the compatibility of speech functional expressionslib.unnes.ac.id/8130/1/8530.pdf · kudus 2010 and...

THE COMPATIBILITY

OF SPEECH FUNCTIONAL EXPRESSIONS

FOUND IN E-BOOK

DEVELOPING ENGLISH COMPETENCIES 3

PUBLISHED BY PUSAT PERBUKUAN DEPDIKNAS

WITH THE SCHOOL-BASED CURRICULUM

a final project

submitted in partial fulfillment of the requirements

for the degree of Sarjana Pendidikan

in English Department

by

Kuswatun Chasanah

2201407101

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

SEMARANG STATE UNIVERSITY

2011

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APPROVAL

This final project has been approved by the board of examiners of the English

Department of Languages and Arts Faculty of Semarang State University

on September 28th

2011.

Board of Examination

1. Chairperson

Drs. Dewa Made K., M.Pd.

195111181984031001 _____________________

2. Secretary

Dra. Rahayu Puji H., M.Hum.

196610201997022001 _____________________

3. First Examiner

Drs. Ahmad Sofwan, Ph.D.

196204271989011001 _____________________

4. Second Examiner/ Second Advisor

Intan Permata Hapsari, S.Pd, M.Pd.

197402242005012001 _____________________

5. Third Examiner/ First Advisor

Drs. Suprapto, M.Hum.

195311291982031002 _____________________

Approved by the Dean of the Faculty of Languages and Arts

Prof. Dr. Agus Nuryatin, M. Hum.

1960080319890110011

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PERNYATAAN

Dengan ini saya,

Nama : Kuswatun Chasanah

NIM : 2201407101

Prodi/Jurusan : Pendidikan Bahasa Inggris/Bahasa Inggris

Fakultas : Bahasa dan Seni, Universitas Negeri Semarang,

menyatakan dengan sesungguhnya bahwa skripsi/tugas akhir/final project yang

berjudul

THE COMPATIBILITY OF SPEECH FUNCTIONAL EXPRESSIONS FOUND

IN E-BOOK DEVELOPING ENGLISH COMPETENCIES 3 PUBLISHED BY

PUSAT PERBUKUAN DEPDIKNAS WITH THE SCHOOL-BASED

CURRICULUM

yang saya tulis dalam rangka memenuhi salah satu syarat untuk memperoleh gelar

sarjana ini benar-benar merupakan karya saya sendiri yang saya hasilkan setelah

melalui pembimbingan, diskusi, dan pemaparan/ujian. Semua kutipan baik yang

diperoleh dari sumber kepustakaan, wahana elektronik, maupun sumber lainnya

telah disertai keterangan mengenai identitas sumbernya dengan cara sebagaimana

lazim dalam penulisan karya ilmiah. Dengan demikian, walaupun tim penguji dan

pembimbing skripsi/tugas akhir/final project ini membubuhkan tanda tangan

sebagaimana keabsahannya, seluruh isi karya ilmiah ini tetap menjadi tanggung

jawab saya sendiri. Jika kemudian ditemukan ketidakberesan, saya bersedia

menerima akibatnya. Demikian, harap pernyataan ini digunakan seperlunya.

Semarang, September 2011

Yang membuat pernyataan

Kuswatun Chasanah

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“In a matter of conscience, the first thought is the best;

in a matter of wisdom, the best one is the latter we think.”

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It is dedicated to:

- My beloved parents, Bapak Mudrikah

and Ibu Siti Rokhyatun

- My siblings, Eri and Khanza

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ACKNOWLEDGEMENTS

Firstly, I would like to express my gratitude to Allah SWT for the

blessing, the guidance, and the opportunity that gives me spirit to finish my final

project. Secondly, I would not finish my final project without the support of many

people, for that reason, I would like to express my gratitude to:

1. Prof. Dr. H. Sudijono Sastroatmodjo, M.Si., the rector of Semarang State

University,

2. Prof. Dr. Agus Nuryatin, M.Hum., the dean of the Faculty of Languages and

Arts, Semarang State University,

3. Drs. Ahmad Sofwan, Ph.D., the head of the English Department of the

Faculty of Languages and Arts, Semarang State University,

4. Drs. Suprapto, M.Hum., my first advisor, for his patience in providing

continuous and careful guidance as well as encouragement, indispensable

helpful correction, suggestion and advices,

5. Intan Permata Hapsari, S.Pd, M.Pd., my second advisor, who had been

patiently giving supervision, suggestion, correction, motivation, as well as

encouragement in completing my final project,

6. All lecturers of the English Department of the Faculty of Languages and Arts,

Semarang State University, who have educated me by giving knowledge and

values of life that contribute much in my final project,

7. My family who always give their pure love, prayer, and support for me,

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8. All of my friends in Wisma Lestari, as my greatest motivators in

accomplishing my final project, the members of PPL SMP Negeri 1 Mejobo

Kudus 2010 and KKN Desa Kalipancur 2010, Kecamatan Blado-Batang, for

their love and support, and everyone who helped me to finish my final

project. May Allah bless them always.

I realize that my final project is imperfect, so I always look forward to any

feedback to make my final project better. Finally, I hope that my final project will

be useful for the readers.

Semarang, September 2011

Kuswatun Chasanah

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ABSTRACT

Chasanah, Kuswatun. 2011. The Compatibility of Speech Functional Expressions

Found in e-Book Developing English Competencies 3 Published by Pusat

Perbukuan Depdiknas with the School-Based Curriculum. A Final Project,

English Department, Faculty of Languages and Arts, Semarang State

University. Advisors: 1. Drs. Suprapto, M.Hum., 2. Intan Permata Hapsari,

S.Pd., M.Pd.

Keywords: compatibility, speech functional expressions, e-book

The objectives of the study were to find out what kinds of text models of the

speech functional expressions were found in e-book entitled Developing English

Competencies 3 published by Pusat Perbukuan Depdiknas and to describe whether

the speech functional expressions were compatible with the School-Based

Curriculum. The data were the speaking materials found in the analyzed e-book.

To analyze the data, a descriptive analysis was used. The data were collected from

the e-book entitled Developing English Competencies 3. All the speaking

materials in the e-book were compared to the standard competence and basic

competence of the KTSP. The checklist analysis was done to find out their

consistency with the KTSP. The discussion focused on the consistency and

compatibility of the speaking materials with the KTSP.

From the analysis, it was found that the e-book presented the speaking

materials, but not all of the speech functional expressions set out in the curriculum

were presented in the e-book. There were 23 speech functional expressions in the

e-book in which 22 were based on the curriculum (1 of them does not present both

the materials and the review section, that is the expression of complaining, and 7

of them only present the review section, those are the expresssion of showing

attitudes, the expression of hoping, narrative text 1, explanation, discussion,

narrative text 2, and review) and 1 speech functional expression that was

presented in the e-book was not mentioned in the School-Based Curriculum, that

is the expression of discussing possibilities. The speech functional expressions of

the speaking materials were applied in transactional conversation, interpersonal

conversation, and monologues. To sum up, the speech functional expressions of

the e-book entitled Developing English Competencies 3 were compatible with the

School-Based Curriculum.

To improve the quality of the teaching-learning activities, it is suggested

that to have compatible speaking materials, the author of the book should use the

variation of speech functional expressions needed to make the learners/ students

easier in doing their daily communication. It is also suggested that the readers are

more concern with the speech functional expressions used in the speaking

materials in every textbook/e-book to be able to understand and deliver meaning

well because their sentences and utterances are properly used in daily

communication. This analysis can also be used by English teachers as their

consideration in selecting a good e-book/textbook for the teaching and learning

process.

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TABLE OF CONTENTS

Page

Acknowledgements ........................................................................................ vi

Abstract .......................................................................................................... viii

Table of Contents ........................................................................................... ix

List of Tables .................................................................................................. xii

List of Figures ................................................................................................ xiii

List of Appendices ......................................................................................... xiv

Chapter

I INTRODUCTION

1.1 Background of the Study ........................................................................... 1

1.2 Reasons for Choosing the Topic ............................................................... 4

1.3 Statements of the Problem ........................................................................ 5

1.4 Objectives of the Study ............................................................................. 6

1.5 Significance of the Study .......................................................................... 6

1.6 Outline of the Study .................................................................................. 7

II REVIEW OF RELATED LITERATURE

2.1 Previous Studies ........................................................................................ 8

2.1.1 Penny Ur ................................................................................................ 8

2.1.2 Hasan Ansary and Esmat Babaii ............................................................ 9

2.2 Theoretical Background ............................................................................ 11

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2.2.1Speaking .................................................................................................. 11

2.2.1.1 General Concepts of Speaking ............................................................ 11

2.2.1.2 The Importance of Speaking ............................................................... 12

2.2.2 Material .................................................................................................. 13

2.2.3 E-Book ................................................................................................... 17

2.2.3.1 General Textbook ................................................................................ 17

2.2.3.2 E-Book (Electronic Book)................................................................... 20

2.2.3.3 The English E-Book for XII Grade of Senior High School ................ 22

2.2.4 Curriculum ............................................................................................ 22

2.2.4.1 Definition of Curriculum..................................................................... 22

2. 2.4.2 School-Based Curriculum (KTSP) ..................................................... 24

2.2.4.3 Characteristics of School-Based Curriculum ...................................... 26

2.2.5 Speaking Based on School-Based Curriculum ...................................... 27

2.3 Theoretical Framework ............................................................................. 28

III METHODS OF INVESTIGATION

3.1 Research Approach ................................................................................... 30

3.2 Roles of the Researcher ............................................................................. 31

3.3 Object of the Study.................................................................................... 32

3.4 Data ........................................................................................................... 32

3.5 Procedure of Collecting the Data .............................................................. 32

3.4 Procedure of Analyzing Data .................................................................... 34

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IV DATA ANALYSIS

4.1 The Data Collection .................................................................................. 36

4.2 Comparing the Speech Functional Expressionsof the E-Book and the School-

Based Curriculum .................................................................................... 37

4.3 Scoring the Checklist ................................................................................ 47

4.4Using Percentage Formula to Find out the Degree of Consistency of the

Speech Functional Expressions Found in the E-Book and those in the School-

Based Curriculum ................................................................................... 51

4.5 Evaluating the Compatibility of the Speech Functional Expressions of the E-

Book and the School-Based Curriculum .................................................. 54

V CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions ............................................................................................... 56

5.2 Suggestions ............................................................................................... 57

Reference......................................................................................................... 58

Appendices ...................................................................................................... 61

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LIST OF TABLES

Table Page

4.1 The Comparison of the Speech Functional Expressions of the Speaking

Materials Found in the KTSP and those in the E-Book ............................ 37

4.2 The Checklist of the Comparison of the Speech Functional Expressions

Found in the KTSP and those in the E-Book ............................................ 48

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LIST OF FIGURES

Figure Page

4.1 Graphic Representation of the Speech Functional Expressions ................ 52

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LIST OF APPENDICES

Appendix Page

1. Peny Ur‟s ELT Textbook Evaluating Schemes .......................................... 61

2. Hasan Ansary‟s Evaluation Form ............................................................... 63

3. Mapping of the Speaking Materials in the School-Based

Curriculum .................................................................................................... 65

4. Mapping of the Speaking Materials in E-Book Developing English

Competencies 3 ........................................................................................... 68

5. Textbook Analysis Instrument ................................................................... 69

6. Standard Content of English for Senior High School Grade XII of Natural and

Social Science Programmes ....................................................................... 71

7. Speaking Materials in E-Book Developing English Competencies 3 ......... 78

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CHAPTER I

INTRODUCTION

This chapter discusses background of the study, reasons for choosing topic,

statements of the problem, objectives of the study, significance of the study, and

outline of the study.

