Final project (watermark)

AN ANALYSIS OF 5M SCIENTIFIC APPROACH IN THE BOOK BUKU
GURU BAHASA INGGRIS SMA KELAS X PUBLISHED BY
KEMENDIKBUD YEAR 2014
A final project
submitted in partial fulfillment of the requirements
for the completion of the degree of Sarjana Pendidikan
in English
by
Bob Septian
11420207
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF LANGUAGE AND ARTS EDUCATION
UNIVERSITY OF PGRI SEMARANG
2015
bob.septian@gmail.com

i
AN ANALYSIS OF 5M SCIENTIFIC APPROACH IN THE BOOK BUKU
GURU BAHASA INGGRIS SMA KELAS X PUBLISHED BY
KEMENDIKBUD YEAR 2014
A final project
submitted in partial fulfillment of the requirements
for the completion of the degree of Sarjana Pendidikan
in English
by
Bob Septian
11420207
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF LANGUAGE AND ARTS EDUCATION
UNIVERSITY OF PGRI SEMARANG
2015

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DECLARATION
I certify that this final project is definitely my own work. I am completely
responsible for the content of this final project. Other writer’s opinions or findings
included in this final project are quoted or cited in accordance with ethical
standards.
Semarang, July 2015
Bob Septian
11420207

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DEDICATION
To my family and my dearest parents in heaven who have let me taste the
sweet life.

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MOTTO
“One day you'll be just memory for some people. Do your best to be a good one.”

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ACKNOWLEDGEMENTS
First of all, the researcher would like to thank to Allah SWT for the blessing,
health and inspiration. With all of this gifts, the researcher can finish this final
project.
The researcher would like to thank to everyone who has helped the researcher
finishing this final project. Specifically, the researcher would like to thank to:
1. Dra. Asropah, M.Pd as the dean of the Faculty of Language and Arts Education.
2. Jafar Shodiq, S.Pd., M.Pd. as the head of English Department.
3. Drs. M. Wahyu Widiyanto, M.Pd as the first advisor, great thanks for his
continuous and valuable guidance, advices, support and encouragement in
completing this final project.
4. Faiza Hawa, S.Pd., M.Hum as the second advisor, great thanks for her
suggestion, advices, support and encouragement in completing this final
project.
Finally, the researcher hopes that this final project will be useful for anyone
who reads this. This final project is far from perfection therefore any suggestion is
welcomed.
Semarang, July 2015
Bob Septian
11420207

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ABSTRACT
Septian, Bob. 2015. An Analysis of 5M Scientific Approach in The Book Buku Guru
Bahasa Inggris Kelas X Published By Kemendikbud Year 2014. Final Project,
English Education Study Program, Faculty of Language and Arts Education,
University of PGRI Semarang, Advisor I: Drs. M. Wahyu Widiyanto, M.Pd,
Advisor II: Faiza Hawa, S.Pd., M.Hum.
This research was conducted based on the case that Curriculum 2013 found
some problems. One of the problems is the inappropriateness between the book
content and the curriculum. The fundamental thing in Curriculum 2013 is its
approach. It is named scientific approach. In classroom activity, scientific approach
is implemented through concept of 5M. 5M stands for mengamati (observing),
menanyakan (questioning), mengeksplorasi (exploring), mengasosiasi
(associating) and mengomunikasikan (communicating).
The objectives of this final project were to identify the learning steps provided
in the book Buku Guru Bahasa Inggris and to identify how this book implements
the concept of 5M. Buku Guru Bahasa Inggris is the book provided by the
government to help English teachers to implement the Curriculum 2013 in senior
high school. It has been mentioned before that scientific approach of Curriculum
2013 is implemented through the concept of 5M. Therefore, this book is aimed to
help the English teachers to teach English using 5M in senior high school.
The researcher conducted this research using library research. The
researcher took chapter one of the book Buku Guru Bahasa Inggris as the research
data. After that, the researcher identified the content of chapter one. Then, the
researcher listed the content of chapter one. To find the answer for the second
statement of the problems, the researcher consulted to the Permendikbud No. 81 A
about the implementation of Curriculum 2013. The researcher matched the teaching
instruction to the keyword of the phases of 5M found in Permendikbud No. 81 A.
It was found that chapter one of this book consisted of ten learning steps or
learning activities. They are warmer, vocabulary builder, pronunciation practice,
reading, vocabulary exercise, text structure, grammar review, speaking, writing and
reflection. After getting these steps, the researcher analysed keywords in every
activity’s instruction and consulted to the Permendikbud No. 81 A about the
implementation of Curriculum 2013. The result showed that the concept of 5M was
implemented in ten out of ten activities with associating session as the most phase
which occurred ten times.
Keywords: Buku Guru Bahasa Inggris SMA Kelas X, Curriculum 2013, 5M

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TABLE OF CONTENTS
TITLE ................................................................................................................... i
DECLARATION.................................................................................................. ii
APPROVAL......................................................................................................... iii
RATIFICATION……………………………………………………………...... iv
DEDICATION ..................................................................................................... v
MOTTO ............................................................................................................... vi
ACKNOWLEDGEMENTS……........................................................................vii
ABSTRACT.........................................................................................................viii
TABLE OF CONTENTS …………………………………………………...... ix
LIST OF TABLES ……………………………………………………………. xi
CHAPTER I : INTRODUCTION
A. Background of the Study ........................................................................... 1
B. Reasons for Choosing the Topic................................................................ 4
C. Statements of the Problems ....................................................................... 5
D. Objectives of the Study.............................................................................. 6
E. Significances of the Study.......................................................................... 6
F. Definition of the Keys Terms..................................................................... 7
G. Outline of the Report….............................................................................. 9
CHAPTER II : REVIEW OF RELATED LITERATURE
A. The Curriculum 2013................................................................................. 10
B. The 5M Steps in Teaching Learning Process ............................................ 30
C. Textbook as A Teaching Aid and Characteristic of Good
Textbook……………….............................................................................32
CHAPTER III : METHODOLOGY OF THE RESEARCH
A. Design of the Study.....................................................................................41

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B. Role of the Researcher ..............................................................................41
C. Object of the Study.....................................................................................42
D. Source of the Data......................................................................................42
E. Method of Collecting Data ........................................................................ 42
F. Method of Data Analysis........................................................................... 43
CHAPTER IV : RESEARCH FINDINGS AND DISCUSSIONS
A. Research Findings......................................................................................45
1. The Learning Steps Provided in The Book Entitled Buku Guru Bahasa
Inggris SMA Kelas X……………………………….............................45
2. How Learning Steps Provided in The Book Entitled Buku Guru Bahasa
Inggris Implement The Concept of 5M. ............................................. 53
B. Discussions.................................................................................................55
1. The Learning Steps Provided in The Book Entitled Buku Guru Bahasa
Inggris SMA Kelas X……………………………….............................55
2. How Learning Steps Provided in The Book Entitled Buku Guru Bahasa
Inggris SMA Kelas X Implement The Concept of
5M……………………………………………......................................59
CHAPTER V : CONCLUSIONS AND SUGGESTIONS
A. Conclusions................................................................................................ 63
B. Suggestions................................................................................................ 64
BIBLIOGRAPHY
APPENDICES

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LIST OF TABLES
4.1 Learning Steps of Chapter One Buku Guru Bahasa Inggris SMA Kelas
X……………………………………………................................................. 46
4.2 The Correlation of Learning Steps of 5M and Learning Activity.................. 52
4.3 The Implementation of 5M In The Book Entitled Buku Guru Bahasa Inggris
SMA Kelas X………………………………………………………………. 54

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CHAPTER I
INTRODUCTION
In this chapter, the researcher provides background of the study,
reasons for choosing the topic, statement of the problem, objectives of the
study, significances of the study, definition of key terms and outline of the
report.
A. Background of the Study
On December 5th
2014, the minister of education and culture, Anies
Baswedan, announced that curriculum 2013 will be stopped. Specifically,
Baswedan announced three decisions about the continuity of the curriculum
2013. The first is to stop the implementation of curriculum 2013 for the
schools which have implemented it for one semester. The second decision
is to continue the implementation for the schools which have implemented
for three semesters. And the third decision is to give the task to develop
curriculum 2013 to the Book and Curriculum Centre, Ministry of Education
and Culture.
Before releasing this announcement, Baswedan had ordered a team
to investigate the implementation of curriculum 2013. According to the
investigation, the implementation of curriculum 2013 was difficult. This
difficulty occurred because this curriculum was processed in short time
even it had been agreed to be implemented in the entire Indonesia before
being evaluated completely and comprehensively. The curriculum 2013 has

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been implemented in 6.221 schools since academic year 2013/2014 and it
has been implemented in every school in Indonesia since the beginning of
academic year 2014/2015. Meanwhile, minister rule no. 159 year 2014
about the evaluation of curriculum 2013 was issued on 14 October 2014. It
means that this article was issued three months after the implementation of
this curriculum.
The article number 2 verse 2 Peraturan Pemerintah number 159 year
2014 states that the evaluation of curriculum has purposes as follows:
1. To know the concord between Curriculum Idea and curriculum
design.
2. To know the concord between Curriculum design and curriculum
document.
3. To know the concord between curriculum document and
curriculum implementation.
4. To know the concord among curriculum idea, curriculum
product, and curriculum effect.
The investigation also found that the implementation of this
curriculum faced conceptual and technical problems. The conceptual
problems, for instance, are the disharmony between curriculum idea and
curriculum design and disharmony between concept and book content.
Meanwhile, the example of technical problems are the heterogeneity of
school, teacher readiness to implement the curriculum, the training which
has not been completed yet and the book distribution.

