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CONTENT ANALYSIS ON THE TEXTBOOK
"INFORMATIONAL ENGLISH FOR THE SMA GRADE X"
(Textbook used at SMA Islam Harapan Ibu Jakarta Year 2006-2007)
A "Skripsi"
Presented to the Faculty ofTarbiya and Teachers Training
In partial fulfillment of the requirements
For the degree ofS. Pd. (Bachelor of Arts) in English Language Education
• 11112 •
Liii I
By k!a,,,ifikasi : '"
Sayidah Salim
Nll\1:103014026973
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
142() H/200R M
~-R. P.· us--.:,~1<.1'<1v,J I UIN SY!\li!I) ----·---·---- .. _. _______ _,
CONTENT ANALYSIS ON THE TEXTBOOK
INFORMATIONAL ENGLISH FOR THE SMA GRADE X
(Written by Tony Rogers and Bambang Kaswanti)
A "Skripsi"
Presented to the Faculty ofTarbiyah and Teachers Training
In partial fulfillment of the requirements
For the degree ofS. Pd. (Bachelor of Arts) in English Language Education
Approved by the Advisor /.
//
Prof. Dr. Muljanto Sumardi, M. A. NIP. 150 016 367
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2008
ENDORSEMENT BY THE EXAMINATION COMMITTEE
This scientific paper entitled CONTENT ANALYSIS ON THE TEXTBOOK
"INFORMATIONAL ENGLISH FOR THE SMA GRADE X"(Textbook used at
SMA Islam Harapan /bu Jakarta Year 2006-2007) written by Sayidah Salim,
Student's Registration Number 103014026973 was examined in the examination
session of the Faculty of Tarbiya and Teachers' Training, Syarif Hidayatullah State
Islamic University Jakarta on December 17th 2008. The paper has been accepted and
declared to have fulfilled one of the requirements for the degree of S. Pd. (Bachelor
of Arts) in English Language Education in the English language Education
Department.
Chairman
Drs. Syauki, M. Pd. NIP. 150 246 249 Secretary
Neneng sunengsih, M. Pd. NIP. 150 293 236 Examiner 1
Drs. Nasrun Mahmud, M. Pd. NIP. 150 041 070 Examiner2
Dra. Hidayati. M. Pd. NIP. 150 231 927
Jakarta, December 17th, 2008
Examination Committee:
rl..L-<........... ... . ................... )
Acknowledged by
Dean of the Faculty ofTarbiya and teachers' Training
ABSTRACT
Salim, Sayidah
2008 Content Analysis on the Textbook "Informational English
for the SMA Grade x" (Textbook used at SMA Islam
Harapan /bu Jakarta Year 2007-2008), a skripsi. Jakarta:
Perpustakaan Utama UIN Syarif Hidayatullah. t.d.
Key words : textbook, content analysis, syllabus design.
We cannot avoid the highly need of English as a matter of so many relation whether as a mean of communication or as a mean to understand the literature written in English. Realizing the importance of English, the national educational department of Indonesia arranges the curriculum that includes every aspects of English teaching learning in Indonesia.
In teaching and learning activity, there are many factors influencing the success of the student's achievement. In order to get the maximum result to the students, we have to fulfill those factors requires in teaching learning activity. One of them is the use of a good textbook.
When the writer was in the PPKT at SMA Islam Harapan !bu Jakarta, she found that the textbook did not provide all the materials stated in the curriculum. That is why the writer thinks that it is suitable to do a research about the criteria to choose a good textbook.
Therefore, the writer will try to analyze the textbook used in her field research school (SMA Islam Harapan Ibu Jakarta) Informational English for the SMA Grade ;¥, written by Tony Rogers and Bambang Kaswanti published by Widya Utama 2005, to see the appropriateness of the textbook.
ACKNOWLEDGEMENT
In the Name of Allah, the Beneficent the Merciful
All praise be to Allah, Lord of the Worlds who has bestowed upon the writer
in completing this skripsi. Peace and blessing be upon to our prophet Muhammad
SAW, his family, companion and follower.
The writer would like to say her great honor and deepest gratitude to her
beloved parent Salim, S. Ag., and Suhanah, her lovely brothers and sister, Ahmad
Subki, Ibnu Asqolani and Faizah Salmah, who always give their love; support,
motivation, and advice to finish her study.
The writer also wants to say a lot of thanks to Mr. Prof. Dr. Muljanto
Sumardi, MA as the writer's advisor for his time, kindness, contributions and
patience in correcting and helping her to finish this paper.
The writer also realizes that she would never finish writing this paper without
help of some people around her; therefore, she would like to give special gratitude to;
1. All lecturers in English Education Department for teaching precious
knowledge, sharing philosophy of life and giving wonderful study
experience.
2. Drs. Ahmad Syauki, M.Pd., the Head of English Education Department.
3. Neneng Sunengsih, M. Pd., the Secretary of English Education Department
and writer's advisor lecturer.
4. Prof. Dr. Dede Rosyada, MA., the Dean of Faculty of Tarbiya and Teacher's
Training.
5. Her best friends; Siti Chairunnisa, Fathurrahmah, Ulu Baqiab, Rifqiyati
Su'ada, Eis Rabmini Latifab, Fabrini, Ismawati, Shenny Frestayasary Fadlan
and Childa Faiza.
6. All of her friends at SyarifHidayatullah State Islamic University year 2003 of
English Education Department especially students at A class, she thanks for
the friendship.
Finally the writer admits that her writing is still far from being perfect,
therefore, she hopes some suggestions and critics from the reader for this
simple paper and it will have some value for her and for a better thing in the
future.
Jakarta, 13 Desember 2008 M 14 Zulhijjah 1429 H
Sayidah Salim
TABLE OF CONTENT
APPROVAL LETTER..................................................................................... 11
ENDORSEMENT SHEET............................................................................... m
ABSTRACT....................................................................................................... iv
ACKNOWLEDGEMENT ............................................................................... v
TABLE OF CONTENT .. .. ... ............................................................................ vn
LIST OFT ABLES ... ......... ................................. .. ... .. ............... .. .................... ix
CHAPTER I INTRODUCTION ....................................................... . 1
A. Background of the Study ....................................... 1
B. Statement of the Problem ...................................... 3
C. Lin1itation oftl1e Problem ..................................... 3
D. Formulation of the Problem.................................. 4
E. Significance of the Study ....................................... 4
CHAPTER II THEORETICAL FRAMEWORK ............................ . 5
A. Content Analysis on the Textbook ........................ 5
1. Textbook ........................................................... 5
2. Defining Content Analysis ............................... 7
3. Content Analysis as Quantitative ................... 8
B. Material Stated in the Curriculum ....................... 9
1. Semester 1 .......................................................... 9
2. Semester 2 .......................................................... 12
C. Fit to the Curriculum............................................. 14
I. Fit....................................................................... 14
2. Curriculum ....................................................... 14
3. Fit to the Curriculum....................................... 15
D. Syllabus Design ....................................................... 16
I. Syllabus ............................................................. 16
CHAPTER Ill METHOD OF STUDY .............................................. .. 20
A. Time and Place of the Study ................................. 20
B. Setting of the Study ................................................ 20
C. Method of the Study............................................... 20
D. Focus of the Study .................................................. 21
E. Research Question ...................... ........................... 21
F. Research Procedure ............................................... 21
G. Analysis of the Data ............................................... 22
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ......... . 24
A. Textbook Description ............................................. 24
B. Material Presentation within the English Textbook
C. The.Eit.of.the.Mater.ial.in..the.Textb.ook ................ 25
to the Curriculum .................................................. 36
D. The Type of Syllabus Design ................................. 37
E. Discussion of the Findings ..................................... 53
CHAPTER V CONCLUSION AND SUGGESTION ..................... .. 54
A. Conclusion .............................................................. 54
B. Suggestion ............................................................... 55
Bibliography . .... ................................................................................................ '.: 6
Appendixes
LIST OF TABLES
Table 2.1 Standar Kompetensi dan Kompetensi Dasar ................................ 9
Table 2.2 Content map of the textbook........................................................... 18
Table 4.1 Laporan Komentar Hasil Penilaian Aspek Materi ....................... 57
Table 4.2 Content map of the textbook syllabus............................................ 37
CHAPTER I
INTRODUCTION
A. Background of the Study
We cannot avoid the highly need of English as a matter of so many relation
whether as a mean of communication or as a mean to understand the literature
written in English. Realizing the importance of English, the national educational
department of Indonesia arranges the cun-iculum that includes every aspects of
English teaching learning in Indonesia.
In teaching and learning activity, there are many factors influencing the
success of the student's achievement. In order to get the maximum result to the
students, we have to fulfill those factors requires in teaching learning activity.
One of them is the use of a good textbook.
In situations where there is a shortage of trained teachers, language teaching
is very closely tied to the textbook. This does not mean of course that the method
demonstrated in the textbook is always faithfully reflected in the method as
practiced by the teacher. It is ironical that those teachers who rely heavily on the
textbook are the ones least qualified to interpret its intentions or evaluate its
content and method. The textbook can be a tyrant to the teacher who in his or her
preoccupation with covering the syllabus, feels constrained to teach every item in
2
exactly the same sequence and context in which it is presented by the textbook
writer. 1
ELT coursebook publishing is a multi-million rupiah industry, yet the
"whole business of product assessment is haphazard and under-researched.
Coursebooks are often seen by potential consumers-teachers, learners and
educational purchasers-as market ephemera requiring invicious compromises
between commercial and pedagogical demands. Some practical and theoretical
reasons for such grassroots discontent are discussed, as are previous textbook
studies and qualitative 'checklists'. The state of the informational assistance
available to intending purchasers is also examined.
Finally a set of 'common core' qualitative criteria is advanced, whose
purpose it would be to make evaluation and selection more systematic and
informed.
