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A CONTENT ANALYSIS ON THE ENGLISH TEXTBOOK “PROGRESS”

USED BY THE TENTH YEAR OF SENIOR HIGH SCHOOL

INTAN RIADHUL HASANAH

K2208020

Thesis

Submitted to the Teacher Training and Education Faculty of Sebelas Maret

University to Fulfill One of the Requirements for Obtaining the

Undergraduate Degree in English Education

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2012



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PRONOUNCEMENT

I would like to certify that the thesis entitled “A CONTENT ANALYSIS ON

THE ENGLISH TEXTBOOK “PROGRESS” USED BY THE TENTH YEAR

OF SENIOR HIGH SCHOOL” is really my own work. It is not plagiarism or made

by others. Everything related to others’ works are written in quotation, the sources of

which are listed on the bibliography.

If then, this pronouncement proves wrong, I am ready to receive any academic

punishment.

Boyolali, 2012

Intan Riadhul Hasanah



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APPROVAL

This thesis has been approved by the consultants to be examined by the Board

of Thesis Examiners of the English Education Department of Teacher Training and

Education Faculty, Sebelas Maret University.

On :

By :

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Consultant I

Consultant II



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BOARD OF EXAMINERS

This thesis has been examined by the Board of the Examiners of Teacher

Training and Education Faculty of Sebelas Maret University and accepted as partial

fulfillment of the requirements for the Undergraduate Degree of Education in

English.

Day :

Date :

The Board of Examiners:

1. Chairman:

Teguh Sarosa, SS., M.Hum (…………………….)

NIP. 19730205 200604 1 001

2. Secretary:

Drs. Muh. Asrori, M. Pd (…………………….)

NIP. 19601015 198702 1 001

3. Examiner I:

Drs. Suparno, M. Pd (…………………….)

NIP. 19511127 198601 1 001

4. Examiner II:

Hefy Sulistyawati, SS., M. Pd (…………………….)

NIP. 19781208 200112 2 002

The Representative of Dean

Vice Dean I

Prof. Dr. rer. Nat. Sajidan, M. Si

NIP. 19660415 199103 1 002



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ABSTRACT

Intan Riadhul Hasanah, A Content Analysis On The English Textbook

“PROGRESS” Used By The Tenth Year Of Senior High School. A thesis.

Teacher Training and Education Faculty. Sebelas Maret University, 2012.

This research report is mainly intended to find out whether the English

textbook used for the tenth year student of senior high school English on Progress

develops the skills suggested by School-based Curriculum and communicative

exercises.

In line with the objectives of the research, the writer uses a descriptive

method. In collecting the data, she uses document as data source. The data are

analyzed by following seven steps: (1) Finding out the kinds of skill and

communicative exercise available on the textbook, (2) Classifying them, (3)

Analyzing them, (4) Counting them, (5) Giving percentage from the total number, (6)

Judging whether the data are appropriate with the indicators in School-based

Curriculum or not, and (7) Drawing conclusion and proposing suggestions.

The result of the analysis shows that the percentage of the appropriateness of

the skills developed in the textbook is 59.22% (listening: 62.85%; speaking: 59.38%;

reading: 47.06%; writing: 63.16%). It means that the textbook is compatible with the

School-based Curriculum in developing skills. Some of the activities in the textbook

cover the four skills: listening, speaking, reading, and writing. The textbook entitled

“Progress” Grade X is a good textbook to support the language skill materials in

teaching-learning process for the students of Senior High School. Meanwhile the

percentage gained in developing the communicative exercises is 62.5%. The result of

this study implies that the teacher should complement the teaching materials with

other books in order to achieve the goal of teaching English. The writer of the

textbook should revise the textbook and add more texts, activities, and

communicative exercises to increase the quality of the textbook.



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MOTTO

“This way is my choice, I take the chance and I have to be ready for the

consequences”

(The Writer)



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DEDICATION

With deep profound love, this thesis is dedicated to:

� My beloved Father and Mother, no words can

represent how grateful I am to be your daughter!

� My beloved brothers and sisters, thank you for your

support and prayer,

� My beloved “UY”, thank you is nothing compares

what you have done for me,

� My Best of the Best Friends

� Myself and my bright future



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ACKNOWLEDGMENT

Alhamdulillahirabbil’alamin. Praise be to Allah SWT who has given her

blessing to the writer so that she can complete the writing of this thesis. In this

occasion, the writer would like to express his deepest gratitude and appreciation to

the following.

1. Prof. Dr. H. M. Furqon Hidayatullah, M. Pd., the Dean of Teacher Training

and Education Faculty, for his advice and his approval of this thesis.

2. Dr. H. Muhammad Rohmadi, M.Hum the Head of the Art and Language

Education, and Endang Setyaningsih, S.Pd, M.Hum., the Head of English

Education Department of Teacher Training and Education Faculty, for their

advice and their approval of this thesis.

3. Drs. Suparno, M.Pd. the first consultant, and Hefy Sulistyawati, S.S, M.Pd.,

the second consultant, for their priceless guidance, advice, suggestion,

encouragement and patience.

4. Her greatest parents, for their supports, caring, prayer, and helps.

5. Her beloved brother and sister thanks for motivating, helping, and praying.

6. Her beloved soulmate “UY”, for his everlasting support, caring, and for

giving the greatest love.

7. Her friends, Mbak Inggit, Tika, Ichie for the unforgettable moments

8. Her friends in English Department “Class B” of year 2008, who cannot be

mentioned one by one, for their lasting friendship.

The writer realizes that this thesis is still far from being perfect. She hopes

and accepts every comment and suggestion. Hopefully, this thesis will be useful for

the readers.

Boyolali, 2012

‘Intan R. H’



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TABLE OF CONTENTS

TITLE .............................................................................................................. i

PRONOUNCEMENT ………………………………………………………. ii

APPROVAL .................................................................................................... iii

BOARD OF EXAMINERS…………………………………………………. iv

ABSTRACT ................................................................................................... v

MOTTO ......................................................................................................... vi

DEDICATION ................................................................................................ vii

ACKNOWLEDGMENT ................................................................................. viii

TABLE OF CONTENTS ................................................................................ ix

LIST OF APPENDICES .................................................................................. xi

LIST OF TABLES ........................................................................................... xii

LIST OF ABBREVIATIONS .......................................................................... xiii

CHAPTER I INTRODUCTION ................................................................ 1

A. Background of the Study ............................................... 1

B. The Identification of the Problem .................................. 3

C. The Limitation of the Problem ....................................... 4

D. Problem Statements ........................................................ 4

E. The Aim of the Study ..................................................... 4

F. The Benefit of the Study ................................................ 5

CHAPTER II THEORETICAL REVIEW .................................................... 6

A. Curriculum ......................................................................... 6

1. Meaning of Curriculum ................................................. 6

2. Function of Curriculum ................................................. 6

B. School-based Curriculum .................................................. 7

1. The Definition of School-based Curriculum ……….. . 7

2. Characteristics of School-based Curriculum ................ 8

3. Principles in the Development .................................... 10



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4. Components of School-based Curriculum …………… 10

5. Content Standard and Graduate Competency ………… 13

6. Standard of Competency of English ………… ........... 13

C. Communicative Language Teaching ................................. 14

D. Communicative Exercises ................................................. 17

E. School-based Curriculum Contents of Textbook .............. 20

F. Content Analysis ............................................................... 23

CHAPTER III RESEARCH METHODOLOGY .......................................... 25

A. Method of the Research ..................................................... 25

B. Focus of the Research ....................................................... 25

C. Data and Data Source ....................................................... 26

D. Method of Collecting Data ................................................ 26

E. Technique of Analyzing the Data ...................................... 27

CHAPTER IV RESEARCH FINDING AND DISCUSSION ......................... 32

A. Description ........................................................................ 32

B. Data Analysis……………………………………………. 41

1. Description of Language Skills ……….. ..................... 41

2. Description of Communicative Exercises .................... 94

C. Discussion ......................................................................... 98

D. Discussion of the Research Finding .................................. 100

CHAPTER V CONCLUSION AND SUGGESTION ..................................... 103

A. Conclusion ........................................................................ 103

B. Suggestion ......................................................................... 104

BIBLIOGRAPHY ......................................................................................... 106

APPENDICES ......................................................................................... 109



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LIST OF APPENDICES

Appendix 1: Syllabus .................................................................................... 109

Appendix 2: Content of the textbook “Progress” ......................................... 140



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LIST OF TABLES

Tabel 2.1: Listening Material Semester 1 ....................................................... 21

Tabel 2.2: Speaking Material Semester 1 ....................................................... 21

Tabel 2.3: Reading Material Semester 1 ........................................................ 21

Tabel 2.4: Writing Material Semester 1 ......................................................... 21

Tabel 2.5: Listening Material Semester 2 ....................................................... 22

Tabel 2.6: Speaking Material Semester 2 ....................................................... 22

Tabel 2.7: Reading Material Semester 2 ........................................................ 22

Tabel 2.8: Writing Material Semester 2 ......................................................... 22

Tabel 3.1: Percentage and Compatibility Classification ................................ 31

Tabel 4.1: The Description of the Book ......................................................... 32

Tabel 4.2: The Compatibility of Listening Materials ..................................... 56

Tabel 4.3: The Compatibility of Speaking Materials ..................................... 62

Tabel 4.4: The Compatibility of Reading Materials ....................................... 82

Tabel 4.5: The Compatibility of Writing Materials ........................................ 92

Tabel 4.6: The Percentage of the Compatibility of Language Materials ........ 99



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LIST OF ABBREVIATIONS

U : Unit

P : The title of the textbook analyzed “Progress”

Pa : Page

IDT : Indicators Developed in the Textbook

IDSBC : Indicators Demand by School-Based Curriculum



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CHAPTER I

INTRODUCTION

A. Background of the Study

In Indonesia, English is a foreign language which has to be taught in all levels

of education. Basically, teaching English covers four skills, namely listening,

speaking, reading, and writing. The importance of learning English makes it a

compulsory subject in Junior High Schools and Senior High Schools. The

government expects that junior and senior high school students can use English as a

means of communication either with their friends or with foreigners fluently.

There are many factors influencing the success of English teaching and

learning process. According to Idris and Jamal (1992: 38) in Wahyu Prihananto

(2008: 1-2) the factors that influence the efforts to gain the purpose are human, such

as the teacher, counselor, administrator, and instructional materials such as

expressions of introduction, invitation, offering something, narrative text, recounts

text, etc.

One of the factors that influence the teaching and learning process in

achieving the goal is instructional materials. In achieving the goal of English

instruction, as everybody knows, textbook takes a very important role.

At present, a textbook is still used in teaching learning activity in the

classroom. Although many modern aids have been invented to support the teaching

and learning process such as tape recorder, overhead projector, and video many

schools still buy and use large quantities of textbooks and references. They probably

have several reasons in choosing the textbooks as their reference. They consider that

textbook is the cheapest and the most practical one among those aids mentioned

above. Brown, Lewis, and Harcleroad (1964: 98) list some advantages of textbook

such as follows:


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1. Textbooks are economical. Compared with the cost of providing the

content if textbook in other forms, such as pamphlets, charts, or flat

picture sets, textbook is relatively inexpensive.

2. They help to individualize instruction. Textbooks enable different students

to study different things at the same time or to repeat if it is necessary.

3. They help to organize and provide unity for class instruction. They do this

by providing a set of common reading experiences, suggested activities,

readings, and questions to be answered.

4. Textbooks are regarded as a help in improving the skills of teachers. They

can be a particular help for inexperienced, beginning teachers in handling

instructional problems.

Knowing that schools still need many kinds of textbooks to develop the

students’ language skills, publishers offer their books to schools.

Textbook has correlation with curriculum. Curriculum is teacher orientation in

teaching learning process, whereas textbooks provide materials. So, the content of

textbook must be relevant with curriculum. The materials of textbook must be

suitable with standard competence of curriculum in order that the result is appropriate

to the purpose.

Today, Indonesia has implemented some curricula, but every curriculum has

weaknesses, so to reach the goal of education, the government periodically changes

the curriculum to construct the best curriculum. Since the academic year 2006/2007,

Department of National Education has implemented the 2006 curriculum.

Nowadays, Indonesia implements 2006 curriculum. It replaces the last

curriculum which we called competence based curriculum. The 2006 curriculum is a

curriculum development model which is based on each school creativity. It is not a

curriculum itself. The government hopes that every school can have many chances to

use its potency to create its own curriculum. The launching of the new curriculum has


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arisen many implications in the society. Many teachers are pessimistic in

implementing it.

The curriculum has competence standards and basic competences. Through

them the teacher can create their syllabuses. The syllabus of one school may be

different from that of other school because the teacher has his own creativity to make

it. The syllabus of each school may be different but the contents are standardized by

the curriculum.

The writer wants to analyze the English textbook “Progress” because this

book has been designed in line with the 2006 curriculum. It provides various

activities, which integrate the language skills areas of listening, reading, speaking,

and writing. The other reason is the book contains many exercises needed to improve

the English learners’ language skill. Besides, some English teachers consider that the

book is suitable with the learner’s needs.

Considering the problem above the writer wants to compare the material in

the textbook with 2006 curriculum (School based Curriculum), whether or not the

textbook are compatible with School Level-based Curriculum. The writer also

analyzes whether the communicative exercises are developed in line with the

“Progress” textbook or not. Based on the reason, the writer decides to conduct a

research entitled A Content Analysis on the English Textbook “Progress” Used by the

Tenth Year of Senior High School.

B. The Identification of the Problem

Based on the background of the study above, the writer identifies some

problems dealing with English language teaching which are formulated as follows:

1. Are the language skills materials in “Progress” textbook are compatible with

indicators in language skills of School based Curriculum?

2. Are the exercises in “Progress” textbooks are communicative based on the

theories by experts in the Communicative Language Teaching?


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C. The Limitation of Problem

There are many problems in the Communicative Language Teaching, but the

writer only wants to discuss the content of the English textbook ‘Progress for grade

X’ written by Zumakhsin and Yulia Mufarichah published by Ganeca Exact. The

writer focuses on the appropriateness between the language skills developed in the

book and the school level-based curriculum and the communicative exercises of the

book.

The writer analyzes the four language skills developed in the book and the

skills suggested in the school based curriculum to find out how well the book follows

the curriculum demand and analyze the Communicative Exercises developed in the

book based on the theories by experts in the Communicative Language Teaching.

D. Problem Statements

The problems of the study that will be analyzed are:

1. To what extent does the English textbook (Progress, a contextual approach to

learning English) develop the language skills suggested by School based

Curriculum?

2. To what extent are the exercises in “Progress” textbook are communicative based

on the theories by experts in the Communicative Language Teaching?

E. The Aim of the Study

In this research, the writer uses content analysis to analyze “Progress, a

Contextual Approach to Learning English” an English textbook for the tenth year

students of Senior High School. The aim of the study is to investigate whether or not

the language skills materials in “Progress” textbook are compatible with indicators in


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language skills of School based Curriculum and to investigate whether or not the

exercises in “Progress” textbook are communicative.

F. The Benefit of the Study

After knowing the result of the study, it is expected that:

1. The result of this research can give input to improve the quality of the

English textbooks.

2. The teachers will get information about language skills that are suggested

in the School based Curriculum.

3. The teachers will get more knowledge and sufficient information about

communicative exercises.

4. The writer and the readers will get sufficient information about the School

based Curriculum.

5. The teachers know how far the English textbook follows the curriculum

demand.

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CHAPTER II

THEORETICAL REVIEW

A. Curriculum

1. Meaning of Curriculum

Curriculum is a set of subjects and contents to be taught inside and outside

school; course of study; program of study, a series of experiences undergone by

learners in school; everything that is planned by school personal (Peter Olivia, 1997:

5). Nunan (1998: 14) states that curriculum is usually used to refer a particular

program of study. It refers to all aspects of planning and managing of education

program. While Posner (1995: 5) reveals that curriculum is the content or objectives

for which schools holds students accountable. According to the opinions of some

linguists, the writer concludes that curriculum is a set of aspects in planning and

managing education program to be applied on the teaching learning process.

2. Function of Curriculum

Nurgiyantoro (1988: 6) states that curriculum also has some functions that can

be observed from three aspects. The first function is curriculum for the school itself.

The second aspect is the functions for the higher level school. The last is the function

for society. Those three aspects should always appear in the function of curriculum.

Function of curriculum for the school itself can be divided at least into two.

First, curriculum is a tool or instrument to gain educational goals. Curriculum form in

teaching learning process can be seen as teaching program. The teaching program is a

system that consists of several components, which are intended to acquire the

educational objectives. The objectives that will be acquired are arranged from

national objectives until instructional objectives. If the instructional objectives are

achieved (the result can be measured from teaching learning process in the

classroom), the objective at the higher level can be taken.


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Second, curriculum is a guidance to arrange educational activities

implemented in school. Besides, curriculum also arranges everything related with of

program, the implementation, implementation strategies, responsibility, facility, etc.

The second function is for higher school. By knowing the curriculum in every

level school, the curriculum in the higher school can make an adaptation. For

example if a subject has been given in the curriculum of lower school, it has to be

considered in the higher school especially in choosing the materials. Besides, there is

curriculum that functions to prepare teachers. If a school or college has an aim to

prepare teachers, the school has to know the curriculum of the school that the teacher

will teach.