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The fundamental thing of curriculum 2013 is its approach. That is
scientific approach. In teaching learning process, scientific approach is
implemented through 5 steps of learning. These steps are observing,
questioning, exploring, associating and communicating. In Bahasa
Indonesia, these steps are named 5M (mengamati, menanya,
mengeksplorasi, mengasosiasi, and, mengomunikasikan). Teaching learning
process starts with students observing related material to the topic. After
observing, they are expected to ask questions about the topic. Then, students
find another example of the topic being discussed from another sources.
After exploring another example, they associate with what they have got
from another source and what they have got from their teacher. And the last,
they present what they have learned to their friends.
To support the implementation of curriculum 2013, the government
provided books which are expected to help teachers and students. For
teaching English for senior high school grade tenth semester 1, the
government provided two books. They are Bahasa Inggris SMA Kelas X
and BUKU GURU BAHASA INGGRIS SMA KELAS X. Bahasa Inggris is
for the students meanwhile BUKU GURU BAHASA INGGRIS SMA KELAS
X is for the teachers. Bahasa Inggris provides material which is suitable for
the students of tenth grade senior high school. The materials provided in
the book are based on the syllabus. Meanwhile, BUKU GURU BAHASA
INGGRIS SMA KELAS X is served as the teacher guidance. It guides the
teacher how to teach the students in the way which is expected from the

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curriculum. In other words, this book guides the teacher to apply scientific
approach.
As mentioned before, scientific approach is represented through 5M
steps. Therefore, BUKU GURU BAHASA INGGRIS SMA KELAS X which
is served as teacher guidance should provide systematic guidance to
implement the 5M steps. It means, it should provide direct guidance from
observing phase until communicating phase. Unfortunately, these steps are
not explained in the book explicitly. The book only provides several
teaching learning activities without giving explanation whether an activity
belongs to observing phase or another phase. This is the matter the
researcher of this research focused on.
B. Reasons for Choosing the Topic
As has been told in the previous sub-chapter, the implementation of
curriculum found problems. They are conceptual and technical problems.
Indeed developing curriculum is crucial matter. It means that there are
several considerations in making new curriculum. This is because
curriculum itself is fundamental thing for education. According to Null
(2011:1), curriculum combines action, thought and purpose of education.
Because of the importance of curriculum, the researcher takes
curriculum as the topic of this research. Furthermore, the newest issue in
education in Indonesia is the change of curriculum. Apparently, every new
minister of education tends to change the curriculum which is being used.
Of course this change because of several considerations. As the researcher

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mentioned before, the change of curriculum right now is because of several
disharmony between concept and implementation.
The researcher has two reasons for choosing this topic. The first
reason is the case in which the curriculum 2013 being stopped. The
curriculum 2013 is stopped because of several reasons. One of the reasons
is the disharmony between the book concept and book content. In this case,
the researcher analysed the relevance between the content of the book
entitled BUKU GURU BAHASA INGGRIS SMA KELAS X and the content
of syllabus of curriculum 2013.
BUKU GURU BAHASA INGGRIS SMA KELAS X was formulated to
help the English teacher to implement the curriculum 2013. The
fundamental thing of curriculum 2013 is its approach; scientific approach.
In brief, scientific approach is represented with the concept of 5M.
Therefore, BUKU GURU BAHASA INGGRIS SMA KELAS X was
formulated to help teacher to use 5M in teaching in the classroom. This is
the second reason. Based on this reason, the researcher analysed how the
BUKU GURU BAHASA INGGRIS SMA KELAS X implement the concept
of 5M.
C. Statement of the Problems
Based on the reason for choosing the topic explained above, the
researcher got two problems in this research. The problems discussed in this
research are:

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1. What are learning steps provided in the book entitled BUKU GURU
BAHASA INGGRIS SMA KELAS X?
2. How do learning steps provided in the book entitled BUKU GURU
BAHASA INGGRIS SMA KELAS X implement the concept of 5M?
D. Objectives of the Study
Based on the statement of the problems, the researcher had two
objectives of this research. The objectives of this research are as follows:
1. To find out what learning steps are provided in the book entitled BUKU
GURU BAHASA INGGRIS SMA KELAS X.
2. To find out how learning steps provided in the book entitled BUKU
GURU BAHASA INGGRIS SMA KELAS X implement the concept of
5M.
E. Significances of the Study
Some significances are expected by the researcher by doing this
research. Specifically, these significances are:
1. To the Teacher
Teacher will get broader knowledge about how to choose
appropriate teaching media and teaching resource. In this case, teacher
will get knowledge about the book entitled BUKU GURU BAHASA
INGGRIS SMA KELAS X. Teacher will know how this book implements
the concept of 5M. By reading this research, teachers are expected to get
inspiration on how to implement the concept of 5M in classroom activity.
2. To the Government
Government, in this case who is responsible on publishing this
book, will get suggestion and consideration on revising this book to make

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teachers easy to implement the concept of 5M in teaching learning
activity. Government is also expected, in the next time, to gain more
teachers’ involvement in creating teacher book. The government can also
consider whether it is necessary or not to provide 5M implementation
guidance clearly.
3. To the Readers
The readers of this study will get the knowledge and explanation
of the book entitled BUKU GURU BAHASA INGGRIS SMA KELAS X
especially about its correlation with implementation of 5M steps in
teaching learning process. The readers will know the learning steps of
this book and they will also know which parts of this book represent the
concept of 5M.
F. Definition of Key Terms
To avoid the ambiguity, the researcher provided definition of key
terms. The researcher focused on four terms. They are analysis, scientific
approach, 5M and BUKU GURU BAHASA INGGRIS SMA KELAS X.
1. Analysis
Hancock and Ockleford (2009:24) said that analysis of data in a
research project involves summarising the mass of data collected and
presenting the results in a way that communicates the most important
features. In qualitative research we are also interested in discovering
the big picture but use different techniques to find it. For the most part
we are interesting in using the data to describe a phenomenon, to

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articulate what it means and to understand it. Different approaches
require different types of analysis: in this introductory text we shall
focus on constant comparison.
2. Scientific Approach
According to Nasution (2013:1), the essence of scientific
approach in education refers to a paradigm which sees that basically
education is scientific process. Scientific approach is believed as the
most suitable approach to develop students’ behaviour, skill, and
knowledge. Scientific approach uses inductive reasoning. Inductive
reasoning is done by observing common phenomenon to get specific
conclusion.
3. 5M
Nasution (2013:4) states that 5M is Bahasa Indonesia term for
the method that teacher use in class to implement scientific approach.
5M stands for mengamati (observing), menanya (questioning),
mengeksplorasi (exploring), mengasosiasi (associating), and
mengomunikasikan (communicating).
4. BUKU GURU BAHASA INGGRIS SMA KELAS X
BUKU GURU BAHASA INGGRIS SMA KELAS X is the book
published by Kemendikbud to support the implementation of
curriculum 2013 especially for teaching English. This book serves
teacher guidance.

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G. Outline of the Report
This final project consists of 5 chapters. They are background of the
study, review of related literature, methodology of the research, research
findings, and conclusion.
Chapter one covers background of the study, reasons for choosing
the topic, objectives of the study, significances of the study, definition of
key terms, and outline of the report.
Chapter two deals with review of related literature. It discusses the
general definition of curriculum, the curriculum 2013, the 5M steps in
curriculum 2013, and the book entitled BUKU GURU BAHASA
INGGRIS SMA KELAS X published by Kemendikbud year 2014.
Chapter three discusses methodology of the research. It consists of
approach of the study, role of the researcher, object of the study, source of
the data, method of data collection, and method of data analysis.
Chapter four discusses research findings and discussion.
Chapter five provides conclusions and suggestions.

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CHAPTER II
REVIEW OF THE RELATED LITERATURE
In chapter two, the researcher discussed the curriculum 2013. After
discussing the curriculum 2013, he talked about the 5M steps in teaching
learning process. The last topic discussed in this chapter is about the books
published by the Kemendikbud to support the implementation of
curriculum 2013 and characteristic of good textbook.
A. The Curriculum 2013
According to Null (2011:1), curriculum is the heart of education.
This statement has two reasons. First, curriculum is about what should be
taught. Second, it combines thought, action, and purpose. “Education” is
an abstract, nebulous concept that takes place through families, churches,
the media, and many other cultural influences that surround children.
Curriculum, however, is a specific, tangible subject that is always tied to
decision making within institutions, whether they are schools, churches,
non-profit agencies, or governmental programs. Curriculum means the
group of subjects studied in a school, college, etc.
Moore (2006:120) stated that curriculum is initially defined as the
learning, both planned and unplanned, which results from interactions
between teachers and learners within an educational setting. This
definition is significantly different from the assumptions about curriculum
embedded in many of the current educational systems developed by

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national governments. Instead of curriculum being defined in terms of
goals, targets and syllabus specifications, it is located in the interactive
process between learner and teacher: the underpinning assumption is that
learning will not take place without the active inspiration of the learner,
through drawing in and constructing new ways of configuring, shaping and
understanding what was known, in the light of what is new.
This definition of curriculum assumes a constructivist theory of
learning in which interaction with the teacher is an essential component. It
does not, however, remove from schools and teachers the responsibility
for selecting and presenting knowledge and activities designed to educate
learners. We can say that this approach to curriculum necessarily
incorporates a tension: on the one hand, learning is understood to be a
natural process that is situated in human engagement with experiences and
relationships, a normal –indeed a necessary– component of human activity
while on the other hand, education involves collaboration between one
generation and the next, not merely a ‘drawing out’ of innate capacities,
but an induction into the specialist knowledge and cultural tools that
previous generations have worked hard to develop.
Folsom (2009:177) also said that curriculum, what teachers teach
and what students learn, is usually focused on subject content and the
teaching of basic skills, of reading and writing, that allow students to
communicate what they learn and enable them to learn more. Today,
however, the concept of curriculum needs to expand to include the explicit