According to Hutchinson and Waters, textbook evaluation is basically R
straight forward, analytical, matching process; matching needs to available
solutions (Hutchinson and Waters! 987:97). Depend on his view is that this issue
is rather more emotive and controversial for teachers; many would agree with
Swales (1980) that textbooks, especially coursebooks, represent a 'problem', an
in extreme cases are examples of educational failure. 2
The variety of ESL/EFL textbooks available from book publishers today is
overwhelming. Criteria for choosing textbooks depend on numerous factors,
some of which involve the overall curriculum planning for any given course as
well as for the sequence of course \n a particular program. 3
Mllny publishers provide textbook to answer the need of textbook at school.
However, we have to be carefol in choosing one of them. The characteristics of a
good textbook consist of several aspects. How if the textbook used at school does
not involved the criteria?
1 David Williams, ELT Journal Volume 3713, Developing criteria for Textbook Evaluation, (Oxford: Oxford University Press, 1983), p. 251
2 Leslie E. Sheldon, ELT Journal Volume 4214, Evaluating ELT Textbooks Materials, (Oxford: pxford University Press, 1988), p.237
3
When the writer was in the PPKT at SMA Islam Harapan Ibu Jakarta, she
found that the textbook did not provide all the materials stated in the curriculum.
That is why the writer thinks that it is suitable to do a research about the criteria
to choose a good textbook.
Therefore, the writer will try to analyze the textbook used in her field
research school (SMA Islam Harapan Thu Jakarta) Informational English for the
SMA Grade X. written by Tony Rogers and Bambang Kaswanti published by
Widya Utama 2005, to see the appropriateness of the textbook.
In this skripsi writing, the problems involved in selecting an English
language textbook will be discussed and a procedure for textbook evaluation will
be presented.
We feel that this information is useful because sometimes part of the
ESL/EFL teacher's responsibility to select the textbook s/he will use in a given
class.4
B. Statement of the Problem
Generally, the first area included in the textbook analysis is the fit between
the materials to the curriculum. When the writer was in the PPKT at SMA Islam
Harapan Ibu Jakarta, she found that the textbook did not provide some materials
stated in the curriculum.
In situations where there is a shortage of trained teachers, language teaching
is very closely tied to the textbook. This does not mean of course that the method
demonstrated in the textbook is always faithfully reflected in the method as
practiced by the teacher. It is ironical that those teachers who rely heavily on the
textbook are the ones least qualified to interpret its intentions or evaluate its
content and method.
4 Abdel Messih Daoud and Marianne Celce-Murcia, Teaching English as a Second or FnrP.ion T.nnrrunup_· .f\.p_h~r:.tinu and F.valuntinv TP.Yihnnk (M~~R.'lC'.hn~P.tt~: Nf'.vJhnrv Hnn.;;:e: Pnhlii::.hen:.
4
C. Limitation of the Problem
Since the problem met in the writer's PPKT is some mismatch materials in
the textbook Informational English for the SMA Grade X, written by Tony Rogers
and Bambang Kaswanti published by Widya Utama 2005 to the curriculum it is
based on, the writer will limit the study on the match between the materials in the
textbook to the syllabus designed in the curriculum and the syllabus design of the
textbook to see the selection items to be learnt and the grading of those items into
an appropriate sequence.
D. Formulation of the Problem
The formulation of the study based on the statement and limitation of the
problem as follow:
1. How much does the textbook meet the requirements of good textbook in
terms of material presentation aspects?
2. How does this book design its syllabus?
E. Significance of the Study
The writer hopes this research will give contribution for the related English
Education practitians such as:
1. The writer : as a partial fulfillment of the requirements of Bachelor of
Arts in English Language Education.
2. The English teacher : as a consideration to choose which one is the
appropriate textbook as a means of English language teaching at school.
3. The other researcher : as a comparison and the starting point to make a more
comprehensive research at school.
CHAPTER II
THEORETICAL FRAMEWORK
In order to have a clear picture of the problem under the study Content
Analysis on the Textbook Informational English for the SMA Grade X Written by
Tony Rogers and Bambang Kaswanti, this chapter reviews the literatures to support
of this title of this study discussed. It includes the definition of textbook, content
analysis, materials, syllabus, cmTiculum, and fit. Instructional material for SMA
recommended by latest English syllabus textbook, guideline English textbook
assessment for Senior High School based on 2004 English Curriculum, the
standardization of English textbook written and the aspects of material coverage.
A. Content Analysis 011 the Textbook
1. Textbook
Book is an important part in learning process, and it has relation to
increase on the students learning achievement.
Basically, the book which is used in Indonesian schools divided into
four, they are textbook, reading book, references and teacher's guide.
Textbook is considered as the primary instructional resource in schools. It
plays an important role in educational program. It is still used dominantly in
teaching learning process.
6
Yang dimaksud dengan buku teks pelajaran bahasa Inggris adalah
buku pegangan siswa yang disusun berdasarkan kurikulum pendidikan
nasional dan sesuai dengan sistem pendidikan Indonesia, serta bertujuan
untuk meningkatkan pengetahuan dan keterampilan berkomunikasi dalam
b h I. . ,,f a asa nggns.
According to A. J Loveridge cited in Wahono (1977) is a school book
containing certain materials which has been selected, discussing certain
instructional objects in written forms to meet the specific criteria in teaching
and learning and it is arranged systematically to be assimilated. A textbook
plays and important role in the success of teaching and learning process
because it gives manageable instruction, provides materials and leads the
students to achieve agreed objectives.
Textbooks have been the main reference for most EFL teachers to
carry out the teaching and learning process. The fact that now teachers can
easily find many different commercial textbooks for language teaching,
should actually enable them to compare those books and choose the best one
that will fit their students' needs. They should realize that the mistake in
choosing textbooks will cause the' bad effect for students' learning. Therefore,
they should know the criteria of good textbooks.
There are some criteria that a textbook should fulfill; Cunningsworth
(cited in Richards, 2002) proposes four criteria. First, good textbooks should
correspond to learners' need and match the aims and objectives of the
language learning program. Second, they should reflect the uses that the
learners will make of the subject. In language learning, gbod textbooks
should equip students to use language effectively for their own purposes.
Third, they should take account of students' needs as learners and facilitate
their learning process, without dogmatically imposing a rigid "method".
7
And fourth, they should have a clear role as a support of learning. Based on
the a four mentioned criteria, teachers should choose a good textbook for
teaching and learning process. 2
2. Defining Content Analysis
Some of the main players in the development of quantitative message
analysis present their points of view:
According to Berelson (1952, p. 18): Content analysis is a research •
technique for the objective, systematic, and quantitative description of the
manifest content of communication.
According to Stone, Dunphy, Smith, & Ogilvie (1966, p. 5, with
credit given to Dr. Ole Holsti): Content analysis is any research technique for
making inferences by systematically and objectively identifying specified
characteristics within text.
According to Camey (1997, p.52): The general purpose technique for
posing questions to a "communication" in order to get findings which can be
substantiated. The "communication" can be anything: A novel, some
paintings, a movie, or a musical score-the technique is applicable to all alike
and not only to analysis ofliterary materials.
According to Krippendorff (1980, p. 21): Content anaiysis is a
research technique for making replicable and valid inferences from data to
their context.
According to Weber (1990, p. 9): Content analysis is a research
method that uses a set of procedures to make valid inferences from text.
According to Berger (1991, p. 25): Content analysis ... is a research
technique that is based on measuring the amount of something (violence,
negative portrayals of women, or whatever) in a representative sampling of
some mass-mediated popular art form.
8
According to Riffe, Lacy, & Fico (1998, p. 20): Quantitative content
analysis is the systematic and replicable examination of symbols of
communication, which have been assigned numeric values according to valid
measurement rules, and the analysis of relationships involving those values
using statistical methods, in order to describe the communication, draw
inferences about its meaning, or infer from the communication to its context,
both of production and consumption.
According to This book: Content analysis is a summarizing,
quantitative analysis of massages that relies on the scientific method
(including attention to objectivity-intersubjectivity, a priori design, reliability,
validity, generalizability, replicability, and hypothesis testing) and is not
limited as to the types of variable that may be measured or the context in
which the massages are created or presented.
3. Content Analysis as Quantitative
The goal of any quantitative analysis is to produce counts of key
categories, and measurements of the amounts of other variables (Edward L.
Fink, personal communication, March 26, 1999)3
The separation of a substance into its constituent ·elements, usually by
chemical means, for the study and identification of each component.
Qualitative analysis determines what substances are present in a compound
Quantitative analysis determines how much of each substance is present in a
compound.4
The separation of a substance into its constituent elements to
determine either their nature (qualitative analysis) or their proportions
(quantitative analysis). 5
3 Kimberly A. Neuendorf, The Content Analysis Guidebook, (Thousand Oaks: Sage Publications Inc., 2002), p.10.14
9
B. Material Stated in the Curriculum
1.
2.
The term curriculum here means the Competence Based Curriculum
designed for Grade X which this textbook design is based on.
