CHAPTER IINTRODUCTION
A. Background of the Problem
English is the first foreign laguage in Indonesia. In this
globalization era, English is very important to be mastered because
it becomes an international language. It means that, it is used for
communication by the people around the world. Nowadays, there are
many kind of information media, such as TV, radio, magazine,
newspaper and also internet use English to transmit information.
So, besides it is used as communication medium by people with
another, it is also used by many kind of information media to
transmit information or news. In brief, by mastering English the
people can obtain a lot of information either it is in written or
spoken forms and establish relationship with the people among
countries.
Actually, there are four skills in English that should be
learned by students. Those are reading, listening, speaking and
writing. Reading is one of an English skill which make the students
be able to enrich their knowledge. By comprehend reading, they will
get lot of information about what that they read. The next skill is
listening. Listening skill only focusses on hearing and getting the
idea what the speaker says. Besides to increase the students
ability in hearing, this skill also will help them to know how to
pronounce a certain word appropriately. Another skill is speaking.
Speaking is the most particular way to express idea and opinion. By
practicing to speak more and more, someone will be able to speak
more fluently and has good performance in spelling or
pronounciating word. The last skill is writing. In writing,
grammar, the creativity to thinking, and ability in choosing
approprite word are absolutely needed, in order the content of
writing is communicative, clear and understandable by the reader.
All four English skills are very important and should be mastered
as well as possible by the students.
For foreign language learners to read, they have to be prepared
to use various abilities and strategies they already possess from
their reading experiences in their native language. They will need
the knowledge they possess to help orient themselves in the many
dimensions of language implicated in any text. Researchers have
established that the act of reading is a non-linear process that is
recursive and context-dependent. Readers tend to jump ahead or go
back to different segments of the text, depending on what they are
reading to find out. Reading is the process of constructing meaning
from written texts. It is a complex skill requiring the
coordination of a number of interrelated sources of information
(Anderson). Reading is the process of constructing meaning through
the dynamic interaction among: (1) the reader's existing knowledge;
(2) the information suggested by the text being read; and (3) the
context of the reading situation (Wixson, Peters, Weber, &
Roeber).
As we know, there are many factors which influence the success
of the English teaching. One of factors that supports the success
of English teaching is the textbook. In fact, the textbook is the
main source material used in teaching learning process. It can be
great value in teaching, particularly to the beginning teacher. A
textbook plays an important role in the teaching and learning
process. Perhaps, this is the reason why most English teachers use
a textbook in their class. Textbooks are important resources for
teaching both productive and receptive skills. It is not surprising
that some teachers use a textbook as the backbone of their courses
(Graves 2000: 174). Many novice teachers lack the experience and
confidence to prepare their own materials and rely on the textbook
to ease their burden. Some teachers, experienced and inexperienced,
simply follow what is presented in the textbook, while others
supplement it by using materials from other textbooks or sources.
As Celce-Murcia (2001) says that for teachers, using a textbook
involves, first, the selection of a book, and then, implementing
the book in class.
The above information is based on the theorical consideration.
Empirically, the studies about textbook have carried out by a
number of researchers such as Wahyuni (2003) and Eny Susilowati
(2004). The first research was done by Wahyuni (2003). Her research
is about textbook analysis. The sample was Communicative and
Meaningful English for SMU English textbook published by Yudhistira
Jakarta written by Roesmini dkk,2000. She employed descriptive
content analysis. The analysis is based on the 1994 English
Curriculum and the instructional materials. The result is that this
textbook is relevant to the 1994 English Curriculum and fulfilled
the requirements of good instructional materials.
