Darsih Textbook Analysis

“AN ANALYSIS ON READING MATERIALS WRITTEN ON „ENGLISH ON SKY 3 (THIRD GRADE OF JUNIOR HIGH SCHOOL)‟ PUBLISHED BY ERLANGGA” (A Analytical Study on ‘English on Sky 3 (Third Grade Of Junior High School)’ Published By Erlangga)

By: Darsih (108014000017)

ENGLISH EDUCATION DEPARTMENT FACULTY OF TARBIYA AND TEACHERS‟ TRAINING „SYARIF HIDAYATULLAH‟ STATE ISLAMIC UNIVERSITY JAKARTA 2013

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6'AN ANALYSIS ON READING MATERIALS WRITTEN

ON'ENGLISH

ON SKY 3 (THIRD GRADE OF JTJNIOR HIGH SCHOOL)' PUBLISHED BY ERLANGGA" (An Analytical Study on :English on Sky 3 (Third Grade Of Junior High School)' Published By Erlangga)

A Research Paper Presented to the Faculty of Tarbiya and Teacher's Training in a Partial

of the Requirements for the Degree of Strata Education

I

Fulfillment

(Bachelor of Art) English

By Darsih 108014000017

Approved by

The Advisor

I

The Advisor

II

Drs. Nasrun Mahmud. M.Pd

Mava Defiantv. M.Pd

NIP. 150041070

NIP. 198012 132009012005

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHER'S TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA 2013

KEMENTERIAN AGAMA UIN JAKARTA FITK

FORM (FR)

Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia

No. Dokumen Tgl. Terbit No. Revisi: Hal

: : : :

FITK-FR-AKD-089 1 Maret 2010 02 1/1

SURAT PERNYATAAN KARYA SENDIRI

Saya yang bertanda tangan di bawah ini: Nama

: Darsih

Tempat/ Tgl.Lahir

: Bekasi 13 Maret 1991

NIM

: 108014000017

Jurusan/Prodi

: Pendidikan Bahasa Inggris/ PBI

Judul Skripsi

: ”An Analysis on Reading Materials Written on ’English on Sky 3 (Third Grade of Junior High School)’ Published by Erlangga”

Dosen Pembimbing

: 1. Drs. Nasrun Mahmud, M.Pd 2. Maya Defianty, M.Pd

Dengan ini menyatakan bahwa sekripsi yang saya buat benar-benar hasil karya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis. Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.

Jakarta, 25 Oktober 2010 Mahasiswa Ybs.

NIM. 108014000017

ABSTRACT Darsih. 2013. “AN ANALYSIS ON READING MATERIALS WRITTEN ON „ENGLISH ON SKY 3 (THIRD GRADE OF JUNIOR HIGH SCHOOL)‟ PUBLISHED BY ERLANGGA” Advisor 1: Drs. Nasrun Mahmud M.Pd. and Advisor 2: Maya Defianty M.Pd Key Words: Reading Material, English on Sky 3, Curriculum. The research entitled “AN ANALYSIS ON READING MATERIALS WRITTEN ON „ENGLISH ON SKY 3 (THIRD GRADE OF JUNIOR HIGH SCHOOL)‟ PUBLISHED BY ERLANGGA” is conducted to analyze the compatibility between an English textbook on title English on Sky 3 with current curriculum, KTSP (Kurikulum Tingkat Satuan Pendidikan). Despite the government statement that materials in textbook have to be in line with curriculum, not all textbook fulfill the requirement. Therefore, it is necessary to evaluate the books materials compatibility. Data were collected through documentation method. The collected data was analyzed qualitatively by explaining textbook reading materials and textbook presentation compatibility. The researcher used checklist instrument which is design by BSNP (Badan Standar Nasional Pendidikan). After analyzing the curriculum requirement compatibility, checking the reading materials and textbook presentation, and comparing them, the research result reveals that there has not reading materials fulfilled the curriculum requirement completely. The amount of content compatibility and language feasibility requirement are 14. The text on title Fried rice fulfill 10 requirements, Mix it up salad 11 requirements, Snowy Owls; Large Prey Birds 10 requirements, Kangaroo 13 requirements, Durian 9 requirements, Coconuts 8 requirements, The Nile river 8 requirements, The Bengawan solo 8 requirements, The boy who cried “wolf” 12 requirements, The Fox and the Crow 12 requirements, and How to send an email in yahoo 7 requirements. In term of presentation, this textbook fulfills half of requirements which have been determined. Therefore, teachers have to be selective in using textbook materials before teaching by considering its content compatibility, language feasibility and presentation.

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ABSTRAK Darsih. 2013. “AN ANALYSIS ON READING MATERIALS WRITTEN ON „ENGLISH ON SKY 3 (THIRD GRADE OF JUNIOR HIGH SCHOOL)‟ PUBLISHED BY ERLANGGA” Pembimbing 1: Drs. Nasrun Mahmud M.Pd. and Pembimbing 2: Maya Defianty M.Pd Kata Kunci

: Materi reading, English on Sky 3, Kurikulum.

Penelitian yang diberjudul “AN ANALYSIS ON READING MATERIALS WRITTEN ON „ENGLISH ON SKY 3 (THIRD GRADE OF JUNIOR HIGH SCHOOL)‟ PUBLISHED BY ERLANGGA” dilakukan untuk menganalisa kesesuaian anatara buku pelajaran bahasa inggris English on Sky 3 dengan kurrikulum yang berlaku yaitu KTSP (Kurikulum Tingkat Satuan Pendidikan). Meskipun pemerintah menyatakan bahwa materi dalam buku pelajaran harus sesuai dengan kurikulum, namun tidak semua buku pelajaran memenuhi syarat itu. Oleh karena itu, ini penting untuk menganalisa kesesuaian buku. Data dikumpulkan melalui metode dokumentasi. Data yang sudah dikumpulkan dianalisa secara kualitaif dengan menjelaskan kesesuaian materi reading dan presentasi buku pelajaran. Peneliti menggunakan instrument ceklist yang dibentuk oleh BNSP (Badan Standar Nasional Pendidikan). Setelah menganalisa syarat kesesuaian kurrikulum, memeriksa materi reading beserta penyajian buku pelejaran, dan membandingkannya, hasil penelitian ini menyatakan bahwa tidak ada materi reading yang sepenuhnya sesuai dengan syarat kurikulum. Jumlah syarat kesesuaian isi dan kelayakan isi adalah 14. Teks yang berjudul fried rice memenuhi 10 persyaratan, Mix it up salad 11 persyaratan, Snowy Owls; Large Prey Birds 10 persyaratan, Kangaroo 13 persyaratan, Durian 9 persyaratan, Coconuts 8 persyaratan, The Nile river 8 persyaratan, The Bengawan solo 8 persyaratan, The boy who cried “wolf” 12 persyaratan, The Fox and the Crow 12 persyaratan, and How to send an email in yahoo 7 persyaratan. Dalam hal kelayakan penyajian, buku ini memenuhi setengah persyaratan dari yang telah ditetapkan. Oleh karena itu, guru harus selektif dalam menggunakan materi di buku pelajaran sebelum mengajar dengan mempertimbangkan kesesuaian isi, kelayakan bahasa dan penyajian.

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ACKNOWLEDGEMENT  In the name of Allah, the Beneficent, the Merciful. Praise be to Allah, Lord of the world, who has blessed the researcher in completing this skripsientitledAn Analysis on Reading Materials Written on ‘English on Sky 3 (Third Grade of Junior High School)’ Published by Erlangga. Peace and Blessing be upon the Prophet Muhammad SAW, his family, his companion, and his followers. This opportunity, the researcher would like to express her greatest gratitude and honor to her beloved parentsKusim and Meri, grandmother, Abdul Rozak Jauharya (Arya) and Indah, who have given the greatest love, prayer, moral and support. It also will be expressed to the whole members of her family for their biggest love and kindness to support her in finishing this skripsi. Also, she would like to address her greatest thanks to her advisorsDrs. Nasrun Mahmud, M.Pd and Maya defianty, M.Pd who have spent their time, guidance, valuable helps, correction and suggestion during completing this skripsi. The researcher realized that without support and motivation from people around her, she could not finish this skripsi. Therefore, she would like to give her deepest appreciation to: 1. All lecturers in English Education Department who always give their motivation and valuable knowledge and also unforgettable experience during her study at ‘Syarif Hidayatullah’ State Islamic University Jakarta. 2. Drs. Syauki, M. Pd; the Chairman of English Education Department, and Neneng Sunengsih, M.Pd; the researcher academic advisor and the Secretary of English Education Department. 3. Ummi Kultsum M.Pd; her teaching practice advisor.

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4. Prof. Dr. H. Rif’at Syauqi Nawawi, M. A; the Dean of Faculty of Tarbiyah and Teachers’ Training of ‘Syarif Hidayatullah’ State Islamic University Jakarta. 5. Her beloved best friendsPusti Lestari, Bilqis N. Agustina, Hayatuzzuhra, Poppi Rosepti, Fitri I, Meilani, Nursahadah, Santi Arum and all of English Education Department students Class A for academic year 2008 who have always been in the researcher side in facing all laughter and tears during her study. 6. To all of people whose name cannot be mentioned for their contribution to the researcher during finishing her skripsi.

Hopefully, this skripsi can be useful to the readers, particularly to the researcher. Also, the researcher realized that this skripsi is far from being perfect. It is a pleasure for her to receive constructive critiques and suggestion from anyone who reads her skripsi for valuable improvement.

Jakarta, 18 January 2013

Researcher NIM. 108014000017

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TABLE OF CONTENTS

Abstract ............................................................................................................... i Abstract ............................................................................................................... ii Acknowledgement .............................................................................................. iii Table Contents .................................................................................................... v List of Tables and Figures................................................................................... vii List of appendixes ............................................................................................... viii CHAPTER I: INTRODUCTION ........................................................................ 1 A. Background of the study ................................................................... 1 B. Identification of the study ................................................................. 4 C. Limitation of the study ...................................................................... 4 D. Formulation of the study ................................................................... 4 E. Objective of the study ....................................................................... 4 F. Significance of the study ................................................................... 5 G. Research paper organization ............................................................. 5 CHAPTER II: THEORETICAL FRAMEWORK .............................................. 6 A. Textbook ........................................................................................... 6 1. Definition of textbook ................................................................. 6 2. The compatibility between curriculum and textbook ................. 8 3. How to analyze the textbook....................................................... 9 B. Curriculum ........................................................................................ 15 1. Definition of curriculum ............................................................. 15 2. KTSP ........................................................................................... 16 3. Reading materials in content standard ........................................ 17 

First semester ........................................................................ 17



Second semester .................................................................... 18

C. Reading ............................................................................................. 18

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1. Reading skill ............................................................................... 18 2. Reading materials for 3rd grade of junior high school ................ 22 CHAPTER III: RESEARCH METHODOLOGY .............................................. 28 A. Research design and method ............................................................. 28 B. Textbook description ........................................................................ 28 C. Research procedure ........................................................................... 30 D. Data analysis ..................................................................................... 31 CHAPTER IV: RESEARCH FINDINGS .......................................................... 33 A. Data Analysis .................................................................................... 33 1. Content compatibility.................................................................. 33 A. The compatibility of reading materials with competence standard and basic competence ............................................. 38 1) Completeness .................................................................. 38 2) In depth ........................................................................... 41 B. The materials accuracy.......................................................... 43 1) Social function ................................................................ 43 2) Generic structure ............................................................. 45 3) Language feature ............................................................. 48 C. Supporting materials ............................................................. 51 1) up to datedness ............................................................... 51 2) Life skill development .................................................... 53 3) Diversity insight development ........................................ 56 2. Feasibility of Language ............................................................... 58 A. The compatibility of students development level ................. 62 1) The compatibility of students’ cognitive development Level ............................................................................... 62 2) The compatibility of students’ socio-emotional level development .................................................................... 65 B. Communicative ..................................................................... 67 1) Message readability ........................................................ 67

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2) Language accuracy.......................................................... 70 C. Cohesion and coherence of idea............................................ 72 1) Cohesion of idea ............................................................. 72 2) Coherence of idea............................................................ 74 3. Presentation ................................................................................. 76 A. Presentation technique .......................................................... 77 1) Systematic ...................................................................... 77 2) Chapter equilibrium ....................................................... 77 B. Learning presentation ............................................................ 77 1) Students’ center ............................................................... 77 2) Development of students’ initiative, creativity, and critical thinking ........................................................................... 78 3) Development of students’ autonomous learning ............ 79 4) Development of students’ ability to self reflex/ evaluate ........................................................................... .79 C. The presentation technique support ...................................... 79 1. Opening .......................................................................... 79 2. Content ........................................................................... 79 3. Closing ........................................................................... 80 B. Data Interpretation ............................................................................ 80 CHAPTER V: CONCLUSION AND SUGGESTION ....................................... 85 A. Conclusion ........................................................................................ 85 B. Suggestion ......................................................................................... 86 Bibliography ....................................................................................................... 88 Appendices

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LIST OF FIGURE AND TABLES

1. Figure 2.1(options for Textbook use) ..................................................... 8 2. Table 2.1 (Reading skill content standard for first semester) ................. 17 3. Table 2.2 (Reading skill content standard for second semester)............. 18 4. Table 2.3 (The Procedure Scaffold) ........................................................ 22 5. Table 2.4 (Information Report Scaffold) ................................................ 23 6. Table 2.5 (The narrative scaffold)........................................................... 25 7.

Table 3.1 (English on Sky 3 units) ......................................................... 29

8. Table 3.2 (Reading materials) ................................................................. 29 9. Table 3.3 (Reading text) ......................................................................... 30 10. Table 4.1 (Content compatibility) ........................................................... 33 11. Table 4.2 (Language feasibility) ............................................................. 58 12. Table 4.3 (Presentation) .......................................................................... 76 13. Table 4.4 (The compatible text with content completeness) .................. 83 14. Table 4.5 (the compatible text with language feasibility) ....................... 86

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CHAPTER I INTRODUCTION

This chapter presents background of study, identification of study, limitation of study, formulation of study, objective of study, significance of study and research paper organization.

A. Background of the Study Now days, we may find varied instructional materials such as textbooks, videos, internet, computer and etc. However, its varied, textbook still have important role then others. Textbook is one of instructional materials that is used to aid in the transference of information from the writer/ one person to the reader/ another. Many education experts defined textbook two of them are Richards and Renandya. They said: Textbook or book is one of instructional materials in language teaching. The instructional materials may take the form of (a) Printed materials such as books/textbook, workbooks, worksheets, or readers. (b) Non printed materials such as cassette or audio materials, videos, or computer-based materials, and (c) Materials that comprise both print and non print sources such as self-access materials and material on the internet1. In addition, Bowers defined textbook as, “a coherent body of teaching materials which may consist of either just the course book(s), but also of learning package consisting of several parts”.2 Thus, the writer concludes that textbook is one of important instructional materials to help teacher and students. It is not only a book which consist of course materials, but also set of learning and teaching instruction.

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Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching; an Anthology for Current Practice; The ELT Curriculum:Syllabus Design and Instructional Materials, (United States of America: Cambridge University Press, 2002), p.66 2 Roger Bowers and Christopher Brumfit (eds), Applied Linguistics and English language Teaching: Textbook Selection, (London: Macmillan Publishers Limited, 1991), p.298.

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It is not easy to select a good English textbook because there are many English textbooks with their criteria. Even though it is not easy, teachers must be able to select the textbook. According to Byrd, “The issues that must be addressed in a textbook evaluation system are (1) The fit between the materials and the curriculum, (2) The fit between the materials and the students, (3) The fit between the materials and the teachers”.3 In another side, Brown said, “The degree of relations between set of material and a particular program can best be determined by considering the degree to which the materials fit to the curriculum”.4 Thus, the writer concludes that textbook can be evaluated based on compatibility between textbook and curriculum instruction. Then, according to Nunan, curriculum is “All of the planned learning experiences of an educational system”.5 It means that curriculum organizes all the teaching and learning program such as schedule, subject to be learnt, instructional materials, school discipline and many others. It has been elaborated that evaluation of textbook should be seen from the fit of textbook material to the curriculum. The current curriculum in Indonesia is “KTSP” which is the abbreviation of Kurrikulum Tingkat Satuan Pendidikan or The School Level-Based Curriculum. As Mulyasa said, “KTSP is a curriculum developed in accordance with the educational unit, the potential school / area, the characteristics of the school / area, the local social culture, and characteristics of learners”.6

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Patricia Byrd, “Textbook Evaluation for Selection and Analysis for Implementation”, in Marianne Celce Murcia (ed), Teaching English as a Second or Foreign Language Third Edition, (Massachussetts: Heinle & Heinle Thompson Learning, 2001), p.416 4 James Brown, The Elements of Language Curriculum, (Massachusetts: Heinle & Heinle Thompson Learning, 1995), p.160 5 David Nunan, “Syllabus Design”, in Marianne Celce Murcia (ed), Teaching English as a Second or Foreign Language, (Massachussetts: Heinle & Heinle Thompson Learning, 2001), p.55 6 E.Mulyasa, Kurikulum Tingkat Satuan Pendidikan, (Bandung: PT. Remaja Rosda Karya, 2010), p.8

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The government designed the curriculum and the school has full authority to develop it on curriculum. Meanwhile, Nasional Education Standard Agency (Badan Standar Nasional Pendidikan/ BSNP) issues list of materials to be learnt by students and the school has full authority to develop. The details of materials that should be taught by teacher are explained in Standard competence and base competence of content standard. Based on Republic of Indonesia regulation Number 19 year 2005, “Content standards is the scope of the material and the level of competence as outlined in the criteria of competence of graduates, competency assessment materials, subject competence, and learning syllabus that must be met by learners at certain levels and types of education” Consequently, publishers have to write English textbook in line with materials in Content Standard. Despite the government said that the material in textbook have to be in line with curriculum, not all the textbook fulfill the requirement. Therefore, it is necessary to evaluate textbook materials compatibility. This research will evaluate the books material compatibility with the KTSP and focus on reading material. Reading material is chosen because the writer thinks reading is an important skill in English teaching and learning in Indonesia. As evidence, there are more reading skills questions in national examination then others skills. To have clear description about reading, McDonough and Shaw stated that as a skill, “reading is clearly one of the most important; in fact in many instances around the world we may argue that is the most important foreign language skill, particularly in cases where students have to read English material for their own specials subject but never have to speak the language; such cases are often referred to as “English as a library language””.7

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Jo McDonough and Christopher Shaw, Materials and Methods in ELT 2nd edition A Teacher’s guide, (United Kingdom: Blackwell Publishing, 2003), p.89

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B. Identification of the Study The English textbook with the sign “KTSP Standar Isi 2006” written on the right top of the cover does not guarantee that the textbook reading material is suitable or compatible with The School Level-Based Curriculum. Therefore, it is important to analyze textbook compatibility with curriculum. To make it specific, the writer wants to evaluate reading material because she thinks that reading is one of important skills in English. She wants to analyze reading materials in the „English on sky 3‟ because she thinks the textbook is used by many schools in Indonesia.

C. Limitation of the Study The writer wants to evaluate the compatibility of reading material in English textbook English on Sky 3. This textbook is chosen because she assumes the textbook is used by many schools in Indonesia. English on Sky 3 published by Erlangga written by Dr. Mukarto M.Sc with School Level-Based Curriculum or KTSP (Kurrikulum Tingkat Satuan Pendidikan). Therefore, this study entitled “AN ANALYSIS ON READING MATERIALS WRITTEN ON ‘ENGLISH ON SKY 3 (THIRD GRADE OF JUNIOR HIGH SCHOOL)’ PUBLISHED BY ERLANGGA”.

D. Formulation of the Study The formulation of this study is: Are the reading materials on English on Sky 3 (third grade of junior high school) written by Dr. Mukarto M.Sc suitable with the School Level-Based Curriculum (KTSP)?

E. Objective of the Study The objective of the study is to evaluate the compatibility of the reading material on “English on Sky 3 (Third Grade of Junior High School) Published by Erlangga” which is written by Dr.Mukarto, et al.

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F. Significance of the Study This study is important to do because it: 1. Informs teachers about reading materials of textbook which is compatible with School Level-Based Curriculum. 2. Encourages English teachers to be selective in choosing the reading materials in an English textbook before teaching. 3. Encourages textbook publishers to revise irrelevant or incomplete reading materials in English textbook. 4. Gives brief description about how to evaluate textbook.