The materials are presented in below:
Table 2.1 Standar Kompetensi dan Kompetensi Dasar
Kelas X, Semester 1
Standar Kompetensi Kompetensi Dasar
Mendengarkan
Memahami makna dalam I. I Merespon makna yang terdapat dalam percakapan percakapan transaksional transaksional (to get things done) dan interpersonal dan interpersonal dalam (bersosialisasi) resmi dan tak resmi yang konteks kehidupan sehari- menggunakan ragam bahasa lisan sederhana secara hari akruat, lancar dan berterima dalam konteks
kehidupan sehari-hari dan melibatkan tindak tutur: berkenalan, bertemu/berpisah, menyetujui ajakan/tawaran/undangan, menerimajanji, dan membatalkanjanji
1.2 Merespon makan yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi yang menggunakan ragam bahasa lisan sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengungkapkan perasaan bahagia, menunjukkan pe1hatian, menunjukkan simpati, dan memberi instruksi
Memahami makna teks 2.1 Merespon makna secara akurat, la.-1car dan fungsional pendek dan berterima dalam teks lisan fungsional pendek menolong sederhana sederhana (misalnya pengumuman, iklan, undangan berbentuk recount, dll) resmi dan tak resmi dalam berbagai konteks narrative dan procedure kehidupan sehari-hari dalam konteks kehidupan sehari-hari 2.2 Merespon makna dalam teks monolog sederhana
yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai
I konteks kehidupan sehari-hari dalam teks: recount, narrative. dan orocedure
10
Standar Komoetensi Komoetensi Dasar
Berbicara
3. Mengungkapkan makna 3 .1 Mengungkapkan makna dalam percakapan dalam percakapan transaksional (to get things done) dan interpersonal transaksional dalam (bersosialisasi) resmi dan tak resmi secara akurat, konteks kehidupan sehari- lancar dan berterima dengan menggunakan ragam hari bahasa lisan sederhana dalam konteks kehidupan
sehari-hari dan melibatkan tindak tutur: berkenalan, bertemu/berpisah, menyetujui ajakan/tawaran/undangan, menerimajanji, dan membatalkanjanji
3.2 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengungkapkan perasaan bahagia, menunjukkan perhatian menunjukkan simpati, dan memberi instruksi
4. Mengungkapkan makan 10.1 Mengungkapkan makna dalam bentuk teks dalam teks fungsional fungsional pendek (misalnya pengumuman iklan, pendek dan monolog undangan dll) resmi dan tak resmi dengan berbentuk recount, menggunakan ragam bahasa lisan dalam berbagai narrative dan procedure konteks kehidupan sehari-hari. sederhana dalam konteks kehidupan sehari-hari 10.2 Mengungkapkan makna dalam teks monolog
sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure
11
Standar Kompetensi Kompetensi Dasar
Membaca
5. Memahami makna teks 5 .1 Merespon makna dalam teks tulis fungsional tulis fungsional pendek dan pendek (misalnya pengumuman, iklan, undangan esei sederhana berbentuk dll.) resmi dan tak resmi secara akurat, lancar dan recount, narrative dan berterima dalam konteks kehidupan sehari-hari dan procedure dalam konteks untuk mengakses ilmu pengetahuan kehidupan sehari-hari dan untuk mengakses ilmu 5 .2 Merespon makna dan langkah retorika teks tulis pengetahuan esei secara akurat, !arrear dan berteriam dalam
konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalan1 teks berbentuk: recount, narrative, dan procedure
Menulis
6. Mengungkapkan makan 6.1 Mengungkapkan makna dalan1 bentuk teks tulis dalam teks tulis fungsional fungsional pendek (misalnya pengumuman, iklan, pendek dan esei sederhana undangan di!.) resmi dan tak resmi dengan berbentuk recount, menggunakan ragam bahasa tulis secara akurat, narrative dan procedure lancar dan berterima dalam konteks kehidupan dalam konteks kehidupan sehari-hari sehari-hari
6.2 Mengungkapkan makna dan langkah-langkah retorika secara akruat, lancar dan berterima dengan menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari dalam teks berbentuk; recount, narrative, dan procedure
12
Kelas x, Semester 2
Standar Kompetensi Kompetensi Dasar
Mendengarkan
7. Memahami makna dalam 7 .1 Merespon makna dalam percakapan transaksional percakapan transaksional (to get things done) dan interpersonal dan interpersonal dalam (bersosialisasi) resmi dan tak resmi secara akurat, konteks kehidupan sehari- lancar dan berterima yang menggunakan ragam hari bahasa lisan sederhana dalam berbagai konteks
kehidupan sehari-hari dan melibatkan tindak tutur: berterima kasih, memuji, dan mengucapkan selamat
7 .2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa liasn sederhana dalam berbagai konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima undangan, tawaran dan ajakan
8. Memahami makna dalam 8.1 Merespon makna yang terdapat dalam teks lisan teks fungsional pendek dan fungsional pendek sederhana (misalnya monolog yang berbentuk pengumuman, iklan, undangan di!.) resmi dan tak narrative, descriptive, dan resmi secara akurat, lancar dan be1ierima dalam news item sederhana dalam berbagai konteks kehidupan sehari-hari konteks kehidupan sehari-hari 8.2 Merespon makna dalam teks monolog sederhana
yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks berbentuk: narrative, descriptive, dan news item
Berbicara
9. Mengungkapkan makna 9. I Mengungkapkan makna dalam percakapan dalam percakapan transaksional (to get things done) dan interpersonal transaksional dan (bersosialisasi) resmi dan tak resmi secara akurat, interpersonal dalam lancar dan berterima dengan menggunakan ragam konteks kehidupan sehari- bahasa lisan sederhana dalam konteks kehidupan hari sehari-hari dan melibatkan tindak tutur: berterima
kasih, memuji, dan mengucapkan selamat
I
13
9.2 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima undangan, tawaran, dan ajakan
10. Mengungkapkan makan 10.l Mengungkapkan makna dalam bentuk teks dalam teks fungsional fungsional pendek (misalnya pengumuman, pendek dan monolog iklan, undangan di!) resmi dan tak resmi dengan sederhana berbentuk menggunakan ragam bahasa lisan dalam narrative, descriptive dan berbagai konteks kehidupan sehari-hari. news item dalam konteks kehidupan sehari-hari 10.2 Mengungkapkan makna dalam teks monolog
sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks berbentuk: narrative, descriptive, dan news item
Membaca
11. Memahami makna teks 11.1 Merespon makna dalam teks tulis fungsional tulis fungsional pendek dan pendek (misalnya pengumuman, iklan, undangan esei sederhana berbentuk di!.) resmi dan tak resmi secara akurat, lancar narrative, descriptive dan dan berterima yang menggunakan ragam bahasa news item dalam konteks tulis dalam konteks kehidupan sehari-hari kehidupan sehari-hari dan untuk mengakses ilmu 11.2 Merespon makna dan langkah-langkah retorika pengetahuan dalam esei sederhana secara akurat, lancar dan
be1ieriam dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative, descriptive, dan news item
Menulis
12. Mengungkapkan makan 12.l Mengungkapkan makna dalam bentuk teks tulis dalam teks tulis fungsional fungsional pendek (misalnva oengumuman.
berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari
14
akurat, lancar dan berterima yang menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari
12.2 Mengungkapkan makna dan langkah retorika dalam esei sederhana secara akruat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk; narrative, descriptive, dan news item
Adapted from the syllabus for the SMA grade X in Competency Based Curriculum
C. Fit to the Curriculum
1. Fit
To be adapted to or suitable for (a purpose, object, occasion, etc.) To
be proper or becoming for.6
Adapted or suited; appropriate: This water isn't fit for drinking. A
Jong-necked giraffe is fit for browsing treetops.
Proper or becoming: fit behavior.
Qualified or competent, as for an office or function: a fit candidate. 7
2. Curriculum
CmTiculum: Principles and procedures for the plarming,
implementation, c:valuation, and management of an educational program.
Curriculum stt.dy embraces syllabus design (the selection and the grading of
the content) and methodology (the selection oflearning tasks and activities).8
Curriculum is a large messy concept which can be looked at in a
number of ways. A very broad definition is that it includes all of the planned
learning experiences of an educational system. 9
6 WordNet, Wednesday, September 24, 2008 12:02:23 PM 7 Dictionary.com unabridged~ Wednesday, September 24, 2008 12:02:23 PM '.David Nunan, Syllabus Design, (Oxford: Oxford University Press, 1993), p. 158
15
3. Fit to the Curriculum
Generally, the first area included in textbook analysis is the fit
between the materials and the curriculum. For large educational system,
publishers create materials based on published curriculum statements. For
example, in Egypt, the Ministry of Education arranges for publication of its
own textbooks. Because the books are created for use only in Egypt, the
ministry can be sure that the material are appropriate and carry out its
particular curricular goals. In the United States, some public school system
publish their curriculum guidelines and invite publishers to submit materials
that fit York, and California, publishers compete fiercely to provide materials
that meet the stated curricular guidelines. For these educational system with
their considerable purchasing power and various methods for control of
content, the fit between the textbook and the curriculum is assumed to be a
reasonable and goal.
For smaller programs and individual teachers, the fit between
cmTiculum and textbooks can be harder to achieve for two reasons. First, all
too many programs do not have clearly articulated curriculum statements;
teachers have groups of students who want to learn English but the program
lacks a general statement of purposes and methods. Second, when there is a
curriculum statement for a smaller progran1 or an individual class, it may
have features that are unique to that particular program; however, the
program is not large enough for publishers to provide textbooks based on its
individual curricu!U!ll statement. In the first situation, the textbook must b
selected based on features other than curriculum-and therefore the text itself
becomes the curriculU!ll. In the second situation, textbooks are unlikely to be
found that are completely congruent with the pedagogical goals of the
program, and the purpose of the selection process must be to find boos that
have as good a fit as possible-with the expectation that the textbooks will
16
need to be adapted and supplemented with additional materials to support the
curriculum. 10
D. Syllabus Design
1. Syllabus
Syllabus: a specification of what is to be taught in a language program
and the order which it is to be taught. A syllabus may contain all or any of the
following phonology, grammar, functions, notions, topics, themes, tasks. 11
The syllabus identifies what will be worked upon by the teacher and
students in terms of content selected to be appropriate to overall aims. 12
2. Syllabus Design
Syllabus design, then, its selection, sequencing and justification of the
content of the cmTiculum
In language teaching, content selection will include selecting
linguistic features such items of grammar, pronunciation and vocabulary as
well as experiential content such as topics and themes.
Syllabus design concerns the selection of items to be learnt and the
grading of those items into an appropriate sequence. 13 Every syllabus need to
be developed on the basis of certain criteria, such as learnability and
'frequency' which can inform decisions about selection and grading, as
described below:
• Learnability: some structural and lexical items are easier for students to
learn than others are.