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teaching of the intellectual and social-emotional skills described in the
TIEL Curriculum Design Model. Instead of the pre-processed curriculum
that too often lacks the intellectual nutrients needed for complex learning,
students need curriculum that demands their thinking, requires them to
problem solve together, encourages them to persevere, and teaches them
the skills to organize and evaluate their learning.
Murray and Christison (2011:4) stated that all effective curricula are
based on an organizing principle, either agreed upon by its users or
determined by its designers. The most common organizing principles in
English language teaching are: linguistic, subject matter, learner-
centeredness, and learning-centeredness. We shall briefly examine each of
these organizing principles because teachers may find themselves teaching
to a curriculum based on any one (or more) of these principles (Murray
and Christison, 2011:4). Murray and Christison (2011:4) also said that the
curriculum design does not inherently determine the instructional
strategies teachers will use, even though some designs lend themselves
more easily to particular strategies.
According to Murray and Christison (2011:5), the first thing to
consider in planning curriculum is organizing principles. A number of
different approaches are based on linguistic information—grammar based,
functional/notional, and text-/genre-based (Murray and Christison,
2011:5). One of the earliest organizing principles was grammatical
structures. This approach is often called a structural syllabus. In such a

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design, each aspect of the curriculum is a grammatical structure, with
progression through the curriculum based on what is considered to be most
easily learned to most diﬃcult structures (Murray and Christison, 2011:5).
These designs often begin with present tense and leave structures
such as conditional until later stages. One of the problems with this design
is that there is still insuﬃcient research to guide the progression. Further,
the structure often takes precedence over meaning and other aspects of
language, such as functions, text structures, and appropriacy of language
use. However, even if the main principle is not grammatical structures, any
curriculum must ensure that learners are exposed to and have opportunities
to practise all the grammatical structures they need in order to use English
(Murray and Christison, 2011:5).
The second approach based on linguistic information is
notional/functional approach. This approach began with the Council of
Europe in the 1970s, and were adopted in response to learners and teachers
noticing that, while learners might be able to produce grammatically
correct utterances, these might not be used appropriately (Murray and
Christison, 2011:5). The focus in this approach, then, is the pragmatic
purposes of language use. Therefore, notional/functional approaches begin
with the functions (such as apologizing, asking permission, or
refusing/declining an invitation) and include notions (such as time, space,
or health) that learners need to perform to be communicatively competent.

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In functional/notional approaches, the grammatical features taught are
dictated by the function (Murray and Christison, 2011:5).
The third approach is genre- or text-based approach. This approach
begins with the text types that learners will need for the contexts in which
they will use the language (Murray and Christison, 2011:5). In this
approach, language is seen as a resource for making meaning through
whole texts and language learning involves learning how to choose among
the different meanings expressed through linguistic systems to
communicate effectively in different contexts. According to Murray and
Christison (2011:5), this curriculum model is based on systemic functional
grammar, where text refers to a stretch of language, whether spoken or
written, that coheres through meaning and is embedded in the social
contexts in which it is used. While a number of teaching methodologies
could be used in a text-based approach, this approach is most commonly
used with explicit instruction of the linguistic features of the text and the
staging that makes the text coherent. Texts can be oral or written,
monologues or dialogs (Murray and Christison, 2011:6).
Another approach is subject-matter-based. A number of approaches
begin with subject matter, rather than linguistic features (Murray and
Christison, 2011:6). A content-based curriculum involves the study of
language and subject matter where the language structures and the
sequence of their presentation are determined by the content, not by any

15
inherent aspect of the language itself. It has been used in a variety of
settings and takes different forms in these different settings. In the United
States, Canada, and Australia, it is usually referred to as content-based
instruction (CBI) or is part of bilingual education, whereas in Europe, it is
referred to as content and language integrated learning (CLIL) (Murray
and Christison, 2011:6).
According to Murray and Christison (2011:6), while such a design
empowers learners and teachers, this design has serious shortcomings for
most settings. Because much of the course content is negotiated with
learners, there is no explicit progression from level to level and so learners
(and other stakeholders) may not be able to develop effective pathways for
learners.
Many learners, especially those coming from backgrounds where
teachers take all the responsibility for instructional decisions, feel that their
teachers are being “lazy” and not doing their job (Murray and Christison,
2011:6). Such a bottom-up planning process depends on teacher autonomy
and teachers becoming curriculum developers and so makes tremendous
demands on their time and may stretch their expertise.
We have talked about principles in planning curriculum. Now we
will talk about the process of designing curriculum. According to Murray
and Christison (2011:10), many writers have developed schema for
delineating the process of curriculum design. Murray and Christison
provided a process they have used in their own ELT work. The process

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they used places student performance as a result of learning at the center
of the process.
In this process, Murray and Christison did not use the terms method
or methodology. These are highly disputed in ELT. The position we take
here is that methodology is the activities, tasks, and learning experiences
used by the teacher within the teaching and learning process. Methodology
has a theoretical basis in the teacher’s assumptions about (a) language and
second language learning, (b) teacher and learner roles, and (c) learning
activities and instructional materials (Murray and Christison, 2011:10).
Therefore, we have chosen here to discuss the speciﬁcs of methodology
rather than to use a method or methodology as if it were a uniform whole.
The first step in designing curriculum is determining theoretical
framework. Although it may be necessary to analyze stakeholders and
learner needs ﬁrst, many curricula are developed based on particular views
of the educational authority, the institution, or the teacher. A brief survey
of the literature on curriculum innovation shows that most innovations
have begun with a particular view of language and/or learning in mind. For
example, Singapore changed its English language teaching curriculum in
2001. This was an example of a top-down, large-scale curriculum change
(Murray and Christison, 2011:10).
According to Murray and Christison (2011:11), the Ministry of
Education viewed language not as subject matter, but as something to use
for information, literary purposes, and social interaction. The goal was to

17
teach learners to communicate eﬀectively in English so that they could use
language meaningfully and appropriately for a speciﬁc purpose, audience,
context, and culture. Further, they understood that language purpose
determines the types of texts learners would need.
Additional values included a “thinking skill” initiative developed in
1997, information technology (IT), and national education. These beliefs
then drove the content of the curriculum. Thus, for example, the value
thinking skill and the focus on texts led to learning outcomes such as
students being able to infer and draw conclusions from reading or listening
texts by using contextual clues and prior knowledge. The inclusion of IT
as a value, along with the focus on texts, rather than discrete linguistic
items, led to learning outcomes such as students being able to demonstrate
the understanding of language and text types from
print/nonprint/electronic sources (Murray and Christison, 2011:11).
The second step in the process of designing curriculum is conducting
stakeholder analysis. According to Murray and Christison (2011:11),
many models for curriculum development do not include this step. Murray
and Christison believed that it is vital so that the curriculum meets learner
needs and is accepted by all stakeholders. Often, in top-down, large-scale
curriculum design, such as that for curriculum in Singapore, teachers’
beliefs, expertise, and understandings are not acknowledged and so no
attention is paid to the management of the implementation.

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Murray and Christison (2011:11) said that in the stakeholder
analysis, as well as defining who the stakeholders are, it is necessary to ask
global questions about how the language curriculum will meet their needs.
What role does English play in the broader community? Is it a subject of
study in the school curriculum or is it a language used for wider
communication? What variety of English is valued by the community? Is
it used in the home? Is it a gatekeeper in the community? What
expectations does the community have for its investment in English
language education? Does it support economic development? (Murray and
Christison, 2011:11).
The third step is conducting needs analysis. All effective curricula
are based on the language learning needs of the specific learners.
Interestingly, all of the above curriculum design principles can be based
on learner needs (although not all necessarily are).
Murray and and Christison (2011:12) said that to determine learner
needs, curriculum designers need to conduct a needs analysis. Earlier
models of needs analysis focused on interviewing learners about their
needs. However, as can be seen from the scenarios above, learners are not
the only stakeholders involved and with investment in learner outcomes
(Murray and Christison, 2011:12). Hence the step we described earlier. To
determine learner needs, teachers need to ask questions about learner
identity, experiences, and goals. For more proficient learners, these

19
questions can be asked in an interview. For beginner learners, you can use
simple agree/disagree statements.
The next step is determining outcome or goal. To make goal of
learning useful, goal needs to be measurable since assessment of learning
will involve assessment of the extent to which the learners have achieved
the curriculum goals. One often overlooked set of goals is the learning
process (Murray and Christison, 2011:13).
Learners who can reflect on their own learning can develop learning
strategies that are appropriate for their own preferred learning styles and
become more effective language learners. According to Murray and
Christison (2011:14), these are often referred to as learning-how-to-learn
strategies and goals. When the curriculum is for a very specific purpose
and context, one method for determining needs is to observe
communications in the actual setting (Murray and Christison, 2011:14).
After determining learning goals, curriculum maker can select the
content of curriculum itself. The term content here includes both the
language to be taught and the subject matter in which the language is
embedded. In some literature on curriculum this is referred to as scope. In
terms of language curriculum, curriculum makers need to select items from
language characteristics. These items are language structures, language
skills, genres and speech acts/functions (Murray and Christison, 2011:14).
The next step to do is sequencing content. Curriculum makers need
to decide how to sequence it. They need to ask questions such as: what

20
subject matter knowledge builds on other knowledge? What language
functions build on other functions, texts, and grammar? What grammar
needs to be included so learners have the language to create texts or engage
in tasks? This is a critical phase of curriculum design and, in many ways,
the most tricky (Murray and Christison, 2011:15).
The next step is selecting learning material and activity. This step
involves selecting materials and activities that will translate the goals and
objectives into learning experiences for students. In means that materials
and activities are not selected because they seem like a good idea or
because students might ﬁnd them fun, but because they will help learners
meet the goals and objectives of the course.
The last step is assessing learning. Broadfot in Murray and
Christison (2011:15) claimed that assessment is a celebration of learning.
Therefore, any curriculum needs to include assessment that is tied to the
goals and objectives of the course. This is an essential part of the process.
Changing curriculum is a serious matter. Folsom (2009:179) stated
that Designing curriculum is a fundamental part of teaching and learning.
During the course of the research, she moved through three different
approaches to designing curriculum. A traditional curriculum is generally
found in a teacher directed classroom where students follow instructions
and have minimal choices in their work. Textbooks, workbooks, and
professionally published worksheets have a central role in a traditional
classroom.

