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The Accuracy of Complex-Procedures Texts Material in Bahasa
Indonesia Textbook for the First Grade of Senior High School
Laili Etika Rahmawati1,*, Putri Octaviani 2, Hari Kusmanto3, Yakub Nasucha4, Miftakhul Huda5
12345 Department of Indonesian Language and Literature Education, Faculty of Teacher Training and Education,
Universitas Muhammadiyah Surakarta, Surakarta 57102, Indonesia.
Laili.Rahmawati@ums.ac.id*
putrisragen62@gmail.com
harikusmanto.ums@gmail.com
Yakub.Nasucha@ums.ac.id
Miftakhul.Huda@ums.ac.id
*Corresponding Author
https://doi.org/10.24191/ajue.v17i1.12607
Received: 29 December 2020
Accepted: 8 February 2021
Date Published Online:8 March 2021
Published: 8 March 2021
Abstract: It is obvious that the textbooks play a key role in enhancing the quality of teaching and
learning. The good quality textbooks must meet the criteria or standard as a textbook. This paper aims
to describe the accuracy of materials provided in the Bahasa Indonesia textbook for the first grade of
Senior High School curriculum of 2013. This study adopted the content analysis method to analyze the
data. The findings deriving from this study reveal that the accuracy of learning material provided in
Bahasa Indonesia textbook for the first grade of Senior High School (Sekolah Menengah Atas)
curriculum of 2013 published by Erlangga has adequately met the standard requirements of Board of
National Education Standards (Badan Standar Nasional Pendidikan, BSNP) for the accuracy of
learning material of a textbook. However, this study found some weaknesses in the textbook as follows:
(1) The textbook has not provided a ‘Competency Map’ containing principles used by students to
achieve their learning goals and understand the learning materials provided in each chapter in order that
the materials delivered can be well-structured. (2) The examples provided in the textbook are less
relevant to the characteristics of diverse backgrounds and social statuses; contain the issues of ethnicity,
religion, race, intergroup relations; and do not suit the needs.
Keywords: Curriculum of 2013, The accuracy of learning materials, Textbooks.
1. Introduction
This study examines the accuracy of learning materials provided in the Bahasa Indonesia
textbook for the first grade of Senior High School (Sekolah Menengah Atas) curriculum of 2013. This
study is crucial to carry out since the learning materials used to act as a main reference and guidance in
the learning and teaching processes (Wulandari & Purwanto, 2017). The implication of accurate
materials can support learning goals (Bykova, Garnov, Stroev & Pivovarova, 2019).
A growing number of textbooks has created an opportunity for teachers to have more options in
choosing textbooks as their teaching materials. In many cases, however, teachers often choose
textbooks without paying much attention to the learning materials provided. An accurate material is one
that provides discourses, texts, images, and illustrations in accordance with the competency that must
be achieved and is beneficial for the fulfillment of students’ curiosity (Wardani, 2018; Rahmat, Arepin
& Sulaiman, 2020).
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Textbooks that have been central for education play a key role in enhancing the quality of
teaching and learning (Singh, Yusoff & Hoon, 2020). Piper, Zuilkowski, Dubeck, Jepkemei & King
(2018) argue that textbook is an important element in learning development that cannot be separated
from the learning process (Piper et al., 2018). Since textbooks are one of the sources of knowledge, they
are crucial in the learning practices (Hajiyeva, 2015; Surma, Vanhoyweghen, Camp & Kirschner, 2018;
van den Ham & Heinze, 2018).
According to the opinions expressed by the scholars mentioned, it can be argued that textbooks
are an important element in teaching and learning. A good textbook will have the power to enhance
students’ competency. The effectiveness of textbooks varies; the bigger the power textbooks have to
increase students’ competency, the better quality the textbooks have (Sievert, van den Ham,
Niedermeyer & Heinze, 2019).