10 Patricia Byrd, Teaching English as a Second or Foreign Language: Textbooks: Evaluation for Selection and Analysis for Implementation, (Massachusetts: Heinle & Heinle Thomson Leaming, 2001), p. 416-417
11 David Nunan, Syllabus ... , p. I 59 12 Michael P. Breen, The Cambridge Guide to Teaching English to Speakers of Other
Languages: Syllabus Design, (2004), p. 151
18
Different syllabus
There are several kinds of syllabus: The grammar syllabus, the lexical
syllabus, the functional syllabus, the situational syllabus, the topic-based
syllabus, the task-based syllabus, and the multi-syllabuses syllabus16
There are now numbers of different types of language syllabus, all of
which might be taken as a starting point in the planning of a textbook.
Where coursebook writers are not following a syllabus laid down by
an education ministry, this is the approach that is most often followed.
The authors often present their multi-syllabus in a 'content map of the
book'. (See the following table)
Table 2.2 content map of the textbook Units Grammar Vocabulary/pronunciation Skills
All work
and no
play
Family,
friends,
and
neighbors
Lifestyles
Secrets
and lies
You are
what you
wear
Have we
got news
for you! .
Adapted from Jeremy Harmer, The Practice of ELT 3'd edition
19
Although grammar syllabuses have been used with success over a
long period of time, many methodologists have come to see grammar as the
wrong organizing principle for a syllabus.
In practice, many multi-syllabuses of this type take a grammar syllabus as a starting point
CHAPTER III
METHOD OF STUDY
A. Time and Place of the Study
This research has been started in august 2007 when the writer is studying
in the ninth semester at English Education Department of Faculty of Tarbiyah
and Teachers Training ofSyarifHidayatullah State Islamic University Jakarta.
The research locates in libraries such as: Atma Jaya Catholic University Library,
Center for Culture and Language Studies of Atma Jaya Catholic University,
Open University Library, Syarif Hidayatullah State Islamic University Library
and SMA Islam Harapan Ibu Jakarta.
B. Setting of the Study
The writer does the research on the textbook entitled Informational
English for the SMA Grade X written by Tony Rogers and Bambang Kaswanti
printed by PT. Dian Rakyat and published by PT. Widya Utama year of
publishing 2005. For the complete identity of this textbook see the factual details
of the textbook on page 24 point B. Textbook Description.
C. Method of the Study
This skripsi writing uses the categorization technique and the quantitative
21
the data found in the research book, then categorizes the data and analyzes them
through the weighting evaluation table.
D. Focus of the Study
The writer focuses her study on the materials in syllabus design to see the
selection items to be learnt and the grading of those items into an appropriate
sequence in order to get a broad preview of textbook in sort and the linkage
between the syllabuses on the textbook to the cuniculum it is used.
E. Research Question
In this research the writer, formulate questions as follow:
1. Do the materials in the textbook fit to the materials stated in the curriculum?
(answer see the judging scale)
2. What is the type of syllabus design of the textbook Informational English for
the SMA Grade X written by Tony Rogers and Bambang Kaswanti published
by PT Widya Utama by the year 2005?
F. Research Procedure
In writing this paper, the writer dos the following steps:
I. The writer collected the data that are found in textbook Informational English
for the SMA Grade X written by Tony Rogers and Bambang KaswaPti
published by PT Widya Utama by the year 2005.
2. Collecting another resource books that are related to the way of how to
analyze textbook.
3. Categorizing the data of study.
4. Analyzing the data found in the textbook.
5. Writing a report of the research.
22
G. Analysis of the Data
This research is analyzed through the quantitative analysis based on book
A. Chaedar Alwasilab, Pedoman Penilaian Buku Teks Pelajaran Bahasa Jnggris
SMP/MTs dan SMAJMA, Jakarta: Pusat Perbukuan Departemen Pendidikan
Nasional, 2006 through the following steps:
I. Survey, Analysis and Judgment
Once this background information has dearly spelled out, the ESL/EFL
teacher who is free to select his or her own textbook should try to find five to
ten that appear to be superficially appropriate for a given class. This initial
selection process can be done as a survey.
The first step: survey
Skim through the introduction, the table of contents, the text and the glossary
of index in order to get an idea about the purpose, organization and method of
presentation, as well as the range and kind of materials that the book includes.
The second step: analysis
The next step in the evaluation process requires more careful analysis of the
textbook.
Carefully examine and state the content of the textbook. These data should be
recorded and organized in the following way.
The textbook:
a. subject matter
b. vocabulary and structures covered
c. exercises
d. illustrations
e. physical make-up (cover, size, binding, paper, printing, type, layout of the
page)
The third step: judging
The above analysis may narrow down the choice to two or three
textbooks. To arrive at a final decision, the teacher must make judgments
about certain quantitative and qualitative elements of the textbook.
23
The teacher/rater evaluates the textbook for each question by making a
check in the appropriate column according to the following rating scale. 1
The following rating scale is suggested:
Excellent 4
Good 3
Adequate 2
Weak I
Totally lacking 02
The checklist
The scheme for evaluation can be used to draw up a checklist of items.
Each cell would generate principles relevant to a particular criterion or
assmnption. The column for weighting on the left of the checklist, and the
columns for rating on the right, can be used for adapting evaluative items
to suit the particular demands for teaching situation.3
The weighting scale:
I = tidak sesuai
3 = sebagiar1 kecil sesuai
5 = sebagian besar sesuai
7 = semua sesuai. 4
1 Abdel Messih Daoud and Marianne Celce-Murcia, Teaching English as a Second or Foreign Language: Selecting and Evaluating Textbook, (Massachusetts: Newbury House Publishers, 1979), p.
2 Alexandra Skierso, Teaching English as a Second or Foreign Language: Textbook Selection and Evaluation, (Massachusetts: Heinle & Heinle Publishers, 1991 ), p.
3 David Williams, ELT Journal Volume 3713, Developing criteria for Textbook Evaluation, (Oxford: Oxford University Press, 1983), p.
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter describes the research findings based on the collected data. The
presentation will be in line with the problems formulated in the first chapter, they are
(A) material presentation within the English textbook (B) the fit of the material in the
textbook to the curriculum (C) the type of syllabus design and (D) Discussion of the
findings.
A. Textbook Description
The English Language Teaching book review based on the factual details.
Title : Informational English for the SMA
Author(s) : Tony Rogers and Bambang Kaswanti
Publisher : PT Widya Utama
Price : Rp. 32.500,00,-
ISBN
No. of pages
Components
Level
Physical size
Len!:!th
: 979-728-436-0
: 194
: SB/TB/WB/Tests/Cassettes/Video/Call/Other
:XSMA
: Various Green Color
: 30cm
25
Units :6
Lessons/Sections : 19
Hours
Target skills : Listening, Speaking, Reading, Writing, Phonology, Grammar
and Vocabulary.
Target Learners : Senior High School Students Grade X
Target Teachers : Teacher ofSMA
Assessment (*poor **fair ***good ****excellent)1
(Will be explained next)
B. Material Presentation within the English Textbook
The term textbook here means the Informational English for the SMA
written by Tony Rogers and Bambang Kaswanti. It is exactly the textbook used
in English learning teaching activities of SMA Islam Harapan Ibu Jakarta student
year 2006-2007 where the writer were in PPKT.
1. Narration
1.1 Fables ~l
• Listening and Speaking
Siswa dapat memahan1i dan melafalkan kata-kata yang mengandung
humf vocal /w/, /cl, /hi dengan baik dan benar, menumt standar IPA
(International Phonetic Association)
• Reading and Writing
Siswa dapat memahami wacana narasi berbentuk fabel dan menjawab
pertanyaan seputar wacana
• Listening and Speaking
Siswa dapat mengungkapkan dan merespon kalimat yang menyatakan
salam, undangan dan ungkapan terima kasih.
26
1.2 Fiction
• Reading and Writing
Siswa dapat memahami wacana narasi dalam bentuk fiksi dan menjawab
pe1tanyaan seputar wacana
• Grammar
Temporal conjunctions
When, before, after, since, while, until
• Speaking and Writing
Siswa dapat mengungkapkan, merespon, serta menulis percakapan
tentang ungkapan yang menyatakan undangan, penolakan undangan dan
membuat j anji
• Grammar
Siswa mengerti dan dapat menggunakan Simple Past Tense dalan1
kalimat.
1.3 Memories
• Listening and Speaking
Siswa dapat menymak dan memahami wacana narasi tentang kenangan
masa lalu dan bercerita tentang kenangan masa lalu siswa
• Grammar
Personal & Possessive Priories
1.4 Plays
• Listening and Speaking
Siswa dapat memahami teks drama dan memainkan peran dalam drama
• Reading and Writing
Siswa dapat memahami wacana narasi berbentuk fabel dan menjawab
pertanyaan seputar wacana.
27
• Writing
Siswa dapat menghasilkan paragraf berbentuk narasi berdasarkan gambar
yang diberikan
2. Procedures
2.1 Recipes
• Listening and Speaking
Siswa dapat memahami dan melafalkan kata-kata yang mengandung
huruf vocal /D/, !Al, JUI dengan baik dan benar menurut standar IPA
(International Phonetic Association)
• Reading, Speaking and Writing
Siswa dapat memahami teks prosedur berbentuk teks resep
Menjawab pertanyaan seputar wacana dan mendiskusikan wacana
> Honey Joys
> Corn Fritters
> Apple Muffins
• Grammar
Siswa mengerti dan dapat menggunakan Simple Past Tense dalam kalimat
> The Simple Present Tense
> Imperatives
• Listening and Writing
Siswa dapat memahami percakapan singkat dan menjawab pertanyaan
seputar percakapan, memahami instruksi dan peringatan
• Reading and Writing
Siswa dapat memahami wacana singkat dan menuliskan informasi yang
didapat dari wacana, dan menuliskan instruksi berdasarkan gambar
28
2.2 Making Things
• Reading and Writing
Siswa dapat memahami instruksi untuk membuat suatu benda dan
menjawab pertanyaan sesuai instruksi
> Making dog faces
> Making cat faces
• Listening and Speaking
Siswa dapat memahami instruksi dan memberikan instruksi kepada siswa
lain
2.3 Keep Fit! Stay Healthy!
• Listening, Speaking and Writing
Siswa dapat mengerti instruksi yang diberikan sJSwa lain, memberi
instruksi dan menuliskan instruksi
• Reading and Writing
Understanding and Expressing order or instructions
• Grammar
Siswa dapat memahami dan menggunakan noun clause dan quantifiers
dalam kalimat
> Noun Phrases
> Quantifiers
2.4 Assembling
• Reading and Writing
Siswa dapat memahami wacana prosedur dan menjawab pertanyaan
seputar wacana.
