Advances in Social Science, Education and Humanities Research, volume 463

Proceedings of the Eighth International Conference on Languages and Arts (ICLA-2019)

An Analysis of Speaking Materials in English Textbook

for the Tenth Grade of the Senior High School
Ratmanida1 Yeni Suryanti2,*
1
English Department, FBS Universitas Negeri Padang, Padang, Sumatra Barat 25131, Indonesia
2
English Department, FBS Universitas Negeri Padang, Padang, Sumatra Barat 25131, Indonesia
*
Corresponding author. Email: [email protected]

ABSTRACT
The purpose of this research is to find the quality of materials in the English textbook for the tenth grade of
senior high school. This research focus on speaking material in the textbook for senior high school. This is
descriptive research. The data is the textbook assessment scores in the form quantitative data obtained through
the 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: 3-
4), Hammer (1998: 119-120), Rudby (2003), Bao (2013) and BSNP (2014) related to the criteria of right
textbook and learning materials selection. Based on the analysis, it was found that the speaking material of the
textbook adequate. It means that the speaking materials of the textbook do not fulfill the criteria based on the
theory.

Keywords: Learning Materials, Speaking Materials.

1. INTRODUCTION English language. It needs to facilitate the students to think

Teaching material is one of the essential tools in about the ideas they want to express, and need to be aware
the learning process. It has a role in learning as the core of of the appropriate functional expressions as well as
the curriculum, which functions as a means of achieving grammatical, lexical, and cultural features needed to
goals in learning. It helps teachers in preparing subject express the idea. In gaining these competencies, the
matter and guide students in learning. As stated by material of teaching speaking skills should be in line with
Cunningsworth in Richards (2002) that the roles of those features of speaking skills.
materials in language teaching are: as a resource of Besides, a textbook is a medium for teaching and
activities for learners to practice and communicative learning. Cunningsworth (1995) stated that the uses of
interaction; a reference source for the learner on grammar, textbooks are considered helpful because most of the
vocabulary, pronunciation and soon, and as a source of purposes and aims have already been prepared in a set of
stimulation and ideas for classroom activities. practices based on what students need to learn. The
As a resource of activities and reference source of textbook is not only benefit for teachers, which helps them
teaching activities, the material is given to the students to prepare materials and achieve the teaching aims and
should be appropriate to the related or focused objectives but also for students, which helps them to
competencies of the teaching. It is used to enable students achieve their learning needs. For the Indonesian context,
to increase their knowledge and their English skills, the compulsory textbook used is the textbook published by
namely, listening, reading, writing, and speaking. It is the government. The textbook is a media that helps
assumed that the more appropriate the material is given to teachers in arranging a teaching and learning process. So,
the students, the higher the possibility of opportunity for teachers do not consume lots of time preparing the
students to increase their competence in English language materials.
skills. In the Indonesian education system, textbooks are
Moreover, learning materials must facilitate categorized as one of the main components of the
effectively and meaningfully students' needs, and target curriculum. Ministry of Education and Culture has
situations need in learning English language skills, developed content, methods, and procedures for teaching
especially for speaking skills. Speaking skill, as the and learning in the classroom. It also developed syllabuses
parameter of someone's level of English proficiency, is a and textbooks. The textbook is designed in line with the
skill used to express though, opinions, and feelings in latest curriculum. As for helping the teachers preparing the
terms of talk of conversation. For these competencies, materials, the textbook created by the government is
learning materials should have sufficient knowledge of the mandated to be used widely as the primary resources at
sound, structure, vocabulary, and cultural system of the schools.

Copyright © 2020 The Authors. Published by Atlantis Press SARL.

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 Advances in Social Science, Education and Humanities Research, volume 463

