncul di beberapa tingkat.

It was suitable with curriculum but it needed some improvement Publisher and writer should have mapping for material so it would be no repetition.

Mrs. Ana’s personal account [pa.3_Ana]

Categories (codes)

Indicators referred

Accounts Description

TCONApCov_Te

Coverage of text types

Apakah memuat jenis text interpersonal, transaksional, dan fungsional? A2: Ada. Untuk teks functional pendek? A 3 : Tidak ada di buku

Textbook covered the text required The textbook did

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tetapi saya biasanya pakai dari Jakarta Post untuk teks seperti itu., selain itu juga dari internet, suart kabar local seperti Kedaulatan Rakyat yang banyak kita jumpai tentang lowongan kerja, anak tak suruh cari kemudian mereka tak suruh membuat pertanyaan dari teks itu., bagaimana untuk membuat surat lamarannya dan CV nya secara lengkap.

not provide much in short functional text, she made improvement by adding material

TCONApLev_Ex

Exposure Cukup tapi minimal , untuk pengembangan lebih lanjut saya ambil seperti surat kabar itu, kadang saya juga suruh siswa mencari sendiri di luar, saya nggak mau anak terfokus pada guru untuk materi.

Students got minimal exposure to understand the text comprehensively She improved by giving more exercise outside textbook

TCONApLev_Com

Communicative aspect

Apakah secara eksplisit dijelaskan tentang fungsi sosial dari teks tersebut? A6 : Ya, tapi saya mesti harus menjelaskan karena mau tidak mau anak mesti bertanya juga,

Text must be explicitly explained about their social function and linguistic features

TCONAcLin_Fu

Accuracy in linguistic features and lexico grammatical

Bagaimana dengan fungsi teks tersebut dalam kehidupan sehari hari? A11 : Nggak banyak juga kayak tadi Q12 : Generic structure nya gimana bu A12 : Ya ada, lewat pertanyaan pertanyaan misalnya apakah disitu ada noun phrasenya, siswa diminta menggaris bawahi, kemudian kenapa menggunakan past tense dalam narrative, kenapa menggunakan reported speech ,karena writer pingin real world dan lain lain

Students could comprehend the text as a whole, but they did not get much in it

TCONApLev_Gu

Suitable guidance to produce text

Di buku ada, misal menyusun paragraph acak menjadi suatu teks, kemudian sudah diberikan pendahuluan anak diminta meneruskan teks tersebut, ada juga

The guidance was suitable to produce text independently

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yang diberi setting dan skema kemudian anak diminta mengembangkan.

TCONSuLs_PSAV

Improve personal, social, academic and vocational skills

Mungkin minimal bisa mengembangkan kemampuan komunikasi mereka ya?! Karena mengajarkan expressing regrets, invititation, satisfaction dan lain lain. Yang bisa diterapkan dalam kehidupan sehari - hari.

She thought that only little material could improve students’ skills

TCONSuLs_Cul

Cultural aspect involvement

Ya ada. Misalnya bagaimana cara makan mereka, kalau mengangguk kepala bisa berarti disagree

There were many cultural awareness aspects involved

TLANComUnd_Co

Language should be understandable

Ya anak bisa mengikuti dan tampaknya sesuai dengan level mereka. Sementara speakingnya saya kembangkan di kelas XI jadi mereka di kelas XII mereka sudah cukup bisa

Language was suitable with students’ level.

TLANApSoc_Lg

Socio-emotional language environment

Secara umum sudah cukup up to date, misal tentang cloning, tenaga nuklir, solar power di Indonesia masih termasuk hangat, karena dalam kurun waktu lama masih membicarakan hal itu. Tapi kalau yang bener bener mutakhir nasional dan internasional ya nggak ada, kurang Kayaknya minimal sekali dan nggak banyak. Paling di teks review itu ada tentang sinetron, band GIGI dan yang lainnya. Kalau review kan berhubungan dengan karya yang sudah ada saat ini. Kalau yang narrative bu? A 18 : Wah itu malah cerita zaman dulu ya ..

The topic was suitable with students’ emotional environment in discussion text. Review texts were out of date. Topic of narrative text was out of date, too.

TLANComUnd_Co

Topic was easy to understand

Saya pikir anak nggak mengalami kesulitan, anak anak bisa memahami. Misal pada teks narrative itu juga dibahas tentang bagaimana membuat kalimat conditional, subjunctive

The topic was not so communicative

TPREOrgSq_Cy

Sequential Ya sama, diawali spoken cycle She said that it

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kemudian written cycle, ada 4 tahapan itu BKOF, MOT, JCOT dan IOT.

applied the four stages and two cycles.

TPREClaBal_Mat

Balance among material

Mungkin untuk buku itu, terlalu banyak teks discussion nya ya?! Bahkan saya sering yang ini untuk PR . Anak mungkin 2 atau 3 teks saja mungkin sudah cukup. Soalnya kalau anak terfokus pada buku teks sedangkan teks nya itu itu saja, bagi saya itu kurang menantang anak, dan kurang mengangkat kreatifitas anak. Saya terkadang menawarkan kepada anak, kalau yang ini bagaimana kalau untuk PR saja, kemudian kamu mencoba untuk membuat teks sendiri meskipun pendek tidak apa apa. Yang penting kamu usaha, tahu pola dari teks tersebut

The material were not in balance.

TPREActSc_Do

Student centre Kalau anak mengikuti dari awal langkah langkah yang ada di buku itu, saya pikir bisa.Tapi seandainya ada bimbingan dari guru anak mungkin lebih banyak pemahamannya. Saya biasanya sesudahnya mengecek ada apa nggak masalah pas kerja sendiri , kalau ada ya saya jelaskan

They could do tasks but with dictionary help, and she always checked and explained if there was a problem

TPREActCr_Im

Improve students’ creativity

Masih sedikit sekali..misalnya tadi hanya menyelesaikan conclusion nya. Yang anak berkreasi sendiri, kok belum ada..kebanyakan masih guided banget.

The task improved students’ creativity less.

TPREAdqInt_Pre

Preface Ya untuk daftar isi dan kata pengantar ada, sehingga ini membantu kita mencari halaman didalamnya.

It covered preface and table of content. It helped much for information adequacy

TPREAdqCon_Gui Guidance untuk panduan penggunaan buku tampaknya nggak ada..di buku lain

It did not provid with guidance to

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ada itu tampaknya, terbitan apa itu grafindo kalau nggak salah...

use the textbook but outside of textbook

TPREAdqClo_Glo

Glossary and index

Apakah ada glossary, indeks dan bibliography? A 32 : Tampaknya nggak ada,

It did not provide glossary and index

TPREAdqClo_Bli

Bibliography yang ada hanya daftar pustaka. There was bibliography

TOTHCosEx_Che

Cost Ya cukuplah, nggak begitu mahal... It was not too expensive for her students

TOTHAvlEas

Availability Kalau dulu penerbit kesini gitu yabu? Anak tidak membeli sendiri? A 36 : Ya begitu.. kalau mereka mau beli sendiri di luar jauh ya,

The book distributor came to school

TOTHGraIll_Int

Packaging and illustration

Illustrasi di luarnya saya anggap kurang menarik. Kurang tampak kalau itu bahasa Inggris gitu ..harusnya gambarnya yang challenging gitu to ya, bagi anak tampaknya juga kurang menarik.

It was good

Judge The evaluation of textbook

Ya .. tapi hanya untuk standar minimal aja. Kalau kita mau mengmbangkan lebih tinggi ya kita harus melihat bahan dari luar.. Kalau diskala ya C plus

It was suitable with curriculum but it needed some improvement