The third function is for community. The school’s graduates are prepared to

interact with community so the curriculum should know and reflect the needs of

society. The society who uses the school graduate may give useful help, criticism, or

advice for the better education program in school.

B. School – based Curriculum

1. The Definition of School – based Curriculum

Sanjaya (2008: 128) in Educational National Standard (SNP Chapter 1,

paragraph 15) defines School based curriculum as an operational curriculum that is

arranged and held by each institutional education.While Mulyasa (2006: 11) says that

School based curriculum as a curriculum in a school developed suites to 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 propose school - based curriculum as an operational

curriculum arranged, developed, and done by school which is ready and able to imply

it by considering government regulation number 20, 2003, about National Education

System chapter 36, consisting of the following:


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- The development of curriculum is done by referring to national education

standard to achieve certain goals of national education,

- Curriculum in every level of school is arranged by considering

diversification principles appropriate with local needs and conditions,

- Curriculum in elementary and secondary school levels are developed by

school committee according to graduate competency standard, content

standard and the instruction of curriculum arrangement written by the

Organization of Educational National Standard (BSNP).

It can be added that the foundation of KTSP curriculum comes from the Law

number 20, 2003, about national education system, government regulation number

19, 2005, about national education standard, content standard and graduate

competency standard.

2. Characteristics of School-based Curriculum

School - based curriculum is an operational form of curriculum development

in the decentralized educational system context and area autonomy. School-based

curriculum characteristics can be seen from how schools can optimize their work,

their learning process, teaching resources management, teacher’s professionalism,

and evaluation system (Mulyasa, 2006: 29).

According to Mulyasa’s opinion there are at least four characteristics of

school-based curriculum which can be identified, as follows:

a. Full authority of school and school principal

Each school has a board of trustee that is responsible for all aspects of

school operations. The responsibility here includes all school operations

including budgets. It must develop curriculum adjusted with students’ need

and local community’s need. Furthermore, the full authority is given by the

government so that school can improve its quality in respect to teachers’


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professionalism through their active participation in decision making and its

implementation.

b. More participation of parents and the society

In school based-curriculum, the implementation of curriculum is

supported by society and parents’ participations (Mulyasa, 2006: 30) through

the association of school committee and education committee. They concern

not only on financial aspect but also on school’s programs improvement

directed to improve the learning quality.

c. Democratic and professional leadership

In school based curriculum, the development and the implementation

of curriculum is supported by school leadership which is democratic and

professional. The principal is elected by school committee to conduct all

school activities based on the regulation. While teachers who have

responsibility in conducting the teaching learning process are professional

persons who can work as professionals so that they can make a conducive

atmosphere in teaching learning process and support the success of teaching

learning goals. In addition, the democratic leadership is the system of decision

making used by the principal named as “bottom up” and all elements related

with it are responsible in its implementation.

d. Transparent team work

In the implementation of school based curriculum, a team work that

consists of parents, teachers, pupils, and others which are transparent is

needed. It is because parents, pupils, and teachers are people who best

understand the context and the culture of the school so that they can work

together without any under estimation to each other. Thereby, the

predetermined goals and target can be achieved easily.


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3. Principles in the Development of School - based Curriculum

The regulation of Minister of National education number 22, 2006, states that

the development of school based curriculum is based on the following principles:

a. The curriculum has a center to potency, development and necessitate of

students and school’s environment where it stands

b. The curriculum is a form of varied and integrated curriculum

c. The curriculum should be perceived actively in the development of

technology, science, and art

d. The curriculum should be relevant with live necessitate

e. The curriculum is directed into long - life learning

f. The curriculum should be balanced in the local, national, and global

interest

4. Components of School - based Curriculum

According to Mulyasa (2006: 176) there are six components of KTSP namely,

1. School vision and mission

Morrisay (1997) defines vision as a set of representative of beliefs as a

future organization of customers, staff, stakeholders, and the manager. While

mission is the steps arranged in order to acquire the vision.

A good vision and mission should not only be patterns that have no

meaning but it is better if the content of vision and mission is a direction full of

meaning so that it can color all of activities that occur in the school.

2. Educational goal of school

In the development of school based curriculum, it is a must for school

to determine its goals, objectives, and targets as clears as possible for long and

short period of time. The goal determined must be (a) clear, (b) understandable

by all elements involved in the school, (c) the progress reached can be touched

by the elements involved.


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3. Educational calendar

In relation with school based curriculum development, school needs to

arrange its educational calendar so that it can be suited to the students and

social need, the characteristics, and the potencies. Educational calendar

written by curriculum developer in school level should be able to plant the

time needed by students to study effectively in the class for one semester,

including holidays and others.

By planning the educational calendar it is hoped that number of basic

competencies and the amount of school time to finish the basic competencies,

examinations, and reserved time to teaching learning process can be

determined as well as possible.

4. Syllabus

Syllabus is defined by Mulyasa (2006) as a set of teaching learning

plan in one subject matter with specific theme including standard of

competency, basic competency, materials, indicators, assessment, time

allotment, and teach resources developed by each school.

Moreover, in school based curriculum, the syllabus is used to translate

standard of competency and basic competency into learning activities,

materials, and indicators of competency achievement used to access students’

learning results.

5. Lesson plan

Lesson plan is a set of plan describing procedure and learning

management in order to reach one or several competencies determined by

content standard and explained in the syllabus (Mulyasa, 2006).

While Sanjaya (2008: 143) says that the component of school-based

curriculum consists of 4 components:


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1. Educational goal of school

The goal of educational in elementary school and senior high school are based

on the educational general goal of school. In the government law number 19,

2005, about Standard National Educational chapter 26 says that:

a. The educational goal in elementary school exhausted on intelligent base,

knowledge, personality, good morals, and skills to life and continues to

the next level of education.

b. The educational goal in senior high school is improving intelligent,


the next level of education.

c. The educational goal of vocational school is improving intelligent,


the next level of education based on their vocational.

2. Structure program and curriculum contents

Structure and school based curriculum contents in elementary school

consists of 5 group studies, as follow:

- Group studies of religion and good morals.

- Group studies of citizenship and personality

- Group studies of knowledge and technology

- Group studies of aesthetics

- Group studies of body, sport, and health.

3. Educational calendar

Educational institute can arrange educational calendar based on the needs of

area, school characteristics, the needs of students and people, by observe the

educational calendar in Contents Standard.


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4. Syllabus and Lesson Plan

Syllabus is the explanation of competence standard and competence base, the

activity of studies, and indicator to assessment. According to the syllabus that

is arranged, teacher can explore to be lesson plan.

5. Content Standard and Graduates Competency Standard

According to Standard of National Education chapter 5 article number 1

Content Standard covers materials and competencies level to reach graduation

competencies at particular level of education.

Mulyasa (2006) says that content standard reflects subject matter and

competency level determined in the criteria of graduates competency, material

competency, subject matter competency, and instructional syllabus that must be

fulfilled by students in one level of education.

Meanwhile, the definition of Graduate Competency Standard given by

Standard of National Education chapter 1 article number 4 is a qualification of

graduate competency including attitude, knowledge, and skills.

The Graduate Competency Standard functions as:

1. Criteria in determining students’ graduation at each level of education,

2. Reference for arranging other educational standards,

3. Assessment’s reference in determining students’ graduation, including

competency for all subject matters, aspects of skills, attitudes, and knowledge.

(Mulyasa, 2006).

According to Minister of National Education, standard of graduate

competency consists of three elements namely standard of competency for subject

matter, standard of graduate competency for school, and competency standard and

basic competency.


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6. Standard of Competency of English as a Subject Matter

Standard competency of English as a subject matter is a set of competency

which students must master as a result of learning English. For the tenth grade of

senior high school students, there are four standards of competency which have been

formulated by Department of National Education as follows:

a. Listening; students are able to understand the meaning of short scripts in

the form of short functional texts, simples conversation and simples

monolog text in the form of recount, narrative, procedure, descriptive and

news items in daily lives context.

b. Speaking; students are able to express the meaning of short scripts in the

form of short functional texts, simple’s conversation and simples

monologue texts in the form of recount, narrative, procedure, descriptive

and news items in daily lives context.

c. Reading; students are able to understand the meaning of short functional

texts and simples essays in the form of recount, narrative, procedure,

descriptive and news items in daily lives context.

d. Writing; students are able to express the meaning of short functional texts

and simples essays in the form of recount, narrative, procedure,

descriptive and news items in daily lives context.

C. Communicative Language Teaching

Communicative Language Teaching appeared as a form of dissatisfaction of

some linguists to the earlier method which is called Situational Language Teaching.

Communicative Language Teaching focuses on the communicative competence. The

centre of this approach is to practice the communicative acts. The aims of the

communicative approach are: (a) to make communicative competence as the goal of

language teaching, (b) to develop procedures for the teaching of four language skills


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that acknowledge the interdependence of language and communication (Richard and

Rodger, 2001: 155).

Communicative Language Teaching itself is defined as a theory of language

teaching that starts from a communicative model of language and language use, and

that seeks to translate this into a design for an instructional system, for materials, for

teacher and learner roles and behaviors, and for classroom activities and techniques

(Richards and Rodger, 2001: 158).

There are four components of communicative competence, they are

grammatical competence, sociolinguistic competence, discourse competence, and

strategic competence (Savignon, 1997: 140)

Grammatical competence is mastery of the linguistic code, the ability to

recognize the lexical, morphological, syntactic, and phonological features of a

language and to manipulate these features to form words and sentences.

Sociolinguistic competence is an interdisciplinary field of inquiry having to

do with the social rules of language use. Sociolinguistic competence requires an

understanding of the social context in which language is used: the roles of the

participants, the information they share, and the function of the interaction.

Discourse competence or sometimes called textual competence is the ability

to interpret a series of sentences or utterances in order to form a meaningful whole

and to achieve coherent texts that are relevant to a given context. Recognition of the

theme or topic of a paragraph, chapter, or book; getting the gist of a telephone

conversation, poem, television commercial, office memo, recipe, or legal document

requires discourse competence.

Strategic competence is the strategy that one uses to compensate for imperfect

knowledge of rules or limiting factors in their application such as fatigue, distraction,

and inattention.

Communicative Language Teaching uses real-life situations that necessitate

communication. The teacher sets up a situation that students are likely to encounter in


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real life. Students’ motivation to learn comes from their desire to communicate in

meaningful ways about meaningful topics. The activities include the learners in real

communication and require the use of such communicative process as information

sharing, negotiation of meaning and interaction. Classroom activities are often

designed to focus on completing tasks that are mediated through language or involve

negotiation of information sharing. Littlewood (1981) distinguishes between

“functional communication activities” and “social interaction activities” as major

activity types in Communicative Language Teaching. Functional communication

activities include such tasks as learners comparing sets of pictures and noting

similarities and differences; working out a likely sequence of events in a set of

pictures; discovering missing features in a map or picture, one learner communicating

behind a screen to another learner and giving instructions on how to draw a picture or

shape, or how to complete a map; following directions; and solving problems from

shared clues. Social interaction activities include conversation and discussion

sessions, dialogues and role-plays, simulation, skits, improvisations and debates.

(Richard and Rodgers, 2001: 165-166).

CLT involves the role of learners, teacher and material. The role of learners is

a negotiator between themselves, the learning process and the object of learning. The

learners are expected to interact with the role of joint negotiator within the group and

within the classroom procedures and activities. The students do most of speaking and

frequently the scene of a classroom during a communicative exercise is active, with

students leaving their seats to complete a task. Teacher has two main roles in CLT.

The first is to facilitate the communication process between all participants in the

classroom, and between these participants and the various activities and texts. The

second role is to act as an independent participant within the learning-teaching group.

These roles imply a set of secondary roles for teacher. The first, teacher as an

organizer of resources and as a resource himself. Second, teacher as a guide within

the classroom procedures and activities. Third role is to be the researcher or observer


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when the communication process happened. The role of instructional material is very

important. Materials have primary role of promoting communicative language use.

Richard and Rodgers (2001:79) consider three kinds of materials currently used in

CLT.

1. Text-Based Materials

There are numerous textbooks designed to direct and support

Communicative Language Teaching. Their tables of contents sometimes

suggest a kind of grading and sequencing of language practice not unlike

those found in structurally organized texts. Some of these are in fact

written around a largely structural syllabus, with slight reformatting to

justify their claims to be based on a communicative approach.

2. Task-Based Materials

A variety of games, role plays, simulations and task-based communication

activities have been prepared to support Communicative Language

Teaching classes. These typically are in the form kind items: exercise

handbooks, cue cards, activity cards, pair-communication practice

materials, and students-interaction practice booklets.

3. Realia

Many proponents of Communicative Language Teaching have advocated

using of “authentic”, “from life” materials in the classroom. These might

include language based realia, such as signs, magazines, advertisements,

newspaper, or graphic and visual sources around which communicative

activities can be built, such as maps, pictures, symbols, graphs, and charts.

Different kinds of object can be used to support communicative exercises,

such as a plastic model to assemble from directions.


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D. Communicative Exercises

Communicative exercise is very important in CLT. It helps not only the

teacher to teach English communicatively but also the students to practice their

communicative competence with their friends and teacher. In this context, teacher

only creates some activities and facilitates the students in order that they will be more

active and the result of the learning process depends on the students themselves.

Littlewood in Jordan (1997: 112) proposes some purposes of communicative

activities as contribution to language learning as follows:

1. Communicative activities provide ‘whole task practice’

2. Communicative activities improve motivation

3. Communicative activities allow natural learning

4. Communicative activities can create a context, which supports learning

The following are some characteristics of communication exercises proposed

by Brumfit and Johnson, Brown, Nunan, Geddes and Strurtidge, Jordan, Krashen and

terrel.

a. Information gap principle

This principal requires real communication. It happens if the

information is known by only one student in a pair and it can be conveyed by

different exercises to the other student. The purpose of communication in real

life is to bridge this gap (Jordan, 1997: 111-112). For example: the students

are provided with incomplete plans and diagrams which students have to

complete by asking for information. (Brumfit and Johnson, 1998: 201).

Brown (1994: 181) proposes two characteristics of information gap principle,

i.e: (1) their primary focus on information, and not on language form; (2) the

necessity of communicative interaction in order to reach the objective.

b. Jigsaw principle

Brown (1994: 182) defines jigsaw techniques as a special form of

information gap in which each member of a group is given some specific


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information and the goal is to pool all information to achieve some objectives,

for instance, asking students to locate something correctly on a map based on

the information. Geddes and Strurtridge in Brumfit and Jonhson (1998: 201)

develop “Jigsaw Listening” in which different students listen to different

taped materials and then communicate their contents to others in the class.

c. Task Continuity Principle

Task continuity refers to the chaining of activities together to form of a

sequence, in which the successful completion of prior activities is a

prerequisite for succeeding ones. Under this principle, activities are sequenced

not only according to their complexity, as determined by input, learners and

activity factors, but also according to the logic of themes and learning

pathways. (Nunan, 1998: 119).

d. Information Transfer Principle

This principle requires the ability to understand and convey

information contents. Johnson in Jordan (1997: 112) gives an example like

reading information to extract data in order to fill in a form.

e. Authentic Principle

Authentic language materials are required in this principle. Authentic

materials are usually defined as those which have been produced for purposes

other than to teach language (Nunan, 1999: 99). Some examples of authentic

materials are newspapers, magazines, advertisements, signs, maps, and charts,

photographs and pictures, timetables and schedules.

f. Problem Solving Principle

Problem solving techniques focus on the solution of a specified

problem and the problem itself might be relatively simple, moderately

complex or quite complex. The primary characteristic of these activities is that

the student’s attention is focused on finding a correct answer to a question, a

problem or a situation. Language is used to present the problem and solve it,


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but language is not the overt goal of the activity. Giving directions on a map,

working out an itinerary from train, plane and bus schedules are some

examples of this principle. Meanwhile Decision Making technique has the

ultimate goal, that is, for students to make a decision. For example, students

presented with several profiles of applicants for a job may be asked to decide

who they would hire, (Brown, 1994: 182).

g. Games or Relaxation Principle

Games are vital part of a teachers’ equipment in classroom activities.

Games function mostly as a mechanism for stimulating interest and often as a

reward for working diligently on other presumably less entertaining portions

of the course. Games can take many forms and there are many different sorts

of elements which make up game activity. (Krashen and Terell, 1995: 121).

h. Correction for content

This principle argues that students’ language production should be

judged on its communicative efficiency in relation to a specific task; an

example of this is the pair work technique ‘Describe’ and ‘Draw’, in which

one student describes an illustration, diagram, etc to his or her partner and the

partner tries to reproduce the item from the description and questioning.

(Jordan, 1997: 112).