The good quality textbooks must meet the criteria or standard as a textbook. These textbooks
must meet the following criteria: a) Attract students who use them, b) Be able to provide motivation to
the students who use them, c) Contain illustrations that attract students’ interests, d) Consider the
linguistics aspects to fit the abilities of students who use them, e) Can stimulate students’ private
activities, f) Must have a clear and firm point of view in order that students who use them will not be
confused, g) Must be able to provide stabilization, the emphasis of materials is on their users.
2. Literature Review
2.1 The Definition of Textbooks
The textbook is one of the teaching materials used by teachers and has a function as a learning
source and media, which support the achievement of competencies that have been central to the learning
objectives. Textbooks are used as the main learning material accompanied by other supporting learning
materials, which are purposefully prepared and published by experts in the fields of education and
language and are delivered to students with the aim of achieving the learning objectives. Similarly,
some scholars argue that textbooks play a key role in the learning process to achieve the learning
objectives (Piper et al., 2018; Surma et al., 2018).
Textbooks are basically part of the curriculum containing learning materials to achieve the
goals of education. Tarigan states that textbooks are the same as learning books (Tarigan & Tarigan,
1986). Likewise, Kim, Kom, and King suggest that textbooks can be seen as a tool to interpret contents
and curriculum methods as well as to efficiently achieve the curriculum objectives that have been
developed (Kim, Kong, Choi & Lim, 2009). Therefore, textbooks are more practical to use in the
learning process since they accord with the curriculum utilized (Van den Ham & Heinze, 2018).
Therefore, it can be concluded that a textbook is a book that students use to learn about a branch
of study that is compiled by experts in accordance with the curriculum used and designed to be used in
the classroom. The textbook is used to support a teaching program and is equipped with appropriate
teaching facilities.
Muslim states that from the standpoint of educational policy, the Government Act Number 19
of 2005 about National Standard of Education states that textbooks are included in the educational
facilities that need to be regulated in terms of their quality standards, as well as other quality standards
of education, including content standards; process standards; graduate competency standards;
educational standards; education, facilities and infrastructure standards; management standards;
financial standards; and, educational assessment standards (Sulistyaningsih, 2012). Sitepu (2012)
argues that in writing a textbook, the materials provided in each chapter should contain four basic
elements, including a foreword or introduction, subject matter, assessment, and summary. A
well-written introduction will show up comprehensive and representative contents of the book
(Roth-Berghofer, 2010; Sitepu, 2012). In addition to the elements presented by Sitepu, the use of
language in a textbook is also important to consider. In writing a textbook, writers are suggested to use
vocabularies that are easy for the readers to understand (Hajiyeva, 2015; Sitepu, 2012).
Writing a good textbook is not an easy task in considering the major role a textbook plays, as
Greene and Petty state that good criteria of a textbook as follows: 1) the textbook must have a firm and
modern point of view of the teaching process and be able to demonstrate its application in the teaching
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materials provided, 2) The textbook must provide a rich, easy-to-read, and varied source of study cases
that are relevant to students’ interests and needs, which can be used as a basis for suggested activity
programmes in which expression skills can be obtained through conditions that resemble the real-life, 3)
The textbook must provide a source that is arranged neatly and gradually about various exponential
skills addressing the main communication problems, 4) The textbook along with manual textbooks
present both methods and means of teaching to motivate students, 5) The textbook provides initial
fixation that supports exercises and practical assignments, 6) The textbook provides materials or means
for evaluation and remedial that are suitable and appropriate (Bonawati, 2007).
A good textbook assessment is based on Tarigan’s opinion, which states that the textbook
assessment guidelines criteria include: (1) The point of view, which means that the book must have
certain foundations, principles, and points of view underlying the whole textbook, (2) The clarity of the
concepts, which needs to be clear and firm, (3) Relevant to the curriculum, (4) Attract interests, (5)
Foster motivation, (6) Stimulate students’ activities, (7) Illustrative, 8) The textbook is easy for students
to understand, (9) Support other subjects, (10) Respect individual differences, (11) Establish values
(Tarigan & Tarigan, 1986).
