the feasibility of content analysis on

THE FEASIBILITY OF CONTENT ANALYSIS ON

“ENGLISH ON SKY” TEXTBOOK IN CURRICULUM 2013

(An Analyctical Research of “English On Sky” Textbook for Seventh

Grade of Junior High School According to Requirement from BSNP)

“Skripsi”

Presented to the Faculty of Tarbiya and Teachers Training in a Partial Fulfillment

of the Requirements for the Degree of Strata I (Bachelor of Education)

Major in English Education

Nurul Zuliyanti

NIM.1113014000057

DEPARTEMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHING SCIENCES

UNIVERSITAS ISLAM NEGERI (UIN) SYARIF

HIDAYATULLAH JAKARTA

1438 H / 2017 M

i

APPROVAL SHEET 1

ii

STATEMENT OF AUTHENTICITY

iii

ENDORSEMENT SHEET

iv

ABSTRACT

Nurul Zuliyanti (1113014000057). The Feasibility of Content Analysis on

“English On Sky” Textbook In Curriculum 2013 (An Analyctical Research of

“English On Sky” Textbook for Seventh Grade of Junior High School According

to Requirement from BSNP). A Skripsi of Department of English Education at

Faculty of Educational Sciences of Syarif Hidayatullah State Islamic University

Jakarta, 2017.

Advisors : 1. Neneng Sunengsih, M.Pd

2. Tati Lathipatud Durriyah, Ph.D

Keywords : Feasibility of Content, Content Analysis, Textbook Assesment,

Curriculum 2013, BSNP.

The purpose of this research was to know how does “English on Sky” for seventh

grade published by Erlangga meet the standards of the feasibility of content based

on Curriculum 2013 according to BSNP. This research used a descriptive method

in a qualitative approach. The data in this study were analyzed by using content

analysis technique. The data resource was the textbook of “English on Sky” for

the seventh grade of junior high school published by Erlangga. Data obtained in

this research is the results of the assessment in the form of a score frequency.

Based on the analysis of the content feasibility instrument that was defined by

BSNP, the results showed that: (1) The material presented in this book is in

accordance with the KI and KD contained in the 2013 curriculum, in terms of the

breadth and depth of the material that earns perfect score frequency of 8 from 9

chapter, (2) The accuracy of the material, in this case the social function,

structure of meaning, and linguistic features have largely fulfilled the required

concepts with the average scores obtained (3) The development of diversity

insight earn very low frequency at 1 of 9. This is certainly an obstacle to the

achievement of one of the goals of the Curriculum 2013, which is to motivate

students to do things that can develop the love and awareness of students against

diversity. Because of that, publishers need to include elements of diversity in

many parts, for example by entering the names of places or flora and fauna in

Indonesia compared with the names of objects from abroad. It certainly adds

students' insights about the region's wealth. In addition, publishers and writers

should also reduce the character of strangers and replace it with local characters so

that it feels contextual and characterize the diversity of races and tribes in

Indonesia

v

ABSTRAK

Nurul Zuliyanti (1113014000057). Analisis Kelayakan Isi pada Buku Teks

“English On Sky” dalam Kurriculum 2013 (Penelitian Analitis pada Buku

Teks “English On Sky” untuk Siswa Kelas Tujuh SMP Berdasarkan Standar

BSNP). Skripsi untuk Jurusan Bahasa Inggris Fakultas Tarbiyah dan Ilmu

Keguran, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2018.

Pembimbing : 1. Neneng Sunengsih, M.Pd

2. Tati Lathipatud Durriyah, Ph.D

Kata kunci : Kelayakan Isi, Analisis Isi, Penilaian Buku Teks Pelajaran,

Kurikulum 2013, BSNP.

Tujuan dari penelitian ini adalah untuk mengetahui bagaimana “English on Sky”

untuk kelas tujuh yang diterbitkan oleh Erlangga memenuhi standar kelayakan

konten berdasarkan Kurikulum 2013 menurut BSNP. Penelitian ini menggunakan

metode deskriptif dalam pendekatan kualitatif. Data dalam penelitian ini dianalisis

dengan menggunakan teknik analisis isi. Sumber data adalah buku teks “English

on Sky” untuk kelas tujuh SMP yang diterbitkan oleh Erlangga. Data yang

diperoleh dalam penelitian ini adalah hasil penilaian dalam bentuk frekuensi skor.

Berdasarkan analisis dari instrumen kelayakan isi yang ditetapkan oleh BSNP,

hasil penelitian menunjukkan bahwa: (1) Materi yang disajikan dalam buku ini

sesuai dengan KI dan KD yang terdapat dalam kurikulum 2013, dapat dilihat pada

kategori keluasan dan kedalaman dari materi yang memperoleh frekuensi skor

sempurna sebanyak 8 dari 9 bab, (2) Ketepatan materi, dalam hal ini fungsi sosial,

struktur makna, dan fitur linguistik sebagian besar telah memenuhi konsep yang

diperlukan dengan skor rata-rata yang diperoleh (3) Pengembangan wawasan

kebhinekaan memperoleh frekuensi yang sangat rendah pada angka 1 dari 9 bab.

Hal ini tentu menjadi kendala untuk pencapaian salah satu tujuan Kurikulum

2013, yaitu untuk memotivasi siswa untuk melakukan hal-hal yang dapat

mengembangkan cinta dan kesadaran siswa terhadap keberagaman. Karena itu,

penerbit perlu memasukkan unsur keberagaman di banyak bagian, misalnya

dengan memasukkan nama tempat atau flora dan fauna di Indonesia dibandingkan

dengan nama-nama benda dari luar negeri. Ini tentu menambah wawasan siswa

tentang kekayaan kawasan itu. Selain itu, penerbit dan penulis juga harus

mengurangi karakter orang asing dan menggantinya dengan karakter lokal

sehingga terasa kontekstual dan menjadi ciri keragaman ras dan suku di Indonesia.

vi

ACKNOWLEDGEMENT

In the name of Allah, the Most Beneficent, the Most Merciful.

Praise and great gratitude submitted to Allah SWT who always gives her

gracious mercy and tremendous blessing that has helped the researcher finishing

this skripsi. Blessing and peace be upon the Prophet Muhammad SAW who has

brought human beings from the dark era into the bright era.

In writing this skripsi, the researcher faced a lot of difficulties and problems

that without much help from the following people, it was impossible for her to

finish this research. Therefore, the researcher would like to thank:

1. Neneng Sunengsih, M.Pd. and Tati Lathipatud Durriyah,MA., Ph.D for their

guidances, advices, and suggestions in finishing this skripsi.

2. Prof Dr. Ahmad Thib Raya, M.A., the Dean of the Faculty of Educational

Sciences.

3. Dr.Alek, M.Pd, the chairman of Department of English Education and his

Secretary, Zaharil Anasy, M.Hum. for their help related to the approval of her

skripsi and administrative support.

4. Atik Yuliani, MA.TESOL, the academic advisor of English Education

Departement Class C Academic Year 2013/2014.

5. The man she look up, Alm. Sanusi bin Hasan and Rusyati ―the indomitable

woman who inherit her nature― for their pray and love.

6. Her beloved brothers and sisters; Mohammad Roby, Fandi Permadi, Edy

Purwanto, Maisitta Isrin, Ois Agustin, Listarida, Rina Sentani for their

support and encourage.

7. The Stronger (Ari Mulyasari, Annisa Rizkiana, Nur Asih Romdhaniyah),

K-On (Devi Twi Jayanti, Nia Fardiah, Sari Ariani, Andini Puri W.), Konco

Seneng and B2 (Irma Ayu Sawitri, Adhianti Laras, Nabila Fajar Novania,

Heri Handoko) for the hand, laugh, and great companion.

vii

8. Ajeng Restiyani, Sri Ayu Kusumaningsih, Maisya Zaqiyah, Rizka M. Jannah,

Indra Munawar, Rizka Dwi Amalia, and Annisa Khoeriah for their favor and

lodging.

9. Big family of Pojok Seni Tarbiyah (POSTAR) UIN Jakarta and Ikatan

Remaja Masjid Fathullah (IRMAFA).

10. The entire brothers and sisters from English Education Departement 2013,

―especially Class C― who cannot be mentioned here one by one.

Last, but far from least, her very sincere thanks to who are not mentioned

personally here, without their patience, guidance, support and cooperation. This

research is far from perfect, but it is expected that it will be useful not only for the

researcher, but also for the readers. For this reason, constructive thoughtfull

suggestion and critics are welcomed.

Jakarta, 31 Maret 2018

Nurul Zuliyanti

viii

TABLE OF CONTENT

APPROVAL SHEET 1 ...................................................................................................... i

STATEMENT OF AUTHENTICITY ............................................................................. ii

ENDORSEMENT SHEET .............................................................................................. iii

ABSTRACT ...................................................................................................................... iv

ACKNOWLEDGEMENT ............................................................................................... vi

TABLE OF CONTENT ................................................................................................. viii

LIST OF TABLES ............................................................................................................ x

LIST OF FIGURES ......................................................................................................... xi

LIST OF APPENDICES ................................................................................................ xii

CHAPTER I INTRODUCTION ..................................................................................... 1

A. Background of the Study ........................................................................................ 1

B. Focus of the Study .................................................................................................. 4

C. Research Question .................................................................................................. 5

D. Objectives ............................................................................................................... 5

E. Significance of the Study ....................................................................................... 5

CHAPTER II THEORITICAL FRAMEWORK ........................................................... 6

A. Textbook ................................................................................................................ 6

1. Definition of Textbook ................................................................................... 6

2. Function of Textbook ..................................................................................... 7

B. Curriculum ............................................................................................................. 9

1. Definition of Curriculum ................................................................................ 9

2. Function of Curriculum ................................................................................ 11

3. Curriculum 2013 ........................................................................................... 14

C. Feasibility of Content ........................................................................................... 18

1. Material Development and Textbook Evaluation ......................................... 18

2. BSNP Standarts in Analyzing Textbooks ..................................................... 20

3. Description of Feasibilty of Content ............................................................ 22

4. Feasibility of Content’s Rubric Assesment .................................................. 25

D. Previous Related Studies ...................................................................................... 29

ix

CHAPTER III RESEARCH METHODOLOGY ........................................................ 32

A. Design of The Study............................................................................................. 32

B. Technique of Data Collection .............................................................................. 34

C. Technique of Data Analysis ................................................................................. 36

D. Procedure of the Research .................................................................................... 37

CHAPTER IV RESEARCH FINDINGS AND INTREPERTATION ....................... 40

A. Data Description .................................................................................................. 40

1. Feasibility of Content in Chapter 1 “A New School Year” .......................... 40

2. Feasibility of Content in Chapter 2 “Getting to Know My Friends” ............ 45

3. Feasibility of Content in Chapter 3 “People Around Me” ............................ 49

4. Feasibility of Content in Chapter 3 “School Life” ....................................... 53

5. Feasibility of Content in Chapter 5 “Things and Places Around Me” ......... 57

6. Feasibility of Content in Chapter 6 “What is it Like?” ................................ 61

7. Feasibility of Content in Chapter 7 “What is it For?” .................................. 66

8. Feasibility of Content in Chapter 8 “He Has Straight Dark Hair” ............... 70

9. Feasibility of Content in Chapter 9 “Roar” .................................................. 75

B. Research Finding .................................................................................................. 79

C. Research Intrepretation ........................................................................................ 80

CHAPTER V CONCLUSION AND SUGGESTION .................................................. 81

A. Conclusion ........................................................................................................... 81

B. Reflection and Sugestion...................................................................................... 82

1. For Goverment ............................................................................................. 83

2. For Publisher ................................................................................................ 83

3. For Teacher ................................................................................................... 84

4. For Next Researcher ..................................................................................... 84

REFERENCES ................................................................................................................ 86

APPENDICES ................................................................................................................. 89

x

LIST OF TABLES

Table 2. 1 ............................................................................................................... 26

Tabel 4. 1 ............................................................................................................... 40

Tabel 4. 2 ............................................................................................................... 45

Tabel 4. 3 ............................................................................................................... 49

Tabel 4. 4 ............................................................................................................... 53

Tabel 4. 5 ............................................................................................................... 57

Tabel 4. 6 ............................................................................................................... 61

Tabel 4. 7 ............................................................................................................... 66

Tabel 4. 8 ............................................................................................................... 70

Tabel 4. 9 ............................................................................................................... 75

Tabel 4. 10 ............................................................................................................. 79

xi

LIST OF FIGURES

Figure 2. 1 ........................................................................................................................ 18

xii

LIST OF APPENDICES

Appendix 1: Rumusan Kompetensi Inti Kelas VII, VIII, dan IX

Appendix 2: Daftar Teks yang Tercakup dalam Kurikulum Jenjang SMP/MTs

Appendix 3: Instrumen 1 Penilaian Buku Teks Pelajaran Bahasa Inggris Untuk Siswa

Sekolah Menengah Pertama/Madrasah Tsnawiyah

Appendix 4: Deskripsi Instrumen 1 Penilaian Buku Teks Pelajaran Bahasa Inggris Untuk

Siswa Sekolah Menengah Pertama/Madrasah Tsnawiyah

Appendix 5: Deskripsi Butir Instrumen 2, Penilaian Buku Teks Pelajaran Bahasa Inggris

Untuk Siswa Sekolah Menengah Pertama/Madrasah Tsnawiyah, Aspek

Kelayakan Bahasa

1

CHAPTER I

INTRODUCTION

This chapter discuss about the research problem and the objectives. It consist

of six parts, namely background to the study, identification of the problem,

limitation of the problem, formulation of the problem, objectives of the research,

and significance of the research.

A. Background of the Study

A curriculum should always be related to the scientific knowledge and

learning experience that must be provided to the student in order to achieve the

educational goals. To determine the contents of the curriculum, it is necessary to

adjust to the level and level of education, developments that occur in the

community, the development of knowledge and technology, as well as regardless

of the psychological condition of learners at each level of education.1Our

educational system had implemented different curricula for the sake of improving

learners’ proficiency level and coping with the challenges of the global world.