1.1 Background of the Study

Language needs practice. That is a quotation which we often hear nearly in

everyday language teaching and learning activities. Language itself has four skills

to be mastered: listening, speaking, reading, and writing. Those four skills,

however, cannot stand alone in a language. They become a unity to reach the aim

of the use of a language then. One most important aim of the language use is to

deliver information. The aspect of the language that closely relates to this aim of

language use is speaking, which really needs practice to make someone easy in

delivering any information. In addition, speaking also helps us to express our

ideas, feelings, opinions, and wishes.

In Indonesia, English is the first foreign language to be learned. English

has been taught from the level of elementary to the highest level of education such

in a university. English is actually taught to the students of all the education levels

for many years as well, but we can never be proud of the results. Most of the

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students are not able to carry on a simple conversation about their daily activities

in English.

To teach English, teachers need teaching media to help the students deliver

the materials which have been set by the government in the curriculum. One of

the teaching media that covers the demanding material is textbook. At the recent

time, the large number of published material available on the market makes

selecting the right textbook is a challenging task for the teachers. They should

examine as many textbooks as possible in the field of teaching English as a

foreign language. The chosen textbook must actually contain three components of

the curriculum, namely goals, content and method.

As the time changes to the hi-tech era, the government creates a new

alternative teaching media. Be the same as English printed textbook, electronic

books (e-book) are published by Department of National Education (Depdiknas)

for students from elementary school to senior high school. On the one hand, these

e-books can be downloaded freely at www.bse-depdiknas.co.id. and can easily be

used by either teachers or students wherever they are. On the other hand, the

qualification of the English e-book is similar to the printed textbook available.

Speaking, as discussed before, is one of the language skills that should be

taught by English teacher in every level of study not only because it is one of the

four skills in English language learning but it is also stated clearly in the

curriculum as a material to be taught. Among the four skills of English learning,

speaking is such a difficult skill to asses since it is affected by many factors like

pronunciation, grammar, vocabulary, etc. The level of difficulty of every language

http://www.bse-depdiknas.co.id/

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learning is also different in each level of study. When students are at the

beginning and intermediate levels of language learning, they are still developing

their proviciency, fluency, and accuracy, which often work against together. There

are many “speech acts” (or functions) in any language, and it is important though

that the students learn the appropriate ways and materials to accomplish their

goals when they are speaking.

Dealing with the importance of the speaking materials to be taught and

the freely accessable English e-books in the internet, those two things, the

speaking materials and the freely accessable English e-books, must come within a

single tool to be used by both the English teachers and the students. In addition,

the materials within an English e-book must be compatible with the current

curriculum, namely School-Based Curriculum (KTSP).

In 2009, there was a study about the compatibility of speech functional

expressions found in English textbook with the School-Based Curriculum

conducted by Intani. She analyzed the speech functional expressions in speaking

materials found in The Bridge English Competence for Junior High School Grade

VII published by Yudhistira. The previous study analyzed how compatible the

speaking materials in the students‟ textbook. The result of the study revealed that

the speech functional expressions of the textbook were not closely compatible

with the School-Based Curriculum. There were 16 functional skills found in the

textbook that were applied in all text form; such as transactional conversation,

interpersonal conversation, short functional texts, monologues, and essays.

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However, 8 functional skills mentioned in the School-Based Curriculum were not

presented in the textbook.

For that reason, I would like to analyze still about the speech functional

expressions, but of those which are found in an English e-book for another

graders. In this study, I choose the speech functional expressions for the twelfth

graders of senior high school containing the transactional and interpersonal

conversation and monologues as well. It is because the speaking materials for the

twelfth graders have more various speech functional expressions and are really

important to help the twelfth graders reach the information literacy level which is

one of the aims of English teaching in SMA.

Those are the reasons why this study is needed. Then, I would like to

analyze the compatibility of the speech functional expressions found in e-Book

Developing English Competencies 3 published by Pusat Perbukuan Depdiknas

with the School-Based Curriculum.

1.2 Reasons for Choosing the Topic

I have some reasons for choosing the topic of the study. The reasons can be

formulated as follows:

Among the four language skills, speaking is the most prominent one for

its use. We need to speak to everyone to communicate, to express feelings and

opinion. To reach that goal, an English teacher should make his/ her students

understand clearly and able to apply the speaking skill they learn from school.

However, learning speaking is not as easy as what many people think. It is very

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complex and affected by many factors like the surroundings, the culture of the

learners, and even the media that is used in the teaching learning process, such as

the textbook.

Nowadays, texbooks are available in the form of electronic book. It is

mostly known as e-book. All e-books include English e-books are published

freely. One of them is an English e-book for the twelfth graders entitled

Developing English Competencies 3. For this reason, I am interested in knowing

whether it is compatible or not with the School-Based Curriculum, the newest

curriculum set by the government in the hope that it can increase the quality of

the education in Indonesia.

1.3 Statements of the Problem

In this final project, I would like to know whether the speech functional

expressions found in the e-book entitled Developing English Competencies 3

published by Pusat Perbukuan Depdiknas are compatible with the School-Based

Curriculum or not. The problems of the research are:

(1) What kinds of text models of the speech functional expressions are found in e-

book entitled Developing English Competencies 3 published by Pusat

Perbukuan Depdiknas?

(2) Are the speech functional expressions found in e-book entitled Developing

English Competencies 3 published by Pusat Perbukuan Depdiknas compatible

with the School-Based Curriculum?

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1.4 Objectives of the Study

The general objectives of the study are:

(1) to find out the kinds of text models of the speech functional expressions found

in e-book entitled Developing English Competencies 3 published by Pusat

Perbukuan Depdiknas.

(2) to describe whether the speech functional expressions in e-book entitled

Developing English Competencies 3 published by Pusat Perbukuan

Depdiknas are compatible with the School-Based Curriculum.

1.5 Significance of the Study

(1) Theoretically

Theoretically this study will provide us with a new understanding about the

speech functional expressions found in e-book entitled Developing English

Competencies 3 published by Pusat Perbukuan Depdiknas.

(2) Practically

The results of this study will give us new information that can be used as the

consideration to select appropriate students‟e-book that will be used in the

teaching and learning English.

(3) Pedagogically

Pedagogically, the result will give us basic knowledge that can be applied in

the classroom for the students‟ development in the English learning, especially

speaking.

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1.6 Outline of the Study

This final project is developed into five chapters. Chapter one presents

introduction. It consists of the background of the study, the reasons for choosing

the topic, the statements of the problems, the objectives of the study, the

significance of study, and the outline of study.

The second chapter presents the review of related literature, which

discusses the review of the previous studies, theoretical background and

theoretical framework.

The third chapter discusses the research approach, the roles of the

researcher, object of the study, source of data, procedure of collecting data and

procedure of analyzing data

Chapter four is the data analysis, while the last chapter explains the

conclusions and suggestions.

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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, I would like to present three sections. They are previous studies,

theoretical background and theoretical framework.

2.1 Previous Studies

There have been a number of studies about textbook analysis, for example Ur,

(1996) and Ansary and Babii (2002). They have often offered checklists based on

supposedly generalizable criteria. These sometimes detailed check-sheets use a

variety of methods to assess how well a particular textbook under scrutiny

measures up.

To evaluate the merits or demerits of such checklist approaches to the

textbook evaluation process and for comparison purposes, two samples are

offered here: Ur's 1996 criteria for EFL/ESL course book assessment and Ansary

and Babaii‟s textbook evaluation.

2.1.1 Penny Ur

Ur (1996:186) offers a checklist with a focus and approach to EFL/ESL textbook

evaluation. A cursory look at its contents indicates that still good pronunciation

practice, good grammar presentation, grading and sequencing, cultural and

pedagogical concerns in presentation, vocabulary practice, topics being interesting

to different learners, etc. are emphasized as "grounds on which one might criticize

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or reject a textbook". What if the purpose is not grammar and vocabulary

practice? For example, in this research I propose the compatibility that can be

seen from the consistency of the speech functional expressions in the speaking

skills found in the e-book with those in the curriculum as a criterion.

2.1.2 Hasan Ansary and Esmat Babaii

Besides the checklist approach offered by Ur, there is also another checlkist

approach to evaluate a textbook, that is from the internet journal. The word jurnal

is defined as “a log (or “account”) of one‟s thoughts, feelings, reactions,

assessments, ideas, or progress toward goals, usually written with little attention

to structure, form ,or correctness” (Brown, 2004: 260).

According to the article in the interenet journal by Ansary and Babii

(2002:8), evaluation essentially involves some steps. First, an evaluation form

with four columns is designed. The universal theory-neutral characteristics of

EFL/ESL textbooks appear in the first column on the form. In the second column,

however, the evaluator decides to insert his/her preferred situation-friendly

criteria. Preferences could be based on the results of students' needs analysis.

Secondly, two separate scores may serve as the basis for rating:

(1) A perfect value score (PVS) of 2 which appears in the third column indicating

an ideal weight assigned to each defined criterion.

(2) A merit score (MS) consisting of numbers 0 to 2 which appears in the fourth

column on the form. A comparative weight is assigned to the relative

realization in the textbook under scrutiny of each actual criterion: a perfect

match between the ideal defined criterion and its actual realization in a

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particular textbook receiving 2, a total lack a score of 0, and any inadequate

match a score of 1.

Finally, the numbers in the MS and PVS columns after each criterion are

represented on a graph by drawing (1) a dotted line corresponding to the

numerical value of the Merit Scores, and (2) a straight solid line to represent the

Perfect Value Scores.

This framework has a dual utility. On the one hand, if the evaluations of

several raters should be compared and contrasted in order to reach a correlated

consensus, several opinions of a single textbook can be easily displayed on the

same graph. On the other hand, an evaluator can display his judgments about

several textbooks on a single graph using a separate line for each textbook. In this

way, he may compare the profiles of various textbooks, see them in contrast to the

ideal solid line, and judge how far a particular textbook can satisfy his

requirements. If this is done, not only are the differences among various textbooks

portrayed, but also any instances of marked variation can be noted and revised.

Furthermore, this two-tier system can be approached in two distinct ways.

An evaluator may first examine a particular textbook to identify its characteristics

and then s/he may judge it against his/her preferred criteria. Or an evaluator can

first define his/her preferred options, and then s/he may investigate how far a

particular textbook matches his/her preferred criteria.

