UJIAN AKHIR SEMESTER

SEMESTER GENAP TAHUN AKADEMIK

Mata Kuliah : Textbooks Analysis Hari, Ruang : FKIP

Name : Karin Ayu Angraini Nim : 502181010014

1. To the best of your knowledge, tell about the relationship between curriculum,
syllabus and textbook.
2. In line with the development of science and technology, digital textbooks are
getting popular. Tell about the prospect of digital textbooks in Indonesia with
their advantages and disadvantages.
3. Mention some problems in relation to use of textbooks in the classroom,
especially in Indonesian context or your classroom practice.
4. What do you know about teacher made materials? Are there any differences
with ready-made material? Explain and Find the differences both them.
5. How you can explain that materials in language teaching cannot be
separated from culture?
6. To the best of your knowledge, tell about the quality of textbooks in Indonesia?
7. The Indonesia governments have made various changes about curriculum. Tell
why they should do it, and how do you think about the development of
curriculum in Indonesia right now?
8. Mention some differences between ESP (English for specific purpose) and
general English textbooks, especially in Indonesian context. Some examples are
needed.
9. What do you get from this course?
10. Have sent your photo as a media promosi online? If...
a. Already (please proof it, you can get it back on our media/Pendidikan
Bahas Inggris Unisi and print it as appendixes)
b. Yet (please make 2 sheets as media promosi online, sending them on
social media groups, and print them as appendixes)

Good luck
 ANSWER :

1. The syllabus is a curriculum elaboration into the subject matter, learning activities, and assessment
development. The curriculum is broader than the syllabus; The curriculum can include a syllabus, but
the syllabus cannot include a curriculum. curriculum is a tool to achieve educational goals. Meanwhile,
textbooks are learning tools used in schools to support a learning program. Therefore, the existence of
curriculum and textbooks is always closely and related. Or in other words, the curriculum is like cooking
recipes and textbooks are the materials used to process food. In the KTSP curriculum, for example,
whose development is carried out entirely by schools, still In writing textbooks, authors still need to
compile a syllabus, determine learning methods, look for material that is in accordance with the
competencies to be achieved, and determine how to present material that is in accordance with the child's
development.
2. Development of digital teaching materials based on non-printed teaching materials, meaning that the
form of digital teaching material products produced is in the form of modules.
digitally in the form of software. In the process of using it, the lecturer or student must: install digital
modules on computers, laptops and smartphones based on android. The development of teaching
materials in the form of digital modules is in line with developments and innovations in the field of
education and in accordance with the current digital era which makes it easier for us to carry out teaching
and learning activities.
Advantages of digital teaching materials :
• Easily accessible. : Simply using a smartphone or other technological device such as a laptop connected
to the internet, you can access the material you want to learn.
• More affordable cost : Of course, we all want to increase knowledge without financial constraints. With
an internet data package, you can access a variety of learning materials without worrying about missing a
lesson if you don't attend.
• Flexible study time. : Usually most people who want to learn more do not have enough time. One reason
may be that your time is already being used for work. Digital-based learning or e-learning is the solution.
Disadvantages of applying digital teaching materials :
• Limited internet access : One of the drawbacks of this method is the limited internet access. If you are in
an area that does not have stable internet coverage, it will be difficult for you to access digit services. Of
course, this still happens a lot in Indonesia, considering that some 3T areas (lagging, leading, and
outermost) are still not covered by internet access.
• Less interaction with teachers : Some e-learning learning methods are one-way. This causes the
interaction of teachers and students to be reduced so it will be difficult for you to get further explanations
about material that is difficult to understand.