G. Research Paper organization The first chapter of this research paper is called introduction of the study where the writer explains about the background, identification, limitation, formulation, objective and significance of the study. Then, Chapter 2 of this research paper provides some theories which relate to the research. The theories include curriculum, textbook and reading skill as the specific material that the writer wants to be analyzed. The third chapter explains about this research methodology. This chapter explanation includes research design, method, textbook description, technique of data collection, research procedure and data analysis. Next, the fourth chapter of this research explains about research findings. The writer begins to evaluate and describe the data. Then, she interprets the findings and relates it to the precede theories. The last chapter contains conclusion and suggestion of this research. After doing and interpreting the research, writer tries to conclude it. Then, she gives the suggestion for further research, and English teachers.

CHAPTER II THEORETICAL FRAMEWORK

In this chapter, the writer tries to give some theories related to the study. The theories include textbook, curriculum and reading skill materials. Those theories may provide brief description about this study.

A. Textbook 1. Definition of Textbook Textbook is one of instructional materials used to aid the transference of information from the writer/ one person to the reader/ another. According to Ur, a course book is “used to mean textbook and, usually, each student has a copy, and which is in principle to be followed systematically as the basis for language course”.1 On the other hand, Bowers defined textbook as “a coherent body of teaching materials which may consist of either just the course book(s), but also of learning package consisting of several parts”.2 Furthermore, Ariew stated in his journal that, “The textbook is an essential part of the curriculum. It is probably the most important instructional tool available in foreign-language classes”.3 The textbook called as important part of the curriculum because it can be the main instructional material which is help the teacher to achieve the goal stated in the curriculum. From these theories, it can be concluded that textbook is one of instructional materials, a set of learning and a necessary part of the curriculum. First, textbook is called as instructional learning because it is used by some

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Penny Ur, A Course in Language Teaching, (Great Britain, Cambridge University press, 1996), p. 183. 2 Roger Bowers and Christopher Brumfit (eds), Applied Linguistics and English language Teaching: Textbook Selection, (London: Macmillan Publishers Limited, 1991), p. 298. 3 Robert Ariew, “The Textbook as Curriculum”, in Theodore V. Higgs (ed), Curriculum, Competence, and Foreign Language Teacher, (The United States of America: National Textbook Co, 1982) p. 16.

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teachers as the main teaching resource. Textbook provides materials/skills explanation, varied material practices and exercises. Those points help teacher to introduce lesson and examine students‟ ability. Moreover, textbook can train teacher if he/she lack of teaching experience. Beside teacher explanation, students may use textbook to get more understanding about the language course. Textbook may determine the learning activity in the class. The selection of the material in the textbook can be adjusted based on the goals and the users. Usually, textbook contains the course material and a set of learning and teaching guideline. The learning materials are provided with the method of teaching. The method as guideline is optional whether it can be followed or not. Teacher may use it as the variation of teaching. In addition, textbook is necessary part of curriculum because it contains the specific goal of teaching and learning. The point of the goal is stated in the curriculum and textbook as the easiest to reach, buy and use instructional material describes the detail point of the educational goal. Then, as the statement above, writing textbook may help teacher to achieve the goal. There are four alternatives to consider if we decide that part of a textbook is not appropriate. Those alternatives are omit, replace, add, and adapt what is in the book. Here are the further explanations about the possible options when we plan a lesson around our textbook from another resource: a) Omit and replace. Omitting happens when some subject materials that are written in textbook are not used by teacher and students. It has some reason, one of them is subject materials may be not relevant to their object of teaching. Than, the subject materials may be replaced with others materials. b) To change or not change. In this option, teachers have decided to use subject material from textbook by changing or not changing the materials. Not change means subject materials from textbook is used and followed

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systematically. In contrary change means teacher add/rewrite/replace activities/re-order/ reduce the subject materials in textbook before use it4. This is the figure of options for Textbook use.5 Figure 2.1 Add

Yes use the coursebook extract?

No Change

Rewrite

Change

Replace Activities

Omit No

Replace

Re-order Reduce

2. The Compatibility Between Curriculum and Textbook According to Byrd “The issues that must be addressed in a textbook evaluation system are (1) The fit between the materials and the curriculum, (2) The fit between the materials and the students, (3) The fit between the materials and the teachers”.6 Similarly, Brown said, “The degree of relations between set of material and a particular program can best be determined by considering the degree to which the materials fit to the curriculum”.7 According to those theories, the writer concludes that the fit between curriculum and textbook is one of the important aspects in a textbook evaluation. Curriculum organized the material to be learnt by students. Thus, as an instructional material, good textbook is a textbook which is fit to the curriculum.

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Jeremy Harmer, How to Teach English,(England: Longman, 2007), pp. 146—147. Jeremy Harmer, The Practice of English Language Teaching third edition,(England: Longman), p. 203. 6 Patricia Byrd, “Textbook Evaluation for Selection and Analysis for Implementation”, in Marianne Celce-Murcia (ed), Teaching English as a Second or Foreign Language, (Massachussetts: Heinle & Heinle Thompson Learning, 2001), p. 416. 7 James Brown, The Elements of Language Curriculum, (Massachusetts: Heinle & Heinle Thompson Learning, 1995), p. 160. 5

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3. How to Analyze Textbook Textbook as one of instructional materials has important role in language teaching and learning. Because of its important, the teachers have to analyze or evaluate the textbook. Skierso designed the guide to textbook analysis which was stated in Teaching English as a Second or Foreign Language (edited by Marianne Celce-Murcia). The first aspect to be analyzed is textbook itself such as biographical data such as the writer, publisher, date of publish and etc, aims and goals, subject matter, vocabulary and structures, exercise and activities, layout and physical make up. Then, the second point to be analyzed is teacher‟s manual such as general features, supplementary exercises, methodology and pedagogical guidance, linguistics background information. The teacher‟s manual is important point for teachers. They may find some difficulties in teaching if textbook doesn‟t have teacher‟s manual or the manual are hard to understand. After analyzing textbook and teacher‟s manual, next step is the overall value. Taking all criteria into consideration, how does the text rate. Finally, Judgment In this step the teacher judge the book whether the book is acceptable or not.8 As the elaboration before, although complex, it is necessary to analyze textbook before teaching and learning process. In textbook analysis, all of the textbook part to be analyzed, such as teacher manual, users‟ judgment and the textbook subject matter. In the textbook subject matter, Smith and Robinson mentioned a guide for selecting materials. First, pay attention more to goal for reading program before selecting materials. Second, select materials that match with the teacher‟s philosophy of teaching. Third, update the information of child growth and development, psychology, sociology, and linguistics. Fourth, analyze the function of material. Check the consistent vocabulary to the grade of the student. Then, the skill to be learnt should be clear. So, pay attention to sensitive areas such as cultural background, sex difference, and race. Avoid the controversial material. Then,

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Alexandra Skierso, “Textbook Selection and Evaluation”, in Marianne Celce-Murcia b(ed), Teaching English as Second Language, (Los Angeles: Heinle & Heinle Publishers, 1991), pp. 435—440.

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select the material which is interest and match to the student besides it should be varied. Next, make sure the quality of textbook. As learning aid, textbooks have to be easy to understand and to be followed. Then check the clarity of exercise instruction, interest exercise, skill practice and etc. Teacher Make sure that students are able to do by their own. Then, see the background of authors and the publisher. Attempt to gain evidence about the material prior to purchase. Finally, evaluate the expenditure.9 According to this guide, materials must be in line with some aspect and rules such as goals of teaching and learning, teacher‟s philosophy of teaching, sociology, psychology and etc. Moreover, course materials must be interesting, clear (direction, chart, table and etc), and readable. Also, they have to pay attention to the sensitive aspects such as religion, sex, culture and race. Economically, materials must be consumable. Consider about the material cost and see the ability of the teacher and students. Then, ask the other users comment about the effect of the materials. On the other hand, McDonough and Shaw classified 3 part of English Language Teaching Material evaluation. They are the external evaluation, internal evaluation and over all evaluation. In the external evaluation, teacher evaluates the external part of the material. For example, the teacher intended to know the materials are targeted at, the material inclusion and etc. This evaluation part is necessary to do in order to get the general description of the material. The second part is internal evaluation. This evaluation direct to the further description of the material. For example, the grade of the materials are presented, proportion skill and etc. The last is overall evaluation. This evaluation evaluates the use of material. For example, can we use the material as the main material or it just addition.10

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Nila Banton Smith and H. Alan Robinson, Reading Instruction for Today’s Children Second Edition, (United States of America: Library of Congress Cataloging, 1980), pp. 113—114. 10 Jo McDonough and Christopher Shaw, Materials and Method in ELT, (UK: Blackwell Publishers, 1993), p. 67.

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Similarly to previous theories of how to analyze textbook, National Education Standard Agency (Badan Standar Nasional Pendidikan/ BSNP) compiled 3 textbook aspects to be analyzed. They are content completeness, language feasibility and presentation.11 1. Content compatibility A. The compatibility of reading materials with competence standard and basic competence 1) Completeness The criteria completeness mentions that there are 3 functional texts genre which are taught in third grade junior high school. They are procedural text, report text and narrative. Report texts are taught in first semester and second semester. All of texts have to relate to students daily life and daily lesson. 2) In depth The texts have to have explanation about text formation such as social function, generic structure and language feature. B. The materials accuracy 1) Social function The texts which are written in the textbook (Procedural, report and narrative text) have to be written accurately to their social function. Procedural text social function is to tell someone to do or to make something. Then, narrative text social function is to entertain and to educate reader about moral value. The last, report text social function is to explain the generic truth about someone/thing/animals include it classification, definition and general characteristics. 2) Generic structure Procedural text generic structure at least includes all of steps to do or to make something without telling it equipments, and ingredients.

11

Standar Mutu Buku Pelajaran Bahasa Inggris untuk SMP dan MTS, SMA dan MA, (Jakarta: Departemen Pendidikan Nasional Pusat Perbukuan, 2003), p. 4.

12

Then, narrative text generic structures are orientation, complication and solution. Report text generic structure contains some explanation about generic truth of someone/thing/animals includes it classification, definition and general characteristics with or without telling it definition and classification explicitly. 3) Language feature All of textbook texts have appropriate language feature according to their text genre C. Supporting materials 1) up to datedness All of subject materials such as, texts, table, figure and etc written in textbook have to be taken from relevant and up to datedness sources. 2) Life skill development Subject materials such as, texts and instructions motivate students to develop their live skills. The life skills are personal skill, social skill, academic skill and vocational skill. Texts having personal skill message encourage students to recognize their selves and others people plus and minus and able to develop their selves as an autonomous human, social and god creature. Then, text having social skill message encourage students to be able to working with other people, tolerant, appreciate to gender equality, peace and anti- hardness in communication and interaction. The third is academic skill encouraging students to get benefit from the texts to solve the problem and to make decision. The last is vocational skill. Texts having this skill encourage and motivate students to have ability, attitude and skill needed by certain profession. 3) Diversity insight development Texts and communicative instruction motivate students to develop their diversity insight. First, students are expected to be able to appreciate culture and society variety in global and local. Second, students recognize the potential and wealth of country then promote it

13

nationally or locally. Third, students appreciate to democratic value which is appropriate with culture-social of local context. The last, students have nationality insight which develop their love to the country and patria. 2. Language feasibility A. The compatibility of students development level 1) The compatibility of students‟ cognitive development level The language which is used in explanation and instruction is compatible with students‟ cognitive level. Difficulty and familiarity are facilitated explicitly. 2) The compatibility of students‟ socio-emotional level development The language which is used in explanation and instruction is compatible with students‟ socio-emotional level. Socio-emotional includes 1) self-awareness; recognizing self feeling; 2) managing emotions; 3) self-motivation; 4) empathy and perspective taking; and 5) social skills. B. Communicative 1) Message readability The messages of texts are presented clear and easy to understand by students. 2) Language accuracy The messages that are presented are compatible with English language rule. C. Cohesion and coherence of idea 1) Cohesion of idea The message or materials that are presented have to be cohesive. 2) Coherence of idea The message or materials that are presented have to be coherent.

14

3. Presentation A. Presentation technique 1) Systematic Systematic means materials and assignments are presented in the form of texts, communicative instruction, illustration and symbol written systematically according to the materials characteristics and at least it has opening, content and closing. 2) Chapter equilibrium Materials and instruction presented in form of text, communicative instruction, illustration and symbol in each chapter equally.

B. Learning presentation 1) Students‟ center The presentation of Materials and instructions encourage students to interact in English between students and students, students and teacher and students with their environment broadly. 2) Development of students‟ initiative, creativity, and critical thinking The presentation of Materials and instructions encourage students to do some communicative activity orally or written based on their initiative creatively and critically. 3) Development of students‟ autonomous learning Development

of

students‟

autonomous

learning

means

the

presentation of Materials and instructions encourage students to responsible with their own learning. 4) Development of students‟ ability to self reflex/ evaluate The presentation of Materials and instructions encourage students to know their success and fail in doing their own learn and communicative activity.

15

C. The presentation technique support 1) Opening In terms of opening, textbooks have to have preface and table of content. 2) Content In terms of content, textbooks have to have introduction, learning responsibility, references, summary and reflections. 3) Closing In terms of closing, textbooks have to have glossarium, bibliography and index.

B. Curriculum 1. Definition of curriculum Nunan said that “Curriculum is a large messy concept which can be looked at in a number of ways. A very broad definition is that includes all of the planned learning experiences of an educational system”.12 Ornestein and Hunkins wrote some definitions about curriculm: Curriculum can be defined as a plan for achieving goals, (2) curriculum can be defined broadly, as dealing with the learner‟s experience, (3) curriculum is a system for dealing with people, (4) curriculum can be defined as a field of study with its own foundations, knowledge domains, research, theory, principles, and specialist, (5) curriculum can be defined in terms of subject matter (math, science, English, history, and so on) or content (the way we organize and assimilate information).13 Then,

Nunan

said

Curriculum

as

“the

systematic

attempt

by

educationalists and teachers to specify and study planned intervention into the educational enterprise”.14

12

David Nunan, “Syllabus Design”, in Marianne Celce-Murcie (ed), Teaching English as a Second or Foreign Language, (Massachussetts: Heinle & Heinle Thompson Learning, 2001), p.55 13 Allan C. Ornstein and Francis P. Hunkins, Curriculum: Foundations, Principles, and Issues Fifth Edition, (United States of America: Pearson, 2009), p.10. 14 David Nunan, The Learner-Centered curriculum,(Oakleigh: Press Syndicate, 1988), p. 10.

16

According to those definitions, it can be concluded that curriculum is the organization of educational process. The educational process are arranged to achieve the education goal. It organizes the material, time, program, discipline, the way to learn, teach and many others.

2. KTSP The current curriculum used by Indonesian is called KTSP (Kurrikulum Tingkat Satuan Pendidikan or The School Level-Based Curriculum). Based on Education National Standard (SNP Pasal 1, ayat 15) “KTSP is operational curriculum which is developed and implemented by each educational unit”.15 In addition Mulyasa said “KTSP is a curriculum developed in accordance with the educational unit, the potential school / area, the characteristics of the school / area, the local social culture, and characteristics of learners”.16 According to these definitions, KTSP allows teachers as educators to develop the educational process and goal according to the potential and feature of school/area. The goal of education can be added as long as it is in line with KTSP. The development of education must be in line with national educational standard. Thus, Education ministry made an institute which is called BSNP (Badan Standar Nasional Pendidikan/ National Education Standards Agency). It is an independent agency with developing, monitoring the implementation, and evaluating of national education standards. Moreover, these are the roles of BSNP textbook evaluation: decide the instrument, principle, and criteria of textbook evaluation. Then, recruit, train, and decide the textbook evaluator. Next, monitor and supervise the implementation of textbook evaluation. BNSP also decide the result profile of textbook evaluation and reviewer for textbook with the revise categories. The last, decide the result of evaluation and recommend it to National Education Ministry.

15

E.Mulyasa, Kurikulum Tingkat Satuan Pendidikan, (Bandung: PT. Remaja Rosda Karya, 2010), p. 19 16 Ibid., p. 8

17

One of BSNP roles is the Content Standard maker. Base on Republic of Indonesia regulation Number 19 year 2005 “Content standards is the scope of the material and the level of competence as outlined in the criteria of competence of graduates, competency assessment materials, subject competence, and learning syllabus that must be met by learners at certain levels and types of education”.17 Based on this definition, the writer concludes that Content Standard contains some materials to be learnt by the students.

3. Reading skill content standard In this term, the writer provides the Competence Standard ( Standar Kompetensi/SK) and Based Competence (Kompetensi Dasar/ KD) of reading skill at third grade junior high school.

a. First Semester Table 2.1 (Reading skill content standard for first semester) Competence Standard Membaca 5. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk procedure dan report untuk berinteraksi dalam konteks kehidupan sehari-hari

17

Based COmpetence 5.1 Membaca nyaring bermakna teks fungsional dan esei pendek sederhana berbentuk procedure dan report dengan ucapan, tekanan dan intonasi yang berterima 5.2 Merespon makna yang terdapat dalam teks tulis fungsional pendek sederhana secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari 5.3 Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari dalam teks berbentuk procedure dan report

The rule of Republic Indonesia Government, Number 19 year 2005, 2012, p.2 (www.ipdn.ac.id/pp-no-19-2005)

18

b.

Second Semester Table 2.2 (Reading skill content standard for second semester)

Standar Kompetensi

Kompetensi Dasar

Membaca 11 Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk narrative dan report untuk berinteraksi dalam konteks kehidupan sehari-hari

11.1 Membaca nyaring bermakna teks tulis fungsional dan esei pendek sederhana berbentuk narrative dan report dengan ucapan, tekanan dan intonasi yang berterima untuk berinteraksi dalam konteks kehidupan sehari-hari 11.2 Merespon makna dalam teks tulis fungsional pendek secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari 11.3 Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative dan report

C. Reading 1. Reading Skill Grellet said that “Reading is a constant process of guessing, and what one brings to the text is often more important than what one finds in it”.18 Bond and Wagner said that, “Reading ability is comprised not only of the more mechanical skills, such as word recognition and phrasing, but also of the ability to comprehend, to interpret and to evaluate the printed or written page”.19 Similarly, Dillner and Olson mentioned that “reading is a complex process that has no single definition. Definitions range from those stress word recognition such as the “visual perception of words forms and their meaning” to “a process of meaning elaboration or thinking in relation to written symbols””.20

18

Françoise Grellet, Developing Reading Skills, (United Kingdom: Cambridge University Press, 1981), p.7 19 Guy L. Bond and Eva Bond Wagner, Teaching the Child to read third edition, (New York: The Macmillan Company, 1960), p.6 20 Martha H. Dillner and Joanne P. Olson, Personalizing Reading Instruction In Middle, Junior and Senior High Schools: Utilizing a Competency-Based Instructional System, (America: Macmillan Canada, 1977), p.11.

19

Moreover, Gray said that “Reading has four steps process: perception of the words use, comprehension of the ideas expressed, reaction of these ideas and integration of the ideas gained”.21 Perception of the words uses involve two closely related phases. First, we must be able to identify the printed symbol; we must know, for instance, that the word in our illustrative sentence is band, not bank. The next step process is comprehension of the ideas expressed. In this process, reader tries to understand what text writer has explained. The reader hopes to know about text description such as topic, time and place in which the passage was written, the total setting in which the events occurred, or the characters involved and draw conclusions. We may also recognize the writer purpose, tone and feeling as revealed by the words the writer used and thus add to the meaning. So, as the author‟s meaning becomes clear, reader react in various ways to the ideas express. Our reaction to what we feel or think about what author has said determines to large extent the degree to which we accept or are guided by the ideas we gain from reading. From these definitions, the writer concludes that reading is a language skill having complicated step. To get information from a text, readers have to use their visual sense to see what is printed. Then, they connect what have been seen to their mind and use their own background knowledge in order to know about what is implied. Reader has to focus to get the massage or information contain in the text rather than getting the single word and symbol. With the result that readers have comprehension skills. In addition, Dillner and Olson stated that “Comprehension skills are defined as those that aid the students in understanding and applying information contained within written materials”.22

21

William S. Gray, On Their Own Reading, (America: Scott, Foresman and company, 1948), p.35. 22 Dillner and Olson, op.cit., p.39.

20

Moreover, Dillner and Olson listed listed 13 reading comprehension skills. They are (1) Identifying details.