21
Student-centered classrooms focus on student interests, feature more
choices, and include a variety of hands-on project work. In a traditional
classroom, the focus is on learning content and basic skills. In a student-
centered classroom, content and basic skills are also a priority, but they are
taught in ways that take into account student interest, choice, creativity,
and a wider range of learning processes.
Classrooms where complex teaching and learning take place have all
the features of a child-centered classroom and a focus on basic skills. In
addition to this balance, teachers consciously plan the curriculum to
include the explicit teaching of thinking and social-emotional processes
integrated with content. In these classrooms, teaching students to set
criteria that guide decision making, planning projects, cooperatively
solving problems, and self-evaluation are also basic skills.
In classroom activity, planning a lesson is important. Pollard
(2008:55) said that at the beginning, planning will take a lot of time; it
might even take longer than the actual lesson itself. However, all is not
bleak; with time teachers will get more experienced and they will be able
to plan much more quickly, pulling out lesson plans and activities they
have already used. Many experienced teachers plan their lessons in no time
at all.
Having good lesson plan gives two benefits to the teacher. The first
is that the plan will give teachers aims for their lessons; it will remind them
what to take with when they go in to class; it will give teachers guidelines

22
whilst you are in the classroom and it will prevent you from drying up
while you are there. The second benefit is that lesson plan will give lesson
with structure; whilst the students might not notice this, they will certainly
notice if your lessons lack structure.
The format of lesson plan will depend on many factors. They are the
situation, time and experience. For some teachers, lesson plans are more a
series of notes. They note which pages and exercises of the course book
they will do with their class. They also note supplementary activities and
language to pre-teach or focus on.
Some another teachers might go into class with no plan at all; others
might go in with just the course book and work through it page by page.
Lesson plans are very much a case of what works for teachers and the
situation they are in. They are possibly the most personal and individual
part of teaching
Pollard (2008:55) also mentioned some comments that will help
teachers consider the aspects that should be included in lesson plans or at
least considered during the planning stages. In some settings it is necessary
to produce a very detailed plan; for example, if you are being observed as
part of a course or as part of a school evaluation. If your plan is to be used
in a situation where you will be tested or observed, Pollard (2008:55)
suggested you check with your tutor or assessor exactly what they would
like to see in your plan.

23
Pollard (2008:55) also provided some things to consider when
planning a lesson. The first thing to consider is recent work. Think about
what students have been working on recently. If they have done a lot of
skills work recently, teachers can move to some language works. If there
has been a theme through the last 2 or 3 lessons, teachers can check
students comprehension or move to another lesson. Try to get balance over
the lessons so that students don’t lose interest
The second consideration is language work. What language would
you like your students to learn or practise during the lesson? How much
time will you spend on the language work? Teachers need to think about
the time they spend presenting it and practising it. Teachers will need to
get the balance right; if the lesson lasts 2 hours, for example, it is not a
good idea to spend all the time on one language point. Teachers should
also aim to spend more time on language practice than on language
presentation.
Teachers also need to consider the skill work. It means teachers need
to think which skills or sub-skills their students to practise during the
course of the lesson. Try to get a balance here between work on the various
skills. Try not to spend a two-hour lesson working on just one skill.
The next things to consider are level of students and overall aims of
student. Teacher need to make sure the activities they choose are suited to
the level of students. Teachers also need to think about their students’
reasons for learning English. Teachers’ main aim is to help student achieve

24
what it is they are hoping to do with English. They will need to get a
balance between what is important to them and what knowledge they are
lacking; e.g. hotel workers who mostly need spoken English in order to
greet guests and communicate with them. These students will need a lot of
practice in spoken English and work on particular functions. They might
also need to brush up on their listening skills, grammar and vocabulary. In
such a situation, teachers will need to strike a balance between speaking,
listening, language presentation and practice (Pollard, 2008:56).
The next consideration is about the aim of the lesson. There is often
more than one aim in a lesson. Teachers should think of aims in terms of
what the students will do and not what the teacher will do. Thus, to teach
the simple past is not a suitable aim, it does not describe what the students
will be doing. It is better to say that the students will use the question and
affirmative forms of the simple past to discuss what they did at the
weekend.
Teachers should also try to get your aims specific, measurable,
realistic and achievable. Pollard (2008:56) said that achievable means
making sure the students can do the task; it is at the right level for them.
The term specific means being detailed about your aims; instead of saying
students will practise going to, say the students will use question and
answer forms of going to discuss future plans. Measurable means that if
an aim is worded in specific terms, it is easy to measure. So, for the aim

25
above, teachers can easily measure whether or not the students have used
going to questions and answers to talk about plans (Pollard, 2008:56)
Teachers then need to think about progression through the stages of
a lesson. Many teachers like to use a warmer at the beginning of the lesson.
Students come into the classroom “cold”, i.e. from a non-English
environment (unless of course they are studying in an English-speaking
country) (Pollard, 2008:57). A short activity that engages the students in
something fun will warm them up and get them using English. A warmer
should ideally last around 5 to 10 minutes; any longer and it’s moving
towards a main activity, not a warmer.
Pollard (Pollard, 2008:57) suggested that for the main activities try
to get a natural progression through them, where each one builds on what
came before. Move from presentation towards practice, receptive skills
towards productive. If there is a lot of speaking or language work, teachers
need to try to break it up with the inclusion of other activities.
Teachers should also think about how they end their lessons. A
pleasant way to end a lesson is to ask students what they have learnt during
the lesson; asking students what they learnt reinforces the learning process
and has them thinking about the activities, what the teacher did, as well as
their own contribution. Teachers could also ask them which activities they
enjoyed and didn’t enjoy.
Timing is also important in a lesson. Teacher can consider timing by
asking question to themselves. The question can be: How long will each

26
activity last? This will help teachers to see whether they have achieved
balance in the lesson. For example if the presentation of language takes 10
minutes and the practice takes 5 minutes, teachers will need to add some
practice activities to balance it out. Aim to spend more time on practice
than on presentation.
The next thing is variety. Variety here means variety in learning.
Sometimes students may get bored with the material given. Teachers can
solve this problem by giving material in different way. For example, when
teachers teach phrasal verbs, teachers can present a recording that contains
examples of phrasal verbs or get student to do a presentation of the use of
phrasal verbs. Teachers can approach the same topic from a variety of
angles.
Students interest is also important. When teachers know their
students well, they will know what interests them and will be able to
choose accordingly. If a topic is uninteresting and it has to be covered as
part of a syllabus, think of ways to make it more interesting, maybe by
introducing an element of fantasy, imagination or role-play.
The next consideration is about interaction. Aim to get a balance
within the lessons between different forms of interaction. Try to avoid a
lesson which is entirely teacher-led or based entirely on pair work. Involve
the students in pair work, group work, individual work as well as whole
class work (Pollard, 2008:58).

27
The next consideration is about problems and solutions. Teachers
need to think about any problems that their students might encounter
during the lesson and think about what they could do to solve them. For
example, the pronunciation of the words photograph and photographer
might cause problems for their students; their solution might be to write
the words on the board with the stressed syllables indicated and to ask their
students to repeat the words after them.
Teachers then need to make a note of the materials and equipment
needed. This will help teachers to get prepared for their class. This note
will also help teachers to avoid a situation where they have to run out of
class to look for a recording or a bunch of exercises.
Teachers can also make a note of which exercises their students will
do for homework. If the class will be meeting again within a couple of
days, set an exercise that can be completed quickly. If the class are not
meeting again for a week, teachers can set a lengthier task such as essay
writing. It is important for students to do homework that will consolidate
what they have studied in class; this work will reinforce the learning
process (Pollard, 2008:58).
The last is about extra activity. Teachers should also have extra
activities ready in case the students get through the work quickly. The time
spent thinking about extra activities won’t be wasted: if the teachers do not
use the extra activities, they can use them in another lesson.

28
As mentioned before, curriculum is the answer to society’s need and
challenge. Society needs change time by time. Different need means
different answer too. Thus, we need different curriculum to match that of
society’s need. That’s why the government change curriculum several
times.
Our newest curriculum is curriculum 2013. It was launched a year
ago. According to the explanation from Vice of Ministry of Education and
Culture, there are three aspects as the reasons why we must develop this
curriculum 2013. They are society’s perception, the development of
science and pedagogic, and the raise of negative phenomena. People have
perception that the previous curriculum focused on cognitive domain only.
The development of science needs the up-to date curriculum which is
appropriate. The last, the raise of negative phenomena like corruption,
using narcotics and plagiarism emerges the idea that we need curriculum
which is not only focused on cognitive domain but also on affective
domain.
There are four major aspects of the change of this new curriculum.
They are the concept of the curriculum, the book which is used, learning
process and scoring process. The concept of this curriculum is the balance
of soft skill and hard skill. Start from competence standard, content
standard, process standard, and scoring standard must represent the
balance of hard skill and soft skill. They must scope cognitive domain,
affective domain and psychomotor domain.

