AN ANALYSIS OF THE ENGLISH TEXTBOOK FOR …eprints.ums.ac.id/25208/12/PUBLICATION_ARTICLE.pdfmonolog pendek sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar,

AN ANALYSIS OF THE ENGLISH TEXTBOOK

FOR JUNIOR HIGH SCHOOL VII BASED ON

CONTENT STANDARD OF BSNP

PUBLICATION ARTICLE

Sumitted as a Partial Fulfillment of the Requirements

for Getting Bachelor Degree of Education

in English Department

Proposed by

FAHMAWATI ISNITA RAHMA

A. 320090025

SCHOOL OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF SURAKARTA

2013

1

AN ANALYSIS OF THE ENGLISH TEXTBOOK FOR JUNIOR HIGH

SCHOOL VII BASED ON CONTENT STANDARD OF BSNP

Fahmawati Isnita Rahma

A320090025

School of Teacher Training and Education

Muhammadiyah University of Surakarta

[email protected]

ABSTRACT

This research is aimed at judging whether the content in the textbook

entitled English in Focus for Grade VII Junior High School are appropriate with

the content standard of BSNP or not. In this research, the writer uses qualitative

research because the writer does not uses any number in analyzing the textbook.

The object of this research is the English textbook entitled English in Focus for

Grade VII Junior High School written by Artono Wardiman. The data is taken

from the content in the English textbook. To collecting the data, the writer uses

documentary method. Finally for analyzing data the writer presenting the content

of the English textbook, analyzing the content of the English textbook with the

content standard, judging the appropriateness content and matching the result

with the schema of quality classification. After analyzing the textbook, the writer

finds 10 competencies of content standard. And the percentage of the content in

the English textbook is 100%. From the result, the writer concludes that based on

the schema of quality classification, the content in English textbook entitled

English in Focus for Grade VII Junior High School is appropriate with the

content standard and it is very good to be used in the teaching learning process

Key words : English Textbook, Content Standard of BSNP.

Background of the Study

Textbook is one of the most important elements in the teaching learning

process. Because textbooks can present a variety of material that will be taught.

In addition textbooks also support the teaching learning process to be going

regularly and effectively. Then without textbooks, teaching learning will not

going smoothly and effectively. Brown state that “The presence of a textbook is

necessary to support teaching learning process” (Brown, 1994:143). Its means

that with the presence of textbooks can be facilitate students to follow the

learning process.

2

Currently, there are varieties of textbooks published to fulfill the student’s

requirement in the learning process. Therefore, the task of the teacher is to choose

a book that match the student’s requirement. Selecting a good material to support

the teaching and learning process has a great influence on the success of a teacher

when implementing the learning process (Brown, 1994:145). Besides the teacher

must choose the appropriate textbook, a teacher must also know about the

curriculum. Because the curriculum is one of the main sources that are useful for

teachers to know the standards of competence, basic competence, learning

materials, learning activities, indicators, and time allocation.

There are many teachers who use a variety of textbooks in the learning

process but whether the textbooks is accordance with the curriculum or not is still

in big question. We know that a good textbook is a textbook according to the

curriculum. Curriculum is very important in teaching learning process. Because

with the curriculum the teacher's task as a teacher and an educator will be more

focused. Because teachers is one of the most important components that influence

the learning process. Than, if there is no curriculum in the some school, the

learning process is not directed. (Idi, 2007:207)

In this period, each school uses a new curriculum called School Level

Based Curriculum. This curriculum is a new curriculum made by the government

(Ministry of National Education) from 2006 or 2007 of academic year. This

curriculum is based on standard content and competency standards of BSNP.

(Susilo, 2007:94).

School level based curriculum is the improvement of the curriculum 2004

(Competency Based Curriculum). The purpose of the school level based

curriculum is to improve the quality of education by developing curriculum with

the potential and the resources available. Therefore in this curriculum, consist of

content standard from BNSP as a guideliness for every teacher to make a good

learning material. Based on the content standard, the teachers is expected to be

more creative to meet the needs of the school.

Research Method

3

The type of this research is qualitative research. Strauss & Corbin

(1997:11) state that “qualitative research is kind of research that produces an

invention that is not obtained by using procedures statistic”. In other word,

qualitative research has no calculation in it. Therefore, the data from this research

focuses more in words rather than in numbers.

The object of this research is the English textbook entitled “English in

focus for grade VII Junior High School” written by Artono Wardiman published

by CV. Putra Nugraha.In this research, the data and data source is taken from

the content in the English textbook entitled “English in Focus for Grade VII

Junior High School” written by Artono Wardiman.