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2.2 Theoretical Background

In this theoretical background, there will be some explanations about speaking,

material, e-book, curriculum, and speaking based on School-Based Curriculum.

2.2.1 Speaking

We need to speak to interact with others and to express our feelings, opinions, etc.

People in the world speak in their own language. Whatever the language we use,

the essence of speaking is that the meaning or the information from one person

can be delivered to the others.

2.2.1.1 General Concept of Speaking

Learning any language has to do with the four skills have to be mastered. The four

skills are listening, speaking, reading, and writing. Those skills are devided into

two kinds of skills, namely receptive and productive skills. Listening and reading

are receptive skills, while speaking ang writing are the productive one. Among

those skills, speaking is the one that we do not stop to analyse unless there is

something noticeable about it.

Nunan (2003:48) states about speaking as follows:

“Many people feel that speaking in a new language is harder than

reading, writing, and listening for two reasons. First, unlike reading,

speaking happens in real time: usually the person you are talking to is

waiting for you to speak right then. Second, when you speak, you cannot

edit and revise what you wish to say, as you can if you are writing.”

Speaking skill is the ability to use language in oral form. In the junior high

school level, this skill is limited to the ability to conduct a simple conversation on

some subjects. In the level of senior high school, however, the students need to be

able to access the knowledge by linguistic ability on some subjects i.e. making

suggestions, requests, complaints, instructions, etc.

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According to Oxford Advanced Learner‟s Dictionary (1995), “speaking is

making use of words in an ordinary voice; uttering words, knowing and being able

to use a language expressing one self in words; making a speech”. While skill is

the ability to do something well. In conclusion, the definition of speaking skill

lexically is the ability to utter words or sounds with the ordinary voice or the

ability to communicate vocally or to have conversation through practice, training

or talent. Moreover, someone who wants to speak a foreign language has to know

the rules of that language, for example, grammar, vocabulary pronunciation,

word-formation, and apply them properly in communication.

2.2.1.2 The Importance of Speaking

Everywhere we go, we find language, includes English language. Nowadays,

there are often a lot of English words we can see when walking on the street,

especially on the big cities like in the shops, streets, advertisements, or notices on

buses or trains. It happens nearly in most countries in the world, since they are not

English speaking countries though.

Language plays an important role in our life. We cannot live without any

languages to communicate. We need language to reveal any ideas, opinions,

wishes and feelings in both spoken and written form. It is hard to imagine how

people can get along with one onother without any languages. We can understand

and take information from others by using it. Oral communication do provides the

base for growth in reading, writing, and listening abilities.

Seely (1995) states that “speech serves two important functions in the

classroom: the social and intellectual” (http://www.sasklearning.gov.sk.ca/docs

http://www.sasklearning.gov.sk.ca/docs%20/mla/speak.html

http://www.sasklearning.gov.sk.ca/docs%20/mla/speak.html

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/mla/speak.html). As a social function, speech helps the students to adjust ideas

and ideas are formulated to facilitate their understanding. Within this functions,

the students share information and ideas with listeners by speaking informally and

sharing through conversation. Speech is also used to form relationships through

the language.

There are two kinds of speech, informal and formal. The informal speech

occurs when a person is talking to his family or close friends. He speaks

spontaneously and freely to them. His speech is likely to include some slang

expressions, while the formal speech occurs when a person speaks before a group,

when he speaks to his boss in the office or if we speak to someone elder than us.

Speech, as an intellectual function, shapes students‟ perceptions of the

world and represents these perceptions as knowledge. Speech encourages the

students to reproduce and transform knowledge as they shift through observation,

evaluate information, and compare views. Speech that transforms knowledge

increases critical thinking abilities and attentions of students.

2.2.2 Material

As it is difficult to learn a language, it has some components to make the learning

process done well. There are five components in the language learning, they are

students, a teacher, materials, teaching methods and evaluation. Among those

components, students are the center of the learning, a teacher, who has the role as

the agent of knowledge, is the facilitator. S/he must ascertain that the what so

called material is delivered and accepted clearly by the students. Teaching

methods and the evaluation are also essential in the language learning.

14

One of the five components which is also important in the language

learning is the material. Basically, materials are the important resource for the

teacher in assisting his/her students to learn a language, includes English.

Materials serve as one of the main instruments for shaping knowledge, attitudes,

and principles of our young people. For most teachers, materials provide the

foundation for the content of the lessons, the balance of the skills taught, as well

as the kinds of language practice the students engage during the class activities.

Materials include textbook (both printed and commercially produced and

electronic book freely accessed via internet), video, audio tapes, computer

software, and visual aids. They influence the content and the procedures of the

learning. While technology such as OHP, slides, video and audio tape recorders,

video cameras, and computers are equipments that support instruction in the

learning.

As what is discussed previously, the students are the center of the learning

process. In many cases, however, the teachers and the students rely on the

materials, and the materials become the center of the learning. Sometimes, the

teachers are busy and do not have time. They just tend to use textbook and other

commercially produced materials in doing the learning process rather than prepare

extra materials for teaching by themselves. Thus, it is important for the teachers to

know how to choose the best materials for instruction, how to make

supplementary materials for the class, and how to adapt materials.

15

According to Kitao (1997), there are three elements that have to be noticed

in constructing materials of a textbook (http://iteslj.org/Articles/Kitao-

Materials.html). They are:

(1) Language

The materials of English textbooks should have correct, natural, recent, and

Standard English. Since students‟ vocabulary is limited, the vocabulary in the

textbooks should be controlled or the textbook should provide information to help

students understand the vocabulary that they may not be familiar with. For lower-

level students, grammar should also be controlled. Many textbooks use narratives

and essays. It would be useful to have a variety of literary form (for example,

newspaper articles, poetry, or letters), so that the students can learn to deal with

different forms.

(2) Information of culture

The cultural information included in English textbook should be correct and

recent. It should not be biased and should reflect background cultures of English.

It should include visual aids, to help students understand cultural information.

(3) Form learners‟ viewpoints

Content English textbook should be useful, meaningful and interesting for the

students. While no single subject will be of interest to all students, materials

should be chosen based, in part, on what students, in general, are likely to find

interesting and motivating.

http://iteslj.org/Articles/Kitao-Materials.html

http://iteslj.org/Articles/Kitao-Materials.html

16

As a general rule, materials should be slightly higher in their level of

difficulty than the students‟ current level of English proficiency. It allows them to

learn new grammatical structure and vocabulary.

English textbook should have clear instructional procedure and methods,

that is, the teacher and the students should be able to understand what is expected

in each lesson and for each activity.

Textbooks should have support for the learning. This can take the form of

vocabulary lists, exercises which cover or expand on the content, visual aids, etc.

with the development of technology, photos, visual materials, and audio materials

have become very important components of language teaching materials, and they

are becoming easier to obtain. Materials are getting complicated, and instructional

philosophy, approach, methods, and technique are getting more important too.

Though there are five components in language instruction, they are

students, a teacher, materials, teaching methods and evaluation, learners that

should be the center of the instruction. However, materials often control the

instruction, since the teachers and the students tend to rely heavily on them. The

materials which are appropriate for a special class need to have an underlying

instructional philosophy, approach, and methods and technique which suit the

students and their needs. They should be correct, natural and current, and have

Standard English. The teachers need to look for good materials, both commercial

and non-commercial, all the time.

17

2.2.3 E-Book

The advancement of technology can change everything in this world, including

textbook. Nowadays, we can read the textbooks not only in the printed form, but

also in the form of electronic content of textbook, namely electronic book or e-

book. The internet gives us freedom to freely access the e-book which we can

make use of it. The following explanation will discuss more about the general

textbook (printed texbook) and the e-book (electronic book).

2.2.3.1 General Textbook

Textbook in general has many definitions and functions. The definitions and the

functions of textbook are as follows.

a. Definition of Textbook

In daily teaching, textbook is very crucial. A textbook is the accompaniment for

the teacher during the lesson is going on. It consists of the resume of what the

teacher teaches. There are so many textbooks that can be used by both the teachers

and the students. By this condition, a teacher should be able to choose and decide

which textbook he should use and how he should do with it.

There are many definitions of textbook. Thanasoulas (1999) states that “a

textbook is looked upon as an indispensable vehicle for foreign language”

(http://www.englishclub.com/tefl-articles/textbook.htm). To be able to master a

new language, the students or the learners do need some helps. Textbook may be

the tool for them to reach their goal in learning a foreign language. Having a

textbook on their hands will make the learners feel secure and have a sense of

progress and achievement. Moreover, a textbook provides them with the

http://www/

18

opportunity to go back and revise. They also can use the textbook for self-study

and as a reference tool. A textbook is certainly held in high regard by the anxious

teacher who tried to put his or her message across, to teach the necessarily

vocabulary and help the students to acquire and consolidate the four skills:

listening, speaking, reading, and writing.

In addition to the above explanation, Gabrielatos (2000) in his article “The

Textbook as a Flexible Tool” states that “teachers as a Bible, a guide, a crutch, a

necessary evil, or a burden have variously regarded as a textbook. It is a helpful

tool that teachers can use flexibly, and combine with other resource” (http://www.

Gabrielatos.com/CB-use.htm). In order to use a textbook systematically and

flexibly, it is important to understand how it is put together and how it can be

adapted to meet the needs of the particular learners. The textbook provides a plan

for learning, a visible outline of what is to be learned in the classroom as a bank of

resource materials and ideas (Nunan 2003: 226). What happen in the classroom

fills out and transforms the outline into learning experiences for the students.

Textbook and teacher are such the components of a teaching-learning

process that should have a good relation. There must be a partnership between

them. The aim of the textbook should correspond as closely as possible to the

aims of the teacher, and both should seek to meet the needs of the learners to the

highest degree. The partnership is helped when aims and objectives are well

defined, and when the difference but complementary roles of the teacher and the

textbook are clearly perceived and well balanced.

http://www/

19

b. The Functions of Textbook

According to Brown and Harcleroad (1983:384), a textbook has many functions

as follows:

(1) Individualization of Instruction

A textbook helps students to individualize instruction by enabling them to

proceed at their own rate and to a limited extent, according to what they are

interested in studying.

(2) Organization of Instruction

A textbook helps students to organize instruction by providing them

experiences, suggested activities, recommended reading and question.

Written textbooks give unity to classroom interaction and are graded to

introduce new concepts or contents they build upon what has preceded.

(3) Tutorial Contribution

A teacher often uses the textbooks to help students learn how to read better,

to study, to weigh evidence, and to solve problems.

(4) Improvement of Teaching

Textbook is also regarded as a helpful utility which is used by teachers to

improve their skills in teaching.

By concerning to the function stated above, I conclude that the function of

a textbook is actually one of the visual aids used by teachers when they teach and

explain the teaching materials. It also helps the students in getting a better

understanding of the materials given by teacher.

