A CONTENT ANALYSIS OF ENGLISH TEXTBOOK
“PATHWAY TO ENGLISH” FOR GRADE X SENIOR
HIGH SCHOOL
(A Qualitative Descriptive Research)
A THESIS
Written as a Partial Fulfillment of the Requirements for Grade Education
Degree of English Language Teaching
By:
Yulia Umi Arifa
(S891202065)
ENGLISH EDUCATION DEPARTMENT
GRADUATE SCHOOL
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
2016
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PRONOUNCEMENT
This is to certify that I write this thesis entitled “Content Analysis of
English Textbook Pathway to English for Grade X Senior High School”. It is
not a plagiarism or made by others. Anything related to others’ work is written in
quotation, the source of which is listed on the bibliography.
If then this pronouncement proves incorrect, I am ready to accept any
academic punishment, including the withdrawal or cancellation of my academic
degree.
Surakarta, November 2016
Yulia Umi Arifa
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ABSTRACT
Yulia Umi Arifa. S891202065. A Content Analysis of English Textbook
Pathway to English for Grade X Senior High School. Thesis. Consultant I: Dra.
Dewi Rochsantiningsih, M.Ed., Ph.D, consultant II: Dra. Diah Kristina, MA.,
Ph.D. English Education Department of Graduate Program. Sebelas Maret
University. 2016.
The main objective of the research are to: (1) discover whether Pathway to
English Elective Program (PEEP) textbook for grade X meets the characteristics
of good English textbook; and (2) find out whether Pathway to English Elective
Program (PEEP) for grade X reflects graduate competences, basic competences,
teaching and learning process, and assessment standard of 2013 Curriculum.
This study is a textbook evaluation research. The procedure used in this
research is adapted from Ur (2009) which includes: (1) deciding on criteria, (2)
applying criteria, and (3) summary. After determining the criteria, which over
fourteen aspects, the textbook analyzed. The fourteen aspects are (a) Attitude,
knowledge, and skills, (b) The Basic Competences, (c) Authentic material, (d)
Unit components (objectives, explanations, activities, and evaluation), (e) Balance
of units, (f) Appropriateness with Scientific Approach, (g) 2013 Curriculum
evaluation standard, (h) Opening, (i) Closing, (j) Language development, (k)
Grammar accuracy, (l) Instruction, (m) Font, and (n) Pictures. An evaluator asked
to evaluate the textbook using the selected criteria. The evaluator asked to fill out
a questionnaire. Lastly, in the summary step, the researcher made conclusions
were made based on the data analysis result.
The findings of this research are: (1) PEEP for grade X fulfils thirteen out
of fourteen good characteristics of English textbooks. PEEP did not fulfil balance
of the units. (2) PEEP for grade X reflects graduate competences, basic
competences, teaching and learning process, and assessment standard of 2013
Curriculum. Based on the research findings, it can be concluded that PEEP for
grade X is a good textbook for teaching learning English based on 2013
Curriculum requirements.
Finally, it is hoped that this research can be useful for the English teaching
and learning process, especially with the 2013 Curriculum. By knowing the
strengths and weaknesses of PEEP, teachers can adjust the teaching materials and
activities. Lastly, material developers can take into account the findings of this
research when developing their own materials or textbooks.
Keywords: content analysis, student book, curriculum 2013.
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ABSTRAK
Yulia Umi Arifa. S891202065. Analisis Isi Buku Teks Bahasa Inggris Pathway
to English Untuk Kelas X Sekolah Menengah Atas. Tesis. Consultant I: Dra.
Dewi Rochsantiningsih, M.Ed., Ph.D, consultant II: Dra. Diah Kristina, MA.,
Ph.D. Pendidikan Bahasa Inggris Program Pascasarjana. Universitas Sebelas
Maret. 2016.
Tujuan utama penelitian ini adalah untuk: (1) menemukan apakah buku
teks Pathway to English Elective Program (PEEP) untuk siswa tingkat X
memenuhi karakteristik-karakteristik buku pelajaran Bahasa Inggris yang baik;
dan (2) mengidentifikasi apakah apakah buku teks Pathway to English Elective
Program (PEEP) untuk murid tingkat X merefleksikan kompetensi lulusan,
kompetensi dasar, proses belajar mengajar, dan standard penilaian kurikulum
2013.
