an analysis on english textbook “pathway to english… · 2018-02-11 · 2. the analysis on the...

AN ANALYSIS ON ENGLISH TEXTBOOK “PATHWAY TO

ENGLISH” FOR THE FIRST YEAR STUDENT OF SENIOR

HIGH SCHOOLBASED ON 2013 CURRICULUM

RESEARCH PUBLICATION

Submitted as a Partial Fullfilment of the Requirement

for Getting Bachelor Degree of Education

in Department of English Education

by ALIEF AGUS PN

A. 320 090 052

SCHOOL OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF SURAKARTA

2016

UNIVERSITAS MUHAMMADIYATI STTRAKARTAFAKULTAS KEGURUAN DAN ILMU PEI\IDIDIKAN

JI' A' Yad Tromol Pos 1- Pabelan, Kartasura Telp. (0271) 717417 fax-Tts44gsurakarta 57102

AN ANALYSIS ON ENGLISH TEXTBOOK *PATI{WAY TOENGLISH' FOR THE FIRST YEAR STUDENT OF SENIOR HIGIT

SCHOOL BASED ON 2013 CURRICT]LT]M

Diajukan oleh:

ALIET' AGUS PRASETYO NUGROHO

A 320 090 052

Artikel publikasi ini telah disetujui oleh pembimbing skripsiFakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah surakarta

Surakart4 28 Januari 2016

Pembimbing I

A"eo.r. niotoffiu.rtr-.

n[tP. 19s90611985031003 NIK.477

UNTYERSITAS M SURAKARTAFAKULTAS KEGURUAi\ DA}T ILMU PENDIDIKAN

Jl. A. Yani Tromol Pos I -Pabelan, Kartasura Telp (0271\717417 Far 715448 Surakarta 57102Website:http://wmn.ums.ac.id cmail:[email protected]

Yang bertanda tangan di bawah ini pembiming skripsi / tugas akhir:

Nama

NIPA{IK

Nama

NIPAIIK

Drs. Djoko Srijono, M.Hum.

NIP 19590611985031003

Dr Dra. Dwi Harjanti, M.Hum.

NIK 477

(Pembimbing I)

(Pembimbing II)

Telah membaca dan mencermati naskah artikel publikasi ilmiah, yang merupakan

ringkasan skripsi (tugas akhir) dari mahasiswa:

Nama : AliefAgus Prasetyo Nugroho

NIM : A.32009A052

Judul Skripsi : AN AllALYsIs oN ENGLTSH TExrBooK *pATrrwAy roENGLISH' FOR TITE FIRST YEAR STUDENT OF SEI\IIORHIGH SCHOOLBASED ON 2013 CURRICT}LUM

Naskah tersebut layak dan dapat di persetujui untuk dipublikasikan.

Demikian persehrjuan ini dibuat semoga dapat dipergunakan seperlunya

Pembimbing I

Surakarta 28 J artlu€lt', 201 6

Pembimbing II

Drs. Dioko Sriiono, iVI. Hum.NrP r95906il985031003 NIK 477

UNIVERSITAS MUHAMMAI}IYAII $T}RAKARTAFAKULTAS KEGURUAN DAN ILMU PSI!{DIDIKAN

Jl. A. Yard Tromol Pos 1- Pabelan, Kartasura Telp. (0271) 717417 {ax-Vl544E Surakarta 57102

Saya yang bertandatangan di bawah ini,

Nama Alief Agus Prasetyo Nugroho

A'320090052

Bahasa Inggris

AN ANALYSIS ON ENGLTSH TEXTBOOK

NIM

Program Studi

Judul Artikel Publikasi

*PATI{WAY TO ENGLISH' FOR THE FIRST YEAR

STUDENT OF SENIOR IIIGII SCIIOOL BASED ON 2013

CURRICULUM

Menyatakan dengan sebenanrya bahwa artikel publikasi yang saya serahkan ini benar-benar

hasil karya saya sendiri dan bebas plagiat karya omng lain" kecuali yang secara tertulis

diacu/dikutip dalam naskah dan disebutkan pada daftar pustaka Apabila di kemudian hari

terbukti skripsi ini hasil plagrat, saya bertanggungiawab dan b€rsedia menerima

sanksi sesuai peraturan yang berlaku.

