Material Design to Improve Students’ Communicative Competence: Textbook Analysis On I Can Do It English For Senior High School Students Grade XI

Abstract

As means of communication, both written and orally, English has a very important role to relate knowledge and technology. As it is the fi rst foreign language in Indonesia, English is not easy to learn, especially for senior high school students. Realizing the importance of English, it is equally important to prepare the teachers who will teach it. In this research, the researcher tries to analyze the tasks on I CAN DO IT English For Senior High School Students Grade XI published by Massmedia. The objectives of the study in this research are: 1) to explain what linguistic competence are refl ected in the tasks of I CAN DO IT English For Senior High School Students Grade XI 2. To explain what strategic competence were refl ected in the tasks of I CAN DO IT English For Senior High School Students Grade XI, 3) To explain what socio-cultural competence were refl ected in the tasks of I CAN DO IT English For Senior High School Students Grade XI ,4) To explain what actional competence were refl ected in the tasks of I CAN DO IT English For Senior High School Students Grade XI ,5) To elaborate what discourse competence used in the tasks of I CAN DO IT English For Senior High School Students Grade XI,6) To elaborate what frequency of communicative competence refl ected in the tasks of I CAN DO IT English For Senior High School Students Grade XI, 7) To elaborate what dominant of communicative competence are refl ected in the tasks of I CAN DO IT English For Senior High School Students Grade XI. The research method used in this research is qualitative descriptive research. In this research, the researcher uses documentation as the data collecting teqnique. After analysing the tasks in the textbook entitled I Can Do It English For Senior High School Students Grade XI published by Massmedia, the writer gets the result that the material designed in the tasks of the textbook are” very good” to develop the learners’ communicative competence because the writer fi nds the tasks that are supposed to develop the learner’s communicative competence are one hundred and fi fty-eight (158) tasks out of two hundred and three (203) tasks in the textbook. It means, there are 77,85% tasks designed in developing the learner’s communicative competences