Penelitian ini adalah penelitian evaluasi buku. Prosedur yang digunakan
dalam penelitian ini diadaptasi dari Ur (2009) yaitu: (1) menentukan kriteria, (2)
mengaplikasikan kriteria, dan ringkasan. Setelah menentukan kriteria yang terdiri
dari empat belas aspek, buku dianalisa. Empat belas aspek tersebut adalah (a)
Tingkah laku, pengetahuan, dan keterampilan, (b) Kompetensi Dasar, (c) Materi
yang asli, (d) Komponen unit (obyektif, penjelasan, kegiatan, dan evaluasi), (e)
Keseimbangan unit, (f) Kesesuaian dengan pendekatan ilmiah, (g) standard
evaluasi kurikulum 2013, (h) Pembukaan, (i) Penutup, (j) Pengembangan bahasa,
(k) Grammar, (l) Perintah, (m) Bentuk huruf, dan (n) Gambar. Seorang evaluator
diminta untuk mengisi kuesioner. Terakhir, pada tahap ringkasan, peneliti
membuat kesimpulan berdasarkan hasil dari analisis data.
Hasil penelitian ini adalah: (1) PEEP untuk siswa tingkat X memenuhi tiga
belas kriteria dari empat belas kriteria buku Bahasa Inggris yang baik. PEEP tidak
memenuhi kriteria keseimbangan unit. (2) PEEP untuk siswa tingkat X
merefleksikan kompetensi lulusan, kompetensi dasar, proses belajar mengajar, dan
standard penilaian kurikulum 2013. Berdasarkan temuan penelitian, dapat
disimpulkan bahwa PEEP untuk siswa tingkat X adalah sebuah buku teks yang
baik untuk pembelajaran Bahasa Inggris yang sesuai dengan Kurikulum 2013.
Akhirnya, diharapkan penelitian ini dapat berguna untuk proses
pembelajaran Bahasa Inggris, terutama dengan kurikulum baru. Dengan
mengetahui kelebihan dan kelemahan PEEP, guru dapat menyesuaikan materi dan
kegiatan mengajar. Terakhir, pengembang materi dapat mempertimbangkan hasil
penelitian ini ketika mereka mengembangkan materi atau buku teks.
Kata kunci: analisis isi, buku siswa, kurikulum 2013.
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MOTTO
Allah is my best protector and saviour.
(Yulia Umi Arifa)
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DEDICATION
This thesis is whole-heartedly dedicated to those who support me to keep on
pursuing the better future:
My beloved parents
My beloved brothers
My beloved sister
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ACKNOWLEDGEMENT
In the name of Allah, the most Gracious and the most Merciful. Praise is
due to Allah, that eventually I have been able to complete this thesis as a partial
fulfilment of the requirements for the Graduate Degree of English Education
Department. I would like to express my special gratitude to the following for their
contributions throughout the completion of this study.
I would like to express my appreciation to Dra. Dewi Rochsantiningsih,
M.Ed., Ph.D., my first consultant, for all her consultation, guidance,
encouragement, help, and feedback all the way through the process of writing this
thesis. My gratitude also goes to Dra. Diah Kristina, MA., Ph.D., my second
consultant, for her continuous consultation, guidance, help, and feedback during
the completion of this study.
I am also sincerely grateful to Zahrudin, S.Pd an evaluator of this analysis
research for his involvement throughout the data collection of the research. I also
wish to express my gratitude to Prof. Dr. Joko Nurkamto, M.Pd., the Dean of
Teacher Training and Education Faculty, Dr. Ngadiso, M.Pd., the Head of the
English Department of Graduate Program of Sebelas Maret University, and all
lecturers in the Department of English Language Education, Sebelas Maret
University for the knowledge and skills that I have got throughout the undertaking
of my study.
In addition, my special thanks are due to my beloved mother and father,
my brothers and sister and all supporting people I cannot mention by name who
have been invaluable source of support for me over the years.
I really hope that this research can provide contribution to the
improvement of educational practice, especially for teaching learning English
with the 2013 Curriculum. Therefore, all suggestions and criticism for the better
improvement will be welcomed.
