A SARJANA PENDIDIKAN THESIS

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CONTENT ANALYSIS ON CANGGIH BAHASA INGGRIS WORKBOOK FOR 7th GRADE OF JUNIOR HIGH SCHOOL

A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By Steffany Dian Prasetyawati Student Number: 121214052

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2016


CONTENT ANALYSIS ON CANGGIH BAHASA INGGRIS WORKBOOK FOR 7th GRADE OF JUNIOR HIGH SCHOOL

A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By Steffany Dian Prasetyawati Student Number: 121214052

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2016

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1 Peter 5: 7

I dedicate this thesis to

Kristanto Agung Prasetyo Kuswati My Younger Sister Frisca Gavinella Prasetyawati

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ABSTRACT

Prasetyawati, Steffany Dian. (2016). Content Analysis on Canggih Bahasa Inggris Workbook for 7th Grade of Junior High School. English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma University. Workbook or Lembar Kerja Siswa (LKS) is one of instructional material which is commonly used in the process of teaching and learning in the class. Workbook is also known as supplementary material. It gives benefits for the teacher because it can help the teachers to deliver the materials for the students. It does not only give benefits for the teachers but also for the students because workbook provides many exercises which help the students understand the materials and become active in the learning process. Those facts show that every instructional materials including workbook should have certain criteria to be a good book for the students. Therefore, this research aimed to figure out whether or not the Canggih Bahasa Inggris workbook for 7th grade of junior high school in SMP N 2 Mlati is appropriate with the school curriculum. There is a research question stated in the research problem. It is to what extent does Canggih Bahasa Inggris workbook is appropriate with the school curriculum. In order to answer that question, the researcher conducted document analysis or content analysis. The data collected for this research will be gathered from Canggih Bahasa Inggris workbook published by CV. Gema Nusa. The data that will be analyzed was about listening, speaking, reading, and writing exercises. The result of this research confirmed that, first the workbook has good general appearance and covers four language skills. However, the sentence structure is not really good. Second, all of the exercises provided in the workbook are appropriate with the school curriculum in SMP N 2 Mlati. According to the result, Canggih Bahasa Inggris workbook is appropriate to be used for seventh grade of junior high school students in learning English. Considering that, some suggestions are provided, especially for the teacher in dealing with the opportunity to choose the best workbook for the students. Keywords: Workbook, canggih bahasa Inggris workbook, document analysis

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ABSTRAK

Prasetyawati, Steffany Dian. (2016). Content Analysis on Canggih Bahasa Inggris Workbook for 7th Grade of Junior High School. Program Studi Pendidikan Bahasa Inggris, JPBS, FKIP, Yogyakarta: Universitas Sanata Dharma. Lembar Kerja Siswa (LKS) merupakan salah satu bahan-bahan pelajaran yang pada umumnya sering digunakan dalam proses belajar dan mengajar di kelas. Lembar Kerja Siswa (LKS) juga dikenal sebagai buku pelengkap. LKS memberikan keuntungan-keuntungan untuk guru-guru karena LKS dapat membantu guru-guru dalam menyampaikan materi pembelajaran untuk siswasiswa. Disamping itu, LKS tidak hanya memberikan keuntungan-keuntungan untuk guru melainkan juga untuk siswa-siswa karena LKS menyediakan banyak latihan soal yang membantu siswa memahami materi pelajaran and menjadi aktif dalam proces belajar. Fakta-fakta tersebut menunjukkan bahwa setiap bahan-bahan pelajaran termasuk juga dengan LKS seharusnya memiliki kriteria tertentu untuk menjadi sebuah buku yang layak untuk siswa-siswa. Penelitian ini dijutukan untuk menggambarkan apakah iya atau tidak LKS Canggih Bahasa Inggris untuk siswa kelas 7 SMP di SMP N 2 Mlati sesuai dengan kurikulum sekolah. Terdapat satu pertanyaan yang dinyatakan dalam rumusan masalah. Pertanyaannya yaitu untuk mengetahui apakah LKS Canggih Bahasa Inggris sesuai dengan kurikulum sekolah. Di dalam menjawab pertanyaan, peneliti mengadakan analisis dokumen atau analisis isi. Data yang dikumpulkan dari penelitian ini akan diambil dari LKS Canggih Bahasa Inggris yang diterbitkan oleh CV. Gema Nusa. Data tersebut adalah latihan soal tentang mendengarkan, berbicara, membaca, menulis yang akan dianalisis. Hasil dari penelitian ini menyatakan bahwa, pertama LKS memiliki penampilan yang bagus dan memuat empat keterampilan bahasa. Namun, struktur kalimatnya belum terlalu baik. Kedua, semua latihan soal yang terdapat dalam LKS sesuai dengan kurikulum sekolah di SMP N 2 Mlati. Menurut hasil penelitian, LKS Canggih Bahasa Inggris sesuai untuk digunakan siswa SMP kelas 7 dalam belajar Bahasa Inggris. Mempertimbangkan hasil penelitian, beberapa saran diberikan, khususnya untuk guru dalam berhubungan dengan kesempatan untuk memilih LKS yang paling baik untuk siswa. Kata kunci: LKS, lks canggih bahasa Inggris, analisis dokumen

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ACKNOWLEDGEMENTS

First, I would like to express gratitude to Jesus Christ for His blessing and protection. I believe that Jesus is always by my side. His blessings always support and help me to face all of the problems that I got during the process of making this thesis. Second, I would like to give a special thank to my advisor, Bapak Fidelis Chosa Kastuhandani, M.Hum., who patiently guided me in the process of making and finishing this thesis. I also thank Ibu Veronica Triprihatmini, M.Hum., M.A., as my academic advisor who helped me during my study in the university. My next gratitude goes to my beloved parents, Kristanto Agung Prasetyo and Kuswati for their support and motivation to finish my study and to give my best effort. Next, I thank my beloved younger sister, Frisca Gavinella Prasetyawati for her jokes, support, and help. Besides, I thank my grandmothers Y. Sunarti and Alm. Sulasmi for all supports and prayer for me. I also express a special appreciation to English Language Education staff and all librarians who have been so patient and kind to always help me during my study in Sanata Dharma University. Then, I thank all PBI lecturers, for their guidance and knowledge, so that I can share my knowledge to others. A bunch of thanks is also given to my friends of PBI batch 2012 for all the fun we have had in the last four years. I also thank teachers in SMP N 2 Mlati: Ibu Rini Trimurti MG, S.Pd.,M.Hum., as the headmaster and Ibu Sinta Dewi M, S.Pd., as my PPL advisor for her help to share her opinions about Workbook. It helped me a lot.

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Then, I thank Mbak Maria Priska for her meaningful help as my proofreader. She helped me a lot by correcting the mistakes I have made. Besides, I will never forget the power of friendship. I thank Anisa Dwi Utami, Alvionita Yoshyawati Putri, Ira Pratiwi, Aprissia Rukmayanti, Ayuningtyas Hagni Pikatan, Vivid Lucha Deanggi, and LiaYulianingsih for the true friendship, the tears and laughter we have shared since in senior high school: and my best friends in English Language Education Study Program: Maria Vita Oktavia, Gisela Bertiantari, Riski Aninda Sari, Martha Pritzanda Pudhika, Ria Resty Winarni, and Fransiska Neny for their spirit and happiness. I also thank Hamdhani Dimas Berniko as my special partner in my life since two years ago. I thank him for his love, support, and help. He is also always being by my side. I thank Yuga, Dhoni, Sigit, Ekin, Frischo, Yudi, Bayu, Sony, Angger, Yoska, Puguh who have been very kind to me; Kasih, Esthi, and Bryan as my partners in PPL; Anis, Mikhael, Venny, Abet, Firzana and Bella for their help and craziness.

Best Regards Steffany Dian P

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TABLE OF CONTENTS

Page TITLE PAGE ......................................................................................................... i APPROVAL PAGES ............................................................................................ ii DEDICATION PAGE .......................................................................................... iv STATEMENT OF WORK’S ORIGINALITY ................................................... v LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ............................ vi ABSTRACT ......................................................................................................... vii ABSTRAK ............................................................................................................ viii ACKNOWLEDGEMENTS ................................................................................. ix TABLE OF CONTENTS ..................................................................................... xi LIST OF PICTURES ......................................................................................... xiii

CHAPTER I. INTRODUCTION......................................................................... 1 A. Research Background................................................................................... 1 B. Research Problem......................................................................................... 5 C. Research Objective....................................................................................... 5 D. Research Benefits ......................................................................................... 5 E. Problem Limitation ...................................................................................... 7 F.

Definition of Terms ...................................................................................... 8

CHAPTER II. REVIEW OF RELATED LITERATURE .............................. 10 A. Theoretical Description .............................................................................. 10 1.

School-Based Curriculum ...................................................................... 10

2.

Instructional Material ............................................................................. 15

3.

Workbook ............................................................................................... 17

4.

Studying with the workbook .................................................................. 20

B. Theoretical Framework .............................................................................. 21

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CHAPTER III. RESEARCH METHODOLOGY ........................................... 23 A. Research Method ........................................................................................ 23 B. Research Subjects....................................................................................... 25 C. Research Instruments ................................................................................. 26 D. Research Setting ......................................................................................... 29 E. Data Gathering Technique ......................................................................... 30 F.

Data Analysis Technique ........................................................................... 30

G. Research Procedure .................................................................................... 34

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ....................... 37 A. Data Presentation of Rubric Evaluation ..................................................... 37 B. Data Presentation of Comparison Section.................................................. 42 1.

Listening Skill ........................................................................................ 43

2.

Speaking Skill......................................................................................... 48

3.

Reading Skill .......................................................................................... 52

4.

Writing Skill ........................................................................................... 55

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS .................. 59 A. Conclusions ................................................................................................ 59 B. Recommendations ...................................................................................... 61 REFERENCES .................................................................................................... 63 APPENDICES ..................................................................................................... 66 SILABUS PEMBELAJARAN LISTENING .................................................... 78 SILABUS PEMBELAJARAN SPEAKING ..................................................... 84 SILABUS PEMBELAJARAN READING ....................................................... 92 SILABUS PEMBELAJARAN WRITING........................................................ 97

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LIST OF PICTURES

Pictures

Page

Picture 4.1 Listening Material (Asking Servises) ....................................... 44 Picture 4.2 Listening Material (Responses) ................................................ 44 Picture 4.3 Listening Material (Asking Goods and Responses) ................. 45 Picture 4.4 Listening Exercises (Expressions) ............................................ 45 Picture 4.5 Listening Material (Expressing Like/Dislike) .......................... 46 Picture 4.6 Listening Exercise (Like/Dislike Expressions) ........................ 46 Picture 4.7 Listening Exercises (Giving Instruction) .................................. 47 Pictures 4.8 Listening Exercises (Procedure Text) ..................................... 48 Picture 4.9 Speaking Exercise (Giving Expression) ................................... 49 Pictures 4.10 Speaking Exercises (Expressing Like/Dislike) ..................... 59 Picture 4.11 Speaking Exercises (Shopping List) ....................................... 51 Picture 4.12 Speaking Exercise (Description Text) .................................... 51 Picture 4.13 Reading Exercise (Greeting Card) .......................................... 53 Picture 4.14 Reading Exercise (Greeting Card’s question) ........................ 53 Picture 4.15 Reading Exercise (Announcement) ........................................ 53 Picture 4.16 Reading Exercise (Generix Structure of Texts) ...................... 54 Picture 4.17 Reading Exercise (Procedure Text) ........................................ 54 Picture 4.18 Writing Exercise (Instruction) ................................................ 56 Picture 4.19 Writing Exercise (Descriptive Text) ....................................... 56 Picture 4.20 Writing Exercise (Procedure Text) ......................................... 57

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CHAPTER I INTRODUCTION

This chapter discusses and presents background of the research that consists of six parts. They are the research background, the research problem, the problem limitation, the research objective, the research benefits, and the definition of terms.