Surakarta, 28 Januari 201 6

Alief Agus Prasetyo N

A320090052

PERNYATAAN

AN ANALYSIS ON ENGLISH TEXTBOOK “PATHWAY TO ENGLISH” FOR THE FIRST YEAR STUDENT OF SENIOR HIGH

SCHOOL BASED ON 2013 CURRICULUM

Alief Agus Prasetyo Nugroho

Dr. Dra. Dwi Haryanti, M.hum

Drs. Djoko Srijono, M. Hum

Universitas Muhammadiyah Surakarta

[email protected]

ABSTRACT

The objective of this research is to reveal whether the book is in accordance with the 2013 curriculum, the book entitled "Pathway to English" written by Th. Grace M. Sudarwati and Eudia published by Erlangga in 2013. The aim was to analyze whether the book is in accordance with the teaching in accordance with the 2013 curriculum in Indonesia. The object of this study is the Pathway to English Th. M. Sudarwati and Eudia Grace. This study uses data comparison. This study byuses qualitative research. In this study, there are two types of data, is primary data and secondary data. The primary data are the contentof the textbookitself while data is secondary other materials related to this research. Both the data are collected through literature study and analysis of data with descriptive data. The results showed. first, based on the analysis of stucturefound in the Pathway to English, includes material that is consistent and commensurate with the 2013curriculum itself.

Keywords: Materials, textbooks, the 2013 curriculum,

mailto:[email protected]

Penelitian ini menyelidiki tentang buku pegangan. Objek dari penelitian in meneliti buku pegangan yang berdasarkan dengan kurikulum yang ada, buku pelajaran ini berjudul “Pathway to English” yang di tulis oleh Th. Grace M. Sudarwati dan Eudia dan di publikasikan sesuai dengan kurikulum 2013. Penelitian in berbasis pada data yang di selaraskan dengan kurikulum yang ada. Dalam peneitian ini mengguanakan dua tipe dalam pengumpulan data, yaitu data primer dan data sekunder. Data primer di ambil dari data data material yang ada di dalam buku pegangan tersebut. Dan data sekunder di ambil dari beberapa sumber yang sesuai dengan buku pegangan. Pengumpulan data pendukung dan analysis data menggunakan teori deskriptive. Hasil dari penelitian ini adalah berdasarakan dari analysis secara isi dari buku adalah, buku pegangan “Pathway to English” materi dari buku ini ada yang sesuai dan ada beberapa dari material yang kurang sesuai dengan kompetensi dasar dari kurikulum 2013.

Kata kunci : Pendidikan, Buku Pelajaran, Kurikulum 2013



Alief Agus Prasetyo Nugroho

Dr. Dra. Dwi Haryanti, M.hum

Drs. Djoko Srijono, M. Hum

Universitas Muhammadiyah Surakarta

[email protected]

ABSTRAK



A. INTRODUCTION

The Ministry of Education and Culture of Indonesia has decided that

Education in Indonesia must apply the 2013 curriculum. Developing the previous

curriculum, the 2013 Curriculum is a further step of competency based curriculum

development that has been initiated in 2004 and the School Level-based

Curriculum in 2006, which includes competency of attitude, knowledge, and skills

integratedly. Therefore, the design of curriculum is also changed from teacher-

centered to student-centered. In the learning process, the 2013 Curriculum adopts

scientific approach that is designed to make students construct concepts and

principles actively through some steps. The steps are observing, questioning,

collecting information, associating, and communicating.

Good textbook should be relevant with the curriculum. It also can support

the implementation of curriculum. Textbook is provided to help the students

understand the material that is suitable with the curriculum. Textbooks have to be

completed with other supplementary materials. This textbook entitled “Pathway to

English” wriiten by Eudia Sudarwati and Eudia Grace, published by Erlangga.

