An Analysis Of Speaking Materials In English Textbook For .
Advances in Social Science, Education and Humanities Research, volume 463Proceedings of the Eighth International Conference on Languages and Arts (ICLA-2019)An Analysis of Speaking Materials in English Textbookfor the Tenth Grade of the Senior High SchoolRatmanida1 Yeni Suryanti2,*1English Department, FBS Universitas Negeri Padang, Padang, Sumatra Barat 25131, IndonesiaEnglish Department, FBS Universitas Negeri Padang, Padang, Sumatra Barat 25131, Indonesia*Corresponding author. Email: yeni.suryanti@yahoo.co.id2ABSTRACTThe purpose of this research is to find the quality of materials in the English textbook for the tenth grade ofsenior high school. This research focus on speaking material in the textbook for senior high school. This isdescriptive research. The data is the textbook assessment scores in the form quantitative data obtained throughthe textbook evaluation sheet. The instrument was used to collect the data is the Textbook evaluation sheet.The framework of the sheet is developed from theories of Sheldon (1988: 242-243), Cunningsworth (1995: 34), Hammer (1998: 119-120), Rudby (2003), Bao (2013) and BSNP (2014) related to the criteria of righttextbook and learning materials selection. Based on the analysis, it was found that the speaking material of thetextbook adequate. It means that the speaking materials of the textbook do not fulfill the criteria based on thetheory.Keywords: Learning Materials, Speaking Materials.1. INTRODUCTIONTeaching material is one of the essential tools inthe learning process. It has a role in learning as the core ofthe curriculum, which functions as a means of achievinggoals in learning. It helps teachers in preparing subjectmatter and guide students in learning. As stated byCunningsworth in Richards (2002) that the roles ofmaterials in language teaching are: as a resource ofactivities for learners to practice and communicativeinteraction; a reference source for the learner on grammar,vocabulary, pronunciation and soon, and as a source ofstimulation and ideas for classroom activities.As a resource of activities and reference source ofteaching activities, the material is given to the studentsshould be appropriate to the related or focusedcompetencies of the teaching. It is used to enable studentsto increase their knowledge and their English skills,namely, listening, reading, writing, and speaking. It isassumed that the more appropriate the material is given tothe students, the higher the possibility of opportunity forstudents to increase their competence in English languageskills.Moreover, learning materials must facilitateeffectively and meaningfully students' needs, and targetsituations need in learning English language skills,especially for speaking skills. Speaking skill, as theparameter of someone's level of English proficiency, is askill used to express though, opinions, and feelings interms of talk of conversation. For these competencies,learning materials should have sufficient knowledge of thesound, structure, vocabulary, and cultural system of theEnglish language. It needs to facilitate the students to thinkabout the ideas they want to express, and need to be awareof the appropriate functional expressions as well asgrammatical, lexical, and cultural features needed toexpress the idea. In gaining these competencies, thematerial of teaching speaking skills should be in line withthose features of speaking skills.Besides, a textbook is a medium for teaching andlearning. Cunningsworth (1995) stated that the uses oftextbooks are considered helpful because most of thepurposes and aims have already been prepared in a set ofpractices based on what students need to learn. Thetextbook is not only benefit for teachers, which helps themto prepare materials and achieve the teaching aims andobjectives but also for students, which helps them toachieve their learning needs. For the Indonesian context,the compulsory textbook used is the textbook published bythe government. The textbook is a media that helpsteachers in arranging a teaching and learning process. So,teachers do not consume lots of time preparing thematerials.In the Indonesian education system, textbooks arecategorized as one of the main components of thecurriculum. Ministry of Education and Culture hasdeveloped content, methods, and procedures for teachingand learning in the classroom. It also developed syllabusesand textbooks. The textbook is designed in line with thelatest curriculum. As for helping the teachers preparing thematerials, the textbook created by the government ismandated to be used widely as the primary resources atschools.Copyright 2020 The Authors. Published by Atlantis Press SARL.This is an open access article distributed under the CC BY-NC 4.0 license -http://creativecommons.org/licenses/by-nc/4.0/.90
