CONTENT ANALYSIS OF STUDENT BOOK“WHEN ENGLISH RINGS

A BELL” FOR GRADE VIII JUNIOR HIGH SCHOOL

a final project
submitted in partial fulfillment of the requirements
for the degree of Sarjana Pendidikan
in English

by
Dian Setiawati

2201411107

ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
SEMARANG STATE UNIVERSITY
2015

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 If your dream doesn’t scare you, it isn’t big enough.

(Kristine K. Stevens)

To:

My True Heroes (Mbah Kakung, Mbah Putri, Mama)

My Beloved Friends of English Department 2011

The Great Family of BSC Unnes and REM FM Unnes

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 ABSTRACT

Setiawati, Dian. 2015. Content Analysis of Student Book “When English Rings a
Bell” for Grade VIII Junior High School. Final Project. English Department.
Faculty of Languages and Arts. Semarang State University. Advisor: Dr. Rudi
Hartono, S.S, M.Pd.

Keywords: Content analysis, student book, 2013 curriculum.

The aim of the research is to analyze the relevance between the materials in
the student book “When English Rings a Bell” for grade VIII Junior High School
with the Core and Basic Competence in 2013 Curriculum in terms of Cognitive
and Psychomotor domains of learning. This research used descriptive qualitative
content analysis as its research method. The data were collected from the English
student book “When English Rings a Bell” for eight graders of Junior High
School written by the book writer team of Ministry of Education and Culture of
Indonesia. In this research, the materials in the textbook are classified based on
the basic competence three as the cognitive domain and basic competence four as
the psychomotor domain. The data are taken from the data source and entered to
the checklist table to make comparison between the materials on the textbooks
and the materials required in 2013 English lesson syllabus for eight graders of
Junior High School. Then, the researcher evaluated the instruction of each
material according to its relevancy with the cognitive and psychomotor domains
action verbs stated by Anderson and Simpson.
The result of this study showed that in term of the relevancy of the materials
in the textbook with the cognitive domain, there are 29 materials in the book
which are relevant or about 78.37 %, 4 materials which are partly relevant or
about 10.81 %, and 4 materials which are irrelevant or about 10.81 %. While in
term of relevancy of the materials in the textbook with the psychomotor domain,
there are 15 materials in the book which are relevant or about 38.46 %, 14
materials which are partly relevant or about 35.59 %, and 10 materials which are
irrelevant or about 25.64 %. From the research findings, the researcher suggests
the book writer to improve and develop the materials in this book. For the book
users, the researcher suggests them to look for other books as additional learning
source to complete the materials from this book. The researcher also hope the
government to hold an evaluation related to the implementation of 2013
curriculum, and for the other researcher to conduct research related to the
textbook analysis in other terms.

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 TABLE OF CONTENTS

STATEMENT OF ORIGINALITY……………………………… ii

APPROVAL……………………………………………………….. iii

MOTTO AND DEDICATION…………………………………... … iv

ACKNOWLEDGEMENT……………………………………… … v

ABSTRACT……………………………………………………….. … vi

TABLE OF CONTENTS……..................................................... … vii

LIST OF TABLES………………………………………………… ix

LIST OF FIGURES…………………………………………….. … x

LIS OF APPENDICES…………………………………………… … xi

I INTRODUCTION…………………………………………….. 1

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

1.2 Reasons for Choosing the Topic………………………………. …. 3

1.3 Research Questions…………………………………………….. 5

1.4 Purposes of the Study………………………………………….. 6

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

1.6 Outline of the Report…………………………………………… 7

II REVIEW OF RELATED LITERATURE………………….. 9

2.1 Review of the Previous Study………………………………… 9

2.2 Review of the Theoretical Study…………………………… ….. 14

2.3 Framework of the Present Study……………………………… 36

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III RESEARCH METHODS…………………………………… 38

3.1 Research Design………………………………………………. 38

3.2 Object of the Study…………………...………………………. 40

3.3 Role of the Researcher……………………………………… …... 40

3.4 Type of Data………………………………………………… ….. 41

3.5 Procedures of Collecting Data……………………………… ….. 41

3.6 Procedures of Analyzing Data……………………………….. 44

IV FINDINGS AND DISCUSSION……………………………. 46

4.1 The Relevance of Textbook Materials with the

Cognitive Domain…………………………………………… 65

4.2 The Relevance of Textbook Materials with the

Psychomotor Domain……………………………………….. 125

V CONCLUSION AND SUGGESTION……………………… 197

5.1 Conclusion…………………………………………………… 197

5.2 Suggestion……………………………………………………. 199

REFERENCES..……………………………………………………. 202

APPENDICES………………………………………………………. 206

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 LIST OF TABLES

Table 1. Core and Basic Competence of 2013 Curriculum………… 19

Table 2. The Cognitive Process Dimension………………………….. 25

Table 3. The Cognitive Domain Action Verbs………………………. 30

Table 4. Psychomotor Domain……………………………………….. 31

Table 5. Research Data of Cognitive Domain for Relevant Materials 66

Table 6. Research Data of Cognitive Domain for the Partly Relevant

and Irrelevant Materials…………………………………...... 85

Table 7. The Conformity of Textbook Materials to the

Basic Competence Three……………………………………. 92

Table 8. Research Data of Psychomotor Domain for Relevant

Materials…………………………………………………….. 126

Table 9. Research Data of Psychomotor Domain for Partly

Relevant and Irrelevant Materials…………………………. 134

Table 10. The Conformity of Textbook Materials to the

Basic Competence Four………………………………………… 159

Table 11. Observation Checklist of Cognitive Domain………………….. 207

Table 12. Observation Checklist of Psychomotor Domain………………. 218

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 LIST OF FIGURE

2.3 Framework of the Present Study………………………………… 36

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 LIST OF APPENDICES

1. Research Instrument of Cognitive Domain…………………….. 207

2. Research Instrument of Psychomotor Domain…………….. ….. 218

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 CHAPTER I

INTRODUCTION

This chapter discusses the introduction which is divided into six parts: background of

the study, reasons for choosing the topic, research questions, purposes of the study,

significance of the study, and outline of the report.

1.1 Background of the Study

There is no denial that learning English has become an absolute necessity

in today‟s globalized world. For better or worse, by choice or force, English has

„traveled‟ to many parts of the world and has been used to serve various purposes

(Sharifian in Naji and Pishghadam, 2012: 84). According to Chang (2006),

“English has been the prevailing foreign language in the curricula of educational

institutions and in foreign language learning. English as an International

Language (EIL) is a term used to characterize the status of English as the

world‟s major second language and the commonest language used for

international business, trade, travel, communication, and many others.”

Realizing the importance of English language in globalization era,

recently, Indonesian government has implemented English subject into the

academic curriculum as a compulsory subject to be taught in Junior and Senior

High School. Recently, by Peraturan Pemerintah No.32 Th. 2013 the educational

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system of Indonesia has launched the 2013 curriculum. The aim of this

curriculum is preparing Indonesian people to be religious, productive, creative,

and innovative. Furthermore it is hoped that they also can give contribution for

their social life, nation, country and world civilization. This new launched

curriculum has Core and Basic competences and uses Scientific Approach in its

teaching and learning process.

Due to the new launched curriculum, there are several changes in some

parts of education, including the teaching materials. Teaching materials can be

developed from many learning sources, one of it is from textbook, thus, it also

need special attention regarding its changes toward recent applied curriculum.

The adjustment of textbook to the recent curriculum should be conducted because

English teachers tend to display a strong reliance on textbook usage. A good

textbook should be reflected the curriculum which is applied. It is because there is

a strong relationship between both of them. The relationship of textbook and

curriculum can be described as water and fish, or as the two sides of coin, two but

one, one but two (Tarigan and Tarigan, 1990: 66). It should be matched with the

goal of the curriculum and be able to support curriculum and facilitate the process

of teaching and learning.

The main textbooks used in English teaching and learning process in

2013 curriculum are teacher and student book which are published by Ministry of

Education and Culture of Indonesia (MECI). Teacher book is textbook that is

published for the teachers. It contains the procedures and tips how to teach
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English use student book. Whereas student book is textbook that is published for

the students. It contains materials that will be learned by the students. For Junior

High School, the English textbooks entitled “When English Rings a Bell.”

Although this book is published by Ministry of Education and Culture of

Indonesia (MECI), no one can guarantee that the materials in this book are

relevant with the Core and Basic Competence in 2013 Curriculum.

According to those reasons stated, this study is aimed to analyze the

student book entitled “When English Rings a Bell” based on the relevance of

materials with the Core and Basic competence in 2013 curriculum.

1.2 Reasons for Choosing the Topic

The 2013 curriculum is the newest curriculum that is applied in

Indonesia. This curriculum is very different from the previous curriculum. The

competences in 2013 curriculum are named Core Competence and Basic

Competence, whereas in the previous curriculum or 2006 curriculum it is called

Standard Competence and Basic Competence. The 2013 curriculum also uses

different approach. It uses Scientific Approach in its teaching and learning

process. Because of this condition, the 2013 curriculum requires new textbook as

the main learning source.

Ministry of Education and Culture of Indonesia (MECI) has published

teacher and student books as the main textbook used in the 2013 curriculum
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teaching and learning process. English student book in Junior High School entitled

“When English Rings a Bell”. This is a new book that is published in 2014, so we

need an analysis to evaluate the content of this book in order to support the book

improvement. According to Azizifar and Baghelani (2014), there are many various

reasons for textbook evaluation. The first important reason is the requirement to

adapt new textbooks. The second reason is to recognize specific strengths and

weaknesses in textbooks which have been already in use. The third one is

that textbook evaluation can be very useful in teachers‟ development and

professional growth. Hence, such activities also permit teachers to make optimum

use of their strong points and strengthen the weaker areas by adapting and

substituting materials from other books. In addition, textbook analysis and

assessment do not only assist teachers to cultivate themselves, but also aids them

to obtain helpful perceptions about the materials. The other reason is the

understanding that no course book can be suitable for any kind of learners.

Therefore, teachers need to be able to appraise, adjust and establish materials that

would be appropriate for their particular class.

Bloom in Poerwati and Amri (2013:47) states that there are three domains

which should be learn by the students in teaching and learning process, they are

Affective, Cognitive, and Psychomotor domains. However, domains that can be

stated in the textbook are only Cognitive and Psychomotor domains. So, in this

research the researcher tried to analyze the relevance of materials in this book
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with the Core and Basic Competence in 2013 Curriculum in terms of Cognitive

and Psychomotor domains.

1.3 Research Questions

In order do not discuss anything irrelevant, this study has been limited by

presenting and focusing the attention to the following problem:

1. How is the relevance between the materials in the student book entitled

“When English Rings a Bell” for grade VIII Junior High School with the Core

and Basic Competence in 2013 Curriculum in terms of Cognitive domain?

2. How is the relevance between the materials in the student book entitled

“When English Rings a Bell” for grade VIII Junior High School with the Core

and Basic Competence in 2013 Curriculum in terms of Psychomotor domain?

1.4 Purposes of the Study

Based on the formulated problems above the objectives of this final

project are:

1. To describe the relevance between the materials in the student book entitled

“When English Rings a Bell” for grade VIII Junior High School with the Core

and Basic Competence in 2013 Curriculum in terms of Cognitive domain.

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2. To describe the relevance between the materials in the student book entitled

“When English Rings a Bell” for grade VIII Junior High School with the Core

and Basic Competence in 2013 Curriculum in terms of Psychomotor domain.

1.5 Significance of the Study

1) For the book writers

Hopefully, the result of this study gives an inspiration for the book writers

about the relevance between the materials written in this book with the Core

and Basic Competence in 2013 curriculum in terms of Cognitive and

Psychomotor domains. Those data can help the book writers to know the

weakness of this book. By knowing the weakness of this book, it will be easier

for them to improve the book.

2) For the book user

The result of this study can be used as the reference by the book user to

know the weakness of this book, so they can look for another textbook as a

complement book to complete the materials from this main textbook.

3) For the government

Hopefully, the result of this study can be used as a tool to help the

government evaluate the implementation of 2013 curriculum. Because the

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2013 curriculum is new, the government need continue evaluation toward its

implementation.

4) For the other researchers

Hopefully this study can give an inspiration for other researchers to do the

next analysis and evaluation of this student book

1.6 Outline of the Report

The researcher divided this study into five chapters:

1. Chapter I is the introduction, which contains the background of the study,

reasons for choosing the topic, research questions, objectives of the study,

significance of the study, and outline of the report.

2. Chapter II is the review of related literature, which consists of the review of

the previous study, review of the theoretical study, and framework of the

present study.

3. Chapter III is the research methods, which consists of research design, object

of the study, role of the researcher, type of data, procedures of collecting the

data, and procedures of analyzing the data.

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4. Chapter IV is the findings and discussion, which consists of the presentation

and analysis of the research data. The data presentation is outlined in two

parts. The first part is the relevance of textbook materials to the Cognitive

Domain, and the second part is the relevance of textbook materials to the

Psychomotor Domain.

5. Chapter V presents the conclusion and suggestion.

 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter covers review of the previous study, review of the theoretical study,

and framework of the present study.

2.1 Review of the Previous Study

Some researches on 2013 curriculum textbook had been conducted in the

previous time. Fitriyani (2013), for instance, she did an analysis of English

Textbook for seventh graders of Junior High School entitle “When English Rings

a Bell”. This study used qualitative method in Textbook Analysis and used the

Thematic Coding to cover the research. Thematic coding refers to any method of

categorizing segments of qualitative data into meaningful things. The research

showed that from the sides of communicative function of the nine integrated

standard, the Textbook was proportional enough because it contained almost the

whole communicative competence through it. But from the side of age analysis,

the book of “When English Rings a Bell” was not necessarily used on their grade

although it was suitable with the curriculum nowadays, but for the real

communication used, almost the students felt too easy to learn the content of this

textbook. It was quite simple as their grade level. The unitizing of this textbook

seems badly done. Some extent of the sub topic was not in uniting with

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the grand topic ones, there was even a repetition on a topic with different grand

topic. If we compare the research conducted by Fitriyani with the one conducted

by me, there are some similarities and differences. The similarities are the object

of the study and the research method. Here, we analysed textbook with the same

title, “When English Rings a Bell” with the qualitative research method. The

differences are, although has the same title, but the book that is analysed by me

different with the book that is analysed by Fitriyani. The book that is analysed by

me is for eighth graders of Junior High School, whereas the one that is analysed

by Fitriyani is for seventh graders. Although both of us used the qualitative

research method in our research, but I analysed the relevance between the

materials in the book with the core and basic competences in 2013 curriculum

used descriptive qualitative method, whereas Fitriyani used Thematic Coding to

evaluate the whole book.

Ratnasari (2014) also did an analysis of 2013 curriculum textbook for

Senior High School grade X entitle “Pathway to English” which is published by

Erlangga. She analysed the relevance between the materials written in that book

with 2013 English Standard Curriculum in terms of Cognitive and Psychomotor

domains. She implemented descriptive qualitative research design in her study.

The result of this study showed that the materials in the textbook „Pathway to

English‟ are all relevant with the cognitive domain which is contained in the

2013 English Standard Competence. From the analysis tables, the researcher
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found that all the materials are relevant to the sub-competences in basic

competences three. Meanwhile, the researcher found that the materials in that

book are quite relevant with the psychomotor domain in the 2013 English

Standard Competence. From the twelve tables for the analysis of basic

competence four, there are two tables which showed that the materials in this

textbook are not fully relevant to sub-competences in the psychomotor domain.

This research has similarities with the one that conducted by me. The similarities

are both of them use the same research design, descriptive qualitative research

design and focused on the relevance between the materials written in that book

with 2013 English Standard Curriculum in terms of Cognitive and Psychomotor

domains. However, there is a difference between those researches. The research

conducted by Ratnasari used textbook entitle „Pathway to English” for ten

graders of Senior High School published by Erlangga as its research object,

whereas the one that is conducted by me used textbook entitle „When English

Rings a Bell” for eight graders of Junior High School.

Salsabil (2014) conducted a transitivity analysis of 2013 curriculum

textbook entitle “Bahasa Inggris When English Rings the Bell”. The objective of

this research was to describe Process Types, Participant Functions, and

Circumstantial Elements of Transitivity Analysis that characterize in English

Texts of an English textbook entitle “Bahasa Inggris When English Rings the

Bell”. This research used descriptive qualitative method. The study found out that
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characterized Process Types and Participant Functions were Relational (41.22%)

and its Participants named Carrier, Attribute, Identified, and Identifier (42.59%).

The characterized Circumstantial Element is Place-Location (55.51%). Based on

the analysis, the genre refers to descriptive texts and the texts in the textbook have

appropriately maintained the competencies stated in the recent curriculum. This

research has similarities with the one that is conducted by me. The similarities are

both of them had same research object and method. The objects of both

researches were 2013 curriculum textbook entitle “Bahasa Inggris When English

Rings the Bell”. The method used by both of the researchers was descriptive

qualitative method. However, there is a difference between those researches. The

research made by Salsabil had objective to describe Process Types, Participant

Functions, and Circumstantial Elements of Transitivity Analysis that characterize

in English Texts written of the book. Whereas the one that conducted by me had

objective to describe the relevance between the materials in the book with the

Core and Basic Competence in 2013 Curriculum in terms of Cognitive and

Psychomotor domains.

Kamila (2014) did a study on the relevance of materials in 2013

curriculum textbook entitle “Bright” for Seventh Graders of Junior High School

published by Erlangga to 2013 Curriculum. The objectives of this study were to

analyze the relevance of the materials with the cognitive domain which are

contained in the 2013 English Standard Competence and the relevance of the
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materials with the psychomotor domains which are contained in the 2013 English

Standard Competence. The method used in this study was descriptive qualitative

method. This study found out that some of the materials are not relevant with the

cognitive and psychomotor domains which are contained in the 2013 English

Standard Competence. However, there are more materials which are relevant with

the 2013 English Standard Competence than the materials which not. Thus, it can

be concluded that the materials in this textbook are quite relevant with 2013

curriculum, especially with the cognitive and the psychomotor domains. This

research has similarities with the one that is done by me. The similarities are both

of them use the same research design that was descriptive qualitative research

design and focused on the relevance between the materials written in that book

with 2013 English Standard Curriculum in terms of Cognitive and Psychomotor

domains. However, there is a difference between those researches. The object of

the research conducted by Kamila is textbook entitle “Bright” for seventh graders

of Senior High School published by Erlangga, whereas the object of the research

that is conducted by me is textbook entitle „When English Rings a Bell” for eight

graders of Junior High School.

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2.2 Review of the Theoretical Study

This sub-chapter covers review of the theoretical study. There are five theories

which are related to this research, theory about textbook, textbook analysis,

curriculum, 2013 curriculum, and Cognitive and Psychomotor Domain.

2.2.1 Textbook

Buckingham in Tarigan (1990) stated, “Textbook is a learning media

which is used in schools and colleges to support a teaching program.” According

to Tarigan and Tarigan (1990: 13), textbook is a lesson book in specific field of

study, which is a standard book written by the experts in that field according to

the instructional purpose, completed by suitable teaching media which is easy to

be understand by the users in schools or college. Sitepu (2012) points out that

textbook is all book used in the teaching and learning process, including working

book, modules, and reference book.

Tarigan and Tarigan (1990: 31) categorized textbooks into three, they are:

1) Single Textbook

Single textbook is a textbook that consist of one book. For example:

Ramlan, M. 1983. Sintaksis. Yogyakarta: CV Karyono.

2) Bound Textbook

Bound textbook is a lesson book for specific class or grade. For example:

Depdikbud. 1981. Bahasa Indonesia I, II, dan III. Jakarta: Proyek

Pengadaan Buku Pelajaran, Perpustakaan dan Keterampilan SLU.

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3) Series Textbook

Series textbook is bound lesson book includes several grades, for example

from Elementary School – Junior High School – Senior High School. The

example of series book is Tarigan, Henry Guntur and Djago Tarigan. 1985.

Terampil Berbahasa Indonesia (untuk SD-9 jilid). Bandung: Angkasa.

Textbook has many benefits, and according to Betsy in Weddel (2009:3),

those are the benefits of textbooks:

a) It assures a measure of structure, consistency, and logical progression in a

class.

b) It minimizes preparation time for teachers.

c) It allows learners to review material or preview other lessons.

d) It meets a learner‟s needs or expectations of having something concrete to

work from and take home for further study.

e) It provides novice teachers with guidance in course and activity design.

f) It may provide multiple resources: tapes, CDs, videos, self-study

workbooks etc.

Whereas according to Sitepu (2012: 21), textbook has functions for

student as manual instructor in studying, and for teacher as direction to teach a

lesson. The student uses textbook as the main source for:

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1) Preparing the student as individual or group before the teaching and

learning process in the class.

2) Interacting in the class teaching and learning process.

3) Doing the assignments given by the teacher

4) Preparing the student for the test or formative and summative

examination

Whereas for the teacher, textbook used as the source for:

1) Making teaching design

2) Preparing the other learning source

3) Developing contextual learning source

4) Giving the assignments

5) Arranging evaluation materials

2.2.2 Textbook analysis

Textbook analysis is one process of textbook evaluation. According to

Hutchinson and Waters in Cheng, Hung, and Chiech (2011: 93), textbook

evaluation is basically a straightforward, analytical matching process: matching

needs to available solutions. As stated by Wahab (2013:56), there are several

reasons of evaluating textbook. One major reason is the need to adopt new course

books. Another reason is to identify particular strengths and weaknesses in

textbooks already in use. On the other hand, evaluation is universally accepted as

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an integral part of teaching and learning. It is one of the basic components of any

curriculum and plays a pivotal role in determining what learners learn. One other

reason for textbook evaluation is that it can be very useful in teachers‟

development and professional growth.

There are three basic methods of evaluating textbooks according to

Wahab (2013: 56). The first is called the impressionistic method and it is

involves analysing a textbook on the basis of a general impression. The general

impression would be gained by reading the blurb and the contents page and then

skimming through the book to get a sense of organization, topics, layout, and

visual. This method is not adequate in itself but could be combined with for

example the second method, which is called the checklist method. This method is

systematic in the way that the criteria on the list are checked off in a certain

order. It is also easy to compare different materials and it is not very time-

consuming compared to other methods. The third method, the in-depth method,

suggests a careful examination or representative features such as the design of

one particular unit or exercise, or the treatment of particular language elements.

An obvious disadvantage in this method is that the selected section might not be

representative of the book as a whole.

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2.2.3 Curriculum

The term curriculum has many different definitions just as the curriculum

development process has many alternative approaches. Smith, Stanley, Shores in

Nasution (2006: 4) define curriculum as a sequence of potential experiences set

up in the school for the purpose of disciplining children and youth in group ways

of thinking and acting. Whereas Oliva in Tim Pengembang MKDP Kurikulum

dan Pembelajaran (2013: 5) stated, “Curriculum is the plan or program for all

experiences which the learner encounters under the direction of the school.”

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

formal curriculum includes the planed organizational structure and the

instructional delivery system which are designed to help students achieve the

learning goals, outcomes, and objectives of the instruction; the instructional plan,

and the evaluation system for determining the degree to which students achieve

the specific outcomes. Whereas the informal curriculum is composed of other

planned activities which are not directly to a particular class or subject but which

are considered as supplementary to the formal curriculum (Winecoff, 1989: 1).

Until now, Indonesian government has developed some curriculums,

changed one with the other to find a better curriculum for teaching learning in

Indonesia. Those curriculums are Lesson Plan 1947, Dissociated Lesson Plan

1952, Curriculum 1968, Curriculum 1975, Curriculum 1984, Curriculum 1994

and the Supplement of Curriculum 1999, Competence-Based Curriculum

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(Curriculum 2004), School Based Curriculum (Curriculum 2006), and 2013

Curriculum (Poerwati and Amri 2013: 4)

2.2.4 The 2013 Curriculum

The 2013 Curriculum is the newest curriculum which is applied in

Indonesia. The purpose of this curriculum is for preparing Indonesian citizen to

have the ability to live as individual person and citizen who are religious,

productive, creative, innovative, and affective and able to give their contribution

to the society, nation, country, and world civilization.

The competences in 2013 curriculum named Core and Basic Competence.

The core competence is an operationalization of competency standards. Then, the

core competence is broken down into basic competence. There are four core

competences in 2013 curriculum, core competence 1 as religious domain, core

competence 2 as affective domain, core competence three as cognitive domain,

and core competence four as psychomotor domain (Priyatni: 2014:17). Every

lesson has different core and basic competence according to the grade. Those are

the core and basic competence of English for eight graders of Junior High

School:
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Table 1: Core and Basic Competence of 2013 Curriculum

CORE
BASIC COMPETENCE
COMPETENCE
1. Appreciate and 1.1 Be grateful for the chance of studying
comprehend fully the English as international communication
followed religion language which is proved by study
doctrine. seriously.
2. Appreciate and 2.1 Show the well-mannered in doing
comprehend the interpersonal communication with teacher
honesty, discipline, and friends.
responsibility, care 2.2 Show the honesty, discipline, confidence,
(tolerance, and responsibility behaviour in doing
cooperative), and transactional conversation with teacher
confidence and friends.
behaviour in
effective interaction 2.3 Show the responsibility, care, cooperative,
with the social and and peaceful behaviour in doing functional
natural environment. communication.
3. Appreciate and 3.1 Apply text structure and language feature
comprehend to implement the social function of
knowledge (factual, gaining attention, checking understanding,
conceptual, and giving compliment, and asking and giving
procedural) opinion expressions and responses
according to the according to context.
learner‟s curiosity of 3.2 Apply text structure and language feature
science, technology, to implement the social function of stating
arts, and culture and asking ability and willingness
related to the visible according to context.
phenomena.
3.3 Apply text structure and language feature
to implement the social function of giving
instruction, giving invitation, giving
prohibition, asking for permission
expressions and responses according to
context.
3.4 Apply text structure and language feature
to implement the social function of
personal invitation letter and greeting card
according to context.
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3.5 Apply text structure and language feature

to implement the social function of stating
and asking the presence of people, things,
and animal in uncountable amount
according to context.
3.6 Apply text structure and language feature
to implement the social function of stating
and asking routine activity or general truth
according to context.
3.7 Apply text structure and language feature
to implement the social function of stating
and asking event that happens right now
according to context.
3.8 Apply text structure and language feature
to implement the social function of stating
and asking cause and effect relation and
contrary relation according to context.
3.9 Apply text structure and language feature
to implement the social function of stating
and asking the amount and character
comparison of people, animal, things,
according to context.
3.10 Apply the text structure and language
feature to implement the social function of
short descriptive text by stating and asking
about the description of people, animal,
and things according to context.
3.11 Apply text structure and language feature
to implement the social function of stating
and asking past events according to
context.
3.12 Apply text structure and language feature
to implement the social function of short
recount text by stating and asking about
activity, event, and phenomena according
to context.
3.13 Apply text structure and language feature
to implement the social function of short
message and notice according to context.
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3.14 Understand the social function, text

structure, and language feature of narrative
text in form of fable according to context.
3.15 Apply text structure and language feature
to implement the social function of song.
4. Process, present, and 4.1 Compose simple spoken text to express
reason in concrete and respond gaining attention, checking
domain (use, break, understanding, and giving compliment
arrange, modify, and expression by notice on the right social
make) and abstract function, text structure, and language
domain (write, read, feature according to context.
count, draw, and 4.2 Compose spoken and written text to state
compose) according and ask for ability and willingness to do
to the materials taken something by notice on the right social
from the school or function, text structure, and language
other sources which feature according to context.
have similar point of
view/theory. 4.3 Compose simple spoken and written text
to state, ask, and respond giving
instruction, giving invitation, giving
prohibition, asking for permission
expressions by notice on the right social
function, text structure, and language
feature according to context.
4.4 Understood the meaning of personal
invitation letter and greeting card.
4.5 Compose written text in form of very short
and simple personal invitation letter and
greeting card by notice on the right social
function, text structure, and language
feature according to context.
4.6 Compose spoken and written text to state
and ask about the presence of people,
things, and animal in uncountable amount
by notice on the right social function, text
structure, and language feature according
to context.
4.7 Compose spoken and written text to state
and ask for routine events or general truth
 23

by notice on the right social function, text

structure, and language feature according
to context.
4.8 Compose spoken and written text to state
and ask about events that happen right
now by notice on the right social function,
text structure, and language feature
according to context.
4.9 Compose spoken and written text to state
and ask about cause and effect relation and
contrary relation by notice on the right
social function, text structure, and
language feature according to context.
4.10 Compose spoken and written text to
state and ask for amount and character
comparison of people, animal, and things
by notice on the right social function, text
structure, and language feature according
to context.
4.11 Understood the meaning of short and
simple spoken and written descriptive text.
4.12 Compose short and simple spoken and
written descriptive text about people,
animal, and things by notice on the right
social function, text structure, and
language feature according to context.
4.13 Compose spoken and written text to state
and ask past events by notice on the right
social function, text structure, and
language feature according to context.
4.14 Catch the meaning of short and simple
spoken and written recount text about
activity, event, and phenomenon.
4.15 Compose short and simple spoken and
written recount text about activity, event,
and phenomenon by notice on the right
social function, text structure, and
language feature according to context.
 24

4.16 Understood the meaning of very short

and simple message and notice.
4.17 Compose written text in form of very
short and simple message and notice by
notice on the right social function, text
structure, and language feature according
to context.
4.18 Understood the meaning of spoken and
written narrative text in form of short and
simple fable.
4.19 Understood the meaning of song.