This skill requires recognizing the specific

information which is stated, (2) Identifying main ideas. It includes getting a principle idea of what has been explained in word, sentence and paragraph, (3) Identifying sequence. This comprehension skill asks students to know the time, places and story chronological, (4) following direction. If students/ readers understand instruction of text, they are able to do agree with what has been written, (5) Identifying cause-effect relationships. This skill asks students to know why some events happen and what its correlation to other aspects, (6) Making inferences. This comprehension skill encourages students to be able to know the condition and situation which is written in reading text, (7) Making generalization and conclusions. This comprehension skill encourages students to be able to summarize information which contain in reading text, (8) Identifying tone and mood, it is the comprehension about text writing style and feeling. Tone may be described by many adjectives, such as serious, facetious, solemn and etc, (9) Identifying theme. In this skill, students are encouraged to identify the theme of text. To know the theme of text, students have to know text general description, (10) Identifying characterization. In this skill, students have to be able to identify the characters in reading text including character‟s thought, appearance, speech and etc, (11) Identifying fact, fiction, and opinion. Students have to identify the text information type such as fact, fiction or opinion. (12) Identifying propaganda. It requires students to be aware of propaganda devices, what they are used, what effects they have upon unwary readers and why they may or may not, and (13) Identifying author‟s purpose. It requires students to know the reason why text author writes such a text. For example, text is written to inform or to entertain.23 Harmer stated that, “there are 6 different skills for reading: identifying the topic, predicting and guessing, reading for general understanding, reading for

23

Dillner and Olson, op.cit., pp.42—58

21

specific information, reading for detailed information and interpreting text”.24 First skill is identifying the topic. With the help of their own schemata the readers quickly get an idea of what is being talked about. Second is predicting and guessing. Readers sometimes guess in order to try and understand of what is being written about, especially if they have first identified the topic. Then, reading for general understanding. The readers are able to take in a stream of discourse and understand the gist of it without worrying too much about the details. Next, reading for specific information is a reader searches for the specific detail information in the text. So, when reader reads in order to understand everything she/he is reading in detail it is called reading for detailed information. The last, using a variety of clues the reader tries to understand what the writer is implying or suggesting it is called Interpreting text. These skills are needed according to the purpose of reading. For example, Nani is reading murder news, and then she wants to know about where the murder takes place. So, she scans the news to know the place. This process will train the reading for specific information. The reasons for becoming a good reader are listed frequently in such terms as: (a) To broaden the vision of readers (b) To make their lives richer and more meaningful (c) To enable readers to meet the practical needs of life more effectively (d) To develop social understanding (e) To develop the ability to use reading in the intelligent search for truth (f) To promote a broad common culture (g) To promote a growing appreciation of the finer elements in life25

24

Jeremy Harmer, The Practice of English Language Teaching, (England: Pearson Education Limited, 2001), p.201—202 25 Guy L. Bond and Eva Bond Wagner, op.cit., p. 12

22

2. Reading materials for 3rd grade junior high school Based on the SK-KD the reading materials that should be given to the students are procedure, report and narrative. Thus, this part will explain about procedure, report and narrative. a) Procedure Procedure is a piece of text that tells the reader or listener how to do something. Its purpose is to provide instructions for making something, doing something or getting somewhere. Examples of procedure texts include recipes, itineraries, instruction manuals, and directions. A procedure text usually has 3 parts. There is an introductory statement or title that gives the aim or goal of the procedure, followed by list of materials that will be needed to complete the procedure. The final section is a sequence of steps, in the order they need to be completed, to achieve this goal. Some procedures have other stages such as explaining why each step is necessary. Procedure texts has grammatical feature such as sentences that begin with verbs and are stated as commands, time words or numbers that show the order for carrying out the procedure, adverbs to describe how the action should be performed and precise terms and technical language. 26

Table 2.3 (The Procedure Scaffold)

The Procedure Scaffold  

An introductory statement giving the aim or goal This may the title of the text. This may be an introductory paragraph.

  

Materials needed for completing the procedure This may be a list. This may be a paragraph. This step may be left out in some procedures.

26

Mark Anderson and Kathy Anderson, Text Types in English, (Australia: Macmillan, 2003), p. 28

23

   

A sequence of steps in the correct order Number can be used to show first, second, third and so on. The order is usually important. Words such as now, next, and after this can be used. The steps usually begin with a command such as add, stir, or push.

b) Report Report is a piece of text that presents information about a subject. Its purpose is to classify and/or describe using facts about the subject‟s parts, behavior and qualities. The subject is usually general rather than particular, for example, „skin‟ rather than individual person‟s skill. Example of information report texts include lectures, reference articles, research assignments, and chapters in textbooks. A typical information report has an opening statement introducing the subject followed by a series of paragraphs about the subject. Each new paragraph describes one feature of the subject. An information report can also include a conclusion that summaries the information presented and signals the end of the report. Information reports has grammatical features such as technical language related to the subject, technical use of the timeless present tense, technical use of general nouns (e.g. weather, skin earthquakes) rather than proper nouns, technical linking verbs to describe behaviors or qualities (e.g. cells are surrounded by membrane). 27

Table 2.4 (Information Report Scaffold) Information Report Scaffold   

27

Ibid., p.17

A general opening statement in the first paragraph This statement tells the audience what the text is going to be about This can include short description of the subject This can include a definition of the subject

24

     

 

A series of paragraphs about the subject Each paragraph usually begins with a topic sentence. The topic sentence at the beginning of each paragraph previews the information contained in the rest of the paragraph. The sentences after this preview give more details. Each paragraph should give information about one feature of the subject. These paragraphs build a description of the subject of the report. These paragraphs may include technical language that is related to the subject. A concluding paragraph (optional) The concluding paragraph signals the end of the text. This paragraph can summarize the report.

c) Narrative Narrative is a text that tells a story and, in doing so, entertains the audience. The purpose of narrative, other than providing entertainment, can be to make the audience think about an issue, teach them a lesson, or excite their emotions. Narrative texts are myth, fairytales, aboriginal dreaming stories, science fiction, historical fiction and romance novels. The steps for constructing a narrative text are an orientation in which the narrator tells the audience about who is in the story, when the story taking place is, and where the action is happening. Then, a complication that sets off a chain of events that influences what will happen in the story. Afterward, write a sequence of events where the characters react to the complication. Then, a resolution in which the characters solve the problem created in the complication. Finally, a coda that provides a comment or moral based on what has been learned form the story (optional step). There are 5 grammatical features of narrative. First is noun that identifies the specific characters and place in the story. Second is adjective that provide accurate descriptions of the characters and setting. Then, verbs

25

that show the actions that occur in the story. The last is time words that connect events, telling when they occurred.28

Table 2.5 (The narrative scaffold) The narrative scaffold Orientation In this paragraph the narrator tells the audience who is in the story, when it is happening, where it is happening and what is going on. Complication This is the part of the story where the narrator tells about something that will begin a chain of events. These events will affect one or more of the characters. The complication is the trigger. Sequence of events This is where the narrator tells how the characters react to the complication. It includes their feeling and what they do. The events can be told in chronological order (the order in which they happen) or with flashback. The audience is given the narrator point of view. Resolution In this part of the narrative the complication is sorted out or the problem is solved. Coda The narrator includes a coda if there is a moral or message to be learned from the story.

After analyzing the description and kind of reading materials which are learned by third grade junior high school, here are five steps in teaching reading skills suggested by Dillner and Olson: (1) Preparation This step is held before beginning reading text. a. Motivating the student

28

Ibid., p.3

26

There are some ways to motivate student to read a text. One of them is giving materials which are relevant to students‟ condition. b. Setting purposes for reading Teacher should tell students what they have to get after reading. For example, students are ready to read a procedure text on title Fried Rice. Then before reading, teacher asks students to identify what are the ingredients and steps to make Fried Rice. c. Developing concept involved Teacher relates the concept in subject matter (text) with students‟ background knowledge. d. Identifying problem words Teacher informs students about some problem words contain in subject matter. For example, when students asked to read a text on title How to Send an Email in Yahoo, teacher remains them that students may find some email technical term in this text. e. Creating an awareness of reading skills Moreover, before reading subject matter, teacher gives students some tips to get successful understanding. For example when students find a words “remake” and they do not know this words meaning, it can be analyzed from the word root „re‟ means used to add the meaning 'do again', especially to verbs and „make‟ means to produce something, often using a particular substance or material. Than „remake‟ can be produce again. (2) Silent reading In this step, students are urged to read with the purpose that has been explained in the precede step. (3) Oral reading and discussion Oral reading and discussion is the previous step follow up. Here, teacher asks students information that is written in text.

27

(4) Follow-up In this step, teacher may teach a new reading skill or asked student to practice reading skill already taught by giving relate exercise. (5) Extension activities Then, there are some extension activities for reading such as, supplementary reading, dramatization, rereading for different purposes, games and creative activities including artistic, musical, verbal composition. 29 These steps can be done in first, second, and third meeting of teaching depends on teacher objective. For example, teacher might make lesson plan in which entire day is spent by giving students reading students‟ reading skill.

29

Dinnler and Olson, op.cit., pp. 144—150

exercises to improve

CHAPTER III RESEARCH METHODOLOGY

This chapter discusses about research methodology. It covers research design and method, research procedure and data analysis technique.

A. Research Design and Method The purpose of this study is to know the compatible of reading materials in English textbook, English on Sky 3, based on KTSP. It is written by Mukarto, Sujatmiko, Josephine S.M, and Widya Kiswara and published by Erlangga on year 2007. This textbook is chosen because research writer thought this book is used by many schools and published by a famous publisher. Relevant to the research purpose, the research method is qualitative. According to Gay, Mills and Air Asian, “Qualitative is the collection, analysis and interpretation of comprehensive narrative and visual (i.e., nonnumerical) data to gain insights into a particular phenomenon of interest” 1. Then, this research design is analytical study because it is focused to analyze textbook compatibility. Data were collected through documentation method that analyzing or observing nonliving materials that is, textbook. The collected data was analyzed qualitatively by explaining textbook reading materials and textbook presentation compatibility.

B. Textbook Description In this part, research writer describe about a textbook that she wants to analyze. Textbook title

: English on Sky 3

Intended audience

: Junior high school students year IX

1

L.R. Gay, Geoffrey E. Mills and Peter Air asian, Educational Research: competencies for analysis and applications, (Pearson International Edition, 2007), p.7.

28

29

Compiled by

: Dr. Mukarto Sujatmiko B.S., S.Pd Josephine Sri Murwani, S.Pd Widya Kiswara, S.Pd

Edited By

: Dwi Wahyu Priyanto Anna Valentina

Publisher

: Erlangga

Published

: Jakarta on 2007

Price

: Rp. 38.000

Cover Color

: Green

Size

: 25X 17,7

Weight

: 4 ons

Pages

: 195 pages

Ancillary materials

: No

Teachers’ manual

: No

Illustration

: Map, pictures, tables, diagrams, and boxes

Units

: 6 units

Table 3.1 (English on Sky 3 units) Unit 1

Slice the union, please!

Unit 2

Animal Reports

Unit 3

Discovering Plants

Unit 4

Where water flows a long way away

Unit 5

Enchanting story lines

Unit 6

Modern technology

Reading Materials Unit 1

: Table 3.2 (Reading Materials)

 Responding to short functional text: menu  Responding to essay text: Procedural text

30

Unit 2

 Responding to short functional texts: invitation cards  Responding to essay texts: report

Unit 3

 Responding to simple short functional written text: short message  Responding to essay texts: report

Unit 4

 Responding to short functional text: posters  Responding to essay text: reports

Unit 5

 Responding to essay texts: narrative

Unit 6

 Responding to meaning in simple short functional written texts: email, short messages and advertisement.

Reading text

: Table 3.3 (Reading Text)

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6



Fried Rice



Mix it Up Salad



Snowy Owls, Large Prey Birds



Kangaroo (Macrofus Rufus)



Durian



Coconut



The Nile River



The Bengawan Solo



The Boy Who Cried “Wolf”



The Fox and The Crow



How to Send an Email in Yahoo

C. Research Procedure These were the research procedures that the writer did in writing this research: 1. Research writer searched some theories related to the research form some textbooks, articles, and journals.

31

2. The writer collected the data found in textbook English on Sky 3 for Junior High School Students Year IX written by Mukarto, Sujatmiko, Josephine S.M, and Widya =Kiswara published by Erlangga. All of reading materials in this textbook are rewritten. 3. Then, all of reading materials for junior high school student year III which had been listed in Content Standard are rewritten.

D. Data Analysis Analyzing the data5, the research writer did some steps: 1. Codification Codification is data simplification process which is found by giving code. Its purpose is to make simple data which is easy to analyze. This process depends on data characteristic and instrument that is used. To make this data analysis simple, the writer inserts the text title in the instrument table. Then, the instrument variables are sub component, items, texts, and score. In addition, the score of variable also are codified to make it simple for example 4 = very good/ very compatible/ very complete/ very satisfy. 2. Classification. After all of textbook reading materials were analyzed, marked, scored and commented, it could be seen whether the materials were compatible or not with school-based curriculum. Then, in classification steps, those materials are classify and seen the amount of compatible or not compatible material. Scoring the in depth materials base on Competence Standard and Based Competence used guide decided by National Education Standard Agency (Badan Standar National Pendidikan/ BNSP ): 4≥ 85% 3= 75% - 84% 2= 60% - 74% 1≤ 59%

32

Then, scoring for the rest of component also used the guide decided National

Education

Standard

Agency

(Badan

Standar

National

Pendidikan/ BNSP): 4 = very good/ very compatible/ very complete/ very satisfy. 3 = good/ compatible/ complete/ satisfy. 2 = unfavorable/ not compatible/ incomplete/ unsatisfied. 1 = not good/ adverse. 3. Interpretation. After classifying the data, research findings were interpreted clearly, and briefly. Then, the findings were connected to theoretical frame work of this study.

CHAPTER IV RESEARCH FINDINGS

A. Data Analysis Reading materials written on English textbook “English on Sky 3” are analyzed in term of content compatibility and language presentation. Then, analyze presentation aspect of the textbook.

I. Content Compatibility

Table 4.1 (Content Compatibility) SUB COMPONENT A. The Compatibility of Reading Materials With Competence Standard And Basic Competence

ITEMS 1. Completeness

TEXTS Text 1 Fried Rice Text 2 Mix It Up Salad Text 3 Snowy Owls, Large Prey Birds Text 4 Kangaroo Text 5 Durian Text 6 Coconuts Text 7 The Nile River Text 8 The Bengawan Solo Text 9 The Boy Who Cried “Wolf” Text 10 The Fox And The Crow Text 11 How To Send An Email In Yahoo

33

SCORE 1 2 3 4           

34

2. In Depth

B. The Materials Accuracy

1. Social Function

Text 1 Fried Rice Text 2 Mix It Up Salad Text 3 Snowy Owls, Large Prey Birds Text 4 Kangaroo Text 5 Durian Text 6 Coconuts Text 7 The Nile River Text 8 The Bengawan Solo Text 9 The Boy Who Cried “Wolf” Text 10 The Fox And The Crow Text 11 How To Send An Email In Yahoo Text 1 Fried Rice Text 2 Mix It Up Salad Text 3 Snowy Owls, Large Prey Birds Text 4 Kangaroo Text 5 Durian Text 6 Coconuts Text 7 The Nile River Text 8 The Bengawan Solo Text 9 The Boy Who Cried

                   

35

2. Generic Structure

“Wolf” Text 10 The Fox And The Crow Text 11 How To Send An Email In Yahoo Text 1 Fried Rice Text 2 Mix It Up Salad

    

Text 3 Snowy Owls, Large Prey Birds Text 4 Kangaroo

  

Text 5 Durian

3. Language Feature

Text 6 Coconuts



Text 7 The Nile River



Text 8 The Bengawan Solo



Text 9 The Boy Who Cried “Wolf” Text 10 The Fox And The Crow Text 11 How To Send An Email In Yahoo Text 1 Fried Rice

   

Text 2 Mix It Up Salad



Text 3 Snowy Owls, Large Prey Birds Text 4 Kangaroo

 

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C. Supporting Materials

1. Up To Datedness

Text 5 Durian



Text 6 Coconuts



Text 7 The Nile River



Text 8 The Bengawan Solo



Text 9 The Boy Who Cried “Wolf” Text 10 The Fox And The Crow Text 11 How To Send An Email In Yahoo Text 1 Fried Rice

  



Text 2 Mix It Up Salad



Text 3 Snowy Owls, Large Prey Birds Text 4 Kangaroo

  

Text 5 Durian Text 6 Coconuts



Text 7 The Nile River



Text 8 The Bengawan Solo



Text 9 The Boy Who Cried “Wolf” Text 10 The Fox And The Crow

 

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2. Life Skill Development

Text 11 How To Send An Email In Yahoo Text 1 Fried Rice



Text 2 Mix It Up Salad







Text 3 Snowy Owls, Large Prey Birds Text 4 Kangaroo

3. Diversity insight development



Text 5 Durian

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Text 6 Coconuts

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Text 7 The Nile River

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Text 8 The Bengawan Solo

 

Text 9 The Boy Who Cried “Wolf” Text 10 The Fox And The Crow Text 11 How To Send An Email In Yahoo Text 1 Fried Rice

   

Text 2 Mix It Up Salad Text 3 Snowy Owls, Large Prey Birds Text 4 Kangaroo Text 5 Durian

  

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Text 6 Coconuts



Text 7 The Nile River

 

Text 8 The Bengawan Solo Text 9 The Boy Who Cried “Wolf” Text 10 The Fox And The Crow Text 11 How To Send An Email In Yahoo

  

A. The Compatibility Of Reading Materials With Competence Standard And Basic Competence 1. Completeness The criteria completeness mentions that there are 3 functional texts genre which are taught in third grade junior high school. They are procedural text, report text and narrative. Report texts are taught in first semester and second semester. All of texts have to relate to students daily life and daily lesson. These are the findings of texts completeness: Text 1.

Fried Rice

Fried rice text which is written in the first chapter is a procedure text. It tells the reader how to make fried rice. Choosing this text for teaching reading is relevant because fried rice is famous food for Indonesian students. If the students know well the topic of text, they may learn this text easily. On the other hand, students may relate this material with other subject matter that they learn in the school such as cooking lesson. However, not all the students have cooking lesson at their school. Then, this text completeness is 90 % and it is scored 4.

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Text 2.

Mix It Up Salad

Second procedure text which states in the first chapter is Mix It up Salad. This text is less contextual to a majority of Indonesian students. They can not find this kind of food in daily life. Students may find some difficulties in learning this text. However, this text gives new information to students and they relate it to cooking lesson. Nonetheless not all school has cooking lesson. This text completeness is 70% it is scored 2. Text 3.

Snowy Owls, Large Prey Birds

Snowy Owls, Large Prey Birds is a report text found in second chapter of the textbook. This text tells about the characteristics, favorite food, and habit of owls. This text is not contextual to students‟ daily life and lesson because the topic of text explains about snowy owls, large prey birds; very few students know this kind of owls. In other hand, this text explains new information to students. However, learning this text may enrich students‟ common knowledge about the kind of owls. In terms of completeness this text is scored 2 or 70. Text 4.

Kangaroo (Macrofus rufus)

Another report text found in second chapter is Kangaroo (Macrofus rufus). This text tells about kangaroo place, characteristics, favorite food and habit. This text is not contextual to students‟ daily life and lesson. However, Kangaroo is famous animals/ icon from Australia and most of students generally know this kind of animals. This text gives new information even though it is not contextual to the student daily life. This text completeness is 80% and it is scored 3 Text 5.

Durian

Durian is a report text in chapter 3. This text describes about the durian characteristic and tree. The explanation of coconut in this text relates to other lesson such as biology. This text is contextual

40

to the students‟ daily life because durian is famous fruit in Indonesia. This text completeness is 100% and it is scored 4. Text 6.

Coconuts

Coconut is a report text found in third chapter. This text tells about the characteristics of coconut, coconut palm and where it grows. Choosing this text in learning report is quite contextual to students‟ daily life. Most of students know this kind of fruit which may help students learn this text easier. Moreover, in Indonesia, we can find a drink made from coconut called “Es Kelapa Muda”. It is generally known that every aspect of coconut can be made for something such as drink, bridge, broom and etc. Learning coconut motivates students to have multi talent. That is the educational value that students get from reading this text. However, this text does not fully relate to other lesson. Then, this text completeness is 90% and it is scored 4. Text 7.

The Nile River

The Nile River is a report text in the fourth chapter. The Nile River which is flows through Uganda, Sudan and Egypt is the longest river in the world. Learning this text may enrich Indonesian students geographic knowledge although the Nile river is not located in their country or even relate to their life. Then, this text completeness is 80 % and it is scored 3. Text 8.

The Bengawan Solo

Reading text written in fourth chapter is The Bengawan Solo. It is quite contextual to Indonesian students because Bengawan Solo is a river located in solo, Indonesia. Indirectly, learning this text enriches students‟ geographic knowledge. Thus, this text completeness is 95% and it is scored 4. Text 9.

