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A CONTENT ANALYSIS OF ENGLISH TEXTBOOK ”GET ALONG WITH
ENGLISH” USED IN THE ELEVENTH GRADE OF SMK YP
COLOMADU IN READING AND ITS RELEVANT TO SYLLABUS IN
ACADEMIC YEAR 2015/2016
THESIS
Submitted as a Partial Requirements
For The Undergraduate Degree State Islamic Institute of Surakarta
Arranged by:
EKOWATI
SRN. 12.32.2.1.086
ENGLISH EDUCATION DEPARTEMENT
ISLAMIC EDUCATION AND TEACHER TRAINING FACULTY
THE STATE ISLAMIC INSTITUTE OF SURAKARTA
2017
ii
ADVISOR SHEET
Subject : Thesis of Ekowati
SRN : 12.32.2.1.0.86
To:
The Dean of Islamic Education and
Teacher Training Faculty
IAIN Surakarta
In Surakarta
Assalamu’alaikum Wr. Wb
After reading thoroughly and giving necessary advices, here with, as the
advisor, I state that the thesis of
Name : Ekowati
SRN : 12.32.2.1.086
Title : A Content Analysis of English Textbook “Get Along With
English” used in the Eleventh grade of SMk YP Colomadu
in Reading and its Relevant to Syllabus in Academic Year
2015/2016.
Has already fulfilled the requirement to be presented before. The Board of
Examiners (Munaqosyah) to gain Undergraduate Degree in English Education
Study Program.
Thank you for the attention.
Wassalamu’alaikum Wr. Wb
Surakarta, January 31th
, 2017
Advisor,
Rochmat Budi Santoso, M.Pd.
NIP. 19691111 200212 1 001
iii
iv
DEDICATION
This thesis is primarily dedicated to:
1. My beloved Allah SWT who always gives full of Rohmah and blessing
2. My beloved parents who always give spirit and as my inspiration and pray
for me until getting success and support me at all until I can accomplish
this script (Father: Hernowo and Mother: Sunarni)
3. My beloved Brother and my Sister (Brother: Arizona Firdonsyah, S.Kom,
M.Kom. and Sister: Supri Untari) thanks for your love, support me and
pray, so I can be better.
4. My beloved uncle (Sunarto, M.Pd and Sunarso) thanks for your support and
pray for me, so I can finish my paper well. Thanks, you are always beside
me in certain condition.
5. My big family who always support me and pray for me until finished my
script.
6. My beloved friend (Endang Yekti Utami, S.Pd) who always support and pray
for me.
7. All my friend’s C class. You are the best, thanks for giving me support, and
help me to finish my script and thank you for our relationship.
v
MOTTO
“Never give up on something you really want,
It’s difficult to wait, but more difficult to regret”
(Mario Teguh)
“Everything will come to those who keep trying
With determination and patience.
(Edison)
PRONUNCEMENT
vi
Name : Ekowati
SRN : 12.32.2.1.086
Study Program : English Education
Faculty : Islamic Education and Teacher Training Faculty
I hereby sincerely state that the thesis entitled “A Content Analysis of
English Textbook “Get along with English” used in the Eleventh grade of SMK
YP Colomadu in Reading and its Relevant to Syllabus in academic year
2015/2016”. The things out my masterpiece in this thesis are signed by citation
and referred in bibliography.
If later proven that my thesis had discrepancies, I am willing to take the
academic sanctions in the form of repealing my thesis and academic degree.
Surakarta, February 27th
2017
Stated by,
Ekowati
SRN. 12.32.2.1.086
vii
ACKNOWLEDGMENT
Alhamdulillah, all praises be to Allah, the single power, the Lord of the
Universe, master of the Day of Judgment, God almighty, for all blessings and
mercies so the researcher was able to finish the thesis entitled “A CONTENT
ANALYSIS OF ENGLISH TEXTBOOK “ GET ALONG WITH ENGLISH ”
FOR ELEVENTH GRADE OF SMK YP COLOMADU IN READING
MATERIAL AND ITS RELEVANCE TO “SYLLABUS” IN ACADEMIC
YEAR 2015/2016” Sholawat and Salam for the Prophet Muhammad SAW, the
great inspiration of revolution, peace be upon him.
The researcher is sure that this thesis would not be completed without the
helps, supports, and suggestions from several sides. Thus, the researcher would
like to express her deepest thanks to all of those who had helped, supported, and
suggested her during the process of writing this thesis. This goes to:
1. Dr. Mudhofir, S.Ag,M.Pd as the Rector of The State Islamic Institute of
Surakarta.
2. Dr. H. Giyoto, M. Hum as the Dean of Islamic Education and Teacher
Training Faculty of The State Islamic Institute of Surakarta.
3. Dr. Imroatus Sholikhah, M. Pd as the Head of English Education Department
of Islamic Education and Teacher Training Faculty of The State Islamic
Institute of Surakarta.
4. Rochmat Budi Santoso, S. Pd., M. Pd as the advisor for his permission,
guidance, precious advices, corrections and help to revise the mistake during
the entire process of writing the thesis.
viii
5. All the lecturer of English Education and Letter Department of Islamic
Education and Teacher Training Faculty of The State Islamic Institute of
Surakarta.
6. Gandi Agung Gunarso, BA. as the Teacher English of SMK YP Colomadu of
Karanganyar.
7. Her great Father, Hernowo for his support, motivation, advice, guidance, also
his prayer and blessing.
8. Her great and lovely Mother, Sunarni for her support, motivation, advice,
guidance, also his prayer and blessing.
9. Her lovely Brothers, Arizona firdonsyah,S.Kom, M.Kom., Sunarto,M.Pd and
Sunarso for their support and motivation.
10. Her lovely all the member of Thecis Class, for the helps and everything. The
researcher realizes that this thesis is still far from being perfect. The researcher
hopes that this thesis is useful for the other researcher in particular and the
readers in general.
Surakarta, January 31th
2017
The researcher
Ekowati
SRN. 12.32.2.1.086
ix
ABSTRACT
Ekowati.123221086 "A Content Analysis of English Textbook “Get along with
English” used in the Eleventh grade of SMK YP Colomadu in Reading and its
Relevant to Syllabus in academic year 2015/2016". Thesis, Surakarta: English
Education, Islamic Education and Teacher Training Faculty, The State Islamic
Institute of Surakarta. 2016.
Advisor : Rochmat Budi Santoso, M.Pd.
Key words : Reading Material, English Textbook, Content Analysis.
Reading is one of four important skills that should be mastered by student
beside Listening, Speaking, and Writing in teaching learning. Textbook is not
only beneficial for teachers in terms of helping them to prepare the materials,
and achieve the teaching aims and objectives but also textbook helps students to
achieve their learning needs. The researcher analyzed the reading materials in
“Get along with English” for vocational high school Grade X1. The objectives
of this research are(1) to know appropriateness of the reading materials in “Get
along with English” Grade X1 to syllabus KTSP curriculum; (2) to know
strengths and weaknesses “Get along with English” for vocational high school.
To conduct the research, the researcher uses content analysis. The
researcher conducted the research from Mei until October 2016. The researcher
collected the data from the observation and interview. The researcher did some
steps to analyze the data, they are reduction the data and display the data. To
prove the trustworthiness the data, the researcher used the triangulation. The
triangulation that is used is triangulation source data.
The research finding showed that reading materials in this textbook are
appropriate to the syllabus KTSP curriculum. The researcher found some is not
relevant with the syllabus KTSP in the textbook “Get along with English”, and the
researcher found some strengths and weaknesses in the textbook “Get along with
English” they are: 9 strength and 3 weaknesses. The strength are vocabulary
language daily, the structure of the book is together, there are some evaluation of
each unit, the book contained unit learning objective, there is a glossary of that
contain difficult vocabularies and their meaning, the combination of colors of
each unit on the book is slightly, there are images of each unit that make students
understand the material early, at the beginning of the book there is guide book, in
each unit there is an image. The weaknesses are some materials are not relevant
with the syllabus, not provided sheets liable in any existing text, the book does not
include the answer sheet .Teacher and students can use this textbook as media to
support teaching learning process.
x
TABLE OF CONTENT
TITLE ........................................................................................................ i
ADVISORS SHEET .................................................................................. ii
RATIFICATION ....................................................................................... iii
DEDICATION ........................................................................................... iv
MOTTO ..................................................................................................... v
PRONOUNCEMENT ............................................................................... vi
ACKNOWLEDGEMENT ........................................................................ vii
ABSTRACT ............................................................................................... ix
TABLE OF CONTENTS .......................................................................... x
LIST OF TABLE ...................................................................................... xii
LIST OF CHARTS ................................................................................... xiii
LIST OF APPENDICES .......................................................................... xiv
CHAPTER I: INTRODUCTION
A. Background of the Study ............................................................ 1
B. Identification of the Problem ..................................................... 7
C. Limitation of the Problem .......................................................... 7
D. Problem Statements .................................................................... 7
E. Objectives of the Research ........................................................ 8
F. Benefits of the Study .................................................................. 8
G. Key Terms .................................................................................. 9
CHAPTER II: THEORETICAL REVIEW
A. English Textbook ........................................................................ 10
1. Definition of Textbook ......................................................... 10
2. The function of Textbook ..................................................... 12
3. The Benefit and the Limitations of Textbook ...................... 13
B. Textbook Analysis ...................................................................... 14
C. Textbook Evaluation .................................................................. 16
D. Curriculum .................................................................................. 17
E. School Based Curriculum ........................................................... 18
1. The Definition of School Based Curriculum ....................... 19
2. The objective of School Based Curriculum .......................... 20
xi
3. School Level Based Curriculum (KTSP) ............................. 20
F. Syllabus ..................................................................................... 21
1. Definition of Syllabus ............................................................ 21
2. The advantages of Syllabus .................................................... 22
3. The Principle of Developing Syllabus .................................... 23
G. Reading ....................................................................................... 24
H. The Reading Skills .................................................................... 25
I. Types of Reading ........................................................................ 26
J. Reading Material ........................................................................ 27
K. Content Analysis ........................................................................ 28
L. Previous Related Study .............................................................. 31
CHAPTER III: RESEARCH METHODOLOGY
A. The Research Design .................................................................. 34
B. The Data Resources .................................................................... 35
C. Type of Data ............................................................................... 36
D. Technique of Collecting Data ..................................................... 37
E. Instrument of the Research ......................................................... 37
F. Technique for Analyzing the Data.............................................. 41
G. Trustworthiness of the Data ........................................................ 43
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
A. Data Description ........................................................................ 44
B. Research Findings ...................................................................... 45
1. Appropriateness of Reading materials in Syllabus KTSP
Curriculum. .......................................................................... 45
2. Strengths and weaknesses of the textbook “Get along with
English” ............................................................................... 55
C. Discussion ................................................................................... 60
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion .................................................................................. 71
B. Suggestion .................................................................................. 74
BIBLIOGRAPHY ..................................................................................... 75
APPENDICES ........................................................................................... 77
xii
LIST OF TABLE
Table 3.1 : Instrument of the research……………………………………..39
Table 4.1 : The appropriateness of Reading materials in Syllabus KTSP
curriculum……………………………………………………..45
Table 4.2 : Strengths of the Textbook……………………………………..55
Table 4.3 : Weakness of the Textbook…………………………………….58
xiii
LIST OF APPENDICES
APPENDIX 01 : SYLLABUS…………………………………………78
APPENDIX 02 : TEXTBOOK…………………………………………79
APPENDIX 03 : LIST INTERVIEWS ………………………………..80
APPENDIX 04 : LETTERS OF THE RESEARCH…………………....82
APPENDIX 05 : PHOTOGRAPHS…………………………………….83
APPENDIX 06 : CODING……………………………………………...84
s
ABSTRACT
Ekowati.123221086 "A Content Analysis of English Textbook “Get along with English” used
in the Eleventh grade of SMK YP Colomadu in Reading and its Relevant to Syllabus in
academic year 2015/2016". Thesis, Surakarta: English Education, Islamic Education and
Teacher Training Faculty, The State Islamic Institute of Surakarta. 2016.
Advisor : Rochmat Budi Santoso, M.Pd.
Key words : Reading Material, English Textbook, Content Analysis.
Reading is one of four important skills that should be mastered by student beside
Listening, Speaking, and Writing in teaching learning. Textbook is not only beneficial for
teachers in terms of helping them to prepare the materials, and achieve the teaching aims and
objectives but also textbook helps students to achieve their learning needs. The researcher
analyzed the reading materials in “Get along with English” for vocational high school Grade
X1. The objectives of this research are(1) to know appropriateness of the reading materials in
“Get along with English” Grade X1 to syllabus KTSP curriculum; (2) to know strengths and
weaknesses “Get along with English” for vocational high school.
To conduct the research, the researcher uses content analysis. The researcher conducted
the research from Mei until October 2016. The researcher collected the data from the observation
and interview. The researcher did some steps to analyze the data, they are reduction the data and
display the data. To prove the trustworthiness the data, the researcher used the triangulation. The
triangulation that is used is triangulation source data.
The research finding showed that reading materials in this textbook are appropriate to the
syllabus KTSP curriculum. The researcher found some is not relevant with the syllabus KTSP in
the textbook “Get along with English”, and the researcher found some strengths and weaknesses
in the textbook “Get along with English” they are: 9 strength and 3 weaknesses. The strength are
vocabulary language daily, the structure of the book is together, there are some evaluation of
each unit, the book contained unit learning objective, there is a glossary of that contain difficult
vocabularies and their meaning, the combination of colors of each unit on the book is slightly,
there are images of each unit that make students understand the material early, at the beginning
of the book there is guide book, in each unit there is an image. The weaknesses are some
materials are not relevant with the syllabus, not provided sheets liable in any existing text, the
book does not include the answer sheet .Teacher and students can use this textbook as media to
support teaching learning process.
