TABLE OF CONTENTS
A. English Textbooks for the Elementary School 8
B. Learning Materials 10
C. Forms of Learning Materials in English Textbook 12
1. Discourse 13
D. Theoretical Learning for Children 26 E. The Presentation of Forms of Learning Materials 31 F. Language Content in the Forms of Learning Materials 38
E. Establishment of Trustworthiness 49
B. The Presentation of Forms of Learning Materials 77 1. Indirect Ways (activities) 77
a. Relate to Student’s, Real Action,
Illustrative Picture 77 C. The Language Content in the Forms of Learning
Materials 114
1. Various Forms of Learning Materials Tend
to Focus on Vocabulary 115
2. Steps to Explain the Vocabulary 119
Chapter V Findings and Discussions
A. What Forms of Learning Materials 124 B. How the Presentation of Forms of Learning Materials 136 C. What Language Content in the Form of Learning
CHAPTER I INTRODUCTION
A. Background of the Study
English as one of a foreign languages in Indonesia is given and taught as local content subject in elementary school. Local content subject means that
English is not a required subject, meanwhile it is a choice for the elementary schools to teach and give this lesson for their students. In other words, as local content subject the English lesson is flexible. The flexibility of the English lesson
as local content subject depends on the preparation and readiness of the elementary school to conduct and teach this lesson. This gives flexibility to the school management to make decisions regarding the teaching of English based on
the students’ needs or community and environmental demands (Kasihani, 1997: in Musthafa 2002).
In relation to the English as local content subject, the main objective of English lessons at this early stage is to introduce young learners to the idea that in addition to their native and national languages, they can also have a foreign
language. More specifically, the teaching of English in elementary schools is targeted toward the development of the ability to understand simple oral and
written language (Huda (1999) in Musthafa (2002:27).
In the reality the Curriculum Center of the Department of Primary and Secondary Education does not develop any syllabus for English as local content
regional or provincial curriculum board. Some regional offices of the Department of Primary and Secondary Education have released the local English syllabus,
which can be used by the elementary school as a guide to develop an English program for their students. In other words, the learning materials developed by
each province, depending on its area, social, economic, culture and the need of regional development.
Some regions have developed the English syllabus for the elementary
school to support the program. Some instructional materials in the form of student’s book have also been written and they are available in the bookstores.
The most obvious and common form of material support for language instruction comes through textbooks. The need of textbook is determinant to the significant result of learning (Pattric (1988) and Albatch (1991) in Supriadi (2000:46);
Brown (1994:145)).
Textbook, institutionally prepared material, is a type of teaching material is
a key component in most language programs. The textbook generally serves as the basis for much of the language input learners receive and the language practice that occur in the classroom (Richards, 2001:125).
For the elementary school students, the English textbooks are very important in the teaching learning process. The textbooks can be used as the
bridge to make the concept of teaching to be real. The textbook will give opportunities for the students to learn in real things.
The textbooks also have the important role for the experienced and novice
sources particularly for the novice teachers to manipulate the classroom interactions. Therefore the textbooks should be able to help the novice teachers to
carry out a quality language teaching and learning process by following the method reflected by the textbook. In other hand, in situation where there is a
shortage of trained teachers, language teaching is very closely tied to the textbook (William (1983).
On the other hand, for the experienced teachers, it doesn’t mean that the
method demonstrated in the textbook is always faithfully reflected in the method as practiced by the teachers. But the textbooks at least provide them with their
major alternatives for the quality classroom language learning since they are written on the basis of “currently accepted method of EFL teaching” and professional criteria of textbook writing.” Good textbooks are those that facilitate
learning, stimulate natural interactions for communicative purpose and language use.
B. Rationale for the Study
In Indonesia, several private elementary schools have taught English as
local content subject. The implementation of English-teaching programs varies from school to school and from place to place. Some situational cases and
research findings show that the implementation of English program in the elementary school is still far from satisfactory (Kasihani in Sadtono, 1997:167).