From this book the writer found several themes that are less in accordance with

the syllabus which has been planned for student learning

In this study, the researcher uses some underlying theory which taken from

the book related with the study to support the data and help the researcher in order

to analyze English textbook entitled Pathway to English. In this study, the

researcher presents definition of the textbook, criteria of textbook design, and

actually a good textbook based on the 2013 curriculum

Textbook is containing information of subject used in the classroom by

students and the teachers in which pictures are used. Buckingham (1958) in

Tarigan (1993: 13) states that “a textbook is a book usually used by teacher to

support the teaching learning process in school and universities.”Quest (1915) in

Tarigan (1993: 11) state that textbook is “a standard material of thought that is

arranged for the instructional purpose”. Langle (1940) in Tarigan (1993: 11)

states that textbook and suplementary textbook”. While Bacon (1953) in Tarigan

(1993: 11) states “textbook is a book used in the class, it is arranged accurately

and it is prepared by the expert in his field. It is also finished with suitable and

appropriate instrument of teaching”.

The researcher agrees with the statement stated by Bacon that textbook

should be completed with the suitable and appropriate instrument of teaching and

also should be arranged accurately by the expert in its field to be used in the class.

So, it can support the teaching-learning process to get the objectives of the

learning that is good quality of learning outcomes

Greene and Petty (1971) in Tarigan (1993: 20-21) have made the way to arrange

the textbook with 10 criteria. 1. The textbook must be interesting and attractive toward the

learners. So, they will be interested in using textbooks.2. The textbook must be able to motivate the learners3. The contents of textbook must be illustrative4. The textbook should consider the linguistic aspect. So, it

will be suitable with the learner`s ability5. The contents textbook must be related to the other branchof science 6. The textbook must stimulate the personal activity of thelearners 7. The contents of textbook must be clear to avoid

the children to be confused in using textbook 8. The textbook must have the clear point of view because it

will be the learner`s point of view 9. The textbook must be able to give the balance and

emphasis on the value of the learners 10. The textbook must be able to respect to the differences of

the individual (Greene and Petty (1971) in Tarigan (1993:20-21)

The other criteria can be found in Cunningsworth (1995: 15). There are

some useful guidance in approaching any material that is good textbooks to guide

the learners in doing exercise, as follows:

Many publishers try to provide textbooks in order to support teachers and

students in teaching and learning procces. Not all textbooks published are suitable

with the learners` need and have good qualities. As Cunningsworth (1995: 5)

emphasizes that “no coursebook designed for a general market will be absolutely

ideal for particular group of learners”. That means textbook analysis is really

needed to evaluate the textbook which has been published. Textbooks analysis

will give evaluation and the publisher can create better edition.

The researcher want to analyse the theme and the content this english

textbook,

1. The Analysis on the Theme of English Textbook entitled Pathway to English

Based on the Basic Competence of the 2013 Curriculum which should be

reached by reach chapter

2. The Analysis on the Content of English Textbook Entitled “Pathway to

Englihs” Based on the Basic Competence in the 2013 Curriculum

Based on those phenomena above, the writer is interested in doing a

research entitled An Analysis English Textbook for the First Year Student of

Senior High School Based on The 2013 Curriculum. Then, the objectives of

this research are (1) The Analysis on the Theme of English Textbook

entitled Pathway to English Based on the Basic Competence of the 2013

Curriculum which should be reached by reach chapter (2) The Analysis on

the Content of English Textbook Entitled “Pathway to Englihs” Based on

the Basic Competence in the 2013 Curriculum. The aims of this research is

different with the previous research which is done by Nurhidayah Okta (2013,

UMS) entitled A Study on The Compability of Pathway to English for Grade

X with the 2013 Curriculum. While the objective to describe whether or not the

textbook is suitable with the syllabus of the 2013 curriculum by giving

percentage from the total materials in the textbook based on Sadiman’s theory and

make a “Schema of Quality Classification” based on Suharsimi’s theory. From the

explanation, the writer wants to synchronize whether the textbook claiming that

they are based on the 2013 curriculum are relevant with the curriculum or not

A. RESEACH METHOD

In this research, the method of collecting the data is document

analysis in the form of themes and materials in English textbook entitled

“Pathway to English”. The researcher analyzes the content of textbook

through their themes and materials based on the basic competences of the

2013 Curriculum. The researcher analyzes the data by using the following

procedures.

a. Observing and understanding the basic competences of the 2013

Curriculum

b. Observing and understanding the theme and the materials of each chapter

in the English textbook entitled “Pathway to English”.

c. Analyzing the themes and materilas of the English textbook entitled

“Pathway To English” whether they conform to the basic competences

of the 2013 curriculum or not.

d. Drawing the conclusion.

