Darsih Textbook Analysis

AN ANALYSIS ON READING MATERIALS
WRITTEN ON ENGLISH ON SKY 3 (THIRD GRADE

OF JUNIOR HIGH SCHOOL) PUBLISHED BY
ERLANGGA
(A Analytical Study on English on Sky 3 (Third Grade Of Junior High School)
Published By Erlangga)
By:
Darsih (108014000017)
ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYA AND TEACHERS TRAINING
SYARIF HIDAYATULLAH
STATE ISLAMIC UNIVERSITY
JAKARTA
2013
*\
r',
6'AN ANALYSIS ON READING MATERIALS WRITTEN
ON'ENGLISH
ON SKY 3 (THIRD GRADE OF JTJNIOR HIGH SCHOOL)' PUBLISHED

BY ERLANGGA"
(An Analytical Study on :English on Sky 3 (Third Grade Of Junior High School)'
Published By Erlangga)
A Research Paper
Presented to the Faculty of Tarbiya and Teacher's Training in a Partial
of the Requirements for the Degree of Strata

Education
Fulfillment
(Bachelor of Art) English
By
Darsih
108014000017
Approved by
The Advisor
The Advisor
II
Drs. Nasrun Mahmud. M.Pd
Mava Defiantv. M.Pd
NIP. 150041070
NIP. 198012 132009012005
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHER'S TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2013
KEMENTERIAN AGAMA
UIN JAKARTA
FITK
FORM (FR)
Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia
No. Dokumen
Tgl. Terbit
No. Revisi:
Hal
:
:
:
:
FITK-FR-AKD-089
1 Maret 2010
02
1/1
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan di bawah ini:

Nama
: Darsih
Tempat/ Tgl.Lahir
: Bekasi 13 Maret 1991
NIM
: 108014000017
Jurusan/Prodi
: Pendidikan Bahasa Inggris/ PBI
Judul Skripsi
: An Analysis on Reading Materials Written on

English on Sky 3 (Third Grade of Junior High
School) Published by Erlangga
Dosen Pembimbing
: 1. Drs. Nasrun Mahmud, M.Pd

2. Maya Defianty, M.Pd
Dengan ini menyatakan bahwa sekripsi yang saya buat benar-benar hasil karya
sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
Jakarta, 25 Oktober 2010

Mahasiswa Ybs.
NIM. 108014000017
ABSTRACT
Darsih. 2013. AN ANALYSIS ON READING MATERIALS WRITTEN ON
ENGLISH ON SKY 3 (THIRD GRADE OF JUNIOR HIGH SCHOOL)
PUBLISHED BY ERLANGGA
Advisor 1: Drs. Nasrun Mahmud M.Pd. and
Advisor 2: Maya Defianty M.Pd
Key Words: Reading Material, English on Sky 3, Curriculum.
The research entitled AN ANALYSIS ON READING MATERIALS
WRITTEN ON ENGLISH ON SKY 3 (THIRD GRADE OF JUNIOR HIGH
SCHOOL) PUBLISHED BY ERLANGGA is conducted to analyze the
compatibility between an English textbook on title English on Sky 3 with current
curriculum, KTSP (Kurikulum Tingkat Satuan Pendidikan). Despite the
government statement that materials in textbook have to be in line with
curriculum, not all textbook fulfill the requirement. Therefore, it is necessary to
evaluate the books materials compatibility. Data were collected through
documentation method. The collected data was analyzed qualitatively by
explaining textbook reading materials and textbook presentation compatibility.
The researcher used checklist instrument which is design by BSNP (Badan
Standar Nasional Pendidikan). After analyzing the curriculum requirement
compatibility, checking the reading materials and textbook presentation, and
comparing them, the research result reveals that there has not reading materials
fulfilled the curriculum requirement completely. The amount of content
compatibility and language feasibility requirement are 14. The text on title Fried
rice fulfill 10 requirements, Mix it up salad 11 requirements, Snowy Owls; Large
Prey Birds 10 requirements, Kangaroo 13 requirements, Durian 9 requirements,
Coconuts 8 requirements, The Nile river 8 requirements, The Bengawan solo 8
requirements, The boy who cried wolf 12 requirements, The Fox and the Crow
12 requirements, and How to send an email in yahoo 7 requirements. In term of
presentation, this textbook fulfills half of requirements which have been
determined. Therefore, teachers have to be selective in using textbook materials
before teaching by considering its content compatibility, language feasibility and
presentation.
ABSTRAK
Darsih. 2013. AN ANALYSIS ON READING MATERIALS WRITTEN ON
ENGLISH ON SKY 3 (THIRD GRADE OF JUNIOR HIGH SCHOOL)
PUBLISHED BY ERLANGGA
Pembimbing 1: Drs. Nasrun Mahmud M.Pd. and
Pembimbing 2: Maya Defianty M.Pd
Kata Kunci
: Materi reading, English on Sky 3, Kurikulum.
Penelitian yang diberjudul AN ANALYSIS ON READING

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

Praise be to Allah, Lord of the world, who has blessed the researcher in
completing this skripsientitledAn Analysis on Reading Materials Written on
English on Sky 3 (Third Grade of Junior High School) Published by Erlangga.
Peace and Blessing be upon the Prophet Muhammad SAW, his family, his
companion, and his followers.
This opportunity, the researcher would like to express her greatest
gratitude and honor to her beloved parentsKusim and Meri, grandmother, Abdul
Rozak Jauharya (Arya) and Indah, who have given the greatest love, prayer, moral
and support. It also will be expressed to the whole members of her family for their
biggest love and kindness to support her in finishing this skripsi.
Also, she would like to address her greatest thanks to her advisorsDrs.
Nasrun Mahmud, M.Pd and Maya defianty, M.Pd who have spent their time,
guidance, valuable helps, correction and suggestion during completing this
skripsi.
The researcher realized that without support and motivation from people
around her, she could not finish this skripsi. Therefore, she would like to give her
deepest appreciation to:
1. All lecturers in English Education Department who always give their
motivation and valuable knowledge and also unforgettable experience
during her study at Syarif Hidayatullah State Islamic University Jakarta.
2. Drs. Syauki, M. Pd; the Chairman of English Education Department, and
Neneng Sunengsih, M.Pd; the researcher academic advisor and the
Secretary of English Education Department.
3. Ummi Kultsum M.Pd; her teaching practice advisor.
iii
4. Prof. Dr. H. Rifat Syauqi Nawawi, M. A; the Dean of Faculty of Tarbiyah

and Teachers Training of Syarif Hidayatullah State Islamic University
Jakarta.
5. Her beloved best friendsPusti Lestari, Bilqis N. Agustina, Hayatuzzuhra,
Poppi Rosepti, Fitri I, Meilani, Nursahadah, Santi Arum and all of English
Education Department students Class A for academic year 2008 who have
always been in the researcher side in facing all laughter and tears during
her study.
6. To all of people whose name cannot be mentioned for their contribution to
the researcher during finishing her skripsi.
Hopefully, this skripsi can be useful to the readers, particularly to the

researcher. Also, the researcher realized that this skripsi is far from being
perfect. It is a pleasure for her to receive constructive critiques and
suggestion from anyone who reads her skripsi for valuable improvement.
Jakarta, 18 January 2013
Researcher
NIM. 108014000017
iv
TABLE OF CONTENTS
Abstract ............................................................................................................... i
Abstract ............................................................................................................... ii
Acknowledgement .............................................................................................. iii
Table Contents .................................................................................................... v
List of Tables and Figures................................................................................... vii
List of appendixes ............................................................................................... viii
CHAPTER I: INTRODUCTION ........................................................................ 1
A. Background of the study ................................................................... 1
B. Identification of the study ................................................................. 4
C. Limitation of the study ...................................................................... 4
D. Formulation of the study ................................................................... 4
E. Objective of the study ....................................................................... 4
F. Significance of the study ................................................................... 5
G. Research paper organization ............................................................. 5
CHAPTER II: THEORETICAL FRAMEWORK .............................................. 6
A. Textbook ........................................................................................... 6
1. Definition of textbook ................................................................. 6
2. The compatibility between curriculum and textbook ................. 8
3. How to analyze the textbook....................................................... 9
B. Curriculum ........................................................................................ 15
1. Definition of curriculum ............................................................. 15
2. KTSP ........................................................................................... 16
3. Reading materials in content standard ........................................ 17
First semester ........................................................................ 17
Second semester .................................................................... 18
C. Reading ............................................................................................. 18
1. Reading skill ............................................................................... 18

2. Reading materials for 3rd grade of junior high school ................ 22
CHAPTER III: RESEARCH METHODOLOGY .............................................. 28
A. Research design and method ............................................................. 28
B. Textbook description ........................................................................ 28
C. Research procedure ........................................................................... 30
D. Data analysis ..................................................................................... 31
CHAPTER IV: RESEARCH FINDINGS .......................................................... 33
A. Data Analysis .................................................................................... 33
1. Content compatibility.................................................................. 33
A. The compatibility of reading materials with competence
standard and basic competence ............................................. 38
1) Completeness .................................................................. 38
2) In depth ........................................................................... 41
B. The materials accuracy.......................................................... 43
1) Social function ................................................................ 43
2) Generic structure ............................................................. 45
3) Language feature ............................................................. 48
C. Supporting materials ............................................................. 51
1) up to datedness ............................................................... 51
2) Life skill development .................................................... 53
3) Diversity insight development ........................................ 56
2. Feasibility of Language ............................................................... 58
A. The compatibility of students development level ................. 62
1) The compatibility of students cognitive development
Level ............................................................................... 62
2) The compatibility of students socio-emotional level
development .................................................................... 65
B. Communicative ..................................................................... 67
1) Message readability ........................................................ 67
vi
2) Language accuracy.......................................................... 70
C. Cohesion and coherence of idea............................................ 72
1) Cohesion of idea ............................................................. 72
2) Coherence of idea............................................................ 74
3. Presentation ................................................................................. 76
A. Presentation technique .......................................................... 77
1) Systematic ...................................................................... 77
2) Chapter equilibrium ....................................................... 77
B. Learning presentation ............................................................ 77
1) Students center ............................................................... 77
2) Development of students initiative, creativity, and critical
thinking ........................................................................... 78
3) Development of students autonomous learning ............ 79
4) Development of students ability to self reflex/
evaluate ........................................................................... .79
C. The presentation technique support ...................................... 79
1. Opening .......................................................................... 79
2. Content ........................................................................... 79
3. Closing ........................................................................... 80
B. Data Interpretation ............................................................................ 80
CHAPTER V: CONCLUSION AND SUGGESTION ....................................... 85
A. Conclusion ........................................................................................ 85
B. Suggestion ......................................................................................... 86
Bibliography ....................................................................................................... 88
Appendices
vii
LIST OF FIGURE AND TABLES
1. Figure 2.1(options for Textbook use) ..................................................... 8

2. Table 2.1 (Reading skill content standard for first semester) ................. 17
3. Table 2.2 (Reading skill content standard for second semester)............. 18
4. Table 2.3 (The Procedure Scaffold) ........................................................ 22
5. Table 2.4 (Information Report Scaffold) ................................................ 23
6. Table 2.5 (The narrative scaffold)........................................................... 25
7.
Table 3.1 (English on Sky 3 units) ......................................................... 29
8. Table 3.2 (Reading materials) ................................................................. 29

9. Table 3.3 (Reading text) ......................................................................... 30
10. Table 4.1 (Content compatibility) ........................................................... 33
11. Table 4.2 (Language feasibility) ............................................................. 58
12. Table 4.3 (Presentation) .......................................................................... 76
13. Table 4.4 (The compatible text with content completeness) .................. 83
14. Table 4.5 (the compatible text with language feasibility) ....................... 86
viii
CHAPTER I
INTRODUCTION
This chapter presents background of study, identification of study, limitation

of study, formulation of study, objective of study, significance of study and
research paper organization.
A. Background of the Study

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

Anthology for Current Practice; The ELT Curriculum:Syllabus Design and Instructional
Materials, (United States of America: Cambridge University Press, 2002), p.66
2
Roger Bowers and Christopher Brumfit (eds), Applied Linguistics and English language
Teaching: Textbook Selection, (London: Macmillan Publishers Limited, 1991), p.298.
It is not easy to select a good English textbook because there are many
English textbooks with their criteria. Even though it is not easy, teachers must
be able to select the textbook. According to Byrd, The issues that must be
addressed in a textbook evaluation system are (1) The fit between the
materials and the curriculum, (2) The fit between the materials and the
students, (3) The fit between the materials and the teachers.3 In another side,
Brown said, The degree of relations between set of material and a particular
program can best be determined by considering the degree to which the
materials fit to the curriculum.4 Thus, the writer concludes that textbook can
be evaluated based on compatibility between textbook and curriculum
instruction.
Then, according to Nunan, curriculum is All of the planned learning
experiences of an educational system.5 It means that curriculum organizes all
the teaching and learning program such as schedule, subject to be learnt,
instructional materials, school discipline and many others.
It has been elaborated that evaluation of textbook should be seen from
the fit of textbook material to the curriculum. The current curriculum in
Indonesia is KTSP which is the abbreviation of Kurrikulum Tingkat Satuan
Pendidikan or The School Level-Based Curriculum. As Mulyasa said, KTSP
is a curriculum developed in accordance with the educational unit, the
potential school / area, the characteristics of the school / area, the local social
culture, and characteristics of learners.6
Patricia Byrd, Textbook Evaluation for Selection and Analysis for Implementation, in
Marianne Celce Murcia (ed), Teaching English as a Second or Foreign Language Third Edition,
(Massachussetts: Heinle & Heinle Thompson Learning, 2001), p.416
4
James Brown, The Elements of Language Curriculum, (Massachusetts: Heinle & Heinle
Thompson Learning, 1995), p.160
5
David Nunan, Syllabus Design, in Marianne Celce Murcia (ed), Teaching English as
a Second or Foreign Language, (Massachussetts: Heinle & Heinle Thompson Learning, 2001),
p.55
6
E.Mulyasa, Kurikulum Tingkat Satuan Pendidikan, (Bandung: PT. Remaja Rosda
Karya, 2010), p.8
The government designed the curriculum and the school has full
authority to develop it on curriculum. Meanwhile, Nasional Education
Standard Agency (Badan Standar Nasional Pendidikan/ BSNP) issues list of
materials to be learnt by students and the school has full authority to develop.
The details of materials that should be taught by teacher are explained in
Standard competence and base competence of content standard. Based on
Republic of Indonesia regulation Number 19 year 2005, Content standards is
the scope of the material and the level of competence as outlined in the criteria
of competence of graduates, competency assessment materials, subject
competence, and learning syllabus that must be met by learners at certain
levels and types of education
Consequently, publishers have to write English textbook in line with
materials in Content Standard. Despite the government said that the material
in textbook have to be in line with curriculum, not all the textbook fulfill the
requirement. Therefore, it is necessary to evaluate textbook materials
compatibility.
This research will evaluate the books material compatibility with the
KTSP and focus on reading material. Reading material is chosen because the
writer thinks reading is an important skill in English teaching and learning in
Indonesia. As evidence, there are more reading skills questions in national
examination then others skills. To have clear description about reading,
McDonough and Shaw stated that as a skill,
reading is clearly one of the most important; in fact in many instances
around the world we may argue that is the most important foreign
language skill, particularly in cases where students have to read English
material for their own specials subject but never have to speak the
language; such cases are often referred to as English as a library
language.7
Jo McDonough and Christopher Shaw, Materials and Methods in ELT 2nd edition A
Teachers guide, (United Kingdom: Blackwell Publishing, 2003), p.89
B. Identification of the Study

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

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

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

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

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

The first chapter of this research paper is called introduction of the study
where the writer explains about the background, identification, limitation,
formulation, objective and significance of the study.
Then, Chapter 2 of this research paper provides some theories which relate
to the research. The theories include curriculum, textbook and reading skill as
the specific material that the writer wants to be analyzed.
The third chapter explains about this research methodology. This chapter
explanation includes research design, method, textbook description, technique
of data collection, research procedure and data analysis.
Next, the fourth chapter of this research explains about research findings.
The writer begins to evaluate and describe the data. Then, she interprets the
findings and relates it to the precede theories.
The last chapter contains conclusion and suggestion of this research. After
doing and interpreting the research, writer tries to conclude it. Then, she gives
the suggestion for further research, and English teachers.
CHAPTER II
THEORETICAL FRAMEWORK
In this chapter, the writer tries to give some theories related to the study.
The theories include textbook, curriculum and reading skill materials. Those
theories may provide brief description about this study.
A. Textbook
1. Definition of Textbook
Textbook is one of instructional materials used to aid the transference of
information from the writer/ one person to the reader/ another. According to Ur, a
course book is used to mean textbook and, usually, each student has a copy, and
which is in principle to be followed systematically as the basis for language
course.1 On the other hand, Bowers defined textbook as a coherent body of
teaching materials which may consist of either just the course book(s), but also of
learning package consisting of several parts.2 Furthermore, Ariew stated in his
journal that, The textbook is an essential part of the curriculum. It is probably the
most important instructional tool available in foreign-language classes.3 The
textbook called as important part of the curriculum because it can be the main
instructional material which is help the teacher to achieve the goal stated in the
curriculum.
From these theories, it can be concluded that textbook is one of
instructional materials, a set of learning and a necessary part of the curriculum.
First, textbook is called as instructional learning because it is used by some
Penny Ur, A Course in Language Teaching, (Great Britain, Cambridge University press,
1996), p. 183.
2
Roger Bowers and Christopher Brumfit (eds), Applied Linguistics and English language
Teaching: Textbook Selection, (London: Macmillan Publishers Limited, 1991), p. 298.
3
Robert Ariew, The Textbook as Curriculum, in Theodore V. Higgs (ed), Curriculum,
Competence, and Foreign Language Teacher, (The United States of America: National Textbook
Co, 1982) p. 16.
teachers as the main teaching resource. Textbook provides materials/skills

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

activities/re-order/ reduce the subject materials in textbook before use it4.
This is the figure of options for Textbook use.5
Figure 2.1
Add
Yes
use the
coursebook
extract?
No
Change
Rewrite
Change
Replace
Activities
Omit
No
Replace
Re-order
Reduce
2. The Compatibility Between Curriculum and Textbook

According to Byrd The issues that must be addressed in a textbook
evaluation system are (1) The fit between the materials and the curriculum, (2)
The fit between the materials and the students, (3) The fit between the materials
and the teachers.6 Similarly, Brown said, The degree of relations between set of
material and a particular program can best be determined by considering the
degree to which the materials fit to the curriculum.7
According to those theories, the writer concludes that the fit between
curriculum and textbook is one of the important aspects in a textbook evaluation.
Curriculum organized the material to be learnt by students. Thus, as an
instructional material, good textbook is a textbook which is fit to the curriculum.
Jeremy Harmer, How to Teach English,(England: Longman, 2007), pp. 146147.

