MINI RESEARCH

ENGLISH MATERIAL TEACHING DEVELOPMENT

WRITTEN BY GROUP 09:

1. Diva Fitri Salsabila Damanik (2233121051)

2. Sarah Amelia Hutabarat (2233321027)

DIK-B 23

LECTURER:

Dr. Masitowarni Siregar,M.Ed.

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ART

STATE UNIVERSITY OF MEDAN

2024

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 FOREWORD

We are deeply grateful to God for His guidance and blessings, which have enabled us to
complete this mini research. This project has been both a challenging and rewarding
experience, providing us with valuable insights and opportunities for growth.

Our heartfelt gratitude goes to Dr. Masitowarni Siregar, M.Ed., whose expertise,
encouragement, and constructive feedback have been instrumental throughout the process.
Her guidance has been a source of inspiration and has significantly contributed to the
development of this research.

We would also like to express our appreciation to everyone who has supported us along the
way friends and family, whose encouragement and assistance have been invaluable.

It is our hope that this mini research will be a meaningful contribution to the field and inspire
further exploration and discussion.

Medan, 01 Desember 2024

Penulis

Group 09

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 CHAPTER I

INTRODUCTION

An English book for education at school is an essential tool that is designed to help
students develop their language skills in alignment with the curriculum. These books focus on
teaching the basic elements of English language, such as grammar, vocabulary, reading
comprehension, writing, and speaking, and are designed to be taught step-by-step, so that
students can gradually and successfully improve their language skills.

When used in schools, English books are very important because they include a
variety of exercises and activities, from fill-in-the-blank questions to writing prompts and
group discussions, which encourage both individual and collaborative learning. These books
help students understand how to use English in their daily lives, making learning more
meaningful and engaging.

Beyond teaching language mechanics, school English books often include literary
elements such as poems, short stories, and excerpts from novels. These materials are carefully
selected to expose students to a variety of genres and writing styles, helping them develop
critical thinking and interpretive skills. At the same time, they foster an appreciation for the
cultural and artistic aspects of the language.

In addition to core language skills, English books in schools may introduce elements
of literature, such as poems, short stories, or excerpts from novels, to foster a deeper
appreciation of the language. By exposing students to different genres and writing styles,
these books aim to enhance their cultural understanding and inspire a lifelong interest in
learning English.

Thus, the Grade 11 English textbook is an important tool to support students in

achieving the expected language competencies, preparing them to continue their education to
a higher level, or enter the workforce with good English skills.

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 CHAPTER II

LITERATURE REVIEW

The English book for Grade XI is designed by Mahrukh Bashir, with input and review
by Emi Emilia and Helena I.R. Agustien. It is aimed at students in Grade XI (11th grade) of
SMA/MA/SMK/MAK in Indonesia, following the national curriculum guidelines for senior
high school students. The book is structured to cater to the needs of learners who are at an
intermediate level of English proficiency, helping them build on their existing skills and
progress towards more advanced language use. It guides students through practical language
tasks, such as writing letters, giving opinions, and understanding various text types, making it
a valuable resource for both classroom learning and self-study.

The English book for Grade XI is made to help students learn English in a fun and
practical way. It focuses on building skills like reading, writing, speaking, and listening
through activities and examples that match real-life situations. Students learn about different
types of texts, such as invitations, letters, and stories, and practice using English in ways that
feel useful and relatable. One of the best things about this book is how it helps students
develop important skills for today’s world, like being creative, thinking critically, working
well with others, and communicating clearly. The activities are designed to be interactive and
enjoyable, encouraging teamwork and letting students express their ideas. Projects like
writing assignments or role-playing exercises make the lessons more interesting and
connected to everyday life.

The book also ties in Indonesian culture with English learning. It helps students
improve their English while keeping them connected to their roots. For example, students
might be asked to share something about their own culture in English, making the lessons
more personal and meaningful. Teachers are encouraged to use the book flexibly, adding their
own ideas to suit their students’ needs. This makes the book not just a set of instructions but a
tool for creating a lively and engaging classroom. The book also encourages flexibility and
creativity in teaching. Teachers are invited to adapt and enrich the activities based on their
students’ unique needs and interests. This approach makes the book not just a guide for
learning English but also a tool for fostering a dynamic and enjoyable classroom experience,

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preparing students to succeed both academically and in real-world communication. Overall,
it’s designed to make learning English fun, practical, and connected to students’ lives and the
world around them.

The term "learning evaluation" is often equated with exams. While related, this
definition does not fully capture the essence of learning evaluation, especially in the context
of the 2013 curriculum. Evaluation in learning is not only about assessing learning outcomes
but also the processes that both educators and students go through during the entire learning
experience. Terms such as tests, measurement, assessment, and evaluation are often
misunderstood and misused in educational practice. Conceptually, these terms are different,
though closely related.