Some recent curricula which had been launched by Education National

Standardization Board (Badan Standar Nasional Pendidikan/BSNP) and

implemented in Indonesian’s ELT were Competency-based Curriculum

(Kurikulum Berbasis Kompetensi/KBK), School-based Curriculum (Kurikulum

Tingkat Satuan Pendidikan/KTSP), and the most current one, Curriculum 2013

(Kurikulum 2013). As set forth in article 2, paragraph 5 in in Regulation of the

Minister of Education and Culture of the Republic of Indonesia Number 24 Year 2016,

core competencies and basic competencies are used as a basis for textbook text

changes in primary and secondary education.2 Along with the continuous

changing in the curriculum, consequently English textbooks must be developed,

adapted, or revised based on the prevailing curriculum. The fundamental change

of the curriculum of 2013 is the existence of the Competency Standards of

1 Syafrudin Nurdin, Guru Profesional dan Implementasi Kurikulum. (Jakarta: Ciputat Press. 2002),

p. 54 2 Peraturan Kementerian Pendidikan dan Kebudayaan Republik Indonesia Nomor 24 Tahun 2016

Tentang Kompetensi Inti dan Kompetensi Dasar pada Kurikulum 2013 pada Pendidkan Dasar dan

Menengah, p.4

2

Graduates (Standar Kompetensi Kurikulum, inhereinafter will written as SKL)

which binds to all subjects. That is, the subjects in the Curriculum 2013 structure

in its development should refer to the SKL. While SKL itself is developed based

on the needs of future learners in the future by prioritizing the ability of soft skills

and hard skills are balanced. Furthermore, the Core Competencies (Kompetensi

Inti or KI) prepared will bind to each Basic Competency (Kompetensi Dasar) that

is available in each subject.3

In the Curriculum 2013, English is included in Group A subjects. Group A

is a subject that provides more competence orientation to the cognitive and

affective aspects while group B is a subject that emphasizes the affective and

psychomotor aspects. According to the Rule of National Education Minister No.

58 in the year 2014 about Curriculum 2013 in Middle School / Madrasah

Tsanawiyah, there is the addition of study hours per week from the original 32

hours to 38 hours of study for each class VII, VIII, and IX. While the duration of

study for every hour of study in SMP / MTs remains 40 minutes. With this

additional hours of study and a reduction in the number of Basic Competencies,

teachers have the flexibility of time to develop an active learning-oriented student

learning process.For each the school level, English is allocated for four hours per

week.4

Curriculum 2013 remained very new for both teachers and students and

remained in the development process. Therefore, most of English teachers still

used English textbooks which were developed based on school-based Curriculum

in classroom practices, because the books were available on the market with many

choices of publishers and teachers had already been very familiar to them in terms

of the content, techniques of presentation, and teaching procedures suggested by

the textbooks.

In line with the educational paradigm brought by the Curriculum 2013

where the learning center lies in the learners, learners need to be encouraged and

3 Kementrian Pendidikan dan Kebudayaan. “Materi Pelatihan Implementasi Kurikulum 2013”

SMP/MTs. 2014, p.9 4 Peraturan Kementerian Pendidikan dan Kebudayaan Republik Indonesia Nomor 58 Tahun 2014

Tentang Kurikulum 2013 di Sekolah Menengah Pertama/Madrasah Tsanawiyah, p.4

3

given the opportunity to seek information that should have good quality, and meet

certain criteria standard. However, there had been few English textbooks available

on the markets which were developed based on Curriculum 2013 and some

schools were starting to use them as a way to familiarize themselves towards the

principles of English Language Teaching represented by the current curriculum.

Textbook has long been the important foundation of classroom instruction.

Nowadays, learner in the 21st century faced text as a component of daily

interactions with technology and media.5 With textbook, teacher could design a

teaching systematically as textbook provided. It will help teacher to prepare and

develop their classroom instruction effectively. Curriculum and textbooks should

be prepared and represent the learners contextual need and relevant to the learners

life experiences. In Indonesian’s educational system, textbooks were considered

as the main components of the curriculum. They determined the content, the

methods, and the procedures for teaching and learning in the classroom. They also

provided a systematic syllabus for teachers to follow in teaching a certain subject.

In Indonesia, the textbooks were designed by the authorized publishers based on

the latest curriculum. Through textbooks, learners are expected to obtain more

accurate information because the information is obtained from other sources than

the teacher.6

In the education system in Indonesia, any textbooks that will be released

on the market and used in schools must have met the four aspects of textbook

assessment. That aspects as determined by the National Education Standards

Board (Badan Standar Nasional Pendidikan or BSNP). Based on Government

Regulation No.19 / 2005 article 43 paragraph (5), these aspects include:

Feasibility of content, language, presentation and the graffiti assessed by BSNP

and stipulated by Ministerial Regulation. The compliance standards according to

the provisions of BSNP are as follows: 1) Core competence and basic competence

is not written explicitly in textbooks. 2) Material depth: material description

5 Smaldino, Lowther, Russel. Instructional Technology and Media for Learning. (London:

Pearson Education Limited.2014) p.40 6 Pudji Muljono, “Kegiatan Penilaian Buku Teks Pelajaran Pendidikan Dasar dan Menengah”.

Buletin BSNP. Jakarta, Januari 2017, p. 14

4

supports the achievement of minimum basic competence and in accordance with

the educational level of the learner. 3) Material breadth: the material presented

reflects the descriptions that support the achievement of all Basic Competencies

(KD) and in accordance with the educational level of learners.7

Teaching English is a difficult and challenging task for a teacher, especially if

learners do not have much English exposure at home or their community. Under

such conditions, the design of English language teaching obtained by students in

the classroom should be reliable and provide a positive influence from students.

This certainly can not be separated from the teaching materials contained in their

textbooks. The problems are the content of the textbooks are not relevant and

suitable with BSNP Standard, especially in the accuracy of material and

supporting material.

The researcher focuses her research on feasibility of content in the seventh

grade Junior High School students’ textbooks. The researcher has made choice to

analyze the students textbooks that available for seventh grade of junior high

school under the title “English on Sky” published by Erlangga in 2017. The

functions of this analisys is to find out whether the textbook materials are in line

with criteria of core competence and basic competence for seventh grade in

Curriculum 2013.

Therefore, in this study, the researcher intends to conduct the research with the

title The Feasibility of Content Analysis of English Textbook “English on

Sky” for Grade VII of Junior High School in Curriculum 2013.

B. Focus of the Study

To prevent discussion went too wide, the researcher need to determine the

focus of this study. The focus of this study is on feasibility of content of English

Textbook “English on Sky” for Grade VII based on Curriculum 2013 using the

standarts of BSNP.

7 Ibid, p.16

5

C. Research Question

Starting from the background above, then the research questions of this thesis

is : How does “English on Sky” textbook fulfill the requirements of feasibility of

content based on Curriculum 2013 according to BSNP?

D. Objectives

The purpose of this research was to know how does “English on Sky” for

seventh grade published by Erlangga meet the standards of feasibility of content

based on Curriculum 2013 according to BSNP.

E. Significance of the Study

According to the explanation above, this research has two significance, both

theoretically and practically. This significance will be explained below:

1. Theoritical Significance

a. This research is expected to increase the knowledge of science and

become a reference for all academicians and non-academics,

especially those who are in English education area.

b. This research is expected to contribute reading or consideration

source for future writer in particular and world of education in

general.

2. Practical Significance

a. The results of this study can be used as a reference for educational

institutions to improve their facilities to support the learning process

in order to achieve optimal learning outcomes.

b. Can provide a consideration for teachers to selecting appropriate

textbook for their classroom materials and situations.

c. Can be used as a reference by students of the Faculty of Tarbiyah

and Teacher Training to choose or create a medium for English

subjects

6

CHAPTER II

THEORITICAL FRAMEWORK

This chapter discusses further about the underlying theoretical framework of

this research. Along with this chapter, the researcher will also describe similar

previous research about the feasibility of contents of the seventh grade secondary

school textbooks at the junior high school textbook with core competencies and

basic competencies specified in the Curriculum 2013.

A. Textbook

1. Definition of Textbook

Book Center (Pusat Perbukuan) define textbook as a book that used

as a handle of students at a certain level as instructional media, related

to a particular field of study. Textbooks are standard books prepared

by experts in the field, usually equipped with learning tools (such as

tape recording), and used as a supporter of learning programs.

Article 1, paragraph 3 of Minister Regulation of National

Education Republic of Indonesia Number 2 Year 2008 explains

textbooks are a mandatory reference book that use in primary and

secondary education units or colleges that contain learning materials in

the context of improving faith, piety, noble character, and personality,

mastery of science and technology, enhanced sensitivity and aesthetic

ability, improved kinesthetic and healthcare capabilities compiled

based on national education standards.8

In the National Guidance Outline (Garis Besar Haluan

Nasional or GBHN) it is mentioned that "The literature and the

publication, writing and translation of books and other publications

need to be increased in number and quality so as to better support the

education and development programs of the nation"9 To be able to

achieve the national goals, then in addition to the construction of the

8 Peraturan Menteri Pendidikan Nasional Republik Indonesai Nomor 2 Tahun 2008 Tentang

Perbukuan, p.2 9 Purwono. Pemaknaan Buku Bagi Masyarakat Pembelajar. (Jakarta: CV.Sagung Seto. 2009), p.3

7

building and the appointment of teachers, our students needs a good

provision of educational facilities. One of the most important medium

of education is the book, because it is only through the book that

people are now able to follow the development of science and

technology that going so rapidly.

According to Article 6, paraghraph 5 and 6 of Law No.3 of

2017, it is stated that text books are divided into two categories, they

are main textbook and companion textbook. The main textbook

referred as a textbook that must be used in the curriculum-based

learning that is applicable and provided by the Central Government

and free of charge. While the companion textbook is a textbook

compiled by the community based on the applicable curriculum and

has been approved by the Central Government.10

Based on these limitations, it can be concluded that textbooks

are school books, instructional books, teaching books, or studying

books used in schools or educational institutions and equipped with

materials for training, or more specifically here is a student handbook.

2. Function of Textbook

Offending the function of textbooks, as mentioned in Article 6,

paragraph 4 of Law No. 3 of 2017 on System of Books, textbooks

should contain learning materials in order to improve faith, piety,

noble character, and personality; mastery of science and technology;

sensitivity, aesthetic ability, kinesthetic ability and health; as well as

understanding the values of Five Principle (Pancasila) as the basis of

the country which is compiled based on the national standard of

education.11

In relation to learning activities, textbooks have an

important role to play. If the purpose of learning is to make learners

have various competencies, to achieve these goals, learners need to

take experience and practice and seek information. Effective means to 10

Undang-Undang Republik Indonesia Nomor 3 tahun 2017 tentang Sistem Perbukuan. p.7 11

Ibid.

8

meet it is a textbook because in the textbook lessons also presented

how to go through and programmatically. Textbook lessons are indeed

presented to learners, but very useful for teachers as well. When the

teacher delivers the learning materials, he will also consider the

material presented in the text book lessons. Indeed, the teacher has the

freedom in selecting, developing, and presenting the material as his or

her professional authority and obligations.

Acording to Iwan Jazadi, there are four reasons why teachers

use textbooks. All the reasons below are due to the political and

situation constraints. First, because it uses textbooks are the provisions

of the Ministry of Education and the teachers have to comply with it.

Second, teachers should use textbook that appropriate to curriculum

because the questions for the national exam mostly derived from it. So

the teacher must follow the provisions of the government. The third

reason is that teachers find it difficult to find other teaching resources

other than textbooks. The last reason is that most teachers in Indonesia

do not have the qualified ability to develop their own material.12

3. “English On Sky” Textbook

English on Sky is a textbook for students published by Erland.

Erlangga itself is a publisher that has been established since 1952.

Since ten years ago Erlangga Group began to do business development

by publishing titles of the author's works are known in the national and

international sphere, both for children's books and popular books. At

SMP/MTs, books published by Eelangga consist of Textbook

Curriculum 2013, Curriculum Book / Workbook 2013, Glossary Book

(Bilingual) and Reference Book for students.

12

Iwan Jazadi. The Politics of Curriculum. (Sumbawa: Paracendikia NW Press. 2008) p.238

9

The book "English on Sky" was published in June 2017 with

ISBN number 9786024342159. This book is written from

Drs.Mukarto, Sujatmiko Bambang Santoso, S.Pd., M.Hum, Josephine

Sri Murwani, and Widya Kiswara S.Pd. This book has a size of 17.50

cm x 25.00 cm weighing 327 gr. The number of pages the book has is

200 pages. “English on Sky” is an integrated course book for junior

high school students. This book is designed based on the revised 2013

English Curriculum, namely the 2016 edition, as reflected in the map

of the book and chapters.

English on sky encourage students to develop their overall

competence as suggested by the curriculum.The presentation of the material

and the practice of the target language are designed carefully in order to

stimulate the mastery of language skills and English grammatical system.

The book provides students woth various task, for example comprehension

questions, text completion, and text construction. In addition, students can

learn from enrichent materials through digital contents which they can

access whereever and whenever they have internet connection.

B. Curriculum

1. Definition of Curriculum

Etymologically, the notion of a curriculum is a 'running

place' with a word derived from the Latin word 'curir' ie runner

and 'curere' which means a place to run. Furthermore, in the

Dictionary Of Education it is said that a curriculum is a general

overall plan of the content or specific studies that education unit

should offer the student by qualifying them for graduation or

certification or for entrance into a professional or a vocational

field.13

13

Imas Kurniasih, Berlin Sani. Implementasi Kurikulum 2013: Konsep dan Penerapan. (Surabaya:

Kata Pena, 2014) p. 3

10

Implementation of education as mandated in Article 1

paragraph 36 of Law Number 20 Year 2003 on National

Education System is expected to realize the process of developing

the quality of students as the next future generations, which is

believed to be a determinant factor for the growth of the nation and

the country of Indonesia throughout the ages.14

David Nunan, Director of Australia's National Curriculum

Resource Center in Adelaide, noted that the curriculum is the

principles and procedures for the planning, implementation,

evaluation and management of an education program.15

In a new

(modern) view, Romine define curriculum as all of the organized

courses, activities, and experiences which pupils have under

direction of their school, whether in the classroom or not.16

Allan C. Ornstein in his book: Curriculum, Foundations,

Principles, and Issues specify five basic definitions of curriculum.

First, curriculum can be defined as ap plan for goals achieving.

This is because curriculum has some plans that involves a sequence

of steps for person to be educated.

Second, curriculum can be defined as dealing with learners

experiences. Almost anything planned in or outsideof schools is

part of curriculum. It represent a special environtment for helping

students to achiece self-realization through their participation

within the instruction.

Third, curriculum is a system for dealing with people.

Some of the curriculum is enterint a various point of the model and

work on more than one component at a time.

14

Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 about Sistem Pendidikan Nasional,

p.18 15

Henry Guntur Tarigan, Dasar-dasar Kurikulum Bahasa. (Bandung: Penerbit Angkasa Bandung,

2009) p. 6 16

Oemar Hamalik, Dasar-dasar Pengembangan Kurikulum.( Bandung: PT. Remaja Rosdakarya.

2009) p. 4

11

Fourth, curriculum can be defined as a field of study with

its own foundaripns, knowledge, domains, research, and

specialists. They are concerned in broad historicalm philosophical,

and social issues. This definiton tends to discuss curriculum in

theoritical rather than practical terms.

Fifth, curriculum can be defined in terms of subject matters

(math,English, science,etc) or content (the way to organize and

assimilate information). People who addopt this definition

emphasice generic principles of curriculum that cut across most of

all subjects.17

From some of the understanding above can be concluded

that the curriculum is a set of plans on learning materials and

learning experiences as a guideline of teaching and learning

process to achieve educational goals.