Advances in Social Science, Education and Humanities Research, volume 463One of the textbooks created by the government is"Bahasa Inggris" (English) textbook for English courses atthe first grade of senior high school level. This textbookhas been implemented widely in Indonesia Senior highschools. Due to the extensive use of this textbook, it isexpected could have significant contribution effects onstudents' English proficiency. Unfortunately, the Englishproficiency index (EPI) 2019 of Indonesian is at 61 st rank.However, there are many indicators used in determiningthe success of English Learning; textbook is one of theindicators of the successful.As the preliminary interview with the Englishteacher discussing the Bahasa Inggris" (English) textbook,they found that there are several weaknesses anddeficiencies of speaking materials found in the "BahasaInggris" (English) textbook, such as lack of materials, sothat the teacher decides to use the other textbook oradditional sources. The second is a lack of exercise. Inlearning to speak, the student should give many drills tomake them more enthusiastic in speaking activity, forexample, role play, monolog, and dialogue. In the teachingprocess, the teacher confuses to give exercises for studentsbecause of the limitation of the material itself so that theteacher used another textbook. This phenomenon leads theteachers' creativity to create or compile additional sourcesfor learning speaking. The third is not in line with thecurriculum. The teacher thinks that the speaking materialsof the textbook are low in selecting words and sentences. Itmeans that the level of language in the speaking material isstill under the target of the curriculum. The textbookcontent should be appropriate with the senior high schoolstandard.Encountering this situation, the Ministry ofEducation and Culture and National Education StandardsAgency (BSNP) have prepared some criteria for speakingmaterials. The textbook has been designed based on thecurriculum and these criteria. The criteria are; first, thespeaking materials are related with listening materials andare delivered based on the level of difficulty. Second, theknowledge and speaking exercises are combined forspeaking material by considering its relevance. Students’speaking skill are trained through speaking exercises. Bothspeaking materials and exercise are develop the studentsand teacher to have communication activities. It alsostates the relevant learning objectives of communicativecompetence. It means that the right speaking materialsshould cover all the student's needs in learning speaking.Based on the explanation above, the researcherassumes that the speaking materials of the "BahasaInggris" textbook need to be analyzed. So, in doing thisresearch, the content of speaking materials in the "BahasaInggris" textbook for the tenth grade of the senior highschool published by Kementerian Pendidikan danKebudayaan Republik Indonesia third edition 2017.2. METHODassessment scores in the form of quantitative data obtainedthrough the textbook evaluation sheet. It developed fromtheories of Sheldon (1988: 242-243), Cunningsworth(1995: 3-4), Hammer (1998: 119-120), Rudby (2003), Bao(2013) and BSNP (2014) related to the criteria of righttextbook and learning materials selection. In collecting thedata, there researcher explored the nature of the textbookfollowing the stated aspect of content analysis. Then, theassessment of the quality of the "Bahasa Inggris" textbookfollowing the stated aspect of content analysis was carriedout by using a textbook evaluation checklist. The value ofthe quality of the "Bahasa Inggris" textbook as the data ofthis research was collected. These values were thenanalyzed by each aspect. Analysis the data based on thevalue of each indicator performed at work. The data wasalso analyzed to see the extent to which aspects of contentanalysis perform the respective indicators. For furtheranalysis, the descriptive analysis of each aspect of contentanalysis was carried out to identify in-depth the performedscore. It was to find the details of the strengths andweaknesses of each aspect.3. RESULTS AND DISCUSSIONThe data of the content analysis of research wasobtained through the textbook evaluation sheet. Itcomprised of the aspect of content analysis, which helpedthe research mapping the nature of the textbook, focusedon related analyzed aspects, and derived generalconclusion on the content analysis of speaking materials.For the initial step of the research, the textbook wasexplored to identify the aspect of content analysis. In ageneral preview, the textbook uses a genre-based approachin designing the materials. It has 15 chapters with thecontent focus of one genre for each chapter. Each chapterconsists of sections of warmer, vocabulary builder,pronunciation practice, dialog (only in chapter 3), reading,vocabulary exercises, grammar review, listening (only inchapters 1, 6, 11, 12, and 14), speaking, writing, andreflection. It can be seen that each chapter has a contentfocus for speaking materials and speaking activities, suchas vocabulary builder, pronunciation practice, andspeaking tasksThe next step was analyzing the content ofspeaking materials by using a textbook evaluation sheet inthe aspects of linguistics input, the material or contentbased and effective support provided in the book, the skillssupport provided for the students in the book. Besides, thediversity and flexibility of the exercise book are alsoanalyzed. The data findings are as follow:1. Linguistics SupportFor linguistics support, there are three indicatorsexamine in the textbook. The analysis summary is asfollows:This was descriptive research. Descriptive researchwould used data from a textbook about speaking materialsfound in the textbook. The data was the textbook91
