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A CONTENT ANALYSIS ON THE EXERCISES OF THE ENGLISH

TEXTBOOK “PATHWAY TO ENGLISH” USED BY TENTH GRADE

SENIOR HIGH SCHOOL STUDENTS BASED ON COMMUNICATIVE

LANGUAGE TEACHING

THESIS

Asterifani Az Zahra

K2212009

Submitted to the Teacher Training and Education Faculty of Sebelas Maret

University to Fulfill One of the Requirements for Obtaining the

Undergraduate Degree in English Education Department

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

2016


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A CONTENT ANALYSIS ON THE EXERCISES OF THE ENGLISH

TEXTBOOK “PATHWAY TO ENGLISH” USED BY TENTH GRADE

SENIOR HIGH SCHOOL STUDENTS BASED ON COMMUNICATIVE

LANGUAGE TEACHING

THESIS

Asterifani Az Zahra

K2212009

Submitted to the Teacher Training and Education Faculty of Sebelas Maret

University to Fulfill One of the Requirements for Obtaining the

Undergraduate Degree in English Education Department

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

2016


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MOTTO

“Indeed, with hardship will be ease.”

(Al-Insyirah, 94: 6)

“Life is about courage and going into the unknown.”

(The Secret Life of Walter Mitty)


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DEDICATION

This thesis is whole-heartedly dedicated to:

My parents and sisterFor giving me the biggest support

All inspiring people in my lifeFor giving me chances to learn and improve myself

MyselfFor trying to do the best for the beloved people


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ABSTRACT

Asterifani Az Zahra. K2212009. A CONTENT ANALYSIS ON THEEXERCISES OF THE ENGLISH TEXTBOOK “PATHWAY TOENGLISH” USED BY TENTH GRADE SENIOR HIGH SCHOOLSTUDENTS BASED ON COMMUNICATIVE LANGUAGE TEACHING. AThesis. Surakarta. Teacher Training and Education Faculty. Sebelas MaretUniversity. 2016.

The purposes underlying this study are: 1) to analyze to what extent thetextbook of “Pathway To English for Grade X Senior High School” developcommunicative exercises and 2) to analyze to what extent the exercises in“Pathway To English for Grade X Senior High School” use the types of CLTmaterials.

This study uses descriptive method, which refers to content analysis ordocumentary analysis. The research data collection is conducted by listing thekinds of exercises and types of CLT materials, finding out the kinds of exercisesand types of CLT materials, classifying them based on the kinds of exercises andtypes of CLT materials, and giving codes to each material based on the kinds ofexercises and types of CLT materials. The steps in analyzing data are collectingdata, reducing data, displaying data and drawing general conclusion. The sourceof data in this research is the English textbook entitled “Pathway to English forSenior High School Grade X” in revised edition written by Th. M. Sudarwati andEudia Grace and published by Erlangga. In collecting data, this study took six outof the eleven chapters of the textbook.

The result of the study shows that: 1) there are seven kinds ofcommunicative exercises developed in the textbook consisting information gapprinciple, task continuity principle, information transfer principle, authenticityprinciple, problem solving principle and opinion-sharing information. The resultof the research shows that the percentage of developing the communicativeexercises in the textbook is 70% which means good in developing thecommunicative exercises. 2) there are all types of CLT materials developed in thetextbook which are text-based materials, task-based materials and realia. Theresult of the research shows that the percentage of developing the types of CLTmaterials in the textbook is 100% which means very good in developing thecommunicative materials. It means that the textbook can be used in teaching andlearning English. Moreover, teachers look for other exercises which are notavailable in the textbook in other sources such as internet, other textbooks etc tofulfill students’ need in communication.

Keywords: content analysis, textbook, CLT, communicative exercises, types ofCLT materials.


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ACKNOWLEDGEMENT

Alhamdulillah, all praises be to Allah SWT who has given His blessings

and great gift to the writer for the opportunity to complete the writing of this

thesis. In this occasion, she would like to express her deepest gratitude and

appreciation to the following:

1. The Dean of Teacher Training and Education Faculty of Sebelas Maret

University who approved this thesis.

2. The Head of English Department of Teacher Training and Education Faculty,

for his approval of this thesis.

3. Dr. Suparno, M.Pd the first consultant and Drs. A. Handoko Pudjobroto the

second consultant, for their guidance, advice, encouragement, criticism,

suggestion and patience.

4. Drs. Muh. Asrori, M.Pd as her academic advisor, for giving his guidance and

support during her study.

5. All the lecturers of English Education Department for their knowledge and

inspiration during her study.

6. Her family, for their countless love and endless support.

7. English Education Department Class A, for supporting her during her study.

8. Her beloved friends (Sitta, Gisti, Afrizal, Fidi, Tama, Denty, Gedis, Indah,

Putrifia, KKN Fatukoto, and Gesreilich), for their abundant motivation during

her study.

Finally, she hopes that this thesis can give some contribution to English

teaching in Indonesia.

