1

AN ANALYSIS OF THE RELEVANCY BETWEEN SPEAKING MATERIALS

IN SYLLABUS AND IN THE TEXTBOOK FOR THE EIGHT GRADE
STUDENTS OF SMP NEGERI 2 SUNGGUMINA
CHAPTER I INTRODUCTION.................................................................................................1
A. Background........................................................................................................1

B. Problem Statements...........................................................................................4

C. Objective of the Study.......................................................................................4

D. Significance of the Study...................................................................................4

E. Scope of the Study.............................................................................................4

CHAPTER II REVIEW OF RELATED LITERATURE........................................................5

A. Previous Research Finding..................................................................................5
B. Definitions of Speaking.......................................................................................7
C. Definitions of Curriculum...................................................................................10
D. English Textbook.................................................................................................13
E. Conceptual Framework.......................................................................................18
CHAPTER III RESEARCH METHOD....................................................................................19
A. Research Design...................................................................................................19

B. Research Subject..................................................................................................19
C. Research Instrument.............................................................................................20
D. Data Collecting Procedure...................................................................................20
E. Techniques of Data Analys
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CHAPTER I

INTRODUCTI0N

A. Background
Speaking is one of the four major skills in English subject. Speaking is one way

of communicating humans as social beings especially for students to learn. Hornby

(1994:398) says that "Speaking is expressing ideas or feelings using language.

Therefore, speaking is not only uttering ideas in mind, but also delivering and

presenting new information to other people".

Through speaking, students can be more productive, be fluent for speak, express

their opinions or also dare to appear to speak. Richards and Renandya (2002) defines

that, "Speaking is considered to be the most important language skill. A large

percentage of world’s language learners study English in order to develop proficiency

in speaking. We may use speaking to describe things, to complain about people’s

behavior, to make polite requests, or to entertain people with jokes". So, it can be

concluded speaking is a tool of people to know everything about the language and to

communicate with the other people, no matter how well or bad the speaker produces

the language. Speaking is an important skill which has to be taught in learning

process of English language, because from speaking we can express our ideas and

feeling.

To conducting speaking skill, a media should be needed. One of the certified

media that commonly used by students and teachers is a textbook. Textbook is a

standard source of information that containing a particular subject used by people in

studying a subject. Textbook takes a main role on the teaching and learning process

for teachers and students.

There are some varieties of textbooks that are published to fulfill the students'
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requirement in learning process. In this case, teachers' roles are obviously important.

The task of the teachers here is to choose a book that match for the students. The

content from the textbook influence what teachers teach and students learn. If the

textbook is too advanced or too simple for the students the teacher will certainly be

faced with problems. The content of the textbook might not be of the kind that

students can relate to.

Cunningsworth (1995) mentions that "The uses of textbook are considered helpful

because most of goals and aims have already been prepared in set of practices based

on what students need to learn". Textbook help the teachers in terms to prepare the

materials, and achieve the teaching aims and objectives. Textbooks also helps

students to achieve their learning needs. It is because the good textbook should fit the

need, the ability and the interest for the students.

Teachers have to know about the ongoing curriculum. Because the curriculum is

one of the main sources for help the teachers to know about the standardize of

teaching and learning. Under the K-13 curriculum, there is a syllabus that become a

teaching and learning guidelines that arrange every level of education and develops

into a lesson plan for teacher guidelines. Syllabus are including the basic competence,

standard competence, learning indicator, learning objectives, learning activities,

learning assessment, time allocation and learning media.

Syllabus is used as a guideline in developing learning activities, learning topic,

learning skill, learning assessment and learning meeting. Because K-13 is having a

syllabus as the guidelines, textbook as a media of teaching and learning should follow

the syllabus. Contents in syllabus make the learning materials from textbook keep in

line with K-13.

