AN ANALYSIS OF THE SPEAKING MATERIALS IN ENGLISH ALIVE 2 TEXTBOOK FOR THE ELEVENTH GRADERS OF SENIOR HIGH SCHOOL

AN ANALYSIS OF THE SPEAKING MATERIALS IN ENGLISH ALIVE 2 TEXTBOOK FOR THE ELEVENTH GRADERS OF SENIOR HIGH SCHOOL Febriya D!i Ca"y# # $a Ra"ay%K%&!ar$a y
S1- English Education, Language and Art Faculty, Surabaya State University

Ab&'ra('
The objectives of the study are to describe the presentation of spea ing !aterials in "English Alive #$ te%tboo for the eleventh graders of Senior &igh School based on the criteria of a good te%tboo proposed by Savignon, to describe the relevancy of the spea ing !aterials in "English Alive #$ published by 'udhistira for the eleventh graders of Senior &igh School to the #(() English standard co!petence and to describe the se*uence of spea ing !aterials in "English Alive #$ published by 'udhistira for the eleventh graders of Senior &igh School to the #(() English standard co!petence+ ,ased on the analysis,the researcher found that the presentation of the te%tboo -as arranged to !eet the criteria proposed by Savignon+ The researcher also found that the relevancy of the spea ing !aterial -as *uite in line to the #(() English Standard .o!petence, but there -ere so!e co!petence that -as not in line to the #(() English Standard .o!petence+ The reasons -ere the te%tboo did not present the !aterial in the spea ing ability+ Another reason -as the te%tboo did not provide the !aterial for the certain co!petence+ For the se*uence of the spea ing !aterial in the te%tboo , the researcher found that the se*uences are not in line co!pared to the #(() English Standard .o!petence+ Key!#r$&)analysis, te%tboo , eleventh graders, spea ing !aterial+

INTROD*CTION /o-adays, English has beco!e an i!portant aspect in everyday life+ 0ndonesian govern!ent reali1es that English has an i!portant role, -hether in business area or education+ 2any job re*uire!ents re*uire the applicant to have a good spea ing and a good -riting of English+ 0n learning English, there are four !ain s ills that need to be taught+ Those are reading, spea ing, listening, and -riting+ There are !any !edia to help the teacher conducting his or her teaching activity in a classroo!+ There are !any publishers that have published English te%tboo s for the eleventh grader students of Senior &igh School+ This study is intended3 415 to describe the presentation of spea ing !aterials in English Alive # te%tboo for the eleventh graders of Senior &igh School based on the criteria of a good te%tboo 4#5 to describe the relevancy of the spea ing !aterials in English Alive # published by 'udhistira for the eleventh graders of Senior &igh School to the #(() English standard co!petence and 465 to describe the se*uence of spea ing !aterials in English Alive # published by 'udhistira for the eleventh graders of Senior &igh School to the #(() English standard co!petence+

RESEARCH METHODOLOGY

The !ain objectives of this study -ere to describe the presentation of the spea ing !aterials in the "English Alive$ te%tboo for eleventh graders of Senior &igh School, to analy1e the spea ing indicators in the te%tboo based on #(() English Standard .o!petence and to analy1e the se*uence of the spea ing !aterials based on #(() English Standard .o!petence+ The te%tboo is -ritten by 7ra+ Tri 0ndaryati, 2+&u!+, and edited by E o2arsudiono, S+8d+ The object of the study -as an English te%tboo for the eleventh graders9 of Senior &igh School entitled "English Alive #$ published by 'udhistira+ The data of this study -ere all the spea ing !aterials presented in the te%tboo entitled "English Alive #$ for the eleventh graders of Senior &igh School+ The !aterials in this te%tboo -ere in the for!s of dialogs, infor!ation about certain event, activities, instruction, pictures, and photographs+ This study -as only focused on the presentation of the spea ing !aterials, analy1ing the relevancy of the spea ing !aterials to the #(() English standard co!petence and analy1ing the se*uence of the spea ing !aterials to the #(() English standard+ The data -ere spea ing !aterials ta en fro! the first and second se!ester in the te%tboo + This study -as designed to use descriptive *ualitative on -hich the result of analysis is in the for! of -ords or pictures rather than nu!bers 4,ogdan and,il n, 1::#5+ This study also belonged to a docu!entary analysis since the researcher analy1ed the data or te%t derived fro! the te%tboo 4;erald, 1::#5+ The researcher -as the !ain research instru!ent and used

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&eader hala!an genap3 /a!a =urnal+ >olu!e (1 /o!or (1 Tahun #(1#, ( - #1) observation sheet and chec list to help hi! in analy1ing the data+ RES*LT AND DATA ANALYSIS The first discussion is regarding the presentation of the "English Alive #$ te%tboo + 7ealing -ith the presentation of the te%tboo , the researcher uses the criteria -hich are ta en fro! Savignon+ To analy1e the presentation of the te%tboo , there are three criteria that the researcher used+ Those three criteria are the !aterials should be attractive, using photographs, dra-ings, charts, and colors, the !aterials should encourage the learners to see language sa!ples outside the boo and outside the classroo!, and the !aterials should encourage learners to use the language in daily life+ First criterion of good spea ing !aterial is that the !aterials should be attractive, using photographs, dra-ings, charts and colors+ This criterion is needed in order to invite the learners to bro-se, as *uestions, and start a conversation and to avoid boredo!+ And for this criterion the researcher found that in chapter one there is one picture acco!panying the spea ing !aterial+ This picture has a relation to the spea ing !aterial -hich is about ho- to intervie- a person or an applicant+ And the dialog itself sho-s the learners of the e%pressions fro! opening to ho- to close a conversation+ The picture sho-s that the intervie-er is getting ready to intervie- an applicant by sha ing her hand, As sho-n by the follo-ing figure3

Aside fro! that, the researcher found that not all of the spea ing !aterial in the te%tboo is arranged based on the first criterion of good spea ing !aterial+ ,ased on the findings, there are t-o reasons+ The first one is that because the author of the te%tboo does not -rite the spea ing !aterial -here it should have been -ritten, as found in chapter #,, 6,, <,, ),, ?A, @A, @,, :A, :,, 1(A and 1(,+ Another reason is that the author co!bines the spea ing s ill -ith another s ill, as found al!ost in every chapter in this te%tboo + The second criterion is the !aterials should encourage the learners to see language sa!ples outside the boo and outside the classroo!+ This criterion -ill not only provide the learners -ith the e%a!ples, but also the learners can be encouraged to see another for! of language sa!ple li e the one provided by the te%tboo in spea ing !aterial+ 0n this criterion, the researcher found that the !aterial can encourage the learners to see language sa!ples outside the boo and outside the classroo!+ As it sho-n by the follo-ing picture, the e%ercises can give the learners a chance to create other ne- e%a!ples+ The !aterial re*uires the learners to practice first, and then they are re*uired to continue the sa!e -ay as the e%a!ple has provided but the !aterial also as s the learners to use any !odern devices or technology as topic+ ,y !a ing a ne- topic, the learners can !a e a conversation based on -hat they have learned in advance+ /ot only that, the learners can find another e%pression that has the sa!e !eaning as the one they have learned in advance, as sho-n by the follo-ing figure3

Further!ore, the researcher also found that there are so!e of the spea ing !aterials that are not arranged based on the second criterion+ This is because the author