A. Research Background English becomes an important language that should be learned in Indonesia. Some schools in Indonesia make a policy that English will be introduced and taught since elementary school. Then, it continues to be learned more in Junior High School and Senior High School. English also becomes one of the subjects that should be passed during the National Exam. In English Language Teaching field, the educational system has implemented different curriculum for the sake of improving the students’ proficiency level and coping with the challenges of the global world. There are some recent curriculums which have been launched by BSNP (Badan Standar Nasional Pendidikan). However, the educational system in Indonesia has authority to change something related to the education including the curriculum as the time passes. Based on the Design Guidelines of KTSP issued by BSNP (Badan Standar Nasional Pendidikan) in 2006, School-based Curriculum is implemented based on the philosophy that every school in Indonesia deserves to manage its own 1


2 competence based on its teachers’ and learners’ competence, local potential sources, and deserves to manage its own curriculum based on the content standard provided by BSNP. In SMP N 2 Mlati, the school uses School Based Curriculum. Since 2014, the school do not use 2013 curriculum because of the minister of education’s instruction. Therefore, the headmaster decided to change 2013 curriculum into KTSP. It also means that the teachers have responsibility to make lesson plans and prepare materials for the students by themselves. It is because the implementation of the curriculum and the syllabus is in the hand of the school management. As stated before, KTSP allows the school to develop their own teaching materials. By using books the teachers get a purpose to increase the learning materials in SMP N 2 Mlati. There are many kinds of books which are used to teach the students. For example, 7th grade students use handbook entitled Let’s talk published by Yudhistira and workbook entitled Canggih Bahasa Inggris published by CV. Gema Nusa. Those books are used by the teachers to explain materials to the students. By using books in the teaching learning process, it will also help the teachers to reach the goal of study. In this research, the researcher will analyze an English workbook for Junior High School students and in this case the workbook is Canggih Bahasa Inggris itself. The researcher wants to analyze the workbook because nowadays there are many kinds of workbook, but every workbook has different quality, such as content, presentation, etc. Before that, the researcher will explain why the researcher chooses that workbook. It is caused the background of the school that


3 still uses School-Based Curriculum as their school curriculum. Therefore, the teaching media such as workbook is also appropriate with the school curriculum used. Besides, the workbook itself is always used by the teachers and also the students. Therefore, the researcher wants to analyze the exercises of the workbook with the school curriculum because it is one of important aspects in the teaching and learning process. That is about the reason in choosing the workbook. Then, the researcher will continue the explanation. The content of workbook itself is determined by author. It means that the authors have freedom to write whatever they want. However, it should be matched with the curriculum and syllabus. The design of the workbook is determined by publisher. Every publisher has freedom to design workbook. However, the workbook should attract the students’ enthusiast to learn something from the workbook. The author and publisher have to pay attention more for every detail of the workbook. In fact, most teachers often use the workbook as a resource book for ideas and instructional activities as well as giving guidance for what they do. However, there are still some teachers that do not pay attention in choosing workbook for their students. Sometimes, there are some mistakes in the workbook content. Besides, the workbook is not appropriate to be used in the school curriculum because every school has a policy to choose the curriculum. Moreover, workbooks not only give benefits for teachers but also for the students. It helps the students to achieve the goals of the study. By using workbook, the students can understand the materials well. Then if the students face some problems, workbook may also help them to overcome the difficulties of learning English. With well-prepared


4 materials which are provided in the workbook and combined with the way of teaching by the teacher, it will build good atmosphere in teaching-learning process. Besides, the researcher find another research related to the topic. It is a research which is done by Arif Prasojo. He conducts the research about “The Analysis of English Textbook Pathway to English Used in the First Grade of Senior High School Based on Curriculum 2013; An Analytical Study on English Textbook for First year of Senior High School”. In that research he tries to find whether or not the materials provided in the English textbook Pathway to English designed for the first grade of Senior high school compatible with the curriculum 2013. Besides that the writer also studies about the feasibility of content and presentation of the textbook. Then, he uses descriptive qualitative approach which is content analysis as the methodology. Therefore, the data collected for the research will be gathered from the English textbook Pathway to English itself. The result of the research shows that the English Textbook of Pathway to English compatible with the curriculum 2013. It can be shown that from every single KI and KD successfully implemented in the textbook. That research is almost same with the research which is conducted by the researcher. The differences are on the research subject and curriculum. In that research analyzes English textbook Pathway to English based on curriculum 2013. However, the researcher analyzes Canggih Bahasa Inggris English workbook based on School Based Curriculum. Thus, the research which is done by Arif Prasojo gives references for the researcher in doing the research.


5 B. Research Problem Based on the background of research above, the researcher analyzes the Canggih Bahasa Inggris students’ exercises workbook used for seventh grade in SMP N 2 Mlati. Then, the researcher formulates the idea to a research problem in the following question. 

To what extent does Canggih Bahasa Inggris workbook appropriate is with the school curriculum?

C. Research Objective In relation with the research problem, this research is conducted as an attempt to answer research question formulated in the problem formulation. The objective is to gain deep knowledge and information whether Canggih Bahasa Inggris as students’ workbook is appropriate with school curriculum or not.

D. Research Benefits This research is expected to give contribution to: 1. English Teachers By the results of the research, the English teachers may get new information and new knowledge on how to choose appropriate materials which are workbook that will be used in the teaching and learning process. Besides, the English teachers should pay attention to the content of workbook before making decision to use supplementary materials for their students. English teacher should also understand the use of workbook in the process teaching and learning. The teachers should not lose the control of the class when


6 they are teaching the lesson materials. Although they use workbook as the supplementary materials, they still hold the role of teaching and learning process in the class. 2. Students Students need supplementary material which is workbook because they need that as guidance in teaching and learning process. Therefore, choosing the workbook that has good quality of content is one of the keys to a successful learning. It will trigger some problems in learning process if the students get the low quality workbook. Besides, the workbook will also provide a chance for the teacher and the students to build good chemistry in the teaching and learning process. Moreover, they will overcome the problems that might be came in the process of teaching and learning.

3. Workbook Publishers It is hoped that this research may help the workbook publishers in improving the quality of making a product and more pay attention in making materials for the students. The result of the research can also remind them to be more careful and aware to the content of the workbook by checking with the school curriculum. Besides, the workbook publishers should realize the importance of the workbook to improve the students’ skill. Therefore by this research, workbook publishers may get new ideas in arranging the materials of the workbook because


7 workbook probably becomes one of the media that can help the teacher and students to achieve the goals of the study.

4. Future Researchers Then, for the future researchers who want to do similar research, it is hoped that this research will help them to find references and provide information for the further research. It also gives general knowledge how to evaluate workbooks or other forms of English supplementary materials. Besides, it can be used as a basic consideration for the future researchers who are interested in developing similar research, such as handbook analysis. For example, the future researchers may consider this research with the same method. If they are interested in the analyzing documents, they should use content analysis or document analysis to get deep understanding of the research that thy will done.

E. Problem Limitation In order to make this research still in the one line, the researcher tries to limit the discussion. This research will focused on the analyzing the quality of the workbook and the appropriateness with the school curriculum. The workbook to be analyzed is Canggih Bahasa Inggris published by CV. Gema Nusa and it is used for Junior High School students. Then, the quality of the workbook is analyzed based on the rubric evaluation. The rubric covers 4 evaluation aspects; they are general appearances, language skill, language content, and topic content. For complete explanation about rubric, the researcher will provide it in the chapter


8 III. After that, the researcher only focused on analyzing the exercises with the school curriculum through syllabus. Besides, the researcher provides come pictures of exercises to make it stay in a discussion.

F. Definition of Terms The researcher provides the definitions of terms which are related to this research to make the reader have same understanding toward some terms which are used in this research. They are as follows:

1. Workbook It is a students’ book containing instruction and exercises related to the particular subject. Usually, workbooks can be called as Lembar Kerja Siswa (LKS). According to Supriadi (2001), LKS is a book that is published by some private book publishers and used by the students based on the school’s choice. The LKS provides some materials and exercises that can help the students to understand lesson materials. It also develops their English ability. It is often used as a supplementary book in teaching and learning process in then class. Based on the curriculum in Indonesia which is School Based Curriculum, the teachers and the schools may choose their own materials for teaching and learning process. Therefore, it makes the condition where every school has different materials compared to the other schools.

2. School-Based Curriculum


9 Finney in Richards and Renandya (2002: 70) defines curriculum as a specification of the content and the ordering of what is to be taught. It refers to the aspects of planning, implementation and evaluation of an educational program, particularly the why, how and how well together with the what of the teachinglearning process. School-Based Curriculum refers to KTSP (Kurikulum Tingkat SatuanPendidikan), the latest Education Department of Indonesia (DEPDIKNAS) curriculum implementation. It offers the schools and the teachers the autonomy to elaborate and implement their own curriculum. Based on Permendiknas No 22/ 2006, BSNP develops the content standard which covers the scope of each subject matter and competency levels to achieve the standard of graduate competence in certain educational levels. The content standard includes the basic framework, the curriculum structure, standard competence (SK) and basic competence (KD) of each subject matter in each semester of each educational level. Then, KTSP is one of curriculum in Indonesia which is implemented based on Permendiknas No 22/ 2006. The schools which use the curriculum have freedom to make and arrange the teaching materials

that appropriate with the

local potential sources in every school. This curriculum some gives advantages for the school; they are make their own syllabus and lesson plan, choose their own materials, set their own rules, etc. They can do that, but it should be based on the the school curriculum and BSNP.


`CHAPTER II REVIEW OF RELATED LITERATURE

The content of this chapter is about the explanation of the relevant theories which are related to the research. There are two main parts of this chapter. Those two are theoretical description and theoretical framework. In theoretical description, the theoretical review of this research is provided. The last part is theoretical framework. In the theoretical framework, the researcher explains the relation between the theories and the research question of this research. The researcher uses the theories provided to answer the research problems.

A. Theoretical Description There are four theories that support this research. They include theories related to school-based curriculum, instructional material, workbook, and studying with the workbook. The theories are stated by experts in language teaching. 1. School-Based Curriculum In the education scope, there is a familiar word which is “curriculum”. Curriculum is the most essential thing of teaching learning process. A teacher should teach his/her students according to the current curriculum because it has been designed on the basis of students’ needs. According to Feez (2002), “curriculum is a general statement of goals and outcomes, learning arrangement,

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11 evaluation and documentation related to the management of program within an education institution”. Therefore, from the definition above the researcher concludes that curriculum is a plan that is developed as guidance in the process of teaching and learning. In order to make the education system better, sometimes the reformation of curriculum is done to improve or to develop the quality of education. Curriculum consists of some education aspects; they are science, knowledge, and experience worth giving to the students to obtain then educational objectives. In the line with the change of time, the technology and the progress of science increase. Therefore, it makes the society’s needs toward the technology and progress of science increase. It also occurs to the change of student’s needs. To meet such a change, the curriculum should be changed because curriculum is a reflection of situation in a certain period of time. Therefore, the most perfect curriculum has been never found. By realizing the need for such a change, the government always tries to improve the curriculum. School-based curriculum is one of examples of curriculum which is arranged by the government in order to improve the curriculum. In this case, School Based Curriculum has been issued by Indonesia National Education Department. Based on Permen No 22/ 2006, BSNP develops the content standard which covers the scope of each subject matter and competency levels to achieve the standard of graduate competence in certain educational levels. The content standard includes the basic framework, curriculum


12 structure, competency standard (SK) and basic competency (KD) of each subject matter in each semester of each educational level. Based on the guidelines of KTSP issued by BSNP on 2006, KTSP is developed based on the following principles: 1) focusing on the learners’ and learners’ circumstances’ potentials, development, needs, and interest in which learners have central position to develop their competence in order to be faithful, intelligent, intellectual, creative, independent, and responsible individuals. It implies that the learning activities should be learner-centered; 2) diverse and integrated in which the curriculum takes the diversity of learners’ characters, local condition, and educational levels into account. Learners are encouraged to appreciate religion, cultural, economic and social status, and gender differences. The curriculum covers required subject matters, local contents, and interpersonal skills which are conducted in integrated way in meaningful interconnection and sustainability among the three elements; 3) Awareness towards science, technology, and art development in which the content of the curriculum gives learners learning experience to keep up with and make use of the science, technology, and art development; 4) Relevant to learners’ life needs in which the development of curriculum involves the stakeholders to guarantee the education’s relevance towards the life of society, business world, and world of work. Thus, it should accommodate interpersonal, intellectual, social, academic, and vocational skills; 5) Lifelong learning in which the curriculum must be oriented to the learners’ development, acculturation, empowerment process that last for the whole life. Therefore, the curriculum should reflect the interconnection among the


13 elements of formal, non-formal, and informal education by considering the always-progressing life demand. School-based Curriculum sees English as a means of communication both oral and written. To communicate means to comprehend and to transform information, to understand and express mind and feeling, and to improve one’s repertoire of knowledge, technology, and culture. Such communication competence means discourse competence, that is, the ability to comprehend or to produce written and oral texts through the four language skills namely listening, speaking, reading, and writing. These four skills are used to perceive and create discourse in social life. Thus, English subject is directed to improve those skills in order to produce the graduates who are capable of communicating and making discourse in English at certain literacy levels. The literacy levels according to Kerlinger (1986) in the standard of content of English issued by KTSP in 2006 cover performative, functional, informational, and epistemic levels. In performative level, learners are expected to be able to read, write, listen, and speak in the target language. In functional level, learners are expected to be able to use the target language to fulfill their daily needs such as to read newspaper, manuals, or direction. In informational level, learners are expected to access information using the target language. In epistemic level, learners are expected to convey knowledge in the target language. However, the target of English learning in Junior High School is that learners are able to achieve functional level, in which they communicate both oral and written to solve daily life problems. Moreover, it prepares them to be able to


14 communicate their thoughts and feelings, to participate in the society, even to make informed decision about personal and social issues and to discover and use their analytical and imaginative capacities. Meanwhile, Junior High School students are expected to achieve informational level, because they are prepared for taking higher education. Epistemic level is considered too demanding for Senior High School students because in Indonesia, English functions as a foreign language. School-based Curriculum also deals with the four language skills, such as; listening, speaking, reading, and writing. Dealing with Balitbang (Badan Penelitian dan Pengembangan), the researcher attempts to resume the elaboration about the standard of material competence in the School-based Curriculum. The standard of material competences are (1) in listening the students are able to percept various meaning (interpersonal, ideational, textual) in the oral text which has communicative goal, structural text, and certain linguistics features, (2) in speaking students are able to express various meaning (interpersonal, ideational, textual) in the oral text which has communicative goal, structural text, and certain linguistics features, (3) in reading students are able to understand various meaning (interpersonal, ideational, textual) in the oral text which has communicative goal, structural text, and certain linguistics features, and (4) in writing students are able to express various meaning (interpersonal, ideational, textual) in the oral text which has communicative goal, structural text, and certain linguistics features. Besides, there are some objectives of teaching English for Junior High School. English lesson in Junior High School has some purposes for the students.


