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(AFTERNOON CLASS)

AN ANALYSIS OF ENGLISH TEXTBOOK ENTITLED “BUKU


BAHASA INGGRIS” FOR GRADE 10, USED IN SMAN 1
TANJUNG, NORTH LOMBOK.

A THESIS

Submitted as Partial Fulfillment of Requirement for the Degree of Sarjana


Pendidikan in English Education Program Department of Language and Art
Faculty of Teacher Training and Education Mataram University

By:
DEWI AYU TRI ANJANI
E1D115019

ENGLISH EDUCATION PROGRAM


LANGUAGE AND ART DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MATARAM UNIVERSITY
2017/2018

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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.

Key words: English Textbook, Cultural Content, Curriculum 2013

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TABLE OF CONTENTS

COVER ................................................................................................................ i

ABSTRACT ......................................................................................................... ii

TABLE OF CONTENTS .................................................................................... iii

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

1.1 Background of Study ........................................................................... 1

1.2 Research Questions.............................................................................. 2

1.3 Research Objectives............................................................................. 2

1.4 Significance of Study ........................................................................... 3

CHAPTER II REVIEW OF RELATED LITERATURE ............................... 4

2.1 Curriculum ........................................................................................... 4

2.2 Curriculum 2013 .................................................................................. 5

2.3 Textbook ............................................................................................... 6

2.4 Cultural Content .................................................................................. 6

CHAPTER III RESEARCH METHODS ......................................................... 9

3.1 Type of Research.................................................................................. 9

3.2 Population and Sample ....................................................................... 9

3.3 Data Collection Method ...................................................................... 9

3.3 Data Analysis Procedure ..................................................................... 10

CHAPTER IV FINDINGS AND DISCUSSIONS ............................................ 11

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4.1 The Appropriateness between The English Textbook Entitled
“Buku Bahasa Inggris” with Curriculum 2013 ...................................... 11

4.2 The Cultural Content of This Textbook ............................................ 12

CHAPTER V CONCLUSIONS AND SUGGESTIONS.................................. 15

5.1 Conclusions........................................................................................... 15

5.2 Suggestions ........................................................................................... 15

REFRENCES ...................................................................................................... 17

APPENDICES ..................................................................................................... 18

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CHAPTER I

INTRODUCTION

1.1 Background of Study

Textbook is a printed and bound artifact for each year or course of


study. According to Richard (2015), Textbooks are the key component in
most of language programs. The textbook use in teaching and learning
process is so important, since it consists the materials as a subsection of
Syllabus and Curriculum. The use of textbook also can measure the
curriculum objectives in learning itself, because the misuse of textbook
can contribute to the failure on achieving the curriculum goals. It can be
assumed that to be successful in achieving curriculum objectives is relied
on the textbook use. Therefore, to analyze whether it is a good textbook or
not, is crucially needed.

Due to the importance of analyzing textbook, then I conducted a


research. First of all, I went to my old school to meet one of my English
teacher in SMAN 1 Tanjung, North Lombok. In fact there are three to four
English teachers in the school. However, I specified this research on one
of the teacher who teaches English for grade 10 to 11. Then, My teacher
and I had a short meeting after the break hour. During the discussion, she
told me that not all of English teachersin the school use textbook as the
source of materials. It means that the use fo textbook is not series and not
distributed well.

Basically, the textbook use in my school is based on the goverment


instruction. It is not merely based on the teacher initiative. In this case, the
teacher whom I had discussion with, positioned herself as she belongs to a
restaurant in which she works as a waitress. She served anything that she

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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.

Hearing the description about herself, then what came to my mind


was there might be many teachers out there have the same prespectives.
They might assume that there is no need to do an evaluation for textbook
use. They just accept and give what has been instructed by the stakeholder;
and in my point of view this assumption is totally not correct.

Besides that assumption, now days, the commercial textbooks that


used by many teachers for school instructions are not always match with
the criteria of a good textbook. Perhaps, many teachers only directly use it
without doing any evaluation. They do not pay attention to the textbook,
whether it is appropriate and match with the curriculum, whether the
content of textbook appropriate with the students or not. The teacher
themselves just use it barely without thinking that the misuse of textbook
contributes a lot to the failure of learning English.

1.2 Research Questions


Regarded to the background of study above, therefore this research is
aimed to solve several problems or cases which is focused in these
questions below;
1. Is this textbook appropriate with K13?
2. What are the cultural contents of this textbook?

1.3 Research Objectives


Based on the research questions above, the purposes of this research
are:
1. To reveal and prove whether this textbook is appropriate with K13.
2. To find out the cultural content of this textbook.

1.4 Significance of The Study

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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.

1.4.1 To The Faculty of Education (FKIP Unram)

The researcher expects that whether the lecturers or the


students are aware about the content of textbook, whether the
textbook is appropriate with the current curriculum or not, and also
the cultural content of the textbook itself.

1.4.2 To The SMP/SMA/MAK English Teacher

The researcher hopes that through this research, the


English teachers (SMP/SMA/MAK) are aware about the
importance of textbook analysis which used for classroom
instructions.