Jeremy Harmer, The Practice of English Language Teaching third edition,(England:
Longman), p. 203.
6
Marianne Celce-Murcia (ed), Teaching English as a Second or Foreign Language,
(Massachussetts: Heinle & Heinle Thompson Learning, 2001), p. 416.
7
James Brown, The Elements of Language Curriculum, (Massachusetts: Heinle & Heinle
Thompson Learning, 1995), p. 160.
5
3. How to Analyze Textbook

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

b(ed), Teaching English as Second Language, (Los Angeles: Heinle & Heinle Publishers, 1991),
pp. 435440.
10
select the material which is interest and match to the student besides it should be
varied. Next, make sure the quality of textbook. As learning aid, textbooks have to
be easy to understand and to be followed. Then check the clarity of exercise
instruction, interest exercise, skill practice and etc. Teacher Make sure that
students are able to do by their own. Then, see the background of authors and the
publisher. Attempt to gain evidence about the material prior to purchase. Finally,
evaluate the expenditure.9
According to this guide, materials must be in line with some aspect and
rules such as goals of teaching and learning, teachers philosophy of teaching,
sociology, psychology and etc. Moreover, course materials must be interesting,
clear (direction, chart, table and etc), and readable. Also, they have to pay
attention to the sensitive aspects such as religion, sex, culture and race.
Economically, materials must be consumable. Consider about the material cost
and see the ability of the teacher and students. Then, ask the other users comment
about the effect of the materials.
On the other hand, McDonough and Shaw classified 3 part of English
Language Teaching Material evaluation. They are the external evaluation, internal
evaluation and over all evaluation. In the external evaluation, teacher evaluates
the external part of the material. For example, the teacher intended to know the
materials are targeted at, the material inclusion and etc. This evaluation part is
necessary to do in order to get the general description of the material. The second
part is internal evaluation. This evaluation direct to the further description of the
material. For example, the grade of the materials are presented, proportion skill
and etc. The last is overall evaluation. This evaluation evaluates the use of
material. For example, can we use the material as the main material or it just
addition.10
Nila Banton Smith and H. Alan Robinson, Reading Instruction for Todays Children
Second Edition, (United States of America: Library of Congress Cataloging, 1980), pp. 113114.
10
Jo McDonough and Christopher Shaw, Materials and Method in ELT, (UK: Blackwell
Publishers, 1993), p. 67.
11
Similarly to previous theories of how to analyze textbook, National

Education Standard Agency (Badan Standar Nasional Pendidikan/ BSNP)
compiled 3 textbook aspects to be analyzed. They are content completeness,
language feasibility and presentation.11
1. Content compatibility
A. The compatibility of reading materials with competence standard and
basic competence
1) Completeness
The criteria completeness mentions that there are 3 functional texts
genre which are taught in third grade junior high school. They are
procedural text, report text and narrative. Report texts are taught in
first semester and second semester. All of texts have to relate to
students daily life and daily lesson.
2) In depth
The texts have to have explanation about text formation such as social
function, generic structure and language feature.
B. The materials accuracy
1) Social function
The texts which are written in the textbook (Procedural, report and
narrative text) have to be written accurately to their social function.
Procedural text social function is to tell someone to do or to make
something. Then, narrative text social function is to entertain and to
educate reader about moral value. The last, report text social function
is to explain the generic truth about someone/thing/animals include it
classification, definition and general characteristics.
2) Generic structure
Procedural text generic structure at least includes all of steps to do or
to make something without telling it equipments, and ingredients.
11
Standar Mutu Buku Pelajaran Bahasa Inggris untuk SMP dan MTS, SMA dan MA,
(Jakarta: Departemen Pendidikan Nasional Pusat Perbukuan, 2003), p. 4.
12
Then, narrative text generic structures are orientation, complication

and solution. Report text generic structure contains some explanation
about generic truth of someone/thing/animals includes it classification,
definition and general characteristics with or without telling it
definition and classification explicitly.
3) Language feature
All of textbook texts have appropriate language feature according to
their text genre
C. Supporting materials
1) up to datedness
All of subject materials such as, texts, table, figure and etc written in
textbook have to be taken from relevant and up to datedness sources.
2) Life skill development
Subject materials such as, texts and instructions motivate students to
develop their live skills. The life skills are personal skill, social skill,
academic skill and vocational skill. Texts having personal skill
message encourage students to recognize their selves and others people
plus and minus and able to develop their selves as an autonomous
human, social and god creature. Then, text having social skill message
encourage students to be able to working with other people, tolerant,
appreciate to gender equality, peace and anti- hardness in
communication and interaction. The third is academic skill
encouraging students to get benefit from the texts to solve the problem
and to make decision. The last is vocational skill. Texts having this
skill encourage and motivate students to have ability, attitude and skill
needed by certain profession.
3) Diversity insight development
Texts and communicative instruction motivate students to develop
their diversity insight. First, students are expected to be able to
appreciate culture and society variety in global and local. Second,
students recognize the potential and wealth of country then promote it
13
nationally or locally. Third, students appreciate to democratic value

which is appropriate with culture-social of local context. The last,
students have nationality insight which develop their love to the
country and patria.
2. Language feasibility
A. The compatibility of students development level
1) The compatibility of students cognitive development level
The language which is used in explanation and instruction is
compatible with students cognitive level. Difficulty and familiarity
are facilitated explicitly.
2) The compatibility of students socio-emotional level development
compatible with students socio-emotional level. Socio-emotional
includes 1) self-awareness; recognizing self feeling; 2) managing
emotions; 3) self-motivation; 4) empathy and perspective taking; and
5) social skills.
B. Communicative
1) Message readability
The messages of texts are presented clear and easy to understand by
students.
2) Language accuracy
The messages that are presented are compatible with English language
rule.
C. Cohesion and coherence of idea
1) Cohesion of idea
The message or materials that are presented have to be cohesive.
2) Coherence of idea
The message or materials that are presented have to be coherent.
14
3. Presentation
A. Presentation technique
1) Systematic
Systematic means materials and assignments are presented in the form
of texts, communicative instruction, illustration and symbol written
systematically according to the materials characteristics and at least it
has opening, content and closing.
2) Chapter equilibrium
Materials and instruction presented in form of text, communicative
instruction, illustration and symbol in each chapter equally.
B. Learning presentation
1) Students center
The presentation of Materials and instructions encourage students to
interact in English between students and students, students and
teacher and students with their environment broadly.
2) Development of students initiative, creativity, and critical thinking
do some communicative activity orally or written based on their
initiative creatively and critically.
3) Development of students autonomous learning
Development
of
students
autonomous
learning
means
the
presentation of Materials and instructions encourage students to

responsible with their own learning.
4) Development of students ability to self reflex/ evaluate
know their success and fail in doing their own learn and
communicative activity.
15
C. The presentation technique support

1) Opening
In terms of opening, textbooks have to have preface and table of
content.
2) Content
In terms of content, textbooks have to have introduction, learning
responsibility, references, summary and reflections.
3) Closing
In terms of closing, textbooks have to have glossarium, bibliography and
index.
B. Curriculum
1. Definition of curriculum
Nunan said that Curriculum is a large messy concept which can be looked
at in a number of ways. A very broad definition is that includes all of the planned
learning experiences of an educational system.12
Ornestein and Hunkins wrote some definitions about curriculm:
Curriculum can be defined as a plan for achieving goals, (2) curriculum
can be defined broadly, as dealing with the learners experience, (3)
curriculum is a system for dealing with people, (4) curriculum can be
defined as a field of study with its own foundations, knowledge domains,
research, theory, principles, and specialist, (5) curriculum can be defined
in terms of subject matter (math, science, English, history, and so on) or
content (the way we organize and assimilate information).13
Then,
Nunan
said
Curriculum
as
the
systematic
attempt
by
educationalists and teachers to specify and study planned intervention into the
educational enterprise.14
12
David Nunan, Syllabus Design, in Marianne Celce-Murcie (ed), Teaching English as

a Second or Foreign Language, (Massachussetts: Heinle & Heinle Thompson Learning, 2001),
p.55
13
Allan C. Ornstein and Francis P. Hunkins, Curriculum: Foundations, Principles, and
Issues Fifth Edition, (United States of America: Pearson, 2009), p.10.
14
David Nunan, The Learner-Centered curriculum,(Oakleigh: Press Syndicate, 1988), p. 10.
16
According to those definitions, it can be concluded that curriculum is the

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

Karya, 2010), p. 19
16
Ibid., p. 8
17
One of BSNP roles is the Content Standard maker. Base on Republic of

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

In this term, the writer provides the Competence Standard ( Standar
Kompetensi/SK) and Based Competence (Kompetensi Dasar/ KD) of reading skill
at third grade junior high school.
a. First Semester
Table 2.1 (Reading skill content standard for first semester)
Competence Standard
Membaca
5. Memahami makna teks tulis
fungsional dan esei pendek sederhana
berbentuk procedure dan report untuk
berinteraksi dalam konteks kehidupan
sehari-hari
17
Based COmpetence
5.1 Membaca nyaring bermakna teks
berbentuk procedure dan report
dengan ucapan, tekanan dan intonasi
yang berterima
5.2 Merespon makna yang terdapat
dalam teks tulis fungsional pendek
sederhana secara akurat, lancar dan
berterima untuk berinteraksi dalam
konteks kehidupan sehari-hari
5.3 Merespon makna dan langkah
retorika dalam esei pendek sederhana
secara akurat, lancar dan berterima
untuk berinteraksi dalam konteks
kehidupan sehari-hari dalam teks
berbentuk procedure dan report
The rule of Republic Indonesia Government, Number 19 year 2005, 2012, p.2
(www.ipdn.ac.id/pp-no-19-2005)
18
b.
Second Semester
Table 2.2 (Reading skill content standard for second semester)
Standar Kompetensi
Kompetensi Dasar
Membaca
11 Memahami makna teks tulis
berbentuk narrative dan report untuk
berinteraksi dalam konteks kehidupan
sehari-hari
11.1 Membaca nyaring bermakna teks tulis

berbentuk narrative dan report dengan
ucapan, tekanan dan intonasi yang berterima
untuk berinteraksi dalam konteks kehidupan
sehari-hari
11.2 Merespon makna dalam teks tulis
fungsional pendek secara akurat, lancar dan
berterima untuk berinteraksi dalam konteks
kehidupan sehari-hari
11.3 Merespon makna dan langkah retorika
dalam esei pendek sederhana secara akurat,
lancar dan berterima untuk berinteraksi dalam
konteks kehidupan sehari-hari dalam teks
berbentuk narrative dan report
C. Reading
1. Reading Skill
Grellet said that Reading is a constant process of guessing, and what one
brings to the text is often more important than what one finds in it.18 Bond and
Wagner said that, Reading ability is comprised not only of the more mechanical
skills, such as word recognition and phrasing, but also of the ability to
comprehend, to interpret and to evaluate the printed or written page.19 Similarly,
Dillner and Olson mentioned that reading is a complex process that has no single
definition. Definitions range from those stress word recognition such as the
visual perception of words forms and their meaning to a process of meaning
elaboration or thinking in relation to written symbols.20
18
Franoise Grellet, Developing Reading Skills, (United Kingdom: Cambridge University

Press, 1981), p.7
19
Guy L. Bond and Eva Bond Wagner, Teaching the Child to read third edition, (New
York: The Macmillan Company, 1960), p.6
20
Martha H. Dillner and Joanne P. Olson, Personalizing Reading Instruction In Middle,
Junior and Senior High Schools: Utilizing a Competency-Based Instructional System, (America:
Macmillan Canada, 1977), p.11.
19
Moreover, Gray said that Reading has four steps process: perception of
the words use, comprehension of the ideas expressed, reaction of these ideas and
integration of the ideas gained.21 Perception of the words uses involve two
closely related phases. First, we must be able to identify the printed symbol; we
must know, for instance, that the word in our illustrative sentence is band, not
bank.
The next step process is comprehension of the ideas expressed. In this
process, reader tries to understand what text writer has explained. The reader
hopes to know about text description such as topic, time and place in which the
passage was written, the total setting in which the events occurred, or the
characters involved and draw conclusions. We may also recognize the writer
purpose, tone and feeling as revealed by the words the writer used and thus add to
the meaning.
So, as the authors meaning becomes clear, reader react in various ways to
the ideas express. Our reaction to what we feel or think about what author has said
determines to large extent the degree to which we accept or are guided by the
ideas we gain from reading.
From these definitions, the writer concludes that reading is a language skill
having complicated step. To get information from a text, readers have to use their
visual sense to see what is printed. Then, they connect what have been seen to
their mind and use their own background knowledge in order to know about what
is implied. Reader has to focus to get the massage or information contain in the
text rather than getting the single word and symbol. With the result that readers
have comprehension skills. In addition, Dillner and Olson stated that
Comprehension skills are defined as those that aid the students in understanding
and applying information contained within written materials.22
21
William S. Gray, On Their Own Reading, (America: Scott, Foresman and company,
1948), p.35.
22
Dillner and Olson, op.cit., p.39.
20
Moreover, Dillner and Olson listed listed 13 reading comprehension skills.

They are (1) Identifying details.
This skill requires recognizing the specific
information which is stated, (2) Identifying main ideas. It includes getting a

principle idea of what has been explained in word, sentence and paragraph, (3)
Identifying sequence. This comprehension skill asks students to know the time,
places and story chronological, (4) following direction. If students/ readers
understand instruction of text, they are able to do agree with what has been
written, (5) Identifying cause-effect relationships. This skill asks students to know
why some events happen and what its correlation to other aspects, (6) Making
inferences. This comprehension skill encourages students to be able to know the
condition and situation which is written in reading text, (7) Making generalization
and conclusions. This comprehension skill encourages students to be able to
summarize information which contain in reading text, (8) Identifying tone and
mood, it is the comprehension about text writing style and feeling. Tone may be
described by many adjectives, such as serious, facetious, solemn and etc, (9)
Identifying theme. In this skill, students are encouraged to identify the theme of
text. To know the theme of text, students have to know text general description,
(10) Identifying characterization. In this skill, students have to be able to identify
the characters in reading text including characters thought, appearance, speech
and etc, (11) Identifying fact, fiction, and opinion. Students have to identify the
text information type such as fact, fiction or opinion. (12) Identifying propaganda.
It requires students to be aware of propaganda devices, what they are used, what
effects they have upon unwary readers and why they may or may not, and (13)
Identifying authors purpose. It requires students to know the reason why text
author writes such a text. For example, text is written to inform or to entertain.23
Harmer stated that, there are 6 different skills for reading: identifying the
topic, predicting and guessing, reading for general understanding, reading for
23
Dillner and Olson, op.cit., pp.4258
21
specific information, reading for detailed information and interpreting text.24

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

Education Limited, 2001), p.201202
25
Guy L. Bond and Eva Bond Wagner, op.cit., p. 12
22
2. Reading materials for 3rd grade junior high school

Based on the SK-KD the reading materials that should be given to the
students are procedure, report and narrative. Thus, this part will explain about
procedure, report and narrative.
a) Procedure
Procedure is a piece of text that tells the reader or listener how to do
something. Its purpose is to provide instructions for making something, doing
something or getting somewhere. Examples of procedure texts include recipes,
itineraries, instruction manuals, and directions.
A procedure text usually has 3 parts. There is an introductory statement
or title that gives the aim or goal of the procedure, followed by list of
materials that will be needed to complete the procedure. The final section is a
sequence of steps, in the order they need to be completed, to achieve this goal.
Some procedures have other stages such as explaining why each step is
necessary.
Procedure texts has grammatical feature such as sentences that begin
with verbs and are stated as commands, time words or numbers that show the
order for carrying out the procedure, adverbs to describe how the action
should be performed and precise terms and technical language. 26
Table 2.3 (The Procedure Scaffold)
The Procedure Scaffold
An introductory statement giving the aim or goal

This may the title of the text.
This may be an introductory paragraph.
Materials needed for completing the procedure

This may be a list.
This may be a paragraph.
This step may be left out in some procedures.
26
Mark Anderson and Kathy Anderson, Text Types in English, (Australia: Macmillan,
2003), p. 28
23
A sequence of steps in the correct order

Number can be used to show first, second, third and so on.
The order is usually important.
Words such as now, next, and after this can be used.
The steps usually begin with a command such as add, stir, or push.
b) Report
Report is a piece of text that presents information about a subject. Its
purpose is to classify and/or describe using facts about the subjects parts,
behavior and qualities. The subject is usually general rather than particular, for
example, skin rather than individual persons skill. Example of information
report texts include lectures, reference articles, research assignments, and
chapters in textbooks.
A typical information report has an opening statement introducing the
subject followed by a series of paragraphs about the subject. Each new
paragraph describes one feature of the subject. An information report can also
include a conclusion that summaries the information presented and signals the
end of the report.
Information reports has grammatical features such as technical language
related to the subject, technical use of the timeless present tense, technical use
of general nouns (e.g. weather, skin earthquakes) rather than proper nouns,
technical linking verbs to describe behaviors or qualities (e.g. cells are
surrounded by membrane). 27
Table 2.4 (Information Report Scaffold)