In collecting the data, the writer uses documentary method by Presenting

the content of the English textbook and the content standard of BSNP, analyzing

the content of the English textbook with the content standard of BSNP, judging

whether the content of the English textbook is appropriate with the content

standard of BSNP or not by giving the percentage of appropriateness between the

English textbook and the content standard, finally,matching the result with the

“Schema of Quality Classification” based on (Suharsimi Arikamto, 1993:2001).

Research Finding and Discussion

The English textbook that the researcher used consists of 8 chapters. Each

chapter consists of 4 skills, they are listening, speaking, reading, and writing. The

materials in this book is divided into two semesters. Chapter 1 up to chapter 4 are

the materials for first semester and chapter 5 up to chapter 8 are materials for

second semester.

This book consists of listening skill, speaking skill, reading skill, and

writing skill. In this research, the writer intents to analyze all of the content in the

English textbook. Then, the findings of the research are described the

appropriatness of the content from listening, speaking, reading and writing skill.

1. The Content Standard of BSNP

4

In the school level based curriculum there are 4 language skiils they are

Listening skill, Speaking skill, Reading skill and writing skill. And every skill

has learning materials. Based on school level based curriculum, the content

standard is shown in table 4.1

Table 4.1

Content standard

Kelas VII, Semester 1

Standar Kompetensi Kompetensi Dasar

Mendengarkan

1. Memahami makna dalam percakapan

transaksional dan interpersonal sangat

sederhana untuk berinteraksi dengan

lingkungan terdekat

1.1 Merespon makna dalam percakapan

transaksional (to get things done) dan

interpersonal (bersosialisasi) yang

menggunakan ragam bahasa lisan

sangat sederhana secara akurat, lancar,

dan berterima untuk berinteraksi

dengan lingkungan terdekat yang

melibatkan tindak tutur: menyapa orang

yang belum/sudah dikenal,

memperkenalkan diri sendiri/orang

lain, dan memerintah atau melarang.



interpersonal (bersosialisasi) yang





melibatkan tindak tutur: meminta dan

memberi informasi, mengucapkan

terima kasih, meminta maaf, dan

mengungkapkan kesantunan

5

2. Memahami makna dalam teks lisan

fungsional pendek sangat sederhana

untuk berinteraksi dengan lingkungan

terdekat

2.1 Merespon makna tindak tutur yang

terdapat dalam teks lisan fungsional

pendek sangat sederhana secara akurat,

lancar, dan berterima untuk berinteraksi

dengan lingkungan terdekat.

2.2 Merespon makna gagasan yang


pendek sangat sederhana secara akurat,


dengan lingkungan terdekat

Berbicara

3. Mengungkapkan makna dalam

percakapan transaksional dan

interpersonal sangat sederhana untuk

berinteraksi dengan lingkungan

terdekat

3.1 Mengungkapkan makna dalam

percakapan transaksional (to get things

done) dan interpersonal (bersosialisasi)

dengan menggunakan ragam bahasa

lisan sangat sederhana secara akurat,

lancar, dan berterima

3.2 Melakukan interaksi dengan

lingkungan terdekat yang melibatkan

tindak tutur: menyapa orang yang

belum/sudah dikenal, memperkenalkan

diri sendiri/orang lain, dan memerintah

atau melarang.





