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A CONTENT ANALYSIS ON “ENGLISH IN FOCUS”

AN ENGLISH TEXTBOOK FOR VII YEAR STUDENTS OF

JUNIOR HIGH SCHOOL

By:

EMMY RAHMAWATI MAHDA

K2208076

THESIS

Submitted to Teacher Training and Education Faculty of Sebelas Maret

University as a Partial Fulfillment of Requirements for the Undergraduate

Degree of Education

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2016

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ABTRACT

Emmy Rahmawati Mahda. K 2208076. A CONTENT ANALYSIS ON

“ENGLSIH IN FOCUS” AN ENGLISH TEXTBOOK FOR VII YEAR

STUDENTS OF JUNIOR HIGH SCHOOL. Thesis, Surakarta: Teacher

Training and Education Faculty of Sebelas Maret University, 2016.

This research is aimed to: (1) investigate whether or not the language skills

materials in “English in Focus” used by the VII year students of Junior High

School textbook are compatible with indicators in language skills of School based

Curriculum; and (2) investigate whether or not the exercises in “English in Focus”

textbook are communicative.

The writer used a descriptive method. The data of this research is sample

chapters in the textbook used by the seventh grade students of Junior High School.

In collecting the data, she used document as data source. The data were analyzed

by these steps: (1) Listing the indicators of language skills and kinds of

communicative exercise, (2) Finding out the kinds of skill and communicative

exercise available on the textbook, (3) Classifying them, (4) Analyzing them, (5)

Counting and adding them, (6) Giving percentage from the total number, (7)

Judjing whether or not the data are appropriate with the indicators in school-based

curriculum, and (8) Drawing conclusion and proposing suggestion.

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

of the skills developed in the textbook “English in Focus” is 56.96% (listening:

50% included into fair category; speaking: 53.33% included into fair category;

reading: 53.84% included into fair category; writing: 90% included into very good

category). Overall, it means that the textbook is compatible with the School-based

Curriculum in developing listening, speaking, reading, and writing skills. The

textbook include into good textbook to support the complete material in English

teaching-learning process for the students of Junior high schools. Meanwhile, the

percentage in developing the communicative exercises is 75%, meaning that it is

good.

Keywords: content analysis, textbook, CLT

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MOTTO

MAN JADDA WAJADA

(With God bless, anyone who focused and has strong

willing to reach his dreams will make it come true )

THE MOMENT YOU FEEL LIKE GIVING UP,

REMEMBER ALL THE REASONS YOU HELD ON

FOR SO LONG

Anonymous

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DEDICATION

This thesis is dedicated to:

1. My beloved Mom and Dad,

thanks for your love, care,

support, patience, and

prayer for me, anywhere and

everythime.

2. My beloved friends which

support me when I’m getting

down.

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ACKNOWLEDGEMENT

Alhamudlillahirobbil’alamiin. In the name of Allah SWT, the most Gracious

and Merciful, all praises and thanks are only dedicated to Allah SWT, who gives

His blessing so that the writer can finish her thesis as partial fulfillment for the

requirement for achieving the Undergraduate Degree of education in English of

Teacher Training and Education Faculty of Sebelas Maret University Surakarta.

The writer realizes that this thesis could not be completed without the help,

support and assistance of many people, who are involved in the process of

finishing this writing. Therefore, in this occasion the writer would like to express

her deepest gratitude and appreciation for the followings:

1. Prof. Dr. Joko Nurkamto, M. Pd, the Dean of Teacher Training and

Education Faculty, for his advice and approval this thesis.

2. Drs. Gunarso Susilohadi M.Ed, Tesol, as the writer’s first consultant for

his guidance, suggestions, and advices.

3. Teguh Sarosa, SS., M.Hum, as the writer’s second consultant his

guidance, suggestions, and advices.

4. The writer’s beloved family for their love, care, support, patience and

prayer.

5. The writer’s special friend Bagoes Irawan K, S.Pd for his never – ending

encouragement and ability to relieve my stress through his humorous

antics.

