THE IMPLEMENTATION OF GENRE-BASED APPROACH IN THE TEACHING OF ENGLISH AT SMP NEGERI 5 SRAGEN

CHAYATI , UMI NUR (2009)
Abstract
The objective of the research is to describe the implementation of Genre-Based Approach (GBA) in the teaching of English. Besides, it was also conducted to study the procedures of the process of teaching English using genre-based approach, the activities used in teaching English applying genre-based approach, the problems in implementing of GBA, and the way used by the teachers to overcome the problem in implementing the GBA in the process of teaching English. The data of this research are information taken from several techniques including non-participant observation, in-depth interviewing, and document analysis. In analyzing the data, the researcher conducted reducing the data, displaying the data, concluding and verifying. The results compiled from the implementation collected shows as follows: firstly, the application of GBA which is viewed from six dimensions which appear from the research, the objectives, the model of syllabus, the function of genre-based in teaching and learning activities, students and teachers roles in the teaching and learning activities. Secondly, the procedure in the teaching and learning using GBA is taking three steps: opening, implementation, and closing. Thirdly, the activities of teaching English are using curriculum cycle: BKOF, MOT, JCOT, and ICOT. Fourthly, this research also shows that although this approach has good influence to development the teachers and the students’ competency, there are some difficulties the teachers face in the teaching and learning activity, such as: the understanding of GBA, and the mastery of Type of Text. The research finding of this study indicates that the implementation of GBA in the teaching of English in SMP Negeri 5 Sragen gives a good contribution to the improvement of the students’ language proficiency.

CHAPTER I
INTRODUCTION
A. Background of the Study
Teaching English as a foreign language in junior high schools is aimed at
providing the students to achieve communicative competence in skills such as
listening, speaking, reading, and writing. Junior High school curriculum sees English
as a tool to communicate orally and in written form. Mulyono (2008: 2) states that
“communication is regarded to understand and express information, thought, and
feeling and to develop sciences”. This means integrated English communication is
expected to exhibit students’ competence to discourse which cover the ability to
understand and or produce particular text orally and or in written within the scopes of
four language skills; reading, speaking, listening and writing. In this sense, the
teaching and learning English as of primary school subjects is directed to develop
such above mentioned abilities that expected graduation would be able to
communicate discourse in English in particular literacy. Depdiknas (2003: 5) pointed
that:
Bahasa diharapkan membantu siswa mengenal dirinya, budayanya, dan
budaya orang lain, mengemukakan gagasan dan perasaan,
berpartisipasi dalam masyarakat yang menggunakan bahasa tersebut,
membuat keputusan yang bertanggung jawab pada tingkat pribadi dan
sosial, menemukan serta menggunakan kemampuan-kemampuan analitis
dan imaginative yang ada dalam dirinya.

