Arif Prasojo PDF

THE ANALYSIS OF ENGLISH TEXTBOOK
“PATHWAY TO ENGLISH”
USED IN THE FIRST GRADE OF SENIOR HIGH SCHOOL
BASED ON CURRICULUM 2013
(An Analytical Study on English Textbook for First year of Senior High School)
By:
ARIF PRASOJO
NIM: 109014000177
THE DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS’ TRAINING
“SYARIF HIDAYATULLAH”
STATE ISLAMIC UNIVERSITY
JAKARTA
2014
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ABSTRACT
Arif Prasojo (109014000177). The Analysis of English Textbook “Pathway to

English” Used in the First Grade of Senior High School Based on Curriculum
2013; An Analytical Study on English Textbook for First year of Senior High
School. Skripsi of English Education Department at Faculty of Tarbiyah and
Teachers’ Training of Syarif Hidayatullah State Islamic University Jakarta.
Keywords: English language skills, Textbook, Curriculum 2013
The purpose of this study is to find whether or not the materials provided in
the English textbook “Pathway to English” designed for the first grade of Senior high
school compatible with the curriculum 2013. Besides that the writer also studies
about the feasibility of content and presentation of the textbook.
This study uses descriptive qualitative approach. The data collected for this
study will be gathered from the English textbook “Pathway to English” published by
Erlangga. The data about English language exercise of speaking, writing, reading and
listening then will be analyzed.
The results findings of this study concluded that (1) the English Textbook of
“Pathway to English” compatible with the curriculum 2013, as every single KI and
KD successfully implemented in the textbook. (2) The materials provided in the
textbook completely developed, as all the suggested English language skills exercises
of writing, speaking, reading and listening materials in the curriculum 2013 are
implemented. (3) The feasibility of content and presentation has mostly met the
standard of an English textbook in delivering curriculum 2013, using the basic
frequency formula from Sudjiono assessment score acquired with 91.30% in
feasibility of content and 77.77 % in feasibility of presentation fulfilled
Based on the findings of this study the writer suggested that both English
teachers and educational institution should concern and pay attention with the content
of the textbook, not only its compatibility with the current curriculum, but also the
compatible with students’ needs.
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ABSTRAK
Arif Prasojo (109014000177). The Analysis of English Textbook “Pathway to

English” Used in the First Grade of Senior High School Based on Curriculum
2013; An Analytical Study on English Textbook for First year of Senior High
School. Skripsi of English Education Department at Faculty of Tarbiyah and
Teachers’ training of Syarif Hidayatullah State Islamic University Jakarta. 2014.
Keywords: Skill bahasa Inggris, Buku Teks, Kurrikulum 2013
Tujuan dari penelitian ini guna menemukan apakah material yang di sediakan
dibuku bahasa inggris “Pathway to English” yang didesain bagi kelas satu di Sekolah
menengah atas cocok atau tidak dengan kurikulum 2013. Selain itu penulis juga
mempelajari tentang kecocokan konten dan kecocokan presentasi dari buku teks.
Penelitian ini menggunakan metode deskriptif kualitatif. Data yang dikoleksi
dikumpulkan dari buku teks bahasa inggris “Pathway to English” yang dipublikasikan
oleh Erlangga. Data yang berhubungan dengan skill bahasa inggris yakni membaca,
menulis, berbicara dan mendengar nantinya akan dianalisa.
Hasil dari penelitian ini menyatakan menemukan bahwa (1) Buku bahasa
inggris “Pathway to English” kompatible dengan kurikulum 2013, dikarenakan
seluruh KI dan KD dapat diimplementasikan dengan sukses didalam buku teks. (2)
Materi membaca, menulis, mendengar dan berbicara yang disediakan didalam buku
teks dikembangkan dengan mengimplementasi dari material yang disuggestikan oleh
kurikulum 2013. (3) kecocokan konten, dan presentasi secara keseluruhan rata-rata
sudah mencapai standard buku teks bahasa inggris dalam cakupan kurikulum 2013,
menggunakan formula penghitungan frekuensi dasar dari Sudjiono diperoleh data
yaitu 91.30 % dan 77,77% dalam kecocokan presentasi terpenuhi.
Berdasarkan temuan penelitian ini, penulis menyarankan kepada baik guru
bahasa inggris mauoun institusi pendidikan untuk selalu memperhatikan dengan
seksama dari hal konten suatu buku teks, bukan hanya kecocokannya dengan
kurikulum yang digunakan namun juga kecocokannnya dengan kebutuhan murid.
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-The Road-
Just as every morning does to me

When I take that corner of the street
, Melt away into nothing
I dragged, I lost myself completely, and it seems that I forgot how to say a word
Even though, I still could hear
Your voices calling me
Everything about you, your smile, and your anger keep telling me
Never stop to walking forward
If I stay and look up where the cloud starting to break apart
Yes, I know what you mean
Loneliness seems to consuming my life

Emptiness seems to binding my heart
Over there please...Look... Just up ahead
My dearest love waiting me
When I find, no way to moving on
You telling me, to close my eyes and start to believe
The entire light gathers at this moment only to cheering me, because they understand me
Every step I take will shine brighter wherever my faith goes
Wherever my faith goes
Wherever my fate goes
My fingertips, my lips, and all my hand were shaking but you said
With Love, Respect and Faith

I Hereby this hard work for my parents
Arif Prasojo
ACKNOWLEDGEMENT
In the Name of Allah the Beneficent and the Merciful.
Praise be to Allah Lord of the world who has bestowed upon the writer in helping
him complete his skripsi. Peace and blessing upon our prophet Muhammad SAW, his
families, his companion and his followers.
Skripsi is presented to the English Education Department of the Faculty of
Tarbiyah and teacher training Syarif Hidayatullah State Islamic University Jakarta as
partial fulfillment of the requirements for the degree of strata 1 (S1).
This skripsi cannot be completed without a great deal of help from many people,
especially Mr. Dr. Atiq Susilo, M.A and Mrs. Atik Yuliyani, M. A, TESOL as
advisor who always gives their help, guidance, correction and suggestion for the
completion of this Skripsi
His deepest gratitude also goes to those who have helped her in finishing this
Skripsi, they are:
1. Dra. Nurlena Rifa’I, M.A., Ph.D the dean of Tarbiyah Faculty and teacher’s
training.
2. All lecturers of English Education who have taught the writer useful
knowledge and skills.
3. Drs. Syauki, M.Pd., the Head of English Education Departement and as the
writer’s academic advisor for his support and motivation for the writer during
finishing this “skripsi”.
4. Zaharil Anasy, S.Pd. as the secretary of English Eduaction Departement.
5. Mrs. Siti Nurul Azkiyah, M.Sc., Ph.D and Mrs. Yenny Rahmawati, M.Ed for
their patience and willingness to help the writer until the completion of this
“skripsi”.
6. All his friends at Islamic State University of Syarif Hidayatullah Jakarta
especially students in E class 2009 English Education Departement for their
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support and friendship, he also would like to thank Siti Ulfah Herdiyani for
her help, love, support, and motivation for the writer during finishing this
“skripsi”.
7. His friends who give contribution and idea, Wiwin Winingsih for her great
helps in completing this “skripsi”, and many other who cannot be mentioned
one by one.
May Allah, the Almighty bless them all, Amien.
Jakarta, March 2014
The Writer
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TABLE OF CONTENTS
APPROVAL .................................................................................................. i
ENDORSEMENT SHEET………………………………………………… ii
SURAT PERNYATAAN KARYA SENDIRI ............................................. iii
ABSTRACT………………………………………………………………… iv
ABSTRAK ..................................................................................................... v
ACKNOWLEDGEMENT………………………………………………… vi
TABLE OF CONTENT…………………………………………………… vii
LIST OF TABLES…………………………………………………………. ix
LIST OF APPENDICES…………………………………………………... x
CHAPTER I. INTRODUCTION
A. Background of the study……………………………………. 1
B. Research Question…………………………………………... 4
C. Limitation of the study……………………………………… 4
D. Purpose of the study………………………………………… 5
E. Significance of the study……………………………………. 5
CHAPTER II. THEORETICAL FRAMEWORK

A. Textbook
1. The Definition of Textbook…………………………….. 6
2. The Function of Textbook……………………………… 7
3. Textbook in Indonesia………………………………….. 8
4. Rubric Assessment of Textbook………………………... 9
5. How to analyze a Textbook…………………………….. 16
6. Commercial Textbook………………………………….. 18
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B. Curriculum
1. The Definition of Curriculum…………………….......... 19
2. Curriculum 2013……………………………………….. 20
C. English Language Skills
1. The Definition of English Skills.………………………. 22
2. Productive Skills……………………………………...... 22
3. Receptive Skills……………………………………….... 24
4. Language Skills in Curriculum 2013…………………… 25
D. Previous Study……………………………………………... 26
CHAPTER III. RESEARCH METHODOLOGY

A. Design of the study………………………………………… 28
B. Instrument of the study……………………………………. 29
C. Procedure of the study ……..……………………………... 29
D. Technique of data analysis…..…………………………….. 30
CHAPTER IV. RESEARCH FINDINGS AND INTERPRETATION

A. Data Description………………………………………….. 31
1. Feasibility of Content …………….………………….. 31
2. Feasibility of Presentation……………………………. 50
B. Research Findings………………………………………… 53
C. Data Interpretation……………………………………….. 56
CHAPTER V. CONCLUSION
A. Conclusions………………………………………………. 57
B. Suggestions………………………………………………. 57
REFERENCES ………………………………………………………….. 58
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LIST OF TABLES
Tables 4.1 Feasibility of Content in frequency tables.………… … 53

Tables 4.2 Feasibility of Presentation………….…………………. 54
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LIST OF APPENDICES
Appendix 1 Rubric assessments from BSNP………………............. 62

Appendix 2 KI and KD for first grade of senior high school…........ 75
Appendix 3 Textbook sample chapters…………………………….. 80
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CHAPTER I
INTRODUCTION
This chapter consists of background of the study, research questions, limitation

of the study, purposes of the study, and benefits of the study. The explanation of each
part is presented below.
A. Background of the study

In teaching and learning process of English language numerous aspects could
affect the outcomes of learning for students. These aspects could emerge from the
pre-teaching preparations, while the teaching and learning are on progress, or after
the teaching and learning take place.
Teachers’ roles are obviously important in teaching and learning process.
They plan the syllabus, prepare the materials, and teach in the classroom and so on.
And that’s a whole lot of task to be done by a teacher. That is why media of a
prepared teaching material is needed.
Textbook serves as a media that helps teachers in arranging a teaching and
learning process. Therefore preparing the teaching materials for each class will not
consume lots of time. Besides, Cunningsworth mention that the uses of textbook are
considered helpful because most of goals and aims have already been prepared in set
of practices based on what students need to learn1.
Textbook not only beneficial for teachers in terms of helping them to prepare
the materials, and achieve the teaching aims and objectives but also textbook helps
students to achieve their learning needs. It sounds to be logical answers to overcome
the problems of creating good and enhancing teaching atmosphere in the classroom.
With well prepared materials and test provided by the textbook, combined with
teacher flexibility in teaching using the textbook in the class, a good compromise can
be reached.
1
Cunningsworth, Choosing your Coursebook, (New York: Macmillan, 1995), p. 7.
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Textbook becomes an essential partner for teachers in teaching and learning

process. A textbook usually overcome the whole school curricula, the aims, goals,
even the materials. That is why no one can guarantee the quality of a textbook used.
The effectiveness of a textbook in arranging aims and goals, and preparing
teaching materials become a good consideration before deciding to use the textbook
in the classroom.2 An inappropriate textbook could possibly make the class dull with
uninteresting exercise or too expensive for students or even does not match with the
learner’s rights in achieving their needs in learning.
Those reasons make the selection of textbook used by teachers become
relatively crucial. The textbook has to fit with the current curriculum, schools
syllabus along with student’s needs and also the aims and goals of teaching.
Therefore, teachers have to choose the appropriate and ideal textbook as beneficial
for both students and teacher as possible. However on a particular occasion, learners’
needs sometimes become the pin point for the teachers to determine a textbook.
Curriculum 2013 for senior high school in Indonesian began to be
implemented from grade X or first grade of senior high school. Moreover, it is wise
that the new Curriculum 2013 needed to be tested first before it takes over the
previous curriculum. The curriculum 2013 itself is pretty much different with the
KTSP. The purposes of the study of the curriculum 2013 in the classroom are not
only based on what student learned from curriculum, but also it hopes to achieve
certain values. The religious values and some characteristic building values in the
student’s character are also taught in the classroom. Teaching and learning method
also comprehensively changed into student-centered. Asking them to analyze and
then produce it with what they have already observed, exposing them to understand
what they learn by themselves, and encouraging them to be socially aware with their
friends, surrounding, and aesthetic factors are part of the changing method. 3 It makes
2
Cunningsworth, Choosing your Coursebook, (New York: Macmillan, 1995), p. 1.
3
Kementrian Pendidikan dan Kebudayaan 2013, Kurikulum 2013, Kompetensi Dasar SMA,
P.6
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English skills become main priority in teaching English for students in Curriculum
2013 as the activities in Curriculum 2013 are expected to make students exposed in
using English language as often as possible with various theme, context, and topic.
The uses of skills in communication become the main priority for Curriculum
2013 in term of communicative purposes. Materials and exercises provided in the
textbook should be match with the current curriculum and learners’ needs. As in
Curriculum 2013, teacher supposed to create an atmosphere of a free, relaxed and
student centered learning classroom to make students feel encouraged to analyze,
observe and generate what they learn from either mediums of learning which in this
case is teacher or textbook. Of course, the essence of the curriculum and the learners’
needs still have to be in total consideration for teacher when delivers the learning
materials from textbook or any other media because students are different one to
another. It is important to view language learning as student centered because
students are individuals who differ from each other in significant ways.4
Coming up with these suitability issues of textbook with curriculum and
materials in a textbook, the writer is interested in learning and analyzing this issue.
He is interested in analyzing the exercises provided in the textbook, as it is concerned
with communicative purposes of Curriculum 2013. The writer picks a textbook with
the title “Pathway to English”, then the writer analyzes the exercises coverage in
providing the learners’ needs as suggested by the curriculum. The reason the writer
chooses the textbook of “Pathway to English” as the object of this study is because
this book is the first English textbook in the market released with Curriculum 2013.
According to this information the writer tries to analyze this issue with the title of
The Analysis of English Textbook “Pathway to English” used in the first grade
of senior high school based on curriculum 2013.
4
Don Snow, From language learner to language teacher: An Introduction to Teaching
English as a Foreign Language, (Alexandria : McNaughton & Gunn, Inc, 2007), p.20
4
B. Research Question
Along with the background study that has been stated so far, the writer will try
to analyze the exercise used in the textbook “Pathway to English”. The research
questions will be as follow:
1. Are the materials and exercises presentation in the Textbook “Pathway to
English” by Eudia Grace and Th. M. Sudarwati compatible with KI (Kompetensi
Inti) and KD (Kompetensi Dasar) in Curriculum 2013?
2. How is the feasibility of content in “Pathway to English” textbook?
3. How is the feasibility of presentation in the “Pathway to English” textbook?
C. Limitation of the study