Adapted from: Peraturan Menteri Pendidikan dan Kebudayaan Republik

Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur
Kurikulum Sekolah Menengah Pertama/Madrasah Tsanawiyah.

2.2.5 Cognitive and Psychomotor Domains

According to Nasution (2008: 49), the curriculum conductors conducted

the purpose of curriculum according to book entitled Taxonomy of Educational

Objectives by Benjamin Bloom which is published in 1956. They divided the

purpose of the study into three domain, Cognitive, Affective, and Psychomotor

domain. Cognitive refers to the knowledge domain. It is related to the learner‟s

thinking. Affective refers to the emotional and values domain. It is related to the

learner‟s attitude. And Psychomotor refers to the use of motoric creativity. It is

related to the learner‟s skill. Here, I reviewed more about Cognitive and

Psychomotor domains which are related to this research.

 25

2.2.5.1 Cognitive Domain

Cognitive domain related to the learner‟s thinking. This objective

emphasizes remembering or reproducing something which has been learned.

Cognitive objectives vary from simple recall of material learned to highly

original and creative ways of combining and synthesizing new ideas and

materials.

Winecoff (1988) stated, “The cognitive domain has six levels or

categories around which learning outcomes and objectives can be developed. The

levels proceed from the lowest – basic knowledge (recall of facts, events, terms)

to the highest – evaluation (informed judgment).”

Bloom et al. (1956) states the learning level of cognitive domain, they

are: knowledge, comprehension, application, analysis, synthesis, and evaluation.

Anderson (2001) revised the cognitive domain in the learning taxonomy and

made some changes. The most prominent changes are: 1) the names in the six

categories from noun to verb forms, and 2) slightly rearranging them. The

revised cognitive domain categories are: remember, understand, apply, analyze,

evaluate, and create. The following picture shows the old version of Bloom‟s

taxonomy conducted by Benjamin Bloom and the new version of Bloom‟s

taxonomy conducted by Anderson:

 26

In this research, I used the new version of Bloom‟s taxonomy conducted by

Anderson as my research theory, so I reviewed more about it. The following

table explains more about the cognitive process dimension according to

Anderson:

Table 2: The Cognitive Process Dimension

Categories and
Alternative Names Definitions and Examples
Cognitive Process

1. Remember – Retrieve relevant knowledge in long-term memory

Identifying Locating knowledge in long-term
1.1 Recognizing
memory that is consistent with
 27

presented material (e.g., Recognize

the dates of important events in U.S.
history)

1.2 Recalling Retrieving Retrieving relevant knowledge from

long-term memory (e.g., Recall the
dates of important events in U.S
history)

2. Understand – Construct meaning from instructional messages, including

oral, written, and graphic communication.
Clarifying, Changing from one form or
2.1 Interpreting
paraphrasing, representation (e.g., numerical) to
representing, another (e.g., verbal) (e.g.,
translating paraphrase important speeches and
documents)

Illustrating, Finding a specific example or

2.2 Exemplifying
instantiating illustration of concept or principle
(e.g., Give examples of various
artistic painting styles)

Categorizing, Determining that something belongs

2.3 Classifying
subsuming to a category (e.g., concept or
principle) (e.g., classify observed or
described cases of mental disorders)

Abstracting, Abstracting a general theme or major

2.4 Summarizing
generalizing point (s) (e.g., write a short summary
 28

of the events portrayed on a

videotape)

2.5 Inferring Concluding, Drawing a logical conclusion from

extrapolating. presented information (e.g., In
Interpolating, learning a foreign language, infer
predicting grammatical principles from
examples)

2.6 Comparing Contrasting, Detecting correspondences between

mapping, matching two ideas, objects, and the like (e.g.,
compare historical events to
contemporary situations)

2.7 Explaining Constructing Constructing a cause-and-effect

models model of a system (e.g., explain the
cause of important 18th century
events in France)

3. Apply – Carry out or use a procedure in a given situation

Carrying out Applying a procedure to a familiar
3.1 Executing
task (e.g., Divide one whole number
by another whole number, both with
multiple digits)

Using Applying a procedure to an

3.2 Implementing
unfamiliar task (e.g., use newton‟s
second law in situations in which it is
appropriate)
 29

4. Analyze – Break material into its constituent parts and determine how the
parts relate to one another and to an overall structure or purpose
Discriminating, Distinguishing relevant from
4.1 Differentiating
distinguishing, irrelevant parts or important from
focusing, unimportant parts of presented
selecting material (e.g., distinguish between
relevant and irrelevant numbers in a
mathematical word problem)

Finding, Determining how elements fit or

4.2 Organizing
coherence, function within a structure (e.g.,
integrating, structure evidence in a historical
outlining, parsing, description into evidence for an
structuring against a particular historical
explanation)

Deconstructing Determine a point of view, bias,

4.3 Attributing
values, or intent underlying presented
material (e.g., determine the point of
view of the author of an essay in
terms of his or her political
perspective)

5. Evaluate – Make judgments based on criteria and standards

Coordinating, Detecting inconsistencies or fallacies
5.1 Checking
detecting, within a process or product has
monitoring, internal consistency; detecting the
testing effectiveness of a procedure as it is
 30

being implemented (e.g., determine if

a scientist‟s conclusions follow from
observed data)

5.2 Critiquing Judging Detecting inconsistencies between a

product and external criteria,
determining whether a product has
external consistency; detecting the
appropriateness of a procedure for a
given problem (e.g., judge which of
two methods is the best way to solve
a given problem)

6. Create – Put elements together to form a coherent or functional whole;

recognize elements into a new pattern or structure
Hypothesizing Coming up with alternative
6.1 Generating
hypotheses based on criteria (e.g.,
generate hypotheses to account for an
observed phenomenon)

Designing Devising a procedure for

6.2 Planning
accomplishing some task (e.g., plan a
research paper on a given historical
topic)

Constructing Inventing a product (e.g., build

6.3 Producing
habitats for a specific purpose)
 31

Taken from: Anderson, Lorin W. Krathwohl, David R. Airasian, Peter W. et al.

2001. A Taxonomy for Learning, Teaching, and Assessing : A Revision on
Bloom’s Taxonomy of Educational Objectives . London: Longman Group Ltd.

From the table above, the researcher concluded that there are specific action

verbs which show the cognitive process. Here, the researcher has made a table

that divided the verbs according to the cognitive domain categories:

Table 3. The cognitive domain action verbs

Cognitive Domain Category Action Verb

Recognize, identify, recall, retrieve.
1. Remember
Interpret, classify, paraphrase, represent,
2. Understand
translate, exemplify, illustrate, instantiate,
categorize, subsume, summarize, abstract,
generalize, infer, conclude, extrapolate,
interpolate, predict, compare, contrast, map,
match, explain, construct, model.
Execute, carry out, implement, use.
3. Apply
Differentiate, discriminate, distinguish, focus,
4. Analyze
select, organize, find, coherence, integrate,
outline, pars, structure, attribute, deconstruct.
Check, coordinate, detect, monitor, test, critic,
5. Evaluate
judge.
Generate, hypothesize, plan, design, produce,
6. Create
construct.
 32

2.2.5.1 Psychomotor Domain

According to Anderson and Simpson in Sitepu (2012: 96), psychomotor

domain relates to the learner‟s skill, includes physical movement, coordination,

and the use of motoric creativity. There are six levels of psychomotor domain:

Perception, Set, Guided Response, Mechanism, Complex Overt Response,

Adaptation, and Origination. The following table shows the further explanation

of psychomotor domain:

Table 4. Psychomotor Domain

Psychomotor Domain
Action verbs
which
Examples of activity or
describe the
Category demonstration and
Level Description activity to be
or ‘level’ evidence to be
trained or
measured
measured at
each level
Perception Use and/or selection of
1 Awareness,
senses to absorb data for chooses,
the ability to
guiding movement describes,
use sensory
Examples: Detects non- detects,
cues to guide
verbal communication differentiates,
physical
cues. Estimate where a distinguishes,
activity. The
ball will land after it is feels, hears,
ability to use
thrown and then moving identifies,
sensory cues
to the correct location to isolates,
to guide
catch the ball. Adjusts notices,
motor
heat of stove to correct observe,
activity. This
temperature by smell and recognizes,
ranges from
taste of food. Adjusts the relates, see,
sensory
height of the forks on a selects,
stimulation,
forklift by comparing separates,
through cue
where the forks are in touches,
selection, to
relation to the pallet.
translation.
 33

Mental, physical or
emotional preparation
before experience or
task

Examples: Knows
Readiness, a and acts upon a
learner's readiness sequence of steps in a
manufacturing arranges,
to act. Readiness
begins,
to act. It includes process. Recognize
displays,
mental, physical, one‟s abilities and
limitations. Shows explains, gets
and emotional
desire to learn a new set, moves,
sets. These three
process (motivation). prepares,
2 Set sets are
NOTE: This proceeds,
dispositions that
subdivision of reacts, shows,
predetermine a
states,
person‟s response Psychomotor is
closely related with volunteers,
to different
the "Responding to responds,
situations
starts,
(sometimes called phenomena"
mindsets). subdivision of the
Affective .
“By the end of the
physical education
program, students will
be able to demonstrate
the proper stance for
batting a ball.”

Attempt. The Imitate or follow assembles,

early stages in instruction, trial andbuilds,
learning a error. calibrates,
complex skill that constructs,
includes imitation Examples: Performs a copies,
Guided and trial and mathematical equation dismantles,
3
Response error. Adequacy as demonstrated. displays,
of performance is Follows instructions dissects,
achieved by to build a model. fastens, fixes,
practicing. Responds hand- follows,
signals of instructor grinds, heats,
while learning to imitates,
 34

Basic proficiency, operate a forklift. manipulates,

the ability to measures,
perform a “By the end of the mends,
complex motor physical education mixes, reacts,
skill. program, students will reproduces,
be able to perform a responds
golf swing as sketches,
demonstrated by the traces, tries.
instructor.”

assembles,
Competently respond
builds,
This is the to stimulus for action
calibrates,
intermediate stage completes,
in learning a constructs,
complex skill. Examples: Use a dismantles,
Learned personal computer. displays,
responses have Repair a leaking fastens, fixes,
become habitual faucet. Drive a car. grinds, heats,
4 Mechanism and the makes,
movements can manipulates,
be performed measures,
with some “By the end of the
mends,
confidence and biology program,
mixes,
proficiency. students will be able
organizes,
to assemble laboratory
performs,
equipment appropriate
shapes,
for experiments.”
sketches.

Expert Execute a complex

proficiency, the process with expertise
intermediate stage assembles,
of learning a Examples: builds,
complex skill. Maneuvers a car into a calibrates,
Complex or The skillful tight parallel parking constructs,
5 Overt performance of spot. Operates a coordinates,
Response motor acts that computer quickly and demonstrates,
involve complex accurately. Displays dismantles,
movement competence while displays,
patterns. playing the piano. dissects,
fastens, fixes,
Proficiency is grinds, heats,
indicated by a manipulates,
 35

quick, accurate, measures,

and highly mends,
coordinated “By the end of the mixes,
performance, industrial education organizes,
requiring a program, students will sketches.
minimum of be able to demonstrate
energy. This proper use of
category includes woodworking tools to
high school students.” NOTE: The
performing
key words
without
are the same
hesitation, and
as
automatic
Mechanism,
performance. For
but will have
example, players
adverbs or
are often utter
adjectives
sounds of
that indicate
satisfaction or
that the
expletives as soon
performance
as they hit a
is quicker,
tennis ball or
better, more
throw a football,
accurate, etc.
because they can
tell by the feel of
the act what the
result will
produce.

Adaptable
proficiency, a Alter response to
Adapts,
learner's ability to reliably meet varying
adjusts,
modify motor challenges
alters,
skills to fit a new
changes,
situation. Skills
integrates,
6 Adaptation are well
Examples: Responds rearranges,
developed and the
effectively to reorganizes,
individual can
unexpected revises,
modify movement
experiences. Modifies solves,
patterns to fit
instruction to meet the varies.
special
needs of the learners.
requirements.
Perform a task with a
machine that it was
 36

not originally intended

to do (machine is not
damaged and there is
no danger in
performing the new
task).

“By the end of the

industrial education
program, students will
be able to adapt their
lessons on
woodworking skills
for disabled students.”

Creative
proficiency, a
learner's ability to arranges,
create new Develop and execute
new integrated builds,
movement combines,
patterns. responses and
activities composes,
Creating new constructs,
movement creates,
patterns to fit a designs,
7 Origination Examples: Constructs
particular formulates,
a new theory. initiate,
situation or Develops a new and
specific problem. makes,
comprehensive modifies,
Learning training programming.
outcomes originates, re-
Creates a new designs,
emphasize gymnastic routine.
creativity based trouble-
upon highly shoots.
developed skills.

Addapted from: Sitepu, B.P. 2012. Penulisan Buku Teks Pelajaran. Bandung: PT
Remaja Rosdakarya.
 37

2.3 Framework of the Present Study

This is the diagram of framework of the present study:

English student book entitle Core and Basic

“When English Rings a Bell” for competences of 2013
Grade VIII Junior High School Curriculum

Cognitive and
Psychomotor Domains
or learning

Content Analysis use

Descriptive Qualitative
Research Design

The relevance between the materials

in the textbook with Main and Basic
competences of 2013 Curriculum in
terms of Cognitive and Psychomotor
domains
 38

English student book entitle “When English Rings a Bell” is one of the

new textbooks published by Ministry of Education and Culture of Indonesia

related to the implementation of the newest curriculum, that is 2013 curriculum.

Although this book is published by the Ministry of Education and Culture of

Indonesia, no one can guarantee that this book is good and all materials written

here is suitable with Core and Basic competence of 2013 curriculum. So, we

need an analysis to evaluate the book in order to help the improvement of this

book. Unfortunately, because this book is published in 2014, there just a few

analysis of this book. According to those reasons, the researcher tried to analyse

this book in terms of the relevance between the materials written in the book

with the Core and Basic competence in 2013 curriculum. The researcher limited

the analysis in terms of Cognitive and Psychomotor domains of Core and Basic

competence three and four. The researcher analysed the book with content

analysis approach in descriptive qualitative research design. The result of this

research was the evaluation of the textbook in terms of its relevance with the

Core and Basic competence of 2013 curriculum.

 CHAPTER III

RESEARCH METHODS

This chapter presents a description of research methods. It contains several parts.

They are research design, object of the study, role of the researcher, type of data,

procedures of collecting data, and procedures of analyzing data.

3.1 Research Design

Since this study deals with analysis of the content of the textbook

especially in the form of document book, the researcher implemented descriptive

qualitative content analysis as her research design. As stated by Moleong (2005),

“Qualitative research is a research which has purpose to understand phenomena

about what is happen to the research subject, for instance behaviour, perception,

motivation, act, etc., holistically, in descriptive way in forms of words and

languages, in natural and specific context use various natural method.”

This research was conducted by using content analysis because the data

that were collected came from the textbooks. According to Krippendorff

(2004:37), “Content analysis is a research technique for making replicable and

valid inferences from texts (printed matter, recorded speech, visual

39
 40

communications, works of art, artifacts) or other meaningful matter to the

contexts of their use”.

Palmquist in Al-Ghazo and Smadi (2013:347) asserted that content

analysis is a research tool focused on the actual content and internal features of

media. It is used to determine the presence of certain words, concepts, themes,

phrases, characters, or sentences within texts or sets of texts and to quantify this

presence in an objective manner. Texts can be defined broadly as books, book

chapters, essays, discussions, newspaper headlines and articles, historical

documents, speeches, conversations, advertising, theatre, informal conversation,

or really any occurrence of communicative language. To conduct a content

analysis on a text, the text is broken down, into manageable categories on a

variety of levels word, word sense, phrase, sentence, or theme and then examined

using one of content analysis' basic methods: conceptual analysis or relational

analysis. The results are then used to make inferences about the messages within

the text(s), the writer(s), the audience, and even the culture and time of which

these are a part. In this research, I used book as my research object and did the

analysis by broke down the materials in the book into two categories, Cognitive

and Psychomotor domains and examined them by relational analysis to Core and

Basic competences of 2013 curriculum.

 41

3.2 Object of the Study

The object of this study was English student book for eight graders of

Junior High School entitled “When English Rings a Bell” which is published by

Ministry of Education and Culture Indonesia in 2014. The writers of this book

are the book writer team from Ministry of Education and Culture of Indonesia.

This book is written based on the 2013 curriculum. The textbook consist of 12

chapters and 223 pages. The materials of each unit are organized into 4 parts

based on the Scientific Approach; (1) Observing and Questioning, (2) Collecting

Information, (3) Associating, (4) Communicating. The researcher focused on just

one book and all of the activities in the textbook in the scope of first semester

and second semester.

3.3 Role of the Researcher

The role of the researcher here is as the main research instrument to

collect the data. Lincoln Guba in Sugiyono (2013: 306) said, “The instrument of

choice in naturalistic inquiry is the human. We shall see that other forms of

instrumentation may be used in later phrases of the inquiry, but the human is the

initial and continuing mainstay. But if the human instrument has been used

extensively in earlier stages of inquiry, so that an instrument can be constructed

that is grounded in the data that the human instrument has product.”

Qualitative researcher as the human instrument, has a function to state the

research focus, select informant as a data source, compile the data, judge the
 42

quality of the data, analyze the data, interpreting the data, and make a conclusion

about his/her findings. (Sugiyono , 2013: 306).

3.4 Type of Data

The type of the data in this research is qualitative data. It concerned with

describing the researcher findings. In this research, I tried to find the relevance

between the materials written in the textbook entitled “When English Rings a

Bell” with the Core and Basic Competence in 2013 Curriculum in terms of

Cognitive and Psychomotor aspects.

3.5 Procedures of Collecting Data

There are two techniques for collecting the data in this research, Observation and

Document Review.

3.5.1 Observation

Nasution in Sugiyono (2013: 310) said that, observation is a foundation

for all science. The scientist only can wok according the data, that is a fact about

the real life which got by observation. That data collected and often helped by

various high technology tools, so the tiny things like proton and electron or very

far things like those in the outer space can be observed clearly.

Observation is a complex process, a process that arranged from various

biological and psychological processes. Two of them which are the most important
 43

are observation and remembrance processes. (Sutrisno Hadi in Sugiyono 2013 :

203).

The data from this study was collected through several steps of

observation. First, the researcher read and observed the content of the textbook

thoroughly. Second, the researcher compared the content of the textbook with the

2013 Curriculum in terms of cognitive domain. Third, the researcher compared the

content of the textbook with the 2013 Curriculum in terms of psychomotor

domain.

The researcher used the tables of observation checklist as the observation

instrument. As stated by Cunningsworth in Alavinia and Siyadat (2013: 154), one

of the research instruments in content analysis is checklist. There are two kinds of

observation checklist. First is observation checklist to observe the relevance

between the materials in the book with the cognitive aspect in basic competence

three of the 2013 English curriculum. In this checklist, there is a table consisted of

two columns. The first column is the Basic Competence three of 2013 Curriculum.

This column is split into three columns which contain basic competence, topic, and

materials according to the syllabus. Second column is the materials written in

textbook entitled “When English Rings a Bell”. This column is split into three

columns consist of the example of materials which are suitable with the materials

in the basic competence three, the page where the materials are written, and

checklist of the relevance between the materials and the basic competence and
 44

topic. The second observation checklist is to observe the relevance between the

materials in the book with the psychomotor aspect in basic competence four of the

2013 English curriculum. In this checklist, there is also a table consisted of two

columns. The first column is the Basic Competence four of 2013 Curriculum. This

column is split into three columns which contain basic competence, topic, and

materials according to the syllabus. Second column is the materials written in

textbook entitled “When English Rings a Bell”. This column is split into three

columns consist of the example of materials which are suitable with the materials

in the basic competence four, the page where the materials are written, and

checklist of the relevance between the materials and the basic competence and

topic.

3.5.2 Document Review

Document is a note about past event or phenomenon. Document can be

form of writing, picture, or monumental works of someone. The examples of

written document are daily note, life histories, story, biography, rules, and

regulation. The examples of picture document are photo, life picture, sketch, etc.

document in form of works for example arts which can be in form of picture,

statue, movie, etc. document review is a complement for the use of observation

and interview method in qualitative research. (Sugiyono, 2013 : 329).

In this research, the researcher will review the document in form of

writing like book, articles, journals, and regulation about 2013 curriculum.
 45

3.6 Procedures of Analysing Data

In terms of qualitative data analysis, Bogdan in Sugiyono (2013 : 334)

said, “ Data analysis is the process of systematically searching and arranging the

interview transcripts, field notes, and other materials that you accumulate to

increase your own understanding of them and to enable you to present what you

have discovered to others”.

In this research the process of analysing data use those steps:

1. Classifying the materials in the textbooks based on the basic competence three

as the cognitive domain and basic competence four as the psychomotor

domain.

2. Collecting the data from the data source and entered the data to the checklist

table to make comparison between the materials on the textbooks and the

materials required in 2013 Curriculum.

3. Identifying the differences and similarities between the materials in the

textbook with those are suggested by Core and Basic Competence of 2013

curriculum and the Cognitive and Psychomotor domains of learning.

4. Evaluating the materials in the textbook to find out its relevancy with the

Main and Basic Competence of 2013 curriculum.

 CHAPTER IV

FINDINGS AND DISCUSSION

In this chapter, the obtained data are presented and analyzed. The data

presentation is outlined in two parts. The first part is the relevance of textbook

materials with the Cognitive Domain, and the second part is the relevance of textbook

materials with the Psychomotor Domain.

According to Priyatni (2014:17), there are four core competences in 2013

curriculum, core competence 1 as religious domain, core competence 2 as affective

domain, core competence 3 as cognitive domain, and core competence four as

psychomotor domain. Core competences are broken down into basic competences.

Core competence 1 is broken down into basic competence 1, core competence 2 is

broken down into basic competence 2, core competence 3 is broken down into basic

competence 3, and core competence 4 is broken down into basic competence 4.

Because I just analyzed the relevance of textbook materials with cognitive and

psychomotor domains, I just concerned on the basic competence three and four. I

used Bloom’s Taxonomy as my comparison tool. I compared the instruction of each

material in the book with the Bloom’s Taxonomy action verbs of Cognitive and

Psychomotor domains. At first, I divided the materials in the book according to sub-

basic competence three and four. Then, I compared the

46
 47

instruction of each material with Bloom’s Taxonomy action verbs and decided

whether it was relevant, partly relevant, or irrelevant with them. I used checklist to

analyze the data found. I marked the materials exist in the textbook with (√), and (-)

for the materials required that do not exist in the textbook based on the sub-basic

competences three and four and the topic. Then, I interpreted the analysis by giving

my own opinions.

Before I analyzed the relevance between the materials in the textbook with the

cognitive and psychomotor domains, I divided the materials in the book according to

the chapters and the basic competence three and four. There are 12 chapters in the

textbooks, 37 sub-basic competences of basic competence three, and 39 sub-basic

competences of basic competence 4. Here, I matched the materials in the book with

the sub-basic competences three and four. This is the result:

1. Chapter 1

Chapter 1 of this book is entitled “It’s English Time”. This chapter is found on

page 8 until page 25. This chapter has 4 materials to be learnt by the students. The

first material is asking for someone’s attention, the second material is checking for

someone’s understanding, the third material is giving and asking for opinion, and

the last material is showing appreciation to friends. After I analyzed the materials,

I decided that the materials written in this chapter are suitable with the basic

competence 3.1 and 4.1. According to the 2013 curriculum English lesson syllabus
 48

for eight graders of Junior High School, basic competence 3.1 is about text

structure and language feature to implement the social function of gaining

attention, checking understanding, giving compliment, and asking and giving

opinion expressions and responses according to context. While basic competence

4.1 is about composing simple spoken text to express and respond gaining

attention, checking understanding, and giving complement expression by notice on

the right social function, text structure, and language feature according to context.

The basic competence 3.1 has four sub-basic competences, sub-basic competence

3.1.1 which contains spoken text for gaining attention in terms of expressions and

responses, sub-basic competence 3.1.2 which contains spoken text for checking

understanding in terms of expressions and responses, sub-basic competence 3.1.3

which contains spoken text for giving compliment in terms of expressions and

responses, and sub-basic competence 3.1.4 which contains spoken text for asking

and giving opinion in terms of expressions and responses. While basic competence

4.1 has three sub-basic competences, sub-basic competence 4.1.1 that contains

instruction to compose simple spoken text to express and respond gaining attention

expression, sub-basic competence 4.1.2 that contains instruction to compose

simple spoken text to express and respond checking understanding expression, and

sub-basic competence 4.1.3 that contains instruction to compose simple spoken

text to express and respond giving compliment expression. Then, I matched the

sub-basic competences in basic competence 3.1 and 4.1with the materials in the

chapter 1, and the result are the sub-basic competence 3.1.1 and 4.1.1 are matched
 49

with the first material, that is about gaining attention expression, the sub-basic

competence 3.1.2 and 4.1.2 are matched with the second material, that is about

checking understanding expression, the sub-basic competence 3.1.3 and 4.1.3 are

matched with the last material, that is about showing appreciation, and the sub-

basic 3.1.4 is matched with the third material, that is about giving and asking

opinion.

2. Chapter 2

Chapter 2 of this book is found on page 26 until 39. The title of this chapter is

“Can You Play Guitar”. There are two materials in this chapter, the first one is

stating and asking someone’s ability and the second one is stating and asking

someone’s willingness. After I analyzed the materials, I decided that the materials

written in the book are suitable with the basic competence 3.2 and 4.2. According

to the 2013 curriculum English lesson syllabus for eight graders of Junior High

School, basic competence 3.2 is about text structure and language feature to

implement the social function of stating and asking ability and willingness

according to context. This basic competence is divided into two sub-basic

competence, sub-basic competence 3.2.1 and 3.2.2. The sub-basic competence

3.2.1 is about spoken and written text for stating and asking ability use modal can,

and sub-basic competence 3.2.2 is about spoken and written text for stating and

asking for willingness use modal will. While basic competence 4.2 is about

composing spoken and written text to state and ask for ability and willingness to
 50

do something by notice on the right social function, text structure, and language

feature according to context. This basic competence is divided into two, sub-basic

competence 4.2.1 that contains the instruction to compose written and spoken text

for stating and asking someone’s ability, and sub-basic competence 4.2.2 which is

about the instruction to compose written and spoken text for stating and asking

someone’s willingness to do something. Then, I matched the sub-basic

competences in basic competence 3.2 and 4.2 with the materials in the chapter 2,

and the result are the sub-basic competence 3.2.1 and 4.2.1 are matched with the

first material of chapter 2, that is about stating and asking someone’s ability, and

sub-basic competence 3.2.2 and 4.2.2 are matched with the second material, that

is stating and asking someone’s willingness.

