A CONTENT ANALYSIS OF COMMUNICATIVE EXERCISES IN THE

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A CONTENT ANALYSIS OF COMMUNICATIVE EXERCISES IN THE

ENGLISH TEXTBOOK “FORWARD FOR VOCATIONAL SCHOOL

GRADE XII” BASED ON COMMUNICATIVE LANGUAGE TEACHING

THESIS

HERNINDRA NURLAILI ISTIQOMAH

K2213030

Presented as a Partial Fulfillment of the Requirements for Obtaining the

Undergraduate Degree of Education in Teacher Training and Education

Faculty of Sebelas Maret University

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2018


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A CONTENT ANALYSIS OF COMMUNICATIVE EXERCISES IN THE

ENGLISH TEXTBOOK “FORWARD FOR VOCATIONAL SCHOOL

GRADE XII” BASED ON COMMUNICATIVE LANGUAGE TEACHING

THESIS

HERNINDRA NURLAILI ISTIQOMAH

K2213030

Submitted to Teacher Training and Education Faculty of Sebelas Maret

University as a Partial Fulfillment of the Requirements for Obtaining the

Undergraduate Degree of Education

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2018


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ABSTRACT

Hernindra Nurlaili Istiqomah. K2213030. A CONTENT ANALYSIS OF

COMMUNICATIVE EXERCISES IN THE ENGLISH TEXTBOOK

“FORWARD FOR VOCATIONAL SCHOOL GRADE XII” BASED ON

COMMUNICATIVE LANGUAGE TEACHING. Thesis, Surakarta: Teacher

Training and Education Faculty, Sebelas Maret University, 2018.

The objective of this content analysis is to describe the extent to which the

exercises in the English textbook “Forward for Vocational High School Grade

XII” lead to communicative language teaching.

This study uses qualitative research, especially content or document

analysis. The data analyzed are taken from “Forward for Vocational School Grade

XII”, an English textbook written by Shyla K. Lande and Eka Mulya Astuti. The

data were analyzed based on content analysis method consisting of (1) organizing

and familiarizing, (2) coding, and (3) interpreting and representing.

The result of this study shows that 14 out of 29 exercises in the textbook

are developed on 10 of 11 features of CLT. The proportion of the

communicativeness in this textbook is 48,27%. It means that the 14 exercises in

this textbook can lead to CLT since the exercises are developed on CLT features

in which the students are expected to use their target language through

communicating. Therefore, the textbook can be used in communicative language

teaching to improve students’ communicative competence.

Keywords: content analysis, textbook, communicative exercises, communicative

language teaching (CLT)


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ABSTRAK

Hernindra Nurlaili Istiqomah. K2213030. A CONTENT ANALYSIS OF

COMMUNICATIVE EXERCISES IN THE ENGLISH TEXTBOOK

“FORWARD FOR VOCATIONAL SCHOOL GRADE XII” BASED ON

COMMUNICATIVE LANGUAGE TEACHING. Skripsi, Surakarta: Fakultas

Keguruan dan Ilmu Pendidikan, Universitas Sebelas Maret, 2017.

Penelitian ini bertujuan untuk mendeskripsikan seberapa jauh latihan

dalam buku bahasa Inggris “Forward for Vocational School Grade XII” mengarah

pada pengajaran komunikatif bahasa.

Penelitian ini menggunakan penelitian kualitatif terutama analisis isi atau

analisis dokumen. Data yang dianalisis diperoleh dari “Forward for Vocational

School Grade XII”, sebuah buku teks Bahasa Inggris ditulis oleh Shyla K. Lande

dan Eka Mulya Astuti. Data tersebut dianalisis berdasarkan metode analisis isi

terdiri dari (1) mengelompokkan dan membiasakan diri, (2) memberi kode, dan

(3) menafsirkan dan menggambarkan.