ABSTRAK
Ekowati.123221086 ""A Content Analysis of English Textbook “Get along with English” used
in the Eleventh grade of SMK YP Colomadu in Reading and its Relevant to Syllabus in
academic year 2015/2016".. Skripsi, Surakarta: Pendidikan Bahasa Inggris, Pendidikan Isla dan
Pelatihan Fakultas Guru, Negara Islam Institute of Surakarta. 2016.
Advisor: Rochmat Budi Santoso, M.Pd.
Kata kunci: Reading Material, Inggris Textbook, Analisis Isi.
Membaca adalah salah satu dari empat keterampilan penting yang harus dikuasai oleh
siswa samping Listening, Speaking, dan Writing dalam belajar mengajar. Buku tidak hanya
bermanfaat bagi guru dalam hal membantu mereka untuk mempersiapkan bahan-bahan, dan
mencapai tujuan pengajaran dan tujuan, tetapi juga buku membantu siswa untuk mencapai
kebutuhan belajar mereka. Peneliti menganalisis bahan bacaan di "Dapatkan bersama dengan
bahasa Inggris" untuk SMK kelas X1. Tujuan dari penelitian ini adalah (1) untuk mengetahui
kesesuaian bahan bacaan di "Dapatkan bersama dengan bahasa Inggris" Grade X1 untuk silabus
kurikulum KTSP; (2) untuk mengetahui kekuatan dan kelemahan "Dapatkan bersama dengan
bahasa Inggris" untuk sekolah menengah kejuruan.
Untuk melakukan penelitian, peneliti menggunakan analisis isi. Peneliti melakukan penelitian
dari Mei hingga Oktober 2016. Para peneliti mengumpulkan data dari observasi dan wawancara.
Peneliti melakukan beberapa langkah untuk menganalisis data, mereka reduksi data dan
menampilkan data. Untuk membuktikan kepercayaan yang data, peneliti menggunakan
triangulasi. Triangulasi yang digunakan adalah data triangulasi sumber.
Hasil penelitian menunjukkan bahwa bahan bacaan dalam buku ini sesuai dengan
kurikulum silabus KTSP. Peneliti menemukan beberapa tidak relevan dengan KTSP silabus
dalam buku "Dapatkan bersama dengan bahasa Inggris", dan peneliti menemukan beberapa
kekuatan dan kelemahan dalam buku "Dapatkan bersama dengan bahasa Inggris" mereka: 9
kekuatan dan 3 kelemahan. kekuatan yang bahasa kosakata sehari-hari, struktur buku ini
bersama-sama, ada beberapa evaluasi setiap unit, tujuan satuan pembelajaran buku yang
terkandung, ada sebuah daftar yang berisi kosa kata sulit dan maknanya, kombinasi warna
masing-masing unit pada buku sedikit, ada gambar dari setiap unit yang membuat siswa
memahami materi awal, di awal buku ini ada buku panduan, di setiap unit ada gambar.
Kelemahan adalah beberapa bahan yang tidak relevan dengan silabus, tidak disediakan lembar
jawab dalam setiap teks yang ada, buku ini tidak termasuk lembar jawaban .Teacher dan siswa
dapat menggunakan buku ini sebagai media untuk mendukung proses belajar mengajar
1
CHAPTER 1
INTRODUCTION
In this chapter, the researcher explains about the background of the study,
the problem statement, objective of study, the limitations of study, the benefits of
the study, identification of problem, and the definition of the key terms.
A. Background of the study
In teaching and learning process of English language, numerous
aspects could affect the outcome so learning for students. These aspects could
emerge from the pre-teaching preparations, while the teaching and learning
are on progress, or after the teaching and learning takes place. Textbook are
the important media of learning and education. The existence of textbook
gives impact in supporting teaching learning process. Textbook is one of the
significant factors in the success of learning. It can develop learner’s ability.
Teacher and learner can use textbook as a source of learning. From the
Textbook, they find knowledge and exercises. (Cunningsworth, 1995: 7)
The textbook is printed material from the written sheets that are
bound and given the cover, so that the pages can be opened easily.
Textbook that contains learning material to be used in school lesson. The
book is used as a staple in learning referred to textbooks. Textbook
published as a textbook designed to help language learners develop
linguistic abilities and communication skills. So textbooks are books that
contain certain specific material science used to guide teaching and learning
at school or college.
The textbooks for English language learning material contains
2
the usual of skills of listening, reading, speaking, writing, grammar or contain one type
only, for example reading (Richards and Schimidt, 2002:550). Understanding that theory,
shows that textbooks are printed instructional materials in the form of books published and
designed as a basic teaching materials in the learning process in the classroom.
Byrd (2001) gives examples of functions textbooks in the field of English language.
English textbooks describe two functions of information: the content of the theme or topic
(family, school, etc.). Textbooks bridge the linguistic knowledge necessary to communicate
in a foreign language. English textbooks improve the skills of listening, speaking, reading
and writing to assess mastery of the language through the contents of the themes in the
book.
According Muslich (2010: 15), textbooks have primary position and function as a
primary source of learning activities. Textbooks present the concepts, examples, and training
activities. Textbooks contain units of learning materials that must be followed by learners
through a series of activities and training such as reading text, analysis text; discuss the
content of the text, and reflection.
Teachers’ roles are obviously important in teaching and learning process. They plan the
syllabus, prepare the materials, and teach in the classroom and soon that’s a whole lot of
task to be done by a teacher. That is why media of a prepared teaching material is needed.
Those reasons make the selection of textbook used by teachers become relatively crucial.
The textbook has to fit with the current curriculum, schools syllabus along with student’s
needs and also the aims and goals of teaching. Therefore, teachers have to choose the
appropriate and ideal textbook as beneficial for both students and teacher as possible.
However on a particular occasion, learners’ needs sometimes become the pin point for the
3
teachers to determine textbook. (Cunningsworth, 1995:7)
Syllabus is not separated with the curriculum, because the instructions or the content in
the curriculum will be developed into syllabus based on the competency standard and basic
competence. Posner said that curriculum is the set of instructional strategies teacher plan to
use (Richard, 2001:2).
Syllabus is designed based on the school and levels. But when the teacher made syllabus,
it must suitable with the student’s ability and system or situation. Brown (1995:141) said
that syllabus is predominantly concerned with the choices necessary to organize the
language content of a course or program. It can be understood that when the teachers will
teach the materials in the classroom, they can choose a lot of courses and organize the
materials that needed. Whole must concerned to the syllabus so the materials on course not
lateral.
Textbook is not only beneficial for teachers in terms of helping them to prepare the
materials, and achieve the teaching aims and objectives but also textbook helps students to
achieve their learning needs. It sounds to be logical answers to overcome the problems of
creating good and enhancing teaching atmosphere in the classroom. With well prepared
materials and test provided by the textbook, combined with teacher flexibility in
teaching using the textbook in the class, a good compromise can be reached .(
Cunningsworth, 1995:7)
In the learning process, sometimes the teacher can just ask the students to read the
suggested textbook. If there are some difficulties, the students can ask the teacher and the
teacher will be explain it. This can be a brain storming before starting the class. It means that
before the class, the student have read the book focused on the lesson will be learned, they
4
will have some knowledge about it, and then the teacher can start the class with the student
that are ready to catch the materials. It means that the readability of the students is very
important. According to Richard in Nababan (2004:5) readability refers to how easily written
material can be read and understood. Moreover, textbook provides the discourse with high
reading level. It will also increase the ability of students in the learning process.
Reading is one of four important skills that should be mastered by student beside
Listening, Speaking, and Writing in teaching learning. Murcia (2001:187) mentioned that
“purpose of reading for students is to search for information, for general comprehension, to
learn new information, and to evaluate information”. According to Aebersold and Field
(1997:15), reading is what happens when people look at a text and assign meaning to the
written symbols in that text. While Moleong (2007:10) states that reading is making meaning
from print and from visual information. In fact, people got many useful and new information,
inspirations so that it can added and enrich their knowledge. In Senior High School, the
development of reading skills on the English lesson especially in analysis kind of text. It can
be concluded that reading is an activity to get information and understand the content from
what we read from the written form around us.
There are many publishers that published English textbooks for the second year
students of Senior High School. The textbooks should hold a main instrument to do the
curriculum which has been arranged before. However, some of them appropriate with the
standard of curriculum yet. In reality, it is quite difficult to get English textbook has good
materials and suitable with the curriculum. Although plenty of English textbooks for
junior High School are claimed to be published and written based on the School Based
Curriculum, but not all of them are really in line with the School Based Curriculum
5
perfectly.
The school of SMK YP, choose the curriculum KTSP, because until now the
implementation of the k13 still trial to schools .The appointment of school test site the
implementation of the k13 by the government , SMK YP not including schools trial areas to
implement k13 , according to government plan , the implementation of the k13 will
simultaneously all school in the year 2019 , hence SMK YP not to apply KTSP, because
according to one informant from SMK YP , when implement curriculum K13, problems
arise in several aspects such as readiness teachers, device curriculum, textbook and etc.
The researchers choose SMK YP Colomadu, because the school use textbooks KTSP
and accredits A. In this school the teacher at eleventh grade uses textbook” Get along with
English”, before use it the teacher uses book “Global access” the book is first used by the
English teacher in SMK YP the teacher also uses book English focus, and this book has
same material with book ” Get along with English”. The difference of the books are, the
material of “Global access” not appropriate with syllabus, when the use “Global access” the
material is exercise not use dialog such as in discussion “Get along with English”. In this
school chooses textbook “Get along with English” because the quality and the content of the
textbook that designed with the picture so the student easy to understand the material. From
the Textbook the students can improve the English language become each chapter discuss a
new text which that means a new vocabulary that the students learn. Textbook in title “Get
along with English” for vocational school grade eleventh intermediate language level is
written based on standard in 2006. The book can also integrate for language skills, aspect,
content and uses; the teacher also uses the other book and LKS. It can be seen from the
interviewing with the English teacher.
6
The researcher wants to analyze the English textbook “Get along with English” First, the
textbook has been in line with the 2006 curriculum or School Based Curriculum and
Erlangga publishes the textbook. It provides various activities, which integrate the language
skill area of listening, speaking, reading, and writing. The researcher wants to analyze the
appropriateness English textbook “Get along with English “with Syllabus in curriculum
KTSP. Second, the researcher wants to know the strength and weaknesses of the textbook
“Get along with English”. Then, from the background of this problem researchers determine
the title of the thesis, which is "A Content Analysis of English Textbook “Get along with
English” used in the Eleventh grade of SMK YP Colomadu in Reading and its Relevant to
Syllabus in academic year 2015/2016".
B. Identification of problem
Based on the background of study above there are many problem that can be identified
in this research such as:
1. Is “Get Along with English” textbooks Relevant with Syllabus?
2. What this book “Get along with English” easy to learnt by the teacher?
3. How is the design of this “Get along with English”?
4. Why this book “Get along with English textbook” is chosen by the student of SMK
YP?
C. The Limitation of Study
In this research, the researcher focus on the material of the English textbook “Get Along
with English” for Vocational School students Eleventh Grade published Erlangga it is
relevant to Syllabus. The researchers describe the relevance of English textbook material
with Syllabus and strengths and weaknesses of English textbook.
7
D. Problem Statement
1. Are reading material in “Get Along with English textbook” relevant to syllabus used in
the Eleventh Grade of SMK YP Colomadu, Academic Year 2015/2016?
2. What are the strengths and weaknesses of reading material in English textbook “ Get
Along with English” used in the Eleventh Grade of SMK YP Colomadu, Academic year
2015/2016?
E. The Objective of study
In this, the researcher wants to analyze “Get Along with English “an English
textbook for Vocational School in the Eleventh Grade. The objectives of study are:
1. To know whether“ Get Along with English “ an English textbook for Senior High
School in the Eleventh grade of SMK YP Colomadu Academic Year 2015/2016
relevant with syllabus or not.
2. To know the strengths and weaknesses “ Get Along with English “ an English textbook
for Vocational School in the Eleventh grade of SMK YP Colomadu Academic year
2015/2016 .
F. The Benefit of Study
The researcher hopes that this study contributes two advantages:
1. Theoretical Benefit
The result of the research can give some information to other researcher who is
interested in analyzing English Textbook based on Syllabus. Based on the result of the
study, it also can give contribution to material designer and material developer in
teaching English.
8
2. Practical Benefit
a. The researcher hopes the result of this research can give contribution to material
design and material design and material development in teaching English.
b. The researcher and reader will get knowledge about good material of the English
teaching. It gives information to the teacher about the appropriate textbook that can
be used to support the teaching learning process, and also to know how fall the
English textbook follows the Syllabus.
G. Key Terms
To make better understanding about the content and the terms, in this thesis the researcher
wants to clarify the key terms as follow:
1. Textbook: Textbook is a book that is giving instruction in a branch of learning. The
statement means that beside teacher as facilitator, textbook is one of important media as
guidance in learning process (Hornby 1974:893).
2. Syllabus: According to Mulyasa (2008:133) syllabus is a plan and rule of curriculum
implementation that concludes learning activity, management of school based on
curriculum, curriculum and result of the Study and class based evaluation.
3. Reading: Reading is one of the basic communicative skills. Alderson (2000:3) as an
expert defined reading as an interaction between a reader and a text.
CHAPTER 1V
RESEARCH FINDINGS AND DISCUSSION
In this chapter, the research findings will be presented to answer the problem statements.
The data which are collected based on the observation of the Senior High School, the interview
with the teacher.
A. Data Description
1. Textbook “Get Along with English”
Longman (1978:1146) states that textbook is a standard book for the study of a
particular subject, especially used in schools. The book that is analyzed in this research
entitled “Get along with English “The researcher describes whether the textbook is
appropriate with syllabus or not, and strength and weaknesses of the textbook it. The
researcher of this textbook are Entin Sutinah, Lis Nurhayani, N. Euis Kartini, Heri
Mulyana, Nur Aisyah, Rachmat F. Kwsuma, Eka Mulya Astuti., This textbook is
published is addressed Jl. H. Bapping Raya No. 100, Jakarta 13740 .