Information Report Scaffold
27
Ibid., p.17
A general opening statement in the first paragraph

This statement tells the audience what the text is going to be about
This can include short description of the subject
This can include a definition of the subject
24
A series of paragraphs about the subject

Each paragraph usually begins with a topic sentence.
The topic sentence at the beginning of each paragraph previews the
information contained in the rest of the paragraph.
The sentences after this preview give more details.
Each paragraph should give information about one feature of the
subject.
These paragraphs build a description of the subject of the report.
These paragraphs may include technical language that is related to the
subject.
A concluding paragraph (optional)
The concluding paragraph signals the end of the text.
This paragraph can summarize the report.
c) Narrative
Narrative is a text that tells a story and, in doing so, entertains the
audience. The purpose of narrative, other than providing entertainment, can be
to make the audience think about an issue, teach them a lesson, or excite their
emotions. Narrative texts are myth, fairytales, aboriginal dreaming stories,
science fiction, historical fiction and romance novels.
The steps for constructing a narrative text are an orientation in which
the narrator tells the audience about who is in the story, when the story taking
place is, and where the action is happening. Then, a complication that sets off
a chain of events that influences what will happen in the story. Afterward,
write a sequence of events where the characters react to the complication.
Then, a resolution in which the characters solve the problem created in the
complication. Finally, a coda that provides a comment or moral based on what
has been learned form the story (optional step).
There are 5 grammatical features of narrative. First is noun that
identifies the specific characters and place in the story. Second is adjective
that provide accurate descriptions of the characters and setting. Then, verbs
25
that show the actions that occur in the story. The last is time words that
connect events, telling when they occurred.28
Table 2.5 (The narrative scaffold)

The narrative scaffold
Orientation
In this paragraph the narrator tells the audience who is in the story, when it is
happening, where it is happening and what is going on.
Complication
This is the part of the story where the narrator tells about something that will
begin a chain of events. These events will affect one or more of the
characters. The complication is the trigger.
Sequence of events
This is where the narrator tells how the characters react to the complication.
It includes their feeling and what they do. The events can be told in
chronological order (the order in which they happen) or with flashback. The
audience is given the narrator point of view.
Resolution
In this part of the narrative the complication is sorted out or the problem is
solved.
Coda
The narrator includes a coda if there is a moral or message to be learned from
the story.
After analyzing the description and kind of reading materials which are
learned by third grade junior high school, here are five steps in teaching
reading skills suggested by Dillner and Olson:
(1) Preparation
This step is held before beginning reading text.
a. Motivating the student
28
Ibid., p.3
26
There are some ways to motivate student to read a text. One of them is
giving materials which are relevant to students condition.
b. Setting purposes for reading
Teacher should tell students what they have to get after reading. For
example, students are ready to read a procedure text on title Fried
Rice. Then before reading, teacher asks students to identify what are
the ingredients and steps to make Fried Rice.
c. Developing concept involved
Teacher relates the concept in subject matter (text) with students
background knowledge.
d. Identifying problem words
Teacher informs students about some problem words contain in subject
matter. For example, when students asked to read a text on title How to
Send an Email in Yahoo, teacher remains them that students may find
some email technical term in this text.
e. Creating an awareness of reading skills
Moreover, before reading subject matter, teacher gives students some
tips to get successful understanding. For example when students find a
words remake and they do not know this words meaning, it can be
analyzed from the word root re means used to add the meaning 'do
again', especially to verbs and make means to produce something,
often using a particular substance or material. Than remake can be
produce again.
(2) Silent reading
In this step, students are urged to read with the purpose that has been
explained in the precede step.
(3) Oral reading and discussion
Oral reading and discussion is the previous step follow up. Here, teacher
asks students information that is written in text.
27
(4) Follow-up
In this step, teacher may teach a new reading skill or asked student to
practice reading skill already taught by giving relate exercise.
(5) Extension activities
Then, there are some extension activities for reading such as,
supplementary reading, dramatization, rereading for different purposes,
games and creative activities including artistic, musical, verbal
composition. 29
These steps can be done in first, second, and third meeting of teaching
depends on teacher objective. For example, teacher might make lesson plan in
which entire day is spent by giving students reading
students reading skill.
29
Dinnler and Olson, op.cit., pp. 144150
exercises to improve
CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses about research methodology. It covers research

design and method, research procedure and data analysis technique.
A. Research Design and Method

The purpose of this study is to know the compatible of reading materials in
English textbook, English on Sky 3, based on KTSP. It is written by Mukarto,
Sujatmiko, Josephine S.M, and Widya Kiswara and published by Erlangga on
year 2007. This textbook is chosen because research writer thought this book is
used by many schools and published by a famous publisher.
Relevant to the research purpose, the research method is qualitative.
According to Gay, Mills and Air Asian, Qualitative is the collection, analysis and
interpretation of comprehensive narrative and visual (i.e., nonnumerical) data to
gain insights into a particular phenomenon of interest 1. Then, this research
design is analytical study because it is focused to analyze textbook compatibility.
Data were collected through documentation method that analyzing or observing
nonliving materials that is, textbook. The collected data was analyzed
qualitatively by explaining textbook reading materials and textbook presentation
compatibility.
B. Textbook Description
In this part, research writer describe about a textbook that she wants to
analyze.
Textbook title
: English on Sky 3
Intended audience
: Junior high school students year IX
L.R. Gay, Geoffrey E. Mills and Peter Air asian, Educational Research:
competencies for analysis and applications, (Pearson International Edition, 2007),
p.7.
28
29
Compiled by
: Dr. Mukarto
Sujatmiko B.S., S.Pd
Josephine Sri Murwani, S.Pd
Widya Kiswara, S.Pd
Edited By
: Dwi Wahyu Priyanto

Anna Valentina
Publisher
: Erlangga
Published
: Jakarta on 2007
Price
: Rp. 38.000
Cover Color
: Green
Size
: 25X 17,7
Weight
: 4 ons
Pages
: 195 pages
Ancillary materials
: No
Teachers manual
: No
Illustration
: Map, pictures, tables, diagrams, and boxes
Units
: 6 units
Table 3.1 (English on Sky 3 units)

Unit 1
Slice the union, please!
Unit 2
Animal Reports
Unit 3
Discovering Plants
Unit 4
Where water flows a long way away
Unit 5
Enchanting story lines
Unit 6
Modern technology
Reading Materials
Unit 1
:
Table 3.2 (Reading Materials)
Responding to short functional text: menu

Responding to essay text: Procedural text
30
Unit 2
Responding to short functional texts: invitation cards

Responding to essay texts: report
Unit 3
Responding to simple short functional written text: short message

Responding to essay texts: report
Unit 4
Responding to short functional text: posters

Responding to essay text: reports
Unit 5
Responding to essay texts: narrative
Unit 6
Responding to meaning in simple short functional written texts:

email, short messages and advertisement.
Reading text
:
Table 3.3 (Reading Text)
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Fried Rice
Mix it Up Salad
Snowy Owls, Large Prey Birds
Kangaroo (Macrofus Rufus)
Durian
Coconut
The Nile River
The Bengawan Solo
The Boy Who Cried Wolf
The Fox and The Crow
How to Send an Email in Yahoo
C. Research Procedure
These were the research procedures that the writer did in writing this research:
1. Research writer searched some theories related to the research form some
textbooks, articles, and journals.
31
2. The writer collected the data found in textbook English on Sky 3 for Junior
High School Students Year IX written by Mukarto, Sujatmiko, Josephine
S.M, and Widya =Kiswara published by Erlangga. All of reading
materials in this textbook are rewritten.
3. Then, all of reading materials for junior high school student year III which
had been listed in Content Standard are rewritten.
D. Data Analysis
Analyzing the data5, the research writer did some steps:
1. Codification
Codification is data simplification process which is found by giving code.
Its purpose is to make simple data which is easy to analyze. This process
depends on data characteristic and instrument that is used. To make this
data analysis simple, the writer inserts the text title in the instrument table.
Then, the instrument variables are sub component, items, texts, and score.
In addition, the score of variable also are codified to make it simple for
example 4 = very good/ very compatible/ very complete/ very satisfy.
2. Classification.
After all of textbook reading materials were analyzed, marked, scored and
commented, it could be seen whether the materials were compatible or not
with school-based curriculum. Then, in classification steps, those materials
are classify and seen the amount of compatible or not compatible material.
Scoring the in depth materials base on Competence Standard and
Based Competence used guide decided by National Education Standard
Agency (Badan Standar National Pendidikan/ BNSP ):
4 85%
3= 75% - 84%
2= 60% - 74%
1 59%
32
Then, scoring for the rest of component also used the guide decided
National
Education
Standard
Agency
(Badan
Standar
National
Pendidikan/ BNSP):
4 = very good/ very compatible/ very complete/ very satisfy.
3 = good/ compatible/ complete/ satisfy.
2 = unfavorable/ not compatible/ incomplete/ unsatisfied.
1 = not good/ adverse.
3. Interpretation.
After classifying the data, research findings were interpreted clearly, and
briefly. Then, the findings were connected to theoretical frame work of
this study.
CHAPTER IV
RESEARCH FINDINGS
A. Data Analysis
Reading materials written on English textbook English on Sky 3 are
analyzed in term of content compatibility and language presentation. Then,
analyze presentation aspect of the textbook.
I. Content Compatibility
Table 4.1 (Content Compatibility)

SUB COMPONENT
A. The
Compatibility of
Reading
Materials With
Competence
Standard And
Basic
Competence
ITEMS
1. Completeness
TEXTS
Text 1
Fried Rice
Text 2
Mix It Up Salad
Text 3
Snowy Owls, Large
Prey Birds
Text 4
Kangaroo
Text 5
Durian
Text 6
Coconuts
Text 7
The Nile River
Text 8
The Bengawan Solo
Text 9
The Boy Who Cried
Wolf
Text 10
The Fox And The
Crow
Text 11
How To Send An
Email In Yahoo
33
SCORE
1 2 3 4
34
2. In Depth
B. The Materials
Accuracy
1. Social
Function
Text 1
Fried Rice
Text 2
Mix It Up Salad
Text 3
Snowy Owls, Large
Prey Birds
Text 4
Kangaroo
Text 5
Durian
Text 6
Coconuts
Text 7
The Nile River
Text 8
The Bengawan Solo
Text 9
The Boy Who Cried
Wolf
Text 10
The Fox And The
Crow
Text 11
How To Send An
Email In Yahoo
Text 1
Fried Rice
Text 2
Mix It Up Salad
Text 3
Snowy Owls, Large
Prey Birds
Text 4
Kangaroo
Text 5
Durian
Text 6
Coconuts
Text 7
The Nile River
Text 8
The Bengawan Solo
Text 9
The Boy Who Cried
35
2. Generic
Structure
Wolf
Text 10
The Fox And The
Crow
Text 11
How To Send An
Email In Yahoo
Text 1
Fried Rice
Text 2
Mix It Up Salad
Text 3
Snowy Owls, Large
Prey Birds
Text 4
Kangaroo
Text 5
Durian
3. Language
Feature
Text 6
Coconuts
Text 7
The Nile River
Text 8
The Bengawan Solo
Text 9
The Boy Who Cried
Wolf
Text 10
The Fox And The
Crow
Text 11
How To Send An
Email In Yahoo
Text 1
Fried Rice
Text 2
Mix It Up Salad
Text 3
Snowy Owls, Large
Prey Birds
Text 4
Kangaroo
36
C. Supporting
Materials
1. Up To
Datedness
Text 5
Durian
Text 6
Coconuts
Text 7
The Nile River
Text 8
The Bengawan Solo
Text 9
The Boy Who Cried
Wolf
Text 10
The Fox And The
Crow
Text 11
How To Send An
Email In Yahoo
Text 1
Fried Rice
Text 2
Mix It Up Salad
Text 3
Snowy Owls, Large
Prey Birds
Text 4
Kangaroo
Text 5
Durian
Text 6
Coconuts
Text 7
The Nile River
Text 8
The Bengawan Solo
Text 9
The Boy Who Cried
Wolf
Text 10
The Fox And The
Crow
37
2. Life Skill
Development
Text 11
How To Send An
Email In Yahoo
Text 1
Fried Rice
Text 2
Mix It Up Salad
Text 3
Snowy Owls, Large
Prey Birds
Text 4
Kangaroo
3. Diversity
insight
development
Text 5
Durian
Text 6
Coconuts
Text 7
The Nile River
Text 8
The Bengawan Solo
Text 9
The Boy Who Cried
Wolf
Text 10
The Fox And The
Crow
Text 11
How To Send An
Email In Yahoo
Text 1
Fried Rice
Text 2
Mix It Up Salad
Text 3
Snowy Owls, Large
Prey Birds
Text 4
Kangaroo
Text 5
Durian
38
Text 6
Coconuts
Text 7
The Nile River
Text 8
The Bengawan Solo
Text 9
The Boy Who Cried
Wolf
Text 10
The Fox And The
Crow
Text 11
How To Send An
Email In Yahoo
A. The Compatibility Of Reading Materials With Competence Standard

And Basic Competence
1. Completeness
The criteria completeness mentions that there are 3 functional texts
genre which are taught in third grade junior high school. They are
procedural text, report text and narrative. Report texts are taught in
first semester and second semester. All of texts have to relate to
students daily life and daily lesson. These are the findings of texts
completeness:
Text 1.
Fried Rice
Fried rice text which is written in the first chapter is a procedure

text. It tells the reader how to make fried rice. Choosing this text
for teaching reading is relevant because fried rice is famous food
for Indonesian students. If the students know well the topic of text,
they may learn this text easily. On the other hand, students may
relate this material with other subject matter that they learn in the
school such as cooking lesson. However, not all the students have
cooking lesson at their school. Then, this text completeness is
90 % and it is scored 4.
39
Text 2.
Mix It Up Salad
Second procedure text which states in the first chapter is Mix It up

Salad. This text is less contextual to a majority of Indonesian
students. They can not find this kind of food in daily life. Students
may find some difficulties in learning this text. However, this text
gives new information to students and they relate it to cooking
lesson. Nonetheless not all school has cooking lesson. This text
completeness is 70% it is scored 2.
Text 3.
Snowy Owls, Large Prey Birds is a report text found in second

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

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

durian characteristic and tree. The explanation of coconut in this
text relates to other lesson such as biology. This text is contextual
40
to the students daily life because durian is famous fruit in

Indonesia. This text completeness is 100% and it is scored 4.
Text 6.
Coconuts
Coconut is a report text found in third chapter. This text tells about
the characteristics of coconut, coconut palm and where it grows.
Choosing this text in learning report is quite contextual to students
daily life. Most of students know this kind of fruit which may help
students learn this text easier. Moreover, in Indonesia, we can find
a drink made from coconut called Es Kelapa Muda. It is
generally known that every aspect of coconut can be made for
something such as drink, bridge, broom and etc. Learning coconut
motivates students to have multi talent. That is the educational
value that students get from reading this text. However, this text
does not fully relate to other lesson. Then, this text completeness is
90% and it is scored 4.
Text 7.
The Nile River
The Nile River is a report text in the fourth chapter. The Nile River
which is flows through Uganda, Sudan and Egypt is the longest
river in the world. Learning this text may enrich Indonesian
students geographic knowledge although the Nile river is not
located in their country or even relate to their life. Then, this text
completeness is 80 % and it is scored 3.
Text 8.
The Bengawan Solo
Reading text written in fourth chapter is The Bengawan Solo. It is

quite contextual to Indonesian students because Bengawan Solo is
a river located in solo, Indonesia. Indirectly, learning this text
enriches students geographic knowledge. Thus, this text
completeness is 95% and it is scored 4.
Text 9.
The Boy Who Cried Wolf is a narrative text found in the fifth
chapter. This text tells us about folklore came from Denmark, but
41
actually textbook writer does not mention where the story come
from. This story is not contextual to students daily life, but from
this text students may learn about honesty and maturity. In such a
way students may apply these characteristics in their life. Thus, this
text completeness is 90% and it is scored 4.
Text 10.
The Fox And The Crow
Another narrative text written in fifth chapter is The Fox and The
Crow. Same as the previous narrative text, the textbook writer does
not mention where the story come from. Also, this text is not
contextual to students daily life. In real life there is no fox or crow
that is able to speak. However, this text tells about folklore which
writes moral message that is important to develop students good
characteristic. Students may learn that they should not believe what
others people say immediately without any consideration. In terms
of the moral message this text is contextual to students daily life
and lesson. Then, this text completeness is 90% and it is scored 4.
Text 11.
How To Send An Email In Yahoo
How To Send an Email in Yahoo is a procedure text in the last

chapter. This text has 2 advantages for students daily life and
knowledge. Students may follow this procedure text to send email
for sending assignment or even send their friend a letter. Then, this
text
enriches
students
knowledge
about
technological
development. Then, this text completeness is 100% and it is scored

4.
2. In Depth
The texts have to have explanation about text formation such as social
function, generic structure and language feature.
Text 1.
Fried Rice
This text is first text presented in the first chapter. It is followed by

a fill in the blank exercise, How to make an omelet on page 27.
42
This exercise is simple that students complete the sentences with

the right word. There is not explanation about text formation such
as social function, generic structure and language feature. Fried
Rice in depth is scored 1 or 59%.
Text 2.
Mix It Up Salad
This procedure text has been provided with explicit text formation
explanation such as generic structure, social function and language
feature. Then, this text in depth is scored 4 or 85%.
Text 3.
This report text has been provided with explicit text formation
feature. Moreover, it gives brief description about report text.
Then, this text in depth is scored 4 or 85%.
Text 4.
This report text has been provided with explicit text formation
feature. Besides, the text directly labeled it paragraph structure.
Then, this text in depth is scored 4 or 85%.
Text 5.
Durian
This text has not explicit text formation explanation or question

such as generic structure, social function and language feature.
This text in depth is scored 1 or 59%.
Text 6.
Coconuts
This text has not explicit explanation about text formation such as
generic structure, social function and language feature. However,
there are generic structure questions about this text. This text in
depth is scored 2 or 74%.
Text 7.
The Nile River
This text has the explicit explanation about report text elements;
social function, generic structure and language focus. However,
this text does not label it classification and series description
43
directly such as Kangaroo text on page 68. This text in depth is

scored 80% or 3
Text 8.
The Bengawan Solo
After writing social function, generic structure and linguistics

feature in previous text, it is not rewrite in the text The Bengawan
Solo. This text instruction directly asks students to analyze the type
of the text and it construction. Moreover, this textbook writer
should explain the difference of descriptive and report text. This
text in depth is scored 2 or 74%.
Text 9.
This text does not explain about narrative text elements (social
function, generic structure and linguistics feature). This text in
depth is scored 1 or 59 %.
Text 10.
This narrative text is followed by language feature explanation.