To ensure the accurate data collection and also to avoid vague and over broad
research, the writer limited some pointers of this research, and the limitations are as
follows:
1. The English textbook that is analyzed is the English textbook with the title of
“Pathway to English” published by Erlangga and written by Th. M. Sudarwati
and Eudia Grace, which is analyzed based on curriculum of 2013.
2. The writer analyzes whether the content of English textbook “Pathway to
English” compatible or not with the current curriculum and the presentation of
the textbook, and more focused in analyzing the material available in the
textbook published by Erlangga and written by Th. M. Sudarwati and Eudia
Grace.
3. The writer only uses the Feasibility of Content (Kelayakan Isi) and Feasibility of
Presentation (Kelayakan Presentasi) out of four categories in rubric assessment
from BSNP Standard. The Feasibility of language (Kelayakan Bahasa) and
Feasibility of Graphic (Kelayakan Kegrafikaan) are excluded within this study.
This reason was made due to the purpose of this study which is only to find the
compatibility of materials in the textbook. Both feasibility of language and
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Graphic are not included in this study because they may avoid the research
effectiveness of this study.
D. Purpose of the study

The main purposes of the research of analyzing the English textbook used in
senior high school are as follow:
1. To know whether the materials in “Pathway to English” textbook match with the
current curriculum of Curriculum 2013.
2. To find out the depth of every material presentation in “Pathway to English” in
delivering the KD (Kompetensi Dasar) in Curriculum 2013.
3. To find out the feasibility of the textbook based on BSNP assessment of
Curriculum 2013.
E. Significance of the study

The results of this study hopefully will affect the educational institution
awareness towards choosing an appropriate textbook for students and give a better
insight on how to choose the suitable English textbooks as a guideline for teaching
English. By scaling and reviewing the textbook from its content, teachers or
institution are reinforced to pay more attention on what textbook they will likely to
use. Through this study the writer hopefully will provide a way to help any further
research based on this study to analyze the upcoming English textbook in Curriculum
2013 that have not been released yet. Providing information about how well the
implication of this study of compatibility of textbook with real situation in the class
and institution so it will entice a further study by another researcher based from this
study.
CHAPTER II
THEORETICAL FRAMEWORK
This chapter elaborates any related literature with this study on analyzing
English textbook in senior high school. This chapter is explained and elaborated into
several parts; those are Textbook, Curriculum 2013, English language skills and
previous study.
A. Textbook
1. The Definition of Textbook
Textbook serves as an important role in teaching and learning activities. The
uses of textbook in the classroom helps teacher in delivering the materials. Similar
to the statement above, Mudzakir stated that a textbook is complemented with
students work. As he mentioned in his journal, textbook along with many other
names is commonly used by educational institution or school and is usually
provided with exercise and teaching materials.1
The standard of students works in a textbook or course book are usually
suitable with the students knowledge competence, as Cunningsworth describes, that
a published textbook has commonly passed several qualification test from publisher
in a controlled pilot studies before it is released to public.2 In line with
Cunningsworth’s statement above, Gebhard implied that at minimum an exercise in
EFL/ESL textbook created by publishing companies, government agencies,
curriculum development teams at the school labels, and classroom teachers.3
1
Mudzakir AS, Penulisan BukuTeks yang Berkualitas, January 1, 2014 (http://www.upi.edu).
2
Alan Cunningsworth, Evaluating and Selecting EFL Teaching Materials, (London:
Heinemann Educational books Ltd., 1984), p.1.
3
Jerry Greer Gebhard, Teaching as a Foreign or Second Language: A Teacher Self
Development and Methodology guide 2th Edition, (Michigan: The University of Michigan Press,
2009), p.101.
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From those definitions about textbook, it can be referred that a textbook is a

book that serves as a standard guideline for students and teachers in supporting the
teaching and learning process in the classroom. In addition, Jazadi implies that
Textbook are best seen if it is designed for a learner centered to help learner focus
on learning and gives learners role in decision making process in the classroom.4
To sum up, a textbook is a book used to be the guideline for both teacher and
students in teaching and learning process with consideration of a curriculum and a
textbook also need to fit with students needs in learning and not vice versa.
2. The Function of Textbook

Textbook used in teaching and learning process is important. Textbook are
meant to help teachers in providing them teaching materials as stated by Chandran.
Textbook act as a guideline for inexperienced teachers or tools for experienced
teacher.5 It also provides either inexperienced or experienced teachers with guidance
on what students have to learn and what student wish to learn. The statement from
Chandran is also in line with the statements from Cunningsworth. According to him,
there are several functions and roles of textbook which are:
a. a resource of presentation material
b. a source of activities for practice and communicative interaction
c. a reference book (grammar, vocabulary, pronunciation)
d. a syllabus
e. a resource for self-directed learning or self-access
f. a support for less experienced teachers.6
4
IwanJazadi, “Mandated English Teaching Materials and their Implications to teaching and
Learning :The Case of Indonesia”, in Willy A. Renandya (Ed.), Methodology and Materials Design in
Language Teaching:Current Perception and Practices and their Implications,(Singapore : SEAMEO
Regional language centre, 2003), p.143.
5
Shanti Chandran, “Where are the ELT Textbook?””, in Willy A. Renandya (Ed.),
Methodology and Materials Design in Language Teaching:Current Perception and Practices and their
Implications,(Singapore : SEAMEO Regional language centre, 2003), p.162.
6
Cunningsworth, op.cit, p.7.
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The essence of a textbook is basically to help both teacher and students in

some ways. For teacher, it helps them in preparing and developing the teaching
materials that are going to be taught and in the other hand. As for the students, it
helps them to maintain and trace back their input in learning.
3. Textbook in Indonesia
In Indonesia, the implementation of textbook and classroom teaching of
English language are controlled with several considerations. Supriadi cited in Jazadi
states that the presentation of textbook in Indonesia need to pass several political and
also evaluation process to maintain security which states that
The content of books should be in line with and not contradictory to Pancasila
(The state Philosophy), UUD 1945 (The 1945 Constitution), Government policies,
national unity and security, laws, regulations, ethics, and that the content not
exploits the sensitive issue of SARA (ethnics, religions, race, and intergroup
relations). Judgement of this aspect is made by evaluators coming from Mabes
ABRI (Armed Forces Headquarter), Kejaksaan agung (Office of Attorney
General), Lemhanas (National Defence Institute) and Inspectorate General of
MOEC (Ministry of Education and Culture).7
A strict rules and evaluation process has been set by the Indonesian
government toward the development of education in Indonesia. In its developments,
government established BSNP (Badan Standar Nasional Pendidikan) along with
Pusbukur (Pusat Buku dan Kurikulum) to deal with the development of textbook
used in Indonesia. They are also established to watch over and maintain the rules and
evaluations process which are implemented properly in any textbook distributed
from either government or commercial textbook.
The current curriculum in Indonesia in 2014 still partially uses the
Curriculum 2013. The full fledge of Curriculum 2013 in Indonesia itself will be
started in July of 2015.
7
Jazadi,op.cit., p.145.
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The implementations of Curriculum 2013 in every educational level in Indonesia are

as follows;
a. Juli 2013: Kelas I, IV, VII, dan X
b. Juli 2014: Kelas I, II, IV, V, VII, VIII, X, dan XI
c. Juli 2015: kelas I, II, III, IV, V, VI, VII, VIII, IX, X, XI, dan XII 8
In other words, the textbook developments in Indonesia are carefully

developed and implemented. It can be seen from the government seriousness in term
of the quality of education in Indonesia, and one of them is the quality of a textbook
used. Clear rules and evaluation process are already maintained in order to develop a
qualified textbook in Indonesia.
4. Rubric Assessment for Textbook

BSNP itself has released an evaluation process in Pusbukur in form of a
rubric assessment to evaluate the properness and also the suitability of a textbook.
The rubric assessment from BSNP is designed to qualitatively describe and assess
any content related items and materials in a textbook then quantitatively coding it.
According to Puskurbuk, these are instruments in evaluating a curriculum 2013
textbook:
a. Feasibility of Content.
This feasibility of content is a group of assessment about the content of the
textbook. The feasibility content includes three measurements which are
compatibility of materials with (KI) and (KD), the accuracy of materials, and the
last supporting materials.
8
Kementrian Pendidikan dan Kebudayaan, Dokumen Kurikulum 2013, Desember 2012.
(http.Kemendikbud.edu)
10
1. The Compatibility of materials with (KI) and (KD).

In this criteria of feasibility of content which is compatible with KI and
KD the criteria was divided into two sub criteria which is Completeness and
In-Depth.
a. Completeness (Kelengkapan Materi)
In completeness criteria, textbook is expected to expose students to
understand and produce both interpersonal and interactional conversation
whether in spoken or written to help them interact in contextual and themed
situations along with many other characteristic, religious and aesthetic
values included.
b. In-Depth (Kedalaman Materi)
In this criteria, textbook are expected to fulfill several point of In-
Depth or (kedalaman materi). The first is exposure or (pajanan) which
means that the textbook are expected to expose student with as many kinds
of text that relevant with students’ daily life in order to help them get used
to any kinds of texts as possible. Then, text retention (retensi pembentukan
teks) means that textbook should guide students in understanding the social
function, structure of text, and linguistic features. The last is Production
(produksi) textbook which should be able to guide students in every step in
producing both verbal and written text.
2. The accuracy of the materials.
In this criteria of feasibility of content which is the accuracy of the
materials, the criteria was divided into three sub criteria which is Social
function, Generic structure and Linguistic feature.
a. Social Function (Fungsi sosial)
In this criterion, the text provided in the textbook or the exercises
given from the textbook that have been done by the students are expected
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to have values in social function in its relation with students daily life
either in interpersonal or interactional.
b. Generic Structure (Unsur dan Struktur Makna)
In this criteria, the text provided in the textbook or the exercises
to give the students an insight and ideas to think systematically in doing
exercise or producing it in daily life.
c. Linguistic Feature (Fitur Linguistik)
In this criteria, the text provided in the textbook or the exercises
to be understandable and fulfill the norm and characteristic values of a
good communications in students daily life.
3. Supporting materials.
In this criteria of feasibility of content which is supporting materials,
the criteria was divided into three sub criteria which are Up-to-Datedness,
Development of life skills and Development of Diversity Insight.
a. Up-to-Datedness
In this criteria, every item in supporting the materials and exercise
provided within the textbook (Tables, Pictures, Texts, References) should
be taken from a relevance and newest sources available.
b. Development of Life Skills
In this criterion, every text and communicative exercise and task
available within textbook should motivate students toward a good
personalities that concern about social, academic and vocational life.
c. Diversity Insight
In this criterion, every text and communicative exercise and task
available within textbook should motivate students toward a good citizen
that concern, understand and appreciate the multicultural diversity.
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b. Feasibility of Language.
This feasibility of language is a group of assessment about the content of
the textbook. The feasibility language included three measurements are the
compatibility with student’s development, communicative and the coherency and
the integrity of idea.
1. The compatibility with student’s development.
In this criterion of feasibility of language which is compatible with
student’s development was divided into two sub criteria which are
Compatibility with students’ intellectual level and Compatibility with student
emotional level.
a. Compatibility with student Intellectual level.
In this criterion, any kinds of language used both in exercise and
describing concept of teaching of tables, pictures or abstract illustrations
should be matched with student’s intellectual level (can be imaginatively
understandable for students).
b. Compatibility with student Emotional level.
In this criterion, any kinds of language used either in exercising and
describing concept of teaching of tables, pictures or abstract illustrations
should be matched with student’s emotional level from local to global
context.
2. Communicative.
In this criterion of feasibility of language which is Communicative, the
criterion was divided into two sub criteria which are Readability of message
and The Accuracy of language uses.
a. Readability of message
describing concept of teaching used as effectively as possible and
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minimizing ambiguities of message so students will be motivated in