Hasil penelitian ini menunjukkan bahwa 14 dari 29 latihan di buku teks ini

mengembangkan 10 dari 11 fitur CLT. Persentase tingkat komunikatif dalam

buku teks ini adalah 48,27%. Hal itu menunjukkan 14 latihan di buku teks ini

dapat mengarah pada CLT karena latihan – latihan tersebut fitur CLT dimana

siswa diharapkan untuk menggunakan bahasa target mereka melalui komunikasi.

Dengan begitu buku teks ini dapat digunakan dalam pembelajaran komunikatif

bahasa untuk meningkatkan kemampuan komunikatif siswa.

Kata Kunci: analisis isi, buku teks, latihan komunikatif, pengajaran komunikatif

bahasa (CLT)


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MOTTO

“Indeed, with hardship [will be] ease. So when you have finished [your

duties], then stand up [for worship]. And to your Lord direct [your]

longing.”

(Q.S Al Insyirah : 6-8)

Skripsi tidak pernah sedikitpun memberikan ruang kebahagiaan. Mata

perih, dada sesak, masuk angin, keluar angin. Jadi lebih baik dendam

dengannya. Habisi dan kerjain saja dia.

(Dwi handayani)

Finish what you started

(Anonim)


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DEDICATION

This thesis is whole-heartedly dedicated to:

My beloved parents and sisters

Who always give me endless love, support and a lot of prayers

All my inspiring people in my life

Who give me chance to learn and improve my self


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ACKNOWLEDGMENT

Alhamdulillahirobil’alamin. All praises be to Allah SWT, the Merciful

Lord, for His blessing, help, guidance, and everything during writing and

finishing this thesis. The researcher would like to express her deepest gratitude

and appreciation to the following:

1. The Dean of Teacher Training and Education Faculty of Sebelas Maret

University, for this approval to write this thesis.

2. The Head of English Education Department of Teacher Training and

Education Faculty of Sebelas Maret University, for the permission and

approval to write this thesis.

3. Dr. Suparno, M.Pd. the first consultant and Kristiandi, S.S., M.A the second

consultant, for all guidance, knowledge, criticism, suggestions,

encouragement, and patience in guiding the writer during writing and

finishing this thesis.

4. All the lecturers of English Education Department of Teacher Training and

Education Faculty of Sebelas Maret University, for all knowledge shared.

5. Her beloved parents, Bapak Harsono Heru Winarno and Ibu Sri Wahyuni, for

their greatest love, support, encouragement, help, patience, and prayer.

6. Her beloved sister, Heryana Ummy Zulaikha, Herlina Shaffia Hanif, and

Herizza Aulia Zeza Arimurti, who always love and cheers her up.

7. Her big family for prayer, support, and encouragement.

8. Her unbiological sister “unyel-unyel”, Eka Putriyanti, Arinta Rizky Budiarti,

Happy Megaputri, Masithoh Ayu Nastiti Toana, Shoimil Aflakh, and Vera

Noviana, who always support, help, and cheers her up. Thank you for being

her second family.

9. Her dearest friends “Kos Poeyeye”, Ayu, Diana, Riza, Ila, Wawah, Uyul,

Meli, and Era for the friendship, support and being her second family.

10. Her friends of KKN Jatikuwung and PPL SMK Pancasila for the togetherness

support and cheers her up.


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11. Her friends “Cahbhe” English Education Department 2013 for the

unforgettable moments, experience, support, friendship, and togetherness.

12. Her friends in English Education Department, thank you for the support,

unforgettable moments and experience during the study.

13. Last but not least, thank you for all of her friends and everyone who has been

part of the researcher’s life.

The researcher realizes that this thesis is still far from perfection.

Therefore, any criticism and advice are highly appreciated for the better research

in the future. Hopefully, this thesis will be useful for the readers, especially for

those who are interested in the similar study.