• Reading and Speaking
Si~wa dapat memahami percakapan dan mempraktikkan percakapan
c
29
• Listening and Writing
Siswa dapat memahami cara membuat perabot dari kayu dengan
menyimak dialog dan menulis informasi yang didapat dari dialog
• Grammar
Siswa dapat memahami dan menggunakan adjective, adjectival phrase,
dan adjectival clause dalam kalimat.
• Speaking, Reading and Writing
Siswa dapat memahami percakapan, mengungkapkan perasaan terkejut
dan persetujuan, dan menulis percakapan.
3. Recount
3.1 Personal Diary
• Listening and Speaking
Siswa dapat memahan1i dan melafalkan kata-kata yang mengandung
huruf vocal /i/, /u/, 131 dengan baik dan benar menurut standar IP A 0
(International Phonetic Association)
• Speaking and Writing
Siswa dapat mengungkapkan kalimat yang menyatakan perhatian,
perasaan terkejut, simpati, kredibilitas dan menulis percakapan
• Reading and Writing
Siswa dapat memahami wacana berbentuk buku harian dan meajawab
pertanyaan seputar wacana
);> Vocabulary Study
• Grammar
Siswa dapat menggunakan Simple Past Tense dalam kalimat
• Writing
Writing in your diary
• Speaking and Writing
Siswa dapat mengungkapkan kalimat yang menyatakan suatu pekerjaan
dapat dilakukan atau tidak dan menulis percakapan menggunakan kalimat
30
3.2 Correspondence
• Reading and Writing
Siswa dapat memahami wacana berbentuk surat dan menjawab
pertanyaan seputar wacana
;;.. Vocabulary Study
• Grammar
The Present Perfect Tense
• Speaking and Writing
Siswa dapat mengungkapkan perasaan terkejut dan menulis percakapan
yang mengungkapkan perasaan terkejut
• Listening and Writing
Siswa dapat memahami percakapan panjang dan menjawab pei·tanyaan
seputar percakapan
• Reading and Writing
Siswa dapat memahami wacana singkat berbentuk recount dan menulis
recount berdasarkan pengalaman pribadi.
3.3 Reading for Meaning and Information
• Reading and Writing
Siswa dapat memahami wacana recount dan menjawab pertanyaan
seputar wacana.
• Speaking and Writing
Siswa dapat menggunakan terima kasih dan menulis percakapan
menggunakan ungkapan terima kasih.
(Responding to Someone saying 'thanks')
• Listening and Writing
Pertanyaan berdasarkan rekaman percakapan
• Grammar
The Past Continuous Tense
4. Spoof
31
Siswa dapat menyatakan pendapat mereka terhadap suatu permasalahan
dan menuangkan pikiran mereka dalam bentuk tulisan
4.1 The Sleeping Beauty
• Listening and Speaking
Siswa dapat memahami dan melafalkan kata yang mengandung huruf
dipthong /ei/, /ai/, /di/ dengan baik dan benar menurut standar IP A
(International Phonetic Association)
• Reading and Writing
Siswa dapat memahami wacana Spoof berbentuk dongeng dan menjawab
pertanyaan seputar wacana
• Grammar
Siswa dapat memahami dan menggunakan modals auxiliary (should,
ought to, must) dalam kalimat
• Speaking and Writing
Siswa dapat berbicara dengan aktif dan menulis percakapan
• Listening and Writing
Siswa dapat memahami informasi yang didengar dan menuliskan kembali
informasi tersebut
• Grammar
The Past Continuous Tense
• Speaking and Writing
Siswa dapat mengungkapkan kalimat yang menyatakan kemungkinan dan
ketidakmungkinan secara lisan dan tulisan
(Expressing Possibility and Impossibility)
• Speaking and Writing
Siswa dapat mendiskusikan suatu peristiwa dan menuliskan basil diskusi
dalam bentuk surat
32
4.2 Brer Rabbit's Trick
• Reading and Writing
Siswa dapat memahami wacana Spoof dan menjawab pertanyaan seputar
wacana
• Grammar
Siswa dapat memahami dan menggunakan discourse makers (instead,
rather than, beside) dalam kalimat
• Writing and Speaking
Siswa dapat mendiskusikan jalan cerita suatu pengalaman dan
menuangkan pikiran mereka dalam bentuk tulisan
• Listening and Speaking
Siswa dapat mendiskusikan jalancerita suatu pengalaman dan
menuangkan pikira!1 mereka dalam bentuk tulisan
• Grammar
Can, might, must, could, would, and should (modals)
4.3 Lucretian Motts
• Reading and Writing
Siswa dapat memahami wacana berbentuk Spoof tentang kisah hidup
seseorang dan menjawab pertanyaan seputar wacana
• Speaking and Writing
Siswa dapat mengungkapkan kalimat yang menyatakan penyetujuan dan
ketidaksetujuan secara lisan d;m tulisan
(Expressing Agreement and Disagreement)
• Grammar
Siswa dapat memahami dan menggunakan coordinating conjunction
dalam kalimat (compound sentences)
(Coordinating conjunctions and then, but, yet, and yet, or not)
• Listening and Writing
Siswa dapat memahami monolong dan meniawab pertanvaan seputar
33
• Speaking
Siswa dapat menggunakan pilihan (Express Preference)
• Writing
);> Fun with jokes
S. Reports
5.1 Report on Sumatran Elephants
• Listening and Speaking
Siswa dapat memahami dan melafalkan kata yang mengandung huruf
dipthong /au/, /au/, /ju/ dengan baik dan benar menurut standar IPA
(International Phonetic Association)
• Reading and Writing
Siswa dapat memahami wacana berbentuk laporan dan menjawab
pertanyaan seputar wacana
• Writing
Writing a Summary
• Speaking and Writing
Siswa dapat mengungkapkan pendapat terhadap suatu masalah secara
lisan dan tulisan
• Grammar
The Simple Present Tense
• Speaking and Writing
Siswadapat mengungkapkan kalimat yang menyatakan perasaan bangga
dan ketidaksetujuan terhadap suatu hal secara lisan dan tulisan
(Understanding and Expressing Pride or Disapproval of Something)
• Grammar
Adjectival Clauses
• Writing and Reading
Siswa dapat memahami cara membuat brosur dan menghasilkan sebuah
brosur
34
5.2 Elephant's Way of Life
• Reading and Writing
Siswa dapat memahami wacana berbentuk report dan menjawab
pertanyaan seputar wacana
• Leading and Writing for Appreciation
• Speaking and Writing
Siswa dapat mengungkapkan kalimat yang menyatakan persetujuan dan
ketidaksetujuan secara lisan dan tulisan
(Agreeing with a Person and Disagreeing Politely)
• Reading and Writing
Siswa dapat memahami isi brosur, menjawab pertanyaan seputar brosur,
dan menghasilkan sebuah brosur
• Grammar
Adjectival Clauses
5.3 Report on the Forest People
• Reading and Writing
Siswa dapat memahami wacana berbentuk laporan dan menjawab
pertanyaan seputar wacana
• Speaking and Writing
Siswa dapat berdiskusi guna menghasilkan sebuah surat
• Grammar
Relative Pronoun
• Speaking and Writing
Siswa dapat mengungkapkan kalimat yang menyatakan puJian secara
lisan dan tulisan (Compliments and Reply)
• Grammar
Comparing, Defining and Classifying Things
35
• Speaking and Writing
Siswa dapat berdiskusi tentang informasi yang didapat dari sebuab brosur
dan menghasilkan sebuah brosur
• Speaking and Writing
Expressing Reservations
6. News
6.1 Newspaper
• Listening and Speaking
Siswa dapat memabami dan melafalkan kata yang mengandung huruf
dipthong /Id/, \Ud/, /Ed/ dengan baik dan benar menurut standar IPA
(International Phonetic Association)
G Reading and Writing
Siswa dapat memahami wacana berbentuk berita dan menjawab
pertanyaan seputar wacana
• Grammar
Punctuation
• Reading and Writing
Siswa dapat memahami unsur-unsur yang terdapat di surat kabar dan
mempelajari sebuah surat kabar
• Speaking and Writing
Siswa dapat mendiskusikan tentang surat kabar lokal dan informasi yang
didapat dari surat kabar tersebut dan menuliskan hasil diskusi
• Speaking and Writing
Siswa dapat berdiskusi tentang berbagai bentuk surat kabar dan
menuliskan hasil diskusi
• Grammar
Complete the Conversation with a Suitable Time Clause
• Speaking and Writing
Siswa dapat berdiskusi tentang tata cara membuat sebuah iklan dan
36
6.2 Radio
• Reading and Writing
Siswa dapat memaharni berita di radio dan menjawab pertanyaan seputar
berita yang dibaca siswa
• Speaking and Writing
Siswa dapat berdiskusi tentang pembuatan headline dari suatu berita dan
menghasilkan sebuah readline
• Grammar
Adverbial Clause (when, before, since, after, as, while, until)
6.3 Wacky News
• Reading and Writing
Siswa dapat :nemahami artikel dalam sebuah surat kabar dan merangkai
sebuah miikel baru dari kata-kata yang didapat dm·i membaca artikel
tertentu
• Speaking and Writing
Siswa dapat mengungkapkan perasaan terkejut secara lisan dan tulisan
(Showing Feeling of Surprise)
• Reading and Writing
Siswa dapat memahami wacana berita dan menjawab pertanyam1 seputar
wacana
• Writing
Siswa dapat melengkapi percakapan menggunakan kalimat-kalimat yang
tersedia
• Speaking and Writing
Siswa dapat memahami dan menghasilkan teks berita
C. The Fit of the Material in the Textbook to the Curriculum
To see how fit the materials are covered as what are stated in the curriculum
the writer uses the weighting checklist report in table 4.1 on page 57.
