EVALUATING THE COMPATIBILITY OF THE ENGLISH TEXTBOOKS WITH THE CURRICULUM OF THE VOCATIONAL HIGH SCHOOL

Authors: Muhamad Hilmi Ainunnajih, Januarius Mujiyanto & Suwandi

ABSTRACT

The textbook is defined as the learning materials that are commonly used in the teaching and learning process, are easy to get, and are also commercially provided. There will be different needs for textbooks in senior high school and vocational high school. For that reason, some questions need to be answered. Those were the characteristics of the compatibility of the English textbooks for the marketing and online business program for eleventh grade with the curriculum in terms of completeness, up-to-dateness, depth, difficulty levels, and accuracy. This research was conducted to explain the compatibility of the materials in the textbooks used by the marketing and online business programs of vocational high schools in Semarang with the 2013 curriculum. There are two books analyzed, an English textbook for the eleventh grade of senior and vocational high school entitled “bahasa inggris,” published by Kementerian Pendidikan dan Kebudayaan Republik Indonesia, and an English textbook for the eleventh grade of vocational high school entitled “english,” published by Bumi Aksara. It uses the theories of many experts and BNSP. The technique used to collect the data is observation and a document checklist, which is described qualitatively. The result of this research shows that both textbook 1 and textbook 2 are good in terms of their compatibility with the 2013 curriculum. The lack was that those books were not suited enough to students’ needs in the marketing and online business fields.

Keywords: textbook marketing, online business, vocational high school

REFERENCES

  • Adi, H. W. & Astuti, P. (2019). Content analysis of student book When English Rings a Bell (revised edition) for grade VIII of junior high school. Journal of English Language and Teaching, 8(1), 49 – 59.
  • Al-Harbi, A. A. M. (2017). Evaluation Study for Secondary Stage EFL Textbook: EFL Teachers’ Perspectives. English Language Teaching, 10(3), 26-39. http://doi.org/10.5539/elt.v10n3p26
  • Amalia Rahmawati, A., Rukmini, D., & Sutopo, D.  (2014). The unity of meanings in the vocational high school English textbook. English Education Journal, 4(2), 106-113. http://journal.unnes.ac.id/sju/index.php/eej
  • Aryani, D. (2016). Content analysis on English module “Bahasa Inggris”. Journal of English Language and Education, 2(1), 1 – 10. https://doi.org/10.26486/jele.v2i1.213
  • Badan Standar Nasional Pendidikan. (2014). Instrument penilaian buku teks pelajaran. Retrieved on April 2019 from http://bsnp-indonesia.org/
  • Chegeni, N., Kamali, B., Noroozi, A., & Chegeni, N. (2016). General English Textbook Evaluation: A Closer Look at “Four Corners”. Theory and Practice in Language Studies, 6(12), 2325-2330. http://dx.doi.org/10.17507/tpls.0612.13
  • Cunningsworth, A. (1995).     Choosing Your Course Book. The Bath Press.
  • Ibnus, N. & Mujiyanto, Y. (2018). The comparison of politeness components between New Headway intermediate student’s book and bahada Inggris SMA/MA/SMK/MAK keys X. English Education Journal, 8(1), 76-86.
  • Jodairi Pineh, A. (2015). Book review: language curriculum design and socialization. International Journal of English Language Teaching, 2(2), 2013–2015. https://doi.org/10.5430/ijelt.v2n 2p56
  • Juliaty, H., Yuyun, I., Pattiwael, A. S., & Natalia Mau, E. C. (2019). Examining EFL student response to student-centered classroom instruction. Journal of ELT Research, 4(1), 52–63. https://doi.org/10.22236/JER
  • Kementrian Pendidikan dan Kebudayaan.(2018). Kurikulum 2013 Revisi, Kompetensi Dasar SMK. Jakarta: Badan Penelitian dan Pengembangan.
  • Krippendorf, K. (1981). Content Analysis (An Introduction to its Methodology). Sage Publisher
  • Laili, N. & Wahyanti, C. M. (2018). The consistency of the textbook ‘Pathway to English’ for SMA/MA grade X with the 2013 curriculum. Journal of English Language Teaching, 7(1), 92 – 103.
  • Mardhatillah, Verawati, Evianti, E., & Pramuniati, I. (2017). An analysis of English teaching material quality according to the English teachers’ response in Aceh Besar, Indonesia.European American Journal, 5(10), 37-47.
  • Mohammadi, Valli, and Nasser Mousavi. (2013). Analyzing Needs Analysis in ESP: A (re) Modeling, International Research Journal of Applied and Basic Sciences, 4(5):1014-1020.
  • Mujiyanto, Y. (2016). The comprehensibility of readable English texts and their.English Education Journal, 6(2), 21–33. https://doi.org/10.5539/ijel.v6n2p21
  • Mukundan, J. & Nimehchisalem, C. (2012). Evaluative Criteria of an English Language Textbook Evaluation Checklist. Journal of Language Teaching and Research, 3(6), 1128-1134. https://doi.org/10.4304/jltr.3.6.1128-1134
  • Mukundan, J. (2016). Evaluation of English language textbooks: some important issues for consideration. Journal of NELTA, 12(1). https://doi.org/10.3126/nelta.v12i1.3432
  • Neuendorf, K. (2002).The Content Analysis Guidebook. Sage Publications.
  • Pahlevi, S. R. A. & Warsono. (2018). The ideational meaning of text and image relation in Bahada Inggris for tenth graders. English Education Journal, 8(3), 317-323.
  • Radic-Bojanic, B. B. & Tapalov, J. P. (2016). Textbooks in the EFL classroom: defining, assessing and analyzing. Collection of Papers of The Faculty of Philosophy, 3(178002), 137–153.
  • Rahmawati, A., Rukmini, D., Sutopo, D., & Artikel, I. (2014).The unity of meanings in the vocational high school English textbook. English Education Journal, 4(2), 106–113.
  • Richards, J. C. (2001). Curriculum Development in Language Teaching. Cambridge University Press.
  • Richards, J. C. & Rodger, S.T. (2001). Approach and Methods in Language Teaching. Cambridge University Press.
  • Tileagă, C. (2010). Book review: Book review. Memory Studies, 3(2), 179–183. https://doi.org/10.1177/1750698009355679