The textbook serves as an important medium in helping teachers to teach in the
learning process. Not only useful for teachers, the textbook help them to prepare
materials and achieve teaching objectives. Not only that, the book also helps students to
achieve their learning needs.
The textbook "Get Along with English", has material teaching materials Grade
11th
learners, including, Listening, Speaking, Reading, and Writing. This is expected to
provide benefits for students in the form of, improvement, ability and understanding of
the English language, either orally, or in writing. To determine the increase in students,
students in the trial with the teacher to work on Evaluation, and through Glossary
students can learn to be more active.
The textbook consists of 142 pages, of which contains about the materials,
glossary and appendix, and the textbook has a CD completeness of the materials. That is
used for hearing the audio, when students are learning of the listening material.
B. Research Findings
The Researcher found, presented, and discussed the answer of the Research
problems. Here the data which had been obtained from the document analysis. The findings
were focused on the reading materials in English textbook “Get Along with English” for
vocational School Grade X1.
1. The appropriateness of Reading materials in Syllabus KTSP Curriculum.
Table 4.1 The appropriateness of Reading materials in Syllabus KTSP Curriculum
No Materials of syllabus Material of textbook pages
1 Talking about hobbies and
interests
Do you like fishing?
What do you like doing in your
spare time?
Guest handling
- What can I do for you, Sir?
- Welcome to our hotel.
- I hope you enjoy the food.
Grammar Review
Yes – No questions
Are you a secretary?
Question tags
- The board meeting starts at
seven, doesn‟t it?
Questions with question words
- Where does the boss live?
- Why do you come late?
Gerund as subjects and objects
- Smoking is dangerous.
- I don‟t like fishing.
Gerund as complement:
- Her job is sorting the mail.
Gerund after preposition:
UNIT 1 DAILY ACTIVITIES
1. ( U1/GAE/pa8-9)
Activity 7
Bunaken : Breathaking Underwater Life
2. (U1/GAE/pa10-17)
Grammar in Focus
1. Yes-No Question
Yes-No Question are the simplest type of
question. They can simply by answer by “yes” or
”no”.
2. Informative question.
Informative questions are used to ask about
qualities, people, time, etc. they consist of who,
where, what, when, which, and how, that are
usually called WH-question. Most WH-question
begins with a question word+ auxiliary + subject
+ verb.
Let‟s study them carefully.
a. Who
Who is used in questions as the subject of
the verb, usually the people?
b. What
What is used in questions to ask about tings
or activities?
8-17
Are you interested in collecting
stamps?
Construction with too and
enough.
The soup is too salty for me. –
Thehotel room is comfortable
enough
1. What time
What time is used to ask for a specific time?
Examples:
What time is?
What time does the movie begin?
2. What…like.
What…. Like‟ is used to ask about characteristics
of something or somebody.
c. Where
Where‟ is used to ask about places.
Examples:
d. When
When is used for asking about a general or
specific time.
Example:
When did you come?
When does the train leave?
e. Why
Why is used for asking about reasons.
Examples:
Why are you late?
Why are they leaving?
f. Which
This‟ is used to ask about things, especially
choices with a small number of possible answers.
How
How‟ is used to ask in what way.
Examples:
How will she get here?
How is combined with many words to ask
questions about specific characteristics, qualities,
quantities, etc.
Question tags
Examples:
You like tea, don‟t you?
It isn‟t raining, is it?
Hadi should try harder, shouldn‟t he?
Those men won‟t help us, will they?
The meaning of a question tag depends on the
intonation.
a. If the intonation of your voice drops on the
tag, then you aren‟t making a question,
but you are asking someone to agree with
you
1. „He‟s very smart. He‟s got a lot of
knowledge, hasn‟t he?‟
b. If the intonation of your voice goes up on
the tag, it means you are making
questions. Examples:
1. „You haven‟t see Randy today, have you?‟
“No, I‟m afraid I haven‟t.
Exception:
a. After „Lets‟…‟, the question tag should be
„shall . Examples:
Let‟s go for lunch, shall we?
Let‟s start studying, shall we?
b. After Don‟t…‟, the question tag is „will
you‟.
c. After „I‟m….,‟the negative question tag is
„aren‟t 1‟?
2. Gerunds
A gerund is a word derived from a verb which is
used as a noun. Gerunds end in-ing (singing,
dancing, talking, etc). Gerunds may be used as the
subject of a sentence, complement ( predicate
nun), direct object , of a preposition, etc:
3. Too and enough
Too is an adverb of excess.
2 Expressions dealing with
telephone conversations
Grammar Review.
Personal pronouns
- I – me – my – mine - myself
Reported speech
- He said that you had to pay for
the tickets
- He asked you to pay for the
tickets.
- He wanted to know if you
would be available inthe
afternoon.
- He wanted to know where you
put his umbrella.
Adjective Clause
- Do you know the staff who
will be promoted our new
division manager?
UNIT 2 TALKING ON THE PHONE
1. ( U2/GAE/pa28) Read the following text and answer the question.
2. ( U2/GAE/pa29)
Read the following text and answer the
question.
Tips on Making Calls.
3. ( U2/GAE/pa30-34) Grammar in focus.
1. Pronouns
Personal pronouns.
Personal pronouns refer to specific people or
things. Personal pronouns can be used as the
subject and object of a sentence.
Possessive pronouns
Possessive pronouns are used to refer to a specific
person/people or thing/things.
Examples:
Don‟t take the book on the desk. The book
is mine.
Reflexive pronouns
We use reflexive pronouns when we want to refer
bact to the subject of the sentence or clause.
Reflexive pronouns end in “self” (singular) or
“selves” (plural).
2. Reported speech
Reported speech is used to report what someone
says or said. There are three kinds or reported
speech.
a. Reported statement
Examples:
Susan : I work in an office
Susan says that she works in an office.
28-34
Lia said “I want to bring my camera tomorrow.
Lia said that she wanted to bring her camera the
next day.
b. Reported commands
Examples:
Father : do you homework!
Father told me to do my homework.
Teacher : don‟t talk to my friends when she‟s
speaking.
c. Reported questions.
Examples:
Peter : do you smoke?
Peter asked me whether/if I smoked?
Relative/Adjective clause.
a. Whose We use whose in relative clauses
instead of possessive pronouns (
his/her/their) :
We saw some people. Their car had broken down.
We saw some people whose car had broken down.
b. Whom is possible instead of whom (for
people) when it is the object of the verb in
the relative clause.
c. You can use where in a relative clause to
talk about a place.
The hotel wasn‟t very clean. We stayed there.
The hotel where we stayed wasn‟t very clean.
d. We use that when we say the day/the
year/the time that something happened.
The concert that we all went to was held last
Friday.
e. You can say the reason why something
happens or the reason that something
happens. You can also leave out why and
that.
The reason (why/what) I‟m phoning you are to
invite you to party.
3 Telling about people‟s job using
the Simple present tense:
- A cook prepares food.
- Pilots fly aeroplanes.
Telling about people‟s
educational background using
the Simple past tense.
- She graduated from SMKN 8
Bandung.
- The new secretary learned
shorthand at the college.
Samples of curriculum vitae
Expressing facts and figures :
- The graph shows that
Unit 3 Looking for a job
1. ( U3/GAE/pa49)
Activity 8.
Take a look at this advertisement, and then answer
the following question.
Consumer products sales manager
1. ( U3/GAE/pa51)
Activity 9
Study the application letter below carefully.
2. ( U3/GAE/pa52)
Activity 10
Read the reading text below, and then answer the
following questions.
3. ( U3/GAE/pa52)
49-53
population growth has been high
this last decade.
- The latest data show that
about three billion rupiahs have
been spent for the construction
of the factory.
Grammar in Focus
Simple present Tense.
Simple present tense is used when:
The action general
The action happens all the time, or
habitually.
4 Telling about past events
- I saw the crowds were helping
the accident victim.
- We had locked the room when
she came.
Telling about future plans
- The meeting will be over at
two PM.
- When you arrive at the office, I
will be conducting a meeting.
Sample of a personal letter
(telling about past and future
events)
Grammar review:
Relevant tenses
UNIT 4 WHAT IS YOUR PLAN?
1. ( U4/GAE/pa67)
Activity 10
Read the letter below
2. ( U4/GAE/pa69)
Activity 12
Read the following text.
Competition
3. ( U4/GAE/pa70-72)
Grammar in focus.
1. Simple Future Tense.
Pattern 1
Subject + shall/will + verb + (object) + adverb of
future time.
Pattern 2
Subject + to be + going to + (object) adverb of
future time.
2. Simple Past Tense.
We use the simple past to talk about past events.
The pattern
( + ) Subject + Verb + Object + Modifier
( - ) Subject + auxiliary verb (did) + not + Verb +
Object + Modifier
( ? ) Auxiliary verb (did) + Subject + Verb +
Object + Modifier?
Examples:
I want to the cinema last night.
She did not go to school yesterday.
Did your homework?
67-72
5 Giving invitations
- Would you like to come to my
place for dinner tonight, please?
- With pleasure.
- I‟m afraid I can‟t, I‟ve already
got an appointment.
Bargaining
- Is there any discount for this
shirt?
- How about fifty thousand
rupiahs?
Expressing certainty
- I‟m sure that it‟s going to rain
this afternoon.
- It must be him who called.
UNIT 5 which do you prefer?
Activity 6
1. ( U5/GAE/pa91)
Read the text and answer the questions.
( U5/GAE/pa93)
Grammar in Focus.
1. Concessive conjunctions
Concessive conjunctions are conjunctions which
introduce concessive clauses to create a
relationship between two or more pieces of
information.
The most common concessive conjunctions are
although, even though, while, whereas, in spite of
(the fact that), despite (the fact that).
2. Used to.
91-94
Giving and responding to
compliments
- Fantastic!
- You look beautiful tonight.
- Thank you.
Expressing opinions
- I think that‟s not true.
- What I have in my mind is that
....
Expressingagreement/
disagreement:
-You‟re right.
-I‟m afraid you‟ve got wrong
information, Sir.
Expressing argument
-Yes, but don‟t forget ...
-That may be so but ...
Grammar review
There are two constructions of “used to” which
have different meaning. Study the explanation
below.
a. Used to + V
This construction is used to talk about something
that happened regularly in the past, but no longer
happens.
To form a negative sentence, we use “didn‟t” use
to “used to not”
Examples:
Did you use to eat a lot of candies when
you were a child?
Did you use to be a guitar player in a
band?
b. Bee/get used to + V-ing
This construction is used to talk about something
that is not new or strange for somebody.
3. Expressing preferences
6 Expressions used in describing
processes:
- First, ...
- Next, ...
- Then...
- Finally ...
Expressions used in asking for
and giving suggestions and
advice:
- What do you recommend for a
headache?
- You‟d better see a doctor.
Expressions used in asking
necessity and obligation:
- We must be there before the
boss comes.
- It is necessary for us to be
there on time.
Expressions used in persuading
and convincing:
- Why don‟t you try our special
drink bandrek to warm up your
body?
- If I were you, I would …
- I‟m sure you are on the right
track.
- I bet you could do it.
Grammar review:
− Degrees of comparison
− Imperatives
- Don‟t smoke at the petrol
station
UNIT 6 what is the next step?
1. ( U6/GAE/pa108)
Activity 6
Read the text and answer the following questions.
How to Make a Cake.
1. ( U6/GAE/pa109)
Read the following text carefully and answer the
following questions.
2. (U6/GAE/pa109)
Activity 7
How to Make Chocolate.
3. ( U6/GAE/pa9110-114)
Grammar in focus.
1. Degrees of comparison.
Study these sentences carefully.
Ani is tall. ( positive)
Dery is trailer.(comparative)
There are some rules we should pay attention to in
comparison of adjectives.
a. Comparative and superlative forms.
The comparative form of adjective is used to
compare two things. However, the superlative
form of adjectives is used when one thing is
compared to a group of three are more things.
1. One or two syllables adjectives are used
with er- in the comparative and-est. in the
superlative.
2. When adjective have three or more
syllables, the comparative is formed with
more and superlative if formed with most.
2. Expressions of Requests.
108-114
- Keep silent; the baby is
Sleeping Requests are commonly used to ask someone to
do something.
Would you mind if + S + V2
I wonder if you could….
3. Expression of Obligations.
a. Positive obligations
4. Expressions of Giving Advice and
Suggestions.
From the table above, it can be seen that there are 6 unit reading materials in this
textbook. Then the researcher analyzed the appropriateness of reading materials in the
textbook and reading material in the syllabus of KTSP curriculum. Some of the materials
are not relevant to syllabus KTSP.
In the unit 1 of the book "Get along with English" has a theme entitled "Daily
activities". In this chapter of the book "Get along with English" discusses the four skills
they are Reading, Listening, Speaking, and Writing. The Reading section of the book
discusses "Bunaken: breaking underwater life, besides in this book also discusses the"
Grammar in focus ". In this material there are several kinds of materials on grammar in
focus, including" Yes-No Question "," informative Question, Question tags. There are 4
skills in the syllabus, namely Speaking, Reading, Writing, and Listening. In the Reading
section discusses "Talking about hobbies and interests", "Guest handling", "Yes-no
question", constructions with questions word "," gerund as subject and objects ","
Gerunds as complement "," gerund after the preposition " "Construction with too
enough”.