This text in depth is scored 2 or 60%.
Text 11.
The text on title How to Send an Email in Yahoo is not followed by

procedure element. This text in depth is scored 1 or 59 %.
B. The Materials Accuracy

1. Social Function
The texts which are written in the textbook (Procedural, report and
narrative text) have to be written accurately to their social function.
something. Procedural texts in this textbook are Fried Rice, Mix It up
and How To Send An Email In Yahoo.
Then, narrative text social
function is to entertain and to educate reader about moral value.

Narrative texts in this textbook are The Boy Who Cried Wolf, and
The Fox and the Crow. The last, report text social function is to
explain the generic truth about someone/thing/animals include it
44
classification, definition and general characteristics. Report texts in

this textbook are Snowy Owls Large Prey Birds, Kangaroo, Durian,
Coconuts, the Nile River and The Bengawan Solo.
Text 1.
Fried Rice
As a procedure text, this text has fulfilled procedure text social

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

function. This text is written to inform an instruction to make
Salad. Then, it is scored 4 or excellent.
Text 3.
This text is report text which is tells us about general description of

owl. It is suitable with the social function of report text. It is scored
4 or excellent.
Text 4.

Kangaroo. It is suitable with the social function of report text. It is
scored 4 or excellent.
Text 5.
Durian

Durian. It is suitable with the social function of report text. It is
Text 6.
Coconuts

Coconut. It is suitable with the social function of report text. It is
Text 7.
The Nile River
The Nile River is a descriptive text which describe about it length,

flows, important and geography. It is suitable with the social
function of report text. It is scored 4 or excellent.
45
Text 8.
The Bengawan Solo

Bengawan Solo. It is suitable with the social function of report
text. It is scored 4 or excellent.
Text 9.
As a narrative text, this text tells about a story which entertains and
teaches the students a lesson, or excites their lesson. It is suitable
with the social function of narrative text. It is scored 4 or excellent.
Text 10.
Similar to previous text, this text tells about a story which

entertains and teaches the students a lesson, or excites their lesson.
It is suitable with the social function of narrative text. Then, it is
Text 11.
This text is a procedure text which tells about the way to send an
email in yahoo. It is suitable with procedure text social function.
2. Generic Structure
Procedural text generic structure at least includes all of steps to do or
to make something without telling it equipments, and ingredients.
Procedural texts in this textbook are Fried Rice, Mix It up and How To
Send An Email In Yahoo. Then, narrative text generic structures are
orientation, complication and solution. Narrative texts in this textbook
are The Boy Who Cried Wolf, and The Fox and the Crow. Report
text generic structure contains some explanation about generic truth of
someone/thing/animals includes it classification, definition and general
characteristics with or without telling it definition and classification
explicitly. The last, report texts in this textbook are Snowy Owls Large
Prey Birds, Kangaroo, Durian, Coconuts, the Nile River and the
Bengawan Solo.
46
Text 1.
Fried Rice
Fried rice is a procedure text which has complete generic structure.

As a recipe it consists of ingredients, equipment and steps.
However, there are some ingredients are missing in the step of
cooking. Then, it is scored 3 or good.
Text 2.
Mix It Up Salad
Mix it up salad is a procedure text in first chapter. The generic

structure of this text is complete because there are ingredients,
equipment, and steps. However, the list of ingredients and steps of
this recipe is not written explicitly. For example:
Youll need:
1/3 cup of orange juice
1 table spoon of honey
1 cups honeydew melon- cut into cube.
Usually if the list is ingredient, it is directly written as ingredients,
but it is written as youll need. Then, teachers and students are
challenged to know what the list is. It is scored 3 or good.
Text 3.
Snowy Owls, Large Prey Birds is a report text. This text had
identification/ classification in the first paragraph and series of
description in the rest of paragraph. The first paragraph is about the
identification/classification of snowy owl. Then, the second
paragraph is about the snowy owl physical character such as
feather, legs, feet and etc. Third paragraph is about snowy owl
favorite food. Finally, last paragraph wrote about it habit. Thus,
this report text had full filled it general structure well. It is scored 4
or excellent.
Text 4.
Similar to previous text, Kangaroo is a report text having

completed
it
general
structure.
It
consists
of
classification/identification and series paragraph of description
47
such as kangaroo physical character, daily live and habitual action.

Text 5.
Durian
Durian is a report text in the third chapter. This text classify about
durian in the first paragraph and the rest of paragraphs as
description. This text generic structure is scored 4 or excellent.
Text 6.
Coconuts
Coconut is a report text in the third chapter. This text classify about
coconut in the first paragraph and the rest paragraph as description.
However, the first chapter should explain about coconut fruit
classification only, but textbook writer mention about the tree of
fruit. This text generic structure is scored 3 or good.
Text 7.
The Nile River
This text is a report text describing about The Nile River. This text
has classification and series paragraph of description. However, to
begin the paragraph, this text paragraphs have no indent. This text
generic structure is scored 3 or good.
Text 8.
The Bengawan Solo
The Bengawan Solo is a report text. This text generic structure such
as classification of the text, series paragraphs of description are
stated in this text. However, to begin the paragraph, this text
paragraphs have no indent. This text generic structure is scored 3
or good.
Text 9.
As a narrative text, The Boy Who Cried Wolf has a complete

generic structure such as orientation, complication and resolution.
Orientation of the story began from a shepherd boy feeling boring
while he was looking after his sheep, so he though to make some
fun. Then, complication began when the boy played a trick that
made villagers angry. The last is resolution; finally the real wolf
ate all of the boy sheep. However, to begin the paragraph, this text
48
paragraphs have no indent. This text generic structure is scored 3

or good.
Text 10.
Same as previous text, The Fox and The Crow is a narrative text. It
has complete generic structure. First paragraph is orientation,
second, third and fourth paragraph is complication, and the last
chapter is a solution. According to these fact, this text is scored 4
or excellent.
Text 11.
How to Send an Email in Yahoo is a procedure text in the last

chapter. This text is scored 4 or excellent because the text bolded
the key words to make students learn it easier.
3. Language Feature
All of textbook texts have appropriate language feature according to
their text genre
Text 1.
Fried Rice
The language features of procedure text are using imperative

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

action verbs, and precise vocabulary and adverbials words.
Imperative sentence such as add the fruit. Then, action verbs such
as make, add, mix and etc. Precise vocabularies in this text
49
such as sentence 1/3 cup of orange juice. Next, the adverbial

words found are well and lightly. Thus, this text language
feature is scored 4 or excellent.
Text 3.
The language features of procedure text are no personal pronoun,

use lot of nouns and noun phrases, relation verbs and action verbs.
In Snowy Owls, Large Prey Birds there are no personal pronoun.
Then, noun/ noun phrase such as large prey birds, dark white
feathers and snowy owls. Relation verb are have and are, for
example they have a round white head. The last there are some
action verbs in this text such as eat, swallow, use, swivel and
etc. It is used present tense and some technical term. Thus, this text
language feature is scored 4 or excellent.
Text 4.
No personal pronouns use in this text. Then, the noun words in this
sentence are kangaroo, Australia, New Guinea, Marsupials
and some others. Then, the noun phrases are shy animals, two
long feet and two strong legs. Relational verbs are is, have
and are. Then, action verbs are climb, eat, jump, carry, and
some others. It is used present tense and some technical term.
Thus, this text language features complete and it is scored 4 or
excellent.
Text 5.
Durian
No personal pronoun use in this text. The noun words are durian,
husk, and etc. Then the noun phrases also find in this text such as
green elliptic leaves and durian tree. Relational verbs also find
here such as is. Action verbs in this text are grow, bear, hang
and etc. It is used present tense and some technical term. Thus,
this text language features complete and score 4 or excellent.
50
Text 6.
Coconuts
As report text, this text has not personal pronouns and has some
nouns and noun phrases such as durian and a thick husk. Then,
relational verbs find here such as is and are. Moreover, action
verbs of this text are use, grow, call, and make. It is used
present tense and some technical term. Thus, this text language
features complete and score 4 or excellent.
Text 7.
The Nile River
As report text, The Nile River has not personal pronouns, but it has
many nouns and noun phrases such as The Nile River, longest
river and etc. Then, there are some relational verbs such as is
and are. Furthermore, there are a descriptive language longest,
special, and etc. It is used present tense and some technical term.
Thus, this text language features complete and score 4 or excellent.
Text 8.
The Bengawan Solo
As report text, The Bengawan Solo has not personal pronouns, but
it has many nouns and noun phrases such as The Bengawan Solo,
longest river and etc. Then, there are some relational verbs such
as is and are. Furthermore, there are a descriptive language
quite, small, and etc. It is used present tense and some technical
term. Thus, this text language features complete and score 4 or
excellent.
Text 9.
The text on title The Boy Who Cried Wolf had already
completed narrative linguistic features. For example, direct speech
where is the wolf? they asked, action verb such as ask, go, shout,
adjective words angry, busy, surprise, descriptive sentence they
are angry and went back to work, and time words such as then, the
next day and on the third day. Thus, this text language features
completed and scored 4 or excellent.
51
Text 10.
The text on title The Fox and The Crow had already completed
narrative linguistics features such as direct speech, time words,
action verb, mental verb, descriptive sentence. Thus, this text
language features completed and scored 4 or excellent.
Text 11.
As a procedure text, the type of sentences in this text is command

which is begun with verbs such as, type the topic of your email in
the subject fields. The word type in this sentence is a verb. To
show the order for carrying out the procedure, this text uses
numbering format. Then, the adverb in this text is normally.
However, this text does not have precise vocabulary. Thus, this
text language features completed and scored 3 or good.
C. Supporting Materials
1. Up To Datedness
All of subject materials such as, texts, table, figure and etc written in
textbook have to be taken from relevant and up to datedness sources.
Text 1.
Fried Rice
A procedure text on the title Fried Rice had a black and white
picture in the right side, but it does not mention about text relevant
and up to datedness source. Then, students may find some trouble
in finding supporting materials, so it is scored 1.
Text 2.
Mix It Up Salad
Same as previous procedure text, students may not find relevant

and up to datedness source of text. It could be seen the title of text
is compatible with the picture, but students still find some trouble
in finding supporting materials. It is scored 1.
52
Text 3.
As a report text, Snowy Owls, Large Prey Birds does not mention
about it relevant and up to datedness source of text. However, this
text has a relevance black and white picture. Thus, it is scored 1.
Text 4.
Kangaroo had a relevance picture with text information. This text

is sourced from internet which is relevant and up to date source.
Thus, it is scored 4.
Text 5.
Durian
Durian has an up to date text source, a website, but it is not

relevant to text because students may find any articles in the
website that is not focused to fruit. Then, this source is
untrustworthy because of unknown text writer. Thus, it is scored 2.
Text 6.
Coconuts
This text had a black and white picture in the right side, but it does
not mention about text relevant and up to datedness source. Then,
students may find some trouble in finding supporting materials, so
it is scored 1.
Text 7.
The Nile River
The Nile River is taken from a source in internet. This source is not
focus to education and it is untrustworthy because of unknown text
writer. It can be a supporting material, but no one can guarantee the
validity of text information. Thus, it is scored 2.
Text 8.
The Bengawan Solo
The Bengawan is taken from a source in internet. This source is not

focus to education and it is untrustworthy because of unknown text
writer. It can be a supporting material, but no one can guarantee the
validity of text information. Thus, it is scored 2.
Text 9.
This narrative text is taken from a book The Boy Who Cried
Wolfand Other Stories which is published on 1998. This book
53
can be relevant and up to date learning materials for students.

Then, it is scored 4.
Text 10.
As a narrative text, The Fox and The Crow is taken from a story
book written by Kohwai and Young on 2003. This text can be
relevant and up to date supporting learning materials for students.
Then, it is scored 4.
Text 11.
A procedure text How to Send an Email in Yahoo is taken from a

source in internet. The source which is easy to access wrote some
similar procedure text about email. Then, this text is scored 4.
2. Life Skills Development

Subject materials such as, texts and instructions motivate students to
develop their live skills. The life skills are personal skill, social skill,
academic skill and vocational skill. Texts having personal skill message
encourage students to recognize their selves and others people plus and
minus and able to develop their selves as an autonomous human, social
and god creature. Then, text having social skill message encourage
students to be able to working with other people, tolerant, appreciate to
gender equality, peace and anti- hardness in communication and
interaction. The third is academic skill encouraging students to get benefit
from the texts to solve the problem and to make decision. The last is
vocational skill. Texts having this skill encourage and motivate students to
have ability, attitude and skill needed by certain profession.
Text 1.
Fried Rice
Seeing from its topic, this text may improve students life skills
development in term of personal, social, academic and vocational
skills. This text encourages students to practice this text at their
home, so they may know their cooking ability. If they are not able
to make fried rice, they may ask another person to help them
54
making this food; here their personal skill is developed. When

students are able to follow fried rice instruction, they may develop
academic and vocational skill. However, students may get almost
those skills, if they practice this text at home. This text life skills
development is scored 4.
Text 2.
Mix It Up Salad
This text topic potentially improves students life skills

development (personal, social, academic and vocational skills).
This text is scored 4. This scoring reasons same as previous text.
Text 3.
Snowy Owls, Large Prey Birds indirectly improve students life

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

academic and vocational skills. Same as previous text, learning this
text encourages students to know a beautiful god creation which
improve their knowledge. The knowledge is needed in doing some
works. Then, this text is scored 3
Text 5.
Durian
Durian improves 2 students life skills such as academic and

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

vocational skills. Same as previous text, from this text students
know more about coconuts than they have vocational skills such as
55
durian seller or farmer. This text is scored 2 because it develops

two life skills.
Text 7.
The Nile River
The Nile River improves 2 students life skills such as academic

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

academic and vocational skills. From this text students know more
about The Bengawan Solo than they have vocational skills such as
geographical expert or tour guide and etc. This text is scored 2
because it develops two life skills.
Text 9.
The Boy Who Cried Wolf improved 3 students life skills such as
personal, social and academic. The important thing writes in this
text is honesty. This text remains students about human weakness
that is sometime forget about others feeling. Then, students
encourage having good relation with other people. Academically,
this story enriches students knowledge to solve the problem when
it happened in their real life. This text is scored 3.
Text 10.
The Fox and the Crow improves 3 students life skills such as
personal, social and academic. This text remains students not to
believe other people say. Academically, this story enriches
students knowledge to solve the problem when it happened in
their real life. This text is scored 3.
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Text 11.
This procedure text may improve students life skills in term of

personal, social, academic and vocational. Then, this text is scored
4.
3. Diversity Insight Development

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

diversity insight such as appreciation and awareness to the national
heritage. Diversity insight in this text is scored 3.
Text 2.
Mix It Up Salad
Mix It up Salad which consists of some fruit came from western

country. Learning this text may enrich students culinary
knowledge and they appreciate to others people food. Even though
this text informs students a food from abroad, it has not informed
about their country diversity insight. Diversity insight in this text is
scored 2.
Text 3.
In the report text Snowy Owls, Large Prey Birds students may not
find the diversity insight message. Thus, this text is scored 1.
Text 4.
In the report text Kangaroo (Macrofus rufus) students almost can

not find the diversity insight message. However, students informs
about kangaroo culture/ habit that carry their baby in a pouch in the
57
mothers abdomen. It is a good example for students to learn about

loving-kindness even from an animal. Thus, this text is scored 2.
Text 5.
Durian
This text writes that someone is not allowed put durian in airline
cabins, hotels and some public transportation. There is not
explanation for this sentence, but it could be implied that durian is
banned because it smells annoy other people. From this message
students learn about other people right. Because of the other
diversity is not written in this text, it is scored 2.
Text 6.
Coconuts
In the report text Coconut, a famous fruit in Indonesia, the

diversity insight message is not stated explicitly, but hopefully
learning this text encourages students to know their country wealth
and potential. Thus, this text is scored 2.
Text 7.
The Nile River
The Nile River which is a river located in Egypt is the longest river
in the world. Thus, students know other country wealth. This text is
scored 2.
Text 8.
The Bengawan Solo
The Bengawan is a river in solo in Central java, Indonesia.