E. School-based Curriculum Contents of Textbook “Progress”

There are four kinds of language skills suggested by school-based curriculum

of English, namely: listening, speaking, reading and writing skill. Each skill consists

of some indicators suggested by School based curriculum. There are some indicators

of language skills developed in the Progress Grade X. The indicators developed in

the English textbook, are shown in each skill. The material may be listed in the

following table:


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- Material for semester 1

a. Listening material

Table 2.1. Listening material semester 1

NO KINDS MATERIAL

1. Language expression 1. Introduction ourselves

2. Invitation

3. Instruction, procedure

2. Short functional text Advertisement, procedure texts, Narrative

texts, news

3. Text type 1. Recount

2. Narrative

3. Procedure

b. Speaking material

Table 2.2. Speaking material semester 1

NO Kinds Material

1. Language expression 1. Introduction one self

2. Meeting and parting

3. Invitation, acceptance, refusal

4. Daily life

2. Short functional text Advertisement, procedure texts, Narrative texts,

news


2. Narrative

3. Procedure

c. Reading material

Table 2.3. Reading material semester 1

NO Kinds Material

1. Reading a text fluently using

good pronunciation

Sounds production or asking students to read a

text


news


2. Narrative

3. Procedure

d. Writing material

Table 2.4. Writing material semester 1

No Kinds Material


news


2. Narrative

3. Procedure


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- Material for semester 2

a. Listening material

Table 2.5. Listening material semester 2

No Kinds Material

1. Language expression 1. Narrative text

2. Congratulation

3. Surprise, disbelief.


news

3. Text type Narrative text

b. Speaking material

Table 2.6. Speaking material semester 2

No Kinds Material

1. Language expression 1. Offering something and inviting

2. Praise

3. Surprise and disbelief


news

3. Text type Narrative text

c. Reading material

Table 2.7. Reading material semester 2

No Kinds Material

1. Reading a text fluently using

good pronunciation

Sounds production or asking students to read a

text


news

3. Text type 1. Narrative

2. Descriptive

3. News item

d. Writing material

Table 2.8. Writing material semester 2

No Kinds Material


news

2. Text type 1. Narrative

2. Descriptive

3. News item


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F. Content Analysis

Haolsty (1969) in Agung Swasono (2010: 16) says that content analysis

means a technique for making inferences by objectively and systematically

identifying specified characteristics of messages.

Content analysis is a systematic, replicable technique for compressing many

words of text into fewer categories based on explicit rules of coding Krippendorf,

(1991) in Agung Swasono (2010: 16). Kripendorf notes that many content analysis

researches are motivated by the search for techniques to infer from symbolic data

which would be either too easily or too costly or too obtrusive by the use of other

techniques.

Borg and Gall in Agung Swasono (2010: 15-16) 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.

c. Test hypotheses

Content analysis can be used to explore relationships and to test

theories

2. 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


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researcher’s objective is clear and direct. However, the researcher should

prepare this or to provide information relevant to his or her hypotheses.

3. 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 he 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 his objectives.

4. 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 analyses, all

contents especially pertinent to the research problem that are studied.

5. Developing coding procedure

The content has been selected using appropriate techniques, a coding or

classification system needs to be developed for analyzing the content.


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CHAPTER III

RESEARCH METHODOLOGY

A. Method of the Research

Research methodology is scientific method chosen by the researcher to find,

develop, and examine the truth of science, and method itself relate to a procedure in

research which consists of techniques of collecting and analyzing the data (Sutrisno

Hadi, 1983: 4). Relating to the objective of the study, the writer uses qualitative

research with descriptive method as the proper method.

The writer conducts descriptive research because the writer is going to

investigate whether or not the language skills materials in Progress textbook are

compatible with indicators in language skills of School-based of curriculum. The

writer also investigates whether or not the exercises in Progress textbook are

communicative.

Arikunto (1998: 243) states that descriptive research is the research to clarify

or explain a phenomenon. She also states that, generally a descriptive method is non-

hypothesis. It collects the data, analyzes them, and draws a conclusion based on the

data only, without taking general conclusion. It means that the result is just valid for

the data used in this research, not for others (Sutrisno Hadi, 1983: 3). There are

several kinds of descriptive study; one of them is documentary analysis which often

refers to content analysis (Ary, Jacobs, and Razavieh, 1982: 482).

B. Focus of the Research

The focus of this study is the communicative exercises and the compatibility

of the materials in Progress English textbook with the school-based curriculum

written by Zumakhsin and Yulia Mufarichah and published by Ganeca Exact in 2007.


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C. Data and Data Source

The data in this research are the language skills and the communicative

exercises available on the textbook untitled Progress Grade X of Senior High School.

In this research, the writer analyzes Progress, an English textbook for the tenth year

of senior high school used as the source of the data. It consists of six units and 110

pages.

D. Method of Collecting Data

In general, there are two strategies of collecting data in qualitative research.

They are interactive method and non-interactive method (Guetz & Lecompte in

Sutopo, 2002: 58). In the research, the researcher uses non-interactive method to

collect the data. The technique used is document analysis as one of the forms of data

collection in non-interactive method.

Written documents are sources of research, which often have important role in

qualitative research. It is used in research because it is stable, rich, and supporting

(Sutopo, 2002:69). The documents used in this research is the textbook “Progress” an

English textbook for the tenth year of Senior High School written by Zumakhsin and

Yulia Mufarichah

The process of collecting data is outlined in the following steps:

a. List the indicators of each language skill in school-based curriculum and

kinds of communicative exercises based on the theories by expert in

Communicative Language Teaching

b. Finding out the kinds of language skills and communicative exercises

provided in the textbook

c. Classifying them based on the indicators in school-based curriculum and

kinds of communicative exercises


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d. Giving codes to each material based on school-based curriculum and


In giving codes to each material, the writer uses the abbreviation like

this:

U…/P/Pa ….

In which,

U : Unit


Pa : Page

E. Technique of Analyzing Data

The data were analyzed by using descriptive qualitative method. The writer

used an interactive model that consists of four steps as stated by Miles and Huberman

(1992: 16):

1. Data Collection

Data collection deals with the activities done by the reseracher in her

attempt to find the early data. This activity is done by the following steps:

a. List the indicators of each language skill in school-based curriculum and

kinds of communicative exercises based on the theories by expert in

Communicative Language Teaching

b. Finding out the kinds of language skills and communicative exercises

provided in the textbook

c. Classifying them based on the indicators in school-based curriculum and


d. Giving codes to each material based on school-based curriculum and kinds

of communicative exercises


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In giving codes to each material, the writer uses the abbreviation like

this:

U…/P/Pa ….

In which,

U : Unit


Pa : Page

2. Data reduction

According to Miles and Huberman (1992: 16), data reduction can be

interpreted as the process of selection, simplification, and transformation of the

data to the field notes.

In this research, data reduction is done by the following steps:

a. Preparing data that compatible in school-based curriculum and

communicative exercises

b. Giving description to each material that compatible in school-based

curriculum and communicative exercises

c. Counting them based on the school-based curriculum and

communicative exercises

d. Giving the percentage to the total number of language skills and

communicative exercises developed in the textbook appropriate or not

with the indicators in school-based curriculum

3. Data Display

Data display is a set of information which have been classified and

organized based on the data reduction which leads to conclusion (Miles and

Huberman, 1992: 17).

In this research, the data display is conducted in several stages, as

follows:


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1. Description of language skills

Example:

- Listening

Responding to the short functional oral text (for example: announcement,

advertisement, invitation, etc)

(U2 / P / P19)

Based on the conversation above, it shows how to answer the short

functional oral text in inviting someone, Tito uses “expression of invitation”

as Well, would you like to ____ for a ride in the country? The analysis shows

that the material is appropriate with the indicators of School based

curriculum: responding the short functional oral text (for example:

announcement, advertisement, invitation, etc)

2. Description of Communicative Exercises

Example:

- Information transfer principle

This principle requires the ability to understand and convey

information content. The following is the sample of topic materials that

support the principles.

Listen to the conversation from the recording. Fill in the blanks.

Tito : Hello, Yuni. How are you enjoying your _____ in Jakarta?

Yuni : I’m enjoying it very much, thank you.

Tito : By the way, what are you doing ____ afternoon?

Yuni : Nothing special as far as I know

Tito : Well, would you like to ____ for a ride in the country?

Yuni : Thanks, I’d love too.

Tito : Fine. Let’s meet here about two o’clock. No, I’d better

come around and pick you up at the ____

Yuni : That would be very nice. About two o’clock then?

Tito : ______. See you tomorrow.

Yuni : See you.

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U4 / P / P 67

According to the characteristics of information transfer principle, the

exercise above can be categorized as communicative exercises of information

transfer principle. In the exercise above, the students are asked to write a

narrative about their past experience uses the model above to help they write a

narrative text. It can involve their parents, teacher, friend, etc. After the

students write their past experience, they have to read their writing in front of

the class. Thus use the model to help write the narrative. Here the students are

supported to develop their comprehension and writing.

4. Drawing conclusion

The last step is drawing conclusion. This is the result of the research that

describes the compatibility of language skills with the indicators in School-

Now, write a narrative about your past experience. It can involve your

parents, teacher, friend, etc. Always remember the structure of a narrative

when you compose it. Finally, read your writing in front of the class. Use the

model below to help you write the narrative.

�

Title

Orientation

Who

What

Where

When

Complication

Sequence of events

Resolution

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based Curriculum and the communicative exercises of the textbook based on the

theories by experts in CLT.

In determining the percentage of communicative exercises, the writer uses the

ideas or principles from Walizer (1978) that is edited by Sadiman (1993: 96) as

follows:

In which,

P: the percentage

f: the frequency

N: the sum of the frequency

Therefore, to score the degree of compatibility materials in the English

textbook with indicator in the school level-based curriculum, the writer uses the

percentage descriptive analysis based on the formula follow:

To determine the percentage of the English content in the textbook in relation

to the school-based curriculum, the writer uses “Schema of Compatibility

Classification” based on Suharsimi Arikunto (2006: 201) are as follows

Table 3.1. Percentage and Compatibility Classification

Interval percentage Compatibility

76-100% Very good

56-75% Good

40-55% Fair

0-39% Bad

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Total number of language skill indicators developed in the textbook

X 100%

Total number of language skill indicators in the school level based curriculum

P= N/f x 100%


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CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Description

The book that is analyzed in this research is entitled “Progress” a Contextual

Approach to Learning English for Senior High School Grade X. It is written by

Zumakhsin and Yulia Mufarichah and was published by Ganeca Exact in 2007. This

book is sumplemented with book mapping, competency standard & basic

competence, table of contents, glossary, and index. It contains six units and 110

pages. Each unit consists of four skills: listening, speaking, reading, and writing.

Grammar and vocabulary are also learned in each unit.

The outline of the content is shown in table 4.1.

Table 4.1. The Description of the Book

Content Page Description

Front cover 0 � Title : Progress A Contextual Approach to Learning

English (An English Textbook for Senior High

School).

� Writer : Zumakhsin, Yulia Mufarichah

Team Work Ii � Title : Progress A Contextual Approach to Learning

English (An English Textbook for Senior High

School).

� Authors : Drs. Zumakhsin, Yulia Mufarichah, S.Pd

� Editor : Anis Apriliawati, Noviandari Prabawati

� Cover designer : Marna Sumarna

� Setter : Wahyu Sumitra

� Illustrator : Riskan Amirullah

� Printed by : Ganeca Exact Bandung

� ISBN number :

978 – 979 – 571 – 288 - 6 (Complete Series)

978 – 979 - 571 – 289 – 3 ( 10th Grade)

978 – 979 – 571 – 290 – 9 (11th Grade)

978 – 979 – 571 – 291 – 6 (12th Grade)

Preface iii The authors wish to express their deepest thanks and praise

God the Almighty for the grace and guidance in writing this

English textbook for you, who are in grade X of Senior High

School. The new form of presentation combined with material

development makes this book a cut above all those previously


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published.

This book has been designed around the 2006 curriculum with

you in mind. It provides various activities, which integrate the

language skills areas of listening, reading, speaking, and

writing. Appropriate exercises enhance the language-teaching

model presently adopted in Indonesia, Communicative

Language Teaching.

The Communicative Language Teaching model of language

activation should be reflected in each activity. It is the practice

of language that helps you to learn language function.

This book offers a solution based on Communicative Language

Teaching. It provides significant space for you to be involved

in using practical language through the activities in each unit.

This book, therefore, is an improvement because it does not

only provide interesting activities but also facilitate language

learning within the framework of Communicative Language

Teaching. Keep in mind that you should do the activities in

your workbook, not in this book.

Finally, the authors sincerely hope this book will be beneficial

to all.

Jakarta, April 2007

Authors

Book mapping Iv 1. Concept mapping

2. Key words

3. Oral cycle

4. Listening

5. Speaking

6. Written cycle

7. Vocabulary

8. Grammar

9. Reading

10. Writing

11. Mid-semester test

12. Evaluation

13. Glossary

14. Index

Competency Standard

and Basic

Competency

Vi Kelas X, Semester 1

Standar Kompetensi Kompetensi Dasar

Mendengarkan

1. Memahami makna

dalam percakapan

transaksional dan

interpersonal dalam

konteks kehidupan

sehari-hari

1.1 Merespon makna yang

terdapat dalam

percakapan transaksional

(to get things done) dan

interpersonal

(bersosialisasi) resmi dan

tak resmi yang

menggunakan ragam

bahasa lisan sederhana

secara akurat, lancer, dan


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berterima dalam konteks

kehidupan sehari-hari dan

melibatkan tindak tutur:

berkenalan,

bertemu/berpisah,

menyetujui

ajakan/tawaran/undangan,

menerima janji, dan

membatalkan janji.

1.2 Merespon makna yang

terdapat dalam

percakapan transaksional

(to get things done) dan

interpersonal


tidak resmi yang

menggunakan ragam






mengungkapkan perasaan

bahagia, menunjukkan

perhatian, menunjukkan

simpati, dan member

instruksi.

2. Memahami makna

teks fungsional

pendek dan teks

monolog sederhana

berbentuk recount,

narrative, dan

procedure dalam

konteks kehidupan

sehari-hari.

2.1 merespon makna secara

akurat, lancer, dan

berterima dalam teks

lisan fungsinal pendek

sederhana (misalnya

pengumuman, iklna,

undangan, dll.) resmi dan

tak resmi dalam berbagai

kinteks kehidupan sehari-

hari.

2.2 merespon makna dalam

teks monolog sederhana

yang menggunakan

ragam bahasa lisan secara

akurat, lancer, dan

berterima dalam berbagai

konteks kehidupan

sehrai-hari dalam teks:

recount, narrative, dan

procedure.

3. Berbicara

Mengungkapkan

makna dalam

percakapan

3.1 mengungkapkan makna

dalam percakapan

transaksional (to get

things done) dan


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transaksional dan

interpersonal dalam

konteks kehidupan

sehari-hari.

interpersonal


tak resmi secara akurat,

lancer, dan berterima

dengan menggunakan

ragam bahasa lisan

sederhana dalam konteks



berkenalan,

bertemu/berpisah,

menyetujui

ajakan/tawaran/undangan,

menerima janji, dan

membatalkan janji.


dalam percakapan

transaksioanl (to get

things done) dan

interpersonal


tidak resmi secara akurat,

lancar, dan berterima

dengan menggunakan

ragam bahasa lisan

sederhana dalam konteks



mengungkapkan perasaan

bahagia, menunjukkan

perhatian, menunjukkan

simpati, dan member

instruksi.

4. Mengungkapkan

makna dalam teks

fungsional pendek dan

monolog berbentuk

recount, narrative dan

procedure sederhana

dalam konteks

kehidupan sehari-hari.


dalam bentuk teks

fungsional pendek

(misalnya pengumuman,

iklan, undangan, dll.)

resmi dan tak resmi

dengan menggunakan

ragam bahasa lisan dalam

berbagai konteks



dalam teks monolog

sederhana dengan

menggunakan ragam

bahasa lisan secara

akurat, lancer, dan

berterima dalam berbagai

konteks kehidupan


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sehari-hari dalam teks

berbentuk: recount,

narrative, dan procedure.

Membaca

5. Memahami makna

teks tulis fungsional

pendek dan esei

sederhana berbentuk

recount, narrative, dan

procedure dalam

konteks kehidupan

sehari-hari dan untuk

mengakses ilmu

pengetahuan.


teks fungsional pendek


iklna, undangan, dll.)

resmi dan tak resmi




untuk mengkases ilmu

pengetahuan.

5.2 merespon makna dan

langkah retorika teks tulis

esei secara akurat, lancer,

dan berterima dalam

konteks kehidupan


mengakses ilmu

pengetahuan dalam teks

berbentuk: recount,


Menulis

6. mengungkapkan

makna dalam teks


esei sederhana

berbentuk recount,

narrative, dan

procedure dalam

konteks kehidupan

sehari-hari.


dalam bentuk teks

fungsional pendek


iklan, undangan, dll.)

resmi dan tak resmi

dengan menggunakan

ragam bahasa tulis secara

akurat, lancar, dan


kehidupan sehari-hari


dan langkah-langkah

retorika secara akurat,


dengan menggunakan

ragam bahasa tulis dalam

konteks kehidupan


berbentuk: recount,


Kelas X, semester 2

Mendengarkan

7. memahami makna

dalam percakapan

transaksional dan

interpersonal dalam

konteks kehidupan


percakapan


things done) dan

interpersonal

(bersosialisasi) resmi


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sehari-hari. dan tak resmi secara

akurat, lancer, dan

berterima yang

menggunakan ragam


dalam berbagai konteks


dan melibatkan tindak

tutur: berterima kasih,

memuji, dan

mengucapkan selamat.


percakapan


things done) dan

interpersonal


dan tidak resmi secara

akurat, lancer, dan

berterima yang

menggunakan ragam





tutur: menyatakan rasa

terkejut, menyatakan

rasa tak percaya, serta

menerima undangan,

tawaran, dan ajakan.

8. Memahami makna

dalam teks fungsional

pendek dan monolog

yang berbentuk

narrative, descriptive,

dan news item

sederhana dalam

konteks kehidupan

sehari-hari.