In unit 2 of the book "Get along with English" has a theme entitled "Talking on
the phone". In this chapter of the book "Get along with English" discusses the four skills
of which there Reading, Listening, Speaking, And Writing. The Reading section of the
book discusses the "understanding expressions used in telephone conversations". In
addition, the book also discusses the material on "Tips on making calls". This material
provides troubleshooting tips while making correct telephone calls were correct, but it is
also the material is about "Grammar in focus" in this material there are several kinds of
materials on " Grammar in focus "among others that of" pronouns "pronouns here divided
into several types, namely, personal pronouns, possessive pronouns, reflexive pronoun,
and no materials are also discussing the" Reported speech "here is also divided into
several types, namely, Reported statement, Reported commands, Reported questions, is
also the material in this book that discusses the relative / adjective clause. In the syllabus
there are 3 skills, namely Listening, Speaking, and Writing. There is no reading material
in syllabus, but some material is about "Expression dealing with telephone
conversations", "personal pronouns", "Reported speech", "adjective clause".
In unit 3 of the book "Get along with English" has a theme entitled "Looking for a
job" in this chapter of the book "Get along with English" "discusses the four skills of
which there Reading, Listening, Speaking, and Writing. The Reading section of the book
discusses the "consumer products sales manager". In the material is about how sales
works better. Besides the material in the book "Get along with English" discusses about
"Grammar in focus", in this matter there are several kinds of material on "the simple
present tense" and some also examples of "simple present tense”. There are 4 skills in the
syllabus, namely Speaking, Reading, Writing, and Listening. The Reading section
discusses "Telling people about the job", "Telling about educational background using
simple present tense”, and giving a sample of curriculum vitae,"
In unit 4 of the book "Get along with English" has a theme entitled "What is your
plane?" In this chapter of the book "Get along with English" discusses the four skills of
which there Reading, Listening, Speaking, And Writing. At the Reading of the book "Get
along with English" discuss "Read the letter". In of the material discussed about the
holiday of a friend and they are going on holiday together and intend to make planning
from now. This addition also discuss about "competition" which contains their
competencies while they are on vacation with their friends. In addition "Get along with
English" also discusses about the "Grammar in focuses" section of this material there are
several kinds of materials on "Simple present tense". This section gives an example in
several kinds also. There are 4 skills in the syllabus, namely Speaking, Reading, Writing,
and Listening. In the Reading section discusses "Telling about past events", "Telling
about future plants", "Sample of a personal", "and Grammar review".
In unit 5 of the book "Get along with English" has a theme entitled "Which do
you prefer?, this chapter of the book "Get along with English" discusses the four skills of
which there Reading, Listening, Speaking, and Writing. The Reading of the book "Get
along with English" discusses the expression of invitations. In addition the book "Get
along with English" discussed the "Grammar in focus”. There are several kinds of
materials on "concessive conjunctions" as well as examples and discussion, "used to"
accompanied by discuss complete and example as well, "expressing preferences "as well
as by example and discuss. There are 4 skills in the syllabus, namely Speaking, Reading,
Writing, and Listening. The Reading section discusses "Giving invitations",
"Bargaining", "expressing certainly", Giving and responding "," expressing opinions ","
Expressing agreement / disagreements, "expressing argument" and "Grammar”.
In unit 6 of the book, "Get along with English" has a theme entitled "What is the
next step?" In this chapter of the book discusses the four skills. They are Reading,
Listening, Speaking, and Writing. The Reading of the book "Get along with English"
discuss, "how to make" this material discusses how to make a cake by making no move
pace as well, and also discussed "how to make chocolate" also talks about how to stride
true and correct, the book also discusses the "Grammar in focus" on the matter is there
are several kinds of materials on "degrees of comparison", "Comparative and superlative
forms", "Expressions of Requests", Expressions of Obligations ", and" Expressions of
Giving advice and suggestions. There are 4 skills in the syllabus, namely Speaking,
Reading, Writing, and Listening. The Reading section discusses "Expressions used in
describing processes", "Expressions used in asking for and giving suggestions and
advice", "Expressions used asking necessity and obligation", "Grammar review"
2. Strengths and weaknesses of the textbook “Get along with English”
Based on interview with the teacher, the textbook has some strengths and
weaknesses. The strengths and weaknesses are described in the following table:
a. Strengths
Table 4.2 Strengths of the textbook No Strengths Teacher Student
1. Vocabulary, language
daily
Make it easier for
teachers in delivering
the material to the
students
Students can
understand the
vocabulary in the
textbook easier. 2. The structure of the book
together
To facilitate teachers
in teaching
To facilitate students
in learning. 3. There is a supplementary
material in the form of
CD books, so that
students can learn the
vocabulary that is in the
book or pronunciation.
Make it easier for
teachers in presenting
material to students
and facilitate teachers
to teach students in
the form
Students can
understand
pronunciation by
listening to the audio
and can understand
the vocabulary in
pronunciation. English. 4. each unit is no evaluation
of its
Teachers can monitor
the extent to which
the student's ability to
understand the book.
Student can be
measure to capable in
myself with the
evaluation 5. The book contained unit
Learning objectives so
that teachers can know
what will be discussed
and what will be
expected.
Teachers can find out
what will be covered
and what will be
expected.
Students can
determine the extent
of which will be
discussed in the book.
6. In each of his books there
is a glossary or
vocabulary is difficult
To facilitate teachers
to teach difficult
vocabulary in the
book.
Students can easily
learn vocabulary.
7. The combination of
colors of each unit on the
book unsightly.
Eyes are not tired
when teachers teach
students with a lot of
class
Students learn at
home because of the
color of the book is
interactive
8. In each unit there is an
image so that students
easily understand the
material.
To facilitate teachers
to discuss the material
that will be taught.
Make it easier for
students to understand
the material
9. 10. At the beginning of
the book there are
guide books usage
Teachers will be more
understanding in
presenting the
material.
Can understand the
use of the book.
From the table above, it can be seen that there are some strengths of the textbook
by interviewing with the teacher and student about the textbook in SMK YP Colomadu.
Based on the interview the teacher answering about if you ask me, because I‟ve
learned all this in textbook, this excess is used in everyday vocabulary student can
understand clearly the students with their vocabulary, this example eating, drinking etc. in
addition the structure of the textbook with earnest, because this book to benchmark their
learning and affect learning.
Based on the interview the teacher and student discuss about the structure of the
textbook the teacher said that the structure in the sense that students will easily understand
if there is a stroke in the book, including 4 of this skill, like reading, writing, speaking,
listening.
Based on the interview, the teacher and student discuss about the supplementary
material in the form of CD books, so that students can learn the vocabulary or pronunciation
that is the book. It makes easier for teachers to teach students in the form pronunciation.
Student can understand about pronunciation and vocabulary by listening to the audio. Here
the teacher has a responsibility where their students need to learn well with their CD as a
supplement of their learning vocabulary though.
Based on the interview the teacher and student can discuss about evaluation of the
textbook "Get along with English". The teachers can monitor the extent of the student's
ability in understanding the book. The students can measure their ability with the evaluation
that is certainly in this book especially in each unit evaluation. The student can measure
their own abilities, in this case the teacher monitor the extent.
The textbooks some unit learning objectives, so that the teachers can know what
will be discuss and be expected. Teachers can find out what will be covered and what will
be expected. Students can determine the extent of the material that discuss in the book.
There is a glossary in this book, so the teacher can teach the explanation.
Based on the interview with teacher and student, each of the books there is glossary or
the explanation of difficult vocabulary. The teacher discusses the difficult vocabulary in the
book. Student can easily learn vocabulary. The teacher said that he is very happy to use this
this book because will more a easy to the understand in deep the material of the textbook,
expect advantage for student can understand to use textbook.
The textbook” Get along with English” that has unsightly combination of colors
in each unit on the book. The color combination such as this very good, the colors are so
bright and beautiful. Student learns at home because of the interactive color. The student
and teachers have spirit to study. The cover of this book is very suitable for them in learning
activities take place.
Based on the interview the student and teacher discuss the part of beginning
textbook. There is guide book usage for the teacher. Teachers will be more understanding in
presenting the material. The student can understand in using the textbook” Get along with
English”.
Based on the interview the teacher discuss that there is an image each unit. It
makes students easily understand the material. It also facilitates teachers to discuss the
material that will be taught.
Based on the table there are nine strengths of this textbook. The strengths of the
textbook are concluded from the teacher and students point of view. The researcher did the
interview to a teacher and 3 students.
b. Weaknesses
Table 4.3 Weaknesses of the textbook
No Weaknesses Teachers Students
1. Some materials are
not relevance with
the syllabus.
The teacher
should seek
material from textbooks
The students
confused with
material that is
not in accordance
with the syllabus
he students can
2. Not provided
sheets liable in any
The teacher
Should provide
The students will
be confused to
Based on the table there are three weaknesses of this textbook. The weaknesses of the
textbook are concluded from the teacher and students point of view. The researcher did the
interview to the teacher and 3 students.
Based on the interview, some materials are not relevant with the Syllabus; the teacher
should seek material from textbooks. The teacher is also confused with material that is not accord
with the syllabus. The material in this book is not in accord with the material in the syllabus, so this
also confuses. The teacher must seek material from book or other sources. Student will also be
confused with material that is not in accord with the syllabus.
Based on the interview with the teacher and student there should provide sheets in any
existing text. The teacher should provide the answer sheets. The student will be confused to use a
separate answer sheet, the reading text and answer will be separated. In the interview with the
teacher and student, the textbook does not include the answer will be separated.
C. Discussion
After analyzing the English textbook “Get along with English” for vocational high
school Grade X1, the researcher divided the explanation into two parts of, they were: the
relevance of reading materials to the reading in syllabus KTSP, strengths and weaknesses.
Here is the more explanation from the research finding:
1. The appropriateness of Reading materials in Syllabus KTSP Curriculum.
existing text. the answer sheets use a separate
answer sheet, for
reading and
answers will be
separate.
3. The book does not
include the answer
sheet.
The teacher is
difficult if there is
no answer key,
because
sometimes the
ability and
perception
The students Will
be difficult to
know whether it
is right or wrong
when answering.
After analyzing the textbook, the researcher discusses the content of the “Get
along with English” textbook and the syllabus.
U1/GAE/pa8 “Bunaken: Breathtaking Underwater Life”
In the Material, the students should read the text. After the students read the text,
they are asked to answer questions based on the text. The material is appropriate with the
Syllabus. Because the materials are supported in syllabus and the materials in the
textbook are simple to understanding.
(U1/GAE/pa10”Grammar in Focus”
In the Material, the students should read the text about Grammar in Focus. After
the students read the text about the Grammar Focus, the material will be continued about
the example of the “Yes –No Question” Yes-No Question are the simplest type of question.
They can simply be answered “yes” or” no”. “Informative question” Informative
questions are used to ask about qualities, people, time, etc. They consist of who, where,
what, when, which, and how, that are usually called WH-question. Most WH-question
begins with a question word+ auxiliary + subject + verb. They are asked to answer the
questions based on the material about the Grammar Focus. The material is appropriate
with the Syllabus. Grammar focus in the textbook explanation is good and the words are
also simple understanding.
UNIT 2 TALKING ON THE PHONE
(U2/GAE/pa28)
In the Material the students should read the text about “Talking on the Phone”.
After the students read the text about the Talking on the phone, the material will be
continued about answering the question. They are asked to answer the questions based on
the material about the Talking on the phone. The material is appropriate with the
Syllabus, because the materials discuss about “talking on the phone” and materials
textbook there is syllabus and the materials to be understood.
(U2/GAE/pa30-34)
In the Material the students should read the Material about the Grammar in focus.
After the students read the Material about the Grammar in focus, and the material will be
continued about the Example for Grammar in focus, and the next material discusses about
pronouns. Possessive pronouns refer to a specific person/people or thing/things.
Reflexive pronouns are end in “self” (singular) or “selves” (plural and reported speech is
used to report what someone says or said. There are three kinds or reported speech. This
material are about it and the material give example about this material. They are asked to
following the questions based on the material about the Grammar in focus. The material
is appropriate with the Syllabus. Because the materials about “grammar in focus” also to
understand and give an example every activity in the materials.
UNIT 3 “LOOKING FOR A JOB”
(U3/GAE/pa49) “Consumer products sales manager”
In the Material, the students should read the Material about the advertisement.
After the students read the Material about the advertisement the student will answer the
following question about the text. The material is appropriate with the Syllabus. Because
this materials discuss about “looking for a job”, there are syllabus, and also to
understand.
(U3/GAE/pa51)
In the Material, the students should read the Material about the making a letter.
After the students read the Material, student will answer the following question about the
text. The material is not appropriate with the Syllabus. Because the materials in the
textbook discuss about study the letter, while in the syllabus is not discuss about study in
the letter.
(U3/GAE/pa52) Grammar in Focus
In the Material, the students should read the text. After the students read the text,
student will answer the following question about the text. The material is not appropriate
with of the Syllabus of KTSP curriculum. Because in the textbook discuss about
Grammar in focus, while in the syllabus did not discuss about Grammar in focus. In the
Material the students should read the text. After the students read the text, student will
answer the following question about the text. The material is not appropriate with of the
Syllabus KTSP curriculum. Because in the textbook discuss about Grammar in focus,
while in the syllabus is not discus about Grammar in focus.
UNIT 4 WHAT IS YOUR PLAN?
(U4/GAE/pa67)
In the Material the students should read the text about Letter, the Material, discuss
about the planning going in the visited. After the students read the text, student will
answer the following question about the text. The material is appropriate with the
Syllabus. Because in the textbook materials discuss about letter that relevant with the
syllabus KTSP curriculum.
(U4/GAE/pa69) “Competition”
In the Material the students should read the text about the planning who will there
is planning to visit. The Material discuss about this will going to place to consolation.
After the students read the text, student will answer the following question about the text.
The material is appropriate with the Syllabus. The textbook discuss based on the syllabus
KTSP curriculum and the story also that about “completion” form very pull to the reading
and each vocabulary is simple to be understood.