2. Function of Curriculum

Besides having a role, the curriculum also has certain

functions. Alexander Inglis, in his “Principle of Secondary

Education” states that the curriculum has the following functions:

a. The adjustive of adaptive function

As an educational tool, the curriculum must create

individuals who can adapt and dynamically in accordance

with its function as a social being.

b. The integrating function

17

Allan C. Ornstein. Curriculum: foundation, principles, and issues.(Boston: Pearson

Education,Inc. 2009) p.11

12

The curriculum serves to educate individuals who are

integrated with the community in order to contribute to

society.

c. The differentiating function

The curriculum needs to provide service to the difference

between everyone in society to avoid social stagnation.

d. The propaedeutic function

The curriculum serves to prepare students for further

study for a further range, such as continuing studies to

higher education or learning environments in the

community.

e. The selective function

Diferentiation and selection are two things that are

related. Recognition of the difference means providing an

opportunity for a person to choose what is desired and

interest.

f. The diagnostic function

The diagnostic function will guide the student to develop

optimally by giving the student space to be aware of all

the weaknesses and strengths they have through the

exploration process. Furthermore, the students themselves

will improve the weakness and develop the existing

strength.18

The curriculum is one component in the education system

that gives much influence to other components. Therefore, the

curriculum is needed and used by:

1. education managers, including planners, implementers,

and supervisors of the implementation of national,

regional and school level education. Implementation of

education in question related to the workforce (educators

18

Hamalik, op.cit.,pp. 12-13

13

and education personnel), facilities and infrastructure, and

budget.

2. societies, including user of graduated students and parents

who has a business with the process and results of

learning outcomes of school

3. industries that make educational tools and media

4. author of textbooks, teacher guides, complementary

enrichment, and references.19

When a writer begin to write, every writer will be faced with

three fundamental questions: what will be written, who reads it,

and how to write it. (Trimmer in Sitepu, 2012). These three

questions can be answered by the curriculum. As is common sense,

the curriculum is what students should learn in school and how to

present it. Thus, the curriculum is the main reference in writing

textbook lessons.20

19

Sitepu, op.cit,. pp.62 20

Ibid.

14

3. Curriculum 2013

Soedijarto (2011) in Muhammedi explained that Indonesia has

undergone many curriculum changes, including curriculum 1947,

1964, 1968, 1973, 1975, 1984, 1994, 1997, 2004, 2006, and lastly,

curriculum 2013. Curriculum changes can be influenced by many

factors, one of which is the political factor. For example the 1984

curriculum used to incorporate the subjects of the National Education

for the Struggle of the PSPB. The 1994 curriculum, in addition to

excluding PSPB subjects, is also to introduce a high school curriculum

that makes public education a preparatory education to college.21

Mulyoto in his book describes several reasons for the importance

of the implementation of the curriculum 2013. First, it takes emphasis

to the subject matter in accordance with the stage of development of

learners. So far it gets less stressing so it is still often found the

existence of material that ignores the stage of child development.

Deputy Minister of Education and Culture (Wamendikbud) Education

Division Musliar Kasim gives an example to grade 4 students of

elementary school. In their civic education books, there is an

instruction to the students to describe the structure of the village

organization and the district government. According to him, a child of

the fourth grade of elementary school, of course, cannot yet understand

what is a government organization so that the lesson can result in an

unbalanced student burden.22

21

Muhammedi. Perubahan Kurikulum di Indonesia: Studi Kritis tentang Upaya Menemukan

Kurikulum Pendidikan Islam yang Ideal. Raudhah Vol.IV, 2016, p. 49 22

Mulyoto. Strategi Pembelajaran di Era Kurikulum 2013, (Jakarta: Perstasi Pustaka Publisher.

2013), p. 104

15

The fatal error occurred because the 2006 curriculum is not so

emphasized on the subject matter that must be in accordance with the

stage of development of learners. The 2006 curriculum emphasizes the

educational unit's aspect that the curriculum applies to the educational

unit level in which the syllabus is composed by the teacher at the

educational unit level.

Second, the need for learning that is able to develop student

creativity. So far, the element of creativity is often mentioned experts

education, but the learning that gives space to students to develop

creativity has not got a place. Learning is still going one way from

teacher to student and teacher is still the most dominant source of

information. It can happen, because in our curriculum there are so

many subject matter and the evaluation system still prioritize the

achievement of cognition aspect. Consequently, teacher use the

material direct approach and convey the students without dialogue and

no contemplation. According to Education Minister, Mohammad Nuh,

the 2013 curriculum includes creativity as a mainstay. Creativity is the

basic capital for creative childbearing and find alternatives to solve

complex problem or challenge in the future.

Third, Indonesia still needs character education. During this

curriculum, goverment have been carrying out character education but

the results have not been maximized. This is partly due to the less

important learning aspects of affection or the attitude of national

exams that only measure the ability of cognition. It makes learning to

be oriented to that aspect since first-grade students. There is a need for

a curriculum that guarantees the learning that develops students' full

potential commissions or psychomotor knowledge (skills) and

affection (attitude). The main consideration of the implementation of

the 2013 curriculum is psychological factors or adjustment of the

subject matter with the developmental theory of the child. The

importance of strengthening the affective aspects and socio-cultural

16

factors or problems facing a more complex society that requires human

being creative and innovative.

Based on competency analysis, Curriculum 2013 based on

Competence can be interpreted as a curriculum concept that

emphasizes on the development of ability to perform (competence)

tasks with certain performance standard, so that the result can be felt

by learners, in the form of mastery to certain competence set. The

curriculum is directed to develop the knowledge, understanding,

abilities, values, attitudes, and interests of learners in order to do

something in the form of proficiency, accuracy, and success with full

responsibility.23

Moreover, the content of Curriculum 2013 focuses more in

developing student’s skill in communication and using English or in

other word productive skill as they will learn to use the knowledge in

daily life. In general the competence of English SMP / MTs is the

ability to communicate in three types of discourse, (1) interpersonal,

(2) transactional, and (3) functional, orally and writen, on the level of

functional literacy, to carry out social functions, in the context of life

personal, social, cultural, academic, and profession. Students are

guided to use various forms of text for basic literacy needs, with

coherently and cohesively acceptable structures and linguistic elements

appropriately.24

Faced with these differences, the strengthening of governance

is done by preparing several things as follows:

1. The instruction manual consists of Student Book and

Master Book.

23

E. Mulyasa, Pengembangan dan Implementasi Kurikulum 2013. (Bandung: Remaja Rosdakarya.

2015), p. 68 24

Silabus Mata Pelajaran Sekolah Menengah Pertama/Madrasah Tsanawiyah (SMP/MTs) Mata

Pelajaran Bahasa Inggris, (Jakarta: Kementerian Pendidikan Nasional dan Kebudayaan, 2016), p.2

17

2. Teachers are trained to understand the empowerment of

prepared learning resources and other resources that can be

utilized.

3. Mentoring and monitoring by the central and regional

governments on the implementation of learning.25

One of the things that characterize the 2013 curriculum is with

the introduction of Core Competencies. Core competence increases

along with the increasing age of students who are expressed by class

increases. Core competence is the operationalization of Graduate

Competency Standards in the form of quality that must be possessed

by learners who have completed education in certain education units,

which describes the main competencies that are grouped into aspects

of attitudes, skills and knowledge that learners should learn for a

school level , classes and subjects.26

Like other curriculum subjects, the English Curriculum is part

of the Curriculum 2013. The management begins with the formulation

of Basic Competencies KD). KD formulated is KD 3 and KD 4, to

embodied KI 3 and KI 4. The attitude competencies listed in the

formulation KI 1 and KI 2 are not explicitly derived into Basic

Competencies because attitude competencies are developed indirectly

and integrated into the learning process.

The framework for developing an English curriculum can be

illustrated as follows.

25

Mulyasa, op.cit., pp.173 26

Ibid, pp.174

18

Figure 2. 1

Development of English Syllabus

The picture above illustrates that in general, the developed English

curriculum refers to Core Competencies (KI). KI includes aspects of Basic

Competence (KD). The development of KD is expected to produce

learners capable of interpersonal, transactional, and functional language

acts in the activities of capturing and composing meaning that can be

realized in various types of texts to achieve social functions by using text

structures and linguistic elements appropriate to the context. The learning

process is dialogical, collaborative, guided, and foster independence in

learners.27

C. Feasibility of Content

1. Material Development and Textbook Evaluation

Textbooks give a great contribution in the teachinglearning process both

to the teachers and learners. The reason that coursebooks need to be evaluated

is that they might be suitable and ideal in a particular situation and with some

27

Silabus Mata Pelajaran Sekolah Menengah Pertama/Madrasah Tsanawiyah (SMP/MTs) Mata

Pelajaran Bahasa Inggris, op. cit., pp.7

19

particular students but they might turn out to be unuseful in a different

situation. Writing a textbook is a demanding task and more important than

writing is how to evaluate it in order to pin point its weaknesses and improve

them. If we yearn to produce a quality and useful coursebook, we need to

consider how to develop and evaluate it.

Textbook development can help teachers to try to know their students,

their needs, wants, and goals. It can help teachers to try to familiarize

themselves with teaching and learning theories and their application in the

classroom. However, apart from numerous advantages a single textbook

frequently does not meet diverse needs of the learners. This generates a need

for textbook adaptation at the activity, unit and syllabus level. Tomlinson in

Desy gives good criteria of textbook. They are:

1)Materials should achieve impact, 2) Materials should help learners to

feel at ease, 3) Materials should help learners to develop confidence, 4)

What is being taught should be perceived by learners as relevant and

useful, 5) Materials should require and facilitate learner self-investment,

6) Learners must be ready to acquire the points being taught, 7) Materials

should expose the learners to language in authentic use, 8) The learners

attention should be drawn to linguistic features of the input, 9) Materials

should provide the learners with opportunities to use the target language

to achieve communicative purposes, 10) Materials should take into

account that the positive effects of instruction are usually delayed, 11)

Materials should take into account that learners differ in learning styles,

12) Materials should take into account that learners differ in affective

attitudes, 13) Materials should permit a silent period at the beginning of

instructions, 14) Materials should maximize learning potential by

encouraging intellectual, aesthetic and emotional involvement which

stimulates both right and left brain activities, 15) Materials should not

rely too much on controlled practice, and 16) Materials should provide

opportunities for outcome feedback.28

Nusrotus in Hayu contends that, to meet the appropriate textbooks to be

used in the learning process, textbooks must be in accordance with the following

characteristics:

28

Desy Nur Fakhomah. “An Analysis on English Textbook Entitled Bahasa Inggris Based on

Tomlinson Theory”. Publication Article of Muhamadiyah University of Surakarta, p.2, not

published

20

1) In accordance with the learning needs and characteristics of educators. 2)

Compatibility with curriculum 3) Development of material with theme / topic

4) Use of appropriate language 5) Meaning for improvement of competence

of educator and easy to understand 6) Have value of use which really felt

benefit by student29

Hutchinson and Waters in Zohrabi argue that material evaluation should be

carried out in order to judge the fitness of our materials to our “particular

purpose.” They insist that all the variables need to be evaluated systematically in

order to “save a lot of expense and frustration”.30

Teaching materials developed in

the form of textbooks (textbooks) should focus more on the learning methods

used, so that the implementation in use can be run in accordance with the purpose.

2. BSNP Standarts in Analyzing Textbooks

The book used by the Education Unit, whether in the form of Text

Text Lesson or Non-Text Lesson Book, is a means of learning process for

teachers and learners, so that learners can improve basic knowledge for

higher education level. The knowledge material informed through

Textbook Lessons and Non-Text Books Lessons are very important.

Therefore, the presentation of the material should be arranged with

interesting, easy to understand, has a high level of legibility, and fulfill the

positive val'ues / norms prevailing in society, including not containing

elements of pornography, extremism, radicalism, violence, SARA, gender

bias, and does not contain any other deviation value.31

Textbooks Lessons and Non-Text Books Lessons should include

the skin elements of the book, the front skin, the back skin, and the back of

the book. In addition, textbooks and non-text lessons should also include

parts of the book, which include the beginning of the book, the content

section, and the end of the book.

29

Hayu Dian Yulistianti. Pengembangan Textbook: Introduction to Text Types and Analysis di

Prodi Pendidikan Bahasa Inggris Universitas Islam Nahdatul Ulama Jepara. p.4 30

Mohammad Zohrabi. Coursebook Development and Evaluation for English for General

Purposes Course. English Language Teaching Journal Vol.4 No.2, 2011 p.214 31

Lampiran Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 8 Tahun 2016

Tentang Buku yang Digunakan pada Satuan Pendidikan, p.1

21

Textbooks are an important component of the learning system,

because textbooks are teaching materials and also as a source of

instruction in teaching. In addition to the curriculum which is the guideline

for the teaching system, the selection of textbooks should be based on

various other aspects as determined by the National Education Standards

Board or BSNP, which includes the content, language, presentation, and

the graphic content. These components are described in the following

details:

a. Feasibility of Content (Kelayakan Isi)

The eligibility components of this content are outlined into

the following subcomponents or indicators.

a. Subject to SK and KD subjects, child development, society

needs

b. Substance of science and life skills

c. Insights to move forward and expand

d. Diversity of social values

b. Feasibility of Language (Kelayakan Bahasa)

These linguistic components are broken down into the

following subcomponents or indicators:

a. Readability

b. Compatibility with good and correct language rules

c. Language logic

c. Feasibility of Presentation (Kelayakan Penyajian)

This presentation component is broken down into the

following subcomponents or indicators:

a. Technique

b. Material

c. Learning

22

d. Feasibility of Graphic (Kelayakan Kegrafikaan)

These components of graphic are broken down into the

following subcomponents or indicators.

a. Book size / format

b. Design of the skin

c. Design the contents

d. Quality of paper

e. Quality of prints

f. Quality of binding32

For this research, the researcher will only analyze the

feasibility of content because it covers the analysis of the core of

competence and basic competence of textbook.

3. Description of Feasibilty of Content

Instructional material that written in textbooks is determined by

analyzing the competency standards and basic competencies of

subjects that refer to the competencies of the subjects concerned. As a

reference in developing the subject matter of learning can be seen in

the Attachment of Regulation of the Minister of National Education

No.22 of 2006 and guidance for the preparation of 2013 as determined

by BSNP.33

BSNP have released assessment instrument form. In this

case, the textbook have to match the standard core of competence,

basic competence, and basic competence for English for Grade VII of

Junior High School.

BSNP itself has released an evaluation process in The Center of

Curriculum and Books (Puskurbuk) in form of a rubric assessment to

evaluate the properness and also the suitability of a textbook. The

rubric assessment from BSNP is designed to qualitatively describe and

32

Muljono, op. cit., pp. 21 33

B.P. Sitepu, Penulisan Buku Teks Pelajaran.(Bandung: Remaja Rosdakarya, 2012), p.64

23

assess any content related items and materials in a textbook then

quantitatively coding it. The rubric assessment used in this study is

limited to the feasibility of content. This feasibility of content is a

group of assessment about the content of the textbook. The feasibility

content includes three measurements which are compatibility of

materials with KI and KD, the accuracy of materials, and the last

supporting materials.34

Here’s the details of the group of assessment:

a. The Compatibility of materials with (KI) and (KD).

