A CONTENT ANALYSIS OF ENGLISH TEXTBOOK “WHEN

ENGLISH RINGS A BELL” USED IN FIRST GRADE

JUNIOR HIGH SCHOOL BASED ON CURRICULUM 2013

Name: Monica Khalifah

Nim: 1814050054

ENGLISH TADRIS- (B)

TARBIYAH AND VOCATIONAL SCHOOL OF FACULTY TRAINING
ISLAMIC UNIVERSITY OF THE PRIEST STATE OF BONJOL
PADANG

2020
A CONTENT ANALYSIS OF ENGLISH TEXTBOOK “WHEN
ENGLISH RINGS A BELL” USED IN FIRST GRADE
JUNIOR HIGH SCHOOL BASED ON CURRICULUM 2013

A “Skripsi”

Name: Monica Khalifah

Nim: 1814050054

ENGLISH TADRIS- (B)

TARBIYAH AND VOCATIONAL SCHOOL OF FACULTY TRAINING
ISLAMIC UNIVERSITY OF THE PRIEST STATE OF BONJOL
PADANG

2020
ABSTRACT

Mansyurah Sadiqah, 2016, A Content Analysis of English Textbook “When

English Rings a bell” Used in First Grade Junior High School Based on
curriculum 2013, “skripsi” of English education at Faculty of Tarbiyah and
Teachers’ Training of UIN Imam Bonjol Padang, 2020.
Advisor

Keywords: Content Analysis, English Textbook, First Grade Junior High School,
Curriculum 2013.
The purpose of this study is to know and describe the feasibility of content of
English textbook “When English Rings a Bell” used in Junior high school, based
on curriculum 2013, using the rubric assessment from BSNP, education national
standard board. The result of the study is expected to help both teacher and
publisher to get better information about the content of a textbook and can make
an effort to fulfil the requirement of a national standard textbook if there is any
lack of needed content.
The English textbook “when English Rings a Bell” contains 11 chapters as the
population, and the writer use 6 chapters as samples. The writer use qualitative
method specifically document analysis. The research instrument is the writer
herself and the data collected from English textbook “When English Rings a Bell”
for junior high school grade VII and document of curriculum 2013.
The result of this research shows that only 68.75% materials in English textbook
“When English Rings a Bell” fulfil the feasibility of content requirement. 33
categories out of 48 obtain the score 4. 2 categories obtain the score 3 and 13
categories obtain score 1.
 iv
ABSTRAK

Mansyurah Sadiqah, 2016, Analisis konten buku teks bahasa Inggris “When
English Rings a Bell” yang digunakan oleh sekolah menengah pertama kelas
VII berdasarkan kurikulum 2013. Skripsi jurusan Pendidikan Bahasa
Inggris, Fakultas Tarbiyah dan keguruan, Universitas islam Negeri Imam
Bonjol. Padang, 2020.
Advisor:

Kata Kunci: Analisis konten, buku teks bahasa Inggris, sekolah menengah
pertama kelas VII, kurikulum 2013.
Penelitian ini bertujuan untuk menbetahui dan mendeskripsikan kelayakan isi
konten buku teks bahasa Inggris “When English Rings a Bell” yang digunakan
oleh sekolah menengah pertama, kelas VII berdasarkan kurikulum 2013, dan juga
untuk mengetahui jika buku teks ini memenuhi persyaratan standar kelayakan isi
BSNP, badan Standar Nasiobal Pendidikan. Hasil penelitian ini di harapkan dapat
membantu para guru dan penerbit buku untuk mendapatkan informasi yang lebih
baik tentang konten sebuah buku teks dan dapat berusaha untuk memenuhi
persyaratan buku teks berstandar nasional jika ada kekurangan isi materi yang
diperlukan.
Buku bahasa Inggris “When English Rings a Bell” mengandungi 11 babsebagai
polulasinya, penulis menggunakan 6 bab sebagai sampel. Penulis menggunakan
metode kualitatif, spesifik analisis dokumen. Instrumen penelitian adalah
penilaian dari penulis sendiri dan data di peroleh dari buku teks bahasa Inggris
“When English rings a Bell” untuk sekolah menengah pertama kelas VII dan
dokumen kurikulum 2013.
Hasil penelitian ini menunjukkan hanya 68.75% materi buku teks bahasa Inggris
(When English Rings a Bell” memenuhi persyaratan kelayakan isi. 33 kategori
mendapat nilai 4. 2 kategori mendapat nilai 3 dan 13 kategori mendapat nilai 1.

v
ACKNOWLEDGEMENT

In the name of Allah, The Beneficent and The Merciful

All praises be to Allah for the blessing and guidance given to the writer for finally
completing this research paper. Peace and blessing be upon to Prophet
Muhammad SAW, his family, companion and adherence.
It is an honour that the writer could finally complete a skripsi entitled A Content
Analysis of English Textbook “When English Rings a Bell” used in First Grade
Junior High School Based on Curriculum 2013. She dedicated this skripsi to her
beloved parents and husband for being a strong pillar of support in completing this
research. Deep gratitude to both of her advisors for the guidance, patience and
motivation for the writer to accomplish this skripsi. In this occasion, the writer
would like to give the deepest gratitude and salute to:
1. Prof. Dr. Ahmad Thib Raya, M.A as the dean of Faculty of Tarbiyah and
Teachers’ Training Universitas Negeri Imam Bonjol Padang
2. The head Department of English Education, Dr. Alek, M.Pd. and secretary of
Department of English Education, Zaharil Anasy, M.Hum.
3. All lecturers in Department of English Education for the valuable
knowledge, motivation and guidance during the writer’s study.
4. Parents of the writer, Mr. Syamsuddin and Mrs. Amatul Halim for the
endless support, encouragement, sacrifices and prayers for the sake of the
writers’ success.
5. Beloved husband, Nasir Ahmad for his patience, encouragement and love.

vi
6. All supportive classmates of class B in Department of English Education.
Thank you for the memorable moments. A warm gratitude to Amalia Putri,
Wiwin Winingsih and Utari Prabawati for being a good friend and
roommates.
7. Big family of UKM Bahasa-FLAT UIN Padang who has been great friends
and give so many wonderful experiences in university life.
8. To anyone who has contributed for the completion of the writer’s study who
cannot be mentioned one by one.
 vii
TABLE OF CONTENTS

APPROVAL LETTER………………………………………………………..…i
ENDORSEMENT SHEET………………………………………………….......ii
CERTIFICATION OF ORIGINALITY…………………………………..…..iii
ABSTRACT…………………………………………………………………..…iv
ACKNOWLEDGEMENT…………………………………………………..….vi
TABLE OF CONTENT……………………………………………………......viii
LIST OF TABLES…………………………………………………………….…x
LIST OF APPENDICES………………………………………………….……xii
CHAPTER I: INTRODUCTION…………………………………………..…..1
A. Background Study………………………………….……..…. 1 B.

Focus of the Research……………………………….…….......2

C. Research Question………..………………………….…..……2

D. Purpose of the Study……………………………….…..……..3

E. Significance of the Study………………………….……..…...3

CHAPTER II: THEORETICAL FRAMEWORK……………….….…….….4

A. Textbook...................................................................................4

1. The Definition of Textbook………………..…….…..….…4

2. The Function of Textbook………………………….….......5

3. How to Analyse Textbook……………………………..…..7

4. Rubric Assessment of Textbook……………………...…....8

B. Curriculum……………………………………………..….…22

viii
1. Definition of Curriculum…………………….….………...22

2. Curriculum 2013……………………….….……….……..23

CHAPTER III: RESEARCH METHODOLOGY……………………….......26

A. Design of the Study……………………………………......26

B. Instrument of the Study…………………………………....26

C. Procedure of Analysis……………………………………...27 D.

Technique of Data Analysis……………………………….27

CHAPTER IV: RESEARCH FINDING AND INTERPRETATION….…..28

A. Research Findings…………………………………………28

B. Interpretation………………………………………………45

CHAPTER V: CONCLUSION AND SUGGESTION………………………46

A. Conclusion……………………………………….…….……46

B. Suggestion……………………………………….…….…….46

1. For Teacher………………………………….……..……...46

2. For Publisher……………….……………………..……….46

REFERENCES…………………………………………………………

….…..47

APPENDICES………………………………………………………….……....49
 ix
LIST OF TABLES

x
LIST OF APPENDICES

Appendix 1 Instrumen 1 Penilaian Buku Teks pelajaran Bahasa

Inggris SMP…………………………………………………..…..49
Appendix 2 Deskripsi Butir Instrumen 1 Penilaian Buku Teks
Pelajaran bahasa Inggris SMP……………………………….…...51
Buku Teks Bahasa Inggris “When English Rings a Bell”……..…57
xii
 1

CHAPTER I INTRODUCTION

A.Background Study

Englishhas been one of the most taught foreign languages in Indonesian

formal school. Its urgency had been justified by many programs and plans carried
out by the national education department. Despite the banishment of international
standardized school throughout the nation, English subject still remains intact as
one of the national curriculum. To fulfil the needs of learning English, there are
various textbooks available for the use of both teacher and student.
Textbook is one of the most important media for teacher as well as student.
With the aid of textbook, teacher could plan teaching material systematically and
efficiently as textbook provides aim and goal for each lesson. The teacher could
prepare and develop learning materials and class activities effectively. As for
student, textbook can help them as reference in learning so that they’re able to do
self study outside the school session.
The importance of textbook in teaching and learning process makes it
crucial for the teacher to select appropriate textbook for the student as there are
various English books published by many publishing companies. The teacher
needs to be careful in choosing the appropriate one. The content has to be in
conformity with the current curriculum as well as the aim and goal for students to
achieve.
Recently, the curriculum has been changed to curriculum 2013. This
curriculum has significant difference from the previous KTSP (School Based –
Level Curriculum)there are increases in classroom session but decreases in basic
competence or KD. Because the learning session is more to student centred,
learning session requires more time as student needs to practice more in inquiring,
1
associating, delivering, and communicating. Moreover, the content of
curriculum2013 focuses more in developing student’s skill in communication and

1 Kementerian Pendidikan dan Kebudayaan 2013, Kurikulum 2013, Kompetensi Dasar

SMP, p.4.
 2

using English or in other word productive skill as they will learn to use the
knowledge in daily life.
With the guidelines included in curriculum 2013, it is important for a
textbook used to be in conformity with the base competence,KD listed in the
current curriculum and rubric assessment from education national standard
board,BSNP. For the research, the writer is interested in analyzing the content of
textbook used in the First grade junior high school with the title “When English
Rings a Bell” published by Ministry of Education and Culture of Indonesia to find
out if it fulfils the requirement in current curriculum 2013. This textbook is chosen
because it is used by Al-Kautsar junior high school where the writer had spent
four months doing her teaching internship, or PPKT (Praktek Profesi Keguruan
Terpadu). The writer would like to make an analysis of the content of this
textbook with the title A Content Analysis of English Textbook “When English
Rings a Bell” used in first grade junior high school based on curriculum 2013.

B. Focus of the Research

The research focused on the material in “When English Rings a Bell”
textbook and figure out if it comply the requirement specified in base competence
or KD (Kompetensi Dasar) of curriculum 2013

C. Research Question
The formulation of the problem stated as: Are materials in English
textbook “When English Rings a Bell” fulfil the feasibility of content requirement
specified in curriculum 2013?

D. Purpose of the Study

The main purposes of the study are to find out and describe the feasibility
of content of “When English Rings a Bell” textbook based on the requirement of
the current curriculum 2013.
 3

E. Significance of the Study

CHAPTER II THEORETICAL FRAMEWORK

Content analysis is a method of data analysis. It concerns language

material which already exists in a finished form. One of the purposes of content
analysis is to interpret and evaluate.2
The theoretical foundation of qualitative content used in this study related
to communication science. Document is seen as a form of communication which
contains material or information intended for the reader.3
Throughout the recent debate on National examination, it was said that
students in the suburbs and inland lack the access to latest technology in

2 Phillip Mayring, Qualitative Content Analysis; Theoretical Foundation, Basic

procedures and Software Solution (Klagenfurt, 2014) , p. 56.
3 Ibid., p. 19.
 4

education, but they are expected to face the same exam as the students from urban
areas. What is so called equality in learning assessment; however it seems to be
unfair. But as long as the exam is truly based on the curriculum used at the
moment then the textbook plays a very important role.

A. Textbook
1. The Definition of Textbook
Textbook is a form of published printed material most commonly used as
teaching and learning media in schools or any educational institution. It is one of
the most important media in learning and teaching process as it serves as a source
and guideline to both students and teacher.
For language learning, Richards mentioned that textbooks serve as the basis for
much of the language input since learners receive and provide the content of the
lessons, the balance of skills taught and the kinds of language practice the students
take part in.4 This explains why at all levels of language learning textbook is still
taken as important resource among students.
On the other hand, Mudzakir concludes that a textbook can be considered as
schoolbook, course book, work book or subject book used in school or educational
institution complemented with materials for exercise as the students reference
book.5
It can be inferred that textbook is a published printed material that serve as a
source and guideline for teachers and students which contain exercises and
reference in the form of schoolbook, course book workbook or subject book.

2. The Function of Textbook

A good textbook is very crucial for both teacher and student. For teacher, it
serves as a guide for each lesson. Textbook for language learning consists of
several chapters. Each chapter will discuss different types and level of language

4 Jack C. Richards, The Role of Textbook in a Language program, March 2015, p. 1,

(http//www.professorjackrichards.com/pdfs/role-of-textbook.pdf)
5 5 Mudzakir AS, Penulisan Buku Teks Yang berkualitas,March 2015,p.4,
(http//www.upi.edu)
 5

skill. This will help both student and teacher focus on materials they will teach or
learn. Textbook not only can provide general ideas for teacher to develop activities
suitable for every topic, but also give a brief view for student on what they should
expect for next learning session and at the same time serve as their reference for
practices.
Richards stated that in certain situation, textbook is a form of teacher
training as they give guidelines for ideas and plans on teaching format that teacher
can use. As for students textbook provides as source of contact with the language
they are learning apart from teacher’s input.6
As a resource in achieving aims and objectives that have been set in terms of
learners need, Cunningsworth listed a few roles textbook can serve as in ELT;
a. A resource for presentation material (spoken and written)
b. A source of activities for learner practice and communicative interaction
c. A reference source for learners on grammar, vocabulary, pronunciation,
etc.
d. A source of stimulation and ideas for classroom language activities
e. A syllabus (where it reflects learning objectives which have already been
determined)
f. A resource for self-directed or self-access work
g. A support for less experienced teachers who have yet to gain in confidence
Textbook can also be considered as teacher’s partner. The partnership
between teacher and a textbook is at its best when it shares common goals and
each side brings it special contribution. The aim of the textbook also should
closely correspond to the teacher’s aim so both can seek to meet the needs of
learners.7
It can be concluded that a textbook can help both teacher and learner to
reach their aims and adjectives in language learning, but to the extent where the
textbook serve them to reach the goals. “It is generally accepted that the role of

6 Jack C. Richards, loc.cit

7 Alan Cunningsworth, Choosing Your Coursebook (Oxford: Heinemann
Publishers,1995), p. 5.
 6

course book is to be at the service of teachers and learners but not to be their
master”8

3. How to Analyze Textbook

Because the textbookanalyzed by the writer is made for Indonesian
student, thus the writer will use the guidelines and instrument from BSNP to
analyze the content of “When English Rings a Bell” textbook. There are three
components that can be evaluated in a textbook assessment; a. Feasibility of
content

1. The compatibility of materials with core o f competenceand base

competence
2. The accuracy of the materials
3. The learning supporting materials
b. Feasibility of presentation
1. The technique of presentation
2. Learning presentation
3. Supporting technique of presentation
c. Feasibility of language
1. The appropriateness with learners’ development level
2. Communicative
3. Coherency and unity of concept9
For this research, the writer will only analyze the feasibility of content
because it covers the analysis of compatibility with the core of competence and
base competent of a textbook which is the most appropriate with the intended
content analysis.

8 Ibid.
9 Standar Penilaian Buku Teks Bahasa Inggris SMP/MTS. Pusat Kurikulum dan
Perbukuan. 2006.
 7

1. Rubric Assessment of Textbook

The huge numbers of textbook available in the market make it crucial for
both teacher and learner to choose the right textbook based on their need. For that,
education national standard board, BSNPhave released assessment instrument
form to help teachers choosing the right textbook. In this case the textbook that
match the standard of core of competence,KI and base competence, KD Junior
High School English grade VII.
Table 2.1

Core Competence and Basic Competence of English Subject Grade VII

CORE COMPETENCE BASIC COMPETENCE

1. Respect and understand the Being grateful for the opportunities to learn
teaching of their religion. English language as international
communication medium.
 CORE COMPETENCE BASIC COMPETENCE 8

. Respect and understand

honesty, discipline,
2 2.1 Values polite behaviour and caringin
responsibility, caring
(tolerance, teamwork),
polite, confident in
interacting effectively with
their social and natural
environment within reach of
their association and
existence
making interpersonal communication
with teachers and friends.
2.2 Values honesty, discipline, confidence
and responsibility in making
transactional communication with
teachers and friends.
2.3 values sense of responsibility, caring,
cooperation, and peace loving in making
functional communication

3. Understand
knowledge(facts, concepts,
and procedures) based on
their curiosity in
knowledge, technology, art,
culture related to
phenomena and real life
events.
9
 10

written text of self identity, brief and

simple.
 11

animals and things, brief and simple.

3.11 Understand the message in a song

4. Attempting,
4.1 Composing processing,
spoken text to sayand
and
presenting concretely
respond to greetings, excuses, gratitude
(using, analyzing, building,
and apology, with
modifying, andthe correct and proper
making)
and abstract
context (writing,
of language element.
reading, calculating,
drawingspoken
4.2 Composing and composing)
and writtenintext to
accordance to what have
make
been and respond
learned in to self introduction,
school and
other
brief andsources which
simple by takingshares
notice of
the common views/theories
purpose, text structure, and language
element precise and proper with the
context.

4.3 Composing spoken and written text to

name the days, months, time of the day,
time in numeral form, dates and years,
with the correct language element and
proper with context.

4.4 Composing spoken and written text to tell

the student’s origins brief and simple by
taking notice of the purpose and text
structure with the correct language
element and proper with context.

4.5 Composing spoken and written text to tell

the name of animals, things and public
buildings that closely related to student’s
daily lives with the correct language
element and proper with context.
12
 13

4.6 Composing written text to make labels

and list, with the correct language
element and proper with context.

4.7 Composing spoken and written text to

identify characteristics of persons,
animals and things, with the correct
language element and proper with
context.

4.8 Composing spoken and written text to

identify behaviour/action/and function of
persons, animals, and things, with the
correct language element and proper

4.10 Comprehend the meaning in instruction

text, short notice, warning/caution, in
spoken and written forms.

4.11 Composing spoken and written

descriptive text brief and simple, about
persons, animals and things by taking
notice of purpose, text structure and
language element, correctly and proper
 14

with context.

4.12 Comprehend the meaning in descriptive

text, spoken and written, brief and simple.

4.13 Comprehend the message in a song

The textbooks developed for grade VII are expected to have these criteria;

a. Developing the ability to use English language in spoken and written form for
the purpose of expanding student’sintellectual, social and emotional aspects.

b. Using proper English that correspond with language methods and

communication context. Language knowledge as complement to master
communication skills.

c. Developing the ability to communicate in English through lesson based on

students daily basic natural environment.

d. Directing to developing life skills; personal, social, academic, and vocational.

e. Developing cross cultural understanding to build friendship within local,

national and international level by expanding vision about cultural differences
to minimise misunderstanding, develop sense of appreciation, and increasing
inter-human relation quality.

f. Oriented to knowledge development and technology.10

Table 2.2

10 Instrumen Penilaian I Buku Teks pelajaran Bahasa Inggris SMP/MTS (Badan Standar
Nasional Pendidikan, Kementrian Pendidikan nasional, 2006), p.2.
 15

Components of Feasibility of Content11

Components of feasibility of content include three sub-component; uniformity of
materials with core competence and basic competence, accuracy of materials, and
supporting materials.

A. Uniformity with Core Competence and Basic Competence

1. Completeness

b. Transactional texts

It is compulsory for a textbook to contain and encourage students to explore

at least brief and simple transactional text to give them opportunities to
ask/give things/favour/information/opinion related to the student’s daily lives
and other school subjects, spoken and written.

c. Functional texts

It is compulsory for a textbook to contain and encourage students to explore

at least brief and simple functional texts and monologues to develop their
scrutinizing, speaking, reading and writing skills about topics that related to
the students daily lives and other school subjects.

2. In Depth

11 Ibid.
 16

a. Exposure

For each text, it is compulsory for textbook to contain and encourage students
to explore various texts that relevant with their daily lives for the purpose of
getting accustoms to the texts especially its message.

b. Text Formation Rules Retention

The lessons for each text, it is compulsory for textbook to contain guidelines
so students can get explicit comprehension about three text formation rules
(social function, general structure, and linguistic features) by the time the
students already get accustom interacting about the message contain in the
texts.

B Accuracy of Materials

3. Social Function

The texts given in the textbook or result of student’s exploration should be

guided to achieve social function related to the student’s daily lives.

1. Interpersonal communication; to build interpersonal connection (through

interpersonal texts). The depth of each material social function at least
appropriate for the coverage of grade VII learning range.

2. Transactional communication; to ask/give favour/things/facts/opinion,

 17

related to the students daily lives and other school subjects, spoken and
written.

4. Element and Structure of Meaning

The texts given in the textbook or result of student’s exploration should be

guided to develop the skill in thinking coherently and systematically.

a. In interpersonal and transactional texts, these elements at least covered

interactive activities such as communication initiate and response in the
form of asking and giving information/ things/favour.

b. In brief functional texts and monologues, it should at least cover elements

of meaning included in each of the following functional texts and
monologues;

1. Recount covers at least orientation and series of activities/events

conveyed chronologically.
 18

2. Narrative covers at least orientation, complication, and solution.

3. Procedures cover at least steps in doing certain task, with or without

mentioning explicitly the needed items.

4. Descriptive covers at least elements in persons/ things/ animals as well as

description of each (physic, behaviour, action) that considered necessary
to be delivered to play the role of intended social function.

5. Report covers at least general characteristics of persons/ things/ animals

(physic, behaviour, action) with or without conveying explicitly general
statement in the form of definition or classification.

5 Linguistic Feature
.

C Supporting Materials
.
6 Relevance

a. Material relevance and reference source

Teaching materials (texts, tables, illustration, appendix, etc) for each text taken
from sources that relevant with the topic discussed.

b. Up to datedness of material and sources of reference.

Teaching materials (texts, tables, illustration, appendixes, etc), taken from the
latest sources with the topic discussed.

7 Life Skills development

.
 19

Texts and communicative acts motivate students to do certain things to

develop life skills such as;

a. Personal skill; know their own and other’s surplus and flaw, improving
themselves to be an independent, social, and god creation being.

b. Social skill; Cooperative, tolerant, appreciate equality of gender, peaceful,

anti-violence in communicating and interacting with other people.

c. Academic skill; search and make use of information, solving problems and
making decision in scientific task.

d. Vocational skill; possess skills, attitude and necessary capability to do certain

task/profession.

8 Diversity Insight
.

Texts
develop
b.
c.
d. andsense
a. aware ofcommunicative
appreciation
various
national
culture theof diversity
towards
cultural values
region
potential
of
context.
Comprehension of acts
potential
and motivate
aswell
follows;
multicultural
as
natural
democratic
national as
and
vision andstudents
local,
natural
resources
values that
to toand
plurality
national
resources
appropriate
develop the dowith
certain
to
love inthe
global things
community,
wisdom.
promote
toward do
local
local covering
and
social
father land,
nation and the state.
 20

Table 2.3

Rubric Assessment for English Textbook12

No Item Remark

I. FEASIBILITY OF CONTENT

A MATERIALS COMPATIBILITY WITH KI AND KD

1. Material Completeness

12 ibid
 21

a. Types of interpersonal texts

b. Types of transactional text 4 = The textbook contain brief and

simple transactional texts at least
95% of KI and KD materials
coverage.

1 = The textbook contain brief and

simple transactional text less than
95% of KI and KD materials
coverage

c. Types of functional text 4 = The textbook contain simple and

brief functional texts at least 95% of
KI and KD materials coverage

1 = The textbook contain simple and

brief functional texts less than 95%
of KI and KD materials coverage.

2. Materials In-Depth
 22

a. Exposure

b. Text formation rules 4 = Text formation rules, taught based on

retention 3 elements; social function, element
and structure of meaning, and
linguistic feature.

1 = one from 3 elements of text

formation rule; social function,
element and structure of meaning, or
linguistic feature are not taught.
 23

c. Production 4 = Task to produce text contain 3 text

formation elements; social function,
element and structure of meaning,
and linguistic feature.

1 = One of text formation element; social

function, element and structure of
meaning or linguistic feature are not
included in the task.

B MATERIALS ACCURACY

3. Social Function

4 Generic structure 4 = At least 95% generic structure of text

appropriate with its social function.

1 = less than 95% generic structure of

text appropriate with its social
function.

5. Linguistic feature 4 = At least 95% linguistic feature of the

text appropriate with its social
function.

1 = less than 95% linguistic feature of

the text appropriate with its social
function.
 24

C LEARNING SUPPORTING MATERIAL

6 Up-to-Datedness

a. The relevance of materials 4 = Overall 91% —100% teaching

and source of reference material taken from relevant source
of reference.

b. Up-to-date material and 4 = Overall 91% —100% of sources

source of reference published in the past 4 years.

3 = Overall 76% —90% of sources

published in the past 4 years.

2 = 61% —75% of sources published in

the past 4 years.

1 = 0% —60% of sources published in

the past 4 years.

7. Life Skills Development; 4 = Overall contain texts that contain

91% —100% life skills element.
- Personal
- Social 3 = Overall contain texts that contain
 25

- Academic 76% —90% life skills element.

- Vocational
2 = Overall contain texts that contain 61%
—75% life skills element.

1 = Overall contain texts that contain 0%

- 60% life skills element.

8. Development Of Diversity
Insight;

- Appreciation to
multicultural and plural
society.
- Aware of local potential
and resources.
- Appreciation of
democratic values.
- Comprehending the
national vision.

1. Curriculum 1. Definition of Curriculum

There have been various definition of curriculum depends on the approach
to it. Allan and Francis specified five basic definition of curriculum which also
defined by other experts in curriculum studies;
a. Curriculum can be defined as a plan for achieving goals. The plan involves a
sequence of steps as wiles and Bondi proposed. Curriculum is a four step plan
involving purpose, design, implementation and assessment.
b. Curriculum can be defined broadly, as dealing with learner’s experiences.
Dewey proposed that almost anything happened in or outside of school is part
 26

of the curriculum. It can be interpreted that curriculum consists of the ongoing

experiences of children under the guidance of the school.
c. Curriculum is a system for dealing with people
d. Curriculum can be defined as a field of study with its own foundations,
knowledge domains, research, theory, principles, and specialist. Those who
adopt this definition tend to discuss curriculum in theoretical aspect instead of
practical terms.
e. Curriculum can be defined in terms of subject matter or content. This
definition emphasizes the fact and concepts of particular subject areas.13
In other source, Prof. Dr. Nana Syaodih referred to Beauchamp stating that
curriculum as a lesson plan and a system (curriculum system) which is part of
school system. As a lesson plan, curriculum includes main aim to be achieved, ,
learning activities, learning materials and timetable.14
It can be inferred that curriculum is a system in school or education establishment
involving purpose, design, implementation and assessment of learning materials
and activities.

2. Curriculum 2013
There have been frequent changes of curriculum for the past 10 years in
Indonesia. There was KBK (Competence Based Curriculum) which syllabus is
made by school and teacher. Compiled based on the characteristics of the school
in the aspect of school, teacher, and student competence. 15KTSP (School
BasedLevel Curriculum) which is developed from KBK itself with an addition in
completing the SK, competence standard, and KD, Basic competence. 16and the
recent one Curriculum 2013 which was released on July 2013.

13 Allan C. Ornstein, Francis P. Hunkins, Curriculum: Foundation, Principles and Issues,

(U.S.A: Pearson, 2009) , p. 10.
14 Nana Syaodih Sukmadinata, Pengembangan Kurikulum:Teori dan PraktIk, (Bandung;
PT Remaja Rosdakarya, 2009), p. 6.
15 Departemen pendidikan Nasional, Kurikulum Berbasis Kompetrensi (Jakarta:
Pelayanan Peofesional Kurikulum 2004, 2003), p. 14.
16 Departemen Pendidikan Nasional, Buku Saku Kurikulum Tingkat Satuan Pendidikan
(KTSP) Sekolah Menengah Pertama (Jakarta; 2009) , p. 2.
 27

There are several development and improvement in curriculum 2013

compared to the previous one in KTSP. For the junior high school level, the
curriculum structures have been simplified due to the reducing of subject and
learning material.
Learning hours is increased to 38 hours per week with 40 minutes span for
each session. The purpose of increasing learning hours and reducing based
competence so that the teacher can develop more on the lesson and the student can
be more involved in active learning.17
Not only are there changes in curriculum 2013, but also an addition was
made. Core of competence was introduced in the new curriculum. It functions as
organising element for basic competence. Core of competence is arranged in four
interconnected groups; religious attitude, social attitude, knowledge and
knowledge application.
The cores of competence listed for English subject for junior high school
are;

(1)Appreciate and understand the teachings of their religion:

(2)Appreciating and understanding honesty, discipline, responsibility,
social awareness (tolerance, mutual cooperation), courteous, and self
confidence in interacting effectively with social environment within
reach of their existence:(3)Understanding knowledge (factual,
conceptual and procedural) based on their curiosity in knowledge,
technology, art, culture related to phenomena and real:(4)Attempting,
cultivating, and delivering in realm of concrete (use, parse, string up,
modify and make) and abstract (writing, reading, calculating, drawing
and composing) corresponding to what has been learned in school and
other sources with similar view/theory.18

Generally in curriculum 2013, the students are expected to develop their

potential to be a person of faith, courteous, creative, healthy, independent, tolerant,
socially aware, and democratic.

17 Kementrian pendidikan dan Kebudayaan, Kurikulum 2013:Kompetensi Dasar SMP

(Jakarta; 2013) , p. 4.
18 Kurikulum 2013: Kompetensi Dasar SMP/MTs, (Kementerian Pendidikan dan
Kebudayaan, 2013), p.6.
 28

CHAPTER III RESEARCH METHODOLOGY

This chapter will elaborate on the details of research methodology which divided
into design, instrument, and procedures of the study and the technique of data
analysis.
A. Design of the Study
The design used for this study is qualitative research. More specifically as
document analysis. This method is widely applied for written or visual data with
the purpose of identifying specific characteristic or materials that are going to be
analyzed in general form of textbook, newspaper, or any other host of documents
19
. The writer used the document analysis method to study the textbook “When
English Rings A bell” for Junior High School grade VII. The characteristics and
material of the textbook is tabulated according to the list of content expected by
BSNP to be included in all Grade VII English textbooks. The writer used
descriptive qualitative to analyze, interpret and report the data provided in the
textbook. From total 11 chapters in the textbook, the writer will only analyze 6
chapters as the sample of the research.

B. Instrument of the Study

The instrument used in this study is the writer herself. In qualitative study,
the researcher is the one to decide what to observe and what to write down in
reflecting her own values, assumption and beliefs to determine the impact of the
data interpretation.20

19 Donald Ary.et al., Introduction To Research In Education, 8 th Edition(Belmont :

Wadsworth, 2010), p.457.
20 Donna M. Mertens, Research and Evaluation in Education and Psychology 4 th Edition
(USA: Sage Publication. Inc., 2015) , p. 261.
 29

C. Procedure of Analysis
For the procedures of analysis, these steps were taken in the study:
1. Read and comprehend the data from BNSP (Badan Standar Nasional
Pendidikan) and curriculum 2013 in first grade of Junior high school English
subject. These will be the main guideline to determine the compatibility of
English textbook “when English Rings A bell” with the current curriculum.
2. Observe and scan through the content of material in the textbook “when
English Rings a Bell”.
3. The data obtained from the textbook then categorized and arranged in detailed
information to be analyzed based on the characteristic described in rubric
assessment of BNSP.

D. Technique of Data Analysis

Using the complete data collected from textbook “When English Rings A
bell”, and the rubric assessment from BNSP, the analysis was done using these
following steps:
1. Comparing the material presented in the textbook with the category of
required characteristic of an English textbook by rubric assessment from
BSNP.
2. Evaluating material in the textbook “When English Rings A Bell” by giving
score in respected category listed in the rubric assessment.
3. Interpreted the data gained from the process of evaluation.
4. Summing up the compatibility percentage of the textbook content. The writer
use the following formula to present the data forms in numbers

F
P= ×100%
N

P = Percentage

F = Frequency
 30

N = Sum of frequency
CHAPTER IV RESEARCH FINDING AND
INTERPRETATION
In this chapter the writer presented the data collected from the textbook
analysis. The data descriptions are divided into research findings and
interpretation of data.The research findings will be presented using a score table of
feasibility of content for each chapters followed by the description for each
category on why it got its respective score.6 chapters are taken for the samples.
There are 8 categories for each chapter, with total 48 categories being
analyze. The total score finding for all 6 chapters then accumulated in frequency
table and the end result will be presented in percentage that represents the
conformity of the English textbook “When English Rings a Bell” with the
requirement from BNSP.

A. Research Findings

Table 4.1
Feasibility of Content in Chapter 1“How Are You”

Sub-component Items Score

1 2 3 4

The compatibility with Completeness √

core competence and basic
competence In Depth √

Social Function √

The accuracy of the Element and Structure √

materials of Meaning

Linguistic Feature √

Sub-component Items Score

 31

Relevance √

Development of Life √
Skills
Supporting Materials
Development of √
Diversity Insight
Total 1 7

1. The Compatibility of Materials with Core Competence and Basic

Competence.
a. Completeness
The materials are complete as listed in basic competence table; student is
expected to understand and able to produce spoken text such as greetings, excuses
thanks and apology to build personal connection with other people within school
and house surrounding. Several examples of interpersonal and transactional texts
of greetings as shown from page 3 to 8, expressing thanks in page 15 and 17, take
leave in page 10, and apology page 19 and 20.

b.In-depth
This chapter provide exercises for student to explore more on ways to greet
and response to inquiry. Various illustration of situation on when and who the
students are greeting as included in the exercise in page 6, exercises to ask their
classmates feelings on that day in page 9, identifying the person and place they
greet in page11, build up student critical thinking in figuring out the correct
greetings and inquiry in a dialogue in page 12 to 16. It also gives the proper
context for student exercises so they can understand and produce the text orally
and written.

1. Accuracy of Materials a. Social function

This chapter fulfilled two criteria of social function; interpersonal and
transactional communication. Students are thought to interact through the
 32

interpersonal and transactional text by greetings with proper context of the

students surrounding, asking for favour or inquiry.

b. Element and structure of meaning

This chapter fulfilled this criterion. The interpersonal and transactional
texts covered the interactive element that encourages students to initiate
communication and response to it in the form of asking and giving
information/favour. Students are given various examples in how to produce
expression of greetings and response to greetings using simple structure of
grammar, and also the polite way to ask for favour are shown in page 17.

c. Linguistic Features
The language features are appropriate with the intended communicative
context.Students are exposed to various ways in greetings, take leave and apology
using brief and simple interpersonal and transactional texts. Students are shown
how to use the proper language use in greeting and response to greeting. The
correct context and illustration support the language in asking for favour and
apologizing as shown in page 17 and 19.

2. Supporting Materials a. Relevance

The illustration in this chapter is very accurate with the students’ daily
context. Each picture shows the correct real life situation for each type of text
learned, such as the illustration that shows student’s surrounding at school and
also their home. The dialogues use the common interaction happened in student’s
daily lives.

b. Life Skills Development

The aspect of life skill implemented in this chapter is social skills. Students
are taught to interact with their classmates, teachers and people around them by
exchanging and responding to greetings, student are also taught to care for their
friend by asking their feelings, offering a helping hand and apologizing after doing
something wrong.
 33

1. The Compatibility of Materials with Core Competence and Basic

Competence a. Completeness
This chapter covers the requirement as stated in basic competence;
Understand the purpose and able to compose spoken and written text of self
introduction brief and simple using appropriate text structure and precise language
element within context.There are several texts that presented how to make self
introduction as shown in page 25, 28, 30, and 36 as well as how to introduce other
people in page 35.

b. In Depth
The exercise in this chapter varies; students are exposed to several
exercises on a simple way of self introduction in page 26, introducing other people
in 29 and response to inquiry of self introduction in page 31. Students are also
encouraged to make interaction with their classmates by asking their personal
detail, this is a form of transactional conversation of giving information in page 33
and 34. These are also exercises that require students to interview other people by
asking their favourite colour and food in page 34.

2. The Accuracy of Materials a. Social Functions

This chapter covers the element of interpersonal and transactional
communication. Students are exposed to explore their knowledge about
themselves and other people. Students are required to give information about
themselves as well as interviewing their classmates to obtain information about
them as instructed in the exercises in page 35.All the context are related to
students daily lives and encourage student to interact with their surroundings to
obtain information.
 34

b. Element and structure of meaning

The element and structure of meaning is appropriately developed. The
students are taught to do a simple structure of self introduction before advancing
to introduce other people. The students then required to obtain information of
other people. These transactional interaction fulfil the criteria of social function.

c. Linguistic Features
The texts used in this chapter are brief and simple, and commonly used in
students daily live and serve the purpose of communication. The dialogues are
short and serve its purpose for self introduction as shown in page 27 and
introducing other people in page 29.The example of simple conversation of asking
personal details also used simple and comprehensible text as shown in dialogues
in page 30.

3. Supporting Materials a. Relevance

The chapter provide relevant illustration for each type of text. The pictures
of characters are those of students and the people of their circle; classmates,
teachers, and neighbours these illustration match well with student’s context in
their daily lives. The context of material also revolves around the student’s daily
interaction at school surrounding.

b. Life skills Development

The exercises in this chapter require students to interact with their
surroundings to obtain information in their school context by finding information
about their friends, teachers and community. The life skills developed in this
chapter are personal and social skills. Students are encourage to know their own
and other’s surplus and flaws and implement appreciation in communicating and
interacting with other people.
 35

c. Diversity Insight
This chapter includes the appreciation to multicultural society. In the first
few pages, students were introduced to different regions in Indonesia accompanied
by illustration of certain region’s unique iconic buildings.Some of the texts and
exercises contain element of different race and culture in Indonesia.