The above issues arouse as a result of preparations in conducting English as
readiness of teachers, materials and students. They are the important aspects and should be concerned before giving English as local content subject in elementary
school (Alwasilah (2000:80); Huda (1999:134); Kasihani in Sadtono (1997:170). However, they also state that in reality there are some issues relate to teachers,
materials, and students in conducting English as local content subject in the elementary school.
In line with the materials issuest, Huda (1999:136-7) also states that the
most difficult issue to resolve concerns the materials of teaching. Two alternatives of materials may be selected for the teaching of English in the primary school, that
is the materials are either the same as or different from the materials in the lower secondary school. In other words, English as local content subject in elementary school will give potential possibility for the junior high school students to have
and not to have English lesson. It will make a kind of repetition of the lesson for the students, whose English lesson in elementary school and vice versa.
In accordance to the above issues, it is important to concern the certain materials for the elementary school students. The instructional materials play an important role in any educational program. Appropriate instructional materials
should be carefully selected based on the instructional objectives and students’ interest. Several kinds of English books are available in the bookstores. Teachers
as foreign language and should also have the children learning principles for studying the foreign language (Kasihani in Sadtono (1997:168-9).
It is as similar as Rachmajati cited in Kasihani, in Sadtono (1997:168) statements that some elementary school in Kodya Malang use materials written by
some instructors of the English Department of IKIP Malang. This English textbook has been written based on young learners’ characteristics so that, hopefully, it will help the EFL teachers in elementary schools.
The elementary school foreign language teacher works with the whole child in the whole classroom learning environment. Every aspect of the classroom and
all of the materials have potential for contributing to the language experiences from which language acquisition develops. Choosing a textbook is one of the most important tasks for the foreign language teacher at any level. In the
elementary school the process is made much more difficult by the fact that there are few text series from which to choose (Curtain & Pesola, 1988:229).
They also argue that it is extremely difficult to maintain a well-articulated local curriculum over a long period of time without reference to a professionally developed text series. In the absence of a satisfactory commercial text series,
some school systems have invested the funding and the effort necessary to create successful locally developed materials for an entire elementary school sequence.
With regard to the above explanations, I am interested in analyzing two elementary school English textbooks grade five from one publisher, which are found and published in Bandung. Especially their form, presentation of learning
C. Research Questions
This study has been conducted to address the following major questions:
1. What are the forms of learning materials in the textbooks? 2. How are the learning materials presented in the textbooks?
3. What the language content do the form of learning materials consist?
D. Purposes of the Study
The purposes of the study are formulated as follows:
1. To know the forms of learning materials in elementary English textbooks
grade five published in Bandung.
2. To describe the presentation of the learning materials.
3. To explore the language contents in the forms of learning materials.
E. General Approach of the Study
In finding the answer, the writer uses qualitative method, as she wants to know the answers and the reality of English textbooks grade five in Bandung. In her effort to find the answers, she uses some data (the tasks and activities) in the
English textbooks.
Data are nothing more than ordinary bits and pieces of information found in
There are eight elementary school English textbooks found in Gramedia and Gunung Agung. Meanwhile, there are only two elementary English textbooks
grade five, which are found and published in Bandung. They are:
Kasbullah, Kasihani. 2002. Learning by Doing 5, Bandung: Grafindo Media Pratama
Kusmana,et.all. 2002. English Have a Go. Bandung: Grafindo Media Pratama.
F. Significance of the study
Hopefully result of this research could be useful to contribute for the elementary school English teacher in selecting the appropriate English textbooks for their students. The study could be useful and offer some contributions to the
English textbook writer in making and creating the elementary school English textbooks. This study may also inspire other researchers to conduct research on
other issues in analyzing textbooks.
G. Organization of the Thesis
This thesis consists of six chapters. Chapter one clarifies the introduction. Chapter two presents review of related literature or theoretical foundation.
CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses some important aspects related to research
methodology. These include research design, participants, data collection, data analysis, and establishment of trustworthiness.
A. Research Design
This study used qualitative method and it was descriptive and qualitative
in nature. Since this study attempted to understand the characteristics of the elementary school English textbooks, especially the forms of learning materials, the presentation and the language content in the forms of learning materials. It
uses qualitative method, as it is appropriate in understanding the process by which events and action take place (Maxwell, 1996:17).