In conducting the research, the English textbook that the researcher will be going

to use is "When English Rings a Bell" which is a book for the eighth grade students.
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The reason why the researcher chooses this book because it is based from the school

textbook standardize of 2013 curriculum that used by the teachers and students in the

learning process. Also, the researcher wants to try to tell that this textbook is made to

cover the needs of the students in the textbook. The researcher is interest at the

chosen topic or theme and each sub chapter of the speaking materials in the textbook

that meet the guidance of the speaking materials from syllabus of K-13.

To be specific in analyze this research, the researcher just focuses to the speaking

materials in the English textbook. So the researcher initiates to do the research under

the title "An Analysis of the Relevancy Between Speaking Materials in Syllabus and

in the Textbook for The Eight Grade Students of SMP Negeri 2 Sungguminasa".

B. Problem Statement

The research question of this study is exposed as follows; "To what extent of

speaking materials in the English textbook relevance with the speaking materials in

syllabus of K-13?".

C. Objectives of the Study

"To find out the relevancy between speaking materials in the English textbook

and speaking materials in syllabus of K-13".

D. Significance of the Study

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The researcher hopes that the results of this study can be used as an input for

English teachers to improve their knowledge in understanding more about speaking

materials in English textbook and the syllabus. Besides, this study also can be used as

an input for English department students at Universitas Muhammadiyah Makassar for

the next development research.

And also, the researcher hopes that the students can use the result of this study as

reference to learn more about speaking as a basis to learn to help them to understand

and directly help their speaking skill.

Scope of the Study

The scope of this research is to focus to analyze the speaking materials in the

English textbook for eight grade students of SMP Negeri 2 Sungguminasa entitled:

When English Rings a Bell and the relevancy with the speaking materials from

syllabus of K-13. From the total number of the chapters of the

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Research Findings

There are three related research findings for this research as follows;

1. Nur Muwaddhafah (2015), with the title is "Content Analysis of Speaking

Material in English Textbook for the First Year Students of Senior High School

One Tanete Rilau". The result of this research is show that textbook had seven

units. There were seven lessons about interpersonal texts both oral and written.

They were greetings and leave takings and expressing feelings (such as happiness,

boredom, and disappointment) in Unit 1, asking for and showing attention and

expressing sympathy in Unit 2, expressing gratitude in Unit 4, giving

compliments in Unit 5, and expressions of congratulations in Unit 6. Some units

in textbook have fulfilled the criteria of interpersonal communication and some

others did not. Therefore, the researcher found the compatibility percentage from

all

7 chapters is 75%. Textbook has 75% similarity with KTSP. This percentage is

included from the similarity patterns between speaking learning material in

textbook to KTSP syllabus.

2. Petra Aprilia Wahyuningsih (2013), with the title is "An Analysis of Speaking

Exercises/Activities of an English Textbook Used in SDN Pakis 02 Bringin Seen

from Communicative Activities Proposed by Richards (2007)". The result from

this research is revealed that the speaking exercises/activities in English textbook

in SDN Pakis 02 Bringin, did not fully meet up with communicative activities

proposed by Richards (2007). Based on the data gathered and analyzed, there are

three reasons why the textbook did not really meet the notions: (1) The speaking

exercises/activities did not support the students' communicative competence

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because all of the activities provided inside the textbook were individual work

instead of group work. (2) Did not support the students' communicative

competence because most of the speaking exercises/activities in the textbook

focused on accuracy rather than fluency. (3) Did not support the students'

communicative competence because all of the speaking exercises/activities gave

emphasis on mechanical practice in place of meaningful practice. The result

shows that the speaking exercises/activities in the textbook were considered not

communicative enough to be used in learning English, especially for students in

SDN Pakis 02 Bringin.

3. Meita Fitriyani (2013), with the title is "A Textbook Analysis of "When English

Rings The Bell" An Textbook For The Seventh Grade of Junior High". From the

research, there are actually much more category in the "When English Rings The

Bell" textbook, in which each category means to get toward the same meaning of

the theme. From the sides of communicative functions, the textbook was proportional

enough because it contains almost the whole communicative functions that most of the

students are needed to cover the communicative competence through it. From the side of

age analysis, the textbook not necessarily used on their grade although its suitable with

the curriculum nowadays, but for the real communication used, almost the students felt

too easy to learn the content of this textbook. The unitizing this textbook, seems badly

done. Some extent of the sub topic is not in uniting with the grand topic ones, there was

even a repetition on a topic with different grand topic.