15 They are, (1) to develop the ability in communication well both oral and written (listening, speaking, reading, and writing), (2) to realize about the importance of English language as one of foreign language to become primarily learning kits, (3) to develop the understanding of learners about the relationship between language and culture and also extend cultural firmament. School Based Curriculum is the curriculum that focuses on certain competence. It focused on standard competence and basic competence. In 2006 curriculum every teacher has to develop the lesson plan by themselves but they are still consistent with the syllabus. In the school-based curriculum there are also language skills that will be developed. They consist of eleven indicators suggested by school-based curriculum of English in listening and speaking skill. Then there are three indicators suggested by this curriculum of English reading and writing skill.

2. Instructional Material By using instructional materials in teaching and learning process is very important aspect support activity in the class. Instructional material is the key component in most language program (Richards, 2001: 251). Instructional material can help students in teaching and learning process. It also helps the teachers to create ideas on how to arrange good lesson material. The teachers have a policy to choose the material which is used in teaching and learning process because there are many available materials. For examples, textbook, commercial materials, or sometimes the teachers can create new material and they can use it in


16 the teaching and learning process.

There are many kinds of instructional

materials. Richards (2002) classified material based on its form and based on its origin. They are, (1) printed material such as workbook, textbook, worksheet, (2) non print material such as cassette, CD, VCD, computer based material, (3) material that comprises both print and non-print sources such as: self-access material from internet, (4) free material such as magazine, newspaper and TV material. Many teachers use instructional material as their primary teaching resources. It gives content for the lesson, the balanced skill taught, language practice for the students as well as supplement for the teachers. Learners may take more benefit from material since they can use it for learning practice apart from the teachers. Instructional material in a language program is significant in language curriculum development (Richards, 2001: 252). Donovan in Tomlinson (1998) affirms that materials should have a high degree of regularity in unit design, content, task type, etc. Therefore, the good and appropriate materials should have effective language teaching materials. Then, Richards and Renandya (2002) add a number of roles and characteristics of effective language teaching materials as follows: (1) Language is functional and must be contextualized; (2) Language development requires learners’ engagement in purposeful use of language, (3) The language used should be realistic and authentic, (4) Classroom materials will usually seek to include an audiovisual component, (5) Learners need to develop the ability to deal with written as well as spoken genres, (6) Effective teaching materials foster learner autonomy, (7)


17 Materials need to be flexible enough to carter to individual and contextual differences, and (8) Learning needs to engage learners both affectively and cognitively. In Indonesia, most of instructional materials especially English instructional material is published in the form of textbook which is used at school only, starting from elementary school level to senior high school level. Normally, instructional material is not only textbook but also audio. However, the audio is usually accessible only by teachers and the students do not have experiences of that. Moreover, all of the materials are good. It depends on the teacher to choose the best materials that can help them in the process of teaching and learning.

3. Workbook Books give contribution in the teaching and learning process in the class. According to Sheldon (1998), there are three reasons why the teachers use books in the class. The first reason is the teachers face some difficulties in developing their own materials for the students in the class. Second is the teachers have limited time if they develop the materials by themselves. Then the last, it is because of many external pressures that can disturb the teachers. Besides, there is still another reason why the teachers need to use book. The teachers do not have enough experiences in using books in the class (Ansary, 2002). In this case, the book means the guidance, help, and saves. The use of teaching media like books, it does not only give benefits for the teachers but also


18 the students. Therefore, the lesson materials can be delivered in a good sequence by the teacher and the students can get the point well. In order to reach the goal of study in the teaching and learning English, some schools may need to use supporting media. For example is workbook. According to Suwandi (2010), workbook is a book that contain of many exercises which is used by the teacher to teach the students and this book is designed as a supplementary book. Then, Supriadi (2001) states that workbook is a book that is published by private publisher and it is used by the students because of the school’s choice; the goal of this book is to support textbook. Besides, the use of workbook itself is expected to maximize the process of teaching and learning English. Beeby (1982) suggests that the school should not only use textbook if the students are taught to develop their way of thinking. It is better using textbook because it is important, but it is not enough. Therefore, workbook becomes one of the optional materials because in using workbook in the process of teaching and learning will help the students to get deep understanding about the lesson materials. Moreover, it also helps the students to practice their English skill by doing the exercises in the workbook. This book is also affordable and easy to be found because it is widely published in many bookstores. As stated before, the use of workbook can help the students understand and practice the English skill independently. Although school is a place where the students can get knowledge, workbook is the teaching media which can be used even them at home. Therefore, the students still learn about lesson materials although they are not in the school. It is also supported by the fact that workbook


19 provides many assignments and exercises that can be used by the students to recall their memory toward the lesson materials when they are studying in the class. Devi (2009) states that workbook is the collection of many sheets contains a lot of exercises that can be done by the learners. Usually, workbook is also being completed with the summary of the lesson materials and the instruction about how to do the exercise provided. Based on Agni’s opinion (2014) in her research, there are some functions of using media in the process of teaching and learning. They are; (1) it helps to improve students’ motivation, (2) it helps the teacher to give clear information to the students about the lesson materials, (3) the students will have the experience of learning and directly involve in the learning process. Then, it makes what they have acquired will be saved in their long-term memory, (4) it may attract student’s attention in the learning process. Besides, workbook gives some advantages in the teaching and learning process. However, the advantages of using workbook are not only for the teachers, but also for the students. Then, Dhari and Haryono (1988) mention at least four advantages of using workbook for the students. They are; (1) to develop the students’ skill as the basic knowledge, (2) to improve the students’ activity in the following process of teaching and learning, (3) to help the students in order to gain the point of the lesson materials which are taught by the teachers, (4) to help adding information about the concept of the lesson materials through systematic learning system.


20 The uniqueness of workbook is at the number of exercises itself. Sometimes, workbook gives so many exercises rather than explanation. However in order to gain the goal of study, the teacher should know the best workbook for the students. Therefore, in the teaching and learning process the teacher should not only focus on the workbook but also pay attention to the way of teaching and the way of delivering the lesson materials itself.

4. Studying with the workbook Workbook contains many exercises and it plays important role for the students to practice their English skill. In learning language, students need a lot of practices because when they have a lot of practices; it will make them more familiar with the language they are learning. This fact also happens in learning English. By doing some exercises provided in the workbook, it is supposed that the students will be more understand in using English. Lado (1964:4) claims as follows, The students must be engaged in practice most of the learning time. This principle has a psychological justification, since other thing being equal, the quantity and permanence of learning are in direct proportion to the amount of practice (p.4). From the statement above, it gives clear explanation that by doing practice more it can give possible way to make the students get involved in learning English. Praninskas (1976) also adds, one of English textbook writers, says that the book that provides some exercises for helping the students’ response in learning something. Therefore, the exercises themselves give opportunity for


21 students to practice constructing kinds of sentence which has been taught by the teacher in the process of teaching and learning in the class. However, there is one thing that should be to pay attention to the teacher. If they want to use workbook as supplementary book besides textbook, they must be careful in choosing the most suitable workbook for the students. It means that the teachers must consider the content and curriculum of workbook. It is concluded that workbook has important effects in the teaching and learning process, especially in language teaching, including English teaching. Workbook is definitely needed because of its importance. The use of workbook gives some impacts toward teaching and learning process. One of them is workbook as a supplementary book will help them to remind about what has been taught by the teacher from the textbook. Therefore, it will be easy for the students to understand the lesson materials through workbook.

B. Theoretical Framework

In Indonesia, the changing from the previous curriculum to the new one has influenced some aspects in learning and teaching, such as the approach, method, and techniques implemented during the teaching and learning process. In response to the new curriculum, the publishers normally design a series of organized, graded, and systematic instructional materials which represent the new approach. These standardized instructional materials are called textbooks. Textbooks are considered to be the major component in the curriculum. However,


22 in this case the researcher will not discuss about textbook but the researcher will focus on workbook, especially English workbook. In this research, the researcher used an English workbook entitled Canggih Bahasa Inggris for Grade 7 of Junior High School Students. The researcher will analyze the workbook whether the workbook is appropriate with school curriculum or not. The researcher uses theory about Research design: Qualitative, quantitative and mixed methods approaches from Cresswell (2003). Theory from Cresswell is used to understand about qualitative method. However, the researcher wants to get deep understanding about content analysis and it will be supported with the theory from Leedy and Ormrod (2001). In order to analyze the data, the researcher will compare the workbook with the school curriculum. The theory from Cresswell (1994) Research design: Qualitative and quantitative approaches, Cresswell (2002) Educational research: Planning, conducting, and evaluating quantitative and qualitative research, and Miles and Huberman (1994) Qualitative Data Analysis help the researcher in finding the data. Therefore, it should be seen the correlation between the exercises from the workbook with the curriculum and syllabus. The researcher will compare the exercises with the topics, competency standard (SK) and basic competency (KD) within the workbook itself. Besides, by using table of rubric the researcher analyzes the quality of workbook from the general appearance until the content of workbook.


CHAPTER III METHODOLOGY

This chapter discusses the appropriate research methodology used in conducting this research. It is divided into several sub chapters. They are the research method, the research subjects, the research instruments, the research setting, the data gathering technique, the data analysis technique, and the research procedure.

A. Research Method A qualitative content analysis was a research method for subjective interpretation of the content of the text data. It would be through systematic classification process of coding and identifying themes or patterns (Hsieh and Shannon, 2005). Therefore in this research, most of the data was in the form of document or text. Based on the statement above that most of the data which had been analyzed were taken from document, therefore it was appropriate if the researcher used content analysis in the research. Content analysis was also often referred to as document analysis. It was one of the approaches under the descriptive research. What was meant by content analysis in this research was a process of analyzing a Canggih Bahasa Inggris workbook for Grade 7 of Junior High School Students as supplementary book used by English teacher. The analysis was done to analyze

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24 the quality of the book. It would be focused on the content of the workbook itself because the workbook was appropriate with the school curriculum used. In other words, content analysis was a procedure that involves examining learning materials to establish their value (Tomlinson, 2003, p. 146) Leedy and Ormrod (2001) define content analysis as “a detailed and systematic examination of the contents of a particular body of materials for the purpose of identifying patterns, themes, or biases” (p. 155). Content analysis reviewed forms of human communication including books, newspapers, and films as well as other forms in order to identify patterns, themes, or biases. The method was designed to identify specific characteristics from the content in the human communications. The researcher was exploring verbal, visual, behavioral patterns, themes, or biases. The procedural process for the content analysis study was designed to achieve the highest objective analysis possible and identify the body of material to be studied and defining the characteristics or qualities to be examined (Leedy & Ormrod, 2001). The collection of data was a two-step process. First, the researcher had to analyze the materials and put them in a frequency table as each characteristic or quality was mentioned. Second, the researcher had to conduct a statistical analysis so that the results are reported in a quantitative format. The research report had five sections: the description of the materials studied, the characteristics and qualities studied, a description of the methodology, the statistical analysis showing the frequency table, and drawing conclusions about


25 the patterns, themes, or biases found in the human communications and data collection. This research was also called as a descriptive research. According to Ary, Jacobs, and Razavieh (2007:447) the goal of descriptive research was to show the condition happened in the certain situation which meant there would no manipulation added. In the descriptive research, there were six types of method such as correlational research, causal comparative research, case study, ethnography, document analysis, and analytical method. Based on the types of descriptive research, this study belonged to document analysis or content analysis. It was caused the researcher analyzed some documents in this study. Therefore in the educational research, Ary et al. (2002:443) has listed some purposes of document analysis. They were; (1) to identify bias prejudice, or propaganda in the textbooks, (2) to analyze types of errors in the students’ writing, (3) to describe prevailing practice, (4) to discover the level of difficulty of materials in textbooks or other publications, (5) to discover the relative importance of, or interest in, certain topics. Thus, from those theories above showed that this study desired to discover whether the exercises of the English workbook analyzed appropriate with the school curriculum used or not.

B. Research Subjects Workbooks were widely published. There were so many workbooks available in bookstores in Indonesia. Therefore, only one textbook were chosen as the document being analyzed. The workbook was Canggih Bahasa Inggris for


26 Grade 7 of Junior High School Student. This book was developed based on School-based Curriculum (KTSP) which had been launch since 2006. It was published by CV. Gema Nusa and written by the team of CV. Gema Nusa. Based on the researcher’s observation, there was no research which used this book as the subject of research. Besides, it was important for the researcher to analyze the workbook because the researcher wanted to makes sure whether there were some mistakes in the workbook or not. Therefore, that were the reasons why the researcher wanted to use this book as the research subject.

C. Research Instruments This research was content analysis or document analysis to describe the quality of the workbook. The researcher used rubric to gather the data and to gain information. The rubric would be adapted from four sources: Tomlison, et al (2001), Eriksoussy (1993), Thein (2006), and from Al-Hajailan (2003). Eriksoussy (1993) had some rubrics and they consisted of six main categories, objectives, content selection, gradation and recycling, presentation frames, practice activities (drills and exercises), and assessment models (model tests). While from Al-Hajailan (2003) had the results of the study revealed that the book’s appearance, accompanying materials, academic content, cultural content, and evaluation techniques. Next, Tomlison et al (2001) used 133 course evaluations criteria to evaluate eight current adult courses published by four leading publisher in the UK. The overall course criteria consisted of eight categories, namely publisher’s claims, flexibility, syllabus, pedagogic approach,


27 topic contents, voice, instruction and teachability.

