SCHOOL III FOR STUDENTS OF VOCATIONAL HIGH SCHOOL
A CONTENT ANALYSIS ON ENGLISH FOR VOCATIONAL HIGH SCHOOL III FOR STUDENTS OF VOCATIONAL HIGH SCHOOL KURNIASARI K2209052 THESIS
Submitted to Teacher Training and Education Faculty of Sebelas Maret University to Fulfill One of the Requirements for Getting the Undergraduate Degree of Education in English Department ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY SURAKARTA 2014
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Kurniasari. K2209052. A CONTENT ANALYSIS ON ENGLISH FOR
VOCATIONAL HIGH SCHOOL III FOR STUDENTS OF VOCATIONAL
HIGH SCHOOL. Thesis, Surakarta: Teacher Training and Education Faculty ofSebelas Maret University, 2013.
This research reports an evaluation of the materials and tasks displayed in the textbook entitled English for Vocational High School III designed for the third grade students of vocational high school. The criteria of evaluation is based on the compatibility of the tasks or materials with Kurikulum Tingkat
Satuan Pendidikan (KTSP) and the level of communicativeness of the tasks on thetextbook based on the types of communicative activities proposed by the experts.
The method used in this study is a descriptive method which refers to the documentary analysis. The study was conducted from January to December 2013. The data of this study is all the tasks in the textbook, English for Vocational
High School III , used by the third grade students of vocational high school, which
is written by Yiyis Krisnani and published by LP2IP Yogyakarta. The study data were collected by using documentation as the instrument of the collecting data. The techniques of analyzing the data on the textbook involve organizing and familiarizing, coding and reducing, and interpreting and representing as proposed by Ary, et. al (2010: 481).
The result of the study shows that 14 out of 21 (66.67%) indicators demanded by the curriculum are developed in this textbook and 5 out of 16 (41.67%) types of communicative activities are developed. It displays most of all the materials needed for each basic competence, such as business letters, technical documents, report, etc. However, not all of the indicators in each basic competence are developed. Almost all of the tasks in this textbook are classified as pre-communicative activities, among the communicative activities proposed by Littlewood (1981), which focus on the structure of the language. It means that teachers who use this textbook as material source need to add or modify the task so that all the indicators demanded by the curriculum are achieved. Teachers can use this textbook as source of communicative activities in preparatory stage since most of the activities are categorized as pre-communicative activities. Teachers, therefore, should modify or create communicative activities to achieve.
Keywords: content analysis, task, indicator, curriculum, communicative activity
commit to user commit to usercommit to user commit to user MOTTO
“So which of the favors of your Lord would you deny?” (Q.S. Ar-Rahman: 45) commit to user DEDICATION
This thesis is dedicated to: My beloved Mom My teachers in vocational high school My all „teachers‟ in my life
Alhamdulillahirabbil’alamin. In the name of Allah, the Most Gracious and the Most Merciful, all praises and thanks are only for Allah SWT, who gives His blessing and help so that the writer can accomplish her duty to finish the thesis as a partial requirement for achieving the Undergraduate Degree of Education in English of Teacher Training and Education Faculty of Sebelas Maret University.
The writer realizes that this thesis could not be accomplished without the help, and support of many people who have been involved in the process of finishing this writing. Therefore, the writer would like to express her deepest gratitude and appreciation to the following individuals and institutions:
1. Prof. Dr. M. Furqon Hidayatullah, M. Pd., the Dean of Teacher Training and Education Faculty; 2. Dr. Muh. Rohmadi, S.S., M. Hum., the Head of the Art and Language
Education Department; 3. Endang Setyaningsih, S. Pd., M. Hum., the Head of the English Education
Department; 4. Drs. H. A. Dahlan Rais, M. Hum., the writer’s first consultant, for his guidance, suggestion, and advice;
5. Hefy Sulistyawati, S.S., M. Pd., the writer’s second consultant, for her guidance, suggestion, and advice;
6. The writer’s beloved Mom for caring, love, affection, and sincerity; the writer’s younger brothers for their support;
7. The writer’s dearest friends for their caring, love, support, and help; 8.
The writer’s lovely friends in the English Education Department 2009 for unforgettable moment and experience during our study;
9. The last, but not least, thank you very much for everyone who has been part of the writer’s life.
commit to user The writer also realizes that this thesis is still far from perfection. Therefore, she appreciates and accepts any suggestion, criticism, and comments from those who concern on this thesis. However, she hopes that this thesis will be able to give contribution and benefit for the readers, especially for those who are interested in the similar study.
Surakarta, January 2014 The writer Kurniasari
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TABLE OF CONTENTS
APPROVAL OF CONSULTANTS iv
APPROVAL OF THE BOARD OF EXAMINERS v MOTTO vi
TABLE OF CONTENTS ix
LIST OF TABLES xii
LIST OF ABBREVIATIONS xiii
LIST OF APPENDICES xiv
CHAPTER 1 INTRODUCTION
1 Background of the Study B.
3 Identification of the Problem C.
4 Limitation of the Problem D.
4 Problem Statement of the Study E.
4 Objectives of the Study F.
5 Benefits of the Study CHAPER II THEORETICAL REVIEW
6 Textbooks 1.
6 Instructional Material 2.
6 Definition of Textbooks 3.
7 Roles of Textbooks in Language Teaching 4.
7 Advantages of Textbooks 5.
8 Disadvantages of Textbooks 6.
9 Textbook Evaluation B.
10 Curriculum 1.
10 Definition of Curriculum
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10 Kurikulum Tingkat Satuan Pendidikan (KTSP)
12 Syllabus of English Subject C.
13 Communicative Activities 1.
13 Communicative Competence 2.
17 Communicative Language Teaching 3. The Role of Materials in Communicative Language
Teaching 17 4.
18 Definition of Communicative Activities 5.
19 Criteria of Communicative Activities 6.
19 Kinds of Communicative Activities D.
22 Content Analysis 1.
22 Definition of Content Analysis 2.
22 Function of Content Analysis 3.
22 Purpose of Content Analysis 4.
22 The Steps of Content Analysis
CHAPTER III RESEARCH METHODOLOGY
24 Method of the Research B.
24 Focus of the Research C.
24 Data and Data Source D.
24 Method of Collecting Data E.
25 Techniques of Analyzing Data
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
27 The Description of the Textbook B.
29 The Compatibility of the Tasks with the Curriculum C.
61 The Level of Communicativeness of the Tasks D.
71 The Result of the Analysis E.
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTIONS
76 Conclusion B.
77 Implication C.
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LIST OF TABLESTable 2.1. The Basic Competences and Indicators for Intermediate Level
12 Table 2.2. Types of Communicative Activities
20 Table 3.1. The Percentage and Compatibility Classification
26 Table 3.2. The Percentage and Communicativeness Classification
26 Table 4.1. The Construct of the Content Pages
28 Table 4.3. The Distribution of Tasks in English for Vocational High School III Compatible with Indicators in KTSP
29 Table 4.4. Classification of the Communicativeness of the Tasks based on the Classification by Littlewood (1981)
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C : Chapter T : Task P : Page SMK : Sekolah Menengah Kejuruan KTSP : Kurikulum Tingkat Satuan Pendidikan
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Appendix 1 The Syllabus of English for SMK
81 Appendix 1 The Content of the Textbook
86 Appendix 2 Coding
87 Appendix 3 Analysis of Compatibility of the Tasks with KTSP
88 Appendix 4 Analysis of the Level of Communicativeness of the Tasks