A CONTENT ANALYSIS ON THE ENGLISH TEXTBOOK THE BRIDGE ENGLISH COMPETENCE USED BY THE EIGHTH YEAR OF JUNIOR HIGH SCHOOL
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- Yuliana Kartawijaya
- 6 tahun lalu
- Tontonan:
Transkripsi
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3 A CONTENT ANALYSIS ON THE ENGLISH TEXTBOOK THE BRIDGE ENGLISH COMPETENCE USED BY THE EIGHTH YEAR OF JUNIOR HIGH SCHOOL YULIARTI INGGIT UTAMI K Thesis Submitted to the Teacher Training and Education Faculty of Sebelas Maret University to Fulfill One of the Requirements for Obtaining the Undergraduate Degree in English Education ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY SURAKARTA 2016
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6 DEDICATION With love, this thesis is dedicated to: My beloved Father and Mother, for earning an honest living for me and for supporting and encouraging me to believe in myself. My Beloved Husband Pak PYD, no words can represent how gratefull I am to be your wife! My Beloved Son and Daughter Harsya&Meuthia, no words can represent how lucky I am to be your mother! My Best Friends ED UNS 2008 Myself
7 ABSTRACT This research aims to investigate whether or not the language skills materials in The Bridge English Competence 2 textbook are compatible with indicators in language skills of School based Curriculum and investigate whether or not the exercises in The Bridge English Competence 2 textbook are communicative. The writer used a descriptive method. In collecting the data, she used document as data source. The data were analyzed by these steps: (1) Finding out the kinds of skill and communicative exercise available on the textbook, (2) Classifying them, (3) Analyzing them, (4) Counting and adding them, (5) Giving percentage from the total number, (6) Judging whether or not the data are appropriate with the indicators in School-based Curriculum or not, and (7) Drawing conclusion and proposing suggestions. The result of the analysis shows that the percentage of the appropriateness of the skills developed in the textbook The Bridge English Competence 2 is 56.57% (listening: 57.60%; speaking: 60%; reading: 37.50%; writing: 87.50%). It means that the textbook is compatible with the School-based Curriculum in developing listening, speaking, reading, and writing skills. The textbook is a good textbook to support the complete material in English teaching-learning process for the students of junior high schools. Meanwhile, the percentage in developing the communicative exercises is 62.5%, meaning that it is good. Key Words: content analysis, English textbook the bridge english competence ABSTRAK Penelitian ini bertujuan untuk menganalisis apakah materi kemampuan bahasa di dalam buku The Bridge English Competence 2 cocok dengan indikator kemampuan bahasa di dalam KTSP dan menganalisis apakah tugas-tugas di dalam buku The Bridge English Competence 2 itu komunikatif. Penulis menggunakan metode deskripsi. Di dalam mengumpulkan data, penulis menggunakan dokumen sebagai sumber. Data dianalisis dengan beberapa langkah: (1) menemukan macam-macam kemampuan bahasa dan tugas komunikatif yang tersedia di dalam bahasa, (2) mengklasifikasikan, (3) menganalisis, (4) menghitung dan menambahkan, (5) memberikan persen dari jumlah angka tersebut, (6) menilai apakah data tersebut cocok dengan indicator di dalam KTSP atau tidak, (7) menarik kesimpulan dan memberikan saran. Hasil analisis menunjukkan bahwa persen dari kecocokan kemampuan bahasa yang ada di dalambuku The Bridge English Competence 2 adalah 56.57% (Kemampuan mendegarkan: 57.60%; kemampuan berbicara: 60%; kemampuan membaca: 37.50%; kemampuan menulis: 87.50%). Ini berarti bahwa buku tersebut cocok dengan KTSP dalam pengembangan kemampuan mendengarkan, berbicara, membaca, dan menulis. Buku ini adala hbuku yang bagus untuk mendukung materi di dalam proses belajar-mengajar untuk murid-murid SMP. Sementara itu, persen di dalam pengembangan tugas-tugas yang komunikatif adalah 62.5%, ini berarti bahwa ini bagus. Kata kunci: Analisis buku, buku The Bridge English Competence 2.