AN ANALYSIS OF THE SPEAKING MATERIALS IN ENGLISH ALIVE 2 TEXTBOOK FOR THE ELEVENTH GRADERS OF SENIOR HIGH SCHOOL of the te%tboo does not provide spea ing !aterial, as found in chapter #,, 6,, <,, ),, ?A, @A, and :,+ The third criterion is the !aterials should encourage learners to use the language in daily life+ This criterion is useful if the te%tboo presented so!e e%a!ples -hich can be used by the learners -hen they need to spea the language in their daily life+ Loo ing at the instruction of the e%tract of the spea ing !aterial belo-, the learners can practice the dialog -ith their friends then the learners -ill no- that the -ay of using an e%pression of intervie-ing so!eone is li e the e%a!ple provided+ Another one that proves the spea ing !aterial on this chapter can encourage the learners to use it in daily life is that they need to !a e another e%pression based on the topic li e !odern devices or technology as follo-s3 te%tboo entitled "English Alive$ for the eleventh graders of senior high school, to analy1e the relevancy of the spea ing !aterial presented in the te%tboo to the #(() English standard co!petence, and to analy1e the se*uence of the spea ing !aterial presented in the te%tboo to the arrange!ent of the #(() English standard co!petence+ ,ased on those purposes, there are several conclusions that can be dra-n+ The first conclusion is regarding the presentation of the "English Alive #$ te%tboo + 7ealing -ith the presentation of the te%tboo , the researcher uses the criteria -hich are ta en fro! the e%pert+ To analy1e the presentation of the te%tboo , there are three criteria that the researcher used+ Those three criteria are the !aterials should be attractive, using photographs, dra-ings, charts, and colors, the !aterials should encourage the learners to see language sa!ples outside the boo and outside the classroo!, and the !aterials should encourage learners to use the language in daily life+ First criterion of good spea ing !aterial is that the !aterials should be attractive, using photographs, dra-ings, charts and colors+ This criterion is needed in order to invite the learners to bro-se, as *uestions, and start a conversation and to avoid boredo!+ /ot all of the spea ing !aterial in the te%tboo is arranged based on the first criterion of good spea ing !aterial+ ,ased on the findings, there are t-o reasons+ The first one is that because the author of the te%tboo does not -rite the spea ing !aterial -here it should be -ritten, as found in chapter #,, 6,, <,, ),, ?A, @A, @,, :A, :,, 1(A and 1(,+ Another reason is that the author co!bines the spea ing s ill -ith another s ill, as found al!ost in every chapter in this te%tboo + The second criterion is the !aterials should encourage the learners to see language sa!ples outside the boo and outside the classroo!+ This criterion -ill not only provide the learners -ith the e%a!ples, but also the learners can be encouraged to see another for! of language sa!ple li e the one provided by the te%tboo in spea ing !aterial+ ,ased on the findings, this criterion is fulfilled by !ost of the spea ing !aterials found in the te%tboo + ,ut, there are so!e of the spea ing !aterials that are not arranged based on the second criterion+ This is because the author of the te%tboo does not provide spea ing !aterial, as found in chapter #,, 6,, <,, ),, ?A, @A, and :,+ The third criterion is the !aterials should encourage learners to use the language in daily life+ This criterion is useful if the te%tboo presented so!e e%a!ples -hich can be used by the learners -hen they need to spea the language in their daily life+ This criterion is also fulfilled by !ost of the spea ing !aterial in the te%tboo + ,ut,

2oreover, the researcher also found that there are so!e of the spea ing !aterials that are not arranged based on the third criterion+ This is because the author of the te%tboo does not provide spea ing !aterial and it is found in chapter #,, 6,, <,, ),, ?A, @A, and :,+ Second, not all of the spea ing co!petencies are provided by the te%tboo + The researcher found that so!e of the spea ing co!petencies are presented not in the spea ing activity, but in the other s ill+ The researcher also found that so!e of the spea ing co!petence has no spea ing activity in the te%tboo + Third, the researcher found that the se*uence of all the spea ing !aterial in the te%tboo are not arranged based on the #(() English standard co!petence+ For e%a!ple, the spea ing !aterials -hich are supposed to be put in the first unit are not present+ 0nstead, the spea ing !aterial is put in unit five+ Another e%a!ple is that the researcher found the co!petence of giving advice in unit A,, the ne%t co!petence according to the #(() English standard co!petence is giving a -arning, should be put in unit <A+ ,ut, the researcher found the co!petence for giving a -arning is in unit AA+ C# (+%&i# The purposes of this study are to analy1e the presentation of the spea ing !aterial presented in the