learning.
b. Accuracy of Language uses
describing concept of teaching used as effectively as possible and
consistent in language uses so students will be motivated in learning.
3. The Coherency and the Integrity of idea
In this criteria of feasibility of language which is the coherency and the
integrity of idea, the criteria was divided into two sub criteria which are
Coherency of the Chapter and Coherency of the paragraph.
a. Coherency of Paragraph.
In this criterion, the language delivering of text, picture and
illustration of paragraph in the textbook displayed in a well arranged and
systematical manner in order to create a coherent and cohesive paragraph.
b. Coherency of Chapter.
In this criterion, the language delivering of text, picture and
illustration between each chapter are close in understanding from one to
another. Therefore, it would create a logic and systematical arrangement.
c. Feasibility of Presentation.
This feasibility of presentation is a group of assessment about the
presentation of the textbook. The feasibility presentation included three
measurements are Technique of presentation, Learning Presentation and
Completeness of Presentation.
1. Technique of presentation.
In this criteria of feasibility of presentation which is technique of
presentation, the criteria was divided into two sub criteria which are
Systematic and Chapter Equilibrium.
14
a. Systematic.
In this criterion, textbook are expected to be systematic in
delivering a chapter, starting with introduction, body and after that closing
in order for students to be encouraged in learning from the book.
b. Chapter Equilibrium.
In this criterion, textbook are expected to deliver the content of a
chapter as equal as possible started from the number of pages, exercise
generated within every chapter and also illustration that equal within every
content of chapter.
2. Learning presentation.
In this criteria of feasibility of presentation which is technique of
presentation, the criteria was divided into four sub criteria which are Learner
Center, Developing of Initiative, Creativity, and learners' critical thinking, The
Development of self-Reliance students and the last The Development of
Learners' ability to evaluate themselves.
a. Learner Center
In this criterion, textbook are expected to make students as the
subject of learning so that autonomous learning will occurs. The materials
and exercises are supposed to be attractive and interactive at the same time.
b. Developing of Initiative, Creativity, and learners' critical thinking
In this criterion, textbook are expected make students to be
motivated and creative so when they use the textbook they will be skeptical
about “how, why, where, when etc”. It will make students to be
comprehensively motivated to learn more.
c. The Development of self-Reliance students
In this criterion, textbook are expected to make students curious and
autonomous on what they learn, expecting them to analyze what they learn
15
so than they will encouraged toward discovering new things and

knowledge.
d. The Development of Learners' ability to evaluate themselves
In this criterion, textbook are expected to encourage students to
evaluate themselves, to see how far they have learned from a chapter, and
to review the lesson learned from a chapter. It will encourage them to
develop their understanding toward the relevance with every exercises or
text within textbook.
3. Completeness of presentation.
In this criteria of feasibility of presentation which is Completeness of
presentation, the criteria was divided into three sub criteria which are
Introduction part, Content part and Closing part.
a. Introduction part.
In this criterion, textbook are expected to develop sufficient
introduction part of a textbook which consists of the Preface and table of
content of the textbook.
b. Content part.
In this criterion, textbook are expected to develop sufficient content
part which consists of introduction, illustrations (tables, picture etc),
summary along with self reflection, and the last is exercises.
c. Closing part.
In this criterion, textbook are expected to develop sufficient closing
part which consists of Glossary, References and Indexes.
The rubric assessment from BSNP is a whole book analysis. This rubric
assessment assesses the accurateness and appropriateness of a content of textbook in
delivering teaching materials, the technique of presenting, the relation of every
16
chapter, and social benefits from a textbook.9 (For scoring tables of BSNP Rubric
assessment of Table 2.1, see appendix).
d. How to analyze a Textbook

With the high numbers of textbook used in almost every school and
language courses in Indonesia, the implementation of a textbook in teaching the
classroom becomes relatively crucial. As stated before, the role of a textbook helps
the inexperienced teacher. It provides a resource for teaching materials, and many
other roles. A textbook should be selected and evaluated in order to find the suitable
textbook. The suitability issue of a textbook ever stated by Cunningsworth that no
single textbook or course book that been released to market will be completely ideal
for particular group of learner. Instead of looking for the ideal that will be rather
hard to find, we should find the best possible fit that fits the potential in adapting
and supplementing where its inadequate or unsuitable.10
This statement is true. With tons of commercial textbook in Indonesia or
nowadays the most widely used is BSE (Buku Sekolah Elektronik) or E-Book, the
quantity of a textbook available in the markets are high and keep increasing. Yet,
the high quantity could not ensure a high quality of itself. That is why the quality of
a textbook should be analyzed. Cunningswoth stated several guidelines in order to
evaluates textbook or course book to be specified with what teacher or group of
learner needs as follows:
1. They should correspond to learners’ needs. They should match the aims and
objectives of the language-learning programs. Aims and objectives can reflect
learners need in terms of both language content and communicative abilities.
Coursebook should be selected in order to help in attaining these objectives.
The aims and objectives of learning or teaching program should determine
9
Puskurbuk, Rubrik Penilaian Buku Teks Pelajaran Bahasa Inggris, Desember 2013.
(http://www.Puskurbuk.edu)
10
Cunningsworth, op.cit., p.5.
17
which course materials are used, and not vice versa. It reflected the principle
that coursebook are better servants than masters. It is very important that
coursebook should facilitate learner’s progress and take them forward as
effectively as possible towards their goals. Consequently, the content of the
materials should correspond to what students need to learn, in terms of
language items, skills and communicative strategies.
2. They should reflect the uses (present and future) which learners’ will make of
the language effectively for their own purposes. The learning or teaching
program should have at its base or a clear view of what students need to learn in
order to make effective use of the language in personal, professional, academic
or whatever other situations are relevance. The most suitable coursebook for
your learners will reflect as closely as possible the language content, language
skills and patterns of language use that are needed. This involves us in looking
beyond the confines of the classroom and focusing our attention on the use
which individual learners will make of what they have learned.
3. They should take account to students needs as learners and should facilitate
their learning processes, without dogmatically imposing a rigid ‘method’. The
approach to learning adopted by a coursebook should not so much impose
learning style as meet students needs by allowing them to use styles of learning
which suits them, where possible encouraging the use of a range of styles so as
offer students some choice in the way they learn.
4. They should have a clear role as a support for learning, like teachers, they
mediate between the target language.11 Coursebook facilitate learning, they
bring the learner and the target language together, but in a controlled way.
Coursebook support the students in a numbers of way, but particularly by
supplying models of English which are learnable at the student’s level of
proficiency. They also provide exercise and activities designed to promote
11
Cunningsworth, op.cit., p.15-17.
18
fluency in the use of English and they often give explanations or contextualized
examples which help learners to understand how the language works.
Based on these evaluations in analyzing a good and suitable textbook, the
way to analyze a textbook is mainly to find a textbook that focused on the learners’
needs and its implication on its usage in facilitating their needs for their necessity in
either present or future needs. In addition, it seems that the rubric assessment from
BSNP and Puskurbuk in textbook evaluation above is completely clear in its focus
which is to analyze the suitability of a textbook that implements the current and
latest curriculum of 2013. In which in many points of its development, the
curriculum 2013 mainly focus on learner needs, learner centered in teaching and
learning process. This is in line with Cunningsworth suggested in his guideline of
analyzing and evaluating a textbook.
e. Commercial Textbook
The context name of a textbook produced in the markets is commercial
textbook. Basically it is a standard textbook or course book that is published in
markets in order to fulfill the necessity of a classroom teaching. Usually,
commercial textbooks are produced by book publishers and in line with the
standardized of current curriculum where the book published or class courses that
want a specific materials or exercises designed for the courses. Richards says that
The course books succeed to the extent that teachers find them useful and easy to
use. Very often course books succeed because they can be used very easily and
this, in turn, is probably because they have been very cleverly put together.
Successful course books are often those which have been artfully constructed. On
the other hand, less successful course books tend to have built-in flaws in terms of
how well they are constructed: either they were put together too quickly or they
were not properly edited and field-tested. As a result they are perceived as being
difficult to use, boring and so on.12
12
Jack C Richards, Cambridge University Press 2014, (http://www.cambridge.org.br/authors-
articles/interviews?id=2452).
19
In Indonesia itself, government releases textbook in order to help teacher and

student in the classroom, but still the textbooks provided by the government are
sometime not really successful in the application in the classroom or cannot be used
by EFL courses in Indonesia. These reasons make book publishers release
commercial textbook to overcome the problems. Therefore, in essence, commercial
textbook is a textbook used for classroom purposes that mainly to either help
teacher or students in its own way of teaching or learning process.
B. Curriculum
1. The Definition of curriculum
The curriculum seen in a holistic term has different meanings. It could mean
a content, standard or objectives that hold students accountable. In other words, it
can be described as set of instructional strategies that teacher could use.13 Yet in the
deeper understanding of curriculum, the curriculum itself has several common
concepts as follows:
a. Scope and sequence, the depiction of curriculum as a matrix of objectives
assigned to successive grade levels (i.e., Sequence) and grouped according to
a common theme (i.e., Scope).
b. Syllabus, the plan for an entire course, which is typically, includes the
rationale, topics, resources and evaluation.
c. Content outline, a list of topics covered organized in outline form.
d. Standards, a list of knowledge and skills required by all students upon
completion.
e. Textbook instructional materials used as the guide for classroom instruction.
f. Course of study, a series of course that the students must complete.
13
George J. Posner, Analyzing the Curriculum third edition, (New York: McGraw-Hill, 2004)
, p. 5.
20
g. Planned experiences, all experience students have that are planned by the
school, whether academic, athletic, emotional, or social.14
With the major objective of education in Indonesia which is to educate
people as it is stated clearly in Pembukaan Undang-Undang dasar 1945, the new
UU RI No 20 Tahun 2003 about education in Indonesia released. It defines
“Kurikulum adalah seperangkat rencana dan pengaturan mengenai tujuan , isi dan
bahan pelajaran yang digunakan sebagai pedoman penyelenggaraan pembelajaran
untuk mencapai tujuan pendidikan itu”.15
(Curriculum is seen as sets of plans within that include the purposes, content,
and teaching materials that will be used as the guideline to achieve the objective of
educational institution).
In conclusion, curriculum is a set of plan created to help teacher to keep
track on what students needs to learn and what students have to learn by the end of
the courses. This also means that curriculum helps teacher in facilitating them
through sets of instructional materials, method of teaching, and method of
assessment that has been provided within it. Those are solely conducted to help
students to accomplish their needs and relevance toward learning.
2. Curriculum 2013
The curriculum in Indonesia has been increasingly developed to be more
advanced nowadays. From the last ten years, teachers in Indonesia already adapt
three kinds of curriculums from KBK (Competency based curriculum), KTSP
(School based-level Curriculum) and the latest curriculum 2013 which is finally
released in July 2013.
Here is the Curriculum 2013 that has been released in July 2013. The
following Curriculum is for First grade of Senior high School a whole semester
curricula (Table 2.2 See appendix).
14
George J. Posner, op.cit., p. 12.
15
UndangUndangDasar RI no 20 Tahun 2003.
21
The latest Curriculum 2013 is perhaps the reformed and advanced version of
KTSP because many aspects in the Curriculum 2013 are adapted from KTSP. The
KD (Kompetensi dasar) are still used in the Curriculum 2013. It also still uses the
KTSP curriculum frameworks as the basis, yet in Curriculum 2013 introduced new
curriculum variable which is KI (kompetensi inti). Basically, the Curriculum 2013
characteristics are as follows:
a. Mengembangkan keseimbangan antara pengembangan sikap spiritual dan
social, ingin tahu, kreativitas, kerjasama dengan kemampuan intelektual dan
psikomotorik.
b. Sekolah merupakan bagian dari masyarakat yang memberikan pengalaman
belajar terencana dimana peserta didik menerapkan apa yang dipelajari di
sekolah kemasyarakatan dan memanfaatkan masyarakat sebagai sumber
belajar.
c. Mengembangkan sikap, pengetahuan, dan keterampilan serta menerapkannya
dalam berbagai situasi di sekolah dan masyarakat.
d. Memberi waktu yang cukup leluasa untuk mengembangkan berbagai sikap,
pengetahuan dan keterampilan.
e. Kompetensi dinyatakan dalam bentuk kompetensi inti kelas yang dirinci lebih
lanjut dalam kompetensi dasar mata pelajaran.
f. Kompetensi inti kelas menjadi unsure pengorganisasian (organizing element)
kompetensi dasar, dimana semua kompetensi dasar dan proses pembelajaran
dikembangkan untuk mencapai yang dinyatakan dalam kompetensi inti.
g. Kompetensi dasar dikembangkan didasarkan pada prinsif akumulatif, saling
memperkuat (reinforced) dan memperkaya (enriched) antar mata pelajaran dan
jenjang pendidikan (organizing horizon and vertical). 16
The main aspect that has been optimized in Curriculum 2013 compared to
KTSP is that in Curriculum 2013 the contents are not only based on student
accomplishment on the indicator and standards, but also the student comprehension
in applying the value of honestly, self discipline, responsibility, cooperation,
tolerance, polite, responsibility, and proactive.
The idea of Curriculum 2013 is to provide all indicators in KD (kompetensi
dasar) and KI (Kompetensi inti) with religious value, believes, and social peace and
relate all those values into every single lesson that will be taught.
16
Puskurbuk, Pengantar Instrumen 1 BahasaInggris, 2014 (www.Puskurbuk.edu)
22
C. English Language Skills