In this criteria of feasibility of content which is compatible

with KI and KD the criteria was divided into two sub criteria

which is Completeness, Broadness, and In-Depth.

1) Completeness (Kelengkapan Materi)

In completeness criteria, textbook is expected to expose

students to understand and produce both interpersonal and

interactional conversation whether in spoken or written to help

them interact in contextual and themed situations along with

many other characteristic, religious and aesthetic values

included.

2) Broadness (Keluasan)

Textbooks have broadness if present various texts of the

same genre to provide opportunities for students to observe

similarities and characteristics of the same generic texts.

3) In-Depth (Kedalaman Materi)

In this criteria, textbook are expected to fulfill several

point of In-Depth or (kedalaman materi). The first is

exposure or (pajanan) which means that the textbook are

expected to expose student with as many kinds of text that

relevant with students’ daily life in order to help them get

34

Deskripsi Butir Instrumen I Penilaian Buku Teks Pelajaran Bahasa Inggris Sekolah Menengah

Pertama/Madrasah Tsanawiyah, (Jakarta: Badan Standar Nasional Pendidikan, Kementerian

Pendidikan Nasional, 2014) p.4

24

used to any kinds of texts as possible. Then, text retention

(retensi pembentukan teks) means that textbook should guide

students in understanding the social function, structure of

text, and linguistic features. The last is Production (produksi)

textbook which should be able to guide students in every

step in producing both verbal and written text.

b. The accuracy of the materials.

In this criteria of feasibility of content which is the accuracy

of the materials, the criteria was divided into three sub criteria

which is Social function, Generic structure and Linguistic feature.

a) Social Function (Fungsi sosial)

In this criterion, the text provided in the textbook or the

exercises given from the textbook that have been done by the

students are expectedto have values in social function in its

relation with students daily life either in interpersonal or

interactional.

b) Generic Structure (Unsur dan Struktur Makna)

In this criteria, the text provided in the textbook or the


students are expected to give the students an insight and

ideas to think systematically in doing exercise or producing it

in daily life.

c) Linguistic Feature (Fitur Linguistik)

In this criteria, the text provided in the textbook or the


students are expected to be understandable and fulfill the norm

and characteristic values of a good communications in students

daily life.

25

c. Supporting materials.

In this criteria of feasibility of content which is supporting

materials, the criteria was divided into three sub criteria which are

Up-to-Datedness, Development of life skills and Development of

Diversity Insight.

1) Up-to-Datedness (Kemutakhiran)

In this criteria, every item in supporting the materials and

exercise provided within the textbook (Tables, Pictures, Texts,

References) should be taken from a relevance and newest

sources available.

2) Development of Life Skills (Wawasan Keterampilan

Hidup)

In this criterion, every text and communicative exercise

and task available within textbook should motivate students

toward a good personalities that concern about social,

academic and vocational life.

3) Diversity Insight (Wawasan Kebhinekaan)

In this criterion, every text and communicative exercise

and task available within textbook should motivate students

toward a good citizen that concern, understand and appreciate

the multicultural diversity.

4. Feasibility of Content’s Rubric Assesment

In this study, the researcher makes a scoring rubric used to evaluate

the appropriateness of textbook content. This assessment rubric is

based on the Likert Scale and has been adapted to the instrument as

well as the description of the Rubric of Textbook Assessment

Instrument In Feasibility of Content Section for the Seventh Grade of

26

Junior High School issued by the government through BSNP. The two

documents will be attached to the Appendix section of this study.

Table 2. 1

Rubric of Feasibility of Content Assesment Instrument

For Seventh Grade Of Junior High School

Items Score Criteria

A. Sub-Components Material Description Suitability with core

competence (KI) and basic competence (KD)

1. Completeness

In point of completeness

assessment, the teaching

materials shall contain the

texts corresponding to the

KI and KD, the texts are :

Intrepersonal

communication

expression

The phrase of

transactional

communications

Short functional text

1 The textbooks meet half of

the three texts above

2 The textbooks meet one of

three text above

3 The text books only meets

two of the above text

4

The textbooks meet all

three types of text

2. Breathdness

Presenting the various texts

of the same genre to provide

the opportunities for

students to observe

similarities and

characteristics of the same

generic of these texts.

1 The textbook has one type

of text of the same genre.

2

The textbook has two

types of texts of the same

genre.

3

The textbook has three

types of texts of the same

genre.

4

The textbook has four or

more types of text from

the same genre.

3. In- Depth

Textbooks must meet:

exposure

Retention text

formatting rules

Production

extensions


the four points

2 The textbooks meet two of

the four points

3 The textbooks meet three

of the four points

4 The textbooks meet all

four of these points

B. Sub-Components Content Accuracy

4. Social functions

27


Texts directed at achieving

social function as follows:

intrepersonal

communication to

establish interpersonal

relationships and used

as a communication

tool

Transactional

communications to

request / provide

services / facts /

opinions

Procedure text as

functional

communication to give

instructions to do

something

Descriptive text as

functional

communication to

provide, identify,

differentiate, offering,

praise, criticize object.


the four points


the four points


of the four points



5. Elements and Structures of Meaning

The text provided must meet

the elements of meaning,

consists of:

The texts of

interpersonal and

transactional, contains

elements of the

initiation of activities /

initiatives to

communicate

The texts of

interpersonal and

transactional, load

response in the form of

demand and supply of

information / goods /

services

The texts of procedure


the four points


the four points


of the four points



28


contains steps to get

things done.

Descriptive text containing

the elements contained in

the person / object / animal

and a description of each.

6. Linguistics features

The texts are given with the

aims at developing the

ability to communicate

with:

accurate and acceptable

linguistic quality,

according to the

communicative context

type of text in

accordance to achieve

the social function


the four points


the four points


the four points

4

The textbooks meet three

of the four points

C. Sub-Components Materials Supporting Learning

7. Recency

Textbooks must meet:

The relevance of the

material with a referral

source

Recency materials and

referral sources.

1 The textbooks meet both

these points

2

The textbooks meet the

one and a half from the

two points


the two points


the two points

8. Life Skills Development

Text and communicative

acts motivating the students

to develop:

personal skills

social skills

academic skills

vocational skills


the four points


the four points


the four points


of the four points

9. Development of Diversity Insight

Text and communicative

acts motivating the students

to develop:


the four points


the four points

29


an appreciation of

cultural diversity and

plurality of society

awareness of the

potential and richness

of the area

appreciation of

democratic values

understanding of the

concept of nationalism


of the four points

4

The textbooks meet all


D. Previous Related Studies

There are some studies that conducted to know and describing the

feasibility of content of English textbook for seventh grade of junior high

school with Curriculum 2013. A study conducted by Mansyurah Sadiqah in

2016 is analyze textbooks “When English Rings a Bell” for students of

seventh grader in junior high school, based on the curriculum of 2013 using

rubric assesment from BSNP. This book is contains 11 chapters as the

population and the researcher use 6 chapters as samples. After analyzing the

data, the researcher found that the level of suitability of "When English Rings

" is English text used by second grade students of SMK is only 68,75%

materials in English textbook “When English Ring a Bell” can fulfill the

feasibility of content requirement. The textbook mostly lack in the aspect of

diversity insight and life skills development with only few of these elements

was included in the materials and exercises.35

Another research conducted by Aprilia Riesta Nur Fitriani on the

textbook "Effective English" for seventh grade students of junior high school

based on the Curriculum 2013. The result of the study shows that 66 out of 94

(59,57%) indicators demanded by the Curriculum 2013 are developed in this

textbook. Based on the research finding, the researcher found that Effective

35

Mansyurah Sadiqah. A Content Analysis of English Textbook “When English Rings a Bell”

used in First Grade of Junior High School based on Curriculum 2013, a Skripsi of English

Education Departement at Syarif Hidayatullah State Islamic University of Jakarta. 2016, p. 45, not

published.

30

English is labeled as “good” textbook viewed from both matter of the

compatibility of the materials with the indicators suggested by the Curriculum

2013 and the level of communicativeness of the exercises. It presents most of

the materials demanded by the Curriculum 2013, such as expressions used for

certain functional communication, and examples of written documents, such

as identity cards, reports, and technical documents. However, not all of the

indicators suggested in the Curriculum 2013 are developed.36

Ainu Rofiq Fuad in his undergraduate theses tried to analyse the recent

implementation of the textbook of curriculum 2013 at seventh grade of junior

high school. The aim of this study was to know whether the conformity of

English textbook “When English Rings a Bell” with curriculum 2013 standard

which that determined by the Ministry of culture and education. He interpreted

that the conformity of the textbook is 126 total points achieved from 136 total

point refer to 34 total aspects should analyse are conform and 10 points that

not achieved need to be improve as determined by the BSNP instruments of

the textbook assessment based on the curriculum 2013. It is concluded that the

textbook has a good quality refer to the BSNP rubric of the textbook

assessment instrument and refer to the standard and basic competence with the

aspects of the content feasibility, language feasibility and presentation

feasibility. But, it is found that there are some aspects that need improvisation

refer to the curriculum 2013 standard.37

Based on the findings in the above three studies, it is deemed

necessary to conduct further research on the feasibility of the contents of the

seventh-grade junior high school books. Although most of the research on the

feasibility of English textbook for seventh grade in curriculum 2013 above has

reached percentage above 69%, for the eligibility of the content especially for

the fulfillment of KI-KD need to be held more related research in order to

36

Aprilia Riesta Nur Fitriani. A Content Analysis of The English Textbook “Effective English” as

an Additional Book For Grade Seven Students Of Junior High School. A Thesis of Teacher

Training and Education Faculty of Sebelas Maret University, 2016. p. vi, not published. 37

Ainu Rofiq Fuad. Conformity Analysis of English Textbook “When English Rings a Bell” With

Curriculum 2013 Standard, a Skripsi of English Education Departement at Muhammadiyah

University of Gresik. 2017, p. 45, not published.

31

optimize the guidance to the students who use an English textbook in school.

In the above studies are also limited to only one or more chapters of the book

so further research is needed with more and more thorough focus as on this

research as well as providing adequate assessment criteria so as to provide

more comprehensive information..

32

CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses about the methodology of the research. It consists of

design of the study, instrument of the study, procedure of analysis and technique

of data analysis. In this chapter, the procedures followed in analyzing English

textbooks used at junior high school level and analyze the first year curriculum

A. Design of The Study

This study used qualitative approaches in which the data analyzed

is not to accept or reject the hypothesis as in quantitative research in

general, but rather a description of the symptoms observed. This

qualitative approaches is natural, meaning the analysis and description of

the data presented by the author as it is without adding or reducing the

existing data in textbooks analyzed. Although qualitative approaches is

subjective, it also has objectivity but is different from objectivity in

quantitative research. Objectivity in qualitative approaches means that

honest researchers record what is seen, heard, captured, felt, based on their

perceptions and beliefs, make or create them.38

The data found were

analyzed carefully and meticulously, arranged, categorized systematically,

and interpreted based on experience, framework, and perception of

researchers without prejudice and certain trends.

As described by Sharan B. Merriam, type of research can be

distinguished by descriptive, interpretive, and evaluative research.39

The

method used in this research is descriptive research method. John W. Best

explains descriptive research as a research method that seeks to describe

and interpret the object as it is.40

. Descriptive research is generally done

with the main purpose to describe the facts and characteristics of objects or

38

Nana Syaodih Sukmadinata, Metode Penelitian Pendidikan, (Bandung: Remaja Rosdakarya.

2012), p.105 39

Hadeli. Metode Penelitian Kependidikan. (Tangerang: Quantum Teaching. 2006), p.11 40

Hamid Darmadi, Metode Penelitian Pendidikan. (Bandung:Alfabeta.2011), p.145

33

subjects that are examined in a precise and systematic.41

In descriptive

research, the researcher does not manipulate the variables and does not

specify the events that will occur and usually concerns the events that are

currently happening. In a descriptive study, content analysis was included

in the observational study. In the observational study, the present status of

the phenomenon is determined not by asking questions but by observing.42

Descriptive research is a study that intended to investigate the

conditions or other matters already mentioned which results are presented

in the form of research reports. This method is used in accordance with the

objective is to report the state of the object under study in accordance to

describe the eligibility of the textbook content of Indonesian language and

its conformity with the curriculum 2013.

The data in this study were analyzed by using content analysis

technique, meaning that the researcher did analysis on the material or the

contents in the primary data (textbook). Krisspendorf explains that content

analysis is a research technique for making replicable and valid

conclusions from data to context, with the aim of providing knowledge,

new insights, factual representations and practical guidelines for action.43

Content analysis is attempt to disclose various information behind the data

presented in a medium or text. In general, content analysis is a technique

that seeks to reveal the information behind the data presented in the media

or text.

From the quote, then in this research, the researcher describes and

analyzes English textbook "English on Sky" published by Erlangga where

the researcher performs analysis related to content feasibility criteria.

Sandewolski in Cho Ji Young explains that “Qualitative content

analysis is considered a strategy for the analysis of descriptive qualitative

studies along with other similar methods of research techniques (eg.

41

Ibid. 42

Ibid., pp.159 43

Satu Elo, Helvi Kyngas. The Qualitative Content Analysis Process. Journal of Advanced

Nursing Vol.62. 2007, p.102

34

etnographic or grounded theory)”.44

The researcher used this design

because in qualitative approaches, the content analysis is a method that is

widely applied for written or visual data with the purpose of indetifying

specific characeristic of materials that are going to be analyzed in general

form of textbook, newspapeaer or any other host of other types of

documents.

John w Creswell mentioned that in qualitative research, there are

some characteristics at each stage of the research process:

1)Exploring a problem and developing a detailed understanding of

a central phenomenon, 2) Having the literature review play a minor

role but justify the problem, 3) Stating the purpose and research

questions in a general and broad way so as to the participants’

experiences, 4) Collecting data based on words from a small

number of individuals so that the participants’ views are obtained,

5) Analyzing the data for description and themes using text

analysis and interpreting the larger meaning of the findings, 6)

Writing the report using fl exible, emerging structures and

evaluative criteria, and including the researchers’ subjective

reflexivity and bias.45

The study aims to describe and analyze the feasibility of content of

“English on Sky” Textbook for seventh grade based on Curriculum 2013.

There are 9 chapters within this textbook and the researcher determines to

study all of chapters as the sample for the whole of this textbook.

B. Technique of Data Collection

As explained by Cresswell, an instrument is a tool for measuring,

observing, or documenting data.46

The instrument of the research is a

rubric assessment which is designed by National Education Standards

Board (Badan Nasional Standar Pendidikan or BSNP) and the researcher

only used the sub component from feasibility of content aspect (the

44

Cho Ji Young, Eun Hee Lee. Reducing Confusion about Grounded Theory and Qualitative

Content Analysis: Similarities and Differences. The Qualitative Report, Volume 19, 2014. p.1 45

John W. Creswell, Educatioinal Research: Planning, Conductiong, and Evaluating Quantitative

and Qualitative Research.,(Boston: Pearson Education.2012), p.16 46

Ibid., p.151

35

accuracy of materials and supporting materials) because this study only

focus on the English sylabus for seventh grade students.