The course book-specific

criteria included four categories: appearance, design, illustration, and reading texts. In addition, specific criteria for cassettes and CD ROM, teacher’s book, workbook, and video were used in this evaluate study. Then, Thein (2006) found that the textbooks used should contribute to achieve the needs and wants both the teachers and learners, promote the students’ critical thinking, and improve the students’ communicative skills for everyday life situations. From these four sources, the researcher combined some aspects as evaluation aspects in the rubric evaluation. Thus, the evaluation aspects were provided below:

1. General Appearance First, the researcher did not only analyze about the content of the workbook, but also general appearance of the workbook. It was important aspect to be analyzed. Thus, in the general appearance aspect, there would be six points which were covered to assess the physical appearance of the workbook. It first started with the cover of the workbook. Based on the cover, the researcher would assess whether the cover of the workbook was quite interesting and attractive or not. Then, it was about font size and type used in the workbook. The researcher wanted to know whether the text in the workbook was readable or not. Next was about orientation page. Then for table of content, the workbook had detailed and complete table of content or not. Tittle for each lesson, it was important because it gives detail information about lesson that would be learned.


28 The last was bibliography, it was also important aspect because to check the detail of references used in the workbook.

2. Language Skill Language skills consisted of listening, speaking, reading, and writing. Therefore, the researcher wanted to analyze the quality of the tasks for those language skills. The researcher would analyze whether the reading exercises were sufficient and appropriate or not. Then for the listening exercises, there were appropriate recorded and suitable exercises or not. Next was about speaking exercises, it had appropriate exercises for examples like dialogue, conversation, and role-play or not. Then the last was the researcher wants to know whether writing exercises had suitable exercises that match with the topic of lesson materials or not.

3. Language Content The researcher had a purpose to make table of rubric about language content. It was to show the quality of the language and the structure in the workbook itself. Therefore in the language content table, it would be fulfilled with grammar, vocabulary, and pronunciation used in the workbook. Grammar was one of the important aspects in language. Therefore, it would be included as one of the evaluation aspects in the workbook because the researcher wanted to show whether the workbook used correct and appropriate grammar or not. Then, word choices and sentence structure were also important


29 aspects. Therefore, the researcher would analyze whether the workbook had correct sentence structure and word choices or not. Besides that, the workbook provided sufficient material for teaching vocabulary and pronunciation or not. All of the aspects would be shown in the language content rubrics.

4. Topic Content The researcher tried to elaborate the aspects to show the quality of the workbook itself. Mostly the aspects related with the curriculum. First aspect was about general objectives of teaching English for Junior High School students. It also showed whether the lesson materials provided in the workbook were appropriate with the SK (Standar Kompetensi) and KD (Kompetensi Dasar) in the school curriculum or not. Then by using the workbook, the indicators of study would be achieved or not. The last was the workbook facilitated the teachers and the students to have good communication in the teaching and learning process.

D. Research Setting This research was included to the content analysis. Therefore, this research is conducted at the Library of USD and at home because this research did not need participant since it was a document analysis research. First of all, the researcher started to do this research in the beginning of February 2016. Then, the researcher finished analyzing the workbook on April, 29 2016. After that, the researcher tried to start doing the research and gather the data and then analyzing it. By conducting those steps, the researcher gained feedback, comment and suggestion


30 about the research. Then, the researcher would analyze the research based on the feedback and evaluation.

E. Data Gathering Technique This study used document as the source of data. Since the documents which were gathered by the researcher were already in the form of written text, the researcher did not have to convert the data anymore. The data would be gathered from workbooks. The workbook was Canggih Bahasa Inggris for 7th grade of Junior High School. It was published by CV. Gema Nusa and to be used in SMP N 2 Mlati, Yogyakarta for supplementary book in teaching English. The researcher would analyze the workbook based on the criteria for book evaluation and checked it by comparing with the school curriculum to get the data.

F. Data Analysis Technique This study used qualitative content analysis as methodology. According to Hsieh and Shannon (2005), qualitative content analysis as a research method for the subjective interpretation of the content of the text data through systematic classification process of coding and identifying themes or patterns. Then, in order to gather the data and gain information, the researcher used rubric. Then from those research instruments data, the researcher tried to read the raw data repeatedly to organize the data. After the data were gathered and the results of the


31 research were also analyzed, the researcher summarized to draw a conclusion after the data collection. In order to simplify the study, the researcher made some tables of rubric. It represents the requirement and criteria of the workbook. In the rubric of workbook evaluation, it consisted of some columns which are fulfilled evaluation aspects, score, and indicators. Then, the evaluation aspects in the rubric were general appearance, language skills, language content, and workbook content. Then, the researcher gave score from 4 until 1. The score were given based on the indicator itself. It meant that every score had different indicators. Based on General Appearance aspect, there were some indicators related to the aspect. The indicators for score 4 there were interesting cover, readable font, informative orientation, detailed table of content, appropriate title in every lesson, and complete bibliography. Then, the indicators for score 3 there were interesting cover, informative orientation, detailed table of content, complete bibliography, but it had not appropriate title in every lesson and had unreadable font. Next, the indicators for score 2 there were interesting cover, unreadable font, detailed table of content, and complete bibliography, but it had not appropriate title in every lesson and the orientation was not clear enough. The last was the indicators for score 1. This score was the worst score because the cover was not interesting enough, it had unreadable font, the orientation was not clear enough, the table of content was not detailed, it had appropriate title in every lesson but the bibliography was not complete.


32 Then for the Language Skill aspect, it also consisted of some indicators. For the highest score which was 4, the indicators were the workbook covered four language skills. They were listening, speaking, reading, and writing skills. Every skill had complete and appropriate exercises. Then the indicators for score 3, the workbook covered listening, speaking, reading, and writing skills. The speaking, reading, and writing skills had complete and appropriate exercises but the listening skill had not appropriate recorded. Next was the indicators for score 2. The workbook covered four language skills. It had complete and appropriate speaking and writing exercises but the listening and reading exercises were not sufficient with the materials. The last was the indicators for score 1. The workbook covered four language skills. However, it only had one complete exercise which was writing exercises. For the listening, speaking, and reading skills were not complete and appropriate with the materials. Next is Language Content and for the indicators. The first was the indicators for score 4, there were correct and appropriate grammar, it used appropriate word choices and correct sentence structure, it provided sufficient materials for teaching vocabulary and pronunciation. Then the indicators for score 3, the workbook used appropriate and correct grammar. Sometimes, there were some inappropriate word choices. It used clear and correct sentence structure but there were not sufficient materials for teaching vocabulary and pronunciation. Next was the indicators for score 2. There were some grammatical mistakes and inappropriate word choices. The sentence structure did not clear and correct enough but there were some exercises for teaching vocabulary and pronunciation.


33 The last was the indicators for the worst score which was score 1. There were some grammatical mistakes and inappropriate word choices. The sentence structure was not clear and correct and there were not complete examples for teaching vocabulary and pronunciation. The last was the Topic Content aspect. The indicators for score 4 were the workbook fulfilled the general objectives of teaching English language, the lesson materials appropriate with competency standard (SK) and basic competency (KD), the indicator studies could be achieved through the exercises provided, and it also provided chance to build good communication between the teachers and the students. Then the indicators for score 3, the workbook fulfilled the general objectives of teaching English language, the lesson materials were inappropriate with competency standard (SK) and basic competency (KD), however the indicator studies could be achieved through the exercises provided, and it also provided chance to build good communication between the teachers and the students. Next was the indicators for score 2. The workbook still fulfilled the general objectives of teaching English language but the lesson materials were not sufficient with competency standard (SK) and basic competency (KD). The indicator studies could not be achieved nut it still provided chance to build good communication between the teachers and the students. The last was the indicators for score 1. Although the workbook still fulfilled the general objectives of teaching English language but the lesson materials were not sufficient with competency standard (SK) and basic competency (KD). Besides, the indicator studies could not be achieved and it did not provide chance to build good


34 communication between the teachers and the students. Those were the entire indicator and the score for each evaluation aspects. Then, the researcher compared all the exercises in the workbook with the standard competence and basic competence in the syllabus. The researcher tried to really make sure whether the workbook appropriate with the school curriculum or not. Therefore, the researcher should be careful in analyzing some documents in the research.

G. Research Procedure With the complete data sources taken from the Canggih Bahasa Inggris workbook were collected, the researcher analyzed the data from that workbook and the other references. This analysis was meant to evaluate whether the materials in the workbook appropriate with the school curriculum or not. In this analysis, the researcher did the following steps:

1. Deciding the topic of the research. This was the first step that the researcher had already done before the researcher continued the research. It was so important to decide the topic of research. There were several reasons why the researcher chose this topic. First, the researcher wanted to join in the education development. The researcher thought that by choosing the best teaching media in this case was book in the teaching and learning process was not enough.


35 The researcher realized that nowadays, book was used as the main media in the process of teaching and learning in the class. Therefore, the quality of the book should be paid attention more and should be appropriate with the curriculum which was used in the school because a book that had good quality could give contribution to the successful learning. Besides, the researcher was a teacher candidate. Therefore, it was important to know the good teaching material for the students. Those were the reasons why the researcher took initiative to learn more about the quality and also the content of the book. Then, the researcher tried to formulate the research question into the following sentences. It was to what extent Canggih Bahasa Inggris workbook was appropriate with the school curriculum.

2. Collecting the data This step was one the most consuming time parts because the researcher should collect the data carefully. It was because in this research the researcher should collect the data from some documents. Therefore, the data which were collected by the researcher should be relevant to the research. In order to gather the data, the researcher needed some references from the other researches which had done similar topic with the topic of this research. All the data from the previous research really help the researcher to find and improve the ideas about what should be done in the next step. However, the researcher should be selective in order to choose the trusted source of references. Therefore, it was also a time consuming part.


36 3. Analyzing the data Analyzing the data was done after the researcher had finished gathering data needed. After considering several things the researcher decided to divide analyzing the data into two parts. First, the researcher would analyze the quality of the workbook by using table of rubric. There were some points that would be analyzed; they were general appearances, language skills, language content, and topic of content in the workbook. Then, the researcher also analyzed whether the workbook was appropriate with the school curriculum or not. The researcher would compare the materials provided within the workbook with the theme suggested by the curriculum and in this case is School-Based Curriculum. If the researcher could get all of the points which were used in analyzing the data, it would help the researcher in analyzing the workbook in detail. Moreover, the result of the analysis would be presented in the form of percentage.

4. Writing the report After the researcher had already done with some procedural steps in orderly ways, the researcher would do the last step in this research. Writing the report was the last step in doing the research. In this step, the researcher tried to interpret the data gained from process of evaluation of the workbook Canggih Bahasa Inggris. Besides, this report would explain each part and procedure of the research and also the findings in detail. All of the result above would be written in the form of thesis.


CHAPTER IV RESEARCH RESULTS AND DISCUSSION

This chapter presents the results and the discussion based on the data collection. It consists of two sections to answer the research question in the chapter I. The first is data presentation of the rubric evaluation. The second is data presentation of the comparison section between workbbook and school curriculum. Then for the discussion, the researcher has already included that in every section. Therefore, the aim of this research to know whether Canggih Bahasa Inggris workbook is appropriate with the school curriculum or not.

A. Data Presentation of Rubric Evaluation In this part, the researcher pays attention to the results of rubric evaluation. There are four evaluation aspects in the rubric. They are general appearance, language skills, language content, and topic content. Firstly, the researcher tries to find out the general appearance of the workbook. As the researcher has said before that in the general appearance, it is related with the cover, the font size and type, orientation of the workbook, table of content, etc. In the general appearances aspects, this workbook gets score 4. It means that the general appearances of the workbook is great because it can achieve the best score from the rubric evaluation. It can be shown that this workbook has attractive and interesting cover. It makes the teachers and the students become

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38 interested in the workbook because the cover is eye catching. It also makes thestudents do not feel bored when they are working with the workbook. This workbook has good font type and size because all of the words in the worbook can be read well. Therefore, there is no problem with the fonts in the workbook. Then, this workbook also has informative orientation. It is quite important point because by knowing the orientation of the workbook, the reader can understand the topic of the lesson materials clearly. Next is about table of content. After the researcher analyzes this workbook, it has detailed and complete table of content. It really helps the teachers and the students when they are studying with this workbook. Besides, there is appropriate title in every lesson. Therefore, it also helps the teachers and the students to know what are they going to learn. Then, this workbook also contains complete bibliography. It means that, this workbook is appropriate enough to be used for seventh grade of junior high school students. The second aspect is about language skill. For the language skill, it is related with English four skills. They are listening, speaking, reading, and writing skills. All of the skills should be covered when learning English. In this aspect, the workbook gets score 3. This workbook covers four skills of language. It can be shown from the lesson materials and the exercises. It provides the lesson materials and the exercises about listening, speaking, reading, and writing skills. By using this workbook, the students can learn all of the language skills. This workbook also provides some exercises based on the each language skills. For the speaking skill, it has complete speaking exercises and it also has complete examples such as; conversations, dialogues, role-plays, etc. Then, the reading skill


39 also has complete and appropriate exercises with the lesson materials. It is also for writing exercises which have appropriate exercises with the lesson materials. However, it is different with the listening skill. Although, the listening exercies are good enough but it has no appropriate recorder that can be used for the students to improve their ability in listening skill more. Therefore, the reseacher think that all of the exercises in every language skill should be completed. The third aspect is about language content. In the language content, the researcher gives score only 2. However, the reseacher have some reasons why the researcher give that score. Before that, the researcher will explain what the language content is. Language content is about grammatical, word choices, sentence structure, and complete exercises for teaching vocabulary and pronunciation. It is also an important aspect becasuse it well help to know the quality of the workbook itself. The researcher starts with the grammatical point. After the reseacher analyzes the workbook, there are some grammatical mistakes. For example, “what type of text?” it should be “what is the type of the text?”. Besides, sometimes the plural words do not add with “s” or “es”. Those are about grammar. Then, the researcher will discuss about word choices. The way the author chooses the words is good enough because most of the words can be understood well. However, there are still some words which are difficult to be understood. For examples, “somewhat”, “charcoal”, “dissolves”, “keen on”, ect. From those examples of word, the researcher thinks that it is not appropriate to be used for seventh grade of junior high school. It is because, they are not familiar with the words and it will


40 make them difficult to understand the texts or the exercises in the workbook. Besides, the researcher also finds some typo mistakes. It means that the editor does not check it correctly and pay attention more on the use of words. Next is about sentence structure. It is about the author arranges the sentences in the workbook and it still has relation with the grammar. Overall, the sentence structure is already good but sometimes the researcher find some sentences which are not clear. For example, there are some unclear direction. It means that the author of the workbook does not give clear explanation what should be done by the students. Therefore, it will make the students confused in working with the workbook. In this workbook, there are some exercises for teaching vocabulary and pronunciation. For teaching vocabulary, the workbook provides some exercises fulfilled with some words. Then, what the students need to do is they should find the meaning of the words from English to Indonesia or Indonesia to English. However, it is not only to find the meaning of the words but sometimes the students should find the synonym or antonym of the words. By doing the exercise, the researcher think that it will make the students getting closer with the words and improve their vocabularies need. Then for the exercises for teaching pronunciation, it is also same with exercises for teaching vocabulary. Usually, after the teachers ask the students to do the exercices, the teachers also ask the students to learn how to pronounce the words. Therefore by pronuncing the words, the students can know how to pronounce the words carefully and correctly. Those are aspects in the language content.