1. The Definition of English Skills
Learning a language means learning skills. English language itself is pretty
much the same with any other kinds of language as we know today. Most of their
purposes were meant for communication, either in form of communicative signals
or informative signals.17 It means that language does not always in form of speaking
and creating sounds, or drawing sign and writes something down, but language is
more than that. In language (especially English language), it has two general skills.
Those are productive and receptive skills. These two major skills are referred from
skills or abilities of a person in daily life in form of communication.18
Therefore, Skills in language or English language skill are basically the
abilities of a person in either producing or receipting a communicative signal for
communication between or to others.
2. Productive Skills
As one of major parts in English language skills, productive skills are
actually referred from two sub skills in English language. Those are speaking and
writing.19 These two skills are considered as productive skills because speaking and
writing are ways of language produced. By using speaking skills, people can greet
or chats with others and with writing skills people can write a literature, create notes
for others. The idea of productive skills is to delivers what ones idea into others.
In her journal about speaking Chaney cited by Kayi, she determined
speaking as building and sharing process of meaning through verbal and non verbal
symbol in variety of contexts.20 Still in the same ideas with Kayi about detailed
meaning of speaking, Tarigan stated that speaking is not only referred to the
17
George Yule, The Study of Language: an Introduction, (New York : Cambridge University
Press, 1987), p. 16.
18
Jeremy Harmer, The Practice of English Language Teaching (New York : Longman
Publishing, 1996), p. 16.
19
Ibid, p. 16.
20
Hayriye Kayi, Teaching Speaking : Activities to Promote Speaking in a Second Languag,
The Internet TESL Journal, Vol. XII, No 11 (Nevada : University of Nevada, 2006), p. 1.
23
production of sounds and words as a meaningful verbal language. Speaking is also a

well developed tool in communicating and sharing ideas between speakers and
listeners to fulfill their needs.21 The definition of Speaking itself according to
McDonough and Shaw is purpose-driven to communicate something in order to
fulfill certain particular end, involving expressing of ideas, negotiating, or by
solving particular problem and in most common cases is to maintain social relations
or friendships.22 From these statements, speaking could be derived in holistic
definition which is commonly used as way of sharing and building either meaning
or information with the helps of verbal or non verbal with in context to attain
particular end or simply maintain social relations and friendships.
As one of productive skills, writing also considered as important as speaking
although the way it’s used as a bridge in communication are a bit different. Writing
develops communication with the helps of symbols and words in order to deliver the
ideas of communication. The information is first written in a media, then given to
other so they can understand the context of what being communicated or informed
about. Yet, in writing, a higher degree of understanding and structural knowledge is
needed because writing is more standardized than speaking.23
Along with the definition of productive skills of speaking and writing to
helps people in communicate and sharing their ideas, the functions of speaking is
relatively crucial for people in their social life. Brown and Yule cited by Richards
describe the function of speaking as a functional establishment and kinds of ways in
maintaining good social relations among others, along with its interpersonal and
transactional features.24 Not only sharing information or ideas between people, there
21
Henry Guntur Tarigan, Berbicara :Sebagai Suatu Keterampilan Berbahasa, (Bandung :
Angkasa Bandung, 2008), p. 16.
22
Jo McDonough and Christopher Shaw, Materials and Method in ELT 2nd Edition “A
Teacher’s Guide”, (Oxford: Blackwell Publishing Ltd, 2003) , p.134.
23
Sara Cushing Weigle, Assessing Writing ( New York : Cambridge University Press, 2002),
p. 4.
24
Jack C. Richards, Teaching Listening and Speaking: From Theory to Practice, (London:
Cambridge University Press, 2007), p. 21.
24
are still other functions of productive skills of Writing and speaking. They also
could serve as media to develop language knowledge and skills by substantially
exposed to speak and write in normal conditions of language use allowing the
people learning from production skills of speaking and writing. Of course with
several conditions as consideration for it is to be happened. In conclusion, writing
and speaking skills could possibly be used as a media of learning knowledge and
abilities.25 To sum up, the functions of both speaking and writing are essential
whether in social interaction and many other verbal and non verbal activities,
transactional or interpersonal.
3. Receptive Skills
With Language being produced by productive skills such as writing and
speaking, people also need the abilities or the skills to interpret and understand what
is the meaning and information that have been given. That is why receptive skills
are as important as productive skills. They make the information delivered through
speaking or writing understandable by others.26 Still in the same fashion as
productive skills, two subs skills also presented in receptive skills which are
listening and reading skills and somehow both of them are corresponded to each
productive skill. Listening corresponds to speaking as well as reading corresponds
to writing.
In his book, Buck explained that receptive skills of listening are one of a
unique skill because listening is a complex process. In productive skills of speaking
which correspond to listening in receptive skills, the share of base information and
knowledge between speaker and listener must be the same. Without the same
common and base knowledge between speaker and listener a communication would
not be made.27
25
I.S.P Nation, Teaching Listening and Speaking, (New York: Routledge, 2008), p. 111.
26
Jeremy Harmer, op cit., p. 17.
27
Gary Buck, Assessing Listening, (New York: Cambridge University Press, 2002), p. 1-29.
25
Likewise, reading as receptive skills also is unique as listening. Reading

used to receive the communication via writing through kinds of media of writing.
The most common media used in writing are papers, books, journals, novels, or
notes. As we know the way its written is different among any media. An academic
papers or books for instance will use formal written English. On the other hand,
novels and notes may use informal language. As for informal language, the reader
usually does not have to be in the same base knowledge to read notes or novels
because it is usually used in daily conversational language people commonly used.
Yet, academic papers and books are much more complex. It requires the readers to
have at least the same background knowledge as the writers in order to comprehend
and understand the information written in it.28 This is in line with Alderson who
stated that to comprehend in reading, many kinds of factors included. The level of
understanding, the technique of reading and reading purposes affect many kinds of
reading orientation toward getting information out of a written media. One may read
for pleasure, academic purposes or getting information. Whereas, one may read with
skimming technique just to extract the information needed from the written media
or some other may read the whole book intensively just to help them understand the
information written.29
D. Language Skills in Curriculum 2013

According to KI and KD of curriculum 2013, it is not only literally that uses
language skills, but they also focused on student centered learning. This means that
in Curriculum 2013 students were expected to use language skills with several
Characteristic values embedded. Those aspects of characteristics are self-discipline,
honest, polite, responsible, cooperative, responsive, proactive and religious value.
However in the real classroom activities, many problems could happen while the
28
Jeremy Harmer, op cit., p. 17.
29
J Charles Alderson, Assessing Reading, (New York: Cambridge University Press, 2001), p.
1 – 66.
26
classroom is in progress. Brown and Yule believe that teaching speaking in a

classroom is another different level. The writing exercises relatively easy to
manage, whereas the students could solve it individually with their own pace of
writing speed, their range of vocabulary or grammar understanding. However,
speaking is different. They cannot speak individually. They need someone to listen
to their speaking and respond to what they have said.30
Not only exercising the students to learn using language skill as real and as
active as possible, the KI and KD in Curriculum 2013 also emphasizes the process
of learning for a students. It can be started with their beliefs about gratefulness of
their chances in learning English language in order to enhance their mental
foundation about how important of studying a foreign language nowadays, then
appreciating all those beliefs into study. This KD manages students to analyze their
materials when they study, leave them to observe their materials, analyze and then
derive their own comprehension on the speaking materials. In the last process, they
construct their materials and then produce their speaking from their understanding
during their analysis of the materials. The class session in Curriculum 2013 is also
longer compared to class session in KBK and KTSP. It is given in reconsideration
of Curriculum 2013 process of analyzing and student centered session during the
class consume lots of time so that students are given longer session in classroom.
E. Previous Study
To make sure the originality of the idea in this study, the writer will present
several previous studies that have relevance with this kind of study the writer
conducted. The first one comes from Refanita in 2011 from state university of
Malang with the title of her study “An Analysis of Speaking Materials in
Developing English Competencies for SMA/MA Grade XI based on CTL” the idea
of her study is to evaluate several inclusions with CLT in the Speaking materials
30
Gillian Brown and George Yule, Teaching The Spoken Language “An Approach Based on
the Analysis of Conversational English, (New York: Cambridge University Press, 1991), p. 25.
27
developed in textbook and the result of the study that the Speaking materials in
textbook is qualified to be used.
The second relevance study comes from Muarifah in 2011 with the title of
her study “The Relevance of Speaking Materials in English Textbook Look Ahead
for Grade XI to the English Curriculum”. The idea of her study is to analyze and
identify the English textbook in developing the speaking materials whether it is
relevance or not with the English Curriculum used. With the results of this analysis,
the textbook have fulfilled the criteria of a good English textbook.
The other relevance study comes from Mailani in 2012 with the title of her
study “Textbook Analysis on Speaking Materials Written on English in Focus”.
This study is a content analysis study of an E-Book or (Electronic Book) with rubric
assessment that is conducted to help in analyzing and identifying the English E-
Book compatibility with curriculum 2006 or KTSP. From the findings of her study,
stated that the E-Book was not quite successful in developing the speaking
materials, and even some of the basic competence is missed. This ends up in a result
that the E-Book has not successfully fulfilled the criteria of a good textbook.
With the description of those previous studies above, it can be seen that the
study conducted by the writer uses the combination of the methods from the three
previous studies to have more detailed study of content analysis of a textbook in
wider and detailed analysis in identifying and interpreting the compatibility of the
English textbook with the latest curriculum 2013.
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the description of the design of the research, the
method of the study, research procedure, and technique of data analysis.
A. Design of the Study

The design used in this research was textbook analysis of document analysis
to gather the textual and written documents that are provided within the textbook that
was researched. The writer used this design because in qualitative research the
document analysis is a method that is widely applied for written or visual data with
the purpose of identifying specific characteristic of materials that are going to be
analyzed in general form of textbook, newspaper or any other host of documents.1 In
this qualitative research, the writer intended to examine the condition of materials that
are provided in English textbook “Pathway to English” for the first year of senior
high school. With the help of document analysis in collecting the data from the
textbook, the writer used descriptive qualitative method in analyzing, interpreting and
reporting the data that is described in the English textbook. This kind of analysis is
done with the help of words to describe any detailed conclusion or interpretation in a
less biased and subjective manner. This method was found out to be suitable with the
purpose of the research in examine the materials in a written and visual data provided
in English textbook “Pathway to English”. There are at least 11 chapters within this
textbook and the writer determines to study 6 out of 11 chapters as the sample for the
whole book.
1
Donald Ary.et al., Introduction To Research In Education, 8th Edition(Belmont :
Wadsworth, 2010), p.457.
28
29
B. Instrument of the study

To detain an accurate data collection, data analysis, and data interpretation,
the writer used documentation in collecting data which derives from curriculum 2013
for first grade of senior high school and Rubric assessment from BSNP (Badan
Standar Nasional Pendidikan). The writer also used books and papers about content
analysis of textbook as a guideline in analyzing and interpreting data.
C. Procedure of Analysis
In the procedure of analysis the writer did the following steps of study; the
first procedure of this study was looking for the data from BSNP (Badan Standar
Nasional Pendidikan) and Curriculum 2013 about English teaching in the first grade
of senior high school, which would later be the guideline to determine the analysis of
the content materials provided whether it was compatible with the curriculum. Then
the writer observed the content of the textbook to find the materials provided in the
textbook and did the analysis of the materials which were taken from the “Pathway to
English” textbook. Next, the writer looked up to any references that he could relate
them with the topic of this study. The data then were categorized and arranged in
detailed information about its source of data content and related information in
curriculum. After that, the process was continued into the data analyzing which
intended to analyze the data materials found in the “Pathway to English” textbook.
D. Technique of Data Analysis

With the complete data sources taken from the “Pathway to English” were
collected, the writer analyzed the data from the textbook with rubric assessment from
BSNP. This analysis was meant to evaluate the materials which are conformed in
Curriculum 2013. In this analysis, the writer did the following steps;
1. Comparing the materials provided within the textbook with the theme suggested
by the Curriculum 2013.
30
2. Evaluating the materials presented in the textbook “Pathway to English”.

3. Interpreting the data gained from process of evaluation of the textbook “Pathway
to English”.
4. Summing up the compatibility of the textbook content in Quantitative output to
show result in percentage and number. The writer used the following formula to
help presenting the data in forms of numbers
𝐹
P = 𝑁x 100%
Notes: P: Percentage
F: Frequency
N: The Sum of the Frequency2
2
Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta : PT Raja Grafindo Persada,
2005), p. 42.
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
In this chapter the writer describes the research findings of the textbook
analysis based on the data collected. The data will be presented as research findings
and interpretation of data.
A. Data Description
1. Feasibility of Content of “Pathway to English”
Here is the process where data that has been collected from each sample
chapter presented in the textbook “Pathway to English” is evaluated. Feasibility of
content evaluates the exercise and text develops within the textbook based on the
criteria from BSNP rubric assessment. This evaluation is used to make sure that every
category of a standard textbook fulfilled within this textbook. Those categories in
feasibility of content are:
a. Completeness (Kelengkapan materi)
Completeness evaluated chapter from how the chapter develops
interpersonal, functional and transactional text. Score 4 is given if 95% of KI
and KD developed in text, and score 1 if it less than 95%.
b. In-Depth (Kedalaman materi)
How chapter provides text, develops procedure of how text created.
Letting the students to produce a text and analyze the text are the assessment
criteria for in-depth. Score 4 is given if chapter provide at least 2 text that
relevance with the KD along with a clear description on how to produce and
analyze those kinds of text while score 1 is given if it is less than the
requirement.
31
32
c. Social function (Fungsi sosial)