The competence in English language as a foreign language will help the
students to express ideas and feelings, and use the language in the society. They are
also expected to be able to make personal or social decision and have responsibility,
and make use the analytical and imaginative in his or herself.
The teaching of English has been adapted to the curriculum by which big
proportion of school hours given to the teaching and learning such this language has
been regarded to enabling students to have competence in skills of English including
reading, speaking, listening, and writing. In the teaching and learning English the
teachers’ task is to help the students achieve the communicative competence; teachers
are required to have professional competence in order to be able to teach English
well.
Students’ participation is based on how the teacher tries to encourage them. It
means that the teacher should try to make use of appropriate teaching method in the
process of teaching and learning activities.
Educators try to adopt methods, approaches from western countries to make
the teaching of English as a foreign language communicable. One of the approaches
adopted now is Genre-based Approach. “Genre is seen as types of reading discourse
that covers the area of descriptive reading type, narrative, recount, spoof, exposition,
argumentative and some others” (Mulyono, 2008: 3). The use of genre is obvious in
the English curriculum especially for level of secondary school like junior high
school in Indonesia. When the teacher designs a task in a Genre-based Approach
course, s/he should create an appropriate environment which the task is called for. It
was used to make the process of teaching and learning activities of English
communicable.
SMP Negeri 5 Sragen is one of the junior high schools which implemented
Genre-based Approach in the teaching and learning of English. It is being
implemented since 2004. Not all English teachers of junior high school apply this
approach in the teaching and learning of English. Some of the teachers have not
understood with this approach. They said that Genre is a new approach, and it is still
difficult to apply it in the teaching and learning of English.
The use of genre in language teaching and learning English is viewed to be
best alternative in providing room for both teachers and students to widely improve
the English teaching and learning practices in classroom environment. After the
writer does observation in the SMP Negeri 5 Sragen especially in VIIA Class, the
writer found that the use of Genre-based Approach is very effective for students
because the students can know the kinds of text. The students are able to make texts
from their imaginations that are suitable with their lesson.
The English teacher of SMP Negeri 5 Sragen in the implementing of genrebased
approach makes the students to actively participate in teaching learning. This is
could look of pre-observation from the writer.
The teacher AA asked the students to read the text entitled “My Timmy”, and
one of the students read the text, and other students to scrutinize. After reading the
text, the teacher asked the students to look for the difficult words and then the teacher
interpret those words. After that, the students identify the types of the text and the
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generic structure. “My Timmy” is a descriptive text. Descriptive text is one of the
kinds of genre that give in the junior high school. Descriptive text is a text to describe
a particular person, place, or thing. The generic structure is identification and
description. Identification is to identify phenomenon to be described, and description
is describes parts, qualities, characteristics of the person or something that is
described. After identifying the text, the teacher asked the students to complete the
text. Based on the statement above, the students can know the types of the text that
they read. The student can also write a descriptive text based on their experience. The
weakness of this class that the students cannot identify the generic structure of text
types very well.
Based on the statement and pre-observation above, the writer wants to
conduct her research entitled THE IMPLEMENTATION OF GENRE - BASED
APPROACH IN THE TEACHING OF ENGLISH AT SMP NEGERI 5
SRAGEN
B. Problem Statement
Based on the background above, the problems of this research can be
formulated as follows: How is the implementation of Genre-based Approach in the
process of teaching and learning English at SMP Negeri 5 Sragen.
To answer this research problem, the writer raises some subsidiary research
questions as follows:
1. What are the procedures of the process of teaching English using genrebased
approach?
2. What kinds of activities used in teaching English applying genre-based
approach?
3. What problems are faced by the teacher in the process of teaching English
using Genre-based approach?
4. How do the teachers overcome the problems in implementing the GBA in
the process of teaching English?
C. Objective of the Study
From the previous background and the problem statement, this study is aimed
to describe the implementation of Genre-based Approach in the process of teaching
and learning English at SMP Negeri 5 Sragen.
To answer this objective of the study, the writer raises some subsidiary
research questions as follows:
1. to describe the procedures in teaching and learning English using genre-based
approach.
2. to classify the kinds of activities in teaching and learning English especially
using genre-based approach.
3. to classify the problems are faced by the teacher in teaching and learning
English using genre-Based approach.
4. to describe how the teachers overcome the problems in implementing the
GBA in the process of teaching English.
D. Limitation of the Study
To make the research paper clearly understood by the readers, the writer
would like to limit the study as follows:
1. The subject of the study is limited to the English teacher and the first year
students especially VIIA class of SMP Negeri 5 Sragen.
2. The object of the study is limited to the result of the process of teaching
learning English by using Genre-based Approach.
E. Benefit of the Study
1. Theoretically
The benefit of this research is to give significant input to the theories of
teaching and learning English as a foreign language for the students, especially in the
process of teaching and learning activities.
2. Practically
This research will give understanding dealing with the implementation and its
influence, and the effectiveness of Genre-based Approach. Hopefully, it will become
a refection to the teachers in the process of teaching and learning activities, for the
researcher who is also an English teacher, she will have a direct experience and
understanding of the use or the implementation of Genre-based Approach in the
teaching English.
F. Research Paper Organization
This research paper is divided into five chapters. Chapter I is introduction
dealing with the background of the study, research problem, objective of the study,
limitation of the study, benefits of the study, and research paper organization.

Chapter II is review of related literature presents previous study, curriculums
in the teaching of English as a foreign language in Indonesia, the concept of Genrebased
Approach, the teaching of English using Genre-based Approach, teachers’
competence required to the implementation of Genre-based Approach.

Chapter III is research method that consists of type of the research, object of
the research, data and data source, method of collecting data, technique of analyzing
data.

Chapter IV is research finding and discussion. The research finding focuses
on the implementation of Genre-based Approach in the process of teaching and
learning English at SMP Negeri 5 Sragen, the procedure of the process of teaching
English using genre-based approach, the activities that used in the teaching of English
applying Genre-based Approach, the problems in implementing the Genre-based
Approach, the teachers overcome the problems in implementing the GBA in the
process of teaching English.