The second research was conducted by Eny Susilowati (2004). Her
research is analysis on the quality of English textbook used for
the first year students at MAN Mojosari-Mojokerto published by
Balai Pustaka. The design of this study was descriptive because she
wanted to describe the general quality of the textbook, such as
subject matter, vocabulary and structure, exercises, illustration,
and physical appearance aspects. And the result is this an English
textbook published by BalaiPustaka used for first year students at
Madrasah Aliyah negeri (MAN) Mojosari-Mojokerto is categorized as
good English textbook.In Indonesia, the Department of Education and
Culture publishes the compulsory core textbooks for all public
schools. These textbooks, including the English textbook for senior
high schools, are supposedly written based on the syllabus of the
national curriculum. In other words, the textbook should reflect
the curriculum to ensure that the objectives of the teaching and
learning process can be achieved. And also the textbook was
published by many publisher. But, the textbook does not always
reflect the curriculum. Based on 2013 curriculum :
"Understanding, applying, analyzing factual knowledge,
conceptual, procedural based on a sense of curiosity about science,
technology, art, culture, and Humanities with insight into
humanity, nationality, State of the Union, and the associated cause
civilization phenomena and events, as well as apply the procedural
knowledge in a specific field of study in accordance with their
aptitude and interest in solving problems. Process, others are
allegorical;, and menyaji in the realm of concrete and abstract
domains associated with the development of learned in school
independently, and be able to use the method according to academic
rules ".
In Indonesia there is an agency that organizes about a decent
textbook and unworthy to be published. the institution is named
BSNP (Badan Standar Nasional Pendidikan). According to Permendiknas
Nomor 2 Tahun 2008 Pasal 4 Ayat (1) that:
Buku teks pada jenjang pendidikan dasar dan menengah dinilai
kelayakan-pakainya terlebih dahulu oleh Badan Standar Nasional
Pendidikan sebelum digunakan oleh pendidik dan/atau peserta didik
sebagai sumber belajar di satuan pendidikan.
However, the problem is that in Indonesia the standards in
textbook writing are still far from satisfactory (Alwasilah 2002).
This may raise a question as to whether the textbooks actually
present the materials required by the curriculum. This question
needs to be answered because as McNeill (1995) indicates, not every
textbook contains all materials required by the curriculum. Since
many Indonesian teachers tend to follow the textbooks rigidly or
rely almost completely on them, it is important to ensure that the
textbooks reflect the curriculum. Textbooks that do not reflect the
curriculum may not bring about the outcome expected by the
curriculum. The matter is of some importance because as Swales
asserts, textbooks represent a problem, and in extreme cases are
examples of educational failure.
Based on the reasons mentioned above, it is important for the
reseacher to investigate the quality of English textbook based on
the 2013 English curriculum and Badan Standar Nasional Pendidikan
(BSNP), especially the evaluation of English textbook used for
first year students at Senior high school, in this study English
textbook Pathway to English published by Erlangga is taken to be
observed.
B. Scope of the ResearchThe scope of this study is the analysis
reading material of English textbook Pathway to English published
by Erlangga for Senior High School.
C. Research QuestionsThe research questions is stated below:1.
How is the quality of English textbook Pathway to English published
by Erlangga used for first year students at Senior High School
based on 2013 curriculum ?2. How is the quality of English textbook
Pathway to English published by Erlangga used for first year
students at Senior High School based on BSNP ?
D. Purpose of the StudyThe purpose of the study are :1. To know
how the quality of English textbook Pathway to English published by
Erlangga is used for first year students at Senior High School
based on 2013 curriculum.2. To know how the quality of English
textbook Pathway to English published by Erlangga is used for first
year students at Senior High School based on BSNP.
E. Significance of the StudyThis study is hoped to contribute
the significance for :1. The HeadmasterThe first is to contribute
the headmaster. The headmaster will know whether the English
textbook which is used by the teacher provides appropriate and good
evaluation or not. So the headmaster knows what is the need to
support the English instruction, such as providing the facilities
for teaching learning process. 2. The TeacherThe second
contribution is the English teacher. The result of this study will
be very useful for English teacher to be reference in selecting or
choosing an English textbook. 3. The ReaderThe third contribution
is the Reader. By reading the result of this study, the reader will
be given a general overview about how to analyze the quality of
textbook. It is very useful because by giving a general overview
about how to analyze the quality of textbook, the Reader is able to
determine the quality of textbook based on certain criteria, in the
context is BSNP and English Curriculum 2013.