Social functions means that every text provided in the chapter should
fulfill the KI. Score 4 is given if the textbook fulfill at least 95% of KI and
score 1 if the textbook could not fulfill 95% of KI.
d. Generic structure (Kerangka berfikir)
In generic structure, the exercises and text provided to students should
help them in developing a systematic way of thinking and creating an efficient
and actives way of producing text in the real life application. Score 4 is given if
the chapter provides a systematic theory in producing a text. If it does not
provide a systematic theory on how to produce text then it is scored 1.
e. Linguistic feature (fitur kebahasaan)
Linguistic feature concerned with the language uses in both exercise
and text written whether it is a good and acceptable language or not. Score 4 is
given if the language uses in the text or materials are acceptable and polite
while score 1 is given if it does not met the criteria.
f. Relevance (Relevansi pendukung materi)
This criterion of feasibility of content judges the relevance of
illustrations, tables and picture used in exercises or text in supporting the
materials. The up-to-datedness of the materials supports is also considered.
Score 4 is given if 91% to 100% the supporting tables, picture or illustrations
are relevant with the materials, score 3 if 76% to 90% material supports are
relevant, score 2 for 61% to 75% material supports are relevant, and score 1 if it
is only 0% to 60% material supports is relevant.
g. Development of life skills (Pengembangan kemampuan hidup)
The development of life skills related to the usefulness of materials
and text assist in developing student’s skills in social life. Score 4 is given if
personal, social, academic and vocational life skills are developed in the
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materials, score 3 if its only 3 skills are developed, score 2 if it is only 2 skills
are developed and score 1 if it is only 1 skill is developed.
h. Development of diversity insight (Pengembangan wawasan kebhinekaan).
The appreciation for cultural diversity and the understanding of
cultural richness in both local and global is the measurement in scoring the
development of diversity insight. Score 4 is given if 91% to 100% materials or
text provided in the chapter are relevant with diversity insight. Score 3 if 76%
to 90% if it is relevant with diversity insight. Score 2 for 61% to 75 % if it is
relevant with diversity insight and score 1 if it is only 0% to 60% materials
relevant with diversity insight.
All the feasibility of content scoring guidance above will be applied in

judging and assessing each sample chapter. Below are the detailed analyses from
chapter 1 to chapter 6 using the scoring guidance from BSNP about feasibility of
content.
Chapter 1
Chapter Title “All About Me”
The chapter 1 in general describes and provides students with various
exercises about interpersonal communication among students with most of the
exercises developed in this chapter are used to expose a self introduction using kinds
of skills. Apart from that, this chapter provided clear and effective theory in how to
arrange self introduction with other students and procedure on how to create an
effective Self Introduction.
34
Feasibility of Content in Chapter 1 “All About Me”

1. The compatibility of materials with Core Competence and Basic Competence.
a. The Completeness
This chapter develops interpersonal, transactional and functional text. This
can be seen in page 9 exercises 5 of listening exercise. This part of text is developed
to help students study the intonations in self introduction and introducing people with
others. This chapter successfully develops a daily interpersonal and transactional
conversation between people. Besides, in page 21 exercises 26 can be found a text for
introducing and describing people to others, and in page 22 exercises 29 and 30
develop a text for listening comprehension about listening to people introducing
themselves. As for exercise 30, it’s the speaking practices of introducing ourselves to
others. Reading skill is also trained in page 24 exercises 32 in intensive reading text
to derive information from it. This is very good because all texts and exercises were
developed in all skill based exercise. Therefore the completeness in chapter 1 scored
4/4.
b. In-Depth
This chapter has been successfully developed all of the criteria of In-Depth. It
can be seen from completeness criteria of chapter 1 that this textbook has already
developed more than 2 texts and an exercise that expose students to produce a self-
introduction. In term of procedure on how to create self-Introduction, page 8 does not
only develop the procedure on how self-Introduction commonly used, but also teach
students about the cultural awareness from other country ways in introducing self or
others. Page 10 also described how to conduct a complete cycle of self-Introduction is
commonly used. It can also be used for student to analyze the best expression in the
right place. Several exercise extension on things that related with self expression such
as “do you know hobby?” on page 17 and formal Identification in page 7 provide
students with depth understanding toward self-introduction as well. So score 4/4 is
given for this criterion.
35
2. The Accuracy of the Materials

a. Social Functions
This chapter has been analyzed and found out to be successful in
implementing the social functions of each exercise. Most of the exercises described in
completeness and in depth criteria have already designed to have social functions in
daily life. The interpersonal listening exercise in page 9 and page 23 where students
exposed to hear a produced language from other students was a useful exercise. The
exercise 35 in page 27 was also quite handy to be learned. It taught students to love
writing and interacting with other through letters. This later can be a basic lesson for
them before learning to write an academic or formal letter. With this consideration,
social functions for this chapter scored 4/4.
b. Generic Structure
A systematic way of thinking for students in this chapter has been successfully
developed by embedding the generic structures and procedure on how to do a Self-
Introduction on page 10. The exercises in page 19 also required students’ analysis in
remembering the systematic of what students say in specific themed conversation.
The same thing goes to exercise 35 in page 27. Students have to analyze the example
first before they follow the systematic on how to write their own letter. That makes
4/4 score is given for generic structure.
c. Linguistic Feature
The language used in this chapter is acceptable and polite. The pen pal
exercise in page 27 shows a great example of how the language used in chapter 1.
The story about Tom in exercise 32 page 24 is also delivered in an acceptable and
polite language. Most of them used a less formal of daily conversational language
that commonly used. The topic used in every exercise is also light and commonly
found in student’s daily conversation. Therefore, linguistic feature scored 4/4 in this
chapter.
36
3. Supporting Materials
a. Relevance
This chapter provides great illustrations. All of the exercise and text
developed in the chapter used illustrations, and most of them worked well. The tables
that looked like a letter in page 27 was really motivated students in doing the
exercise. The family diagrams in page 15 were also very well implemented in the
exercise about family tree. Based on this consideration, this criterion scored 4/4.
Most of exercises use a polite and have social and cultural topic. It can be seen
in page 9 exercise 5 that this exercise expects students to understand and aware of
surrounding where students have social needs to interact with each others. As in
exercise 30 in page 23 that was made to help students gaining their confidence in
having a public speaking. Therefore, based on this consideration, 4/4 is the score for
this chapter’s development of life skills.
c. Development of Diversity Insight
In this chapter, the exercises are well packed with diversity insight exercises
as they were seen in the exercise in page 19 and in page 22 to 23. These exercises
describe a self introduction from specific of ethnic where students will be exposed
with the knowledge of several ethnical backgrounds in Indonesia. Therefore, 4/4 is
the score for this chapter’s development of diversity insight.
Chapter 2
Chapter title “Well Done”
The second chapter provides students with various exercises about
compliments in interpersonal communication among students. Exercise developed in
this chapter was meant to expose students in listening, responding and producing
compliments using kinds of skills. This chapter is also provided with a clear and
effective theory in how to arrange and practice a compliment with other students. It is
37
also provided with a procedure on how to create an effective compliment through

kinds of media.
Feasibility of Content in Chapter 2 “Well Done”

1. The compatibility of materials with Core Competence and Basic Competence.
a. The Completeness
Interpersonal text in page 38 exercise 7 which contains of speaking and
listening exercise help students to study on how to give and response to a
compliment. The exercise 9 on page 40 also successfully develops an exercise about
daily interpersonal conversation between people, using role playing activities so that
an active classroom activity can be made. Apart from that, in page 48 exercise 23 can
be found a text of compliments and in exercise 24 is found a reading text about Sipe
and Welbourne to help students practicing their critical thinking and analysis in how
to give a compliments. This is very good because most of the text and exercises were
developed in exercise and text about compliments. Therefore with these
consideration, in term of completeness chapter 2 scored 4/4.
b. In-Depth
In the chapter 2, this textbook develops sufficient texts and exercise that
expose students to produce and response to a compliment. In the page 32 to 33,
students was given an illustrations and understanding about what happened when
students feel happy, sad, or when students achieve something good in their life or
when students know that someone has a great talents. This exposure is very good,
because it will let students to analyze and learn about what the idea of compliments
is. Apart from that, the illustrations on page 33 were pretty well used in pointing the
idea of giving or responding to compliments. Brief explanation on how to produce a
compliments or response to compliments provided in a clear and systematical
explanation in page 39. That makes 4/4 is the score for this criterion.
38

a. Social Function
This chapter generates social functions within the exercises. For example, the
exercise in page 41 is useful because the exercise takes daily life conversation as
theme. The same thing goes to the reading text in page 43 and exercise 23 in page 48.
Both of them use a common interactional and transactional language in daily life of
giving compliment letters and writing a compliment card. So far, social functions in
this chapter scored 4/4.
As for generic structure, a systematic way of thinking for students is provided
in this chapter. This can be seen in page 39 which provides a commonly used
expressions and response to compliments, and also expressions in praising or giving
and requesting credits. Page 44 and page 47 also provided with a relevant grammar
used in giving or responding compliments. Therefore, this chapter scored 4/4 in term
of generic structure.
The language that is used in this chapter has been developed as it is expected.
The exercises in page 38 and page 41 use a caring and polite language of daily
conversational. The theme used is also commonly found in the students’ environment
which is about school grade or school’s basketball games. The text about compliment
letter in page 43 and a compliment from a birthday card in page 44 are also written in
acceptable language for compliments. With all of these considerations, linguistic
feature of this chapter scored 4/4.
a. Relevance
The illustrations in page 33 are helpful for students to understand when they
need to give a compliment and response to a compliment. The birthday card exercise
about teaching grammar used in giving compliment in page 44 is also helpful for
39
students. Illustrations provided within the exercises are also suitable for the exercise.
That is why relevance and up to datedness scored 4/4 in this chapter.
The exercise 25 in page 49 provides both a useful learning source about
compliments and useful group interactions where students are exposed to work in
group in solving and doing the analysis about the exercise. Exercise 7 and 8 in page
38 and 39 also exercise 12 in page 41 are examples of useful exercise for students in
developing students’ skills in social life because the theme and language used is
simple and commonly used by students. Based on these considerations, development
of life skills in this chapter scored 4/4.
As for this criterion, this textbook provides a less national diversity insight,
yet, text in page 37 about cultural awareness provides a global diversity insight about
how compliment is used in several other countries and how it is seen different with
compliments used in Indonesia. So 1/4 is given as score for development of diversity
insight of this chapter.
Chapter 3
Chapter Title “Are You Ok?”
The third chapter exposes the abilities in listening, responding, and producing
caring attitudes toward others. In general, this chapter provides students with various
exercises about interpersonal communication among students. A clear and effective
theory also provided in this chapter such as about how to arrange and practice a
caring attitude with other students and how to create an effective caring attitude
through kinds of media which are also developed in this chapter.
40
Feasibility of Content in Chapter 3 “Are You Ok?”

1. The compatibility of materials with Core Competence and Basic Competence
a. Completeness
The development of text can be seen in page 58 and 59 which talks about how
to show attention and caring attitudes toward others. Exercise 15 in page 64 is also an
example of a caring attitude in form of a “get well soon” card. Apart from that,
exercise 16 in page 65 is also a good speaking and listening of interpersonal text for
students. The exercise 20 in page 70 even developed transactional and interpersonal
in form of group works. That is why in term of completeness this chapter scored 4/4.
b. In Depth
This chapter has been successfully developed criteria of In-Depth. The texts
developed within this chapter are useful for students. The exercise 10 and 11 in page
62 and 63 are well developed to exercise students in giving expressions and
responding them. The exercises 20 to 24 in page 70 are good exercise in term of
developing and exercising students in using caring attitudes. It also makes students
understand more about caring attitudes while they interact with others students in
group works. Therefore, 4/4 is the score for this chapter’s in depth.

a. Social Function
The usefulness in term of social function for each exercise developed in this
chapter is packed with daily useful examples. Exercise 6 and 7 in page 59 show a
dialogue that is commonly used in daily life. It even checks students’ comprehension
about the dialogue using several questions. Exercise 10 in page 62 and exercise 11 in
page 63 also use daily life theme exercise in which will be useful for students because
it can be applied easily by them. In exercise 11, students are asked to work in group
in solving and analyzing the given task. Therefore, this chapter scored 4/4 in term of
social functions.
41
A systematic way of thinking for students has been successfully developed in
this chapter. This can be seen with a complete procedure and expressions which can
be used to express attentions or sympathy in page 60. This chapter also provide with
grammar uses in interrogative, exclamatory sentences which is commonly used when
students give a caring attitude either sympathy or attentions. That is why this chapter
scored 4/4 for generic structure.
As caring attitudes expressions are commonly used in daily conversation, a
consideration of linguistic feature of acceptable and polite language uses should be
prioritized. This chapter successfully implemented it within this chapter’s exercise.
The example can be seen in exercise 16 page 65 about reading exercises. The
language used is acceptable and effective in the text on how to give sympathy to
others. Exercise 6 in page 59 also uses acceptable and polite language of a simple
dialogue between two friends. The text even implements some richness of Indonesia
beautiful places. Therefore, this chapter scored 4/4 in term of linguistic feature.
a. Relevance
On how relevance the sources used in supporting the exercise or task given,
this chapter provide a good example of illustrations in page 54 and 55 which give a
good understanding on what giving attentions is and how to give attentions. The text
in page 58 also gives a good sources and fresh idea on how to give attentions used in
simple conversation. Based from this consideration, score 4/4 is given for relevance.
Many exercises in this chapter provide a good development of life skills. The
exercise 10 in page 62 gives good life skills developments with many kinds of
exercise using several themes that commonly happens in students’ daily life. Besides
the exercise in page 62, exercise 18 in page 68 also display a good life skill
42
development which will be needed for students because the exercise used everyday’s
life theme along with student’s daily language. Score 4/4 is given to development of
life skills with those consideration above.
As for the development of diversity insight, a good example about diversity
insight provided in page 58 and 68. This chapter provides a cross cultural study about
the different between Indonesia with English speaking countries when it is related to
give or respond to attentions and compliments. Therefore, development of diversity
insight of this chapter scored 4/4.
Chapter 4
Chapter Title “I Will Improve My English”
“I Will Improve My English” in general describes about plan and express it in
various exercises about interpersonal communication among students. The exercise
developed in this chapter is used to teach students on how to express a plan, respond
to a plan or even produce an interpersonal communication of plan using various
skills. This chapter provides with clear and effective theory on how to express a plan
with other students along with procedure to create an effective intentions through
kinds of media.
Feasibility of Content in Chapter 4 “I Will Improve My English”

a. Completeness
Completeness in chapter 4 develops several interpersonal texts about plan or
intentions. Exercise 8 in page 80 of practicing dialogues and exercise 13 in page 82 of
reading to response provide a good text to expose students with interpersonal text
about intentions. Exercise 18 in page 84 about text of business letter and exercise that
follows it also has a good practice to check students’ comprehension of written
intentions. The text with a title “The power of Intentions” in page 89 is also full of
43
motivations which are very good text to keep students motivated. With these
considerations, score 4/4 for completeness is given.
b. In Depth
A successful development in providing interpersonal text and developing
procedure in chapter 4 can be seen in page 81. Expressions and procedure commonly
used for stating intentions are provided. Exercises 11 in page 81 also expose students
to analyze expressions of showing intentions. A column in page 77 is also a good
additions in in-depth, as it is give some valuable information about what intentions
really are. Based on this consideration, score 4/4 is given to this chapter.