Learning this text helped students in developing their diversity
insight. From the sentence the Bengawan Solo river is the longest
river in Java Island, students realized the beauty of their country.
Then, this text motivated students to love and appreciate their
country wealth more. Unfortunately, students could not find a
democratic value in this text. According to these reasons this text
scored 3.
Text 9.
This text is scored 1 because there are no diversity insight criteria

in this text. This text focused to tell a story about the important of
honesty in daily life.
58
Text 10.
The Fox and the Crow is a narrative text telling about fox and crow
story. Students may found moral message in this text, but it does
not provide diversity insight message. Thus, it is scored 1.
Text 11.
This text is scored 1 because there is no diversity insight message

in this text.
II.
FEASIBILITY OF LANGUAGE
Table 4.2 (Language feasibility)

SUB COMPONENT
ITEMS
1.The
A. The
Compatibility
Compatibility of
Of Students
Students
Cognitive
Development
Development
Level
Level
TEXTS
Text 1
Fried Rice
Text 2
Mix It Up Salad
Text 3
Snowy Owls, Large
Prey Birds
Text 4
Kangaroo
Text 5
Durian
Text 6
Coconuts
Text 7
The Nile River
Text 8
The Bengawan Solo
Text 9
The Boy Who Cried
Wolf
Text 10
The Fox And The
Crow
Text 11
How To Send An
Email In Yahoo
Text 1
SCORE
2 3 4
59
2.The
Compatibility
Of Students
SocioEmotional
Level
Development
B. Communicative
1. Message
Readability
Fried Rice
Text 2
Mix It Up Salad
Text 3
Snowy Owls, Large
Prey Birds
Text 4
Kangaroo
Text 5
Durian
Text 6
Coconuts
Text 7
The Nile River
Text 8
The Bengawan Solo
Text 9
The Boy Who Cried
Wolf
Text 10
The Fox And The
Crow
Text 11
How To Send An
Email In Yahoo
Text 1
Fried Rice
Text 2
Mix It Up Salad
Text 3
Snowy Owls, Large
Prey Birds
Text 4
Kangaroo
Text 5
Durian
Text 6
Coconuts
Text 7
The Nile River
Text 8
The Bengawan Solo
Text 9
The Boy Who Cried
Wolf
60
2.Language
Accuracy
C. Cohesion and
Coherence of
idea
1. Cohesion
of idea
Text 10
The Fox And The
Crow
Text 11
How To Send An
Email In Yahoo
Text 1
Fried Rice
Text 2
Mix It Up Salad
Text 3
Snowy Owls, Large
Prey Birds
Text 4
Kangaroo
Text 5
Durian
Text 6
Coconuts
Text 7
The Nile River
Text 8
The Bengawan Solo
Text 9
The Boy Who Cried
Wolf
Text 10
The Fox And The
Crow
Text 11
How To Send An
Email In Yahoo
Text 1
Fried Rice
Text 2
Mix It Up Salad
Text 3
Snowy Owls, Large
Prey Birds
Text 4
Kangaroo
Text 5
Durian
Text 6
Coconuts
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2. Coherence
of idea
Text 7
The Nile River
Text 8
The Bengawan Solo
Text 9
The Boy Who Cried
Wolf
Text 10
The Fox And The
Crow
Text 11
How To Send An
Email In Yahoo
Text 1
Fried Rice
Text 2
Mix It Up Salad
Text 3
Snowy Owls, Large
Prey Birds
Text 4
Kangaroo
Text 5
Durian
Text 6
Coconuts
Text 7
The Nile River
Text 8
The Bengawan Solo
Text 9
The Boy Who Cried
Wolf
Text 10
The Fox And The
Crow
Text 11
How To Send An
Email In Yahoo
4.
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A. The Compatibility of Students Development Level

1. The Compatibility of Students Cognitive Development Level
compatible with students cognitive level. Difficulty and familiarity
are facilitated explicitly.
Text 1.
Fried Rice
The sentences in this procedure text are easy to understand.

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

Then, textbook writers provide six questions about text. These
questions are useful to make sure that students understand about
the text.
This text compatibility to students cognitive
development level is scored 4.

Text 3.
The text explanation is compatible to students cognitive level. The

instruction is simple and easy to understand such as task 1 work in
pairs. With your partner, write five comprehension questions. Give
your questions to the other pair. See whether they can answer your
questions. After comprehension tasks, there is explanation about
text generic structure written in table. Table may help students
understand the text generic structure easily. According to these
63
reasons,
the
text
compatibility
with
students
cognitive

Text 4.
This report text explanation is compatible to students cognitive

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

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

This text contains some new vocabularies relating to coconut. It is
introduced by pictures; students have to find picture vocabulary in
English. Next, students would find comprehension task that is
64
some question about coconut text. This text compatibility with

students cognitive development level is scored 4.
Text 7.
The Nile River
This text explanation is compatible to students cognitive level. It

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

topic contextual enough. It had no any instruction to facilitate
students to understand these new vocabularies. Then, there is
instruction which encouraged students to know The Bengawan
Solo generic structure. Finally, this text compatibility with
Text 9.
This text has some familiar vocabulary for third junior level thus it
is easy to understand. The instructions also are easy to understand.
Moreover, a vocabulary instruction challenges students to know
English word meansing in English. It trains students to use English
English dictionary. Thus this text compatibility with students
cognitive development level is scored 4.
Text 10.
This text is easy to understand because most of it vocabularies are

familiar. However, this text had not comprehension task/
instruction to make teacher sure that students understand about
text. This text compatibility with students cognitive development
level is scored 3.
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Text 11.
This text topic is compatible to students need. In this text students

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

2. The Compatibility of students socio-emotional level development
compatible with students socio-emotional level. Socio-emotional
includes 1) self-awareness; recognizing self feeling; 2) managing
emotions; 3) self-motivation; 4) empathy and perspective taking; and
5) social skills.
Text 1.
Fried Rice
This text is not directly explain about students socio-emotional

condition, but it can be implied that this text help students to
develop their socio emotional to be better. This recipe informing
students the way in making fried rice motivates students to make a
food by them selves. Practicing this recipe trains students self
motivation and emotion. This text compatibility with students
socio-emotional level development is scored 3.
Text 2.
Mix It Up Salad
Mix it up salad is a recipe (procedure text). It is suitable to

students socio emotional development even though it is not
written explicitly. The text explanation encourages students to
know that making a food is not easy and it may train their patient.
66
This text compatibility with students socio-emotional level

Text 3.
This report text explains about snowy owl classification, habit,

favorite food and unique characteristics. Furthermore, this text has
information which informs students the way to get approach with
snowy owl. However, it has less socio emotional message. This
text
compatibility
with
students
socio-emotional
level
Text 4.
Kangaroo has a pouch used to carry it babies. This text teach about
patience, love, pity and responsible. This text compatibility with
students socio-emotional level development is scored 3.
Text 5.
Durian
From sentence it is the only fruit which is banned from airline

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

level development. Indirectly, coconuts teach students to be a good
person which has multi talented. It is well known that people can
use every single inch of coconut. Then it is scored 3.
Text 7.
The Nile River
One of these text explanations is the important of Nile River. It

implies that as human being we should use the natural resources
67
maximal without exploitation. However it has less socio-emotional

message. Then, it is scored 2.
Text 8.
The Bengawan Solo
Same as previous text, this text is about a river. It implies that as

human being we should use the natural resources maximal without
exploitation. However it has less socio-emotional message. Then, it
is scored 2.
Text 9.
This narrative text states some moral value which develop students
self awareness, managing emotion and empathy and perspectivetaking. These socio-emotional messages stated in this narrative
story. This text socio-emotional is scored 4.
Text 10.
This narrative text has some moral value which develop students
self awareness, managing emotion and empathy and perspectivetaking. These socio-emotional messages stated in this narrative
story. This text socio-emotional is scored 4.
Text 11.
The text message does not contain social-emotional of condition.

However, following this procedure text instruction in real life
encourages students to be patience. Thus, it is scored 2.
A. Communicative
1. Message readability
The messages of texts are presented clear and easy to understand by
students.
Text 1.
Fried Rice
This text is a recipe in making Fried Rice. Generally this text is

easy to understand, but there are 2 things missing in the steps part.
In ingredients part it is written fried rice needs 1 tablespoon
soybean sauce and 1 egg, but it is not mention in cooking step. In
68
the fifth steps of cooking, the rice is seasoned with some salt and
pepper; usually it is followed by pouring 1 table spoon soybean
sauce. Then, egg is fried after or before the fried rice ready.
Finally, this text message readability is scored 2.
Text 2.
Mix It Up Salad
This text is a recipe in making fruit salad. Actually this kind of

food can be a new food for students. Yet, this text has it own text
explanation. Then, in equipment text writer should write a knife
used to cut strawberries, honeydew melon and etc. Generally, this
sentence is readable. Thus, this message readability is scored 3.
Text 3.
This text readability message is compatible to students cognitive

level, but the text has many noun phrases which may confuse
students. For example, a black curved beak and strong black
claws. Actually, noun phrase is the linguistics feature of report
text which is expected to help students enriches their English
knowledge. This difficulty should be facilitated by noun phrases
explanation and translation. The translations are expected make
students familiar with the words formation. Generally this text is
readable, so this message readability is scored 3.
Text 4.
Same as previous text, this text has many noun phrases which are
consist of 3 words or 2 words. Some of this noun phrases may
confuse students because it length or it vocab. Then, in this text
there is a sentence these shy animals live about 6 years in the wild
and up to 20 in captivity. It is unclear what 20 (years/month/weak
or etc). Finally, this message readability is scored 3.
Text 5.
Durian
Generally, this text is readable. In the first paragraph of this

sentence, it is written that it (durian) is the only fruit which is
banned from airline cabins, hotels and some public transports, but
69
there is not further explanation why durian is banned in that place.

Thus, this message readability is scored 3
Text 6.
Coconuts
This text reports about coconuts. In this report, coconuts are

classified and describe. This text readable and suitable enough to
students level .because it gives clear description about coconuts
simply and shortly. Thus, this message readability is scored 3.
Text 7.
The Nile River
This text is complex enough for third junior high school. The
writers of this text should have a picture of Nile tributaries to make
students understand easily. Without any tributaries illustration, this
text can be hard to be understood. Then, this message readability is
scored 2.
Text 8.
The Bengawan Solo
The explanation about The Bengawan Solo location may confuse

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

vocabularies are familiar, simple and easy to understand. However,
there is a typos in the sentence they boy fell back and started
laughing. The word they in that sentence must be the. Finally,
this text readability is scored 3.
Text 10.
Same as previous text, this text is quite good for students to learn.
This text sentences are simple and easy to understand. Most of
vocabularies are familiar to students. However, the word looked
up in third paragraph is inappropriate with the sentence. This
sentence needs a verb look not look up. Look up means to
70
become better. Text writers should be aware to words selection

because the selection may influence students text understanding.
Because the word miss selection in this text is not fatal, this text
readability is scored 3.
Text 11.
This text is a procedure text telling the way to send an email in

yahoo. Not all of students ever send email. This text may inform
new information for students. Moreover, this text states some email
technical term which should be presented with it picture such as,
compose and compose text message. Then, this text does not
mention the function of Cc, Bcc, attachments and discard.
Furthermore, some equipment needed in sending email does not
mention such as an email account, connection to internet and etc.
The readability message of this text is scored 2.
2. Language Accuracy
The messages that are presented are compatible with English language
rule.
Text 1.
Fried Rice
The language accuracy of this text is well accepted even though

there are 2 ingredients missing in the step part. This text is scored
4.
Text 2.
Mix It Up Salad
This recipe language is accurate to the grammatical rules. Then,

this text is scored 4.
Text 3.
In third paragraph of this text, there is a sentence snowy owls eat

small mammals, such as rats and rabbit, such as geese and ducks.
In this sentence there is a repetition for word such as which can
be omitted. This sentence language accuracy is scored 3.
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Text 4.
This recipe language is accurate to the grammatical rules. Then,

this text is scored 4.
Text 5.
Durian
Most of sentences in Durian text are simple sentence. Actually,

simple sentence can be joined together. For example, the sentences
it is native to Southeast Asia. Durian is known as King of Fruit
can be joined together. It can be complex sentence such as, Durian
which is native to Southeast Asian is known as King of Fruit.
Using varied type sentence may enrich students grammatical
knowledge. This text sentence accuracy is scored 3.
Text 6.
Coconuts
In the third paragraph of Coconut there are two sentences inside

the shell there is white oily flesh. Inside the shell there is also a
sweet fluid. This sentence can be joined together to be inside the
shell there is white oily flesh and a sweet fluid. This language
accuracy is scored 3.
Text 7.
The Nile River
The sentences in this text are accurate. Then, this text language
accuracy is scored 4.
Text 8.
The Bengawan Solo
Third sentence in the second paragraph is it ends in Java Sea near

the city of Surabaya. The word it has unclear reference. It is
unclear whether refers to The Bengawan Solo, The Madiun
River or The Brantas River. Thus, this text language accuracy is
scored 2.
Text 9.
The sentences in this text are suitable with English grammatical

rules. Then, this text is scored 4.
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Text 10.
Because this text type is narrative, it used simple past. Then,

sentences in this text are suitable with English grammatical rules.
This text is scored 4.
Text 11.
Type of sentences in this text is command and use simple present

because this text genre is procedure. Language accuracy of this text
is scored 4.
B. The Cohesion and Coherence of idea

1. Cohesion of idea
The message or materials that are presented have to be cohesive.
Text 1.
Fried Rice
This text is not cohesive because there are two steps missing.
Nonetheless, this text having complete procedure component such
as
ingredients,
equipment
and
steps
is
cohesive
and
understandable. This text is scored 2.

Text 2.
Mix It Up Salad
All of procedure text component such as ingredients, equipment

and steps are written completely cohesive. Then, it is scored 4.
Text 3.
This text consists of 5 paragraphs. In the first paragraph, text writer

wrote snowy owls classification which is followed by their body
characteristics in second paragraph. Then, third paragraph about
snowy owls favorite food and fourth about their unique
characteristics then, last paragraph about owls personality. To
make better paragraph arrangement, the Snowy Owls, Large Prey
Birds favorite food paragraph should be written in the last
paragraph. Finally, this text coherence and unity is scored 3.
73
Text 4.
Kangaroo has cohesive arrangement of paragraph. First paragraph

explains about kangaroo classification. The second until fourth
paragraph explain about its description. They are body description,
favorite food and where it lives. Then this text is scored 4.
Text 5.
Durian
This text wrote about a report of durian. It consisted of 4

paragraphs. They are durian classification, durian tree and fruit,
durian containing, and how durian grow. According to writer, it
can be more cohesive, if it is written from durian classification,
durian fruit characteristic and content, way durian grow, and durian
tree. This text is scored 3.
Text 6.
Coconuts
This text consists of 6 paragraphs. Ideally, first paragraph written

about coconuts classification, but it is also written about coconut
tree palm. This explanation bothers the explanation of coconut
classification. It may make the reader confuse whether the text
report about coconut or coconut tree only. The coconut tree should
be part of coconut report. This text should be written properly
begin from coconut classification, fruit description and contain,
coconut palm, and finally where it usually grow. This text is scored
2.
Text 7.
The Nile River
The Nile River is a report text explains about Nile River geographic
and important. Because the explanation about the river geography
is length enough, it is divided in to two paragraphs. It is also occur
in the river important explanation. This text is scored 3.
Text 8.
The Bengawan Solo
Same as previous text, The Bengawan Solo, this text explains about
the river geography and important. The text writer wrote lot of
explanation about river geography which is divided in to two
74
paragraphs. Also, its lot of explanation about the important of

river. This text is scored 3.
Text 9.
This text is easy to understand because it used familiar

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

arrange. This text begun from a crow had stolen a piece of meat
and the fox wanted to eat crow meat. The fox did series ways to get
it and finally he got it. This text is scored 4.
Text 11.
This text does not mention some tools which are needed sending
email which make this procedure text less cohesive. This text is
scored 2.
2. Coherence of idea
The message or materials that are presented have to be coherent.
Text 1.
Fried Rice
This text paragraphs (ingredients, equipments and steps) have good

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

relation to each other, even though ingredient paragraph is written
as youll need and cooking steps paragraph are not written as
steps explicitly. According to this finding, the text is scored 3.
75
Text 3.
The message and material which is presented in this text reflects

good sequences. This text is scored 4.
Text 4.
This text consists of four paragraphs. In the third paragraph, it is

written that they dig their own water wells the writer should give
further explanation about how kangaroos dig the wells in order to
get more understanding about the text. This text is scored 3.
Text 5.
Durian
This text consists of fourth paragraphs. Each paragraph explains

about different description of durian. The message and material
which is presented are understandable. It is scored 4.
Text 6.
Coconuts
There is some inappropriateness found in this text. For example,

the first paragraph explains about coconut classification, but third
sentence in this paragraph told about coconut tree and where it
grows. Furthermore, the tree explanation is continued to second
paragraph. In addition, there are 2 sentences which can be joined
together such as on the third paragraph inside the shell there is
white oily flesh. Inside the shell there is also a sweet fluid. This
text coherence and unity is scored 2.
Text 7.
The Nile River
Generally this text quit coherence. However, students may find a

sentence people also fish this river, this sentence had not further
explanation and made it less coherent with other sentences in the
paragraph. According to this finding, this text is scored 3.
Text 8.
The Bengawan Solo
This text explains about The Bengawan Solo geography and

important. In line 10, it is written that the solo river is not only
important for farmers, but also for paleontologist. If text writer
76
wanted to write this sentence, he/she should explain about the river
important for farmer in previous sentence. This text is scored 3.
Text 9.
This text is easy to understand. All of sentences in this paragraph

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

paragraph are written coherently. It is scored 4.
Text 11.
The steps of this procedure text are not fully coherent. However,
some of steps in this text do not have further explanation for email
technical term. With the result that it bothers students
understanding. Then, this text cohesion and unity is cored 2.
III.
PRESENTATION
Table 4.3 (Presentation)