Surakarta, 18 November 2016
Yulia Umi Arifa
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TABLE OF CONTENTS
TITLE ............................................................................................................. i
APPROVAL .................................................................................................. ii
LEGITIMATION ......................................................................................... iii
PRONOUNCEMENT .................................................................................. iv
ABSTRACT ....................................................................................................v
ABSTRAK .................................................................................................... vi
MOTTO ....................................................................................................... vii
DEDICATION ............................................................................................ viii
AKNOWLEDGEMENT .............................................................................. ix
TABLE OF CONTENTS ...............................................................................x
LIST OF TABLES ...................................................................................... xii
LIST OF ABBREVIATION ...................................................................... xiii
LIST OF APPENDICES ........................................................................... xiv
CHAPTER I: INTRODUCTION .................................................................1
A. Background of the Research ................................................................1
B. Questions of the Research .....................................................................4
C. Purpose of the Research .......................................................................4
D. Significance of the Research ................................................................5
CHAPTER II: REVIEW OF LITERATURE .............................................7
A. Theoretical Review ..............................................................................7
1. English Language Teaching in Indonesia ......................................7
a. School-Based Curriculum (KTSP) ...........................................8
b. The 2013 Curriculum .............................................................10
2. Textbook ......................................................................................12
a. Instructional Material .............................................................12
b. Definition of Textbook ............................................................15
c. The Development of the Design and Use of Textbook ..........17
d. The Role of Textbook ............................................................19
e. Design of Textbook ................................................................21
3. Evaluation of Textbook ................................................................24
a. Textbook Evaluation ..............................................................24
b. Textbook Evaluation Stage ....................................................27
c. Some Textbook Evaluation Criteria .......................................29
1) Textbook Evaluation Criteria by Cunningsworth ............29
2) Textbook Evaluation Criteria by Ur .................................32
3) Textbook Evaluation Criteria by Mukundan ....................33
B. Review of Relevant Research ............................................................34
C. Conceptual Framework ......................................................................35
CHAPTER III: METHODOLOGY OF RESEARCH .............................37
A. Design of the Research .......................................................................37
B. Collection of Data ...............................................................................38
C. Analysis of Data .................................................................................39
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CHAPTER IV: FINDINGS AND DISCUSSION ......................................41
A. The Criteria of Good English Textbook ............................................42
1. Content Coverage ........................................................................42
a. Attitude, Knowledge, and Skill Analysis Data .....................42
b. The Basic Competence Analysis Data ..................................42
c. Authenticity Analysis Data ...................................................43
2. Presentation .................................................................................44
a. Presentation Technique .........................................................44
1) Units Components Analysis Data ..................................44
2) Balance of the Units Analysis Data ...............................46
b. Teaching Method .................................................................47
1) The Appropriateness with the Scientific Approach .......47
2) The 2013 Curriculum Evaluation Standard ...................47
c. Presentation Completeness ...................................................48
1) Opening Analysis Data ..................................................48
2) Closing Analysis Data ....................................................49
3. Language .....................................................................................50
a. Language Development ........................................................50
b. Grammar Accuracy ...............................................................50
c. Instruction Analysis ..............................................................51
4. Graphics ......................................................................................51
a. Font .......................................................................................51
b. Pictures ..................................................................................51
B. Curriculum 2013 Requirement ............................................................53
1. Graduate Competences .................................................................53
a. Attitude Analysis Data ...........................................................54
b. Knowledge Analysis Data ......................................................55
c. Skill Analysis Data .................................................................57
2. Basic Competences ......................................................................58
3. Teaching Learning Process ..........................................................71
4. Assessment Standard ...................................................................75
CHAPTER V: CONCLUSIONS AND SUGGESTIONS .........................78
A. Conclusions ........................................................................................78
B. Suggestions ........................................................................................79
BIBLIOGRAPHY ........................................................................................82
APPENDICES ............................................................................................. 86
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LIST OF TABLES
Page
Table 2.1 Graduate Competence Standard of Curriculum 2013 … 11
Table 2.2 BSNP Textbook Evaluation Checklist ………................. 26
Table 2.3 Instrument for Evaluating Textbook …………………… 36
Table 4.1 The Criteria of a Good English Textbook ……………... 41
Table 4.2 Students’ Activity in Pathway to English Textbook …… 43
Table 4.3 The Number of Pages of Each Chapter ………………... 46
Table 4.4 The Summary of the Findings and Discussion of the
Criteria of a Good English Textbook …………………..
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Table 4.5 The Grade X English Subject Core Competence ……… 54
Table 4.6 Examples of Pages Containing Attitude Core
Competences ……………………………………………
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Table 4.7 Examples of Pages Containing Knowledge Core
Competences ………………............................................
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Table 4.8 Examples of Pages Containing Skill Core
Competences ……………………………………………
57
Table 4.9 The Grade X English Subject Basic Competences …….. 58
Table 4.10 Basic Competences of Chapter 1 ………………………. 60
Table 4.11 Basic Competences of Chapter 4 ………………………. 61
Table 4.12 Basic Competences of Chapter 6 ………………………. 62
Table 4.13 Basic Competences of Chapter 8 ………………………. 63
Table 4.14 Basic Competences of Chapter 10 ……………………... 66
Table 4.15 Basic Competences of Chapter 11 ……………………... 67
Table 4.16 Basic Competences of Chapter 12 ……………………... 68
Table 4.17 Basic Competences of Chapter 13 ……………………... 69
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LISTS OF ABBREVIATIONS
BSNP Badan Standar Nasional Pendidikan
KBK Kurikulum Berbasis Kompetensi
KTSP Kurikulum Tingkat Satuan Pendidikan
PEEP Pathway to English Elective Program
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LISTS OF APPENDICES
Page
Appendix 1 Instrument ……………………………………….. 86