6

lisan sangat sederhana secara akurat,



melibatkan tindak tutur: meminta dan

memberi informasi, mengucapkan

terima kasih, meminta maaf, dan

mengungkapkan kesantunan

4. Mengungkapkan makna dalam teks

lisan fungsional pendek sangat


lingkungan terdekat

4.1 Mengungkapkan makna tindak tutur

dalam teks lisan fungsional pendek




4.2 Mengungkapkan makna gagasan





Membaca

5. Memahami makna dalam teks tulis

fungsional pendek sangat sederhana

yang berkaitan dengan lingkungan

terdekat

5.1 Membaca nyaring bermakna kata,

frasa, dan kalimat dengan ucapan,

tekanan dan intonasi yang berterima


terdekat

5.2 Merespon makna yang terdapat

dalam teks tulis fungsional pendek

sangat sederhana secara akurat, lancar

dan berterima yang berkaitan dengan

lingkungan terdekat

Menulis 6.1 Mengungkapkan makna gagasan

7


tulis fungsional pendek sangat


lingkungan terdekat


sangat sederhana dengan menggunakan

ragam bahasa tulis secara akurat, lancar



6.2 Mengungkapkan langkah retorika






Kelas VII, Semester 2

Standar Kompetensi Kompetensi Dasar

Mendengarkan

7. Memahami makna dalam



berinteraksi dengan lingkungan terdekat



interpersonal (bersosialisasi) sangat

sederhana secara akurat, lancar, dan

berterima untuk berinteraksi dengan


tindak tutur: meminta dan memberi

jasa, meminta dan memberi barang,

serta meminta dan memberi fakta



interpersonal (bersosialisasi) sangat

sederhana secara akurat, lancar, dan



tindak tutur: meminta dan memberi

8

pendapat , menyatakan suka dan tidak

suka, meminta klarifikasi, dan

merespon secara interpersonal

8. Memahami makna dalam teks lisan

fungsional dan monolog pendek sangat

sederhana yang berbentuk descriptive

dan procedure untuk berinteraksi








dalam monolog sangat sederhana secara

akurat, lancar, dan berterima untuk


dalam teks berbentuk descriptive dan

procedure

Berbicara









ragam bahasa lisan secara akurat,

lancar, dan berterima untuk


yang melibatkan tindak tutur: meminta

dan memberi jasa, meminta dan

memberi barang, dan meminta dan

memberi fakta.




9


ragam bahasa lisan secara akurat,

lancar, dan berterima untuk


yang melibatkan tindak tutur: meminta

dan memberi pendapat, menyatakan

suka dan tidak suka, meminta

klarifikasi, merespon secara

interpersonal


lisan fungsional dan monolog pendek

sangat sederhana berbentuk descriptive



10.1 Mengungkapkan makna yang


pendek sangat sederhana dengan


secara akurat, lancar, dan berterima

untuk berinteraksi dengan lingkungan

terdekat


monolog pendek sangat sederhana


lisan secara akurat, lancar, dan


lingkungan terdekat dalam teks

berbentuk descriptive dan procedure

Membaca

11. Memahami makna teks tulis

fungsional dan esei pendek sangat

sederhana berbentuk descriptive dan

procedure yang berkaitan dengan



sangat sederhana secara akurat, lancar

dan berterima yang berkaitan dengan

lingkungan terdekat

10

lingkungan terdekat

11.2 Merespon makna dan langkah

retorika secara akurat, lancar dan

berterima dalam esei sangat sederhana


terdekat dalam teks berbentuk

descriptive dan procedure

11.3 Membaca nyaring bermakna teks

fungsional dan esei pendek dan sangat

sederhana berbentuk descriptive dan

procedure dengan ucapan, tekanan dan

intonasi yang berterima

Menulis


teks tulis fungsional dan esei pendek

sangat sederhana berbentuk descriptive




teks tulis fungsional pendek sangat

sederhana dengan menggunakan ragam

bahasa tulis secara akurat, lancar, dan


lingkungan terdekat.

12.2 Mengungkapkan makna dan

langkah retorika dalam esei pendek




dengan lingkungan terdekat dalam teks

berbentuk descriptive dan procedure

2. The Comparison of the Contents Standard of BSNP and the content of

English Textbook

11

After analyzing the content in the English textbook with the content

standard of BSNP, the writer finds the percentage of the content in the English

textbook for all skill. The content of the English textbook has score 100%.

For listening materials has 3 competencies of content standard. They are

Understanding the meaning simple of transactional and interpersonal

conversations to interact with the environment, Understanding meaning of simple

short oral functional text to interact with the environment, and Understanding the

meaning of simple short oral functional text monologue in the form of descriptive

and procedures for interacting with the environment.

For speaking material has 3 competencies of content standard. They are

express the meaning in simple transactional and interpersonal conversations to

interact with the environment, express the meaning of oral functional text to

interact with the environment, and express the meaning of oral functional text and

simple monolog in the form of descriptive and procedure to interact with the

environment.

For reading material has 2 competencies of content standard. They are

understanding meaning in short functional written text related to the environment,

and understanding the meaning of written functional text and simple short essays

in the form of descriptive and procedure relating to the environment.

Finally for writing skill has 2 competencies of content standard. They are

express meaning in simple short functional written text to interact with the

environment, and Express the functional meaning of the text and write a simple

short essay in the form of descriptive and procedures for interacting with the

environment.

Conclusion

After analyzing the English textbook entitled “English in Focus for Grade

VII Junior High School” with the content standard, the writer finds that the

English textbook has the percentage 100% for all of skill. Based on the

percentage, the degree of compatibility based on the schema of quality

12

classification proposed by Suharsimi Arikamto, 1993:2001) the content in the

English textbook is very good.

From the result of the analysis English textbook, the writer concludes that

the content of listening, speaking reading and writing in the English textbook are

appropriate with the contents standard of BSNP and it can be used to english

teacher in teaching English lesson for grade VII junior high school.

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Documents

AN ANALYSIS OF THE ENGLISH TEXTBOOK FOR …eprints.ums.ac.id/25208/12/PUBLICATION_ARTICLE.pdfmonolog pendek sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar,