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CHAPTER II
LITERATURE REVIEW

A. Textbook

1. The Definition of Textbook

A textbook is typically a book with some materials related to a particular subject used by
students in the learning process in the classroom. Thomson stated that the textbook serves as
a platform or tool for teaching and learning (Solichatun: 2011). Meanwhile, Al Sowat (2010)
categorized textbooks as one of the most important components in the curriculum which
present a clear structure that can lead the teacher and learners where they should go and tell
them what is going to come next. Awasthi (2006) stated that textbook was not only a learning
material for the learner, but it is also a teaching material for the teacher.

According to Riasati and Zare (2010), the teacher's textbook is a useful tool, and the
teacher needs to understand not just how to utilize it, but also how effective it may be.
Cunningsworth (1995: 7) describes that textbook serves as a guide for reaching set goals and
objectives based on the needs of the student. Meanwhile, Richard stated that textbook
provided the teaching materials, especially for the new teacher since they did not have enough
experience in planning and teaching lessons. It is in line with Richard’s (2010) statement that
textbook is also taken into account as support for a less experienced teacher or new teacher to
deliver the materials to the students.

According to the explanation above, textbooks play a significant part in the teaching and
learning process due to the series of activities that it has for the students. It also has almost
everything that they need to comprehend what they learn.

2. How to Evaluate a Good Textbook

Cunningswoth (1995: 15) gives four criteria to evaluate the textbook such as :

a. A textbook should be appropriate for students' needs.

1. It should be in line with the goals and objectives of the language-learning programme;
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2. The content should be relevant to the language, abilities, and communicative strategies
that students need to learn.
b. A textbook needs to represent the uses that students will make of the language in the
future or in the present.
1. It must use genuine resources, present learners in situations that are realistic, and
motivate them to engage in activities that help them develop their communication
techniques;
2. It should include themes that are engaging and stimulating and encourage students to
think critically about themselves related to the topics and participate in group
discussions.
c. A textbook should take into account the needs of students as learners and promote
their learning experiences without implementing a static approach dogmatically
1. It needs to be interesting, dynamic, and well-presented, with a wide variety of activities
and topics;
2. It should include regular tests with the goal of revealing to students what they already
know rather than what they still need to learn, as well as a self-evaluation of what they
believe they have learned throughout the book.
d. A textbook should be used clearly as a learning aid.
1. It ought to offer models of English that are both learnable and appropriate for the
student's proficiency level;
2. It also provides exercises and other activities intended to encourage English usage
fluency;
3. It often provides explanations or examples with context to help learners comprehend
how the language functions.

3. The Advantages of Textbook

Cunningwsorth (1995: 7) stated that textbook has several roles in English teaching as
follows:
a. a source for written and spoken presentation material;
b. an activity source for practice and communicative interaction;
c. a guide for students on grammar, vocabulary, pronunciation, and etc;
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d. a source of inspiration and ideas for language-learning activities in the classroom;

e. a syllabus (when they represent already-determined learning objectives);
f. a tool for self-access work or self-directed learning;
g. a support for less experienced educators who have not yet regained their confidence.

In addition, Ur (1996: 184) stated that textbook has some benefits as follows :

a. Textbook provides straightforward instruction. There is a sense of structure and progress

because the teacher and students both know where they are heading and what will happen
next;
b. Textbook contains a syllabus. Many textbook provides the syllabus which can be followed
systematically;
c. Textbooks are ready-made texts and tasks. It is not necessary for teacher to prepare their
own text and task that suitable for each class’s level;
d. Textbooks are economical. From economic point of view, textbook is so beneficial;
e. Textbook has a convenience package. All of content are arranged systematically and stay
in order;
f. Textbook provides guidance and support for the teacher who are inexperienced;
g. Textbook can be used independently by a learner to review and monitor progress while
learning new material.

4. The Disadvantages of Textbook

Textbook has not only advantages but also disadvantages, it is supported by Ur (2009).
Disadvantages of textbook as follow :
a. Inadequacy. Each learner has different needs in terms of learning. It cause a problem where
a textbook cannot possibly supply all of students’ need and fulfill it satisfactory;
b. Limitation. A complete textbook might prevent teachers from using their own initiative and
creativity. It causes a lack of interest and motivation in creating an interesting learning
process;
c. Homogeneity. Using a textbook means that the teacher should accept it without any request
before. A textbook has its own teaching and learning process;
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d. Over-easiness. Since it is too convenient for teachers to blindly follow the textbook, they
may end up serving merely as its content's mediators rather than as teachers in their own
right.