Table 4.3
Feasibility of Content in Chapter 3“It’s My Birthday”
Sub-component Items Score

1 2 3 4

The compatibility with Completeness √

core competence and basic
competence In Depth √

Social Function √

The accuracy of the √

materials

Linguistic Feature √

Relevance √

Development of Life √
Skills
Supporting Materials
Development of √
Diversity Insight

Total 1 1 6

3. The Compatibility of Materials with Core Competence and Basic

Competence.
a. Completeness
This chapter covers the materials as proposed in the basic competence;
understand the purpose, text structure and language element, as well as composing
spoken and written text to name the days, months, and time of the day, time in
 36

numeral form, date and years. The text include all expression listed such as
naming the name of days in pages 44 to 46, time in page 51 and 52, months in
page 56 and 57, and dates in page 58 and 60.

b. In-depth
The exercises in this chapters requires student to explore the sequence of
days and their activities in certain day as shown in page 47. Students are required
to list down their daily schedule in page 47. And to identify which day the student
do certain activities in page 48 and 49, followed by exercises to tell the time and
certain daily activities in page 53 to 55. Students then showed on how to inquiry
the date of classmate date of birth as has listed in page 59.The last exercise
courage students to explore the dates of national day’s celebrations in page 60 to
61.

4. Accuracy of Materials a. Social function

In social function, this chapter includes simple recount text and descriptive
text. Students are taught to recall personal experience of activities in certain days
and describe certain activities and events on specific dates. Most of the text is
transactional interaction in exchanging information about days, time, months and
dates.

b. Element and Structure of Meaning

The element and structure of meaning is well implemented. The students
introduce to list of name of the days, and relate the days with student daily
activities followed by time. The students then exposed to naming the months and
followed by dates. Students are later required to initiate communication in order to
obtain information about them.

c. Linguistic Features
The texts used in this chapter are brief and simple; the students are guided
to explore ways of naming the day, time, months and dates and followed by
 37

developing communication skill to inquire events of certain dates. The dialogues

are short and the language quality is accurate and appropriate for the level of VII
grader.

3. Supporting Materials a. Relevance

The chapter provide relevant illustration for each type of text. The pictures
relate to students activities at certain time and days. There’s also a picture of a
calendar to give students more information on name of the months. These
illustrations match well with student’s context in their daily lives.

b. Life Skills Development

Most of the text covers personal and academic skills. The materials cover
the information related to student’s daily activities in school and at home and
develop interaction between students to find out information about their
classmates.

c. Diversity insight
In term of diversity insight, there are few exercises that require students to
explore Indonesia historical dates. Students are exposed to historical dates as
shown in page 60 and 62, and required to explore more important national
historical dates in page 61.

Table 4.4
Feasibility of Content Chapter 4“I Love People Around Me”

The materials are complete in this chapter as listed in basic competence.

The students are expected to understand the purpose, text structure and language
element to make spoken and written text of self identity and family members. The
texts cover on how to tell students personal identity as shown in page 68.
 38

Students are also exposed on ways to describe their family members in page 70
and 74. The student also taught to identify their relation in a family tree as shown
in page 73.

b. In Depth
The examples of texts are detailed. There are more than 2 exercises in this
chapter. Each exercises guides the students to explore different type of ways in
introducing themselves. First the students are required to write their own identity
and personal detail in page 70, followed by describing their siblings in exercise at
page 71. Describing the rest of family members included in exercise in page 75
to77. The last two exercises, the students are taught to write their daily activities
with family members and write a letter to express love for their mother in page 80.

2. The Accuracy of Materials a. Social Functions

The chapter covers the functional communication in the form of
descriptive text. The task in this chapter specifically require student to make self
identification. The students describe themselves and their family members by
giving compliment as well to them. Later on the exercise require students to
describe their family activities as shown in page 79. The exercise in page 80 help
student to express their affection for their parents.

b. Element and structure of meaning

The structure is very systematic in this chapter. Students are first taught to
introduce themselves using simple sentence. Examples to make the sentence are
shown in page 68. The task then followed by introducing and describing family
members. This task require longer sentence and examples are given to guide the
students in page 70, followed up by describing family activities and writing a
letter in page 80.

c. Linguistic Features
The language features are appropriate for students. In this chapter the students
are required to make longer text in describing themselves and their family
 39

members. The English language context used revolve around the students family
surrounding and the descriptive texts are, simple but more detail in describing the
student personal identity and family members.

3. Supporting Materials a. Relevance

The illustrations used are appropriate and depict a simple family structure.
An illustration of family tree is included in page 73 to aid student in identifying
the relation within the family. Overall it represents the common family structure
of three generation.

b. Life skills Development

This chapter includes personal and social life skills. Students are taught to
get to know themselves and family members and appreciate the differences within
the family.Knowledge of their own family improve the student to be independent
and able to express affection towards family members.

c. Diversity Insight
The texts and exercises in this chapter do not include any cultural elements.

Table 4.5
Feasibility of Content Chapter 5“How Many Pets Do You
Have?”
Sub-component Items Score

1 2 3 4
 40

The compatibility with Completeness √

core competence and basic
competence In Depth √

Social Function √

The accuracy of the Element and Structure √

materials of Meaning

Linguistic Feature √

Sub-component Items Score

Relevance √

Development of Life √
Skills
Supporting Materials
Development of √
Diversity Insight

Total 2 6

1. The Compatibility of Materials with Core Competence and Basic

Competence a. Completeness
This chapter includes the requirement stated in the basic competence;
understand the purpose, text structure and language element from spoken and
written text to identify the name and numbers of animals, things, and public
buildings closely related to student’s lives as well as able to compose spoken and
written text related to the materials. The texts cover vocabularies of names of
things in page 85. The items are related to common stationary equipment used in
the classroom by student. The things commonly found in the house are shown in
page 87 to 90. Vocabularies of animals in page 94 and 96, as well as ways to
construct the number of animals. Names of Public places are shown in page 97.
 41

b. In Depth
There are many exercises for different types of text. Starts from naming
the objects commonly found in classroom and the number of the objects as found
in page 86. There are also exercises that require student to compose a sentence
based on the items they can identify in a certain room in page 88 to 90.Exercise to
make sentence using the information given are included in page 91 to 93, which
related to things commonly found in student’s daily lives. In page 95 to 96,
students are required to form a sentence related to animals by identifying the
numbers of animals. And in page 97 student are given task to identify public
building commonly found in their town.

2. The Accuracy of Materials a. Social Functions

The texts used are meant for descriptive purpose by identifying things and
differentiating them with others. In this chapter, students are encouraged to
explore and identify the things commonly found in their area and able to make
description in terms of the name and numbers of things, animals and public
building commonly found in their area using the correct language element and
proper with context

b. Element and structure of meaning

The element and structure of meaning is implemented in a systematic way.
Students are given example names of things, animals, and public building. Next
the exercises require students to make sentences with the aid of illustration of
common things and animals found within their surroundings. And later compose
sentence using the simple information given. The English language level used are
simple and the difficulty increase only slightly for the level of VII grader.

c. Linguistic Features
The linguistic features are appropriate with the intended social function in
giving description of things, animals and public places. Examples of text are using
 42

very simple forms and vocabulary and appropriate with the student daily context
in describing items.