8.1 merespon makna yang

terdapat dalam teks

lisan fungsional pendek

sederhana (misalnya

pengumuman, iklan,

undangan, dll.) resmi

dan tak resmi secara

akurat, lancar, dan

berterima dalam

konteks kehidupan

sehari-hari


teks monolog sederhana

yang menggunakan

ragam bahasa lisan

secara akurat, lancar,

dan berterima dalam

konteks kehidupan


berbentuk: narrative,

descriptive, dan news


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�

item.

Berbicara

9. mengungkapkan makna

dalam percakapan

transaksional dan

interpersonal dalam

konteks kehidupan

sehari-hari


dalam percakapan


things done) dan

interpersonal



akurat, lancar, dan

berterima dengan

menggunakan ragam


dalam konteks



tutur: berterima kasih,

memuji, dan

mengucapkan selamat.


dalam percakapan


things done) dan

interpersonal



akurat, lancar, dan

berterima dengan

menggunakan ragam


dalam konteks



ttutur: menyatakan rasa

terkejut, menyatakan

rasa tak percaya, serta

menerima undangan,

tawaran, dan ajakan.

10. Mengungkapkan makna


pendek dan esei

sederhana berbentuk


dan news item dalam

konteks kehidupan


mengakses ilmu

pengetahuan.


dalam bentuk teks

fungsional pendek

(misalnya

pengumuman, iklan,


dan tak resmi dengan

menggunakan ragam




10.2 Mengungkapkan

makna dalam teks

monolog sederhana


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� �

�

�

�

dengan menggunakan

ragam bahasa lisan


dan berterima dalam

konteks kehidupan


berbentuk: narrative,


item.

Membaca

11. Memahami makna teks


esei sederhana

berbentuk narrative,


item dalam konteks


dan untuk mengakses

ilmu pengetahuan.


teks fungsional pendek

(misalnya

pengumuman, iklan,

undangan, dll) resmi


akurat, lancar, dan

berterima yang

menggunakan ragam

bahasa tulis dalam

konteks kehidupan

sehari-hari.

11.2 merespon makna dan

langkah-langkah

retorika dalam esei

sederhana secara akurat,


dalam konteks


dan untuk mengakses

ilmu pengetahuan

dalam teks berbentuk


dan news item.

Menulis

12. mengungkapkan makna


pendek dan esei

sederhana berbentuk


dan news item dalam

konteks kehidupan

sehari-hari


dalam bentuk teks

fungsional pendek

(misalnya

pengumuman, iklan,



akurat, lancar, dan

berterima yang

menggunakan ragam

bahasa tulis dalam

konteks kehidupan

sehari-hari.


dan langkah retorika

dalam esei sederhana


dan berterima dalam


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�

�

konteks kehidupan


berbentuk narrative,


item.

Table of contents X Table of contents

Preface

Book mapping

Competency Standard and Basic Competency

Table of Contents

Unit 1 How are you?

Unit 2 Tell Me a story

Mid-Semester Test 1

Unit 3 Switch It on, Please

Evaluation 1

Unit 4 Have You Ever Heard Any Indian Folktales?

Unit 5 Can You Describe It?

Mid-Semester Test 2

Unit 6 What’s News?

Evaluation 2

Bibliography

Glossary

Index

Unit 1 1 How are you

Unit 2 17

32

Tell me a Story

Mid-Semester Test 1

Unit 3 35

49

Switch It on, Please

Evaluation 1

Unit 4 53 Have You Ever Heard Any Indian Folktales?

Unit 5 69

82

Can You Describe It?

Mid-Semester Test 2

Unit 6 83

99

105

106

107

What’s News?

Evaluation 2

Bibliography

Glossary

Index

Back Cover ISBN Number: 978 – 979 – 571 – 289 – 341 – 32 – 019 – 1

This book has been designed around the 2006 curriculum. It provides various

activities, which integrate the language skills areas of listening, reading, speaking,

and writing. Appropriate exercises adjust the language-teaching models presently

adopted in Indonesia that is, Communicative Language Teaching.

The listening skill encourages students to perform their listening ability. The

speaking skill encourages students to practice speaking communicatively by using

certain language expressions. The reading skill, the various activities in this section is


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aimed at helping students understand reading passages and various text types. The

writing skill encourages students to write various types of text, such as narrative,

recount, procedure, etc.

B. DATA ANALYSIS

1. Description of Language Skills

There are four language skills suggested by school-based curriculum of

English, namely: listening, speaking, reading and writing skill. Each skill consists of

some indicators. There are some indicators of language skills developed in the

Progress Grade X shown in each skill.

a. Listening

In this skill, the students are expected to:

- Comprehend the meanings of the transactional and interpersonal dialogue

in daily life contexts.

- Comprehend the meaning of the short functional text and monologue in

the form of narrative, descriptive, and simple news item in daily life

context.

The indicators of listening skill suggested by the school-based curriculum

developed in the textbook are shown in the table 4.2:

Based on the analysis, the writer finds compatible listening materials and not

compatible listening materials:

1. Compatible listening material

The indicators below belong to compatible listening material because they are

provided in the materials of the textbook “Progress”.

a. Responding to the expression of introduction, meeting, and parting

b. Responding to the short functional oral text (for example: announcement,



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c. Making short functional oral text (for example: announcement,


d. Responding to simple monologue text in the form of recount

e. Making simple monologue text in the form of recount

f. Answer the questions of simple monologue text in the form of procedure

g. Making oral monologue text in the form of procedure

h. Identifying the word being heard

i. Identifying the meaning of the word

j. Identifying the expression of thanking

k. Responding to the expression of thanking

l. Identifying the expression of praise

m. Responding to the expression of praise

n. Identifying the expression of congratulation

o. Responding to the expression of congratulation

p. Identifying the expression of surprise

q. Responding to the expression of surprise

r. Identifying the expression of disbelief

s. Responding to the expression of disbelief

t. Identifying the expression of accepting invitation and offering

u. Responding the spoken functional of accepting invitation and offering

v. Identifying main idea from the text being heard

Based on the lists of indicators above, the compatibility of listening materials

in the textbook with the indicators suggested by School-based Curriculum in listening

skill is 22 indicators out of 35 indicators. The analysis below is the way the writer

analyzes between indicators of one material in the textbook and the indicators

suggested by school-based curriculum.


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a. Responding to the expression of introduction, meeting, and parting.

(U1 / P / Pa 6)

The conversation above is a dialogue between Ms. Lorenzo and Mr. Hill.

Ms. Lorenzo says hello using expression of “meeting”. Good morning, Mr.

Hill. I’m fine thank you, and you? Mr. Hill responses the expression with

Very well, thank you. Mr. Hill says good bye using expression of “parting”.

See you again, Ms. Lorenzo. Good bye! The material is appropriate with the

indicators of school based curriculum: Responding to the expression of

introduction, meeting, and parting.

b. Responding to the short functional oral text (for example: announcement,


(U2 / P / P19)

Listen to the conversation from the recording. Fill in the blanks.

Tito : Hello, Yuni. How are you enjoying your _____ in Jakarta?

Yuni : I’m enjoying it very much, thank you.

Tito : By the way, what are you doing ____ afternoon?

Yuni : Nothing special as far as I know

Tito : Well, would you like to ____ for a ride in the country?

Yuni : Thanks, I’d love too.

Tito : Fine. Let’s meet here about two o’clock. No, I’d better

come around and pick you up at the ____

Yuni : That would be very nice. About two o’clock then?

Tito : ______. See you tomorrow.

Yuni : See you.

�

Study the meeting and parting expressions in the dialogue below

Mr. Hill : Good morning Ms. Lorenzo! How do you do?

Ms. Lorenzo : Good morning, Mr. Hill. I’m fine thank you, and

you?

Mr. Hill : Very well, thank you. Ms. Lorenzo, have you

completed the students’ database yet? I think we will need it

by Thursday.

Ms. Lorenzo : Actually, I have already given it to your secretary

yesterday evening, sir. Just after you left the office.

Mr. Hill : excellent, then I will ask her to print them all. Thank

you, Ms. Lorenzo. Well then, I have to hurry to my

meeting. See you again, Ms. Lorenzo. Goodbye!

Ms. Lorenzo : Good bye, Mr. Hill. Take care!


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Based on the conversation above, it shows how to answer the short

functional oral text in inviting someone, Tito uses “expression of invitation”

as Well, would you like to ____ for a ride in the country? The analysis shows

that the material is appropriate with the indicators of School based

curriculum: responding the short functional oral text (for example:


c. Making short functional oral text (for example: announcement,


(U1 / P / Pa 15)

The activity above shows about making short advertisement text. The

students are asked to make two advertisements from the options that are

provided, such as: a job vacancy for a High School English Teacher, A

car/motorcycle that you want to sell, etc. Based on the analysis above,

the material is appropriate with the indicators of school-based

curriculum: Making short functional oral text (for example:


d. Responding to simple monologue text in the form of recount.

(U1 / P / P 3)

Listen to the tape carefully. Then try to fill in the blanks with the correct

word from the box below.

On her last_____ in Moscow, Jane went to the famous Moscow _____ the

Bolshoi, to see the world-famous Bolshoi Ballet. That evening, she would

see the famous ballet, “Swan Lake”; one of the most _____ ballets in the

____.

The story started when the curtain ____ and the music began. The ballet

told an ____ love story. The main ____ were a young prince, and a

princess who had been turned into a swan by the ____ of a ____ witch.

The prince vowed to ____ her but soon forgot. The ____ princess could not

forgive him for that and in the tragic climax, they _____ together beneath

the waters of the _____.

Jane was touched by the ______ ballet and she liked it very much. But she

also felt a bit sad because it was her last day in Moscow. She would be

_____ tomorrow morning. As she ______ in her hotel terrace, she took a

deep ______ and tried to record the beautiful _____ of Moscow.

Make two advertisements from the options below.

1. A job vacancy for a High School English Teacher

2. A new restaurant / café with a cozy interior, serving international

food and beverages

3. A car/motorcycle that you want to sell

4. A tutorial service for students in school subjects (Math, English,

Physics, Biology, etc) with qualified tutors.


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The type of exercise above shows respond to simple monologue text in the

form of recount. The students are asked to listen to the monologue from

the tape and they fill in the blanks with the correct word from the box

below. In this analysis, the material is appropriate with the indicators of

school based curriculum: Responding to simple monologue text in the form

of recount

e. Making simple monologue text in the form of recount

U1 / P / Pa 14)

Theatre wicked beautiful leaving

Rescue Swan characters curse

evening sank Breath stood

lake scenery unhappy Rose

terrace popular world place

Now write a recount text about a day when everything went wrong for

you. Use the following writing frame as a guide

Last_______,everything________________________________________

____________________________________________________________

________________________________________________.

The first thing that happened was

____________________________________________________________

____________________________________________________________

_____________________.

Then, ___________________________________________________

____________________________________________________________

____________________________________________________After

that, _______________________________________________

____________________________________________________________

____________________________________________________.

Finally,

____________________________________________________________

_________________________________________________________I

hope

_______________________________________________________

___________________________________________________


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The exercise above develops student’s competency in writing a

functional text. The instruction above asks the students to make a

functional text in the form of recount text uses the following writing

frame as a guide that is provided. After doing the exercise, it is hoped

that the students can write another recount text. This analysis shows

that the material is appropriate with the indicators of school based

curriculum: making simple monologue text in the form of recount.

f. Answer the questions of simple monologue text in the form of procedure

(U3 / P / Pa 46)

The instruction above shows about answer the questions of simple

monologue text in the form of procedure. The students are asked to

answer these questions based on the text, such as which paragraph

describes the materials needed? which paragraph describes the steps?

Based on the analysis above, the material is appropriate with the

indicators of school-based curriculum: answer the questions of simple

monologue text in the form of procedure.

g. Making oral monologue text in the form of procedure

(U3 / P / Pa 48)

Answer these questions based on the text above

1. Which paragraph describes the materials needed?

2. What materials are needed to make newspaper?

3. Which paragraph describes the steps?

4. Mention the steps of making newspaper

5. What is the main idea of the text above?

6. What do you think of journalists’ work?

7. What kind of newspaper’s article do you like to read?

In groups, do the activities below.

1. You are going to write at least two food recipes of your traditional

foods.

2. Firstly, collect some food recipes, especially from the English

magazine

3. Secondly, read them comprehensively, and pay attention to their

writing structure

4. Finally, write your own traditional food recipes.


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The instruction above shows about making oral monologue text in

procedure text. The students are asked to make a group, do the activities

that are provided, such as: you are going to write at least two food

recipes of your traditional foods, firstly, collect some food recipes,

especially from the English magazine. Based on the analysis above, the

material is appropriate with the indicators of school-based curriculum:

making oral monologue text in the form of procedure

h. Identifying the word being heard

(U1 / P /P 2)

The activity above shows about identifying the word being heard. The

students are asked to listen the word from the cassette. And then they have

to tick (�) to the word that they hear. For example they hear the word

“there”, they have to tick the word “there �”. Based on the analysis above,

the material is appropriate with the indicators of school-based curriculum:

identifying the word being heard.

Listen to the cassette. Give a tick (�) to the word that you

hear.

�


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i. Identifying the meaning of the word

(U2 / P / Pa 23)

The activity above shows about identifying the meaning of the word. The

students are asked to find the meaning of the words in their dictionary,

such as: ruled, jealously, risk, etc. Based on the analysis above, the


identifying the meaning of the word.

j. Identifying the expression of thanking

(U3 / P / P 36)

Listen to the dialogue below. Try to understand it and pay attentions to the

expressions.

Ridha and Ratu are twin sisters. They have just received it and pay

attentions to the expressions.

Ridha : Ratu, open the present! I can’t wait to see what grandpa has

sent us.

Ratu : Be patient, Ridha! It’s small but quite heavy. We must be

careful; I think it’s something expensive.

Ridha : Look at the box! I think it’s a digital camera. Oh My God!

It’s the newest Canon Power Shot digital camera.

Ratu : Wow, it’s awesome! Grandpa sure knows what we need. He’s

the greatest grandpa in the whole world!

Ridha : Let me see, Ratu! I want to see how it works. Do you have

batteries for the camera?

Ratu : I think mom has some new one. I’ll get them first then, read

the manual, Ridha! It’s important to understand it first before

operate it.

Ratu then went to get some batteries.

Ridha : Okay! It says here that we need to put 4 new alkaline batteries.

Hold the camera! I’ll read the manual and you follow the

procedures.

Ratu : All right! Start with how to prepare the camera and then let’s

shoot some pictures.

Ridha : Open the battery cover and then insert the batteries. Pay

attention to the positive and negative ends, Ratu! Then close the

covers.

Find the phonetic transcription and meaning of the words below in your

dictionary.

Ruled /………../ kingdom /………../

Jealously /………./ allow /………../

Risk /………./ either /………./

Several /………/ announce /………./

Breeze /……../ gather /………/


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The dialogue above uses expressions of thanking, such as: thank you.

After the students listen to the dialogues below, they are expected to

understand it and pay attentions to the expressions. The material is

appropriate with the indicators of school-based curriculum: identifying

the expression of thanking.

k. Responding to the expression of thanking

(U3 / P / Pa 37)

The dialogue above uses expressions responding of thanking, such as:

you’re welcome. The students are asked to study the dialogue carefully.

The material is appropriate with the indicators of school-based

curriculum: responding to the expression of thanking.

Ratu : Okay! Now, how do I put this memory card inside?

Ridha : Open the memory card slot covers in the left side of the

camera. Then insert the memory card with its label facing up.

After that, close the cover tightly.

Ratu : All right! All set. Let’s use it to shoot our cats, Toodle and

Riddle! Oh, I’m so happy that we got this new digital camera.

Ratu : Yes, me too. Why don’t we call grandpa after this, to say

thank you.

�

Study the dialogue below carefully.

Boy (B) : Hello! I’m Boy

Snake (S) : Hello, Boy! I’m sneaky

How are you today, Boy?

B : Just fine. And you?

S : Very well. Pleased to meet you.

B : Pleased to meet you too, Sneaky.

S : Will you be my friend, Boy?

B : That’s O.K.

S : O, thank you so much, Boy!

B : You’re welcome.

By the way, will you come to my home?

S : Wow…….really? Terrific!

That’s incredible. Thanks for the invitation, but not now,

Boy!

B : What about this afternoon? Let’s meet at four?

�


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l. Identifying the expression of praise

(U5 / P / Pa 71)

The dialogue above uses expressions of praise, such as: Wow, your

grandma must be beautiful and stylish. The students are asked to practice

the dialogues with their friend. The material is appropriate with the

indicators of school-based curriculum: identifying the expression of

praise.

m. Responding to the expression of praise

(U5 / P / Pa 71)

Practice the dialogues with your friend.

Anna : Hey, Will, how are you?

William: I’m fine, thanks. How’s your holiday?

Anna : It’s great. I visited my grandmother’s house.

William: How does she like?

Anna : She is old, of course, but she really concerns about her

performance. She always matches her clothes’ color with shoes’

or bag’s. she is tall and slim. Her hair is wavy and grey. She has

blue and big eyes.

William: Wow, your grandma must be beautiful and stylish.

Anna : Yes, she is.

William: No wonder her granddaughter is beautiful, too.

Anna : Thanks, Will.

�

Practice the dialogues with your friend.




William: How does she like?


performance. She always matches her clothes’ color with shoes’

or bag’s. she is tall and slim. Her hair is wavy and grey. She has

blue and big eyes.