This study is a case study as it is an examination of specific phenomenon such as process. This study has some characteristics of case study, such as: (a). It deals with an examination of a specific phenomenon of forms of learning
materials in the elementary school English textbooks. (b). It also examined and described the holistic descriptions of the presentation and the language contents in
the forms of learning materials in the elementary school English textbooks. It is in line with Merriam (1988: ) states that a qualitative case study is an intensive, holistic description and analysis of a single instance, phenomenon, or social unit.
entity in qualitative complex and comprehensive terms not infrequently as it, unfolds over a period of time.
B. Textbooks Analysis.
This qualitative study examined forms of learning materials, presentation and the language contents in the activities and tasks in the form of learning materials in the elementary school English textbooks grade five, which are found
and published in Bandung.
The form of learning materials is the various types of learning materials
belong to the activities and tasks in the textbook. The presentation means the way in presenting the form of learning materials in the activities and tasks in the textbook. The meaning of language content here is the tendencies and focus of
form of learning materials in their presentation of tasks and activities in the textbook.
In this study the objects of my research are two elementary school English textbooks, which are found in Gramedia and Gunung Agung and published in Bandung. There are eight elementary school English textbook. They are:
Haryadi, Agus, 2002. Make Progress in English, Jakarta: Pandukarya.
Kasbullah, Kasihani, etc. 2002. Learning by Doing, Bandung: Grafindo Media Pratama, Bandung
Kurniawan, Rita. 2002. Go With English, Jakarta: Yudhistira.
Purwono, Edy.,etc. First Step 3, An English Book for the Elementary School, Klaten: Intan Pariwara.
Sugeng, Bambang, 2002. Let’s Make Friends with English Book Five for Elementary School, Jakarta: Esis Erlangga.
Tim Bina Karya Guru, 2002. Get Ready 2 For Beginners, Jakarta : Erlangga.
Tim Kompilasi, 2002. On the Way…….!, Klaten: Intan Pariwara.
In order to make some limitation for this study, I made some limitation by selecting the sample. In selecting the sample, I used purposeful random sampling. Mc Millan (2001) states that purposeful sampling is done to increase the utility of
information obtained from small samples. Purposeful sampling requires that information be obtained about variations among the sub-units before the sample is
chosen. In this study to make some limitation, I chose the elementary school English textbooks, which are published in Bandung and found in the two big booktores (Gramedia and Gunung Agung). Among eight elementary school
English textbooks, there are only two English textbooks, which are published in Bandung. There are the comprehensive picture of each participant, such as:
Second, English Have a Go. It is abbreviated to be “EHG” by Kusmana, etc. It is also published in Bandung at 2002 by Grafindo Media Pratama. This book
consists of twenty units.
There are some reasons in choosing the purposeful sampling for getting the
sample. They are: (a). To make some efficiency, as it is impossible for me to select all the activities and tasks for eight English textbooks. (b). These textbooks have the West Java local syllabus, as they are published in Bandung. (c). The west
Java general course outlines mentions that English as local content subject for the elementary school start at fifth grade.
C. Data Collection.
Three data collections were employed in this study, they are document,
worksheet and checklist. As it is text analysis, so the documents, worksheet, and checklist are tools and media to make the analysis.
a. Document
Merriam (1988) states data is a term used broadly. It refers to printed and other materials relevant to the case, including archival records, personal papers,
photographs, and physical artifacts. The term documents has been chosen mainly because of the use of written materials. Holsti in Merriam (1988:104-5) defines
documents in the broad sense of any communication and includes as example novels, newspapers, love songs, diaries, and the like. Based on this statement, I used the activities and tasks in the English textbooks as document, it was as a
symbol, such as: “……instruction!…. (the activities/tasks that offered in the textbook in bahasa Indonesia) (the name of the textbook/ sub.unit/ page/ chapter)
”the task/the activities. For example: “Listen and repeat!” (Dengar dan ulangi!) (LBD/A/P.18/C2)/diact. It means the dialog activity, with the instruction “listen
and repeat” (Dengar dan ulangi) in Learning by Doing book, part A, page 18 and chapter 2.