One of the textbooks created by the government is assessment scores in the form of quantitative data obtained
"Bahasa Inggris" (English) textbook for English courses at through the textbook evaluation sheet. It developed from
the first grade of senior high school level. This textbook theories of Sheldon (1988: 242-243), Cunningsworth
has been implemented widely in Indonesia Senior high (1995: 3-4), Hammer (1998: 119-120), Rudby (2003), Bao
schools. Due to the extensive use of this textbook, it is (2013) and BSNP (2014) related to the criteria of right
expected could have significant contribution effects on textbook and learning materials selection. In collecting the
students' English proficiency. Unfortunately, the English data, there researcher explored the nature of the textbook
proficiency index (EPI) 2019 of Indonesian is at 61 st rank. following the stated aspect of content analysis. Then, the
However, there are many indicators used in determining assessment of the quality of the "Bahasa Inggris" textbook
the success of English Learning; textbook is one of the following the stated aspect of content analysis was carried
indicators of the successful. out by using a textbook evaluation checklist. The value of
As the preliminary interview with the English the quality of the "Bahasa Inggris" textbook as the data of
teacher discussing the Bahasa Inggris" (English) textbook, this research was collected. These values were then
they found that there are several weaknesses and analyzed by each aspect. Analysis the data based on the
deficiencies of speaking materials found in the "Bahasa value of each indicator performed at work. The data was
Inggris" (English) textbook, such as lack of materials, so also analyzed to see the extent to which aspects of content
that the teacher decides to use the other textbook or analysis perform the respective indicators. For further
additional sources. The second is a lack of exercise. In analysis, the descriptive analysis of each aspect of content
learning to speak, the student should give many drills to analysis was carried out to identify in-depth the performed
make them more enthusiastic in speaking activity, for score. It was to find the details of the strengths and
example, role play, monolog, and dialogue. In the teaching weaknesses of each aspect.
process, the teacher confuses to give exercises for students
because of the limitation of the material itself so that the
teacher used another textbook. This phenomenon leads the 3. RESULTS AND DISCUSSION
teachers' creativity to create or compile additional sources The data of the content analysis of research was
for learning speaking. The third is not in line with the obtained through the textbook evaluation sheet. It
curriculum. The teacher thinks that the speaking materials comprised of the aspect of content analysis, which helped
of the textbook are low in selecting words and sentences. It the research mapping the nature of the textbook, focused
means that the level of language in the speaking material is on related analyzed aspects, and derived general
still under the target of the curriculum. The textbook conclusion on the content analysis of speaking materials.
content should be appropriate with the senior high school For the initial step of the research, the textbook was
standard. explored to identify the aspect of content analysis. In a
Encountering this situation, the Ministry of general preview, the textbook uses a genre-based approach
Education and Culture and National Education Standards in designing the materials. It has 15 chapters with the
Agency (BSNP) have prepared some criteria for speaking content focus of one genre for each chapter. Each chapter
materials. The textbook has been designed based on the consists of sections of warmer, vocabulary builder,
curriculum and these criteria. The criteria are; first, the pronunciation practice, dialog (only in chapter 3), reading,
speaking materials are related with listening materials and vocabulary exercises, grammar review, listening (only in
are delivered based on the level of difficulty. Second, the chapters 1, 6, 11, 12, and 14), speaking, writing, and
knowledge and speaking exercises are combined for reflection. It can be seen that each chapter has a content
speaking material by considering its relevance. Students’ focus for speaking materials and speaking activities, such
speaking skill are trained through speaking exercises. Both as vocabulary builder, pronunciation practice, and
speaking materials and exercise are develop the students speaking tasks
and teacher to have communication activities.. It also The next step was analyzing the content of
states the relevant learning objectives of communicative speaking materials by using a textbook evaluation sheet in
competence. It means that the right speaking materials the aspects of linguistics input, the material or content-
should cover all the student's needs in learning speaking. based and effective support provided in the book, the skills
Based on the explanation above, the researcher support provided for the students in the book. Besides, the
assumes that the speaking materials of the "Bahasa diversity and flexibility of the exercise book are also
Inggris" textbook need to be analyzed. So, in doing this analyzed. The data findings are as follow:
research, the content of speaking materials in the "Bahasa
Inggris" textbook for the tenth grade of the senior high 1. Linguistics Support
school published by Kementerian Pendidikan dan For linguistics support, there are three indicators
Kebudayaan Republik Indonesia third edition 2017. examine in the textbook. The analysis summary is as
follows:
2. METHOD
This was descriptive research. Descriptive research
would used data from a textbook about speaking materials
found in the textbook. The data was the textbook

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Table 1. The analysis linguistic support 2. Content-based and effective support