Anna : Yes, she is.



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The dialogue above uses responding to the expression of praise, such as:

Thanks, Will. The students are asked to practice the dialogues with their

friend. The material is appropriate with the indicators of school-based

curriculum: responding to the expression of praise.

n. Identifying the expression of congratulation

(U5 / P / P 70)

The expressions above use the expressions of congratulation, such as:

congratulation, happy birthday, many happy returns. After the students

listen to the expressions above, they are expected to practice saying them.

The material is appropriate with the indicators of school-based curriculum:

identifying the spoken functional of congratulation.

o. Responding to the expression of congratulation

U5 / P / P 70)

The situation above uses the expressions of responding to congratulation,

such as what a successful party, congratulation, sir! After the students

Listen to the expressions below. Practice saying them.

Congratulation.

Happy birthday!

Many happy returns!

Congratulations on passing your exam!

Happy new year!

The same to you!

Congratulations in the birth of your sister!

�

Listen to the situation and choose the correct expressions.

1. a) I wish I had your brain

b) What a successful party

2. a) Where did you buy it?

b) Wow, the dress fits you so well.

3. a) Congratulations, sir!

b) Have great years!

4. a) Many happy returns, bro!

b) I know you are the right man for this job!

5. a) Everything you cook is delicious, mom!

b) Congratulations for the cake, mom!


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listen to the situation, they are asked to choose the correct expressions or

respond to the correct expression. The material is appropriate with the

indicators of school-based curriculum: responding the spoken functional

of congratulation.

p. Identifying the expression of surprise

(U6 / P / Pa 85)

In the exercise above, the students are asked to listen to the dialogue

carefully. After the students listen to the dialogue carefully, they are asked

to mention some expressions of surprise and disbelief they find in the

dialogue that they heard. The material is appropriate with the indicators of

school-based curriculum: identifying the expression of surprise.

q. Responding to the expression of surprise

(U6 / P / Pa 87)

Listen to the dialogue carefully. Mention some expressions of surprise

and disbelief you find in it.

Expression of surprise Expression of disbelief

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

�

Practice the dialogues below

Tuty :Ta, have you heard that Mr. Sartono leaving his job

tomorrow?

Lita : No, I haven’t. Are you sure?

Tuty : Yes, absolutely. I think he was fired.

Lita : You don’t say. I didn’t believe it. Mr. Sartono is a good and

honest manager. As far as I know he rarely make mistakes.

Tuty : I know. If the boss fired Mr. Johnny, it makes sense. He is

often absent and I think sometimes he cheats.

Lita : Are you kidding?

Tuty : No, I’m sure. Dini from finance told me.

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The dialogue above is a dialogue between Lita and Tuty. Tuty responses

her surprise to Lita’s surprise using responding to the expression of

“surprise” Yes, absolutely. I think he was fired. The students are asked to

practice the dialogues with their friend. In this analysis, the material is

appropriate with the indicator in school-based curriculum: responding to

the expression of surprise.

r. Identifying the expression of disbelief

(U6 / P / P 85)

In the exercise above, the students are asked to listen to the dialogue

carefully. After the students listen to the dialogue carefully, they are asked

to mention some expressions of surprise and disbelief they find in the

dialogue that they heard. The material is appropriate with the indicators of

school-based curriculum: identifying the expression of disbelief.

s. Responding to the expression of disbelief

(U6 / P / Pa 87)

Listen to the dialogue carefully. Mention some expressions of surprise

and disbelief you find in it.

Expression of surprise Expression of disbelief

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.


Mrs. Scott : Did you watch TV last night?

Mrs. Haryo : No, I didn’t. What’s news?

Mrs. Scott : There was another plane accident in Yogyakarta.

Mrs. Haryo : Again? I hardly believe it!

Mrs. Scott : Yeah, it’s unbelievable, isn’t it? It is like our

government does not care enough with public

transportations safety.

Mrs. Haryo : You know it makes us scared to travel.

Mrs. Scott : You right. We don’t have right to feel comfort and

save any more.

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The dialogue above is a dialogue between Mrs. Scott and Mrs. Haryo. Mrs

Haryo responses his disbelief to the plane accident using the responding to

the expression of “disbelief” you know it makes us scared to travel. The

students are asked to practice the dialogues with their friend. In this

analysis, the material is appropriate with the indicator in school-based

curriculum: responding to the expression of disbelief.

t. Identifying the expression of accepting invitation and offering

(U2 / P / P 19)

In the exercise above, the students are asked to classify the expressions in

the dialogue previously into the expressions of inviting, accepting, and

refusing invitation. The expressions of invitation are: yes, I’d love to, I’d

be happy to accept, I’d be glad to accept, etc. The material is appropriate

with the indicators of school-based curriculum: identifying the spoken

functional of accepting invitation and offering.

u. Responding the spoken functional of accepting invitation and offering

(U2 / P / Pa 59)

Classify the expressions in the dialogues above into the expressions of

inviting, accepting, and refusing invitation.

Inviting Accepting Refusing

_________________

_______

___________________

_______________

_____________________

_________

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Study the following expressions.

Offering and inviting:

Do you want to join us? – yes, of course.

Would you like some candies? – Yes, please.

Can you come to my party? – Of course I can

Would you like to have dinner with me? – Thanks. I’d love to.

Responses:

Thank. Thank you for your invitation

Thank you very much. Thanks for the ride

Thanks a lot. Thanks for everything

Many thanks. Thank you so much for a beautiful flower


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In the activity above, the students are asked to study the following

expressions. The expressions of responding to the spoken functional of

accepting invitation offering are: thanks, thank you very much, thanks a

lot, etc. The material is appropriate with the indicators of school-based

curriculum: responding the spoken functional of accepting invitation and

offering

v. Identifying main idea from the text being heard

(U6 / P / Pa 94)

Read the text below and then find the main idea of each paragraph.

43 Million Children Exposed to Tobacco Smoke

Thursday, 29 March, 2007 / 14:49 WIB

TEMPO Interactive, Jakarta: Head of Indonesian Parliamentary

Forum for Population and Development Aisyah Hamid Baidlowi has

revealed that around 97 million Indonesian inhabitants are routinely

exposed to tobacco smoke at their homes.

Of this said amount, 43 million are children.

The prevalence of smoking in Indonesia, she said, was ranked fifth among

countries in the world with the top consumption rate of tobacco, which has

rapidly increased since 1970’s.

Especially among young people above 15 years of age, the

prevalence has increased from 26.9 percent in 1995 to 31.5 percent in

2001 and 34.5 percent in 2004.

In addition, the usage of tobacco has long-term effects and lung cancer is

the highest cause of death in the world. “The World Health Organization

(WHO) has predicted that by 2020, diseases that tobacco causes will result

in the death of 4.8 million people every year in the world, “said Aisyah

during a seminar of “Indonesian Youth As the Main Target of Rapid

Cigarette Marketing: Should They Be Protected/” at the Parliamentary

complex, yesterday (03/28), in Jakarta.

PARAGRAPH MAIN IDEA

Paragraph 1

Paragraph 2

Paragraph 3

Paragraph 4

Paragraph 5

Paragraph 6

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

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In the instructions above, the students should read the narrative text. After the

students understand the text, they are asked to find the main idea from each

paragraph using the given chart. By using the given chart, it is hoped that the

students can find the main idea from each paragraph in the text. This analysis

shows that the material is appropriate with the indicator of school based

curriculum: identifying main idea being heard.

2. Incompatible Listening Materials

The indicators below belong to incompatible listening material because they

are not provided in the materials of the textbook “Progress”.

a. Responding to the speeches in language interpersonal and transactional of

happiness.

b. Presenting oral monologue text in the form of procedure.

c. Identifying the relationship with other speakers

d. Identifying the context of situation

e. Identifying the topic of oral announcement

f. Identifying the information from oral invitation

g. Identifying the purpose of announcement being heard

h. Identifying the character of story being heard

i. Identifying the events in the text being heard

j. Identifying the characteristics of the things or people that is described

k. Identifying the topic of the news being is heard

l. Identifying the source of the news that is heard

Table 4.2. The Compatibility of Listening materials with listening indicators in

the first and second semester suggested by school level-based curriculum

NO Indicators in the school based

curriculum

Data in textbook Compatibility

Compatible

(+)

Incompatible

(-)

1. Responding to the expression

of introduction, meeting, and

parting.

Study the meeting and

parting expressions in

the dialogue below.

(U1 / P / Pa 6)

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2. Responding to the speeches in

interpersonal and transactional

of happiness.

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3. Responding to the short

functional oral text (for

example: announcement,


Listen to the

conversation from the

recording. Fill in the

blanks.

(U2 / P / Pa 19)

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4. Making short functional oral

text (for example:

announcement, advertisement,

invitation, etc.

Make two

advertisements from

the options below.

(U1 / P / Pa 15)

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5. Presenting short functional oral

text (for example:


invitation, etc)

�

6. Responding to simple

monologue text in the form of

recount

Listen to the tape

carefully. Then try to

fill in the blanks with

the correct word from

the box below.

(U1 / P / Pa 3)

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7. Making simple monologue text

in the form of recount.

Now write a recount

text about a day when

everything went wrong

for you. Use the

following writing

frame as a guide.

(U1 / P / Pa 14)

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8. Answer the questions of

simple monologue text in the

form of procedure

Answer these questions

based on the text

above.

(U3 / P / Pa 46)

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9. Making oral monologue text in

the form of procedure

In groups, do the

activities below.

(U3 / P / Pa 48)

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10. Presenting the spoken simple

monologue text in the form of

procedure.

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11. Identifying the word being

heard

Listen to the cassette.

Give a tick (�) to the

word that you hear.

(U1 / P / Pa 2)

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12. Identifying the meaning of the

word

Find the phonetic

transcription and

meaning of the words

below in your

dictionary.

(U2 / P / Pa 23)

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13. Identifying the relationship �


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with other speakers

14. Identifying the expression of

thanking

Listen to the dialogue

below. Try to

understand it and pay

attentions to the

expressions.

(U3 / P / Pa 36)

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of thanking

Study the dialogue

below carefully.

(U3 / P / Pa 37)

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praise

Practice the dialogues

with your friend.

(U5 / P / Pa 71)

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of praise


with your friend.

(U5 / P / Pa 71)

�


congratulation

Listen to the

expressions below.

Practice saying them.

(U5 / P / Pa 70)

�

19 Responding to the expression

of congratulation

Listen to the situation

and choose the correct

expressions.

U5 / P / Pa 70)

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20. Identifying the context of

situation

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surprise


carefully. Mention

some expressions of

surprise and disbelief

you find in it.

(U6 / P / Pa 85)

�


of surprise


below.

(U6 / P / Pa 87)

�


disbelief


carefully. Mention

some expressions of

surprise and disbelief

you find in it.

(U6 / P / Pa 85)

�


of disbelief


below.

(U6 / P / Pa 87)

�


accepting invitation and

offering

Classify the

expressions in the

dialogues above into

the expressions of

inviting, accepting, and

refusing.

�


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(U2 / P / Pa 19)

26. Responding the spoken

functional of accepting

invitation and offering

Study the following

expressions.

(U2 / P / Pa 59)

�

27. Identifying the topic of oral

announcement

�

28. Identifying the information of

oral invitation

�

29. Identifying the purpose of

announcement being heard

�

30. Identifying main idea from the

text being heard

Read the text below

and then find the main

idea of each paragraph

(U6 / P / Pa 94)

�

31. Identifying the character of

story being heard

�

32. Identifying the events in the

text being heard

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33. Identifying the characteristics

of the things or people that is

described

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34. Identifying the topic of the

news being heard

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35. Identifying the source of the

news being heard

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Total 22 13

b. Speaking


- Express the meaning of transactional and interpersonal in daily life context

- Express the meaning of short functional text and monologue in the form of

recount, narrative, and procedure in daily life context.

- Express the meaning of transactional and interpersonal in daily life context

- Express the meaning of short functional text and monologue in the form of

narrative, descriptive, and news item in daily life context.

The indicators of speaking skill suggested by the school level based

curriculum developed in the textbook are shown in the table 4.3:

Based on the analysis, the writer finds compatible speaking material and not

compatible speaking material:


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1. Compatible speaking material

The indicators below belong to compatible speaking material because they

are provided in the materials of the textbook “Progress”.

a. Making speeches in interpersonal or transactional of introduction,

meeting or parting

b. Making speeches in short functional txt (for example: announcement,

advertisement, invitation, etc).

c. Making monologue text in the form of recount

d. Making simple monologue in the form of recount

e. Answering question about simple monologue text in the form of

procedure

f. Making oral monologue in the form of procedure

g. Practicing the expression of thanking

h. Responding to the expression of thanking

i. Practicing the expression of praise

j. Responding to the expression of praise

k. Practicing the expression of congratulation

l. Responding to the expression of congratulation

m. Practicing the expression of surprise

n. Responding to the expression of surprise

o. Practicing to the expression of disbelief

p. Practicing to the expression of accepting invitation

q. Using simple present to describe something or people

r. To be a reporter

Based on the lists of indicators above, the compatibility of speaking

materials in the textbook with the indicators suggested by School-based

Curriculum in speaking skill is 19 indicators out of 32 indicators. The analysis


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below is the way the writer analyzes between indicators of one material in the

textbook and the indicators suggested by school-based curriculum.

a. Making speeches in interpersonal or transactional of introduction, meeting

or parting

(U1 / P / P 6)

The conversation above is a dialogue between Ms. Lorenzo and Mr. Hill.

Ms. Lorenzo says hello using expression of “meeting”. Good morning, Mr.

Hill. I’m fine thank you, and you? Mr. Hill responses the expression with

Very well, thank you. Mr. Hill says good bye using expression of “parting”.

See you again, Ms. Lorenzo. Good bye! The material is appropriate with the

indicators of school based curriculum: making speeches in interpersonal or

transactional of introduction, meeting or parting.

b. Making speeches in short functional text (for example: announcement,


(U2 / P / P 21)

Study the meeting and parting expressions in the dialogue below

Mr. Hill : Good morning Ms. Lorenzo! How do you do?

Ms. Lorenzo : Good morning, Mr. Hill. I’m fine thank you, and

you?

Mr. Hill : Very well, thank you. Ms. Lorenzo, have you

completed the students’ database yet? I think we will need it

by Thursday.

Ms. Lorenzo : Actually, I have already given it to your secretary

yesterday evening, sir. Just after you left the office.

Mr. Hill : excellent, then I will ask her to print them all. Thank

you, Ms. Lorenzo. Well then, I have to hurry to my

meeting. See you again, Ms. Lorenzo. Goodbye!

Ms. Lorenzo : Good bye, Mr. Hill. Take care!

�

Study and practice the following conversation with a friend

Daya : What are you doing on Sunday, Lusi?

Lusi : I’m not sure yet. Perhaps I’ll go and see my grandparents.

Why do you ask?

Daya : Sari and I are having a few friends around for fruit salad party

this Sunday. I wondered if you would like to join us.

Lusi : I’d love to, thanks. Who else is going to be there?

Daya : I don’t know yet. But you may ask your sister, Tina, to come

along too.

Lusi : I’m afraid she can’t because she will go camping with her

friends this Sunday. But thanks, anyway.

Daya : That’s OK. Well, I’ve got to go now. I’ll see you on Sunday.

Bye ….

Lusi : OK. Bye ….


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The conversation above is a dialogue between Daya and Lusi. Daya invites

Lusi using the expression of “invitation” I wondered if you would like to

join us. Lusi accepts Daya’s invitation using expression of “accepting

invitation” I’d love to, thanks. After the students study the conversation,

they are asked to practice the conversation with their friends. In this

analysis, the material is appropriate with the indicators in school-based

curriculum: making speeches in short functional text (for example:

announcement, advertisement, invitation, etc).

c. Making monologue text in the form of recount

(U1 / P / Pa 14)

The exercise above develops student’s competency in writing a functional

text. The instruction above asks the students to make a functional text in the

form of recount text uses the following writing frame as a guide that is

provided. After doing the exercise, it is hoped that the students can write

Now write a recount text about a day when everything went wrong for you.

Use the following writing frame as a guide

Last_______,everything_____________________________________________

________________________________________________________________

_______________________________________.


________________________________________________________________

________________________________________________________________

_____________.

Then, ___________________________________________________

________________________________________________________________

________________________________________________After that,

_______________________________________________

________________________________________________________________

________________________________________________.

Finally,

________________________________________________________________

_____________________________________________________I hope

___________________________________________________________

_______________________________________________

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another recount text. This analysis shows that the material is appropriate with

the indicators of school based curriculum: making monologue text in the form

of recount.

d. Making simple monologue in the form of recount

(U1 / P / Pa 14)

The exercise above develops student’s competency in writing a functional

text. The instruction above asks the students to make a functional text in the

form of recount text uses the following writing frame as a guide that is

provided. After doing the exercise, it is hoped that the students can write

another recount text. This analysis shows that the material is appropriate with

the indicators of school based curriculum: making simple monologue in the

form of recount.

Now write a recount text about a day when everything went wrong for you.