6. The writer’s dearest friends Ratih Deviya S, Nungki Aninditya, S.Pd,

Giovanni Estika S.Pd.and Nurul Ariffa Anggiasari, thanks for giving her

unforgettable moment and experience, always fulfill the writer’s day with

joy and fun.

7. The writer’s lovely fiends in English Department 2008, thanks for giving

her unforgettable moment and experience.

8. Finally, thanks all due to much for everyone who has ever played role in

the writer’s story of life.

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

Therefore, she appreciates and accepts every suggestion, criticism, and

comments from those who concern in this thesis. However, she hopes that

this thesis will be able to give contribution and benefit for the readers,

especially those who are interested in the similar study.

Surakarta, April 2016

The Writer

Emmy Rahmawati Mahda

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TABLE OF CONTENTS

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

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

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

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

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

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

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

ACKNOWLEDGEMENT ............................................................................................. viii

TABLE OF CONTENTS ............................................................................................... x

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

LIST OF APPENDICES ................................................................................................ xiii

CHAPTER I INTRODUCTION

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

B. Identification of The Problem .............................................................. 4

C. Limitation of The Problem ................................................................... 5

D. Problem Statements .............................................................................. 5

E. Aim of The Study ................................................................................. 5

F. Benefit of The Study ............................................................................ 6

CHAPTER II THEORITICAL REVIEW

A. Textbook

1. The Definition of the Textbook ....................................................... 7

2. Advantages of textbook ................................................................... 8

3. Evaluating Textbook ....................................................................... 8

B. Curriculum

1. Definition of Curriculum ................................................................. 9

2. KTSP Curriculum ............................................................................ 10

3. Characteristics of School-based Curriculum ................................... 12

4. Principles in the Development of School-based Curriculum .......... 14

5. Content Standard and Graduate Competence Standard .................. 19

6. Basic Competence ........................................................................... 20

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7. The Competency Standard of English Subject Matter .................... 21

8. School-based Curriculum in Junior High School ............................ 22

C. Communicative Language Teaching

1. Definition of Communicative Language Teaching ......................... 23

2. The Characteristics of Communicative Language Teaching .......... 26

D. Communicative Exercise ..................................................................... 29

E. Content Analysis .................................................................................. 35

CHAPTER III RESEARCH METHODOLOGY

A. Method of the Research ....................................................................... 38

B. Focus of the Research .......................................................................... 39

C. Data and Data Source ........................................................................... 39

D. Method of Collecting Data ................................................................... 39

E. Technique of Analyzing Data .............................................................. 40

CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS

A. Description of the Textbook................................................................. 45

B. Data Analysis ....................................................................................... 48

C. Research Findings ................................................................................ 100

D. Discussions ........................................................................................... 102

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ........................................................................................... 105

B. Suggestion ............................................................................................ 106

BIBLIOGRAPHY .......................................................................................................... 108

APPENDICES ............................................................................................................... 110

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LIST OF TABLES

1. Table 3.1 Percentage and Compatibility Classification ........................................ 44

2. Table 4.1 The Description of the Book ...................... .......................................... 45

3. Table 4.2 The Compatibility of Listening material with listening indicators in

the first and second semester suggested by school-based curriculum ................... 60

4. Table 4.3 The Compatibility of Speaking material with Speaking indicators in

the first and second semester suggested by school-based curriculum ................... 73

5. Table 4.4 The Compatibility of Reading material with Reading indicators in the

first and second semester suggested by school-based curriculum ........................ 81

6. Table 4.5 The Compatibility of Writing material with Writing indicators in the

first and second semester suggested by school-based curriculum ........................ 89

7. Table 4.6 The Percentage of the Compatibility of Language Skill Material with

the Indicators suggested by school-based Curriculum .......................................... 101

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LIST OF APPENDICES

1. Textbook “English in Focus” for Grade VII Junior High School ......................... 111

2. Syllabus of the First and Second Semester Suggested by School-based

Curriculum .................................................................. .......................................... 204