20

2.2.3.2 E-Book (Electronic Book)

Electronic book has become one of the choices of many people to be used as their

reading. Electronic book is also available for the students in every level of

educations. In addition, the electronic book or e-book must be compatible with the

School-Based Curriculum.

a. Definition of Electronic Book

The term „e-book‟ stands for electronic book. Moreover, according to Dhir (2004:

394),

“The e-book is an electronic version of content normally contained in

newspaper, magazine, or book. The content is created and stored in

computer file format that can be accessed by a variety of computer

hardware and software applications. E-book can be downloaded from the

web or received as an email file attachment.”

The e-book used in this study was a textbook. Furthermore, “the textbook

is a reference book which has purpose to summarize knowledge” (Mc Tighe and

Wiggins 2005:311). According to Carr (2001:44), “textbook can be defined as

materials distributed by a publisher as a set of instructional materials directed to

particular grade or unit levels or levels and are/or to particular subject.”

From the explanation above, it can be concluded that e-book which is

used in this study is an electronic textbook which contains materials used in

teaching and learning process.

In addition, there are some purposes of publishing electronic textbook

(BSE) according to the Department of the National Education. They are:

(1) giving alternative sources for the students,

21

(2) leading the students to be creative by the use of information and

communication technology,

(3) giving the freedom for people to print, copy, and sell it without many difficult

administration, and

(4) giving a business chance for everyone that sells the book by the advantage up

to 15% according to the minister.

b. The Compatibility of Electronic Book

According to Oxford Advanced Learner‟s Dictionary (1995), compatibility comes

from the word “compatible”. Compatible means able to coexist; well-suited,

consistent, and able to be used in combination. According to Cambridge

Advanced Learner‟s Dictionary, compatible means able to exist, live together, or

work successfully with something or someone else.

From the various definitions of compatibility, it is concluded that

compatibility is the consistency of something to its comparator. In the teaching

learning process the teachers have to use the electronic book as a reference. The e-

book can be said to be compatible when it contains the materials that are

mentioned in the curriculum. In fact, there are so many electronic books which are

not compatible with the current curriculum, that is the School-Based Curriculum.

Thus, a teacher should select the electronic books as the primary, complementary

or supplementary materials for the students which are compatible with the School-

Based Curriculum.

22

2.2.3.3 The English E-Book for XII Grade of Senior High School

There are many choises of English electronic books that can be used by the

twelfth grade of senior high school students. Among them, I choose an English e-

book entitled Developing English Competencies 3 published by Pusat Perbukuan

Depdiknas to be analyzed.

Some textbooks claimed in their cover that they are adjusted to the School-

Based Curriculum and also cover the four language skills, includes speaking skill.

It makes me interested in analysing whether they are really compatible with the

School-Based Curriculum or not.

2.2.4 Curriculum

Every teaching/learning program needs a curriculum. Curriculum is considered to

be the main source and the main guide for the teachers in the teaching/learning

activities. It contains instructional goals, teaching method and teaching material

that have to be followed by the teachers. The following are some relevant issues

about the curriculum.

2.2.4.1 Definition of Curriculum

Curriculum is the basis for doing teaching-learning activities. A teacher should

know the curriculum before he teaches his students, as curriculum has been made

on the basis of students‟ need. Considering the importance of the curriculum, I

will discuss further about the curriculum.

According to Oxford Advanced Learner‟s Dictionary of Current English,

“curriculum is the subjects included in a course of study or taught at a particular

school, college, etc.” (Hornby 1995:287).

23

From the definition above, it may mean that a study in schools, colleges,

universities, and some other institutions should be relevant to the curriculum.

As background information for second and foreign language course

designers, a brief review of a few of the outstanding contribution to the general

curriculum planning literature is warranted.

Skager (1977: 23) states in his book:

“The term of “curriculum” is used at various levels of inclusiveness in

educational discourse. Sometimes it refers only to a set of guidelines as

to the content of instruction, in other cases to curriculum plans which

may be quite detailed in the sense of incorporating specifications as to

instructional objectives, content, and methods. But written plans and

guidelines, no matter how detailed, represent a relatively restricted

concept of the curriculum.”

Furthermore, Pratt (1980: 4) reveals a curriculum as “an organized set of

formal educational and/or training intentions.” He also explains the implications

of the above definition need to be made explicit. They are:

(1) A curriculum is intention, or plans.

(2) A curriculum is not activities but plans, or a blueprint, for activities.

(3) A curriculum contains many other kinds of intentions, such as what learning

students are to develop, the means of evaluation to be used to assess learning,

the criteria according to which students will be admitted to the qualities

required to teacher.

(4) A curriculum involves formal intentions, which intentions are deliberately

chosen to promote learning; it does not include random, unplanned, or non-

learning activities.

24

(5) As an organized set of intention, a curriculum articulates the relationships

among its different elements (objectives, content, evaluation, etc.), integrating

them into a unified and coherent whole.

(6) Both education and training are referred to in the definition to avoid the

misunderstanding that occurs of one is omitted.

From the illustration above, I conclude that a curriculum is a subject

included in a course of study which is taught at a particular school, college,

(Hornby, 1995: 287), a set of formal educational and/or training intentions (Pratt

1980: 4), and also a kind of guidance that is developed to make teaching-learning

activities progress well (Skager, 1977: 23).

2.2.4.2 School-Based Curriculum (KTSP)

Realizing that there are so many changes happen in Indonesian community, the

government, that is Department of National Education, reformed the curriculum

that has been used since 1954. There have been several English curriculums. They

are the 1954 curriculum, the 1968 curriculum, the 1975 curriculum, the 1984

curriculum, the 1994 curriculum, the KBK as the sources for English teaching

activities. And the latest curriculum applied is the KTSP (Kurikulum Tingkat

Satuan Pendidikan).

The main goal in reforming the curriculum is to increase the education

quality. The standards that should be achieved are that the graduate students have

the capabilities, knowledge and manners that can be useful for the next, either

when they apply for a job or when they want to continue their studies.

25

According to Standar Nasional Pendidikan (SNP chapter 1, article 15)

School Based Curriculum (KTSP) is an operational curriculum which is

constructed and run by each unit of education. The unit of education constructs

the KTSP based on the competence standard and basic competence (SKKD)

which have been developed by Badan Standar Nasional Pendidikan (BSNP).

The KTSP is constructed considering the following reasons:

(1) UU No. 20 Th.2003 about Sisdiknas;

(2) PP No. 19 Th. 2005 about Standar Nasional Pendidikan;

(3) Permendiknas No. 22 Th. 2006 about Standar Isi;

(4) Permendiknas No. 23 Th. 2006 about Standar Kompetensi Lulusan;

(5) Permendiknas No. 24 Th.2006 about the application of Permendiknas no. 22

and 23.

Moreover, KTSP is developed based on these principles:

(1) Focused on the potention, development, need, and the interest and the

environment of the students

(2) Various and united

(3) Respond to the development of sciences, technologies, and arts

(4) Relevant with the need of life

(5) Troughout and continued

(6) Long life education

(7) Balance with the national interest and the region interest.

There are four components included in School-Based Curriculum, they

are:

26

(1) The education goal of the education unit (elementary, junior and senior level)

(2) The structure and curriculum contents (containing subject matters, local

content, self-development, arrangement of the study materials, criterion of

study completeness, criterion of class promotion and graduation, life skill

education, and education on the basis of local and global)

(3) Education calendar

(4) Enclosure (annual program, syllabus, lesson plan, standard competence, basis

competence, self-development program, and other instruments; for example

mapping basis competence or indicator)

2.2.4.3 Characteristics of School-Based Curriculum (KTSP)

KTSP is an operational form of developing curriculum in a desentralitation

context of education and area autonomy, that will give a new knowledge to the

system being run. The characteristics of KTSP can be known from how school

and unit of education can optimalize working, learning process, managing source

of learning, professional teacher, and also the marking system. The explanations

about the characteristics of KTSP are as follows:

(1) Giving wide autonomy to the headmaster and education unit

KTSP gives a wide autonomy to the headmaster and education unit, with all

responsibilities to develop curriculum appropriate with the school condition.

(2) High participation of parents and community

In KTSP, practising curriculum must be supported by participation of parents

and community. Parents of students and community do not only support

school through financial support, but also through school commitee and

27

education council formulate and develop programs that can improve the

quality of learning.

(3) Democratic and professional leadership

Developing and running curriculum are supported by school‟s democratic and

professional leadership. Headmaster together with teachers as the organizer of

curriculum are people who have an ability and professional integrity.

(4) Cohesive and transparant work-team

Succesful in developing and running curriculum is suported by the cohesive

and transparant work-team. In education council and school commitee, all

side work together without any authority.

2.2.5 Speaking Based on School-Based Curriculum

English is a mean of communication both in spoken and written language.

Communication is about the understanding and comprehending the information,

mind, feeling and developing the knowledge, technology, and culture. The

comprehension completely can be defined as discourse competence, i.e. the

comprehension of mastering or producing spoken or written text which is realized

on four skills: listening, speaking, reading, and writing.

For all teaching situations, all four skills do not have to be treated in depth

in balance because different teaching situations require different emphasis on

each skill. The teaching learning process of English in senior high school,

especially the speaking skill, is concerned in the learners‟ ability to communicate

in English in daily life to reach informational literacy level.

28

In all contexts, people use the language in order to complete the function

or to get the prominent meaning. Moreover, the School-Based Curriculum in the

speaking skill is also directed to complete the function above. Teaching speaking

based on the School-Based Curriculum emphasizes on building up the

negotiation. By negotiation it is hoped that the students are able to build up a

spoken text. A spoken text is about the unity of the meaning and semantic units.

There are three functions of speaking:

(1) Ideational function

It is the language function which is used in order to construct the idea or

information.

(2) Interpersonal function

It is the language function which is used in order to interact with others and

express the speech acts, behaviors, feeling, etc.

(3) Textual function

It is the function in how the text or language which is composed are reconstruct,

so it can reach the cohesion and coherence, then it is used to make the language

easy to be understood by learners or the reader. (Departemen Pendidikan

Nasional 2004: 98)

2.3 Theoretical Framework

Based on the function above, it is very important to select a good textbook so that

the textbook can help the students easily understand the materials which the

teacher gives. In this study, I analyzed the speech functional expressions found in

29

the e-book. The speech functional expressions would be compared with the

School-Based Curriculum. After data were categorized, then I would analyze the

data using the instrument namely textbook analysis instrument. This instrument is

adopted from Ansary‟s textbook evaluation form. I would show whether the e-

book is really compatible with the curriculum or not.

30

CHAPTER III

METHODS OF INVESTIGATION

This chapter will describe in detail the method of investigation. It is divided into

several parts. They are research approach, the roles of the researcher, object of the

study, source of data, procedure of collecting data and procedure of analyzing

data.

3.1 Research Approach

This research is a qualitative research. I used the descriptive method in which the

data were analyzed and the analysis result was formed descriptively or as

phenomenon, not investigating the numerals or about the inter-variable

relationship.