The data of the present study are taken from the textbook “English

on Sky” for Grade VII of Junior high School” in the student’s book. This

book was published by Erlangga in 2017 and has been based on a current

curriculum (Curriculum 2013). Likewise, this textbook is approved by

BSNP as an agency of national education standard, part of Ministry of

Education and Culture of Indonesia. Furthermore, this book has become a

primary source book to be used by students and teachers some school.

All of the procedures have been drawn into how data could be

collected by content analyses method which have been categorized into

these steps:

1. Looking for the instrument from BNSP and English syllabus of

Curriculum 2013 in seventh grade of junior high school. These will be

the main guideline to determine the compability of English textbook

“English on Sky” with the current curriculum.

2. Learning the material to find the accuracy of materials and supporting

material from feasibility of content aspect.

3. Observing and scaning through the content of material in “English on

Sky” textbook in tasks and exercise, chapter by chapter to find the

suitability and compatibility of the textbook to the instrument.

4. The data obtained from the textbook then categorized and arranged in

detailed descriptive information to be analyzed based on the

characteristic described in rubric assessment of BNSP in every

chapter.

5. Counting the amount of frequency from data description which has

been analyzed to find out how many content materials fullfill the

criteria based on feasibility of content aspect fom each chapter of the

textbook.

36

C. Technique of Data Analysis

Data processing is a more specific data completion activities in

accordance with the problems that become the focus of research, ie data

related to the feasibility of the contents of the seventh grade English

textbook. Data in qualitative research is generally a qualitative descriptive

narrative, if there are any quantitative document, the data will be explained

descriptively also. Data analysis in qualitative research does not wait until

all data is collected, but it is done gradually until it gets all the data from

interview, observation or document analysis.47

Using the complete data collected from textbook “English on Sky”

and the rubic assesment from BNSP, the analysis was done using

following steps:

1. Comparing the material presented in the textbook with the categories

required characteristic of an English textbokk “English on Sky” by

giving score in respected category and giving a comment for each

chapter.

2. Evaluating the materials presented in the textbook uses Likert scale

with a scale of 1, 2, 3, 4.48

There are nine point of requirement and the

maximum score is 5 for each point. In this way, researchers will more

easily check the roundness of the instrument he made. This scale is

illustrated by giving a check mark (✓) of the right column on the

horizontal line indicating its score.49

3. Interpreting the data gained from the process of evaluation using

descriptive explanation.

4. Summing up the compability percentage of the textbook content to

show level of fullfillment. The researcher use the following formula

to present the data forms in numbers:

47

Sukmadinata, op. cit. pp.289 48

Darmadi, op.cit., p. 106 49

Ibid, p.112

37

P = Percentage

F = Frequency

N = Sum of Frequency50

Because the presentation of data in this study using the chart and

accompanied by a long narrative text descriptions, it is necessary

presentation of research results are easy to read to verify the results of

research that has been done. To meet these needs, the researcher uses

the formula above because the formula shows the percentage of

suitability between textbook content with content feasibility standards.

The above formula is the most suitable formula because the reader can

clearly see the level of conformity of 0-100%..

5. The textbook is considered "excellent" if it meets more than 80% of

the material evaluation criteria. The textbook is considered "good" if it

meets the 61% -80% material assessment criteria. The textbook is

considered "average" if it meets the criteria 41% -60% of the material

evaluation criteria. The textbook is considered "weak" if it meets less

than 40% of material evaluation criteria.51

Researchers use the above

reference based on research conducted by Karlina. In his research, he

used the above classification to facilitate the sharing between one

level with another. The above classification has also been adapted to

the value guidance of BSNP's textbook assessment tool text, which is

Very Less, Lacking, Good, and Very Good.

D. Procedure of the Research

As explained at the beginning of the chapter, this research uses

descriptive method of analysis with qualitative approach. Data analysis

techniques in qualitative research are mostly done simultaneously with

data collection. As for this study, first, the scoring rubric sheet (as a

50

Nana Sudjana, Ibrahim, Penelitian dan Penilaian Pendidikan. (Bandung : Sinar Baru. 2001),

p.131 51

Karlina Karadila Yustisia, The Analysis of English Textbook for Eleventh Grade Students

Published By Mendikbud Based On Curriculum 2013. 2015, p. 3,

(https://www.researchgate.net/publication/319332410)

38

reference), as well as the description of the rating instrument, sticky note

to mark the required parts and prepare the laptop to record the findings.

The following is the sequence of research done in each chapter.

First, the researcher will look at skimming in one chapter as a whole to see

if there are any points that can be examined first. After that, the researcher

will look to the rubric of assessment and look to each item. On each item,

the researcher will search for evidence and supporting information about

the item in the section within the chapter. For example, when the

researcher searches for the completeness of the material in a chapter, the

researcher will check whether the chapter has interpersonal

communication, descriptive text, procedural text, and short functional text.

If there is, the researcher recorded the existence of the text complete with

page number and type of activity directly on the laptop that has been

provided.

The researcher also gives an assessment of each item by filling the

table prepared in the laptop based on the findings of the chapter with

reference to the rubric of instrument and the description of rubric

instrument. It is repeated to every point that wants to be discussed. After

that researchers will write descriptively all the findings in the chapter. The

descriptions of these results are also translated sequentially according to

their respective items. After completing the description and filling out all

the items in the table, the researcher calculates the total score obtained on

the chapter and writes it at the bottom of the table to find out the frequency

of feasibility of the contents of the chapter.

The same is done to all chapters in the English textbook that are

being studied. Data analysis is a process of searching and compiling

systematically data obtained from the results of document analysis by

organizing data into categories, describe in the units, and make

conclusions so easily understood.

Interpertation of data is a further step of data processing. Processed

data can be interpreted using existing guidelines on the instrument. The

39

data has been described and then described further in order to become an

information or research output that is expected to be able to answer the

formulation of the problem proposed in this research. It can be said that

the data interpertation is a proof of the formulation of research problems

after the researchers conducted an in-depth analysis of the English

textbook for seventh grade students. The end result of this data

interpertation is the main ingredient for the conclusion of the research

40

CHAPTER IV

RESEARCH FINDINGS AND INTREPERTATION

This chapter consists of research finding and discussion of feasibility of

content on textbook entitled “English on Sky” for seventh grade of junior high

school. The research finding consists of the description of the feasibility of

contents in the English textbook using a score table followed by the description

for each category.There are 9 categories for each chapter.

The total score finding for all 9 chapters then accumulated in frequency table

and the end result will be presented in percentage that represents the conformity

of the english textbook “English on Sky” with the requirement from BSNP.

A. Data Description

1. Feasibility of Content in Chapter 1 “A New School Year”

Tabel 4. 1

Feasibility of Content Frequency Table of Chapter 1

Sub components Items Score

1 2 3 4

a. The compability

with core and

basic competence

1) Completeness - - - ✓

2) Broadness - - - ✓

3) In depth - - ✓ -

b. The accuracy of

the materials

4) Social function - - ✓ -

5) Element and structure of

meaning - - - ✓

6) Linguistic feature - - - ✓

c. Supporting

materials

7) Relevance - ✓ -

8) Development of life skills - - - ✓

9) Development of diversity

insight - - ✓ -

Score Frequency 0 1 3 5

41

d) The compability with core competence and basic competence.

1) Completeness

In this chapter, interpersonal communication has been well presented

and in keeping with the syllabus of the 2013 curriculum. The

interpersonal text is about introducing yourself, greeting others, saying

thank you, saying goodbye, and saying apologies. All of these types of

communications can easily be found in this chapter. Types of

transactional communication are also given a considerable portion. For

example on pages 17 to 19 where students are taught how to describe their

health condition. One example of transactional communication is also

given when students are given examples of how to tell why they are late

for school. Of all the completeness, this chapter got a score of 4.

2) Broadness

In this item, Chapter 1 got 4 points which means very good. This is

because every type of text or communication is presented in many forms

and examples. One of them can be seen on pages 5 to 7 where examples

greet others are delivered in various forms, whether or not illustrations are

accompanied. We can see also pages 12 and 13 where statements of thanks

are exemplified in four different types of conversational examples.

3) In-depth

In terms of exposure, chapter 1 is excellent in providing students with

exploratory opportunities on many texts relevant to daily life. For

example when asking the condition of a friend who is sick or how to

thank. The diversity of the text gives students an opportunity to become

familiar with the text type. In terms of retention of text formatting rules,

chapter 1 provides less guidance to learners to understand clearly about

social functions, elements and structures of meanings and linguistic

features. Only a few types of communication are explained by the

structure of meaning and linguistic features, for example on page 10 that

42

describes when to use "Thank you" and "How are you?", While the social

function of each text is briefly described in the summary section on page

27. Perhaps this is intended for teachers to give direct exposure to the

element of formation of the text type.

In terms of production, many activities require students to write or

recreate the type of oral / written text. This can be found almost in all

parts of this chapter. In the case of extensions, at the end of a text or

communication type discussion, this chapter provides activities to develop

what has been taught. An example is on page 11 where students are asked

to go around in their classes and greet friends by developing examples of

sentences they have learned to adapt to the situation.

b. Accuracy of Materials

a. Social Function

The social function of interpersonal communication and transactional

communication can be achieved fairly well. For example, how to got

acquainted with someone who is given in the form of some activities in

this chapter. In addition, there are also aspects of transactional

communication to request or provide services, facts or opinions that we

can find in this chapter, for example when notifying home addresses on

pages 37 and 38 as well as some other parts of this chapter. Unfortunately,

this chapter has not yet included the social function of functional

communication in the form of procedure although on the one hand this

chapter still discusses the descriptive sentence, both when explaining

about yourself and others. This is why this chapter scored 3.

b. Element and Structure of Meaning

This chapter gots a score of 4 on the item element and the structure of

meaning. This is because this chapter has given direction to systematic

thinking skills in an interpersonal, transactional and functional text in the

form of descriptive text. In interpersonal texts, this chapter already

43

provides interactive communication activities such as on page 36 where

students are asked to walk around the class and ask the age of their

friends. We can also look at one of the activities on page 33 where the

student is asked to select a few sentences and rewrite the dialogue in a

sequence and in accordance with the exemplified on page 32.

c. Linguistic Features

The text and activities provided in this chapter already direct students'

communication skills with the right language quality. The language used

is also appropriate and leads to the social function of the communicative

context in progress. This can be seen in each type of communication

introduced, either to introduce themselves or to ask other people's data. In

addition, this chapter also contains additional information related to the

types of communications being discussed, such as in the 'FYI' column on

page 39 that gives British and American differences in using 'on' and 'in'

when naming street names. That's why chapter 2 gots a score of 4 on this

item.

c. Supporting Materials

1) Relevance

Referral sources from chapter 1 are not specified either at the end of

the chapter or on the activities. However, the researcher can find referral

sources in the references section on page 191. In terms of language, this

book is enough to provide relevant references to teaching materials, where

the author of this textbook using a book that has been known to the public

such as Betty Azar's book on grammar taking. However, learning

materials and learning experiences take less than the latest sources of

learning, this can be seen from the references used in this most recent

book is from 2005, which has been missed thirteen years ago. But this

chapter providing a god illustration, some of the picture used real photos

44

and tables for the students. This is why in terms of updates, this chapter

earns a point of 4.

2) Development of Life Skills

In this item, this chapter earns a score of 4. In terms of personal

prowess, chapter 1 teaches quite a bit about self-reliance and recognizes

its advantages and disadvantages. This is exemplified on pages 23 and 24

that teach students to be candid and apologize when they are late for

school. This chapter also exemplifies communication with social skills,

evidenced by the abundance of texts and activities that give examples of

human social interactions, such as asking each other for news, offering

help, and expressing sympathy. In terms of academic skills, students are

given a lot of problem-solving and decision-making activities, one

example is on page 28 where students are asked to take an attitude of

events when dealing with differences in the classroom. However, in the

case of vocational skills, chapter given little attention, evidenced by the

absence of discussion or activities related to a particular profession.

3) Development of Diversity Insight

Recognition of cultural diversity, community pluralism, and national

insight are included in several sections of this chapter. This is shown on

page 5 where there are examples of good morning pronunciation in

various languages, one of them in Sundanese. This is also shown on page

28 where students are taught to honor friends from different origins and

backgrounds. On page 12 also shows the potential of local wealth in

which the text gives examples of ways of thanksgiving written in

Javanese script accompanied by illustrations of Prambanan Temple. But

unfortunately chapter 1 has not included democratic values so that on this

item chapter 1 got a score of 3.

45

2. Feasibility of Content in Chapter 2 “Getting to Know My

Friends”

Tabel 4. 2

Feasibility of Content in Frequency Table of Chapter 2


1 2 3 4

a. The compability

with core and

basic competence



3) In depth - - - ✓

b. The accuracy of

the materials



meaning - - - ✓


c. Supporting

materials

7) Relevance - - - ✓

8) Development of life skills - - ✓ -


insight - ✓ - -


1. The compability with core competence and basic competence.

a. Completeness

Chapter 2 got a score of 4 on this item. As for the reason is because

this chapter provides activities and examples of expressions to

communicate courteously to teachers and friends as interpersonal

communication, in this case is to meet and tell about him. In addition to

telling about himself, this chapter also includes transactional

communication activities in the form of asking other people's data.

Although little, this chapter already provides an example of functional

text, which is on page 37 where there is a signpost that contains

46

information about a place and direction to go, and students are invited to

explore the function of the signpost.

b. Broadness

Each type of text or communication in this chapter is presented in

many forms and activities. One of them can be seen on pages 30 to 32

where the example asks other people's self-submitted data in two forms,

after which the students are also asked to compose a randomized dialogue

and make conclusions about the correct action in asking the friend's data.

This is the reason why this item scored 4.

c. In-depth

In the exposure item, chapter 2 provides students with many

exploratory opportunities by providing examples of useful communication

for everyday life. This can be seen from the text and communications

contained in this chapter, for example when introducing yourself and

others, asking for a home address, and asking the age of others. With

considerable intensity, students are given the opportunity to got used to

the type of communication. Chapter 2 provides enough guidance to

learners to clearly understand the social functions, elements and structures

of meaning and linguistic features of the type of texts taught. This can be

seen on page 33 of the FYI column and also on the summary column on

page 42, so chapter 2 meets the text formatting retention rule item.

In terms of production, there are many varied activities that require

students to recreate the types of communication already taught. We can

see on page 33 in the 'Act it Out' section, where students are asked to

group and introduce themselves to each other. In terms of extensions,

chapter 1 has provided activities to develop what has been taught. For

example on page 39 where students are asked to conduct a class survey to

inquire about their friends' data based on how they are communicating

already taught. On page 40 is also provided Grammar Zone for student

47

exercises related to the grammar that has been studied in the chapter. This

is why chapter 2 gots a score of 4 on this item..