3. Chapter 3

Chapter 3 of the book is entitled “Would You Like to Come?”. This chapter is

found on page 40 until 56. There are four materials written in this chapter. The

first material is about giving and responding to instructions. The second material is

about giving and responding to invitation. The third material is about giving and

responding to prohibition. And the fourth material is about asking for permission.

After I analyzed the materials, I decided that the materials written in the book are

suitable with the basic competence 3.3 and 4.3. According to the 2013 curriculum

English lesson syllabus for eight graders of Junior High School, basic competence

3.3 is about text structure and language feature to implement the social function of
 51

giving instruction, giving invitation, giving prohibition, asking for permission

expressions and responses according to context. There are four sub-basic

competences of basic competence 3.3, the first one is sub-basic competence 3.3.1

which contains spoken and written text for giving instruction in terms of

expressions and responses, the second one is sub-basic competence 3.3.2 which

contains spoken and written text for giving invitation in terms of expressions and

responses, the third sub-basic competence is sub-basic competence 3.3.3 which

contains spoken and written text for giving prohibition in terms of expressions and

responses., and the last one is sub-basic competence 3.3.4 which contains 3.3.4

spoken and written text for asking and giving permission in terms of expressions

and responses. While basic competence 4.3 is about compose simple spoken and

written text to state, ask, and respond giving instruction, giving invitation, giving

prohibition, asking for permission expression by notice on the right social

function, text structure, and language feature according to context. This basic-

competence is divided into four sub-basic competences, they are sub-basic

competence 4.3.1 which contains instruction to compose simple written and

spoken text to state, ask, and respond giving instruction expression, sub-basic

competence 4.3.2 which contains instruction to compose simple written and

spoken text to state, ask, and respond giving invitation expression, sub-basic

competence 4.3.3 which contains instruction to compose simple written and

spoken text to state, ask, and respond giving prohibition expression, and sub-basic

competence 4.3.4 which contains instruction to compose simple written and

 52

spoken text to state, ask, and respond asking for permission expression. Then, I

matched the sub-basic competences in basic competence 3.3 and 4.3 with the

materials written in the chapter 3 of the book. The result are sub-basic competence

3.3.1 and 4.3.1 are matched with the first material in chapter 3, that is about giving

and responding instruction, sub-basic competence 3.3.2 and 4.3.2 are matched

with the second material that is giving and responding invitation, sub-basic

competence 3.3.3 and 4.3.3 are matched with the third material that is giving and

responding prohibition, and sub-basic competence 3.3.4 and 4.3.4 are matched

with the last material in chapter 3, that is asking for permission.

4. Chapter 4

Chapter 4 in this book is found on page 57 until 66. The title of this chapter is

“You are Invited”. There are two materials included in this chapter, the first one is

making personal invitation and the second one is making a greeting card. After I

analyzed the materials, I decided that the materials written in this chapter is

matched with the basic competence 3.4, 4.4, 4.5. According to the 2013

curriculum English lesson syllabus for eight graders of Junior High School, the

basic competence 3.4 is about text structure and language feature to implement the

social function of personal invitation letter and greeting card according to context.

This basic competence is divided into two sub-basic competences, the first one is

sub-basic competence 3.4.1 which contains written text in terms of very short and

simple personal invitation letter, and the second one is sub-basic competence 3.4.2
 53

which contains written text in terms of very short and simple greeting card. Basic

competence 4.4 contains material about understood the meaning of personal

invitation letter and greeting card. This basic competence only has one sub-basic

competence that is sub-basic competence 4.4.1 which contains material about the

exercise about personal invitation letter and greeting card. Basic competence 4.5 is

about compose written text in the form of very short and simple personal invitation

letter and greeting card by notice on the right social function, text structure, and

language feature according to context. This basic competence is divided into two

sub-basic competences, they are sub-basic competence 4.5.1 which contains

instruction to compose written text in forms of very short and simple personal

invitation letter and sub-basic competence 4.5.2 which contains instruction to

compose written text in forms of very short and simple greeting card. Then, I

matched the sub-basic competences in basic competence 3.4, 4.4, and 4.5 with the

materials written in the chapter 4 of the book. The result are sub-basic competence

3.4.1, 4.4.1, and 4.5.1 are matched with the first material of chapter 4, that is

making a personal invitation, and sub-basic competence 3.4.2, 4.4.1, and 4.5.2 are

matched with the second material of chapter 4, that is making a greeting card.

5. Chapter 5

Chapter 5 of this textbook is entitled “My Uncle is a Zookeeper”. This chapter is

found on page 67 until 85. In this chapter, the students will learn to communicate

states and events that happen routinely or as general truths in order to appreciate
 54

the nature, show their pride of something, and give good and bad sample. This

chapter also covers materials about the presence of people, animal, and things.

After I analyzed the materials, I decided that the materials in this chapter are

suitable with basic competence 3.5, 3.6, 4.6, and 4.7. According to the 2013

curriculum English lesson syllabus for eight graders of Junior High School, basic

competence 3.5 is about text structure and language feature to implement the

social function stating and asking the presence of people, things, and animal in

uncountable amount according to context, basic competence 3.6 is about text

structure and language feature to implement the social function of stating and

asking routine activity or general truth according to context, basic competence 4.6

is about compose spoken and written text to state and ask about the presence of

people, things, and animal in uncountable amount by notice on the right social

function, text structure, and language feature according to context, and basic

competence 4.7 is about compose spoken and written text to state and ask for

routine events or general truth by notice on the right social function, text structure,

and language feature according to context.

6. Chapter 6

Chapter 6 of this book is found on page 86 until 107. The title of this chapter is

“What are You Doing?”. This chapter covers three materials, the first one is about

events in progress right now, the second one is about cause and effect relation, and

the last one is about contrary relation. After I analyzed the materials, I decided that
 55

the materials in this chapter are suitable with basic competence 3.7, 3.8, 4.8, and

4.9. According to the 2013 curriculum English lesson syllabus for eight graders of

Junior High School, the basic competence 3.7 is about text structure and language

feature to implement the social function of stating and asking event that happens

right now according to context, basic competence 3.8 is about text structure and

language feature to implement the social function of stating and asking cause and

effect relation and contrary relation according to context, basic competence 4.8 is

about composing spoken and written text to state and ask about event that happens

right now by notice on the right social function, text structure, and language

feature according to context, and basic competence 4.9 is about composing spoken

and written text to state and ask about cause and effect relation and contrary

relation by notice on the right social function, text structure, and language feature

according to context. Basic competence 3.7 is divided into two sub-basic

competence, sub-basic competence 3.7.1 which contains spoken text to state and

ask something that happens right now, and sub-basic competence 3.7.2 which

contains material about written text to ask and state something that happens right

now. Basic competence 3.8 is divided into two, sub-basic competence 3.8.1 which

contains spoken and written text for stating and asking cause and effect relation,

and sub-basic competence 3.8.2 which contains spoken and written text for stating

and asking contrary relation. Basic competence 4.8 has only one sub-basic

competence, sub-basic competence 4.8.1 which contains instruction to compose

spoken and written text to state and ask for event that happens right now. While
 56

basic competence 4.9 is divided into two sub-basic competences, they are sub-

basic competence 4.9.1 which contains instruction to compose spoken and written

text to state and ask about cause and effect relation, and sub-basic competence

4.9.1 which contains instruction to compose spoken and written text to state and

ask about contrary relation. Then, I matched sub-basic competences in basic

competence 3.7, 3.8, 4.8, and 4.9 with the materials written in chapter 6, and the

result is sub basic competence 3.7.1, 3.7.2, and 4.8.1 are matched with the first

material of chapter 6, that is events in progress right now, sub basic competence

3.8.1 and 4.9.1 are matched with the second material in this chapter, that is cause

and effect relation, and sub-basic competence 3.8.2 and 4.9.2 are matched with the

third material that is contrary relation.

7. Chapter 7

Chapter 7 of this book is entitled “Bigger is not always better”. This chapter is

found on page 108 until 131. In this chapter, the students will learn about three

materials, the first one is about amount and character comparison of people, the

second one is about the amount and character comparisons of animals, and the

third one is about amount and character comparison of things. After I analyzed the

materials, I decided that the materials written in this chapter is suitable with basic

competence 3.9 and 4.10. According to 2013 curriculum English lesson syllabus

for eight graders of Junior High School, basic competence 3.9 is about the text

structure and language feature to implement the social function of stating and
 57

asking the amount and character comparison of people, animal, things, according

to context. This basic competence is divided into three sub-basic competences,

they are sub-basic competence 3.9.1 which contains spoken and written text for

stating and asking the amount and character comparison of people, sub-basic

competence 3.9.2 which contains spoken and written text for stating and asking the

amount and character comparison of animal, and sub-basic competence 3.9.3

which contains spoken and written text for stating and asking the amount and

character comparison of things. While basic competence 4.10 is about composing

spoken and written text to state and ask for amount and character comparison of

people, animal, and things by notice on the right social function, text structure, and

language feature according to context. This basic competence is also divided into

three sub-basic competence, they are sub-basic competence 4.10.1 which contains

the instruction to compose spoken and written text to state and ask for amount and

character comparison of people, sub-basic competence 4.10.2 which contains the

instruction to compose spoken and written text to state and ask for amount and

character comparison of animal, and sub-basic competence 4.10.3 which contains

the instruction to compose spoken and written text to state and ask for amount and

character comparison of things. Then, I matched the sub-basic competences in

basic competence 3.9 and 4.10 with the materials written in the chapter 7. The

result are the sub-basic competence 3.9.1 and 4.10.1 are matched with the first

material in chapter 7, that is amount and character comparison of people, the sub-

basic competence 3.9.2 and 4.10.2 are matched with the second material of chapter
 58

7, that is amount and character comparison of animal, and sub-basic competence

3.9.3 and 4.10.3 are matched with the third material in chapter 7, that is amount

and character comparison of things.

8. Chapter 8

Chapter 8 of this book is found on page 132 until 157. The title of this chapter is

“I’m proud of Indonesia”. There are three materials included in this chapter, the

first one is describing people, the second one is describing animal, and the third

one is describing things. After I analyzed the materials in this chapter, I found out

that the materials in this chapter are relevant with the basic competence 3.10, 4.11,

and 4.12. According to the 2013 curriculum English lesson syllabus for eight

graders of Junior High School, sub-basic competence 3.10 is about text structure

and language feature to implement the social function of short descriptive text by

stating and asking about the description of people, animal, and things according to

context. This basic competence is divided into three, sub-basic competence 3.10.1

which contains short and simple written text to state and ask about people

description, sub-basic competence 3.10.2 which contains short and simple written

text to state and ask about animal description, and sub-basic competence 3.10.3

which contains short and simple written text to state and ask about things

description. Sub-basic competence 4.11 is about understood the meaning of short

and simple spoken and written descriptive text. This basic competence is only

have one sub-basic competence, that is sub-basic competence 4.11.1 which

 59

contains exercise about short and simple spoken and written descriptive text. Sub-

basic competence 4.12 is about composing short and simple spoken and written

descriptive text about people, animal, and things by notice on the right social

function, text structure, and language feature according to context. This basic

competence has three sub-basic competence, sub-basic competence 4.12.1 which

contains instruction to compose short and simple spoken and written descriptive

text about people, sub-basic competence 4.12.2 which contains instruction to

compose short and simple spoken and written descriptive text about animal, and

sub-basic competence 4.12.3 which contains instruction to compose short and

simple spoken and written descriptive text about things. Then, I matched the sub-

basic competences of basic competence 3.10, 4.11, and 4.12 with the materials

written in chapter 8, and the result are: sub-basic competence 3.10.1, 4.11.1, and

4.12.1 are suitable with the first material of this chapter, that is describing people,

sub-basic competence 3.10.2, 4.11.1, and 4.12.1 are suitable with the second

material in chapter 8, that is describing animal, and sub-basic competence 3.10.3,

4.11.1, and 4.12.3 are suitable with the last material, that is describing things.

9. Chapter 9

Chapter 9 of this book is entitled “When I was a child”. This chapter is found on

page 158 until 180. This chapter covers two materials, the first one is spoken text

to state and ask past events, and the second one is written text to state and ask past

events. After I analyzed the materials written in this chapter, I found that these
 60

materials are relevant with basic competence 3.11 and 4.13. According to the 2013

curriculum English syllabus for eight graders of Junior High School, the basic

competence 3.11 is about text structure and language feature to implement the

social function of stating and asking past events according to context, and basic

competence 4.13 is about composing spoken and written text to state and ask past

events by notice on the right social function, text structure, and language feature

according to context. Sub-basic 3.11 is divided into two sub-basic competences,

the first one is sub-basic competence 3.11.1 which contains spoken text to state

and ask past events, and sub-basic competence 3.11.2 which contains written text

to state and ask past events. Basic competence 4.13 is also divided into two sub-

basic competences, the first one is sub-basic competence 4.13.1 which contains

instruction to compose spoken text to state and ask past events, and sub-basic

competence 4.13.2 which contains instruction to compose written text to state and

ask past events. Then, I matched the sub-basic competences in basic competence

3.11 and 4.13 with the materials included in this chapter. The result is sub-basic

competence 3.11.1 and 4.13.1 are suitable with the first material of this chapter,

that is spoken text to state and ask about past events, and sub-basic competence

3.11.2 and 4.13.2 are suitable with the second material, that is written text to state

and ask about past events.

 61

10. Chapter 10

Chapter 10 of this book is entitled “Yes, we made it!”. This chapter is found on

page 181 until 198. There are two materials written in this chapter, the first one is

short spoken recount text, and the second one is short written recount text. After I

analyzed the materials in this chapter, I decide that these materials are suitable

with basic competence 3.12, 4.14, and 4.15. According to the 2013 curriculum

English lesson syllabus for eight graders of Junior High School, the basic

competence 3.12 is about text structure and language feature to implement the

social function of short recount text by stating and asking about activity, event,

and phenomena according to context. This basic competence is divided into two

sub-basic competences, the first one is sub-basic competence 3.12.1 which

contains short and simple spoken recount text, and the second one is sub-basic

competence 3.12.2 which contains short and simple written recount text. Basic

competence 4.14 is about understood the meaning of short and simple spoken and

written recount text about activity, event, and phenomenon. This basic competence

has only one sub-basic competence, sub-basic competence 4.14.1 which contains

exercise about short and simple spoken and written recount text. While basic

competence 4.15 is about composing short and simple spoken and written recount

text about activity, event, and phenomenon by notice on the right social function,

text structure, and language feature according to context. This basic competence is

divided into two sub-basic competences, sub-basic competence 4.15.1 which

contains instruction to compose short and simple spoken recount text about
 62

activity, event, and phenomenon, and sub-basic competence 4.15.2 which contains

instruction to compose short and simple written recount text about activity, event,

and phenomenon. Then, I matched the sub-basic competence of basic competence

3.12, 4.14, and 4.15 with the materials written in this chapter. The result is, sub-

basic competence 3.12.1, 4.14.1, and 4.15.1 are suitable with the first material of

this chapter that is short spoken recount text, while sub-basic competence 3.12.2,

4.14.1, and 4.15.2 are suitable with the second material that is short written

recount text.

11. Chapter 11

Chapter 11 of this book is found on page 199 until page 213. The title of this

chapter is “Don’t forget it, please!”. This chapter covers two materials, the first

one is short messages and the second one is short notice. After I analyzed the

materials in this chapter, I decided that these materials are suitable with basic

competence 3.13, 4.16, and 4.17. According to the 2013 curriculum English lesson

syllabus for eight graders of Junior High School, sub-basic competence 3.13 is

about text structure and language feature to implement the social function of short

message and notice according to context. This basic competence is divided into

two sub-basic competences, the first one is sub-basic competence 3.13.1 which

contains written text in the form of short messages, and the second one is sub-

basic competence 3.13.2 which contains written text in the form of notice. Basic

competence 4.16 is about understood the meaning of very short and simple
 63

message and notice. This basic competence is also divided into two sub-basic

competences, sub-basic competence 4.16.1 which contains exercise about very

short and simple message, and sub-basic competence 4.16.2 which contains

exercise about very short and simple notice. While basic competence 4.17 is about

composing written text in the form of very short and simple message and notice by

notice on the right social function, text structure, and language feature according to

context. This basic competence is divided into two sub-basic competences, they

are sub-basic competence 4.17.1 which contains instruction to compose very short

and simple written message and sub-basic competence 4.17.2 which contains

instruction to compose very short and simple written notice. Then, I matched the

materials in this chapter with the sub-basic competences of basic competence 3.13,

4.16, and 4.17. The result is sub-basic competence 3.13.1, 4.16.1, and 4.17.1 are

suitable with the first material of this chapter that is short message, while sub-basic

competence 3.13.2, 4.16.2, 4.17.2 are suitable with the second material that is

short notice.

12. Chapter 12

Chapter 12 of this book is entitled “Mousedeer and Crocodile”. This chapter is

found on page 214 until 226. This chapter covers three materials, the first one is

spoken fable, the second one is written fable, and the third one is English song.

After I analyzed the materials in this chapter, I decided that these materials are

suitable with basic competence 3.14, 3.15, 4.18, and 4.19. According to the 2013
 64

curriculum English lesson syllabus for eight graders of Junior High School, basic

competence 3.14 is about understanding the social function, text structure, and

language feature of narrative text in the form of fable according to context. This

basic competence is divided into two sub-basic competences, sub-basic

competence 3.14.1 which contains spoken narrative text in the form of fable, and

sub-basic competence 3.14.2 which contains written narrative text in the form of

fable. Basic competence 3.15 is about text structure and language feature to

implement the social function of song. This basic competence has only sub-basic

competence that is sub-basic competence 3.15.1 which contains English song.

Basic competence 4.18 is about understood the meaning of spoken and written

narrative text in the form of short and simple fable. This basic competence is

divided into two sub-basic competences, sub-basic competence 4.18.1 which

contains exercise about written narrative text in the form of short and simple fable,

and sub-basic competence 4.18.2 which contains exercise about spoken narrative

text in the form of short and simple fable. While basic competence 4.19 is about

understanding the meaning of song. This basic competence has only one sub-basic

competence that is sub-basic competence 4.19.1 which contains exercise about

English song. Then, I matched the materials written in this chapter with sub-basic

competences in basic competence 3.14, 3.15, 4.18, and 4.19. The result is sub-

basic competence 3.14.1 and 4.18.1 are suitable with the first material of this

chapter that is spoken fable, sub-basic 3.14.2 and 4.18.2 are suitable with the
 65

second material that is written fable, and sub-basic competence 3.15 and 4.19 are

suitable with the third material of this chapter that is English song.

After I divided the materials in the book by the chapter and basic competence,

I analyzed the relevance of the materials with the cognitive and psychomotor

domain. This is the result of my analysis:

4.1 The Relevance of the materials with the Cognitive Domain

In order to find out the relevance between the materials written in the book

with the cognitive domain, I used the observation checklist as my research

instrument. I made an observation checklist of basic competence three compared

with the action verbs mentioned in the Bloom’s Taxonomy cognitive domain of

learning which is stated in Anderson, et.al (2001:67). The observation checklist is a

table consisted of two columns. The first column is the Basic Competence three of

2013 Curriculum. This column is split into three columns which contain basic

competence, topic, and materials according to the syllabus. Second column is the

materials written in textbook entitled “When English Rings a Bell”. This column is

split into three columns consist of the example of materials which are suitable with

the materials in the basic competence three, the page where the materials are

written, and checklist of the relevance between the materials and the basic

competence and topic.

Here is the result of the analysis:

 Table 5. Research Data of Cognitive Domain for the Relevant Materials

Basic Competence Three (Cognitive Domain) When English Rings a Bell

Relevance with Basic
Materials
Basic Competence and Topic
Topic (Sub-Basic Page Example of Materials
Competence Partly Irrelevant
Competence) Relevant
Relevant
Everything 3.1.1 Spoken 10,11, Play the roles of the speakers in
3.1 Apply the
that is related text for 12,19, the pictures. Say the speakers’ √
text
to the gaining 20 sentences correctly and clearly.
structure
interaction attention in First, repeat after me.
and
between terms of
language
teacher and expressions Teacher: “Everybody, May I
feature to
students and have your attention, please?”
implemen
during the responses. Students: “Yes, Ma’am.”
t the
teaching and 3.1.2 Spoken 10,14, Write down the expressions
social
function learning text for 21 from the box to complete the √
process, both checking dialogue! Then, play the roles of
of gaining
inside and understandi the speakers sentences correctly
attention,
outside the ng in terms and clearly.
checking
class. of
understan
ding, expressions Teacher: “Do you understand?”
giving and Students:
responses. “……………………….”

66
 complime 3.1.3 Spoken 16,19, Play the roles of the speakers in
nt, and text for 21 the pictures. Say the speakers’ √
asking giving sentences correctly and clearly.
and giving compliment First, repeat after me.
opinion in terms of Siti: “Your picture is beautiful! I
expressio expressions like the color.”
ns and and Dayu: “Thanks”.
responses responses.
according 3.1.4 Spoken 10,11, Write down the expressions
to context. text for 15,19, from the box to complete the √
asking and 20 dialogue! Then, play the roles of
giving the speakers sentences correctly
opinion in and clearly.
terms of
expressions Dayu: “Do you think it’s good?”
and Edo : “………………………”
responses.

Everything 3.2.1 Spoken 27,28,

3.2 Apply the
that is related and written 30,31, 1. Written text:
text
to the text for 32 Do an interview with your
structure
interaction stating and friends to fill in the table by
and
between asking using “Can you?”
language
teacher and ability use After you interview your √
feature to
students modal can. friends, please make some
implemen
during the statements based on the
t the
teaching and previous table you’ve done.
social
learning One example is given to you
function
process, both here. First, copy the example.

67
of stating inside and
and outside the 2. Spoken text:
asking class. Write down some dialogues by
ability and using “Can you…?” After that,
willingnes play the roles of the speakers.
s Say the sentences correctly
according and clearly.
to context.
3.2.2 Spoken 33,34, 1. Spoken text:
and written 36,37, Write down some dialogues by
text for 38, using “Will you..?” After that,
stating and play the roles of the speakers.
asking for Say the sentences correctly and
willingness clearly.
use modal √
will. 2. Written text:
Please write 10 sentences based
on the pictures you’ve drawn
before. Write the complete in
neat and accurate hand-writing.
Make sure your punctuation
marks and spelling of the words
are correct.

68
 1. Spoken text:
3.3 Apply the
Everything 3.3.1 Spoken 41,46, Play the roles of the speakers in
text
that is related and written 47, the pictures. Say the speakers’
structure
to the text for sentences correctly and clearly.
and
interaction giving First, repeat after me.
language
between instruction Teacher: “Please put the book in √
feature to
teacher and in terms of the table!
implement
students expressions Dayu: “All right.”
the social
during the and
function of
teaching and responses. 2. Written text:
giving
learning Please write down some
instruction,
process, both sentences based on the pictures
giving
inside and that you’ve found.
invitation,
outside the
giving
class. 3.3.2 Spoken 42,45, 1. Spoken text:
prohibition,
asking for and written 48,54, Play the roles of the speakers in
permission text for 55 the pictures. Say the speakers’
expressions giving sentences correctly and clearly. √
and invitation in First, repeat after me.
responses terms of Edo: “Let’s go to the canteen!”
according expressions Beni: “Okay.”
to context. and
responses. 2. Written text:
Make the list of instructions and
prohibitions for those activities.
a. To go on camping trip
b. To green the school
c. To spend the weekend
d. To play in the school ground

69
 e. To work together with
friends
f. To celebrate your grandma’s
birthday

3.3.3 Spoken 43,46, 1. Spoken text:

and written 47,48, These students are planning to
text for 50, 55 do for Lina’s birthday. Play the
giving roles of the speakers in the
prohibition pictures. Say the speakers’
in terms of sentences correctly and clearly.
expressions First, repeat after me.
and √
responses. Edo: “Don’t open it here,
please.”
Lina: “Ok.”

2. Written text:
Make the list of instructions and
prohibitions for those activities.
a. To go on camping trip
b. To green the school
c. To spend the weekend
d. To play in the school ground
e. To work together with
friends
f. To celebrate your grandma’s
birthday

70
 The name of 3.5.1 Spoken 69, 70 Play the roles of the speakers in
3.5 Apply the
people, text for the pictures. Say the speakers’ √
text
things, and stating and sentences correctly and clearly.
structure
animal exist asking the First, repeat after me.
and
in the presence of
language
students’ people in Beni: “How many visitors in the
feature to
environment, uncounta- zoo?”
implement
by giving ble amount. Siti : “There are few visitors in
the social
example of the zoo.”
function
friendly 3.5.2 Spoken 69, 70 Play the roles of the speakers in
stating and
asking the attitude text for the pictures. Say the speakers’
presence of toward the stating and sentences correctly and clearly. √
environment, asking the First, repeat after me.
people,
confidence, presence of
things, and
animal in
and things in Dayu: “How much food does the
uncountabl responsibility uncounta- elephant eat?”
e amount ble amount.
according Edo: “Not much, just half a
to context. bucket of food.”

71
 Routine 3.6.2 Written 71,72, What are your daily activities?
3.6 Apply the
activity text for 79,81, Write them down here! √
text
which do stating and 82
structure
every day by asking
and
students, routine
language
friends, activity or
feature to
teacher, and general truth
implement
family and events.
the social
also general
function of
truth events.
stating and
asking
routine
activity or
general
truth
according
to context.

Activity that 3.7.1 Spoken 90,95, Play the roles of the speakers in
3.7 Apply the
is doing by text to state 96 the pictures. Say the speakers’
text
students, and ask sentences correctly and clearly. √
structure
friends, something First, repeat after me.
and
parents, that
language
brother, happens Beni: “What are you doing,
feature to
sister, right now. Edo?”
implement
younger Edo : “I am drawing a picture.”

72
the social brother, 3.7.2 Written 91,92,
function of younger text to ask 93,98 Ask your classmates about what
stating and sister, and and state 99 they are doing now! Write each √
asking teacher. something answer in the table below!
event that that
happens happens
right now right now.
according
to context.

73
 Activities 3.8.1 Spoken 100, 1. Spoken text:
3.8 Apply the
which show and 101,
text
cause and written 102, What are they doing? Play the
structure
effect relation text for 103 roles of the speakers in the
and
and contrary stating picture. Say the speakers’
language
relation did and sentences meaningfully, loudly, √
feature to
by students, asking correctly, and clearly. First,
implement
friends, cause and repeat after me.
the social
family, and effect
function of
teacher. relation. Teacher: “What are you doing?”
stating and
Siti : “I am watering the
asking
plant because there’s no raining
cause and
for couple days.”
effect
relation and
2. Written text:
contrary
relation
Now, write down in your
according
notebook the speakers’
to context.
statements about what are they
doing. Don’t miss any
information. Make sure your
handwriting is neat and clear,
and your spelling of the words
and punctuation marks are
correct. Work with your group, if
you have any problem, go to me.

74
 People, 3.9.1 Spoken 109, 1. Spoken text:
3.9 Apply the
things, and and written 111,
text
animal exist text for 112, Play the roles of the speakers in
structure
in the stating and 113, the picture. Say the speakers’
and
students’ asking the 115, sentences meaningfully, loudly,
language
environment, amount and 116, correctly, and clearly. First,
feature to
by giving character 118, repeat after me.
implement
example of comparison 121,
the social
friendly of people. 124, Lina: “I think Bono will win the
function of
attitude 125, race!”
stating and
toward the 126 Siti : “I think so too. Bono is √
asking the
environment, smaller but stronger than Gani.
amount and
confidence, Gani is bigger but weaker than
character
and Bono.
comparison
responsibility
of people,
. 2. Written text:
animal,
things,
Now, hand-write in your
according
notebook what Benny, Edo, Siti,
to context.
Dayu, Lina, and Udin are saying.
The first one has been done for
you. First, copy the example.
Work with your group. If you
have any problem, go to me.

Dayu agrees with Shinta that

Dini and Dani ldo not look like
twins……………………………
………………………………

75
3.9.2 Spoken 109, 1. Spoken text:
and written 118,
text for 121, Play the roles of the speakers in
stating and 126 the picture. Say the speakers’
asking the sentences meaningfully, loudly,
amount and correctly, and clearly. First,
character repeat after me.
comparison Beni: “Look! The horse and the
of animal. donkey look like each other. But
the horse is bigger than the
donkey. The donkey is smaller √
than the horse, right?”

2. Written text:

Now, compare people, things,

and animals you know very well
in and around your school,
home, and town. Make at least 3
sentences about each of the
following. Provide an
explanation to every
comparison. One example is
given to you. First, copy the
example. Work with your group.
If you have any problem, go to
me.

76
3.9.3 Spoken 109, 1. Spoken text:
and written 110,
text for 111, Play the roles of the speakers in
stating and 112, the picture. Say the speakers’
asking the 113, sentences meaningfully, loudly,
amount and 115, correctly, and clearly. First,
character 116, repeat after me.
comparison 118, Dayu: “My ruler is longer than
of things 120, Dina’s. Dina’s is shorter than
121, mine. Mine is 50 centimeters
123, long, and Dina’s only 30
124, centimeters long.
126,
128 2. Written text: √

Now, hand-write in your

notebook what Benny, Edo, Siti,
Dayu, Lina, and Udin are saying.
The first one has been done for
you. First, copy the example.
Work with your group. If you
have any problem, go to me.
Mr. Hendrik is explaining the
difference between two tables.
This is what he is saying,
“………………………………
…………………………………
…………………………………
…………………”

77
 139, The following texts are the
3.10 Apply the
Description 3.10.1 Short 140, descriptions given by Beni,
text
of people, and simple 141, Lina, and Dayu about Simon,
structure
things, and written text 142, Sofia, and Mrs. Herlina. But
and
animal exist to state and 143, they are not yet punctuated nor √
language
in the ask about 146, written properly. Rewrite them
feature to
students’ people 148 in good sentences. The first one
implement
environment, description. has been done for you. First,
the social
by giving copy the example. Work with
function of
example of your group. If you have any
short
friendly problems, go to me.
descriptive
attitude
text by
toward the Shofia is tall and thin
stating and
environment, …………..……………………..
asking
confidence, 3.10.2 Short 144 These students are saying good
about the
and and simple things about their objects
description
responsibility written text because they are proud of them
of people,
animal, and to state and or love them.
things ask about Play the roles of the speakers in
according animal the picture. Say the speakers’
to context. description. sentences meaningfully, loudly,
correctly, and clearly. First, √
repeat after me.

Stiti: I love my cat, Manis. She

makes me happy. When I tickle
her, she rolls around and taps
her paws on my hand. I like the
feeling. She has three colors,

78
 white, yellow, and black. She
often lies on my feet when I
study or watch TV. Sometimes
she sleeps in my bed with me, on
my feet. It feels warm.

3.10.3 Short 133, Use the table to list the things

and simple 134, that the students like and do not
written text 135, like about the people and the √
to state and 136, things they are describing. The
ask about 146, first one has been done for you.
things 147, First, copy the example. Work
description. 148, with your group. If you have any
156 problems, go to me.

79
 Past events 3.11.1 Spoken 159, Play the roles of the speakers in
3.11 Apply the
which text to state 160, the picture. Say the speakers’
text
relevance and ask 173, sentences meaningfully, loudly,
structure
with past events. 174, correctly, and clearly. First, √
and
students’ life, 175, repeat after me.
language
by giving 176
feature to
example of Dayu: “This is me when I was a
implemen
discipline, baby. I was three point four
t the
honesty, care, kilograms and fifty centimeters
social
health long. Now, I am fifty kilograms
function
lifestyle, and and one hundred fifty
of stating
friendly centimeters tall. I was bald. I
and
attitude have no hair. Now I have long
asking
toward the hair.
past
environment. 3.11.2 Written 161, Write down in your notebook
events
according text to state 167, Dayu’s statements about her in
to context. and ask 172, the past. The first one (Dayu
past events. 178 when she was a baby) has been
done for you. First, copy the
example in your notebook. Work
with your group. If you have any √
problems, go to your teacher.

1. Dayu when she was in

kindergarten.
2. Dayu when she was in
primary school.
3. Dayu’s sweet memories
in the primary school.

80
 Past events 3.12.1 Short 182, Edo and Beni have put what they
3.12 Apply the
which and simple 185, said on paper. Now, they are
text
relevance spoken 188, presenting their experiences in
structure
with recount 189, front of the class. Say their
and
students’ life, text. 191, sentences correctly and clearly.
language
by giving 193 First, repeat after me.
feature to
example of
implemen
discipline, Teacher: “I heard that you made
t the
honesty, care, garden benches. How did you
social
health make them?”
function
lifestyle, and
of short
friendly Edo: “My brother, Rizal, and I √
recount
attitude made garden benches when my
text by
toward the father cur down the old mango
stating
environment. tree behind our house three
and
weeks ago. We saw a big piece
asking
of wood. Then, we had an idea.
about
We told dad we wanted to make
activity,
garden benches. He agreed and
event, and
he would help us. Then, he
phenomen
sawed the trunk into three
a
pieces. 25 cm in diameter, and
according
25 cm in height. After that Rizal
to context.
and I rubbed them with
sandpaper to make them smooth.
After that we dried them in the
sun for one week. When they
were dry, we painted them, one
green, one red, and one blue.

81
 Finally, we dried them in the sun
again for three days.

3.12.2 Short 184, Now, find the sentence (s) that

and simple 187, state (s) each event or
written 192, happening. Write your answers
recount 194 in your notebook. The first one √
text. has been done for you. First,
copy the examples. Work with
you group. If you have any
problems, go to me.

Last Saturday, my little sister

did something funny.
…………………………………
…………………………………
…………………………………
………………………
Rundown of 3.13.1 Written 200, Udin and Edo are texting each
3.13Apply the
event, memo text in the 201, other. Read the short messages
text
/short form of 202, correctly and clearly. First,
structure
message text, short 203, repeat after me.
and
warning, message. 204
language
caution, Edo: Udin, we have a lot of
feature to
advertisemen assignments for tomorrow. Let’s √
implemen
t, brochure, work together at my house. Beni
t the
pamphlet, and Lina are coming too.
social
function and traffic
sign in the

82
of short students’ Me: Sure, what time will we
message environment start?
and notice
according Edo: At 3 pm. Don’t forget to
to context. bring a calculator, ok?

Me: Ok. See you then.

3.13.2 Written 206, Hand-write each of them on a

text in the 207, piece of paper. At the top of the
form of 208, paper write the title “NOTICE”.
notice. 209, Under the notice, on the right √
212 side of the paper, write down the
date when you write it. Then, put
your name and signature under
the date. One example is given
here. First, copy the example.
Work with your group. If you
have any problems, go to me.

83
 3.14.2 Written 218, As you see, the story consists of
Fairy tale, narrative text 219 three paragraphs. Now, read it
3.14Understand folklore, and in the form carefully. Find from each
the social legends in the of fable. paragraph the sentence (s) that √
function, form of fable belong (s) to each part of it. Two
text around the parts of the first have been done
structure, students’ for you. First, copy the
and environment. examples. Work with your
language group. If you have any
feature of problems, go to me.
narrative
text in the
form of
fable
according
to context.

84
 Table 6. Research Data of Cognitive Domain for the Partly Relevant and Irrelevant Materials

Basic Competence Three (Cognitive Domain) When English Rings a Bell

Relevance with Basic
Materials
Basic Example of Competence and Topic Suggestion
Topic (Sub-Basic Page
Competence Materials Partly Irrelevant
Competence)
Relevant
1. Spoken text: In order to
3.3 Apply the
Everything 3.3.4 Spoken 50, 54 Play the roles of the improve the
text structure
that is related and written speakers in the materials in the
and language
to the text of pictures. Say the book to become
feature to
interaction asking and speakers’ sentences √ relevant with the
implement
between giving correctly and clearly. 3.3.4 sub-basic
the social
teacher and permission First, repeat after me. competence, I
function of
students expressions suggest the book
giving
during the and Lina: “Can I use your writer add
instruction,
teaching and responses. pen?” materials in the
giving
learning Dayu: “Sure. Take the form of written
invitation,
process, both green one.” text for asking
giving
inside and and giving
prohibition,
outside the 2. Written text: - permission
asking for
class. expressions and
permission
responses using
expressions
cognitive domain
and
action verbs in its
responses
instruction.
according to
context.

85
 Everything 3.4.1 Written - - Because there is
3.4 Apply the
that is related text in √ no material in the
text structure
to the terms of book that is
and language
interaction very short suitable with the
feature to
between and simple 3.4.1 sub-basic
implement
teacher and personal competence, I
the social
students invitation suggest the book
function of
during the letter. writer add
personal
teaching and materials which
invitation
learning are relevant with
letter and
process, both the materials and
greeting card
inside and topic requires by
according to
outside the the 3.4.1 sub-
context.
class. basic competence
and also uses
cognitive domain
action verbs in
each instruction.
3.4.2 Written - - Because there is
text in √ no material in the
terms of book that is
very short suitable with the
and simple 3.4.2 sub-basic
greeting competence, I
card suggest the book
writer add
materials which
are relevant with
the materials and

86
 topic requires by
the 3.4.2 sub-
basic competence
and also uses
cognitive domain
action verbs in
each instruction.

The name of 3.5.3 Spoken 83 Please describe the In order to revised

3.5 Apply the text
people, text for animals below! √ the materials in
structure and
things, and stating and Snake is a………….. the book become
language
animal exist asking the relevant with the
feature to
in the presence of 3.5.3 sub-basic
implement the
students’ animal in competence, I
social function
environment, uncounta- suggest the book
stating and
by giving ble amount. writer add the
asking the
example of materials about
presence of
friendly spoken text for
people, things,
attitude asking and stating
and animal in
toward the the presence of
uncountable
environment, animal in
amount
confidence, uncountable
according to
and amount in the
context.
responsibility form of
interrogative,
positive, and
negative
sentences.

87
 Routine 3.6.1 Spoken - - √ Because there is
3.6 Apply the text
activity text for no material in the
structure and
which do stating and book that is
language
every day by asking suitable with the
feature to
students, routine 3.6.1 sub-basic
implement the
friends, activity or competence, I
social function
teacher, and general suggest the book
of stating and
family and truth writer add
asking routine
also general events. materials which
activity or
truth events. are relevant with
general truth
the materials and
according to
topic requires by
context.
the 3.6.1 sub-
basic competence
and also uses
cognitive domain
action verbs in
each instruction.

88
 Activities 3.8.2 Spoken 104 1. Spoken text: In order to
3.8 Apply the
which show and improve the
text structure
cause and written Play the roles of the materials in the
and language
effect relation text for speakers in the book to become
feature to
and contrary stating picture. Say the relevant with the
implement
relation did and speakers’ sentences 3.8.2 sub-basic
the social
by students, asking meaningfully, loudly, competence, I
function of
friends, contrary correctly, and clearly. √ suggest the book
stating and
family, and relation. First, repeat after me. writer add
asking cause
teacher. materials in the
and effect
Dayu: “Beni is form of written
relation and
wearing a jacket text for stating
contrary
although the weather and asking
relation
is warm.” contrary relation
according to
using cognitive
context.
Siti: “It’s because he domain action
got fever. verbs in its
instruction.
2. Written text: -

89
 Fairy tale, 3.14.1 Spoken - - √ Because there is
3.14 Understand folklore, and narrative no material in the
the social legends in the text in the book that is
function, text form of fable form of suitable with the
structure, and around the fable. 3.14.1 sub-basic
language students’ competence, I
feature of environment. suggest the book
narrative text writer add
in the form materials which
of fable are relevant with
according to the materials and
context. topic requires by
the 3.14.1 sub-
basic competence
and also uses
cognitive domain
action verbs in
each instruction.

Everything 3.15.1 English 225 What messages do

3.15 Apply the
gives Song. you learn from the √ In order to
text structure
inspiring song? improve the
and language
behavior. The song tells us materials in the
feature to
………….………… book to become
implement
……………………… suitable with the
the social
……………………… 3.15.1 sub-basic
function of
……………………. competence, I
song.
suggest the book

90
 writer to use the
cognitive domain
action verbs in
each instruction
of the materials.

91
 92

After I broke down the materials written in the book according to the

basic competence three of 2013 curriculum and find out its relevance with the

cognitive domain of learning used the checklist instrument above, the researcher

resumed her findings. Here, the researcher concluded the conformity of textbook

materials to the basic competence three in the following table:

Table 7. The Conformity of Textbook Materials to the Basic Competence Three

The Relevance The Basic Competence Three

Relevant Sub-Basic Competence 3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.2.1, 3.2.2,

3.3.1, 3.3.2, 3.3.3, 3.5.1, 3.5.2, 3.6.2, 3.7.1, 3.7.2, 3.8.1,
3.9.1, 3.9.2, 3.9.3, 3.10.1, 3.10.2, 3.10.3, 3.10.4, 3.11.1,
3.11.2, 3.12.1, 3.12.2, 3.13.1, 3.13.2, and 3.14.2 .

Partly Relevant Sub-Basic Competence 3.3.4, 3.5.3, 3.8.2, and 3.15.1.

Irrelevant Sub-Basic Competence 3.4.1, 3.4.2, 3.6.1, and 3.14.1.

According to the table above, it can be seen that there are some materials

which are relevant, partly relevant, and irrelevant with the sub-basic competence

three. The materials which are relevant with the sub-basic competence are be able to
 93

fulfill the purposes of the topic, language features, and social functions that are

intended to be achieve by the students. While the materials which are not relevant the

sub-basic competence are not be able to fulfill all of the purposes of the topic,

language features, and social functions that are stated in the sub-basic competence

three.

There are 29 materials which are relevant with the sub-basic competence

three, they are: sub-basic competence 3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.2.1, 3.2.2, 3.3.1,

3.3.2, 3.3.3, 3.5.1, 3.5.2, 3.6.2, 3.7.1, 3.7.2, 3.8.1, 3.9.1, 3.9.2, 3.9.3, 3.10.1, 3.10.2,

3.10.3, 3.10.4, 3.11.1, 3.11.2, 3.12.1, 3.12.2, 3.13.1, 3.13.2, and 3.14.2.

The 3.1.1 sub-basic competence is comprehending text structures and

language features in gaining attention expressions and responses according to context.

According to the syllabus of English lesson for eight graders of Junior High School

written in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia

Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah

Menengah Pertama/Madrasah Tsanawiyah, the materials which should be stated in

the book are in forms of spoken texts with topic everything that is related to the

interaction between teacher and students during the teaching and learning process,

both inside and outside the class. The materials stated in the book page 10,11,12,19,

and 20 are clearly complete those requirements. The instruction in those pages also

used action verbs which are included in the Bloom’s Taxonomy Cognitive Domain

stated by Anderson et. al. (2001: 67). In this book, the writer used verb “say” which
 94

in this context has close meaning to the verb “model” and verb “repeat” which in this

context has close meaning with verb “represent”, and also the verb “write” which in

this context means “construct”. So, the researcher concluded that those materials are

relevant with the 3.1.1 sub-basic competence.

According to the English syllabus of Eight Graders of Juniors High School

stated in the Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia

Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah

Menengah Pertama/Madrasah Tsanawiyah, the 3.1.2 sub-basic competence is about

spoken text with text structures and language features of checking understanding

expressions and responses according to context. The topic in this text is same with the

3.1.1 sub-basic competence, everything that is related to the interaction between

teacher and students during the teaching and learning process, both inside and outside

the class. After I analyzed the materials, those which are stated in the book page 10,

14, and 21 are matched with materials stated in the 3.1.2 sub-basic competence. The

instruction in those pages also used action verbs which are included in the Bloom’s

Taxonomy Cognitive Domain stated in Anderson, et. al (2001: 67). The writer used

verb “write” which in this context means “construct”, verb “say” which has close

meaning with “model” in this context, and verb “repeat” which in this context has

close meaning with “represent”. According to those reasons stated, the researcher

concluded that the materials written in the book are relevant with the 3.1.2 sub-basic

competence.
 95

The 3.1.3 sub-basic competence is also still in the form of spoken text.

According to the English lesson syllabus for eight graders of junior high school as

stated in the Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia

Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah

Menengah Pertama/Madrasah Tsanawiyah, the 3.1.3 sub-basic competence materials

are about text structure and language features of giving compliment expressions and

responses with topic everything that is related to the interaction between teacher and

students during the teaching and learning process, both inside and outside the class.

The materials written in the book page 16, 19, and 21 are fulfilled those requirements.

The instruction in those pages also used action verbs which are included in the

Bloom’s Taxonomy Cognitive Domain stated by Anderson, et. al. (2001:67). The

writer used verb “say” which has close meaning with “model” in this context, verb

“repeat” which has close meaning with “represent”, and verb “write” which in this

context means “construct”. Based on those facts, the researcher concluded that those

materials are relevant with the 3.1.3 sub-basic competence.

The 3.1.4 sub-basic competence is in the form of spoken text which contains

structures and language features of asking and giving opinion expressions and

responses according to context, as stated in the English lesson syllabus for eight

graders of junior high school which is written in Peraturan Menteri Pendidikan dan

Kebudayaan Republik Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan

Struktur Kurikulum Sekolah Menengah Pertama/Madrasah Tsanawiyah. The topic in

 96

this material is everything that is related to the interaction between teacher and

students during the teaching and learning process, both inside and outside the class.

The materials written in page 10, 11, 15, 19, and 20 are spoken texts which fulfilled

all of the requirements above. The instruction in those pages also used action verbs

which are included in the Bloom’s Taxonomy Cognitive Domain stated in Anderson,

et.al. (2001:67). Here, the writer of the book used verb “say” which in this context

has close meaning with “model”, verb “repeat” which has close meaning with

“represent”, and verb “write” which in this context means “construct”. Based on

those reasons, the researcher concluded that those materials are relevant with the

3.1.4 sub-basic competence.

The 3.2.1 sub-basic competence is comprehending text structures and

language features to implement the social function of stating and asking ability use

modal can according to context. As stated in the English lesson syllabus for eight

graders of junior high school written in Peraturan Menteri Pendidikan dan

Kebudayaan Republik Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan

Struktur Kurikulum Sekolah Menengah Pertama/Madrasah Tsanawiyah, the

materials which should be stated in the book are in forms of spoken and written texts

with topic everything that is related to the interaction between teacher and students

during the teaching and learning process, inside and outside the class. The materials

written in the book page 27, 28, 30, 31, and 32 are in the form of spoken and written

text for stating and asking for ability use modal can with same language features and
 97

topic with the 3.2.1 sub-basic competence. The instruction in those pages also used

action verbs which are included in the Bloom’s Taxonomy Cognitive Domain stated

by Anderson et.al. (2001:67). The writer used verb “say” which has close meaning

with “model” in this context, verb “repeat” which has close meaning with

“represent”, verb “do”, “write”, and “make” which has close meaning with verb

“construct”. So, the researcher concluded that those materials are relevant with the

3.2.1 sub-basic competence.

According to the English lesson syllabuses for eight graders of junior high

school written in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia

Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah

Menengah Pertama/Madrasah Tsanawiyah, the 3.2.2 sub-basic competence is about

text structures and language features to implement the social function of stating and

asking for willingness use modal will according to context. The materials which

should be stated in the book are in forms of spoken and written texts with topic

everything that is related to the interaction between teacher and students during the

teaching and learning process, both inside and outside the class. The materials written

in the book page 33,34, 36, 37, and 38 are sin the form of spoken and written texts

which fulfilled those requirements. The instruction in those pages also used action

verbs which are included in the Bloom’s Taxonomy Cognitive Domain stated in

Anderson, et.al. (2001:67). The writer used verb “say” which has close meaning with

“model” in this context, verb “repeat” which has close meaning with “represent”,
 98

verb “write” which has close meaning with “construct”, and verb “patch” which has

close meaning with “find” in this context. According to those reasons, the researcher

concluded that those materials are relevant with the 3.2.2 sub-basic competence.

The 3.3.1 sub-basic competence is about the text structures and language

features to implement the social function of giving instruction expressions and

responses according to context. As stated in the English lesson syllabus for eight

graders of junior high school which is written in Peraturan Menteri Pendidikan dan

Kebudayaan Republik Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan

Struktur Kurikulum Sekolah Menengah Pertama/Madrasah Tsanawiyah, the

materials which should be stated in the book are in forms of spoken and written texts

with topic everything that is related to the interaction between teacher and students

during the teaching and learning process, both inside and outside the class. The

materials written in the book page 41, 46, and 47 are in the form of spoken and

written text which matched with the materials stated in 3.3.1 sub-basic competence.

The instruction in those pages used action verbs which are included in the Bloom’s

Taxonomy Cognitive Domain stated in Anderson, et.al. (2001:67). Here, the writer

used verb “say” which has close meaning with “model” in this context, verb “repeat”

which has close meaning with “represent”, verb “write” which has close meaning

with “construct”, and verb “patch” which means “find” in this context. So, the

researcher concluded that those materials are relevant with the 3.3.1 sub-basic

competence.
 99

According to the English lesson syllabus for eight graders of junior high

school which is written in Peraturan Menteri Pendidikan dan Kebudayaan Republik

Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum

Sekolah Menengah Pertama/Madrasah Tsanawiyah, the 3.3.2 sub-basic competence

is about text structures and language features to implement the social function of

giving invitation expressions and responses according to context. The materials

which should be stated in the book are in forms of spoken and written texts with topic

everything that is related to the interaction between teacher and students during the

teaching and learning process, both inside and outside the class. The materials written

in the textbook page 42, 45, 48, 54, and 55 are in the form of spoken and written texts

which fulfilled the requirements stated in the syllabus. The instruction in those pages

also used action verbs which are included in the Bloom’s Taxonomy Cognitive

Domain stated in Anderson, et.al. (2001:67). Here, the writer used verb “say” which

has close meaning with “model”, verb “repeat” which has close meaning with

“represent”, and verb “write” and “make” which have close meaning with verb

“construct” in this context. Because of those reasons, the researcher concluded that

those materials are relevant with the 3.3.2 sub-basic competence.

The 3.3.3 sub-basic competence is about text structures and language features

to implement the social function of giving prohibition expressions and responses

according to context. According to the English lesson syllabus for eight graders of

junior high school which is written in Peraturan Menteri Pendidikan dan

 100

Kebudayaan Republik Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan

Struktur Kurikulum Sekolah Menengah Pertama/Madrasah Tsanawiyah,, the

materials which should be stated in the book are in forms of spoken and written texts

with topic everything that is related to the interaction between teacher and students

during the teaching and learning process, both inside and outside the class. The

materials written in the book page 43, 46, 47, 48, 50, and 55 are in from of spoken

and written texts which are suitable with the materials stated in the 3.3.3 sub-basic

competence. The instruction in those pages also used action verbs which are included

in the Bloom’s Taxonomy Cognitive Domain stated by Anderson, et.al (2001:67).

Here, the writer used verb “say” which has close meaning with “model” in this

context, verb “repeat” which has close meaning with “represent”, verb “patch” which

has close meaning with “find” in this context, and verb “make” which has close

meaning with “construct”. According to those reasons stated, the researcher

concluded that those materials are relevant with the 3.3.3 sub-basic competence.

According to the English lesson syllabus for eight graders of junior high

school stated in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia

Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah

Menengah Pertama/Madrasah Tsanawiyah, the 3.5.1 sub-basic competence is

comprehending text structures and language features to implement the social function

of stating and asking the presence of people in uncountable amount according to

context. The materials which should be stated in the book are in forms of spoken texts
 101

with topic the name of people, things, and animal exist in the students’ environment,

by giving example of friendly attitude toward the environment, confidence, and

responsibility. The materials written in the book page 69 and 70 are in the form of

spoken text which is suitable with the materials stated in 3.5.1 sub-basic competence.

The instruction in those pages also used action verbs which are included in the

Bloom’s Taxonomy Cognitive Domain stated in Anderson, et.al. (2001:67). The

writer used verb “say” which has close meaning with “model” , and verb “repeat”

which has close meaning with “represent” in this context. Because of those reasons,

the researcher concluded that the materials written in the book are relevant with 3.5.1

sub-basic competence.

The 3.5.2 sub-basic competence is in the form of spoken text. As stated in the

English lesson syllabus for eight graders of junior high school which is written in

Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 68

Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah

Pertama/Madrasah Tsanawiyah, the 3.5.2 sub-basic competence is about text

structures and language features to implement the social function of stating and

asking the presence of things in uncountable amount according to context. The topic

of this sub-basic competence is the name of people, things, and animal exist in the

students’ environment, by giving example of friendly attitude toward the

environment, confidence, and responsibility. The materials written in the book page

69 and 70 are in the form of spoken text and suitable with those stated in the 3.5.2
 102

sub-basic competence. The instruction in those pages also used action verbs which

are included in the Bloom’s Taxonomy Cognitive Domain stated by Anderson, et.al.

(2001:67). Here, the writer used verb “say” which has close meaning with “model”,

and verb “repeat” which has close meaning with “represent” in this context. So, the

researcher concluded that the materials written in the book are relevant with 3.5.2

sub-basic competence.

The 3.6.2 sub-basic competence is in the form of written text. According to

the English lesson syllabus for eight graders of junior high school which is written in

Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 68

Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah

Pertama/Madrasah Tsanawiyah, the 3.6.2 sub-basic competence is comprehending

text structures and language features to implement the social function for stating and

asking routine activity or general truth events according to context. The topic of the

materials is routine activities which do every day by students, friends, teacher, and

family and also general truth events. The materials written in the book page 71, 72,

79, 81, and 82 are in the form of written text which is matched with the require

materials in the 3.6.2 sub-basic competence. The instruction in those pages also used

action verbs which are included in the Bloom’s Taxonomy Cognitive Domain stated

by Anderson, et.al. (2001: 67). Here, the writer used verb “write” which has close

meaning with “construct” in this context, verb “read” which means “recognize” in
 103

this context, and verb “compare”. From those reasons, the researcher concluded that

the materials written in the book are relevant with 3.6.2 sub-basic competence.

As stated in the English lesson syllabus for eight graders of junior high school

stated in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor

68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah

Pertama/Madrasah Tsanawiyah, the 3.7.1 sub-basic competence is about text

structures and language features to implement the social function to state and ask

something that happens right now. The materials which should be stated in the book

are in forms of spoken texts with topic activity that is doing by students, friends,

parents, brother, sister, younger brother, younger sister, and teacher. The materials

written in the book page 90, 95, and 96 are in the form of spoken texts which are

suitable with the materials required in 3.7.1 sub-basic competence. The instruction in

those pages also used action verbs which are included in the Bloom’s Taxonomy

Cognitive Domain stated by Anderson, et.al (2001: 67). The writer used verb “say”

which has close meaning with “model”, and verb “repeat” which has close meaning

with “represent” in this context. So, the researcher concluded that the materials

written in the book are relevant with 3.7.1 sub-basic competence.

The 3.7.2 sub-basic competence is about text structures and language features

to implement the social function to state and ask something that happens right now.

As stated in the English lesson syllabus for eight graders of junior high school which

is written in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia

 104

Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah

Menengah Pertama/Madrasah Tsanawiyah, the materials which should be stated in

the book are in forms of written texts with topic activity that is doing by students,

friends, parents, brother, sister, younger brother, younger sister, and teacher. The

materials written in the book page 91, 92, 93, 98, and 99 are in the form of written

text which contains the same materials as stated in the 3.7.2 sub-basic competence.

The instruction in those pages also used action verbs which are included in the

Bloom’s Taxonomy Cognitive Domain stated in Anderson, et.al. (2001: 67). Here,

the writer used verb “write” which has close meaning with “construct”, verb

“describe” which has close meaning with verb “explain” in this context, and verb

“create”. Because of those reasons stated, the researcher concluded that the materials

written in the book are relevant with 3.7.2 sub-basic competence.

The materials in 3.8.1 sub-basic competence are in the form of spoken and

written texts. According to the English lesson syllabus for eight graders of junior high

school which is written in Peraturan Menteri Pendidikan dan Kebudayaan Republik

Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum

Sekolah Menengah Pertama/Madrasah Tsanawiyah, this sub-basic competence is

about text structures and language features to implement the social function for

stating and asking cause and effect relation with topic activities which show cause

and effect relation and contrary relation did by students, friends, family, and teacher.