29
In curriculum 2013, the book which is used in teaching learning
process refers to the curriculum concept (core competence, basic
competence, and syllabus). It means that the content of the book must be
appropriate with core competence, basic competence, and syllabus. There
are two kinds of book used in curriculum 2013. They are student book and
teacher book. Student book focuses on learning material. Teacher book
serves teacher guidance.
The third aspect of curriculum 2013 is its learning process.
According to Dyers, in Paparan Wakil Menteri Pendidikan dan
Kebudayaan R.I. Bidang Pendidikan (2014:), 2/3 of person’s creativity is
from education, and 1/3 of it is from genetic. Conversely, 1/3 of person’s
intelligence is from education and 2/3 of it is from genetic. It means that
intelligence-based learning will not give significant result. Meanwhile,
creativity-based learning will give result four times higher (Dyer, 2011).
In addition to this statement,
Furthermore, students’ creativity will be achieved through five-step
learning process. Systematically, these steps are observing, questioning,
exploring, associating, and networking. In Bahasa Indonesia, this learning
process is called 5M (mengamati, menanya, mengeksplorasi,
mengasosiasi, mengomunikasikan).
The fourth aspect is scoring process. It has been mentioned that
curriculum 2013 is creativity-based learning. Therefore, the curriculum
2013 also uses scoring process that support students’ creativity. Sharp

30
(2004) stated that teacher can develop students’ creativity through question
or exercise which have characteristics as follows:1). Having more than one
correct answer. 2). Focusing not only on product but also on process. 3).
Giving the balance of structured activity and spontaneous activity.
B. The 5M Steps in Teaching Learning Process
Understanding the curriculum is important for the teachers. Murray
and Christison (2011:4) stated that often teachers work to a curriculum
determined by others—by the nation, the state, or even the institution where
they work. Sometimes, however, teachers need to develop new curricula or
adapt a curriculum for their own particular context. It is therefore important
for teachers to understand the principles of curriculum design and to
practice developing and adapting curricula. Supporting this opinion, Green
(2011:43) also stated that as teachers begin to think about planning schemes
of work, inevitably they will be required to consult the National
Curriculum.
According to Syarif in Hendrayana (2013), curriculum 2013 uses
scientific approach as its approach in teaching learning process. The
scientific approach scopes three domains. They are cognitive, affective,
and psychomotor. Cognitive domain consists of substance or learning
materials in order that students know what. Then affective domain deals
with the goal that students know why. And the last, psychomotor domain’s
aim is that students know how.

31
The final goal of these three domains is the balance of the ability to
be the good-manner person (soft skill) and the ability to survive in life
(hard skill) (Washilaah: 2013). This balance, in curriculum 2013 is
represented in cognitive competence, affective competence, and
psychomotor competence.
As mentioned before, curriculum 2013 uses scientific approach.
Scientific approach means a way of doing something using organizing
method of science. It means, scientific approach uses scientific values and
scientific characteristic. In teaching learning process, scientific approach
is realised through the term 5M. It is Bahasa Indonesia term. It stands for
mengamati, menanya, mengeksplorasi, mengasosiasi, and
mengomunikasikan.
Mengamati means observing. In the first step of teaching learning
process, students observe materials to the topic being discussed. For
example, in teaching English, students may observe text, video, or
conversation. This step has three aims. The first aim is that students have
seriousness in learning. The second one is that students become careful in
observing something. And the last, students are expected to be curious in
searching information.
Menanya means questioning. After observing the related example,
students are expected to ask the question which is related to the material.
The aim of this step is that students will develop creativity, have curiosity,
and formulate questions.

32
Mengeksplorasi means exploring. In this step, students are to explore
any other material from different source. After they got example from their
teacher, they have to find example from another source. They may browse
the internet, search book in the library, and any possible sources.
The fourth step of 5M is called mengasosiasi. In English,
mengasosiasi means associating. Students associate what they have got
from their teacher and what they have got from another source in exploring
step. They analyse and compare the material from their teacher and from
their exploration. They process the information they got from the previous
steps.
The last step in this teaching learning process is megomunikasikan
or communicating. The students present the conclusion of their learning
process from observing to associating. They present the conclusion to their
friends. In this step, students can also compare their own conclusion with
their friends’. There are two main competences which are developed from
this step. The first is the competence in giving opinion briefly. And the
second competence is competence in using language appropriately.
C. Textbook as A Teaching Aid and Characteristic of Good Textbook
Patel and Jain (2008:57) said that teaching and learning is a process.
In this process, teacher teaches and students learn from teacher. In process
of teaching learning, teacher uses some things to make this teaching
learning process effective. The material and aids which are used by teacher

33
to make his teaching very effective is called teaching aids and instructional
material.
Teaching English has its own objectives. Teacher should select
teaching material and instructional according the objectives decided by
teachers so that skill of reading, understanding, writing and speaking and
sub skills of skills could be developed in students. In conclusion, teaching
material and instructional material play important role in teaching learning
process.
Textbook is an example of teaching material. According to Patel and
Jain (2008:68), textbook is the area in which the language material is
presented prescribed for teaching and learning English. The textbook
boards of respective state develop the material required. In Gujarat, the
Gujarat state textbook board is publishing books for teaching and learning
English (Patel and Jain, 2008:68).
Textbook, especially for teachers, is very useful in helping them
doing their job. Same with another jobs, teaching also has problems. One
problem the teacher may find during teaching is lack of material. Grey
(2007:39) stated that the new teacher may find this problem. According to
Grey (2007:39), student teachers just clam up because they have run out
of things to say. In this case, textbook can give teachers material to tell to
their students.
Textbook is also useful because of learning objective provided on it.
Learning objectives or goals are very important in teaching learning

34
process. Farr (2010:18) stated that like all other strong leaders, highly
effective teachers insist on defining and measuring achievement so that
progress and success are clear. In this case, textbook can help teachers
defining goals of their teaching.
In Permendiknas number 11 year 2005, it is stated that textbook is
compulsory reference which contains learning material to develop
students’ faith and fiety. This learning materials are also expected to
develop students’ behaviour and knowledge. The textbook is important. It
is important for both students and teachers.
Deuri (2012) states:
textbook is one of the major tools in the hands of a language teacher
especially foreign language teacher. A language can be learnt
without any text book, but that may result in unnecessary repetitions.
If a language is taught without a text book there may be significant
omissions also. There would be lots of waste of energy and time. The
progress will be less planned. If a text book is properly planned and
utilized then it will be a useful tool for both the teacher and student.
Deuri (2012) also explains that textbook has the following functions:
- It gives the meaning and purpose of the teaching learning
process.
- It keeps the teacher on guard against any haphazardness and
unnecessary repetition and learning.
- It facilities and stabilizes student learning.
- It lays down examples of the manner to be learnt.
- It serves as memory deed for the pupils.
- It reinforces what the students have learnt orally.

35
- It prepares ground for writing.
- It helps for supplementing pupils language experience.
- It serves as a guidance to the teacher.
Haytami (2014) states that there are seven characteristics of good
textbook. The first is that the textbook must have clear and advanced
background. This means that the textbook must have clear background of
its content. Clear background means clear reference of its content. The
background must be advanced too. It is implied that the content must be
up-to-date and relevant to the recent real life condition. For example, when
the book provide example of the way people expressing congratulation, it
can use the use of recent social media to express congratulation.
The second characteristic is that textbook must have adequate
material. The good textbook must serve various material. The material
given must be appropriate with students’ interest. With this kind of book,
students are stimulated to read it. It is also expected to stimulate students’
creativity.
The third characteristic is that good textbook must be arranged
systematically. Systematic means that the material is served with paying
attention to the ease of students to understand. Explanation, description,
and organization are arranged in systematic way. Explanation is given
briefly; the terms are explained with example; the use of irrelevant foreign
term must be avoided.

36
The next characteristic of good textbook is that it must contain
material which is provided in method and medium which can stimulate
students to read it. For example, it may contain relevant picture. Relevant
picture means it can stimulate students to find answer of an exercise. The
picture can also help students to prove the case in their real life through
simple research.
The fifth, good textbook must contain deep material. Deep material
will help students solve the academic problem they face. This is because
the deeper material provided, the deeper knowledge they get. For example,
when students do the exercise, they will be helped by deeper knowledge
they get. The students can also do several exercise in any form in the same
topic because of the deep of material.
The sixth, it must contain evaluation. This evaluation enables
students to know what competence they achieve. Competence
achievement level can be used as feedback. It means, from achievement
level it is known whether they have to repeat that chapter or continue to
the next chapter.
The last characteristic of good textbook is that it must be able to
make students to reflect what they got from the material they just learned.
From the reflection, student are expected to realize what academic
difficulties they got. They also expected to realize the benefit of learning
the material provided on the book. Usually, the reflection provided at the
end of each chapter. The reflection usually contain three question: what I

37
like best in this chapter; what I feel difficult in this chapter; and the
improvement I have made after learning English in this chapter.
Same with Haytami, Deuri (2012) also mentioned the characteristics
of good English text book. These characteristics scoop adequate subject
matter, suitable vocabulary and structures, style, exercises, illustrations,
proportion, and order.
The subject matter should be based on the psychological needs and
interests of students. It should be related to the student’s environment. It
should have various topics like prose, poetry, story, biography, narration,
description etc. It should be practical utility as well as informative.
The vocabulary should be controlled, properly selected and graded.
The introduction of vocabulary should be progressive within the series of
readers. The words and structures should be introduced in a systematic
order. The simple meaning should be used of a word or structure if they
have more than one meaning. At the end of the text book, a glossary of
difficult words and structures should be given.
The style should be based on the principle of simple to complex. The
subject matter should be presented in a logical manner. The style should
be appealing to the students.
There should be sufficient number of exercises at the end of every
lesson. The interactions about the exercises should be brief and clear. The
exercises should be well selected and graded. Different types of exercises
should be included.