SUB COMPONENT
A. PRESENTATION
TECHNIQUE
3. LEARNING
PRESENTATION
ITEMS
1.
2.
1.
2.
3.
4.
5. PRESENTATION
COMPLETENESS
1.
2.
3.
Systematic
Chapter equilibrium
Students center
Development of students
initiative, creativity, and
critical thinking
autonomous learning
ability to self reflex/ evaluate
Introduction
Content
Closing
SCORE
3
77
A. Presentation Technique
1. Systematic
Systematic means materials and instructions are presented in the form
of texts, communicative instruction, illustration and symbol written
systematically according to the materials characteristics and at least it
has opening, content and closing.
This textbook wrote materials not fully systematically. Every texts
stating in this textbook is followed by picture as description/illustration
about text topic. Then, text presentation is compatible enough with
Curriculum requirement that are procedure, report, narrative and
procedure. Then, English materials must be written in order such as
listening, speaking, reading and writing. Yet, in the first chapter of this
textbook students are introduced with a text Fried Rice which is
followed by writing instruction. Besides, learning English should be
begun
by
listening,
speaking
and
writing.
This
textbook
systematization is scored 2.
2. Chapter equilibrium
Chapter equilibrium means materials and instructions presented in
form of text, communicative instruction, illustration and symbol in
each chapter equally.
In the content standard it is written that students have to learn about
procedure text and report text in the first semester, and narrative and
procedure text in the second semester. According to this book, it has 2
procedure texts, 6 report texts, 2 narrative texts and on the last chapter
there is a procedure text. It can be said that report text dominate the
genre of text. Then, this chapter equilibrium is scored 2.
B. Learning Presentation
1. Students center.
Students center means the presentation of Materials and instructions
encourage students to interact in English between students and
78
students, students and teacher and students with their environment

broadly.
The materials in this book have to concern about students center. The
students center aspect can be analyzed from it material topic and
instruction. Material and instruction presentation should encourage
students to interact with other student, teacher and broader
environment. In this textbook there are some instruction encouraging
students interaction. Such as:
1. Work in pairs. With your partner, write five comprehension
questions. Give your questions to the pair. See whether they can
answer your questions.
2. Work in a group 3 4 and do the following tasks. Decide the text
above. Is it descriptive, procedural, or report text? Identify the text
part?
3. Find the mistakes. Write two true sentences and two false
sentences about the text. Read your sentences to your friends. Let
them decide whether your statements are true or false.
4. And etc.
This textbook students center are scored 3.
2. Development of students initiative, creativity, and critical thinking
It means topic of these texts motivates students to improve their
initiative, creativity, and critical thinking implicitly.
do some communicative activity orally or written based on their
initiative creatively and critically.
In first chapter texts are recipes making food. These texts give idea to
be creative students. Generally, this material and instruction
presentation about development of students initiative, creativity, and
critical thinking are scored 3.
79
3. Development of students autonomous learning

Development
of
students
autonomous
learning
means
the
presentation of Materials and instructions encourage students to

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

1. Opening
In terms of opening, textbooks have to have preface and table of
content.
This textbook opens with preface from authors. The preface consists
of the book materials description, special thanks and authors hope.
Then, there are map of the book and simple list of contents written by
it unit name only such as unit 1. Slice the onion, please. This opening
presentation completeness is scored 3.
2. Content
In terms of content, textbooks have to have introduction, learning
responsibility, references, summary and reflections.
In first part of textbook there is a map of the book which is used as a
guide for students and teacher in learning and teaching process. Some
of this textbook reading materials have 3 part material explanation,
80
structurally exercise, and autonomous activity. Some of them only

have 1 or 2 parts.
Students may find some text, tables and pictures. Some texts have
it sources such as a narrative text The Fox and the Crow on page 165
whereas some of them do not have such as Fried Rice on page 25.
Some of tables have title and reference such as on page 60. The
pictures references are written in the bibliography. Furthermore, text,
tables and pictures do not have serial number.
However, 6 chapters written in this textbook do not have
conclusion and reflection. According to these finding, this content
part is scored 2.
3. Closing
In terms of closing, textbooks have to have glossarium, bibliography
and index.
Closing consists of three part glosarium, bibliography and index. This
textbook does not have index and glossarium which consists of
important technical terms of text written alphabetically. Then,
bibliography is in the last chapter. Because of this finding, this
closing part is scored 2.
B. Data Interpretation
This research is used an instrument which is designed by BNSP. To
identify English on Sky 3 reading materials compatibility with curriculum, the
writer analyzed three aspects of reading materials and textbook to be evaluated.
They are content compatibility, language feasibility and presentation.
The first component to be analyzed is textbook content compatibility. It
consists of three sub component. They are the compatibility of reading materials
with competence standard and basic competence, materials accuracy, and
supporting materials.
81
In terms of the compatibility of reading materials with competence

standard and basic competence they are two kinds of unit: completeness and in
depth.
The completeness means that functional texts which are given to students
are related with students daily activities and other lessons. Some of the texts in
this textbook are compatible with content completeness criteria, but some others
texts are not compatible with the criteria. The text Fried Rice, Kangaroo, Durian,
Coconuts, The Nile River, The Bengawan Solo, The Boy Who Cried Wolf, The
Fox And The Crow, and How To Send An Email In Yahoo have fulfilled the
completeness requirement. Nevertheless, a procedure text, Mix It up Salad and
Snowy Owls, Large Prey Birds have not fulfilled the completeness requirement
because this text is not contextual to students daily life and slightly relate to
others lesson.
In depth criteria urges reading materials to have social function, generic
structure and language feature explanation. Some texts such as, Mix It up Salad,
Snowy Owl Large Pray Birds, Kangaroo, and The Nile River have fulfilled in
depth criteria. However, the rest of texts do not provide complete in depth
criteria.
In terms of material accuracy, all of texts fulfilled the materials accuracy.
(social function, generic structure and language feature). It means, the texts
deliver the message or information appropriate with the text genre. For example,
if text is categorized as procedural text, it delivers the message or information to
make/ do something. Here is further materials accuracy explanation:
1. Social function
something. Procedural texts in this textbook are Fried Rice, Mix It up and
How To Send An Email In Yahoo.
Narrative text social function is to entertain and to educate reader
about moral value. Narrative texts in this textbook are The Boy Who Cried
Wolf, and The Fox and the Crow.
82
Report text social function is to explain the generic truth about

someone/thing/animals including its classification, definition and general
characteristics. Report texts in this textbook are Snowy Owls Large Prey
Birds, Kangaroo, Durian, Coconuts, the Nile River and The Bengawan
Solo.
2. Generic structure.
Procedural text generic structure at least includes all of steps to do
or to make something without telling it equipments, and ingredients.
Procedural texts in this textbook are Fried Rice, Mix It up and How To
Send An Email In Yahoo.
Narrative text generic structures are orientation, complication and
solution. Narrative texts in this textbook are The Boy Who Cried Wolf,
and The Fox and the Crow.
Report text generic structure contains some explanation about
generic truth of someone/thing/animals includes it classification, definition
and general characteristics with or without telling it definition and
classification explicitly. Report texts in this textbook are Snowy Owls
Large Prey Birds, Kangaroo, Durian, Coconuts, the Nile River and the
Bengawan Solo.
3. Language feature
All of textbook texts have appropriate language feature according to their
text genre.
In the sub component supporting materials there are three kinds of unit:
Up to datedness, life skill development and diversity insight development.
To the extent of Up to datedness, texts, table, figure and etc must be taken
from relevant and up to date sources. There are 4 texts which are taken from
relevant resources; the Boy Who Cried Wolf, The Fox and the Crow, Kangaroo
and How To Send An Email In Yahoo. The text the Boy Who Cried Wolf and
the Fox and the Crow were taken from an English story book whereas the
Kangaroo and How to Send an Email in Yahoo were taken from sources in
internet which relate to text topic.
83
Next unit is life skill development criteria (personal skill, social skill,
academic skill and vocational skill). The text Fried Rice, Mix it up Salad and How
to Send an Email in Yahoo have complete message which could develop students
life skills. Similarly, the Text Snowy Owls, Large Prey Birds, Kangaroo, the Boy
who cried Wolf, The Fox and the Crow fulfill 3 life skills criteria. Then, the rest
of texts only have 2 life skills criteria.
In case of Diversity insight development, there are only two texts which
contain diversity insight. They are Fried Rice and The Bengawan Solo. Implicitly,
these texts inform Indonesian students about their culture and nature.
Table 4.4 (the compatible text with content completeness)

SUB
COMPONENT
A. The
compatibility of
reading
materials with
competence
standard and
basic
competence.
ITEMS
1.Completeness
2. In Depth
AMOUNT
OF
TEXTS
a. Social function
11
b. Generic
structure
11
c. Language
feature
11
B. The materials
accuracy
THE COMPATIBLE TEXTS

Fried Rice, Kangaroo, Durian,
Coconuts, The Nile River, The
Bengawan Solo, The Boy Who Cried
Wolf, The Fox And The Crow,
and How To Send An Email In
Yahoo.
Mix It up Salad, Snowy Owl; Large
Pray Birds, Kangaroo, and The Nile
River.
Fried Rice, Mix It up Salad, Snowy
Owls; Large Prey Birds, Kangaroo,
Durian, Coconuts, The Nile River,
The Bengawan Solo, The Boy Who
Cried Wolf, The Fox And The
Crow, and How To Send An Email
In Yahoo.
Owls Large Prey Birds, Kangaroo,
In Yahoo.
Owls Large Prey Birds, Kangaroo,
84
1. Up to
datedness
C. Supporting
materials
2. Life skill
development
3. Diversity
insight
development

In Yahoo.
The Boy Who Cried Wolf, The
Fox and the Crow, Kangaroo and
How To Send An Email In Yahoo.
Fried Rice, Mix it up Salad, Snowy
Owls; Large Prey Birds, Kangaroo,
the Boy who cried Wolf, The Fox
and the Crow and How to Send an
Email in Yahoo
Fried Rice and The Bengawan Solo
Then, second component to be analyzed is textbook language feasibility.

It consists of three subcomponents. They are compatibility of students
development level, communicative, cohesion and coherence of idea.
In the sub components students development level compatibility, there are
two items: the compatibility of students cognitive development level and the
compatibility of students socio-emotional development level.
In term of compatibility of students cognitive development level, The text
Fried Rice, Mix It Up Salad, Snowy Owl; Large Prey Birds, Kangaroo, Coconuts,
The Bengawan Solo, The Boy Who Cried Wolf, and The Fox and the Crow are
compatible with students cognitive level. These texts are easy to understand
because it relate to students daily life and used familiar vocabulary. If the texts
contain new information it is provided by exercises encouraging students to get
further comprehension about it. In contrary, some texts on title Durian, the Nile
River, and How To Send An Email In Yahoo are not compatible with students
cognitive level because these texts state some vocabularies and technical terms
which can be new vocabularies for students and do not facilitate by further
explanation.
In the event of the compatibility of students socio-emotional development
level, some texts are appropriate to students socio-emotional level even though
85
the socio-emotional messages are stated implicitly for example, the text, the Boy
Who Cried Wolf teaches students to be honest and mature students. They are
Fried Rice, Mix It Up Salad, Kangaroo, Durian, Coconuts, The Boy Who Cried
In the sub component communicative, there are two kinds of unit: message
readability and language accuracy.
According to message readability description, text must be clear and easy
to be understood by students. The Texts Mix It Up Salad, Snowy Owls; Large
Prey Birds, Kangaroo, Durian, Coconuts, The Boy Who Cried Wolf and The
Fox And The Crow are readable. The text Fried Rice, The Nile River, The
Bengawan Solo And How To Sent And Email In Yahoo. The text Fried Rice is less
readable because there are 2 steps missing which may prevent students from
understanding the text. Then, The Nile River, The Bengawan Solo and How to
Sent and Email in Yahoo were not provided by illustration to make it more east to
understand.
In case of language accuracy, 10 texts in this textbook are accurate. Every
genre of texts used it own tense. For example, the text as a narrative text The Fox
and the Crow is used simple past tense. Report and procedural texts use present
tense. However, report text, The Bengawan Solo, does not fulfill language
accuracy.
In terms of cohesion and coherence, the word cohesion means all of
sentences in all of paragraphs are written to give information which is focused to
1 purpose and 1 topic. Then, coherence of idea means that the message or
materials must be related each other between sentences and paragraph. Most of
the texts in this textbook are cohesion and coherence, but a report text such as
Coconut is less coherent and cohesion because of it topic explanation.
86
Table 4.5 (the compatible texts with language feasibility)

SUB
COMPONENT
A. The
compatibility of
students
development
level
ITEMS
1. The
compatibility of
students
cognitive
development
level
2. The
compatibility of
students socioemotional level
development
AMOUNT
OF
TEXTS
1. Message
readability
2. Language
accuracy
10
1. Cohesion of idea
2. Coherence of
idea
B. Communicative
C. Cohesion and
coherence of
idea
THE COMPATIBLE TEXTS

Fried Rice, Mix It Up Salad, Snowy
Owl; Large Prey Birds, Kangaroo,
Coconuts, The Bengawan Solo, The
Boy Who Cried Wolf, The Fox and
the Crow
Fried Rice, Mix It Up Salad,
Kangaroo, Durian, Coconuts, The
Boy Who Cried Wolf, and The Fox
and the Crow.
Mix It Up Salad, Snowy Owls; Large
Prey Birds, Kangaroo, Durian,
Coconuts, The Boy Who Cried
Wolf and The Fox And The Crow.
The Boy Who Cried Wolf, The Fox
and the Crow, and How To Send An
Email In Yahoo.
Mix It Up Salad, Snowy Owl; Large
Prey Birds, Kangaroo, Durian, The
Nile River, The Bengawan Solo, The
Boy Who Cried Wolf, and The Fox
and the Crow.
Durian, The Nile River, The
Bengawan Solo, The Boy Who Cried
The amount of criteria from content completeness and language feasibility

are 14. The criteria that are fulfilled by all of text are social function, generic
structure, language feature, the compatibility of students socio-emotional level
development and language accuracy. In contrary, the criteria that are fulfilled by
few text are diversity insight development (2 texts), in depth (4 texts) and up to
datedness (4 texts).
87
The last component is textbook presentation. According to this finding, the

textbook is not fully compatible with the presentation criteria of school levelbased curriculum because half of criteria have been achieved, but some others
have not. Materials and instructions of this textbook have been designed by
concerning to students center, students initiative, creativity, critical thinking,
autonomous learning and ability to self reflex/evaluate. Nevertheless, this
textbook is not completed by pictures and tables serial number, chapter
conclusion and reflection, glossarium, index.
Consequently, based on the findings above, the writer may conclude that
the reading materials on English on Sky 3 (third grade of junior high school)
written by Dr. Mukarto M.Sc is not fully compatibility with the school level-based
curriculum. For example, text 1 Fried Rice, this text is compatible with the
completeness, procedure social function, generic structure, language feature, life
skill development, and diversity insight. However, it is not fulfilled in depth and
up to datedness criteria. In contrary, text 2 mix it up salad is not compatible with
completeness criteria, Up to datedness, diversity insight and some others, but it is
compatible with materials accuracy, and life skill development criteria.
Ideally, textbook must be relevant to curriculum. According to Byrd, a
point to be analyzed in textbook evaluation is textbook compatibility with
curriculum 1 . However, the relevancy of English on Sky 3 cannot fully be
achieved. It means that teacher should not use this textbook without selection. To
overcome the textbook irrelevancy, teachers do some ways before giving the
materials to students. According to Harmer, when textbook is not relevant to the
curriculum criteria completely, teachers have to do some consideration such as
omit, replace, add, rewrite, replace activities, re-order and reduce. 2 When
teachers get a subject material in textbook, he should consider whether the
materials are acceptable to use or not. When the materials are not used, teacher
Marianne Celce-Murcia (ed), Teaching English as a Second or Foreign Language,
(Massachussetts: Heinle & Heinle Thompson Learning, 2001), p. 416.
2
Jeremy Harmer, The Practice of English Language Teaching third edition,(England:
Longman), p. 203.
88
should replace it with other materials. Otherwise, if the subject materials are used,
teachers may do some changes in order to make the subject material appropriate
for their students and teaching objective. First changing is called addition such as,
giving activities after reading. Then, rewrite unlike materials, replace activity, reorder the activities within a lesson and reduce if the materials are too long.
Similarly, Ansari and Babaii said that Since there is no perfect textbook,
teachers should have supplementary materials that are relevant with their own
need in their teaching and learning process.3 Knowing that there is no complete
and correct textbook in every way should encourages teacher to be smart,
selective, creative, and flexible. If they could not find what they want in a
textbook, they should get the other references. The lack of textbook should not
avoid teachers and students getting best education.
Consideration process in using subject materials, urges teacher to have
preparation before teaching. The preparation called lesson plan organizes all of
teaching materials, procedures, objective and etc. Similarly, Purgason said, By
making lesson plan helps teacher to think about content, materials, sequencing,
timing and activities.
Hasan Ansary & Esmat Babaii., Universal Characteristics of EFL/ESL Textbook: A Step
Towards Systematic Textbook Evaluation, The Internet TESL Journal, 8, 2002, p.1
CHAPTER V
CONCLUSION AND SUGGESION
A. Conclusion
This research paper is conducted to find out the compatibility of
reading materials of English textbook English on Sky 3 which is written
by Dr. Mukarto M.Sc, Sujatmiko B.S. S.Pd, Josephine Sri Murwani S.Pd,
and Widya Kiswara S.Pd and published by Erlangga with School LevelBased Curriculum. According to National Education Standard Agency
(Badan Nasional Standar Pendidikan/BNSP), there are three aspects to be
analyzed, in textbook compatibility research. They are content
completeness, language feasibility and presentation.
This research method is qualitative which analyze the textbook.
She used checklist instrument that is designed by BNSP to check the
compatibility of reading materials of an English textbook with curriculum.
This textbook provides 11 reading text; Fried Rice, Mix It Up
Salad, Snowy Owl; Large Prey Birds, Kangaroo, Coconut, Durian, The
Nile River, The Bengawan Solo, The Boy Who Cried Wolf, The Wolf
And The Crow, and How To Send An Email In Yahoo. Then, after
analyzing, comparing and interpreting this reading material, it can be
assumed that there has not any reading material which fulfils the
curriculum requirements completely. Some of texts are almost compatible
with curriculum requirements such as a procedural text, Fried Rice, but
this text does not fulfill 3 requirements. Nevertheless, this text represent
other subject are not fully compatible.
The amount of criteria from content completeness and language
feasibility are 14. The criteria that are fulfilled by all of text are social
function, generic structure, language feature, the compatibility of students
socio-emotional level development and language accuracy. In contrary, the
89
90
criteria that are fulfilled by few text are diversity insight development (2
texts), in depth (4 texts) and up to datedness (4 texts). Then in the
presentation half of requirements are fulfilled.
B. Suggestion
Based on this research finding, the researcher wants to give some
suggestions to English teacher, English students and future researcher.
1. English Teachers
Should be selective in choosing textbook as instructional material.