A. Curriculum

1. The Definition of Curriculum

Richard (2013) stated that curriculum referred to a plan for a course and how its content
was changed into a teaching and learning design that used to achieve the desired learning
outcomes. Whereas Sohibun and Eripudin (2017) stated that curriculum was an essential part
of education which can determine the quality of the country. In addition, Kemendikbud (2012)
explained the curriculum was a set of guidelines for organizing teaching and learning activities
to fulfill the specified learning objectives, including the aim, the content, the materials, and
the technique. It is in line with PP nomor 32 tahun 2013.
2. 2013 Curriculum
Adapted from the guidance book of 2013 Curriculum, the curriculum is produced by the
government as National Education System. As it is stated in Undang-Undang Nomor 20 tahun
2004 Pasal 1 Ayat 10 that is a set of guidelines used to guide the implementation of learning
activities in order to accomplish a specific educational purpose. These guidelines include the
aim, content, and learning resources. In Indonesia curriculum changes from time to time.
Wahyuni (2016) stated that curriculum changes is the consequence for the change of social,
politics, culture, science and economy. In addition, Wahyuni (2016) explained that the
curriculum in Indonesia has had a few changes in 1947, 1952, 1968, 1975, 1984, 1994, 2004,
2006 and the last change was in 2013. Therefore, Poerwati and Amri in Setiawati (2015) did
not mention that the curriculum changed in 1964 but stated that the curriculum changed in
1999.
The latest curriculum named 2013 Curriculum by the year of the curriculum changed. It
was started in July 2013 (Wahyuni, 2016). The curriculum substituted Curriculum 2006 which
is known as School-Based Curriculum (Kurikulum Tingkat Satuan Pendidikan).

3. Framework of 2013 Curriculum

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According to Kementrian Pendidikan dan Kebudayaan (2012), there are four frameworks
which are used in launching 2013 Curriculum as follows :

a. Juridical Framework
The juridical framework is Pancasila and Undang-Undang Dasar 1945, UU nomor
20 tahun 2003 about National Education System, Peraturan Pemerintah nomor 19 tahun
2005, and Permendikbud nomor 23 tahun 2006 about Outcomes Competency Standard
and Permendiknas nomor 22 tahun 2006 about Standard of Content.
e. Philosophical Framework
Philosophical framework is stated in Kementrian Pendidikan dan Kebudayaan
(2012) that the development of curriculum was based on the nation’s culture, the nation’s
present and future lives. In addition, it is in line with the national education purpose which
was stated in UU RI Nomor 20 Tahun 2003 about National Education System.
f. Theoretical Framework
Curriculum is developed based on educational theories about the standard and
educational theories based on competency. Kementrian Pendidikan dan Kebudayaan
(2012) stated that 2013 Curriculum was Outcomes-based Curriculum in which Outcomes-
based Curriculum had 8 characteristics as follows:
1) The curriculum's material was classified as Core Competence of Subject and was
broken down into Basic Competence.
2) Core Competence was the main content of what the learners should learn based on
the level, grade, and subject.
3) Basic Competence was the competence that students should learn in any subject.
4) The amount of Basic Competence in any subject was defined as the emphasis of
attitude, cognitive skill, behavioral skill, and knowledge for any level and subject.
For Elementary School, the development of attitude became the major attention in
the curriculum.
5) Core Competence was defined as organizational competency, something from a
"disciplinary-based curriculum" or "content-based curriculum," such as a concept,
generalization, or topic.
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6) Basic Competence being developed was based on accumulative principles,

encourage and enrich each other subject.
7) The focus of the teaching and learning process was on the attempt to master the
competency in a good category by looking at the features of the competency material,
where knowledge served as the mastery content. Cognitive and behavioral skill was
the ability to master content which was more difficult in developing and it took
indirect education.
8) The assessment included all competency aspects and it was formative. Moreover, the
result was followed by remedial learning for ensuring the mastering of competency
in the good category (KKM or minimum score can be a good category).
g. Empirical Framework
Empirical Framework is stated by Kementrian Pendidikan dan Kebudayaan (2012)
It is stated by Kementrian Pendidikan dan Kebudayaan (2012) that the change of
curriculum orientation was not being emphasized in the content but in the basic
competences which was essential to be usedby all citizens to develop our country.