The materials written in the book page 100, 101, 102, and 103 are in the form of
 105

spoken and written texts which are suitable with the materials include in the 3.8.1

sub-basic competence. The instruction in those pages also used action verbs which

are included in the Bloom’s Taxonomy Cognitive Domain stated in Anderson, et.al

(2001: 67). The writer used verb “say” which has close meaning with “model”, verb

“repeat” which has close meaning with “represent”, and verb “write” which has close

meaning with “construct” in this context. Because of these reasons, the researcher

concluded that the materials written in the book is relevant with 3.8.1 sub-basic

competence.

As stated in the English lesson syllabus for eight graders of junior high school

written in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia

Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah

Menengah Pertama/Madrasah Tsanawiyah, the 3.9.1 sub-basic competence is

comprehending text structures and language features to implement the social function

for stating and asking the amount and character comparison of people. The materials

which should be stated in the book are in forms of spoken and written texts with topic

people, things, and animal exist in the students’ environment, by giving example of

friendly attitude toward the environment, confidence, and responsibility. The

materials written in the book page 109, 111, 112, 113, 115, 116, 118, 121, 124, 125,

and 126 are in the form of spoken and written texts which matched with the materials

stated in the sub-basic competence. The instruction in those pages also used action

verbs which are included in the Bloom’s Taxonomy Cognitive Domain stated in
 106

Anderson, et.al. (2001: 67). Here, the writer used verb “say” which has close meaning

with “model”, verb “repeat” which has close meaning with “represent”, verb “write”

and “make” which have close meaning with verb “construct” in this context, verb

“compare”, and verb “discuss” which has close meaning with verb “coordinate”.

According to those reasons, the researcher concluded that the materials written in the

book is relevant with 3.9.1 sub-basic competence.

The 3.9.2 sub-basic competence is about text structures and language features

to implement the social function for stating and asking the amount and character

comparison of animal. According to the English lesson syllabus for eight graders of

junior high school which is written in Peraturan Menteri Pendidikan dan

Kebudayaan Republik Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan

Struktur Kurikulum Sekolah Menengah Pertama/Madrasah Tsanawiyah, the

materials which should be stated in the book are in forms of spoken and written texts

with topic people, things, and animal exist in the students’ environment, by giving

example of friendly attitude toward the environment, confidence, and responsibility.

The materials written in the book page 109, 118, 121, and 126 are in the form of

spoken and written texts which are suitable with the materials stated in the sub-basic

competence. The instruction in those pages also used action verbs which are included

in the Bloom’s Taxonomy Cognitive Domain stated in Anderson, et.al (2001: 67).

The writer used verb “say” which has close meaning with “model” in this context,

verb “repeat” which has close meaning with “represent”, verb “write” and “make
 107

which have close meaning with verb “construct”, verb “compare”, and verb “discuss”

which has close meaning with verb “coordinate” in this context. Because of those

facts, the researcher concluded that the materials written in the book is relevant with

3.9.2 sub-basic competence.

According to the English lesson syllabus for eight graders of junior high

school written in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia

Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah

Menengah Pertama/Madrasah Tsanawiyah, the 3.9.3 sub-basic competence is about

text structures and language features to implement the social function for stating and

asking the amount and character comparison of things. The materials which should be

stated in the book are in forms of spoken and written texts with topic people, things,

and animal exist in the students’ environment, by giving example of friendly attitude

toward the environment, confidence, and responsibility. The materials written in the

book page 109, 110, 111, 112, 113, 115, 116, 118, 120, 121, 123, 124, 126, and 128

are in the form of spoken and written texts which contain the same materials with

those stated in the 3.9.3 sub-basic competence. The instruction in those pages also

used action verbs which are included in the Bloom’s Taxonomy Cognitive Domain

stated in Anderson, et.al. (2001: 67). Here, the writer used verb “say” which has close

meaning with “model” in this context, verb “repeat” which has close meaning with

“represent”, verb “write” and “make which have close meaning with verb

“construct”, verb “compare”, and verb “discuss” which has close meaning with verb
 108

“coordinate” in this context. So, the researcher concluded that the materials written in

the book is relevant with 3.9.3 sub-basic competence.

The materials in the 3.10.1 sub-basic competence are in the form of short and

simple written texts. As stated in the English lesson syllabus for eight graders of

junior high school which is written in Peraturan Menteri Pendidikan dan

Kebudayaan Republik Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan

Struktur Kurikulum Sekolah Menengah Pertama/Madrasah Tsanawiyah, the

materials in this sub-basic competence should contain text structures and language

features to implement the social function of stating and asking about people

description with topic description of people, things, and animal exist in the students’

environment, by giving example of friendly attitude toward the environment,

confidence, and responsibility. The materials written in the book page 139, 140, 141,

142, 143, 146, and 148 are in the form of short and simple written texts which are

suitable with those included in the 3.10.1 sub-basic competence. The instruction in

those pages also used action verbs which are included in the Bloom’s Taxonomy

Cognitive Domain stated in Anderson, et.al. (2001: 67). The writer used verb

“rewrite” which has the close meaning with verb “reconstruct”, verb “say” which has

close meaning with “model”, verb “repeat” which has close meaning with

“represent”, and verb “list” which has close meaning with verb “organize” in this

context. According to those reasons, the researcher concluded that the materials

written in the book are relevant with the 3.10.1 sub-basic competence.
 109

As stated in English lesson syllabus for eight graders of junior high school

written in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia

Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah

Menengah Pertama/Madrasah Tsanawiyah, the 3.10.2 sub-basic competence is about

text structures and language features to implement the social function of short and

simple written text to state and ask about animal description. The topic in this

material is description of people, things, and animal exist in the students’

environment, by giving example of friendly attitude toward the environment,

confidence, and responsibility. The material written in the book page 144 is in the

form of short and simple written text which has same content with the materials in the

3.10.1 sub-basic competence. The instruction in that page also used action verbs

which are included in the Bloom’s Taxonomy Cognitive Domain stated in Anderson,

et.al. (2001: 67). Here, the writer used verb “say” which has close meaning with verb

“model”, and verb “repeat” which has close meaning with verb “represent” in this

context. So, the researcher concluded that the materials written in the book are

relevant with the 3.10.2 sub-basic competence.

The 3.10.3 sub-basic competence is about text structures and language

features to implement the social function of short and simple written text to state and

ask about things description, as stated in the English lesson syllabus for eight graders

of junior high school which is written in Peraturan Menteri Pendidikan dan

Kebudayaan Republik Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan
 110

Struktur Kurikulum Sekolah Menengah Pertama/Madrasah Tsanawiyah. The topic in

this material is description of people, things, and animal exist in the students’

environment, by giving example of friendly attitude toward the environment,

confidence, and responsibility. The materials written in the book page 133, 134, 135,

136, 146, 147, 148, and 156 are in the form of short and simple written text which are

suitable with the materials include in the 3.10.3 sub-basic competence. The

instruction in those pages also used action verbs which are included in the Bloom’s

Taxonomy Cognitive Domain stated in Anderson, et.al. (2001: 67). Here, the writer

used verb “describe” which has close meaning with verb “explain”, verb “say” which

has close meaning with verb “model”, verb “repeat” which has close meaning with

verb “represent”, and verb “list” which has close meaning with verb “organize” in

this context. According to those reasons, the researcher concluded that the materials

written in the book are relevant with the 3.10.3 sub-basic competence.

The 3.11.1 sub-basic competence is in the form of spoken text. As stated in

the English lesson syllabus for eight graders of junior high school which is written in

Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 68

Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah

Pertama/Madrasah Tsanawiyah, this sub-basic competence is about text structures

and language features to implement the social function to state and ask past events.

The topic of the material is past events which relevance with students’ life, by giving

example of discipline, honesty, care, health lifestyle, and friendly attitude toward the
 111

environment. The materials written in the book page 159, 160, 173, 174, 175, and 176

are in the form of spoken text which is suitable with the materials stated in the 3.11.1

sub-basic competence. The instruction in those pages also used action verbs which

are included in the Bloom’s Taxonomy Cognitive Domain stated in Anderson, et.al.

(2001: 67). The writer used verb “say” which has close meaning with verb “model”,

verb “repeat” which has close meaning with verb “represent”, and verb “discuss”

which has close meaning with verb “coordinate” in this context. From these reasons

stated, the researcher concluded that the materials written in the book is relevant with

the 3.11.1 sub-basic competence.

According to the English lesson syllabus for eight graders of junior high

school written in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia

Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah

Menengah Pertama/Madrasah Tsanawiyah, the 3.11.2 sub-basic competence is about

text structures and language features to implement the social function of written text

to state and ask past events. The topic of the material is past events which relevance

with students’ life, by giving example of discipline, honesty, care, health life style,

and friendly attitude toward the environment. The materials written in the book page

161, 167, 172, and 178 are in the form of written text which is suitable with the

materials stated in the 3.11.2 sub-basic competence. The instruction in those pages

also used action verbs which are included in the Bloom’s Taxonomy Cognitive

Domain stated in Anderson, et.al. (2001: 67). Here, the writer used verb “write”
 112

which has close meaning with “construct”, verb “list” which has close meaning with

verb “organize” in this context, and verb “create”. Because of those reasons, the

researcher concluded that the materials written in the book is relevant with the 3.11.2

sub-basic competence.

The materials in 3.12.1 sub-basic competence are in the form of short and

simple spoken recount text. As stated in the English lesson syllabus for eight graders

of junior high school which is written in Peraturan Menteri Pendidikan dan

Kebudayaan Republik Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan

Struktur Kurikulum Sekolah Menengah Pertama/Madrasah Tsanawiyah, this sub-

basic competence is comprehending text structures and language features to

implement the social function of short and simple spoken recount text. The topic of

the material is past events which relevance with students’ life, by giving example of

discipline, honesty, care, health lifestyle, and friendly attitude toward the

environment. The materials written in the book page 182, 185, 188, 189, 191, and 193

are in the form of short and simple spoken recount text which matched with the

materials include in the 3.12.1 sub-basic competence. The instruction in those pages

also used action verbs which are included in the Bloom’s Taxonomy Cognitive

Domain stated in Anderson, et.al. (2001: 67). Here, the writer used verb “say” which

has close meaning with verb “model”, and verb “repeat” which has same meaning

with “represent” in this context. So, the researcher concluded that the materials

written in the book are relevant with the 3.12.1 sub-basic competence.
 113

The 3.12.2 sub-basic competence is about text structures and language

features to implement the social function of short and simple written recount text, as

stated in the English lesson syllabus for eight graders of junior high school which is

written in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia

Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah

Menengah Pertama/Madrasah Tsanawiyah. The topic of the material is past events

which relevance with students’ life, by giving example of discipline, honesty, care,

health lifestyle, and friendly attitude toward the environment. The materials written in

the book page 184, 187, 192, and 194 are in the form of short and simple written

recount texts which are suitable with the materials include in the 3.12.2 sub-basic

competence. The instruction in those pages also used action verbs which are included

in the Bloom’s Taxonomy Cognitive Domain stated in Anderson, et.al. (2001: 67).

Here, the writer used verb “write” which has the close meaning with verb “construct”

in this context. So, the researcher concluded that the materials written in the book are

relevant with the 3.12.2 sub-basic competence.

As stated in the English lesson syllabus for eight graders of junior high school

as stated in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia

Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah

Menengah Pertama/Madrasah Tsanawiyah, the 3.13.1 sub-basic competence is about

text structures and language features to implement the social function of written text

in the form of short message according to context. The topic of the material is
 114

rundown of event, memo /short message text, warning, caution, advertisement,

brochure, pamphlet, and traffic sign in the students’ environment. The materials

written in the book page 200, 201, 202, 203, and 204 are in the form of short

messages which have the same content with the materials written in the 3.13.1 sub-

basic competence. The instruction in those pages also used action verbs which are

included in the Bloom’s Taxonomy Cognitive Domain stated in Anderson, et.al.

(2001: 67). The writer used verb “read” which has the close meaning with verb

“recognize”, verb ”repeat” which has close meaning with verb “represent” , verb

“group” which means “organize”, verb “rewrite” which has close meaning with verb

“reconstruct” , and verb “write” which has close meaning with verb “construct” in

this context. According to those findings, the researcher concluded that the materials

written in the book are relevant with the 3.13.1 sub-basic competence.

The materials in 3.13.2 sub-basic competence are in the form of written

notice. According to the English lesson syllabus for eight graders of junior high

school which is written in Peraturan Menteri Pendidikan dan Kebudayaan Republik

Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum

Sekolah Menengah Pertama/Madrasah Tsanawiyah, this sub-basic competence is

about text structures and language features to implement the social function of written

text in the form of notice according to context. The topic of the material is rundown

of event, memo /short message text, warning, caution, advertisement, brochure,

pamphlet, and traffic sign in the students’ environment. The materials written in the
 115

book page 206, 207, 208, 209, and 212 are in the form of written notice which is

suitable with the materials written in the 3.13.2 sub-basic competence. The

instruction in those pages also used action verbs which are included in the Bloom’s

Taxonomy Cognitive Domain stated in Anderson, et.al. (2001: 67). Here, the writer

used verb “read” which has close meaning with verb “recognize”, verb ”repeat”

which has close meaning with verb “represent”, verb “hand-write” and verb “write”

which have close meaning with verb “construct” in this context. Because of those

reasons, the researcher concluded that the materials written in the book are relevant

with the 3.13.2 sub-basic competence.

According to English lesson syllabus for eight graders of junior high school as

stated in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor

68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah

Pertama/Madrasah Tsanawiyah, the 3.14.2 sub-basic competence is comprehending

text structures and language features to implement the social function of spoken

narrative text in the form of fable according to context. The topic in the material is

fairy tale, folklore, and legends in the form of fable around the students’ environment.

The materials written in the book page 218 and 219 are in the form of spoken

narrative text which is matched with the materials included in the 3.14.2 sub-basic

competence. The instruction in those pages also used action verbs which are included

in the Bloom’s Taxonomy Cognitive Domain stated in Anderson, et.al. (2001: 67).

The writer used verb “read” which has close meaning with verb “recognize” in this
 116

context and verb “find”. So, the researcher concluded that the materials written in the

book are relevant with the 3.14.2 sub-basic competence.

There are four materials which are partly relevant with the sub-basic

competence three, they are: sub-basic competence 3.3.4, 3.5.3, 3.8.2, and 3.15.1.

As stated in the English lesson syllabus for eight graders of junior high school

written in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia

Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah

Menengah Pertama/Madrasah Tsanawiyah, the 3.3.4 sub-basic competence is about

text structures and language features to implement the social function of asking and

giving permission expressions and responses according to context. The materials

which should be stated in the book are in forms of spoken and written texts with topic

everything that is related to the interaction between teacher and students during the

teaching and learning process, both inside and outside the class. The materials written

in the book page 50 and 54 are spoken texts with instruction used action verbs which

are included in the Bloom’s Taxonomy Cognitive Domain stated in Anderson, et.al.

(2001: 67). The writer used verb “say” which has close meaning with verb “model”

and verb “repeat” which has close meaning with verb “represent” in this context.

Unfortunately, the materials written in the book are just spoken text, whereas the

materials which should be written in the book based on the 3.3.4 sub-basic

competence are spoken and written text. Because of those findings, the researcher

concluded that the materials written in the book are partly relevant with the 3.3.4 sub-
 117

basic competence. In order to improve the materials in the book to become relevant

with the sub-basic competence 3.3.4, I suggest the book writer add materials in the

form of written text for asking and giving permission expressions and responses

using cognitive domain action verbs in its instruction.

The materials in the 3.5.3 sub-basic competence are in the form of spoken

text. According to the English lesson syllabus for eight graders of junior high school

which is written in Peraturan Menteri Pendidikan dan Kebudayaan Republik

Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum

Sekolah Menengah Pertama/Madrasah Tsanawiyah, this sub-basic competence is

about text structures and language features to implement the social function of stating

and asking the presence of animal in uncountable amount according to context. The

topic of the materials is the name of people, things, and animal exist in the students’

environment, by giving example of friendly attitude toward the environment,

confidence, and responsibility. The material written in the book which is related to

the presence of animal in uncountable amount is just written in page 83. The

instruction in that page is used action verbs which are included in the Bloom’s

Taxonomy Cognitive Domain stated in Anderson, et.al (2001: 667) that is verb

“describe” which has close meaning with verb “explain” in this context. However, the

materials which should be written in the book based on the 3.5.3 sub-basic

competence is not only about describing the animal, but also stating and asking the

presence of animal in uncountable amount. According to that reason, the researcher

 118

concluded that the material written in the book is partly relevant with the 3.5.3 sub-

basic competence. In order to revised the materials in the book become relevant with

the 3.5.3 sub-basic competence, I suggest the book writer add the materials about

spoken text for asking and stating the presence of animal in uncountable amount in

the form of interrogative, positive, and negative sentences.

According to English lesson syllabus for eight graders of junior high school as

stated in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor

68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah

Pertama/Madrasah Tsanawiyah, the 3.8.2 sub-basic competence is about text

structures and language features to implement the social function for stating and

asking contrary relation. The materials which should be stated in the book are in

forms of spoken and written texts with topic activities which show cause and effect

relation and contrary relation did by students, friends, family, and teacher. The

materials written in the book page 104 are spoken texts with instruction used action

verbs which are included in the Bloom’s Taxonomy Cognitive Domain stated in

Anderson, et.al. (2001: 67). Here, the writer used verb “say” which has close meaning

with verb “model” and verb “repeat” which has close meaning with verb “represent”

in this context. Unfortunately, the materials written in the book are just spoken text,

whereas the materials which should be written in the book based on the 3.8.2 sub-

basic competence are spoken and written text. From that finding, the researcher

concluded that those materials written in the book are partly relevant with the 3.8.2
 119

sub-basic competence. In order to improve the materials in the book to become

relevant with the 3.8.2 sub-basic competence, I suggest the book writer add materials

in the form of written text for stating and asking contrary relation using cognitive

domain action verbs in its instruction.

The 3.15.1 sub-basic competence is about text structure and language feature

to implement the social function of song with topic everything gives inspiring

behavior, as stated in the English lesson syllabus for eight graders of junior high

school which is written in Peraturan Menteri Pendidikan dan Kebudayaan Republik

Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum

Sekolah Menengah Pertama/Madrasah Tsanawiyah,. The material in the book which

is suitable with the materials stated in the 3.15.1 sub-basic competence is just written

in page 225. However, the instruction used here is not suitable with action verbs

which are included in the Bloom’s Taxonomy Cognitive Domain stated in Anderson,

et.al. (2001: 67). The instruction written here just used question mark “what”.

Because of this reason, the researcher concluded that the materials written in the book

are partly relevant with the 3.15.1 sub-basic competence. In order to improve the

materials in the book to become suitable with the 3.15.1 sub-basic competence, I

suggest the book writer to use the cognitive domain action verbs in each instruction

of the materials.

There are four materials which irrelevant with the sub-basic competence three,

they are: sub-basic competence 3.4.1, 3.4.2, 3.6.1, and 3.14.1.

 120

According to English lesson syllabus for eight graders of junior high school as

stated in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor

68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah

Pertama/Madrasah Tsanawiyah, the 3.4.1 sub-basic competence is about text

structures and language features to implement the social function of very short and

simple personal invitation letter according to context. The materials which should be

stated in the book are in forms of written texts with topic everything that is related to

the interaction between teacher and students during the teaching and learning process,

both inside and outside the class. Unfortunately, there is no material written in the

book which is suitable with the 3.4.1 sub-basic competence materials and topic. The

instruction used in the book also did not use action verbs which are included in the

Bloom’s Taxonomy Cognitive Domain stated by Anderson, et.al (2001: 67).

According to those findings, the researcher concluded that the materials written in the

book are irrelevant with the 3.4.1 sub-basic competence. In order to improve the

book, because there is no material in the book that is suitable with the 3.4.1 sub-basic

competence, I suggest the book writer add materials which are relevant with the

materials and topic requires by the 3.4.1 sub-basic competence and also uses

cognitive domain action verbs in each instruction.

The 3.4.2 sub-basic competence is about text structures and language features

to implement the social function of very short and simple greeting card according to

context, as stated in the English lesson syllabus for eight graders of junior high school
 121

which is written in Peraturan Menteri Pendidikan dan Kebudayaan Republik

Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum

Sekolah Menengah Pertama/Madrasah Tsanawiyah. The materials which should be

stated in the book are in forms of written texts with topic everything that is related to

the interaction between teacher and students during the teaching and learning process,

both inside and outside the class. Unfortunately, there is no material written in the

book which is suitable with the 3.4.2 sub-basic competence materials and topic. The

instruction in the book also did not use action verbs which are included in the

Bloom’s Taxonomy Cognitive Domain stated in Anderson, et.al. (2001: 67).

According to those reasons, the researcher concluded that the materials written in the

book are irrelevant with the 3.4.2 sub-basic competence. In order to improve the

book, because there is no material in the book that is suitable with the 3.4.2 sub-basic

competence, I suggest the book writer add materials which are relevant with the

materials and topic requires by the 3.4.2 sub-basic competence and also uses

cognitive domain action verbs in each instruction.

The materials in the 3.6.1 sub-basic competence are in the form of spoken

text. As stated in the English lesson syllabus for eight graders of junior high school

which is written in Peraturan Menteri Pendidikan dan Kebudayaan Republik

Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum

Sekolah Menengah Pertama/Madrasah Tsanawiyah, this sub-basic competence is

about text structures and language features to implement the social function text for
 122

stating and asking routine activity or general truth events according to context. The

topic of the materials is routine activities which do every day by students, friends,

teacher, and family and also general truth events. Unfortunately, there is no material

written in the book which is suitable with the 3.6.1 sub-basic competence materials

and topic. The instruction in those pages also did not use action verbs which are

included in the Bloom’s Taxonomy Cognitive Domain stated in Anderson, et.al.

(2001: 67). Because of those reasons, the researcher concluded that the materials

written in the book are irrelevant with the 3.6.1 sub-basic competence. In order to

improve the book, because there is no material in the book that is suitable with the

3.6.1 sub-basic competence, I suggest the book writer add materials which are

relevant with the materials and topic requires by the 3.6.1 sub-basic competence and

also uses cognitive domain action verbs in each instruction.

As stated in the English lesson syllabus for eight graders of junior high school

written in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia

Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah

Menengah Pertama/Madrasah Tsanawiyah, the 3.14.1 sub-basic competence is

comprehending text structures and language features to implement the social function

of written narrative text in the form of fable according to context. The topic in the

material is fairy tale, folklore, and legends in the form of fable around the students’

environment. Unfortunately, there is no material written in the book which is suitable

with the 3.14.1 sub-basic competence materials and topic. The instruction in those
 123

pages also did not use action verbs which are included in the Bloom’s Taxonomy

Cognitive Domain as stated in Anderson, et.al. (2001: 67). Because of those findings,

the researcher concluded that the materials written in the book are irrelevant with the

3.14.1 sub-basic competence. In order to improve the book, because there is no

material in the book that is suitable with the 3.14.1 sub-basic competence, I suggest

the book writer add materials which are relevant with the materials and topic requires

by the 3.14.1 sub-basic competence and also uses cognitive domain action verbs in

each instruction.

After I analyzed the data, I made a percentage form of the data analysis. At

first, made a percentage of the book relevancy with cognitive domain. There are 37

materials which include in the cognitive domain according to the 2013 curriculum

standard of contents. Here is the result of the percentage:

1. Relevant Materials

There are 29 materials which are relevant with the cognitive domain. So, the

percentage is:

The percentage of the relevant materials is 78.37%.

2. Partly Relevant Materials

There are 4 materials which are partly relevant with the cognitive domain. So,

the percentage is:

 124

The percentage of the partly relevant materials is 10.81%.

3. Irrelevant Materials

There are 4 materials which are irrelevant with the cognitive domain. So, the

percentage is:

The percentage of the irrelevant materials is 10.81%.

According to those percentage, I concluded that the textbook covers around

78.37% materials which are relevant with the cognitive domain and able to fulfill

the purposes of the topic, language features, and social functions of the ideal

materials which are intended to be achieve by the students.

 125

4.1 The Relevance of the materials with the Psychomotor Domain

The second analysis was the analysis of the relevance between the materials

written in the book with the Psychomotor Domain. In this part, I also used the

observation checklist as her research instrument. To observe the relevance of the

materials written in the book with the psychomotor domain, I made an observation

checklist. In this checklist, compared the instruction of each material which is

included in the basic competence four with the action verbs mentioned in the

Bloom’s Taxonomy psychomotor domain of learning which is stated by Anderson

and Simpson in Sitepu (2012: 96). The observation checklist used by the researcher

also consisted of two columns, same as the one for the cognitive domain analysis.

The first column contained basic competence, topic, and materials according to the

syllabus, while the second column contained the materials written in textbook, the

page where the materials found, and the relevance between the materials with the

basic competence and topic.

Here is the result of the analysis:

 Table 8. Research Data of Psychomotor Domain for Relevant Materials

Basic Competence Four (Psychomotor Aspect) When English Rings a Bell

Relevance with Basic
Materials Competence and Topic
Basic
Topic (Sub-Basic Page Example of materials
Competence Relevant Partly Irrelevant
Competence)
Relevant
Everything 4.1.1 The 13 Please complete these
4.1 Compose
that is related instruction to following sentences. Write √
simple
to the compose them in neat and accurate
spoken text
interaction simple spoken handwriting on your
to express
between text to express notebook.
and respond
teacher and and respond To get Edo’s attention in
gaining
students gaining picture 4 she says,
attention,
during the attention “……………………………
checking
teaching and expression. ……………………………”
understandin

126
 g, and giving learning 4.1.2 The 19 Please complete these
complement process, both instruction to following sentences. Write √
expression inside and compose them in neat and accurate
by notice on outside the simple spoken handwriting on your
the right class. text to express notebook.
social and respond To check Beni’s
function, text checking understanding in picture 4
structure, and understanding Udin says,
language expression. “……………………………
feature ……”
according to
context.
4.1.3 The Please complete these
instruction to 19, 24 following sentences. Write √
compose them in neat and accurate
simple spoken handwriting on your
text to express notebook.
and respond To show Dayu’s
giving appreciation in picture 6 she
compliment says,
expression. “…………………………”

Everything 4.5.1 The

4.5 Compose
that is related instruction to 61 Now, create your own
written text
to the compose personal invitation card! √
in the form
interaction written text in
of very short
between forms of very
and simple
teacher and short and
personal
students simple
invitation
during the personal

127
 letter and teaching and invitation 65 Now, would you like to √
greeting card learning letter. create your own greeting
by notice on process, both card? Don’t forget to
the right inside and 4.5.2 The decorate it!
social outside the instruction to
function, text class. compose
structure, and written text in
language forms of very
feature short and
according to simple
context. greeting card.
Routine 4.7.2 The 74,78, Please make a poster about
4.7 Compose
activity instruction to 84 your daily activities. if it is √
spoken and
which do compose possible, you may put some
written text
every day by written text to pictures of yours!
to state and
students, state and ask
ask for
friends, for routine
routine
teacher, and activity or
events or
family and general truth.
general truth
also events
by notice on
that are
the right
general truth.
social
function, text
structure, and
language
feature
according to
context.

128
 4.8.1 The 87,88, 1. Spoken text:
4.8 Compose
Activity that instruction to 89
spoken and
is doing by compose Look at the picture below!
written text to
students, spoken and What are the people in the
state and ask
friends, written text to picture doing?
about event
parents, state and ask
that happens
brother, for event that 2. Written text: √
right now by
sister, happens right
notice on the
younger now. What your friends are
right social
brother, doing? Observe the
function, text
younger activities happen at your
structure, and
sister, and class, then write them down
language
teacher. in neat and accurate
feature
handwriting.
according to
context.
Description 4.11.1 The 137, Complete the descriptions
4.11 Catch the
meaning of of people, exercise about 149, of Edo’s notebook, Lina’s
things, and short and 153, house, the shoes in big shoe- √
short and
animal exist simple spoken 154, shop, and the T-shirt Mr.
simple
in the and written 155 Hidayat wants Mr. Gani to
spoken and
students’ descriptive buy him. The first one has
written
environment, text. been done for you. First,
descriptive
by giving copy the example. Work
text.
example of with your group. If you have
friendly any problem, go to me.
attitude
toward the
environment,
confidence,

129
 and
responsibility
.
Past events 195, Lina is telling her
4.14 Catch the
which 4.15.1 The 196 experience when she got
meaning of
relevance exercise about scar on her face. There are
short and
with short and three events of happenings
simple
students’ life, simple spoken in her story. But the three √
spoken and
by giving and written parts are not in good order.
written
example of recount text. Nor are the sentences in
recount text
discipline, each part. Put them back in
about
honesty, care, good order and write the
activity,
health whole text in your note
event, and
phenomenon. lifestyle, and book. Work with your
friendly teacher. If you have any
attitude problems, go to me.
toward the
environment.