2.2 The Strengths of Materials
Materials can be defined as a source that can be examined, discussed, written, analyzed, and so
on. Therefore, the evaluation of the materials provided in the textbooks is crucial, which has been done
since 1960 and has become more interesting to do due to innovations in technology that have
contributed to the development of teaching materials (Rahimi & Hassani, 2012). Materials provided in
the textbooks contain explanations of concepts, definitions, principles, procedures, examples, and
exercises in order that students will be able to have an understanding of ideas, identify ideas, explain the
characteristics of a concept or ideas, define ideas, compile a formula/rules, construct new knowledge,
apply new knowledge, and apply the knowledge in accordance with the Core Competencies
(Kompetensi Inti) and Basic Competencies (Kompetensi Dasar) that have been formulated. Therefore,
teachers play a key role in choosing and using good-quality textbooks (Lin & Liu, 2010). In addition,
according to Muslich, a good textbook must fulfill five main elements as follows: (1) The accuracy of
concepts and definitions; (2) The accuracy of principle; (3) The accuracy of procedures; (4) the
accuracy of examples, facts, and illustrations; (5) The Social Accuracy. Based on this knowledge,
therefore, this research aimed to explore the accuracy of the Bahasa Indonesia textbook for the first
grade of Senior High School (Sekolah Menengah Atas) curriculum of 2013 published by Erlangga
(Muslich, 2010).
3. Research Methods
This study adopted a qualitative approach (Tojo & Takagi, 2017; Zurqoni et al., 2018). The
qualitative approach of this study resulted in generalization or rules in the form of the accuracy of
materials provided in the Bahasa Indonesia textbook for the first grade of Senior High School (Sekolah
Menengah Atas) curriculum of 2013. In accordance with the qualitative method, the data of this study
includes complex-procedures text material that has an accuracy of the textbooks. The data source of this
study was the Bahasa Indonesia textbook for the first grade of Senior High School (Sekolah Menengah
Atas) curriculum of 2013. The data collection techniques included a literature review, Simak, and
writing techniques. Which are described in the following:
i) Literature review technique: A systematic review can be explained as a research method
and process for identifying and critically appraising relevant research, as well as for collecting and
analyzing data from said research. The aim of a systematic review is to identify all empirical evidence
that fits the pre-specified inclusion criteria to answer a particular research question or hypothesis. By
using explicit and systematic methods when reviewing articles and all available evidence, bias can be
minimized, thus providing reliable findings from which conclusions can be drawn and decisions made
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ii) Simak technique: According to previous studies, the method of Simak has been finished by
listening to the use of language. The Simak method is realized by two techniques, namely basic and
advanced techniques. Simak Bebas Libat Cakap Method or Non-Participant Observation as a method of
collecting data through observing the language use. And then, the writer uses the Note Taking
Technique. In analyzing the data, the writer uses the Identity Method as a method of analyzing data
where the researcher analyses the non-linguistic elements. The sub-method that the writer uses is the
Referential Identity Method by analyzing the data with the reference of the world.
It should be noted that the literature used in this study was textbooks. Using the Simak
technique entails reading carefully the complex-procedures texts provided in the textbooks to determine
the data. After that, the identified research data was recorded on a data card. The data was analyzed
using the content analysis method to have an in-depth analysis of the accuracy of the
complex-procedures texts materials in the Bahasa Indonesia textbook for the first grade of Senior High
School (Sekolah Menengah Atas) curriculum of 2013. The data were validated through the use of
triangulation. The triangulation will better enable the researcher to validate the accuracy of the
complex-procedures text materials through cross verification from the other sources.
4. Results and Discussion
This chapter focuses on presenting the accuracy of materials provided in the Bahasa Indonesia
textbook for the first grade of Senior High School (Sekolah Menengah Atas) curriculum of 2013.
