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A CONTENT ANALYSIS ON THE ENGLISH TEXTBOOK „PATHWAY

TO ENGLISH‟ USED BY THE TENTH YEAR OF SENIOR HIGH
SCHOOL AND ITS IMPLICATION IN TEACHING ENGLISH

NADIATUL AZIZAH
K2210055

Submitted to the Teacher Training and Education Faculty of Sebelas Maret

University to Fulfill One of the Requirements for Obtaining the
Undergraduate Degree in English Education

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
2014

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ABSTRACT
Nadiatul Azizah. K2210055. “A CONTENT ANALYSIS ON THE ENGLISH
TEXTBOOK „PATHWAY TO ENGLISH‟ USED BY THE TENTH YEAR
OF SENIOR HIGH SCHOOL AND ITS IMPLICATION IN TEACHING
ENGLISH”. A thesis. Teacher Training and Education Faculty. Sebelas Maret
University. 2014.
The purpose of this study is to investigate whether or not the materials in
“Pathway to English for Grade X Senior High School (SMA/MA)” textbook are
compatible with basic competence in the materials of the 2013 Curriculum, and to
investigate whether or not the exercises in “Pathway to English for Grade X
Senior High School (SMA/MA)” textbook are communicative.
This study used descriptive method. In collecting the data the writer used
document (textbook “Pathway to English”) as data source. The data are analyzed
by the following steps: (1) listing the basic competencies of English subject in
2013 curriculum and kinds of communicative exercises based on the theories by
the experts, (2) finding out the kinds of basic competences and communicative
exercises provided in the textbook, (3) classifying them, (4) analyzing them, (5)
counting them, (6) giving the percentage to the total number of the materials and
communicative exercises developed in the textbook, (7) judging whether the data
are compatible with materials in the 2013 Curriculum or not and whether the
exercises in textbook are communicative or not, (8) drawing conclusion,
implication and proposing suggestions.
The findings of this study shows that the percentage of total number of
basic competences for mandatory subject developed in this textbook is 22.22%
and the total number of basic competences for specialization subject developed in
this textbook is 38.24%. It means that “Pathway to English” is bad (incompatible)
viewed from both basic competences for mandatory subject and specialization
subject from its compatibility with the 2013 Curriculum. The materials in this
textbook are mostly not appropriate with the materials in the 2013 Curriculum.
Meanwhile the percentage for communicative exercises developed in the textbook
is 69%. It means that the textbook is good in developing the communicative
exercises. This textbook can help the teacher to create communicative activities.
In conclusion, since this textbook is incompatible with the 2013
Curriculum, teachers must modify or add some exercises appropriate with
materials in the 2013 Curriculum or they can find other sources or textbooks that
have exercises suitable with materials in 2013 Curriculum to support this
textbook. This textbook can still be used in teaching learning process because it
can help the teacher develop communicative activities in classroom since it has
good category in developing communicative exercises.
Keywords: the 2013 Curriculum, basic competences, communicative exercises,
content analysis