The Boy Who Cried “Wolf”

The Boy Who Cried “Wolf” is a narrative text found in the fifth chapter. This text tells us about folklore came from Denmark, but

41

actually textbook writer does not mention where the story come from. This story is not contextual to students‟ daily life, but from this text students may learn about honesty and maturity. In such a way students may apply these characteristics in their life. Thus, this text completeness is 90% and it is scored 4. Text 10.

The Fox And The Crow

Another narrative text written in fifth chapter is The Fox and The Crow. Same as the previous narrative text, the textbook writer does not mention where the story come from. Also, this text is not contextual to students‟ daily life. In real life there is no fox or crow that is able to speak. However, this text tells about folklore which writes moral message that is important to develop students‟ good characteristic. Students may learn that they should not believe what others people say immediately without any consideration. In terms of the moral message this text is contextual to students daily life and lesson. Then, this text completeness is 90% and it is scored 4. Text 11.

How To Send An Email In Yahoo

How To Send an Email in Yahoo is a procedure text in the last chapter. This text has 2 advantages for students‟ daily life and knowledge. Students may follow this procedure text to send email for sending assignment or even send their friend a letter. Then, this text

enriches

students‟

knowledge

about

technological

development. Then, this text completeness is 100% and it is scored 4.

2. In Depth The texts have to have explanation about text formation such as social function, generic structure and language feature. Text 1.

Fried Rice

This text is first text presented in the first chapter. It is followed by a fill in the blank exercise, How to make an omelet on page 27.

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This exercise is simple that students complete the sentences with the right word. There is not explanation about text formation such as social function, generic structure and language feature. Fried Rice in depth is scored 1 or 59%. Text 2.

Mix It Up Salad

This procedure text has been provided with explicit text formation explanation such as generic structure, social function and language feature. Then, this text in depth is scored 4 or 85%. Text 3.

Snowy Owls, Large Prey Birds

This report text has been provided with explicit text formation explanation such as generic structure, social function and language feature. Moreover, it gives brief description about report text. Then, this text in depth is scored 4 or 85%. Text 4.

Kangaroo (Macrofus rufus)

This report text has been provided with explicit text formation explanation such as generic structure, social function and language feature. Besides, the text directly labeled it paragraph structure. Then, this text in depth is scored 4 or 85%. Text 5.

Durian

This text has not explicit text formation explanation or question such as generic structure, social function and language feature. This text in depth is scored 1 or 59%. Text 6.

Coconuts

This text has not explicit explanation about text formation such as generic structure, social function and language feature. However, there are generic structure questions about this text. This text in depth is scored 2 or 74%. Text 7.

The Nile River

This text has the explicit explanation about report text elements; social function, generic structure and language focus. However, this text does not label it classification and series description

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directly such as Kangaroo text on page 68. This text in depth is scored 80% or 3 Text 8.

The Bengawan Solo

After writing social function, generic structure and linguistics feature in previous text, it is not rewrite in the text The Bengawan Solo. This text instruction directly asks students to analyze the type of the text and it construction. Moreover, this textbook writer should explain the difference of descriptive and report text. This text in depth is scored 2 or 74%. Text 9.

The Boy Who Cried “Wolf”

This text does not explain about narrative text elements (social function, generic structure and linguistics feature). This text in depth is scored 1 or 59 %. Text 10.

The Fox And The Crow

This narrative text is followed by language feature explanation. This text in depth is scored 2 or 60%. Text 11.

How To Send An Email In Yahoo

The text on title How to Send an Email in Yahoo is not followed by procedure element. This text in depth is scored 1 or 59 %.

B. The Materials Accuracy 1. Social Function The texts which are written in the textbook (Procedural, report and narrative text) have to be written accurately to their social function. Procedural text social function is to tell someone to do or to make something. Procedural texts in this textbook are Fried Rice, Mix It up and How To Send An Email In Yahoo.

Then, narrative text social

function is to entertain and to educate reader about moral value. Narrative texts in this textbook are The Boy Who Cried “Wolf”, and The Fox and the Crow. The last, report text social function is to explain the generic truth about someone/thing/animals include it

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classification, definition and general characteristics. Report texts in this textbook are Snowy Owls Large Prey Birds, Kangaroo, Durian, Coconuts, the Nile River and The Bengawan Solo. Text 1.

Fried Rice

As a procedure text, this text has fulfilled procedure text social function. This text explains about making fried rice instruction. Then, it is scored 4 or excellent. Text 2.

Mix It Up Salad

As a procedure text, this text has fulfilled procedure text social function. This text is written to inform an instruction to make Salad. Then, it is scored 4 or excellent. Text 3.

Snowy Owls, Large Prey Birds

This text is report text which is tells us about general description of owl. It is suitable with the social function of report text. It is scored 4 or excellent. Text 4.

Kangaroo (Macrofus rufus)

This text is report text which is tells us about general description of Kangaroo. It is suitable with the social function of report text. It is scored 4 or excellent. Text 5.

Durian

This text is report text which is tells us about general description of Durian. It is suitable with the social function of report text. It is scored 4 or excellent. Text 6.

Coconuts

This text is report text which is tells us about general description of Coconut. It is suitable with the social function of report text. It is scored 4 or excellent. Text 7.

The Nile River

The Nile River is a descriptive text which describe about it length, flows, important and geography. It is suitable with the social function of report text. It is scored 4 or excellent.

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Text 8.

The Bengawan Solo

This text is report text which is tells us about general description of Bengawan Solo. It is suitable with the social function of report text. It is scored 4 or excellent. Text 9.

The Boy Who Cried “Wolf”

As a narrative text, this text tells about a story which entertains and teaches the students a lesson, or excites their lesson. It is suitable with the social function of narrative text. It is scored 4 or excellent. Text 10.

The Fox And The Crow

Similar to previous text, this text tells about a story which entertains and teaches the students a lesson, or excites their lesson. It is suitable with the social function of narrative text. Then, it is scored 4 or excellent. Text 11.

How To Send An Email In Yahoo

This text is a procedure text which tells about the way to send an email in yahoo. It is suitable with procedure text social function. Then, it is scored 4 or excellent.

2. Generic Structure Procedural text generic structure at least includes all of steps to do or to make something without telling it equipments, and ingredients. Procedural texts in this textbook are Fried Rice, Mix It up and How To Send An Email In Yahoo. Then, narrative text generic structures are orientation, complication and solution. Narrative texts in this textbook are The Boy Who Cried “Wolf”, and The Fox and the Crow. Report text generic structure contains some explanation about generic truth of someone/thing/animals includes it classification, definition and general characteristics with or without telling it definition and classification explicitly. The last, report texts in this textbook are Snowy Owls Large Prey Birds, Kangaroo, Durian, Coconuts, the Nile River and the Bengawan Solo.

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Text 1.

Fried Rice

Fried rice is a procedure text which has complete generic structure. As a recipe it consists of ingredients, equipment and steps. However, there are some ingredients are missing in the step of cooking. Then, it is scored 3 or good. Text 2.

Mix It Up Salad

Mix it up salad is a procedure text in first chapter. The generic structure of this text is complete because there are ingredients, equipment, and steps. However, the list of ingredients and steps of this recipe is not written explicitly. For example: You‟ll need: 1/3 cup of orange juice 1 table spoon of honey 1 ½ cups honeydew melon- cut into cube. Usually if the list is ingredient, it is directly written as ingredients, but it is written as “you‟ll need”. Then, teachers and students are challenged to know what the list is. It is scored 3 or good. Text 3.

Snowy Owls, Large Prey Birds

Snowy Owls, Large Prey Birds is a report text. This text had identification/ classification in the first paragraph and series of description in the rest of paragraph. The first paragraph is about the identification/classification of snowy owl. Then, the second paragraph is about the snowy owl physical character such as feather, legs, feet and etc. Third paragraph is about snowy owl favorite food. Finally, last paragraph wrote about it habit. Thus, this report text had full filled it general structure well. It is scored 4 or excellent. Text 4.

Kangaroo (Macrofus rufus)

Similar to previous text, Kangaroo is a report text having completed

it

general

structure.

It

consists

of

classification/identification and series paragraph of description

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such as kangaroo physical character, daily live and habitual action. Then, it is scored 4 or excellent. Text 5.

Durian

Durian is a report text in the third chapter. This text classify about durian in the first paragraph and the rest of paragraphs as description. This text generic structure is scored 4 or excellent. Text 6.

Coconuts

Coconut is a report text in the third chapter. This text classify about coconut in the first paragraph and the rest paragraph as description. However, the first chapter should explain about coconut fruit classification only, but textbook writer mention about the tree of fruit. This text generic structure is scored 3 or good. Text 7.

The Nile River

This text is a report text describing about The Nile River. This text has classification and series paragraph of description. However, to begin the paragraph, this text paragraphs have no indent. This text generic structure is scored 3 or good. Text 8.

The Bengawan Solo

The Bengawan Solo is a report text. This text generic structure such as classification of the text, series paragraphs of description are stated in this text. However, to begin the paragraph, this text paragraphs have no indent. This text generic structure is scored 3 or good. Text 9.

The Boy Who Cried “Wolf”

As a narrative text, The Boy Who Cried “Wolf” has a complete generic structure such as orientation, complication and resolution. Orientation of the story began from a shepherd boy feeling boring while he was looking after his sheep, so he though to make some fun. Then, complication began when the boy played a trick that made villagers angry. The last is resolution; finally the real wolf ate all of the boy sheep. However, to begin the paragraph, this text

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paragraphs have no indent. This text generic structure is scored 3 or good. Text 10.

The Fox And The Crow

Same as previous text, The Fox and The Crow is a narrative text. It has complete generic structure. First paragraph is orientation, second, third and fourth paragraph is complication, and the last chapter is a solution. According to these fact, this text is scored 4 or excellent. Text 11.

How To Send An Email In Yahoo

How to Send an Email in Yahoo is a procedure text in the last chapter. This text is scored 4 or excellent because the text bolded the key words to make students learn it easier.

3. Language Feature All of textbook texts have appropriate language feature according to their text genre Text 1.

Fried Rice

The language features of procedure text are using imperative sentences, time words, adverbs and precise terms/vocabulary. Imperative sentences of this text are signed by action verb such as slice, pour, cook, put and etc. for example, „slice the shallots and garlic‟. Then, the time word is until, Such as on the sentence, „cook the shallots and garlic until it smells nice‟. Next, the adverb words such as on the sentence, „stir the rice until all the ingredients are mixed well‟. Precise term such as 2 table spoons oil. Thus, this text language feature is scored 4 or excellent. Text 2.

Mix It Up Salad

The language features of this text consist of imperative sentences, action verbs, and precise vocabulary and adverbials words. Imperative sentence such as „add the fruit‟. Then, action verbs such as „make‟, „add‟, „mix‟ and etc. Precise vocabularies in this text

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such as sentence „1/3 cup of orange juice‟. Next, the adverbial words found are „well‟ and „lightly‟. Thus, this text language feature is scored 4 or excellent. Text 3.

Snowy Owls, Large Prey Birds

The language features of procedure text are no personal pronoun, use lot of nouns and noun phrases, relation verbs and action verbs. In Snowy Owls, Large Prey Birds there are no personal pronoun. Then, noun/ noun phrase such as „large prey birds‟, „dark white feathers‟ and „snowy owls‟. Relation verb are have and are, for example „they have a round white head‟. The last there are some action verbs in this text such as „eat‟, „swallow‟, „use‟, „swivel‟ and etc. It is used present tense and some technical term. Thus, this text language feature is scored 4 or excellent. Text 4.

Kangaroo (Macrofus rufus)

No personal pronouns use in this text. Then, the noun words in this sentence are „kangaroo‟, „Australia‟, „New Guinea‟, „Marsupials‟ and some others. Then, the noun phrases are „shy animals‟, „two long feet‟ and „two strong legs‟. Relational verbs are „is‟, „have‟ and „are‟. Then, action verbs are „climb‟, „eat‟, „jump‟, „carry‟, and some others. It is used present tense and some technical term. Thus, this text language features complete and it is scored 4 or excellent. Text 5.

Durian

No personal pronoun use in this text. The noun words are durian, husk, and etc. Then the noun phrases also find in this text such as „green‟ „elliptic leaves‟ and „durian tree‟. Relational verbs also find here such as „is‟. Action verbs in this text are „grow‟, „bear‟, „hang‟ and etc. It is used present tense and some technical term. Thus, this text language features complete and score 4 or excellent.

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Text 6.

Coconuts

As report text, this text has not personal pronouns and has some nouns and noun phrases such as „durian‟ and „a thick husk‟. Then, relational verbs find here such as „is‟ and „are‟. Moreover, action verbs of this text are „use‟, „grow‟, „call‟, and „make‟. It is used present tense and some technical term. Thus, this text language features complete and score 4 or excellent. Text 7.

The Nile River

As report text, The Nile River has not personal pronouns, but it has many nouns and noun phrases such as „The Nile River‟, „longest river‟ and etc. Then, there are some relational verbs such as „is‟ and „are‟. Furthermore, there are a descriptive language „longest‟, „special‟, and etc. It is used present tense and some technical term. Thus, this text language features complete and score 4 or excellent. Text 8.

The Bengawan Solo

As report text, The Bengawan Solo has not personal pronouns, but it has many nouns and noun phrases such as „The Bengawan Solo‟, „longest river‟ and etc. Then, there are some relational verbs such as „is‟ and „are‟. Furthermore, there are a descriptive language „quite‟, „small‟, and etc. It is used present tense and some technical term. Thus, this text language features complete and score 4 or excellent. Text 9.

The Boy Who Cried “Wolf”

The text on title The Boy Who Cried “Wolf” had already completed narrative linguistic features. For example, direct speech “where is the wolf?” they asked, action verb such as ask, go, shout, adjective words angry, busy, surprise, descriptive sentence they are angry and went back to work, and time words such as then, the next day and on the third day. Thus, this text language features completed and scored 4 or excellent.

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Text 10.

The Fox And The Crow

The text on title The Fox and The Crow had already completed narrative linguistics features such as direct speech, time words, action verb, mental verb, descriptive sentence. Thus, this text language features completed and scored 4 or excellent. Text 11.

How To Send An Email In Yahoo

As a procedure text, the type of sentences in this text is command which is begun with verbs such as, „type the topic of your email in the subject fields‟. The word „type‟ in this sentence is a verb. To show the order for carrying out the procedure, this text uses numbering format. Then, the adverb in this text is „normally‟. However, this text does not have precise vocabulary. Thus, this text language features completed and scored 3 or good.

C. Supporting Materials 1. Up To Datedness All of subject materials such as, texts, table, figure and etc written in textbook have to be taken from relevant and up to datedness sources. Text 1.

Fried Rice

A procedure text on the title Fried Rice had a black and white picture in the right side, but it does not mention about text relevant and up to datedness source. Then, students may find some trouble in finding supporting materials, so it is scored 1. Text 2.

Mix It Up Salad

Same as previous procedure text, students may not find relevant and up to datedness source of text. It could be seen the title of text is compatible with the picture, but students still find some trouble in finding supporting materials. It is scored 1.

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Text 3.

Snowy Owls, Large Prey Birds

As a report text, Snowy Owls, Large Prey Birds does not mention about it relevant and up to datedness source of text. However, this text has a relevance black and white picture. Thus, it is scored 1. Text 4.

Kangaroo (Macrofus rufus)

Kangaroo had a relevance picture with text information. This text is sourced from internet which is relevant and up to date source. Thus, it is scored 4. Text 5.

Durian

Durian has an up to date text source, a website, but it is not relevant to text because students may find any articles in the website that is not focused to fruit. Then, this source is untrustworthy because of unknown text writer. Thus, it is scored 2. Text 6.

Coconuts

This text had a black and white picture in the right side, but it does not mention about text relevant and up to datedness source. Then, students may find some trouble in finding supporting materials, so it is scored 1. Text 7.

The Nile River

The Nile River is taken from a source in internet. This source is not focus to education and it is untrustworthy because of unknown text writer. It can be a supporting material, but no one can guarantee the validity of text information. Thus, it is scored 2. Text 8.

The Bengawan Solo

The Bengawan is taken from a source in internet. This source is not focus to education and it is untrustworthy because of unknown text writer. It can be a supporting material, but no one can guarantee the validity of text information. Thus, it is scored 2. Text 9.

The Boy Who Cried “Wolf”

This narrative text is taken from a book The Boy Who Cried “Wolf”and Other Stories which is published on 1998. This book

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can be relevant and up to date learning materials for students. Then, it is scored 4. Text 10.

The Fox And The Crow

As a narrative text, The Fox and The Crow is taken from a story book written by Kohwai and Young on 2003. This text can be relevant and up to date supporting learning materials for students. Then, it is scored 4. Text 11.

How To Send An Email In Yahoo

A procedure text How to Send an Email in Yahoo is taken from a source in internet. The source which is easy to access wrote some similar procedure text about email. Then, this text is scored 4.

2. Life Skills Development Subject materials such as, texts and instructions motivate students to develop their live skills. The life skills are personal skill, social skill, academic skill and vocational skill. Texts having personal skill message encourage students to recognize their selves and others people plus and minus and able to develop their selves as an autonomous human, social and god creature. Then, text having social skill message encourage students to be able to working with other people, tolerant, appreciate to gender equality, peace and anti- hardness in communication and interaction. The third is academic skill encouraging students to get benefit from the texts to solve the problem and to make decision. The last is vocational skill. Texts having this skill encourage and motivate students to have ability, attitude and skill needed by certain profession. Text 1.

Fried Rice

Seeing from its topic, this text may improve students‟ life skills development in term of personal, social, academic and vocational skills. This text encourages students to practice this text at their home, so they may know their cooking ability. If they are not able to make fried rice, they may ask another person to help them

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making this food; here their personal skill is developed. When students are able to follow fried rice instruction, they may develop academic and vocational skill. However, students may get almost those skills, if they practice this text at home. This text life skills development is scored 4. Text 2.

Mix It Up Salad

This text topic potentially improves students‟ life skills development (personal, social, academic and vocational skills). This text is scored 4. This scoring reasons same as previous text. Text 3.

Snowy Owls, Large Prey Birds

Snowy Owls, Large Prey Birds indirectly improve students‟ life skills development such as, personal, academic and vocational skills. Learning this text encourages students to know a beautiful god creation which improve their knowledge. The knowledge is needed in doing some works. This text is scored 3. Text 4.

Kangaroo (Macrofus rufus)

Kangaroo improves 3 students‟ life skills such as personal, academic and vocational skills. Same as previous text, learning this text encourages students to know a beautiful god creation which improve their knowledge. The knowledge is needed in doing some works. Then, this text is scored 3 Text 5.

Durian

Durian improves 2 students‟ life skills such as academic and vocational skills. From this report text, students know more about durian than they have vocational skills such as durian seller or farmer. This text is scored 2 because it develops two life skills. Text 6.

Coconuts

Coconut improves 2 students‟ life skills such as academic and vocational skills. Same as previous text, from this text students know more about coconuts than they have vocational skills such as

55

durian seller or farmer. This text is scored 2 because it develops two life skills. Text 7.

The Nile River

The Nile River improves 2 students‟ life skills such as academic and vocational skills. From this text students know more about The Nile River than they have vocational skills such as geographical expert or tour guide and etc. This text is scored 2 because it develops two life skills. Text 8.

The Bengawan Solo

The Bengawan Solo improves 2 students‟ life skills such as academic and vocational skills. From this text students know more about The Bengawan Solo than they have vocational skills such as geographical expert or tour guide and etc. This text is scored 2 because it develops two life skills. Text 9.

The Boy Who Cried “Wolf”

The Boy Who Cried “Wolf” improved 3 students‟ life skills such as personal, social and academic. The important thing writes in this text is honesty. This text remains students about human weakness that is sometime forget about others feeling. Then, students encourage having good relation with other people. Academically, this story enriches students‟ knowledge to solve the problem when it happened in their real life. This text is scored 3. Text 10.

The Fox And The Crow

The Fox and the Crow improves 3 students‟ life skills such as personal, social and academic. This text remains students not to believe other people say. Academically, this story enriches students‟ knowledge to solve the problem when it happened in their real life. This text is scored 3.

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Text 11.

How To Send An Email In Yahoo

This procedure text may improve students‟ life skills in term of personal, social, academic and vocational. Then, this text is scored 4.

3. Diversity Insight Development Texts and communicative instruction motivate students to develop their diversity insight. First, students are expected to be able to appreciate culture and society variety in global and local. Second, students recognize the potential and wealth of country then promote it nationally or locally. Third, students appreciate to democratic value which is appropriate with culture-social of local context. The last, students have nationality insight which develop their love to the country and patria. Text 1.