4.1 The Accuracy of Concepts and Definitions
The materials provided in the textbooks must be presented accurately to prevent students’
misconceptions. The concepts and definitions must be well defined to achieve the Core Competencies
(Kompetensi Inti) and Basic Competencies’ (Kompetensi Dasar) goals. In regard to the
complex-procedures texts in the textbooks published by Erlangga that was analyzed by this study, the
materials provided have been presented accurately and do not cause students’ misconceptions. This can
be seen from every material provided in the chapter that explains the complex-procedures texts.
Data type 1: Complex-Procedures Texts
The Text of Complex Procedures is a text that contains steps to complete a specific task. With
this definition, the study finds two keywords: steps and to complete a specific task. In practice, these
steps are related to the ways, the processes, the stages of work, or step-by-step process in doing a
specific task.
A. The Structure of Complex-Procedures Text
Complex-Procedures is one of the development patterns of exposition. Therefore, it can be seen
that the structure has similarities with the exposition texts, which is explanatory.
1. Introduction
2. Body Paragraph
3. Conclusion
B. The Rules of Complex Procedures
1. Procedures
2. Imperative
4.2 Interpreting the complex-procedures texts means interpreting or understanding the
meaning of a procedure.
Data 1 (complex-procedures texts) presents the materials of complex-procedures texts, which
explain the definitions, structures, and rules of complex-procedures texts, as well as provides
definitions of interpreting the complex-procedures texts. The materials presented in data 1 are clear and
do not cause misconceptions or double interpretations. It can be seen from the definitions, the structures,
or the rules of complex-procedures texts that are presented systematically.
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Data 1 is considered to be relevant and accurate because the presentation of the materials is easy
to understand and clear. This is in line with the indicators of the concepts of accuracy and definitions put
forward by Arraman and Hazmi, which explain that the criteria for the accuracy of definitions are easy
to understand and do not cause students’ misconceptions (Arraman & Hazmi, 2018).
4.3 The Accuracy of Principles
Textbooks, as one of the teaching materials, must have a competency map that will better
enable readers to understand the textbook contents. The competency map contains a concept map of
materials provided in each chapter that is useful for knowing the flow of materials to learn as well as for
achieving the learning goals. In addition, the competency map contains principles used by students as a
reference for understanding the materials provided in each chapter in order that the materials delivered
can be well-structured.
Data type 2: The Basic Competencies of Complex-Procedures Texts
Data 2 (the basic competencies of complex-procedures texts) shows the basic competencies
from chapters one to five that provide the materials of complex-procedures texts. Data 2 is considered to
be less accurate and relevant because there is no competency map, learning goals, and character values
that should have been provided at the beginning of the chapter. The competency map in the textbooks is
important to see whether the indicators of the student competencies have been achieved. Besides the
competency map, data 2 does not provide the learning goals of the materials provided in the textbook.
Özgeldi and Esen (2010) argue that a good textbook must contain information about the aims and
objectives of the curriculum. Additionally, the values of character education are also not provided.
Therefore, it can be argued that the textbook is still abstract and will be more difficult to measure the
achievement of the learning outcomes (Özgeldi & Esen, 2010).
4.4 The Accuracy of Procedures
The procedure is a set of actions conducted to achieve a specific task. The procedure needs to be
accurately formulated in order that students do not systematically make mistakes. The followings are
some examples of texts, written as learning materials in Bahasa Indonesia, that have the accuracy of
procedures:
Data type 3: Writing the Text of Complex-Procedures
The steps for writing complex-procedures texts are the same as the steps for writing the other
type of texts, which include deciding on a topic, collecting the materials needed, formulating a
framework, developing the framework, and searching for a title.
1. Deciding on a topic (Identify what activities will be carried out. For example, the ways of
learning or the ways of making time)
2. Collecting the materials needed (The materials for writing complex-procedures texts can be
collected from books, newspaper, observations)
3. Formulating a framework (A framework is designed to support writers to create a set of
systematic actions).