Nawawi (1993: 63) points out that “descriptive method is a solving-

procedure which is searched by describing/drawing the condition of the

investigating subject/object (i.e.: someone, institution, community, etc) at present

time according to the visible facts or as the way it is.”

This study, therefore, is an effort to solve problems by comparing the

similarities and the differences found in the symptoms, measuring the symptoms

found, and so on. In other words, the descriptive method is steps to objectively

represent the symptoms existed in the research problems.

30

31

Nawawi (1993: 64) also explains that the descriptive method should focus

on the following characteristics:

(1) Focusing on the current or the actual problems, and

(2) Describing facts about the problems using the rational adequate

interpretation.

3.2 Roles of the Researcher

Research is a complex process done by the researcher from the beginning up to

end. In analyzing the data, I did several kinds of role, as follows:

(1) Data identifier

After choosing the object of the study, then I read it carefully, and then I

identified the data. Here, I chose the materials whether they were the data or

not.

(2) Data collector

In this case, I gathered the speaking skills materials.

(3) Data organizer

After collecting the data, I organized them through mapping and comparing. It

helped me in analyzing the data.

(3) Data analyst

I tried to analyze the speaking skill materials displayed on Developing English

Competencies 3 for Senior High School Students Year XII published by Pusat

Perbukuan Depdiknas, whether it is compatible with School-Based

Curriculum or not by describing them.

32

3.3 Object of the Study

The object of this study was the compatibility of speech functional expressions

found in an English e-book entitled Developing English Competencies 3 with the

School-Based Curriculum (KTSP). The e-book was for Senior High School

Students Year XII published by Pusat Perbukuan Depdiknas in 2008.

3.4 Data

The data understudies were the speaking materials found in the analyzed e-book.

In speaking, there are transactional and interpersonal conversation in daily life

context and monologue texts in the form of narrative, explanation, discussion, and

review.

3.5 Procedure of Collecting the Data

An instrument in a research will influence the data which has been obtained.

According to Saleh (2001:31), “the term „instrument‟ means equipment for

collecting the data.” Based on those statements, an instrument is very significant

for gathering the data accurately.

The data for this study were collected by using checklist as the instrument.

The following presents the description of the instruments.

At first, I made a table to compare the speech functional expressions found

in the curriculum and the speech functional expressions found in the e-book.

After data were categorized, then I analyzed the data using the instrument

namely textbook analysis instrument. This instrument was adopted from Ansary‟s

33

textbook evaluation form. The following presents the description of the textbook

analysis instrument.

The evaluation involved the following steps. First, an evaluation form with

four columns was designed (see appendix 5). The speech functional expressions in

the KTSP appeared in the first column on the form. In the second column, I

inserted the speech functional expressions in the e-book. Secondly, two separate

scores might serve as the basis for rating:

(1) A perfect value score (PVS) of 2 which appeared in the third column indicated

an ideal weight assigned to each defined criterion.

(2) A merit score (MS) consisting of numbers 0 to 2 appeared in the fourth

column on the form. A comparative weight was assigned to the relative

realization in the textbook under scrutiny of each actual criterion: a perfect

match between the ideal defined criterion and its actual realization in a

particular textbook receiving 2, a total lack a score of 0, and any inadequate

match a score of 1.

Then, the numbers in the MS and PVS columns after each criterion were

represented on a graph by drawing (1) a dotted line corresponding to the

numerical value of the Merit Scores, and (2) a straight solid line to represent the

Perfect Value Scores.

34

3.6 Procedure of Analyzing the Data

After collecting the data, the next step was I analyzed the whole data obtained.

This data analysis was actually analyzing the instrument that made a reality

without changing or breaking any instrument. In this study, the data analysis was

meant to know how compatible is the speech functional expressions found in the

English e-book and the School-Based Curriculum; whether the e-book is

consistent or not with the School-Based Curriculum, as stated in the standard

competence and basic competence.

I used a qualitative data analysis in analyzing the data. In this study, I took

three steps. Those were selecting, comparing, and interpreting the data.

(1) Selecting the Data

I selected the data by choosing the English textbook entitled Developing English

Competencies 3 for Senior High School Students Year XII published by Pusat

Perbukuan Depdiknas.

(2) Comparing the Data

After selecting the data, I mapped and compared the data to make the process of

analysis easier. In this study, I made two tables to map the data and a table to

compare them. (See appendix 3 and 4)

After data were compared, then I analyzed the data using the instrument I

had made before. (See appendix 5)

(3) Interpreting the Data

Finally, I analyzed the data by giving interpretation of the compatibility between

the English e-book entitled Developing English Competencies 3 for Senior High

35

School Students Year XII published by Pusat Perbukuan Depdiknas with the

standard competence and basic competence of the KTSP. In this study, I analyzed

the consistency of the speaking skill of the e-book compared with the KTSP to

interpret the data.

To score the degree of consistency of the e-book with the KTSP, I used the

percentage descriptive analysis with the following formula:

The percentage of

consistency

Total number of functional skills in

the e-book

= X 100%

Total number of functional skills in

the KTSP

According to Retmono cited by Anggraeni (2009: 29), “there must be a

minimum demand of the KTSP in the textbook”. The writer has made some

criteria of consistency of textbook with the KTSP that was analyzed by using

Ansary‟s textbook evaluation form as follows:

(1) A textbook is said to be VERY CLOSELY CONSISTENT with the KTSP if

the total percentage of the functional skills are more than 71%.

(2) A textbook is said to be NOT CLOSELY CONSISTENT with the KTSP if

the total percentage of the functional skills are less than 71%.

36

CHAPTER IV

DATA ANALYSIS

In this chapter, I would like to present the analysis of the data dealing with the

compatibility of speech functional expressions found in e-book Developing

English Competencies 3 which was published by Pusat Perbukuan Depdiknas. I

would like to describe whether the speech functional expressions are compatible

or not with the School-Based Curriculum, by examining the speech functional

expressions in the speaking materials of the e-book and the curriculum.

4.1 The Data Collection

I did some preparations to analyze the data, they were:

(1) Comparing the speech functional expressions of the e-book and the school-

based curriculum (KTSP),

(2) Scoring the checklist,

(3) Using percentage formula to find out the degree of the consistency of speech

functional expressions found in the e-book and those in the School-Based

Curriculum, and

(4) Evaluating the compatibility of the speech functional expressions of the e-

book and the School-Based Curriculum.

36

37

4.2 Comparing the Speech Functional Expressions of the E-Book

and the School-Based Curriculum (KTSP)

After mapping the speech functional expressions of the e-book and the KTSP, it

was very important for me to see the differences between the two findings. In

order to give a clear view of those differences, I used the following table.

Table 4.1

The Comparison of the Speech Functional Expressions of the Speaking Materials

Found in the KTSP and those in the E-Book

Smt No.

Speech Functional

Expressions of the

Speaking Materials

in the KTSP

Speech Functional

Expressions

of the Speaking Materials in

the E-Book

Comments

1 1. Making Suggestions

Making Suggestion:

You could (might) ....

I suggest/ recommended

that you .....

You really should/ ought to

....

I strongly advise/ urge to

you to ....

You‟d better ....

[chapter 1, page 8]

Accepting Suggestion:

That‟s a good/ nice/

wonderful, idea/

suggestion.

Thank you/ Thank‟s. I‟ll

do/ try that.

It is compatible

because the e-

book presents

the materials

and review

about “Making

Suggestion”.

The e-book

gives examples

of how to make

a suggestion,

and how to

accept and reject

it to be applied

in a real

situation.

38

Why didn‟t I think of that?

I think you are right.

[chapter 1, page 8]

Rejecting Suggestion:

I tried that, but ....

Thank‟s, but that won‟t

work/ help because ....

I don‟t want to/ can‟t do

that because ....

That‟s a good idea, but ....

[chapter 1, page 8]

1 2. Requesting Requesting:

Would you mind ...,

please?

Can/ could you ...?

Can you tell me what

happened?

Will/ Would you ...?

Please ....

[chapter 1, page 8]

Accepting Request:

Sure, I‟d be glad/ happy to

....

Of course/ Certainly.

No problem.

Sure. Just a moment.

[chapter 1, page 8]

Refusing Request:

I‟d love to, but, ....

I sounds great, but ....

I‟m sorry, but ....

It is compatible

because the e-

book presents

the materials

and review

about

“Requesting”.

The e-book

gives the

examples of

how to request

someone to do

something, and

how to accept

and refuse it.

39

Sorry to say that ....

[chapter 1, page 8]

1 3. Complaining -

It is not

compatible

because the e-

book does not

present both the

materials and

review/tests

about

“Complaining”

as what is

mentioned in the

School-Based

Curriculum.

1 4.

Giving Instructions

Giving Instructions:

Open page 10 of this book.

Give me that story book.

Read this paragraph

loudly.

Write your own story.

[chapter 1, page 8]

It is compatible

because the e-

book presents

the materials

and review

about “Giving

Instructions”.

Moreover, there

are some

examples of

giving

instructions to

someone.

1 5. Admitting Doing

Something Wrong

Expressions for Admitting

Doing Something Wrong:

I admit to (doing

something).

I admit that I ....

I confess to (something).

[chapter 2, page 36]

It is compatible

because the e-

book presents

the materials

and review

about

“Admitting

Doing

Something

Wrong”.

40

The examples

given in the e-

book make the

students

understand the

materials

clearly.

1 6. Making a Promise/

Swearing

Expressions for Making a

Promise:

I promise/ swear that I ....

I promise you that ....

I swear (to do something).


It is compatible

because the e-

book presents

the materials by

giving some

examples, and

review about

“Making a

Promise/

Swearing”.

1 7. Blaming and

Accusing

Expressions for Blaming and

Accusing:

You are the one to blame.

I think you‟re the only

person who could have

done it.

It‟s your fault.

It‟s your fault for (doing

something).


It is compatible

because the e-

book presents

the materials

and review

about “Blaming

and Accusing”.

The e-book

actually does not

give the

examples of

expressions for

accusing.

1 8. Expressing Curiousity Saying You Are Curious:

What I‟d really like to find

out is ....

I‟d be very interested to

know ....

I‟ve been meaning to ask

It is compatible

because the e-

book presents

the materials

and review

about

“Expressing

Curiousity”.

41

you.

I‟d like to know ....

I wish I knew ....

I‟d love to know ....

What‟s on your mind?

I wonder ...?


The e-book

gives examples

of how to

express our

curiousity about

everything

around us.

1 9. Showing Attitudes -

It is not

compatible with

the School-

Based

Curriculum.

The e-book does

not present the

materials and

the examples. It

only presents the

review tests

about “Showing

Attitudes”.

1 Discussing

Possibilities

Expressions for Discussing

Possibilities:

• Do you think we are capable

of …?

• Would there be any

possibility of …?

• Would it be possible for

(somebody) to …?

• I think that would be

possible ....

• Is it possible to …?

It is not

compatible.

The materials

given in the e-

book about

“Discussing

Possibilities” are

not mentioned in

the School-

Based

Curriculum.