a. Social Function
In exercise 8 and 9 in page 80, exercise 12 to 15 in page 82 to 83, exercises
are useful for the students. They used examples of a theme in students’ daily life. For
example, asking about others’ plan during weekend and playing role play. These
exercises can be easily practiced and implemented by students in real life. That is
why social function scored 4/4 in this chapter.
This chapter’s generic structure evaluated on how the exercises and text
provided to students can help them in developing a systematic way of thinking. It also
helps them to create an efficient and active way of producing it in real life
application. This book has successfully developed those aspects. In page 81, the
procedure and expressions in stating intentions are clearly stated in a direct and useful
exercise. That is why while students learn the procedure, they also analyze and do the
exercise given. With this consideration, score 4/4 is given to this chapter’s generic
structure.
This chapter’s linguistic feature is written in a good and efficient way. It can
be seen that this chapter developed in acceptable and polite language such as
44
exercises 8 and 9 in page 80 about student’s weekend. Reading passage in page 84

about formal business letter is also written in a polite and acceptable language.
Therefore in term of linguistic feature, this chapter is given score 4/4.
a. Relevance
As for relevance criterion, the illustrations in this chapter are well developed.
Some listening exercises in page 76 and 77 are provided with good illustrations about
dialogues of intentions. Although teacher’s involvement is needed within this
exercise, these illustrations support the exercise of listening comprehension.
Therefore in this criteria, score 4/4 is given for relevance.
In development of life skills, this chapter has successfully developed student’s
skills in social life. For this criterion, the language and theme of most the exercises
here used students’ daily life situations. It can be seen in exercise 8 page 80 and
exercise 13 to 15 in page 82 and 83 which are suitable for students’ daily life. With
this reasons, score 4/4 is given.
In term of development of diversity insight, this chapter provides cultural
awareness about how to be an excellent student in page 78. Yet, there is no other
cultural or diversity insight within most exercise of this chapter makes score 1/4 is
given for development of diversity insight.
Chapter 5
Chapter Title “Congratulations”
Chapter 5 in general provides students with various exercises about
interpersonal communication among students. Most of the exercises developed in this
chapter are used to expose students in listening, responding, and producing
congratulation expressions using kinds of skills. This chapter is also provided every
45
exercise with clear and effective theory in how to arrange and practice congratulation
with other students and also a procedure to create effective congratulation expressions
through kinds of media of communications.
Feasibility of Content in Chapter 5 “Congratulations”

a. Completeness
The completeness in this chapter expected a development of interpersonal,
functional and transactional text of congratulations. Several texts in this chapter have
been generated in this theme. It can be seen at exercise 5 in page 98 of dialogue of
practicing congratulation. Exercise 7 and 8 in page 99 also has a good interpersonal
exercise which provided analyzing sections and conversational practices of
congratulation expressions. The exercise 11 in page 102 of a reading comprehension
and exercise 13 in page 103 of writing exercise are also well developed for
interpersonal exercise the exercise exposes students to express congratulations.
Various skills practiced in exercises become the consideration of this chapter to be
given score 4/4 for completeness.
b. In Depth
In the chapter, this textbook develops sufficient texts and exercises that
expose students to produce and respond to congratulation expressions. Several
exercises mentioned in completeness of chapter 5 such as exercise 5 in page 98 and
exercise 11 in page 102. These exercises developed with analyzing sections to let the
students analyzing the text of congratulation by comprehending the main idea of the
text first. Apart from that, the exercise 8 in page 99 is also very good. This exercise
asks students to socialize with other students in the class to practice the expressions
of congratulation. With all this well developed exercises, the in depth scored 4/4 for
this chapter.
46
2. The Accuracy of the materials

a. Social Function
This chapter has been analyzed and found out to be successful in
implementing the social functions of each exercises from this chapter. The exercise
14 in page 103 of completing a congratulations card, exercise 9 of reading and
comprehend a congratulations card are some of good examples for social functions.
These kinds of exercises could be useful for students. Therefore with those
considerations, 4/4 is the score for this chapter’s social function.
Generic structure in chapter 5 related with the effective way of thinking and
systematic procedure in creating or producing a real life congratulation expressions.
A complete list of expressions commonly used in expressing congratulation and
responding to it are available in page 98. Therefore, this chapter scored 4/4 for
developing generic structure.
Text in this chapter developed in acceptable and polite language. It can be
seen from the language uses in exercise 5 in page 98 of congratulations card
illustrations of exercise 9 in page 100 and reading passage of a congratulations letter
in exercise 11 pages 102. All of these exercises used acceptable and polite language
for communications. For these considerations, 4/4 is the score for this chapter’s
linguistic feature.
a. Relevance
This chapter provided good illustrations of congratulation card and
congratulation letters in page 100 and 102. The illustration pictures of kinds of
congratulations card in the introduction of this chapter are also good. It provides a
good example of what will be learned for students. Therefore for relevance, this
chapter is given 4/4.
47

Within this chapter, useful exercises that help students develop their life skills
are provided. From the analysis, the exercise 14 and 15 in page 103 and 104 and
exercise 6 in pages 99 are kinds of exercise that help students in developing life
skills. These exercises expose students to write a congratulations card and respond or
express congratulations. Therefore in term of development of life skills, this chapter
scored 4/4.
The exercise and text within the chapter is lack of local diversity insight, yet,
this chapter provides a cross cultural understanding about expressing congratulations.
This cultural awareness explains about different expression and way of expressing
congratulations between Indonesia and other English speaking countries. Therefore
with this consideration, development of diversity insight scored 4/4.
Chapter 6
Chapter Title “I’ve Been There”
Chapter 6 needs to provide a clear and effective theory in how to arrange and
practice to retell past experience, past activities, or past event with other students
along with a procedure to create an effective retells text through kinds of media. This
chapter also needs to describes and provides students with various exercises about
interpersonal communication among students as most of the exercise developed in
this chapter used to expose students in listening, responding and producing retell of
past experience, past activities, or past event using kinds of skills.
Feasibility of Content in Chapter 6 “I’ve Been There”

a. Completeness
The developed text can be seen in exercise 8 in page 113 of dialogue practice
about something happened in the past. Reading text in exercise 16 in page 119 and
48
exercise 21 and 22 in page 122 are also well developed for functional and
interactional text in retelling story that has already happened in the past in form of
news. With this consideration, 4/4 is the score for this chapter’s completeness.
b. In-Depth
The implementation about in depth can be seen in exercise 12 and 13 in page
117 of dialogue exercises, reading text in exercise 16 page 119, and exercise 18 and
19 in page 120 of reading comprehension. This chapter provides an exercise that
helps students in producing and analyzing the exercise about retelling a past event or
experience. In form of news, it tells experience of someone happened in the past.
Therefore, in this consideration the criteria for this chapter scored 4/4.

a. Social Function
The usefulness in term of social function for each exercise developed in this
chapter is packed with daily useful example. Exercise 12 and 13 in page 117 are good
example in the chapter. The theme used in this exercise is daily life activity and the
text uses common daily language. Exercise 16 in page 119 of reading comprehension
about email is also useful for students. The exercise 17 also developed very well for
students in term of team works and task analysis within the exercise given. Based on
this consideration, 4/4 is the score for this chapter’s social function.
As for generic structure, systematic ways of thinking for students are provided
in this chapter. In page 114, complete expressions about asking and retelling a past
event or experience are provided. Additional information about generic structure of
retelling a story also provided in page 116. Apart from that, a complete grammar used
in retelling a past event and experience also provided in page 121. With these
findings, the generic structure scored 4/4.
49
Text in this chapter developed in acceptable and polite language. It can be
seen in exercise 8 in page 113, exercise 16 in page 119, and exercise 21 and 22 in
pages 22 about news which are all written in acceptable, polite and informative. The
exercise about news also uses simple and daily language and easy topic for students
to understand. With this consideration, linguistic feature in this chapter scored 4/4.
a. Relevance
In term of relevance, the news and illustrations used in exercise 18 in page
120 and 21 in page 122 are very good support for the exercise. It also based from the
actual news that has already happened. Therefore with this consideration 4/4 is the
score for this chapter’s relevance.
Developing students’ skills in social life is one of many points need to be paid
attention to in development of life skills. This chapter’s development skill assesses on
how the exercises, text, and task developed within this chapter are useful and helps.
From the analysis, this chapter develops some exercises that develop students’ life
skills. Exercise 16 in page 119 about emails, and exercise 120 and 122 about news are
very good reading comprehension exercise. They exercise students to comprehend
and understand about something happened in the past that have been written in the
media. Based on all those considerations, the development of life skills for this
chapter scored 4/4.
In the assessment of development in diversity insight, this chapter is well
packed with cross cultural understanding of the differences between talking in
Indonesia and other English speaking countries in page 112. The text in page 113 also
provided with diversity insight about the common mistake for Indonesian learners in
grammar. For this consideration, 4/4 is scored for development of diversity insight.
50
2. Feasibility of Presentation
The analysis of textbook “Pathway to English” is now moved to the feasibility
of Presentation. This feasibility assessed the presentation of the whole book. Every
detailed component of the book from introductions, body, closing, technique of
presentation and learning presentation were also assessed. The feasibility of
presentation is as follows:
1. The Technique of Presentation
a. Systematical
In systematical, the whole textbook is assessed on how the materials presented
in the textbook are well arranged in systematical order providing students with a clear
coherent from whole process of each chapter presented from all the six sample
chapters. The materials presented in six samples chapter are varied and presented
with picture illustrations, discussions, and monologue, dialogue and classroom
exercises. Most of the materials in six chapters developed in communicative and
illustrative text and exercises. Therefore, this chapter’s systematical scored 4/4.
(Complete examples of systematical exercise can be seen in feasibility of content
sections).
b. Chapter Equilibrium
Chapter Equilibrium talks about the balanced number of pages used in each
chapter which becomes the main consideration. From the analysis, number of pages
of each sample chapters are balanced in around 12-16 pages each chapter. Based on
this consideration, chapter equilibrium scored 4/4.
2. Learning Presentation
a. Learner Center
The interactions between students to students and students to teacher become
the consideration in learner center. As for this criterion, the materials are mostly
developed in students centered learning. It can be seen form most of the exercises
which focused on discovering and analyzing a task and discussing it with friends or
51
teacher before attempting to produce the learning outcome. Therefore in learner

center, this criterion scored 4/4
(Complete examples of learner center exercise can be seen in feasibility of content
sections).
b. Development of Initiative, Creative of learners' and critical thinking
In development of initiative, creative of learner’s critical thinking, the
textbook develop the exercise that makes students learn autonomously and as creative
and critical as possible. For this criterion, most of listening and speaking exercises
even need teacher’s involvement. Some exercises even ask students to do it in a group
works or free interaction with other students in the classroom. The exercises also
developed in open ended classroom exercises which exposed students to be active
during the lesson, sharing their ideas and discussing it with their friends then
analyzing it. Based on these considerations, this criterion scored 4/4.
(Complete examples of developing of initiative, creative of learner’s critical thinking
can be seen in feasibility of content sections)
c. The Development of self -Reliance students
In the Development of self-Reliance Students, the development of exercises
that motivate students to be independent and reliable are expected in the textbook.
From the analysis in feasibility of content, some of materials develop the exercise
where students expected to be able to handle certain communicative interaction either
individual or in group. Based on this consideration, development of self reliance
students scored 4/4.
(Complete examples of development of self reliance students can be seen in
feasibility of content sections)
d. The Development of Learners' ability to evaluate themselves
In development of learners’ ability to evaluate themselves, textbook should
provide students with a systematical measurement to help them in reflecting what
they have learned. For this criterion, the exercises are also developed in many themes
or discourse so that students exposed to develop their own evaluation about how
52
much progress they have before and after the class. It makes them more independent
in learning English. Apart from that, by the end of every chapter, reflection sections
are provided to help students reflect what they have already learned from certain
chapter. Based on this consideration, score 4/4 is given for development of learner
ability to evaluate.
3. Completeness of Presentation
a. Introduction part
In introduction part, textbook preface and complete list of content of this
book should be available. Based on the analysis, the textbook are developed
systematically. The preface and introductory parts of textbook provide complete
explanation about what this textbook has to offer. Based on this consideration this
introduction part scored 4/4.
b. Content Part
In this Part, textbook has to explain a systematic of what students will learn
in the beginning of chapter, a complete list of learning materials, self reflection and
references. For this criterion, textbook are developed systematically. The preface and
introductory parts of textbook provide complete explanation about what this textbook
has to offer. The book content is complete, yet, the book does not provide complete
reference of the sources of their learning materials. Only a few parts cited their
references. The conclusion part is also removed. It is perhaps removed due to the
book itself that has already had a self reflection issues by the end of every chapters.
However, a conclusion is still needed because it could conclude what the learning
outcome, learning morale, and many others are. Based on this consideration, content
part scored 3/4.
c. Closing Part
In this part of textbook analysis, textbook has to provide a glossary,
references and indexes. Surprisingly, this book does not provide glossarial pages or
indexes and only references are provided. Therefore this closing part scored 2/4.
53
B. Research Findings
From the qualitative descriptions of the feasibility of content and feasibility
of presentation and evaluation tables of them, the complete textbook assessment and
evaluation have been done. Here are the tables that show the research findings from
both feasibility of content and feasibility of presentation.
Table 4.1
Feasibility of Content Frequency tables
Score
Sub Component Items
1 2 3 4
The compatibility of Completeness 6
Speaking materials with
Core Competence and
Basic Competence In Depth 6
Social Functions 6
The accuracy of the