4. Developing the framework
Data 3 (writing the text of complex-procedures) is a procedure text that presents the ways of
formulating complex-procedures texts. It can be argued that Data 3 has a clear, systematic, and coherent
presentation. This can be identified by deciding on a topic, collecting data, developing a framework,
and searching for the complex-procedures text titles. The steps provided in data 3 show that the
presentation is clear and coherent. Data 3 is considered to be relevant because this can prevent students
from making systematic mistakes in the complex-procedures text material provided in the textbooks
published by Erlangga (Sulistyaningsih, 2012). It can be therefore argued that Data 3 has met the
accuracy of procedures.
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4.5 The Accuracy of Examples, Facts, and Illustrations
The materials provided in the textbooks would be better presented with examples, facts, or
illustrations. The examples, facts, and illustrations can be used to illustrate or prove the materials
provided (Wang, Zhang, Zhu, Xing & Kang, 2017). Thus, students will not only learn a knowledge
verbally but is also based on examples and illustrations that will shape their understanding of the
materials provided as a whole.
Data type 4: Pay Attention to This Complex-Procedures Text
4.6 The steps to apply for a passport.
A passport is a document issued by the government, through an immigration office, to its
citizens for the purpose of international travel. There are three types of passports: diplomatic, hajj, and
regular ones. The diplomatic passport (blue cover) is used by diplomats or senior government officials
(Ritchie, 2012). The Hajj passport (brown cover) is used by Indonesian Muslims for a hajj or umrah
pilgrimage. The general ones (green cover) are used by Indonesian people in general. The passports are
valid for five years from the date they were issued and needed to be renewed as early as six months
before the expiration date or will be given a penalty if it exceeds six months before the date of expiry.
The following is a procedure for getting a passport:
1. First, you come to the immigration office. You can choose the location of the
immigration office based on your address on your National Identity (Kartu Tanda
Penduduk) or the nearest ones.
2. Purchase the application form at the counter provided. Fill out the form completely
according to the original documents you have.
3. Submit the completed form to the registration counter.
4. After that, take the receipt, photo schedule, and fingerprint schedule. For the photo and
fingerprint schedules, if the queue is too long, you are welcome to back the next day
again.
5. After the process of capturing pictures and fingerprints, the applicant waiting for the
interview process and will need to show the original documents.
6. After the interview process is completed, the next step is to make a payment, sign the
passport, and receive the passport collection time when it is finished.
7. Finally, the applicant can collect the passport on the collection time. The completion time
for a passport is usually around one week.
8. Hope this helps.
Data 4 (pay attention to this complex-procedures text) presents the concept of
complex-procedures texts. The material presented in Data 4 begins with a concept or definition of the
passport making process. Then, the materials in data 4 presented with the types of passports, including
diplomatic, hajj, and regular ones. After that, the physical characteristics of the passports are explained
according to their type. This is the concept of a passport. Since not all students will find it easy to apply
for a passport, the concept of applying for a passport will be easier to be understood if the materials are
presented with examples. This can be seen from the next materials, which are the ways to apply for a
passport. In regard to the accuracy of examples, it can be seen that the materials presented in data 4 are
relevant because they provide some examples to strengthen students’ understanding of how to apply for
a passport.
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4.7 The Accuracy of Exercises
The materials provided in the textbook that act as a means of achieving the learning objectives
need to be evaluated. One of the possible ways to evaluate the material is by providing learning
exercises to find out whether the material being taught is understood by students or not. Therefore,
exercises as one of the evaluation tools are important to be accurately formulated, which are expected to
be able to describe the level of students' understanding of the learned materials.