In contrast, the

e-book also

presents the

examples and

review tests.

42

• Yes, there is a possibility ....


1 10. Narrative 1 -

It is not

compatible.

There should be

the materials

about “Narrative

Text” in the e-

book as what

have already

been mentioned

in the School-

Based

Curriculum, not

only the review

section.

1 11. Explanation -

It is not

compatible.

There should be

the materials

about

“Explanation

Text” in the e-

book as what

have already

been mentioned

in the School-

Based

Curriculum, not

only the review

tests.

1 12. Discussion -

It is not

compatible.

There should be

the materials

43

about

“Discussion

Text” in the e-

book as what

have already

been mentioned

in the School-

Based

Curriculum, not

only the review

section.

2 13. Persuading Expressions for Persuading:

Would it be possible for

you to ...?

Won‟t you ..., please?

Why don‟t you ...?

Please!

Not even for me/ for my

sake?

Just this once!

You‟re not going to let me

down, are you?

How I can persuade you to

...?

Could you/ Couldn‟t you

be persuaded ...?


It is compatible

because the e-

book presents

the materials

and review tests

about

“Persuading”.

The examples of

how to persuade

someone to do

something are

given in the e-

book.

2 14. Encouraging Expressions for

Encouraging:

Come on ....

Don‟t give up.

Go on!

Keep at it!

Keep it up!

You can do it!

Stick to it!

It is compatible

because the e-

book presents

the materials

and review tests

about

“Encouraging”.

The e-book

gives example

of how to

44

Don‟t worry, I‟m sure

you‟ll do better this time.


encourage

someone in a

real situation.

2 15. Hoping -

It is not

compatible.

There should be

the materials

about “Hoping”

in the e-book as

what have

already been

mentioned in the

School-Based

Curriculum, not

only the test

section.

2 16. Criticising and

Deterring

Expressions for Advising

Someone Not to do

Something (Deterring):

I wouldn‟t do that if I were

you.

If I were in your position, I

wouldn‟t ....

I wouldn‟t ... if I were in

your shoes.

You would be well advised

to / not to ....

If I were you I wouldn‟t ....

The way I see it, you

should/ shouldn‟t ....

I wouldn‟t recommended

....

I wouldn‟t advise ....

I don‟t think you ought to

....

I don‟t think you should ....

It is compatible.

The e-book

presents the

materials and

review tests

about

“Expressions for

Advising

Someone Not to

do Something

(Deterring)”.

45


2 17. Expressing Regret Expressing Regret:

If I had (hadn‟t) ..., I would

(wouln‟t) have ....

I regret doing ....

I regret ....

I wish ....


It is compatible.

The e-book

presents the

materials and

review tests

about

“Expressing

Regret”.

The examples of

how to express

regret are given

in the e-book.

2 18. Predicting and

Speculating

Predicting and Speculating:

We can speculate that ....

I would say ....

I predict that ....


The e-book is

compatible with

the School-

Based

Curriculum.

It presents the

materials,

examples and

review tests

about

“Predicting and

Speculating”.

2 19. Judging Making A Judgement:

It‟s ... (amazing, awesome,

etc).

It‟s ... (boring, unexciting,

poorly written, etc).

It‟s a/ an ... (touching

story, inspiring book, etc).


The e-book is

compatible with

the School-

Based

Curriculum.

It presents the

materials,

examples and

review tests

about “Making

46

A Judgement”.

2 20. Giving or Asking

Plans, Intention, and

Purposes

Expressing Plans, Intention,

and Purposes:

Do you have any plans ...?

What do we want to

achieve?

What‟s the plan?

Is that what you want?


The e-book is

compatible with

the School-

Based

Curriculum.

It presents the

materials,

examples and

review tests

about “Giving or

Asking Plans,

Intention, and

Purposes”.

2 21. Narrative 2 -

It is not

compatible.

There should be

the materials

about “Narrative

Text” in the e-

book as what

have already

been mentioned

in the School-

Based

Curriculum, not

only the test

section.

2 22. Review -

It is not

compatible.

There should be

the materials

about “Review

Text” in the e-

book as what

have already

been mentioned

47

in the School-

Based

Curriculum, not

only the test

section.

4.3 Scoring the Checklist

In scoring the checklist, two separate scores may serve as the basis for rating:

(1) A perfect value score (PVS) of 2 which appeared in the third column

indicated an ideal weight assigned to each defined criterion.

(2) A merit score (MS) consisting of numbers 0 to 2 appeared in the fourth

column on the form. A comparative weight was assigned to the relative

realization in the textbook under scrutiny of each actual criterion: each

functional skill which presented both material and review/test received 2,

each functional skill which only presented the material or review/test credited

1 point, and a total lack got a score of 0.

The result of checklist is presented as follows:

48

Table 4.2

The Checklist of the Comparison of the Speech Functional Expressions

Found in the KTSP and those in the E-Book

SPEECH

FUNCTIONAL

EXPRESSIONS

IN THE KTSP

SPEECH FUNCTIONAL

EXPRESSIONS

IN THE E-BOOK

PERFECT

VALUE

SCORE

(PVS)

MERIT

SCORE

(MS)

A. Functional Skills

1. Making Suggestions Present both material and

review/test 2 2

2. Requesting Present both material and

review/test 2 2

3. Complaining Do not present both material

and review/test 2 0

4. Giving Instructions Present both material and

review/test 2 2

5. Admitting Doing

Something Wrong

Present both material and

review/test 2 2

6. Making a Promise/

Swearing


review/test 2 2

7. Blaming and

Accusing


review/test 2 2

8. Expressing

Curiousity


review/test 2 2

9. Showing Attitudes Only present the review/test

section 2 1

Discussing

Possibilities

Present both functional skill

and review/test section 2 2

10. Persuading Present both functional skill


49

11. Encouraging Present both functional skill


12. Hoping Only present the review/test

section 2 1

13. Criticising and

Deterring



14. Expressing Regret Present both functional skill


15. Predicting and

Speculating



16. Judging Present both functional skill


17. Giving or Asking

Plans, Intentions,

and Purposes



B. Genres

a. Short Functional

Texts

- - -

b. Monologue Texts

18. Narrative 1 Only present the review/test

section 2 1

19. Explanation Only present the review/test

section 2 1

20. Discussion Only present the review/test

section 2 1

21. Narrative 2 Only present the review/test

section 2 1

22. Review Only present the review/test

section 2 1

Total 46 37

50

As what were drawn in the table above, there were fourteen speech

functional expressions in the e-book Developing English Competencies 3 which

got the merit score of 2 as both the materials or the explanations and the

review/test section were given in the e-book. They were the expressions of

making suggestions, requesting, giving instructions, admitting doing something

wrong, making a promise/swearing, blaming ang accusing, expressing curiousity,

persuading, encouraging, criticising and deterring, expressing regret, predicting

and speculating, judging, and giving or asking plans, intentions, and purposes.

One speech functional expressions found in the e-book that was not mentioned in

the School-Based Curriculum also got the merit score of 2. It was the expressions

of discussing possibilitites.

The other speech functional expressions found in the e-book Developing

English Competencies 3 got the merit score of 1 and 0. The speech functional

expressions that got the merit score of 1 were those which only gave the

review/test section. They were the expression of showing attitudes and the

expression of hoping, narrative text 1, explanation, discussion, narrative text 2,

and review. While the expression of complaining was the only speech functional

expression which got the merit score of 0 since there were no explanation and

review/test section ofthis expression given in the e-book.

From table 4.2, it was concluded that the total number of the merit score of

the speech functional expressions found in the e-book Developing English

Competencies 3 was 37, while the total number of the pervect value score was 46.

By having this number of merit score, the speech functional expressions were

51

said to be compatible because the total minimum number of the merit score that

had to be reached by the speech functional expressions to be said compatible was

only 33. It was from the calculation of the minimum percentage of the

consistency, 71% multipled by 46, as the total number of the pervect value score.

4.4 Using Percentage Formula to Find out the Degree of

Consistency of the Speech Functional Expressions Found in

the E-Book and those in the School-Based Curriculum

The percentage of

consistency

Total merit scores

= X 100%

Total perfect value

scores

37

= X 100%

46

= 80,43%

From the computation above, it was concluded that degree of the

consistency of the speaking skill in the e-book is closely consistent with the

curriculum, since the percentage of the speaking skill was more than 71%. The

graphic representation is as follows:

52

Evaluation result: 80,43% (very closely consistent)

Figure 4.1 Graphic Representation

of the Speech Functional Expressions

Graphic representation of the speech functional expressions above

represented the data drawn in table 4.2. The vertical line represented the range of

scoring, both the pervect value score and the merit score. The horizontal line

represented the speech functional expressions, from the speech functional

expression number 1 until number 23. The speech functional expressions drawn

in the graphic were as follows:

1) Number 1 was the expression of making suggestions,

2) Number 2 was the expression of requesting,

3) Number 3 was the expression of complaining,

4) Number 4 was the expression of giving instructions,

0

0.5

1

1.5

2

2.5

1 3 5 7 9 11 13 15 17 19 21 23

Sco

rin

g

Functional Skills

Perfect Value Score (PVS) Merit Score (MS)

53

5) Number 5 was the expression of admitting doing something wrong,

6) Number 6 was the expression of making a promise/swearing,

7) Number 7 was the expression of blaming and accusing,

8) Number 8 was the expression of expressing curiousity,

9) Number 9 was the expression of showing attitudes,

10) Number 10 was the expression of discussing possibilities,

11) Number 11 was the expression of persuading,

12) Number 12 was the expression of encouraging,

13) Number 13 was the expression of hoping,

14) Number 14 was the expression of criticising and deterring,

15) Number 15 was the expression of expressing regret,

16) Number 16 was the expression of predicting and speculating,

17) Number 17 was the expression of judging,

18) Number 18 was the expression of giving or asking plans, intentions, and

purposes,

19) Number 19 was the narrative text 1 (monologue),

20) Number 20 was the explanation text (monologue),

21) Number 21 was the discussion text (monologue),

22) Number 22 was the narrative text 2 (monologue), and

23) Number 23 was the review text (monologue).

Furthermore, the straight solid line represented the pervect value score of

2. The dotted line, in the other hand, was the representation of the merit score,

consisting number 0-2.

54

4.5 Evaluating the Compatibility of the Speech Functional

Expressions of the E-Book and the School-Based Curriculum

No textbook is perfect. Therefore, teachers should have the option of assigning

supplementary materials based on their own specific needs in their own specific

teaching situation.

According to the School-Based Curriculum, an English textbook for

twelfth year students should present 22 materials of speaking skills, they are:

(1) 17 functional skills, they are the expressions of making suggestions,

requesting, complaining, giving instructions, admitting doing something

wrong, making a promise/ swearing, blaming and accusing, expressing

curiousity, showing attitudes, persuading, encouraging, hoping, criticising

and deterring, expressing regret, predicting and speculating, judging, giving

or asking plans, intentions, and purposes;

(2) 5 monologue texts, they are: narrative 1 (given in semester 1), explanation,

discussion, narrative 2 (given in semester 2), and review.