8 ACKNOWLEDGMENT Alhamdulillahirabbil alamin. Praise be to Allah SWT who has given her blessing to the writer so that she can complete the writing of this thesis. In this occasion, the writer would like to express his deepest gratitude and appreciation to the following. 1. Prof. Dr. Joko Nurkamto, M.Pd., the Dean of Teacher Training and Education Faculty, for his advice and his approval of this thesis. 2. Teguh Sarosa, SS, M.Hum., the Head of English Education Department of Teacher Training and Education Faculty, for their advice and their approval of this thesis. 3. Drs. A. Handoko Pudjobroto. the first consultant, and Dewi Sri Wahyuni, S.Pd, M.Pd., the second consultant, for their priceless guidance, advice, suggestion, encouragement and patience. 4. Her greatest parents, for their supports, caring, prayer, and helps. 5. Her beloved husband thanks for his caring, everlasting and greatest love. 6. Her beloved son and daughter for the everlasting love 7. Her friends, Intan, Ichie, Tika, Tetes, Hari, Bagas, Lista, Ratih, Mahda for helps and supports 8. Her friends in English Department of year 2008, who cannot be mentioned one by one, for their lasting friendship. The writer realizes that this thesis is still far from being perfect. She hopes and accepts every comment and suggestion. Hopefully, this thesis will be useful for the readers. Sukoharjo, 2016 Yuriarti Inggit Utami
9 TABLE OF CONTENTS TITLE... i PRONOUNCEMENT... ii APPROVAL... iii BOARD OF EXAMINERS... iv ABSTRACT... v MOTTO... vi DEDICATION... vii ACKNOWLEDGMENT... viii TABLE OF CONTENTS... ix LIST OF APPENDICES... xi LIST OF TABLES... xii LIST OF ABBREVIATIONS... xiii CHAPTER I INTRODUCTION... 1 A. Background of the Study... 1 B. The Identification of the Problem... 3 C. The Limitation of the Problem... 3 D. Problem Statements... 4 E. The Aim of the Study... 4 F. The Benefit of the Study... 4 CHAPTER II THEORETICAL REVIEW... 6 A. Textbook Definition of English Textbook The Function of Texbook... 6 B. Curriculum Meaning of Curriculum Function of Curriculum C. School based Curriculum The Definition of School-based Curriculum Charracteristics of School-based Curriculum Principles in the Development of School-based Curriculum Components of School-based Curriculum Content Standard and Graduates Competency... 13
10 6. Content Standard and Graduates Competency Standard D. Communicative Lnguage Teaching E. Communicative Exercises F. Content Analysis CHAPTER III RESEARCH METODOLOGY A. Method of The Research B. Focus of The Research C. Data and Data Source D. Method of Collecting Data E. Technique of Analyzing Data CHAPTER VI RESEARCH FINDING AND DISCUSSION A. Description B. Data Analysis Description of Language Skill Description of Communicative Exercises C. Discussion D. Discussion of thr Research Finding CHAPTER V CONCLUSSION AND SUGGESTION A. Conclusion B. Suggestions BIBLIOGRAPHY... 77
11 LIST OF APPENDICES Appendix 1: Syllabus Appendix 2: Content of the textbook The Bridge English Cempetence 2
12 LIST OF ABBREVIATIONS U : Unit TB : The title of the textbook analyzed Thhe Bridge English Competence 2 Pa : Page Ts : Task IDT : Indicators Developed in the Textbook IDSBC : Indicators Demand by School-Based Curriculum
13 LIST OF TABLES Tabel 3.1: Percentage and Compatibility Classification Tabel 4.1: The Description of the Book Tabel 4.2: The Compatibility of Listening Materials Tabel 4.3: The Compatibility of Speaking Materials Tabel 4.4: The Compatibility of Reading Materials Tabel 4.5: The Compatibility of Writing Materials Tabel 4.6: The Percentage of the Compatibility of Language Materials... 73
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