3. Supporting Materials a. Relevance

The illustrations used are appropriate and show the things that are mostly
available at student’s surrounding within their school, such as stationary items,
furniture commonly found at school and at home, animals commonly found as
pets and animals commonly kept in zoo, neighbourhood and nearby public
establishment.

b. Life skills Development

There is little life skills development element in this chapter. In the aspect
of academic skill in search and making use of information, the chapter mainly
focus on vocabulary building.

1. The Compatibility of Materials with Core Competence and Basic

Competence a. Completeness
The basic competence for this chapter is for student to be able to
understand and comprehend the message in a song. The kinds of song vocabulary
in this chapter are a little complex. Most of the sentence used as the material is in
a form of metaphor in a lyric as shown in page 104. Task on understanding the
message of the song are only included in page 106.

b. In Depth
The first exercise in page 101 requires students to write down the last word
of each line in the lyric, followed by task to find the words that rhyme with the
given listed words. Most of the exercises are to find the meaning of several words
in page 105 and 107, and followed by reasons of liking certain singer which is
unrelated to the basic competence expected to be achieved for this chapter.
 43

2. The Accuracy of Materials a. Social Functions

Social function expected to be included in a text are, interpersonal,
transactional or functional communication, but there is little element of social
function, in terms of transactional communication, mostly are not related to
student’s daily lives.There is only one exercise that requires students to guess a
song in a group work in page 109.

b. Element and structure of meaning

The element and structure of meaning is not very systematic. At the
beginning, the lists of words are simple and are meant for student to find its
meaning, but later followed by task to find out the meaning of a song which is
made of complex words in form of phrase and metaphor. This form of vocabulary
is complex for the level of first year junior high school students.
c. Linguistic Features
There are no communicative texts in this chapter that can guide to develop
communication skills with acceptable and accurate language quality. The language
features are too complicated for student’s context, as they are expected to
understand lyrics, in the form of metaphorical sentences.

3. Supporting Materials a. Relevance

The source taken for the chapter is a popular song in the 90’s. The lyric of
this song have poetic meaning and indirect message, thus, making it irrelevant for
the material of this chapter as students will have difficulty in relating the meaning
of the lyrics with their daily lives.

b. Life skills Development

There is no element of life skill development in this chapter, as no
component of personal, social, academic or vocational skill can be found in this
chapter.
 44

c. Diversity Insight

The texts and exercises in this chapter do not include any cultural elements.

Table 4.7
Feasibility of Content Frequency Tables
Sub component Items Score

1 2 3 4

The compatibility with Completeness 1 5

core competence and basic
competence In Depth 1 5

Sub-component Items Score

Social Function 1 5

The accuracy of the Element and Structure of 1 5

materials Meaning

Linguistic Feature 1 5

Relevance 1 5

Development of Life 2 1 3
Skills
Supporting Materials
Development of 5 1
Diversity Insight

Total 13 2 33

B. Interpretation
Based on the feasibility of content frequency table 4.7, from the total 48
categories being analyzed in 6 chapters, there are 33 categories in feasibility of
content obtain 4 scores and fulfil the requirement from the rubric assessment.
Only 2 categories obtain 2 scores and 13 categories obtain only 1 score.

P= ×100%
 45

P = 68.75%
Based on the score above it can be concluded that 68.75% materials in the
textbook “When English Rings a bell” for first grade of Junior High School,
fulfilled the requirements of rubric assessment from BSNP.

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion
Based on the result from data analysis, it can be concluded that the
textbook “When English Rings a Bell” for first grade of Junior high school is
 46

compatible with the curriculum 2013. Most of the content fulfilled the requirement
of the core competence and basic competence of curriculum 2013. The textbook
mostly lack of in the aspects of diversity insight and life skills development with
only few of these elements was included in the materials and exercises. In overall,
the textbook is suitable to be used by teacher and student.

B. Suggestion 1. For teacher

Since the compatibility percentage of the textbook “When English Rings a
bell does not reach up to 100%, teacher should not just depends on this textbook
as teaching materials. Other sources can be added up to complement the textbook
especially in the element of diversity insight. Teacher should be capable of finding
the appropriate book for the students by not only focusing on fulfil the criteria of
core competence and basic competence. Other elements should be taken count of
so the students can achieve the expectation of curriculum 2013.

2. For publisher.
In publishing a textbook specifically to be used in school, publisher should be
very alert on the changing of curriculum and the needs of student. All element
included in the BSNP Rubric assessment should be considered before publishing
textbook for school as they provide the guideline on the suitable material based on
students needs.

REFERENCES

Ary, Donald et al, Introduction to Research in Education 8 th edition,

Belmont:Wadsworth, 2010.
 47

Badan Standar Nasional Pendidikan, BSNP, Instrumen Penilaian I Buku

Teks Pelajaran bahasa Inggris SMP/MTs, Kementrian Pendidikan
Nasional, March 2015 (http://bsnp-indonesia.org)

Cunningsworth, Alan, Choosing Your Coursebook, Oxford: Heinemann

Publishers, 1995.

Harmer, Jeremy, The Practice of English Language Teaching 4 th Edition,

Cambridge: Longman, 2007

Kementrian Pendidikan dan Kebudayaan, Dokumen Kurikulum 2013, Kompetensi

Dasar SMP.

Mayring, Phillip, Qualitative Content Analysis:Theoretical Foundation, Basic

Procedures and Software Solution, Klagenfurt, 2014.

Mertens, Donna M., Research and Evaluation in Education and Psychology 4 th

Edition, USA: Sage Publication Inc., 2015

Mudzakir, AS. Penulisan Buku Teks Yang Berkualitas, March 2015

(http://www.upi.edu)

Ornstein, Allan C and Hunkins Francis P., Curriculum: Foundation, Principles,

and Issues, U.S.A: Pearson, 2009

Puskurbuk, Standar Penilaian Buku Teks bahasa Inggris SMP/MTs, Pusat

Kurikulum dan perbukuan 2006 (http://puskurbuk.kemendikbud.go.id)

Richards, Jack C. The Role of Textbook in Language Program, March

2015(http://www.professorjackrichards.com/pdfs/roleoftextbook.pdf)
Sukmadinata, Nana Syaodih, Pengembangan Kurikulum; Teori dan Praktik,
Bandung: PT Remaja Rosdakarya, 2009.
48