After mapping and comparing the speech functional expressions in the e-

book with the school-based curriculum, and scoring the checklist and finding out

the degree of consistency of the speech functional expressions, I concluded that

the speech functional expressions found in the e-book Developing English

Competencies 3 are compatible with the school-based curriculum. In the speaking

materials, it was found that there were 7 functional expressions of the speaking

skill: 2 functional skills (showing attitudes and hoping) and 5 monologue texts

55

(narrative text 1, explanation, discussion, narrative text 2, and review) were not

presented completely in the e-book. There were only the review/test section of

those materials. Moreover, there was 1 functional skill that was not mentioned in

the school-based curriculum but it was presented in the textbook. It was the

expression of discussing possibilities. In other words, the e-book can be said to be

a valid, useful and labor saving tool.

The following chapter presents conclusions and suggestions as the result

of the study.

56

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

After completing the analysis of all the subject matters in the previous chapter, I

would like to draw the conclusions and offer some suggestions.

5.1 Conclusions

Based on the results of the speech functional expressions analysis in the Chapter

IV, I concluded that the speech functional expressions in the e-book are

compatible with the School-Based Curriculum since I found 23 speech functional

expressions: 22 speech functional expressions were based on the curriculum (1 of

those 22 does not present both the materials and the review section, that is the

expression of complaining, and 7 of those 22 only present the review section,

those are the expresssion of showing attitudes, the expression of hoping, narrative

text 1, explanation, discussion, narrative text 2, and review), and 1 speech

functional expression presented in the e-book was not mentioned in the School-

Based Curriculum, that is the expression of discussing possibilities. The speech

functional expressions of the speaking materials were applied in interpersonal

conversation, transactional conversation, and monologues.

In addition to the explanation above, the presentage of the speaking skill in

the e-book is closely consistent with the School-Based Curriculum, since it is

more than 71%, that is 80,43%. The presentage above means that the analyzed

56

57

speech functional expressions in the speaking materials of the e-book Developing

English Competencies 3 published by Pusat Perbukuan Depdiknas are closely

compatible with the School-Based Curriculum.

5.2 Suggestions

After finishing the analysis, I would like to offer some suggestions as follows:

(1) Since a good text should have compatible speaking materials, the author of

the book should use the variation of speech functional expressions needed to

make the learners or the students easier in doing their daily communication.

(2) For the readers, hopefully they will be more concern to the speech functional

expressions used in the speaking materials in every e-book/ textbook.

Therefore, they will be able to understand and deliver meaning well because

their sentences and utterances are properly used in daily communication.

(3) For English teachers, they can use this analysis as their consideration in

selecting a good e-book/textbook for teaching and learning process.

58

REFERENCE

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Textbook Entitled “Look Ahead: An English Course For Senior High

School Students Year X” Published by Erlangga with the KTSP (School

Based Curriculum). Unpublished Final Project of Sarjana Pendidikan of

English Department. Semarang: UNNES.

Ansary, H. 2002. Universal Characteristics of EFL/ESL Textbooks : A Step

Towards Systemic Textbook Evaluation. The Internet TESL Journal. Vol.

VIII, No. 2. Available at: http://iteslj.org/Articles/Ansary-Textbooks/

[accessed 20/5/11]

Brown, H. Douglas. 2004. Language Assessment Principles and Classroom

Practices. New York: Longman.

Brown, W. James Richard B Lewis and Fred F. Harcleroad. 1983. An Instruction:

Technology, Media, and Methods. New York: Mc Graw Hill Company.

Carr, Jo Ann. 2001. A Guide to the Management of Curriculum Materials Centers

for the 21st Century. USA: Association of College and Research Library.

Available at: http://books.google.co.id/ [accessed 8/5/11]

Departemen Pendidikan Nasional. 2004. Kurikulum Tingkat Satuan Pendidikan.

Jakarta: Departemen Pendidikan Nasional.

Departemen Pendidikan Nasional. 2006. Kurikulum Tingkat Satuan Pendidikan.

Jakarta: Departemen Pendidikan Nasional.

Dhir, Amit. 2004. The Digital Consumer Technology Handbook: A

Comprehensive Guide to Devices, Standards, Future Directions, and

Programmable Direct Solutions. Oxford: Elsevier. Available at:

http://books.google.co.id/ [accessed 8/4/11]

Doddy, Achmad, Ahmad Sugeng, and Effendi. 2008. Developing English

Competencies 3 for Senior High School (SMA/MA) Grade XII of Natural

and Social Science Programmes. Jakarta: Pusat Perbukuan Depdiknas.

Available at: www.bse-depdiknas.co.id [accessed 29/1/11]

Gabrielatos, C. 2000. The Coursebook as a Flexible Tool. Available at:

http://www.gabrielatos.com/CB-use.htm. [accessed 27/2/11]

Herningtyasari, Gadis. 2010. The Compatibility of Writing Exercises in English

on Sky 2 for the Year Eight of Junior High School Published by Erlangga

and School-Based Curriculum. Unpublished Final Project of Sarjana

Pendidikan of English Department. Semarang: UNNES.

58

http://iteslj.org/Articles/Ansary-Textbooks/

http://books.google.co.id/


http://www.bse-depdiknas.co.id/

59

Hornby, A.S. 1995. Oxford Advanced Learner’s Dictionary of Current English.

Oxford: Oxford University Press.

Intani , Eka Nur. 2009. The Compatibility of Speech Functional Expressions

Found in English Textbook Entitled The Bridge English Competence for

Junior High School Grade VII Published by Yudhistira with the School

Based Curriculum. Unpublished Final Project of Sarjana Pendidikan of

English Department. Semarang: UNNES.

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Linggar, Dwi, A., Dr. 2007. KTSP for Senior High School. (Unpublished Modul).

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ASCD. Available at: http://books.google.co.id/ [accessed 8/5/11]

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Pratt, David. 1980. Curriculum: Design and Development. San Diego: Harcourt

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Retmono. 1994. Kajian Beberapa Buku Teks Bahasa Ingris yang digunakan di

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Saleh, Mursid. 2001. Pengantar Praktik Penelitian Pengajaran Bahasa.

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Seely. 1995. Speaking and Listening: Instructional Philosophy and Teaching

Suggestions. Available at:

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Skager, R., R. H. Dave and K. G. Robinson. 1977. Curriculum Evaluation for

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60

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61

APPENDICES Appendix 1

ELT Textbook Evaluating Schemes

Penny UR (1996)

Criterion

Importance

Objectives explicitly laid

out in an introduction,

and implemented in the

material

Approach educationally

and socially acceptable to

target community

Clear attractive layout;

print easy to read

Appropriate visual

materials available

Interesting topics and

tasks

Varied topics and tasks,

So as to provide for

different learners levels,

learning styles, interests,

etc. Clear instructions

Systematic coverage of

syllabus

Content clearly organized

and graded (sequenced by

difficulty)

Periodic review and test

sections

61

62

Plenty of authentic

language

Good pronunciation

explanation and practice

Good vocabulary


Good grammar


Fluency practice in all

four skills

Encourage learners to

develop own learning

strategies and to become

independent in their

learning

Adequate guidance for

the teacher, not too heavy

preparation load

Audio cassettes

63

Appendix 2

Evaluation Form

H. Ansary

Title: Combination Level 3

Authors: Ghosni, et al.

Publisher: Simin Educational Association

Date of Publication: 1992

Components: Teacher‟s guide with an answer key, audio cassette

Length: 4 units, each 4 lessons plus 2 consolidation units

Physical Size: 22 x 29 cm

No. of Pages: 147

Price: Rs. 9.100

Hours: 4 x 4= 16, 16 x 1.5=24, 24+(2 x 1.5)=27

Target Learners: Adult, ES, Level 3 target teachers: BA holders in TEFL

Evaluator: H. Ansary

Universal Characteristics

Defining Criteria

PVS

MS

Approach

Dissemination of a theory

about

Terrell & Krashen‟s (1977)

Natural approach to SLA

2 2

The nature of language A means for

communicating meanings

2 2

The nature of learning Comprehension precedes

production,

2 2

How the theory can be put to

applied use

Comprehensible input,

anxiety-free, acquisition

rich environment

2 2

Content presentation

Stating purpose(s) and

objective(s)

Basic skills in

communication

2 2

For the total course Survival English 2 1

For individual units Cf. Teacher‟s guide 2 2

Selection and its rationale Comprehensible familiar

topics

2 1

Coverage Core grammar &

vocabulary

2 2

Grading I+1 to … 2 1

Organization ES program, textbooks 1, 2 1

64

2, 3, 4, 5, 6, 7, and 8, each

4 units, each unit four

lessons

Satisfaction of the syllabus 90% satisfaction 2 2

To the teacher providing a

guide book

Necessary 2 2

Giving advice on the

methodology

Detailed teaching

techniques

2 2

Giving theoretical Detailed technical 2 2

65

Appendix 3

Mapping of the Speaking Material in the School-Based Curriculum

Smt Standard

Competence

Basic

Competence

Speech Functional Expressions

for Speaking

Materials

1 3. Mengung-

kapkan

makna

dalam teks

percakapan

transaksio-

nal dan

interpersonal

resmi dan

berlanjut

dalam

konteks

kehidupan

sehari-hari

3.1 Mengungkapkan makna

dalam percakapan

transaksional (to get things

done) dan interpersonal

(bersosialisasi) resmi dan

berlanjut (sustained) secara

akurat, lancar dan berterima

dalam konteks kehidupan

sehari-hari dan melibatkan

tindak tutur: mengusulkan,

memohon, mengeluh,

membahas kemungkinan

atau untuk melakukan

sesuatu, dan memerintah.


dalam percakapan







sehari-hari dan melibatkan

tindak tutur: mengakui

kesalahan, berjanji,

menyalahkan, menuduh,

mengungkapkan

keingintahuan dan hasrat,

dan menyatakan berbagai

sikap

1. Functional Skills

Making suggestions (1),

Requesting (2),

Complaining (3), and

Giving Instructions (4).

2. Genres

(1) Short Functional Texts

-

(2) Monologue Texts

-


Using expressions for

admitting doing

something wrong (5).

Making a

promise/swearing (6),

Blaming and accusing (7).

Expressing curiousity (8),

and

Showing attitudes (9).

2. Genres


-

(2) Monologue Texts

-

66

1 4. Mengung-

kapkan

makna

dalam teks

fungsional

pendek dan

monolog

berbentuk

narrative,

explanation

dan

discussion

dalam

konteks

kehidupan

sehari-hari


dalam teks fungsional

pendek resmi dan tak resmi

dengan menggunakan

ragam bahasa lisan secara



sehari-hari


dalam teks monolog dengan

menggunakan ragam bahasa

lisan secara akurat, lancar

dan berterima dalam

konteks kehidupan sehari-

hari dalam teks berbentuk:

narrative, explanation, dan

discussion


-

2. Genres


-

(2) Monologue Texts

-


-

2. Genres


-

(2) Monologue Texts

Narrative (10)

Explanation (11)

Discussion (12)

2 9. Mengung-

kapkan

makna

dalam teks

interaksio-

nal, dengan

penekanan

pada

percakapan

transaksio-

nal resmi

dan

berlanjut

dalam

konteks

kehidupan

sehari-hari.


dalam percakapan






dengan menggunakan

ragam bahasa lisan dalam


hari dan melibatkan tindak

tutur: membujuk,

mendorong semangat,

mengkritik,

mengungkapkan harapan,

dan mencegah.