CHAPTER IIREVIEW OF RELATED LITERATURE
In order to sharpen the theoretical framework of this study,
this chapter is devoted to review some relevant theories and
studies concerning with the review of references on textbook,
principles of material development, and the description of the
curriculum.
A. THEORETICAL FRAMEWORK1. Textbook Textbook is the most
frequently used of all printed educational materials. In the hands
of knowledgeable practitioner, the textbook becomes one of many
aids to assist the student in acquiring clear concepts of subject
matter. According to Richard (2001), textbook are used in different
ways in language program. For example, a reading textbook might be
the basis for a course on reading skill, providing both set of
reading texts and exercises for skills practice. A writing textbook
might provide model compositions and a list of topics for students
to write about. A grammar textbook might serve as a reference book
and provide examples as well as exercises to develop grammatical
knowledge. A speaking text might provide passages for students to
read and discuss. A listening text together with audio cassettes or
CDs might serve as the primary listening input in a listening
course. The textbook properly viewed as an aid to teaching. It is
simply one of many possible materials of learning because it helps
the teachers and students achieve the goal of learning. It is used
if it can do a better job that any of the other available materials
of instruction. Teachers find significant advantages in the
textbook which are important to be learned. It usually summarizes a
great quantity of valuable information traditionally associated
with a particular course. The text can provide a common resource
since a copy is usually in the possession of each pupil.
a) The Role of the Textbook Instructional materials in the form
of the textbooks are very important for both teachers and students.
In making teaching preparation and conducting the teaching ,
teachers need textbooks. In addition, without textbook teachers
will have difficulties in constructing written evaluation. For
students, textbooks also play an important role. The student who do
not have textbooks with them during the teaching and learning
activities will not be able to follow the lesson well. In other
words, lack of textbooks in teaching and learning activities can
create the less success of teaching. Merdi (in Widayanti, 1997)
says that instructional objectives in teaching and learning
activities cannot be fully achieved because of the lack of textbook
for the students. The teacher chooses material for study because it
will do a better job of assisting learning than any other available
material. The textbook is most commonly required, and teachers
naturally look at it first to see it is appropriate to the desired
learning activity. If not, the teachers search for other materials.
In this way, these other materials have come to be called
supplementary materials. The beginning teacher needs the text for
support and self confidence. Teachers feel that they can relay on
textbooks because they know authors are more expert in their fields
and, therefore, are better qualified to plan the materials for
specific course. As Callahan and Clark state that the textbook can
be great value, particularly to beginning teachers. They are
considered very helpful in teaching-planning, since they provide an
organization or structure for the course. Moreover, they provide
selection of subject matter that can be used as a basis for
determining course content and determining emphases. Textbooks can
also provide a certain number of activities and suggestions for
teaching strategies and tactics. Based on the important role of
textbooks in the teaching learning activity, good textbook should
be selected in order to support the success of the teaching
learning activity. In selection or preparation of the textbook and
other teaching materials, the foreign language teacher must make
every attempt to select and prepare materials that present the
spoken language. They must be aware of the fact that no language in
the world is written exactly as it is spoken.
b) The Criteria of a Good Textbook Textbooks are only one of
many kinds of instructional materials useful in learning. McKean
advocates, the material should meet the same general criteria used
in choosing a textbook. The material selected for used should (a)
contribute to the learning objectives of the lesson (b) involve
significant content planned for study (c) be compatible with the
teaching procedures to be used, and (d) be appropriate to the
particular group of pupils who will use this material. Every
teacher of foreign language is faced with the necessity of
selecting a textbook that it is suited to his or her teaching
situation. In many schools, the selection of specific textbook may
already have been made before the teacher arrives on the scene.
Once selected, the textbook with whatever other teaching materials
have been chosen must be adapted to the particular techniques and
methods used in the classroom by the teacher. The teacher usually
uses the textbook for a relatively long period after a selection is
made. Therefore, it should be carefully analyzed and thoughtfully
selected. According to Ornstein (1990) a good textbook has many
desirable characteristics. They were all organized, relatively up
to date, and accurate. A good textbook must be well organized.