130
 Past events 4.15.2 The 197 Now, it is your turn to tell
4.15 Compose
which instruction to your own experience. Write
short and
relevance compose short more or less 6 sentences
simple spoken
with and simple about each theme below.
and written
students’ life, written 1. An experience that
recount text
by giving recount text changed my life √
about activity,
example of about activity, 2. My funny
event, and
discipline, event, and experience
phenomenon
honesty, care, phenomenon.
by notice on
health Work together with your
the right social
lifestyle, and group, and help each other.
function, text
friendly Hand-write it on a piece of
structure, and
attitude paper, in your very neat,
language
toward the accurate, and clear hand-
feature
environment. writing. Don’t miss any
according to
information. Make sure your
context.
punctuation marks and
spelling of the words are
correct.
205 Have you ever texted your
4.17.Compose
Rundown of 4.17.1 The friends in English? You
written text
event, memo instruction to should try it! Work in pairs.
in the form
/short compose very Text each other, about each
of very short
message text, short and of the following.
and simple
warning, simple written
message and
caution, message. 1. A plan to ride bicycle to
notice by
advertisemen exercise on the weekends √
notice on the
t, brochure, 2. A plan to watch a video
right social
pamphlet, together in the afternoon.

131
function, text and traffic 3. A plan to do the Math
structure, and sign in the homework together.
language students’ 4. A plan to visit a sick
feature environment friend in the hospital.
according to 5. A plan to return a book.
context.

4.17.2 The 211 Work with your group. Each

instruction to group is to make three (3)
compose very similar notices for your
short and school. The letters should be
simple written big enough to be seen from
notice. the distance. You can make √
notices other than those
above. You can also change
the design. Use used paper
such as last year’s calendar
to make the notices. You
help save the earth by
recycling. If you have any
problems, go to me.

132
 215 One of you will write the
Fairy tale, 4.18.1 The complete story on the board.
4.18. Catch the folklore, and exercise about Follow him/her and do the
meaning of legends in the written same in your notebook, in
spoken and form of fable narrative text neat and accurate hand- √
written around the in the form of writing. Don’t miss any
narrative students’ short and information. Make sure your
text in the environment. simple fable. punctuation marks and
form of spelling of the words are
short and correct. Work with your
simple group. If you have any
fable. problem, go to me.

4.18.2 The 215, I will read you a fable. The

exercise about 217 title is “Mousedeer and
spoken Crocodile”. Listen carefully. √
narrative text I will ask you to repeat after
in the form of him/her. I will also invite
short and you to talk about the story.
simple fable. If you have any problem,
ask me for help.

4.19 Catch the Everything 4.19.1 The 224 When you sing the song,
meaning of song. gives exercise about you can also clap, hop, √
inspiring English song. shake, or even wiggle. Let’s
behavior. rewrite the song and change
the word with clap, hop,

133
 shake, and wiggle in neat
and accurate hand-writing
on your notebook. Make
sure your punctuation.

Table 9. Research Data of Psychomotor Domain for Partly Relevant and Irrelevant Materials

Basic Competence Four (Psychomotor Aspect) When English Rings a Bell

Relevance with Basic
Materials Competence and Topic Suggestion
Basic Example of
Topic (Sub-Basic Page
Competence materials Partly Irrelevant
Competence)
Relevant
Everything 4.2.1 The 29 1. Spoken text: - In order to
4.2 Compose
that is related Instruction to improve the
spoken and
to the compose 1. Written text: materials in the
written text to
interaction written and √ book to become
state and ask
between spoken text for Now, complete relevant with the
for ability and
teacher and stating and the following sub-basic
willingness to
students asking sentences competence
do something
during the someone’s according to the 4.2.1, I suggest
by notice on
teaching and ability. speakers’ the book writer
the right social
learning statements. The add the
function, text
process, both first one has been materials about
structure, and
inside and done for you. instruction to
language
outside the compose spoken

134
feature class. text for stating
according to 2. According to and asking
context. Rani: someone’s
a. Yuli can… ability and using
b. She can… psychomotor
c. She can… domain action
verbs in each
instruction.

4.2.2 The 35 1. Spoken text: - In order to

Instruction to improve the
compose 2. Written text: materials in the
written and book to become
spoken text to Now, complete √ relevant with the
stating and the following sub-basic
asking sentences competence
someone’s according to the 4.2.2, I suggest
willingness to speakers’ the book writer
do something. statements. The add the
first one has been materials about
done for you. instruction to
compose spoken
2. According to text for stating
Gunawan, we and asking
know that his someone’s
uncle will……. willingness and
using
psychomotor
domain action

135
 verbs in each
instruction.

Everything 49,51 1. Spoken text: - In order to

4.3 Compose
that is related 4.3.1 The improve the
simple
to the instruction to 2. Written text: materials in the
spoken and
interaction compose √ book to become
written text
between simple written Now, complete relevant with the
to state, ask,
teacher and and spoken the following sub-basic
and respond
students text for sentences competence
giving
instruction, during the stating, asking, according to the 4.3.1, I suggest
teaching and and speakers’ the book writer
giving
learning responding statements. The add the
invitation,
process, both giving first one has been materials about
giving
inside and instruction done for you. instruction to
prohibition,
outside the expression. 2.a. Siti gives an compose spoken
asking for
class. instruction: text for stating,
permission
……….. asking, and
expression
responding
by notice on
giving
the right
instruction
social
function, text expression and
using

136
structure, and psychomotor
language domain action
feature verbs in each
according to instruction.
context.

4.3.2 The - - In order to

instruction to improve the
compose materials in the
simple written √ book to become
and spoken relevant with the
text for 4.3.2 sub-basic
stating, asking, competence, I
and suggest the book
responding writer add
giving materials about
invitation instruction to
expression. compose simple
written and
spoken text for
stating, asking,
and responding
giving invitation
expression
according to the
given topic and
using

137
 psychomotor
domain action
verbs in each
instruction.

4.3.3 The 1. Spoken text: - In order to

instruction to 49,51 improve the
compose 2. Written text: materials in the
simple written Now, complete √ book to become
and spoken the following relevant with the
text for sentences sub-basic
stating, asking, according to the competence
and speakers’ 4.3.3, I suggest
responding statements. The the book writer
giving first one has been add the
prohibition done for you. materials about
expression. 2.a. Siti gives a instruction to
prohibition: compose spoken
………. text for stating,
asking, and
responding
giving
prohibition
expression and
using

138
 psychomotor
domain action
verbs in each
instruction.

1. Spoken text: - In order to

4.3.4 The improve the
instruction to 51 2. Written text: materials in the
compose Now, complete √ book to become
simple written the following relevant with the
and spoken sentences sub-basic
text for according to the competence
stating, asking, speakers’ 4.3.4, I suggest
and statements. The the book writer
responding first one has been add the
asking for done for you. materials about
permission 2.a. To ask a instruction to
expression. permission, Udin compose spoken
says: text for stating,
………………… asking, and
………… responding
2.c. To respond a asking for
permission, Edo permission
says:…………… expression and
…….. using
psychomotor

139
 domain action
verbs in each
instruction.

Because there is
Everything 4.4.1 The - - √ no material in
4.4 Catch the
that is related exercise about the book which
meaning of
to the personal is relevant with
personal
interaction invitation the 4.4.1 sub-
invitation
between letter and basic
letter and
teacher and greeting card. competence, in
greeting card.
students order to improve
during the the book, I
teaching and suggest the book
learning writer add
process, both materials about
inside and instruction to do
outside the the exercise
class. about personal
invitation letter
and greeting
card and using
the psychomotor

140
 domain action
verbs in the
instructions.

The name of 4.6.1 The 75 1. Spoken text: - In order to

4.9 Compose
people, instruction to improve the
spoken and
things, and compose 2. Written text: materials in the
written text to
animal exist spoken and book to become
state and ask
in the written text to Observe the √ relevant with
about the
students’ state and ask backyard at your the sub-basic
presence of
environment, about the school, then write competence
people, things,
by giving presence of the people, 4.6.1, I suggest
and animal in
example of people in animals, and the book writer
uncountable
friendly uncountable things there! add the
amount by
attitude amount. Now, let’s count materials about
notice on the
toward the the number of instruction to
right social
environment, things, animals, compose
function, text
confidence, and people you spoken text to
structure, and
and have drawn! state and ask
language
responsibility about the
feature
. presence of
according to
people in
context.
uncountable
amount and
using
psychomotor
domain action
verbs in each
instruction.

141
 75 1. Spoken text: - In order to
4.6.2 The improve the
instruction to 2. Written text: materials in the
compose book to become
spoken and Observe the √ relevant with the
written text to backyard at your sub-basic
state about the school, then write competence
presence of the people, 4.6.2, I suggest
things in animals, and the book writer
uncountable things there! add the
amount. Now, let’s count materials about
the number of instruction to
things, animals, compose spoken
and people you text to state
have drawn! about the
presence of
things in
uncountable
amount and
using
psychomotor
domain action
verbs in each
instruction.

142
4.6.3 The 75 1. Spoken text: - In order to
instruction to √ improve the
compose 2. Written text: materials in the
spoken and book to become
written text to Observe the relevant with the
state and ask backyard at your sub-basic
about the school, then write competence
presence of the people, 4.6.3, I suggest
animal in animals, and the book writer
uncountable things there! add the
amount Now, let’s count materials about
the number of instruction to
things, animals, compose spoken
and people you text to state
have drawn! about the
presence of
animal in
uncountable
amount and
using
psychomotor
domain action
verbs in each
instruction.

143
 Routine 4.7.1 The - - Because there is
4.7 Compose
activity instruction to √ no material in
spoken and
which do compose the book which
written text
every day by spoken text to is relevant with
to state and
students, state and ask the sub-basic
ask for
friends, for routine competence
routine
teacher, and activity or 4.7.1, I suggest
events or
family and general truth. the book writer
general truth
also events add materials
by notice on
that are about the
the right
general truth. instruction to
social
compose spoken
function, text
text to state and
structure, and
ask for routine
language
activity or
feature
general truth
according to
according to the
context.
given topic and
using
psychomotor
domain action
verbs in each
instruction.

144
 Activities 105 1. Spoken text: - In order to
4.9 Compose
which show 4.9.1 The improve the
spoken and
cause and instruction to 2. Written text: materials in the
written text to
effect relation compose spoken You can work in book to become
state and ask
and contrary and written text a Group. Find √ relevant with the
about cause
relation did to state and ask several activities sub-basic
and effect
by students, about cause and around your competence
relation and
friends, effect relation. school or your 4.9.1, I suggest
contrary
family, and family. Find out the book writer
relation by
teacher. several logical add the
notice on the
reasons and materials about
right social
contrary reasons instruction to
function, text
for those compose spoken
structure, and
activities. If it is text for stating
language
possible, you may and asking about
feature
get the pictures of cause and effect
according to
those activities. relation and
context.
Then, create a using
poster which psychomotor
consists the domain action
activities and the verbs in each
reasons. instruction.

145
 105 1. Spoken text: - In order to
4.9.2 The improve the
instruction to 2. Written text: materials in the
compose spoken You can work in book to become
and written text a Group. Find √ relevant with the
to state and ask several activities sub-basic
about contrary around your competence
relation. school or your 4.9.2, I suggest
family. Find out the book writer
several logical add the
reasons and materials about
contrary reasons instruction to
for those compose spoken
activities. If it is text for stating
possible, you may and asking about
get the pictures of contrary relation
those activities. and using
Then, create a psychomotor
poster which domain action
consists the verbs in each
activities and the instruction.
reasons.

146
 116, 1. Spoken text: - In order to
4.10 Compose
People, 4.10.1 The 121, improve the
spoken and
things, and instruction to 127, 2. Written text: materials in the
written text to
animal exist compose 129 book to become
state and ask
in the spoken and Now, complete relevant with the
for amount
students’ written text to the following sub-basic
and character
environment, state and ask sentences competence
comparison of
by giving for amount according to the 4.10.1, I suggest
people,
example of and character speaker’s √ the book writer
animal, and
friendly comparison of statements. The add the
things by
attitude people. first one has been materials about
notice on the
toward the done for you. instruction to
right social
environment, First, copy the compose spoken
function, text
confidence, example. Work text to state and
structure, and
and with your group. ask for amount
language
responsibility If you have any and character
feature
problem, go to comparison of
according to
me. people and using
context.
psychomotor
6. Yuni is saying domain action
that Edo is verbs in each
………………..th instruction.
e other students.

147
 127, 1. Spoken text: - In order to
4.10.2 The 129 improve the
instruction to 2. Written text: materials in the
compose book to become
spoken and Now, complete relevant with the
written text to the following sub-basic
state and ask sentences competence
for amount according to the 4.10.2, I suggest
and character speaker’s √ the book writer
comparison of statements. The add the
animal. first one has been materials about
done for you. instruction to
First, copy the compose spoken
example. Work text to state and
with your group. ask for amount
If you have any and character
problem, go to comparison of
me. animal and
using
4. Hendrik is psychomotor
comparing the domain action
snake, the eel, and verbs in each
the worm. instruction.
“………………
……………..”

148
4.10.3 The 116, 1. Spoken text: - In order to
instruction to 121, improve the
compose 122, 2. Written text: materials in the
spoken and 123, book to become
written text to 125, Now, complete relevant with the
state and ask 127, the following sub-basic
for amount 129 sentences competence
and character according to the 4.10.3, I suggest
comparison of speaker’s √ the book writer
things. statements. The add the
first one has been materials about
done for you. instruction to
First, copy the compose spoken
example. Work text to state and
with your group. ask for amount
If you have any and character
problem, go to comparison of
me. things and using
psychomotor
According to domain action
Erman, the book verbs in each
Malin Kundang instruction.
is…………….
the film.

149
 - - Because there is
4.12.1 The no material in
4.12 Compose Description instruction to √ the book which
short and of people, compose short is relevant with
simple things, and and simple the 4.12.1 sub-
spoken and animal exist spoken and basic
written in the written competence, I
descriptive students’ descriptive suggest the book
text about environment, text about writer add
people, by giving people. materials about
animal, and example of the instruction to
things by friendly compose short
notice on the attitude and simple
right social toward the spoken and
function, text environment, written
structure, and confidence, descriptive text
language and about people in
feature responsibility a given topic
according to . and using
context. psychomotor
domain action
verbs in each
instruction.

150
 - - Because there is
4.12.2 The no material in
instruction to √ the book which
compose short is relevant with
and simple the 4.12.2 sub-
spoken and basic
written competence, I
descriptive suggest the book
text about writer add
animal. materials about
the instruction to
compose short
and simple
spoken and
written
descriptive text
about animal in
a given topic
and using
psychomotor
domain action
verbs in each
instruction.

151
 - - Because there is
4.12.3 The no material in
instruction to √ the book which
compose short is relevant with
and simple the 4.12.3 sub-
spoken and basic
written competence, I
descriptive suggest the book
text about writer add
things. materials about
the instruction to
compose short
and simple
spoken and
written
descriptive text
about things in a
given topic and
using
psychomotor
domain action
verbs in each
instruction.

152
 Past events - - √ Because there is
which 4.13.1 The no material in
4.13 Compose relevance instruction to the book which
spoken and with compose is relevant with
written text to students’ life, spoken text to the 4.13.1 sub-
state and ask by giving state and ask basic
past events by example of past events. competence, I
notice on the discipline, suggest the book
right social honesty, care, writer add
function, text health materials about
structure, and lifestyle, and the instruction to
language friendly compose spoken
feature attitude text to state and
according to toward the ask past events
context. environment. in a given topic
and using
psychomotor
domain action
verbs in each
instruction.

153
 162, Now, copy the In order to make
4.13.2 The 165, table of the words the materials in
instruction to 166, below in your the book
compose 169, notebook. The become relevant
written text to 171 words are those with the 4.13.2
state and ask verbs in the sub-basic
past events. speakers’ competence, I
statements written suggest the book
in underlined and √ writer add
bold letters. Say materials about
each world instruction to
correctly when ask students to
you are copying compose written
them. Work with text to state and
your group. If you ask past events.
have any
problem, go to
me.

In the following
entries, Dayu is
comparing her
states and
activities in the
past and present.
Read each entry
correctly and
clearly. First,
repeat after me.

154
 Now, work with
your group and
read entry to the
another. Make
sure you read
them correctly
and clearly.
Correct any
mistake you hear.

155
 Past events 4.15.1 The - - √ Because there is
4.15 Compose
which instruction to no material in
short and
relevance compose short the book which
simple
with and simple is relevant with
spoken and
students’ life, spoken the 4.15.1 sub-
written
by giving recount text basic
recount text
example of about activity, competence, I
about
discipline, event, and suggest the book
activity,
honesty, care, phenomenon. writer add
event, and
health materials about
phenomenon
lifestyle, and the instruction to
by notice on
friendly compose short
the right
attitude and simple
social
toward the spoken recount
function, text
environment. text about
structure, and
activity, event,
language
and
feature
phenomenon in
according to
a given topic
context.
and using
psychomotor
domain action
verbs in each
instruction.

156
 Rundown of 4.16.1 The - - √ Because there is
4.16 Catch the
event, memo exercise about no material in
meaning of
/short very short and the book which
very short and
message text, simple is relevant with
simple
warning, message. the 4.16.1 sub-
message and
caution, basic
notice.
advertisemen competence, I
t, brochure, suggest the book
pamphlet, writer add
and traffic materials about
sign in the the instruction to
students’ compose very
environment short and simple
message in a
given topic and
using
psychomotor
domain action
verbs in each
instruction.

4.16.2 The - - √ Because there is

exercise about no material in
very short and the book which
simple notice. is relevant with
the 4.16.2 sub-
basic
competence, I
suggest the book

157
 writer add
materials about
the instruction to
do exercise
about very short
and simple
notice and using
psychomotor
domain action
verbs in each
instruction.

158
 159

After I broke down the materials written in the book according to the

basic competence four of 2013 curriculum and find out its relevance with the

psychomotor domain of learning used in the observation checklist above, I resumed

my findings. Here, I concluded the conformity of textbook materials to the basic

competence four in the following table:

Table 9. The Conformity of Textbook Materials to the Basic Competence Four

The Relevance The Basic Competence Four

Relevant Sub-Basic Competence 4.1.1, 4.1.2, 4.1.3, 4.5.1, 4.5.2, 4.7.2,

4.8.1, 4.11.1, 4.14.1, 4.15.2, 4.17.1, 4.17.2, 4.18.1, 4.18.2, and
4.19.1.

Partly Relevant Sub-Basic Competence 4.2.1, 4.2.2, 4.3.1, 4.3.3, 4.3.4, 4.6.1,
4.6.2, 4.6.3, 4.9.1, 4.9.2, 4.10.1, 4.10.2, 4.10.3, and 4.13.2.

Irrelevant Sub-Basic Competence 4.3.2, 4.4.1, 4.7.1, 4.12.1, 4.12.2,

4.12.3, 4.13.1, 4.15.1, 4.16.1, and 4.16.2.

According to the table above, it can be seen that there are some materials

which are relevant, partly relevant, and irrelevant with the sub-basic competence four.

The materials which are relevant with the sub-basic competence four are able to
 160

fulfill the purposes of guiding the students to use their psychomotor ability to create

something with their creativity. While the materials which are not relevant the sub-

basic competence four are not be able to fulfill all of the purposes of guiding the

students to use their psychomotor ability to create something with their creativity.

There are 15 materials which relevant with the sub-basic competence four,

they are: sub-basic competence 4.1.1, 4.1.2, 4.1.3, 4.5.1, 4.5.2, 4.7.2, 4.8.1, 4.11.1,

4.14.1, 4.15.2, 4.17.1, 4.17.2, 4.18.1, 4.18.2, and 4.19.1.

According to English lesson syllabus for eight graders of junior high school as

stated in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor

68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah

Pertama/Madrasah Tsanawiyah, the 4.1.1 sub-basic competence contains material in

the form of the instruction to compose simple spoken text to express and respond

gaining attention expression by notice on the right social function, text structure, and

language feature according to context. The topic of this material is everything that is

related to the interaction between teacher and students during the teaching and

learning process, both inside and outside the class. The material written in the book

page 13 is suitable with the material stated in the 4.1.1 sub-basic competence. The

instruction in that page also used action verbs which are included in the Bloom’s

Taxonomy Psychomotor Domain stated by Anderson and Simpson in Sitepu (2012:

96). Here, the writer used verb “write” which in this context means “copy” and verb
 161

“complete”. According to those reasons, the researcher concluded that the materials

written in the book are relevant with the 4.1.1 sub-basic competence.

The 4.1.2 sub-basic competence contains material in the form of the

instruction to compose simple spoken text to express and respond checking

understanding expression by notice on the right social function, text structure, and

language feature according to context with topic everything that is related to the

interaction between teacher and students during the teaching and learning process

both inside and outside the class, as stated in the English lesson syllabus for eight

graders of junior high school which is written in Peraturan Menteri Pendidikan dan

Kebudayaan Republik Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan

Struktur Kurikulum Sekolah Menengah Pertama/Madrasah Tsanawiyah. The material

written in the book page 19 is suitable with the material contained in the 4.1.2 sub-

basic competence. The instruction in that page also used action verbs which are

included in the Bloom’s Taxonomy Psychomotor Domain as stated by Anderson and

Simpson in Sitepu (2012: 96). Here, the writer used verb “write” which in this

context means “copy” and verb “complete”. According to those findings, the

researcher concluded that those materials are relevant with the 4.1.2 sub-basic

competence.

The 4.1.3 sub-basic competence contains material in the form of the

instruction to compose simple spoken text to express and respond giving compliment

expression by notice on the right social function, text structure, and language feature
 162

according to context. According to the English lesson syllabus for eight graders of

junior high school which is written in Peraturan Menteri Pendidikan dan

Kebudayaan Republik Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan

Struktur Kurikulum Sekolah Menengah Pertama/Madrasah Tsanawiyah, the topic of

this material is everything that is related to the interaction between teacher and

students during the teaching and learning process, both inside and outside the class.

The materials written in the book page 19 and 24 are suitable with the material

contained in the 4.1.3 sub-basic competence. The instruction in those pages also used

action verbs which are included in the Bloom’s Taxonomy Psychomotor Domain

stated by Anderson and Simpson in Sitepu (2012: 96). Here, the writer used verb

“complete” , verb “write” which in this context means “copy” and verb “write down”

which in this context means “compose”. Because of those reasons stated, the

researcher concluded that the materials written in the book are relevant with the 4.1.3

sub-basic competence.

According to English lesson syllabus for eight graders of junior high school as

stated in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor

68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah

Pertama/Madrasah Tsanawiyah, the 4.5.1 sub-basic competence contains material in

the form of the instruction to compose written text in forms of very short and simple

personal invitation letter by notice on the right social function, text structure, and

language feature according to context. The topic of this material is everything that is
 163

related to the interaction between teacher and students during the teaching and

learning process, both inside and outside the class. The material written in the book

page 61 is suitable with the one stated in the 4.5.1 sub-basic competence. The

instruction in that page also used action verb which is included in the Bloom’s

Taxonomy Psychomotor Domain as stated by Anderson and Simpson in Sitepu

(2012: 96). Here, the writer used verb “create”. Based on that reason, the researcher

concluded that the material written in the book is relevant with the one stated in the

4.5.1 sub-basic competence.

The 4.5.2 sub-basic competence contains material in the form of the

instruction to compose written text in forms of very short and simple greeting card by

notice on the right social function, text structure, and language feature according to

context. As mentioned in the English lesson syllabus for eight graders of junior high

school which is written in Peraturan Menteri Pendidikan dan Kebudayaan Republik

Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum

Sekolah Menengah Pertama/Madrasah Tsanawiyah, the topic of this material is

everything that is related to the interaction between teacher and students during the

teaching and learning process, both inside and outside the class. The material written

in the book page 65 is relevant with the one stated in the 4.5.2 sub-basic competence.

The instruction in that page also used action verb which is included in the Bloom’s

Taxonomy Psychomotor Domain as stated by Anderson and Simpson in Sitepu

(2012: 96). Here, the writer used verb “create”. So, the researcher concluded that the
 164

material written in the book is relevant with the one stated in the 4.5.2 sub-basic

competence.

As stated in English lesson syllabus for eight graders of junior high school

written in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia

Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah

Menengah Pertama/Madrasah Tsanawiyah, the 4.7.2 sub-basic competence contains

materials in form the instruction to compose written text to state and ask for routine

activity or general truth by notice on the right social function, text structure, and

language feature according to context. The topic of this material is routine activities

which do every day by students, friends, teacher, and family and also events that are

general truth. The materials written in the book page 74, 78, and 84 are suitable with

those stated in the 4.7.2 sub-basic competence. The instruction in that page also used

action verb which is included in the Bloom’s Taxonomy Psychomotor Domain stated

by Anderson and Simpson in Sitepu (2012: 96). The writer used verb “make” which

in this context has the same meaning with “construct”, verb “complete”, and verb

“write”. Because of those reasons, the researcher concluded that the materials written

in the book are relevant with the materials stated in the 4.7.2 sub-basic competence.

The materials stated in the 4.8.1 sub-basic competence are in the form of the

instruction to compose spoken and written text. As stated in the English lesson

syllabus for eight graders of junior high school which is written in Peraturan Menteri

Pendidikan dan Kebudayaan Republik Indonesia Nomor 68 Tahun 2013 tentang

 165

Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah Pertama/Madrasah

Tsanawiyah, this sub-basic competence contains materials in form the instruction to

compose spoken and written text to state and ask for event that happens right now by

notice on the right social function, text structure, and language feature according to

context. The topic of the material is activity that is doing by students, friends, parents,

brother, sister, younger brother, younger sister, and teacher. The materials written in

the book page 87, 88, and 89 are suitable with the materials stated in the 4.8.1 sub-

basic competence. The instruction in that page also used action verb which is

included in the Bloom’s Taxonomy Psychomotor Domain stated by Anderson and

Simpson in Sitepu (2012: 96). The writer used verb “make” which has close meaning

with “compose” in this context, verb “look” which has the same meaning with “see”,

and verb “complete”. Based on those findings, the researcher concluded that the

materials written in the book are relevant with the materials stated in 4.8.1 sub-basic

competence.

The 4.11.1 sub-basic competence contains materials in the form of the

exercise about short and simple spoken and written descriptive text in order to catch

the meaning of short and simple spoken and written descriptive text with topic

description of people, things, and animal exist in the students’ environment, by giving

example of friendly attitude toward the environment, confidence, and responsibility,

as mentioned in the English lesson syllabus for eight graders of junior high school

which is written in Peraturan Menteri Pendidikan dan Kebudayaan Republik

 166

Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum

Sekolah Menengah Pertama/Madrasah Tsanawiyah,. The materials written in the

book page 137, 149, 153, 154, and 155 are suitable with the materials stated in the

sub-basic competence. The instruction in that page also used action verb which is

included in the Bloom’s Taxonomy Psychomotor Domain stated by Anderson and

Simpson in Sitepu (2012: 96). The writer used verb “complete”, verb “repeat”, and

verb “look” which has the same meaning with “see”. Because of those reasons, the

researcher concluded that the materials written in the book are relevant with the

materials stated in the 4.11.1 sub-basic competence.