Fried Rice

This text communicatively motivates students to develop their diversity insight such as appreciation and awareness to the national heritage. Diversity insight in this text is scored 3. Text 2.

Mix It Up Salad

Mix It up Salad which consists of some fruit came from western country. Learning this text may enrich students‟ culinary knowledge and they appreciate to others people food. Even though this text informs students a food from abroad, it has not informed about their country diversity insight. Diversity insight in this text is scored 2. Text 3.

Snowy Owls, Large Prey Birds

In the report text Snowy Owls, Large Prey Birds students may not find the diversity insight message. Thus, this text is scored 1. Text 4.

Kangaroo (Macrofus rufus)

In the report text Kangaroo (Macrofus rufus) students almost can not find the diversity insight message. However, students informs about kangaroo culture/ habit that carry their baby in a pouch in the

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mother‟s abdomen. It is a good example for students to learn about loving-kindness even from an animal. Thus, this text is scored 2. Text 5.

Durian

This text writes that someone is not allowed put durian in airline cabins, hotels and some public transportation. There is not explanation for this sentence, but it could be implied that durian is banned because it smells annoy other people. From this message students learn about other people right. Because of the other diversity is not written in this text, it is scored 2. Text 6.

Coconuts

In the report text Coconut, a famous fruit in Indonesia, the diversity insight message is not stated explicitly, but hopefully learning this text encourages students to know their country wealth and potential. Thus, this text is scored 2. Text 7.

The Nile River

The Nile River which is a river located in Egypt is the longest river in the world. Thus, students know other country wealth. This text is scored 2. Text 8.

The Bengawan Solo

The Bengawan is a river in solo in Central java, Indonesia. Learning this text helped students in developing their diversity insight. From the sentence “the Bengawan Solo river is the longest river in Java Island”, students realized the beauty of their country. Then, this text motivated students to love and appreciate their country wealth more. Unfortunately, students could not find a democratic value in this text. According to these reasons this text scored 3. Text 9.

The Boy Who Cried “Wolf”

This text is scored 1 because there are no diversity insight criteria in this text. This text focused to tell a story about the important of honesty in daily life.

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Text 10.

The Fox And The Crow

The Fox and the Crow is a narrative text telling about fox and crow story. Students may found moral message in this text, but it does not provide diversity insight message. Thus, it is scored 1. Text 11.

How To Send An Email In Yahoo

This text is scored 1 because there is no diversity insight message in this text.

II.

FEASIBILITY OF LANGUAGE

Table 4.2 (Language feasibility) SUB COMPONENT

ITEMS

1.The A. The Compatibility Compatibility of Of Students‟ Students Cognitive Development Development Level Level

TEXTS Text 1 Fried Rice Text 2 Mix It Up Salad Text 3 Snowy Owls, Large Prey Birds Text 4 Kangaroo Text 5 Durian Text 6 Coconuts Text 7 The Nile River Text 8 The Bengawan Solo Text 9 The Boy Who Cried “Wolf” Text 10 The Fox And The Crow Text 11 How To Send An Email In Yahoo Text 1

1

SCORE 2 3 4            

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2.The Compatibility Of Students‟ SocioEmotional Level Development

B. Communicative

1. Message Readability

Fried Rice Text 2 Mix It Up Salad Text 3 Snowy Owls, Large Prey Birds Text 4 Kangaroo Text 5 Durian Text 6 Coconuts Text 7 The Nile River Text 8 The Bengawan Solo Text 9 The Boy Who Cried “Wolf” Text 10 The Fox And The Crow Text 11 How To Send An Email In Yahoo Text 1 Fried Rice Text 2 Mix It Up Salad Text 3 Snowy Owls, Large Prey Birds Text 4 Kangaroo Text 5 Durian Text 6 Coconuts Text 7 The Nile River Text 8 The Bengawan Solo Text 9 The Boy Who Cried “Wolf”

                  

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2.Language Accuracy

C. Cohesion and Coherence of idea

1. Cohesion of idea

Text 10 The Fox And The Crow Text 11 How To Send An Email In Yahoo Text 1 Fried Rice Text 2 Mix It Up Salad Text 3 Snowy Owls, Large Prey Birds Text 4 Kangaroo Text 5 Durian Text 6 Coconuts Text 7 The Nile River Text 8 The Bengawan Solo Text 9 The Boy Who Cried “Wolf” Text 10 The Fox And The Crow Text 11 How To Send An Email In Yahoo Text 1 Fried Rice Text 2 Mix It Up Salad Text 3 Snowy Owls, Large Prey Birds Text 4 Kangaroo Text 5 Durian Text 6 Coconuts

                   

     



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2. Coherence of idea

Text 7 The Nile River Text 8 The Bengawan Solo Text 9 The Boy Who Cried “Wolf” Text 10 The Fox And The Crow Text 11 How To Send An Email In Yahoo Text 1 Fried Rice Text 2 Mix It Up Salad Text 3 Snowy Owls, Large Prey Birds Text 4 Kangaroo Text 5 Durian Text 6 Coconuts Text 7 The Nile River Text 8 The Bengawan Solo Text 9 The Boy Who Cried “Wolf” Text 10 The Fox And The Crow Text 11 How To Send An Email In Yahoo



  

 

              

4. 

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A. The Compatibility of Students Development Level 1. The Compatibility of Students‟ Cognitive Development Level The language which is used in explanation and instruction is compatible with students‟ cognitive level. Difficulty and familiarity are facilitated explicitly. Text 1.

Fried Rice

The sentences in this procedure text are easy to understand. However, it does not have an instruction for students to guide student find the meaning of the text and question and answer exercise. Then, after reading for moment, there is construct and compose instruction. Ideally, students should understand the information of text, then students may ask to construct and compose others text. Clearly, before giving writing material, teacher should make him/her self sure that students understand reading material. To make him/her sure, teacher may give students some questions about text. Thus, this text is scored 3. Text 2.

Mix It Up Salad

Generally, this text is compatible to students‟ cognitive level. Then, textbook writers provide six questions about text. These questions are useful to make sure that students understand about the text.

This text compatibility to students‟ cognitive

development level is scored 4. Text 3.

Snowy Owls, Large Prey Birds

The text explanation is compatible to students‟ cognitive level. The instruction is simple and easy to understand such as task 1 “work in pairs. With your partner, write five comprehension questions. Give your questions to the other pair. See whether they can answer your questions”. After comprehension tasks, there is explanation about text generic structure written in table. Table may help students understand the text generic structure easily. According to these

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reasons,

the

text

compatibility

with

students‟

cognitive

development level is scored 4. Text 4.

Kangaroo (Macrofus rufus)

This report text explanation is compatible to students‟ cognitive level. Most of sentence type is simple sentence. The generic structure of this text is labeled directly. Thus, students knew where the identification/classification or description precisely. Moreover, there is a report text language focus written after Kangaroo text. It helped students to understand more about report. On the other hand this text had not question instruction/comprehension task which help students understand more about text and help teacher to make sure that students understand the text. Finally, this text compatibility with students‟ cognitive development level is scored 3. Text 5.

Durian

The text explanation is compatible to students‟ cognitive level. It had some difficult words such as cabin, elliptic, propagated and etc, but there is not facilitation/instruction to help students understand those words. It gave over to teacher to solve the problem. Moreover, this text has comprehension task where students are asked to make some questions about the text. Ideally, this instruction happened after teacher gave text explanation. If teacher explanation is skipped, this comprehension task confusing students. This text compatibility with students‟ cognitive development level is scored 2. Text 6.

Coconuts

The text explanation is compatible to students‟ cognitive level. This text contains some new vocabularies relating to coconut. It is introduced by pictures; students have to find picture vocabulary in English. Next, students would find comprehension task that is

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some question about coconut text. This text compatibility with students‟ cognitive development level is scored 4. Text 7.

The Nile River

This text explanation is compatible to students‟ cognitive level. It had some unfamiliar vocabulary for students, but there is no any instruction to facilitate students to understand this vocabulary. Then, same as the Durian text, it had comprehension task where students are asked to make some questions about the text. Ideally, this instruction happened after teacher gave text explanation. This text compatibility with students‟ cognitive development level is scored 2. Text 8.

The Bengawan Solo

Text explanation is compatible to students‟ cognitive level and it topic contextual enough. It had no any instruction to facilitate students to understand these new vocabularies. Then, there is instruction which encouraged students to know The Bengawan Solo generic structure. Finally, this text compatibility with students‟ cognitive development level is scored 3. Text 9.

The Boy Who Cried “Wolf”

This text has some familiar vocabulary for third junior level thus it is easy to understand. The instructions also are easy to understand. Moreover, a vocabulary instruction challenges students to know English word meansing in English. It trains students to use English –English dictionary. Thus this text compatibility with students‟ cognitive development level is scored 4. Text 10.

The Fox And The Crow

This text is easy to understand because most of it vocabularies are familiar. However, this text had not comprehension task/ instruction to make teacher sure that students understand about text. This text compatibility with students‟ cognitive development level is scored 3.

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Text 11.

How To Send An Email In Yahoo

This text topic is compatible to students need. In this text students could find some confusing email technical term. This textbook writer should write those technical term directly with it picture to make they describe the vocabulary easily, but they does not do this important thing. Moreover, there is not comprehension task to make encourage students understand the text. It is jump to writing material. Even so, this writing exercise is quite good because it is set directly in the email format.

This text compatibility with

students‟ cognitive development level is scored 2. 2. The Compatibility of students‟ socio-emotional level development The language which is used in explanation and instruction is compatible with students‟ socio-emotional level. Socio-emotional includes 1) self-awareness; recognizing self feeling; 2) managing emotions; 3) self-motivation; 4) empathy and perspective taking; and 5) social skills. Text 1.

Fried Rice

This text is not directly explain about students socio-emotional condition, but it can be implied that this text help students to develop their socio emotional to be better. This recipe informing students the way in making fried rice motivates students to make a food by them selves. Practicing this recipe trains students‟ self motivation and emotion. This text compatibility with students‟ socio-emotional level development is scored 3. Text 2.

Mix It Up Salad

Mix it up salad is a recipe (procedure text). It is suitable to students‟ socio emotional development even though it is not written explicitly. The text explanation encourages students to know that making a food is not easy and it may train their patient.

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This text compatibility with students‟ socio-emotional level development is scored 3. Text 3.

Snowy Owls, Large Prey Birds

This report text explains about snowy owl classification, habit, favorite food and unique characteristics. Furthermore, this text has information which informs students the way to get approach with snowy owl. However, it has less socio emotional message. This text

compatibility

with

students‟

socio-emotional

level

development is scored 2. Text 4.

Kangaroo (Macrofus rufus)

Kangaroo has a pouch used to carry it babies. This text teach about patience, love, pity and responsible. This text compatibility with students‟ socio-emotional level development is scored 3. Text 5.

Durian

From sentence „it is the only fruit which is banned from airline cabins, hotels and some public transportation‟ students learn about respect and politeness. It is well known that durian has special smell which may disturb other people who are not like durian much, so it is banned from public place mentioned in the text. There are not many socio-emotional explanations in this text. Generally this text reports about durian classification and description. Thus it is scored 3. Text 6.

Coconuts

This report is compatible enough with students‟ socio-emotional level development. Indirectly, coconuts teach students to be a good person which has multi talented. It is well known that people can use every single inch of coconut. Then it is scored 3. Text 7.

The Nile River

One of these text explanations is the important of Nile River. It implies that as human being we should use the natural resources

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maximal without exploitation. However it has less socio-emotional message. Then, it is scored 2. Text 8.

The Bengawan Solo

Same as previous text, this text is about a river. It implies that as human being we should use the natural resources maximal without exploitation. However it has less socio-emotional message. Then, it is scored 2. Text 9.

The Boy Who Cried “Wolf”

This narrative text states some moral value which develop students self awareness, managing emotion and empathy and perspectivetaking. These socio-emotional messages stated in this narrative story. This text socio-emotional is scored 4. Text 10.

The Fox And The Crow

This narrative text has some moral value which develop students self awareness, managing emotion and empathy and perspectivetaking. These socio-emotional messages stated in this narrative story. This text socio-emotional is scored 4. Text 11.

How To Send An Email In Yahoo

The text message does not contain social-emotional of condition. However, following this procedure text instruction in real life encourages students to be patience. Thus, it is scored 2.

A. Communicative 1. Message readability The messages of texts are presented clear and easy to understand by students. Text 1.

Fried Rice

This text is a recipe in making Fried Rice. Generally this text is easy to understand, but there are 2 things missing in the steps part. In ingredients part it is written fried rice needs 1 tablespoon soybean sauce and 1 egg, but it is not mention in cooking step. In

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the fifth steps of cooking, the rice is seasoned with some salt and pepper; usually it is followed by pouring 1 table spoon soybean sauce. Then, egg is fried after or before the fried rice ready. Finally, this text message readability is scored 2. Text 2.

Mix It Up Salad

This text is a recipe in making fruit salad. Actually this kind of food can be a new food for students. Yet, this text has it own text explanation. Then, in equipment text writer should write „a knife‟ used to cut strawberries, honeydew melon and etc. Generally, this sentence is readable. Thus, this message readability is scored 3. Text 3.

Snowy Owls, Large Prey Birds

This text readability message is compatible to students‟ cognitive level, but the text has many noun phrases which may confuse students. For example, „a black curved beak‟ and „strong black claws‟. Actually, noun phrase is the linguistics feature of report text which is expected to help students enriches their English knowledge. This difficulty should be facilitated by noun phrases explanation and translation. The translations are expected make students familiar with the words formation. Generally this text is readable, so this message readability is scored 3. Text 4.

Kangaroo (Macrofus rufus)

Same as previous text, this text has many noun phrases which are consist of 3 words or 2 words. Some of this noun phrases may confuse students because it length or it vocab. Then, in this text there is a sentence „these shy animals live about 6 years in the wild and up to 20 in captivity‟. It is unclear what 20 (years/month/weak or etc). Finally, this message readability is scored 3. Text 5.

Durian

Generally, this text is readable. In the first paragraph of this sentence, it is written that „it (durian) is the only fruit which is banned from airline cabins, hotels and some public transports‟, but

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there is not further explanation why durian is banned in that place. Thus, this message readability is scored 3 Text 6.

Coconuts

This text reports about coconuts. In this report, coconuts are classified and describe. This text readable and suitable enough to students‟ level .because it gives clear description about coconuts simply and shortly. Thus, this message readability is scored 3. Text 7.

The Nile River

This text is complex enough for third junior high school. The writers of this text should have a picture of Nile tributaries to make students understand easily. Without any tributaries illustration, this text can be hard to be understood. Then, this message readability is scored 2. Text 8.

The Bengawan Solo

The explanation about The Bengawan Solo location may confuse students. The illustration or map around The Bengawan Solo believes help students to understand easily. Students may find some problem in understanding the text without illustration. This message readability is scored 2. Text 9.

The Boy Who Cried “Wolf”

This text is relevant for students learning. This text sentences or vocabularies are familiar, simple and easy to understand. However, there is a typos in the sentence „they boy fell back and started laughing‟. The word „they‟ in that sentence must be „the‟. Finally, this text readability is scored 3. Text 10.

The Fox And The Crow

Same as previous text, this text is quite good for students to learn. This text sentences are simple and easy to understand. Most of vocabularies are familiar to students. However, the word „looked up‟ in third paragraph is inappropriate with the sentence. This sentence needs a verb „look‟ not „look up‟. Look up means to

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become better. Text writers should be aware to words selection because the selection may influence students‟ text understanding. Because the word miss selection in this text is not fatal, this text readability is scored 3. Text 11.

How To Send An Email In Yahoo

This text is a procedure text telling the way to send an email in yahoo. Not all of students ever send email. This text may inform new information for students. Moreover, this text states some email technical term which should be presented with it picture such as, „compose‟ and „compose text message‟. Then, this text does not mention the function of Cc, Bcc, attachments and discard. Furthermore, some equipment needed in sending email does not mention such as an email account, connection to internet and etc. The readability message of this text is scored 2.

2. Language Accuracy The messages that are presented are compatible with English language rule. Text 1.

Fried Rice

The language accuracy of this text is well accepted even though there are 2 ingredients missing in the step part. This text is scored 4. Text 2.

Mix It Up Salad

This recipe language is accurate to the grammatical rules. Then, this text is scored 4. Text 3.

Snowy Owls, Large Prey Birds

In third paragraph of this text, there is a sentence „snowy owls eat small mammals, such as rats and rabbit, such as geese and ducks‟. In this sentence there is a repetition for word „such as‟ which can be omitted. This sentence language accuracy is scored 3.

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Text 4.

Kangaroo (Macrofus rufus)

This recipe language is accurate to the grammatical rules. Then, this text is scored 4. Text 5.

Durian

Most of sentences in Durian text are simple sentence. Actually, simple sentence can be joined together. For example, the sentences „it is native to Southeast Asia. Durian is known as „King of Fruit‟‟ can be joined together. It can be complex sentence such as, „Durian which is native to Southeast Asian is known as „King of Fruit‟‟. Using varied type sentence may enrich students‟ grammatical knowledge. This text sentence accuracy is scored 3. Text 6.

Coconuts

In the third paragraph of Coconut there are two sentences „inside the shell there is white oily flesh. Inside the shell there is also a sweet fluid.‟ This sentence can be joined together to be „inside the shell there is white oily flesh and a sweet fluid‟. This language accuracy is scored 3. Text 7.

The Nile River

The sentences in this text are accurate. Then, this text language accuracy is scored 4. Text 8.

The Bengawan Solo

Third sentence in the second paragraph is „it ends in Java Sea near the city of Surabaya‟. The word „it‟ has unclear reference. It is unclear whether refers to „The Bengawan Solo‟, „The Madiun River‟ or The Brantas River‟. Thus, this text language accuracy is scored 2. Text 9.

The Boy Who Cried “Wolf”

The sentences in this text are suitable with English grammatical rules. Then, this text is scored 4.

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Text 10.

The Fox And The Crow

Because this text type is narrative, it used simple past. Then, sentences in this text are suitable with English grammatical rules. This text is scored 4. Text 11.

How To Send An Email In Yahoo

Type of sentences in this text is command and use simple present because this text genre is procedure. Language accuracy of this text is scored 4.

B. The Cohesion and Coherence of idea 1. Cohesion of idea The message or materials that are presented have to be cohesive. Text 1.

Fried Rice

This text is not cohesive because there are two steps missing. Nonetheless, this text having complete procedure component such as

ingredients,

equipment

and

steps

is

cohesive

and

understandable. This text is scored 2. Text 2.

Mix It Up Salad

All of procedure text component such as ingredients, equipment and steps are written completely cohesive. Then, it is scored 4. Text 3.

Snowy Owls, Large Prey Birds

This text consists of 5 paragraphs. In the first paragraph, text writer wrote snowy owls classification which is followed by their body characteristics in second paragraph. Then, third paragraph about snowy owls favorite food and fourth about their unique characteristics then, last paragraph about owls‟ personality. To make better paragraph arrangement, the Snowy Owls, Large Prey Birds favorite food paragraph should be written in the last paragraph. Finally, this text coherence and unity is scored 3.

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Text 4.

Kangaroo (Macrofus rufus)

Kangaroo has cohesive arrangement of paragraph. First paragraph explains about kangaroo classification. The second until fourth paragraph explain about its description. They are body description, favorite food and where it lives. Then this text is scored 4. Text 5.

Durian

This text wrote about a report of durian. It consisted of 4 paragraphs. They are durian classification, durian tree and fruit, durian containing, and how durian grow. According to writer, it can be more cohesive, if it is written from durian classification, durian fruit characteristic and content, way durian grow, and durian tree. This text is scored 3. Text 6.

Coconuts

This text consists of 6 paragraphs. Ideally, first paragraph written about coconuts classification, but it is also written about coconut tree palm. This explanation bothers the explanation of coconut classification. It may make the reader confuse whether the text report about coconut or coconut tree only. The coconut tree should be part of coconut report. This text should be written properly begin from coconut classification, fruit description and contain, coconut palm, and finally where it usually grow. This text is scored 2. Text 7.

The Nile River

The Nile River is a report text explains about Nile River geographic and important. Because the explanation about the river geography is length enough, it is divided in to two paragraphs. It is also occur in the river important explanation. This text is scored 3. Text 8.

The Bengawan Solo

Same as previous text, The Bengawan Solo, this text explains about the river geography and important. The text writer wrote lot of explanation about river geography which is divided in to two

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paragraphs. Also, it‟s lot of explanation about the important of river. This text is scored 3. Text 9.

The Boy Who Cried “Wolf”

This text is easy to understand because it used familiar vocabularies. This text has been written cohesively that is begun from orientation; where the shepherd boy thought about make some fun, complication; the boy played a trick which made villagers angry and resolution; all of his sheep were eaten by wolf. This text is scored 4. Text 10.