In this study, all the activities and tasks in the LBD and EHG textbooks
have code, which similar to the above given example.
b. Worksheet
It is kind of tools used to make the analysis in the textbooks. This tool was used as the area of the analysis. In other words, this tool contained some pieces of
data and part of the components to find the answer of the research question. The step process of data analysis was helpful by using this tool.
In this study, the worksheet was used to collect all the activities and tasks belong to the LBD and EHG textbooks. All the activities and tasks had symbols based on the real data in the textbooks. For example (LBD/A/P.18/C2)/diact.
Worksheets also were used as the place of the result of the classification and categorization of LBD and EHG activities and tasks. Based on the given
classification, worksheets were also used to write some characteristics that found in the presentation of activities and tasks in the textbook. Worksheet, was also used as the area to checklist the tendencies of the activities and tasks in presenting
characteristics of the language content that arouse in LBD and EHG activities and tasks.
c. Checklist
The form consists of the criteria that relate to the form of learning materials, the presentation and the language content in the form of learning materials. They are adopted from various source books and they are synthesized. The combination
between these criteria used as standard in analyzing these English textbooks for the elementary school. Checklist was used to make some classification or
categories for the various types of activities and tasks that are presented in the worksheet.
D. Data Analysis
In this textbook analysis, the data are the activities and tasks that are found
in the textbooks. In analyzing the data the researcher follow some steps that are given by the experts in analyzing the textbooks, such as: Cunningsworth, Grant, Alwasilah and Kasihani. Their arguments are synthesized and used to analyze the
textbooks, such as: the forms of learning materials, the presentation and the language content in the forms of learning materials.
According to Bogdan and Biklen (1992)
This study was intended to examine the present conditions of the English textbooks grade five, published in Bandung. The main point has been focused on the forms of learning materials, the presentation and language contents in the form of learning materials. In analyzing the data I used document (content) analysis.
There are some major characteristics of modern content analysis Holsti (1969) cited in Lincoln and Guba (1985:337) states that it is a process that is carried out on the basis of explicitly formulated rules procedures. In other words, a major premise of this assertion is that the rules and procedures be formulated before the analysis is undertaken. It is a systematic process, it means the systematic nature of inquiry as conforming to certain general canons of category constructions, so that “ the inclusion or exclusion of content is done accordingly to consistently applied rules. The other characteristic is content analysis is a process that aims for generality, by which he seems to mean that the results of the analysis should have “theoretical relevance,” that is, should permit generalization from the analyzed text to some theoretical model.
In other words, Document or content analysis was considered to be equitable for analyzing the main sources of data, which were taken from documents, i.e. textbooks.
In this study, to answer the first questions (forms of learning materials), I used documents and worksheet. All the activities and tasks in LBD and EHG were typed in the worksheet, and then they were classified based on the given criteria. To answer the presentation of forms of learning materials, I also used document and worksheet. The first finding were typed in the worksheet and then I looked for and noted the characteristics of their presentations in the worksheet. For the last questions, the classification of forms of learning materials were typed on the worksheet and then I looked for their tendencies in language content by using checklist from the given criteria.
might be difficult or even impossible to obtain through direct observation or other the presentation and the language contents in the form of learning materials based on the theories. They can be described below:
TABLE. 3.1.
• Illustrative letters, words, or sentences clues • Illustrative visual clues
• Real action (Small-pair group work/individual)
• Repetition
Language content in the form of
learning materials
1. Vocabulary
2. Phonology
3. Grammar
3. Establisment of Trustwortiness
Validity indicates whether a test measures what it says it measures. In this study, I want to know and describe the reality of the elementary English
textbooks in form, presentation of learning materials and language content in the form of learning materials. As my research closely to the documents in finding the answer, therefore I tried to scrutinize the activities and tasks of the textbooks by
passing some steps, such as:
a. I applied an established set of criteria of textbook analysis to every single part
of activities and tasks of the textbooks.
b. While reading, the researcher wrote notes and memos to record and develop tentative ideas about the data gathered in the documents through the
application of the given criteria.