According to English lesson syllabus for eight graders of junior high school as

stated in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor

68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah

Pertama/Madrasah Tsanawiyah, the 4.14.1 sub-basic competence contains materials

in the form of the exercise about short and simple spoken and written recount text in

order to catch the meaning of short and simple spoken and written recount text about

activity, event, and phenomenon. The topic of the materials is past events which

relevance with students’ life, by giving example of discipline, honesty, care, health

lifestyle, and friendly attitude toward the environment. The materials written in the

book page 195 and 196 are relevant with the materials stated in the sub-basic

competence. The instruction in that page also used action verb which is included in

the Bloom’s Taxonomy Psychomotor Domain stated by Anderson and Simpson in

 167

Sitepu (2012: 96). The writer used verb “put back” which in this context has the same

meaning with “re-arrange”. So, the researcher concluded that the materials written in

the book are relevant with the materials stated in the 4.14.1 sub-basic competence.

The 4.15.2 sub-basic competence contains materials in the form of the

instruction to compose short and simple written recount text about activity, event, and

phenomenon by notice on the right social function, text structure, and language

feature according to context. According to the English lesson syllabus for eight

graders of junior high school which is written in Peraturan Menteri Pendidikan dan

Kebudayaan Republik Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan

Struktur Kurikulum Sekolah Menengah Pertama/Madrasah Tsanawiyah, the topic of

the materials is past events which relevance with students’ life, by giving example of

discipline, honesty, care, health lifestyle, and friendly attitude toward the

environment. The material written in the book page 197 is suitable with the materials

stated in the 4.15.2 sub-basic competence. The instruction in that page also used

action verb which is included in the Bloom’s Taxonomy Psychomotor Domain stated

by Anderson and Simpson in Sitepu (2012: 96). The writer used verb “write” which

in this context has the same meaning with “compose”. Based on those findings, the

researcher concluded that the materials written in the book are relevant with those

stated in the 4.15.2 sub-basic competence.

The 4.17.1 sub-basic competence contains the instruction to compose very

short and simple written message by notice on the right social function, text structure,
 168

and language feature according to context with topic Rundown of event, memo / short

message text, warning, caution, advertisement, brochure, pamphlet, and traffic sign in

the students’ environment, as stated in the English lesson syllabus for eight graders of

junior high school which is written in Peraturan Menteri Pendidikan dan

Kebudayaan Republik Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan

Struktur Kurikulum Sekolah Menengah Pertama/Madrasah Tsanawiyah. The material

written in the book page 205 is suitable with the materials stated in the 4.17.1 sub-

basic competence. The instruction in that page also used action verb which is

included in the Bloom’s Taxonomy Psychomotor Domain stated by Anderson and

Simpson in Sitepu (2012: 96). The writer used verb “try”. So, the researcher

concluded that the materials written in the book are relevant with those stated in the

4.17.1 sub-basic competence.

As stated in English lesson syllabus for eight graders of junior high school

written in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia

Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah

Menengah Pertama/Madrasah Tsanawiyah, the 4.17.2 sub-basic competence

contains the instruction to compose very short and simple written notice by notice on

the right social function, text structure, and language feature according to context.

The topic of the material is Rundown of event, memo / short message text, warning,

caution, advertisement, brochure, pamphlet, and traffic sign in the students’

environment. The material written in the book page 211 is suitable with the materials
 169

stated in the 4.17.2 sub-basic competence. The instruction in that page also used

action verb which is included in the Bloom’s Taxonomy Psychomotor Domain stated

by Anderson and Simpson in Sitepu (2012: 96). The writer used verb “make” which

in this context has the same meaning with “compose”. Because of those reasons, the

researcher concluded that the materials written in the book are relevant with those

stated in the 4.17.2 sub-basic competence.

The 4.18.1 sub-basic competence contains the exercise about written narrative

text in the form of short and simple fable in order to catch the meaning of spoken and

written narrative text in the form of short and simple fable. According to the English

lesson syllabus for eight graders of junior high school which is written in Peraturan

Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 68 Tahun 2013

tentang Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah

Pertama/Madrasah Tsanawiyah, the topic of the material is fairy tale, folklore, and

legends in the form of fable around the students’ environment. The material written in

the book page 215 is suitable with the materials stated in the 4.18.1 sub-basic

competence. The instruction in that page also used action verb which is included in

the Bloom’s Taxonomy Psychomotor Domain stated by Anderson and Simpson in

Sitepu (2012: 96). The writer used verb “follow”. Because of those findings, the

researcher concluded that the materials written in the book are relevant with those

stated in the 4.18.1 sub-basic competence.

 170

As stated in English lesson syllabus for eight graders of junior high school

written in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia

Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah

Menengah Pertama/Madrasah Tsanawiyah, the 4.18.2 sub-basic competence

contains the exercise about spoken narrative text in the form of short and simple fable

in order to catch the meaning of the fable. The topic of the material is fairy tale,

folklore, and legends in the form of fable around the students’ environment. The

materials written in the book page 215 and 217 are suitable with the materials stated

in the 4.18.2 sub-basic competence. The instruction in that page also used action verb

which is included in the Bloom’s Taxonomy Psychomotor Domain stated by

Anderson and Simpson in Sitepu (2012: 96). The writer used verb “listen” which has

the same meaning with “hear”, and verb “repeat”. Based on the reasons stated, the

researcher concluded that the materials written in the book are relevant with those

stated in the 4.18.2 sub-basic competence.

The 4.19.1 sub-basic competence contains the exercise about English song in

order to catch the meaning of a song with topic everything gives inspiring behavior,

as stated in the English lesson syllabus for eight graders of junior high school which

is written in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia

Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah

Menengah Pertama/Madrasah Tsanawiyah,. The material written in the book page

224 is suitable with the materials stated in the 4.19.1 sub-basic competence. The
 171

instruction in that page also used action verb which is included in the Bloom’s

Taxonomy Psychomotor Domain stated by Anderson and Simpson in Sitepu (2012:

96). The writer used verb “rewrite”. So, the researcher concluded that the material in

the book is relevant with those stated in the 4.19.1 sub-basic competence.

There are 14 materials which partly relevant with the sub-basic competence

four, they are: sub-basic competence 4.2.1, 4.2.2, 4.3.1, 4.3.3, 4.3.4, 4.6.1, 4.6.2,

4.6.3, 4.9.1, 4.9.2, 4.10.1, 4.10.2, 4.10.3, and 4.13.2.

According to English lesson syllabus for eight graders of junior high school as

stated in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor

68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah

Pertama/Madrasah Tsanawiyah, the 4.2.1 sub-basic competence contains materials

in the form of the instruction to compose written and spoken text for stating and

asking someone’s ability by notice on the right social function, text structure, and

language feature according to context. The topic of this material is everything that is

related to the interaction between teacher and students during the teaching and

learning process, both inside and outside the class. The material written in the book

page 29 is the only the instruction to compose written text for stating someone’s

ability use modal can. The instruction in that page also used action verb which is

included in the Bloom’s Taxonomy Psychomotor Domain stated by Anderson and

Simpson in Sitepu 92012: 96). Here, the writer used verb “complete”. Unfortunately,

the material written in the book is only in the form of instruction to compose written
 172

text to state someone’s ability. While the materials stated in the sub-basic competence

4.2.1 are instructions to compose spoken and written text to state and ask someone’s

ability. Because of this reason, the researcher concluded that the materials written in

the book is partly relevant with those stated in the 4.2.1 sub-basic competence. In

order to improve the materials in the book to become relevant with the sub-basic

competence 4.2.1, I suggest the book writer add the materials about instruction to

compose spoken text for stating and asking someone’s ability and using psychomotor

domain action verbs in each instruction.

The 4.2.2 sub-basic competence contains materials in the form of the

instruction to compose written and spoken text to stating and asking someone’s

willingness to do something by notice on the right social function, text structure, and

language feature according to context with topic everything that is related to the

interaction between teacher and students during the teaching and learning process,

both inside and outside the class, as stated in the English lesson syllabus for eight

graders of junior high school which is written in Peraturan Menteri Pendidikan dan

Kebudayaan Republik Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan

Struktur Kurikulum Sekolah Menengah Pertama/Madrasah Tsanawiyah. The material

written in the book page 35 is the only instruction to compose written text for stating

someone’s willingness to do something used modal will. The instruction in that page

also used action verb which is included in the Bloom’s Taxonomy Psychomotor

Domain stated by Anderson and Simpson in Sitepu (2012: 96). Here, the writer used
 173

verb “complete”. Unfortunately, the material written in the book is only in the form

of instruction to compose written text to state someone’s willingness to do something.

While the materials which should be written in the book as stated in the sub-basic

competence 4.2.2 are instructions to compose spoken and written text to state and ask

someone’s willingness to do something. Because of this finding, the researcher

concluded that the materials written in the book is partly relevant with those stated in

the 4.2.2 sub-basic competence. In order to improve the materials in the book to

become relevant with the sub-basic competence 4.2.2, I suggest the book writer add

the materials about instruction to compose spoken text for stating and asking

someone’s willingness and using psychomotor domain action verbs in each

instruction.

The 4.3.1 sub-basic competence contains materials in the form of the

instruction compose simple written and spoken text to state, ask, and respond giving

instruction expression by notice on the right social function, text structure, and

language feature according to context. According to the English lesson syllabus for

eight graders of junior high school which is written in Peraturan Menteri Pendidikan

dan Kebudayaan Republik Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar

dan Struktur Kurikulum Sekolah Menengah Pertama/Madrasah Tsanawiyah, the

topic of this material is everything that is related to the interaction between teacher

and students during the teaching and learning process, both inside and outside the

class. The materials written in the book page 49 and 51 are the only instruction to
 174

compose written text for state giving instruction expression. The instruction in that

page also used action verb which is included in the Bloom’s Taxonomy Psychomotor

Domain stated by Anderson and Simpson in Sitepu (2012: 96). Here, the writer used

verb “complete”. Unfortunately, the material written in the book is only in the form

of instruction to compose written text to state giving instruction expression. While the

materials stated in the sub-basic competence 4.3.1 are instructions to compose spoken

and written text to state, respond, and ask giving instruction expression. Based on this

reason, the researcher concluded that the materials written in the book is partly

relevant with those stated in the sub-basic competence 4.3.1. In order to improve the

materials in the book to become relevant with the sub-basic competence 4.3.1, I

suggest the book writer add the materials about instruction to compose spoken text

for stating, asking, and responding giving instruction expression and using

psychomotor domain action verbs in each instruction.

As stated in English lesson syllabus for eight graders of junior high school

written in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia

Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah

Menengah Pertama/Madrasah Tsanawiyah, the 4.3.3 sub-basic competence contains

materials in the form of the instruction compose simple written and spoken text to

state, ask, and respond giving prohibition expression by notice on the right social

function, text structure, and language feature according to context. The topic of this

material is everything that is related to the interaction between teacher and students
 175

during the teaching and learning process, both inside and outside the class. The

materials written in the book page 49 and 51 are the only instruction to compose

written text for state giving prohibition expression. The instruction in that page also

used action verb which is included in the Bloom’s Taxonomy Psychomotor Domain

stated by Anderson and Simpson in Sitepu (2012: 96). Here, the writer used verb

“complete”. However, the materials written in the book are only in the form of

instruction to compose written text to state giving prohibition expression. While the

materials which should be written in the book as stated in the sub-basic competence

4.3.3 are instructions to compose spoken and written text to state, respond, and ask

giving instruction expression. According to those findings, the researcher concluded

that the materials written in the book is partly relevant with those stated in the 4.3.3

sub-basic competence. In order to improve the materials in the book to become

relevant with the sub-basic competence 4.3.3, I suggest the book writer add the

materials about instruction to compose spoken text for stating, asking, and responding

giving prohibition expression and using psychomotor domain action verbs in each

instruction.

The 4.3.4 sub-basic competence contains materials in the form of the

instruction compose simple written and spoken text to state, ask, and respond asking

for permission expression by notice on the right social function, text structure, and

language feature according to context with topic everything that is related to the

interaction between teacher and students during the teaching and learning process,
 176

both inside and outside the class, as mentioned in the English lesson syllabus for

eight graders of junior high school which is written in Peraturan Menteri Pendidikan

dan Kebudayaan Republik Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar

dan Struktur Kurikulum Sekolah Menengah Pertama/Madrasah Tsanawiyah. The

material written in the book page 51 is the only material contains instruction to

compose written text for state asking for permission expression. The instruction in

that page also used action verb which is included in the Bloom’s Taxonomy

Psychomotor Domain stated by Anderson and Simpson in Sitepu (2012: 96). Here,

the writer used verb “complete”. However, the material written in the book is only in

the form of instruction to compose written text to state asking for permission. While

the materials which should be written in the book as stated in the 4.3.4 sub-basic

competence are instructions to compose spoken and written text to state, respond, and

ask asking for permission expression. Because of these findings, the researcher

concluded that the materials written in the book is partly relevant with those stated in

the 4.3.4 sub-basic competence. In order to improve the materials in the book to

become relevant with the sub-basic competence 4.3.4, I suggest the book writer add

the materials about instruction to compose spoken text for stating, asking, and

responding asking for permission expression and using psychomotor domain action

verbs in each instruction.

As stated in English lesson syllabus for eight graders of junior high school

written in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia

 177

Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah

Menengah Pertama/Madrasah Tsanawiyah, The 4.6.1 sub-basic competence contains

materials in the form of the instruction compose spoken and written text to state and

ask about the presence of people in uncountable amount by notice on the right social

function, text structure, and language feature according to context. The topic of this

material is the name of people, things, and animal exist in the students’ environment,

by giving example of friendly attitude toward the environment, confidence, and

responsibility. The material written in the book page 75 is the only material contains

instruction to compose written text for state the presence of people in uncountable

amount. The instruction in that page also used action verb which is included in the

Bloom’s Taxonomy Psychomotor Domain stated by Anderson and Simpson in Sitepu

(2012; 96). Here, the writer used verb “observe” and verb “write”. Unfortunately, the

material written in the book is only in the form of instruction to compose written text

to state the presence of people in uncountable amount. While the materials which

should be written in the book as stated in the 4.6.1 sub-basic competence are

instructions to compose spoken and written text to state, and ask the presence of

people in uncountable amount. Because of this reason, the researcher concluded that

the materials written in the book is partly relevant with those stated in the 4.6.1sub-

basic competence. In order to improve the materials in the book to become relevant

with the sub-basic competence 4.6.1, I suggest the book writer add the materials

about instruction to compose spoken text to state and ask about the presence of
 178

people in uncountable amount and using psychomotor domain action verbs in each

instruction.

The 4.6.2 sub-basic competence contains materials which similar to the

previous sub-basic competence. According to the English lesson syllabus for eight

graders of junior high school which is written in Peraturan Menteri Pendidikan dan

Kebudayaan Republik Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan

Struktur Kurikulum Sekolah Menengah Pertama/Madrasah Tsanawiyah, the

materials in the 4.6.2 sub-basic competence are in the form of the instruction

compose spoken and written text to state and ask about the presence of things in

uncountable amount by notice on the right social function, text structure, and

language feature according to context with topic name of people, things, and animal

exist in the students’ environment, by giving example of friendly attitude toward the

environment, confidence, and responsibility. The material written in the book page 75

is the only material contains instruction to compose written text for state the presence

of things in uncountable amount. The instruction in that page also used action verb

which is included in the Bloom’s Taxonomy Psychomotor Domain stated by

Anderson and Simpson in Sitepu (2012: 96). Here, the writer used verb “observe”

and verb “write”. However, the material written in the book is only in the form of

instruction to compose written text to state the presence of things in uncountable

amount. While the ideal materials stated in the sub-basic competence 4.6.2 are

instructions to compose spoken and written text to state, and ask the presence of
 179

things in uncountable amount. According to this reason, the researcher concluded that

the materials written in the book is partly relevant with those stated in the 4.6.2 sub-

basic competence. In order to improve the materials in the book to become relevant

with the sub-basic competence 4.6.2, I suggest the book writer add the materials

about instruction to compose spoken text to state about the presence of things in

uncountable amount and using psychomotor domain action verbs in each instruction.

As mentioned in English lesson syllabus for eight graders of junior high

school written in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia

Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah

Menengah Pertama/Madrasah Tsanawiyah, The 4.6.3 sub-basic competence contains

materials in the form of the instruction compose spoken and written text to state and

ask about the presence of animal in uncountable amount by notice on the right social

function, text structure, and language feature according to context. The topic of this

material is the name of people, things, and animal exist in the students’ environment,

by giving example of friendly attitude toward the environment, confidence, and

responsibility. The material written in the book page 75 is the only material contains

instruction to compose written text for state the presence of animal in uncountable

amount. The instruction in that page used action verb which is included in the

Bloom’s Taxonomy Psychomotor Domain stated by Anderson and Simpson in Sitepu

(2012: 96). Here, the writer used verb “observe” and verb “write”. Unfortunately, the

material written in the book is only in the form of instruction to compose written text
 180

to state the presence of animal in uncountable amount. While the materials which

should be written in the book as stated in the sub-basic competence 4.6.3 are

instructions to compose spoken and written text to state, and ask the presence of

animal in uncountable amount. Because of this finding, the researcher concluded that

the materials written in the book is partly relevant with those stated in the 4.6.3sub-

basic competence. In order to improve the materials in the book to become relevant

with the sub-basic competence 4.6.3, I suggest the book writer add the materials

about instruction to compose spoken text to state about the presence of animal in

uncountable amount and using psychomotor domain action verbs in each instruction.

The 4.9.1 sub-basic competence contains different materials from the previous

sub-basic competence. According to the English lesson syllabus for eight graders of

junior high school which is written in Peraturan Menteri Pendidikan dan

Kebudayaan Republik Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan

Struktur Kurikulum Sekolah Menengah Pertama/Madrasah Tsanawiyah, the

materials of this sub-basic competence are in the form of the instruction to compose

spoken and written text to state and ask about cause and defect relation by notice on

the right social function, text structure, and language feature according to context.

The topic of those materials are activities which show cause and effect relation and

contrary relation did by students, friends, family, and teacher. The material written in

the book page 105 is the only material contains instruction to compose written text

for state about cause and effect relation. However, the instruction in that page did not
 181

use action verb which is included in the Bloom’s Taxonomy Psychomotor Domain

stated by Anderson and Simpson in Sitepu (2012: 96). The material written in the

book is only in the form of instruction to compose written text to state about cause

and effect relation. While the ideal materials stated in the sub-basic competence 4.9.1

are instructions to compose spoken and written text to state and ask about cause and

effect relation. Based on those findings, the researcher concluded that the materials

written in the book is partly relevant with those stated in the 4.9.1sub-basic

competence. In order to improve the materials in the book to become relevant with

the sub-basic competence 4.9.1, I suggest the book writer add the materials about

instruction to compose spoken text for stating and asking about cause and effect

relation and using psychomotor domain action verbs in each instruction.

The 4.9.2 sub-basic competence contains materials in the form of the

instruction to compose spoken and written text to state and ask about contrary

relation by notice on the right social function, text structure, and language feature

according to context with topic activities which show cause and effect relation and

contrary relation did by students, friends, family, and teacher, as mentioned in the

English lesson syllabus for eight graders of junior high school which is written in

Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 68

Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah

Pertama/Madrasah Tsanawiyah. The material written in the book page 105 is the

only material contains instruction to compose written text for state about cause
 182

contrary relation. Unfortunately, the instruction in that page did not use action verb

which is included in the Bloom’s Taxonomy Psychomotor Domain stated by

Anderson and Simpson in Sitepu (2012: 96). The material written in the book is only

in the form of instruction to compose written text to state about contrary relation.

While the materials stated in the sub-basic competence 4.9.2 are instructions to

compose spoken and written text to state and ask about contrary relation. Because of

those reasons stated, the researcher concluded that the materials written in the book is

partly relevant with those stated in the 4.9.2 sub-basic competence. In order to

improve the materials in the book to become relevant with the sub-basic competence

4.9.2, I suggest the book writer add the materials about instruction to compose spoken

text for stating and asking about contrary relation and using psychomotor domain

action verbs in each instruction.

According to the English lesson syllabus for eight graders of junior high

school written in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia

Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah

Menengah Pertama/Madrasah Tsanawiyah, the 4.10.1 sub-basic competence

contains materials in the form of the instruction to compose spoken and written text

to state and ask for amount and character comparison of people by notice on the right

social function, text structure, and language feature according to context. The topic of

the materials is people, things, and animal exist in the students’ environment, by

giving example of friendly attitude toward the environment, confidence, and

 183

responsibility. The materials written in the book page 116, 121, 127, and 129 contain

the instruction to compose written text for state the for amount and character

comparison of people. The instruction in those pages also used action verb which is

included in the Bloom’s Taxonomy Psychomotor Domain stated by Anderson and

Simpson in Sitepu (2012: 96). Here, the writer used verb “complete” and verb “write.

However, the material written in the book is only in the form of instruction to

compose written text to state for amount and character comparison of people. While

the materials which should be written in the book as stated in the sub-basic

competence 4.10.1 are instructions to compose spoken and written text to state, and

ask for amount and character comparison of people. Based on those findings, the

researcher concluded that the materials written in the book is partly relevant with

those stated in the 4.10.1sub-basic competence. In order to improve the materials in

the book to become relevant with the sub-basic competence 4.10.1, I suggest the book

writer add the materials about instruction to compose spoken text to state and ask for

amount and character comparison of people and using psychomotor domain action

verbs in each instruction.

The 4.10.2 sub-basic competence contains similar materials with the 4.10.1

sub-basic competence. As stated in the English lesson syllabus for eight graders of

junior high school which is written in Peraturan Menteri Pendidikan dan

Kebudayaan Republik Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan

Struktur Kurikulum Sekolah Menengah Pertama/Madrasah Tsanawiyah, the

 184

materials in the 4.10.2 sub-basic competence are in the form of the instruction to

compose spoken and written text to state and ask for amount and character

comparison of animal by notice on the right social function, text structure, and

language feature according to context. The topic of those materials is people, things,

and animal exist in the students’ environment, by giving example of friendly attitude

toward the environment, confidence, and responsibility. The materials written in the

book page 127 and 129 contain instruction to compose written text to state for

amount and character comparison of animal. The instruction in that page also used

action verb which is included in the Bloom’s Taxonomy Psychomotor Domain stated

by Anderson and Simpson in Sitepu (2012: 96). Here, the writer used verb

“complete” and verb “write. However, the material written in the book is only in the

form of instruction to compose written text to state for amount and character

comparison of animal. While the ideal materials stated in the sub-basic competence

4.10.2 are instructions to compose spoken and written text to state, and ask for

amount and character comparison of animal. Because of this reason, the researcher

concluded that the materials written in the book is partly relevant with those stated in

the 4.10.2 sub-basic competence. In order to improve the materials in the book to

become relevant with the sub-basic competence 4.10.2, I suggest the book writer add

the materials about instruction to compose spoken text to state and ask for amount

and character comparison of animal and using psychomotor domain action verbs in

each instruction.
 185

Similar with the previous sub-basic competence, as stated in the English

lesson syllabus for eight graders of junior high school which is written in Peraturan

Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 68 Tahun 2013

tentang Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah

Pertama/Madrasah Tsanawiyah, the 4.10.3 sub-basic competence contains materials

in the form of the instruction compose spoken and written text to state and ask for

amount and character comparison of things by notice on the right social function, text

structure, and language feature according to context. The topic of those materials is

people, things, and animal exist in the students’ environment, by giving example of

friendly attitude toward the environment, confidence, and responsibility. The

materials written in the book page 116, 121, 122, 123, 125, 127, and 129 contain

instruction to compose written text to state for amount and character comparison of

things. The instruction in that page used action verb which is included in the Bloom’s

Taxonomy Psychomotor Domain stated by Anderson and Simpson in Sitepu (2012:

96). Here, the writer used verb “complete” and verb “write. Unfortunately, the

material written in the book is only in the form of instruction to compose written text

to state for amount and character comparison of things. While the materials which

should be written in the book as stated in the sub-basic competence 4.10.3 are

instructions to compose spoken and written text to state, and ask for amount and

character comparison of things. Because of this finding, the researcher concluded that

the materials written in the book is partly relevant with those stated in the 4.10.3sub-

basic competence. In order to improve the materials in the book to become relevant
 186

with the sub-basic competence 4.10.3, I suggest the book writer add the materials

about instruction to compose spoken text to state and ask for amount and character

comparison of things and using psychomotor domain action verbs in each instruction.

As mentioned in the English lesson syllabus for eight graders of junior high

school as stated in Peraturan Menteri Pendidikan dan Kebudayaan Republik

Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum

Sekolah Menengah Pertama/Madrasah Tsanawiyah, the 4.13.2 sub-basic competence

contains materials in the form of the instruction to compose written text to state and

ask past events by notice on the right social function, text structure, and language

feature according to context. The topic of the material is past events which relevance

with students’ life, by giving example of discipline, honesty, care, health lifestyle,

and friendly attitude toward the environment. The materials written in the book page

162, 165, 166, 169, and 171 contain instruction which related to written text about

events. The instruction in that page also used action verb which is included in the

Bloom’s Taxonomy Psychomotor Domain stated by Anderson and Simpson in Sitepu

(2012: 96). Here, the writer used verb “copy”, and verb “repeat”. However, the

instructions written here are not suitable with the instructions stated in the 4.13.2 sub-

basic competence. The instructions written in the book did not ask students to

compose written text to state and ask past events. Based on these findings, the

researcher concluded that the materials written in the book are partly relevant with the

materials stated in the 4.13.2 sub-basic competence. In order to make the materials in
 187

the book become relevant with the 4.13.2 sub-basic competence, I suggest the book

writer add materials about instruction to ask students to compose written text to state

and ask past events.

There are 10 materials which irrelevant with the sub-basic competence four,

they are: sub-basic competence 4.3.2, 4.4.1, 4.7.1, 4.12.1, 4.12.2, 4.12.3, 4.13.1,

4.15.1, 4.16.1, and 4.16.2.

According to English lesson syllabus for eight graders of junior high school as

stated in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor

68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah

Pertama/Madrasah Tsanawiyah, the 4.3.2 sub-basic competence contains materials

in the form of the instruction compose simple written and spoken text to state, ask,

and respond giving invitation expression by notice on the right social function, text

structure, and language feature according to context. The topic of this material is

everything that is related to the interaction between teacher and students during the

teaching and learning process, both inside and outside the class. However, there is no

material in the book which is related to the topic and materials stated in the 4.3.2 sub-

basic competence. So, the researcher concluded that the materials written in the book

are irrelevant with those stated in the 4.3.2 sub-basic competence. In order to improve

the materials in the book to become relevant with the 4.3.2 sub-basic competence, I

suggest the book writer add materials about instruction to compose simple written

and spoken text for stating, asking, and responding giving invitation expression
 188

according to the given topic and using psychomotor domain action verbs in each

instruction.

The 4.4.1 sub-basic competence contains materials in the form of the exercise

about personal invitation letter and greeting card in order to catch the meaning of

personal invitation letter and greeting card with topic everything that is related to the

interaction between teacher and students during the teaching and learning process,

both inside and outside the class, as stated in the English lesson syllabus for eight

graders of junior high school which is written in Peraturan Menteri Pendidikan dan

Kebudayaan Republik Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan

Struktur Kurikulum Sekolah Menengah Pertama/Madrasah Tsanawiyah.

Unfortunately, there is no material in the book which is related to the topic and

materials stated in the 4.4.1 sub-basic competence. Based on those findings, the

researcher concluded that the materials written in the book are irrelevant with those

stated in the 4.4.1 sub-basic competence. Because there is no material in the book

which is relevant with the 4.4.1 sub-basic competence, in order to improve the book, I

suggest the book writer add materials about instruction to do the exercise about

personal invitation letter and greeting card and using the psychomotor domain action

verbs in the instructions.

The materials in the 4.7.1 sub-basic competence are in the form of instruction

to compose spoken text. According to the English lesson syllabus for eight graders of

junior high school which is written in Peraturan Menteri Pendidikan dan

 189

Kebudayaan Republik Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan

Struktur Kurikulum Sekolah Menengah Pertama/Madrasah Tsanawiyah, this sub-

basic competence contains the instruction to compose spoken text to state and ask for

routine activity or general truth by notice on the right social function, text structure,

and language feature according to context. The topic of this material is routine

activities which do every day by students, friends, teacher, and family and also events

that are general truth. However, there is no material in the book which is related to

the topic and materials stated in the 4.7.1 sub-basic competence. According to those

reason stated, the researcher concluded that the materials written in the book are

irrelevant with those stated in the 4.7.1 sub-basic competence. Because there is no

material in the book which is relevant with the sub-basic competence 4.7.1, I suggest

the book writer add materials about the instruction to compose spoken text to state

and ask for routine activity or general truth according to the given topic and using

psychomotor domain action verbs in each instruction.

