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
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
exercises given from the textbook that have been done by 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
exercises given from the textbook that have been done by 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
1 The textbooks meet one of
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
Items Score Criteria
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.
1 The textbooks meet one of
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
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
1 The textbooks meet one of
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
28
Items Score Criteria
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
1 The textbooks meet half of
the four points
2 The textbooks meet one of
the four points
3 The textbooks meet two of
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
3 The textbooks meet one of
the two points
4 The textbooks meet half of
the two points
8. Life Skills Development
Text and communicative
acts motivating the students
to develop:
personal skills
social skills
academic skills
vocational skills
1 The textbooks meet half of
the four points
2 The textbooks meet one of
the four points
3 The textbooks meet two of
the four points
4 The textbooks meet three
of the four points
9. Development of Diversity Insight
Text and communicative
acts motivating the students
to develop:
1 The textbooks meet one of
the four points
2 The textbooks meet two of
the four points
29
Items Score Criteria
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
3 The textbooks meet three
of the four points
4
The textbooks meet all
four of these points
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
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 2 6
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.
2) Development of Life Skills
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.
3) Development of Diversity Insight
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
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
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 0 3 6
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.
2) Element and Structure of Meaning
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.
3) Linguistic Features
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.
2) Development of Life Skills
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
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 2 6
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.
b. Accuracy of Materials
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.
2) Element and Structure of Meaning
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.
3) Linguistic Features
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.
c. Supporting Materials
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.
2) Development of Life Skills
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.
3) Development of Diversity Insight
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
Feasibility of Content Frequency Table ofChapter 5
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 - 1 3 5
a. The compability with core competence and basic competence.
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.
b. Accuracy of Materials
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.
2) Element and Structure of Meaning
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
3) Linguistic Features
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.
c. Supporting Materials
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.
2) Development of Life Skills
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.
3) Development of Diversity Insight
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
Feasibility of Content Frequency Table ofChapter 6
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 - 1 4 4
62
a. The compability with core competence and basic competence.
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.
b. Accuracy of Materials
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
2) Element and Structure of Meaning
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.
3) Linguistic Features
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.
c. Supporting Materials
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
2) Development of Life Skills
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.
3) Development of Diversity Insight
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
Feasibility of Content Frequency Table ofChapter 7
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 0 4 5
a. The compability with core competence and basic competence.
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.
b. Accuracy of Materials
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.
2) Element and Structure of Meaning
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.
3) Linguistic Features
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.
c. Supporting Materials
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.
2) Development of Life Skills
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.
3) Development of Diversity Insight
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
Feasibility of Content Frequency Table of Chapter 8
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 - - - ✓
71
Sub components Items Score
1 2 3 4
c. Supporting
materials
7) Relevance - - ✓ -
8) Development of life skills - - ✓ -
9) Development of diversity
insight - - ✓ -
Score Frequency 0 1 4 4
a. The compability with core competence and basic competence.
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.
b. Accuracy of Materials
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.
2) Element and Structure of Meaning
Requests and information are contained in this chapter as a form of
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.
3) Linguistic Features
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
c. Supporting Materials
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.
2) Development of Life Skills
This chapter has included personal skills to recognize the
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.
3) Development of Diversity Insight
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
Feasibility of Content Frequency Table of Chapter 9
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 - - 6 3
a. The compability with core competence and basic competence.
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.
b. Accuracy of Materials
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.
2) Element and Structure of Meaning
Requests and information are contained in this chapter as a form of
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.
3) Linguistic Features
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.
c. Supporting Materials
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
2) Development of Life Skills
This chapter has included personal skills to recognize the
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.
3) Development of Diversity Insight
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
5) Element and structure of
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
9) Development of diversity
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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