B. Definitions of Speaking
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There are many definitions of speaking according to the experts. According to

Nunan (2006:1) "Speaking as the use of language quickly and confidently with few

unnatural pauses, which is called as fluency". Harmer (2007:284) defines "Speaking

is the ability to speak fluently and presupposes not only knowledge of language

features, but also the ability to process information and language 'on the spot'".

Speaking is mostly accomplished by activities in a classroom between teachers and

students. Most of the speaking is done by teachers.

There are kinds of speech works are used in the textbook, as follows:

1. Communication activities: The students use the language in aims to be fluent in

speaking rather than accurate. The aim is not to focus on mistakes but to make

students confidence in speaking.

2. Drills: The students practice a grammar and pronunciation of the language.

3. Natural language use: Natural language must be the part of the classroom learning

activity and teacher need to be realize this part.

1. Functions of Speaking

In order to speak, there are several functions of speaking as follows:

C. Talk as Interaction: When people meet, they exchange greetings, engage in small

talk and chit chat, recount recent experiences and so on because they wish to be

friendly and to establish a comfortable zone of interaction with others. The focus is

more on the speakers and how they wish to present themselves to each other than on

the message. Such exchanges may be either casual or more formal depending on the

circumstances and their nature has been well described by Brown and Yule (1983).

D. Talk as Transaction: This type of talk refers to situations where the focus is on

what is said or done. The message is the central focus here and making oneself
 9
understood clearly and accurately, rather than the participants and how they interact

socially with each other.

E. Talk as Performance: The third type of talk which can usefully be distinguished

has been called talk as performance. This refers to public talk, that is, talk which

transmits information before an audience such as morning talks, public

announcements, and speeches.

Based on the definitions above, the researcher gives the definitions of speaking is

a tool of process of producing word of the language in able to know information and

to communicate with other people and the functions of speaking is the oral skill

which can make the students being more productive. In speaking skills, there are

various objectives including so that students can be fluent for speak, express their

opinions or also dare to appear to speak. And also speaking has a several functions.

2. Content Analysis

Carl (2009) said that "Learning contents should be analysis in the light of the

following with the objectives, extent, relevance, degree of difficulty, available

sources, demands and requirements of the syllabus, depth of study, classification,

time scheduling, textbooks available learning content, relevant and suitability, and

structure of the subject contents".

Content analysis can be used to analyze all forms of communication materials.

Almost all social science disciplines can use content analysis as a research technique

or method.

There are some differences between content analysis and other research methods:

F. Content analysis is an unobtrusive method. Calling back the information,

modeling, utilization of statistical records, and to some extent, ethno-

methodology, has a stake in this non-reactive or inconspicuous research

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technique.

G. Content analysis accepts unstructured material because it is more free to use the

material and there is a little freedom to process it by calling in some information.

H. Content analysis is a sensitive context so that it can process symbolic forms.

I. Content analysis can face a large amount of data.

In this research, content analysis is a method and data collection technique use to

summarize and analyze the speaking material on the English textbook entitled "When

English Rings the Bells". The speaking materials in the textbook is from the sub

chapter of the textbook. There are nine chapters of speaking material in the textbook

that the researcher will analyze as follows:

1. Chapter I : It's English Time!

2. Chapter II : Can you play the guitar?

3. Chapter III : Would you like to come?

4. Chapter V : My Uncle is a Zookeeper

5. Chapter VI: What are you doing?

6. Chapter VII : Bigger is not always better

7. Chapter VIII : I'm proud of Indonesia!

8. Chapter IX: When I was a child

9. Chapter XI: Don’t forget it, please!

C. Definitions of Curriculum

Curriculum based on the term of "The distance that must be traveled by a runner

from start to finish to get a medal or award". On education world,

curriculum then is interpreted as "A number of subjects that must be taken by a

student from the beginning to the end of the program in order to obtain a diploma".
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Longman (2004:384) defines "Curriculum is the subjects that are taught by a

school, college, etc, or the things that are studied in a particular subject; languages are

an essential part of the school curriculum".