1.4.3 To The Next Researcher

This research is written to help the next researchers as


refrences for further research about cultural content in a textbook.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with Curriculum, Curriculum 2013 (K13), Textbook,


and Cultural Content of Textbook

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.

In national educational policy, it has been decreed by the act


number 20 year 2003 about Indonesian educational system states that
“Curriculum is a set of plan with regard to the objectives, contents and
learning materials as well as methods employed as guideline in conducting
teaching and learning activities to achieve the goal of a certain level of
education”. Regarding to this definition, it can be seen that inside the
curriculum itself, there are some components or elements of a curriculum
construction.

Basically, there are four elements or components of curriculum;

a) Curriculum Aims, Goals, Objectives

The curriculum objectives or goals can be simplified as “what to be


done”, It tries to capture what goals are to be achieved, the vision, the
philosophy, the mission statement and objectives.

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

It refers to what instructional strategies, resources and activities


will be employed, and the evaluation approaches. The curriculum
experience, instructional strategies and methods are the core of the
curriculum. These instructional strategies and methods will put into action
the goals and use of the content in order to produce an outcome.

d) Curriculum Evaluation

Curriculum evaluation refers to the formal determination of the


quality, effectiveness or value of the program, process and product of the
curriculum. The curriculum evaluation is an element of an effective
curriculum. It identifies the quality, effectiveness of the program, process
and product of the curriculum.

2.2 Curriculum 2013 (K13)

K-13 is a curriculum of values that occupied by character building.


The values can be tracked from the Core Competences, abbreviated with
KI-1 to KI-4. KI-1 is designed for spiritual competence, KI-2 for social
competence, KI-3 refers to knowledge competence and KI-4 is for learning
process through with the KI-3, KI-2 and KI-1 can be observed. The
learning paradigm encompass direct and indirect learning model, and
indirect learning model refers to KI-1 and KI-2. These two competences
have no specific learning materials as it is integrated into cognitive and
psychomotor domains. This formulation is aimed at reducing or
eliminating verbalism in learning. Basic Competence which is abbreviated
with KD is the reference for teachers to develop achievement indicators.

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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

A textbook or coursebook is a manual of instruction in any branch


of study. Textbooks are produced according to the demands of educational
institutions. Schoolbooks are textbooks and other books used in schools.
Nowadays, most textbooks aren't published exclusively in printed format;
many are now available as online electronic books.

However, selecting a good textbook is really important due to its


contribution to curriculum objectives. Basically, there are some criteria of
good textbook or ideal textbook, such as: There is a textbook which can be
used for discussing in class and it reflects the curriculum; it also has
students’ workbook, teacher’s manual book, supplementary reading, and
answers key.

2.1 Cultural Content

Culture is an important aspect in ELT textbooks. Kramsch(1993) in


Syahri, at al (2016) states that language and culture are inseparable. EFL

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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.

3.1 Type of Research

This research is a descriptive research in which primary purpose is


to match the textbook with K13 and also the cultural content of Buku
Bahasa Inggris used in SMAN 1 Tanjung, North Lombok. The researcher
uses it because it is very useful in discovering the matches and cultural
content of the textbook. In addition, descriptive qualitatve research does
not need a calculation in analyzing data. It is different from quantitative
research which is covered by numeral data- faced by fact.

3.2 Population and Sample

This research conducted in SMAN 1 Tanjung, North Lombok as


the population, in which the sample is the students of grade 10 who used
this textbook as the source of materials. The grade 10 students in SMAN 1
Tanjung are divided into three programs. Those are 4 classes for science,
four classes for social class, and 1 class for language program

3.3 Data Collection Methods


The data collection methods used are observation, library research,
and Internet research. Narbuko et al (2010) mentions there are five
observation techniques, namely, Anecdotal record, Note-taking, Check
Lists, Rating Scale, and Mechanical Devices. However, this research only
involved note-taking, because doing a note-taking is really important. It
helps the researcher noticing data. The researcher needs a pen a book to
make a note in observation.

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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.

Evaluating textbooks is a complicated process. Therefore, various


textbook evaluation checklists have been provided to help teachers to
choose teaching materials that best meet the aims of the course as well as
the needs of students. The researcher decided to use Nadia Abu Niar
checklist as the instrument of evaluation.

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CHAPTER IV

FINDINGS AND DISCUSSIONS

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.

4.1 The Appropriateness of Textbook Buku Bahasa Inggris and


Curriculum 2013 (K13)

The appropriateness of the textbook with K13, it can clearly be


seen through some aspects that K13 develops for English subject. In
teaching and learning process, a teacher should make the learning
activities as the students centered learning. It relies on task-based learning
and group work.

Basically, what teachers must do in teaching and learning process


is to use the appropriate approach in order to deliver the materials and
success in achieving the curriculum objectives. The teachers should use
6M: Stimulating, Problem Statement Solving, Data Collecting, Data
Analysis, Generalizing, and Communicating.