2. Accuracy of Materials

1) Social Function

In chapter 2, the social function of interpersonal communication of

transactional communication can be explored well. In terms of

interpersonal relationships to interpersonal communication that can meet

the needs of life, is contained in activities to greet or to say goodbye to

someone on some activities in this chapter. In addition, the transactional

communication aspect to request or provide services and opinions can be

found on pages 15 and 16 and several other sections in this chapter. This

chapter also includes functional communication in descriptive terms that is

to identify yourself and others. Because of this chapter 2 gots a score of 3.

2) Element and Structure of Meaning

This chapter has not loaded functional functional texts so this chapter

only gots a score of 4 on the element's feature item and the structure of

meaning. This chapter given direction to the systematic and systematic

thinking ability in interpersonal and transactional texts. This can be seen in

one of the examples on page 21 where students are given activities to

complete the dialogue of greeting and greeting in a trace and in accordance

with the standard on the previous page, page 20.

3) Linguistic Features

This chapter pretty much directs students' ability to communicate to

the correct linguistic quality, means that there are no examples of

inappropriate sentences in terms of vocabulary difficulties or conformity

with the communicative context. Because of this chapter 2 gots a value of 4

on this item.

48

3. Supporting Materials

1) Relevance

In the Relevance item, this chapter earns a score of 4. Just like chapter

1, the reference source of chapter 2 is not mentioned either at the end of

the chapter or in the activity. References are only listed on page 191. This

chapter takes references from Betty Azar, Bourke Kenna, and Jeremy

Harmer, who are known to be the most common and popular grammar

references. Unfortunately, the reference book used in this book is most

recent from 2007, which means it has been a while. But this book also

takes practice material from several sites, such as http://iteslj.org/games.

All of the picture is in high definition mode, so it really clear to see.


Chapter 1 got a score of 3 on this item. In terms of personal skills, this

chapter pretty much teaches about independence. It is on page 42 where

students are taught to be confident in learning English and being

unyielding with lots of practice. On the same page, this chapter also

teaches to appreciate others by not laughing at the mistakes of friends who

are studying.

In addition, there are examples of other social skills such as social

interaction activities between people, such as Getting acquainted and

asking for personal data such as age and home address. In terms of

academic proficiency, students are given a lot of problem-solving and

decision-making activities, one example is on page 39 where students are

asked to choose between 'True' or 'False' based on the dialogue that is

given. However, chapter 2 does not contain vocational skills because there

is no discussion or activity related to a profession.


Score 2 is given on this item in chapter 2. This is because of the local

wisdom that is contained in this chapter, which is mentioning the name

http://iteslj.org/games

49

'Gedongmeneng' as one of the areas in Bandar Lampung. Plurality is also

shown in classroom illustrations of students of various races and

appearances, although not expressed explicitly. But unfortunately there is

no democratic value and national insight included in this chapter.

3. Feasibility of Content in Chapter 3 “People Around Me”

Tabel 4. 3

Feasibility of Content in Frequency Table of Chapter 3


1 2 3 4

a. The compability

with core and

basic competence



3) In depth - - - ✓

b. The accuracy of

the materials



meaning - - - ✓


c. Supporting

materials




insight - - ✓ -


1. The compability with core competence and basic competence.

1) Completeness

This chapter provides activities to communicate politely to teachers and

friends as interpersonal communication, which is to ask the origin of the

region, name, hobby, family, and work. It also shows the existence of

transactional communication to ask or respond to phrases for objects or

events. These things are very easy to find in this chapter. This chapter also

50

included short functional text elements such as banners. This is the reason

why chapter 3 got a score of 4 on this item.

2) Broadness

In the same genre, this chapter presents quite a lot of text. We can see

on page 45 where this chapter displays five kinds of examples to give

examples of sentences to the state where the students came from.

Similarly, when mentioning various kinds of hobbies on page 49. Because

that's the chapter is worthy of getting a score of 4 on the item Broadness.

3) In-depth

In terms of exposure, this chapter provides enough examples with

everyday life to familiarize students with the type of text, especially in

terms of message content, social attitudes, and the spiritual attitudes of the

text. This can be seen in all the types of communications taught in this

chapter, one of them when asking one's work along pages 55 to 57.

Chapter 3 also contains the retention rules of text formation well. The way

taken in this chapter is to ask questions to lure students exploration of

social functions, elements and structures of meanings and linguistic

features of the kind of taught text as seen in all types of communication

taught. One of them is on page 52 when students are asked to identify a

family tree.

In terms of production, this chapter provides a variety of activities for

students to re-create the type of communication they have taught, such as

on page 54 where students are asked to show their family pictures and tell

their friends. In terms of extensions, chapter 1 has provided activities to

develop what has been taught. For example on page 53 where students are

asked to complete the family tree and page 54 where students are paired

and asked to ask each other questions and answer questions based on

information on the family tree. This is why chapter 2 gots a score of 4 on

this item.

51

2. Accuracy of Materials

1) Social Function

In this item, chapter 3 gots a score of 3. The reason is that this chapter

meets interpersonal communication to establish interpersonal relationships

to meet the needs of life, transactional communication for request/service,

and descriptive functional communication. The function to fulfill this need

of life can be found in transactional texts that are shown to ask and tell

someone else's origin, to inquire about a job, or about a family. While the

descriptive function of an offering, giving and praising objects/people is

also contained in this chapter.


For interpersonal and transactional texts, initiative activities in

communication and requests or information are clearly contained in this

chapter. It can be found in all activities that ask and tell about the origin of

the area, hobbies, family, and work. This chapter has given direction to the

systematic and systematic thinking skills, both in interpersonal and

transactional texts. This can be seen in one of the examples on page 48

where students are given activities to choose the action to take when

asking others to 'spelling a word'. In addition, students are also required to

create and train dialogues on work and work after being exemplified on

page 57. Unfortunately, this chapter has not included the text of the

procedure. Here's what this is why chapter 3 scored 4.


This chapter pretty much directs students' ability to communicate with

appropriate and acceptable language qualities. Conformity with the

communicative context in progress. In addition, the type of text used is

also in accordance with each function of the required questions. Because

of this chapter 2 gots a score of 4 on this item.

52

3. Supporting Materials

1) Relevance

In the relevance item, this chapter earns a score of 4. References to this

chapter are not specified either at the end of the chapter or in the activity.

In addition to using well-known books such as Harmer and Betty Azar,

this book also takes practice material from several sites, such as

http://iteslj.org/games. While the teaching materials in the form of images

taken from various sources that already have copyrights, such as from

Shutterstock, iStock, Pixabay, and others. Most of the pictures worked wll

to give extra comprehension to the students.


Chapter 1 scored 3 in this item. In terms of personal skills, chapter 1

highlights how an individual must recognize himself. It is found on page

50 where students are able to tell their ability and passion. On page 60, this

chapter also teaches to be polite to teachers and friends when doing

something. In addition, there are examples of activities to ask each other

personal information, family, hobbies, and work that is a social skill as a

social interaction between people.

In terms of academic proficiency, students are given sufficient problem-

solving and decision-making activities, one example is on page 51 where

the student is asked to loop the most appropriate answer and fill in a blank

form of personal information about himself/herself. Unlike chapters 1 and

2, chapter 3 has begun to include vocational elements even though only

slightly displayed, such as on page 56 where Ni Luh recounts his father's

work but has not taught the skills required for a particular job.

3) Diversity Insight

The plurality of cultures and societies can be seen in many parts of this

chapter, one of them on page 45 where all the characters on this page come

from different regions from Aceh to Papua. But there is no value of local

53

wealth, democracy, and national insight included in this chapter, so on this

item chapter 3 only got a score of 3.

4. Feasibility of Content in Chapter 3 “School Life”

Tabel 4. 4

Feasibility of Content Frequency Table ofChapter 4


1 2 3 4

a. The compability

with core and

basic competence



3) In depth - - - ✓

b. The accuracy of

the materials

4) Social function - ✓ - -


meaning - - - ✓


c. Supporting

materials




insight - - ✓ -


a. The compability with core competence and basic competence.

1) Completeness

This chapter got a score of 4. The interpersonal communication

contained in this chapter is about asking and declaring the day, date, and

time to a friend or teacher politely. There are also communicating

activities to lend books to friends on pages 63 and 64. This shows the

existence of transactional communication to ask or respond to phrases for

objects or events. Short functional text such as banners, leaflets, or

announcements have not been published in this chapter.

54

2) Broadness

This chapter presents quite a lot of text for one of the same genres. We

can see on page 63 there is a presentation of dialogue that is presented

diverse about the schedule of daily activities. It is good for students to

observe the same generic features of the text type.

3) In-depth

In order for students to be familiar with this type of text, it takes a lot of

exploration of the kind of text that deals with everyday life and this

chapter have fulfilled that. This can be found on pages 62 to 67 where

discussions of students' daily activities, from Getting up, going to school,

doing homework, eating, and so on. Chapter 3 also contains the terms of

retention of text forming rules well. This chapter gives a table on the

names of days (on page 62), numbers (on page 68), months, and ordinal

numbers (on page 77) which are used as the basis for stating the time and

date.

There is also a repetition of the discussion on page 78 so that students

are able to identify the generic features of the mention of time and date

and then explore it. On page 79 and 80 this chapter also gives students the

opportunity to reproduce what they have learned, by making sentences

based on the given date clue. In the case of extensions, chapter 1 has

provided activities to develop what has been taught, namely by completing

the table based on the tape heard on page 83 and asking students to

compose a messy sentence on page 86.


1) Social Function

In fulfilling the function of interpersonal communication to establish

interpersonal relationships and as a means of communicating, this chapter

has fulfilled that aspect. For example on page 82 which provides a

55

discussion of birthdays and ages. The social function of transactional

communication to solicit or give facts relating to daily life is also

contained in conversations where students exchange information about

their activities on that day or another day on page 74. However, the social

function of procedural and descriptive functional texts has not been

included in This chapter, s this chapter only got a score of 2 in this item.


For interpersonal and transactional texts, requests and information are

contained in this chapter. This can be seen in the activities to ask about

daily activities, timetable, and date of birth. This chapter has also given

direction to a systematic, systematic thinking. For example on page 67

where students are asked to analyze the use of the word 'morning',

'afternoon', 'evening', and 'night'. In addition, students are also given the

opportunity to create a sentence based on the description of the time

contained in the picture so this chapter gots a score of 4.


The quality of language in this chapter is quite accurate to be acceptable

because it corresponds to the age and level of the learner, in that sense, no

diction is too difficult. The language used in also matches the ongoing

context of each type of text being studied. To achieve the social function,

the type of text used in this chapter has been carefully selected so that no

examples of text are contradictory or out of the discussion in this chapter,

which is about how to state the time and date.


1) Relevance

As with the previous chapters, the references to this chapter are not

mentioned either at the end of the chapter or in the activities, but only on

page 191. The contents of this chapter have not deviated from the learning

56

objectives, The illustrasions are very helpfull for students to understand

about kind of activitees in daily life. so a score of 4 is obtained on this

item.


The personal skills in this chapter are shown on page 88. On the page, it

tells us how important the honesty in life can be the provision for the

students as the independent, the social, and the created creatures of God.

This includes social skills for mutual respect. Also in this chapter are

academic skills to solve problems and make decisions in grammar zone

activities on pages 84 to 87. Unfortunately in this chapter does not contain

vocational skills to teach skills in a particular profession so this chapter

only get a score of 3.


One of the diversity insights that emerged in this chapter is the national

insight to show the love of the homeland listed on page 81, where there are

examples of conversations about National Hero Day which fall every

November 10th. The appreciation of the pluralism of society is also

shown, although not explicitly, through the depiction of a character in this

chapter where there are narrow-eyed figures, some are veiled (showing

Muslim identity), curly hair, or dark-skinned. But unfortunately, this

chapter has not loaded about the wealth of the region and the value of

democracy so that on this item chapter 4 only got a score of 3.

57

5. Feasibility of Content in Chapter 5 “Things and Places

Around Me”

Tabel 4. 5



1 2 3 4

a. The compability

with core and

basic competence



3) In depth - - - ✓

b. The accuracy of

the materials



meaning - - ✓ -


c. Supporting

materials




insight - ✓ - -

Score Frequency - 1 3 5


1) Completeness

The phrases for conducting polite interpersonal communication are

listed in many parts of this chapter. For example when asking each

other the owner of an item to a friend. While the expression and

experience of communicating in conducting transactional

communication to declare, inquire, and respond to phrases are also

given in this chapter, especially through descriptive text type because

this chapter does focus on communicating activities to identify objects,

animals, or public places. This chapter included the text of the

procedure as one part of transactional communication. This chapter also

58

has begun to include short functional texts such as inserting a signpost

and also an area plan such as on pages 106, 108, and 112. Because of

this, this chapter earns a score of 4 for this item.

2) Broadness

In broadness item, this chapter earns a score of 4. The reason of

that is the chapter presents enough text for one genre of the same type.

One of them can be found on pages 91 and 92 where four types of text

are presented to illustrate how to reply and describe a personal property

to a friend. In this way, the student can observe the same generic

features of the type of text being discussed.

3) In-depth

To provide students with exploration opportunities in order to

customize the text type, this chapter has successfully loaded exposure

elements. This can be found in many parts of this chapter, for example

on page 96 where students interact with friends to borrow a pencil and

describe the characteristics of the pencil. This chapter also contains

retention of the rules of text formation to provide an understanding of

the constituent elements of the kind of descriptive text. The form is to

include the names of objects along with special features such as shapes

and colors (on pages 91 and 92) and brainstorming by choosing the

right sentence to identify something after being given text samples and

the students are asked to find their own characteristics generic of the

given text.

In terms of production, this chapter also gives students the

opportunity to reproduce what they have learned, for example, the 'Act

it Out' activity on page 101 where students are asked to ask students

about their classmates' pets. To develop what has been mastered, in this

chapter has also fulfilled the extension aspect to achieve a higher level

of mastery. This can be found when students are asked to create their

59

own dialogue with reference to the four images provided on page 100.

Because of that reason, this chapter got score of 4 of this item.


1) Social Function

In fulfilling the function of interpersonal communication to

establish interpersonal relationships and as a means of communicating

to meet the needs of life, this chapter has fulfilled that aspect in many

exemplary parts. For example, on page 107 where there are examples

of two-person interaction to share information about the location of a

place. The social function of transactional communication to ask for or

give facts related to everyday life is also almost to all types of text in

this chapter, either to describe objects, animals, or places. However,

the social function of the functional text of the procedure has not been

included in this chapter. Nevertheless, there is a very viscous

descriptive text element in this chapter which is why this chapter earns

a score of 3.