Based on the definition above, the researcher concludes that Curriculum is a set of

subjects consisting of programs of study provided by an educational provider, in

which there are lesson plans that will be obtained by students.

In Indonesia itself, curriculum has changed for many times since Indonesia’s

Independence from 1947 until 2013. The 2013 curriculum that school use nowadays

is based on the national education outlined in UU No. 20/2003 concern to the

educational national system in Clause 3 Chapter II about the basis, function, and the

objective of national education states "Functions of educations is to developing

individuals dignified skills, characters, and civilization in order to make intellectual

generations and to develop learners potentials to be healthy, intellectual, skillful,

creative, independent, democratic, and responsible individuals who believe in God

and who possess noble characters".

1. Component of Curriculum

a. Purpose: The objective component is related to the expected results of the

learning process. For example: Intelligence, knowledge, personality, noble

morals, and skills.

b. Content or Material: Components of content or materials relate to all aspects,

including subject matter or activities of students that are directed in accordance

with educational objectives.

c. Implementation Strategy: The strategy component relates to the methods,

approaches, and tools used in curriculum implementation process so that learning

objectives can be achieved properly.

d. Evaluation: The evaluation component is related to the process of evaluating the

level of achievement of objectives and the effectiveness of a curriculum in the

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learning process.

2. Functions of Curriculum

a. Adjustment: In this case, understanding the curriculum functions as the

adjustment tool is the ability to adjust to changes that occur in a dynamic

environment.

b. Integration: Is an educational tool that can create individuals who are whole,

reliable, and integrated in the general public.

c. Differentiation: Is a tool that can provide services to differences in each student

that must be served and valued.

d. Preparation: As an educational tool that can prepare students for the next level of

education, and can prepare themselves to be able to live in society.

e. Selection: Is the opportunity for students to choose learning programs according

to their interests and talents.

f. Diagnostic: As an educational tool that can understand and direct the potential of

students, as well as understand their weakness and correct them.

3. The 2013 Curriculum

Curriculum according to Law number 20 year 2003 article 1 paragraph 19 is a set

of plans and arrangements regarding the objectives, content and learning materials as

well as the methods used as organizers of learning activities to achieve certain

educational goals.

While the 2013 curriculum is a further step in the development of competency

based curriculum which has been pioneered in 2004 and KTSP 2006 which includes

competency in attitudes, knowledge, and skills in an integrated manner.

2013 Curriculum based on character and competence was born in response to

various criticism of the 2006 curriculum, and in accordance with the development of

needs and the world of work. The 2013 curriculum is one of the government's efforts

to achieve the excellence of the nation in technological mastery as outlined in the

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direction of the state. The development of 2013 curriculum is based on thinking about

the future challenges, perceptions of the knowledge and pedagogy community, future

competencies, and negative phenomena that emerge.

D. English Textbook

A Textbook is an important element in teaching-learning process. Graves

(2000:175) "Textbook is a book used as a standard source of information for formal

study of a subject and an instrument for teaching and learning". Mudzakir (2004)

stated that "A textbook is complemented with student work. As he mentioned in his

journal, textbook along with many other names is commonly used by educational

institution or school and is usually provided with exercise and teaching. A textbook is

used for the formal study of a subject as it is written according to the syllabus and

gives the outline of the course materials."

A textbook is an imperative reference and resource for students' learning in any

educational system therefore it is necessary to analyze this resource. A textbook

serves the basis language input students receive and the language are occurring in the

classroom. A Textbook provide the basis content of the lessons, the balance of skills

taught and the kinds of language practice.

For a teacher, a textbook may serve the primarily supplement for the teacher

instruction. It should be regarded as one of the many sources teachers can draw upon

in creating an effective lesson and may offer a framework of guidance and

orientation. Additionally, the textbook provides confidence and security for an

inexperienced teacher who finds adapting existing textbooks challenging especially

for tailored work related courses.