41 The last evaluation aspect is about topic content. In the topic content, there are four points. First is general objectives of teaching English, it is about the aims or purposes of studying English. Therefore, the researcher analyzes whether the workbook fulfills the general objectives of teaching English or not. Then, after the researcher analyzes the workbook, it shows that it fulfills the objectives of teaching English. Besides, the author of the workbook makes the lesson materials and the exercises appropriate with the Standar Kompetensi (SK) and Kompetensi Dasar (KD). Therefore, this workbook is appropriate with the school curriculum which is School-based Curriculum. Then for the indicator of the study, it is exactly achieved through the exercises in the workbook because all of the exercises are made by the author based on the syllabus of School-based Curriculum. In order to make it clearer, the researcher will provide the example. In the syllabus for writing, the Standar Kompetensi (SK) is 12.Menulis “Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sederhana berbentuk descriptive procedure untuk berinteraksi dengan lingkungan terdekat” and Kompetensi Dasar (KD) is 12.2 “Mengungkapkan makna dan langkah retorika dalam esai pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive/procedure”. Then for the indicators of study, the students have to complete the descriptive/procedure texts in the workbook, the students have to arrange the descriptive/procedure texts, and the students have to write texts about


42 descriptive/procedure texts. All of the indicators can be shown in the workbook. There are some exercises that are appropriate with the indicators. The last is the workbook also provides chance for the teachers and students to create good communication in the class. That is correct because when the teachers will teach the students, they should build good communication to each other. Communication is important in the teaching and learning process because it can help the teachers to deliver the lesson materials for the students and the students can understand the lesson materials which are delivered by the teachers. Therefore, by using teaching media like instructional media and in this case is workbook, it will provide opportunity for the teachers and students to have good communication in the teaching and learning process.

B. Data Presentation of Comparison Section This part is the main part beacause it is fulfilled with the content of the workbook. By comparing lesson materials and the exercises of the workbook with the curriculum in this case is School-based Curriculum, the researcher tries to find out whether this workbook is appropriate with the the school curriculum or not. The researcher tries to compare the syllabus with the exercices. Then, the researcher starts from listening skill, speaking skill, reading skill, and the last is writing skill. In every skill, the researcher starts to analyze from the Standar Kompetensi (SK), Kompetensi Dasar (KD), Materials, and Indicators. Therefore, the results will be clearer.


43 1. Listening Skill In the listening skill, the exercises are good enough. The exercises are various and related to the materials. Besides, the listening exercises are made based on the standard competence (SK) and basic competence (KD) of listening skill. It can be seen from the appendices page 78. The standard competence (SK) for the listening skill is SK 7. Mendengarkan. Then for the basic competence (KD), there are two basic competences (KD). They are basic competence (KD) 7.1 and 7.2. For the basic competence (KD) 7.1, it covers short dialogue which is fulfilled with the expressions. For examples, A: “Pass me the pencil, please!” and B: “Sure. Here you are”. That is one of the examples of the materials in the workbook. It also discusses the materials which are Simple Past Tense and Quantifiers. Besides, it provides vocabulary which is related to the materials. That is for basic competence (KD) 7.1 next is about basic competence (KD) 7.2. It has no significant differences from basic competence (KD) 7.1 because it still discuss short dialogue which is fulfilled with the expressions. For example, A: “What do you think?” and B: “Not bad”. Then, in basic competence (KD) 7.2 discuss about the implementation of like, want, need, etc. Besides, it also provides vocabulary about daily need and vocabulary which is related to the materials. Those are about the materials for listening skill. Then based on the materials, there are some indicators. The use of indicator is to measure whether the students can understand the materials or not. Therefore, in the listening skill, there are some indicators related to the materials. The indicators are giving expression response about asking and giving opinion,


44 showing agreement and disagreement, asking clarification, and giving interpersonal response. Then, the researcher provides the example of exercises in the workbook.

Picture 4.1 Listening Material (Asking Servises)

Picture 4.2 Listening Material (Responses)


45

Picture 4.3 Listening Material (Asking Goods and Responses)

Picture 4.4 Listening Exercises (Expressions) The listening exercises above discuss asking for and giving services or goods. Those exercises are appropriate with the syllabus in the school curriculum. The students are taught how to give response in every expression. Then, the researcher also finds the other listening exercises. It is about like or dislike expression.


46

Picture 4.5 Listening Material (Expressing Likes/Dislikes)

Picture 4.6 Listening Exercise (Likes/Dislikes Expressions) Those are the materials and exercises about expressing likes/dislikes. The materials about likes/dislikes are included in the syllabus. Therefore, it means that the author of the workbook really pays attention to the curriculum in designing the materials and also the exercises. However, listening skill in the syllabus has two standard competences (SK) and basic competence (KD). The standard competence (SK) is 8. Mendengarkan. Then for the basic competence (KD), there are also two basic


47 competences (KD). They are basic competence 8.1 and 8.2. It can be seen in the appendices page 75. Therefore, it also has different materials and indicators. In the standard competence (SK) 8, the materials are about Instruction, Shopping List, Greeting Card, and Announcement. Those materials are discussed in the basic competence (KD) 8.1. Besides, in the basic competence (KD) 8.2 the materials are about Procedure and Descriptive Texts. Based on the materials above, there are also some indicators. They are giving response about instruction, shopping list, greeting card, and announcement. Besides, the indicators are also determining communicative function of texts and determining the language characteristics from every text. Then for basic competence (KD) 8.2, the indicators are giving response about descriptive and procedure texts, determining the characteristics of language in every text, and determining the communicative functions of the texts.

Picture 4.7 Listening Exercises (Giving Instruction)


48

Pictures 4.8 Listening Exercises (Procedure Text) The picture 4.7 is the example of listening exercise, it is about giving instructions. The material of giving instruction is included in the syllabus of listening skill. Then, the picture 4.8 is listening execises about procedure text and it is also included in the syllabus. Therefore, based on the statement above, it means that all of the listening exercises are made based on the curriculum. Therefore, the listening exercises are appropriate with the school curriculum.

2. Speaking Skill For speaking skill, it also consists of various exercises. It has been made based on the standard competence (SK) and basic competence (KD). The standard competence (SK) for speaking skill is 9. Berbicara. Then for the basic competence (KD), there are basic competence (KD) 9.1 and 9.2. It is shown in the appendices page 84. Therefore, there are some materials related to the basic competence itself. For the basic competence (KD) speaking 9.1, it still covers short dialogue which is fulfilled with the expressions. After the students get explanation about


49 the materials, the students should practice the dialogue in front of the class with their friends.

Picture 4.9 Speaking Exercise (Giving Expression) Based on the example of the speaking exercise above, it discusses about asking for something and giving services or goods. It can be seen from the materials, the students are taught how to ask and give something using the expression. It is suitable with the syllabus which is used by the school. Besides, the researcher also finds the other exercises from the workbook which are related to the basic competence (KD) 9.2. The materials are about likes/ dislikes expression.

Pictures 4.10 Speaking Exercises (Expressing Likes/Dislikes)


50 Based on that speaking exercise, the designer of the workbook has some purposes to explore the students ability to make their own dialogue. Besides, it makes the students think creatively. That exercise is also related with the materials in the syllabus of school curriculum. Then from the materials basic competence (KD) 9.1 and 9.2, there are some indicators. It is one of important aspects in the syllabus. The indicators are same with the indicators in the listening exercises. They are giving expressions response about asking and giving opinion, showing agreement and disagreement, asking clarification, and giving interpersonal response. In the speaking exercises, there are two standard competence (SK) and basic competence (KD). It is different with the previous one. The standard competence (SK) 10. Berbicara. Therefore, the basic competncies are also different. There are basic competence 10.1 and 10.2. Then, the materials in this standard competence (SK) are different with the standard competence (SK) 9. This standard competence (SK) consists of some materials. They are Instruction, Shopping List, Greeting Card, and Announcement. Those materials are included in the basic competence (KD) 10.1. Then, basic competence (KD) 10.2 discusses about descriptive and procedure texts. For the indicators in this standard competence (SK), the students are expected to understand how to give response about instruction, shopping list, greeting card, and announcement. Besides, the students should understand about descriptive and procedure text.


51

Picture 4.11 Speaking Exercises (Shopping List)

Picture 4.12 Speaking Exercise (Description Text) Based on the picture above, it shows about speaking exercises and it is related with the shopping list material. Then, from the next picture, it is also one various of speaking exercises. It is about descriptive text. All of the exercises are appropriate with the syllabus of speaking skill which can be seen in the appendices.


52 3. Reading Skill The reading skill has the most complete exercises. In the reading skill, the standard competence (SK) is 11. Membaca. Then for the basic competence (KD), there are three basic competences (KD). They are basic competence (KD) 11.1, 11.2, and 11.3. The complete syllabus can be found at page 92 of appendices. For the basic competence (KD) 11.1, the materials consist of Instruction, Shopping List, Greeting Card, and Announcement. In this case, the students are expected to give response toward those materials. Besides, the students are invited to know and understand about the vocabulary which is related to the topic. By understanding the vocabulary, it helps the students to learn more about vocabulary and also how to pronounce it. Based on basic competence (KD) 11.1, the indicators are identifying the text, giving response, and reading the text independently. Then for the basic competence (KD) 11.2, it discusses about descriptive and procedure texts. However in this case, the students are only introduced the general stuctures of descriptive and procedure texts. After the students understand about the text, they are not invited to read the texts directly but they need to identify them first. Therefore, the indicator of basic competence (KD) 11.2 is identifying the general stucture, vocabulary, and the social function of the texts. The last is basic competence (KD) 11.3. In this basic competence (KD), the students start to read the texts. It is useful for the students to practice correct pronunciation. After reading the texts the students should do the exercises. Then the indicators are by learning the texts, the students can pronounce the correct


53 pronunciation of the vocabulary in the texts. Besides, the students should read the texts correctly and clearly in front of the class. After explaining the basic competence (KD), the researcher provides some reading exercises which are appropriate with the syllabus.

  Picture 4.13 Reading Exercise (Greeting Card)

Picture 4.14 Reading Exercise (Greeting Card’s question)

Picture 4.15 Reading Exercise (Announcement)


54

Picture 4.16 Reading Exercise (Generic Structure of Texts)

Picture 4.17 Reading Exercise (Procedure Text) Based on all the exercises above, it is correct if the reading materials are appropriate with the syllabus (see appendices page 81). The prictures show the


55 reading material about greeting card and announcement which are related to the materials. Then, the picture are prepared to help the students achieve the indicators which are understand about descriptive and procedures texts. The last two pictures are the implementation of basic competency (KD) 11.3. The picture discusses about example of descriptive text and after reading the text, the students should finish the assignments. It is same with the picture, but this picture about procedure text. Therefore from those facts, it concludes that reading exercises are appropriate with the school curriculum.

4. Writing Skill The last discussion is about writing exercises. The standard competence (SK) for writing skill is 12. Menulis. It is same with reading’s standard competence (SK) and basic competence (KD). There is only one standard competence (SK) but it has two basic competences (KD). The three basic competences (KD) are basic competence 12.1 and 12.2. The complete information is in the appendices page 97. From basic competence (KD) 12.1, the materials are Instruction, Shopping List, Greeting Card, and Announcement. Then for the indicators, the students are expected to write sentence of functional texts such as; instruction, shopping list, greeting card, and announcement. Then for basic competence 12.2 the materials are descriptive and procedure texts. The indicators of basic competence (KD) 12.2 are completing the texts, arranging the texts, and writing the texts. Therefore, the researcher provides some examples of writing exercises.