Use the following writing frame as a guide

Last_______,everything_____________________________________________

________________________________________________________________

_______________________________________.


________________________________________________________________

________________________________________________________________

_____________.

Then, ___________________________________________________

________________________________________________________________

________________________________________________After that,

_______________________________________________

________________________________________________________________

________________________________________________.

Finally,

________________________________________________________________

_____________________________________________________I hope

___________________________________________________________

_______________________________________________

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e. Answering questions about simple monologue text in the form of procedure

(U3 / P / Pa 46)



monologue text in the form of procedure. The students are asked to answer

these questions based on the text, such as which paragraph describes the

materials needed? which paragraph describes the steps? Based on the

analysis above, the material is appropriate with the indicators of school-

based curriculum: answering questions about simple monologue text in the

form of procedure.

f. Making oral monologue in the form of procedure

(U3 / P / Pa 48)

The instruction above shows about making oral monologue text in

procedure text. The students are asked to make a group, do the activities

that are provided, such as: you are going to write at least two food recipes

of your traditional foods, firstly, collect some food recipes, especially from

the English magazine. Based on the analysis above, the material is

appropriate with the indicators of school-based curriculum: making oral

monologue text in the form of procedure

Answer these questions based on the text above

1. Which paragraph describes the materials needed?

2. What materials are needed to make newspaper?

3. Which paragraph describes the steps?

4. Mention the steps of making newspaper

5. What is the main idea of the text above?

6. What do you think of journalists’ work?

7. What kind of newspaper’s article do you like to read?

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1. You are going to write at least two food recipes of your traditional foods.

2. Firstly, collect some food recipes, especially from the English magazine

3. Secondly, read them comprehensively, and pay attention to their writing

structure

4. Finally, write your own traditional food recipes.

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g. Practicing the expression of thanking

(U3 / P / P 37)

The dialogue above is a dialogue between Boy and Snake. Snake thanks

Boy because he accepts Snake’s request to be his friend. Snake uses the

expression of “thanking” O, thank you so much, Boy! The students are

asked to study the dialogue carefully. In this analysis, the material is

appropriate with the indicators in school-based curriculum: practicing the

expression of thanking

h. Responding to the expression of thanking

(U3 / P / P 37)

Study the dialogue below carefully

Boy (B) : Hello! I’m Boy.

Snake (S) : Hello, Boy! I’m Sneaky.

How are you today, Boy?





B : That’s O.K.


B : You’re welcome.

By the way, will you come to my home?

S : Wow ….. really? Terrific! That’s incredible. Thanks

for the invitation, but not now, Boy!

B : What about this afternoon? Let’s meet at four.

�

Study the dialogue below carefully

Boy (B) : Hello! I’m Boy.

Snake (S) : Hello, Boy! I’m Sneaky. How are you today,

Boy?





B : That’s O.K.


B : You’re welcome. By the way, will you come to

my home?

S : Wow ….. really? Terrific! That’s incredible.

Thanks for the invitation, but not now, Boy!

B : What about this afternoon? Let’s meet at four?


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The dialogue above is a dialogue between Boy and Snake. Boy replies

Snake's thanks using the expression of responding thanking to Boy. Snake

uses the expression of thanking “O, thank you so much, Boy!”. The material

is appropriate with the indicator in school-based curriculum: responding to

the expression of thanking

i. Practicing the expression of praise

(U5 / P / P 71)

The conversation above is a dialogue between Anna and William. William

expresses his praise to Anna’s grandmother using the expression of praise

“wow, your grandma must be beautiful and stylish.” The students are

asked to practice the dialogues with their friends. The material is

appropriate with the indicators in school-based curriculum: practicing the

expression of praise.

j. Responding to the expression of praise

(U5 / P / P 71)

Practice the dialogues with your friend




William: How does he like?

Anna :She is old, of course, but she really concerns about her

performance. She always matches her clothes’ color with the shoes’

or bag’s. She is tall and slim. Her hair is wavy and grey. She has

blue and big eyes.


Anna : Yes, she is.



Practice the dialogues with your friend




William: How does he like?


performance. She always matches her clothes’ color with the shoes’

or bag’s. She is tall and slim. Her hair is wavy and grey. She has blue

and big eyes.


Anna : Yes, she is.



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The dialogue above is a dialogue between Anna and William. Anna

responses Anna’s praise using the expression of responding praise

“thanks, Will”. The students are asked to practice the dialogues with their

friend. In this analysis, the material is appropriate with the indicator in

school-based curriculum: responding to the expression of praise.

k. Practicing the expression of congratulation

(U5 / P / Pa 70)

The expressions above use the expressions of congratulation, such as:

congratulation, happy birthday, many happy returns. After the students

listen to the expressions above, they are expected to practice saying them.

The material is appropriate with the indicators of school-based curriculum:

practicing the expression of congratulation.

l. Responding to the expression of congratulation

(U5 / P / Pa 70)

Listen to the expressions below. Practice saying them.

Congratulation.

Happy birthday!

Many happy returns!

Congratulations on passing your exam!

Happy new year!

The same to you!

Congratulations in the birth of your sister!

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Listen to the situation and choose the correct expressions.

6. a) I wish I had your brain

b) What a successful party

7. a) Where did you buy it?

b) Wow, the dress fits you so well.

8. a) Congratulations, sir!

b) Have great years!

9. a) Many happy returns, bro!

b) I know you are the right man for this job!

10. a) Everything you cook is delicious, mom!

b) Congratulations for the cake, mom!


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The situation above uses the expressions of responding to congratulation,

such as what a successful party, congratulation, sir! After the students

listen to the situation, they are asked to choose the correct expressions or

respond to the correct expression. The material is appropriate with the

indicators of school-based curriculum: responding to the expression of

congratulation.

m. Practicing the expression of surprise

(U6 / P / P 87)

The dialogue above is a dialogue between Lita and Tuty. Lita expresses

her surprise to Tuty’s statement using the expression of “surprise” Are you

sure? The students are asked to practice the dialogues with their friend. In

this analysis, the material is appropriate with the indicator in school-based

curriculum: practicing the expression of surprise.

n. Responding to the expression of surprise

(U6 / P / P 87)



tomorrow?



Lita : You don’t say. I didn’t believe it. Mr. Sartono is a good

and honest manager. As far as I know he rarely make mistakes.





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tomorrow?



Lita : You don’t say. I didn’t believe it. Mr. Sartono is a good and

honest manager. As far as I know he rarely make mistakes.






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The dialogue above is a dialogue between Lita and Tuty. Lita replies

Tuty’s surprise about Mr. Sartono who will leave his job using the

expression of responding surprise “Yes, absolutely”. The students are

asked to practice the dialogues with their friend. In this analysis, the

material is appropriate with the indicator in school-based curriculum:

responding to the expression of surprise.

o. Practicing the expression of disbelief

(U6 / P / P 87)


Scott expresses his disbelief to the plane accident using the expression of

“disbelief” yeah, it’s unbelievable, isn’t it? The students are asked to

practice the dialogues with their friend. In this analysis, the material is

appropriate with the indicator in school-based curriculum: practicing the

expression of disbelief.

p. Responding to the expression of disbelief

(U6 / P / Pa 87)







government does not care enough with public

transportations safety.



save any more.

�







government does not care enough with public transportations

safety.



save any more.


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Haryo responses his disbelief to the plane accident using the expression of

“disbelief” you know it makes us scared to travel. The students are asked

to practice the dialogues with their friend. In this analysis, the material is

appropriate with the indicator in school-based curriculum: responding to

the expression of disbelief

q. Practicing the expression of accepting invitation

(U4 / P / P 59)

The dialogue above is a dialogue between Bimo and Dita. Bimo accepts

Dita’s invitation to go on a picnic with her family tomorrow. Bimo uses

the expression of “accepting invitation “wow, interesting! Where will you

go? The students are asked to study the dialogues. After the students study

the dialogues, they are asked to underline the expression of offering and

inviting. In this analysis, the material is appropriate with the indicator in

school-based curriculum: practicing the expression of accepting invitation

Study the dialogues. Underline the expressions of offering and inviting

Dita : Do you have plan tomorrow?

Rafa : I don’t know yet, why?

Dita : How about you, Bim?

Rafa : I think I don’t have anything to do, yeah why?

Dita : I wonder whether you would come on a picnic with my

family tomorrow

Bimo : Wow, interesting! Where will you go?

Dita : We will go to a forest.

Bimo : That would be great fun, I’ll go!

Dita : What about you, Raf?

Rafa : I don’t know, but that sounds interesting though. I think I

will go with you.

Dita : Great! We will have a good time together.

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r. Using simple present to describe something or people

(U5 / P / Pa 75)

In the text above, the students are asked to read the following text. After they

read the text, they are expected to underline the verbs indicating simple

present tense. In this analysis, the material is appropriate with the indicator in

school-based curriculum: using simple present to describe something or

people.

s. To be a reporter

(U6 / P / P88)

Acting like a news presenter. Read this news to your friends and teacher.

Concern about your pronunciation and intonation.

Island Leopard Deemed New Species

Clouded leopards found on Sumatra and Borneo represents a new species.

Research by genetic scientists and the conservative group WWF indicates.

Until now it had been thought they belonged to the species that found on

mainland Southeast Asia.

Scientist now believe the two species diverged than one million years ago, and

have evolved separately since,

Clouded leopards are the biggest predators on Borneo and can grow as large

as small panthers.

The separation of the species was discovered by scientist at the US National

Cancer Institute near Washington DC.

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Read the following text. Underline the verbs indicating simple present tense.

Tornado is violently rotating column of air extending from within a

thunder cloud down to ground level.

The strongest tornadoes may sweep houses from their foundations,

destroy brick buildings, toss cars and school buses through the air, and even

lift railroad cars from their tracks. Tornadoes vary in diameter from tens of

metres to nearly 2 km (1 mile), with an average diameter of about 50 m (160

ft). Most tornadoes in the northern hemisphere create winds that blow counter

clockwise around a centre of extremely low atmospheric pressure. In the

southern hemisphere the winds generally blow clockwise. Peak wind speeds

can range from near 120 km/h (75 mph) to almost 500 km/h (300mph). the

forward motion of a tornado can range from a near standstill to almost 110

km/h (70 mph).

A tornado becomes visible when a condensation funnel made of water

vapour (a funnel cloud) forms in extreme low pressures, or when the tornado

lofts dust, dirt, and debris upward from the ground. A mature tornado may be

columnar or tilted, narrow or broad-sometimes so broad that it appears as if

the parent thundercloud itself had descended to ground level. Some tornadoes

resemble a swaying elephant’s trunk. Others, especially very violent ones, may

break into several intense suction vortices-intense swirling masses of air-each

of which rotates near the parent tornado. A suction vortex may be a

neighboring house relatively unscathed.


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In the text above, the students are asked to act like a news presenter. They

are asked to read this news to their friends and teacher. They have to

concern about their pronunciation and intonation. In this analysis, the

material is appropriate with the indicator in school-based curriculum: to be

reporter.

2. Incompatible speaking material

The indicators below belong to incompatible speaking material because

they are not provided in the materials of the textbook “Progress”.

a. Making speeches in interpersonal or transactional expressing

happiness and sadness.

b. Answering short functional oral text (for example: announcement,


c. Presenting short functional oral text (for example: announcement,


d. Making short functional oral text such as announcement of death in

the form of remembering certain event.

e. Responding simple monologue in the form of recount

f. Presenting oral monologue in the form of procedure

g. Giving oral announcement

Supporting evidence came from examination of fur patterns. Leopards from

Borneo and Sumatra have small “clouds” with many distinct spots within

them, grey and dark fur and twin stripes along their shacks.

Their mainland cousins have large cloud markings on their skin with fewer,

often faint, spots within the cloud markings, and are lighter and tawnier in

color.

WWF, which maintains a large conservation operation on Borneo, estimates

there are between 5,000 and 11,000 clouded leopards on the island, with a

further 3,000 to 7,000 on Sumatra.

The three governments with territory on the island-Indonesia, Malaysia and

Brunei-signed an agreement earlier this year pledging to protect the “Heart

of Borneo”, 200,000 square kilometers of rainforest in the middle of the

island thought to be particularly high in biodiversity.

Source: http://news.bbc.uk.

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h. Presenting oral announcement

i. Making monologue to advertise something

j. Using speeches

k. Making monologue to present a description

l. Telling the story in orally

m. To be a story teller

Table 4.3. The Compatibility of speaking materials with speaking indicators in

the first and second semester suggested by school level-based curriculum

NO Indicators in the school based

curriculum

Data in the Textbook Compatibility

Compatible

(+)

Incompatible

(-)

1. Making speeches in

interpersonal or transactional of

introduction, meeting or parting

Study the meeting and

parting expressions in the

dialogue below

(U1 / P / P 6)

�

2. Making speeches in

interpersonal or transactional

expressing happiness and

sadness.

�

3. Answering short functional oral

text (for example:


invitation, etc).

�

4. Making speeches in short

functional text (for example:


invitation, etc).

Study and practice the

following conversation

with a friend

(U2 / P / P 21)

�

5. Presenting short functional oral

text (for example:


invitation, etc).

�

6. Making short functional oral

text such as announcement of

death in the form of

remembering certain event

�

7. Making monologue text in the

form of recount

Now, write a recount text

about a day when


for you. Use the

following writing frame

as a guide.

(U1 / P / Pa 14)

�

8. Responding the simple

monologue in the form of

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recount

9. Making simple monologue in

the form of recount

Now, write a recount text

about a day when


for you. Use the

following writing frame

as a guide.

(U1 / P / Pa 14)

�

10 Answering question about

simple monologue text in the

form of procedure

Answer these questions

based on the text above

(U3 / P / Pa 46)

�

11. Making oral monologue in the

form of procedure

In groups, do the

activities below.

(U3 / P / Pa 48)

�

12. Presenting oral monologue in

the form of procedure

�

13. Practicing the expression of

thanking

Study the dialogue below

carefully

(U3 / P / P 37)

�

14. Responding to the expression of

thanking

Study the dialogue below

carefully

(U3 / P / Pa 37)

�


praise


with your friend

(U5 / P / Pa 71)

�


praise


with your friend

(U5 / P / Pa 71)

�


congratulation

Listen to the expressions

below. Practice saying

them.

(U5 / P / Pa 70)

�


congratulation

Listen to the situation

and choose the correct

expressions

(U5 / P / Pa 70)

�


surprise


below

(U6 / P / Pa 87)

�


surprise


below

(U6 / P / Pa 87)

�


disbelief


below

(U6 / P / Pa 87)

�


disbelief


below

(U6 / P / Pa 87)

�


accepting invitation

Study the dialogues.

Underline the

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expressions of offering

and inviting

(U4 / P / Pa 59)

24. Giving oral announcement �

25. Presenting oral announcement �

26. Making monologue to advertise

something

�

27. Practicing the oral speeches �

28. Using simple present to describe

something or people

Read the following text.

Underline the verbs

indicating simple present

tense

(U5 / P / Pa 75)

�

29. Doing monologue to present a

description

�

30. Telling the story in orally �

31. To be a reporter Act like a news

presenter. Read this news

to your friends and

teacher. Concern about

your pronunciation and

intonation.

(U6 / P / P88)

�

32. To be a story teller �

Total 19 13

c. Reading


- Understand the functional, short, and simple essay in the form of recount,

narrative, and procedures in daily life context to access knowledge.

- Express the meaning of short functional text and simple essay in the form

of narrative, descriptive, and news item in daily life contexts and to access

knowledge.

The indicators of reading skill suggested by the school level based curriculum


Based on the analysis, the writer finds compatible reading material and not

compatible reading material:

1. Compatible reading material

The indicators below belong to compatible reading material because they



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a. Reading aloud the kinds of written text in the form of correct

pronunciation and intonation.

b. Identifying the textual meaning of procedure text.

c. Identifying the rhetorical steps to write procedure text

d. Writing the procedure text

e. Reading aloud the text that is discussed in the correct intonation

f. Identifying details information

g. Identifying the feature of things or people described

h. Identifying the rhetoric steps of the text

Based on the lists of indicators above, the compatibility of reading

materials in the textbook with the indicators suggested by School-based

Curriculum in reading skill is 8 indicators out of 17 indicators. The analysis

below is the way the writer analyzes between indicators of one material in the

textbook and the indicators suggested by school-based curriculum.

a. Reading aloud the kinds of written text in the form of correct

pronunciation and intonation

(U4 / P / Pa 64)

Read this text aloud

Lake Toba

Long, long ago, there was a boy who roamed around the world.

He stayed near a river.

Then he brought it home. The fish changed into a beautiful

woman. And the scales of fish became gold coins. They got married. The

boy promised not to tell the origin of his wife to other people.

One afternoon, he fished near the river and got a very big fish.

He felt happy and surprised.

Finally, the woman went away and jump into the river. When the woman

jumped into the river, it was raining heavily. The river was flooded. Then

the area around the river became a large lake. People call it Lake Toba.

They had a son but he was very naughty and lazy. Once, the son

was ordered to send meal to his father who was working in the farm. On

the way the son ate some of the meal and left the rest for his father. Thus,

his father got angry so he hit his son and said, “How naughty you are. No

wonder, you are really a fish child!” The son told his father had said. The

woman was sad because her husband had broken his promise.

�


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In the instructions above, the students should read the narrative text

loudly in correct pronunciation and intonation. The material is

appropriate with the indicator of School based curriculum: reading

aloud the kinds of written text in the form of correct pronunciation and

intonation

b. Identifying the textual meaning of procedure text.

(U3 / P / P 46)

In the instructions above, the students should read the procedure text

carefully. After the students read the paragraph, they should answer the

questions of procedure text. It is hoped that the students can understand the

meaning of procedure text. The material is appropriate with the indicator of

School based curriculum: identifying the textual meaning of procedure text.

c. Identifying the rhetorical steps to write procedure text.