Here, textbook must have a good composition of instructional
materials. The materials must be organized clearly and contain of
all English skills. A good textbook is relatively up to date. It
means that the material of the textbook must contain of the newest
things, so it will give some new news or information to the
students. A good textbook should be accurate. In this case
materials in the textbook should not present wrong information or
presented in error grammatical language and incorrectly words.
According to Celce and Murcia (2001) a textbooks categorized good
if it is viewed from the whole aspects of the textbook. They are
subject matter, vocabulary and structure, exercises, illustration,
and physical appearance. The first aspect is subject matter. A
textbook is good if: The subject matter covers variety of topics
which are suitable with the curriculum, in this case is the 2004
curriculum; The ordering of materials are arranged in logical form;
the content grade are appropriate with the students need; And the
materials are accurate up to date. The second aspect is vocabulary
and structure. A good textbook is if : The vocabulary and structure
which is used is appropriate with the students grade; The
vocabulary items are controlled from the simple to complex one; The
new vocabularies are repeated in the next chapter to make the
students memory stronger; The sentences length is suitable with the
students level; The structures gradually increase in difficulty
level to suit the growing ability of the students; The words that
are used are the daily words, and the sentence structures follow
normal word order; The sentence and paragraph follow one another in
logical sequence; And linguistic items are introduced in meaningful
situation. The third aspect is exercises. A textbook can be said
good if the exercises: Develop comprehension and test knowledge of
main ideas; involve vocabulary, structures, and language skills
which build up the students ability; Provide practice in difference
types of written work (like sentence completion, spelling and
dictation, guided composition, and others); cumulatively test new
materials; and develop meaningful communication by referring to
realistic activities. The fourth aspect is illustration. The
illustration of a good textbook should: Create a favorable
atmosphere by depicting realism and reaction; Be clear, simple,
free, and interesting; And directly related to the content to help
the learners in understanding the text. The last aspect is physical
appearance. A good textbook is good if: The cover is durable
enough; The text is attractive; The picture on the cover can make
the students are interested; And the size is suitable with the
students handle.
2. ReadingReading SkillsReading is a complex undertaking and an
impressive achievement, as demonstrated by a century of research
(Afflerbach & Cho, in press; Huey, 1908; RAND Reading Study
Group, 2002). And also reading is a complex cognitive process of
decoding symbols in order to construct or derive meaning (reading
comprehension). At different historical times, reading has been
defined by referring to specific skills such as reading the Bible,
understanding direc- tions, or answering questions about text. More
recently, start reading that involve intentional control and
deliberate direction of behavior. Nuttall (1996, pp.44-124)
suggests that there are three major categories of reading skills
namely efficient reading skills, word attack skills, and text
attack skills. Each category is divided into sub-skills as
follows:1 Efficient reading skills are divided into five
sub-skills, i.e. identifying the reason for reading, choosing the
right material, using the text effectively, making use of all the
resources in the text, and improving reading speed (pp. 44-61).2.
Word attack skills consist of three sub-skills: the interpretation
of structural clues (both syntactical and morphological); inference
from context; and the use of the dictionary (pp. 62-76),3. Text
attack skills are comprised of eight sub-skills, i.e.:
understanding syntax, recognizing and interpreting cohesive
devices, interpreting discourse markers, recognizing functional
value, recognizing text organization, recognizing the
presuppositions underlying the text, recognizing implications and
making inferences, and prediction (pp. 78-124).McWhorter (2002,
pp.386-387, 397-398, 418-419) adds other important reading skills
namely distinguishing between fact and opinion, paraphrasing and
summarizing.3. Curriculum The word curriculum can be interpreted in
many ways. There are many different interpretations and definitions
among people and experts in education toward this concept. It
depends on their background knowledge and point of view they have.