B. RESEARCH FINDING

1. The Analysis on the Theme of English Textbook entitled Pathway to English

Based on the Basic Competence of the 2013 Curriculum which should be

reached by reach chapter.

In ModulBahasaInggris, the Ministry of Education and Culture of Indonesia

explains that as source book of learning, textbook must systematically loads

the chapter of theme and information about basic competences which are

appropriate with the topic of each chapter. The basic competence is the

competence which consists of behavior, knowledge, and skill based on the

core competence that must be best understood by the pupils. Therefore, the

materials on every chapter of the textbook must refer to the basic competence

and the theme of the chapter must also represent the basic competence in that

chapter. In this research, the researcher analyzes the theme of the textbook

entitled “Pathway to English” based on the basic competence of the 2013

Curriculum as follow

In Chapter I, we can see the picture I.I that basic competence which must be

reached in this chapter are listening ( listening word, listening to dialogue),

speaking (asking for information, tag question, yes/ no question), reading (

reading for specific information, reading for refering, reading to

understanding text), writing ( writing a message, information gap, rearraging),

grammar ( simple present tense, noun phrase), language for aesthetic (element

of poem). Than we can also see the theme from picture 1.1 that the theme of

chapter 1 is How Flood Occurs. Therefore, the researcher finds that the theme

How Flood Occurs in Chapter I Represents the basic competences which

must be reached in the same manner as the picture I.I presents.

In Chapter II, we can see that this chapter must reach the basic competences

which are showed by the picture I.2. They are to state and ask if we can do

something and to state and ask if one will do something if there is a disaster.

The picture also shows the theme on the chapter II that is Why Do

Earthquakes Happens?. Thus, the researcher finds that the theme Why Do

Earthquakes Happens? represents the basic competences achieved in chapter

II as the picture 1.2 shows

In Chapter III, we can see in the picture 1.3 that the basic competences

which must be reached in this chapter are to know what a tusunami, and what

causes tsunami. Then we can also see the theme from picture 1.3 that the

theme of chapter III What Causes Tsunami?. Therefore, the researcher finds

that the theme What Causes Tsunami? in Chapter III represents the basic

compentences which must be reached in the Chapter III in the same manner

as the picture 1.3 shows.

In Chapter IV, we can see that this chapter must reach the basic competences

which are showed by the picture 1.4. in this chapter the picture also shows the

theme about Juvenile Delinquency Occurs. Thus, the researcher finds that the

theme Juvenile Deliquency Occurs represents the basic competences which

must be reached in chapter IV as the picture 1.4 shows.

In Chapter V, we can see in the picture 1.5 that the basic competences which

must be reached in this chapter are to know what cause poverty, a leader is a

person in control of a group, country situation. A great leader is not only

famous, powerful or important, but also able to improve the lives of many

citizen. Then we can also see the theme from picture 1.5. Thus, the

researcher finds that the theme What Cause Poverty?Represents the basic

competences which must be reached in chapter IV as the picture 1.4 shows.

In Chapter VI, we can see that this chapter must reach the basic competences

which are showed by the picture 1.6. They are to share the information with

others and to explain why things are happening. The picture also shows the

theme on the chapter that is What Should I Do to Prevent Floods? Thus, the

researcher finds that the theme What Should I Do to Prevent

Floods?represents the basic competences which must be reached in chapter

VI as the picture 1.6 shows.

In Chapter VII, we can see in the picture 1.7 that the basic competences

which must be reached in this chapter is not different from the other theme,

earthquake, tsunami and floods in disaster. Chapter 2, Chapter 3, Chapter 6.

Thus theme is all about disaster and how to ward off the disaster. Therefore,

the researcher finds that the theme What Expert and Resources Recommend

During Earthquakes in Chapter VII represents the basic competences which

must be reached in the Chapter VII in the same manner as the picture 1.7

shows.