Chapter V is conclusion and suggestion that is followed by bibliography and
appendix at the end of the research paper.

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A STUDY ON THE COMPATIBILITY OF “FUN AND HAPPY WITH ENGLISH” TEXTBOOK FOR THE FIFTH YEAR STUDENTS WITH SCHOOL-BASED CURRICULUM

Anggriani, Mahfudh (2009)
Abstract
This research paper is mainly intended to find out whether or not the English textbook used for the fifth year students of Elementary School entitled “Fun and Happy with English, Grade 5” compatible with indicators of the language skills suggested by School-based Curriculum. This research applies descriptive qualitative research. In collecting the data, the writer used documentary analysis especially in content analysis as the instrument. The data were analyzed by these steps; (1) presenting the materials (2) comparing the materials (3) judging whether the English textbook is appropriate with the School-based Curriculum (4) drawing conclusions. The result of the analysis shows that the percentage of the compatibility of the language skills developed in the textbook is 63,16%. It means that the textbook is good in developing language skills suggested by School-based Curriculum. The language skills which are developed in the textbook involve: the compatibility of the listening material is 41,67% or fair with the indicators of School-based Curriculum, the compatibility of the speaking material is 81,81% or very good with the speaking indicators suggested by School-based Curriculum, 60% or good for the compatibility of the reading skill with indicators of School-based Curriculum and 61,11% or good for the writing material means that the writing material is appropriate with the writing skill indicators of School-based Curriculum. This research implies that the textbook entitled “Fun and Happy with English, Grade 5” is good materials to support the learning process especially in speaking, reading, and writing. The materials of listening skill in this textbook are not adequate, so the listening teaching-learning process needs the other material to support the listening lesson.

CHAPTER I
INTRODUCTION
A. Background of the Study
Teaching material is a key component in most language programs. One of
the materials in an education institution is created material. Created material
refers to textbook and others specially developed instructional resources. In
the teaching-learning process, textbook is very important because textbook is
used to help the learners and also the teachers. It is important to write and
compile textbooks, which properly reflect the purpose of the national
curriculum standards reform i.e. deliberate selection of educational content
and cultivation of the ability to learn how to learn and to solve problems.
Textbook is the important thing as the media of the learning process and
also as the media of the curriculum material in the education system. In
curriculum standard, the meaning of the English textbook is the handbook for
the learners which arranged based on national curriculum standard and
appropriate with the education system in Indonesia. Its purpose is to improve
the knowledge and skill for communication using English.
Textbook for elementary school is the textbook which covers pictures and
dialogue to attract the student’s interest. Every theme is divided in two
learning steps, these are; spoken activity and written activity. These steps
include; listening, speaking, reading, and writing arranged orderly to make the
learners easier to learn the materials.
A book may be ideal in one situation because it matches the needs of that
situation perfectly. It has just the right amount of material for the program, it
is easy to teach, it can be used with little preparation by inexperienced
teachers, and it has an equal coverage of grammar and the four skills. There
are many kinds of textbook evaluations theory, such as; (1) the textbook
evaluation is one aspect of a good language teaching materials by Tomlinson
(1998: 7) which has the sixteen characteristics (2) the criteria of analysis by
Hutchinson (1994: 96) based on the current curriculum with four criteria, and
etc.
The current English curriculum is School-based curriculum. The material
such as textbook should be appropriate with the current curriculum.
According to Bolstad (2004: 4), School-based Curriculum is a process in
which some or all of the members of a school community plan implement
and/or evaluate an aspect or aspects of the curriculum offering of the school.
In this study the writer wants to know what the English textbook should be
designed based on the School-based Curriculum or not.
School-based Curriculum is the curriculum arranged and realized in each
education institution, it consists of the purpose of education organization of
the curriculum in each institution, education calendar, and syllabus. Syllabus
is the lesson plan of the certain lesson or certain topic/theme which consists of
standard of competence, basic competence, main material, teaching-learning
activity, indicator, time allocation, source material and the media (Khaerudin,
2007: 80-81)
The English textbook for the learners of the elementary school are various
and the writer wants to know how far the compatibility of the English
textbook “Fun and Happy with English, Grade 5” with the School-based
Curriculum implemented in some elementary schools in Indonesia.
The English textbook “Fun and Happy with English” is one of the
English textbooks used in some elementary schools in Surakarta area. This
book is not only using contextual approach based on everyday life but also
introducing students to the importance of environmental preservation
(environmental awareness program). The material in this book is difficult to
understand. In this study the writer is interested in conducting a research about
A STUDY ON THE COMPATIBILITY OF “FUN AND HAPPY WITH
ENGLISH” TEXTBOOK FOR THE FIFTH YEAR STUDENTS WITH
SCHOOL- BASED CURRICULUM.