Curriculum can be defined as all plans activities that are provided
for students. As what Luhulima (in Tjokrosujoso, 1996) says that
curriculum is a planned and organized series of learning
experiences and activities to be made available to the students to
achieve defined educational objectives. In this research, the
writer stress on the usage of 2013 English curriculum as the basic
of research. Although it is the newest one, most of school have
been done during teaching learning process. This curriculum can be
called Perekat Bangsa curriculum. 4. BSNP (Badan Standar Nasional
Pendidikan)Based on the basic criteria governing the juridical
quality of BTBI namely: PP No. 19/2005 pasal 43 ayat (5): "The
eligibility of the contents, language, representation, and the
graphic's textbook lesson rated by BSNP and defined by regulation
of the Minister.Badan Standar Nasional Pendidikan (BSNP) is an
independent agency, professional, independent and carry out a
mission to develop, monitor and evaluate the implementation, the
implementation of national education standards. BSNP defines
several criteria for quality textbooks are eligible eligibility,
which includes four components, namely:A. Eligibility of the
contentsThe eligibility criteria in assessing the quality of the
content writing textbook includes several components, namely:1.
Suitability of the material with a standard Competency (SK) and
Basic Competence (KD)2. Suitability of the material to the
curriculum3. Accuracy of content4. Date material5. Encourage
curiosity6. Scientific Substance and life skill7. Enrichment8.
Diversity value
B. The Appropriateness of LanguageThe eligibility criteria in
assessing the quality of Language writing textbook includes several
components, namely:1. StraightforwardThe language used in BTBI must
be straightforward, not convoluted, just list the basic material
elaboration, important, and necessary
2. CommunicativeBTBI that meets the eligibility to use
communicative language, so it is easy to understand and are
understood by students.
3. Dialogic and interactiveA good BTBI to use language that can
motivate students, language used evoked a sense of pleased when
learners read them and encourage them to learn it thoroughly.
Besides textbooks should also encourage students to think
critically, the language used is capable of stimulating the
students to question things further, and seek the answer
independently from text books or other sources of information.
4. Conformity with the development of the learnersBTBI should be
the glaring discrepancy with the level of intellectual development
of the learners, the language used in describing a concept should
correspond to the level of cognitive development of learners.
Compliance with the level of development of the learner is also an
emotional thing to note in BTBI.
5. Compliance with the rules of EnglishIn the writing of
textbooks, especially BTBI must pay attention to the rules of
English that is good and right.
6. The use of terms, symbols, and iconsIn BTBI the use of the
term and depiction of the symbol or icon that represents a concept
should be consistent between sections in the book consistently.
C. Feasibility Presentation
1. Presentation techniquesThe technique of presentation is the
deciding factor is the quality of a text book. Presentation
techniques in BTBI include:
a. Systematic Consistency dish in chapterConsistency in the
presentation of each chapter systematics, i.e. must have a preface,
contents and cover.
b. Suitability of ConceptSuitability of Concept in the
presentation of BTBI associated with the presentation of the
concepts presented in the easy start runtun to difficult, from
concrete to abstract and from simple to complex, from the known to
the unknown. The previous material could help understanding of
material on the next part.
2. Supporters representationSupporters of the presentation of
the BTBI associated with the rendering can motivate readers,
especially students in reading. Supporters of the representation,
including: Generating motivation in learning Examples of questions
in each chapter New key words at the beginning of each chapter The
question exercise at the end of each chapter Introduction Glossary
List index (subject) Bibliography Attachment
3. Presentation of learningServing in a BTBI for the High School
should be interactive and participatory, i.e. There is a section
invites readers to participate, for example by referring
participants try to workout with a text of the speech. Serving in a
BTBI also relates to a method and approach to the representation of
which is usually directed to a method of inkuiri/experiments, and
at the end of each chapter contains material/exercise that can be
practiced by learners.
4. Coherence and flow of thoughtCoherence and conformity of
thought in a BTBI related to the delivery of messages between a sub
chapter with other chapters, between section later with section
later or between paragraphs, in an adjacent section later reflects
the suitability and the interconnectedness of the contents of a
BTBI. In addition the message or material that is presented in
chapter one, section later, the paragraph should reflect the theme
of unity so as to foster the integrity of meaning.