• Understanding of the material : The material taught in e-learning is responded to based on different levels
of understanding, depending on the ability of the user. (Development of local history-based digital
teaching materials Toponymi in vorstelanden surakarta ; leo the great s., muh akhyar)

3. Sometimes teachers do not do it in the use of textbooks, they dont prepare lesson plans, teachers have
difficulty adjusting basic competencies and indicators, and reduce them to learning objectives, and tend
to hightight onc icsson content. During the imolcmcation of icaming. teachers have difficuity
developing materiai, and teacher mastery in scientific and contextual learning is also still lacking, in
addition to teacher assessments, teachers lack mastery of techniques, especially in ciassroom practice.
Then the factors that cause these problems come from the demands and student books, complicated
assessment techniques and procedures, and the incompatibility of the materia! contained in the book with
the surrounding environment, and the use of inappropriate language in learning that takes place in the
classroom,
for example, English lessons. but the most widely used language is Indonesian. And the efforts made by
the teacher in coming these problems are conducting discussions with fellow schools. In addition, the
teacher tries to find other references from outside the textbook provided by the government to be more
effective in dealing with problems in the classroom during learning ( Moh Nur Arifin (2018) A Study of
Cultural Aspects in EFL Textbooks for Senior High School In Banten TEACHING WITH TEXTBOOK,
IS IT STILL NECESSARY?) (FATMAWATI, RENI (2015)
4. TEACHER-MADE MATERIALS : The material made by ordinary teachers is a more detailed
explanation and according to the needs of students from existing textbooks. And that's because, in the
curriculum or syllabus, textbooks are only written in outline. And the teacher is tasked with describing
more fully and clearly so that there are no mistakes in students. Teaching materials generally consist of
knowledge, skills, and attitudes that students need to learn to achieve predetermined competency
standards. With that, teachers can recreate and develop existing teaching materials by existing textbooks
but become more detailed and can be understood by students and certainly not out of the provisions of the
syllabus and curriculum In detail, the types of teaching materials consist of knowledge (facts, concepts,
principles, and procedures), skills, and attitudes or values. By applying the teaching materials that have
been developed by the teacher, it is hoped that an alternative can be obtained for teachers in delivering
learning materials so that the learning process will run more optimally and vary and in the end learning
outcomes and student activities are also expected to increase. And several benefits can be obtained if a
teacher or lecturer develops their teaching materials, namely:. first, obtaining teaching materials that are
by the learning needs of students or students, second, no longer relying on textbooks which are
sometimes difficult to obtain, third, teaching materials become richer because it was developed using
various references, fourth, increasing the repertoire of knowledge and experience of teachers or students.
lecturers in writing teaching materials, fifth, teaching materials will be able to build effective learning
communication between teachers/lecturers and students/students because students will feel more
confident in teachers or lecturers.
While the MATERIALS ARE READY, Ready materials are textbooks published by publishers and
offered to educational institutions. And this textbook is a book designed and compiled by experts who
buy what is needed by educational institutions. In every school sometimes the textbooks are different
from each other, even though they are in the same high school. Because schools take textbooks from
different publishers. And textbooks are easy to find in bookstores. And students are very facilitated in
reading this textbook. And this book sometimes does not meet the needs of students. So, both ready-
made materials and teacher-made materials, have their respective advantages and can also be adapted
Indragiri Agus mustajib, M.Pd, BI) their individual needs. ( Textbook analysis's FKIP Islamic University

5. Learning a language is learning its culture. Linguistic competence is not enough to understand the
language of a nation or group of people. Therefore, intercultural competence plays a very significant role
in the process of mastering a foreign language. These intercultural competencies include understanding
geography, work, entertainment, historical events, personality, manners, or even body language. Not
only that, mastery of vocabulary and grammar will be easy when foreign language learners understand
the socio-cultural norms of the speakers. Ignorance of the procedures and ethics of speaking in each
language are different, such Effective and fluent

6. In my opinion, textbooks in Indonesia have met the standards of textbooks and culture in Indonesia, but
sometimes there are some textbooks whose content does not match the standards of the class of the
book.for example, English books for Class 1 SMP, the discussion of learning is as difficult as high school
English books, some text books in Indonesia also provide examples of questions or practice questions
that are not explained in the book but not many, hopefully in the future textbooks in Indonesia can be
even better for the next generation