Surakarta, May 2018

Hernindra Nurlaili Istiqomah


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TABLE OF CONTENTS

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

PRONOUNCEMENT ..................................................................................... ii

APPROVAL OF CONSULTANTS ................................................................. iii

APPROVAL OF THE BOARD OF EXAMINERS ....................................... iv

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

ABSTRAK ...................................................................................................... vi

MOTTO .......................................................................................................... vii

DEDICATION ................................................................................................ viii

ACKNOWLEDGMENT ................................................................................. ix

TABLE OF CONTENTS ................................................................................ xi

LIST OF TABLES .......................................................................................... xiii

LIST OF APPENDICES ................................................................................. xiv

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

A. Background of the Research ............................................................... 1

B. Problem Limitation ............................................................................. 4

C. Problem Statements ............................................................................. 4

D. Objectives of the Study ........................................................................ 4

E. Benefits of the Study ........................................................................... 4

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

A. Textbook ............................................................................................. 6

1. Definition of Textbook ............................................................... 6

2. The Role of Textbook ................................................................ 7

3. Advantages and Weaknesses of Textbook .................................. 7

4. Evaluating Textbook ................................................................... 9

B. Communicative Language Teaching ................................................... 9

1. Definition of Communicative Language Teaching ..................... 9


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2. Objectives of Communicative Language Teaching .................... 10

3. Components of Communicative Language Teaching ................. 10

4. Characteristics of Communicative Language Teaching ............. 11

5. The Role in Communicative Language Teaching ...................... 11

C. Communicative Exercise .................................................................... 14

1. Definition of Communicative Exercise ..................................... 14

2. Objectives of Communicative Exercise ..................................... 14

3. Types of Learning Technique in Communicative Exercise ....... 15

D. Content Analysis ................................................................................. 19

1. Definition of Content Analysis ................................................... 19

2. Objectives of Content Analysis .................................................. 20

3. Function of Content Analysis ..................................................... 21

4. Steps of Content Analysis ........................................................... 21

E. Review Related Study ......................................................................... 22

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

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

B. Place and Time .................................................................................... 25

C. Data and Source of Data ..................................................................... 25

D. The Technique of Collecting Data ....................................................... 26

E. The Technique of Analyzing Data ....................................................... 27

CHAPTER IV DATA DESCRIPTION, DATA ANALYSIS, RESEARCH

FINDING AND DISCUSSION ...................................................................... 29

A. Data Description .................................................................................. 29

1. Description of the Textbook ......................................................... 29

2. Description of Sample Units ........................................................ 31

B. Data Analysis ...................................................................................... 35

C. Research Finding ................................................................................. 51

D. Discussion ........................................................................................... 53

CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION ........ 58

A. Conclusion .......................................................................................... 58

B. Implication .......................................................................................... 59

C. Suggestion ........................................................................................... 59

BLIBIOGRAPHY ........................................................................................... 61

APPENDICES ............................................................................................... 64


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LIST OF TABLE

Table 3.1 The Number of Exercises in Each Units ......................................... 26

Table 4.1 Content Pages .................................................................................. 30

Table 4.2 The Content of Unit 1 ..................................................................... 32



Table 4.5 Exchanging Information ................................................................. 36

Table 4.6 Working Together in Pairs or Group .............................................. 37

Table 4.7 Using Language Resources ............................................................. 39

Table 4.8 Sharing Values, Opinion, or Beliefs ............................................... 41

Table 4.9 Representing Information in Different Form ................................. 42

Table 4.10 Eliciting Information ..................................................................... 44

Table 4.11Practicing The Information in Different Social Contexts and Roles 45

Table 4.12 Transferring Information Using Real World Things ................... 47

Table 4.13 Chaining The Information of One Task to Other Task ................ 48

Table 4.14 Using Information for Language Production ............................... 49

Table 4.15 Exercises Developed on Features of CLT ..................................... 51


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LIST OF APPENDICES

Appendix 1 Permission Letters ....................................................................... 65

Appendix 2 List of Exercises Analyzed .......................................................... 66

Appendix 3 Instrument of CLT ....................................................................... 79

Appendix 4 Textbook ...................................................................................... 106

Documents

A CONTENT ANALYSIS OF COMMUNICATIVE EXERCISES IN THE