An Quality of For Content-based and effective support, there are
aspect of Indicators of Content Content six indicators examine in the textbook. The analysis
Content Analysis summary is as follows:
Analysis
1. The materials provide 4 Table 2. Analysis content-based and effective support
Linguistic suitable and enough An Quality of
support linguistic input aspect of Content
Indicators of Content Analysis
2. Materials contain 3 Content
characteristics of spoken Analysis
language 4. The materials satisfy learners 2
3. Vocabulary provided in 4 Content- with moments of inspiration,
the materials based and imagination, creativity, and
Sub-score 3.6 effective cultural sensibilities
Category Good support 5. The materials provide visual 2
that inspire and support
verbal learning
The values for the linguistics support reach good 6. The speaking activities lead 4
category with the sub-score is 3,6. The material is students to utilize their
competent. It generally fulfills the criteria in the sub- cultural and individual
indicator clearly and effectively and generally appropriate knowledge
to the students. The textbook has a special section for 7. The materials give 2
pronunciation, vocabulary, and speaking activities. The conditions for unrestrained
pronunciation provides vocabularies and the direction of improvisation
their sound. The vocabulary defines the form of a cloze 8. The cultural content related 3
test and short answer, which stimulates the students to find to the learners' cultural
the meaning by themselves. The limitations of these sensitivities
aspects are the lack of characteristics of spoken language. 9. The topics invite to debate 2
The book uses the students' centered method. The Sub-score 2.5
composition of tasks is dominant than instructional Category Poor
materials.
Linguistics support is competent. It generally The value of Content-based and effective support is
fulfills the criteria in the sub-indicator clearly and 2,5 or in Poor Category. It is generally inappropriate to
effectively and generally appropriate to the students. The fulfill the criteria in the sub-indicator, generally
textbook has a special section for pronunciation, inappropriate to the students. Most of the indicators have
vocabulary, and speaking activities. The pronunciation scores of two. The materials are not fully supported
provides vocabularies and the direction of their sound. The inspiration of the students, students’ imagination and
vocabulary defines the form of a cloze test and short creativity. Moreover, the materials should also something
answer, which stimulates the students to find the meaning that are cultural sensibilities to satisfy learners with
by themselves. The limitations of these aspects are the lack moments of inspiration, imagination, creativity, and
of characteristics of spoken language. The book uses the cultural sensibilities. Most of the activities are in the form
students' centered method. The composition of tasks is of practicing the materials. The materials lack of pictures
dominant than instructional materials. It is in line with inspired passages, and integrated cultural materials and
Cunningsworth (1995), who states that the functions and activities. There are impromptu activities and debatable
roles of the textbook are a resource of presentation activities. Most of the tasks are for pair work, and group
material and a reference book (grammar, vocabulary, works. As the highest score in these aspects, the materials
pronunciation. Moreover, supported by Tomlinson should be based on cultural and individual background
(2011:8) who states that one of the criteria of good knowledge of the learners to have many activities to use.
material development is that the materials should be able Then, value of Content-based and effective support
to enable the students to be self-investment, the learner is generally inappropriate to fulfill the criteria in the sub-
must be ready to acquire the point being learnt. Moreover, indicator, generally inappropriate to the students. Most of
the material must be good at showing the authentic use of the indicators have scores of two. Then, learners’
the language being studied. Therefore, it would attract the inspiration, students’ imagination, their creativity, and
attention of the students related to linguistic features of the cultural sensibilities to satisfy learners with moments of
input that are being studied. inspiration, imagination, creativity, and cultural
sensibilities. Most of the activities are in the form of
practicing the materials. The materials lack of pictures
inspired passages, and integrated cultural materials and
activities. There are impromptu activities and debatable

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activities. Most of the tasks are for pair work, and group The activities only ask the students to practice the
works. As the highest score in these aspects, the materials activities with an explanation of several situations with
have many activities that activate cultural and individual their strategies.
knowledge of the learners effectively. The value of skills support has 3,5 or in the
The materials should be achieved impact. The adequate category. The material is somewhat competent. It
material should help learners to feel at ease, and the somewhat fulfills the criteria in the sub-indicator clearly
material should help learners to develop confidence, what and effectively, and somewhat appropriate to the students.
is being taught should be perceived by the learner as There is only one indicator that has a value of 2. That is,
relevant and useful, materials should require and facilitate the activities provide learners with a wide range of
learner self-investment, the learner must be ready to communicative functions and strategies. There is a lack of
acquire the point being taught, the material should expose neither communicative function provided nor its strategies.
the learner to language in authentic use Tomlinson The activities only ask the students to practice the
(2011:8). In line with this, Brindly (1989) in Tomlinson activities with an explanation of several situations with
(2003) also indicates the importance of looking at both their strategies.
subjective needs and objective needs in the learners.
Subjective needs are the areas as the learners' speaking 4. Diversity and flexibility
proficiency, the learners' speaking difficulties, and real-life For diversity and flexibility, there are three
Conversational situations outside the classroom. Objective indicators examine in the textbook. The analysis summary
needs include the aspects as personality, Learning styles is as follows:
(Ardi, 2006), wants, and expectations of the course .
Table 4. Analysis of diversity and flexibility
3. Skills support An aspect Quality of
For skills support, there are four indicators examine Indicators of Content Content
of Content
in the textbook. The analysis summary is as follows: Analysis
Analysis
14. The materials flexible 3
Table 3. Analysis of skills support Diversity to serve more than
An Quality and one type of learning
aspect of of flexibility style, proficiency,
Indicators of Content Analysis
Content Content maturity, and interest
Analysis 15. Activities cover a 2
10. Speaking activities give 4 variety of different
Skills students opportunities to proficiency levels
support share and process 16. The materials 2
information provide a variety of
11. The language presented and 4 speaking activities
organized to facilitate Sub-score 2.3
verbal discussion
Category Poor
effectively
12. The activities provide 2 The value of Diversity and flexibility aspects is 2,3
learners with a wide range or in the category of Poor. It is generally inappropriate to
of communicative functions fulfill the criteria in the sub-indicator, generally
and strategies inappropriate to the students. It is caused by the materials
13. Speaking activities provide 4 are not stretchy to provide more possibilities to the
several forms of students’ that have various learning styles, ability, likes,
interpersonal interest, and maturity. The materials are provided only for
communication, such as one level of proficiency. Due to the lack of the variation of
monolog, dialog, and group materials, it cannot accommodate various interests and
discussion learning styles.
Sub-score 3.5 The overall value of the materials is 2.94 or in the
Category Adequate category of adequate. The material is somewhat
competent. It somewhat fulfills the criteria in the sub-
The value of skills support has a 3,5 or an adequate indicator clearly and effectively, and somewhat
category. The material is somewhat competent. It appropriate to the students. The summary of the evaluation
somewhat fulfills the criteria in the sub-indicator clearly is as follows:
and 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 of
communicative functions and strategies. There is a lack of
neither communicative function provided nor its strategies.