38
The illustrations should make the subject matter clear. They should
be sufficient in number. They should be attractive with natural colour
combination. Too many ideas should not be conveyed in one illustration.
A lesson should not be very long. There should be plausible
proportion between prose, poetry, story, biography, lesson etc. Two topics
should not be in continuation. Proportion of content and structure should
be maintained.
Choosing textbook which is suitable for teaching is not simple thing.
Pollard (2008:17) stated that teachers should look at any course book they
are about to use with a critical eye. Check over each unit to see whether it
suits your students’ goals. If so, teacher can go ahead with it. If not, teacher
might want to choose a different book or stick with it and find other
material that covers the areas that are lacking. This can apply to whole
units or parts of them. There might be parts of the book that are too difficult
or too easy for their students; they might consider leaving those bits out or
supplementing them. You might also want to do things in a different order
to how it appears in the course book. The key is to think about your
students. Remember you’re teaching students not teaching a course book.
It’s important to look at these aspects before you start using the book. It’s
more difficult to change a book when you’ve started using it.
Patel and Jain (2008:69) also provided several characteristics of
good textbook. These characteristics are as follows:
1. The words and structure are carefully graded.

39
2. No difficult words and new words are given in good text book.
3. The words and structure already learnt are repeated in the coming pages
so that the students could revise them making them stable in their
memory.
4. The size of text book should be handy for the students.
5. The binding should be proper and strong.
6. The subject matter should be printed on good quality paper.
7. Heading and subheading should be printed on title page in bold form.
8. Illustration should be attractive. For every young pupil, the picture
should, be well drawn and realistically coloured and not in black and
white.
9. Clear and unambiguous instruction should be given alongside the test
and practice and exercise.
10. There should be both practice and text exercise at the end of the
chapter.
11. The subject matter of text book should provide new information so
that students could get new knowledge.
12. The practice should be low which the majority of students could
solve them easily.
13. The introduction at the beginning and conclusion at the end of the
chapter should be given in the text book.
14. A list of related books should be given at the end of the lesson for
the further study.

40
15. Textbook should cover whole syllabus.
16. Textbook must contain the lesson of national integration, world
peace, love and co-operation among people without the distinction of
caste, sex and race.

41
CHAPTER III
METHODOLOGY OF THE RESEARCH
Chapter three provides design of the study, role of the researcher,
object of the study, source of the data, method of collecting data, and
method of data analysis.
A. Design of the Study
The design of this research is descriptive qualitative. Cohen
(2007:461) says that qualitative data analysis involves organizing,
accounting for and explaining the data; in short, making sense of data in
terms of the participants’ deﬁnitions of the situation, noting patterns,
themes, categories and regularities. According to Hancock, qualitative
research is concerned with developing explanations of social phenomena.
That is to say, it aims to help us to understand the world in which we live
and why things are the way they are (2009:7).
B. Role of the Researcher
The researcher has two roles in this research. The first one is data
collector and the second on is data analyst. As the data collector, the looked
for the book first. Then he selected the part of the book. After getting the
object of the study, the researcher analysed it. In this case, the researcher
acted as data analyst. The researcher analysed the content of this book.

42
C. Object of the Study
The object of this study is the book entitled BUKU GURU BAHASA
INGGRIS SMA KELAS X. This book is published by the Ministry of
Education and Culture. This is for senior high school grade tenth semester
one. The government expects that this book will help teachers to implement
the Curriculum 2013. This book is for semester one and two grade tenth
senior high school. It consists of 18 chapters. It is possible to analyse those
18 chapters. In this research, the researcher limited his study on chapter one
because of time limitation.
D. Source of the Data
Source of the data in this research is from book entitled BUKU
GURU BAHASA INGGRIS SMA KELAS X. At the first of its launching,
teachers can get the book from the government. It means that the teacher
should wait the government distribute this book. Now teachers and any
other person who need this book can download this book from
http://bse.kemdikbud.go.id/buku/details/20142407133377. The researcher
took first chapter of this book.
E. Method of Collecting Data
Hancock (2009:16) says that there are three main methods to collect
data in qualitative research. They are individual interview, focus group, and
observation. Not all qualitative data collection approaches require direct
interaction with people. Observation is a technique that can be used when

43
data cannot be collected through other means, or those collected through
other means are of limited value or are difficult to validate
Hancock (2009:19) also said that we can use five techniques for
collecting data through observation. These techniques are written
description, video recording, photograph, artefact, and documentation. In
this research, the researcher used observation method especially using
documentation technique.
The researcher took a look on the book especially on chapter one as
research data. Then the researcher took content of the first chapter. The
researcher found this book contained several tables. The tables contained
teaching instruction. The researcher took the teaching instruction. Since
the teaching instruction was in Bahasa Indonesia, the researcher then
translated it into English.
F. Method of Data Analysis
Getting the data, the researcher analysed it. The data was in Bahasa
Indonesia and the researcher translated it into English. The researcher
analysed the data by taking a look at the table of every activity provided in
the chapter one BUKU GURU BAHASA INGGRIS SMA KELAS X. Each
name of activity had its own teaching procedure, instruction for teacher and
time allocation. The researcher then classified the learning step based on its
name. For example, for the first activity the researcher got activity named
warmer.

44
To answer the second statement of the problems, the researcher took
a look in teaching instruction in chapter one and consulted to the
Permendikbud No. 81 A about the implementation of curriculum.
Permendikbud No. 81 A provided keywords of every phase of 5M. For
example, keywords for observing phase are reading, listening, seeing,
looking at (with or without media). It means that every activity containing
these words belongs to the phase of observing. For example, in instruction
of warmer activity, it is stated that teachers show sentence to the students
and students look at the sentence. Therefore, the warmer activity belongs
to observing phase.

45
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
After conducting the research, the researcher found the answer of the
statement of the problems mentioned in the previous chapter. In this
chapter, the researcher provides the research findings. The researcher also
provides the discussions of the topic in this chapter.
A. Research Findings
The purposes of this research were to find out what learning steps
are provided in the book entitled BUKU GURU BAHASA INGGRIS SMA
KELAS X and to find out how learning steps provided in the book entitled
BUKU GURU BAHASA INGGRIS SMA KELAS X implement the concept
of 5M. The data had been analysed. The researcher had found learning
steps provided in the book entitled BUKU GURU BAHASA INGGRIS SMA
KELAS X and how learning steps provided in the book entitled BUKU
GURU BAHASA INGGRIS SMA KELAS X implement the concept of 5M.
1. The Learning Steps Provided in The Book Entitled BUKU GURU
BAHASA INGGRIS SMA KELAS X.
This finding is intended to answer the first question. The first
question is “What are learning steps provided in the book entitled
BUKU GURU BAHASA INGGRIS SMA KELAS X?”. The detail of
learning steps in chapter one BUKU GURU BAHASA INGGRIS SMA
KELAS X is as follows:

46
Table 4.1
Learning Steps of Chapter One BUKU GURU BAHASA INGGRIS
SMA KELAS X
NO. Name of Activity Instruction Detail Presented on Page
1 Warmer Teacher divided the
students into two groups
Teacher gave instruction
and explains how to do
the activity.
Teacher checked
students’ understanding
by asking “ To whom will
I show the
sentences?” “What will
the students in the front
do?” “What will the
students in the back do?”
“Who will be the winner?
”Teacher asked students
to try to play Chinese
Whisper for one sentence
only. After students
1-2

47
understood, Chinese
Whisper race began.
After the activity was
done, teacher checked
sentence which was
written by students.
Teacher checked
of the sentence.
2 Vocabulary
Builder
Teacher asked students
to match the English
words with its meaning
in Bahasa Indonesia.
to compare their work
with their friend’s work.
2
3 Pronunciation
Practice
Teacher pronounced new
vocabulary with correct
pronunciation and
intonation.
Teacher drilled students
with new vocabulary.
3

48
4 Reading Teacher divided students
into group A and group
B.
in group A to read text 1
and asks students in
group B to read text 2.
Teacher explained that
every paragraph contains
main idea and supporting
idea.
Teacher gave example
how to identify main idea
and supporting idea in a
paragraph.
to identify main idea and
supporting idea in every
paragraph.
3
5 Vocabulary
Exercise
Teacher checked
of words meaning.
5

49
Teacher asked student to
do the exercise of how to
use vocabulary in
sentence
6 Text Structure Teacher asked students
about the structure of
email and letter.
to identify objective and
detail of email/letter
structure.
to discuss their work with
their friend.
5
7 Grammar Review Teacher explained the
use of be and have.
to do the exercise.
6
8 Speaking Guessing Game:
to come forward one by
one and stick post-it
6

50
paper which contained
words on the list and
gave another post-it
paper so that students
stick it to another
students.
Students with post-it
paper on their body
became partner with
student who stuck the
paper.
Students asked and
guessed word on their
back and their partner
checked whether it is
correct or not. If it is
correct, then it is their
turn to guess. If both
students can guess, they
come to their teacher to
ask another post-it paper.