B. Problem of the Study
The problem, which the writer is going to investigate, is “What are the
materials of English textbook entitled “Fun and Happy with English Grade 5”
compatible with the guidelines of School-based Curriculum?” The writer
raises several subsidiary research questions as follows;
1. Are the listening materials of English textbook entitled “Fun and
Happy with English Grade 5” compatible with listening skill indicators
of School-based Curriculum?
2. Are the speaking materials of English textbook entitled “Fun and
Happy with English Grade 5” compatible with speaking skill
indicators of School-based Curriculum?
3. Are the reading materials of English textbook entitled “Fun and Happy
with English Grade 5” compatible with reading skill indicators of
School-based Curriculum?
4. Are the writing materials of English textbook entitled “Fun and Happy
with English Grade 5” compatible with writing skill indicators of
School-based Curriculum?
C. Objective of the Study
Based on the research problem, the objectives of the research are;
1. Investigating whether or not the listening materials in “Fun and Happy
with English Grade 5” textbook is compatible with indicators in
listening skill of School-based Curriculum.
2. Investigating whether or not the speaking materials in “Fun and Happy
with English Grade 5” textbook is compatible with indicators in
speaking skill of School-based Curriculum.
3. Investigating whether or not the reading materials in “Fun and Happy
with English Grade 5” textbook is compatible with indicators in
reading skill of School-based Curriculum.
4. Investigating whether or not the writing materials in “Fun and Happy
with English Grade 5” textbook is compatible with indicators in
writing skill of School-based Curriculum.
D. Benefit of the Study
1. Theoretical Advantage
The writer hopes that the result of the study might be used as a
reference for analyzing the English textbook.
2. Practical Advantage
a. The writer hopes that the teachers will know the compatibility of the
textbook with the curriculum.
b. The teachers know how far the textbook follows the curriculum
demand.
E. Research Paper Organization
Research paper organization is given in order to that the readers could
easily understand intend of the research paper. In this case, the writer
organizes her research paper into five chapters.
Chapter I is introduction. This chapter concerns with the background of
the study, problem statement, objective of the study, benefit of the study, and
research paper organization.
Chapter II is review related literature. This chapter consists of previous
study, notion of textbook, function of textbook, the English textbook “Fun
and Happy with English Grade 5”, textbook analysis (Cunningsworth’s
evaluation, School-based Curriculum, Standard of Material Competence, and
Syllabus).
Chapter III is research method. It consists of type of research, object the
research, data and source of the data, method of collecting data, and technique
for analyzing data.
Chapter IV is research finding and discussion. It consists of material of
listening skill, speaking skill, reading skill, and writing skill found in the
content of “Fun and Happy with English” textbook, analysis and compatibility
of skills indicator in textbook with the School-based Curriculum indicators,
and discussion.
Chapter V is conclusion and suggestion. It consists of the research and
then it proposes some suggestions.

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AN ANALYSIS OF THE COMPATIBILITY OF TEXTBOOK “ENGLISH ON SKY 2” WITH SCHOOL LEVEL - BASED CURRICULUM

ATIKAH, ATIKAH (2009)
Abstract
This study is aimed at judging whether or not the speaking materials in the textbook entitled “English on Sky 2”, used for the second year students of Junior High School are compatible with speaking materials in the School Level - based Curriculum. The data are speaking materials in the textbook “English on Sky 2” written by Mukarto and published by Erlangga. The data were collected by observing the document of speaking materials in the textbook, and analyzed by comparing with speaking materials in the School Level - based Curriculum. The result of data analysis shows that the quality of speaking materials in the textbook is very good because the score of schema of quality qualification of the speaking materials is 81,25%. There are eight units presenting speaking materials in the textbook. The eight units present speaking materials as suggested by School Level - based Curriculum, however not all of the speaking elements are presented. The materials of grammar are not presented in the fifth, sixth, seventh, and eighth units and the materials of vocabulary are not presented in the sixth and eighth units