37
D. The Type of Syllabus Design
In order to have a clear description about what type of syllabus design within
this textbook, the writer use the table as follow
Table 4 2 content map of textbook syllabus Units Grammar Vocabulary /pronunciation Skills
• Reading and Writing
Siswadapat
memahami wacana
narasi berbentuk
fabel dan menjawab
pertanyaan seputar
wacana
• Listening and
• Simple Past Speaking
Tense Siswa dapat
•Personal & Siswa dapat memahami dan
mengungkapkan dan
Possessive melafalkan kata-kata yang
rnerespon kalimat mengandung huruf vocal
Priories yang menyatakan Narration /w/, /cl, /hi dengan baik dan
•Temporal benar, menurut standar IP A
salam, undangan dan
conjunctions (International Phonetic
ungkapan terima
When, before, kasih. Association)
after, since, • Reading and Writing
while, until Siswa dapat
memahami wacana
narasi dalam bentuk
fiksi dan menjawab
pertanyaan seputar
wacana
• Speaking and
Writing - -
38
mengungkapkan,
merespon, serta
menulis percakapan
tentang ungkapan
yang menyatakan
undangan, penolakan
undangan dan
membuatjanji
• Listening and
Speaking
Siswa dapat
menymak dan
memahami wacana
narasi tentang
kenangan masa lalu
dan bercerita tentang
kenangan masa lalu
s1swa
• Listening and
Speaking
Siswa dapat
memahami teks
dran1a dan
memainkan peran
dalam drama
• Reading and Writing
Siswa dapat
memahami wacana
narasi berbentnk
fabel dan menjawab
39
pertanyaan seputar
wacana.
• Writing
Siswadapat
menghasilkan
paragraf berbentuk
narasi berdasarkan
gambaryang
diberikan
• Reading, Speaking
and Writing
Siswa dapat
• Simple Past memahami teks
Tense prosedur berbentuk
• The Simple teks resep
I Present Menjawab pertanyaan
Siswa dapat memahami dan Tense seputar wacana dan
Imperatives melafalkan kata-kata yang
mendiskusikan wacana • mengandung huruf vocal
• Noun ~ Honey Joys Procedures ID/, IN, JUI dengan baik
Phrases ~ Corn Fritters dan benar menurut standar
• Quantifiers ~ Apple Muffins IP A (International Phonetic
• adjective, • Listening and Association)
adjectival Writing
phrase, dan Siswa dapat
adjectival memahami
clause percakapan singkat
dan menjawab
pertanyaan seputar
percakapan,
40
memahami instruksi
dan peringatan
• Reading and Writing
Siswa dapat
memahami wacana
singkat dan
menuliskan
informasi yang
didapat dari wacana,
dan menuliskan
instruksi
berdasarkan gambar
o Reading and Writing
Siswa dapat memahami
instruksi untuk
membuat suatu benda
dan menjawab
pertanyaan sesuai
instruksi
> Making
dog faces
> Making
cat faces
• Listening and
Speaking
Siswa dapat memahami
instruksi dan
memberikan instruksi
kepada siswa lain
• Listening, Speaking and
41
Writing
Siswa dapat mengerti
instruksi yang diberikan
s1swa lain, memberi
instruksi dan
menuliskan instruksi
• Reading and Writing
Understanding and
Expressing order or
instructions
• Reading and Writing
Siswa dapat memahami
wacana prosedur dan
menjawab pertanyaan
seputar wacana.
• Reading and Speaking
Siswa dapat memahami
percakapan dan
mempraktikkan
percakapan
siswa lain
dengan
• Listening and Writing
Siswa dapat memahami
cara membuat perabot
dari kayu dengan
menyimak dialog dan
menulis informasi yang
didapat dari dialog
• Speaking, Reading and
Writing
Recount
• Simple
Tense
•The
42
Siswa dapat memaharni
percakapan,
mengungkapkan
perasaan terkejut dan
persetujuan, dan
menulis percakapan.
1e Speaking and Writing
Siswa
mengungkapkan
dapat
kalimat yang
menyatakan perhatian,
perasaan terkejut,
simpati, kredibilitas dan
menulis percakapan
Past Siswa dapat memahami dan • Reading and Writing
melafalkan kata-kata yang Siswa dapat memaharni
Present mengandung huruf vocal /i/, wacana berbentuk buku
Perfect Tense /u/, 131 dengan baik dan harian dan menjawab
•The Past benar menurut standar IP A pertanyaan seputar
Continuous
Tense
(International
Association)
Phonetic wacana
•Writing
Writing in your diary
~ Speaking and Writing
Siswa
mengungkapkan
kalimat
menyatakan
pekerjaan
dapat
yang
suatu
dapat ~
dilakukan atau tidak dan
43
menulis percakapan
menggunakan kalimat
terse but
• Reading and Writing
Siswa dapat memahami
wacana berbentuk surat
dan menjawab
pertanyaan seputar
wacana
• Speaking and Writing
Siswa dapat
mengungkapkan
perasaan terkejut dan
menulis percakapan
yang mengungkapkan
perasaan terkejut
• Listening and Writing
Siswa dapat memahami
percakapan panjang dan
menjawab pertanyaan
seputar percakapan
* Reading and Writing
Siswa dapat memahami
wacana singkat
berbentuk recount dan
recount menulis
berdasarkan
pengalaman pribadi.
* Reading and Writing
Siswa dapat memahami
44
wacana recount dan
menjawab pertanyaan
seputar wacana.
• Speaking and Writing
Siswa dapat
menggunakan terima
kasih dan menulis
percakapan
menggunakan ungkapan
terima kasih.
Responding to Someone
saying 'thanks')
• Listening and Writing
Pertanyaan berdasarkan
rekaman percakapan
1o Speaking and Writing
Siswa dapat menyatakan
pendapat mereka
terhadap suatu
pe1masalahan dan
menuangkan pikiran
mereka dalam bentuk
tulisan
• modals Siswa dapat memahan1i dan • Reading and Writing
auxiliaTy melafalkan kata yang Siswa dapat memahami
(should, mengandung huruf wacana Spoof Spoof
ought to, dipthong lei/, /ai/, /di/ berbentuk dongeng dan
must) dengan baik dan benar menjawab pertanyaan
• The Past menurut standar IPA seputar wacana
Continuous
Tense
• discourse
makers
(instead,
rather than,
beside)
• Can, might,
must, could,
would, should
(modals)
• (coordinating
conjunctions
and then, but,
yet, and yet,
or not)
(International
Association)
45
Phonetic • Speaking and Writing
Siswa dapat berbicara
dengan aktif dan
menulis percakapan
• Listening and Writing
Siswa dapat memaharni
informasi yang didengar
dan menuliskan kembali
informasi tersebut
~ Speaking and Writing
Siswa dapat
mengungkapkan
kalimat yang
menyatakan
kemungkinan dan
ketidakmungkinan
secara lisan dan tulisan
Expressing Possibility
and Impossibility)
~ Speaking and Writing
Siswa dapat
mendiskusikan suatu
peristiwa dan
menuliskan basil diskusi
dalam bentuk surat
• Reading and Writing
Siswa dapat memahami
wacana Spoof dan
menjawab pertanyaan
seputar wacana
46
• Writing and Speaking
Siswa dapat
mendiskusikan jalan
cerita suatu pengalaman
dan menuangkan
pikiran mereka dalam
bentuk tulisan
• Listening and Speaking
Siswa dapat
mendiskusikan
jalancerita suatu
pengalaman dan
menuangkan pikiran
mereka dalam bentuk
tulisan
• Reading and Writing
Siswa dapat memahami
wacana berbentuk
Spoof tentang kisah
hidup seseorang dan
menjawab pertanyaan
seputar wacana
• Speaking and Writing
Siswa dapat
mengungkapkan
kalimat yang
menyatakan
penyetujuan dan
ketidaksetujuan secara
lisan dan tulisan
•The Simple
47
'.Expressing Agreement
and Disagreement)
• Listening and Writing
Siswa dapat memahami
monolong dan
menjawab pertanyaan
seputar monolog
• Speaking
Siswa dapat
menggunakan pilihan
(Express Preference)
•Writing
7un with jokes
• Reading and
Writing
Siswa dapat memahami
wacana berbentuk
Siswa dapat memahami dan laporan dan menjawab
melafalkan
mengandung
kata yang pertanyaan
huruf wacana
seputar
dipthong /au/, /au/, /ju/ • Writing
dengan baik dan benar !writing a Sl!mmary
menurut standar IPA~ Speaking and
(International
Association)
Phonetic Writing
Siswa dapat
mengungkapkan
pendapat terhadap suatu
masalah secara lisan
dan tulisan
48
• Speaking and
Writing
)iswadapat
mengungkapkan
kalimat yang
menyatakan perasaan
bangga dan
ketidaksetujuan
terhadap suatu ha!