Requests and information are contained in this chapter as a form of

interpersonal and transactional communication. It can be found in the

activity of asking and giving information about objects, animals, and

the location of a public place. In each activity, this chapter provides

more than three examples of text so that students can look at the

characteristics of the type of text being studied; afterward, students are

asked to deduce the generic features of the text and their usage

functions in the 'Think About It' activity as indicated in page 95. That

is to say, this chapter has also given direction to the systematic,

systematic thinking ability. However, this chapter has not included the

text of the procedure so this chapter only gots a score of 3.

60


In terms of linguistic quality, this chapter simply uses a language

that can accurately and accepted by the level of the learner, the seventh

grader. The suitability of language with the ongoing context of each

type of text being studied can also be well met. The point is that there

is no language that deviates from the learning objectives in this

chapter. The text type used in this chapter is also eligible to fulfill its

social function, which is about how to identify objects, animals, public

places and their locations.


1) Relevance

The exercise about animals also very useful for increasing students

understansing. Illustrations provided within the exercise are also

suitable for the exercise. Because the content in this chapter has not

deviated from the learning objectives to be conveyed, it is not too

problematic so a score of 4 is given on this item.


The personal skills in this chapter are shown in several sections

when discussing communication activities. One of them in the form of

providing information about the location of a place. It teaches students

to help people in need of instruction. There is also a value to love the

creatures of god that are exemplified by loving the animals on pages

102 to 104. There is also value to care for neighboring neighborhoods

on page 174. On the page are given questions and explanations about

how important to know neighbors and work togother to create an

environment better. This indicates that this chapter has social skills.

In this chapter there is also an academic proficiency to solve

problems and make decisions in play roles as people who ask the way.

Here students can improvise and determine their role. But like the

61

previous chapters, this chapter does not contain vocational skills to

teach skills in a particular profession.


There is an element of the Development of Development of

Diversity Insight that appears in this chapter. The insight of diversity in

question is the pride of the homeland contained by giving rise to the

name of the 'Kelimutu' road (on page 106) which is also the name of the

volcano on the island of Flores and the mention of Nganjuk in Central

Java province (on page 109) as one of the largest kingdoms in

archipelago.

Just like the previous chapters, the appreciation of the plurality of

people is also shown through the depiction of characters with different

physical characteristics according to their race. But unfortunately, this

chapter has not loaded about the wealth of the region and the value of

democracy so that on this item chapter 4 only got a score of 3.

6. Feasibility of Content in Chapter 6 “What is it Like?”

Tabel 4. 6



1 2 3 4

a. The compability

with core and

basic competence


2) Broadness - ✓ - -

3) In depth - - - ✓

b. The accuracy of

the materials



meaning - - ✓ -


c. Supporting

materials




insight - - ✓ -

Score Frequency - 1 4 4

62


1) Completeness

In many parts, this chapter already contains phrases to implement

interpersonal communication with teachers and friends in a polite

manner. The example can be seen on page 117 where there is

interaction between students to ask about the identity and personality

of others. The communicating expression to carry out transactional

descriptive communication is also contained throughout the discussion

in this book. The discussion includes the characteristics of people,

animals, places, and various facilities and facilities in schools. Short

functional texts both official and unofficial included in this chapter, so

this chapter scored 4 on this item.

2) Broadness

On the broadness item, this chapter earns a score of 2. This is

because the chapter does not provide multiple texts from the same

genre and gives students the opportunity to observe the same generic

similarities and characteristics of the text type. In each type of text

taught, this chapter gives only two examples. For example on page 117

while there is a discussion on how to explain the person's

characteristics as well as on page 121 when discussing pets.

3) In-depth

This chapter has successfully loaded exposure elements. The

reason is that this chapter gives students exploratory opportunities with

texts relevant to the learner's daily life for the purpose of habituating

the text type, for example on page 123 where students interact with

their friends describing the characteristics of the object being searched.

To provide an understanding of the constituent elements of this type of

descriptive text, this chapter also contains terms of retention of text

formatting rules quite well. As for the form, one of which can be found

63

on page 123, among others, is to include the names of the colors

included with illustrations and how to pair between noun with an

adjective (color). In terms of production, this chapter also gives

students the opportunity to reproduce what they have learned, for

example, the 'Act it Out' activity on page 127 where students are paired

up to be asked to pretend to look for an object accompanied by its

characteristics. To develop what has been mastered, in this chapter has

also fulfilled the extension aspect to achieve a higher level of mastery.

This is one of them can be found when students are asked to make

sentences about the characteristics of an object based on the

characteristics already listed in the illustrations on pages 123 and 124.

Because it meets the four criteria above, then this chapter deserves a

score of 4 on the item this.


1) Social Function

Chapter 6 scored 3 on this item because as in the previous chapter,

the social function of the functional text of the procedure has not been

included in this chapter. However, all the discussions in this chapter

have descriptive text elements, namely the discussion of the

characteristics of people, pets, objects, and places in school. The

function of interpersonal communication to establish interpersonal

relationships and as a means of communicating to meet the needs of

life has also been met. For example, on page 107 where there are

examples of interactions between two students who are in dialogue to

look for an object based on its characteristics. The social function of

transactional communication to ask for or give facts related to

everyday life is also almost to all types of text in this chapter, either to

describe objects, animals, or places.

64


As a form of interpersonal and transactional communication,

requests and information are contained in this chapter. For example

when asking and giving information about the characteristics of

people, animals, and places at school. This chapter has also provided

direction for systematic, systematic thinking by providing examples of

every activity. After that students can look at the characteristics of the

type of text being studied and conclude. However, this chapter has not

included the text of the procedure so this chapter only gots a score of

3.


In terms of linguistic quality, this chapter earns a score of 4. This is

because this chapter uses a language that can accurately and be

accepted by a seventh-grade student level. The language used also

conforms to the ongoing context of each type of communication so

that no language deviates from the social function of the text presented

in this chapter. The text type used in this chapter is also eligible to

fulfill its social function, which is about identifying objects, animals,

public places and their locations.


1) Relevance

The illustrations in many pages in this chapter are very helpfull for

student to understand waht name and kind of colour, names of things

and many adjective words.This chapter has not deviated from the

learning objectives to be conveyed, so a score of 4 is still given in this

chapter.

65


This chapter has included personal skills to recognize the

advantages and disadvantages of self and others in some sections when

discussing communication activities. For example when on pages 116

to 119 where students learn to recognize the nature and characteristics

of the people around him. There is also the value to love the created

beings of God who are exemplified by loving the animals on pages 120

and 121. In addition, there are also values to help with others, which

helps answer the questions of others who are looking for an object

such as those on page 125. Hal this means that this chapter has social

skills. In this chapter there is also an academic proficiency to solve

problems and make decisions in Grammar Zone activities on page 136

where students are asked to complete sentences as well as some other

problem solving tasks. However in this chapter has not yet contained

vocational skills to teach skills in a particular profession. This is why

this chapter only gots 3 for this item.


In this chapter, there is already an element of Development of

Development of Diversity Insight that appears. The insight into the

diversity of love the homeland is shown by a red-and-white flag in the

schoolyard which is a symbol of Indonesia on page 131. The element

of pride in the potential and wealth of the region is also shown by

bringing up the name 'Arjuna' as the street name (on page 129) which

is one of the characters in the puppet. Like previous chapters, the

depiction of characters with different physical characteristics

according to their race is also shown to reward the plurality of peoples

also shown through. But unfortunately, this chapter has not loaded

about the value of democracy so that on this item chapter 4 only got a

score of 3.

66

7. Feasibility of Content in Chapter 7 “What is it For?”

Tabel 4. 7



1 2 3 4

a. The compability

with core and

basic competence


2) Broadness - - ✓ -

3) In depth - - - ✓

b. The accuracy of

the materials



meaning - - ✓ -


c. Supporting

materials




insight - - - ✓



1) Completeness

The content of this chapter has a great deal of learner to perform

personal communication functions in the form of conversations

between friends, while the themes discussed in the conversation are

about the daily routine of students, animal living habits, and also the

function of the objects around the students. To include expressions for

expressing, asking, and responding to expressions through descriptive

text, this book presents some form of text as well as activities

pertaining to these three discussions, ie when students are asked to

explain the function of the object around it. This chapter also contains

a type of procedure text about the function and how to use an object as

a short functional text. However, this chapter has not included short

67

functional text such as announcements or posters. That's why this

chapter scored 4 on this item.

2) Broadness

On a broad item, this item scored 3. This chapter presents a

considerable amount of text for one genre type. For example, when

discussing the routine on pages 140-145, students are given several

types of texts, four in the form of dialogue accompanied by

illustrations and one in the form of descriptive paragraphs. Of course it

is good to give the students a chance to look at the generic features of

the text type and then summarize it.

3) In-depth

As in the assessment rubric, in-depth items should include four

aspects: exposure, retention of text formatting rules, production, and

extensions. In the aspect of exposure, this chapter has fulfilled that

aspect very well. This we can see because this chapter gives students

the opportunity to recognize and explore through texts relevant to the

lives of everyday learners. For example by including activities that

become their routines such as brushing teeth, studying, watching

television, or cycling (on page 140). This chapter also contains the

terms of retention of text formatting rules quite well. For example on

page 147, to provide an understanding of the constituent elements of

this type of descriptive text, this chapter provides activities that require

students to select and rewrite types of animals and their habits.

This chapter also gives students the opportunity to reproduce what

they have learned, to fulfill aspects of production. This can be found on

'On Your Own' activity on page 148. In this activity, Students are

asked to work with their friends in finding magazine or internet

information about an animal and preparing a paragraph and drawing to

be displayed in front of the class. This chapter has also fulfilled the

68

extension aspect to achieve a higher level of mastery. For example with

the activity of 'Own your Own' on page 155 where students are asked

to find and present their findings about the function of an item in front

of the class and record it in the form of video. Because it has met these

four aspects, this chapter gots a score of 4 on this item.


1) Social Function

The social function of the functional text of the procedure has been

included in this chapter in several portions, for example on page 149

where there is a dialog where Atiqah teaches Binsar to use a paper

punch. In addition, this chapter achieves the social function of

functional descriptive communication to identify something. The type

of descriptive text given is the discussion of daily routine, animal

habits, and the function of an object.

Interpersona communication function has also been fulfilled in this

chapter. For example in the discussion on how to ask information

about the function of an object. The social function of transactional

communication to ask for or give facts related to everyday life is also

almost every type of text in this chapter. For example on pages 152

and 153 where there is a dialogue between two students who ask the

function of wireless speakers and LED fingers. Because of the above,

this chapter earns a score of 4 on social function items.


Requests and information are contained in this chapter. It shows

the fulfillment of interpersonal and transactional communication. For

example when asking and giving information about routines, habits,

and characteristics of animals, as well as the function of an object. This

chapter has also given direction to the systematic, systematic thinking

ability, examples of the activities provided by complementary dialogue

69

accompanied by illustrations and expressions. In addition, this chapter

also contains an example of procedural text on page 149 on how to use

a paper punch. That's why this chapter only gots a score of 4.


This chapter got a score of 4 for this item. This is because this

chapter already uses a language that can accurately and accepted by the

seventh-grade students. This can be seen from the use of language that

is still very simple and not difficult for students. The language used

also conforms to the ongoing context of each type of communication.

The use of language in this chapter is also eligible to fulfill its social

function, which is about how to explain the routines, habits, animals,

and functions of an object.


1) Relevance

The sourves used in the exercise in this chapter provide a good

example to give a good understanding about function of the objets and

how to use it. Either in grammatical or in function, the text chapter

given in this chapter does not deviate from the learning objectives to

be conveyed so that a score of 4 given on this chapter.


This chapter has included personal skills to develop oneself as

independent and social beings. One is shown by examples of

information-sharing communication about the function of an object in

respect to 149. The social skills in this chapter are reflected in the

value of mutual respect for others on page 158, where there is text on

tolerance in schools to understand and accept differences. There is also

an academic ability to solve problems and make decisions. It is

contained in several activities in this chapter, among others on the

Grammar Zone activity on page 157. On this page there is an activity

70

to write a few sentences using the words that have been provided.

Unfortunately, the vocational skills to teach skills in a particular

profession have not been included in this chapter. This is why this

chapter only got a scored of 3 for this item.


In this chapter, texts and communicative actions motivate learners

to develop diversity. There is an appreciative aspect to the masyaraktat

plurality that appears on page 158, which calls for respect for the trust

of others and accepts friends of different ethnic origin. Pride in the

potential and richness of the region was also raised by publishing an

article on Orangutans as one of endemic primate species of Kalimantan

and Sumatra on page 148. This chapter has already begun to contain the

value of democracy by means of activities to argue about objects owned

by friends. The national insight included in this chapter is an

appreciation of human dignity and prestige. That's why this chaper gots

a score of 4 on this item.

8. Feasibility of Content in Chapter 8 “He Has Straight Dark

Hair”

Tabel 4. 8



1 2 3 4

a. The compability

with core and

basic competence



3) In depth - - - ✓

b. The accuracy of

the materials

4) Social function - ✓ - -


meaning - - ✓ -


71


1 2 3 4

c. Supporting

materials

7) Relevance - - ✓ -



insight - - ✓ -



1) Completeness

In many parts, this chapter already contains phrases to implement

interpersonal communication with teachers and friends in a polite

manner. The example can be seen on page 167 where there is a

dialogue between students and an information desk clerk to inquire

about missing items. In addition, the expression of transactional

communication (descriptive text) is contained throughout the

discussion in this book, whether it concerns the characteristics of

people, animals, or objects. This is why in the term of completeness

this chapter scored 4.

2) Broadness

On a broad item, this chapter earns a score of 4. This is because

this chapter presents a variety of text from the same genre. For

example, on pages 163 and 165 where there are four examples of

descriptive text. This is to allow students to observe the generic

features of descriptive text containing topics and detailed information.

3) In-depth

This chapter has successfully loaded four aspects of depth items.

First, in the aspect of exposure. The reason is to provide students with

exploratory opportunities with texts relevant to the lives of everyday

72

learners with a view to habituation of the text type. For example on

page 160 where there are illustrations of students who are describing

his brother.

This chapter also contains the terms of retention of text formatting

rules quite well. As for its form, one of them can be found on page 164

where there is a descriptive text about Evan Dimas. The text describes

the topic of the person being discussed and the detail information

marked with a blue font. It is intended to provide an understanding of

the constituent elements of this type of descriptive text.

In terms of production, this chapter also gives students the

opportunity to reproduce what they have learned, for example in the

'Make it Real' activity on page 165 where students are asked to search

for photos and information about idol figures and retell them. This can

be found also in the 'On Your Own' activity on page 173 where

students are asked to describe the age, physical appearance, and habits

of pets. To develop what has been mastered, this chapter also includes

aspects of extensions. We can find it in the 'Grammar Zone' where

there are activities to compose sentences, select appropriate adjectives,

and answer questions based on descriptive text already provided.