The Fox And The Crow

Same as previous text, this text is easy to understand and well arrange. This text begun from a crow had stolen a piece of meat and the fox wanted to eat crow meat. The fox did series ways to get it and finally he got it. This text is scored 4. Text 11.

How To Send An Email In Yahoo

This text does not mention some tools which are needed sending email which make this procedure text less cohesive. This text is scored 2.

2. Coherence of idea The message or materials that are presented have to be coherent. Text 1.

Fried Rice

This text paragraphs (ingredients, equipments and steps) have good relation to each other, even though in the steps paragraph there are 2 steps missing which bother the correlation between each steps. According to this finding, the text is scored 3. Text 2.

Mix It Up Salad

This text paragraphs (ingredients, equipments and steps) have good relation to each other, even though ingredient paragraph is written as „you‟ll need‟ and cooking steps paragraph are not written as „steps‟ explicitly. According to this finding, the text is scored 3.

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Text 3.

Snowy Owls, Large Prey Birds

The message and material which is presented in this text reflects good sequences. This text is scored 4. Text 4.

Kangaroo (Macrofus rufus)

This text consists of four paragraphs. In the third paragraph, it is written that „they dig their own water wells‟ the writer should give further explanation about how kangaroos dig the wells in order to get more understanding about the text. This text is scored 3. Text 5.

Durian

This text consists of fourth paragraphs. Each paragraph explains about different description of durian. The message and material which is presented are understandable. It is scored 4. Text 6.

Coconuts

There is some inappropriateness found in this text. For example, the first paragraph explains about coconut classification, but third sentence in this paragraph told about coconut tree and where it grows. Furthermore, the tree explanation is continued to second paragraph. In addition, there are 2 sentences which can be joined together such as on the third paragraph “inside the shell there is white oily flesh. Inside the shell there is also a sweet fluid”. This text coherence and unity is scored 2. Text 7.

The Nile River

Generally this text quit coherence. However, students may find a sentence “people also fish this river”, this sentence had not further explanation and made it less coherent with other sentences in the paragraph. According to this finding, this text is scored 3. Text 8.

The Bengawan Solo

This text explains about The Bengawan Solo geography and important. In line 10, it is written that „the solo river is not only important for farmers, but also for paleontologist‟. If text writer

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wanted to write this sentence, he/she should explain about the river important for farmer in previous sentence. This text is scored 3. Text 9.

The Boy Who Cried “Wolf”

This text is easy to understand. All of sentences in this paragraph are coherence. The sentence „on the third day……‟ should be joined to the sentence „”help! Help!.......‟. However, it does not prevent students understand the text information. It is scored 4. Text 10.

The Fox And The Crow

This text is easy to understand because all of sentences in this paragraph are written coherently. It is scored 4. Text 11.

How To Send An Email In Yahoo

The steps of this procedure text are not fully coherent. However, some of steps in this text do not have further explanation for email technical term. With the result that it bothers students‟ understanding. Then, this text cohesion and unity is cored 2.

III.

PRESENTATION

Table 4.3 (Presentation) SUB COMPONENT A. PRESENTATION TECHNIQUE

3. LEARNING PRESENTATION

ITEMS 1. 2. 1. 2.

3. 4.

5. PRESENTATION COMPLETENESS

1. 2. 3.

Systematic Chapter equilibrium Students‟ center Development of students‟ initiative, creativity, and critical thinking Development of students‟ autonomous learning Development of students‟ ability to self reflex/ evaluate Introduction Content Closing

1

2

SCORE 3         

4

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A. Presentation Technique 1. Systematic Systematic means materials and instructions are presented in the form of texts, communicative instruction, illustration and symbol written systematically according to the materials characteristics and at least it has opening, content and closing. This textbook wrote materials not fully systematically. Every texts stating in this textbook is followed by picture as description/illustration about text topic. Then, text presentation is compatible enough with Curriculum requirement that are procedure, report, narrative and procedure. Then, English materials must be written in order such as listening, speaking, reading and writing. Yet, in the first chapter of this textbook students are introduced with a text Fried Rice which is followed by writing instruction. Besides, learning English should be begun

by

listening,

speaking

and

writing.

This

textbook

systematization is scored 2. 2. Chapter equilibrium Chapter equilibrium means materials and instructions presented in form of text, communicative instruction, illustration and symbol in each chapter equally. In the content standard it is written that students have to learn about procedure text and report text in the first semester, and narrative and procedure text in the second semester. According to this book, it has 2 procedure texts, 6 report texts, 2 narrative texts and on the last chapter there is a procedure text. It can be said that report text dominate the genre of text. Then, this chapter equilibrium is scored 2.

B. Learning Presentation 1. Students‟ center. Students‟ center means the presentation of Materials and instructions encourage students to interact in English between students and

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students, students and teacher and students with their environment broadly. The materials in this book have to concern about students‟ center. The students‟ center aspect can be analyzed from it material topic and instruction. Material and instruction presentation should encourage students to interact with other student, teacher and broader environment. In this textbook there are some instruction encouraging students‟ interaction. Such as: 1. Work in pairs. With your partner, write five comprehension questions. Give your questions to the pair. See whether they can answer your questions. 2. Work in a group 3 – 4 and do the following tasks. Decide the text above. Is it descriptive, procedural, or report text? Identify the text part? 3. Find the mistakes. Write two true sentences and two false sentences about the text. Read your sentences to your friends. Let them decide whether your statements are true or false. 4. And etc. This textbook students‟ center are scored 3. 2. Development of students‟ initiative, creativity, and critical thinking It means topic of these texts motivates students to improve their initiative, creativity, and critical thinking implicitly. The presentation of Materials and instructions encourage students to do some communicative activity orally or written based on their initiative creatively and critically. In first chapter texts are recipes making food. These texts give idea to be creative students. Generally, this material and instruction presentation about development of students‟ initiative, creativity, and critical thinking are scored 3.

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3. Development of students‟ autonomous learning Development

of

students‟

autonomous

learning

means

the

presentation of Materials and instructions encourage students to responsible with their own learning. There are some instruction in this text encourage students doing autonomous learning such as making some questions based on the text. The development of students‟ autonomous learning in material and instruction presentation is scored 3. 4. Development of students‟ ability to self reflex/ evaluate It means the presentation of Materials and instructions encourage students to know their success and fail in doing their own learn and communicative activity. The materials and instructions present in this textbook good enough to encourage students‟ ability to self reflex/evaluate. Thus, it is scored 3.

C. The Presentation Technique Support 1. Opening In terms of opening, textbooks have to have preface and table of content. This textbook opens with preface from authors. The preface consists of the book materials description, special thanks and authors hope. Then, there are map of the book and simple list of contents written by it unit name only such as unit 1. Slice the onion, please. This opening presentation completeness is scored 3. 2. Content In terms of content, textbooks have to have introduction, learning responsibility, references, summary and reflections. In first part of textbook there is a map of the book which is used as a guide for students and teacher in learning and teaching process. Some of this textbook reading materials have 3 part material explanation,

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structurally exercise, and autonomous activity. Some of them only have 1 or 2 parts. Students may find some text, tables and pictures. Some texts have it sources such as a narrative text The Fox and the Crow on page 165 whereas some of them do not have such as Fried Rice on page 25. Some of tables have title and reference such as on page 60. The pictures references are written in the bibliography. Furthermore, text, tables and pictures do not have serial number. However, 6 chapters written in this textbook do not have conclusion and reflection. According to these finding, this content part is scored 2. 3. Closing In terms of closing, textbooks have to have glossarium, bibliography and index. Closing consists of three part glosarium, bibliography and index. This textbook does not have index and glossarium which consists of important technical terms of text written alphabetically. Then, bibliography is in the last chapter. Because of this finding, this closing part is scored 2.

B. Data Interpretation This research is used an instrument which is designed by BNSP. To identify English on Sky 3 reading materials compatibility with curriculum, the writer analyzed three aspects of reading materials and textbook to be evaluated. They are content compatibility, language feasibility and presentation. The first component to be analyzed is textbook content compatibility. It consists of three sub component. They are the compatibility of reading materials with competence standard and basic competence, materials accuracy, and supporting materials.

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In terms of the compatibility of reading materials with competence standard and basic competence they are two kinds of unit: completeness and in depth. The completeness means that functional texts which are given to students are related with students‟ daily activities and other lessons. Some of the texts in this textbook are compatible with content completeness criteria, but some others texts are not compatible with the criteria. The text Fried Rice, Kangaroo, Durian, Coconuts, The Nile River, The Bengawan Solo, The Boy Who Cried “Wolf”, The Fox And The Crow, and How To Send An Email In Yahoo have fulfilled the completeness requirement. Nevertheless, a procedure text, Mix It up Salad and Snowy Owls, Large Prey Birds have not fulfilled the completeness requirement because this text is not contextual to students‟ daily life and slightly relate to others lesson. In depth criteria urges reading materials to have social function, generic structure and language feature explanation. Some texts such as, Mix It up Salad, Snowy Owl Large Pray Birds, Kangaroo, and The Nile River have fulfilled in depth criteria. However, the rest of texts do not provide complete in depth criteria. In terms of material accuracy, all of texts fulfilled the materials accuracy. (social function, generic structure and language feature). It means, the texts deliver the message or information appropriate with the text genre. For example, if text is categorized as procedural text, it delivers the message or information to make/ do something. Here is further materials accuracy explanation: 1. Social function Procedural text social function is to tell someone to do or to make something. Procedural texts in this textbook are Fried Rice, Mix It up and How To Send An Email In Yahoo. Narrative text social function is to entertain and to educate reader about moral value. Narrative texts in this textbook are The Boy Who Cried “Wolf”, and The Fox and the Crow.

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Report text social function is to explain the generic truth about someone/thing/animals including its classification, definition and general characteristics. Report texts in this textbook are Snowy Owls Large Prey Birds, Kangaroo, Durian, Coconuts, the Nile River and The Bengawan Solo. 2. Generic structure. Procedural text generic structure at least includes all of steps to do or to make something without telling it equipments, and ingredients. Procedural texts in this textbook are Fried Rice, Mix It up and How To Send An Email In Yahoo. Narrative text generic structures are orientation, complication and solution. Narrative texts in this textbook are The Boy Who Cried “Wolf”, and The Fox and the Crow. Report text generic structure contains some explanation about generic truth of someone/thing/animals includes it classification, definition and general characteristics with or without telling it definition and classification explicitly. Report texts in this textbook are Snowy Owls Large Prey Birds, Kangaroo, Durian, Coconuts, the Nile River and the Bengawan Solo. 3. Language feature All of textbook texts have appropriate language feature according to their text genre. In the sub component supporting materials there are three kinds of unit: Up to datedness, life skill development and diversity insight development. To the extent of Up to datedness, texts, table, figure and etc must be taken from relevant and up to date sources. There are 4 texts which are taken from relevant resources; the Boy Who Cried “Wolf”, The Fox and the Crow, Kangaroo and How To Send An Email In Yahoo. The text the Boy Who Cried “Wolf” and the Fox and the Crow were taken from an English story book whereas the Kangaroo and How to Send an Email in Yahoo were taken from sources in internet which relate to text topic.

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Next unit is life skill development criteria (personal skill, social skill, academic skill and vocational skill). The text Fried Rice, Mix it up Salad and How to Send an Email in Yahoo have complete message which could develop students‟ life skills. Similarly, the Text Snowy Owls, Large Prey Birds, Kangaroo, the Boy who cried “Wolf’, The Fox and the Crow fulfill 3 life skills criteria. Then, the rest of texts only have 2 life skills criteria. In case of Diversity insight development, there are only two texts which contain diversity insight. They are Fried Rice and The Bengawan Solo. Implicitly, these texts inform Indonesian students about their culture and nature.

Table 4.4 (the compatible text with content completeness) SUB COMPONENT A. The compatibility of reading materials with competence standard and basic competence.

ITEMS

1.Completeness

2. In Depth

AMOUNT OF TEXTS

9

4

a. Social function

11

b. Generic structure

11

c. Language feature

11

B. The materials accuracy

THE COMPATIBLE TEXTS Fried Rice, Kangaroo, Durian, Coconuts, The Nile River, The Bengawan Solo, The Boy Who Cried “Wolf”, The Fox And The Crow, and How To Send An Email In Yahoo. Mix It up Salad, Snowy Owl; Large Pray Birds, Kangaroo, and The Nile River. Fried Rice, Mix It up Salad, Snowy Owls; Large Prey Birds, Kangaroo, Durian, Coconuts, The Nile River, The Bengawan Solo, The Boy Who Cried “Wolf”, The Fox And The Crow, and How To Send An Email In Yahoo. Fried Rice, Mix It up Salad, Snowy Owls Large Prey Birds, Kangaroo, Durian, Coconuts, The Nile River, The Bengawan Solo, The Boy Who Cried “Wolf”, The Fox And The Crow, and How To Send An Email In Yahoo. Fried Rice, Mix It up Salad, Snowy Owls Large Prey Birds, Kangaroo,

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1. Up to datedness

C. Supporting materials

2. Life skill development

3. Diversity insight development

4

7

Durian, Coconuts, The Nile River, The Bengawan Solo, The Boy Who Cried “Wolf”, The Fox And The Crow, and How To Send An Email In Yahoo. The Boy Who Cried “Wolf”, The Fox and the Crow, Kangaroo and How To Send An Email In Yahoo. Fried Rice, Mix it up Salad, Snowy Owls; Large Prey Birds, Kangaroo, the Boy who cried “Wolf’, The Fox and the Crow and How to Send an Email in Yahoo Fried Rice and The Bengawan Solo

2

Then, second component to be analyzed is textbook language feasibility. It consists of three subcomponents. They are compatibility of students‟ development level, communicative, cohesion and coherence of idea. In the sub components students‟ development level compatibility, there are two items: the compatibility of students‟ cognitive development level and the compatibility of students‟ socio-emotional development level. In term of compatibility of students‟ cognitive development level, The text Fried Rice, Mix It Up Salad, Snowy Owl; Large Prey Birds, Kangaroo, Coconuts, The Bengawan Solo, The Boy Who Cried “Wolf”, and The Fox and the Crow are compatible with students cognitive level. These texts are easy to understand because it relate to students daily life and used familiar vocabulary. If the texts contain new information it is provided by exercises encouraging students to get further comprehension about it. In contrary, some texts on title Durian, the Nile River, and How To Send An Email In Yahoo are not compatible with students‟ cognitive level because these texts state some vocabularies and technical terms which can be new vocabularies for students and do not facilitate by further explanation. In the event of the compatibility of students‟ socio-emotional development level, some texts are appropriate to students‟ socio-emotional level even though

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the socio-emotional messages are stated implicitly for example, the text, the Boy Who Cried “Wolf” teaches students to be honest and mature students. They are Fried Rice, Mix It Up Salad, Kangaroo, Durian, Coconuts, The Boy Who Cried “Wolf”, and The Fox and the Crow. In the sub component communicative, there are two kinds of unit: message readability and language accuracy. According to message readability description, text must be clear and easy to be understood by students. The Texts Mix It Up Salad, Snowy Owls; Large Prey Birds, Kangaroo, Durian, Coconuts, The Boy Who Cried “Wolf” and The Fox And The Crow are readable. The text Fried Rice, The Nile River, The Bengawan Solo And How To Sent And Email In Yahoo. The text Fried Rice is less readable because there are 2 steps missing which may prevent students from understanding the text. Then, The Nile River, The Bengawan Solo and How to Sent and Email in Yahoo were not provided by illustration to make it more east to understand. In case of language accuracy, 10 texts in this textbook are accurate. Every genre of texts used it own tense. For example, the text as a narrative text The Fox and the Crow is used simple past tense. Report and procedural texts use present tense. However, report text, The Bengawan Solo, does not fulfill language accuracy. In terms of cohesion and coherence, the word cohesion means all of sentences in all of paragraphs are written to give information which is focused to 1 purpose and 1 topic. Then, coherence of idea means that the message or materials must be related each other between sentences and paragraph. Most of the texts in this textbook are cohesion and coherence, but a report text such as Coconut is less coherent and cohesion because of it topic explanation.

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Table 4.5 (the compatible texts with language feasibility) SUB COMPONENT

A. The compatibility of students development level

ITEMS 1. The compatibility of students‟ cognitive development level 2. The compatibility of students‟ socioemotional level development

AMOUNT OF TEXTS

8

7

1. Message readability

7

2. Language accuracy

10

1. Cohesion of idea

7

2. Coherence of idea

9

B. Communicative

C. Cohesion and coherence of idea

THE COMPATIBLE TEXTS Fried Rice, Mix It Up Salad, Snowy Owl; Large Prey Birds, Kangaroo, Coconuts, The Bengawan Solo, The Boy Who Cried “Wolf”, The Fox and the Crow Fried Rice, Mix It Up Salad, Kangaroo, Durian, Coconuts, The Boy Who Cried “Wolf”, and The Fox and the Crow. Mix It Up Salad, Snowy Owls; Large Prey Birds, Kangaroo, Durian, Coconuts, The Boy Who Cried “Wolf” and The Fox And The Crow. Fried Rice, Mix It Up Salad, Snowy Owl; Large Prey Birds, Kangaroo, Durian, Coconuts, The Nile River, The Boy Who Cried “Wolf”, The Fox and the Crow, and How To Send An Email In Yahoo. Mix It Up Salad, Snowy Owl; Large Prey Birds, Kangaroo, Durian, The Nile River, The Bengawan Solo, The Boy Who Cried “Wolf”, and The Fox and the Crow. Fried Rice, Mix It Up Salad, Snowy Owl; Large Prey Birds, Kangaroo, Durian, The Nile River, The Bengawan Solo, The Boy Who Cried “Wolf”, and The Fox and the Crow.

The amount of criteria from content completeness and language feasibility are 14. The criteria that are fulfilled by all of text are social function, generic structure, language feature, the compatibility of students‟ socio-emotional level development and language accuracy. In contrary, the criteria that are fulfilled by few text are diversity insight development (2 texts), in depth (4 texts) and up to datedness (4 texts).

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The last component is textbook presentation. According to this finding, the textbook is not fully compatible with the presentation criteria of school levelbased curriculum because half of criteria have been achieved, but some others have not. Materials and instructions of this textbook have been designed by concerning to students center, students‟ initiative, creativity, critical thinking, autonomous learning and ability to self reflex/evaluate. Nevertheless, this textbook is not completed by pictures‟ and tables‟ serial number, chapter conclusion and reflection, glossarium, index. Consequently, based on the findings above, the writer may conclude that the reading materials on English on Sky 3 (third grade of junior high school) written by Dr. Mukarto M.Sc is not fully compatibility with the school level-based curriculum. For example, text 1 Fried Rice, this text is compatible with the completeness, procedure social function, generic structure, language feature, life skill development, and diversity insight. However, it is not fulfilled in depth and up to datedness criteria. In contrary, text 2 mix it up salad is not compatible with completeness criteria, Up to datedness, diversity insight and some others, but it is compatible with materials accuracy, and life skill development criteria. Ideally, textbook must be relevant to curriculum. According to Byrd, a point to be analyzed in textbook evaluation is textbook compatibility with curriculum 1 . However, the relevancy of English on Sky 3 cannot fully be achieved. It means that teacher should not use this textbook without selection. To overcome the textbook irrelevancy, teachers do some ways before giving the materials to students. According to Harmer, when textbook is not relevant to the curriculum criteria completely, “teachers have to do some consideration such as omit, replace, add, rewrite, replace activities, re-order and reduce”. 2 When teachers get a subject material in textbook, he should consider whether the materials are acceptable to use or not. When the materials are not used, teacher

1

Patricia Byrd, “Textbook Evaluation for Selection and Analysis for Implementation”, in Marianne Celce-Murcia (ed), Teaching English as a Second or Foreign Language, (Massachussetts: Heinle & Heinle Thompson Learning, 2001), p. 416. 2 Jeremy Harmer, The Practice of English Language Teaching third edition,(England: Longman), p. 203.

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should replace it with other materials. Otherwise, if the subject materials are used, teachers may do some changes in order to make the subject material appropriate for their students and teaching objective. First changing is called addition such as, giving activities after reading. Then, rewrite unlike materials, replace activity, reorder the activities within a lesson and reduce if the materials are too long. Similarly, Ansari and Babaii said that “Since there is no perfect textbook, teachers should have supplementary materials that are relevant with their own need in their teaching and learning process”.3 Knowing that there is no complete and correct textbook in every way should encourages teacher to be smart, selective, creative, and flexible. If they could not find what they want in a textbook, they should get the other references. The lack of textbook should not avoid teachers and students getting best education. Consideration process in using subject materials, urges teacher to have preparation before teaching. The preparation called lesson plan organizes all of teaching materials, procedures, objective and etc. Similarly, Purgason said, “By making lesson plan helps teacher to think about content, materials, sequencing, timing and activities”.