To help clarify the relationship among components in the study, and to have a
The whole methodology is summarized in the following design:
Figure. 3.2 Research Methodology.
Background
Theory Problem
Conclusion & Suggestions
• Document • Worksheet • checklist
What are the forms, presentation and language content in the form of learning materials in the elementary English textbooks
Validity Questions Research
Fact
CHAPTER V
FINDINGS AND DISCUSSIONS
This study analyzed the elementary school English textbooks grade five,
which are found and published in Bandung. They are “Learning by Doing (LBD) by Kasihani and English Have a Go (EHG) by Kusmana”. This study analyzed the forms, the presentations, and the language contents in the forms of learning
materials. From the presentation of data in the previous chapter, several findings ands discussions can be drawn.
A. The Forms of Learning Materials in the Textbook .
LBD and EHG present various types of forms of learning materials including discourse, instructions, visuals, and games. They are divided into
discourse (dialogs, songs, stories, chants and reading text), instructions (TPR and short question – answer / short Q-A), visuals (e.g. picture/demonstration), and
games. These various types of forms of learning materials are appropriate for the elementary school students, because they can be categorized as children and they have the characteristics to have span short attention and here and now principle.
However the children can have long attention when they are watching cartoon film, it means the span short attention is a result of their interest to the object. It
games, and reading texts. In other side, Alwasilah, (2000:8) also argues that the presentation of forms of learning materials in the textbooks should be planned and
contain some varied communicative activities, which can develop the students four language skills. E.g. Drawing, playing games, doing TPR, singing a song,
telling stories, etc.
Besides the above explanation, the various types of forms of learning materials are appropriate for the elementary school students. These types of forms
of learning materials are different from the materials that are given for the junior or secondary school. In other words, as local content subject, teaching English for
the elementary school does not give opportunities for the students to have repetitive materials in the junior/secondary school. It is in line with Huda (1999:136) argument that the most difficult issue to resolve concerns the materials
of teaching. Two alternatives of materials may be selected for the teaching of English in the primary school, that is the materials are either the same as or
different from materials in the lower secondary school.
Based on this explanation, indirectly the various types of forms of learning materials give opportunities for the students to be interested in the object, and
avoid the monotonous boring activities. They also give opportunities for the students to have various types of learning experiences.
These various types of forms of learning materials also require different types of learning styles - the main factor that helps determine how- and how well – our students learn a second or foreign language, such as auditory, visual and
These learning styles can be inferred from the given instructions in the discourse’s activities and tasks. For example, LBD’s dialogs have the instructions,
such as: Listen and repeat (dengar dan ulangi! LBD/A/P18/C2/diact); Let’s study the dialog (Mari mempelajari percakapan berikut!) Listen to the teacher and
repeat. Then act it out with your friend. (Dengar ulangi. Lalu, peragakan bersama temanmu!) in (LBD/A/P.49/C4/ditask). The similar instructions are also found in the other forms of discourse in LBD and EHG, such as reading texts, songs and
chants. They are “Listen and sing; Let’s chant, Listen and read, etc”.
These previous types of instructions give opportunities for the students to
have auditory learning style. For example, LBD dialog’s instructions show that the teacher gives the example in doing or reading the dialogs, and then the students listen. Sometimes, there is a follow up instruction for the students to
practice the dialog with their partner. The similar instructions are also found in LBD and EHG reading text, chants, and songs.
In other words, the presentation of the activities and tasks in the forms of discourse have the instructions, such as: “Listen and read; listen and say, or listen and…..” provide opportunities for the students to have the auditory learning style.
It is happen by imitating the given examples, which are given by their teacher. The tendencies of auditory learning styles in the forms of discourse also have
surface features of language and not to the message (Anderson & Pesola, 1988:139).
However, EHG dialogs tend to be visual learning style. It can be indicated from the given instructions in EHG dialog activities, such as: “Look and read
(Dengar, baca, dan ucapkan!) in EHG/B/P1-4/C1); (EHG/B/P8-12/C2); (EHG/A/P30-31/C5). Read, say, and do (Baca, ucapkan, dan lakukan!) in (EHG/B/P22-25/c4), etc. Most of the dialog activities in EHG are long dialog with
some simple sentences in speech bubbles and have the illustrative picture at each segment. They are also like a script of theatrical plays. These instructions offer
the students comprehend the content of dialogs by following the plot of the dialog from the given illustrative pictures at each segments.