51
Introduction Game:
to observe a picture of a
party.
to imagine their new
identity in that party.
to act as a guest in that
party.
9 Writing Teacher gave home
assignment to students to
make email/letter
responding email/letter
discussed before.
8
10 Reflection After the learning
process was over, teacher
asked students to do
reflection.
Teacher could also
evaluate student’s
ability.
8

52
If there was student who
answered ‘no’ to
reflection question,
teacher needed to give
remedy to them outside
the class meeting.
After getting the answer of the first statement of the problems, the
researcher moved to the second statement of the problems. The second
statement is about how these learning steps implement the concept of
5M. In other words, the researcher wanted to know which parts of
these learning steps belong to 5M steps (observing, questioning,
exploring, associating, communicating). To get the answer, the
researcher consulted to the table from Permendikbud No. 81 A about
the implementation of curriculum 2013. The table is as follows:
Table 4.2
The Correlation of Learning Steps of 5M and Learning Activity
NO. Learning Steps of
5M
Learning Activity
1 Observing Reading, listening, seeing, looking at
(with or without media).

53
2 Questioning Asking question about something
observed.
3 Exploring Doing experiment, reading another
source, observing
objects/events/activity, interview
with informant.
4 Associating Processing information collected
from the activity of exploring
5 Communicating Presenting the result of observation,
the conclusion based on analysis
orally, written or another media.
2. How Learning Steps Provided in The Book Entitled BUKU GURU
BAHASA INGGRIS SMA KELAS X Implement The Concept of
5M.
After consulting to the table above, the researcher analysed the
instruction detail in table 1. The researcher looked for key words and
matched the instruction detail to the steps of 5M. This finding is
intended to answer the second question. The second question is “How
do learning steps provided in the book entitled BUKU GURU
BAHASA INGGRIS SMA KELAS X implement the concept of 5M?”.
The BUKU GURU BAHASA INGGRIS SMA KELAS X implemented
the concept of 5M through activities provided in the table as follows:

54
Table 4.3
The Implementation of 5M in The Book Entitled
BUKU GURU BAHASA INGGRIS SMA KELAS X
No. Activity
Phases of 5M
Page
M1 M2 M3 M4 M5
1 Warmer 1 - 1 1 1 1-2
2 Vocabulary
Builder
- - 1 - 2
3 Pronunciation
Practice
1 - - 1 - 3
4 Reading 1 - - 1 1 3-4
5 Vocabulary
Exercise
- - - 1 - 5
6 Text Structure 1 - - 1 1 5
7 Grammar Review 1 - - 1 1 6
8 Speaking 2 - - 2 2 6-7
9 Writing - - - 1 1 8
10 Reflection - - - - - 8
Total 7 - 1 10 7
M1: Observing; M2: Questioning; M3: Exploring; M4: Associating; M5:
Communicating

55
B. Discussions
After providing the answer of the research problems, the researcher
gave explanation of the research findings. The researcher gave the
explanation in order to make research findings more understandable.
1. The Learning Steps Provided in The Book Entitled BUKU GURU
BAHASA INGGRIS SMA KELAS X.
The book entitled BUKU GURU BAHASA INGGRIS SMA
KELAS X was constructed to help teachers implement the Curriculum
2013. This book provides teaching guidance. This book consisted of 18
chapters. This book was constructed thematically. It means that every
chapter in this book has its own theme.
The theme for chapter one was “Talking About Self”. This
chapter consisted of 10 activities. Activity means the name of learning
steps provided in this book. These activities were warmer, vocabulary
builder, pronunciation practice, reading, vocabulary exercise, text
structure, grammar review, speaking, writing and reflection.
Every activity in this book had its own aim. The warmer activity
was intended to activate student’s background knowledge and to make
students ready to study. Most warmer activities are game. This activity
involved student’s interaction therefore students were expected to be
interested in teaching learning process.
The game for warmer activity in chapter one was Chinese
Whisper. It was like whisper race where students are grouped and the

56
first group who writes what they heard wins. This game was also
intended to give stimulus to the students. It means that material
provided in this game is relevant to the topic of chapter one. For
example, the sentence whispered to the students was about self-
introduction.
The second activity was Vocabulary Builder. This activity was
aimed to build and to enrich students’ vocabulary. In this activity,
students were told to match English word with its meaning in Bahasa
Indonesia. After matching these words, students were told to compare
their work with their friend’s work. The time allocation for this activity
was 15 minutes.
The activity of vocabulary builder was followed by the activity of
Pronunciation Practice. In this activity, students practiced to
pronounce English words with correct pronunciation, articulation and
intonation. To begin this activity, teachers firstly gave the example how
to pronounce the words provided in the book. Then, students
pronounced these words.
The Reading activity in chapter one was presented through game.
Firstly teachers divided the students into two groups. There were two
texts in the book and each group was told to read a text. Teacher
explained that in every paragraph there are main idea and supporting
idea. Teacher gave example how to identify main idea and supporting
idea of paragraph one then asked students to find the main idea and

57
supporting idea of every paragraph. The activity continued with each
student asking the question based on the list given to their friend from
different group.
The activity of Vocabulary Exercise checked students’’
comprehension of the meaning of the words given. Teacher asked
students to do the exercise on the book. Students were asked to use the
words given in a sentence. In this activity, students had chance to use
the vocabulary learned in another sentence.
Text Structure activity was presented through think-pair-share
method. Teacher began the activity by asking students the structure of
email/letter. Teacher then explained the structure of email/letter. After
that, students were asked to identify the structure of email/letter and
discussed it with their partner. In the end, all students were asked to
share and discuss it together.
In Grammar Review activity, teacher explained the use of be and
have. Teacher also explained that there are another relating verbs like
seem, consist, look which the position is as same as be and have. After
taught the use of be and have, students were told to do the exercise.
Teachers could also ask students to identify the use of be and have in
the email/letter.
Speaking activity was presented through the games Who Am I?
and Party Time. In the game Who Am I?, students were told to be in
group of two. Teacher stuck paper on the back of student A. Students A

58
asked yes/no questions to students B to guess the word written on the
paper on his back. In the game Party Time, teacher showed the picture
of people in a party. Then students were asked to imagine that they are
invited to a party and they have to introduce themselves to at least two
guests.
In Writing activity, teacher gave home assignment to the students.
The home assignment was to make email/letter responding to the
email/letter discussed. To make students easy to write the email/letter,
teacher asked students to discuss the guiding questions. This activity
was aimed to check students’ comprehension of what have been
learned.
The last activity was Reflection. Teacher asked students to reflect
what they have learn. Teacher could also evaluate students’ ability.
Teacher could ask, “Have you been able to understand the letter/email
and the talk about self?”. If there was students who answer no, teacher
needed to give remedy outside teaching learning process.
The activities explained above were the learning steps provided
in the first chapter of BUKU GURU BAHASA INGGRIS SMA KELAS
X. Each activity had its own time allocation. It was not mentioned that
teacher must apply these steps as its order. It means that, for example,
teachers can apply writing activity before applying speaking activity. It
is also not mentioned explicitly which activity implement the sequence
of 5M.

59
2. How Learning Steps Provided in The Book Entitled BUKU GURU
BAHASA INGGRIS SMA KELAS X Implement The Concept of 5M.
In analysing the steps of learning process provided in this book,
the researcher took consideration on the Permendikbud No. 81 A about
the implementation of Curriculum 2013. The researcher took
consideration especially on the part which told the example of activity
that can be done in every sequence of 5M. Let us start with the warmer
activity. In this activity, observing phase was implemented by teachers
by showing how to play Chinese Whisper. This activity had also
exploring phase since the teachers asked students to try to do the
Chinese Whisper for one sentence only as warming up of the game.
Then associating phase is also available since teachers asked students
to play the game based on the instruction given. In the end,
communicating session was implemented when the teachers asked
students to write the sentence that they have heard from their friends.
Here the product of learning is in the form of written sentence.
The activity named Vocabulary Builder had the phase of
associating only. Associating session was implemented when the
teachers asked students to match the English words to their meaning in
Bahasa Indonesia.
The activity named Pronunciation Practice had observing session
and associating session. Observing session was implemented when the
teachers give the example how to pronounce some English words. In

60
this activity, students observe the teachers pronounced some English
words. Associating session was implemented when the teachers asked
students to practice or to imitate how to pronounce the words. Students
associated the pronunciation given.
Reading activity had observing session, associating session and
communicating session. Observing session was done by giving
explanation of main idea to students. Then, associating session and
communicating session were done when teachers asked students to find
main idea of another paragraphs. In this activity, students associated the
information given and at the same time they produced the learning
product in the form of main idea of every paragraph.
Vocabulary Exercise had the phase of associating. In this activity,
students were asked to use vocabulary in sentences. Students associated
the explanation of the words’ meaning from their teacher.
Text Structure had observing session, associating session and
communicating session. Observing session was done when the teacher
gave the explanation of letter structure. Students observed the
explanation. Associating session was implemented when teachers asked
students to identify the structure of letter/email. Students associated the
information from their teacher. Communicating session was
implemented when students were asked to discuss their result to their
friends. The product of learning was in the form identification of
email/letter structure.

61
Grammar Review had observing session, associating session and
communicating session. Observing session was implemented when
teacher explained the use of be and have. Students observed the
explanation. Associating session and communicating session were
implemented when students were asked to do the exercise. Students
associated the information given from teacher and they produced
product of learning in the form of the answer of the exercise.
Speaking activity had observing session, associating session and
communicating session. Speaking activity had two games. They were
Who Am I? and Party Time. In Who Am I? game, observing session was
implemented when teacher told how to play the game. Students
observed the explanation from their teacher. Associating session and
communicating session were implemented when students did the game.
They associated the instruction given from teacher and at the same time
they produced the product of learning in the form of speaking product.
In Party Time game, observing session was implemented when teacher
showed the picture of a party. Student observed this picture. Then
associating session and communicating session were implemented
when students did the game. They associated the instruction given from
teacher and at the same time they produced the product of learning in
the form of speaking product.
Writing activity had associating session and communicating
session. Associating session was implemented when students were

62
asked to make the letter responding to the letter discussed before. In this
activity, students associated the discussion of letter structure which had
been discussed before. They also produced the learning product in the
form of written product (letter).
Reflection activity had no phases of 5M. In this activity, students
were asked to reflect what they had got from the learning process. In
Reflection, the researcher did not find activity related to the phase of
5M.
The most phase of 5M in chapter one Buku Guru Bahasa Inggris
Kelas X was associating session which occurred ten times. This chapter
had no questioning session at all. Every activity had one activity for
each phase of 5M except Speaking activity which had two games.