7. Recently, there has been a change from the 2006 curriculum (KTSP) to the 2013 jury. This is because,
in an era like today, learning must be carried out more actively and more towards practice and emphasize
attitude assessment. Because the times show that activeness is needed to support the future, including an
important attitude. That is why, our minister of education has changed the curriculum so that the true
purpose of education can be fulfilled, namely to educate new generations and prepare them to build the
world. (Ansary11 ; 2020 )Many of us already know that the education system in Indonesia is now using
a new curriculum, namely the 2013 curriculum. This curriculum has been initiated by the Indonesian
Ministry of Education and Culture to replace the Education Unit Level Curriculum (KTSP). This
curriculum is also a curriculum that prioritizes understanding, skills/ability, and character education. The
2013 curriculum is indeed good for today's education. But as we know, the quality of education in
Indonesia is not evenly distributed. This is evident in the lack of facilities and infrastructure in the
teaching and learning process. For example, many schools are located on disputed land, many school
buildings are damaged and are not suitable as places for learning, and access points are not suitable to be
passed to get to school. In addition, many teachers in Indonesia do not yet have sufficient professionalism
to carry out their duties as a teacher. In fact, not a few teachers in Indonesia are declared unfit to teach.
One of the important components in educational activities and the learning process is the educator or
teacher. However technological advances have provided a variety of tools to improve the effectiveness
of the learning process, the position of the teacher cannot be completely replaced. That means teachers
are important for educational success.
 In the 2013 curriculum, students must be able to find learning materials and resources on the Internet.
Maybe for students who live in urban areas like Jakarta, it is not difficult. But what about those who are
in remote areas, and don't have the 'device' to access the Internet? Maybe many of them spend their
pocket money every day just to look for learning materials in the 'cafe'. It must be very burdensome for
them and also their time to play and socialize is reduced.The 2013 curriculum is indeed suitable for
developing countries like Indonesia. If you want to imitate the education system of other countries, it is
actually good, because we can improve the quality of education by imitating the education system of
developed countries. However, Indonesian students are not the same as other countries, therefore the
Government and the Ministry of Education should be able to pay attention to the condition of students
throughout Indonesia. Education in Indonesia today is also polluted with inappropriate actions from
teaching staff and related agencies, ranging from obscenity to corruption in funds that will be directed to
Indonesian students. They do this based on the inactivity of supervision that must be tightened so that
unwanted things do not happen again. This is also the impact of past education which pays less attention
to morals so that they only get knowledge for daily activities without paying attention to norms and
religious values. Therefore, today's education or 2013 Curriculum is designed with an emphasis on
morals rather than the cognitive values of its students, cognitive values in the 2013 curriculum are also
not viewed with one eye so as to form intelligent and noble students. (Kondisi Saat Ini – Indonesia
Belajar!)

8. English For Specific Purposes (ESP) or English for special purposes is a new approach in teaching and
using English for special fields and studies that are by the needs of the fields of science and professions
that use English. The fields of science and profession are for English for law, medicine, engineering.
Thus, teaching English for Specific Purposes (ESP) has a different 8. example approach and assumptions.
and usually, ESP is designed and designed for students with intermediate and high-level levels, however,
some ESP courses also allow for beginner-level learners. For example chemistry students, then they must
understand English for chemistry, or if they are engineering students, they must know English for
engineering, or if they work in hospitality, then they must master hospitality English, if they are maritime
students, then they must master maritime English While the General English Program is a program
designed to train course participants to communicate in English for general purposes. With a
communicative approach, students are expected to be able to communicate in English fluently and
confidently. and what is learned in this case is learning English skills and features such as Listening,
Speaking, Reading, and Writing as well as Grammar and Vocabulary. Analysis Of "English" Textbook
Used in the Second Grade of Senior High School")( https://www.text.co.id/english-for-specific
purposes/)
(https://amp.sederet.com /tutorial/general- english) Amrina, 2015 "An

9. What I Get from this course is that I know what curriculum, syllabus textbooks mean and their functions
in the world of education. Then I can distinguish between good and suitable textbooks for students and
teachers. Then I know what a good textbook is, how to develop it. in accordance with the understanding
and ability of students and here I get provisions if I become a teacher later

10. A. Already
B.