3

Hasan Ansary & Esmat Babaii., Universal Characteristics of EFL/ESL Textbook: A Step Towards Systematic Textbook Evaluation, The Internet TESL Journal, 8, 2002, p.1

CHAPTER V CONCLUSION AND SUGGESION

A. Conclusion This research paper is conducted to find out the compatibility of reading materials of English textbook “English on Sky 3” which is written by Dr. Mukarto M.Sc, Sujatmiko B.S. S.Pd, Josephine Sri Murwani S.Pd, and Widya Kiswara S.Pd and published by Erlangga with School LevelBased Curriculum. According to National Education Standard Agency (Badan Nasional Standar Pendidikan/BNSP), there are three aspects to be analyzed, in textbook compatibility research. They are content completeness, language feasibility and presentation. This research method is qualitative which analyze the textbook. She used checklist instrument that is designed by BNSP to check the compatibility of reading materials of an English textbook with curriculum. This textbook provides 11 reading text; Fried Rice, Mix It Up Salad, Snowy Owl; Large Prey Birds, Kangaroo, Coconut, Durian, The Nile River, The Bengawan Solo, The Boy Who Cried “Wolf”, The Wolf And The Crow, and How To Send An Email In Yahoo. Then, after analyzing, comparing and interpreting this reading material, it can be assumed that there has not any reading material which fulfils the curriculum requirements completely. Some of texts are almost compatible with curriculum requirements such as a procedural text, Fried Rice, but this text does not fulfill 3 requirements. Nevertheless, this text represent other subject are not fully compatible. The amount of criteria from content completeness and language feasibility are 14. The criteria that are fulfilled by all of text are social function, generic structure, language feature, the compatibility of students’ socio-emotional level development and language accuracy. In contrary, the

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90

criteria that are fulfilled by few text are diversity insight development (2 texts), in depth (4 texts) and up to datedness (4 texts). Then in the presentation half of requirements are fulfilled.

B. Suggestion Based on this research finding, the researcher wants to give some suggestions to English teacher, English students and future researcher. 1. English Teachers 

Should be selective in choosing textbook as instructional material. They may choose varied checklist instrument to help them evaluate textbook such as Checklist instrument made by BSNP.



Should be more creative. If texts are not essentially important and stated in curriculum, it can be omitted. If texts are not complete, it can be added or replaced with other texts.



Should know what are the advantages and disadvantages using English on Sky 3. Knowing the textbook advantages may encourage teacher to use it optimally. In contrary, knowing its disadvantages encourages teachers to have more preparation before teaching.

2. Future researcher 

For future researchers who want to research textbook compatibility with curriculum should be presented better research paper than this paper.

Next

researcher

should

write

further

description,

explanation and interpretation about the data analysis findings.

BIBLIOGRAPHY Anderson, Mark and Kathy Anderson. Text Types in English. Australia: Macmillan, 2003. Ariew, Robert, “The Textbook as Curriculum”, in Theodore V. Higgs (ed). Curriculum, Competence, and Foreign Language Teacher. The United States of America: National Textbook Co, 1982. Bond, Guy L. and Eva Bond Wagner. Teaching the Child to read third edition. New York: The Macmillan Company, 1960. Bowers, Roger and Christopher Brumfit (eds). Applied Linguistics and English language Teaching: Textbook Selection. London: Macmillan Publishers Limited, 1991. Brown, James. The Elements of Language Curriculum. Massachusetts: Heinle & Heinle Thompson Learning, 1995. Byrd, Patricia, “Textbook Evaluation for Selection and Analysis for Implementation”, in Marianne Celce Murcia (ed). Teaching English as a Second or Foreign Language Third Edition. Massachussetts: Heinle & Heinle Thompson Learning, 2001. Dillner, Martha H. and Joanne P. Olson. Personalizing Reading Instruction In Middle, Junior and Senior High Schools: Utilizing a Competency-Based Instructional System. America: Macmillan Canada, 1977. Gay, L.R., Geoffrey E. Mills and Peter Air asian. Educational Research: competencies for analysis and applications. Pearson International Edition, 2007. Gray, William S. On Their Own Reading. America: Scott, Foresman and company, 1948. Grellet, Françoise. Developing Reading Skills. United Kingdom: Cambridge University Press, 1981. Harmer, Jeremy. How to Teach English. England: Longman, 2007. Harmer, Jeremy. The Practice of English Language Teaching. England: Pearson Education Limited, 2001. McDonough, Jo and Christopher Shaw. Materials and Methods in ELT 2nd edition A Teacher’s guide. United Kingdom: Blackwell Publishing, 2003.

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Mulyasa, E. Kurikulum Tingkat Satuan Pendidikan. Bandung: PT. Remaja Rosda Karya, 2010. Nunan, David, “Syllabus Design”, in Marianne Celce Murcia (ed), Teaching English as a Second or Foreign Language. Massachussetts: Heinle & Heinle Thompson Learning, 2001. Nunan, David. The Learner-Centered curriculum. Oakleigh: Press Syndicate, 1988. Ornstein, Allan C. and Francis P. Hunkins. Curriculum: Foundations, Principles, and Issues Fifth Edition. United States of America: Pearson, 2009. Richards, Jack C and Willy A. Renandya. Methodology in Language Teaching; an Anthology for Current Practice; The ELT Curriculum:Syllabus Design and Instructional Materials. United States of America: Cambridge University Press, 2002. Skierso, Alexandra. “Textbook Selection and Evaluation”, in Marianne CelceMurcia b(ed). Teaching English as Second Language. Los Angeles: Heinle & Heinle Publishers, 1991. Smith, Nila Banton and H. Alan Robinson. Reading Instruction for Today’s Children Second Edition. United States of America: Library of Congress Cataloging, 1980. Standar Mutu Buku Pelajaran Bahasa Inggris untuk SMP dan MTS, SMA dan MA. Jakarta: Bookkeeping Center of National Education Department, 2003. The rule of Republic Indonesia Government. Number 19 year 2005, 2012. (www.ipdn.ac.id/pp-no-19-2005) Ur , Penny. A Course in Language Teaching, Great Britain: Cambridge University press, 1996.

1

Fried Rice Ingredients: A plate of rice 2 tablespoons oil 1 tablespoon soybean sauce 1 egg 5 shallots 2 cloves of garlic Some salt and pepper Equipments: A knife A frying pan A spatula A plate Steps: 1. Slice the shallots and garlic 2. Pour the oil into the pan and heat it 3. Cook the shallot and garlic until it smells nice 4. Put the rice into the pan 5. Season with some salt and pepper 6. Stir the rice until all the ingredients are mixed well 7. Put the rice on a plate

2

Mix It Up Salad You‟ll need: 1/3 cup of orange juice 1 tablespoon of honey 1 ½ cups honeydew melon- cut into cubes 1 bowl of strawberries- cut in half 2 cups of grapes 1 green apple- cut into cubes 2 oranges-cut in bite-sized pieces Equipment: Measuring cups and spoons A large bowl A whisk or fork 

First, make the dressing by putting the orange juice and honey in a large bowl and mix them well.



Then, add the fruit.



Next, mix until all the fruit is lightly coated with the dressing.



Put it in the refrigerator for one hour



Finally, serve it cold.

3

Snowy Owls, Large Prey Birds Snowy owls or nyctea scandiaca are large prey birds. They are diurnal, which means they are active during the day instead of night. Snowy owls breed in remote areas of artic and sub-Artic regions, mostly North America. As their name suggests, snowy owls have dark white feathers with dark brown markings. Their feathers are thick covering even its legs and feet. They weight around 1.6 kg to 2 kg and they stand about half a meter tall with the wing span of 1.5 meters. They have a round white head, a black curved beak, yellow large eyes, and strong black claws. Snowy owls eat small mammals, such as rats or rabbits and birds, such as geese and ducks. It always swallows its prey whole and uses the juice in its stomach to digest the flesh. A snowy owl can swivel its head because its eyes don‟t move in its sockets. A snowy owl can also detect its prey in the dark because it has excellent hearing. In terms of personality, snowy owls are generally silent and shy. Yet, they can be very aggressive if human or other animals approach their nest.

4

Kangaroo (Macropus Rufus) The kangaroo is a common Marsupials from the islands of Australia and New Guinea. Marsupials are animals with pouch. They carry their babies in a pouch in the mother‟s abdomen. Kangaroos have two strong legs with two long feet. They have a muscular long tail, large ears and a small head. They have short arms with clawed hands. The soft, wooly fur can be blue, grey, red, black, yellow or brown, depending on the species. Females have a pouch in which the young live and drink milk. These herbivores (plant-eaters) eat grass, leaves, and roots. They swallow their food without chewing it. Kangaroos need little water; they can go for months without drinking, and they dig their own water wells. These shy animals live about 6 years in the wild and up to 20 in captivity. Most kangaroos are nocturnal (active at night). Kangaroos can hop up to 74 kilometers per hour and go over 9 meters in one hop. Source: http://www.enchantedlearning.com/subject/mammals/marsupial/

5

Durian Durian is classified as Durio zibethinus. It is native Southeast Asia. Durian is known as „King of Fruits‟. It is not only the most expensive fruit but also the most controversial fruit. It is the only fruit which is banned from airline cabins, hotels and some public transports. The durian tree is large and very tall. It can grow up to 25-50 meters and it has green elliptic leaves. A durian tree usually can bear fruit after four or five years. The durian fruit, which can hang from any branches, matures in about three months after pollination. The fruit can grow up to 30 centimeters long and 15 centimeters in diameter. The husk is covered with sharp thorns. The color of the husk ranges from green to brown. The flesh is pale yellow. It is very soft but not juicy. When it is ripe, it tastes sweet and smells very strong. Durian contains a lot of sugar, vitamin C, and potassium. Durian is also a good source of carbohydrates, proteins, and fats. Durian is usually eaten fresh. Sometimes it is also cooked to make „dodol‟ or jam. Durian used to be grown seeds, but now it is propagated by grafting

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Coconuts Coconut is a common name for the fruit of a tree of the palm family. It is classified as Cocos nucifera. People usually call the tree coconut palm. Coconut palm trees grow well in tropical countries. They grow especially on sandy soils. The trees can grow up to 30 m high. They have a single cylindrical trunk. At the top of the trunk, there is a crown of leaves. The leaves are long, about 30 to 4.5 m long. The fruit grows in clusters. In one cluster there are about 5-20 coconuts. The fruit is oval and about 30 cm long. It has a thick husk and a hard shell. Inside the shell there is white oily flesh. Inside the shell there is also a sweet fluid. Coconut is high in sugar. It also contains a lot of fat, protein and vitamin. The young coconut water can be very refreshing drink which contains a lot of minerals. Coconut palms are very useful plants. People can use every single inch of the tree. They dry the coconut meat into copra, after that, they can get oil from it and use it for daily cooking or make it into soaps or candles. People also use the trunks to build housed. For the roof, they dry the leaves. People can also make rope and doormats from the coconut‟s husk. Coconuts are usually propagated by seeds, but experts have been trying to clone coconuts or propagated them by tissue culture.

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The Nile River The Nile River is the longest river in the world. Its length is around 4,180 miles. It flows through Uganda, Sudan and Egypt. It has two main tributaries. They are the Blue Nile and the White Nile. The White Nile starts in the great lakes region of central Africa. The Blue Nile begins at Lake T‟ana in Ethiopia. These two rivers meet near Khartoum the capital city of Sudan. There is another shorter tributary. It‟s the Atbarah river, or also known as the Black Nile. However, this river flows only while there is rain in Ethiopia and dries very fast. The Nile River ends in Mediterranean Sea. The nile river is important for agriculture, food, transportation and tourism. Farmers grow wheat, sorghum, citrus fruit, sugarcane and cotton along the nile river, and they use the river to water their corps and plantation. People also fish this river. The river is used to transport goods to different places along its long path. The ships can travel up using the sail, and down using the flow of the river. Tourism is another main advantage of The Nile River. Some special places to visit are Aswan, Luxor, Giza, Cairo and Khartoum. People who like adventure will find traveling this river exciting. Sources: http://en.wikipedia.org/wiki/nile

8

The Bengawan Solo The Solo River or The Bengawan Solo River is the longest river in Java Island. Its length is about 540 km. this river has its source at Mount Lawu, a quite active volcano in Central Java. It flows passing through the Sewu Mountains, the Kendang Mountains and into the Solo valley. There are two main tributaries that from this river. They are the Madiun and the Brantas Rivers. It ends in Java Sea near the city of Surabaya. The Solo River is not only important for farmers, but also for paleontologist. Scientists had made lot of discoveries on the early human fossil in several places along this river. This fossil is known as Java Man skull. In some places people still use the river for transportation. Small boats are used to carry goods from one place to another.

Source: http://en.wikipedia.org/wiki/Bengawan_Solo_River

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The Boy Who Cried “Wolf” A shepherd boy was looking after his sheep on a hill. He felt bored being alone on a hill. Then, he thought of a way to make some fun. While the villagers were busy working, they heard a boy shouting, “help! Help! Help! A wolf is attacking my sheep!” “That sound from the shepherd boy. He is in trouble. Let‟s go and help him,” said the villagers and rushed towards the hill. They were very surprised when they did not see any wolves on the hill. “Where‟s the wolf?” they asked. The boy fell back and started laughing. The villagers realized that the boy had played a trick. They were angry and went back to work. The next day, the villagers heard the shepherd boy shouting for help again. They rushed towards the hill, and again the boy laughed at them. On the third day, a wolf really came and attacked the sheep. “Help! Help! A wolf is attacking my sheep!” shouted the boy at the top of his voice. But nobody bothered him at this time. The villagers thought that the boy was trying to fool them again. The boy watched sadly as the wolf killed all his sheep. (source: The Boy Who Cried Wolf and other Stories, Words and Wisdom Sdn. Bhd)

10

The Fox and The Crow One bright, sunny morning, an ugly black crow perched on the branch of tree. She had just stolen a tasty piece of cheese and was about to enjoy it. Just then a dark brown fox passed by. He was very hungry. Then he saw the food in the crow‟s beak. His mouth watered, so he thought of a clever plan to get the cheese. The fox looked up at the crow, he said, “I have always admired your beauty, with your soft shiny feathers and nice beak. If your voice is as fine as your looks, you could be Queen of the Birds!” The crow wanted to be the queen. So, to prove that she could sing, she opened her beak and made a loud “caw!” Of course, when she opened her beak, the piece of cheese fell to the ground. The fox happily snatched up the cheese and laughed. He said, “My dear crow, your voice is fine but your opinion is not. You shouldn‟t believe every thing you hear! Thanks for the cheese.”

(Taken from The Fox and The Crow in The Grasshopper and The Ants and other stories, Kowhai and Young, 2003)

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How to Send an email in Yahoo 1. On yahoo mail welcome screen or any of the mail screens, you can see Compose and Compose Text Message buttons displayed. Select either one of them. if you click Compose button, you can include special fonts, emoticons, colors, etc.— normally you select this. If you click Compose Text Message, you cannot include any special pictures or icons. 2. Enter an email address in the To fields (mandatory) and if necessary the Cc and Bcc fields. 3. Type the topic of your email in the Subject fields. 4. Type your email, in the large editing area. If your email is in English, you can spell check the message. 5. Click Send to send the message. You should receive a confirmation screen saying the message was sent. Source: http://www.oeupdates.com/send-email--yahoo.html

INSTRUMEN PENILAIAN I BUKU TEKS PELAJARAN BAHASA INGGRIS SMP/MTS PENGANTAR PENGANTAR Agar penulis dan penilai buku teks secara sinergis dapat mengembangkan buku teks yang bermutu melalui kegiatan penulisan dan penilaian buku teks pelajaran bahasa Inggris khususnya untuk SMP/MTS, instrumen ini telah disusun atas dasar landasan-landasan berikut: karakteristik pembelajaran bahasa Inggris dan kriteria pengembangan buku teks bahasa Inggris SMP/MTS. Kemudian disusunlah instrumen yang dilengkapi dengan deskripsi butir-butir dalam instrumen tersebut. Untuk memaksimalkan objektivitas penilaian, sebagai alat bantu yang wajib digunakan telah juga dikembangkan lembar kerja (worksheet) penilaian. Dengan perangkat ini diharapkan penulis dan penilai buku teks pelajaran bahasa Inggris akan dapat membantu pemerintah menghasilkan buku teks pelajaran bahasa Inggris SMP/MTS yang baik. Untuk itu, cermati dokumen ini dengan seksama. Di atas segalanya, pahami standar isi, terutama SK dan KD mata pelajaran bahasa Inggris SMP/MTS sesuai dengan Permendiknas No. 22 tahun 2006. Selamat bekerja. KARAKTERISTIK PEMBELAJARAN BAHASA INGGRIS 1. Bahasa memiliki peran sentral dalam perkembangan intelektual, sosial, dan emosional peserta didik dan merupakan penunjang keberhasilan dalam mempelajari semua bidang studi. Karena itu, pembelajaran Bahasa Inggris selain ditujukan sebagai alat komunikasi juga sebagai alat pengembangan diri peserta didik menjadi manusia Indonesia yang memiliki daya saing global. 2. Komunikasi yang efektif menghendaki penggunaan bahasa yang baik dan benar, yaitu, bahasa yang sesuai dengan aturan-aturan kebahasaan dan tuntutan konteks komunikasi. Dengan demikian, pengetahuan kebahasaan meskipun tidak harus menjadi fokus tetap harus terajarkan. 3. Komunikasi nyata selalu terjadi dalam konteks alamiah. Karenanya, pembelajaran Bahasa Inggris hendaknya dilaksanakan dengan melibatkan peserta didik dan lingkungannya dalam konteks kehidupan sehari-hari (otentik dan alamiah). 4. Komunikasi sendiri bukanlah tujuan akhir, melainkan merupakan sarana untuk mencapai tujuan yang lebih hakiki, yakni memenuhi kebutuhan hidup. Karena itu pembelajaran Bahasa Inggris hendaknya ditujukan untuk mengembangkan kecakapan hidup; dan bukan sebaliknya, menggunakan kecakapan-kecakapan hidup untuk mengajarkan Bahasa Inggris. 5. Bahasa Inggris merupakan sarana komunikasi global. Penguasaan Bahasa Inggris diharapkan membantu peserta didik memahami dan memperkokoh budaya lokal dan nasional, serta mengenal dan memahami

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budaya internasional. Oleh karena itu, pembelajaran Bahasa Inggris seharusnya dilaksanakan dengan memperhatikan aspek-aspek ketiga budaya tersebut. 6. Penguasaan Bahasa Inggris yang baik dapat menjadi sarana yang efektif peningkatan penguasaan ilmu pengetahuan, dan teknologi, (IPTEK) sehingga dapat meningkatkan daya saing sumber daya manusia Indonesia. Sebab itu, pembelajaran Bahasa Inggris hendaknya juga berorientasi pada perkembangan IPTEK. KRITERIA PENGEMBANGAN BUKU TEKS Buku Teks Pelajaran Bahasa Inggris SMP/MTS yang dikembangkan diharapkan memiliki ciri-ciri berikut: 1. Mengembangkan kemampuan menggunakan Bahasa Inggris untuk berkomunikasi secara lisan (Menyimak dan Berbicara) maupun tertulis (Membaca dan Menulis) dalam rangka mengembangkan aspek intelektual, sosial, dan emosional peserta didik dan merupakan penunjang keberhasilan dalam mempelajari semua bidang studi. 2. Menggunakan Bahasa Inggris yang baik dan benar, sesuai dengan kaidah-kaidah kebahasaan dan tuntutan konteks komunikasi. Pengetahuan kebahasaan disampaikan sebagai pendukung penguasaan kemampuan berkomunikasi 3. Mengembangkan kemampuan berkomunikasi dalam Bahasa Inggris melalui pembelajaran berbasis peserta didik dan lingkungannya dalam konteks kehidupan sehari-hari (otentik dan alamiah). 4. Mengarah pada pengembangan kecakapan hidup: personal, sosial, akademik, dan vokasional 5. Mengembangkan pemahaman lintas budaya dalam rangka menjalin persahabatan pada tingkat lokal, nasional, dan internasional dengan membuka wawasan tentang perbedaan budaya untuk meminimalkan kesalahpahaman, menumbuhkan rasa saling menghargai, dan meningkatkan kualitas hubungan antarmanusia. 6. Berorientasi pada perkembangan ilmu pengetahuan dan teknologi (IPTEK)

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INSTRUMEN 1 PENILAIAN BUKU TEKS PELAJARAN BAHASA INGGRIS SEKOLAH MENENGAH PERTAMA/MADRASAH TSANAWIYAH

KODE BUKU: I. KELAYAKAN ISI SUBKOMPONEN A. KESESUAIAN URAIAN MATERI DENGAN SK DAN KD

BUTIR

1

SKOR 2 3

4

ALASAN PENILAIAN

1. Kelengkapan

2. Kedalaman

Rangkuman Kualitatif:

B. KEAKURATAN MATERI 3. Fungsi Sosial

3

SUBKOMPONEN

BUTIR

1

SKOR 2 3

4

ALASAN PENILAIAN

4. Unsur dan Struktur Makna

5. Fitur Linguistik

Rangkuman Kualitatif:

C. MATERI PENDUKUNG PEMBELAJARAN 6. Kemutakhiran

7. Pengembangan Kecakapan Hidup

8. Pengembangan Wawasan Kebhinekaan

4

Rangkuman kualitatif:

II. KELAYAKAN PENYAJIAN SUBKOMPONEN

BUTIR

1

SKOR 2 3

4

ALASAN PENILAIAN

A. TEKNIK PENYAJIAN 9. Sistematika

10. Keseimbangan antarbab

Rangkuman kualitatif

B. PENYAJIAN PEMBELAJARAN

11. Keterpusatan pada peserta didik

12. Pengembangan prakarsa, kreativitas, dan cara berpikir kritis peserta didik 5

SUBKOMPONEN

BUTIR

1

SKOR 2 3

4

ALASAN PENILAIAN

13. Pengembangan kemandirian belajar peserta didik

14. Pengembangan kemampuan peserta didik untuk refleksi/evaluasi diri

Rangkuman kualitatif

C. KELENGKAPAN PENYAJIAN 15. Bagian Pendahulu

16. Bagian Isi

17. Bagian Penyudah

6

SUBKOMPONEN

BUTIR

1

SKOR 2 3

4

ALASAN PENILAIAN

Rangkuman kualitatif

Rangkuman kualitatif supervisor:

, ………………………………., ………….. Supervisor I,

Supervisor II,

Penilai,

…………………………………...