For students, a textbook may provide the major source of contact they have with

the language apart from input provided by the teacher. Graves (2000: 176) stated that

"The textbook is one of the most important sources of contact they have with the

language. It is a framework or guide that helps them to organize their learning. It is

helpful to involve students in the process of adapting textbooks. Consequently, they

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would feel that their needs are respected and they would feel much more motivated to

successfully finish the course".

It is necessary to emphasize that no ready-made textbook will ever fit perfectly

every language program. There is no ideal textbook, ideal for every teacher, ideal for

every group of students and ideal in every teaching situation. Moreover, teachers’

reactions to using ready-made textbooks are manifold. Many teachers are required to

use textbooks and are bound to the textbook in its existing form. Since this simplifies

class preparation for teachers, this is acceptable for some teachers who eventually

begin to over-rely on textbooks and decide to follow the textbook closely, making no

or only small essential changes and additions. On the other hand, some teachers reject

the textbook approach to learning and wish to make substantial changes to the

textbook they need to use.

In Indonesia itself, using a textbook is a must for every school to support the

learning process. As stated in the regulations of the Minister of Education no. 11 of

2005 Article 8, that teachers can recommend students who are able to have textbooks.

This means that the government is clearly called for each learner has a textbook in

order to achieve the learning process.

1. Textbook Functions

Nasution (2012:169) mention some functions of textbook as follows:

a. As a reference material by the students.

b. As an evaluation material.

c. As a tool for educators in implementing the curriculum.

d. As one of the determinants of teaching methods or techniques that educators will

use.

e. As a means for career advancement and position.

2. The Role of Textbook in the Classroom

Textbook plays a significant role in the teaching and learning process dealing
 15
with the material which will be delivered to the students. Cunningsworth (1995)

mentions the roles of textbook in language teaching.

These include the following:

a. A resource for presentation materials (spoken and written).

b. A source of activities for learners practice and communicative interaction.

c. A reference source for learners on grammar, vocabulary, and

pronunciation.

d. A source of stimulation and ideas for classroom activities.

e. A syllabus (where they reflect learning objectives that have already been

determined).

f. A support for less experienced teachers who have yet to gain in confidence.

g. A textbook is purpose to be "instructional use". Textbook are also used as a

supporting teaching instrument.

3. The Advantages and Disadvantages of a textbook

Textbook is not always perfect. Textbook has several advantages and

disadvantages, there are:

Table 2.1 Advantages and Disadvantages of Textbook

No. Advantages Disadvantages

1. Textbook provide a structure and a Textbook may contain
syllabus for a program inauthentic language
2. Textbook help standardize instruction Textbook may distort content
3. Textbook maintain quality Textbook may not reflect
students' need
4. Textbook provide a variety of Textbook can deskill teachers
learning resources
5. Textbook are efficient Textbook are expensive
6. Textbook can provide effective
language models and input
7. Textbook can train teachers
8. Textbook are visually appealing

teaching. In addition to the curriculum which is a guideline for the teaching system,
The advantages and disadvantages of a textbook still needs to be considered, and if a
the selection of the textbooks used must be based on the curriculum and other
textbook which are being used for the learning program have some negative consequences,
qualities that the textbooks must have in order to become a quality textbook.
revision or remedial action should be taken.
4. Analyze The Textbook
Textbooks are an important component in the learning system, because textbooks are a

teaching materials and also as a source of guidance in

16
Greene and Petty (1993:20-21) propose ten criteria that must be fulfilled for

textbook, the criteria are: The textbook must be interesting and attractive toward the

students, so they will be interested in using textbooks.

1. The textbook must be able to motivate the students.

2. The certain of textbooks must be illustrative.

3. The textbook should consider the linguistic aspect. So it will be

suitable with the students’ ability.