They may choose varied checklist instrument to help them evaluate
textbook such as Checklist instrument made by BSNP.
Should be more creative. If texts are not essentially important and

stated in curriculum, it can be omitted. If texts are not complete, it
can be added or replaced with other texts.
Should know what are the advantages and disadvantages using

English on Sky 3. Knowing the textbook advantages may
encourage teacher to use it optimally. In contrary, knowing its
disadvantages encourages teachers to have more preparation before
teaching.
2. Future researcher
For future researchers who want to research textbook compatibility

with curriculum should be presented better research paper than this
paper.
Next
researcher
should
write
further
description,
explanation and interpretation about the data analysis findings.
BIBLIOGRAPHY
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Macmillan, 2003.
Ariew, Robert, The Textbook as Curriculum, in Theodore V. Higgs (ed).
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Bond, Guy L. and Eva Bond Wagner. Teaching the Child to read third edition.
New York: The Macmillan Company, 1960.
Bowers, Roger and Christopher Brumfit (eds). Applied Linguistics and English
language Teaching: Textbook Selection. London: Macmillan Publishers
Limited, 1991.
Brown, James. The Elements of Language Curriculum. Massachusetts: Heinle &
Heinle Thompson Learning, 1995.
Byrd, Patricia, Textbook Evaluation for Selection and Analysis for
Implementation, in Marianne Celce Murcia (ed). Teaching English as a
Second or Foreign Language Third Edition. Massachussetts: Heinle &
Heinle Thompson Learning, 2001.
Dillner, Martha H. and Joanne P. Olson. Personalizing Reading Instruction In
Middle, Junior and Senior High Schools: Utilizing a Competency-Based
Instructional System. America: Macmillan Canada, 1977.
Gay, L.R., Geoffrey E. Mills and Peter Air asian. Educational Research:
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Gray, William S. On Their Own Reading. America: Scott, Foresman and
company, 1948.
Grellet, Franoise. Developing Reading Skills. United Kingdom: Cambridge
University Press, 1981.
Harmer, Jeremy. How to Teach English. England: Longman, 2007.
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Education Limited, 2001.
McDonough, Jo and Christopher Shaw. Materials and Methods in ELT 2nd edition
A Teachers guide. United Kingdom: Blackwell Publishing, 2003.
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press, 1996.
Fried Rice
Ingredients:
A plate of rice
2 tablespoons oil
1 tablespoon soybean sauce
1 egg
5 shallots
2 cloves of garlic
Some salt and pepper
Equipments:
A knife
A frying pan
A spatula
A plate
Steps:
1. Slice the shallots and garlic
2. Pour the oil into the pan and heat it
3. Cook the shallot and garlic until it smells nice
4. Put the rice into the pan
5. Season with some salt and pepper
6. Stir the rice until all the ingredients are mixed well
7. Put the rice on a plate
Mix It Up Salad
Youll need:
1/3 cup of orange juice
1 tablespoon of honey
1 cups honeydew melon- cut into cubes
1 bowl of strawberries- cut in half
2 cups of grapes
1 green apple- cut into cubes
2 oranges-cut in bite-sized pieces
Equipment:
Measuring cups and spoons
A large bowl
A whisk or fork
First, make the dressing by putting the orange juice and

honey in a large bowl and mix them well.
Then, add the fruit.
Next, mix until all the fruit is lightly coated with the
dressing.
Put it in the refrigerator for one hour
Finally, serve it cold.

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

The kangaroo is a common Marsupials from the islands of
Australia and New Guinea. Marsupials are animals with pouch. They
carry their babies in a pouch in the mothers abdomen.
Kangaroos have two strong legs with two long feet. They have a
muscular long tail, large ears and a small head. They have short arms
with clawed hands. The soft, wooly fur can be blue, grey, red, black,
yellow or brown, depending on the species. Females have a pouch in
which the young live and drink milk.
These herbivores (plant-eaters) eat grass, leaves, and roots. They
swallow their food without chewing it. Kangaroos need little water;
they can go for months without drinking, and they dig their own water
wells.
These shy animals live about 6 years in the wild and up to 20 in
captivity. Most kangaroos are nocturnal (active at night). Kangaroos
can hop up to 74 kilometers per hour and go over 9 meters in one hop.
Source:
http://www.enchantedlearning.com/subject/mammals/marsupial/
Durian
Durian is classified as Durio zibethinus. It is native Southeast
Asia. Durian is known as King of Fruits. It is not only the most
expensive fruit but also the most controversial fruit. It is the only
fruit which is banned from airline cabins, hotels and some public
transports.
The durian tree is large and very tall. It can grow up to 25-50
meters and it has green elliptic leaves. A durian tree usually can
bear fruit after four or five years. The durian fruit, which can hang
from any branches, matures in about three months after
pollination. The fruit can grow up to 30 centimeters long and 15
centimeters in diameter. The husk is covered with sharp thorns.
The color of the husk ranges from green to brown. The flesh is
pale yellow. It is very soft but not juicy. When it is ripe, it tastes
sweet and smells very strong.
Durian contains a lot of sugar, vitamin C, and potassium.
Durian is also a good source of carbohydrates, proteins, and fats.
Durian is usually eaten fresh. Sometimes it is also cooked to make
dodol or jam.
Durian used to be grown seeds, but now it is propagated by
grafting
Coconuts
Coconut is a common name for the fruit of a tree of the palm family. It is
classified as Cocos nucifera. People usually call the tree coconut palm. Coconut
palm trees grow well in tropical countries. They grow especially on sandy soils.
The trees can grow up to 30 m high. They have a single cylindrical trunk.
At the top of the trunk, there is a crown of leaves. The leaves are long, about 30 to
4.5 m long.
The fruit grows in clusters. In one cluster there are about 5-20 coconuts.
The fruit is oval and about 30 cm long. It has a thick husk and a hard shell. Inside
the shell there is white oily flesh. Inside the shell there is also a sweet fluid.
Coconut is high in sugar. It also contains a lot of fat, protein and vitamin.
The young coconut water can be very refreshing drink which contains a lot of
minerals.
Coconut palms are very useful plants. People can use every single inch of
the tree. They dry the coconut meat into copra, after that, they can get oil from it
and use it for daily cooking or make it into soaps or candles. People also use the
trunks to build housed. For the roof, they dry the leaves. People can also make rope
and doormats from the coconuts husk.
Coconuts are usually propagated by seeds, but experts have been trying to
clone coconuts or propagated them by tissue culture.
The Nile River

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

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

A shepherd boy was looking after his sheep on a hill. He felt bored being
alone on a hill. Then, he thought of a way to make some fun.
While the villagers were busy working, they heard a boy shouting,
help! Help! Help! A wolf is attacking my sheep!
That sound from the shepherd boy. He is in trouble. Lets go and help
him, said the villagers and rushed towards the hill. They were very
surprised when they did not see any wolves on the hill.
Wheres the wolf? they asked.
The boy fell back and started laughing. The villagers realized that the
boy had played a trick. They were angry and went back to work.
The next day, the villagers heard the shepherd boy shouting for help
again. They rushed towards the hill, and again the boy laughed at them.
On the third day, a wolf really came and attacked the sheep.
Help! Help! A wolf is attacking my sheep! shouted the boy at the top
of his voice. But nobody bothered him at this time. The villagers thought
that the boy was trying to fool them again. The boy watched sadly as the
wolf killed all his sheep.
(source: The Boy Who Cried Wolf and other Stories, Words and
Wisdom Sdn. Bhd)
10
The Fox and The Crow

One bright, sunny morning, an ugly black crow perched on the branch of
tree. She had just stolen a tasty piece of cheese and was about to enjoy it.
Just then a dark brown fox passed by. He was very hungry. Then he saw
the food in the crows beak. His mouth watered, so he thought of a clever
plan to get the cheese.
The fox looked up at the crow, he said, I have always admired your
beauty, with your soft shiny feathers and nice beak. If your voice is as fine
as your looks, you could be Queen of the Birds!
The crow wanted to be the queen. So, to prove that she could sing, she
opened her beak and made a loud caw! Of course, when she opened her
beak, the piece of cheese fell to the ground.
The fox happily snatched up the cheese and laughed. He said, My dear
crow, your voice is fine but your opinion is not. You shouldnt believe
every thing you hear! Thanks for the cheese.
(Taken from The Fox and The Crow in The Grasshopper and The Ants and
other stories, Kowhai and Young, 2003)
11
How to Send an email in Yahoo

1. On yahoo mail welcome screen or any of the mail screens, you
can see Compose and Compose Text Message buttons
displayed. Select either one of them. if you click Compose
button, you can include special fonts, emoticons, colors, etc.
normally you select this. If you click Compose Text Message,
you cannot include any special pictures or icons.
2. Enter an email address in the To fields (mandatory) and if
necessary the Cc and Bcc fields.
3. Type the topic of your email in the Subject fields.
4. Type your email, in the large editing area. If your email is in
English, you can spell check the message.
5. Click Send to send the message. You should receive a
confirmation screen saying the message was sent.
Source: http://www.oeupdates.com/send-email--yahoo.html
INSTRUMEN PENILAIAN I
BUKU TEKS PELAJARAN BAHASA INGGRIS SMP/MTS
PENGANTAR
PENGANTAR
Agar penulis dan penilai buku teks secara sinergis dapat mengembangkan
buku teks yang bermutu melalui kegiatan penulisan dan penilaian buku teks
pelajaran bahasa Inggris khususnya untuk SMP/MTS, instrumen ini telah
disusun atas dasar landasan-landasan berikut: karakteristik pembelajaran
bahasa Inggris dan kriteria pengembangan buku teks bahasa Inggris
SMP/MTS. Kemudian disusunlah instrumen yang dilengkapi dengan deskripsi
butir-butir dalam instrumen tersebut. Untuk memaksimalkan objektivitas
penilaian, sebagai alat bantu yang wajib digunakan telah juga dikembangkan
lembar kerja (worksheet) penilaian. Dengan perangkat ini diharapkan penulis
dan penilai buku teks pelajaran bahasa Inggris akan dapat membantu
pemerintah menghasilkan buku teks pelajaran bahasa Inggris SMP/MTS yang
baik. Untuk itu, cermati dokumen ini dengan seksama. Di atas segalanya,
pahami standar isi, terutama SK dan KD mata pelajaran bahasa Inggris
SMP/MTS sesuai dengan Permendiknas No. 22 tahun 2006. Selamat bekerja.
KARAKTERISTIK PEMBELAJARAN BAHASA INGGRIS
1. Bahasa memiliki peran sentral dalam perkembangan intelektual, sosial,
dan emosional peserta didik dan merupakan penunjang keberhasilan
dalam mempelajari semua bidang studi. Karena itu, pembelajaran Bahasa
Inggris selain ditujukan sebagai alat komunikasi juga sebagai alat
pengembangan diri peserta didik menjadi manusia Indonesia yang
memiliki daya saing global.
2. Komunikasi yang efektif menghendaki penggunaan bahasa yang baik dan
benar, yaitu, bahasa yang sesuai dengan aturan-aturan kebahasaan dan
tuntutan konteks komunikasi. Dengan demikian, pengetahuan kebahasaan
meskipun tidak harus menjadi fokus tetap harus terajarkan.
3. Komunikasi nyata selalu terjadi dalam konteks alamiah. Karenanya,
pembelajaran Bahasa Inggris hendaknya dilaksanakan dengan melibatkan
peserta didik dan lingkungannya dalam konteks kehidupan sehari-hari
(otentik dan alamiah).
4. Komunikasi sendiri bukanlah tujuan akhir, melainkan merupakan sarana
untuk mencapai tujuan yang lebih hakiki, yakni memenuhi kebutuhan
hidup. Karena itu pembelajaran Bahasa Inggris hendaknya ditujukan untuk
mengembangkan kecakapan hidup; dan bukan sebaliknya, menggunakan
kecakapan-kecakapan hidup untuk mengajarkan Bahasa Inggris.
5. Bahasa Inggris merupakan sarana komunikasi global. Penguasaan
Bahasa Inggris diharapkan membantu peserta didik memahami dan
memperkokoh budaya lokal dan nasional, serta mengenal dan memahami
budaya internasional. Oleh karena itu, pembelajaran Bahasa Inggris

seharusnya dilaksanakan dengan memperhatikan aspek-aspek ketiga
budaya tersebut.
6. Penguasaan Bahasa Inggris yang baik dapat menjadi sarana yang efektif
peningkatan penguasaan ilmu pengetahuan, dan teknologi, (IPTEK)
sehingga dapat meningkatkan daya saing sumber daya manusia
Indonesia. Sebab itu, pembelajaran Bahasa Inggris hendaknya juga
berorientasi pada perkembangan IPTEK.
KRITERIA PENGEMBANGAN BUKU TEKS
Buku Teks Pelajaran Bahasa Inggris SMP/MTS yang dikembangkan
diharapkan memiliki ciri-ciri berikut:
1. Mengembangkan kemampuan menggunakan Bahasa Inggris untuk
berkomunikasi secara lisan (Menyimak dan Berbicara) maupun tertulis
(Membaca dan Menulis) dalam rangka mengembangkan aspek intelektual,
sosial, dan emosional peserta didik dan merupakan penunjang
keberhasilan dalam mempelajari semua bidang studi.
2. Menggunakan Bahasa Inggris yang baik dan benar, sesuai dengan
kaidah-kaidah kebahasaan dan tuntutan konteks komunikasi.
Pengetahuan kebahasaan disampaikan sebagai pendukung penguasaan
kemampuan berkomunikasi
3. Mengembangkan kemampuan berkomunikasi dalam Bahasa Inggris
melalui pembelajaran berbasis peserta didik dan lingkungannya dalam
konteks kehidupan sehari-hari (otentik dan alamiah).
4. Mengarah pada pengembangan kecakapan hidup: personal, sosial,
akademik, dan vokasional
5. Mengembangkan pemahaman lintas budaya dalam rangka menjalin
persahabatan pada tingkat lokal, nasional, dan internasional dengan
membuka wawasan tentang perbedaan budaya untuk meminimalkan
kesalahpahaman, menumbuhkan rasa saling menghargai, dan
meningkatkan kualitas hubungan antarmanusia.
6. Berorientasi pada perkembangan ilmu pengetahuan dan teknologi (IPTEK)
INSTRUMEN 1
PENILAIAN BUKU TEKS PELAJARAN BAHASA INGGRIS
SEKOLAH MENENGAH PERTAMA/MADRASAH TSANAWIYAH
KODE BUKU:
I. KELAYAKAN ISI
SUBKOMPONEN
A. KESESUAIAN URAIAN
MATERI DENGAN SK
DAN KD
BUTIR
SKOR
2
3
ALASAN PENILAIAN
1. Kelengkapan
2. Kedalaman
Rangkuman Kualitatif:
B. KEAKURATAN MATERI
3. Fungsi Sosial
SUBKOMPONEN
BUTIR
SKOR
2
3
ALASAN PENILAIAN
4. Unsur dan Struktur

Makna
5. Fitur Linguistik
Rangkuman Kualitatif:
C. MATERI PENDUKUNG
PEMBELAJARAN
6. Kemutakhiran
7. Pengembangan
Kecakapan Hidup
8. Pengembangan
Wawasan Kebhinekaan
Rangkuman kualitatif:
II. KELAYAKAN PENYAJIAN

SUBKOMPONEN
BUTIR
SKOR
2
3
ALASAN PENILAIAN
A. TEKNIK PENYAJIAN
9. Sistematika
10. Keseimbangan antarbab
Rangkuman kualitatif
B. PENYAJIAN
PEMBELAJARAN
11. Keterpusatan pada

peserta didik
12. Pengembangan prakarsa,

kreativitas, dan cara
berpikir kritis peserta
didik
5
SUBKOMPONEN
BUTIR
SKOR
2
3
ALASAN PENILAIAN
13. Pengembangan
kemandirian belajar
peserta didik
14. Pengembangan
kemampuan peserta didik
untuk refleksi/evaluasi diri
C. KELENGKAPAN
PENYAJIAN
15. Bagian Pendahulu
16. Bagian Isi
17. Bagian Penyudah
SUBKOMPONEN
BUTIR
SKOR
2
3
ALASAN PENILAIAN
Rangkuman kualitatif supervisor:
, ., ..
Supervisor I,
Supervisor II,
Penilai,
...
....
INSTRUMEN 2
KODE BUKU:
I. KELAYAKAN BAHASA
SUBKOMPONEN
A. KESESUAIAN DENGAN
TINGKAT
PERKEMBANGAN
PESERTA DIDIK
BUTIR
SKOR
2
3
ALASAN PENILAIAN
1. Kesesuaian dengan
tingkat perkembangan
kognitif peserta didik
2. Kesesuaian dengan
tingkat perkembangan
sosial-emosional
peserta didik
B. KOMUNIKATIF
3. Keterbacaan pesan
4. Ketepatan kaidah
bahasa
SUBKOMPONEN
BUTIR
SKOR
2
3
SKOR
2
3
ALASAN PENILAIAN
C. KERUNTUTAN DAN
KESATUAN GAGASAN
5. Keruntutan makna
dalam
bagian/bab/subbab/paragraf/ kalimat
6. Ketertautan makna
antar bagian/bab/
subbab/paragraf/
kalimat
II.
KELAYAKAN PENYAJIAN
SUBKOMPONEN
BUTIR
ALASAN PENILAIAN
A. TEKNIK PENYAJIAN
7. Sistematika
DESKRIPSI BUTIR INSTRUMEN 1

