Wulan Anggraeni , 2201405578 (2009) An Analysis Of The Content Consistency Of The English Textbook Entitled “Look Ahead: An English Course For Senior High School Students Year X” Published By Erlangga With The Ktsp (School Based Curriculum). Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

This final project is an analysis of the consistency of the four language skills materials found in the English textbook entitled “Look Ahead: An English Course for Senior High School Students Year X” published by Erlangga with the KTSP (School Based Curriculum). The objective of the study is to analyze the consistency of the four language skills found in the English textbook entitled “Look Ahead: An English Course for Senior High School Students Year X” published by Erlangga with the KTSP. The data were all the four language skills materials in the textbook. To analyze the data, a descriptive analysis was used. The data were collected from the textbook entitled “Look Ahead”. All the four language skills materials in the textbook were compared to the standard competence and basic competence of the KTSP. The checklist analysis was done to find out their consistency with the KTSP. The discussion focused on the consistency of the listening, speaking, reading and writing materials with the standard and basic competence of the KTSP. From the analysis, it was found out that actually the textbook presented the four language skills, but not all of the language functional skills set out in the curriculum were presented in the textbook. However, the content of the English textbook entitled “Look Ahead: an English Course for Senior High School Students Year X” published by Erlangga is very closely consistent with the KTSP, the percentage of the four language skills as a unit of textbook was 86.76 There were 76% listening materials, 88% speaking materials, and both reading and writing skills were 100% consistent with the KTSP. In listening skill, it was found that there were 3 functional skills and 9 review/test sections which were not present in the textbook. In speaking skills, it was found that there were 1 functional skill and 5 review/test sections which were not present in the textbook. On the other hand, both reading and writing skills materials were present completely in the textbook. To improve the quality of teaching-learning activities and the publishing of the textbook, it is suggested that textbook writers and publishers should think over that the material is really consistent with the existing curriculum by make a team of people who have capability and experience to arrange the textbook. It is also suggested that English teachers should choose the best English textbook which is consistent with the curriculum. In selecting the textbook, teachers should consider that whenever they found that the textbook is not completely consistent with the curriculum, they could use more textbooks or supplementary books to gain the aims of the teaching-learning activities.

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