D. The Graphs Size book formatThe use of the format to be the
standard BTBI, usually using the size book format with the font
between 12 14 pts for Times New Roman, or comparable to it for
other font type, unless the title is then adjusted to your needs.
Part design skinSkin BTBI design must be attractive, simple and
illustrative. Good selection of fonts, colors, and illustrations.
It is also a decisive factor is the quality of a good BTBI. Part
design contentsDesign content on BTBI should be easy to read and
support material. This is seen from the font type, font size, font
color, paragraph form, illustrations, drawings and illustrations.
The quality of paperThe quality of a paper BTBI for High School and
high school should be a strong and good quality. For example, using
paper Power Mac G4. Quality printsPrint quality BTBI a good quality
mold that is clean, clear and contrast. Either white, black, and
other colors. Quality of the chapter'sThe quality of BTBI binding
machines for High School and junior high school must use a good
binding qualities and strong, so that is not easily damaged (folded
or torn).B. REVIEW OF RELATED LITERATUREBased on Eny Susilowati
(2004). She was researched an analysis on the quality of English
textbook used for the first year students at MAN Mojosari-Mojokerto
published by Balai Pustaka. The design of this study was
descriptive because she wanted to describe the general quality of
the textbook, such as subject matter, vocabulary and structure,
exercises, illustration, and physical appearance aspects. And the
result is this an English textbook published by Balai Pustaka used
for first year students at Madrasah Aliyah negeri (MAN)
Mojosari-Mojokerto is categorized as good English textbook.The
second research was conducted by Nurhidayati (2003). Her research
is analysis on the quality of general presentation, content
material and mechanical aspects of the English textbook for the
second year students of SMU published by Erlangga. The descriptive
design was used by her. And the result is this English textbook is
categorize as excellent and appropriate to the level of student.
The last research was Iswahyunis research (1998). She investigated
the relevance of textbook to the 1994 English curriculum, physical
appearance and the materials of textbook published by IKIP Malang
based on the 1994 English curriculum. The sample was English
textbooks for the third years students of SMU. In this research,
descriptive content analysis was used. And the result is English
textbook published by IKIP Malang which is investigated meets the
requirements in material, physical appearance and relevant to the
1994 English curriculum.
CHAPTER IIIMETHOD OF THE RESEARCH
In this chapter, the writer would like to discuss the research
methodology. For this purpose, four points of discussion are
presented. Those are, A) Approach and Type of the Research, B) The
Research Existence, C) Procedure of the Research, D) Place and Time
of the Research, E) Sources of the Data, F) Procedure of the
Collecting the Data, G) Technique of Analyzing the Data, and H)
Checking the Research Finding Validity.A. Approach and Type of
Research1. The approach of the researchThe design used in this
study was qualitative research approach. According to Strauss and
Corbin (2003), qualitative research is purposed as kinds of
research that the result is not got through statistic procedure or
another form arithmetic. Then, qualitative is choosen in this study
because the researcher steady research that based on experience and
method of qualitative can give detail more complex than
quantitative research. And also it was analyzed in terms of what
people in the book say and do in a certain text to evaluate the
cultural sensitivity quotation of English language texts (Dunnet,
etal., 1992).This design was employed to obtain information about
the quality reading material of Senior High School English textbook
for the first year students. In this study, English textbook for
the first year students used at SMAN 4 Kediri published by Erlangga
was taken to be analyzed that based on BNSP and 2013 English
curriculum.
2. The Type of ResearchThe writer used a content analysis to
explain this study. The researcher used a content analysis because
it used to determine the presence of certain word, concepts,
themes, phrases, characters, or sentence within texts or sets of
text and to quantitythis presencein an objective manner. Barelson
(1974) states that content analysis is research tool focused on the
actual content and internal features of media. The writer here
wanted to know the quality reading material of the English textbook
published by Erlangga which was used for the first year students at
SMAN 4 Kediri.
B. The Researcher ExistenceIn this study, the researcher as
instrument of the research, because they have more background
knowladge about the context is researched. That means the
researcher give questions to data source and they also understand
what happened. The researcher is doing analysis according to
inductive toward the data was got. In here, researcher as complete
observer because they directly descend to the area of research and
they give questionare to the students that they are also known
existance by students.