CHAPTER I
INTRODUCTION
A. Background of the Study
In Indonesia, English as a foreign language is not only used as a means of communication and maintaining relationship with other nations but also as a subject learned at school. By studying English it is hopped that Indonesian people can keep communication with other people in the world. Today, the study of English continues to occupy an important place in our educational curriculum. It is regarded as the first foreign language to be taught at elementary school as an extra subject. For most Indonesian, studying the language is a difficult thing. In order to learn English language students are required not only to know the vocabulary and the grammar but also have to use or apply their knowledge for the sake of communication (Depdiknas, 2004: 2).
In order that the student can communicate successfully, they need a good curriculum and our government always develops curriculum to make it real. Curriculum itself is a plan of education that gives the guidance about kinds, range, content order and the process of education. So, curriculum is aimed to direct the activities of the educational system for achieving the goal that is to make students master English language as the international language and practice it for communication in the global era.
English teacher cannot avoid using a textbook that is important in giving instruction at school. It is not only the teacher but also the students who use a textbook. Brown (1994: 145) argues “the most obvious and most common form of material support for language instruction comes through textbooks to support the success of teaching - learning process”.
Teachers can teach the material well if there are appropriate textbooks in guiding the teaching – learning process, not only inside but also outside (extra curricular) the classroom. Teachers and students can build and develop their communicative competence better if they use qualify textbook which provide and support the material needed.
In the global era, everything is demanded to make a change including curriculum. Curriculum is always changed to keep it grade equal to that of the other country. The curriculum developed by the government nowadays in 2006 is called School Level – based Curriculum.
School Level - based Curriculum is an operational curriculum that was arranged and held in each educational unity. It consists of the direction of education, structure of the curriculum, academic calendar and syllabus. Syllabus is a plan of learning in a specific subject. It consists of standard of competency, basic competency, learning activity, indicator of evaluation, evaluation, time, and source of learning.
There are many publishers that published English textbook for the second year students of Junior High School. The textbook should hold a main instrument to do the curriculum that has been arranged before. However,sometimes some of them are not appropriate with the standard of curriculum yet.
“English on Sky 2” is an English textbook that used for second year student of Junior High School in Sukoharjo published by Erlangga. The writer choose the English textbook entitled “English on Sky 2” because this book is not appropriate with the School Level - based Curriculum.
Considering the problem, the writer wants to analyze the textbook used by the second year students of Junior High School on the basis School Level – based Curriculum. The writer decides to conduct a study entitled “AN ANALYSIS OF THE COMPATIBILITY OF TEXTBOOK ‘ENGLISH ON SKY 2’ WITH SCHOOL LEVEL - BASED CURRICULUM”.
B. Limitation of the Study
From the discussion in the background of study, the writer needs to limit study areas in order to have a clear focus. In the study, the writer wants to analyze the compatibility of speaking skills of the English textbook entitled “English on Sky 2” with School Level – based Curriculum.
C. Problems of the Study
Are the materials of speaking skills of the textbook entitled “ENGLISH ON SKY 2” suitable with the School Level – based Curriculum?
D. Objective of the Study
Based on the formulation of the study mentioned above, this study has two objectives, namely:
1. Describing the materials of speaking skills of the textbook entitled “ENGLISH ON SKY 2”.
2. Describing whether the materials of speaking skills in the textbook entitled “ENGLISH ON SKY 2” are suitable with the School Level – based Curriculum or not.
E. Benefits of the Study
The writer hopes that this research will have some benefits in teaching learning English. This study has two benefits, namely:
1. Theoretical Benefits
The writer hopes that the result of the study can be used as the reference for those who want to evaluate the other textbooks.
2. Practical Benefits
a. The writer hopes that the teachers will know the appropriate textbook that can be used in teaching – learning process.
b. The writer hopes that the teachers will know how to evaluate a textbook.
c. The writer hopes that the government will know how to make a textbook that is compatible with the curriculum that used.
F. Research Paper Organization
The organization of this research paper is arranged as follow:
Chapter I is introduction that covers the background of the study, limitation of the study, problem of the study, objective of the study, benefit of the study, and research paper organization.
Chapter II is review of related literature that covers the previous study, English textbook, the curriculum, the School level - based Curriculum, and speaking.
Chapter III research method, discusses the type of the research, object of the data, data and data source, method of collecting data, technique for analyzing data.
Chapter IV is research finding. It covers the analysis of English textbook with the School level - based Curriculum and the result of data analysis.
Chapter V is presents conclusion and suggestion. The writer draws the conclusion and purpose suggestions taken from the results of the research.