9.2 Merespon makna dalam

percakapan transaksional

(to get things done) dan

interpersonal




dengan menggunakan

ragam bahasa lisan dalam



Persuading (13),

Encouraging (14),

Hoping (15), and

Criticising and Deterring

(16)

2. Genres


-

(2) Monologue

-


Using expression of regret

(17).

Giving or Asking Plans,

Intentions, and Purposes

(18),

Predicting and

Speculating (19), and

Judging (20).

67

hari dan melibatkan tindak

tutur: menyesali,

mengungkapkan/

menanyakan rencana,

tujuan, maksud,

memprediksi, berspekulasi,

dan memberikan penilaian.

2. Genres


-

(2) Monologue

-

2 10. Mengung-

kapkan

makna

dalam teks

fungsional

pendek dan

monolog

yang

berbentuk

narrative

dan review

secara

akurat,

lancar dan

berterima

dalam

konteks

kehidupan

sehari-hari

10.1 Merespon makna dalam

teks fungsional pendek

resmi dan tak resmi yang


tulis secara akurat, lancar

dan berterima dalam


hari.


dalam teks monolog dengan


tulis secara akurat, lancar

dan berterima dalam


hari dalam teks berbentuk:

narrative dan review.


-

2. Genres


-

(2) Monologue Texts

-


-

2. Genres


-

(2) Monologue

Narrative (21)

Review (22)

From the mapping above, it could be seen clearly that there were 22 speech

functional expressions stated in the standard and basic competence of the School-

Based Curriculum. They were applied in transactional conversation, interpersonal

conversation, and monologues.

68

Appendix 4

Mapping of the Speaking Materials in E-Book

Developing English Competencies 3

Smt Chapter Theme Speech Functional Expressions for

Speaking Materials

1

1 Can You Tell

Me the Story?

Making suggestions (1), requests (2), and

instructions (3).

Performing a monologue of narrative text (4).

2 How the

Water Cycle

Works

Blaming, accusing (5), and complaining (6).

Using expressions for admitting doing

something wrong (7).

Making a promise and swearing (8).

Performing monologues of explanation texts

(9).

3 Let‟s Discuss

Some Issues

Saying you are curious (10).

Expressing possibilities (11) and showing

attitudes (12).

Performing a monologue of discussion texts

(13).

2

4 It‟s a Great

Story Persuading (14), encouraging (15), and hoping

(16).

Using expression for criticising and deterring

(17).

Performing monologues of narrative texts (18).

5 The Book is

Amazing Using expression of regret (19).

Giving or asking plans, purpose, and intention

(20).

Predicting, speculating (21), and judging (22).

Performing a monologue of review text (23).

From the mapping above, it could be seen clearly that there were 23 speech

functional expressions which were found in the e-book. They were applied in

transactional conversation, conversation, and monologues.

69

Appendix 5

TEXTBOOK ANALYSIS INSTRUMENT

Title : Developing English Competencies 3

Author : Achmad Doddy, Ahmad Sugeng, and Effendi

Publisher : Pusat Perbukuan Depdiknas

Date of publication : 2008

No. of pages : 176

(first column) (second column) (third column) (fourth column)

FUNCTIONAL

EXPRESSIONS IN

THE KTSP

FUNCTIONAL

EXPRESSIONS IN THE

E-BOOK

PERFECT

VALUE

SCORE

(PVS)

MERIT

SCORE

(MS)

A. Functional Skills

1. Making suggestions

2. Requesting

3. Complaining

4. Giving Instructions

5. Admitting Doing

Something Wrong

6. Making a

Promise/Swearing

7. Blaming and

Accusing

8. Expressing

Curiousity

9. Showing Attitudes

Discussing

Possibilities

10. Persuading

70

11. Encouraging

12. Hoping

13. Criticising and

Deterring

14. Expressing Regret

15. Predicting and

Speculating

16. Judging

17. Giving or Asking

Plans, Intentions,

and Purposes

B. Genres

a. Short Functional

Texts

b. Monologue Texts

18. Narrative 1

19. Explanation

20. Discussion

21. Narrative 2

22. Review

Total

71

Appendix 6

Standard Content of English for Senior High School Grade XII of Natural

and Social Science Programmes

Semester 1

Standar Kompetensi Kompetensi Dasar

Mendengarkan

1. Memahami makna

dalam teks percakapan

transaksional dan

interpersonal resmi dan

berlanjut dalam konteks

kehidupan sehari-hari

Merespon makna dalam percakapan

transaksional (to get things done) dan

interpersonal (bersosialisasi) resmi dan

berlanjut (sustained) secara akurat, lancar dan

berterima dalam konteks kehidupan sehari-hari

dan melibatkan tindak tutur: mengusulkan,

memohon, mengeluh, membahas kemungkinan

atau untuk melakukan sesuatu, dan

memerintah






dan melibatkan tindak tutur: mengakui

kesalahan, berjanji, menyalahkan, menuduh,

mengungkapkan keingintahuan dan hasrat, dan

menyatakan berbagai sikap

2. Memahami makna


pendek dan monolog

berbentuk narrative,

explanation dan

Merespon makna dalam teks fungsional

pendek resmi dan tak resmi yang

menggunakan ragam bahasa lisan secara

akurat, lancar dan berterima dalam konteks


72


discussion dalam

konteks kehidupan

sehari-hari

Merespon makna dalam teks monolog

yang menggunakan ragam bahasa lisan secara


kehidupan sehari-hari dalam teks berbentuk:

narrative, explanation, dan discussion

Berbicara

3. Mengungkapkan makna


transaksional dan


berlanjut dalam konteks


Mengungkapkan makna dalam percakapan





dan melibatkan tindak tutur: mengusulkan,

memohon, mengeluh, membahas kemungkinan

atau untuk melakukan sesuatu, dan

memerintah






dan melibatkan tindak tutur: mengakui

kesalahan, berjanji, menyalahkan, menuduh,

mengungkapkan keingintahuan dan hasrat ,

dan menyatakan berbagai sikap



pendek dan monolog

Mengungkapkan makna dalam teks

fungsional pendek resmi dan tak resmi dengan


73



explanation dan

discussion dalam

konteks kehidupan

sehari-hari




monolog dengan menggunakan ragam bahasa

lisan secara akurat, lancar dan berterima dalam

konteks kehidupan sehari-hari dalam teks

berbentuk: narrative, explanation, dan

discussion

Membaca

5. Memahami makna teks

fungsional pendek dan

teks tulis esei berbentuk

narrative, explanation

dan discussion dalam

konteks kehidupan

sehari-hari dan untuk

mengakses ilmu

pengetahuan



menggunakan ragam bahasa tulis secara


kehidupan sehari-hari dan untuk mengakses

ilmu pengetahuan.

Merespon makna dan langkah retorika

dalam esei yang menggunakan ragam bahasa

tulis secara akurat, lancar dan berterima dalam

konteks kehidupan sehari-hari dan untuk

mengakses ilmu pengetahuan dalam teks

berbentuk: narrative, explanation, dan

discussion

Menulis


dalam teks tulis

monolog yang


explanation dan


fungsional pendek resmi dan tak resmi dengan




74


discussion secara

akurat, lancar dan

berterima dalam

konteks kehidupan

sehari-hari

Mengungkapkan makna dan langkah

retorika dalam teks monolog dengan



kehidupan sehari-hari dalam teks berbentuk:

narrative, explanation, dan discussion

Semester 2


Mendengarkan

7. Memahami makna


transaksional dan


berlanjut (sustained)

dalam konteks






berterima yang menggunakan ragam bahasa

lisan dan melibatkan tindak tutur: membujuk,

mendorong semangat, mengkritik,

mengungkapkan harapan, dan mencegah





berterima yang menggunakan ragam bahasa

lisan dan melibatkan tindak tutur: menyesali,

mengungkapkan/menanyakan rencana, tujuan,

maksud, memprediksi, berspekulasi, dan

75


memberikan penilaian

8. Memahami makna


pendek dan monolog

yang berbentuk

narrative dan review

dalam konteks







Memahami dan merespon makna dalam

teks monolog yang menggunakan ragam

bahasa lisan secara akurat, lancar dan berterima

dalam konteks kehidupan sehari-hari dalam

teks berbentuk: narrative dan review

Berbicara

9. Mengungkapkan

makna dalam teks

interaksional, dengan

penekanan pada

percakapan

transaksional resmi dan

berlanjut dalam

konteks kehidupan

sehari-hari





berterima dengan menggunakan ragam bahasa

lisan dalam konteks kehidupan sehari-hari dan

melibatkan tindak tutur:membujuk,

mendorong semangat, mengkritik ,

mengungkapkan harapan, dan mencegah





berterima dengan menggunakan ragam bahasa

lisan dalam konteks kehidupan sehari-hari dan

76


melibatkan tindak tutur: menyesali,

mengungkapkan/menanyakan rencana, tujuan,

maksud, memprediksi, berspekulasi, dan

memberikan penilaian

10. Mengungkapkan

makna dalam teks

fungsional pendek dan

monolog yang

berbentuk narrative

dan review secara

akurat, lancar dan

berterima dalam

konteks kehidupan

sehari-hari







monolog dengan menggunakan ragam bahasa

tulis secara akurat, lancar dan berterima dalam

konteks kehidupan sehari-hari dalam teks

berbentuk: narrative dan review

Membaca

11. Memahami makna teks

tulis monolog yang

berbentuk narrative

dan review secara

akurat, lancar dan

berterima dalam

konteks kehidupan

sehari-hari dan untuk

mengakses ilmu

pengetahuan





kehidupan sehari-hari dan untuk mengakses

ilmu pengetahuan

Merespon makna dan langkah retorika

dalam teks monolog yang menggunakan ragam

bahasa tulis secara akurat, lancar dan berterima

dalam konteks kehidupan sehari-hari dan

untuk mengakses ilmu pengetahuan dalam teks

berbentuk: narrative dan review

Menulis

77


12. Mengungkapkan

makna dalam teks tulis

monolog/esei

berbentuk narrative

dan review dalam

konteks kehidupan

sehari-hari

Mengungkapkan makna dan langkah

retorika dalam esei dengan menggunakan

ragam tulis secara akurat, lancar dan berterima

dalam konteks kehidupan sehari-hari dalam

teks berbentuk: narrative dan review

78

Appendix 7

The Speaking Materials in E-Book Developing English Competencies 3

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