56

Picture 4.18 Writing Exercise (Instruction)

Picture 4.19 Writing Exercise (Descriptive Text)


57

Picture 4.20 Writing Exercise (Procedure Text) All the writing exercises above are made based on the school curriculum. Therefore, it has correlation with the syllabus. For the picture, it shows exercises about giving instruction. In that case, the students should choose the correct answer based on the pictures and the sentences. Next is about descriptive text. The students should continue the sentence with their own sentences. The last is about procedure texts. From that exercises, the students should arrange the sentences based on the pictures into a good text. Based on all the writing exercises, it shows that writing exercises are appropriate with the school curriculum. As a final note, the workbook has good general appearance and appropriate topic content. Besides, the workbook is appropriate with the school curriculum which is School-based Curriculum. The researcher has analyzed that


58 all the exercises are suitable with the school curriculum. Although, there are still some grammatical mistakes and inappropriate word choices. However, this workbook is appropriate to be used for Junior High School students.


CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

This chapter consists of two parts. The first part contains the conclusion of this research according to the research findings. The second part discusses the recommendations related to the research for the English teacher, the English workbook writer and publisher, and the future researchers who are intend to conduct the same topic of research.

A. Conclusions The conclusions of the research are presented based on the research question formulated. The research question is to what extent whether Canggih Bahasa Inggris workbook is appropriate with the school curriculum or not. Therefore, this research discusses a content analysis or document analysis of English workbook for seventh grade of junior high school students. Thus, the purpose of this research is to evaluate the quality and the content of English workbook which is used in SMP N 2 Mlati Yogyakarta. Based on the results obtained from the evaluation rubric and analysis of the workbook itself, the following two conclusions are drawn. First, the analysis shows that the workbook only fulfills few criteria on every evaluation aspect. Based on the evaluation rubric, the workbook fulfills the highest score for two aspects. General appearance aspect in the workbook

59


60 achieves the highest score and it is considered as a good fulfillment. The workbook has attractive cover that can make the teachers and the students become interested. It uses good font size and type, therefore it can be read easily by the students. This workbook also has informative orientation. It is quite important because the students can know what they will learn. Then, the table of content is clear enough, it is useful to find the pages. In every lesson materials, this workbook gives appropriate title. Therefore, the teachers and the students can know the lesson materials clearly. Besides, it has complete bibliography and it means that this book is appropriate enough to be used in teaching and learning process. Another evaluation aspect which gets the highest score is topic content. It is considered as a good fulfillment because the workbook meets all criteria provided. This workbook fulfills the objectives of teaching English. The exercises in the workbook are appropriate with SK and KD of school curriculum. By using this workbook, the indicators of study can be achieved. Then, it will build good chemistry between the teachers and the students while using the workbook. Then, the worst score is language content which gets score 2 in the evaluation rubric. Language content is about grammar, word choices, sentence structure, and listening and pronunciation exercises. The grammar of the workbook is not really good; it gives bad impacts in the way of arranging the sentences. The word choices are not good enough too because some words are difficult to understand for seventh grade of junior high school students. The other findings show that there are some mistype words because of human error in


61 typing the workbook. However, the workbook covers four language skills for each exercise. All exercises are already good but for the listening skill, it should provide appropriate records. The workbook is made based on School-based Curriculum and SMP N 2 Mlati also uses that curriculum in the process of teaching and learning. Therefore, after the researcher analyzes that workbook, it can be concluded that all the exercises in every language skill in the workbook are appropriate with the SK and KD in the syllabus. Besides, the materials and the indicators are also appropriate with the school curriculum because this workbook has same materials and indicators in the school-based curriculum syllabus. Therefore, this workbook can be used as the supplementary material for seventh grade of junior high school students in order to learn English.

B. Recommendations After the researcher presents the conclusion of the research, the researcher advice some recommendations based on the results of the research. The recommendations are helpful for the English teacher, the English workbook writer and publisher, and the future researcher. The recommendations are as follow:

1. For English teachers By using a book which has good quality really helps the students to improve their English ability. Besides, using a book which does not has enough good quality and contains a lot of mistakes, it will confuse the students. Therefore,


62 as the people who take important role in the class, they must be careful in choosing the best teaching media for the students including workbook. The teacher should make sure that the workbook will not give wrong materials and exercises for the students.

2. For English workbook writers and publishers The workbook writer should really pay attention in every aspect in the workbook. They should be sure in considering the quality of the workbook. Then, the writer should decrease the mistakes especially mistyping the words. The publishers should also pay attention for every aspect in the workbook. They need to evaluate the quality of the workbook by checking whether there are some mistakes in the workbook or not. The publisher should not publish the workbook which has bad quality or contains a lot of mistakes.

3. For future researchers This research is about content analysis of workbook for seventh grade of junior high school students. There are some criteria that can be used in analyzing the quality of the workbook. Based on the result of this research, the workbook is appropriate with the school curriculum. Then, the future researchers can use the result of the research as a consideration in starting to make the research related to the content analysis of the workbook.


REFERENCES Agni, K. K. (2014). Content analysis on English textbooks for the tenth graders: look ahead an English course for senior high school students year x and pathway to English for senior high school student grade x. Yogyakarta: University of Yogyakarta. Ary, D., Jacobs, L. C., and Razavieh, A. (2007). Pengantar penelitian dalam pendidikan (A. Furcham, Trans). Yogyakarta: Pustaka Belajar. Ary, D., Jacobs, L. C., Sorensen, C. (2010). Introduction to research in education (8th ed). Belmont: Nelson Education, Ltd. Beeby, C. E. (1982). Pendidikan di Indonesia. Jakarta: LP3ES. Creswell, J. W. (1994). Research design: qualitative and quantitative approaches. Thousand Oaks, CA: SAGE Publications. Creswell, J. (2002). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Merrill Prentice Hall. Creswell, J. (2003). Research design: qualitative, quantitative and mixed methods approaches (2nd ed.). Thousand Oaks, CA: SAGE Publications. Depdiknas. (2002). Penilaian berbasis kelas. Jakarta: Pusat Kurikulum Balitbang Depdiknas. Depdiknas. (2006). Standar kompetensi mata pelajaran bahasa Inggris SMP/MTs. Jakarta: Puskur, Depdiknas. Devi, P. K., Renny, S. & Khairudin. (2009). Pengembangan perangkat pembelajaran untuk guru SMP. Bandung: Pusat pengembangan dan pemberdayaan pendidik dan tenaga kependidikan ilmu pengetahuan alam (PPPPTK IPA). Dhari, H. M. & Dharyono, A. P. (1998). Perangkat pembelajaran. Malang: Depdikbud. DPN. (2007). KTSP Mata Pelajaran bahasa Inggris, SD/MI, SMP/MTs, SMA/MA. Jakarta: BSNP.

63


64 Eriksoussy, Z. M. (1993). Evaluating the English language textbook studied at the first year intermediate schools in Saudi Arabia. Riyadh: King Saud University. Hajailan, T. (2003). Teaching English in Saudi Arabia. Riyadh: Aldar Alsawlatiah. Holsti, O. R. (1968). Content analysis. In G. Lindzey & E. Aaronson (Eds), The handbook of social psychology. Reading, MA: Addison-Wesley. Hsieh, H. F. & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative health research, 15 (9). 1227-1228. Kerlinger, F. N. (1986). Foundations of behavioural research (3rd ed), New York: Holt, Rinehart and Winston. Lado, R. (1964). Language teaching. New York: McGraw-Hill, Inc. Leedy, P. & Ormrod, J. (2001). Practical research: Planning and design (7th ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Thousand Oaks: SAGE Publications. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis, 2nd Ed., p. 10-12. Newbury Park, CA: Sage. Praninskas, J. (1976). The teacher and the textbooks. English Teaching Forum, Vol.XIV, No.4. Prasojo, A. (2013). The analysis of English textbook “Pathway to English” used in the first grade of senior high school based on curriculum 2013; an analytical study on English textbook for first year of senior high school. Jakarta: Syarif Hidayatullah State Islamic University. Richard, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press. Richards, J. C., & Schmidt, R. (2002). Dictionary of language teaching and applied linguistics (3rd ed.). UK: Pearson Education. Sheldon, L. E. (1998). Evaluating ELT textbooks and materials. English Language Teaching Journal, 42(4), 237-246. Stone, P.J., Dunphy, D.C., Smith, M.S., and Ogilvie, D.M. (1966). The general inquirer: A computer approach to content analysis. Cambridge, Mass: MIT Press.


65 Supriadi, D. (2001). Anatomi buku sekolah di Indonesia. Yogyakarta: Adicita. Suwandi, S. (2010). Model Assesmen dalam Pembelajaran. Surakarta: Yuma Pustaka. Susan, F. (2002). Text-based syllabus design. Sidney: Macquarie University. Thein, N. (2006). Evaluating the suitability and effectiveness of three English coursebooks in Myanmar Institute of Technology. Bangkok: University of Thailand. Tomlinson, B. (1998). Materials development in language teaching. New York: Cambridge University Press. Tomlinson, B. (2003). Material Evaluation. In B. Tomlinson. (Ed). Developing materials for language teaching. London and New York: Continuum.


APPENDICES

66


67 Rubric of Evaluation Aspects

Evaluation 4

3

2

1

Your Score

Aspects General

The workbook has

The workbook has

The workbook has

The cover of the

Appearance

interesting cover,

interesting cover,

interesting cover,

workbook is not

readable font,

unreadable font;

unreadable font, but

interesting enough,

informative

informative

the orientation of

unreadable font,

orientation, detailed

orientation, detailed

the workbook is not

and it does not

table of content,

table of content, but

informative enough. informative

appropriate title in

it does not has an

It has detailed table

orientation. The

every lesson, and

appropriate title in

of content, but there

table of content is

complete

every lesson, and

is not title in every

not detailed, it has

4


68 bibliography.

Language Skill

completes

lesson, and

title in every lesson,

bibliography.

complete

but the bibliography

bibliography.

is not complete.

The workbook

The workbook

The workbook

The workbook

covers four

covers four

covers four

covers four

language skills and

language skills. The

language skills. The

language skills.

every skill has

speaking, reading,

speaking and

However, it only

complete and also

and writing

writing exercises

has one complete

appropriate

exercises are

are sufficient with

exercise which is

exercises.

complete, but the

the materials.

writing exercises.

listening exercises

However, the

The speaking

do not have

listening exercises

exercises do not

appropriate

do not have

provide appropriate

3


69 recording.

appropriate

examples, then for

recorded and the

the listening

reading exercises

exercises there is no

are not readable and

appropriate

it is not sufficient

recorded, and the

with the materials

reading exercises are not sufficient with the materials and also unreadable.

Language Content

The workbook uses

The workbook uses

There are some

There are some

correct and

correct and

grammatical

grammatical

appropriate

appropriate

mistakes in the

mistakes in the

2


70 grammar. It uses

grammar.

workbook and the

workbook and the

appropriate word

Sometimes, there

word choices are

word choices are

choices and it is

are some

inappropriate

inappropriate. The

easy to be

inappropriate word

enough. The

sentence structure

understood. It also

choices, so it is

sentence structure

does not clear

uses correct and

little bit difficult to

does not clear

enough and there

clear sentence

understand it. It

enough but the

are not complete

structure. It

uses correct

materials for

examples for

provides sufficient

sentence structure.

teaching vocabulary

teaching vocabulary

materials for

There are sufficient

and pronunciation

and pronunciation.

teaching vocabulary

materials for

are complete

and pronunciation.

teaching

enough.

pronunciation, but there are not


71 complete examples for teaching vocabulary. Topic Content

The workbook

The workbook

The workbook

The workbook does

fulfills the general



not fulfill the

objectives of

objectives of

objectives of

general objectives

Teaching English

Teaching English

Teaching English

of Teaching English

language. The

language. The

language. The

language. The

lesson materials of

lesson materials of

lesson materials of

lesson materials of

the workbook

the workbook are

the workbook are

the workbook are

appropriate with

inappropriate with

inappropriate with

inappropriate with

Standar Kompetensi Standar Kompetensi Standar Kompetensi Standar Kompetensi (SK) and

(SK) and

(SK) and

(SK) and

4


72 Kompetensi Dasar

Kompetensi Dasar

Kompetensi Dasar

Kompetensi Dasar

(KD). The indicator

(KD). The indicator

(KD). The indicator

(KD). The indicator

studies can be

studies can be

studies cannot be

studies cannot be

achieved through

achieved through

achieved through

achieved through

the exercises in the




workbook. It also

workbook. It also

workbook. It also

workbook. It does

provides chance for

provides chance for

provides chance for

not provide chance

the teachers and

the teachers and

the teachers and

for the teachers and

students to create

students to create

students to create

students to create

good

good

good

good

communication in

communication in

communication in

communication in

the class.

the class.

the class.

the class.