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AN ANALYSIS OF THE COMPATIBILITY OF LOOK AHEAD: AN ENGLISH COURSE 1 TEXTBOOK WITH THE SCHOOL LEVEL-BASED CURRICULUM

AGUSARI , NDARI (2010)
SUMMARY
This research paper is mainly intended to find out whether or not the
English textbook used for the first year students of Senior High School entitled
Look Ahead: An English Course 1 is compatible with indicators of the language
skills suggested by School Level-based Curriculum.
This research applies descriptive qualitative research. In collecting the
data, the writer uses documentary analysis especially in content analysis as the
instrument. The data are analyzed by these steps; (1) presenting the materials, (2)
comparing the materials, (3) judging whether the English textbook is appropriate
with the School Level-based Curriculum, (4) drawing conclusion.
The result of the analysis shows that the percentage of the compatibility of
the language skills developed in the textbook is 60,2%. It means that the textbook
is good in developing language skills suggested by School Level-based
Curriculum. The language skills which are developed in the textbook involved:
the compatibility of listening material is 58,6% or good with the listening
indicators suggested by School Level-based Curriculum, the compatibility of
speaking material is 48,1% or fair with the speaking indicators suggested by
School Level-based Curriculum, the compatibility of reading material is 75% or
good with the speaking indicators suggested by School Level-based Curriculum,
the compatibility of writing material is 68,7% or good with the writing indicators
suggested by School Level-based Curriculum. This study implies that the textbook
entitled Look Ahead: An English Course 1 is good materials to support the
learning process especially in listening, reading, and writing. The materials of
speaking skill in this textbook are not adequate, so the speaking teaching-learning
process needs the other material to support the speaking lesson.