(U3 / P / P 47)

Read the following text of procedure carefully and then study the features

of the text.

How can you operate the TV?

Television can be operated easily. We can turn on and change the

channel of television set easily. To turn on this television we need a cable

and stop contact. Then follow this instruction.

1. Connect the cable of television to an AC wall outlet.

2. Switch the television on by pressing the button of power.

3. Choose the channel you like by pressing the button of the channel.

4. Enjoy the program you like.

If you want to turn on the television or change the channel from far

distance, use a remote. It will help you to operate the television easily.

Answer the questions based on the text above.

1. Which sentences show the material needed?

2. Which sentences show the steps?

3. What is the main idea of the paragraph above?

4. What materials are needed to operate the television?

5. Mention the steps of turning the television on.

6. What do you think of a remote?

Read the text carefully and analyze its structure and features

How to Activate a Handphone

Nowadays, we need a handphone to connect to our colleagues. We can get it

easily in the shop. When we buy it we shall get a handphone, a SIM card a

battery, and a charger.

This is the way to activate the handphone:

• First, open the cover of the handphone.

• Secondly, insert the SIM card after being installed.

• Third, insert the battery inside.

• Fourth, close the battery with a cover of the handphone.

• Fifth, connect the lead from the charger to the bottom of the phone.


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In the instructions of the text above, the students should read the procedure

text. After the students read the text, they are asked to analyze its structure

or rhetorical steps and features. The material is appropriate with the

indicator of School based curriculum: identifying the rhetorical steps to

write procedure text.

d. Writing the procedure text

(U3 / P / P 48)

In the instructions above, the students should make a group. After the

students make groups, they are asked to do the activities above to

make a procedure text based on the context. It is hoped the students

can write the procedure text based on the context. The material is

appropriate with the indicator of School based curriculum: Writing the

procedure text.



foods.


magazine.


writing structure.

Finally, write your own traditional food recipes�

• Sixth, connect the charger to an AC wall outlet. Charging the battery

supplied with the phone may take four up to six hours.

• Seventh, when the battery is fully charged, the bar stop scrolling.

Disconnect the charger from the AC outlet and the phone.

• Then, we are ready to make a phone cell. Generic structure Text Language features

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e. Reading aloud the text that is discussed in the correct intonation

(U4 / P / P 64)

In the instructions above, the students should read the text aloud. It is

hoped the students can read the text loudly and correct intonation. The

material is appropriate with the indicator of School based curriculum:

reading aloud the written text that under discussion in the correct

pronunciation.

f. Identifying details information

(U4 / P / P 68)


Lake Toba

Long, long ago, there was a boy who roamed around the world.

He stayed near a river.

Then he brought it home. The fish changed into a beautiful

woman. And the scales of fish became gold coins. They got married. The

boy promised not to tell the origin of his wife to other people.

One afternoon, he fished near the river and got a very big fish. He

felt happy and surprised.

Finally, the woman went away and jump into the river. When the woman

jumped into the river, it was raining heavily. The river was flooded. Then

the area around the river became a large lake. People call it Lake Toba.

They had a son but he was very naughty and lazy. Once, the son

was ordered to send meal to his father who was working in the farm. On

the way the son ate some of the meal and left the rest for his father. Thus,

his father got angry so he hit his son and said, “How naughty you are. No

wonder, you are really a fish child!” The son told his father had said. The

woman was sad because her husband had broken his promise.

Read this text and answer the questions

My pop

My pop is called Cliff Faint. He is an old bushman, seventy –

eight years old, and he still goes down the blush on his horse, mustering

cattle. He has an old hut out in the bush in which he stays when he’s

mustering. He has lots of acres of bush lease to muster.

He is full of story and is often invited up to our school when we

are looking at life years ago. He’s only small size, but he has a huge

personality. He’s a bit deaf now, but he’s still easy to talk to.

My pop owns a property at Hillgrove near Armidale, as well as

the forestry lease. He knows how to make real shingles for a shingle

roof. He breaks in horse; not so much now, though.

He loves going down the bush near Kunderang. It’s really steep

gorge country, and he rides all though it.

He takes his cook put and boils up a cup of tea on the

mountainside. He’s a very special person. There aren’t many old

bushmen left like him.

I love him and he loves me.


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Based on the exercise above, the material develops the student’s

competency to understand the text because the students should read

and understand some information in the text. After the students read

the text, they are expected to answer the following questions. The

answer of some questions can help students to identify information of

the letter. The material is appropriate with the indicator of school-

based curriculum: identifying details information

g. Identifying the feature of things or people described

(U5 / P / P 81)

Make questions based on the text above that ask about the details and

description of the hotel.

From the genuine smiles that great you as you walk through the lobby doors

to the overstuffed down pillow that bids you good night, there’s little wonder

why the hotel is “grand” in every senses of the word. Inspired by the charm

craftsmanship in Europe’s classic hotels, The Grand America offers 775

luxurious rooms, including 395 exquisite suites. The 24-story hotel overlooks

a beautifully landscaped 10-acre footprint in the heart of downtown Salt

Lake City.

Accommodations

Murano Crystal chandeliers, handcrafted Richelieu furniture, English wool

carpets, Carrara Italian marble, and the finest fabrics are featured in all

suites and rooms. Elegant French doors separate the bedroom from the

living area in the astonishingly spacious 880 square-foot suites. All rooms

offer marble bathrooms, high-speed internet connections, 32-inch television

sets, and dual-line telephones.

Meeting Facilitates

The Grand America offers 75,000 square feet of meeting space with three

ornate ballrooms, each with private pre-function space, and 21 exquisite

meeting rooms and boardrooms. All meeting rooms have extensive

telecommunications and audio visual backbone cabling systems, which allow

for numerous telephone, data, video, and audio distribution via fiber optics,

data-rated twisted pair, and coax.

Dining and Recreation

Award-winning and imaginative cuisine by our renowned chefs will delight

the plates of your guests or meeting attendees. Hotel amenities include retail

shops, lounges, indoor and outdoor pools, health club and spa, beauty salon,

business center, concierge and valet service and 1,200 parking spaces. Our

reputation for service and attention to detail will help make your event the

most extraordinary occasion.

Taken from:http://www.grandamerica.com/descript_text.html/�


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In the instructions above, the students should make questions based on

the text about the details and description of the hotel. It is hoped that it can

help the students identify the feature of things or people described. The


identifying the feature of things or people described.

h. Identifying the rhetoric steps of the text

(U3 / P / P 47)

In the instructions of the text above, the students should read the

procedure text. After the students read the text, they are asked to

analyze its structure or rhetorical steps and features. The material is

appropriate with the indicator of School based curriculum: identifying

the rhetorical steps how to write procedure text.

Read the text carefully and analyze its structure and features

How to Activate a Handphone

Nowadays, we need a handphone to connect to our colleagues.

We can get it easily in the shop. When we buy it we shall get a

handphone, a SIM card a battery, and a charger.

This is the way to activate the handphone:

• First, open the cover of the handphone.

• Secondly, insert the SIM card after being installed.

• Third, insert the battery inside.

• Fourth, close the battery with a cover of the handphone.

• Fifth, connect the lead from the charger to the bottom of the phone.

• Sixth, connect the charger to an AC wall outlet. Charging the

battery supplied with the phone may take four up to six hours.

• Seventh, when the battery is fully charged, the bar stop scrolling.

Disconnect the charger from the AC outlet and the phone.

• Then, we are ready to make a phone cell.

Generic structure Text Language features


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2. Incompatible reading material

The indicators below belong to incompatible reading material because

they are not providing in the materials of the textbook “Progress”.

a. Identifying the topic of the text being read.

b. Read aloud procedure texts.

c. Identifying the topic of the text

d. Identifying the meaning of the sentences of the text

e. Identifying the complication of narrative text

f. Identifying the events of the text

g. Identifying the contents of news being heard

h. Identifying source of news being heard

i. Identifying the communicative purpose of the text

Table 4.4. The Compatibility of reading materials with reading indicators in the

first and second semester suggested by school-based curriculum

NO Indicators in the school

based curriculum

Data in Textbook Compatibility

Compatible

(+)

Incompatible

(-)

1. Reading aloud the kinds of

written text in the form of

correct pronunciation and

intonation


(U4 / P / P 64)

�


text being read.

�

3. Identifying the textual

meaning of procedure text.

Read the following text

of procedure carefully

and then study the

features of the text.

(U3 / P / P 46)

�

4. Identifying the rhetorical

steps to write procedure text.

Read the text carefully

and analyze its structure

and features

(U3 / P / P 47)

�

5. Read aloud procedure text. �

6. Write the procedure text In groups, do the

activities below.

�


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�

�

(U3 / P / P 48)

7. Read aloud the text that is

discussed in the correct

intonation


(U4 / P / P 64)

�


text

�

9. Identifying the details

information

Read this text and

answer the questions

(U4 / P / P 68)

�

10. Identifying the meaning of

sentences of the text

�

11. Identifying the complication

of narrative text

�

12. Identifying the events of the

text

�

13. Identifying the feature of

things or people that is

described

Make questions based on

the text above that ask

about the details and

description of the hotel

(U5 / P / P 81)

�

14. Identifying the contents of

news that is heard

�

15. Identifying source of news

that is heard

�

16. Identifying the rhetoric steps

of the text

Read the text carefully

and analyze its structure

and features

(U3 / P / P 47)

�

17. Identifying the

communicative purpose of

the text

�

8 9

d. Writing


- Express meaning of short functional written text and simple essay in the

form of recount, narrative, and procedure in daily life contexts.

- Express meaning in short functional text and simple essay in the form, of

narrative, descriptive, and news item in daily life contexts.

The indicators of writing skill suggested by the school level based curriculum


Based on the analysis, the writer finds compatible writing materials and

incompatible writing materials.


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1. Compatible writing material

The indicators below belong to compatible writing material because they


a. Using language system, vocabulary, pronunciation, spelling, and

correct written system

b. Writing the main idea

c. Producing short functional text

d. Identifying the textual meaning in the procedure text

e. Identifying the rhetorical steps in procedure text

f. Writing a text in the form of procedure

g. Using the language, vocabulary, punctuation, spelling, and written

rules correctly

h. Writing the main idea

i. Producing the short functional text

j. Using simple present tense to make description text

k. Producing the news item text

l. Producing the narrative text

Based on the lists of indicators above, the compatibility of listening materials

in the textbook with the indicators suggested by School-based Curriculum in listening

skill is 12 indicators out of 17 indicators. The analysis below is the way the writer

analyzes between indicators of one material in the textbook and the indicators

suggested by school-based curriculum.

a. Using language system, vocabulary, pronunciation, spelling, and

correct written system

(U2 / P / Pa 23)

Find the phonetic transcription and meaning of the words below in your

dictionary.






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The activity above shows about using language system, vocabulary,

pronunciation. The students are asked to find the phonetic transcription,

such as: ruled, jealously, risk, etc. Based on the analysis above, the


using language system, vocabulary, pronunciation, spelling, and correct

written system.

b. Writing the main idea

(U2 / P / P 28, U6 / P / P 94)

Read the text below and then find the main idea of each paragraph.



TEMPO Interactive, Jakarta: Head of Indonesian Parliamentary Forum for

Population and Development Aisyah Hamid Baidlowi has revealed that around 97

million Indonesian inhabitants are routinely exposed to tobacco smoke at their homes.


The prevalence of smoking in Indonesia, she said, was ranked fifth among countries in

the world with the top consumption rate of tobacco, which has rapidly increased since

1970’s.

Especially among young people above 15 years of age, the prevalence has

increased from 26.9 percent in 1995 to 31.5 percent in 2001 and 34.5 percent in 2004.

In addition, the usage of tobacco has long-term effects and lung cancer is the highest

cause of death in the world. “The World Health Organization (WHO) has predicted that

by 2020, diseases that tobacco causes will result in the death of 4.8 million people every

year in the world, “said Aisyah during a seminar of “Indonesian Youth As the Main

Target of Rapid Cigarette Marketing: Should They Be Protected/” at the Parliamentary

complex, yesterday (03/28), in Jakarta.

NO Paragraph Main idea

1. Paragraph 1

2. Paragraph 2

3. Paragraph 3

4. Paragraph 4

5. Paragraph 5

6. Paragraph 6

�


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In the instructions above, the students should read the narrative text. After the

students understand the text, they are asked to find the main idea from each

paragraph using the given chart. By using the given chart, it is hoped that the

students can find the main idea from each paragraph in the text. This analysis

shows that the material is appropriate with the indicator of school based

curriculum: write the main idea.

c. Producing short functional text

(U1 / P / P 14)



functional text in the form of recount text uses the following writing

frame as a guide that is provided. After doing the exercise, it is hoped

that the students can write another recount text. This analysis shows

that the material is appropriate with the indicators of school based

curriculum: produce short functional text.



Last_______,everything________________________________________

_______________________________________________.


____________________________________________________________

______________________________________________.

Then, _____________________________________________________

_____________________________________________________After

that,

__________________________________________________________.

Finally, __________________________________________________

_________________________________________________________

I hope

_____________________________________________________

_______________________________________________________

_______________________________________________________

__


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d. Identifying the textual meaning in the procedure text

(U3 / P / P 46)

In the instructions above, the students should read the procedure text

carefully. After the students read the text, they should answer the

questions. It is hoped the students can understand the meaning of

procedure text. The material is appropriate with the indicator of School

based curriculum: identifying the textual meaning of procedure text.

e. Writing a text in the form of procedure

U3 / P / P 48)

Read the following text of procedure carefully and then study the

features of the text.

How can you operate the TV?

Television can be operated easily. We can turn on and change the

channel of television set easily. To turn on this television we need a cable

and stop contact. Then follow this instruction.

1. Connect the cable of television to an AC wall outlet.

2. Switch the television on by pressing the button of power.

3. Choose the channel you like by pressing the button of the channel.

4. Enjoy the program you like.

If you want to turn on the television or change the channel from far

distance, use a remote. It will help you to operate the television easily.

Answer the questions based on the text above.

1. Which sentences show the material needed?

2. Which sentences show the steps?

3. What is the main idea of the paragraph above?

4. What materials are needed to operate the television?

5. Mention the steps of turning the television on.

6. What do you think of a remote?

7. Is there a remote on your television set?

�

In groups, do the activities below


foods.


magazine.


writing structure.

4. Finally, write your own traditional food recipes. �


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�

In the instructions above, the students should make groups. After the

students make groups, they are asked to do the activities above to

make a procedure text based on the instructions. It is hoped the

students can write the procedure texts based on the context. The


writing a text in the form of procedure

f. Using the language, vocabulary, punctuation, spelling, and written

rules correctly.

(U2 / P / Pa 23)

The activity above shows about using language system, vocabulary,

pronunciation. The students are asked to find the phonetic

transcription, such as: ruled, jealously, risk, etc. Based on the analysis

above, the material is appropriate with the indicators of school-based

curriculum: using the language, vocabulary, punctuation, spelling, and

written rules correctly.

g. Writing the main idea

Read this narrative text and then find the main idea from each

paragraph using the given chart below.

(U2 / P / P 28, U4 / P / P 64, U6 / P / P 94)

Read the reading text below and then find the main idea of each paragraph.



TEMPO Interactive, Jakarta: Head of Indonesian Parliamentary

Forum for Population and Development Aisyah Hamid Baidlowi has revealed

that around 97 million Indonesian inhabitants are routinely exposed to

tobacco smoke at their homes.


The prevalence of smoking in Indonesia, she said, was ranked fifth

among countries in the world with the top consumption rate of tobacco, which

has rapidly increased since 1970’s.

Especially among young people above 15 years of age, the prevalence

has increased from 26.9 percent in 1995 to 31.5 percent in 2001 and 34.5

percent in 2004.

�

Find the phonetic transcription and meaning of the words below in

your dictionary.






�


commit to user

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�

�

�

.

In the command above, the students should read the reading given.

After the students read the text, they are asked to find the main idea of

each paragraph. It is hoped the students are expected to understand the

topic in each paragraph. The material is appropriate with the indicators

in school-based curriculum: write the main idea.

h. Producing the short functional text

(U1 / P / P 14)



Last_______,everything_______________________________________

__________________________________________________________

___________________________________________________.


__________________________________________________________

__________________________________________________________

_________________________.

Then, ___________________________________________________

__________________________________________________________

______________________________________________________After

that, _______________________________________________

__________________________________________________________

______________________________________________________.

Finally,

__________________________________________________________

__________________________________________________________

_I hope

_____________________________________________________

_____________________________________________________

In addition, the usage of tobacco has long-term effects and lung

cancer is the highest cause of death in the world. “The World Health

Organization (WHO) has predicted that by 2020, diseases that tobacco

causes will result in the death of 4.8 million people every year in the world,

“said Aisyah during a seminar of “Indonesian Youth As the Main Targert

of Rapid Cigarette Marketing: Should They Be Protected?” at the

Parliamentary complex, yesterday (03/28), in Jakarta.

Source: www.tempointeraktif.com

PARAGRAPH MAIN IDEA

Paragraph 1

Paragraph 2

Paragraph 3

Paragraph 4

Paragraph 5

Paragraph 6

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

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functional text in the form of recount text use the following writing

frame as a guide. After doing the exercise, it is hoped that the students

can write another recount text. This analysis shows that the material is

appropriate with the indicators of school based curriculum: produce

short functional text.

i. Using simple present tense to make description text

(U5 / P / Pa 75)

In the text above, the students are asked to read the following text.