Data type 5: Competency Test
It is necessary to answer the questions correctly:
1. What is a complex-procedure text?
2. Please write a structure of complex-procedures text!
3. Please write the rules of complex-procedures text!
4. Peel the fruits were them, and cut into pieces.
5. Please explain how many steps to do mentioned in the sentence above.
6. Please explain the meanings of tricks, tips, and methods.
The exercise presented in data 5 aimed to measure the level of students' understanding of the
taught materials. The learning outcomes from the materials provided are students will be able to
understand and interpret the complex-procedures texts. The questions presented in data 5, as a learning
exercise, are considered to have enough accuracy level. This can be seen from the questions presented
that aimed to measure the level of students' understanding of complex-procedures texts. Therefore, it
can be argued that the accuracy of the questions or exercises presented is good.
The results deriving from this study reveal that there are some weaknesses found in the Bahasa
Indonesia textbook for the first grade of Senior High School (Sekolah Menengah Atas) curriculum of
2013 as follows: (1) The textbook has not yet presented a Competency Map containing the principles
used by students as a reference for achieving their learning objectives and understanding the material
provided in each chapter so that the material delivered can be well structured. (2) The presentation of
examples provided is less relevant to the background characteristics and social status; contains the
ethnicity, religion, race, and inter-group relations issues; and does not suit the main needs.
The present findings of this study are different from previous research. A previous study
commissioned by Abdulaziz, Rahayu, and Rahayu (2014) has found that the presentation of materials
provided in the electronic school books of Physical, Sport, and Health Education 1 and 2 are very good
Additionally, Pangestika, Andayani and Suhita’ (2017) research has also revealed that (1) the
appropriateness of materials provided in the Bahasa Indonesia textbook for the first grade of Junior
High Schools (Sekolah Menengah Pertama/Madrasah Tsanawiyah) revised edition is good with the
average score was 38.14, (2) the appropriateness of materials provided in the Bahasa Indonesia
textbook for the first grade of Junior High Schools (Sekolah Menengah Pertama/Madrasah Tsanawiyah)
revised edition is good with the average score was 19.24.
This study goes beyond previous research, showing that the Bahasa Indonesia textbook for the
first grade of Senior High School (Sekolah Menengah Atas) curriculum of 2013 published by Erlangga
has not yet provided a Competency Map containing the principles used by students as a reference for
achieving their learning goals and understanding the materials provided in each chapter so that the
materials delivered are expected to be well structured. The textbook should be maximally able to
provide a range of information relating to textbooks and students’ needs in understanding the textbooks.
This is in line with Ozgeldi and Esen’s (2010) view, which states that a textbook should provide
information about the aims and objectives of the curriculum. Additionally, the presentation of examples
provided in the textbooks does not suit the needs and relevance of the materials. The examples,
illustrations, and pictures provided in the textbook should also better enable students to understand the
materials provided. The examples, facts, and illustrations provided can be used to strengthen or prove
the materials presented in the textbook (Wang et al., 2017).
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5. Conclusion
According to the findings and discussion of this study, it can be concluded that the result of the
analysis of complex-procedures texts material provided in Bahasa Indonesia textbook for the first grade
of Senior High School (Sekolah Menengah Atas) curriculum of 2013 written by Sobandi and published
by Erlangga, is appropriate to be used as teaching material for the teaching and learning processes in
schools. However, the complex-procedures texts materials provided in Bahasa Indonesia textbook for
the first grade of Senior High School (Sekolah Menengah Atas) is considered to be less accurate due to
some reasons, including (1) The textbook has not yet provided a competency map containing principles
used by students to achieve their learning goals and understand the learning materials provided in each
chapter in order that the materials delivered can be well-structured, (2) The presentation of examples
provided in the textbook is less relevant to the background characteristics and social status; contains the
ethnicity, religion, race, and inter-group relations issues; and does not suit the main needs, (3) There are
no illustrations provided in the textbook. The Bahasa Indonesia textbook for the first grade of Senior
High School (Sekolah Menengah Atas) curriculum of 2013 published by Erlangga would be better
presented with a competency map and examples that are relevant to the students’ development.
6. Acknowledgement
We would like to thank to LPPI Universitas Muhammadiyah Surakarta for providing research and
publication support, APS 1859.
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