I. KOMPONEN KELAYAKAN ISI
Komponen kelayakan isi mencakup tiga sub-komponen, yaitu kesesuaian uraian materi dengan SK dan KD, keakuratan materi, dan
materi pendukung pembelajaran.
A.
KESESUAIAN URAIAN MATERI DENGAN SK DAN KD
1.
KELENGKAPAN MATERI
a. Jenis Teks Interpersonal
Deskripsi:
Buku teks pelajaran wajib berisi dan menuntut peserta didik mengeksplorasi sekurang-kurangnya teks-teks interpersonal pendek dan
sederhana yang terkait dengan kehidupan peserta didik sehari-hari, untuk memberikan kesempatan kepada peserta didik untuk
memahami dan menghasilkan ungkapan-ungkapan dalam menunaikan fungsi-fungsi komunikasi antarpribadi, secara lisan dan tertulis,
untuk berinteraksi dengan lingkungan terdekatnya. Secara rinci, cakupan materi pada masing-masing kelas adalah sebagai berikut:
Kelas VII
Sapaan terhadap orang yang sudah/belum dikenal, perkenalan diri sendiri dan orang lain, ucapan terima kasih, permintaan maaf,
ungkapan kesantunan, dsb.
Kelas VIII
Undangan, ajakan, pujian, ucapan selamat, ucapan persetujuan, dsb.
Kelas IX
Ungkapan menunjukkan dan meminta perhatian, kekaguman, dsb.
b. Jenis Teks Transaksional

Deskripsi:
Buku teks pelajaran wajib berisi dan menuntut peserta didik mengeksplorasi sekurang-kurangnya teks-teks transaksional pendek dan
sederhana untuk memberikan kesempatan kepada peserta didik untuk meminta/memberi barang/jasa/informasi/pendapat, yang terkait
dengan kehidupan peserta didik sehari-hari serta mata pelajaran lain, secara lisan dan tertulis. Secara rinci, cakupan materi pada
masing-masing kelas adalah sebagai berikut:
Kelas VII
Ungkapan memerintah dan melarang, meminta dan memberi informasi, menyatakan suka dan tidak suka, meminta klarifikasi, dsb.
Kelas VIII
Ungkapan permintaan dan pemberian, penawaran dan penolakan barang/ jasa/informasi/pendapat, ungkapan persetujuan, dsb.
Kelas IX
Ungkapan permintaan dan pemberian kepastian, keraguan dan tanggapan terhadap keraguan, permintaan pengulangan,
penyampaian berita menarik, komentar atas berita, dsb.
c. Jenis Teks Fungsional
Deskripsi:
Buku teks pelajaran wajib berisi dan menuntut peserta didik mengeksplorasi sekurang-kurangnya teks-teks fungsional serta monolog
sangat pendek dan sederhana untuk mengembangkan keterampilan menyimak, berbicara, membaca, dan menulis, tentang topik-topik
yang terkait dengan kehidupan peserta didik sehari-hari serta mata pelajaran lain. Secara rinci, cakupan materi pada masing-masing
kelas adalah sebagai berikut:
Kelas VII
Teks-teks fungsional pendek seperti kartu undangan, iklan, pesan, dsb., serta teks descriptive dan procedure.
Kelas VIII
Teks-teks fungsional pendek seperti kartu undangan, iklan, pesan, dsb., serta teks descriptive, narrative, dan recount.
Kelas IX
Teks-teks fungsional pendek seperti kartu undangan, iklan, pesan, dsb., serta -teks procedure, narrative, dan report.
2.
KEDALAMAN MATERI
a. Pajanan (exposure)
Deskripsi:
Untuk pembelajaran setiap jenis teks, buku teks wajib berisi dan menuntut peserta didik mengeksplorasi cukup banyak teks yang
relevan dengan kehidupan peserta didik sehari-hari dengan tujuan untuk pembiasaan terhadap jenis teks ybs., terutama pada segi isi
pesannya.
b. Retensi aturan pembentukan teks
Deskripsi:
Untuk pembelajaran setiap jenis teks, buku teks wajib berisi bimbingan agar peserta didik mendapatkan pemahaman eksplisit tentang
ketiga unsur pembentukan jenis teks ybs. (yaitu, fungsi sosial, unsur dan struktur makna, dan fitur linguistik), pada saat peserta didik
sudah terbiasa berinteraksi tentang isi pesan yang dikandung pada jenis teks ybs.
c. Produksi
Deskripsi:
Untuk pembelajaran setiap jenis teks, buku teks wajib berisi bimbingan agar peserta didik menghasilkan teks lisan dan/atau tertulis
untuk mencapai fungsi sosial yang relevan dengan jenis teks ybs., dengan memperhatikan kedua unsur lainnya (yaitu, unsur dan
struktur makna, dan fitur linguistik), pada saat peserta didik sudah memiliki pemahaman eksplisit tentang ketiga unsur pembentukan
teks tsb..
10
B.
KEAKURATAN MATERI
3.
Fungsi sosial
Deskripsi:
Teks-teks yang diberikan di dalam buku maupun hasil eksplorasi peserta didik diarahkan pada pencapaian fungsi sosial yang terkait
dengan kehidupan sehari-hari.
(1) Komuniksi interpersonal: untuk menjalin hubungan antarpribadi (melalui teks-teks interpersonal). Kedalaman materi masingmasing fungsi sosial minimal sesuai dengan cakupan di Kelas I, II, dan III.
(2) Komunikasi transaksional: meminta/memberi jasa/barang/fakta/pendapat, yang terkait dengan kehidupan peserta didik sehari-hari
serta mata pelajaran lain, secara lisan dan tertulis.
(3) Komunikasi fungsional: memerankan fungsi khusus dalam teks fungsional pendek dan monolog yang terkait dengan masingmasing jenis teks berikut:
(a) Recount berfungsi memaparkan pengalaman pribadi seperti cerita sukses, biografi, pengalaman tak terlupakan, proses
kejadian, dsb.
(b) Narrative berfungsi menghibur dan mengajarkan nilai-nilai luhur.
(c) Procedure berfungsi memberikan petunjuk mengerjakan atau melakukan sesuatu, seperti instruksi melaksanakan tugas,
manual, resep, peringatan, dsb.
(d) Descriptive berfungsi memerikan, mengidentifikasi, membedakan, menawarkan, memuji, mengritik, dsb., benda/orang/binatang.
(e) Report berfungsi memaparkan kebenaran umum tentang orang/benda/binatang, termasuk jenis, definisi, dan ciri-ciri umum,
seperti yang banyak dimuat dalam sumber-sumber pengetahuan umum, antara lain buku teks, ensiklopedi, dsb.
4.
Unsur dan Struktur Makna

Deskripsi:
Teks-teks yang diberikan di dalam buku teks maupun hasil eksplorasi peserta didik diarahkan pada pengembangan kemampuan
berpikir runtut dan sistematis.
(1) Dalam teks-teks interpersonal dan transaksional, unsur-unsur ini minimal meliputi kegiatan interaktif yang terdiri atas
inisiasi/prakarsa berkomunikasi dan respon berupa permintaan dan pemberian informasi/barang/jasa.
11
(2) Dalam teks-teks fungsional pendek dan monolog, minimal mencakup unsur-unsur makna yang terdapat dalam masing-masing teks
fungsional pendek dan jenis teks monolog berikut ini.
(a) Recount meliputi sekurang-kurangnya orientasi dan serangkaian kegiatan/kejadian yang disampaikan secara kronologis.
(b) Narrative meliputi sekurang-kurangnya orientasi, komplikasi, dan solusi.
(c) Procedure meliputi sekurang-kurangnya langkah-langkah melaksanakan suatu pekerjaan, dengan atau tanpa menyebutkan
secara eksplisit benda-benda yang diperlukan.
(d) Descriptive meliputi sekurang-kurangnya unsur-unsur yang terdapat pada orang/benda/binatang serta deskripsi masing-masing
(al., sifat, perilaku, tindakan) yang dianggap perlu disampaikan untuk memerankan fungsi sosial yang dimaksud.
(e) Report meliputi sekurang-kurangnya ciri-ciri umum dari orang/benda/binatang (sifat, perilaku, tindakan), dengan atau tanpa
menyebutkan secara eksplisit pernyataan umum berupa definisi atau klasifikasi.
5.
Fitur Linguistik
Deskripsi:
Teks-teks yang diberikan di dalam buku teks maupun hasil eksplorasi peserta didik diarahkan pada pengembangan kemampuan
berkomunikasi dengan kualitas kebahasaan yang akurat dan berterima, sesuai dengan konteks komunikatif yang sedang berlangsung
serta jenis teks yang digunakan dalam rangka mencapai setiap fungsi sosial yang dimaksud.
C.
MATERI PENDUKUNG PEMBELAJARAN
6.
Kemutakhiran
a. Relevansi materi dan sumber rujukan
Deskripsi:
Bahan ajar (teks, tabel, gambar, lampiran, dll.) untuksetiap jenis teks diambil dari sumber-sumber yang relevan dengan topik yang
dibahas.
12
b. Kemutakhiran materi dan sumber rujukan

Deskripsi:
Bahan ajar (teks, tabel, gambar, lampiran, dll.) diambil dari sumber-sumber yang mutakhir tentang topik yang dibahas.
7.
Pengembangan kecakapan hidup

Deskripsi:
Teks dan tindak komunikatif memotivasi peserta didik untuk melakukan beberapa hal untuk pengembangan kecakapan hidup, sbb.:
(a) kecakapan personal: mengenal kelebihan dan kekurangan diri sendiri dan orang lain, serta mengembangkan diri sebagai pribadi
mandiri, makhluk sosial, dan makhluk ciptaan Tuhan;
(b) kecakapan sosial: bekerjasama, toleran, menghargai kesetaraan jender, perdamaian, dan anti kekerasan dalam berkomunikasi
dan berinteraksi dengan orang lain;
(c) kecakapan akademik: menggali dan memanfaatkan informasi, menyelesaikan masalah, dan membuat keputusan dalam kerja
ilmiah;
(d) kecakapan vokasional: memiliki kemampuan, sikap, dan keterampilan yang diperlukan untuk melakukan pekerjaan/profesi
tertentu.
8.
Pengembangan wawasan kebhinekaan

Deskripsi:
Teks dan tindak komunikatif memotivasi peserta didik untuk melakukan beberapa hal untuk pengembangan sikap kebhinekaan, sbb.:
(a) penghargaan terhadap keanekaragaman budaya dan kemajemukan masyarakat, yang meliputi berbagai nilai budaya dan
kearifan lokal, nasional, dan global;
(b) kesadaran akan potensi dan kekayaan daerah untuk mempromosikan potensi/kekayaan lokal dan nasional;
(c) apresiasi terhadap nilai-nilai demokrasi yang sesuai dengan konteks sosial-budaya setempat;
(d) Pemahaman terhadap wawasan kebangsaan untuk mengembangkan rasa cinta terhadap tanah air, bangsa, dan negara.
13
II. KOMPONEN KELAYAKAN PENYAJIAN

Komponen kelayakan penyajian mencakup tiga sub-komponen, yaitu teknik penyajian, penyajian pembelajaran, dan kelengkapan
penyajian.
A.
TEKNIK PENYAJIAN
9.
Sistematika
Deskripsi:
Materi dan tugas disajikan dalam bentuk teks, tindak komunikatif, ilustrasi dan lambang dengan menggunakan pola dan urutan yang
teratur sesuai dengan karakteristik materi, minimal terdiri atas Pendahuluan, Isi, dan Penutup.
10. Keseimbangan antarbab

Deskripsi:
Materi dan tugas disajikan dalam bentuk teks, tindak komunikatif, ilustrasi dan lambang secara seimbang dalam setiap bab.
B.
PENYAJIAN PEMBELAJARAN
11. Keterpusatan pada peserta didik

Deskripsi:
Penyajian materi dan tugas mendorong terjadinya interaksi dalam bahasa Inggris antar peserta didik, antara peserta didik dan guru,
serta antara peserta didik dan lingkungan yang lebih luas.
12. Mengembangkan prakarsa, kreativitas, dan cara berpikir kritis peserta didik
Deskripsi:
Penyajian materi dan tugas mendorong peserta didik untuk melakukan berbagai kegiatan komunikatif lisan dan tulis atas prakarsa
sendiri secara kreatif dan kritis.
14
13. Mengembangkan kemandirian belajar

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

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

Deskripsi:
(a) Glosarium: glosarium berisi istilah-istilah penting dalam teks dengan penjelasan arti istilah tersebut dan ditulis secara alfabetis.
(b) Daftar pustaka: daftar buku yang digunakan sebagai bahan rujukan dalam penulisan buku tersebut diawali dengan nama pengarang (yang
disusun secara alfabetis), tahun terbitan, judul buku, tempat, dan nama penerbit.
(c) Indeks (subjek dan pengarang): indeks subjek merupakan daftar kata-kata penting yang diikuti dengan nomor halaman kemunculan, indeks
pengarang merupakan daftar pengarang yang karyanya digunakan dalam materi diikuti oleh nomor halaman kemunculan
16
DESKRIPSI BUTIR INSTRUMEN II

I. KELAYAKAN BAHASA
Komponen kelayakan bahasa mencakup tiga sub-komponen, yaitu kesesuaian dengan perkembangan peserta didik, komunikatif, serta
keruntutan dan kesatuan gagasan.
A.
KESESUAIAN DENGAN TINGKAT PERKEMBANGAN PESERTA DIDIK
1.
Kesesuaian dengan tingkat perkembangan kognitif peserta didik

Deskripsi:
Bahasa yang digunakan dalam penjelasan dan instruksi sesuai dengan tingkat perkembangan kognitif peserta didik. Tingkat kesulitan
dan keakraban bahasa difasilitasi secara eksplisit.
2.
Kesesuaian dengan tingkat perkembangan sosial-emosional peserta didik

Deskripsi:
Bahasa yang digunakan sesuai dengan situasi sosial-emosional remaja.
B.
KOMUNIKATIF
3.
Keterbacaan pesan oleh peserta didik

Deskripsi:
Pesan yang disajikan jelas dan mudah dipahami oleh peserta didik.
4.
Ketepatan kaidah bahasa

Deskripsi:
Pesan disajikan sesuai kaidah Bahasa Inggris yang tepat.
C.
KERUNTUTAN DAN KESATUAN GAGASAN
5.
Keruntutan makna dalam bagian/bab/subbab/paragraf/kalimat

Deskripsi:
Pesan atau materi yang disajikan dalam satu bagian/bab/subbab/paragraf kalimat harus mencerminkan keruntutan penyampaian
makna.
6.
Ketertautan makna antar bagian/bab/subbab/paragraf/kalimat

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

Komponen kelayakan penyajian mencakup tiga sub-komponen, yaitu teknik penyajian, penyajian pembelajaran, dan kelengkapan
penyajian.
A.
TEKNIK PENYAJIAN
7.
Sistematika
Deskripsi:
Materi dan tugas disajikan dalam bentuk teks, tindak komunikatif, ilustrasi dan lambang dengan menggunakan pola dan urutan yang
teratur sesuai dengan karakteristik materi, minimal terdiri atas Pendahuluan, Isi, dan Penutup.

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AN ANALYSIS ON READING MATERIALS

WRITTEN ON ENGLISH ON SKY 3 (THIRD GRADE

ENGLISH EDUCATION DEPARTMENT

6'AN ANALYSIS ON READING MATERIALS WRITTEN

ON SKY 3 (THIRD GRADE OF JTJNIOR HIGH SCHOOL)' PUBLISHED

of the Requirements for the Degree of Strata

(Bachelor of Art) English

Drs. Nasrun Mahmud. M.Pd

Mava Defiantv. M.Pd

NIP. 198012 132009012005

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHER'S TRAINING

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

SURAT PERNYATAAN KARYA SENDIRI

Saya yang bertanda tangan di bawah ini:

: Bekasi 13 Maret 1991

: Pendidikan Bahasa Inggris/ PBI

: An Analysis on Reading Materials Written on

: 1. Drs. Nasrun Mahmud, M.Pd

Jakarta, 25 Oktober 2010

: Materi reading, English on Sky 3, Kurikulum.

Penelitian yang diberjudul AN ANALYSIS ON READING

In the name of Allah, the Beneficent, the Merciful.

4. Prof. Dr. H. Rifat Syauqi Nawawi, M. A; the Dean of Faculty of Tarbiyah

Hopefully, this skripsi can be useful to the readers, particularly to the

Jakarta, 18 January 2013

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

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

1. Reading skill ............................................................................... 18

LIST OF FIGURE AND TABLES

1. Figure 2.1(options for Textbook use) ..................................................... 8

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

8. Table 3.2 (Reading materials) ................................................................. 29

This chapter presents background of study, identification of study, limitation

A. Background of the Study

Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching; an

B. Identification of the Study

C. Limitation of the Study

D. Formulation of the Study

E. Objective of the Study

F. Significance of the Study

G. Research Paper organization

teachers as the main teaching resource. Textbook provides materials/skills

systematically. In contrary change means teacher add/rewrite/replace

2. The Compatibility Between Curriculum and Textbook

Jeremy Harmer, How to Teach English,(England: Longman, 2007), pp. 146147.

3. How to Analyze Textbook

Alexandra Skierso, Textbook Selection and Evaluation, in Marianne Celce-Murcia

Similarly to previous theories of how to analyze textbook, National

Then, narrative text generic structures are orientation, complication

nationally or locally. Third, students appreciate to democratic value

presentation of Materials and instructions encourage students to

C. The presentation technique support

David Nunan, Syllabus Design, in Marianne Celce-Murcie (ed), Teaching English as

According to those definitions, it can be concluded that curriculum is the

E.Mulyasa, Kurikulum Tingkat Satuan Pendidikan, (Bandung: PT. Remaja Rosda

One of BSNP roles is the Content Standard maker. Base on Republic of

3. Reading skill content standard

11.1 Membaca nyaring bermakna teks tulis

Franoise Grellet, Developing Reading Skills, (United Kingdom: Cambridge University

Moreover, Dillner and Olson listed listed 13 reading comprehension skills.

This skill requires recognizing the specific

information which is stated, (2) Identifying main ideas. It includes getting a

Dillner and Olson, op.cit., pp.4258