(U4/GAE/pa70-72) “Grammar in focus”
In the Material the students should read the Grammar in focus. The Material
discuss about some kinds the example about Simple future tense, and between various for
example about the using of “will” and be sides discuss about “simple present tense are
Pattern 1,Subject + shall/will + verb + (object) + adverb of future time” and the example
of question. After the student discuss the question “Grammar in focus about it, the
student will answer the following question about the text. The material is appropriate
with the Syllabus. The syllabus KTSP curriculum also discuss about “Grammar” so that
textbook to the distant with very clear until in step give in example, until the textbook is
very to understanding and learning.
UNITS 5” WHICH DO YOU PREFER?
(U5/GAE/pa91)
In the Material, the students should read the text about communication. After the
students read the text, student will answer the following question about the text. The
material is appropriate with the Syllabus. The materials from textbook also discuss in
form of text to understand the expression of asking and giving opinions, the one in the
syllabus KTSP curriculum that very supported with them.
(U5/GAE/pa93) “Grammar in Focus”
In the Material, the students should read the Grammar in focus. The Material
discusses about some kinds of example about Simple future tense, and between various
example about the using “will” and “simple present tense” and the example the question.
The material of this book also discus about “Concessive conjunctions”. Concessive
conjunctions are conjunctions which introduce concessive clauses to create a relationship
between two or more pieces of information.
There are two constructions of “used to” which have different meaning. After the
student discuss the question “Grammar in focus about it, the student will answer the
following question about the text. The material is appropriate to the Syllabus. Because in
the syllabus KTSP curriculum is also discuss about “grammar” in the materials from
textbook. The syllabus KTSP curriculum is much supported.
UNIT 6 WHAT IS THE NEXT STEP?
(U6/GAE/pa108) “How to Make a Cake”
In the Material, the students should read the text about the procedure text. There
are the Material discuss about “how to make a cake”. After the students read the text,
student will answer the following question about the procedure text. The material is not
appropriate with the Syllabus. The textbook discuss about the step how to make cake, but
in the syllabus KTSP curriculum do not discuss about it.
(U6/GAE/pa109) “How to Make Chocolate”
In the Material, the students should read the text about the procedure text. There
are the Material discuss about “how to make a chocolate”. After the students read the
text, student will answer the following question about the procedure text. The material is
not appropriate with the indicators of the Syllabus. The textbook discuses about the step
how to make cake, but in the syllabus KTSP curriculum do not discuss about it.
(U6/GAE/pa9110-114) “Grammar in focus”
In the Material, the students should read the Grammar in focus. There are the
Material that discuss about the various kinds about Degrees of Comparison, and various
example of questions about this material with the explanation about some rules that we
should pay attention to in comparison of adjective “comparative and superlative forms”.
The next material discuss about “expression of result and then expression of requests”.
There are many other kinds of question. After the student understand about “Grammar in
focus, the student will answer the following question about the text. The material is
appropriate with the Syllabus. The textbook materials and syllabus are same to support
the discuses about grammar in focus. It also gives an example about it.
1. The not appropriateness of the reading material to the syllabus.
Page 51 unit 3. In the Material, the students should read the Material about
making a letter. After the students read the Material, student will answer the following
question about the text. The material is not appropriate with the indicators of the
Syllabus. The materials in the textbook discuss about study the letter, while in the
syllabus do not discuss about study in the letter.
Page 52 unit 3 “Grammar in Focus” In the Material the students should read the
text. After the students read the text, student will answer the following question about
the text. The material is not appropriate with of the Syllabus KTSP curriculum. The
textbook discuses about Grammar in focus, while in the syllabus do not discus about
Grammar in focus.
Page 29 unit 2 “Tips on Making Calls”. In the Material, the students should read
the text about “Talking on the Phone”. After the students read the text about the
Talking on the phone, the material will be continued by answering the question. They
are asked to following questions based on the material about the Talking on the phone.
The material is not appropriate with the Syllabus KTSP curriculum because the
materials are not supported in syllabus KTSP.
Page 108 units 6” How to Make Cake” In the Material the students should read
the text about the procedure text, there are the Material discuses about “how to make a
cake”. After the students read the text, student will answer the following question
about the procedure text. The material is not appropriate with of the Syllabus KTSP
curriculum. The textbook discuss about a process how to make cake and in the
materials is not a graft processing how to make cake, and the materials in syllabus
describe about processes how to make cake.
Page 109 units 6 “How to Make Chocolate”. In the Material the students should
read the text about the procedure text. There are the Material discuses about “how to
make a chocolate”. After the students read the text, student will answer the following
question about the procedure text. The material is not appropriate with the Syllabus
KTSP curriculum. The materials textbook discuses about how to make chocolate, and
the materials in syllabus do not discuss about how to make chocolate.
2. Strengths and weaknesses of the Textbook “ Get Along with English”
a. Strengths of the Textbook “ Get Along with English”
After analyzing the textbook, the researcher found some advantages book
“Get along with English". For example “vocabulary" included facilitating teachers
in presenting the material to the students and student can understand the
vocabulary in the book with easier. The teacher should teach the vocabulary
properly
In the part of Vocabulary, and language daily, this textbook Make easier
for the teachers in delivering the material to the students. The student can
understand the vocabulary in the textbook easier. In the structure of the textbook to
the teacher can facilitate in teaching learning process and for the students can
facilitate learning.
There is a supplementary material in the form of CD books, so that
students can learn the vocabulary that is not in the book or pronunciation. It make
easier for teachers in presenting material to students and facilitate teachers to teach
students in the pronunciation. For the student, Students can understand
pronunciation by listening to the audio and understand the vocabulary in English.
In the part of each unit there is no evaluation until there is the teachers can
monitor the extent to which the student's ability to understand the book. For the
students can be measure to capable by their self with the evaluation.
The book contained Learning objectives so that teachers know what will
be discussed and what will be expected. The teachers can, find out what will be
covered and what will be expected. Students can determine the extent of which
will be discussed in the textbook.
The textbook “Get along with English” there is a glossary or difficulty
vocabulary. The teachers facilitate the student to teach difficult vocabulary in the
textbook. The student can learn vocabulary easily.
The textbook “Get along with English” has the unsightly color
combination of each unit on the book. So the textbook “Get along with English
“the teachers Eyes are not tired when teachers teach students with a lot of class.
For the students learn at home because of the color of the interactive.
In the part of the beginning of the book there guide book usage, for the
teacher Teachers will be more understanding in presenting the material. The
student can understand use the textbook “Get along with English”.
b. Weakness of the Textbook “ Get Along with English”
After analyzing the textbook, the researcher found some shortcomings of
the book "Get along with English" is, for example: The Textbook declares no
answer key, so publishing next the answer key included in the textbook.
In the part of materials is not relevance with the syllabus, the teacher the
teacher should seek material from textbooks. And the teacher also confused with
material that is not in accordance with the syllabus.
Not provided sheets liable in any existing text. The teacher should provide
the answer sheets. The students Pupils will be confused to use a separate answer
sheet, for reading and answers will be separate.
The textbook does not include the answer sheet. The teacher be difficult if
there is no answer key, because sometimes the ability and perception. The students
will be difficult to know whether it is right or wrong the answering.
CHAPTER II
THEORETICAL REVIEW
This chapter elaborates any related literature with this study on analyzing English
textbook in senior high school. This chapter is explained and elaborated into several parts; those
are Textbook, Syllabus, English language skills and previous study.
A. English Textbook.
In this sub chapter, the researcher will discuss about definition of textbook, the function of
textbook, the benefit and the limitation of textbook and textbook evaluation.
1. Definition of textbook.
Textbooks are more economical compared with the other learning media. Therefore,
textbooks in learning process are still used although there are many learning media Longman
(1978; 1146) states that textbook is a standard book for the study of a particular subject
especially used is schools. Langenbach (1997; 563) says that in the strict case of term, a textbook
is a book that presents a body of knowledge in an organized and usually simplified manner for
purpose of learning. Moreover states that textbook is a book that is giving instruction in a branch
of learning. Based on the definition above, the researcher concludes that textbook is an
economical book, that still for learning process which contains simple manner and learning
instruction in the schools.
Richards (2001:251) states that textbooks are key component in most language programs.
In some situations they serve as the basis for much of the language input learners receive and the
basis for the content of the students take part in.
Sharon (2005:75) writes that textbooks have long been foundation of classroom
instruction. It will influence the success of teaching learning process. Some important aspects
must be considered in making textbook. They are content of the instructional aspect, student‟s
cognitive development, linguistic development, and deductive demand. It means that the author
is required to master the subject matters and linguistic aspects. The textbook should be written in
proper language in order to help students and teacher understand it. Therefore, writing a textbook
is not easy because not everyone can do that.
Moore (1994:403) states that textbook historically has been the most commonly material
used in the classroom, and in some classroom it is the only source of information used by
teacher. He also states that a good textbook serves an important function in the classroom. In
addition, many textbooks tend to be general and rarely address the abilities, needs, and interests
of all students. Finally, in many cases, textbook contains much more information that can be
covered adequately in one-year course. It can be concluded that it is better for the teacher to
choose textbook better than other instructional materials.
Based on the theory above, it can be concluded the definition textbook is a standard book
for the study of a particular subject especially used is schools. In this thesis the researcher focus
on content analysis of textbook used in SMK YP Colomadu.
2. The function of Textbook
A textbook has many function for teachers in order to run the teaching learning program
well some functions of textbook are explained by Petty (1993;20-21) as follows:
a. The textbook must be interested and attractive toward the learners, so they will be
interested in using textbooks.
b. The textbook must be able to motivate the learners.
c. The certain of textbook must be illustrative.
d. The textbook should consider the linguistics aspect so; it will be suitable with the
learners‟ ability.
e. The certain of textbook must be related to the other branch of science.
f. The textbook must stimulate the personal activity of the learners.
g. The certain of textbook must be clear in written to avoid the children to be confused
in using textbook.
h. The textbook must have the clear point of view because it will be the learners‟ point
of view.
i. The textbook must be able to give the balance and emphasized on the value of the
learner.
j. The textbook must be able to respect to the difference of the individual.
From the definition above, the researcher concludes that the role of textbook is
important for teaching learning process.
Based on the theory above, it can be concluded the function of textbooks. And the
function textbook have to understanding about it In this thesis the researcher focus on content
analysis of textbook used in SMK YP Colomadu.
3. The Benefit and the Limitations of Textbook.
In this theory, the researcher will discuss about the benefits of the textbook and the
limitation of the textbook.
1. The Benefits of the textbooks
In teaching learning process have both advantages and disadvantages, depending on how they are
used and the contexts for their use. Richards (2001:254) explains the principal advantages of
using textbook:
1. They provide structure and syllabus for a program.
2. They help standardize instruction.
3. They maintain quality.
4. They provide a variety of learning resources.
5. They are efficient
6. They can provide effective language models and input.
7. They can train teachers
8. They are visually appealing.
Based on the theory above, it can be concluded the benefit of textbooks. And the
benefit textbook have to understanding about it. In this thesis the researcher focus on content
analysis of textbook used in SMK YP Colomadu.
2. The Limitations of the Textbook
However, there are also potential negative effects. Richards (2001:255) gives some
examples of the potential negative effects of using textbook:
1. They may contain inauthentic language.
2. They may distort content.
3. They may not reflect students‟ needs.
4. They can deskill teachers.
5. They are expensive.
Both the benefits and limitations of the use of textbooks are needed to be considered, and if the
textbooks that are being used in a program are judge to have some negative consequences,
remedial action appropriate guidance and support for teachers in how use them appropriately.
Based on the theory above, it can be concluded the limitation of textbooks. And the limitation
textbook have to understanding about it. In this thesis the researcher focus on content analysis of
textbook used in SMK YP Colomadu.
B. Textbook Analysis.
Cunningsworth (1995: 10) lists four main guidelines to help evaluate the course book: They are
as follows:
a. Course books should correspond to the learners‟ needs. They should match the aim and
objectives of the language learning program. Cunningsworth suggests that the goal of the
course should be laid our first and that a course book which matches the goal of your
course should come second. Another important point is that you should look to see if the
content matches the students‟ needs as well.
b. Course book should reflect the uses (present of future) which learners will make of the
language. Select course books which will help to equip students to use language
effectively for their own purposes. Things to look for here include authentic materials,
realistic situations, and activities that will help develop communicative skill and
strategies.
c. Course books should take account of student‟ needs as learner and should facilitate their
learning process, without dogmatically imposing a rigid “method” cunningsworth
believes that student can benefit from being allowed to use their own style to learn. For
example, some students are visual learners‟, while others are aural learners. Students also
need to be challenged as it will help to motivate the students, things to look for in the
book include: quizzes, variety of topic and activity, lively and interesting presentation of
the book and self-check list.
d. Course books should have a clear role as a support for learning. Like teachers, they
mediate between the target language and the learner. The activities should promote
fluency and accuracy at a level that is appropriate for your learners. The course book
should also support the teacher by providing a teaching methodology or an approach to
learning, as well suggestion on how to use the material.
Waters (1994: 96) state that evaluation is a matter of judging the fitness of something
for a particular purpose. It is basically a matching process between two things to available
solution. If this matching is to be done as objectively as possible, it is best look at the needs and
solution separately. A book may be idea in one situation because it matches the needs of that
situation perfectly. To analyze the content of the English Textbook, the researcher will to analyze
is relevance textbook with the Syllabus “Get Along with English”
Based on the theory above, it can be concluded the textbook analysis. The textbook
analysis has to four main guidelines to help evaluate the course book. In this thesis the researcher
focus on content analysis of textbook used in SMK YP Colomadu.
C. Textbook Evaluation.
Cunningsworth (in Richards 2001:254-255) proposes four criteria‟s for evaluating
textbooks, particularly course books, the criteria namely:
a. They should correspond to learner‟s need. They should match the aims and objectives of
the language learning program.
b. They should reflect the use (present of future) that learners will make of the language.