Advances in Social Science, Education and Humanities Research, volume 463Table 1. The analysis linguistic supportAnaspect of Indicators of ContentContentAnalysisAnalysis1. The materials provideLinguisticsuitable and enoughsupportlinguistic input2. Materials containcharacteristics of spokenlanguage3. Vocabulary provided inthe materialsSub-scoreCategory2.Quality ofContent4343.6GoodThe values for the linguistics support reach goodcategory with the sub-score is 3,6. The material iscompetent. It generally fulfills the criteria in the subindicator clearly and effectively and generally appropriateto the students. The textbook has a special section forpronunciation, vocabulary, and speaking activities. Thepronunciation provides vocabularies and the direction oftheir sound. The vocabulary defines the form of a clozetest and short answer, which stimulates the students to findthe meaning by themselves. The limitations of theseaspects are the lack of characteristics of spoken language.The book uses the students' centered method. Thecomposition of tasks is dominant than instructionalmaterials.Linguistics support is competent. It generallyfulfills the criteria in the sub-indicator clearly andeffectively and generally appropriate to the students. Thetextbook has a special section for pronunciation,vocabulary, and speaking activities. The pronunciationprovides vocabularies and the direction of their sound. Thevocabulary defines the form of a cloze test and shortanswer, which stimulates the students to find the meaningby themselves. The limitations of these aspects are the lackof characteristics of spoken language. The book uses thestudents' centered method. The composition of tasks isdominant than instructional materials. It is in line withCunningsworth (1995), who states that the functions androles of the textbook are a resource of presentationmaterial and a reference book (grammar, vocabulary,pronunciation. Moreover, supported by Tomlinson(2011:8) who states that one of the criteria of goodmaterial development is that the materials should be ableto enable the students to be self-investment, the learnermust be ready to acquire the point being learnt. Moreover,the material must be good at showing the authentic use ofthe language being studied. Therefore, it would attract theattention of the students related to linguistic features of theinput that are being studied.Content-based and effective supportFor Content-based and effective support, there aresix indicators examine in the textbook. The analysissummary is as follows:Table 2. Analysis content-based and effective supportAnQuality ofaspect ofContentIndicators of Content AnalysisContentAnalysis4. The materials satisfy learners2Contentwith moments of inspiration,based andimagination, creativity, andeffectivecultural sensibilitiessupport5. The materials provide visual2that inspire and supportverbal learning6. The speaking activities lead4students to utilize theircultural and individualknowledge7. The materials give2conditions for unrestrainedimprovisation8. The cultural content related3to the learners' culturalsensitivities9. The topics invite to debate2Sub-score2.5CategoryPoorThe value of Content-based and effective support is2,5 or in Poor Category. It is generally inappropriate tofulfill the criteria in the sub-indicator, generallyinappropriate to the students. Most of the indicators havescores of two. The materials are not fully supportedinspiration of the students, students’ imagination andcreativity. Moreover, the materials should also somethingthat are cultural sensibilities to satisfy learners withmoments of inspiration, imagination, creativity, andcultural sensibilities. Most of the activities are in the formof practicing the materials. The materials lack of picturesinspired passages, and integrated cultural materials andactivities. There are impromptu activities and debatableactivities. Most of the tasks are for pair work, and groupworks. As the highest score in these aspects, the materialsshould be based on cultural and individual backgroundknowledge of the learners to have many activities to use.Then, value of Content-based and effective supportis generally inappropriate to fulfill the criteria in the subindicator, generally inappropriate to the students. Most ofthe indicators have scores of two. Then, learners’inspiration, students’ imagination, their creativity, andcultural sensibilities to satisfy learners with moments ofinspiration, imagination, creativity, and culturalsensibilities. Most of the activities are in the form ofpracticing the materials. The materials lack of picturesinspired passages, and integrated cultural materials andactivities. There are impromptu activities and debatable92