Generic structure 6
Materials
Linguistic Feature 6
Relevance 6
Supporting Materials Development of Life skills 6
Development of Diversity
2 4
Insight
Total 2 42
Based on the table of feasibility of content above, the number 6 in

completeness, in-depth, social functions, generic structure, linguistic feature,
relevance and development of life skills mean that from 6 sample chapters the whole
criteria scored 4. As for development of diversity insight, there are two chapters
54
which scored 1 and four chapters which scored 4. All of them make up the total of 42
in the score 4 and total 2 in the score 1 from 46 category altogether. From this tables,
it can be derived that 42 category in feasibility of content from 6 sample chapter out
of 46 category have fulfilled and only 2 category from development of diversity
insight could not met the criteria of score 4.
42
P = 46x 100%
P = 91.30%
Therefore, it can be concluded that 91.30% of the materials, exercises, and

text developed in the textbook “Pathway to English” are fulfilled the rubric
assessment of feasibility of content from BSNP.
This is the table for feasibility of presentation. This table does not stand for
the 6 sample chapter. Instead, this table stands for whole textbook assessment. The
table below is the table of feasibility of presentation.
55
Table 4.2
Feasibility of Presentation
Score
Sub Component Item
1 2 3 4
Systematic 
Technique of
Presentation
Chapter Equilibrium 
Learner Center 
Development of Initiative,
Creativity, and learners' 
critical thinking
Learning Presentation
The Development of self -

Reliance students
The Development of
Learners' ability to evaluate 
themselves
Introduction Part 
Completeness of
Presentation Content part 
Closing Part 
Based on this table of presentation, the criteria of systematic, chapter

equilibrium, learner center, Development of Initiative, Creativity, and learners'
critical thinking, The Development of self -Reliance students, The Development of
Learners' ability to evaluate themselves and introduction part fulfilled the criteria of a
56
feasibility of presentation from BSNP while the content part and closing only scored
3 and 2.
7
P = 9x 100%
P = 77.77%
Therefore, it can be concluded that 77.77% of the feasibility of presentation

category from BSNP are fulfilled within the textbook “Pathway to English”.
C. Data Interpretation
Based from the tables about the evaluation of content and presentation, the
result of this study can be concluded as follows. From feasibility of content 91.30%
of materials, exercise and text developed in the textbook “Pathway to English” are
surprisingly fulfilled the criteria from BSNP of how standard textbook should be.
There are various categories in feasibility of content such as the development of
text, exercises, development of life skills and diversity, social functions and generic
structure. Yet, this commercial textbook from Erlangga fulfilled most of the criteria
from BSNP. The feasibility of presentation of “Pathway to English” can also be
concluded that 77.77% of the categories are fulfilled. From this research finding of
analysis of English textbook “Pathway to English” for the first grade of senior high
school based from the curriculum 2013, the writer concluded that this textbook met
the standard of a good English textbook in Indonesia based from BSNP rubric
assessment.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion and suggestions from the writer based
on the result of the analysis of the textbook “Pathway to English”
A. Conclusion
Based on the study of analyzing the English textbook of “Pathway to
English” published by Erlangga, the writer can conclude that this textbook is good to
be used for first grader of senior high schools that have started using curriculum
2013. This book fulfilled all the core competence and basic competence of curriculum
2013. It also applied the student centered teaching method which is the main concern
in curriculum 2013. Apart from that, the exercises given are attractive and applicable
in the classroom. It exposes students to be an active learner all the time even though
there are some minors incompatibility based from BSNP assessment about the
detailed analysis in the lack of cultural diversity and completeness of presentation.
English textbook “Pathway to English” is still acceptable to be used by school
because it is more than qualified to be used in Curriculum 2013.
B. Suggestions
Based on the study of the textbook “Pathway to English”, the writer would
like to give several suggestions to help in improving the quality of textbook and
teaching quality. The suggestions for English teacher and Publisher are as follows:
1. For teacher
In order to improve the quality of teaching results for the teacher, it is
built based on experiences and knowledge on many aspects in teaching. The
matched textbook with curriculum, the appropriateness of textbook, and the
materials in the textbook implemented in the classroom and many other ways to
57
58
improve the quality of teaching and learning process are in teacher hands.
Therefore, teacher needs to seek out the compatibility of the textbook they
about to use. As the book “Pathway to English” is the first book that is
available in the market to fulfill the needs of curriculum 2013 materials, this
book met all the requirements and standard of a textbook in implementing
curriculum 2013. By using this book in teaching ang learning process,
hopefully a good result is compromised.
2. For Publisher
As for publisher, in creating and developing English textbook years
of study are needed in order to create what their students need and their
dynamic ways of learning. Therefore, they have to keep regenerating their ideas
and move with the curriculums to evaluate the textbooks frameworks which are
very crucial.
59
REFERENCES
Alderson, J Charles. Assessing Reading, New York: Cambridge University Press.

2001
Bahrani, Taher & Soltami, Rahmatollah. “How to Teach Speaking Skill?”.

Department of English Mahshahr Branch, Islamic Azad University.
Mahshahr. Iran. 2012.
Brown, Gillian and Yule, George. Teaching The Spoken Language “An Approach
Based on the Analysis of Conversational English, New York: Cambridge
University Press. 1991.
Buck, Gary. Assessing Listening, New York: Cambridge University Press. 2002
Chandran, Shanti. “Where are the ELT Textbook?”. in Willy A. Renandya (Ed.),
Methodology and Materials Design in Language Teaching:Current
Perception and Practices and their Implications. Singapore : SEAMEO
Regional language centre. 2003.
Cunningsworth, Alan . Choosing your Coursebook. New York: Macmillan, 1995.
Cunningsworth, Alan. Evaluating and Selecting EFL Teaching Materials. London:

Heinemann Educational books Ltd. 1984.
Gebhard, Jerry Greer. Teaching as a Foreign or Second Language : A Teacher Self

Development and Methodology guide 2th Edition. Michigan : The University
of Michigan Press. 2009.
Harmer, Jeremy. The Practice of English Language Teaching New York: Longman
Publishing. 1996.
I.S.P Nation. Teaching Listening and Speaking. New York: Routledge. 2008.
Jazadi, Iwan. “Mandated English Teaching Materials and their Implications to

teaching and Learning :The Case of Indonesia”. in Willy A. Renandya (Ed.).
Methodology and Materials Design in Language Teaching:Current
Perception and Practices and their Implications. Singapore : SEAMEO
Regional language centre. 2003.
60
Kayi, Hayriye. Teaching Speaking : Activities to Promote Speaking in a Second

Languag, The Internet TESL Journal, Vol. XII, No 11 Nevada : University of
Nevada. 2006.
Kementrian Pendidikan dan Kebudayaan. Dokumen Kurikulum 2013. Desember

2012. (http://www.Kemendikbud.edu).
McDonough, Jo and Shaw, Christopher. Materials and Method in ELT 2nd Edition “A
Teacher’s Guide”. Oxford: Blackwell Publishing Ltd. 2003.
Murcia , Marianne Celce. Teaching English as a Second or Foreign Language. Los

Angeles: Heinle&Heinle Publishers. 1991.
Mudzakir, AS. Penulisan BukuTeks yang Berkualitas. January 1 2014.

(http://www.upi.edu).
Pusbukur. Pengantar Instrumen Bahasa Inggris, Pusbukur 2013

(www.Pusbukur.co.id).
Pusbukur. Rubrik Penilaian Buku Teks Pelajaran Bahasa Inggris, Desember 2013.
(www.Pusbukur.co.id).
Richards, Jack C. & Rodgers , Theodore S. Approaches and Methods in Language

Teaching 2nd Edition, New York: Cambridge University Press. 1992.
Richards, Jack C. Cambridge University Press 2014,

(http://www.cambridge.org.br/authors-articles/interviews?id=2452).
Richards, Jack C. Teaching Listening and Speaking : From Theory to Practice,

London : Cambridge University Press. 2007.
Posner, George J. Analyzing the Curriculum third edition, New York: McGraw-Hill,
2004.
Snow, Don. From language learner to language teacher: An Introduction to

Teaching English as a Foreign Language, Alexandria: McNaughton & Gunn,
Inc, 2007.
Tarigan, Henry Guntur. Berbicara :Sebagai Suatu Keterampilan Berbahasa,

Bandung : Angkasa Bandung. 2008.
Undang Undang Dasar RI no 20 Tahun 2003.

61
Weigle, Sara Cushing. Assessing Writing New York: Cambridge University Press.
2002
Woods, Caroline. Teaching and Assessing Skills in Foreign Languages, New York:
Cambridge University Press. 2005.
Yule, George. The Study of Language: an Introduction. New York: Cambridge

University Press. 1987.
62
APPENDIX 1
Table 2.1
Rubric Assessment of Textbook
No BUTIR KETERANGAN
I. KELAYAKAN ISI
A. KESESUAIAN URAIAN MATERI DENGAN KI DAN KD
1 Kelengkapan Materi
a. Jenis teks interpersonal 4 = Buku teks pelajaran memuat teks-teks

interpersonal pendek dan sederhana
minimal
95% dari cakupan materi KI dan KD
pada masing-masing kelas.
1 = Buku teks pelajaran memuat teks-teks

interpersonal pendek dan sederhana
kurang dari
pada masing-masing kelas
b. Jenis teks transaksional 4 = Buku teks pelajaran memuat teks-teks

transaksioal pendek dan sederhana
minimal 95% dari cakupan materi KI
dan KD pada masing- masing kelas.

transaksional pendek dan sederhana
kurang dari
pada masing-masing kelas
63
c. Jenis teks fungsional 4 = Buku teks pelajaran memuat teks-teks

fungsional pendek dan sederhana
minimal 95% dari
cakupan materi KI dan KD pada
masing-masing kelas

fungsional pendek dan sederhana
kurang dari 95% dari cakupan materi
KI dan KD pada masing-masing kelas
2 Kedalaman materi
a. Pajanan (exposure) 4 = Setiap jenis teks dilengkapi dengan

minimal 2 contoh teks di dalam buku
yang memiliki fungsi sosial yang
relevan dan penugasan kepada siswa
untuk mencari minimal 2 contoh teks
sejenis dari sumber lain
1 = Setiap jenis teks dilengkapi dengan

kurang dari 2 contoh teks di dalam
buku yang memiliki fungsi sosial yang
relevan dan penugasan kepada siswa
untuk mencari kurang dari 2 contoh
teks sejenis dari sumber lain
b. Retensi aturan pembentukan 4 = Aturan pembentukan teks diajarkan

teks pada 3 unsurnya yaitu fungsi sosial,
unsur dan struktur makna, dan fitur
linguistik.
1 = Salah satu dari 3 unsur aturan

pembentukan teks yaitu fungsi sosial,
unsur dan struktur makna, dan fitur
linguistik tidak diajarkan.
64
c. Produksi 4 = Tugas untuk menghasilkan teks memuat

3 unsur pembentukan teks yaitu fungsi
sosial, unsur dan struktur makna dan
fitur linguistic
1 = Salah satu unsur pembentukan teks

yaitu fungsi sosial, unsur dan struktur
makna, dan fitur linguistik tidak
termuat dalam Tugas.
d. Ekstensi 4 = Tugas untuk mendalami minimal 2 teks

lengkap dengan 3 unsur pembentukan
teks (fungsi sosial, unsur dan struktur
makna, dan fitur linguistik) di luar teks
yang disajikan dalam buku teks ini.
1 = Tugas untuk mendalami teks lengkap

dengan 3 unsur pembentukan teks
(fungsi sosial, unsur dan struktur
makna, dan fitur linguistik) di luar teks
yang disajikan dalam buku teks ini
kurang dari 2.
B. KEAKURATAN MATERI
Fungsi social 4 = Minimal 95% teks berguna untuk

mencapai fungsi sosial yang tepat
1 = Kurang dari 95% teks berguna untuk

mencapai fungsi sosial yang tepat
Unsur dan struktur makna 4 = Minimal 95% unsur dan struktur makna
teks sesuai dengan fungsi sosialnya
1 = Kurang dari 95% unsur dan struktur

makna teks sesuai dengan fungsi
sosialnya
65
Fitur linguistik 4 = Minimal 95% fitur linguistik dalam teks

sesuai dengan fungsi sosialnya
1 = Kurang dari 95% fitur linguistik dalam

teks
sesuai dengan fungsi sosialnya
C. MATERI PENDUKUNG PEMBELAJARAN
Kemutakhiran
a. Relevansi materi dan 4 = Secara keseluruhan, 91% - 100% lebih

sumber rujukan bahan ajar diambil dari sumber rujukan
yang relevan dengan materi
3 = Secara keseluruhan, 76% - 90% bahan

ajar diambil dari sumber rujukan yang
relevan dengan materi
2 = 61% - 75% bahan ajar diambil dari

sumber rujukan yang relevan dengan
materi
1 = 0% - 60% bahan ajar diambil dari

sumber rujukan yang relevan dengan
materi
b. Kemutakhiran materi dan 4 = Secara keseluruhan, 91% - 100% lebih

sumber rujukan sumber bertahun terbit 4 tahun terakhir
3 = Secara keseluruhan, 76% - 90% sumber

bertahun terbit 4 tahun terakhir
2 = 61% - 75% sumber bertahun terbit 4

tahun terakhir
1 = 0% - 60% sumber bertahun terbit 4

tahun terakhir
66
Pengembangan kecakapan 4 = Secara keseluruhan, memuat teks-teks

hidup: yang memuat 91% - 100% unsur
- personal kecakapan hidup.
- sosial
- akademik 3 = Secara keseluruhan, memuat teks-teks
- vokasional yang memuat 76% - 90% unsur
kecakapan hidup.
2 = Secara keseluruhan, memuat teks-teks

yang memuat 61% - 75% unsur
kecakapan hidup.