Textbooks should be chosen that will help to equip students to use language effectively
for their own purposes.
c. They should take account of students‟ need as learners and should facilitate their learning
processes, without dogmatically imposing a rigid “method”.
d. They should have clear role as a support for learning. Like teachers, they mediate
between the target language and the learner.
Cunningsworth (in Richards 2001:258) presents a checklist for textbook evaluation and
selection organized under the following categories:
a. Aims and approach
b. Design and organization
c. Language and content
d. Skills
e. Topic
f. Methodology
g. Teacher‟s book
h. Practical considerations
Based on the theory above, it can be concluded the textbooks. Textbook evaluation is
useful in teacher development and help teachers to gain good and useful insight into the nature of
the material. In this thesis the researcher focus on content analysis of textbook used in SMK YP
Colomadu.
D. Curriculum
Curriculum is the subjects that are taught by a school, college, etc. or the things that are
studied in a particular subject: languages are an essential part of the school curriculum
(Longman, 2004:384). Nunan (1998:14) states that curriculum is usually used to refer a
particular program of study. On the other hand, Richards (2001:2) states that curriculum
development focuses on determining what knowledge, skills, and values students learn in
schools, what experiences should be provided to bring about intended learning outcomes, and
how teaching and learning in schools or educational systems can be planned, measured, and
evaluated. Based on the definitions above, the researcher concludes that curriculum is a
particular program of the study which the goal is to achieve general skills and knowledge in the
schools.
The history of curriculum development in language teaching was started with the notion
of syllabus design. Syllabus design is one aspect of curriculum development but is not identical
with it. A syllabus is a specification of the content of a course of instruction and lists what will
be taught and tested. Curriculum development is more comprehensive process than syllabus
design. It includes the processes that are used to determine the needs of a group of learners, to
develop aims or objectives for a program to address those needs, to determine an appropriate
syllabus, course structure, teaching methods, and materials, and to carry out an evaluation of the
language program that result from these processes. Curriculum development in language
teaching as we know it today really began in the 1960s, though issues of syllabus design
emerged as a major factor in language teaching much earlier.
Based on the theory above, it can be concluded the textbooks. Curriculum is the subjects
that are taught by a school, college, etc. or the things that are studied in a particular subject:
languages are an essential part of the school curriculum, states that curriculum is usually used to
refer a particular program of study In this thesis the researcher focus on content analysis of
textbook used in SMK YP Colomadu.
E. School-Based Curriculum.
In this sub chapter, the researcher will discuss about the definition of school-Based
Curriculum, content standard and graduates competency standard, standard of English
competency as a subject matter.
1. The Definition of school-Based Curriculum.
Mulyasa (2007;11) says that School-Based Curriculum as a curriculum in a school
developed suites the school level, the characteristics of the school and the region, the school
characteristics of the surrounding, and the characteristics of its pupils. In other aspects, Mulyasa
proposes School-Based Curriculum is the operational curriculum that can be arranged,
developed, and carried on by every educational institution that is ready and able to develop it
with the respect to the government regulation number 20, 2003 it‟s about National Education
System (SIDIKNAS) chapter 36, consisting of the following:
a. Curriculum development done with reference to the national standards of education to
achieve national education goals.
b. Curriculum is every level of school is arranged by considering diversification
principle with appropriate with local needs and conditions.
c. Curriculum unit developed by elementary and secondary schools and school
communities based on the competency standard (standard kompetensi/SK) and
content standards (standard Isi /SI) and curriculum guides created by the National
Education Standard.
It can be concluded that the foundation of School-Based Curriculum comes the Law
number 20, 2003, which is about national education standard.
2. The objective of School-Based Curriculum.
Mulyasa (2007:13) states that there are some the objective of School-Based Curriculum
which is the following general purposes:
a. Basic education goals are laying the foundation of intelligence, knowledge,
personality, noble morality, as well as independent living skills and follows further
education.
b. Purpose of secondary education is to improve the intelligence, knowledge, noble
morality, as well as independent living skills and follows further education.
c. Secondary vocational education goal is to improve the intelligence, knowledge noble
morality, as well as independent living skills and follows further education.
3. School Level Based Curriculum (KTSP)
According to Nunan in Richard (1987), A curriculum definition can be seen from some
views namely, as a product, as a planning, and as a process. The first views curriculum as
product or sets items to be taught. At the second views, curriculum is seen as the sequence of
planning materials for teaching students. The last side views that curriculum as a process for
deriving materials.
According to Darodjat, (1994:83) curriculum is an activity that gives students the
experience (the student) under the guidance and responsibility of the school, both outside and
within the school environment. In other hand, Arifin (20011:182) assumes that curriculum is a
device of planning and managing about the goal, content, and materials and also a way which is
used as guidance in holding teaching learning activity to teach the specific educational goal. The
specific goal includes the national education goal, condition and potential of an area, educational
unit and students.
In 2006, Indonesia implements KTSP or Level based curriculum was a result of the
creation of teachers in school based on content standards of competency. Competency standards
are marked by giving the authority to the teacher to develop a new curriculum. Curriculum 2006
in more empowering teachers to make the concept of teaching learning that appropriate with the
needs and appropriate with the conditions of the school. The content standards has been covered
the structure, loads and hours of lessons (JokoSusilo, 2006-94).
F. Syllabus.
1) Definition of Syllabus
Syllabus is planning of teaching to manage teaching learning process and assessment the
result of study. Salim (1987:98) stated that syllabus is a set of planning and the arrangement of
teaching activity, management of class and the assessment the result of study. In curriculum
2004 (Kurikulum Kompetensi/KBK) defined that syllabus is a set of planning and arrangement
about the result of study. While in KTSP (Kurikulum Tingkat Satuan Pendidikan), syllabus is a
teaching plan in a specific subject or theme which covered standard of competence, basic
competence, teaching materials, teaching activity, indicator of competence attainment,
evaluation, and allocation of time and source of study. Meanwhile in 2013 curriculum, syllabus
is specifications of the content of language teaching which have been submitted some degree of
structuring of ordering with the aim of making the students to be successful in dealing with
various problems and challenges in his day, entering a better future.
It can be concluded that syllabus is one of important tools to guide the teaching learning process
more effective and syllabus is also a powerful tool to help students understand what‟s expected
of them and how they will be graded.
2) The advantages of Syllabus
Syllabus has advantages as an orientation in developing of teaching learning, such as making
lesson plan, management of learning activity and developing of measurement system. The
syllabus has many advantages to both student and teachers. The advantages of a well-organized,
specific and detailed syllabus are so prominent that many schools have even made the syllabus a
required form of communication between teachers and students.
It means that syllabus is resource of composing lesson plan for one competence standard or one
basic competence. Syllabus also has advantages as orientation to plan learning activity in
classical, small group or individual. Learning activity chosen to focus in source/media, materials
which is established in syllabus. Evaluation system in learning is always focusing on competence
standard, basic competence and also indicator which contained in syllabus.
3) The Principle of Developing Syllabus.
Syllabus is one of curriculum explanation and developing of curriculum which related to
learning activity that contains main learning materials. Most syllabus organize their content on
the basis of our main principle (Breen, 1987:83), they are: focus, select, subdivide, sequence.
There are many principles that underline of developing syllabus by Hamalik (2007):
a. Scientific
All materials and learning activities to be containing of syllabus must be correct and can be
responsibility in scientific.
b. Relevant
Level of difficulty and presentation of the materials must be appropriate with the level of
physical development, intellectual, social, emotional and spiritual of students.
c. Systematic
Components of syllabus must relate to the functional in achieving the competence, standard, of
competence and basic competence that to be main reference in developing of syllabus.
d. Consistent
It means that there are consistent relation between basic competence, indicator, learning material,
learning process, source of study, technique and instrument of measurement.
e. Equal
Indicator, learning material, learning process, source of study and the syllabus of measurement is
enough to achieve the basic competence.
f. Actual and Contextual
Indicator, learning material, experience in study, source of study and system of measurement
must be attention to development of science, technology, and phenomenon that happen in reality.
g. Flexible
It must suitable with condition and requirement of society.
h. Attention to developing a students‟ need.
i. Comprehensive (contain of cognitive, affective and psychomotor).
Based on the theory above, it can be concluded the Syllabus. The Syllabus is the syllabus is a
lesson plan or a group of subject or themes covering certain standard of competence, basic
competence, subject matter or learning, learning activities, indication of achievement, and
competency for assessment, time allocation, and learning resources. In this thesis the researcher
focus on content analysis of textbook used in SMK YP Colomadu.
G. Reading
1. Definition of Reading
Reading in language learning plays an important role. It is one of four language skill that
students have to learn. It is assumed to be the central means for learning new information and
gaining access to alternative explanations and interpretations. Reading as one of language skill,
has given an important contribution to human life.
Through reading, people can get many useful and new information, ideas and inspirations
which can enrich their knowledge, and they can know about things happen in the world recently.
Reading can help or train people to wider their mind and point of views in facing and solving
matters happen in their life.
Reading is an interactive process that goes on between the reader and the text, the reader
has to perform a number of simultaneous task, decode the message by reigniting the written
signs, interpret the message by assigning meaning to the string of words and finally, understand
what the authors, intention was. In this process, they are three participants: the writer of text, the
text and reader (Celce and Olshtain, 2000:119). So reading is one of the linguistics skills that
people should have in order to communicate in English fluently and it is important to understand
information from the text and to interpret its meaning.
2. The Reading Skills
Most children can be materially aid by specific instruction in reading skills. They can make more
rapid improvement if they can be shown how to recognize letters and phonic elements, how to
discover familiar elements in the longer unfamiliar words, how to use context clues, how to note
details, how to find the main idea of longer passage, how to compare, evaluate, and visualize the
author‟s meaning, how to locate and utilize needed information, how to follow printed direction
and how to adapt approach and speed of reading both to the nature of the material reading and to
their purposes.
3. Types of Reading
a. Extensive Reading
Extensive reading is reading longer texts, usually for one‟s own pleasure. This is a fluency
activity; mainly involving global understanding. The text is always to be read for comprehension
of meaning ideas, not for every detail word. For example, reading business books. There have
been conflicting definitions of the terms “extensive reading” (Hedge in Alyousef, 2006:66).
Some use it to refer to describe “skimming and scanning activities” other associate it to quantity
of material.
Hedge believes that extensive reading varies according to students‟ motivation and school
resources. A well- motivated and trained teacher will be able to choose suitable handouts or
activities books for the students. No one can deny the fact that extensive reading helps greatly in
“exposing” Source Language learners to English and especially when the class tome is limited.
Hedge briefs the advantages of extensive use in the following lines.
Learners can build their language competence. Progress in their reading ability, become
more independent in their studies, acquire cultural knowledge, and develop confidence and
motivation to curry on learning (Hudge in Alyousef, 2006:66).
b. Intensive Reading
In intensive (or creative) reading, Students usually read a page to explore the meaning
and to be acquainted with writing mechanisms. Hedge in alyousef (2006:66) argues that it is only
through more extensive reading that learners can gain substantial practice in operating these
strategies more independently on a range of materials. These strategies can be either text-related
or learner- related. The former includes an awareness of text organization, while the latter
includes strategies like linguistic, schematic, and metacognitive strategies.
4. Reading Material
As a skill, reading is clearly one of the most important, because the student often thought to be
easier to obtain information from written text by reading. According to Harmer, (1998) reading is
a model of language, reading texts provide opportunities to study language such as: vocabulary,
grammar, punctuation and the way to construct sentence, paragraph and text.
From the explanation above, it means that reading is one of important language that to be
mastered by students in the Vocational High School. To enable the students to master reading
activity, teacher of English should provide materials. The teaching materials which are suggested
by curriculum are reading materials which are not only suitable with the topic which is
discussed, but also good for students from the point of the setting of its message, the plot of the
thought, structure of the text, lexical characteristic and correctness of the language.
Reading material refers to any text or passages that bring certain message or ideas to be shared to
the reader through the process of reading activity preparing the material there are some aspects to
be considered.
Based on the theory above, it can be concluded the Reading. Reading is an interactive process
that goes on between the reader and the text, the reader has to perform a number of simultaneous
task, decode the message by reigniting the written signs, interpret the message by assigning
meaning to the string of words and finally, understand what the authors, intention was. In this
thesis the researcher focus on content analysis of textbook used in SMK YP Colomadu.
H. Content Analysis
Cole (in Elo and Kyngs 2007: 107) states that content analysis is a method of analyzing written,
verbal or visual communication messages. It is known as a method of analyzing documents.
Kippendorff (2004:13) defines concept of content analysis as follows:
Content analysis is potentially one of the most important research techniques in the social
sciences. The content analysis views data as representations not of physical events but of texts,
images, and expressions that are created to be seen, read, interpreted, and acted on for their
meanings, and must therefore be analyzed with such uses in mind. Analyzing texts in the
contexts of their uses distinguishes content analysis from other methods of inquiry.
Cavanagh (in Elo and Kyngas) 2007:108) states that content analysis allows the researcher to test
theoretical issues to enhance understanding of the data. Through content analysis, it is possible to
distill words into fewer content related categories. It is assumed that when classified into the
same categories, words, phrases and the like share the same meaning.
Based on the definition above, the researchers conclude that content analysis is a method that can
be used to analyze the documents which is appropriate with phenomenon. Borg and Gall
(2003:279-280) say that there are five steps in planning a content analysis study:
1. Specifying objectives
Content analysis is usually aimed at achieving one of the following kinds of objectives:
a. Producing descriptive information.
Most content analysis in education is aimed at producing descriptive information.
b. Cross-validate research finding.
Content analysis is useful tool to check research finding obtained from studies using other
methods, such as the interview.