73 Total score: 13

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 74

Perangkat Pembelajaran Bahasa Inggris Kelas 7 Semester 2 Tahun Pelajaran 2014/2015


STANDAR KOMPETENSI DAN KOMPETENSI DASAR Kelas VII, Semester 2

Standar Kompetensi Mendengarkan 7. Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat

Kompetensi Dasar 7.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan memberi jasa, meminta dan memberi barang, serta meminta dan memberi fakta 7.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan memberi pendapat , menyatakan suka dan tidak suka, meminta klarifikasi, dan merespon secara interpersonal

8. Memahami makna dalam teks lisan fungsional dan monolog pendek sangat sederhana yang berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat

8.1 Merespon makna yang terdapat dalam teks lisan fungsional pendek sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat 8.2.Merespon makna yang terdapat dalam monolog sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive dan procedure

Berbicara 9. Mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat

9.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan


sederhana untuk berinteraksi dengan lingkungan terdekat

10. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat

Membaca 11. Memahami makna teks tulis fungsional dan esei pendek sangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan terdekat

Menulis 12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sangat sederhana berbentuk descriptive dan

tindak tutur: meminta dan memberi jasa, meminta dan memberi barang, dan meminta dan memberi fakta 9.2 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan memberi pendapat, menyatakan suka dan tidak suka, meminta klarifikasi, merespon secara interpersonal 10.1Mengungkapkan makna yang terdapat dalam teks lisan fungsional pendek sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat 10.2Mengungkapkan makna dalam monolog pendek sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive dan procedure

11.1Merespon makna yang terdapat dalam teks tulis fungsional pendek sangat sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat 11.2Merespon makna dan langkah retorika secara akurat, lancar dan berterima dalam esei sangat sederhana yang berkaitan dengan lingkungan terdekat dalam teks berbentuk descriptive dan procedure 11.3Membaca nyaring bermakna teks fungsional dan esei pendek dan sangat sederhana berbentuk descriptive dan procedure dengan ucapan, tekanan dan intonasi yang berterima 12.1Mengungkapkan makna dalam teks tulis fungsional pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat 12.2Mengungkapkan makna dan langkah retorika dalam esei pendek sangat sederhana dengan


procedure untuk berinteraksi dengan lingkungan terdekat

menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive dan procedure


78 SILABUS PEMBELAJARAN Sekolah : SMPN 2 MLATI Kelas : VII (tujuh) Mata Pelajaran : Bahasa Inggris Semester : 2 (dua) Standar Kompetensi : 7. Mendengarkan Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat

Kompetensi Dasar

Materi Pembelajaran

7.1 Merespon makna 1. Percakapan 1. dalam percakapan singkat memuat transaksional (to get ungkapanthings done ) dan 2. ungkapan : interpersonal (bersosialisasi) sangat sederhana secara Contoh: akurat, lancar dan A :Pass me the berterima untuk pencil, please! berinteraksi dengan lingkungan terdekat B :Sure. Here you yang melibatkan are. tindak tutur : A : Give me a piece meminta dan

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

Penilaian Teknik

Tanya jawab Merespon Tes lisan tentang berbagai ungkapanhal terkait materi ungkapan : Membahas 1.Meminta & kosakata dan tata memberi jasa a. Tes tulis bahasa: noun phrase, adjective, 2. Meminta & adverb, verb yang terkait memberi dengan meminta barang dan memberi jasa, meminta b.Unjuk dan memberi kerja barang, meminta

Bentuk Instrumen Merespon ungkapan

Contoh Instrumen 1. Listen to the expression and respond to it

Matching

2. Listen to the expression and match it with the suitable response

T/F

3. Listen to the dialoque and decide whether it is

Alokasi Waktu 2x40 menit

Sumber Belajar - script percakapan - rekaman media elektonik: kaset, VCD , DVD film


79 memberi jasa, of paper, please! meminta dan B : Sure, Here You memberi barang, serta are. 3. meminta dan A : Did you come memberi fakta here yesterday? B : I did. 4. 2. Tata Bahasa  Simple Past tense  Quantifiers 3. Kosa kata

5.

 Kata terkait tema  Kata terkait jenis teks 4. Ungkapan Baku Sure Please 

dan memberi fakta Mendengarkan percakapan sesuai dengan materi Menjawab pertanyaan sesuai dengan isi percakapan Menjawab pertanyaan tentang struktur percakapan

Tes lisan 3.Meminta & memberi fakta

Merespon tindakan

TRUE or FALSE. 4. Pass me the pencil, please.

Memberi jawaban singkat

5. Give short answer

Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect ) Tekun ( diligence ) Tanggung jawab ( responsibility ) Berani ( courage )

7.2 Merespon makna dalam percakapan transaksional ( to get things done) dan interpersonal (bersosialisasi ) sangat sederhana

Percakapan singkat memuat ungkapanungkapan :

1.

Contoh : 2.

Mendengarkan Merespon dan merespon ungkapanintroduction ungkapan : tentang topik 1. Meminta dan materi yang akan memberi disampaikan pendapat Mendengarkan

Tes lisan

Merespon ungkapan

Tes Lisan

Merespon ungkapan

Respond to the following expressions orally. 1. A: What do you think? B: .Not ........ 2. A: What do you like to drink?

2x 40 menit

Script percakapan di buku teks Rekaman percakapan buatan: CD


80 secara akurat, lancar 1.A: What do you dan berterima untuk Think? berinteraksi dengan B: Not bad lingkungan terdekat yang melibatkan tindak turur : meminta 2.A: I like tea dan memberi B: I dont I like milk pendapat dan 3. menyatakan suka dan tidak suka, meminta 3.A:.Are you sure ? klarifikasi, dan B : I am merespon secara interpersonal 4.A: Are you? B : Yes, I am 4.

dan merespon penjelasan 2.Menyatakan kosakata dan suka dan tidak tatabahasa suka Tes tulis tentang topik materi yang akan dipelajari mendengarkan 3.Meminta percakapan klarifikasi transaksional dan Tes tulis interpersonal tentang topik materi yang dipelajari 4. Merespon mengidentifikasi secara interpersonal tindak tutur Tata Bahasa ungkapanungkapan yang  Verb : Like, diperdengarkan need, want 6. merespon Kosa kata ungkapan Daily need ungkapan yang  Kata terkait diperdengarkan jenis teks Ungkapan Baku





Not bad



Great

Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect ) Tekun ( diligence ) Tanggung jawab ( responsibility )

B: ...................

pilihan ganda

3. A: Are you sure? B: .................. a. Ok b. Fine c. Alright d. I am

jwbn singkat 4. A: I’m happy B: Are you? A:…….

,VCD ,DVD, film Rekaman percakapan otentik


81 Berani ( courage )

Standar Kompetensi : 8. Mendengarkan Memahami makna dalam teks lisan fungsional dan monolog pendek sangat sederhana yang berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat

Kompetensi Dasar

Materi Pembelajaran

8.1 Merespon makna  Teks fungsional 1. yang terdapat dalam pendek berupa : teks lisan fungsional 1. Instruksi pendek sangat 2. Daftar barang 2. sederhana secara 3. Ucapan akurat, lancar dan Selamat berterima untuk berinteraksi dengan 4. Pengumuman lingkungan terdekat



Brain storming 1.Merespon makna tentang kosakata dalam teks fungterkait materi sional pendek : Membahas - Instruksi kosakata dan tata - Daftar barang bahasa terkait materi tentang : belanjaan noun, noun - Ucapan phrase, adjective, selamat verb, adverb. - Pngumuman  Kosakata terkait 3. Mendengarkan teks fungsional tema dan jenis yang 2. Menentukan teks mengunakan Fungsi komunigambit-gambit katif teks yang attention please,  Ciri kebahasaan didengar. thanks, excuse teks fungsional :

Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen

Tes lisan

Jwbn singkat Listen to the text and answer the questions.

Tes tulis

-Pilihan ganda Listen to the text and choose the best option.


Sumber Belajar script : di buku guru tentang : instruksi - daftar barang

Listen to the text and - melengkapi complete the sentences. Unjuk kerja Test Lisan

Tes Tulis

Melakukan perintah Jawaban Singkat

Listen to the instruction and do it ! What is the purpose of the text

- ucapan selamat - pengumum -an Rekaman


82 - instruksi me, sorry. - daftar barang 4. Menjawab 3. Menentu kan ciri pertanyaan sesuai - ucapan selamat kebahasaan dari dengan isi teks - pengumuman masing-masing yang didengar teks fungsional 5. Menjawab yang didengar pertanyaan tentang struktur teks fungsional yang didengar 

Listen and write all the Uraian singkat verbs stated in the text Listen and write all the verbs stated in the text

Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect ) Tekun ( diligence ) Tanggung jawab ( responsibility ) Berani ( courage ) Ketulusan ( Honesty )

8.2 Merespon makna yang  terdapat dalam monolog sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan  lingkungan terdekat dalam teks berbentuk descriptive dan procedure 

1. Mendengarkan  Merespon informasi Tes lisan dan merespon dalam teks lisan tentang berbagai monolog berbentuk hal terkait tema / : jenis teks yang - Diskriptif dibahas. - Procedur Kosakata terkait 2. Memperhatikan penjelasan Tes tulis tema / jenis teks tentang kosakata  Menentukan ciri kebahasaan teks dan tatabahasa yang didengar. yang muncul Ciri kebahasaan dalam teks teks deskriptif deskriptif / dan procedur. prosedur  Menentukan fungsi Tes tulis Teks monolog berbentuk: 1. DeskriptIf 2. prosedur

Pertanyaan lisan

Listen and answer the 2x40 following questions menit

Pilihan ganda Listen to the text and choose the best answer by crossing a,b,c or d

Pilihan ganda

Listen to the text and choose the best answer by crossing a,b,c or d

Script teks monolog deskriptif/prose dur dalam buku guru Rekaman teks monolog deskriptif /prosedur


83 3. Mendengarkan model monolog  Langkah retorika teks teks deskriptif / deskriptif/prosed prosedur ur 4. Menjawab pertanyaan secara lisan tentang isi teks deskriptif/prosed ur 5. Menyebutkan fungsi komunikatif teks yang didengar. 6. Mengidentifikasi kata kerja dari teks yang didengar. 7. Mendengarkan teks deskriptif / prosedur lainnya. 

komunikatif teks yang didengar.

Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect ) Tekun ( diligence ) Tanggung jawab ( responsibility ) Berani ( courage ) Ketulusan ( Honesty )


84 SILABUS PEMBELAJARAN Sekolah : SMPN 2 MLATI Kelas : VII (tujuh) Mata Pelajaran : Bahasa Inggris Semester : 2 (dua) Standar Kompetensi : 9. Berbicara Mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat

Kompetensi Dasar 9.1 Mengungkapkan makna dalam percakapan transaksional ( to get things done ) dan interpersonal ( bersosialisasi ) sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk

Materi Pembelajaran Percakapan singkat memuat ungkapanungkapan :

Kegiatan Pembelajaran 1.

2. Contoh: 1.A : Pass me the pencil please! B : Sure. here you are.

3.


Penilaian Teknik

Tanya jawab * Bertanya dan Unjuk kerja yang berkaitan menjawab berbagai dengan materi informasi : Membahas 1.Meminta dan kosakata dan tata memberi jasa bahasa: noun, adjective, 2.Meminta dan adverb, noun Tes Lisan phrase memberi barang Menirukan ungkapanungkapan yang digunakan dalam

Bentuk Instrumen Bermain peran

Contoh Instrumen 1. Perform the dialogue with your friend in the front of the class!

Alokasi Waktu

Sumber Belajar

4x40 menit  Script percakapan dari buku teks  Alat peraga

Merespon ungkapan

2. Listen to the expression and respond to it , example : a. Pass me the salt, please.

 Rekaman


85

Kompetensi Dasar

Materi Pembelajaran

berinteraksi dengan 2.A : Give me the lingkungan paper Please! terdekat yang B : Sure, here it is. melibatkan tindak tutur : meminta dan memberi jasa, 3.A: Did you come meminta dan here yesterday ? memberi barang, B : I did dan meminta memberi fakta Tata Bahasa - Verbs: Like, need, want - Simple Past Tense


4.

5.

percakapan sesuai materi Berlatih dengan teman mengunakan ungkapanungkapan yang ada dalam percakapan sesuai materi Bermain peran menggunakan ungkapan yang telah dipelajari.


3.Meminta dan memberi fakta

Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sumber Belajar

b. Give me the paper, please. c. Did you come late? Unjuk kerja Bermain peran

3. Create a dialoque based on the role cards and perform it.

Kosakata - Kata Terkait tema dan jenis teks ungkapan baku - Here it is - Here you are 

Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect ) Tekun ( diligence )




86

Kompetensi Dasar

Materi Pembelajaran



Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sumber Belajar

Tanggung jawab ( responsibility ) 9.2 Mengungkapkan 1. Percakapan 1. makna dalam singkat memuat percakapan ungkapantransaksional (to get things done) & ungkapan : interpersonal (bersosialisai) Contoh : 2. sangat sederhana dengan A : What do you think menggunakan of this? ragam bahasa lisan secara akurat, B : Not bad lancar dan berterima untuk A : I like tea berinteraksi dengan lingkungan B : I don’t terdekat yang 3. A : Are you sure melibatkan tindak B : I am tutur : meminta dan memberi A :Do you? pendapat, menyatakan suka B : I do dantidak suka, meminta 4. 2. Tata Bahasa klarifikasi, merespon secara - Verb be

Mendengarkan dan merespon pertanyaan tentang topik materi yang akan disampaikan

Bertanya dan menjawab berbagai Informasi : 1. Meminta & Unjuk kerja Bermain memberi pendapat peran

Mendengarkan dan 2. Menyatakan suka merespon dan tidak suka pembahasan Tes lisan tentang kosakata dan tatabahasa 3. Meminta yang terkait dengan klarifikasi topik materi yang Unjuk kerja akan disampaikan 4. Merespon secara interpersonal Mendengarkan Tes lisan model percakapan transaksional dan interpersonal dengan topik materi yang dipelajari Menirukan model percakapan transaksional dan

Daftar pertanyaan Bermain peran Menjawab singkat

4x40 menit Perform a dialogue about asking and giving opinion with your own words! Answer the following questions orally!