A test refers to the process of providing tasks or a series of tasks in the form of
questions or commands that students must complete. The results of these tasks are used to
draw certain conclusions about the students. Measurement refers to the process of
determining the quantity of something, whether it is a student, teaching strategy, school
facilities, or other factors. To conduct measurement, measurement tools are required. In
education, psychology, or social variables, tests are commonly used as measurement tools.
Assessment is a systematic and continuous process of gathering information about students'
learning processes and outcomes to make decisions based on specific criteria and
considerations. These decisions may concern students (such as determining their grades),
curricula, programs, or even educational policies.

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 CHAPTER III

METHODOLOGY

The methodology of the English book for Grade XI focuses on an interactive and
communicative approach to learning. The goal is to engage students by encouraging them to
use English in real-life situations. This way, students not only improve their language skills
but also build confidence in using English in everyday life.

One of the main methods used in the book is task-based learning. Students are asked
to complete activities that require them to actively use English, like writing invitations,
composing letters, and having conversations. These tasks are designed to help students
connect what they learn in the classroom with real-world situations, making the learning
process more practical. The book also follows a student-centered approach, meaning it
focuses on getting students involved. Instead of just listening to the teacher, students are
encouraged to think, discuss, and collaborate with their classmates. This helps them learn
from each other and develop their language skills through teamwork and interaction.

In addition to language skills, the book encourages critical thinking and creativity. It
challenges students to think deeply, analyze different viewpoints, and express their opinions.
By doing so, students not only improve their English but also sharpen their problem-solving
and creative thinking abilities. The book also aims to develop 21st-century skills, such as
communication, collaboration, and digital literacy. Activities often involve group work,
discussions, and using digital tools to help students become more prepared for the modern
world. Furthermore, the book incorporates cultural and contextual learning. It encourages
students to think about their own culture and how English is used in different places around
the world. This helps them see the value of learning English in a broader, more meaningful
way.

Finally, the book includes formative assessments that allow students to track their
progress. These include quizzes, feedback from peers, and self-reflection activities. These

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assessments help students understand where they are doing well and where they might need
to improve, making learning more personalized and ongoing. Overall, the methodology of
this English book is designed to make learning fun and practical. It encourages students to
participate actively, think creatively, and develop skills they can use both in school and in the
real world.

The methodology of a book on evaluation in education typically revolves around how

the authors approach the study, explanation, and application of evaluation theories and
practices. The book likely presents a comprehensive theoretical framework based on
foundational works in educational measurement, assessment, and evaluation. This includes
key terms such as tests, measurement, assessment, and evaluation, and their distinct roles in
the learning process. Authors like Guba & Lincoln (1985), Sax (1980), and Mohrens (1984)
would contribute key definitions and concepts that form the basis of the study.

The methodology might combine both qualitative and quantitative approaches to

educational evaluation. Qualitative methods may include interviews, case studies, or
observations to illustrate real-world applications of the evaluation methods, such as
evaluating teachers' effectiveness or students’ learning processes. On the other hand,
quantitative analysis might focus on the statistical analysis of student performance data (e.g.,
test scores, grades) to show how quantitative measures (such as tests and scales) inform
evaluation decisions.

The book may employ comparative analysis of different evaluation systems or models,
providing a contrast between traditional evaluation methods and newer, more holistic
approaches, as per the 2013 curriculum or modern educational frameworks. This approach
helps readers understand the evolution of educational evaluation and its current trends. To
demonstrate how evaluation works in real educational settings, the book likely includes case
studies or examples. These case studies may focus on specific schools, educational levels
(primary, secondary, or tertiary), or types of evaluations used (formative, summative,
diagnostic, or predictive). This allows for the practical application of theoretical concepts.

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 CHAPTER IV

DISCUSSION

The English Book for Grade XI, focuses on its content, structure, and the
methodology used to teach English to high school students. The book, written by Mahrukh
Bashir, with input and review by Emi Emilia and Helena I.R. Agustien, is designed to meet
the needs of Grade XI students, helping them develop their English language skills in a
comprehensive and engaging way. The book covers various aspects of language learning,
including reading, writing, listening, and speaking. It presents a variety of topics and themes
that are relevant to the students' academic and social lives, with the aim of improving their
communication abilities. The content is designed to be accessible and engaging, featuring
exercises that encourage active participation from the students. This could include grammar
and vocabulary practice, as well as activities designed to enhance their critical thinking and
problem-solving skills.

The book also likely follows a student-centered approach, which is a common

methodology in modern language learning. This approach emphasizes the active involvement
of the students in the learning process, encouraging them to use the language in real-world
contexts. Activities such as pair and group work, discussions, role-playing, and task-based
learning could be incorporated to keep students motivated and engaged. This approach also
provides opportunities for students to practice their language skills in practical situations,
reinforcing their learning through real-life application.

In addition to traditional language exercises, the book may incorporate technology or

multimedia resources, such as online activities or audio-visual materials, to enhance the
students' learning experience. This allows students to experience language in diverse formats
and improves their listening and comprehension skills.