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Table 5. Overall value The significant Limitations of the Speaking materials

An aspect Quality of are content-based and effective support and diversity and
of Content Indicators of Content Analysis Content flexibility. The speaking materials lack of visual support,
Analysis the moment of inspiration, imagination, creativity, cultural
1. The materials provide 4 sensibility, debatable content, communicative function and
Linguistic suitable and enough linguistic strategies, and materials variety and flexibility.
support input
2. Materials contain 3 4. CONCLUSIONS
characteristics of spoken The research findings on the analysis of speaking
language materials found in “Bahasa Inggris” Textbook elaborate on
3. Vocabulary provided in the 4 several essential things. It can be derived a conclusion that
materials the speaking materials are not fully supported inspiration,
Sub-score 3.6 imagination, creativity, and cultural sensibilities to satisfy
4. The materials satisfy learners 2 learners with moments of inspiration, imagination,
Content- with moments of inspiration, creativity, and cultural sensibilities, lack of spoken
based and imagination, creativity, and language characteristics, communication function and
effective cultural sensibilities strategies, and variety of speaking materials.
support 5. The materials provide visual 2 The materials should function and roles as a
that inspire and support resource of presentation material and a reference book
verbal learning (grammar, vocabulary, pronunciation). Materials should
6. The speaking activities lead 4 provide the students with individual-investment or self-
students to utilize their investment, the information being learnt, show the
cultural and individual authentic use of the language to the learner, the learners'
knowledge attention should be drawn to linguistic features of the
7. The materials give conditions 2 input. Besides, the material should help learners to feel
for unrestrained right that the material should help learners to develop
improvisation students’ self-confidence, relevant with students needs’
8. The cultural content related 3 and useful, involve and help the learners’ self-investment,
to the learners' cultural the learner must be ready to acquire the point being taught,
sensitivities the material should expose the learner to language in
9. The topics inviteto debate 2 authentic use materials should represent subject matter and
Sub-score 2.5 communication situation, a verbal communication
10. Speaking activities give 4 strategy, utilize verbal sources from real life, designing
Skills students opportunities to skill-acquiring tasks should be considered.
support share and process information
11. The language presented and 4 5. ACKNOWLEDGMENTS
organized to facilitate verbal First of all, the researcher would like to express
discussion effectively gratitude to almightyAllah SWT for giving me strength in
12. The activities provide 2 writing this research. Then, the researcher says thankful to
learners with a wide range of Mrs. Ratmanida as the advisor. The researcher feels that it
communicative functions and is realy pleasure for her to receive advices, suggestions,
strategies contributions in this research. Then, the researcher would
13. Speaking activities provide 4 also like to show the gratitude to Mr. Rusdi Noor Rosa,
several forms of interpersonal Mrs. Yetti Zainil, as well as many other amazing
communication, such as university lecturers. The researcher has greatly benefited
monolog, dialog, and group from their lectures, which will always remember as the
discussion best time of life. The last, the researcher thankful for all of
Sub-score 3.5 family which support everything about the research.
14. The materials flexible to 3
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