In Chapter VIII, we can see that this chapter must reach the basic

competences which are showed by the picture 1.8. The picture also shows the

theme on the chapter that is What Gigantic Sea Waves! .like the other themes

like Chapter I. Thus, the researcher finds that the theme What Gigantic Sea

Waves! represents the basic competences which must be reached in chapter

VIII as the picture 1.8 shows

In Chapter IX, we can see in the picture 1.9 that the basic competences which

must be reached in this chapter are to share the information with others and

to explain why thing happened. Then we can also see the theme from picture

1.9 that the theme of chapter IX isWho to Blame for Student Brawls?.

Therefore, the researcher finds that the theme Who to Blame for Student

Brawls?in Chapter IX represents the basic competences which must be In

Chapter X, we can see that this chapter must reach the basic competences

which are showed by the picture 1.10. they want to show that in the life of

society and state, there is unity in collaborating in some ways. The picture

also shows the theme on the chapter that is Many Hand Make Light Work.

Thus, the researcher finds that the theme Many Hand Make Light Work

represents the basic competences which must be reached in chapter X as the

picture 1.10 showsreached in the Chapter IX in the same manner as the

picture 1.9 shows.

In Chapter XI, we can see that this chapter must reach the basic competences

which are showed by the picture 1.11. They are to make them stand out, to

show my pride of them, to promote them, and to criticize them. The picture

also shows the theme on the chapter that is The Land is Mine. Thus, the

researcher finds that the theme The Land is Mine represents the basic

competences which must be reached in chapter VIII as the picture 1.8 shows

Englishwith the basic competence that should be reached by each chapter. It

is available in the table as follows

The Analysis on the Content of English Textbook Entitled “Pathway to

Englihs” Based on the Basic Competence in the 2013 Curriculum

In ModulBahasaInggris, the Ministry of Education and Culture of Indonesia

states that textbook must convey the material based on the basic competences

of each chapter. The materials also should be delivered motivationally in

order to make the students get more spirit to study the lesson. In this research,

the researcher conforms the material of English textbook entitled Pathway to

2.

Point of Analysis Basic Competence of Each Chapter Material Description in textbook

Qualification

Bad Good

Chapter I The materials arrangement in every part of the chapter fulfill the achievement of basic competence

1. Speaking2. Listening3. Reading4. Writing

How flood occurs a. The picture on page 4b. The picture on page 9 (poster)c. The instruction on page 8d. Reading text on page 10e. Dialogue box on page 11

- √

Chapter II The materials arrangement in every part of the chapter fulfill the achievement of basic competence


Why do earthquake happen a. The picture on page 22 Indonesian

mapb. Dialogue box on page 26c. Reading text on page 29d. Reading text on page 30e. The instruction on page 32f. Picture on page 35g. The dialogue box on page 37

- √

Chapter III The materials arrangement in every part of the chapter fulfill the achievement of basic competence


What causes tsunami a. Picture on page 42b. Dialogue box on page 43c. Picture on page 45d. Dialogue box on page 47

- √

e. Dialogue box on page 51 to 52f. Reading text on page 58 – 59

Chapter IV The materials arrangement in every part of the chapter fulfill the achievement of basic competence

1. Sepaking2. Listening3. Reading4. Writing

How juvenile deliquency occurs a. Picture on page 66b. Picture on page 67c. Dialogue box on page 69d. Picture on page 71e. Dialogue box on page 72 to 73f. Reading text on page 77

- √

Chapter V The materials arrangement in every part of the chapter fulfill the achievement of basic competence


What causes poverty a. Picture on page 84b. Dialogue box on page 87c. Picture on page 92d. Dialogue on page 93e. Picture on page 97

√ -

Chapter VI The materials arrangement in every part of the chapter fulfill the achievement of basic competence


What Should i do toPrevent Floods a. Picture on page 111b. Dialogue box on page 112c. Picture on page 115d. Dialogue box on page 118

- √

Chapter VII

The materials arrangement in every part of the chapter fulfill the achievement of basic competence

1. Speaking2. Listening3. reading4. writing

What Experts and Rescuers Recomend During Earthquake a. Picture on page 133b. Dialogue box on page 134c. Dialogue box on page 136d. Dialogue box on page 138 – 139

- √

Chapter VIII The materials arrangement in every part of the chapter fulfill the achievement of basic competence