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ABSTRAK
Nadiatul Azizah. K2210055. “A CONTENT ANALYSIS ON THE ENGLISH
TEXTBOOK „PATHWAY TO ENGLISH‟ USED BY TENTH YEAR OF
SENIOR HIGH SCHOOL AND ITS IMPLICATION IN TEACHING
ENGLISH”. Skripsi. Fakultas Keguruan dan Ilmu Pendidikan. Universitas
Sebelas Maret. 2014.
Tujuan penelitian ini adalah untuk mengetahui sejauh mana materi yang
ada dibuku “Pathway to English” untuk kelas X SMA sesuai dengan materi
dikompetensi dasar dari kurikulum 2013 dan sejauh mana aktivitas dibuku
“Pathway to English” itu komunikatif.
Penelitian ini menggunakan metode deskripsi. Dalam pengumpulan data,
penulis menggunakan dokumen (buku “Pathway to English”) sebagai sumber
data. Teknik analisis data dilakukan melalui beberapa langkah: (1) Mendata
kompetensi dasar dari mata pelajaran bahasa Inggris di kurikulum 2013 dan jenis
kegiatan yang konunikatif berdasarkan teori dari para ahli, (2) Menemukan
kompetensi dasar dan aktivitas yang komunikatif yang tersedia di dalam buku
tersebut, (3) Mengklasifikasikan data tersebut, (4) Menganalisa data tesebut, (5)
Menghitung jumlah data yang ada, (6) Memberikan presentasi dari jumlah materi
yang sesuai dengan kompetensi dasar dalam kurikulum 2013 dan aktivitas yang
komunikatif yang terdapat dalam buku tersebut, (7) Memutuskan apakah buku
tersebut sesuai dengan materi yang ada dalam kurikulum 2013 dan apakah buku
tersebut komunikatif, (8) Memberikan kesimpulan, implikasi dan mengajukan
saran.
Hasil penelitian ini menunjukkan bahwa presentasi dari jumlah
kompetensi dasar untuk mata pelajaran wajib yang terdapat dalam buku tersebut
sebanyak 22,22% dan untuk mata pelajaran peminatan sebanyak 38,24%. Hal ini
menunjukkan bahwa buku “Pathway to English” kurang sesuai dengan materi
yang ada dalam kurikulum 2013 baik untuk mata pelajaran wajib maupun
peminatan. Materi-materi yang dikembangkan dalam buku tersebut kebanyakan
tidak sesuai dengan materi yang ada dalam kurikulum 2013. Sedangkan presentasi
untuk aktivitas yang komunikatif sebanyak 69%. Hal ini menunjukkan bahwa
buku ini baik dalam mengembangkan kegiatan yang komunikatif.
Kesimpulannya, karena buku ini tidak sesuai dengan materi dalam
kurikulum 2013 maka guru harus menambah atau mencari aktivitas-aktivitas yang
sesuai dengan materi dalam kurikulum 2013 atau mereka bisa mencari sumber
lain untuk melengkapi kekurangan yang ada dalam buku ini. Buku ini masih bisa
digunakan dalam aktivitas belajar mengajar karena buku ini dapat membantu guru
dalam mengembangkan kegiatan yang komunikatif sebab buku ini memiliki
kategori yang baik dalam pengembangan aktivitas yang komunikatif.
Keywords: kurikulum 2013, kompetensi dasar, aktivitas komunikatif, analisis isi

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MOTTO

Do what you love, love what you do –Anonymous

Verily, along with every hardship is relief. Along with every hardship is relief -
Surah Al-Inshirah, verses 5-6

Live as if you were dying tomorrow; learn as if you were to live forever -
Mahatma Gandhi

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DEDICATION

With deep profound love, this thesis is

dedicated to:

 My Beloved Father, Suyono

and Mother, Siti Fatmah
Rahayu
 My Dearest Old Sister, Nurvita
Anjarsari
 My Lovely Grand Father and
(Alm.) Grand Mother

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ACKNOWLEDGEMENT
Alhamdullilahirabbil‟alamin. All praises are for Allah SWT, the Almighty for
His blessing to the writer, helping, guiding, and giving health, strength, and
everything during working and finishing this thesis. The writer has got support,
advices, and guidance from many people during finishing this thesis, to whom
the writer would like to express her gratitude to those who gave great
contribution:
1. Prof. Dr. H. M. Furqon Hidayatullah M.Pd, the Dean of Teacher Training and
Education Faculty of Sebelas Maret University;
2. Teguh Sarosa, S.S., M.Hum, the Head of English Education Department;
3. Drs. Muh. Asrori, M.Pd the first consultant for his patience, guidance and
suggestions;
4. Hefy Sulistyawati, S.S., M.Pd the second consultant for her patience,
guidance and suggestions;
5. All lecturers in English Education Department for the precious knowledge.
6. Her beloved parents and older sister, for their love, care, support and pray so
that this thesis can be finished;
7. Her beloved friends in the English Education Department 2010 for
unforgettable moment and experience during our study especially for class B
(Tuni, Nina, Septi, Yulia, Tetin, Arum and Vinda);
8. Her friends in Nurul Fikri boarding house who pray and support the writer in
finishing this thesis and also for the precious time we spent together.
9. Last, everyone who has been part of the writer‟s life.
The writer realizes that this thesis is still far from being perfect. She accepts
gratefully every comment and suggestion. However, the writer hopes that this
thesis is useful to the improvement of English teaching and learning.
Surakarta, November 2014

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TABLE OF CONTENTS

TITLE…..……………………………………………………………………… i
PRONOUNCEMENT……………………………………………………… ..... ii
APPROVAL OF CONSULTANT…………………………………………….. iii
APPROVAL OF BOARD OF EXAMINERS………………………………… iv
ABSTRACT……………………………………………………………………. v
MOTTO………………………………………………………………………… vii
DEDICATION…………………………………………………………………. viii
ACKNOWLEDGEMENT……………………………………………………... ix
TABLE OF CONTENTS………………………………………………………. x
LIST OF APPENDICES……………………………………………………….. xiii
LIST OF TABLES…………………………………………………………........ xiv
LIST OF ABBREVIATIONS………………………………………………….. xv
CHAPTER I ........................................................................................................ 1