yang memuat 0% - 60% unsur
kecakapan hidup.
Pengembangan wawasan 4 = Secara keseluruhan, memuat teks-teks

kebhinekaan: yang memuat 91% - 100% unsur
- penghargaan terhadap wawasan kebhinekaan.
keanekaragaman budaya dan
kemajemukan masyarakat, 3 = Secara keseluruhan, memuat teks-teks
kesadaran akan yang memuat 76% - 90% unsur
wawasan kebhinekaan.
potensi/kekayaan daerah
- apresiasi terhadap nilai- yang memuat 61% - 75% unsur
nilai demokrasi wawasan kebhinekaan.
- pemahaman terhadap 1 = Secara keseluruhan, memuat teks-teks

wawasan kebangsaan yang memuat 0% - 60% unsur wawasan
kebhinekaan.
67
II. KELAYAKAN PANYAJIAN
A. TEKNIK PENYAJIAN
Sistematika 4 = 91% - 100% materi dan tugas disajikan

dalam bentuk teks, tindak komunikatif,
ilustrasi dan lambang dengan
menggunakan pola dan urutan yang
teratur sesuai dengan karakteristik
materi
3 = 76% - 90% materi dan tugas disajikan

materi

materi

materi
68
Keseimbangan antarbab 4 = Keseimbangan jumlah halaman

tercermin pada pada 91% - 100% bab
dalam buku
3 = Keseimbangan jumlah halaman

dalam buku

dalam buku

dalam buku
B. PENYAJIAN PEMBELAJARAN
Keterpusatan pada peserta 4 = 91% - 100% bab memuat tata penyajian

didik yang mendorong terjadinya interaksi
dalam bahasa Inggris antar peserta
didik, antara peserta didik dan guru,
serta antara peserta didik dan
lingkungan yang lebih luas.
3 = 76% - 90% bab memuat tata penyajian

yang mendorong terjadinya interaksi


69

Mengembangkan prakarsa, 4 = 91% - 100% bab memuat tata penyajian

kreativitas, dan cara berpikir yang mendorong peserta didik untuk
kritis peserta didik melakukan berbagai kegiatan
komunikatif lisan dan tulis atas
prakarsa sendiri secara kreatif dan kritis

yang mendorong peserta didik untuk
melakukan berbagai kegiatan
prakarsa sendiri secara kreatif dan
kritis.

kritis.

kritis.
Pengembangan kemandirian 4 = 91% - 100% penyajian materi dan tugas

belajar mendorong peserta didik untuk
bertanggung jawab atas proses
belajarnya sendiri
3 = 76% - 90% penyajian materi dan tugas

70
mendorong peserta didik untuk

belajarnya sendiri

belajarnya sendiri

belajarnya sendiri
Pengembangan kemampuan 4 = 91% - 100% bab memuat tata penyajian

untuk refleksi/evaluasi diri yang mengembangkan kemampuan
peserta didik peserta didik untuk refleksi/evaluasi
diri

yang mengembangkan kemampuan
peserta didik untuk refleksi/evaluasi
diri

diri

diri
71
C. PENDUKUNG PENYAJIAN MATERI
Bagian Pendahulu
a. Prakata 4 = Buku teks memuat Prakata dengan

semua unsurnya (yaitu, tujuan penulis
buku, ucapan terima kasih, dan
harapan).
3 = Buku teks memuat Prakata dengan

hanya dua unsurnya.
2 = Buku teks memuat Prakata dengan

hanya satu unsurnya.
1 = Buku teks tidak memuat Prakata.
b. Daftar isi 4 = Buku teks memuat Daftar Isi yang

memudahkan menemukan semua unsur
isi (yaitu, bab, subbab dan topik) di
dalamnya.
3 = Buku teks memuat Daftar Isi yang

memudahkan menemukan dua unsur isi
di dalamnya.
2 = Buku teks memuat Daftar Isi yang

memudahkan menemukan satu unsur isi
di dalamnya.
1 = Buku teks tidak memuat Daftar Isi.
Bagian Isi
a. Pendahuluan 4 = Buku teks memuat Pendahuluan yang

setidaknya memuat tiga unsur (yaitu,
tujuan, sistematika, dan cara belajar
yang harus diikuti).
3 = Buku teks memuat Pendahuluan yang

72
memuat dua unsur.
2 = Buku teks memuat Pendahuluan yang

memuat satu unsur.
1 = Buku teks tidak memuat Pendahuluan.
b. Beban belajar 4 = Buku teks memuat ketiga unsur beban

belajar (yaitu, tatap muka, latihan
terstruktur, dan kegiatan mandiri)
secara proporsional.
3 = Buku teks memuat ketiga unsur beban

belajar (yaitu, tatap muka, latihan
terstruktur, dan kegiatan mandiri)
secara kurang proporsional.
2 = Buku teks hanya memuat beban belajar

untuk tatap muka dan latihan terstruktur
secara proporsional.
1 = Buku teks hanya memuat beban belajar

untuk tatap muka dan latihan terstruktur
secara kurang proporsional.
c. Rujukan 4 = Teks, tabel, gambar yang terdapat di

buku teks memiliki setidaknya tiga
unsur (yaitu, judul, nomor urut, dan
rujukan).
3 = Teks, tabel, gambar yang terdapat di

buku teks memiliki dua unsur.

buku teks memiliki satu unsur.

buku teks tidak memiliki semua
unsurnya.
73
d. Rangkuman dan refleksi 4 = Rangkuman dan refleksi memudahkan

peserta didik memahami 91% - 100%
isi bab dan simpulan sikap dan perilaku
yang diteladani secara ringkas dan
jelas.
3 = Rangkuman dan refleksi memudahkan

peserta didik memahami 76% - 90% isi
bab dan simpulan sikap dan perilaku
jelas.

jelas.

jelas.
17 Bagian Penyudah
a. Glosarium 4 = Buku teks memuat glosarium yang

memuat 91% - 100% istilah penting,
penjelasan arti setiap istilah yang ditulis
secara alfabetis.
3 = Buku teks memuat glosarium yang

secara alfabetis.

74
secara alfabetis.

secara alfabetis.
b. Daftar pustaka 4 = Buku teks memuat daftar pustaka yang

91% - 100% memiliki unsur lengkap
dan disusun secara alfabetis.
3 = Buku teks memuat daftar pustaka yang

76% - 90% memiliki unsur lengkap dan
disusun secara alfabetis.

disusun secara alfabetis.

disusun secara alfabetis, atau tidak
memuat daftar pustaka sama sekali.
c. Indeks 4 = Buku teks memuat indeks subyek dan

pengarang yang 91% - 100% katanya
diikuti oleh nomor halaman
kemunculan.
3 = Buku teks memuat indeks subyek dan

kemunculan.

kemunculan.

75

kemunculan, atau tidak memuat indeks
sama sekali.
APPENDIX 2
Table 2.2
Core Competence and Basic Competence of Curriculum 2013
CORE COMPETENCE BASIC COMPETENCE

1 Comprehending and applying Be grateful for the chance to learn
religious Values. English as an international language,
1.1
which is realized in the spirit of
learning
2 Comprehending and applying the Demonstrating a polite and caring
values of honesty, self discipline, attitudes in interpersonal
2.1
responsibility, care (mutual aid, communication with teachers and
cooperation, tolerance, and peace), friends
polite, responsive and proactive; Demonstrating honest, disciplined,
demonstrating such attitudes in confident, and responsible attitudes
solving various problems in 2.2 in transactional communication with
interacting effectively with the social teachers and friends
and natural environment as well as in
the global society. Demonstrating responsible, caring,
cooperative and peaceful attitudes in
2.3
functional communication
3 Understanding, applying, analyzing Analyzing spoken and written Self-

factual, conceptual, and procedural Introduction text according to the
knowledge based on the interest in 3.1 context
science, technology, arts, cultures,
76
and humanities with humanistic, Analyzing spoken and written text

nationalistic and civilized insights in in expressing and responding to
relation to the causes of phenomena 3.2 extended Compliments according
and events; applying procedural to the context
knowledge in desired specific field
Analyzing spoken and written text
of studies in solving problems.
in expressing Care and responding
3.3 to it according to the contexts

in expressing Intentions/plan
3.4 according to the contexts

in expressing and responding to
3.5 extended Congratulations
according to the context

in telling and asking about past
Experience/Activities/Events
3.6 when it happened and afterwards,
according to the contexts
Analyzing the social function, text

structure, and language features of
simple Descriptive Text about
3.7 people, tourism destinations and
famous historical buildings
Analyzing the social function, text

structure and language features of
3.8 Announcements according to the
contexts
77
Analyzing the social functions, text

Recount Text about
3.9 experiences/activities/Events
Analyzing the social functions, text

3.10. simple Narrative Texts in form of
legends, according to the contexts
Analyzing the social functions and

3.11 language features of simple songs
4 Processing, analyzing and presenting Understanding spoken and written

developments of the concrete and 4.1 Self-Introduction texts according to
abstract domains of the learned the contexts
materials; being able to apply
various methods according to Constructing spoken and written text
scientific principles. to deliver, ask for and respond to
Self-Introduction, according to the
4.2 appropriate social function, text
structure and language features as
well as the contexts
Constructing spoken and written text

to express, and respond to extended
Compliments, according to the
Constructing spoken and written

texts to express Care and response
to it, according to the appropriate
4.4 social function, text structure and
language features as well as the
contexts
78

texts to express and ask about
Intentions/Plans of
Actions/Activities according to the

texts to express and responds to
extended Congratulations,
4.6 according to the appropriate social
function, text structure and language
features as well as the contexts

texts to tell and ask about Past
Experiences/Activities/Events
when it happened and afterwards,
Understanding simple spoken and

written Descriptive Text about
4.8 people, tourism destinations and
famous historical buildings
Editing simple spoken and written

Descriptive Texts about people,
tourism destinations and famous
historical buildings, according to the
79
Constructing simple spoken and

written Descriptive Texts about
people, tourism destinations and
famous historical buildings,
4.10. according to the appropriate social
4.11 Understanding Announcements
Constructing short, simple spoken

and written Announcements
according to the appropriate social
4.12 function, text structure and language

4.13 written Recount Texts about
experiences/activities/Events
Constructing simple spoken and

written Recount Texts about
Experiences/Activities/Events,

4.15 written Narrative Texts in the form
of simple short stories
Understanding the meaning behind

4.16
songs
80

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THE ANALYSIS OF ENGLISH TEXTBOOK

THE DEPARTMENT OF ENGLISH EDUCATION

Arif Prasojo (109014000177). The Analysis of English Textbook “Pathway to

Keywords: English language skills, Textbook, Curriculum 2013

Arif Prasojo (109014000177). The Analysis of English Textbook “Pathway to

Keywords: Skill bahasa Inggris, Buku Teks, Kurrikulum 2013

Just as every morning does to me

Your voices calling me

Loneliness seems to consuming my life

You telling me, to close my eyes and start to believe

With Love, Respect and Faith

In the Name of Allah the Beneficent and the Merciful.

May Allah, the Almighty bless them all, Amien.

Jakarta, March 2014

CHAPTER II. THEORETICAL FRAMEWORK

CHAPTER III. RESEARCH METHODOLOGY

CHAPTER IV. RESEARCH FINDINGS AND INTERPRETATION

Tables 4.1 Feasibility of Content in frequency tables.………… … 53

Appendix 1 Rubric assessments from BSNP………………............. 62

This chapter consists of background of the study, research questions, limitation

A. Background of the study

Textbook becomes an essential partner for teachers in teaching and learning

C. Limitation of the study

D. Purpose of the study

E. Significance of the study

From those definitions about textbook, it can be referred that a textbook is a

2. The Function of Textbook

The essence of a textbook is basically to help both teacher and students in

The implementations of Curriculum 2013 in every educational level in Indonesia are

a. Juli 2013: Kelas I, IV, VII, dan X

b. Juli 2014: Kelas I, II, IV, V, VII, VIII, X, dan XI

In other words, the textbook developments in Indonesia are carefully

4. Rubric Assessment for Textbook

1. The Compatibility of materials with (KI) and (KD).

minimizing ambiguities of message so students will be motivated in

so than they will encouraged toward discovering new things and

d. How to analyze a Textbook

In Indonesia itself, government releases textbook in order to help teacher and

C. English Language Skills

production of sounds and words as a meaningful verbal language. Speaking is also a

Likewise, reading as receptive skills also is unique as listening. Reading

D. Language Skills in Curriculum 2013

classroom is in progress. Brown and Yule believe that teaching speaking in a

A. Design of the Study

B. Instrument of the study

D. Technique of Data Analysis

2. Evaluating the materials presented in the textbook “Pathway to English”.

RESEARCH FINDINGS AND DISCUSSIONS

c. Social function (Fungsi sosial)

All the feasibility of content scoring guidance above will be applied in

Feasibility of Content in Chapter 1 “All About Me”

2. The Accuracy of the Materials

also provided with a procedure on how to create an effective compliment through

Feasibility of Content in Chapter 2 “Well Done”

2. The Accuracy of the Materials

Feasibility of Content in Chapter 3 “Are You Ok?”

2. The Accuracy of the Materials

Feasibility of Content in Chapter 4 “I Will Improve My English”

2. The Accuracy of the Materials

exercises 8 and 9 in page 80 about student’s weekend. Reading passage in page 84

Feasibility of Content in Chapter 5 “Congratulations”

2. The Accuracy of the materials

b. Development of Life Skills