1) Social Function

To fulfill the social function item, chapter 8 scored 3 because the

social function of the functional text of the procedure has not been

included in this chapter. However, descriptive functional

communication functions have been met in the scope of the material in

this chapter, which is the discussion of how to describe people,

animals, or objects. The function of interpersonal communication for

interpersonal relations as well as communication tools has also been

included in this chapter. For example on page 167 where there is an

example of a conversation between a student and an information desk

73

employee asking to look for an item. The social function of

transactional communication to ask for or give facts related to

everyday life is also contained in various activities in this chapter, as

for its form is to describe objects, animals, or places.



interpersonal and transactional communication. For example on

activities asking for information about a missing object (pages 167 and

168). This chapter has also provided direction for systematic,

systematic thinking by providing examples of every activity. This can

be seen on page 160 where given various examples of a person's

physical type accompanied by drawings and descriptions in the form of

a sentence below. It provides an opportunity for students to examine

the generic equations of the sentence example. Unfortunately, this

chapter has not included a sample activity with a text type procedure

so this chapter only gots a score of 3.


For the seventh grade students, this chapter uses an accurate and

acceptable language. This means that the language presented is not too

difficult and can still be reasoned by the students. The language used

also fits the ongoing context of each type of communication and

affects the achievement of social functions with the language

intermediaries present in this chapter. The social function in question

is about how to describe people, goods, and animals. Because it meets

all four aspects above, then in terms of linguistic quality, this chapter

gots a score of 4.

74


1) Relevance

There are no references that do not match the scope of the material

in this book. The sources used in supporting the material is providing a

good example of illustrations and providing a better understanding the

adjectibe and describing other people. Because of those reasons, this

chapter is still eligible to earn 4 points for this item.



advantages and disadvantages of self and others, as this chapter does

focus on descriptive text and includes many introductions to what is

around. This can be found on pages 160 to page 165 where students

learn to describe others, whether relatives, friends or public figures.

There is a value of cooperation that is contained in the discussion on

page 176. This shows the social skills of having taught to work

togother to achieve a goal. In this chapter, there is also an academic

proficiency to solve problems and make decisions contained in

Grammar Zone activities on page 174 there are activities for

mentioning adjectives based on descriptions in texts, composing

sentences, and selecting answers on multiple choice. Unfortunately,

this chapter does not contain vocational skills so this chapter only

scored 3 for this item.


This chapter 8 gots a score of 3 on this item because some

aspects have been met. The aspect of the Development of

Development of Diversity Insight will be shown on page 163 with the

loading of Evan Dimas profile as one of the best young footballers of

Indonesia. The element of pride in the potential and richness of the

region is also shown by the rise of the Balinese cat as one of the

75

discussions (on page 171). The characters in this chapter are also

illustrated with different physical characteristics according to their race

as well, indicating an appreciation of the pluralism of society.

However, this chapter has not yet included the value of democracy.

9. Feasibility of Content in Chapter 9 “Roar”

Tabel 4. 9



1 2 3 4

a. The compability

with core and

basic competence

1) Completeness - - ✓ -

2) Broadness - - ✓ -

3) In depth - - ✓ -

b. The accuracy of

the materials



meaning - - - ✓


c. Supporting

materials




insight - - ✓ -

Score Frequency - - 6 3


1) Completeness

Chapter 9 got a score of 3 on this item. This is due to the absence

of procedural text and also short functional text such as posters or

signs. However, this chapter has met several aspects, including the

expression to carry out interpersonal communication with teachers and

friends in a polite manner. For example on page 182 where there are

examples of conversations between three students about their favorite

songs. In addition, the expression of transactional communication

(descriptive text) is also contained in this book where students identify

the animals contained in the picture (on page 178).

76

2) Broadness

On a broad item, this chapter earns a score of 3. This is because the

chapter is less diverse in presenting examples of text types. For

example, when modeling animal voices, there are only two types of

activities to recognize the sound and the mention of it, on pages 179

and 180 and no such text examples thereafter.

3) In-depth

Chapter gots a score of 3 on this item because it meets all aspects.

In the exposure aspect, students' exploratory opportunities with texts

relevant to the learner's daily life are addressed on page 179 where the

animals mentioned are common animals in everyday environments

such as ducks, chickens, dogs, and cats. In terms of production, this

chapter also gives students the opportunity to reproduce what they have

learned. This can be seen on page 180 where students ask to write and

re-present the animal's voice from. This chapter also includes an

extension aspect for developing what is already mastered, on page 162

where students are asked to share their favorite songs. Unfortunately,

this chapter does not contain retention rules in the form of text because

there is no text type discussed in this chapter.


1) Social Function

To fulfill the social function item, chapter 8 scored 3 because the

social function of the functional text of the procedure has not been

included in this chapter. However, descriptive functional

communication functionality has been met in the scope of the material

in this chapter, which is the discussion of how to describe the sound of

animals. In this chapter the function of interpersonal communication to

establish interpersonal relationships and as a means of communication

has also been published. For example on page 167 on the 'Interview

77

Your Friends' activity where students are asked to interview their

friends about the interest in the song. The social function of

transactional communication is also included on the same page and

activity on page 167.



interpersonal and transactional communication. For example, on

interviewing a friend about his interest in a song on page 182. This

chapter has also provided direction for systematic, systematic thinking,

for example by providing activities to match the type of sound with the

right animal. However, unfortunately this chapter has not included a

sample of activity with the type of procedure text so that this chapter

only got a score of 3.


This chapter uses accurate and acceptable language for seventh-

grade students which is not too difficult and can still be reasoned by

students. The language used also conforms to the ongoing context of

each type of communication. In addition, to achieve its social function,

the language used in this chapter is also still appropriate. In terms of

linguistic quality, this chapter earns a score of 4 because it meets all

four aspects above.


1) Relevance

References can only be found on pages 191 to 192 for text and

image references. But both the text and the images in this book are still

relevant to the topic being discussed so this chapter still gets 2 points

for this item. As in the previous chapters, in Chapter 8 there are also no

specific references.

78



advantages and disadvantages of self and others, this is clearly shown

in Katy Perry's lyrics of the song 'Roar' on page 181 and clarified with

the explanation in Summary on page 186. Furthermore, the social

skills aspect is loaded on the activity 'On your Own' where students are

taught to share information with their friends. In this chapter there is

also an academic proficiency to solve problems and make decisions in

Grammar Zone activities on page 183 where composing words into a

sentence, choosing the best answer based on lyric pieces, and matching

words with similar rhymes. But like most chapters in this book,

chapter 9 also does not contain vocational skills so this chapter only

earns a score of 3 for this item.


The element of pride in the potential and wealth of the region is

shown on page 178 where there is a picture of a tiger that we know as

endemic Sumatran species. Characters in this chapter are also

represented by different physical characteristics according to their race,

this shows an appreciation of the plurality of people. Chapter 9 got a

score of 3 on this item because the above three aspects have been

fulfilled despite not yet mentioning the value of democracy.

79

B. Research Finding

Based on qualitative descriptive data on the feasibility of content of all the

chapters described above, the assessment of the textbook has been completed.

Below is a table showing the research results of the feasibility of content from

English Textbook "English on Sky" for the seven grade of juniorigh school.

Tabel 4. 10

Feasibility of Content Frequency Table of All Chapter

Sub components Items

Frequency of each

score

1 2 3 4

a. The compability

with core and basic

competence

1) Completeness 0 0 1 8

2) Broadness 0 1 2 6

3) In depth 0 0 2 7

b. The accuracy of

the materials

4) Social function 0 2 6 1


meaning 0 1 4 4

6) Linguistic feature 0 0 0 9

c. Supporting

materials

7) Relevance 0 0 2 7

8) Development of life skills 0 0 7 2


insight 0 4 4 1

Total Frequency 0 8 28 45

81

Based on the table of feasibility of content above, it can be seen that

from 45 items on feasibility in content from 9 chapters from 81 categories have

met the perfect score in the numbers 4, 28 categories got score 3, 8 categories

got score 2, and no category on any chapter earned a score of 1. There is no

criteria from 9 chapters that whole criteria scored 4 as perfect score. The

development of diversity insight earn the lowest frequency at 1 of 9.

80

Based on the above calculation, we can conclude that the percentage of the

material on "English on Sky" textbook that get the perfect score and meet the

feasibility of content is equal to 55.56% of 100%.

C. Research Intrepretation

Based on the table on assessment of the feasibility of content that has been

made based on the criteria of BSNP and Curriculum 2013, the results of this study

can be described as follows. The presentation of "English on Sky" which fulfills

the feasibility of content is 55.56%. This data is concluded based on the taking of

the items that meet the perfect score in the number 4. The categories assessed in

the textbook studied include all the criteria on the content feasibility, namely

completeness, broadness, in-depth, social function, element and structure of

meaning, linguistic features, relevance, development of life skills, and

development of diversity insight. From all of these categories, the requirement

that get the most perfect score on all chapters is the completeness (as a part of

compatibility of KI and KD). Unfortunately, this book is very weak in the

category of development of diversity insight. This is indicated by obtaining only 1

of 9 chapters in this book. Of course this is very less when viewed in terms of the

objectives of the Curriculum 2013 that upholds the high nationality value. This

can be clearly demonstrated by the lack of highlights on the appreciation of

democracy in daily life, respect for diversity, and understanding of national and

national insight.

81

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the results of research that has been presented in the previous

chapter, the following conclusions are obtained. The material presented in this

book is in accordance with the KI and KD contained in the 2013 curriculum,

in terms of the breadth and depth of the material that earns frequency of 8

from 9 chapter. The materials contained in this book include: interpersonal

interpersonal texts (greetings, excuses, thanks, apologize), text of transactional

interaction (identity, time, animals, personality and animals, function of

objects), and special functional text (lyrics, description of people, animals, and

objects).

The accuracy of the material, in this case the social function, structure of

meaning, and linguistic features have largely fulfilled the required concepts

with the average scores obtained. Although not analyzed in depth, the

researcher can conclude that the material descriptions in this book are

supported and supported by English proficiency that match the objectives of

English education as contained in the Curriculum 2013 in English subjects

aimed at developing the powers of learners in order to have communicative

competence in interpersonal, transactional, and functional texts, using various

spoken and written English texts.

The lack of spotlight on the appreciation of democracy in everyday life,

respect for diversity, as well as and understanding of national insight and the

love of the motherland have made this book a very weak assessment of the

development of diversity insight category. This is certainly an obstacle to the

achievement of one of the goals of the Curriculum 2013, which is to motivate

students to do things that can develop the love and awareness of students

against diversity.

82

B. Reflection and Sugestion

Based on research that has been done by researchers, there are some

difficulties found during the study. The difficulty, among other things, is the

emergence of biases when looking for complete information on several

categories to be studied. For example, an explanation of the Linguistic Feature

category contained in the Item Instruments Description (attached as Appendix

4: Deskripsi Butir Instrumen 1) only contains the following information, "Text

provided in textbooks and exploratory results directed to develop the learner's

ability to communicate with linguistic quality is accurate and acceptable ,

according to the communicative context". However, there is no clear

benchmark on what should be assessed in the Linguistic Feature, plus the

Linguistic Feature assessment needs to be adjusted also to the intellectual

development of seventh grade students.

Therefore, the researcher must find information related to it in Item

Instrument Description 2, precisely in the description and criteria of language

eligibility. The language feasibility description is attached to Appendix 5:

Deskripsi Butir Instrumen 2). This information is also not easily obtained

because of the separate file layout between the Item Instrument Description 1

and Item Instrument Description 2. So the researcher must open another file

and reconcile it with the instrument that has been created.

Another difficulities that also arises is the depiction of the category of

Diversity Insights Development, especially on the points of appreciation of

democratic values and points of understanding of national insight contained in

Item Instrument Description 1. The difficulities arises because there is no

more explanation of two points whereas research must done as objectively as

possible. Therefore, researchers seek alternative information on democratic

values and national insights from informal sources (beyond BSNP

requirements) derived from various sites available on the internet. Based on

the reflection, then in this section the researchers include some suggestions

that can be input for stakeholders, especially BSNP who take acontrol in

assessment of textbooks that will circulate in Indonesia.

83

1. For Goverment

In order to ensure the quality of textbooks from various aspects, it

is important for the Indonesian government, in this case BSNP to

provide a good and structured assessment rubric to anyone. Although

the socialization of the assessment rubric of BSNP has been done both

directly and through the internet site www. BSNP-indonesia.org, but

unfortunately the preparation of instruments and instrument

descriptions have not been easily accessed due to lack of clear

mapping for each aspect. BSNP should provide a sort of table of

contents for each document folder that is shared so that people who

access do not need to open one by one to check the contents of the

required files.

In addition, as mentioned at the beginning of this discussion, there

are also categories that require a more complete and thorough

explanation of the meaning of a point so that the researcher or

interested party of these assessment instruments does not need to find

other unofficial sources of information certainly guaranteed validity

and correlation to the level of intellectuals being studied.

2. For Publisher

For textbook publishers, the development of quality and content of

English textbooks should be done well and seriously. It is certainly

important to be able to meet the goals of learning English and meet the

needs of students as well as the diversity of ways students learn.

Publishers should continue to spawn new and creative ideas in

delivering teaching material through books in line with the ever-

evolving curriculum.

Because there is a lack of development of diversity insight in this

book, publishers need to include elements of diversity in many parts,

for example by entering the names of places or flora and fauna in

84

Indonesia compared with the names of objects from abroad. It

certainly adds students' insights about the region's wealth. In addition,

publishers and writers should also reduce the character of strangers and

replace it with local characters so that it feels contextual and

characterize the diversity of races and tribes in Indonesia, for example

by including photos of people with different tribes and white on the

inside and on the cover of this book.

3. For Teacher

Since the "English on Sky" material completeness item has met the

needs of students in the Curriculum 2013, this textbook is expected to

help teachers to present lessons to students. Although the description

of the material in this book meets the suitability of KI and KD in the

curriculum, the teacher still has to provide intensive guidance to the

students for optimal learning outcomes. Presentation of the material in

the textbook is expected to inspire teachers to inspire teachers in the

teaching process. The teacher should also find out the eligibility of the

book to be used by the students.

Teachers should not directly accept the decision of the school

about the book that will be used by students, especially if linked to the

reasons for the background of the publisher. However, teachers should

assess the contents of the book, whether the book really can meet the

needs of students or not. If it is not appropriate, teachers should

recommend other books that better suit the needs of the students.

4. For Next Researcher

This study is limited to one type of English textbook. Of course it

would be better if in the next research there is further research with a

focus more books. This will certainly provide additional benefits for

educators and policy makers to determine which books are most

appropriate and meet the Curriculum 2013. Similarly, the assessment

85

criteria need to be extended to provide more comprehensive

information, either using the standards of BSNP or others relevant

assessment sources.

It’s better for the the next researcher to interview the parties

involved in the making of this book, be it author or publisher. It is

important to reduce confusion and to reassure the results of the study.

In addition, due to difficulties caused by artificial instruments of

BSNP, it is better for the next researcher to confirm and interview

directly to the BSNP related to the assessment instrument and

assessment points in it.

86

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APPENDICES

the feasibility of content analysis on

Documents

Transcript of the feasibility of content analysis on