Академический Документы
Профессиональный Документы
Культура Документы
A THESIS
By:
DEWI AYU TRI ANJANI
E1D115019
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ABSTRACT
This research is aimed (1) to reveal whether the textbook entitled Buku
Bahasa Inggris For Grade 10 is appropriate or not with Curriculum 2013, (2) to
find out the cultural content of the textbook. The research subjects were the grade
10 students and the English teacher who used the book for teaching and learning
process. This research uses qualitative research with content analysis method. The
data of this research are the appropriateness of the textbook with K13, and the
cultural content of the textbook. After analyzing the data, it is identified that (1)
this textbook is appropriate with K13 principles in teaching and learning
activities. (2) There are two types of cultural content found in this textbook. Those
are target cultural and local cultural. The local and target cultural which are
represented by this textbook basically does not make a clear understanding to
understand the culture.
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TABLE OF CONTENTS
COVER ................................................................................................................ i
ABSTRACT ......................................................................................................... ii
CHAPTER I INTRODUCTION........................................................................ 1
iii
4.1 The Appropriateness between The English Textbook Entitled
“Buku Bahasa Inggris” with Curriculum 2013 ...................................... 11
5.1 Conclusions........................................................................................... 15
REFRENCES ...................................................................................................... 17
APPENDICES ..................................................................................................... 18
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CHAPTER I
INTRODUCTION
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got from the chef. She does not have any rights to complain when the taste
is bad, or ask about the receipe. She just followed the instruction.
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The findings of this research are expected to give some advantages
or benefits for a number of elements especially FKIP Unram: the lecturers
and the students, the SMP and SMA English teachers, and the next
researchers who want to take similar research as follows.
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CHAPTER II
2.1 Curriculum
The origin of the word curriculum can be traced to Latin. Its first
meaning was a running, a race, or a course and its secondary meanings
were a race-course or a career. According to Wikipedia, curriculum is
broadly defined as the totality of students’ experiences that occur in the
educational process. In other words, curriculum is all the organized plans
and experiences in school whether inside or outside the classroom.
b) Curriculum Content
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The curriculum content or subject matter is about what subject
matter should be included. It is an element or a medium through which the
objectives are accomplished.
c) Curriculum Experiences
d) Curriculum Evaluation
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KD in KI-1 and KI-2 is the accumulation of KD in KI-3 and KI-4. KD in
KI-3 is linear with KD in KI-4 and the number of KD in KI-3 is equally
sized with the number of KD in KI-4. To map, KD3.1 for example is
associated with KD4.1, KD3.2 is associated with KD4.3, and so forth. The
learning materials in KD3.1 is taught in KD4.1 and for this reason the
number of KD in KI-3 should be equal with the number of KD in KI-4.
However, in certain cases, KD in KI-3 is not always linear with KDs in
KI-4 as the learning steps in KDs of KI-4 cover some KDs in KI-3. It
means that a KD in KI-4 can cover some KDs in KI-3.
Basically the goal of K13 is to make students clever totally in every
aspect. This curriculum relies on establishing students’ character which is
based on Pancasila. This curriculum also emphasizes on students centered-
learning and task-based learning.
2.3 Textbook
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learners acquire both target language and culture. It is part of the
communicative competence which includes cultural understanding,
conversational routines, and the target society's norms and values.
Research has shown that ELT textbooks contain representations of culture
and society. Commonly, the students and teachers of English come from
the same cultural background with the same language too. It enables them
to communicate and develop their ideas about the local culture they are
familiar with than talk about the target culture which is new for them.
Although nowadays, many students love to watch films from English
speaking country and some of them intend to study abroad, it will not
make them easily exploring the target culture as easy as they explore their
local culture (Mckay, 2003).
Three categories of culture presented in textbook in this study were
based on the idea of Cortazzi & Jin (1999) in Syahri, at al (2016). They
distinguish three categories of cultural information that can be used in
language textbooks and materials. Target culture materials usually focus
on one or two target cultures, such as the United Kingdom, United States.