B. Scientific Approach

1. The Essence of Scientific Approach in 2013 Curriculum

The scientific approach basically involves a series of steps that include gathering data
through experimentation or observation, processing the information, and analyzing, creating,
and testing the hypothesis.
Based on the guidance book of 2013 Curriculum scientific approach can be aligned with
the learning process. As a result, the 2013 curriculum recommended using a scientific
approach to learning. In the scientific approach or process, scientists emphasize the inductive
reasoning than the deductive reasoning. Deductive reasoning comes from general phenomena,
and then it will be concluded to specific conclusion. On the other hand, Inductive reasoning
analyzes a phenomenon from the specific point of view, and then it will lead to the global
conclusion. In general, scientific method suggests a distinct phenomenon with precise
identification in order to develop the overall conclusion.
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2. The Stages of Scientific Approach

In the scientific approach, it has some domains of learning achievement as it is stated by
Hosnan (2014:32) that the learning process should cover three domains; those are attitudes
(affective), knowledge (cognitive), and skills (psychomotor). Students are supposed to
become affective, innovative, and productive as a result of these three domains. To put it
another way, students have the hard and soft skills necessary to live well with these three
principles.
Furthermore, adapted from Permendikbud Nomor 103 Tahun 2014, the scientific approach
of learning is proposed in 5 stages, each is described as follows :
a. Observing
The observation stage puts an emphasis on useful learning. The stage has a few benefits,
one of which is that an actual object is shown in the media. Therefore, students can have a
happy learning. Through this stage, the students investigate the problems they are curious
about. Hosnan (2014: 45) stated that this approach has the advantage of fulfilling learners'
curiosities, making learning and teaching activities meaningful.
The students may watch, read, o listen from many resources directly or indirectly. Students
are asked to see images, videos, or power point presentations by their teachers. The objects,
real objects or phenomena are provided for the students and the teachers. Hosnan (2014: 41)
adds that the teacher should be a facilitator for the students to make observation and teach
them to focus on the main object by seeing, reading, or listening. It is stated in the Guidebook
(2013: 5), that by doing this method (observation), the students discover that there is a
connection between object which is observed and the learning materials used by the teacher.
The indicators of this stage, which can be observed while the learning activity is in
progress, are reading, listening, scrutinizing and seeing (with or without tools) (Hosnan,
2014:82).
b. Questioning
One way to improve students' understanding of concepts, principals, procedures, legal
principles, theories, and cognitive thinking is through the stage of questioning. The
implementation guideline for the scientific approach to English learning explains it.
Discussion and group work are two possibilities for the questioning stage. (Guidebook,
2013:9). In addition, The indicators of the questioning stage that may be seen when the
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learning activities are taking place are asking explanation about what the students have
observed and seeking out more information about what the students have learnt. (Hosnan,
2014: 82).
An effective teacher is one who can motivate the students to enhance their attitudes,
abilities and knowledge. When a teacher asks a question, it is also assisting the students'
learning. Meanwhile, when the teacher answers the student’s question, at the same time it
encourages the learner to be a good listener and good learner. In order to stimulate and
encourage the students to ask questions, the teachers should provide scaffolding for the
students (Government’s file, 2013, as cited in Ratnaningsih, 2017). Questioning is aimed to
obtain a verbal response. Questioning is not always in the form of interrogative sentence but
also can be shown in the form of statement.
c. Experimenting
According to the guideline for using a scientific method in learning the English language
(2013:36), experimenting is a good way to internalize the new information and abilities.
Through various activities like simulation, role playing, presentations, discussions, and
games, the students in this process learn to communicate the knowledge they have just learned
and attempt to apply the skill in real life, whether inside or outside of the classroom.
Students must conduct experiments in order to gain a meaningful, real, and authentic
education related to the material (Suharyadi, 2013: 4). Hosnan (2014: 58) states that
Experimenting is a method based on the scientific method and is used to fully resolve issues
so that students can gain a deeper understanding of the knowledge that the teacher has
delivered. The teachers expect the students to look up additional sources to get additional
information from it. According to Hosnan (2014:8), conducting an experiment, reading
sources other than the textbook, observing an object, activity, or event, and interviewing the
interviewees are examples of indicators of the experimenting stage that can be seen while the
learning activities are taking place.
d. Associating
Associating in the terms of teaching and learning process with scientific approach is
adopted in 2013 curriculum to describe that both teachers and learners are active participants.
It is emphasized that in the learning process, students should be more active than the teacher.
The guidebook (2013:161) stated that the students are active learners, which is the core of the
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associating process. The contact between the teacher and the students is essential to the
learning process. Utilizing stimuli and reaction (S-R) is one of the methods. Therefore, the
associating process analysis can be represented by a communicative task which obtains a
process of interaction. Additionally, engaging in communicative activities encourages
students to become active learners, which is the main objective of this stage.
In order to draw conclusions in the form of knowledge, associating can also be defined as
the process of reasoning logically and methodically about empirical facts that can be observed.
The associating stage in the 2013 curriculum with a scientific approach relates to ideas of
learning associations or associative learning. The association term of learning refers to the
ability to associate ideas and experiences. The experiences that have been stored in the
memory relate and interact with previous experience, that process is known as associating or
reasoning. From a psychological perspective, the term "association" refers to the connection
between conceptual objects or ideas as a result of mental resemblance or close proximity in
place and time.
As it is described in the guidebook of implementation of scientific approach in English
learning (2013:9), the association activity can be completed by group in various types of
activities, such as text analysis, classifying, comparing expressions, discussion, and receiving
feedback from the teacher. In addition, Hosnan (2014:82) states the indicators of this stage
that can be analyzed while the learning activity happens are processing data from experiments
or observed activities for data collection, and processing data from different sources for
problem-solving.
e. Communicating
Based on the guidance book of implementation of scientific approach in English learning
(2013:9), communicating is an activity that involves expressing a conceptualization verbally
or in writing, such as by giving examples, explaining concepts, and publishing work in a blog
or school magazine, etc. In addition, Hosnan (2014: 82) states that the indicators of
experimenting stage which can be observed while the learning activities is in progress are
communicate the outcome or finding of the observation based on the analysis verbally, in
writing, or using other media.
According to Hosnan (2014: 76), during the communicating stage, students will present
the audience with their interpretations of the material. It implies that students are free to
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express their ideas in front of the class. The communicating activity does not only provide the
knowledge and skill of communicating but also the problem and the success which are
achieved by the student in the process of learning. This activity portrayed the students
competence in comprehend the attitude, knowledge and skill.