After they read the text, they are expected to underline the verbs

indicating simple present tense. In this analysis, the material is

appropriate with the indicator in school-based curriculum: using

simple present tense to make description text

j. Producing the news item text

(U6 / P / P 98)

Watch a news program in television, take notes on the news

being broadcast. Then, rewrite the news. Use the generic

structure and language features of news item text.

Read the following text. Underline the verbs indicating simple present

tense.

Tornado is violently rotating column of air extending from within

a thunder cloud down to ground level.

The strongest tornadoes may sweep houses from their

foundations, destroy brick buildings, toss cars and school buses through

the air, and even lift railroad cars from their tracks. Tornadoes vary in

diameter from tens of metres to nearly 2 km (1 mile), with an average

diameter of about 50 m (160 ft). Most tornadoes in the northern

hemisphere create winds that blow counter clockwise around a centre of

extremely low atmospheric pressure. In the southern hemisphere the

winds generally blow clockwise. Peak wind speeds can range from near

120 km/h (75 mph) to almost 500 km/h (300mph). the forward motion of a

tornado can range from a near standstill to almost 110 km/h (70 mph).

A tornado becomes visible when a condensation funnel made of

water vapour (a funnel cloud) forms in extreme low pressures, or when

the tornado lofts dust, dirt, and debris upward from the ground.

columnar or tilted, narrow or broad-sometimes so broad that it appears


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functional text in the form of news item text. They are asked to watch

a news program in television, take notes on the news being broadcast.

After taking notes on the news being broadcast, they have to rewrite

the news, uses the generic structure and language features on news

item text. This analysis shows that the material is appropriate with the

indicators of school based curriculum: producing the news item text.

k. Producing the narrative text

(U2 / P / P 30)



functional text in the form of narrative text uses the “web” above to

help them write down their ideas for their narrative or make their own

“web”. After doing the exercise, it is hoped that the students can write



functional text in the form of narrative text uses the “web” above to

help them write down their ideas for their narrative or make their own

“web”. After doing the exercise, it is hoped that the students can write

Make your own narrative text. Pay attention to the generic structure and

main ideas of your paragraphs.

Before writing your narrative, you can use the “web” below to help you

write down your ideas for your narrative or make up your own “web”

� Main idea

Paragraph 1

TOPIC Main idea

Paragraph 2

Main idea

Paragraph 3

Main idea

Paragraph 4


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another narrative text. This analysis shows that the material is

appropriate with the indicators of school based curriculum: producing

the narrative text.

2. Incompatible writing material

The indicators below belong to incompatible writing material because they

are not provided in the materials of the textbook “Progress”.

a. Elaborating the main idea

b. Making draft, revision, and editing.

c. Reading aloud procedure text.

d. Elaborating the main idea

e. Making draft, revision, and editing

f. Using reported speech to present the news

g. Using adverbial clause to write the narration text.

Table 4.5. The Compatibility of writing materials with writing indicators in the

first and second semester suggested by school-based curriculum

NO Indicators in the school

based curriculum

Data in textbook Compatibility

Compatible

(+)

Incompatible

(-)

1. Using language system,

vocabulary, pronunciation,

spelling, and correct

written system.

Find the phonetic

transcription and meaning

of the words below in your

dictionary

(U2 / P / Pa 23)

�

2. Writing the main idea Read this narrative text

and then find the main idea

from each paragraph using

the given chart below.

(U2 / P / Pa 28, U4 / P / Pa

64, U6 / P / Pa 94)

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3. Elaborating the main idea �

4. Making draft, revision,

and editing.

�

5. Producing short functional Now write a recount text �


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text about a day when

everything went wrong for

you. Use the following

writing frame as a guide

(U1 / P / Pa 14)

6. Identifying the textual

meaning in the procedure

text

Read the following text of

procedure carefully and

then study the features of

the text.

(U3 / P / Pa 46)

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7. Identifying the rhetorical

steps in procedure text.

Read the text carefully and

analyze its structure and

features

(U3 / P / Pa 47)

�

8. Reading aloud procedure

text

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9. Write text in the form of

procedure

In groups, do the activities

below

U3 / P / Pa 48)

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10. Using the language,

vocabulary, punctuation,

spelling, and written rules

correctly

Find the phonetic

transcription and meaning

of the words below in your

dictionary

(U2 / P / Pa 23)

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11. Writing the main idea Read this narrative text

and then find the main idea

from each paragraph using

the given chart below.

(U2 / P / P 28, U4 / P / P

64, U6 / P / P 94)

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12. Elaborating the main idea �

13. Making draft, revision,

and editing

�

14. Producing the short

functional text

Now write a recount text

about a day when

everything went wrong for

you. Use the following

writing frame as a guide

(U1 / P / P 14)

�

15. Using reported speech to

present the news

�

16. Using simple present tense

to make description text

Read the following text.

Underline the verbs

indicating simple present

tense.

(U5 / P / Pa 75)

�

17. Using adverbial clause to

write the narration text

�

18. Producing the news item

text

Watch a news program in

television, take notes on

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the news being broadcast.

Then, rewrite the news.

Use the generic structure

and language features of

news item text.

(U6 / P / P 98)

19. Producing the narrative

text

Make your own narrative

text. Pay attention to the

generic structure and main

ideas of your paragraphs.

(U2 / P / P 30)

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Total 12 7

2. Description of Communicative Exercises

In the school-based curriculum, the existence of communicative exercises is

very important. They help not only the teacher to teach English communicatively but

also the students to develop their communicative competence with their friends and

teacher. Besides, they can be used as the instrument to build their language skill

competence.

Based on the analysis, the writer finds five communicative exercises which

are developed in the textbook: jigsaw principle, task continuity, information transfer,

problem solving, and games.

The following are some communicative exercises proposed by the experts of

communicative teaching that are available on the textbook Progress Grade X for

senior high school.

a. Jigsaw principle

This principle allows the students to be both providers and receivers in the

communication. The sample below is one of the materials that support the

principle.

U5 / P / Pa 72)

Work in a group of four. Practice to make dialogues of praising and

congratulating your friends. Try to make it spontaneously. Every member of

the group must get turns to speak.�


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According to the characteristics of jigsaw principle, the exercise above can be

categorized in communicative exercises of jigsaw principle. In the exercise,

the students are asked to retell the notice said by teacher. Here the students are

supported to develop their listening and comprehension.

b. Task continuity principle

This principle requires activities sequenced not only according to their

complexity, as determined by input, learners and activity factors, but also

according to the logic of themes and learning pathways.

U2 / P / P 21

According to the characteristics of task continuity principle, the exercise

above can be categorized in the communicative exercises of task continuity

principle. In the exercise, the students are asked to study and practice the

following conversation with a friend. Here the students are supported to

develop their comprehension and speaking.

c. Information transfer principle

This principle requires the ability to understand and convey information

content. The following is the sample of topic materials that support the

principles.

Study and practice the following conversation with a friend

Daya : What are you doing on Sunday, Lusi?

Lusi : I’m not sure yet. Perhaps I’ll go and see my grandparents. Why

do you ask?

Daya : Sari and I are having a few friends around for fruit salad party

this Sunday. I wondered if you would like to join us.

Lusi : I’d love to, thanks. Who else is going to be there?

Daya : I don’t know yet. But you may ask your sister, Tina, to come

along too.

Lusi : I’m afraid she can’t because she will go camping with her

friends this Sunday. But thanks, anyway.

Daya : That’s OK. Well, I’ve got to go now. I’ll see you on Sunday.

Bye ….

Lusi : OK. Bye ….


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U4 / P / P 67

According to the characteristics of information transfer principle, the exercise

above can be categorized as communicative exercises of information transfer

principle. In the exercise above, the students are asked to write a narrative

about their past experience uses the model above to help they write a narrative

text. It can involve their parents, teacher, friend, etc. After the students write

their past experience, they have to read their writing in front of the class. Thus

use the model to help write the narrative. Here the students are supported to

develop their comprehension and writing.

Now, write a narrative about your past experience. It can involve your

parents, teacher, friend, etc. Always remember the structure of a narrative

when you compose it. Finally, read your writing in front of the class. Use the

model below to help you write the narrative.

�

Title

Orientation

Who

What

Where

When

Complication

Sequence of events

Resolution

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��

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d. Problem solving principle

This principle requires task sequenced around problem situation. The

following is a sample of materials that support the principles.

U2 / P / P 22)

In the communicative exercises above, the students are asked to make a

dialogue based on certain situations or to solve the problem. In solving the

problem, they should make a dialogue with their friends by using some useful

expressions communicatively. Therefore, it is meaningful. This exercise can

help the students to realize their knowledge in writing and speaking skills in

the real communication.

e. Games or Relaxation Principle

This principle functions to stimulate interest of the students in learning

process. Here the students are supported to develop their comprehension and

writing. The following is the topic materials that support the principles.

U3 / P / Pa 43

In pairs, make a conversation expressing invitation based on the following

situations.

1. You want to invite your friend to join you watching a movie. However,

your friend’s mother is sick, so she/he must take care of her and cannot

join you.

2. Your friend is going to have a vacation to Pangandaran beach. She/he

invites you to join. You accept it.

3. You will have two days off. You plan to go climbing. You ask your friend

about the idea. Your friend agrees and will join you.


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In the communicative exercises above, the students are asked to fill in the

blank boxes below. It is hoped to stimulate the interest of the students in

learning process. Here the students are supported to develop their

comprehension and writing.

C. Discussion

After analyzing the English textbook “Progress”, the writer finds a total

number for listening indicators which are developed in the textbook of twenty two

out of thirty five, a total number of nineteen speaking indicators out of thirty two, a

total of eight reading indicators out of seventeen indicators, and a total number of

twelve writing indicators out of nineteen. So, the total number indicator of all

language skills is 61 out of 103 suggested by school-based curriculum at two

semester of the tenth Senior High School.

In addition, the total number of communicative exercises which are developed

in the textbook is 5.

After comparing and counting the indicators, the writer gives the percentage

to judge whether the textbook “Progress Grade X” is compatible with the school-


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based curriculum or not. Below is the percentage of each language skill presented in

more details.

Table 4.6

The percentage of the Compatibility of Language Skill Materials with the

Indicators Suggested by School-Based Curriculum��

NO Language

skill

IDT IDSBC Percentage Compatibility

1. Listening 22 35

Compatible

2. Speaking 19 32

Compatible

3. Reading 8 17

Incompatible

4. Writing 12 19

Compatible

Total Score 61 103

Compatible

Notes:

IDT : Indicators Developed in the Textbook

IDSBC : Indicators Demand by School-Based Curriculum

In analyzing the communicative exercises which are developed in the

textbook, the writer also uses the same formula:

Notes:

P : The Percentage

f : Total number of communicative exercises in the textbook

N : Total number of communicative exercises suggested in School-Based

curriculum.

Below, the result percentage for communicative exercise is presented in more

detail.

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P =

It means that of the communicative exercises developed belong to

good category. It means that the textbook is good in developing the communicative

exercises.

D. Discussion of the research finding

a. The Compatibility of Language skills with the indicators in School-based

Curriculum

Based on the research finding above, the writer wants to discuss the language

skills which are developed in the textbook “Progress Grade X” as follow:

According to the syllabus of the 10th

year of Senior High School, in the

school-based curriculum of English, there are 103 indicators that are used to measure

the student’s achievement toward the target competence. After analyzing the data of

materials available on the textbook “Progress Grade X” which are appropriate with

those in school-based curriculum, the writer finds that the textbook contains sixty one

indicators. The percentage for this point is 59.22%. It means that in developing

language skills the textbook “Progress Grade X” is compatible with the indicators in

school-based curriculum. In other words, the materials in the textbook give enough

facility for students to achieve the competencies.

The textbook “Progress Grade X” provides material and exercise which

support teaching learning process. Most of the materials are appropriate with the

indicators suggested by school-based curriculum.

b. The Communicative Exercises of The Textbook based on the theories by

experts in CLT

For communicative exercises, there are eight kinds of communicative

exercises proposed by Brumfit and Johnson, Brown, Nunan, Geddes and Strurtidge,


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Jordan, Krashen and terrel, namely the information gap principle, jigsaw principle,

task continuity principle, information transfer principle, authentic principle, problem

solving principle, games or relaxation principle, and correction for content.

In the writer’s research finding, the activities developed in the material

available in the textbook “Progress Grade X” are jigsaw principle, task continuity

principle, information transfer principle, problem solving principle, and games or

relaxation principle. Therefore the percentage for this aspect is 62.5%. It means that

the quality of the textbook in developing the communicative exercises is good.

In her analysis, the writer finds that to achieve the communicative exercises,

the English textbook give directions to the students to do the assignments. For

example in jigsaw principle, the students are allowed to give and get information. The

textbook provides assignment which develops jigsaw principle. For example, the

students are asked to retell the notice said by teacher. Here the students are supported

to develop their listening comprehension. The exercises give direction like this:

Listen to the dialogue and pay attention to the meeting and parting expressions,

afterwards, answer the following comprehension questions.

In task continuity principle, the students are asked to learn and practice the

following conversation with a friend. Here the students are supported to develop their

comprehension and speaking. In guiding students to bridge information gap, the

textbook uses direction as the stimuli like: Study and practice the following

conversation with a friend

In information transfer principle, the students are asked to understand and

convey information content. The textbook provides assignment which develops

information transfer principle. For example, the students are asked to write a narrative

text about their past experience uses the model to help they write the narrative. It can

involve their parents, teacher, friend, etc. After the students write their past

experience, they have to read their writing in front of the class. The exercise uses

direction like: write a narrative about your past experience. It can involve your


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parents, teacher, friend, etc. Always remember the structure of a narrative when you

compose it

In problem solving principle, the students are asked to solve some problems in

certain situation. In guiding students to solve the problem, the textbook uses direction

as the stimuli like: In pairs, make a conversation expressing invitation based on the

following situations. The students are asked to make a dialogue based on certain

situations or to solve the problem. In solving the problem, they should make the

dialogue with their friends by using some useful expressions communicatively.

Games or relaxation principle function to stimulate students’ in learning

process. In guiding students to bridge games or relaxation principle, the textbook uses

direction as the stimuli like: fill in the blank boxes. Here the students are supported to

develop their comprehension and writing.


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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

After doing analyses of materials in the textbook “Progress” grade X for

Senior High School written by Zumakhsin and Yulia Mufarichah and published by

Ganeca Exact in 2007, the researcher can draw some conclusions based on the

research findings as follows:

1. Language skills developed

After analyzing the data in the textbook “Progress”, the writer finds that the

textbook contains 38 indicators out of 103 indicators in school-based

curriculum. The result of this study shows that the percentage for skill or

activities developed in the English textbook is 59.22%. It means that the

textbook is good enough in developing language skills materials. Most of the

materials are appropriate with the indicators suggested by school-based

curriculum. So, it can be concluded that the textbook represents or it is

compatible in developing skills suggested by School-based Curriculum.

2. Communicative exercises developed

There are five kinds of communicative exercises suggested in communicative

language teaching, namely jigsaw principle, task continuity principle,

information transfer principle, problem solving principle, and games or

relaxation principle. The result of this study shows that the percentage of the

communicative exercises is 62.5 . It means that the quality of the

communicative exercises developed in the textbook is good. It can be

concluded that the exercises in the textbook “Progress” are communicative.


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B. Suggestions

Based on the result of English textbook analyses, the writer wants to give

some suggestions for those interested with her research.

1. The author of the textbook

The researcher suggests that the textbook author provides more activities or

skills that are appropriate with the demand of School-based Curriculum of

English. In this study, the researchers find the materials of “Progress” are less

in reading skill. The authors should give more materials of reading skill that

appropriate with the indicators in School-based Curriculum, such as:

identifying the topic of the text being read, reading aloud procedure texts,

identifying the topic of the text, identifying the meaning of the sentences of the

text.

2. English teachers of Senior High School

In teaching-learning process, the English teacher should choose English

textbooks that can fulfill the standard set by the current curriculum. They are

expected to use not only one kind of textbook as teaching materials in

teaching-learning process, but also other materials or other textbooks before

they use them in their teaching. They should add other references, such as

internet to complete the lack material of “Progress” textbook in order for the

teaching-learning process is successful and the learners get balance of

language skills of the materials. Besides, the English teachers are suggested

to be more creative. Therefore, students can be more motivated to learn

English not only as receivers, but also as the producers. It will be better if

there is a good cooperation between students and the teacher to add and to

practice the other kinds of communicative exercises in the teaching-learning

process in the classroom.


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3. Other researchers

Other researchers who have interest in this study of analyzing the textbook

can learn from other aspects such as the compatibility of textbook in grammar,

contextual learning, etc.

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BIBLIOGRAPHY

Agung Swasono Teguh Prakoso. 2010. Unpublished manuscript, Thesis: A Content

Analysis on “English in Focus” An English Textbook for the Grade VII

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Brumfit, C.J. amd Johnson, K. 1998. The Communicative approach to Language

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Miles, M. B. & Huberman, A. M. (1992). Analisis Data Kualitatif. Universitas

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Mulyasa E. 2007. Kurikulum Tingkat Satuan Pendidikan. Bandung: PT Remaja

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Wahyu Prihananto. 2008. Unpublished manuscript, Thesis: A Content Analysis on

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