The textbooks of this category are the most popular instruction materials in
the EFL context. Though widely used all over the world, they are often
criticized for their commercial nature and seen as publishers’ promotional
materials. Source/ Local culture materials refer to the textbooks which
present language learners’ own culture. Usually, these are the textbooks
that are produced at a national level for a particular country. The main
purpose of this category of textbooks is to enable learners to talk about
their own culture to foreign visitors to their country rather than be prepared
to encounter other cultures. International target culture materials
involve textbooks that include a wide variety of cultures set in English-
speaking countries or in countries where English is not a first or a second
language, but is used as an international language. Cortazzi& Jin (1999)
maintain that the rationale for this category is that speakers who do not
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speak it as their first language frequently use English in international
situations.
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CHAPTER III
RESEARCH METHODS
The outlines of this chapter are type of research, population and sample,
data collection techniques, and data analysis procedure.
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3.3 Data Collection and Analysis Procedure
Based on the data collection techniques, there are several steps the
researcher has done in this research. The data are collected through
observation which uses a note-taking technique during the conversation
between the researcher and the English teacher. Then, the researcher
analyzed the textbook by reading it in details.
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CHAPTER IV
It has been mentioned in the previous chapter that this study aims to
discuss about the appropriateness of the textbook content and K13, and the
cultural content of the textbook itself.
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no task given. This is inappropriate since Watkins (2005:60), the stages of
reading or listening lesson can be summarized as follows: Build interest,
pre-teach vocabulary, set a gist or scanning task, learners read or listen,
learners compare answers, learners check answer with the teacher, set an
intensive reading task, learners read or listen, learners compare answers,
learners check the answer with the teacher, and set an extension activity.
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researcher found the strengths and weaknesses of this textbook regarding
to the cultural content.
Each chapter also lets the students understand about the nature of
the target culture in which the students can take a conclusion about how
others' culture looks like. The vocabulary used to show the culture’s theme
also used repeatedly subsequent in some units in order to understand the
target culture. This textbook also gives the illustration in order to increase
students understanding and interest. For example, there are some pictures
given about the target and local cultures. The images can be real objects or
illustrations. Furthermore, from the images given, the students can see the
culture of people from the way they dress, say some expressions, and so
on.
This textbook is also rich with various social aspects. It lets the
students knowing the target culture and also knowing their local culture. It
can be seen when one chapter talks about historical place in target culture,
the other chapter also requires the students knowing and appreciating the
local historical place.
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students are asked to discuss with their friends about it. However, the
weakness of this topic is there is no opportunity for students to discuss
about certain occasion or life style in their local cultures.
Even though this book is rich about various social aspects and
appropriate cultural contents; however, some of the weaknesses of this
textbook are; this textbook does not give students opportunities in
understanding the more detailed cultural aspects, such as: manners, work
hard. This textbook also does not provide activities and opportunities
for the students to participate in games, songs, celebrations, sports,
or entertainment representative of the foreign culture. Besides,
there is no chance for students to develop fours skills in
understanding the target cultures.
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CHAPTER V
5.1 Conclusions
5.2 Suggestions
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misuse of textbook can contribute to the failure n achieving
curriculum objectives.
2. For the Next Researchers
This research discusses only on the appropriateness and
cultural content of English textbook. Further research in
another aspects is needed to give contribution for language
knowledge. Then, the researcher hopes that the findings in
this research could be refrences for the next researchers.
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REFRENCES
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APPENDICES
C. Cultural Materials
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8. Does the Textbook promote student's awareness of intercultural
understanding?
9. Does the Textbook promote active student participation to communicate 2
different values (i.e. punctuality, neat, working hard, mannerism, and
courtesy)?
10. Does the cultural content include generalization about the target 2
culture(s)?
11. Does the thematic material increase students' awareness and 3
appreciation of his/her own culture, as well as the target culture(s)?
D. Language Features and Language Skills
12. Are new vocabularies repeated in subsequent units for reinforcing the 4
meaning of the cultural content?
13. Does the Textbook develop the students' four language skills with the
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themes of cultural content? 2
17. Are students given opportunities to use their interim language system 3
to communicate the meaning of cultural themes in meaningful
situations, as well as to express themselves again meaningfully?
H. Teaching Aids: Teacher's Book and the Tape Scripts of the Audio
Cassettes.
21. Does the Manual Book help the teacher understand the rationale 4
objectives and methodology of the Textbooks as well as understand
how social values can be taught?
22. Do the audio cassettes promote students to have actual memorization 0
of dialogs, songs, poems, etc?
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