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&eader hala!an genap3 /a!a =urnal+ >olu!e (1 /o!or (1 Tahun #(1#, ( - #1) there are so!e of the spea ing !aterials that are not arranged based on the second criterion+ This is because the author of the te%tboo does not provide spea ing !aterial and it is found in chapter #,, 6,, <,, ),, ?A, @A, and :,+ Second, not all of the spea ing co!petencies are provided by the te%tboo + The researcher found that so!e of the spea ing co!petencies are presented not in the spea ing activity, but in the other s ill+ The researcher also found that so!e of the spea ing co!petence has no spea ing activity in the te%tboo + Third, the researcher found that the se*uence of all the spea ing !aterial in the te%tboo are not arranged based on the #(() English standard co!petence+ For e%a!ple, the spea ing !aterials -hich are supposed to be put in the first unit are not present+ 0nstead, the spea ing !aterial is put in unit five+ Another e%a!ple is that the researcher found the co!petence of giving advice in unit A,, the ne%t co!petence according to the #(() English standard co!petence is giving a -arning, should be put in unit <A+ ,ut, the researcher found the co!petence for giving a -arning is in unit AA+ S%,,e&'i# According to the findings of the study, so!e suggestions are given in this part+ The suggestions are directed to the authors -ho co!pose and arrange the spea ing !aterial in the te%tboo entitled English Alive #, the teachers -ho have been or -ill be using the spea ing !aterial in the te%tboo as their learning !aterial, and also to the researchers -ho are interested in the sa!e field of study+ The suggestions are3 1+ The authors -ho co!pose and arrange the spea ing !aterials should loo at the arrange!ent of #(() English Standard co!petence+ This -ill give the spea ing !aterial in the te%tboo be !ore suitable both for the teacher -ho uses it as a tool in teaching and learning process and learners -ho use it as a guidance in learning+ 2oreover, the arrange!ent of the co!petencies in the spea ing !aterials should be arranged based on the #(() English standard co!petence+ 0t is needed to !a e the te%tboo !ore appropriate to the #(() English standard co!petence+ #+ The authors should provide the spea ing !aterial based on the spea ing co!petence and activity+ 6+ The teacher should !odify the arrange!ent of the spea ing !aterial in the te%tboo + This is because the arrange!ent of the spea ing !aterial is not se*uenced -ith the #(() English standard co!petence+ REFERENCES ,ailey, B+ 2+ #((<+ Practical E !li"# La !$a!% T%ac#i !& S'%a(i !) Si !a'*r%& 2c;ra-&ill+&ar!er ,ro-n, &+ 7+ 1::A+ T%ac#i ! +, Pri ci'l%& a I t%racti-% A''r*ac# t* La !$a!% '%.a!*!,) /e=ersey3 8rentice &all ,ro-n, =+ 7+ 1::<+ T#% El%/% t" *0 La !$a!% C$rric$l$/)United States of A!erica3 &eile and &eile 8ublisher ;rant, /evoille+ 1:@?+ Ma(i ! t#% M*"t *0 Y*$r T%1t+**() Long!an3 /e- 'or &ar!er, =ere!y+ #((#+ H*2 t* T%ac# E !li"# & A I tr*.$cti* t* t#% Practic% *0 E !li"# La !$a!% T%ac#i !+ Long!an 2ufida, 0snaini+ #((@+ A St$., * S'%a(i ! Mat%rial" *0 T#% Bri.!% E !li"# C*/'%t% c%& E !li"# T%1t+**( a . it" R%l%-a c% t* Sta .ar I"i 2334+ Unpublished Thesis3 Universitas/egeri Surabaya /unan, 7avid+ 1::1+ La !$a!% T%ac#i ! M%t#*.*l*!,& A T%1t+**( 0*r T%ac#%r"+ 8rantice &all3 ,ritain 8e!erintahCepubli 0ndonesia+ #((<+ P%rat$ra P%/%ri ta#N*/*r 56 ta#$ 2337 T% ta !Sta .arK*/'%t% "iL$l$"a 8 t$(Sat$a Da" ar.a M% % !a# 4do u!endala! .o!pact 7isc5+ Tida Ada 8enerbit 8rati-i, C+ E+ #((@+ A A l,"i" *0 t#% C*/'ati+ilit, *0 t#% T%1t+**( Star I.*la 2it# t#% Sc#**l L%-%l9 Ba"%. C$rric$l$/+ Unpublished Thesis3 Universitas2uha!!adiyah Sura arta Ces!i, / .+ #(1#+ A A al,"i" *0 S'%a(i ! Mat%rial" i D%-%l*'i ! E !li"# C*/'%t% ci%" T%1t+**( 0*r t#% Fir"t Gra.% *0 S% i*r Hi!# Sc#**l St$.% t" P$+li"#%. +, t#% Nati* al E.$cati* D%'art/% t+ Unpublished Thesis3 Universitas/egeri Surabaya Cichards, =+ .+ #((1+ C$rric$l$/ D%-%l*'/% t i La !$a!% T%ac#i !+ .a!bridge University 8ress Cichards, =+ .+ #((@+ T%ac#i ! Li"t% i ! a . S'%a(i !& Fr*/ T#%*r, t* Practic%+ .a!bridge University 8ress Sari, 8+ /+ #(1#+A A al,"i" *0 S'%a(i ! Mat%rial" +a"%. * t#% 2334 Sta .ar. C*/'%t% c% * E !li"# T%1t+**( % titl%. :i t#% Da, 0*r SMK; S%c* . E.iti* 0*r El%-% t# Gra.%r" P$+li"#%. +, 8 %"a Pr%""+ Unpublished Thesis3 Universitas/egeriSurabaya+ Suhertini+ #((:+ A a al,"i" *0 S'%a(i ! Mat%rial" i S/art St%'" E !li"# T%1t+**( P$+li"#%. +, Ga %ca E1act 0*r t#% Ei!#t# Gra.%r" *0 SMP N%!%ri 5 S$(*.* *; L$/a<a !+ Unpublished Thesis3 Universitas/egeri Surabaya Susanto+ #(1(+ Sila+$".a RPP+ Surabaya3 Fa ultas,ahasadanSeniUniversitas/egeri Surabaya