As mentioned in the English lesson syllabus for eight graders of junior high

school as stated in Peraturan Menteri Pendidikan dan Kebudayaan Republik

Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum

Sekolah Menengah Pertama/Madrasah Tsanawiyah, the 4.12.1 sub-basic competence

contains materials in the form of the instruction to compose short and simple

spoken and written descriptive text about people by notice on the right social

function, text structure, and language feature according to context. The topic of the
 190

materials is description of people, things, and animal exist in the students’

environment, by giving example of friendly attitude toward the environment,

confidence, and responsibility. Unfortunately, there is no material in the book which

is related to the topic and materials stated in the 4.12.1 sub-basic competence.

Because of those findings, the researcher concluded that the materials written in the

book are irrelevant with those stated in the 4.12.1 sub-basic competence. Because

there is no material in the book which is relevant with the 4.12.1 sub-basic

competence, I suggest the book writer add materials about the instruction to compose

short and simple spoken and written descriptive text about people in a given topic and

using psychomotor domain action verbs in each instruction.

The 4.12.2 sub-basic competence has materials which similar to the previous

sub-basic competence. As stated in the English lesson syllabus for eight graders of

junior high school which is written in Peraturan Menteri Pendidikan dan

Kebudayaan Republik Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan

Struktur Kurikulum Sekolah Menengah Pertama/Madrasah Tsanawiyah, the 4.12.2

sub-basic competence contains materials in the form of the instruction to

compose short and simple spoken and written descriptive text about animal by notice

on the right social function, text structure, and language feature according to context.

The topic of the materials is description of people, things, and animal exist in the

students’ environment, by giving example of friendly attitude toward the

environment, confidence, and responsibility. Unfortunately, there is no material in the

 191

book which is related to the topic and materials stated in the 4.12.2 sub-basic

competence. So, the researcher concluded that the materials written in the book are

irrelevant with those stated in the 4.12.2 sub-basic competence. Because there is no

material in the book which is relevant with the 4.12.2 sub-basic competence, I

suggest the book writer add materials about the instruction to compose short and

simple spoken and written descriptive text about animal in a given topic and using

psychomotor domain action verbs in each instruction.

The 4.12.3 sub-basic competence contains materials in the form of the

instruction to compose short and simple spoken and written descriptive text about

things by notice on the right social function, text structure, and language feature

according to context with topic description of people, things, and animal exist in the

students’ environment, by giving example of friendly attitude toward the

environment, confidence, and responsibility, as mentioned in the English lesson

syllabus for eight graders of junior high school which is written in Peraturan Menteri

Pendidikan dan Kebudayaan Republik Indonesia Nomor 68 Tahun 2013 tentang

Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah Pertama/Madrasah

Tsanawiyah. However, there is no material in the book which is related to the topic

and materials stated in the 4.12.3 sub-basic competence. Because of those reasons,

the researcher concluded that the materials written in the book are irrelevant with

those stated in the 4.12.3 sub-basic competence. Because there is no material in the

book which is relevant with the 4.12.3 sub-basic competence, I suggest the book
 192

writer add materials about the instruction to compose short and simple spoken and

written descriptive text about things in a given topic and using psychomotor domain

action verbs in each instruction.

According to the English lesson syllabus for eight graders of junior high

school written in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia

Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah

Menengah Pertama/Madrasah Tsanawiyah, the 4.13.1 sub-basic competence

contains materials in the form of the instruction to compose spoken text to state and

ask past events by notice on the right social function, text structure, and language

feature according to context. The topic of the material is past events which relevance

with students’ life, by giving example of discipline, honesty, care, health lifestyle,

and friendly attitude toward the environment. Unfortunately, there is no material in

the book which is suitable with the topic and materials stated in the 4.13.1 sub-basic

competence. Because of those findings, the researcher concluded that the materials

written in the book are irrelevant with those stated in the 4.13.1 sub-basic

competence. Because there is no material in the book which is relevant with the

4.13.1 sub-basic competence, I suggest the book writer add materials about the

instruction to compose spoken text to state and ask past events in a given topic and

using psychomotor domain action verbs in each instruction.

The 4.15.1 sub-basic competence contains different materials from the

previous sub-basic competence. As stated in the English lesson syllabus for eight
 193

graders of junior high school which is written in Peraturan Menteri Pendidikan dan

Kebudayaan Republik Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan

Struktur Kurikulum Sekolah Menengah Pertama/Madrasah Tsanawiyah, the

materials in the 4.15.1 sub-basic competence are in the form of the instruction to

compose short and simple spoken recount text about activity, event, and phenomenon

by notice on the right social function, text structure, and language feature according

to context. The topic of the materials is past events which relevance with students’

life, by giving example of discipline, honesty, care, health lifestyle, and friendly

attitude toward the environment. However, there is no material in the book which is

suitable with the topic and materials stated in the 4.15.1 sub-basic competence. Based

on those reasons, the researcher concluded that the materials written in the book are

irrelevant with those stated in the 4.15.1 sub-basic competence. Because there is no

material in the book which is relevant with the 4.15.1 sub-basic competence, I

suggest the book writer add materials about the instruction to compose short and

simple spoken recount text about activity, event, and phenomenon in a given topic

and using psychomotor domain action verbs in each instruction.

The 4.16.1 sub-basic competence contains the exercise about very short and

simple message in order to catch the meaning of very short and simple message and

notice with topic Rundown of event, memo / short message text, warning, caution,

advertisement, brochure, pamphlet, and traffic sign in the students’ environment, as

mentioned in the English lesson syllabus for eight graders of junior high school
 194

which is written in Peraturan Menteri Pendidikan dan Kebudayaan Republik

Indonesia Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum

Sekolah Menengah Pertama/Madrasah Tsanawiyah. Unfortunately, there is no

material in the book which is suitable with the topic and materials state din the 4.16.1

sub-basic competence. So, the researcher concluded that the materials written in the

book are irrelevant with the materials stated in the 4.16.1 sub-basic competence.

Because there is no material in the book which is relevant with the 4.16.1 sub-basic

competence, I suggest the book writer add materials about the instruction to compose

very short and simple message in a given topic and using psychomotor domain action

verbs in each instruction.

As stated in the English lesson syllabus for eight graders of junior high school

as stated in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia

Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah

Menengah Pertama/Madrasah Tsanawiyah, the 4.16.2 sub-basic competence

contains the exercise about very short and simple notice in order to catch the meaning

of very short and simple message and notice. The topic of the material is Rundown of

event, memo / short message text, warning, caution, advertisement, brochure,

pamphlet, and traffic sign in the students’ environment. However, there is no material

in the book which is suitable with the topic and materials state din the 4.16.2 sub-

basic competence. Because of those findings, the researcher concluded that the

materials written in the book are irrelevant with the materials stated in the 4.16.2 sub-
 195

basic competence. Because there is no material in the book which is relevant with the

4.16.2 sub-basic competence, I suggest the book writer add materials about the

instruction to do exercise about very short and simple notice and using psychomotor

domain action verbs in each instruction.

After I analyzed the data, I made a percentage form of the data analysis. I

made a percentage of the book relevancy with psychomotor domain. There are 39

materials which include in the cognitive domain according to the 2013 curriculum

standard of contents. Here is the result of the percentage:

1. Relevant Materials

There are 15 materials which are relevant with the cognitive domain. So, the

percentage is:

The percentage of the relevant materials is 38.46%.

2. Partly Relevant Materials

There are 14 materials which are partly relevant with the cognitive domain.

So, the percentage is:

The percentage of the partly relevant materials is 35.89%.

 196

3. Irrelevant Materials

There are 10 materials which are irrelevant with the cognitive domain. So, the

percentage is:

The percentage of the irrelevant materials is 25.64%.

According to those percentage, I concluded that the textbook only

covers around 38.46% materials which are relevant with the psychomotor

domain and able to fulfill the purposes of guiding the students to use their

psychomotor ability to create something with their creativity.

 CHAPTER V

CONCLUSION AND SUGGESTION

In this chapter, the writer tells about conclusion and suggestion of what have

been discussed in the previous chapters.

5.1 Conclusion

The finding of the analysis in the previous chapter enabled the researcher to draw

some conclusions as follows:

1) In terms of the relevance of the materials in the English student book “When

English Rings a Bell” with the main and basic competence three materials

written in the English lesson syllabus for eight graders of Junior high school

stated in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia

Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum

Sekolah Menengah Pertama/Madrasah Tsanawiyah and the instruction of

each material with the Bloom’s Taxonomy Cognitive Domain action verbs

stated in Anderson, et. al (2001: 67), there are 29 materials in the book which

are relevant or about 78.37 %, 4 materials which are partly relevant or about

10.81 %, and 4 materials which are irrelevant or about 10.81 %. According to

those findings, the researcher concluded that the textbook covers around 78.37

% materials which are relevant with the cognitive domain and able to fulfill

197
 198

the purposes of the topic, language features, and social functions of the ideal

materials which are intended to be achieve by the students.

2) In terms of the relevance of the materials in the English student book “When

English Rings a Bell” with the main and basic competence four materials

written in the English lesson syllabus for eight graders of Junior high school

stated in Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia

Nomor 68 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum

Sekolah Menengah Pertama/Madrasah Tsanawiyah and the instruction of

each material with the Bloom’s Taxonomy Psychomotor Domain action verbs

stated in Anderson and Simpson in Sitepu (2012: 96), there are 15 materials in

the book which are relevant or about 38.46 %, 14 materials which are partly

relevant or about 35.59 %, and 10 materials which are irrelevant or about

25.64 %. According to those findings, the researcher concluded that the

textbook only covers around 38.46 % materials which are relevant with the

psychomotor domain and able to fulfill the purposes of guiding the students to

use their psychomotor ability to create something with their creativity which

should be achieved by the students according to the syllabus.

 199

5.2 Suggestion

The success in teaching and learning activity does not only depend on the

ability of the teacher to explain the materials and the ability of the students to catch it

in their mind, but also the quality of the materials which are taught in the school. The

materials quality depends on the source of the materials used by the teacher and

students. In the 2013 Curriculum, the main source of the materials is the student book

published by the Ministry of Education and Culture of Indonesia. As the researcher

stated in the previous chapter, it is important to do the evaluation regarding to the

student book because it is a new book and there is still a few evaluation of this book.

So, the researcher decided to do an analysis of the English student book for eight

graders of Junior High School published by the Ministry of Education and Culture of

Indonesia entitled “When English Rings a Bell”. After did the analysis, the researcher

gives some suggestion for the book writer, the book user, government, and other

researchers as follow:

(1) For the book writer

The writer of this book should develop and improve the materials written in

the book both in terms of cognitive and psychomotor domains because the

materials in the book just have 78.37 % relevancy with the Bloom’s Taxonomy

Cognitive Domain and Basic Competence Three of the English lesson syllabus

and 38.46 % relevancy with the Bloom’s taxonomy Psychomotor Domain Basic

Competence Four of the English lesson syllabus. Those percentage shows that
 200

the book did not cover enough materials which can help the students to achieve

the required English ability as the Eight Graders of Junior High School. If the

teacher and the students only use this book as their main source of teaching and

learning process, the researcher afraid if the students will fail in their study. So,

the researcher suggests the writer of the book to improve and develop the

materials written in this book as soon as possible.

(2) For the book user

Dealing with the facts that just a few materials in the book which are relevant

with the main and basic competences of 2013 curriculum and Bloom’s

Taxonomy cognitive and psychomotor domains, the researcher suggests the book

user to look for other source of materials which can complete the materials in this

book. The researcher suggests that if the book users use this book as their main

source or learning, they should have a complement source of learning in order to

get the complete explanation of the materials.

(3) For the government

After knowing the findings in this research, the researcher suggests the

government to hold an evaluation related to the implementation of 2013

curriculum. The government should give the teacher and students enough

materials to learn and evaluate the teaching and learning process in the school. If
 201

the teachers and students did not enough source of learning, the government

should help them to cover it.

(4) For the other researchers

The next researchers who intent to conduct a study in the same field as I did

can analyze other terms in the same textbook or other textbook related to the

2013 curriculum with the same or different terms. They can use other research

method in their study or develop the research method which I did.

 REFERENCES

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971X.2006.00484.x

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Erlangga to 2013 Curriculum. RETAIN. Vol 2, No 2. Available at

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Krippendorf, K. 1980. Content Analysis: An Introduction to its Methodology.

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Moleong, Lexy J. 2005. Metodologi Penelitian Kualitatif. Bandung: PT. Remaja

Rosdakarya.

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APPENDICES

206
 Appendix 1

Research Instrument of Cognitive Domain

Table 11. Observation Checklist of Cognitive Domain

Basic Competence Three (Cognitive Domain)

When English Rings a Bell
Relevance with Basic
Basic Materials Example of Competence and Topic
Topic Page
Competence (Sub-Basic Competence) Materials Partly Irrelevant
Relevant
Relevant
Everything 3.1.1 Spoken text for
3.1 Apply the
that is gaining attention in
text
related to terms of expressions and
structure
the responses.
and
interaction
language
between
feature to
teacher and 3.1.2 Spoken text for
implement
students checking understanding
the social
during the in terms of expressions
function of
teaching and responses.
gaining
and learning
attention,
process,
checking
both inside 3.1.3 Spoken text for
understandi
and outside
ng, giving giving compliment in
the class.
compliment terms of expressions and
, and asking responses.
and giving
opinion

207
 expressions 3.1.4 Spoken text for
and asking and giving
responses opinion in terms of
according to expressions and
context. responses.

Everything 3.2.1 Spoken and written

3.2 Apply the
that is text for stating and
text
related to asking ability use modal
structure
the can.
and
interaction
language
between
feature to
teacher and
implement 3.2.2 Spoken and written
students
the social text for stating and
during the
function of asking for willingness
teaching
stating and use modal will.
and learning
asking
process,
ability and
both inside
willingness
and outside
according to
the class.
context.

208
3.3 Apply the
Everything 3.3.1 Spoken and written
text structure
that is text for giving
and language
related to instruction in terms of
feature to
the expressions and
implement
interaction responses.
the social
between
function of
teacher and
giving
students
instruction, 3.3.2 Spoken and written
during the
giving text for giving invitation
teaching
invitation, in terms of expressions
and learning
giving and responses.
process,
prohibition,
both inside
asking for
and outside
permission
the class.
expressions
and responses 3.3.3 Spoken and written
according to text for giving
context. prohibition in terms of
expressions and
responses.

3.3.4 Spoken and written

text for asking and
giving permission in
terms of expressions and
responses.

209
 Everything 3.4.1 Written text in terms
3.4 Apply the
that is of very short and simple
text
related to personal invitation letter.
structure
the
and
interaction
language
between
feature to
teacher and 3.4.2 Written text in terms
implement of very short and simple
students
the social greeting card
during the
function of
teaching
personal
and learning
invitation
process,
letter and
both inside
greeting
and outside
card
the class.
according
to context.
The name 3.5.1 Spoken text for
3.5 Apply the
of people, stating and asking the
text structure
things, and presence of people in
and language
animal exist uncountable amount.
feature to
in the
implement
students’
the social
environmen
function
t, by giving
stating and

210
 asking the example of 3.5.2 Spoken text for
presence of friendly stating and asking the
people, attitude presence of things in
things, and toward the uncountable amount.
animal in environmen
uncountable t,
amount confidence,
according to and
context. responsibilit
y.
3.5.3 Spoken text for
stating and asking the
presence of animal in
uncountable amount.

Routine 3.6.1 Spoken text for

3.6 Apply the
activity stating and asking
text structure
which do routine activity or
and language
every day general truth events.
feature to
by students,
implement
friends,
the social
teacher, and
function of

211
 stating and family and 3.6.2 Written text for
asking also general stating and asking
routine truth events. routine activity or
activity or general truth events.
general truth
according to
context.

Activity 3.7.1 Spoken text to state

3.7 Apply the
that is doing and ask something that
text structure
by students, happens right now.
and language
friends,
feature to
parents,
implement
brother,
the social
sister,
function of 3.7.2 Written text to ask
younger
stating and and state something that
brother,
asking event happens right now.
younger
that happens
sister, and
right now
teacher.
according to
context.

Activities 3.8.1 Spoken and written

3.8.Apply the
which show text for stating and
text structure
cause and asking cause and effect
and language
effect relation.
feature to
relation and
implement
contrary
the social
relation did

212
 function of by students,
stating and friends, 3.8.2 Spoken and written
asking cause family, and text for stating and
and effect teacher. asking contrary
relation and relation.
contrary
relation
according to
context.

People, 3.9.1 Spoken and written

3.9.Apply the
things, and text for stating and
text structure
animal exist asking the amount and
and language
in the character comparison of
feature to
students’ people.
implement
environmen
the social
t, by giving
function of
example of
stating and 3.9.2 Spoken and written
friendly
asking the text for stating and
attitude
amount and asking the amount and
toward the
character character comparison of
environmen
comparison animal.
t,
of people,
confidence,
animal,
and
things,
responsibilit
according to
y
context.

213
 3.9.3 Spoken and written
text for stating and
asking the amount and
character comparison of
things

3.10. Apply
Description 3.10.1 Short and simple
the text
of people, written text to state and
structure and
things, and ask about people
language
animal exist description.
feature to
in the
implement
students’
the social
environmen
function of
t, by giving 3.10.2 Short and simple
short
example of written text to state and
descriptive
friendly ask about animal
text by
attitude description.
stating and
toward the
asking about
environmen
the
t,
description
confidence,
of people,
and
animal, and
responsibilit
things

214
 according to y 3.10.3 Short and simple
context. written text to state and
ask about things
description.

Past events 3.11.1 Spoken text to state

3.11.Apply the
which and ask past events.
text
relevance
structure
with
and
students’ 3.11.2 Written text to state
language
life, by and ask past events.
feature to
giving
implement
example of
the social
discipline,
function of
honesty,
stating and
care, health
asking past
lifestyle,
events
and friendly
according to
attitude
context.
toward the
environmen
t.
Past events 3.12.1 Short and simple
3.12.Apply the
which spoken recount text.
text
relevance
structure
with
and
students’
language
life, by

215
 feature to giving 3.12.2 Short and simple
implement example of written recount text.
the social discipline,
function of honesty,
short care, health
recount text lifestyle,
by stating and friendly
and asking attitude
about toward the
activity, environmen
event, and t.
phenomena
according to
context.
Rundown of 3.13.1 Written text in form
3.13Apply the
event, of short message.
text
memo
structure
/short
and
message
language 3.13.2 Written text in form
text,
feature to of notice.
warning,
implement
caution,
the social
advertiseme
function of
nt,
short
brochure,
message
pamphlet,
and notice
and traffic
according to
sign in the
context.
students’
environmen
t

216
 Fairy tale, 3.14.1 Spoken narrative
3.14 Understand
folklore, text in form of fable.
the social
and legends
function,
in form of
text
fable
structure,
around the 3.14.2 Written narrative
and text in form of fable.
students’
language
environmen
feature of
t.
narrative
text in form
of fable
according to
context.
Everything 3.15.1 English Song.
3.15 Apply the
gives
text
inspiring
structure
behavior.
and
language
feature to
implement
the social
function of
song.

Modified from: Instrumen Penilaian Buku Teks Pelajaran Bahasa Inggris Tahun 2014 BSNP (bsnp-
indonesia.org/id/?p=1340: evaluasi buku)

217
 Appendix 2

Research Instrument of Psychomotor Domain

Table 12. Observation Checklist of Psychomotor Domain

When English Rings a Bell

Basic Competence Four (Psychomotor Aspect)
Relevance with Basic
Materials Competence and Topic
Example of
Basic Competence Topic (Sub-Basic Page
materials Relevant Partly Irrelevant
Competence)
Relevant
Everything 4.1.1 The
4.1 Compose simple
that is related instruction to
spoken text to
to the compose simple
express and
interaction spoken text to
respond gaining
between express and
attention,
teacher and respond gaining
checking
students attention
understanding,
during the expression.

218
 and giving teaching and 4.1.2 The
complement learning instruction to
expression by process, both compose simple
notice on the right inside and spoken text to
social function, outside the express and
text structure, and class. respond checking
language feature understanding
according to expression.
context.

4.1.3 The
instruction to
compose simple
spoken text to
express and
respond giving
compliment
expression.
Everything 4.2.1 The
4.2 Compose spoken
and written text to that is related Instruction to
to the compose written
state and ask for
interaction and spoken text
ability and
between to stating and
willingness to do
teacher and asking someone’s
something by
notice on the right students ability.

219
 social function, during the 4.2.2 The
text structure, and teaching and Instruction to
language feature learning compose written
according to process, both and spoken text
context. inside and to stating and
outside the asking someone’s
class. willingness to do
something.

Everything 4.3.1 The

4.3 Compose simple
that is related instruction to
spoken and
to the compose simple
written text to
interaction written and
state, ask, and
between spoken text to
respond giving
teacher and state, ask, and
instruction, giving
students respond giving
invitation, giving
during the instruction
prohibition,
teaching and expression.
asking for
learning 4.3.2 The
permission
process, both instruction to
expression by
inside and compose simple
notice on the right
outside the written and
social function,
class. spoken text to
text structure, and
language feature state, ask, and
according to respond giving
context. invitation
expression.

220
4.3.3 The
instruction to
compose simple
written and
spoken text to
state, ask, and
respond giving
prohibition
expression.

4.3.4 The
instruction to
compose simple
written and
spoken text to
state, ask, and
respond asking
for permission
expression.

221
 Everything 4.4.1 The exercise
4.4 Understood the
that is related about personal
meaning of
to the invitation letter
personal
interaction and greeting card.
invitation letter
between
and greeting card.
teacher and
students
during the
teaching and
learning
process, both
inside and
outside the
class.

Everything 4.5.1 The

4.5 Compose written
that is related instruction to
text in form of
to the compose written
very short and
interaction text in forms of
simple personal
between very short and
invitation letter
teacher and simple personal
and greeting card
students invitation letter.
by notice on the
during the
right social
teaching and 4.5.2 The
function, text
learning instruction to
structure, and
process, both compose written
language feature
inside and text in forms of
according to
outside the very short and
context.
class. simple greeting
card.

222
 The name of 4.6.1 The
4.6 Compose
people, instruction to
spoken and
things, and compose spoken
written text to
animal exist and written text
state and ask
in the to state and ask
about the
students’ about the
presence of
environment, presence of
people, things,
by giving people in
and animal in
example of uncountable
uncountable
friendly amount.
amount by
attitude
notice on the
toward the 4.6.2 The
right social
environment, instruction to
function, text
confidence, compose spoken
structure, and
and and written text
language feature
responsibility to state about the
according to
context. presence of
things in
uncountable
amount.
4.6.3 The
instruction to
compose spoken
and written text
to state and ask
about the
presence of
animal in
uncountable
amount.

223
 Routine 4.7.1 The
4.7 Compose spoken
activity instruction to
and written text to
which do compose spoken
state and ask for
every day by text to state and
routine events or
students, ask for routine
general truth by
friends, activity or
notice on the right
teacher, and general truth.
social function,
family and 4.7.2 The
text structure, and
also events instruction to
language feature
that are compose written
according to
general truth. text to state and
context.
ask for routine
activity or
general truth.
4.8 Compose spoken Activity that 4.8.1 The
and written text to is doing by instruction to
students, compose spoken
state and ask
friends, and written text
about event that
parents, to state and ask
happens right
now by notice on brother, for event that
sister, happens right
the right social
younger now.
function, text
brother,
structure, and
younger
language feature
sister, and
according to
teacher.
context.

224
 Activities
4.9 Compose spoken
which show 4.9.1 The
and written text to
cause and instruction to
state and ask
effect relation compose spoken
about cause and
and contrary and written text to
effect relation and
relation did state and ask about
contrary relation
by students, cause and effect
by notice on the
friends, relation.
right social
family, and
function, text
teacher.
structure, and
language feature 4.9.2 The
according to instruction to
context. compose spoken
and written text to
state and ask about
contrary relation.

4.10 Compose
People, 4.10.1 The
spoken and
things, and instruction to
written text to
animal exist compose spoken
state and ask for
in the and written text
amount and
students’ to state and ask
character
environment, for amount and
comparison of
by giving character
people, animal,
example of comparison of
and things by
friendly people.
notice on the right
attitude

225
 social function, toward the
text structure, and environment, 4.10.2 The
language feature confidence, instruction to
according to and compose spoken
context. responsibility and written text
. to state and ask
for amount and
character
comparison of
animal.

4.10.3 The
instruction to
compose spoken
and written text
to state and ask
for amount and
character
comparison of
things.
Description 4.11.1 The exercise
4.11 Understood the
of people, about short and
meaning of short
things, and simple spoken
and simple
animal exist and written
spoken and
in the descriptive text.
written
students’
descriptive text.
environment,
by giving
example of

226
 friendly
attitude
toward the
environment,
confidence,
and
responsibility

4.12.1 The
4.12 Compose short Description instruction to
and simple of people, compose short
spoken and things, and and simple
written animal exist spoken and
descriptive text in the written
about people, students’ descriptive text
animal, and environment, about people.
things by notice by giving
on the right example of
social function, friendly
text structure, attitude 4.12.2 The
and language toward the instruction to
feature environment, compose short
according to confidence, and simple
context. and spoken and
responsibility written
. descriptive text
about animal.

227
 4.12.3 The
instruction to
compose short
and simple
spoken and
written
descriptive text
about things.

Past events
which 4.13.1 The
4.13 Compose relevance instruction to
spoken and with compose spoken
written text to students’ life, text to state and
state and ask past by giving ask past events.
events by notice example of
on the right social discipline,
function, text honesty, care,
structure, and health

228
 language feature lifestyle, and
according to friendly 4.13.2 The
context. attitude instruction to
toward the compose written
environment. text to state and
ask past events.

Past events
4.14 Understood the
which 4.14.1 The exercise
meaning of short
relevance about short and
and simple
with simple spoken
spoken and
students’ life, and written
written recount
by giving recount text.
text about
example of
activity, event,
discipline,
and phenomenon.
honesty, care,
health
lifestyle, and
friendly
attitude
toward the
environment.

229
 Past events 4.15.1 The
4.15 Compose short
which instruction to
and simple
relevance compose short
spoken and
with and simple
written recount
students’ life, spoken recount
text about
by giving text about
activity, event,
example of activity, event,
and phenomenon
discipline, and phenomenon.
by notice on the
honesty, care,
right social
health
function, text
lifestyle, and 4.15.2 The
structure, and
friendly instruction to
language feature
attitude compose short
according to
toward the and simple
context.
environment. written recount
text about
activity, event,
and phenomenon.

Rundown of 4.16.1 The exercise

4.16 Understood the
event, memo about very short
meaning of very
/ short and simple
short and simple
message text, message.
message and
warning,
notice.
caution,

230
 advertisemen 4.16.2 The exercise
t, brochure, about very short
pamphlet, and simple
and traffic notice.
sign in the
students’
environment

4.17.1 The
4.17 Compose Rundown of instruction to
written text in event, memo compose very
form of very short / short short and simple
and simple message text, written message.
message and warning,
notice by notice caution, 4.17.2 The
on the right social advertisemen instruction to
function, text t, brochure, compose very
structure, and pamphlet, short and simple
language feature and traffic written notice.
according to sign in the
context. students’
environment

231
 4.18Understood the
Fairy tale, 4.18.1 The exercise
meaning of
folklore, and about written
spoken and
legends in narrative text in
written narrative
form of fable form of short and
text in form of
around the simple fable.
short and simple
students’
fable.
environment.
4.18.2 The exercise
about spoken
narrative text in
form of short and
simple fable.

4.19 Understood the Everything 4.19.1 The exercise

meaning of song. gives about English
inspiring song.
behavior.

Modified from: Instrumen Penilaian Buku Teks Pelajaran Bahasa Inggris Tahun 2014 BSNP (bsnp-
indonesia.org/id/?p=1340: evaluasi buku)

232