……………………………

…………..…………………………..

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INSTRUMEN 2 PENILAIAN BUKU TEKS PELAJARAN BAHASA INGGRIS SEKOLAH MENENGAH PERTAMA/MADRASAH TSANAWIYAH KODE BUKU: I. KELAYAKAN BAHASA SUBKOMPONEN A. KESESUAIAN DENGAN TINGKAT PERKEMBANGAN PESERTA DIDIK

BUTIR

1

SKOR 2 3

4

ALASAN PENILAIAN

1. Kesesuaian dengan tingkat perkembangan kognitif peserta didik

2. Kesesuaian dengan tingkat perkembangan sosial-emosional peserta didik Rangkuman kualitatif

B. KOMUNIKATIF

3. Keterbacaan pesan

4. Ketepatan kaidah bahasa

3

SUBKOMPONEN

BUTIR

1

SKOR 2 3

4

1

SKOR 2 3

4

ALASAN PENILAIAN

Rangkuman kualitatif

C. KERUNTUTAN DAN KESATUAN GAGASAN

5. Keruntutan makna dalam bagian/bab/subbab/paragraf/ kalimat

6. Ketertautan makna antar bagian/bab/ subbab/paragraf/ kalimat

Rangkuman kualitatif

II.

KELAYAKAN PENYAJIAN SUBKOMPONEN

BUTIR

ALASAN PENILAIAN

A. TEKNIK PENYAJIAN 7. Sistematika

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DESKRIPSI BUTIR INSTRUMEN 1 PENILAIAN BUKU TEKS PELAJARAN BAHASA INGGRIS SEKOLAH MENENGAH PERTAMA/MADRASAH TSANAWIYAH I. KOMPONEN KELAYAKAN ISI Komponen kelayakan isi mencakup tiga sub-komponen, yaitu kesesuaian uraian materi dengan SK dan KD, keakuratan materi, dan materi pendukung pembelajaran. A.

KESESUAIAN URAIAN MATERI DENGAN SK DAN KD

1.

KELENGKAPAN MATERI a. Jenis Teks Interpersonal Deskripsi: Buku teks pelajaran wajib berisi dan menuntut peserta didik mengeksplorasi sekurang-kurangnya teks-teks interpersonal pendek dan sederhana yang terkait dengan kehidupan peserta didik sehari-hari, untuk memberikan kesempatan kepada peserta didik untuk memahami dan menghasilkan ungkapan-ungkapan dalam menunaikan fungsi-fungsi komunikasi antarpribadi, secara lisan dan tertulis, untuk berinteraksi dengan lingkungan terdekatnya. Secara rinci, cakupan materi pada masing-masing kelas adalah sebagai berikut: Kelas VII Sapaan terhadap orang yang sudah/belum dikenal, perkenalan diri sendiri dan orang lain, ucapan terima kasih, permintaan maaf, ungkapan kesantunan, dsb. Kelas VIII Undangan, ajakan, pujian, ucapan selamat, ucapan persetujuan, dsb. Kelas IX Ungkapan menunjukkan dan meminta perhatian, kekaguman, dsb.

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b. Jenis Teks Transaksional Deskripsi: Buku teks pelajaran wajib berisi dan menuntut peserta didik mengeksplorasi sekurang-kurangnya teks-teks transaksional pendek dan sederhana untuk memberikan kesempatan kepada peserta didik untuk meminta/memberi barang/jasa/informasi/pendapat, yang terkait dengan kehidupan peserta didik sehari-hari serta mata pelajaran lain, secara lisan dan tertulis. Secara rinci, cakupan materi pada masing-masing kelas adalah sebagai berikut: Kelas VII Ungkapan memerintah dan melarang, meminta dan memberi informasi, menyatakan suka dan tidak suka, meminta klarifikasi, dsb. Kelas VIII Ungkapan permintaan dan pemberian, penawaran dan penolakan barang/ jasa/informasi/pendapat, ungkapan persetujuan, dsb. Kelas IX Ungkapan permintaan dan pemberian kepastian, keraguan dan tanggapan terhadap keraguan, permintaan pengulangan, penyampaian berita menarik, komentar atas berita, dsb. c. Jenis Teks Fungsional Deskripsi: Buku teks pelajaran wajib berisi dan menuntut peserta didik mengeksplorasi sekurang-kurangnya teks-teks fungsional serta monolog sangat pendek dan sederhana untuk mengembangkan keterampilan menyimak, berbicara, membaca, dan menulis, tentang topik-topik yang terkait dengan kehidupan peserta didik sehari-hari serta mata pelajaran lain. Secara rinci, cakupan materi pada masing-masing kelas adalah sebagai berikut: Kelas VII Teks-teks fungsional pendek seperti kartu undangan, iklan, pesan, dsb., serta teks descriptive dan procedure. Kelas VIII Teks-teks fungsional pendek seperti kartu undangan, iklan, pesan, dsb., serta teks descriptive, narrative, dan recount.

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Kelas IX Teks-teks fungsional pendek seperti kartu undangan, iklan, pesan, dsb., serta -teks procedure, narrative, dan report.

2.

KEDALAMAN MATERI a. Pajanan (exposure) Deskripsi: Untuk pembelajaran setiap jenis teks, buku teks wajib berisi dan menuntut peserta didik mengeksplorasi cukup banyak teks yang relevan dengan kehidupan peserta didik sehari-hari dengan tujuan untuk pembiasaan terhadap jenis teks ybs., terutama pada segi isi pesannya. b. Retensi aturan pembentukan teks Deskripsi: Untuk pembelajaran setiap jenis teks, buku teks wajib berisi bimbingan agar peserta didik mendapatkan pemahaman eksplisit tentang ketiga unsur pembentukan jenis teks ybs. (yaitu, fungsi sosial, unsur dan struktur makna, dan fitur linguistik), pada saat peserta didik sudah terbiasa berinteraksi tentang isi pesan yang dikandung pada jenis teks ybs. c. Produksi Deskripsi: Untuk pembelajaran setiap jenis teks, buku teks wajib berisi bimbingan agar peserta didik menghasilkan teks lisan dan/atau tertulis untuk mencapai fungsi sosial yang relevan dengan jenis teks ybs., dengan memperhatikan kedua unsur lainnya (yaitu, unsur dan struktur makna, dan fitur linguistik), pada saat peserta didik sudah memiliki pemahaman eksplisit tentang ketiga unsur pembentukan teks tsb..

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B.

KEAKURATAN MATERI

3.

Fungsi sosial Deskripsi: Teks-teks yang diberikan di dalam buku maupun hasil eksplorasi peserta didik diarahkan pada pencapaian fungsi sosial yang terkait dengan kehidupan sehari-hari. (1) Komuniksi interpersonal: untuk menjalin hubungan antarpribadi (melalui teks-teks interpersonal). Kedalaman materi masingmasing fungsi sosial minimal sesuai dengan cakupan di Kelas I, II, dan III. (2) Komunikasi transaksional: meminta/memberi jasa/barang/fakta/pendapat, yang terkait dengan kehidupan peserta didik sehari-hari serta mata pelajaran lain, secara lisan dan tertulis. (3) Komunikasi fungsional: memerankan fungsi khusus dalam teks fungsional pendek dan monolog yang terkait dengan masingmasing jenis teks berikut: (a) Recount berfungsi memaparkan pengalaman pribadi seperti cerita sukses, biografi, pengalaman tak terlupakan, proses kejadian, dsb. (b) Narrative berfungsi menghibur dan mengajarkan nilai-nilai luhur. (c) Procedure berfungsi memberikan petunjuk mengerjakan atau melakukan sesuatu, seperti instruksi melaksanakan tugas, manual, resep, peringatan, dsb. (d) Descriptive berfungsi memerikan, mengidentifikasi, membedakan, menawarkan, memuji, mengritik, dsb., benda/orang/binatang. (e) Report berfungsi memaparkan kebenaran umum tentang orang/benda/binatang, termasuk jenis, definisi, dan ciri-ciri umum, seperti yang banyak dimuat dalam sumber-sumber pengetahuan umum, antara lain buku teks, ensiklopedi, dsb.

4.

Unsur dan Struktur Makna Deskripsi: Teks-teks yang diberikan di dalam buku teks maupun hasil eksplorasi peserta didik diarahkan pada pengembangan kemampuan berpikir runtut dan sistematis. (1) Dalam teks-teks interpersonal dan transaksional, unsur-unsur ini minimal meliputi kegiatan interaktif yang terdiri atas inisiasi/prakarsa berkomunikasi dan respon berupa permintaan dan pemberian informasi/barang/jasa.

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(2) Dalam teks-teks fungsional pendek dan monolog, minimal mencakup unsur-unsur makna yang terdapat dalam masing-masing teks fungsional pendek dan jenis teks monolog berikut ini. (a) Recount meliputi sekurang-kurangnya orientasi dan serangkaian kegiatan/kejadian yang disampaikan secara kronologis. (b) Narrative meliputi sekurang-kurangnya orientasi, komplikasi, dan solusi. (c) Procedure meliputi sekurang-kurangnya langkah-langkah melaksanakan suatu pekerjaan, dengan atau tanpa menyebutkan secara eksplisit benda-benda yang diperlukan. (d) Descriptive meliputi sekurang-kurangnya unsur-unsur yang terdapat pada orang/benda/binatang serta deskripsi masing-masing (al., sifat, perilaku, tindakan) yang dianggap perlu disampaikan untuk memerankan fungsi sosial yang dimaksud. (e) Report meliputi sekurang-kurangnya ciri-ciri umum dari orang/benda/binatang (sifat, perilaku, tindakan), dengan atau tanpa menyebutkan secara eksplisit pernyataan umum berupa definisi atau klasifikasi. 5.

Fitur Linguistik Deskripsi: Teks-teks yang diberikan di dalam buku teks maupun hasil eksplorasi peserta didik diarahkan pada pengembangan kemampuan berkomunikasi dengan kualitas kebahasaan yang akurat dan berterima, sesuai dengan konteks komunikatif yang sedang berlangsung serta jenis teks yang digunakan dalam rangka mencapai setiap fungsi sosial yang dimaksud.

C.

MATERI PENDUKUNG PEMBELAJARAN

6.

Kemutakhiran a. Relevansi materi dan sumber rujukan Deskripsi: Bahan ajar (teks, tabel, gambar, lampiran, dll.) untuksetiap jenis teks diambil dari sumber-sumber yang relevan dengan topik yang dibahas.

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b. Kemutakhiran materi dan sumber rujukan Deskripsi: Bahan ajar (teks, tabel, gambar, lampiran, dll.) diambil dari sumber-sumber yang mutakhir tentang topik yang dibahas. 7.

Pengembangan kecakapan hidup Deskripsi: Teks dan tindak komunikatif memotivasi peserta didik untuk melakukan beberapa hal untuk pengembangan kecakapan hidup, sbb.: (a) kecakapan personal: mengenal kelebihan dan kekurangan diri sendiri dan orang lain, serta mengembangkan diri sebagai pribadi mandiri, makhluk sosial, dan makhluk ciptaan Tuhan; (b) kecakapan sosial: bekerjasama, toleran, menghargai kesetaraan jender, perdamaian, dan anti kekerasan dalam berkomunikasi dan berinteraksi dengan orang lain; (c) kecakapan akademik: menggali dan memanfaatkan informasi, menyelesaikan masalah, dan membuat keputusan dalam kerja ilmiah; (d) kecakapan vokasional: memiliki kemampuan, sikap, dan keterampilan yang diperlukan untuk melakukan pekerjaan/profesi tertentu.

8.

Pengembangan wawasan kebhinekaan Deskripsi: Teks dan tindak komunikatif memotivasi peserta didik untuk melakukan beberapa hal untuk pengembangan sikap kebhinekaan, sbb.: (a) penghargaan terhadap keanekaragaman budaya dan kemajemukan masyarakat, yang meliputi berbagai nilai budaya dan kearifan lokal, nasional, dan global; (b) kesadaran akan potensi dan kekayaan daerah untuk mempromosikan potensi/kekayaan lokal dan nasional; (c) apresiasi terhadap nilai-nilai demokrasi yang sesuai dengan konteks sosial-budaya setempat; (d) Pemahaman terhadap wawasan kebangsaan untuk mengembangkan rasa cinta terhadap tanah air, bangsa, dan negara.

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II. KOMPONEN KELAYAKAN PENYAJIAN Komponen kelayakan penyajian mencakup tiga sub-komponen, yaitu teknik penyajian, penyajian pembelajaran, dan kelengkapan penyajian. A.

TEKNIK PENYAJIAN

9.

Sistematika Deskripsi: Materi dan tugas disajikan dalam bentuk teks, tindak komunikatif, ilustrasi dan lambang dengan menggunakan pola dan urutan yang teratur sesuai dengan karakteristik materi, minimal terdiri atas Pendahuluan, Isi, dan Penutup.

10. Keseimbangan antarbab Deskripsi: Materi dan tugas disajikan dalam bentuk teks, tindak komunikatif, ilustrasi dan lambang secara seimbang dalam setiap bab.

B.

PENYAJIAN PEMBELAJARAN

11. Keterpusatan pada peserta didik Deskripsi: Penyajian materi dan tugas mendorong terjadinya interaksi dalam bahasa Inggris antar peserta didik, antara peserta didik dan guru, serta antara peserta didik dan lingkungan yang lebih luas. 12. Mengembangkan prakarsa, kreativitas, dan cara berpikir kritis peserta didik Deskripsi: Penyajian materi dan tugas mendorong peserta didik untuk melakukan berbagai kegiatan komunikatif lisan dan tulis atas prakarsa sendiri secara kreatif dan kritis.

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13. Mengembangkan kemandirian belajar Deskripsi: Penyajian materi dan tugas mendorong peserta didik untuk bertanggung jawab atas proses belajarnya sendiri 14. Mengembangkan kemampuan untuk refleksi/evaluasi diri Deskripsi: Penyajian materi dan tugas mendorong siswa untuk mengenali keberhasilan dan kekurangan mereka dalam melaksanakan kegiatan belajar dan berkomunikasi. C.

PENDUKUNG TEKNIK PENYAJIAN

15. Bagian Pendahulu Deskripsi: (a) Prakata: informasi yang mengantarkan pembaca untuk mengetahui tujuan penulis buku, ucapan terima kasih, dan harapan (b) Daftar isi: daftar yang memuat informasi yang memudahkan peserta didik untuk mencari dan menemukan bab, subbab, serta topik yang ada di dalamnya 16. Bagian Isi Deskripsi: (a) Pendahuluan: pengantar pada awal buku berisi tujuan penulisan buku teks pelajaran, sistematika buku, cara belajar yang harus diikuti, serta hal-hal lain yang dianggap penting bagi peserta didik. (b) Beban belajar: beban belajar yang merupakan inti dari isi buku teks terdiri atas tiga unsur yaitu tatap muka, latihan terstruktur, dan kegiatan mandiri. (c) Rujukan: teks, tabel, gambar mempunyai identitas berupa judul, nomer urut gambar/tabel, dan rujukan. (d) Rangkuman dan refleksi: rangkuman merupakan konsep kunci bab yang bersangkutan yang dinyatakan dengan kalimat ringkas, jelas, dan memudahkan peserta didik memahami keseluruhan isi bab. Refleksi memuat simpulan sikap dan prilaku yang harus diteladani. 15

17. Bagian Penyudah Deskripsi: (a) Glosarium: glosarium berisi istilah-istilah penting dalam teks dengan penjelasan arti istilah tersebut dan ditulis secara alfabetis. (b) Daftar pustaka: daftar buku yang digunakan sebagai bahan rujukan dalam penulisan buku tersebut diawali dengan nama pengarang (yang disusun secara alfabetis), tahun terbitan, judul buku, tempat, dan nama penerbit. (c) Indeks (subjek dan pengarang): indeks subjek merupakan daftar kata-kata penting yang diikuti dengan nomor halaman kemunculan, indeks pengarang merupakan daftar pengarang yang karyanya digunakan dalam materi diikuti oleh nomor halaman kemunculan

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DESKRIPSI BUTIR INSTRUMEN II PENILAIAN BUKU TEKS PELAJARAN BAHASA INGGRIS SEKOLAH MENENGAH PERTAMA/MADRASAH TSANAWIYAH I. KELAYAKAN BAHASA Komponen kelayakan bahasa mencakup tiga sub-komponen, yaitu kesesuaian dengan perkembangan peserta didik, komunikatif, serta keruntutan dan kesatuan gagasan. A.

KESESUAIAN DENGAN TINGKAT PERKEMBANGAN PESERTA DIDIK

1.

Kesesuaian dengan tingkat perkembangan kognitif peserta didik Deskripsi: Bahasa yang digunakan dalam penjelasan dan instruksi sesuai dengan tingkat perkembangan kognitif peserta didik. Tingkat kesulitan dan keakraban bahasa difasilitasi secara eksplisit.

2.

Kesesuaian dengan tingkat perkembangan sosial-emosional peserta didik Deskripsi: Bahasa yang digunakan sesuai dengan situasi sosial-emosional remaja.

B.

KOMUNIKATIF

3.

Keterbacaan pesan oleh peserta didik Deskripsi: Pesan yang disajikan jelas dan mudah dipahami oleh peserta didik.

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4.

Ketepatan kaidah bahasa Deskripsi: Pesan disajikan sesuai kaidah Bahasa Inggris yang tepat.

C.

KERUNTUTAN DAN KESATUAN GAGASAN

5.

Keruntutan makna dalam bagian/bab/subbab/paragraf/kalimat Deskripsi: Pesan atau materi yang disajikan dalam satu bagian/bab/subbab/paragraf kalimat harus mencerminkan keruntutan penyampaian makna.

6.

Ketertautan makna antar bagian/bab/subbab/paragraf/kalimat Deskripsi: Pesan atau materi yang disajikan harus mencerminkan ketertautan makna antar bagian/bab/subbab/paragraf/kalimat.

II. KELAYAKAN PENYAJIAN Komponen kelayakan penyajian mencakup tiga sub-komponen, yaitu teknik penyajian, penyajian pembelajaran, dan kelengkapan penyajian. A.

TEKNIK PENYAJIAN

7.

Sistematika Deskripsi: Materi dan tugas disajikan dalam bentuk teks, tindak komunikatif, ilustrasi dan lambang dengan menggunakan pola dan urutan yang teratur sesuai dengan karakteristik materi, minimal terdiri atas Pendahuluan, Isi, dan Penutup.

8