2. Test hypothesis
Content analysis can be used to explore relationship and to test theories.
a. Locating relevant data
Anything connected with the phenomenon that interests the researcher can be qualified as
data for content analysis. Most content analysis studies in education, the relationship between the
content to be studied and the researcher‟s objective is clear and direct. However, the researcher
should prepare this or to provide information relevant to his or her hypotheses.
b. Gathering contextual evidence
The next step in content analysis study is gathering contextual evidence. The researcher
should establish an empirical link between data selected and the inferences that she plans to
make from these data. In the other words, the researcher should create a rationale that the content
analysis data are really related to her objectives.
c. Developing a data sampling plan.
The fourth step is developing a plan to obtain representative sample of the universe of
possible data that have been identified. Content analysis can be misleading if the researcher does
not use satisfactory methods for selecting the sample of content to be studied. In many content
analysis, all content especially pertinent to the research problem that are studied.
d. Developing coding procedure.
The content has been selected using appropriate techniques, a coding or classification
system needs to be developed for analyzing the content.
Based on the theory above, it can be concluded the content Analysis. Content analysis is a
method of analyzing written, verbal or visual communication messages. In this thesis the
researcher focus on content analysis of textbook used in SMK YP Colomadu.
I. Previous Related Study.
To make sure the originality of the idea in this study, the writer will present several previous
studies that have relevance with this kind of study the researcher conducted. The first
relevance study comes from Muarifah in 2011 with the title of her study “The Relevance of
Speaking Materials in English Textbook Look Ahead for Grade XI to the English Curriculum”.
This article analyzes an English textbook entitled „English for Kids Grade 3’. The purpose of
this research is to know how much „English for Kids Grade 3’ a textbook used in Elementary
schools in Malang meets the criteria of good EFL textbook. The research design is a
descriptive-evaluative. The procedure of analyzing the data starts by analyzing the data based
on EFL evaluation criteria, then finding out how much each item of the checklist meets the
criteria of good EFL textbook and concluding the result of the analysis in the form of
percentage. The results show 60.86% of the textbook met the criteria of a good EFL textbook
that is categorized as adequately relevant to good EFL textbook criteria.
Second, this thesis is entitled “The Analysis of English Textbook” English on Sky 2 “Used at the
Second year of SMP Dharma Karya, Pamulang ” It was made by Imam Setiabudi (2010) from
the English Department of Syarif Hidayatullah State Islamic University of Jakarta. Based on
the specific reading outcomes under the Reading Section in the General Guidelines and
General and Specific Outcomes for English Language in Jordan of 2006, the present paper
aims at analyzing the reading texts of the student's book in Action Pack Eleven to determine to
what extent the reading texts are authentic. Frequencies and Percentages are used to present
the results of the question of the study. The findings of the analysis revealed that the reading
texts of the student's book in Action Pack 11 have a high degree of authenticity. There is a
strong match between reading specific outcomes and the reading text's authenticity in Action
Pack Eleven. Such focus on authentic reading texts highlights the significance of the reading
skill in building the communicative competence of the Jordanian students at the secondary stage.
In two journals international and the thesis have many similarity, the first chapter 2 is underlying
theory. Their thesis is some discussion. It discussion the definition of textbook, definition of
textbook evaluation thesis and journal international describe of definition of textbook by
Cunningsworth (1995) and many other some classification about the theory. In two journals and
the thesis have similarity described of content analysis of the textbook. In journal international
and the thesis chapter 2 have similarity described of textbook evaluation, according to
Cunningsworth (1995). In international journal and thesis, there are some aspects about the
analyzed about the analysis English Reading.
In two journal international have many differently, the definition content analysis is not
some, and the describe of definition of content analysis is according to Babbie (1989) and one
journal is according to Berelson (1952). In two journal and thesis in step collecting data
and has differently method, and many other differently about the collecting data. In two journals
international has differently in designed as descriptive content analysis textbook. In two journals
international and the thesis have many differently about the analysis the data. In two journals
international and the thesis have many differently about the step of according to theory
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher presents the points of research method, namely the research
design, the setting of place and time of the research, the subject and informant of the research,
the technique collecting data, the technique analyzing the data and the trustworthiness of data.
A. Research Design
In this research, the researcher focuses on the analysis of the textbook content
entitled “A content analysis of English textbook “Get Along with English” for eleventh
grade of SMK YP Colomadu in Reading Material relevance to“Syllabus” in Academic
year 2015/2016. Textbook it’s relevant to Syllabus and then its textbook’s is strengths and
weaknesses. The researcher uses qualitative research. Qualitative research is the collection,
analysis, and interpretation of comprehensive narrative and visual data in order to gain
insights into a particular phenomenon of interest (Geoffrey 2006:399).
The design used in this research is textbook analysis of document analysis to gather the
textual and written documents that are provided within the textbook that was researched.
The researcher used this design because in qualitative research the document analysis is a
method that is widely applied for written or visual data with the purpose of identifying
specific characteristic of materials that are going to be analyzed in general form of
textbook, newspaper or any other host of documents. In this qualitative research, the writer
intended to examine the condition of materials that are provided in English textbook “Get
Along with English for Senior High School Students 11th
Textbooks”. With the help of
document analysis in collecting the data from the textbook, the researcher used descriptive
qualitative method in analyzing, interpreting and reporting the data that is described in the
English textbook. This kind of analysis was done with the help of words to describe any
detailed conclusion or interpretation in a less biased and subjective manner. This method
was found out to be suitable with the purpose of the research in examine the materials in a
written and visual data provided in “Get Along with English for Senior High School
Students 11th
Textbooks.
In addition, the researcher intends to find the relevance between syllabus with textbook
“Get Along with English for Senior High School Students 11th
Textbooks” written by Entin
Sutinah, , Lis Nurhayani, N. Euis Kartini, Heri Mulyana, Nur Asyiah, Rachma F. kesuma,
Eka Mulya Astuti
B. The Data Resources
Sutopo ( 2002: 50-54 ) states that the content analysis research can be humans,
events or activities, place or location, things, various pictures and records, document and
archives. The resource of data in this research is Document the textbook entitled “Get Along
with English for vocational High School students 11th
year textbook written by
EntinSutinah, LisNurhayani, N. EuisKartini, HeriMulyana, NurAsyiah, Rachma F. kesuma,
EkaMulyaAstuti published by Erlangga and Syllabus. This document is studied, whether the
book is already relevant to syllabus vocational high school YP Colomadu, and what the
strengths are and weaknesses of English textbook “Get Along with English” used in the 11th
Grade of SMK YP Colomadu.
C. Types of Data
Qualitative content analysis can be used to analyze various types of data, but
generally the data need to be transformed into written text before analysis can start. If the
data come from existing texts, the choice of the content must be justified by what you want
to know (Patton, 2002). In ILS studies, qualitative content analysis is most often used to
analyze interview transcripts in order to reveal or model people’s information related
behaviors and thoughts. The types of data in this research are:
a. Reading text
Browne (2001:27) reading is an active and complex process which draws on the
application of a number of skills and knowledge about language and print.
b. Reading exercise
According to Harmer, (1998) reading exercise is a model of language, reading
texts provide opportunities to study language such as: vocabulary, grammar, punctuation
and the way to construct sentence, paragraph and text.
c. Grammar
According to Ur (1988: 4), grammar is defined as the way a language manipulates
and combines words (or bits words) in order to form longer units of meaning.
D. Technique of Collecting Data.
Technique of collecting data is a way that uses by the researcher to get the data
(Arikunto, 2002:136). In this research, the researcher uses document and interview to
collect the data. Document is something either written or film which researcher does
not prepare before or researcher does not take a role (Moleong, 2004:216). The
researcher collect the data from interview, syllabus and English textbook in Eleventh
grade students of SMK YP Colomadu in academic year 2015/2016.
The researcher collects the data from an English teacher and some of students of
SMK YP Colomadu. Then, the researcher asks for the syllabus and make the
interview English subject on the Eleventh grade students of SMK YP Colomadu in
academic year 2015/2016.
E. Instrument of the Research
The researcher used a qualitative research method. The researcher used the Syllabus to
know the contents of the textbook, and analyze the content of the textbook with Syllabus.
The researcher made a table about the indicator reading material of Syllabus KTSP for
Vocational High School in SMK YP Colomadu.
Table 3.1 Instrument of the Research
No Indicator Materi pembelajaran Kegiatanpembelajaran
1. Pertanyaan dengan pola
yes-no questions dalam
konteks kegiatan sehari-
hari diperagakan dan
dijawab dengan benar.
Pertanyaan dengan pola
question tags dalam
konteks kegiatan sehari-
hari diperagakan dengan
benar.
Pertanyaan dengan pola
question words dalam
konteks kegiatan sehari-
hari diperagakan dan
dijawab dengan benar.
Berbagai bentuk dan
ungkapan digunakan
dengan tepat untuk
membicarakan kegemaran
/hobi dan minat.
Ungkapanuntuk
menangani tamu hotel,
restoran, travel agency,
dll. diperagakan dengan
benar.
Talking about hobbies and interests
Do you like fishing?
What do you like doing in your spare time?
Guest handling
- What can I do for you, Sir?
- Welcome to our hotel.
- I hope you enjoy the food.
Grammar Review
Yes – No questions
Are you a secretary?
Question tags
- The board meeting starts at seven,
doesn’t it?
Questions with question words
- Where does the boss live?
- Why do you come late?
Gerund as subjects and objects
- Smoking is dangerous.
- I don’t like fishing.
Gerund as complement:
- Her job is sorting the mail.
Gerund after preposition:
Are you interested in collecting stamps?
Construction with too and enough.
The soup is too salty for me.
- The hotel room is comfortable enough.
Reading:
Answering questions
about hobbies and
interests
2. Pesan (message) yang
diterima lewat telepon
dicatat dengan benar.
Pesan (message) yang
diterima secara langsung
dicatat dengan benar.
Expressions dealing with telephone
conversations
Grammar Review.
Personal pronouns
- I – me – my – mine - myself
Reported speech
- He said that you had to pay for the
tickets
- He asked you to pay for the tickets.
- He wanted to know if you would be
available in the afternoon.
- He wanted to know where you put his
umbrella.
Adjective Clause
- Do you know the staff who will be
promoted our new division manager?
-
3. Bentuk kata kerja
digunakan dalam Simple
Present dengan tepat
untuk menerangkan tugas
dan pekerjaan berbagai
macam profesi.
Bentuk kata kerja
digunakan dalam Simple
Past dengan tepat untuk
menerangkan latar
belakang pendidikan
berbagai macam profesi.
Curriculum Vitae yang
sederhana ditulis dengan
benar.
Berbagaiungkapan
digunakan dengan tepat
untuk menjelas-kan fakta
dan angka (facts and
figures) pada suatu sajian
data.
Telling about people’s job using the Simple
present tense:
- A cook prepares food.
- Pilots fly aeroplanes.
Telling about people’s educational
background using the Simple past tense.
- She graduated from SMKN 8 Bandung.
- The new secretary learned shorthand at the
college.
Samples of curriculum vitae
Expressing facts and figures :
- The graph shows that population growth
has been high this last decade.
- The latest data show that about three
billion rupiahs have been spent for the
construction of the factory.
Reading:
Understanding and
discussing diagrams
containing facts and
figures
4. Ungkapan tentang
kegiatan masa lampau
dikemukakan dengan
benar.
Ungkapan untuk
mengemuka-kan kegiatan
di masa datang digunakan
dalam Tense yang benar.
Surat pribadi yang
menceritakan tentang
kehidupan masa lalu dan
rencana di masa depan
ditulis dengan benar.
Telling about past events
- I saw the crowds were helping the
accident victim.
- We had locked the room when she came.
Telling about future plans
- The meeting will be over at two PM.
- When you arrive at the office, I will be
conducting a meeting.
Sample of a personal letter (telling about past
and future events)
Grammar review:
Reading:
− Reading for
information:
dialogues, passages
5. Ungkapan-ungkapan
untuk menyampaikan
undangan digunakan
dengan tepat.
Ungkapan-ungkapan
untuk melakukan tawar-
menawar (bargaining)
digunakan dengan tepat.
Ungkapan-ungkapan
untuk menyatakan
kepastian (certainty)
digunakan dengan tepat.
Ungkapan-ungkapan
untuk memberi dan
merespon pujian
digunakan dengan tepat.
Ungkapan-ungkapan
untuk menyatakan
pendapat/opini digunakan
dengan tepat.
Ungkapan-ungkapan
untuk menyatakan
persetujuan (agreeiing-
disagreeing) digunakan
dengan tepat.
Ungkapan-ungkapan
untuk menyatakan
argumentasi digunakan
dengan benar.
Giving invitations
- Would you like to come to my place for
dinner tonight, please?
- With pleasure.
- I’m afraid I can’t, I’ve already got an
appointment.
Bargaining
- Is there any discount for this shirt?
- How about fifty thousand rupiahs?
Expressing certainty
- I’m sure that it’s going to rain this
afternoon.
- It must be him who called.
Giving and responding to compliments
- Fantastic!
- You look beautiful tonight.
- Thank you.
Expressing opinions
- I think that’s not true.
- What I have in my mind is that ....
Expressing agreement/ disagreement:
-You’re right.
-I’m afraid you’ve got wrong information,
Sir.
Expressing argument
-Yes, but don’t forget ...
-That may be so but ...
Grammar review
− Conjunctions / concessive relationship.
Constructions with “used to”:
a) be/get used to + V-ing
b) used to + Verb 1
− Noun clause as object:
- I never believe that
there will be another
rationalization
Reading:
− Answering questions
based on written
texts.
6. Ungkapan-ungkapan
untuk menggambarkan
proses kerja dan atau
berfungsinya suatu alat
dikemukakan dengan
benar.
Ungkapan-ungkapan
untuk meminta dan
memberi saran dan
nasihat (suggestion and
advice) digunakan secara
tepat.
Ungkapan-ungkapan
untuk menyatakan
keharusan dan kewajiban
(necessityand obligation)
digunakan dengan tepat.