What Gigantic Sea Waves a. Dialogue box on page 161b. Monologue dialogue on page 162c. Picture on page 166d. Monologue dialogue on page 172

√ -

Chapter IX The materials arrangement in every part of the chapter fulfill the achievement of basic competence


Who to Blame for Student Brawls a. Monologue box on page 187b. Text box on page 189c. Picture on page 192d. Text box on page 193

- √

Chapter X The materials arrangement in every part of the chapter fulfill the achievement of basic competence


Many Hands Make Light Work a. Dialogue box on page 207b. Dialogue text on page 208 – 209c. The Announcement Picture on page

211 d. Monologue box on pag 217

√ -

Chapter XI

The researcher shows the analysis in table 3. After analyzing the themes of that English textbook, the researcher finds that not

all theme in every chapter represents the basic competnces which must be reached. There are eleven chapters in that English

textbook. There are eleven chapters of which the theme are prropriate with the basic competences that must be reached by each

chapter. And there is one chapter of which the theme is not appropriate with the basic competences that must be reached by the

chapter, It is Chapter X. One of thus chapter is bad appropirate with 2013 Curriculum, and second is Chapter VIII is not or less

appropriate with the basic competence of 2013.

The materials arrangement in every part of the chapter fulfill the achievement of basic competence


This Land is Mine a. dialogue box on page 229b. Monologue presentation on page 233c. Picture on page 238d. The task on page 247

- √

C. CONCLUSION

1. Based on the data analysis and research finding, the reearcher concludes that

not all themes in the English textbook entitled “Pathway to English” are

appropriate with the basic competence of the 2013 Curriculum. Nine themes

are apropriate with the basic competence of the 2013 Curriculum. Chapter

VIII is not or less appropriate with the basic competence of 2013. And second

is Chapter X is not appropriate with the basic competence of the 2013

Curriculum

2. The researcher also concludes that not all the material in every chapter in this

English textbook conform to the basic competence of each chapter. There are

eleven chapters of which the materials not conform to the basic competence

of each chapter.

D. BIBLIOGRAPHY

Tarigan. H.G. and Djago Tarigan. 1986. Telaah Buku Teks Bahasa Indonesia. Bandung: Angkasa.

Cunningsworth. A 1995. Evaluating and Selecting English Foreign

Language (EFL) Teaching Materials. New York: Macmillan

Darrin, Abu. 2014. An Analysis Of English Textbook For First

Graders Of Senior High School “Bahasa Inggris Untuk

Sma/Ma Dan Smk/Mak Kelas X” Published By Putra Nugraha And

Used In Sman 18 Surabaya Based On Basic Competences of the

2013 Curriculum.Skripsi: Universitas Negeri Surabaya. Nurhidayah Okta (2015) entitled A Study on the Compability of Pathway

to English for Grade X with the 2013 Curriculum

Kemdikbud. 2013. Materi Pelatihan Guru Implementasi Kurikulum 2013

SMA/MA bahasa Inggris. Jakarta: BPSDMP dan PMP Kemdikbud.

Bates, Nina. 2004. Real Time: An Interactive English Course for Junior

High School. Jakarta: Erlangga

Fauziati, Endang. 2003. Teaching of English as a Foreign Language.

Surakarta: Muhammadiyah University Press.

Wijaya, Adi. 2013. Pentingnya Analisis Buku Siswa dalam Implementasi

Kurikulum 2013. Yogyakarta: PPPPTK BAHASA INGGRIS

Kementrian Pendidikan dan Kebudayaan. 2014. Modul Pelatihan

Implementasi Kurikulum 2013. Jakarta: Badan Pengembangan

Sumberdaya Manusia Pendidikan dan Kebudayaan dan

Penjaminan Mutu Pendidikan

E. Virtual References

http://putrajunio.blogspot.com/2014/06/pengertian-buku-ajar-buku-teks-

dan-buku.html

Accesed at 23 July 2015 16:11

http://www.homeofbob.com/pedagogy/plan/curDev/defList.htm

Accessed at 23 July 2015 16:11

http://www.englishindo.com/2011/11/dongeng-bahasa-inggris-snow-white-

and.html

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http://gladysnereweb.blogspot.co.id/

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