secara lisan dan tulisan
Understanding and
•
Expressing Pride or
Disapproval of
Something)
Writing and
Reading
Siswa dapat memahami
cara membuat brosur
dan menghasilkan
sebuah brosur
• Reading and
Writing
Siswa dapat memahami
wacana berbentuk
report dan menjawab
pertanyaan seputar
wacana
• Leading and
Writing for
I Appreciation
49
• Speaking and
Writing
Siswa
mengungkapkan
kalimat
dapat
yang
menyatakan persetujuan
dan ketidaksetujuan
secara lisan dan tulisan
Agreeing with a Person
and Disagreeing
Politely)
• Reading and
Writing
Siswa dapat memahami
1s1 brosur, menjawab
pertanyaan seputar
brosur, dan
menghasilkan sebuah
brosur
• Reading and
Writing
Siswa dapat memahami
wacana berbentuk
laporan dan menjawab
•
pertanyaan
wacana
seputar
Speaking and
Writing
Siswa dapat berdiskusi
guna menghasilkan
50
sebuah surat
fe Speaking and
Writing
Siswa dapat
mengungkapkan
kalimat yang
menyatakan pu31an
secara lisan dan tulisan
(Compliments and
Reply)
• Speaking and
Writing
Siswa dapat berdiskusi
tentang informasi yang
didapat dari sebuah
brosur dan
menghasilkan sebuah
brosur
fe Speaking and
Writing
Expressing Reservations
ie Reading and Writing
Siswa dapat memahami dan Siswa dapat memahami
melafalkan kata yang wacana berbentuk berita
mengandung huruf dan menjawab News
dipthong /Id/, \Ud/, /Ed/ pertanyaan seputar
dengan baik dan benar wacana
menurut standar IP A fe Reading and Writing
• Punctuation Siswa dapat memahami
• Time Clause
•Adverbial
Clause (when,
before, smce,
after, as, while,
until)
51
unsur-unsur yang
terdapat di surat kabar
dan mempelajari sebuah
surat kabar
• Speaking and Writing
Siswa dapat
mendiskusikan tentang
surat kabar lokal dan
informasi yang didapat
dari surat kabar tersebut
dan menuliskan hasil
diskusi
• Speaking and Writing
Siswa dapat berdiskusi
tentang berbagai bentuk
surat kabar dan
menuliskan hasil diskusi
" Speaking and Writing
Siswa dapat berdiskusi
ten tang ta ta cara
membuat sebuah iklan
dan menghasilkan
sebuah iklan
• Reading and Writing
Siswa dapat memahami
berita di radio dan
menjawab pertanyaan
seputar berita yang
dibaca siswa
• Speaking and Writing
52
Siswa dapat berdiskusi
ten tang pembuatan
headline dari suatu
berita dan menghasilkan
sebuah headline
• Reading and Writing
Siswa dapat memahami
artikel dalam sebuah
surat kabar dan
merangkai sebuah
artikel barn dari kata
kata yang didapat dari
men1baca artikel
tertentu
• Speaking and Writing
Siswa dapat
mengungkapkan
perasaan terkejut secara
lisan dan tulisan
Showing Feeling of
Surprise)
• Reading and Writing
3iswa dapat memahami
wacana berita dan
menjawab pertanyaan
seputar wacana
•Writing
Siswa dapat melengkapi
percakapan
menggunakan kalimat-
53
kalimat yang tersedia
• Speaking and Writing
Siswa dapat memahami
dan menghasilkan
berita
The table is shown that this textbook is varied in presenting its materials. Each
chapter consists of discourse, pronunciation, speaking expression, written expression,
reading comprehension, listening and grammar.
E. Discussion of the Findings
The writer answers the research question as follow:
The fit between materials in the textbook to the curriculum is an adequate
fit (B)/***good, because there are several materials stated in the curriculum don't
include in the textbook, while the textbook provides several supplementary
materials within.
The textbook uses the multi-syllabuses syllabus type in designing its
materials. It is shown by the variation of the materials in the textbook and the
writer concludes that it is in line with the curriculum statement that English
should be teach integrated.
teks
CHAPTERV
CONCLUSION AND SUGGESTION
A. Conclusion
Having seriously analyzed the text book based on the ten criteria
proposed by the experts, the researcher came to conclusion that: (!)the text
book used by SMA Islam Harapan Ibu met the criteria of good Engiish text
book proposed by the experts. (2) In terms of its contents, the book covers all
the contents required by KBK.
The fit between materials in the textbook to the cmTiculum is an adequate
fit (B)/***good, because there are several materials stated in the curriculum
don't include in the textbook, while the textbook provides several
supplementary materials within.
The textbook uses the multi-syllabuses syllabus type in designing its
materials. It is shown by the variation of the materials in the textbook and the
writer concludes that it is in line with the curriculum statement that English
should be teach integrated.
B. Suggestion
The three processes surveymg, analyzing and judging (rating the
questions) from one integrated completely, which aids in objective selection
55
therefore, is recommended to be continually used as learning material on
English subject. However, one thing that must be highlighted is that some
discourses dealing with many values and cultures, to say a few, are in contrast
with the local socio-cultural values in general and the institution itself as the
school. Concerning the local content, preferably, the English teachers
themselves are to design their own instructional materials.
The textbook is a tool, and the teacher must know not only how to use
it, but how useful it can be. Finding out will involve distinguishing between
method in the use of printed materials, and method in face-to-face teaching. It
will involve using discretion in adapting textual materials to the needs and
interests of pupils choosing only those materials and methods, which are
based on sound linguistic and pedagogical principles. The textbook will
continue to play an important role, but it will not be a tyrant.
In the end of this skripsi writing, the writer suggests the readers to do
these following steps:
1. Skim the Table of Content of the textbook.
2. Compare the content of the textbook to the guideline from the
curriculum
3. Attend to the factual details of the textbook.
4. Be smart to choose the materials to be taught.
The writer hopes that this skripsi can be a reference for those who
want to choose a textbook as a media of learning teaching activities at
school.
tibliography
Uwasilah, A. Chaedar, Pedoman Penilaian Buku Teks Pelajaran Bahasa Inggris
SJ\1PIMTs dan SMAIMA, Jakarta: Pusat Perbukuan Departemen Pendidikan
Nasional, 2006
~rifab, Dewi Muallimatul, The Analysis of English Textbook Used at the First Grade of
A1adrasah Tsanawiyah Pembangunan UIN Jakarta, Jakarta: a Skripsi UIN
Jakarta, 2006. t. d.
lreen, Michael P., The Cambridge Guide to Teaching English to Speakers of Other
Languages: Syllabus Design, 2004
lyrd, Patricia, Teaching English as a Second or Foreign Language: Textbooks:
Evaluation for Selecaon and Analysis for Implementation, Massachusetts:
Heinle & Heinle Thomson Learning, 2001
)aoud, Abdel Messih and Marianne Celce-Murcia, Teaching English as a Second or
Foreign Language: Selecting and Evaluating Textbook, Massachusetts:
Newbury House Publishers, 1979
)epartemen Pendidikan Nasional, Kurikulum SMU 2004, Jakarta: Balai Pustaka, 2004
}eorge, Graham H., Modern Languages-Journal of the Modern Language Association
Volume LXIV No. 1: Designing a Foreign Language Syllabus, 1983
fall, Jr., Robe1t A., Report of the Nineteenth Annual Round Table Meeting on Linguistics
and Language Studies: Contrastive Grammar and Textbook Structure,
Washington: Georgetown University Press, 1968
·farmer, Jeremy, The Practice of ELT 3rd edition-completely revised and updated,
London & New York: Longman 2001
Crippendorf, Klauss, Content Analysis: an Introduction to its Methodology, 2nd Edition,
Thousand Oaks: Sage Publications Inc., 2004
v!ackey, William Francis, Language Teaching Analysis, New York: Longmans, 1966
v!orley, Joan, New Ways in Teacher Education: Textbook Evaluation: The Anatomy of a
textbook, Virginia: TESOL, 1993
v!osback, Gerald, ELT Journal Volume 4411: National Syllabus and Textbook Design on
Communicative Principles English Eve1y Day, Oxford: Oxford University
Press, 1990
57
fouendorf, Kimberly A., The Content Analysis Guidebook, Thousand Oaks: Sage
Publications Inc., 2002
fonan, David, Syllabus Design, Oxford: Oxford University Press, 1993
fonan, David, Teaching English as a Second or Foreign Language: Syllabus Design,
Massachusetts: Heinle & Heinle Thomson Learning, 2001
logers, Tony and Bambang Kaswanti, Informational English for the SMA, Jakarta:
Widya Utama, 2005
iabir, Analyzing the appropriateness of English textbook used at MAN BAU-BAU
Southeast Sulawesi, Jakarta: PKBB Unika Atmajaya, 2007
iheldon, Leslie E., ELT Journal Volume 4214, Evaluating ELT Textbooks Materials,
Oxford: Oxford University Press, 1988
iitepu, Monika Iyana, Criteria for Selecting an English Textbook, a Skripsi Year of
Publishing 2005. t. d.
ikierso, Alexandra, Teaching English as a Second or Foreign Language: Textbook
Selection and Evaluation, Massachusetts: Heinle & Heinle Publishers, 1991
JIN SyarifHidayatullah, Pedoman Penulisan Skripsi, Jakarta: UIN Press 2007
'lilliams, David, ELT Journal Volume 3713, Developing criteria for Textbook
Evaluation, Oxford: Oxford University Press, 1983
~merican Heritage Dictionary, Wednesday, September 24, 2008 11:54:18 AM
)ictionary.com, Wednesday, September 24, 2008 11:53:15 AM
)nline Etvmology Dictionary Analysis. Wednesday, September 24, 2008 11 :54:40 AM
'he American Heritage Science Dictionary, Wednesday, September 24, 2008 11:55:14
AM
Vebster's Revised Unabridged Dictionary, Wednesday, September 24, 2008 11 :55:35
AM
VordNet, Wednesday, September 24, 2008 11 :55:02 AM
DUf\.U I Cf\.~ l"'""CL.1-\.JJ-\nl-\N DJ-\nl-\VJ-\ U"ll\.:JUnlV ~mr•iJRJI'\
"'[f!