Script percakapan dalam buku teks Script otentik Rekaman percakapan Alat peraga

Create a dialoque based on the role cards and perform it Give your positive response a. Do You ? b. Are You ? c. Can You ? d. Does she ?


87

Materi Pembelajaran

Kompetensi Dasar interpersonal

- Verb do - Verb have



interpersonal dengan topik materi yang dipelajari

3. Kosa kata

5. Melakukan percakapan transaksional dan  Kata terkait jenis interpersonal teks dengan teman dengan materi yang dipelajari 4. Ungkapan Baku 

Kata terkait tema

 Wonderful !  Excellent ! 

Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect ) Tekun ( diligence ) Tanggung jawab ( responsibility )

Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sumber Belajar


88

Standar Kompetensi : 10. Berbicara Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat

Kompetensi Dasar 10.1.

Materi Pembelajaran


1. Teks fungsional 1. Tanya jawab Mengungkapka yang berkaitan pendek n makna yang berbentuk : dengan materi terdapat dalam 2. Membahas 1. Instruksi teks lisan kosakata dan tata 2. Daftar barang fungsional bahasa: noun, pendek sangat 3. Pengumuman noun phrase, adj, sederhana verb, adverb 4. Ucapan dengan selamat 3. Menirukan menggunakan ungkapanragam bahasa ungkapan yang  2. Tata Bahasa lisan secara digunakan dalam akurat, lancar,  Imperatives percakapan dan berterima  Quantifiers sesuai materi  untuk 4. Mendengarkan berinteraksi teks fungsional / 3. Kosakata dengan pendek  lingkungan Kata terkait terdekat 5. Menjawab jenis teks pertanyaan 


Penilaian Teknik

Bentuk Instrumen

Mengungkapkan Unjuk kerja Uji petik makna dalam teks berbicara fungsional pendek berbentuk : - Instruksi - Daftar barang - Pengumuman - Ucapan selamat Memberi instruksi secara lisan. Menyebutkan daftar barang tertentu. Mengumumkan sesuatu Mengucapkan

Contoh Instrumen 1. Give instrtruction to your friend orally based on the picture. 2. Mention the things you find in ... 3. Announce a certain information to your friend 4. Say something to your friend when ... a. He/She got good score at english test b. won the game


Sumber Belajar - Script percakapan dari buku teks - Alat peraga


89

Kompetensi Dasar

Materi Pembelajaran


tentang isi teks yang didengar. 4. Ungkapan Baku  Well done 6. Menggunakan ungkapan Congratul ungkapan yang ations ada dalam  Happy percakapan birthday sesuai materi dengan teman berpasangan 7. Mengguanakan ungkapanungkapan sesuai dengan materi dalam keadaan/situasi nyata



Indikator Pencapaian Kompetensi selamat


Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sumber Belajar


90

Kompetensi Dasar 10.2 Mengungkapka n makna dalam monolog pendek sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive dan procedure

Materi Pembelajaran 1. Teks monolog berbentuk :  Descriptive  Procedure 2. Kosa kata terkait tema / jenis teks.

3. Ciri kebahasaan teks deskriptif / prosedur 4. Tata Bahasa  Present Tense  Imperatives 5. Ungkapan Baku Well,..you know that ?



Penilaian Teknik

1. Mendengarkan 1. Mengungkapkan Tes lisan dan merespon berbagai informasi berbagai hal dalam teks tentang teks monolog deskriptif/prosed berbentuk ur -Descriptive 2. Memperhatikan -Procedure dan merespon penjelasan tentang kosakata 2.Menyebutkan fugsi komunikatif teks dan tatabahasa yang didengar. dalam teks monolog Deskriptif/prosed 3.Menyebutkan ciri ur tentang Unjuk kerja Tea/How to make kebahasaan teks yang didengar. a cup of tea. 3. Mendengarkan model monolog 4.Melakukan lisan tentang teks monolog deskriptif/prosed dalam bentuk ur deskriptif / 4. Mendiskusikan prosedur dalam kelompok draft monolog mendeskripsikan kembali,

Bentuk Instrumen Daftar pertanyaan

Contoh Instrumen Answer the following questions orally!

Alokasi Waktu

Sumber Belajar

4x40 menit Script monolog teks deskriptif/pros edur dalam buku teks Script otentik Rekaman monolog Alat peraga

Uji petik berbicara

Uji petik berbicara

2.a. Describe something / someone with your own words orally in front of the class! 2.b. Tell your friends how to do something (make a cup of tea)


91

Kompetensi Dasar

Materi Pembelajaran



menyampaikan prosedur dengan kata-kata sendiri 5. Melakukan monolog lisan secara individu 


Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sumber Belajar


92 SILABUS PEMBELAJARAN Sekolah : SMPN 2 MLATI Kelas : VII (tujuh) Mata Pelajaran : Bahasa Inggris Semester : 2 (dua) Standar Kompetensi : 11. Membaca Memahami makna teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan terdekat

Kompetensi Dasar

Materi Pembelajaran

11.1. Merespon 1. Teks fungsional makna yang pendek berupa : terdapat dalam Instruksi teks tulis Daftar barang fungsional pendek sangat Ucapan selamat sederhana pengumuman secara akurat, lancar dan berterima yang 2. Tatabahasa - Adverb phrase berkaitan dengan - Noun Phrase

Kegiatan Pembelajaran 1

2

3


Tanya jawab yang 1.mengidentifikasi berkaitan dengan berbagai informasi materi dalam teks Membahas fungsional pendek kosakata dan tata bahasa: noun, noun berupa: phrase, adj, verb, - Instruksi adverb - Daftar barang Mendengarkan - Ucapan contoh membaca selamat nyaring yang - Pengumuman

Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen

Tes tulis

Esai

Tes lisan Esai

Pilihan Ganda 2.Choose the best answer by crossing a,b,c,d

Unjuk kerja Jawaban Singkat Uji petik

1.write down the answers completely

3.Answer the questions orally

Alokasi Waktu

Sumber Belajar

4x40 menit

Buku teks Yang relevan

Teks otentik


93

Kompetensi Dasar lingkungan terdekat

Materi Pembelajaran - Adj Phrase 4 3. Kosakata - Kata terkait tema dan jenis teks Ungkapan baku - Listen, Please - Attention, please




5

6


Penilaian Teknik

dilakukan guru 2.Merespon berbagai informasi dalam Berdiskusi dengan teks fungsional teman menjawab pendek pertanyaan bacaan Menjawab pertanyaan bacaan 3.Membaca nyaring secara lisan teks fungsional / individual pendek. Membaca nyaring bergiliran

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sumber Belajar

membaca nyaring

4.Read the text aloud.

Daftar pertanyaan

1. Read the text 4x40 menit Buku teks carefully Yang relevan and then answer the following questions Teks otentik briefly!


11.2 Merespon 1.Teks Esei 1. makna dan berbentuk langkah deskriptive/procedure retorika secara akurat, lancar 2. Kosakata terkait dan berterima tema / jenis teks. dalam esai sangat 2. sederhana yang 3.Ciri kebahasaan berkaitan teks :

Mendengarkan dan 1. Mengidentifikasi Tes lisan merespon berbagai informasi introduction dalam teks tentang teks descriptive dan deskriptif/prosedur dengan topik materi procedure yang akan dibaca. Memperhatikan penjelasan tentang 2. Mengidentifikasi Tes tulis kosakata dan

Uraian

2. Answer the questions

Alat peraga


94

Kompetensi Dasar dengan lingkungan terdekat dalam teks berbentuk descriptive/pro cedure

Materi Pembelajaran


- procedure - descrptive 4.Ungkapan baku - Delicious ! - It smells good !

3.

4.

5.

6.




Penilaian Teknik

tatabahasa yang fungsi komunikatif berkaitan dengan teks deskriptif / teks procedure. deskriptif/prosedur Tes tulis yang akan dibaca 3. Mengidentifikasi Memperhatikan penjelasan tentang langkah retorika langkah retorika teks deskriptif teks deskriptif/prosed-ur /prosedur Mengidentifikasi langkah retorika dalam kerja 4menyebutkan ciri kelompok kebahasaan teks descriptive / Mengidentifikasi procedure. berbagai informasi dalam kerja kelompok Mengidentifikasi langkah retorika dan berbagai informasi secara mandiri

Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect )

Bentuk Instrumen

Contoh Instrumen based on the text.

Pilihan Ganda 3.Choose the correct Answer Jawaban singkat

List all the verbs started in the text

Alokasi Waktu

Sumber Belajar


95

Kompetensi Dasar

Materi Pembelajaran



Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sumber Belajar

Tekun ( diligence ) Tanggung jawab ( responsibility ) 11.3 membaca nyaring bermakna teks fungsional dan esai pendek dan sangat sederhana berbentuk descriptive/ procedure dengan ucapan, tekanan dan intonasi yang berterima

 Teks Esei berbentuk descriptive / procedure.

1

 Pronunciation  Intonation  punctuation 2

3

4

Mendengarkan dan merespon hal-hal yang perlu diperhatikandalam kegiatan membaca  nyaring teks descriptive/procedu re tentang pentingnya  pronunciation, intonation, punctuation, kualitas suara Mendengarkan model membaca nyaring teks descritive/procedur e Menirukan membaca nyaring dengan intonasi dan jeda sesuai model Membaca nyaring sendiri dengan lafal, intonasi, dan

Melafalkan kata, frasa dan kalimat dengan baik dan benar Membaca kata frasa dan kalimat dengan intonasi yang benar Membaca nyaring teks descriptive/procedu re dengan baik dan benar.

Tes unjuk kerja

Melafalkan

Intonasi

Uji petik Membaca nyaring

1. Pronounce the following words or phrases correctly! 2. Read the following sentences by applying correct intonation! 3. Read the following text loudly!

2x40 menit

Buku teks Teks otentik


96

Kompetensi Dasar

Materi Pembelajaran



jeda yang baik dan benar 


Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sumber Belajar


97 SILABUS PEMBELAJARAN Sekolah : SMPN 2 MLATI Kelas : VII (tujuh) Mata Pelajaran : Bahasa Inggris Semester : 2 (dua) Standar Kompetensi : 12. Menulis Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat

Kompetensi Dasar

Materi Pembelajaran

12.1 Mengungkapkan 1. Teks fungsional makna dalam teks Instruksi tulis fungsional Daftar barang pendek sangat Pengumuman sederhana dengan menggunakan Ucapan selamat ragam bahasa tulis 2. Kosakata terkait secara akurat, tema / jenis teks. lancar dan 3. Ciri kebahasaan berterima untuk berinteraksi teks fungsional. dengan 4. Tanda Baca lingkungan


2.

3.

Tanya jawab yang berkaitan dengan materi Membahas dan mengembangkan kosakata dan tata bahasa: noun, noun phrase, adj, verb, adverb, simple Pr tense, imperative Membuat frasa,

Indikator Pencapaian Kompetensi Menulis teks fungsional pendek berbentuk : - Instruksi - Daftar barang - Pengumuman - Ucapan Selamat

Penilaian Teknik Test tulis Tes tulis

Penugasan

Bentuk Instrumen

Contoh Instrumen

Melengkapi 1. Complete the Menyusun sentences kata acak 2. Rearrange the words Esai bebas into good sentences

Tugas rumah

3. Write down your own shopping list based on the situation given.


Sumber Belajar - Buku teks - Alat peraga - Tempattempat umum yang ada teks fungsional


98 terdekat

5. Spelling 4.

5.

6.



kalimat sesuai dengan materi Membahas struktur atau ciriciri teks tulis fungsional pendek Membuat teks tulis fungsional pendek terpimpin ataudengan teman Membuat teks tulis fungsional pendek sendiri dengan bebas

 Menulis kalimat sederhana

4. Write down list of instructions to be on time to school 5.Write a greeting card to your friend on his/her birthday Listen and make a draft of retelling descriptive/procedure text

Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect ) Tekun ( diligence ) Tanggung jawab ( responsibility ) Kompetensi Dasar

Materi Pembelajaran

12.2 Mengungkapkan  Teks monolog makna dan berbentuk langkah retorika dalam esai pendek sangat sederhana  Descriptive /


Mendengarkan dan merespon introduction tentang penulisan teks


Penilaian Teknik

1. Melengkapi teks Tes tulis - descriptive - procedure

Bentuk Instrumen

Contoh Instrumen

melengkapi 1. Complete the blank spaces Correctly.


Sumber Belajar Buku teks Alat peraga


99 dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkunguan terdekat dalam teks berbentuk descriptive/ procedure

procedure  Unsur bahasa terkait teks.

2.

 Langkah retorika terkait teks.  Spelling  Tanda baca 3.

4.

5.



monolog deskriptif / prosedur. Memperhatikan penjelasan tentang kosakata dan tatabahasa yang berkaitan dengan penulisan teks monolog deskriptif / prosedur Memperhatikan dan membaca teks deskriptif / prosedur. Menulsi frasafrasa, kalimatkalimat yang diperlukan untuk menulis teks deskriptif / prosedur. Menulis teks deskriptif / prosedur dengan struktur teks yang benar.

2. Menyusun teks

Teks otentik menyusun teks

3. Menulis teks berbentuk - Descriptive/ procedure

Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect )

Esai

2. Arrange the jumbled sentences into a good descriptive/procedure text 3. Write down a simple descriptive/procedure text based on the picture / with your own words


100

Tekun ( diligence )

A SARJANA PENDIDIKAN THESIS

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