Advances in Social Science, Education and Humanities Research, volume 463activities. Most of the tasks are for pair work, and groupworks. As the highest score in these aspects, the materialshave many activities that activate cultural and individualknowledge of the learners effectively.The materials should be achieved impact. Thematerial should help learners to feel at ease, and thematerial should help learners to develop confidence, whatis being taught should be perceived by the learner asrelevant and useful, materials should require and facilitatelearner self-investment, the learner must be ready toacquire the point being taught, the material should exposethe learner to language in authentic use Tomlinson(2011:8). In line with this, Brindly (1989) in Tomlinson(2003) also indicates the importance of looking at bothsubjective needs and objective needs in the learners.Subjective needs are the areas as the learners' speakingproficiency, the learners' speaking difficulties, and real-lifeConversational situations outside the classroom. Objectiveneeds include the aspects as personality, Learning styles(Ardi, 2006), wants, and expectations of the course .3.Skills supportFor skills support, there are four indicators examinein the textbook. The analysis summary is as follows:Table 3. Analysis of skills supportAnaspect ofIndicators of Content AnalysisContentAnalysis10. Speaking activities giveSkillsstudents opportunities tosupportshareandprocessinformation11. The language presented andorganized to facilitateverbal discussioneffectively12. The activities providelearners with a wide rangeof communicative functionsand strategies13. Speaking activities provideseveral forms ofinterpersonalcommunication, such asmonolog, dialog, and 243.5AdequateThe value of skills support has a 3,5 or an adequatecategory. The material is somewhat competent. Itsomewhat fulfills the criteria in the sub-indicator clearlyand effectively, and somewhat appropriate to the students.There is only one indicator that has a value of 2. That is,the activities provide learners with a wide range ofcommunicative functions and strategies. There is a lack ofneither communicative function provided nor its strategies.The activities only ask the students to practice theactivities with an explanation of several situations withtheir strategies.The value of skills support has 3,5 or in theadequate category. The material is somewhat competent. Itsomewhat fulfills the criteria in the sub-indicator clearlyand effectively, and somewhat appropriate to the students.There is only one indicator that has a value of 2. That is,the activities provide learners with a wide range ofcommunicative functions and strategies. There is a lack ofneither communicative function provided nor its strategies.The activities only ask the students to practice theactivities with an explanation of several situations withtheir strategies.4. Diversity and flexibilityFor diversity and flexibility, there are threeindicators examine in the textbook. The analysis summaryis as follows:Table 4. Analysis of diversity and flexibilityAn aspectIndicators of Contentof ContentAnalysisAnalysis14. The materials flexibleDiversityto serve more thanandone type of learningflexibilitystyle, proficiency,maturity, and interest15. Activities cover avariety of differentproficiency levels16. The materialsprovide a variety ofspeaking activitiesSub-scoreCategoryQuality ofContent3222.3PoorThe value of Diversity and flexibility aspects is 2,3or in the category of Poor. It is generally inappropriate tofulfill the criteria in the sub-indicator, generallyinappropriate to the students. It is caused by the materialsare not stretchy to provide more possibilities to thestudents’ that have various learning styles, ability, likes,interest, and maturity. The materials are provided only forone level of proficiency. Due to the lack of the variation ofmaterials, it cannot accommodate various interests andlearning styles.The overall value of the materials is 2.94 or in thecategory of adequate. The material is somewhatcompetent. It somewhat fulfills the criteria in the subindicator clearly and effectively, and somewhatappropriate to the students. The summary of the evaluationis as follows:93
Advances in Social Science, Education and Humanities Research, volume 463Table 5. Overall valueAn aspectof ContentIndicators of Content AnalysisAnalysis1. The materials provideLinguisticsuitable and enough linguisticsupportinput2. Materials containcharacteristics of spokenlanguage3. Vocabulary provided in thematerialsSub-score4. The
would used data from a textbook about speaking materials found in the textbook. The data was the textbook assessment scores in the form of quantitative data obtained through the textbook evaluation sheet. It developed from theories of Sheldon (1988: 242-243), Cunningsworth (1995: 3-4), Hammer (1998: 119-120), Rudby (2003), Bao
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