C. Previous Studies

Taufiq Ahmad Fachrudin conducted a research entitled “A Content Analysis of a student

English Texbook “Bahasa Inggris SMA/MA/SMK/MAK Kelas XI Semester I” has
implemented the Scientific Approach of the 2013 curriculum in the textbook. The research
used the descriptive qualitative method, in which the data collection obtained through
document analysis. The subject was the students’s English textbook entitled “Bahasa Inggris
SMA/MA/SMK/MAK Kelas XI Semester I”. Elliot and Timulak's theory was applied to the
data analysis which consisted of: preparing the data, identifying and processing the meaning
units, creating categories, developing a general organizational structure for the data, and
abstracting the main data. The findings of the research were: for the chapter I and II, there
were 8 activities that support the scientific approach and 3 activities did not support the
scientific approach, and then for the chapter V there were 7 activities that support the scientific
approach and the other 36 did not. The results were that (1) The textbook has applied the
scientific approach and (2) In the chapter I and II 73% activities supported the scientific
approach and 27% did not support the scientific approach, in the chapter V 64% supported
the scientific approach and 36% did not support the scientific approach. The writer suggested
that the book should consider more about the compatibility of the scientific approach through
the activities.
Subariyah has done a research entitled “An Analysis on The Suitability of The English
Textbook “Pathway to English” for the Tenth Grade Students of Senior High School based
on Tomlinson’s Theory”. The data were collected by using the content analysis technique.
The information in the study was used to determine whether or not the "Pathway to English"
English textbook for Senior High School students in the tenth grade met Tomlinson's good
textbook criteria and the scientific approach of the 2013 curriculum. This research used a
descriptive study as its method; the subjects were the materials in the English textbook
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“Pathway to English”. The researcher applied descriptive analysis as the technique for data
analysis with the following steps: 1) setting criteria, 2) subjective analysis, 3) objective
analysis, and 4) matching. The study's findings indicate that the English textbook "Pathway
to English" serve 100% of Scientific Approach of the 2013 Curriculum's and 81,25% of
Tomlinson's theory. In conclusion, the English textbook "Pathway to English" is a great
choice for tenth-grade students whose school has adopted the 2013 Curriculum.
Anik Fatmawati conducted a research entitled The Analysis of English Textbooks: “Active
English 4” and “Grow with English 4” for Elementary School Students based on Young
Learners’ Characteristic. It was intended to help the Indonesian National Educational
Department and the publisher improve English textbooks. It was a qualitative descriptive
study. The textbooks are “Active English 4” published by Tiga Serangkai and “Grow with
English 4” published by Erlangga. The author evaluated whether or not they were suitable for
young learners. The physical appearance, contents, and support tools were the three
components that needed to be examined. The data analysis revealed that although the two
textbooks had good content and visual appeal, they lacked the necessary support materials.
However, both textbooks are suitable for the features of young learners.
This research is conducted based on some considerations. It begins with the policy of the
latest 2013 Curriculum that affects some learning and teaching activities including the
textbook as the source of learning activity. Therefore, the previous studies have an important
role to this research in terms of providing some references in analyzing the English textbook
and the 2013 Curriculum. This research is conducted to identify whether this compulsory
textbook has implemented the scientific approach of the 2013 Curriculum or not, since the
scientific approach is the main concept of the 2013 Curriculum that should be covered in the
textbook. Moreover, this research concerns more on activities which are provided in the
textbook due to the implementation of the scientific approach of the 2013 Curriculum.