CHAPTER I
INTRODUCTION
A. Background of the Study
English has important role because it is particularly used in almost all
of the countries as native and international language. Because of previous
statement above English becomes a foreign language that has been mastered
by most of people in the world. That is the reason why English is taught in all
level of education in Indonesia.
English is the foreign language in Indonesia; because the background
of Indonesian society does not use English in their daily communication. In
Senior High School, it hopes that English can be used as second language in
teaching-learning process. To support the demand of good English ability,
education needs something to support the teaching-learning process.
Textbook is one of media to answer the needs above.
Textbooks are the important media of learning process and also as the
media of the curriculum material in the education system. In curriculum
standard, the meaning of the English textbook is the handbook for the learners
arranged based on national curriculum standard and it is appropriate with the
education system in Indonesia. Its purpose is to improve the knowledge and
skill for communication using English.
Textbooks are course textbook in a certain study as a standard book,
made by specialist and it has instructional purpose to make easy to be
understood by learner at school or university so it can support the education
programs (Tarigan and Djago, 1992: 13). As an English teacher, they cannot
avoid using textbook in giving instruction at school. Good textbooks are very
important for teacher, because textbook is the source of teaching learning
activities in the classroom. So the teacher and learner can build and develop
their language skills better if they use qualified textbook which provide and
support the material needed.
Nowadays there have been many English textbooks published to fulfill
the need of teaching-learning process and as an English teacher should choose
the textbook that is appropriate to the students. The textbook should hold all
instrument based on curriculum needed by the students. However, there is no
perfect book that can fulfill various kinds of students needs. Sometimes some
of them are not appropriate with the standard of curriculum yet.
In 2006, the curriculum used in Indonesia is School Level-based
Curriculum; it is the curriculum arranged and realized in each education
institution, it consists of purpose of (1) education; (2) organization of the
curriculum in each institution; (3) education calendar, and (4) syllabus.
Syllabus is the lesson plan of the certain lesson or certain topic/ theme which
consists of standard of competence, basic competence, main material,
teaching-learning activity, indicator, time allocation, source of material and
the media (Khaerudin, 2007: 80-81)
Look Ahead is a series of English course books for Senior High School.
The materials developed in this book have been adapted from the teaching3
learning cycle method which puts genres as the main tool in language
learning. The book is published in line with the 2006 curriculum or in
Indonesian it is called Kurikulum Tingkat Satuan Pendididkan (KTSP). All
the activities in this book cover the of four language skills: listening,
speaking, reading, and writing. They encourage students to develop their
competence in phonological/graphologycal and lexicogramatical levels, as
well as their discourse and cultural levels.
The English textbooks for the learners of the Senior High School are
various and the writer wants to investigate to what extend Look Ahead
textbook design can develop the learners’ four language skills. The writer
chooses Look Ahead as English textbook to be analyzed because many
schools used this textbook.
Considering the problem above the writer wants to analyze material
development to improve students’ four language skills in Look Ahead
textbook. The writer wants to know whether the Look Ahead textbook is
designed to improve students’ language skills or not. So the writer decides to
conduct a study entitled “AN ANALYSIS OF THE COMPATIBILITY
OFLOOK AHEAD AN ENGLISH COURSE 1 TEXTBOOK WITH THE
SCHOOL LEVEL-BASED CURRICULUM”.
B. Problem Statement
The problem that the writer investigates is “Are the materials of
English textbook entitled Look Ahead: An English Course for Senior High
School Students Year X compatible with the guidelines of School Level-based
Curriculum?” The writer raises several subsidiary study questions as follows;
1. Are the listening materials of English textbook entitled Look Ahead
compatible with indicators of School Level-based Curriculum?
2. Are the speaking materials of English textbook entitled Look Ahead
compatible with indicators of School Level-based Curriculum?
3. Are the reading materials of English textbook entitled Look Ahead
compatible with indicators of School Level-based Curriculum?
4. Are the writing materials of English textbook entitled Look Ahead
compatible with indicators of School Level-based Curriculum?
C. Limitation of the Study
From the problems statement above, the writer limits the study about
how far the materials of English textbook of Senior High School develop with
indicators of the School Level-based Curriculum. The writer analyses on the
material content of textbook Look Ahead: An English Course 1 written by Th.
M. Sudarwati, Eudia Grace and published by Erlangga in 2007.
D. Objective of the Study
Based on the problems statement, the objectives of this study are:
1. To investigate whether or not the listening materials in Look Ahead
textbook is compatible with indicators in the School Level-based Curriculum.
2. To investigate whether or not the speaking materials in Look Ahead
textbook is compatible with indicators in the School Level-based Curriculum.
3. To investigate whether or not the reading materials in Look Ahead
textbook is compatible with indicators in the School Level-based Curriculum.
4. To investigate whether or not the writing materials in Look Ahead
textbook is compatible with indicators in the School Level-based Curriculum.
E. Benefit of the Study
The writer hopes that this study contributes two advantages:
1. Theoretical Benefit
The result can give some information to other writers who are
interested in analyzing English textbook based on the School Level-based
Curriculum. Based on the result of this study it also can give contribution
to material design and material development in teaching English
2. Practical Benefit
The writer and reader will get knowledge about good materials of the
English teaching. It gives information to the teacher about the appropriate
textbook that can be used to support the teaching-learning process, and
also to know how far the English textbook follows the School Level-based Curriculum.
F. Research Paper Organization
Research paper organization is given in order to the readers could easily
understand the research paper. In this case, the writer organizes her study into
five chapters.
Chapter I is Introduction.
It consists of Background of the Study,
Problem Statement of the Study, Limitation of Study, Objective of Study,
Benefit of Study, and Research Paper Organization.
Chapter II is Review of Related Literature. It consists of the Previous
Study, Underlying Theory; English Textbook (definition textbook, function
of textbook, criteria of good English textbook, the advantages and
disadvantages use textbook in teaching), the English textbook ”Look Ahead”,
the School Level- based Curriculum (definition of the School Level –based
Curriculum, characteristic of the School Level-based Curriculum), textbook
analysis (Brian Tomlinson’s evaluation), syllabus.
Chapter III is Research Method. This chapter consists of Type of the
Study, Object of the Study, Data and Data Source, Method of Collecting
Data, and Technique for Analyzing Data.
Chapter IV is Research Finding and Discussion. It consists of material
of listening skill, speaking skill, reading skill, and writing skill found in the
content Look Ahead; An English Course I textbook, analysis and
compatibility of skills indicators in textbook with the School Level-based
Curriculum indicators, and discussion.
Chapter V is Conclusion and Suggestion.

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