63
CHAPTER V
CONCLUSION AND SUGGESTIONS
This chapter deals with conclusion and suggestions. After
conducting the research, the research can conclude the research result. The
researcher can also provide several suggestions based on his research.
A. Conclusion
From the research conducted, the researcher concluded that learning
steps provided in the book entitled BUKU GURU BAHASA INGGRIS SMA
KELAS X are ten activities with procedure, teaching instruction and time
allocation for each activity. These activities are warmer, vocabulary builder,
pronunciation practice, reading, vocabulary exercise, text structure,
grammar review, speaking, writing and reflection. Since the topic of chapter
one is self-introduction, most of learning steps in chapter one talk about
personal introduction.
The research also concluded that the book entitled BUKU GURU
BAHASA INGGRIS SMA KELAS X implemented the concept of 5M by
including phases of 5M in almost every activity in chapter one. Warmer
activity had observing session, exploring session, associating session and
communicating session. Vocabulary Builder had associating session only.
Pronunciation Practice had observing session and associating session.
Reading, Text Structure, Grammar Review and Speaking had observing

64
session, associating session and communicating session. Vocabulary
Exercise had associating session only. Writing had associating session and
communicating session. Reflection had no phase of 5M.
Reflection activity did not implement the sequence of 5M because it
was hard to find sequence of 5M which was suitable with this activity.
Therefore, it can be concluded that nine out of ten activities provided in the
book entitled BUKU GURU BAHASA INGGRIS SMA KELAS X
implemented the sequence of 5M and the most session was associating
session.
B. Suggestions
In this session, the researcher provide several suggestions. These
suggestion are especially for the teachers, the government, and the readers.
1. For The Teachers
Teachers should be aware of selecting teaching material to help
the teaching learning process. Although the government has provided the
compulsory teaching material, the teachers should be critical to the
teaching material provided. It means the teacher should check whether
the teaching instruction are appropriate with teaching objective or not.
Teacher can also check whether the instruction matches with the
curriculum or not.
Since this research talks about 5M, the researcher would like to
give suggestion to the teacher about 5M as well. For the teachers who

65
still use curriculum 2013 or 5M, it is better to have more than one book
reference about implementing 5M. It means that the more resource the
teachers have, the more creative the teachers in implementing the concept
of 5M in the classroom. Since not every step in this book implemented
the concept of 5M, the teacher should be creative to make up steps to
implement the 5M concept.
2. For The Government
For the government, in this case the ministry of education, the
researcher would like to give suggestion that it is better to check again
and again before publishing the book especially the book provided as the
teaching guidance. The government must check whether the book is
suitable with the curriculum or not. The government must also check
whether the book is easy to use or not. It means that the government must
check whether the book provides the concept of 5M clearly or not. The
clearer the book provides the 5M concept, the easier teachers implement
it.
3. For The Readers
Readers, after reading this research, are expected to be more
aware toward learning material. Readers must be critical too toward the
book contents. The readers can give opinion whether the book is
appropriate for teaching in accordance of its curriculum concept. The
opinion from the readers can be used as consideration for the government

66
to make learning material for the next time. Therefore, readers will give
contribution to the development of education.

67
BIBLIOGRAPHY
Cohen, Louis. (2007). Research Methods In Education. New York: Routledge.
Creswell, W. John. (2007). Qualitative Inquiry and Research Design: Choosing
Among Five Approaches. London: Sage Publications, Inc.
Deuri, Champak. (2012). An Evaluate Study of Text Book in English at Higher
Secondary Level. Intenational Journal of Science, Environment and
Technology. Vol. 1, No. 1, 24-28
Farr, Steven. (2010). Teaching As Leadership. San Francisco: Jossey-Bass
Folsom, Christy. (2009). Teaching for Intellectual and Emotional Learning (TIEL):
A Model for Creating Powerful Curriculum. Plymouth: Rowman and
Littlefield Publishers, Inc.
Green, Andrew. (2011). Becoming a Reflective English Teacher. New York: Open
University Press.
Grey, Duncan. (2007). First Aid Kit for Teachers. New York: Continuum
International Publishing Group.
Hancock, Beverley. (2009). An Introduction to Qualitative Research. Yorkshire:
The NIHR RDS EM.
Hanrahan, Michael., Deborah L. Madsen. (2006). Teaching, Technology, Textually:
Approaches to New Media. Hampshire: Palgrave Macmillan.
Kemendikbud. (2014). Paparan Wakil Menteri Pendidikan dan Kebudayaan R.I.
Bidang Pendidikan.
Moore, Alex. (2006). Schooling, Society and Curriculum. New York: Routledge.
Murray, Denise E., Marry Ann Christison. (2011). What English Language
Teachers Need to Know Volume II. New York: Routledge.
Null, Wesley. (2011). Curriculum: From Theory to Practice. Plymouth: Rowman
and Littlefield Publishers, Inc.

68
Patel, M. F., Praveen M. Jain. (2008). English Language Teaching (Methods, Tools
and Techniques). Jaipur: Sunrise Publishers and Distributors.
Pollard, Lucy. (2008). Lucy Pollard’s Guide to Teaching English. London: Lucy
Pollard.
White, John. (2005). The Curriculum and the Child. New York: Routledge.
Willingham, Daniel T. (2009). Why Don’t Students Like School? San Francisco:
Jossey-Bass.
Haytami, A. (2014). Telaah Buku Guru dan Buku Siswa. Online at
http://banghaytami.blogspot.com/2014/04/telaah-buku-guru-dan-buku-
siswa.html. [accessed 11/15/2014]
Hendrayana, Afdal Ade. (2013). Teaching and Learning Models in Curriculum
2013. Online at http://alumnivandeventer.org/teaching-and-learning-models-
in-curriculum-2013/. [accessed 11/14/2014]
Nasution, Khairiah. (2013). Aplikasi Model Pembelajaran Dalam Perspektif
Pendekatan Saintifik. Online at
http://sumut.kemenag.go.id/file/file/TULISANPENGAJAR/nqtx139217243
0.pdf [accessed 3/14/2014]
Washilaah, Nur. (2013). 5M Pada Pendekatan Scientific. Online at
http://enweel.blogspot.com/2013/11/5m-pada-pendekatan-scientific.html.
[accessed 11/14/2014]

69
APPENDICES

70
PERMENDIKBUD NO. 81 A
Keterkaitan antara Langkah Pembelajaran dengan Kegiatan
Belajar dan Maknanya.
LANGKAH
PEMBELAJARAN
KEGIATAN BELAJAR KOMPETENSI
YANG
DIKEMBANGKAN
Mengamati Membaca, mendengar,
menyimak, melihat
(tanpa atau dengan alat)
Melatih
kesungguhan,
ketelitian,
mencari informasi
Menanya Mengajukan pertanyaan
tentang informasi yang
tidak dipahami dari apa
yang diamati atau
pertanyaan untuk
mendapatkan informasi
tambahan tentang apa
yang diamati (dimulai
dari pertanyaan faktual
sampai ke pertanyaan
yang bersifat hipotetik)
Mengembangkan
kreativitas, rasa
ingin tahu,
kemampuan
merumuskan
pertanyaan untuk
membentuk
pikiran kritis yang
perlu untuk hidup
cerdas dan belajar
sepanjang hayat
Mengumpulkan
informasi/
eksperimen
- melakukan eksperimen
- membaca sumber lain
selain buku teks
- mengamati objek/
kejadian/
- aktivitas
- wawancara dengan nara
sumber
Mengembangkan
sikap teliti,
jujur,sopan,
menghargai
pendapat orang
lain, kemampuan
berkomunikasi,
menerapkan
kemampuan
mengumpulkan
informasi melalui
berbagai cara
yang dipelajari,
mengembangkan
kebiasaan belajar
dan belajar
sepanjang hayat.
Mengasosiasikan/ - mengolah informasi
yang sudah
Mengembangkan
sikap jujur, teliti,

71
mengolah informasi dikumpulkan baik
terbatas dari hasil
kegiatan
mengumpulkan/eksperi
men mau pun hasil dari
kegiatan mengamati
dan kegiatan
mengumpulkan
informasi.
- Pengolahan informasi
yang dikumpulkan dari
yang bersifat menambah
keluasan dan
kedalaman sampai
kepada pengolahan
informasi yang bersifat
mencari solusi dari
berbagai sumber yang
memiliki pendapat yang
berbeda sampai kepada
yang bertentangan
disiplin, taat
aturan, kerja
keras,
kemampuan
menerapkan
prosedur dan
kemampuan
berpikir induktif
serta deduktif
dalam
menyimpulkan
.
Mengkomunikasikan Menyampaikan hasil
pengamatan, kesimpulan
berdasarkan hasil
analisis secara lisan,
tertulis, atau media
lainnya
Mengembangkan
sikap jujur, teliti,
toleransi,
kemampuan
berpikir
sistematis,
mengungkapkan
pendapat dengan
singkat dan jelas,
dan
mengembangkan
kemampuan
berbahasa yang
baik dan benar.

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