Surakarta, May 2016

Asterifani Az Zahra


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TABLE OF CONTENTS

TITLE OF THE RESEARCH……………………………………………………. i

PRONOUNCEMENT…………………………………………………………… ii

SUBMISSION………………………………….……………………………….. iii

THE APPROVAL OF THE CONSULTANTS …………………….…………... iv

LEGALIZATION OF EXAMINERS …………………………….……………. v

MOTTO …………………………………………………………...……………. vi

DEDICATION ……………………………………………………...…………. vii

ABSTRACT ………………………………………………………...…………. viii

ACKNOWLEDGEMENT ………………………………………………….…... ix

TABLE OF CONTENTS …………………………………………….…….……. x

LIST OF TABLES ………………………………………………………..…… xiii

LIST OF APPENDICES …………………………………………………..….. xiv

LIST OF ABBREVIATIONS ……………………………………………..….. xv

CHAPTER I INTRODUCTION

A. Background of the Study …………………………………………………..... 1

B. Identification of the Problem ………………………………………………... 5

C. Limitation of the Problem …………………………………………………… 5

D. Problem Statement …………………………………………………………... 6

E. Purposes of the Study ……………………………………………………….. 6

F. Benefits of the Study ………………………………………………………... 6

CHAPTER 2 THEORETICAL REVIEW

A. Content Analysis……………………………………………………………... 7

1. Definition of Content Analysis …………………………………….……. 7

2. Purposes of Content Analysis …………………………………………… 8

3. Steps of Content Analysis ………………………………………………. 8

4. Function of Content Analysis …………………………………………… 9

B. Exercises ………………………………………………………………...…. 10

C. Textbook …………………………………………………………………… 10

1. Definition of Textbook …………………………………………...……. 10

2. Roles of Textbook ………………………………………………..…….. 11


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3. Advantages of Using Textbook ……………………………………….. 11

4. Disadvantages of Using Textbook …………………………………….. 12

5. Evaluating Textbook …………………………………………………... 13

D. Communicative Language Teaching ………………………………………. 16

1. Definition of Communicative Language Teaching ……………………. 16

2. Characteristics of Communicative Language Teaching ……………….. 17

3. Characteristics of Communicative Exercises…………………………... 18

4. Roles of Teacher and Students in CLT ………………………………... 19

5. Roles of Instructional Material in CLT ………………………………... 20

E. Communicative Exercises …………………………………………………. 21

CHAPTER 3 RESEARCH METHODOLOGY

A. Method of Research ……………………………………………………….. 32

B. Place and Time …………………………………………………………….. 32

C. Data and Source of Data …………………………………………………... 32

D. Technique of Collecting Data ……………………………………………… 33

E. Technique of Analyzing Data ……………………………………………… 34

1. Data Collection ……………………………………………………........ 34

2. Data Reduction ………………………………………………………… 35

3. Data Display …………………………………………………………… 35

4. General Conclusion Drawing …………………………………………... 38

CHAPTER 4 RESEARCH FINDING AND DISCUSSION

A. Introduction ………………………………………………………………… 40

B. Description of Data ……………...…………………………………………. 41

C. Data Reduction and Coding ……………………………………………….. 44

D. Data Display ……………………………………………………………….. 47

E. Discussion ……………………………………………………...…………. 109

CHAPTER 5 CONCLUSION, IMPLICATION AND SUGGESTION

A. Conclusion ………………………………………………………………... 110

B. Implication ………………………………………………………………... 111

C. Suggestion ………………………………………………………………… 111

BIBLIOGRAPHY ……………………………………………………………. 113


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APPENDICES ……………………………………………………………....... 116


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LIST OF TABLES

Table 3.1 Percentage and Quality Classification

Table 4.1 Types of Communicative Exercise and Codes

Table 4.2 Types of CLT Materials and Codes

Table 4.3 The Communicative Exercises of the Textbook “Pathway To English”

Table 4.4 The Summary of Communicative Exercises Analyses in the Textbook

of “Pathway To English”

Table 4.5 The Types of CLT materials of the Textbook “Pathway To English”

Table 4.6: The Summary of the Analyses of CLT Types Materials in the Textbook

of “Pathway To English”


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LIST OF APPENDICES

Appendix 1: List of Communicative Exercises and Types of CLT Materials

Appendix 2: The Exercises of The English Textbook of “Pathway To English”

Appendix 3: The English Textbook of “Pathway To English”


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LIST OF ABBREVIATIONS

CLT : Communicative Language Teaching

PTE : Pathway to English

Ch : Chapter

Pg : Page

IGP : Information Gap Principle

JP : Jigsaw Principle

TCP : Task Continuity Principle

ITP : Information Task Principle

AP : Authentic Principle

PSP : Problem Solving Principle

GRP : Games and Relaxed Principle

CC : Correction for Content

RP : Role Play

OSI : Opinion Sharing Information

TeBM : Text Based Material

TaBM : Task Based Material

Re : Realia

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