The textbook consists of nine chapters. Every chapter contains


some sequencing activities during the teaching and learning process.
Those sequencing activities such as : warmer, vocabulary builder,
pronunciation practice, reading activity, text structure, vocabulary
exercises, grammar review, speaking, writing, reflection, and further
activities. These sequencing activities can reflect the 6M approach.

Because of K13 focused on task-based learning or discovery


learning, therefore the sequencing activities should be begun with the task
first. However, the researcher found that before reading activities there is

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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.

Overall, this textbook pays attention to the students group work.


Therefore, in developing speaking and writing skills, the activity is started
with task first. The task is individual and pair task in which the students
can discuss with their friends. With this two-way task, the students not
only can practice how to use the language communicatively, but they also
can build their character about morality. They learn how to respond in
appropriate way, respect and accept others’ opinions, work together,
discipline and responsibility.

In short, this textbook does implement the K13 principle or in other


words it is appropriate with K13. It is because of the activities carried in
the textbook emphasizes on task based learning.

4.1 The Cultural Content of The Textbook

In the previous chapter it has been mentioned that the cultural


content is very important for ESL or EFL textbook. Basically, there are
three kinds of cultural content inside the textbook, such as: target culture
materials, local culture materials, and international target culture materials.

After the researcher done the analysis of cultural content of this


textbook the researcher could explicate some points regarding to the
cultural content of this textbook. Basically, this textbook stated clear goals
or learning objectives for each chapter and the activities for each chapter
consistent with the objectives itself. One should be underlined that, the

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researcher found the strengths and weaknesses of this textbook regarding
to the cultural content.

The cultural contents which have been represented by this textbook


are target culture and local culture. These culture contents are aimed to
increase the students' level of understanding. Basically, the cultural
contents of this textbook really help students to understand about
conventionally people behavior in various common situations. For
instance, some of chapters talk about complimenting, showing care, or
party time in target cultures. The students can increase their level of
understanding about people behavior, the way they show their empathy or
the way they interact with each other in some occasion.

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.

To develop the skills in understanding the cultural content, the


students are required to practice orally or communicate about the topic
given. For example, in one chapter which talks about party time, the

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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.

Some other thing that the researcher found is a picture of


Gatot Kaca, the heroic man who wearing spider man dress. This idea of
illustration is good, but how students describe the heroic images since they
are from different culture with different characteristic. It may confuse
students.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

Having finished the research of the data observed, the researcher


finally comes to conclusions that:
1. There is an appropriateness between the English Textbook
entitled “Buku Bahasa Inggris” with Curriculum 2013
(K13)
2. The cultural content of this textbook is inappropriate in
order to increase students’ understanding, it is because of
the culture contents that the textbook represent are less
balance. The students also are not given clear
understanding to the target culture and local culture in
details. Other than that, the illustration given may confuse
students.

5.2 Suggestions

Based on the research findings, it would be good to offer a number


of suggestions as follows:

1. For the English Teachers


The researcher aims that the research about the
appropriateness between this textbook and K13, and also its
cultural contents could be an advanced knowledge in
understanding the importance of analyzing the textbook for
learning materials. The analysis is so important because the

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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

Curriculum. Accessed on Wikipedia, https://en.m.wikipedia.org

Richards, Jack.2015.The Role of Textbook in a Language


Program.University of Sydeny

Watkins, Peter.2005.Learning To Teach English.England: Delta


Publishing

Syahri, Indawan, Rini Susanti.2016. An Analysis of Local and Target


Culture Integration in the English Textbooks for Senior High School in
Palembang.

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APPENDICES

The Cultural Checklist


Nadia Abu Nuwar (2015)

Criteria for EFL textbook evaluation Score


43210
A. Rationale and Objectives

1. Does each unit in the Textbook have clearly stated goals? 4

2. Is the content of the Textbook consistent with the general objectives? 4


3. Does the cultural material increase the level of understanding regarding 3
the conventional behavior in various common situations in the target
culture(s)?
4. Does the cultural material present foreign cultural projects that involve 3
interacting and communicating with members of the local community
or using community resources?
5. Does the thematic content develop cultural awareness by understanding 4
the dynamic nature of the target culture(s)?

B. Social and Cultural Topics

6. Are the topics rich with different social aspects? 4


7. Do these social aspects fit the students' age? 3

C. Cultural Materials
3
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

E. Class Activities and Cultural Activities

14. Does the content perform intercultural understanding and cross- 3


cultural communication in both cultures (i.e. knowing the meaning of
those words fitting the words into recognized patterns of class
activities?
15. Do they provide practice in oral skills to communicate the meaning of 3
different forms rather than learning about them, as well as to develop
students' productive skills (i.e. speaking and writing skills)?
16. Do the cultural activities provide students with opportunities to 2
participate in games, songs, celebrations, sports, or entertainment
representative of the foreign culture?

F. Exercises/ or Home Assignments

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?

G. Teaching Aids: Illustrations

18. Do the characters represent different nationalities, countries, and the 3


local society?
19. What do Illustrations tell us about the values of the social groups who 3
adopt them?
20. How are the people in the image dressed, and does the stereotype refer 2
always to the same group?

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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