Ungkapan-ungkapan
untuk meyakinkan dan
membujuk orang lain
(convincing and
persuading) agar
menerima pendapat atau
usulan yang diajukan
digunakan dengan tepat.
Expressions used in describing processes:
- First, ...
- Next, ...
- Then...
- Finally ...
Expressions used in asking for and giving
suggestions and advice:
- What do you recommend for a
headache?
- You’d better see a doctor.
Expressions used in asking necessity and
obligation:
- We must be there before the boss comes.
- It is necessary for us to be there on time.
Expressions used in persuading and
convincing:
- Why don’t you try our special drink
bandrek to warm up your body?
- If I were you, I would …
- I’m sure you are on the right track.
- I bet you could do it.
Grammar review:
− Degrees of comparison
− Imperatives
- Don’t smoke at the petrol
station
- Keep silent; the baby is
Sleeping
Reading
− Reading for
information: dialogue
passages
F. Technique of Analyzing Data
Sutopo in Methodology Penelitian Qualitative defines analyzing data as a process of
organizing and arranging the data into patterns, category, and a set of basic classification so
the theme can be found and the research hypothesis can be formulated as what the data
advised (2002:96).
The researcher used an interactive model of analysis that includes main component,
namely the reducing the data, presentation data, and conclusion and verification. In the data
analyzing the data, the researcher applies descriptive qualitative research. Below, this is the
picture of the component in analyzing the data (interactive data)
1. Reduction the data
According to Miles and Huberman (1992:16), data reducing can be interpreted as
the process of selection, simplification, and transformation of the data to the field note.
This activity involves synthezing the information abstained from source of data into a
coherent description. In this step, the researcher analyzed content of this textbook that has
done to be read. Next step, the researcher wrote a coherent description from the
observation data. In the observation collecting data, the researcher analyzed the reading
materials of this book. In reducing the data, the researcher had been guided by her
purposeful because the result of data that is got by the researcher has been more in the
textbook.
2. Display of the Data.
After the researcher present the data, the researcher analysis the data. The
researcher analysis the data based on her understanding. Indeed, the researcher writer
coherent description of the data. In this research, the researcher describes the answer of
the problem statement:
1. The researcher , gather all existing data, the research describes all the data Obtained
from documentation, it is the way how to collect the research of data and it helps the
researcher to do this research.
2. The researchers match with Syllabus Textbook, if the textbook is suitable / relevant
and what are strengths and weaknesses of the textbooks. The researcher uses
abbreviation like this:
U…/GAE/Pa
Notes:
U : Unit
GAE: Get Along English
Pa: Page
3. The researcher result of all the data already there is a match, then, matched with the
results of interviews with the teacher.
4. The researcher making conclusions about the outcome of a match book with
Syllabus.
G. Trustworthiness of Data
Data validation in the descriptive qualitative research in conducted by named
trustworthiness. The common way used to conduct it is by using triangulation (Sutopo,
2002:78) that there are four kinds of triangulation: There are triangulation of source,
triangulation of method, and triangulation of researcher and Triangulation of theory.
This research use triangulation of the source data it is a triangulation which uses
many sources such as syllabus, and Textbook to validate it. The data taken from the
textbook was compared to the data that found in Syllabus.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
In this chapter, after the researcher analyzed and discussed the data the researcher
will draw some concluding remarks based on statements of problem of this research, they
are:
a. The researcher found that the reading materials in English textbook “Get along with
English for vocational High School Grade X1” published by Erlangga are appropriate
with KTSP Syllabus. There are not appropriate with syllabus KTSP curriculum, they
are: page 29 “Tips on Making Calls” , page 52 “Grammar in Focus”, page 108 ”
How to Make Cake”, Page 109 “How to Make Chocolate”
b. The researcher found that English textbook “Get along with English for vocational
High School Grade X1” has strengths and weaknesses as the textbook, The
Weaknesses are:
1. Materials are not appropriate with the syllabus.
In this book there are also shortcomings of this book, the book is not in
accordance with the syllabus, among which, page 29 "Tips on Making Calls",
page 52 of the "Grammar in focus", page 108 "How to Make cake", page 109
"How to make chocolate". The materials in the textbook are supposed able to
adjust the syllabus so that students can learn properly.
2. The textbook do not provide sheets liable in any existing text.
The textbook “Get along with English” textbook do not provide sheets
liable in any existing text. The teacher should provide the answer sheets. The
students will be confused to use a separate answer sheet, for reading and answers
will be separated.
3. The book does not include the answer sheet
The textbook "Get along with English" does not provide the answer sheets; it
should be in every book there such answer sheets so the students are not
confuse at the time of repeat.
Strengths:
1. Vocabulary, language daily.
The textbook explains the vocabulary used in daily activities, it helps the
students it easier to learn English.
2. The structure of the book is together
The textbook "Get along with English" describes the structure is the same
book, so students will be understand the structure intent here is four skills namely,
Reading, Listening, Speaking, Writing.
There is a supplementary material in the form of CD books, so that students can
learn the vocabulary that is in the book or pronunciation.
There is a supplementary material in the form of CD or cassette books as
Listening, so that students can learn the vocabulary that is in the book or
pronunciation. It can also make the students to understand the material easier.
3. There are some evaluations of each unit.
The “Get along with English" textbook, so students can measured their own
abilities in terms the evaluation in this book is very good for all students
because it is very easy in their learning.
4. The book contained unit Learning objectives so that teachers can know what will
be discussed and what will be expected.
Teachers can find out what will be covered and what will be expected. Students
can determine the extent of what will be discussed in the book. So in this book is
a glossary Reviews their teachers so the teacher can teach well.
5. There is a glossary of that contain difficult vocabularies and their meaning.
The textbook "Get along with English" glossary included in it will also help the
student to learn vocabulary, and facilitate their vocabulary while learning about
the difficult vocabulary.
6. The combination of colors of each unit on the book is slightly.
The textbook "Get along with English" has a good combination color in its cover,
so that students and teachers are very nice when they are studying.
7. There are images of each unit that make students understand the material early.
There are some pictures in this textbook so that students easily understand the
material easily as it is being learned listening, so easy when learning some
place.
8. At the beginning of the book, there is a guide book.
At the beginning of the book there are guide book to facilitate delivering the
material
B. Suggestion
After drawer the conclusion, the researcher has presents some suggestion as below:
the research, the researcher has some suggestion to share, they are:
1. There are some mismatch between the Syllabuses and the textbook; it's good, for making
the next to conform to its Syllabus.
2. There are some weaknesses of the textbook, including photo provided, answer sheets, it’s
good that the book should include the answer key in the textbook.
3. There is strength of the textbook, for example, its vocabulary; it helps in the increase
again her vocabulary for students to study harder.
BIBIOGRAPHY
Aebersold, Jo Ann, Mary Lee Field. 1997. From Reader to Reading Teacher.
Cambridge University Press.
Alderson, C. J. (2000). Assessing Reading.The United Kingdom Cambridge
University Press. P.3
Alyousef, Hesham S.2006. “Teaching Reading Comphension to ESL/EFL Learners”
Journal of Language and Learning (online), volume 4 (1) 63-73.
Arifin, Zaenal. 2011. Konsep dan Model Pengembangan Kurikulum. Bandung.
Rosada
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Transcript of interview
Responden : Gandi Agung Gunarso, BA
Location : SMK YP Colomadu
Date and time: 30 Mei 2016
Researcher : Assalamualikum bapak selamat siang ?
Teacher : Walaikumsalam wr wb, selamat siang juga? Ada yang bisa saya bantu.
Researcher : Iya bapak, sebelumnya saya minta maaf saya telah mengganggu waktu bapak,
begini pak saya mahasiswa dari IAIN Surakarta, ingin wawancara bapak
mengenai buku pegangan kelas 2 yang sekarang sedang bapak ampu.
Teacher : Iya tidak apa- apa mbak, buku yang saya gunakan saat ini “get along with
English”, yang mau anda tanyakan mengenai apa?
Researcher : Iya bapak, saya mau menanyakan mengenai buku ini, apa kelebihan dan
kekurangan buku ini menurut bapak?
Teacher : Iya baik saya akan jawab, buku ini memang mempunyai kelebihan dan
kekurangannya.
Researcher : Iya bapak baik saya akan mulai menanyakannya sekarang kepada bapak. Bapak
apa kelebihan dari buku ini, menurut bapak sebagai guru kelas 2 ini yang
menggunakan buku ini?
Teacher : Kalau menurut saya ya, ya karena saya memang sudah mempelajari keseluruhan
di buku ini saya, menurut saya kelebihan ini yaitu kosakatanya menggunakan
sehari hari , jadi siswa siswa dapat memahami dengan jelas dengan adanya
kosakata yang mudah.seperti contoh nya makan, minum dll. Selain itu struktur
bukunya sama .
Researcher : Oh begitu ya pak, klau mengenai struktur bukunya yang dimaksud itu
bagaimana ya pak, struktur yang bagaimana?
Teacher : Ya, struktur dalam artian siswa siswa akan mudah memahami jika ada struk di
dalam bukunya, diantaranya ya ada 4 skill ini, seperti reading, writing, speaking,
listening yang saya maksut struktur ya ini.
Researcher : Oh iya pak, baik. Selain itu kelebihan dari bukunya apa lagi pak, yang bapak
tahu.
Teacher : Selain itu, buku ini juga terdapat bahan pelengkap yaitu berupa kaset cd
sehingga siswa dapat belajar listening dan bisa juga di sini siswa belajar
kosakata yang ada di dalm buku ini.
Researcher : Oh iya pak, di dalam setiap buku pasti aka nada yang namnya evaluation ya
pak, apakah di buku ini juga ada pak?
Teacher : Iya, iya tentu di dalam buku ini juga ada evaluationnya di setiap unit nya, jadi
siswa juga bisa mengukur kemampuannya sendiri, dan dengan adanya evaluation
ini saya sebagai guru, bisa memantau kemampuan sejauh mana siswa tersebut
bisa memahami materinya.
Researcher : Baik pak. Selain itu apakah ada kelebihan yang lain?
Teache r : Ya, di buku ini juga ada glossary nya.
Researcher : Kalau glossary di buku ini apakah di setiap baba tau unitnya ini ada semua atau
hanya beberapa unit ?
Teacher : Tidak, semua baba tau unitnya , semua ada glossary nya dan glossary nya ada di
belakan sendiri setelah materi materi .
Researcher : Keuntungan bagi bapak sendiri apa pak, jika ada panduan penggunaan buku di
awal buku ini?
Teacher : Ya, saya sangat senang menggunakan buku ini, karena saya akan lebih mudah
memahami dalam menyampaikan materi nya . selain itu keuntungan siswa sendiri
dapat mengerti penggunaan buku tersebut.
Researcher : Selain itu, apa buku ini menurut bapak apakah perpaduan warna sampulnya ini
enak di pandang pak?
Teache r : Ya tentu, karena dengan perpaduan warna seperti ini, sangat enak di pandang,
warna yang begitu cerah dan indah.
Researcher : Selain itu apa kah di buku ini disediakan lembar jawab pak?
Teacher : Nah ini yang tidak ada, ini akan menjadi kekurangan dari buku ini, apa kamu
juga ingin menanyakan mengenai kekurangan bukunya?
Researcher : Iya pak, saya juga akan menanyakan apa keurangan dari buku ini
Teacher : Baik. Di dalam buku ini tidak disediakan lembar jawab di setiap test yang ada.
Researcher : Apakah itu juga akan mempengaruhi sebagai ulangan ya pak?
Teacher : Tentu, ya guru harus menyediakannya sendiri dari sekolah . kalau mengenai
soal kunci jawabanya juga tidak ada jadi di buku ini.
Researcher : Selain itu apa lagi kekurannya buku ini ya pak?
Teacher : Ba materi di buku ini ada yang tidak sesuai dengan syllabus.
Researcher : Baik pak, kalu begitu saya akan Tanya sekalian, apa kekurangan dari buku kelas
2 ini ya pak?
Teacher : Ya ini di buku “Get along with English “ ini tidak disediakannya Lembar jawab
di setiap test yang ada, jadi ya para guru harus menyediakannya sendiri.
Researcher : Lalu apakah siswanya juga akan kesulitan ya pak, dengan tidak adanya lembar
jawab ini?
Teacher : Ya , mereka akan bingung menggunakan lembar jawab yang terpisah, karena
bacaan dan jawaban akan terpisah.
Researcher :Selain itu apakah ada kekurangan yang lain ya pak?
Teacher : Ada, termasuk materi di buku ini tidak sesuai dengan materi yang ada di
syllabus, jadi ini juga membingungkan saya, guru harus mencari materi dari buku
atau sumber lain .dan siswa kami pun juga akan dibingungkan
dengan materi yang tidak sesuai dengan syllabus.
Researcher : Kalu begitu berarti muridnya juga akan mencari belajar tidak hanya dari buku ini
ya pak,
Teacher : Ya benar, salah satunya tadi, guru harus mencari dari sumber atau buku lain.
Seain ini kekuranganya masih ada dalam buku ini.
Researcher : Baik pak apa lagi kekurannganya ya pak?
Teacher : Ya, buku ini tidak ada kunci jawabannya. Jadi ya guru akan kesulitan jika tidak
ada kunci jawabannya, karena kadang kadang kemampuan dan presepsi akan
berbeda.
Researcher : Oh begitu ya pak, kalau menurut dari murid sendiri bagaimana ya pak, apakah
ada dampak nya?
Teacher : Ada, murid nya kan kesulitan untuk mengetahui apakah jawaban yang mereka
jawab ini sudah benar atau salah. Jadi ya buku pegangan itu ada lembar jawanya ,
jadi kami guru tidak akan kesulitan untuk membahas suatu materi.
CODING
U : Unit
GAE : Get along English
Pa : Page