XSMA
ITERIA INDIKATOR KETERANGAN BAB I BAB II BAB Ill BABIV BABV BABVI
llLAIAN aian materi a. Bab membuat materi 1 = Tidak sesuai kurikulum sesuai dengan kuriku- 2 = Sebagian kecil sesuai
7 7 7 1 1 7 lum yang berlaku 5 = Sebagian besar sesuai
7 = Semua sesuai b. Bab memuat standar
kompetensi wacana s.d.a 7 7 7 7 7 7
c. Bab memuat standar kompetensi linguistik s.d.a 7 7 7 7 7 7
d. Bab memuat standar kompetensi s.d.a 5 5 5 5 5 5 sosiokultural
e. Bab memuat standar kompetensi strategis s.d.a 7 7 7 7 7 7
Materi menyampaikan 1 = Hanya memuat satu oikan minimal dua keterampilan Keterampilan terpadu bahasa (misalnya listening
7 7 7 7 7 7 dan speaking, atau reading 7 = Memuat lebih dari 2 dan writing) keterampilan
namuat a. Materi memuat contoh 1 = Tidak ada contoh teks teks dari teks dari suatu genre 3 = Sebagian kecil memuat •nis tipe atau tipe wacana yang Conteh teks
7 7 7 7 7 7 bersifat tekstual 5 = Sebagian besar
memuat contoh teks 7 = Memuat contoh teks
b. Materi memuat . berbagai jenis genre atau tipe wacana yang 5 5 5 5 5 5 bersifat non-tekstual
57
flt:HIUi::ll , .. IVIC:llt:fl ruo1ug1 C:U'\UH::1l I ..., I IUGIK ~t::::>Ui::ll UGlll UUC::ll'i.
1en sesuaidengan akurat , kosakata, tatabahasa lnggris 2 = Sebagian kecil sesuai uaidengan dan akurat
7 7 7 7 7 7 3sa lnggris 5 = Sebagian besar sesuai ntutan dan akurat m 7 = Semua sesuai dan
akurat b. Materi kosakata sesuai
dengan tuntutan s.d.a 5 5 5 5 5 5
kurikulum
c. Materi grammar akurat sesuai dengan
s.d.a 7 7 7 7 7 7 tatabahasa lnggris
;usun a. Materi memuat 1 = Tidak disusun irk an gradasi dalam fonologi berdasarkan tingkat kesulitan kesuiitan
2 = Sebagian kecil disusun berdasarkan tingkat kesulitan
5 5 5 5 5 5 5 = Sebagian besar
disusun berdasarkan tingkat kesulitan
7 = Semua disusun berdasarkan tingkat kesulitan
b. Materi memuat gradasi dalam s.d.a 5 5 5 5 5 5 kosakata
c. Materi memuat gradasi dalam s.d.a 5 5 5 5 5 5 arammar
d. Materi tidak tumpang tindih (overlap) s.d.a 3 3 3 3 3 3
~'"' d. IVIGll~rl lUYGl::S \ld<::il\} I -.. I IUC:ll\ CtUc:t lUYC:::t<::i\ li:::l:::ir\}
n untuk diberikan untuk 2 = Ada taks tetapi ~atkan meningkatkan sebagian besar tidak puan siswa kemampuan fonologi, sesuai dengan tujuan nunjang kosakata, dan grammar kurikulum ang 5 = Ada taks tetapi 7 7 7 7 7 7 ;kan dalam sebagian kecil tidak m sesuai dengan tujuan
kurikulum 7 = Semua taks sesuai
dengan tujuan kurikulum
b. Task diberikan untuk meningkatkan s.d.a 7 7 7 7 7 7 keterampilan menvimak
c. Task diberikan untuk meningkatkan s.d.a 7 7 7 7 7 7 keterampilan berbicara
d. Task diberikan untuk meningkatkan
s.d.a 7 7 7 7 7 7 keterampilan membaca
e. Task diberikan untuk meningkatn s.d.a 7 7 7 7 7 7 keterampiian menulis
nemuat a. Materi memuat 1 = Tidak mendukung 1huan, pengetahuan 3 = Sebagian kecil ouan,dan (knowledge) yang mendukung
5 5 5 5 5 5 mg mendukung 5 = Sebagian besar ung keterampilan hidup mendukung 1pilan hidup 7 = semua mendukun<:i s) b. Materi memuat
kemampuan (skills) yang mendukung s.d.a 5 5 5 5 5 5 keterampilan hidup
c. Materi memuat sikap yang mendukung s.d.a 5 5 5 5 5 5 keterampilan hidup
------- INDIKATOR KETERANGAN BAB I BAB II BAB Ill BABIV BABV BABVI ILAIAN a. Materi memperhatikan 1 = Sama sekali tidak
·hatikan aspek gender, suku, memperhatikan aspek ender, agama, ras, dan SARA dan kode iama, ras, antargolongan 2 = Setengah materi 3rgolongan Tidak memperhatikan de etik SARA dank ode etik hak cipta 5 = Sebagian besar 5 5 5 5 5 5
memperhatikan SARA dan kode etik
7 = Tidak ada masalah dengan SARA dan kode etik
b. Materi memperhatikan kode etik tentang hak cipta 7 7 7 7 7 7
. Chaedar Alwasilah, Pedoman Penilaian Buku Teks Pelajaran Bahasa lnggris SMPIMTs dan SMAIMA
Tanggal Penilaian: December,14 2008 Nama dan Tanda Tangan Penilai:
Chaierlha
Sayidah Salim
APPENDIXES
Nomor Lampi ran Hal
: Istimewa : 3 (tiga) lembar : Pengajuan Judul Skripsi
Assaalmu'alaikum Wr. Wb.
Jakarta, 02 Juli 2007
Kepada Yth Ketua Jurusan Pendidikan Bahasa lnggris Di
Tempat
Salam sejahtera dan silaturrahim saya sampaikan semoga Bapak berada dalam lindungan Allah SWT. dan selalu sukses dalam menjalakan aktifitas sehari-hari. Amin.
Sehubungan dengan berakhimya masa studi Strata 1 (S 1) yang saya tempuh, maka saya yang bertanda tangan di bawah ini: Nama : Sayidah Salim NIM : 103014026973 Fakultas : Ilmu Tarbiyah dan Keguruan Jurusan : Pendidikan Bahasa Inggris Bermaksud mengajukanjudul skripsi sebagaimana tertera di bawah ini: "An Analysis on the Textbook Based on the English Competency Based Curriculum". {A case study of first grade textbook of SMA Islam Harapan Ibu, Jakarta School year 2006/2007)
Sebagai bahan pertimbangan bagi Bapak, bersama ini saya lampirkan: I. Outline 2. Abstraksi 3. Daftar Pustaka Sementara
Demikil-nlah judul skripsi ini saya ajukan. Besar harapan saya Bapak berkenan menyetujuinya sekaligus menentukan dosen pembimbingnya. Atas perhatianny saya ucapkan terima kasih. . { ,,/'" Wassalamu'alaikum Wr. Wb. 'V, ~ 1
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DEPARTEMEN AGAMA UNIVERSITAS ISLAM NEGERI
SYARIF HIDAYATULLAH JAKARTA
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
mor 95, Ciputat 15412, Indonesia
Telp. : (62-21) 7443328, 7401925, Fax. (62-21) 7443328
Email : [email protected]
Nomor Lamp. Hal
: Ft. l l/TL.02. l I Vll /2007 : Abstraksi!Outline : BIMBINGAN SKRIPSI
Kepada Yth. Prof. Dr. Mulyanto Sumardi, M.A Pembimbing Skripsi Fakultas Ilmu Tarbiyah dan Keguruan UIN SyarifHidayatullah Jakarta.
Assalan1u 'alaikun1 irr. lvb.
Jakarta, 3 Juli 2007
Dengan ini diharapkan kesediaan Saudara umuk menjadi Pembimbing Jill (materi/teknis) penulisan skripsi mahasiswa:
NIM
Jurusan
Semester
Judul Skripsi
Sayidah Salitn
103014026973
Pendidikan Bahasa lnggris
IX
An Analysis on the Texbook Based on the English Competency Based Curriculum
Judul tersebut telah disetujui oleh Jurusan yang bersangkutan pada tanggal 2 Juli 2007 dengan abstrak/outline sebagaimana terlampir. Pcmbimbing dapat melakukan perubahan redaksional pada judul tersebut. i\pabila perubahan substansial clianggap perlu, mohon pembimbing menghubungi jurusan terlebih dahulu.
Bimbingan skripsi ini diharapkan selesai dalam waktl1 6 (enam) bulan; dan dapat diperpanjang selama 6 bulan berikutnya tanpa surat perpanjangan.
Atas perhatian dan ke1ja sama Saudara, kami Llcapkan terima kasih.
Wassalamu 'alaikum wr. wb.
Tembusan: I. Dekan FITK 2. Mahasiswa Ybs
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Nnmor: Un.01/F.l/KIVLOl.3/'t\'2./2008 Lamp. : /\hs1raksi/Ou1li11c I lal : Bimhingan Skripsi
Prof. Dr. Mulj,.1110 Sumardi, M.Ed Pi.:111bin1bing Skripsi Fakultas Jln1u ·rarbiyah dan Kcguruan l llN Syarir I lidayaltillah .Jakart;i.
:lssulu11111 'a/uik11111 11·r. \l'h.
.lakarla. 22 Scplcmhcr 2008
I)cngan ini diharapkan J...e...,cdiaan Saudara untuk rn<:njadi rc111bin1bing I/fl (111ateri/teknis) penulisan skripsi 1nc1hasis\va:
Narna
NIM
./urtlS!l!l
Scn1cster
.ludul Skripsi
: Sayidah Salim
I 03014026973
: Pcndidikan f3ahasa Jnggris
: XI ( Scbelas) /\
: c·ontcnt Analysis ()n ·rhc ·rext Book JnJ()rn1ational En,µlish For ·rhc SMA
.ludul terscbnt telah disctujui olch Jurusan Jang bersangkuta11 pada tangµal 2 Juli 2008, abstraksi/out/ine tcrla111pir. Saudan1 dapat r11elakukn11 pcruhahan rcdaksional pada judul terscbut. J\pabila peruhaha1:i substansial dianggap perlu. 1nohon pc1nbi1~-::bing n1cngh11bungi .lurus;in terlchih dahu!11.
Bin1bingan skripsi ini diharapk<1n sclesai dalan1 \vak1u :, (enan1) bulan. dan dapat dipcrpanjang sclan1a 6 (cna111) bulan berikutnya tanpa s11rat pcrpanjangan.
J\tas pcrhatian dan kerja san1a Saudara. ka1ni ucapkan 1c:rin1a kasih.
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