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 Prinsip-Prinsip Evaluasi Pendidikan" (Principles of Educational Evaluation),
focuses on the foundational theories and concepts of educational evaluation. This book
provides a comprehensive understanding of the principles and practices of evaluation in
education, exploring its role in assessing and improving educational systems, teaching
methodologies, and student learning outcomes.

The book likely delves into the different types of evaluation, including formative,
summative, and diagnostic evaluations, explaining the purpose and application of each.
Formative evaluation helps educators monitor student progress during the learning process,
while summative evaluation assesses the overall outcomes at the end of a learning period,
such as at the end of a semester or year. Diagnostic evaluation, on the other hand, aims to
identify specific learning gaps or challenges that students face.

In discussing the principles of educational evaluation, the book emphasizes the

importance of creating fair and valid assessments that accurately reflect student performance
and educational effectiveness. It likely addresses how to design evaluation systems that are
not only reliable but also aligned with educational goals and curricula. The book would also
touch on the ethical considerations in educational evaluation, such as fairness, transparency,
and the need to avoid bias in both the evaluation process and its outcomes.

The methodology presented in the book likely focuses on the systematic and
continuous process of evaluation, emphasizing that evaluation is not just about testing
students’ knowledge but also about gathering data to make informed decisions for improving
educational practices. The book may provide guidelines on how to evaluate not only students
but also curricula, teaching strategies, and even the broader educational policies in place.
Additionally, the book might explore the use of qualitative and quantitative methods in
educational evaluation. Qualitative methods could include interviews, case studies, or
classroom observations, while quantitative methods might involve standardized testing or
statistical analysis to measure student performance and program effectiveness.

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 TEXTBOOK EVALUATION FORM

Title : Bahasa Inggris Kelas XI

Author : Mahrukh Bashir

Reviewer : Diva Fitri Salsabila Damanik dan Sarah Amelia Hutabarat

Publisher : Kementerian Pendidikan dan Kebudayaan Indonesia

Year of Publication : 2017 (Edisi Revisi)

Rate each: 1 – 4 (1 = poor; 2-3 = average; 4 = excellent; N/A = not applicable).

FORMAT 1 2-3 4 N/A
Appealing to the students
Appropriate use of illustration and other graphic aids
Print size
Organization easy to understand and logical
CONTENT AND SKILLS 1 2-3 4 N/A
Interesting to students
Readability is appropriate
Contains multicultural examples
Thematic approach
Integrated approach (other disciplines)
Aligns with Ohio’s New Learning Standards and Common
core
Incorporates writing skills
Provides equitable use of gender
CONCEPT AND PROCESS DEVELOPMENT 1 2-3 4 N/A
Develops critical thinking and problem-solving skills

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Stresses application of concepts, not simply drill and practice
Uses a variety of mediums for assessment (i.e. authentic
performance, formative, summative)
TEACHER TEXT 1 2-3 4 N/A
Correlated with student copy
Provides adequate support and teacher references beyond
student concepts
Teacher friendly
Incorporates supplemental material use
Provides examples for variety of learning styles (i.e.,
audio/visual/kinesthetic)
SUPPLEMENTAL MATERIALS 1 2-3 4 N/A
Workbooks
Manipulatives
Software/CD-ROM
Online components
Other (please specify):

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 CHAPTER V

FINALIZING

A. Conclution
The conclusion of "Bahasa Inggris Kelas XI" can be inferred based on the various
aspects covered in the textbook, such as literature review, methodology, and
discussion. The book is designed to align with the 2013 Curriculum and aims to
improve students’ English language proficiency while fostering essential skills like
critical thinking, communication, and collaboration. In conclution, "Bahasa Inggris
Kelas XI" successfully integrates English language learning with critical thinking,
real-world applications, and student engagement. The combination of comprehensive
content, interactive methodology, and thought-provoking discussions provides a well-
rounded approach to language education, helping students not only master English but
also become thoughtful, effective communicators.

B. Suggestion
To improve the effectiveness and engagement of "Bahasa Inggris Kelas XI," several
enhancements can be considered. First, incorporating more interactive activities such
as role-play scenarios, group discussions, and collaborative projects would make the
learning experience more dynamic. These activities allow students to actively use
English in real-world contexts, which helps build confidence and communication
skills. The book could also benefit from better multimedia integration, such as adding
audio clips, videos, and online exercises. These resources cater to different learning
styles, making lessons more engaging and improving listening and comprehension
skills. Additionally, using more real-world examples and topics related to current
events or students' daily lives would make the content more relevant and practical for
learners.

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 REFERENCES

Bashir, M., Emilia, E., & Agustien, H. I. R. (2017). Bahasa Inggris: Kelas XI
SMA/MA/
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978-602-427-106-0.

Hidayatika, U., & Nurhamidah, D. (2024). Quizwhizzer as an innovative evaluation

learning media for Bahasa Indonesia. AKSIS: Jurnal Pendidikan Bahasa dan
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Nguyen,
T. H. (2023). Beyond English: Towards a comprehensive evaluation of large
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 Masana, M., Liu, X., Twardowski, B., Menta, M., Bagdanov, A. D., & van de Weijer,
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