INTRODUCTION ............................................................................................... 1

A. Background of the Study ........................................................................... 1

B. The Identification of the Problem .............................................................. 4

C. Limitation of the Problem.......................................................................... 5

D. Problem Statements ................................................................................... 5

E. The Aims of the Study............................................................................... 5

F. The Benefits of the Study .......................................................................... 6

CHAPTER II ....................................................................................................... 7

THEORETICAL REVIEW .................................................................................. 7

A. Curriculum .................................................................................................. 7

1. Definition of Curriculum ....................................................................... 7

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2. The Concept of Curriculum.................................................................... 8

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B. The 2013 Curriculum ................................................................................... 9

1. The Foundation of the 2013 Curriculum Development ............................. 9

2. The Principle/Paradigm of the 2013 Curriculum...................................... 10

3. The Characteristics of the 2013 Curriculum ............................................ 10

4. The Purpose of the 2013 Curriculum ....................................................... 11

5. The Structure of the 2013 Curriculum for Senior High School ................ 12

C. Communicative Language Teaching .......................................................... 19

1. Definition of Communicative Language Teaching .................................. 19

2. The Goal of Communicative Language Teaching .................................... 19

3. The Characteristics of Communicative Language Teaching ................. 20

4. The Components of Communicative Language Teaching ..................... 20

5. Roles of Teacher in CLT ...................................................................... 21

6. The Role of Instructional Material in CLT ........................................... 22

D. Communicative Exercise .......................................................................... 24

E. Textbook.................................................................................................... 28

1. Definition of Textbook............................................................................ 28

2. Roles of Textbook ................................................................................... 29

3. Advantages of Textbook ......................................................................... 29

4. Disadvantages of Textbook ..................................................................... 30

5. Evaluating Textbook ............................................................................... 31

F. Content Analysis .................................................................................... 33

1. Definition of Content Analysis ................................................................ 33

2. Purposes of Content Analysis .................................................................. 34

3. Function of Content analysis ................................................................... 34

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4. Steps of Content Analysis ....................................................................... 35

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CHAPTER III .................................................................................................... 36

RESEARCH METHODOLOGY ....................................................................... 36

A. Method of the Research ............................................................................. 36

B. Focus of the Research ................................................................................ 36

C. Data and Data Source................................................................................. 37

D. Method in Collecting Data ......................................................................... 37

E. Data Validity.............................................................................................. 38

F. Technique of Analyzing Data ..................................................................... 38

CHAPTER IV.................................................................................................... 44

RESEARCH FINDINGS AND DISCUSSION .................................................. 44

A. Description ................................................................................................ 44

B. Data Analysis............................................................................................. 50

1. Compatibility of Basic Competences in Mandatory Subject .................... 50

2. Compatibility of Basic Competence in Specialization Subject ................. 57

3. Description of Communicative Exercises ................................................ 69

C. The Result of the Analysis ......................................................................... 78

D. Discussion ................................................................................................. 79

CHAPTER V ..................................................................................................... 83

CONCLUSION, IMPLICATION, AND SUGGESTION ................................... 83

A. CONCLUSION ......................................................................................... 83

B. IMPLICATION ......................................................................................... 84

C. SUGGESTION .......................................................................................... 84

BIBLIOGRAPHY .............................................................................................. 86

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LIST OF APPENDICES

Appendix 1: The Compatibility of 2013 Curriculum for Mandatory subjects

Appendix 2: The Compatibility of 2013 Curriculum for Specialization subjects
Appendix 3: The Compatibility of communicative exercises
Appendix 4: Contents of the textbook “Pathway to English”
Appendix 5: Letter of Permission

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LIST OF TABLES

Table 2.1: Core competences for Senior High School ......................................... 12

Table 2.2: Basic Competence of English Subject in Senior High School Grade X
.......................................................................................................................... 15
Table 3.1. Percentage of Communicative Classification ..................................... 42
Table 3.2. Percentage of Compatibility Classification ........................................ 43

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LIST OF ABBREVIATIONS

C = Chapter

T = Task

PE = The Title of the textbook analyzed “Pathway to English”

Pa = Page

CD = Compact Disk

CD ROM = Compact Disk Read-Only Memory

RPJMN = “Rencana Pembangunan Jangka Menengah Nasional”

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