The analysis of think globally act locally’s book and its relevance to 2013 English curriculum

Heriati, Ratih (2017) The analysis of think globally act locally’s book and its relevance to 2013 English curriculum. Undergraduate thesis, IAIN Palangka Raya.

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Abstract

Textbook is one of the learning materials that can be used by teacher and students in order to help the teaching and learning process in the classroom. Textbook must be in line with the components stated in curriculum. An analysis to a textbook is needed, moreover after the new curriculum was launched. The object of the study is student english textbook entitiled “Think Globally Act Locally” published by the Ministry of Education and Culture Indonesia. This study was designed in descriptive qualitative research because the object of the study was a documented book. Moreover, as the data was in the form of words and documents, so the data were analysed qualitatively. The researcher also conducted the analysis of textbook based on theory of Bloom’s Taxonomy Level which has three Domain and applied in 2013 curriculum in order to more focus on it relevancy with materials in the textbook. The instrument used to collect the data is observation in the form of checklists. Based on the background of the case above, this study is conducted: 1) to analyze the relevance of the materials with the cognitive aspects which are contained in the 2013 English Curriculum competence. 2) to analyze the relevance of the materials with the psychomotor aspects which are contained in the 2013 English Curriculum competence.

The result of this study showed that in term of the relevancy of the materials in the textbook with the cognitive domain, there are 25 materials in the book which are relevant or about 72%, 3 materials which are partly relevant or about 12 %, and 4 materials which are irrelevant or about 16 %. While in term of relevancy of the materials in the textbook with the psychomotor domain, there are 33 materials in the book which are relevant or about 72%, 3 materials which are partly relevant or about 9.0%, and 4 materials which are irrelevant or about 12%. Then, according the result of the study the researcher concluded that both cognitive and psychomotor almost has the same conformity category “Fair” of relevance materials because these domain are connected each other in teaching and learning process. However, according to the result of analysis textbook based on Taxonomy Bloom, it is shown that both the activity of Cognitive and Psychomotor Domain Levels are less its relevance to as two of three aspects of 2013 curriculum in the textbook because most of materials in the textbook not required the level analysis in Bloom’s Taxonomy. Thus, it can be concluded that the materials in this textbook materials are enough relevant with 2013 curriculum, but the materials are still applied the low level in Thinking Order Skills of the cognitive and the psychomotor aspects.

ABSTRAK

Buku teks adalah salah satu materi pembelajaran yang dapat digunakan oleh guru dan siswa untuk membantu dalam kegiatan belajar dan mengajar di kelas. Buku teks haru memiliki komponen-komponen yang tercantum dalam kurikulum. Analisis untuk buku teks sangat diperlukan, apalagi setelah penggunaan kurikulum terbaru. Penelitian ini disusun menggunakan dengan penelitian kualitatif karena objek penelitiannya ialah buku dokumentasi. Maka dari itu, data yang dihasilkan dalam bentuk kata dan dokumentasi. Jadi, data yang di analisis secara kuliatatif. Penulis juga melakukan analisis terhadap buku berdasarkan teori Taxonomy Bloom yang memiliki tiga aspek skill yang di terapkan di Kurikulum 2013 agar lebih penelitian ini lebih fokus dalam memeliti kesesuaiannya terhadap kurikulum. Instrument yang digunakan untuk mengumpulkan data ialah observasi dalam bentuk cheklist. Berdasarkan latar belakang tersebut, penelitian ini menyusun: 1) Menganalisis kesesuaian materi dengan aspek kognitif yang terdapat di kompetensi dasar kurikulum 2013; 2) menganalisis kesesuaian materi dengan aspek psikomotor yang terdapat di kompetensi dasar kurikulum 2013.

Hasil dari penelitian menunjukkan bahwa kesesuaian materi di dalam buku teks baik dalam segi kognitif dan psikomotor. Ada 25 materi yang sesuai sekitar 72%, 3 materi bersifat sebagin sesuai sekitar 12%, dan 4 materi tidak sesuai sekitar 16%. Sementara itu, dalam hal kesesuaian materi buku teks dengan psikomotor, ada Ada 33 materi yang sesuai sekitar 72.72 %, 3 materi bersifat sebagin sesuai sekitar 9.09%, dan 4 materi tidak sesuai sekitar 12.12%. kemudian, berdasarkan hasil penelitian penulis menyimpulkan bahwa baik cognitive maupun psikomotor hampir memiliki hasil kesesuaiain dengan kategori “Fair” karena kedua domain tersebut saling terhubung sama lain dalam pelaksanaan proses kegiatan belajar dan mengajar. Tetapi, berdasarkan hasil analisis textbook menggunkan teori taxonomy bloom level, diketahui bahwa baik level aspek cognitif dan psikomotor memiliki kesesuaian yang kurang dengan kurikulum 2013 karena kebanyakan materi di dalam buku tidak memenihu level-level yang terdapat dalam level taxonomy Blom. Maka demikian dapat disimpulkan bahawa materi di dalam buku tersebut cukup relevant dengan kurikulum 2013, tetapi materi tersebut masih menerapkann level-level terendah dalam Thinking Order Skills terutama dalam aspek cognitif dan psikomotor.

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