C. Procedure of the ResearchIn this study, the researcher steady
research that based on experience and method of qualitative that
can give detail more complex. In the real research the researcher
was employed to obtain information about the quality reading
material of Senior High School English textbook for the first year
students. In this study, English textbook for the first year
students used at SMAN 4 Kediri published by Erlangga was taken to
be analyzed that based on BNSP and 2013 english curriculum.
D. Place and Time of The ResearchIn the research, the
researchers choose SMAN 4 Kediri. There are several reasons that
support the researchers select that area. First, that area has
students who have capabilities above the average, especially in
reading, and the teachers who are teaching in there have used new
curriculum 2013 in teaching English. Second, because that area has
a library which provides types of book with different curriculum.
Automatically the researchers interested in researching how the
quality of textbook are available there, did the textbook meets the
criteria or not based on English curriculum 2013 and BSNP.
This research was conducted at the high school level, especially
at SMAN 4 Kediri to the period October 2013 to March 2014. The
month of January was chosen as preliminary studies related to the
provisions of the institutions that set the time research is 6
months.
NoPlanning ActivitiesMonth
123456
Weeks123412341234123412341234
1.Preparation
Draft concept implementation
Agree a schedule and assignments
Drafting instruments
Seminar concept implementation
2.The Implementation
Set up tools
Determine School
Do the action I
Do the action II
3.The Preparation Of The Report
Drafting concepts report
Seminar on research results
Repair report
Duplication and delivery of results
E. Sources of The DataAccording to S. Nasution primary data is
data that can be obtained directly from the field or place of
study. Meanwhile, according to Lofland that the primary source of
data in qualitative research is that the words and actions. The
words and actions is a source of data will be obtained from the
field by observing or interviewing. Researchers use these data to
obtain direct information about (the title) is by way of interviews
with students SMAN 4 kediri.
Secondary data is data obtained from literature sources and a
variety of other sources consisting of personal letters, diaries,
records of the association meetings, until the official documents
from various government agencies. Secondary data can also be
magazines, newsletters, publications of various organizations, the
annexes of official agencies such as the ministries, the results of
the study, thesis, survey, historical studies, and so on. The
researchers used secondary data to strengthen and complement the
discovery of information that has been collected through direct
interviews with students SMAN 4 Kediri.
F. Procedure of Collecting the DataIn this research, the writer
employed a questionnaire and the documentation as instruments in
collecting data. Mardalis (2002) says that questionnaire is the
technique to get data through set of written questions which are
asked to the respondent in order to obtain answer or information
which is needed by researcher. Meanwhile, documentation is looking
for the data that are based on written object, such as book,
magazine, regulations, document, daily note, etc (Arikunto, 2002).
The questionnaire is adapted from Teaching English as a Second or
Foreign Language by Murcia and Celce. The steps of collecting data
of this research as follows: 1. Developing the research instrument
(in this case is questionnaire) 2. Validating the research
instrument by discussing it with supervisor 3. Administrating the
research instrument to the respondents The time that is needed to
collecting the data in this research.
G. Technique of Analyzing The DataThere are some procedures of
data analysis in this study. First, the writer will collect the
data. Next, the writer will analyze it based on the category. After
that, the writer will like to analyze it. In this study, the
criteria of English textbook quality based on the following score
percentage: 85 - 100% = A 70 - 84% = B 55 - 69% = C 30 - 34% = D 0
- 29% = E
Note: A = Excellent B = Good C = Fair D = Poor E = Very Poor
CHAPTER IVCLOSING
Thus the research proposal titled: AN ANALYSIS READING MATERIAL
ON THE QUALITY OF ENGLISH TEXTBOOK PATHWAY TO ENGLISH PUBLISHED BY
ERLANGGA FOR THE FIRST YEAR STUDENTS AT SENIOR HIGH SCHOOL that we
submitted, researchers hope the approval of research proposals that
have been submitted. To that end, researchers say thank you.