4. The certain of textbooks must be related to the other branch of science.

5. The textbook must simulate the personal activity of the students.

6. The certain of textbooks must be clear in written to avoid the children being

confuse in using textbook.

7. The textbook must have the clear point of view because it will be the

students’ point of view.

8. The textbook must be able to give the balance and emphasize on the value of

the students.

9. The textbook must be able to respect the differences of the individual.

E. Conceptual Framework

McGaghie (2001) stated that "The conceptual framework as “sets the stage” for

the presentation of the particular research question that drives the investigation being

reported based on the problem statement. The problem statement of a thesis presents

the context and the issues that caused the researcher to conduct the study".

The conceptual framework for this research is describe as follows:

Speaking Materials in Speaking Materials in Textbook

Syllabus of K-13

In this research, the researcher concludes that descriptive research is designed to

give information and a clear illustration about the social situation with the objective

of descriptive research.
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B. Research Subject

Lestari (2009:6) said that “The textbook is one of materials which are most

frequently used in teaching learning process. It is one of the easiest knowledge

sources to obtain and become one of many aids to assist the students in acquire the

clear concepts of the subjects’ matter”. A good textbook should be in accordance with

the syllabus because it also relates to the existing curriculum.

In order to get this research, the researcher applied the library research. So that

the researcher can describes about the relevancy of the research that has been

analyzed. Ratna in Prastowo (2012:84) said “Thus, the library research shows where

the position of the researchers in relation to the research that has been done, whether

is rejecting, criticizing, accepting, or any else.”

The subject of the research that the researcher used is the English textbook "When

English Rings a Bell" published by Kementerian Pendidikan dan Kebudayaan

Republik Indonesia. The reason why the researcher used this English textbook

because the researcher cannot take over all the English textbook. Therefore, the

researcher just take one standardize book of 2013 curriculum as the subject.

C. Research Instrument

Arikunto (2002: 127) said “Instrument is a tool that is used by an observer when

they applies certain method to get data. There are two kinds of instruments: test and

non-test instrument”.

In this case, the instrument that the researcher used to analyze the data is:

Checklist table: The checklist table uses to analyzed the English textbook

relevancy with the syllabus of K-13.

Checklist table is a collection of statements or question that are filled by checking

or matching in a places that have been provided. Checklist table can

be used in a variety of
methods.

D. Data Collecting
Procedure
In conducting this research, the researcher took a steps as
follows:
 done

by gathered and analyzed the speaking material from Syllabus of

18
K-13.
2. The researcher made a checklist table after listing the speaking
materials

from the Syllabus of K-13 to illustrate the relevancy with the

textbook.

Table 3.1 Checklist Table Instrument

Speaking The tittle of Speaking

No Material in each chapter Materials in Relevancy
Syllabus of K-13 in textbook Textbook
1. Asking for
attention
2 Checking
Understanding Chapter I: Its
3 Showing English Time!
Appreciation
4 Expressing
Opinions
5. State and ask for
someone can do Chapter II: Can
something You Play the
6. State and ask for Guitar
someone will do
something
7. Giving Instruction Chapter III:
 8. Invitation Would You Like
to Come?
9. Prohibition
10. Asking for
permission
11. State and ask for
the existence of Chapter V: My
an infinite Uncle is a
number of people, Zookeeper
objects, and
animals.
12.
State and ask for Chapter VI:
events that are What are You
carried out or Doing?
generally occur

13 State and ask for

Chapter VII:
events that are
Bigger is not
carried out at the
always better
time
14.
State and ask
about causality Chapter
and inverse VIII: I’m
relationship Proud of
Indonesia!
15. State and ask for
a comparison of Chapter IX:
the number and When I was a
nature of people, child
animals, things
16. State and ask for Chapter XI;
events that Don’t forget it,
carried out in the please!
past

E. Techniques of Data Analysis

After the data is collected, the researcher will take a step in analyzing the data.
This research will use descriptive data analysis because the study is based on descriptive

research. In order to analyze the data, the researcher used these following steps:

1. The researcher listing down the speaking materials from the syllabus of K-13 in

th