ATTACHMENTQUESTIONNARE (Adopt from Eny Susilowati)Berilah tanda
cek () pada pilihan skor yang menurut anda paling sesuai dengan
Kurikulum Pendidikan 2013.
KATEGORI
Skor
Sangat BaikBaikCukupKurangSangatKurang
54321
A. Subject Matter
1. Subject matter-nya sudah mencakup keseluruhan topik yang
sesuai dengan kurikulum 2013.
2. Urutan materinya tersusun dalam bentuk yang logis.
3. Tingkat isinya sesuai dengan kebutuhan sisiwa.
4. Materinya akurat dan terkini (up to date).
B. Vocabulary dan Structure
1. Vocabulary yang dipakai sesuai dengan tingkat siswa.
2. Vocabulary yang ada terkontrol dari yang sederhana sampai
yang kompleks.
3. Vocabulary baru diulang dalam bab berikutnya untuk memperkuat
ingatan siswa.
4. Panjang kalimat sesuai dengan tingkatan siswa.
5. Strukture-nya secara bertahap tingkat kesulitannya bertambah
sesuai dengan perkembangan kemampuan siswa.
6. Kata yang digunakan adalah kata sehari-hari dan struktur
kalimatnya mengikuti order kata normal.
7. Kalimat dan paragrafnya berurutan satu sama lain dalam urutan
yang logis.
8. Istilah-istilah linguistiknya diperkenalkan dalam konteks
yang tepat.
C. Latihan (Exercises)
1. Exercises-nya mengembangkan pemahaman dan tes pengetahuan
tentang ide pokok, detail, dan ragkaian ide.
2. Exercises-nya mencakup vocabulary, structure, dan language
skill yang membangun kemampuan siswa.
3. Exercises-nya memberikan praktek dalam bentuk perkerjaan
tertulis yang berbeda (seperti melengkapi kalimat, spelling dan
dictation, mengarang, dll).
4. Buku tersebut memberikan review dan secara komulatif mengetes
materi baru. Exercises-nya mengembangkan komunikasi yang bermakna
dengan megacu pada kegiatan yang realistis.
D. Ilustrasi
1. Ilustrasi yang ada menciptakan suasana yang menyenangkan
dengan menggambarkan realisme dan tindakan.
2. Ilustrasinya jelas, sederhana, bebas, dan manarik.
3. Ilustrasinya secara langsung berhubugan dengan isi untuk
membantu siswa dalam memahami teks.
E. Penampilan Fisik
1. Cover/sampul buku tahan lama.
2. Gambar pada cover/sampul bisa menarik perhatian siswa.
3. Teksnya atraktif.
4. Ukuran buku sesuai untuk dipegang siswa.
Berilah tanda cek () pada pilihan skor yang menurut anda paling
sesuai dengan kriteria Badan Standar Nasional Pendidikan
(BSNP).
KATEGORISKOR
Sangat BaikBaikSedangKurangSangat Kurang
12345
A. Kelayakan Isi
1. Kesesuaian materi dengan Standar Kompetensi (SK) dan standar
Dasar (SD).
2. Kesesuaian materi dengan Kurikulum.
3. Keakuratan materi.
4. Kemutakhiran materi.
5. Mendorong keingintahuan.
6. Substansi keilmuan dan life skill.
7. Pengayaan.
8. Keberagaman nilai.
B. Kelayakan Bahasa
1. Lugas
2. Komunikatif
3. Dialogis dan Interaktif
4. Kesesuaian dengan peserta didik
5. Kesesuaian dengan kaidah bahasa Indonesia
6. Penggunaan istilah, simbol, dan ikon
C. Kelayakan Penyajian
1. Teknik Penyajian
2. Pendukung penyajian
3. Penyajian pembelajaran
4. Koherensi dan keruntutan alur pikir
D. Kegrafikan
1. Ukuran font buku
2. Desain bagian kulit
3. Desain bagian isi
4. Kualitas kertas
5. Kualitas cetakan
6. Kualitas jilid-an
6