The EHG’s dialogs which offer the visual learning styles are not appropriate
enough for the students in elementary school. As the graphonemic system of English as foreign language and the student’s mother tongue is different. The
visual learning style in the dialog will give opportunities to read the texts in the dialog in the forms of first language graphonemic system.
In line with graphonemic system, Mustafa (2000:3) explains that the
problem relates to the way English words are written as opposed the way the words are pronounced. Indonesian children who can already speak bahasa
Indonesia, whose writing system is phonetic, would particularly be confused when it comes to seeing English in a written form. This is because, in English, there is no immediately obvious one to one correspondence between the pronunciation of
However, the discourse which offers the auditory learning style, is appropriate for the students in elementary school in developing other language
skills. It is appropriate as the children in learning foreign language have tendencies to imitate. Sound is a kind of ways to imitate. The way to give the
example to imitate should also correct. It means give the chance for the students to listen first, and then ask them to make repetition. If the students listen to dialog and then they repeat will give opportunities to make a kind of round robin
activity. The instructions also give the chance for the students to have opportunity to say and pronounce the English sentences and words.
Besides the auditory, the forms of discourse also offer the visual learning style. The discourses have the illustrative pictures that reflect the content, meaning and description of the discourse. It can be found in the story. The illustrative
pictures give opportunities and assists the students develop their interest and understanding to the content of the discourse. For example, the story is familiar,
having close relation to children’s life and they also have the illustrative colorful pictures.
The other forms of learning materials offer the kinesthetic learning style. It
can be found in TPR. In this study the TPR will be more meaningful than short question-answer. The LBD’s TPRs tend to be the TPR with the commands that
imitating the action as similar as the given examples in the textbooks. In other words, the students have the chance to imitate and do the TPR.
For example, in the LBD’s TPR has the instruction as follow: (e.g. Follow these instructions / ikutilah petunjuk-petunjuk berikut ini!) Physical Education in
English and the follow up instructions, such as “Now, you try it. Do all the movements 5x……Go! (LBD/G/P91/C6),etc. It gives the opportunities for the students to do real action and the students’ understanding of the target language
are developed before speaking. Therefore, the students must show their understanding in physical real action.
TPR gives opportunities for the students to activate their memory through learners’ response. Performing their actions through moving their bodies can show their understanding. In other words, these physical responses are very
important for the children’s learning as they do not learn in conscious intellectual way and learn by thinking. On the other hand, children learn by doing (Mustafa,
2000:12).
However, EHG’s TPRs also tend to instruct the students to do drawing tasks. The students asked to draw the things that still have relationship to the
previous activity. The TPR tasks tend to give the chance for the students to get comprehensible input. It means creating contexts where learners can easily
understand what is being said because of careful planning concerning the language level. In line with comprehensible input, TPR has been found to provide high levels of comprehensible input for beginners and it is a key factor that is very
good way of providing highly contextualized activities where children perform physical actions in response to spoken statements, Brewster (2003:24).
In other side, the short question – answer does not show and response the physical real action but speech expression. It tends to give the chance for the
students get a kind of passiveness activity and drill activity. It also gives opportunity to provide much lower level of comprehensible input for young learners than TPR.
In visuals (demonstration) and games tend to offer the visual learning style. The chance for the students to learn is obtained from visual stimulation. In this
study, the demonstrations and games tend to explain and introduce the English vocabulary by using the illustrative pictures.
The demonstrations try to offer the student’s knowledge of foreign language
by using visual. The demonstrations use various types of ways to introduce and explain the concept of English vocabulary by using the illustrative pictures. Here
introducing the English words that are accompanied by the real object, such as using illustrative pictures and followed by the given example of words in the sentence.
Therefore, the games have the illustrative pictures, which are used as clues to do the games tasks. It means the clue have function as a guidance to do the
Most of the representation of LBD and EHG activities and tasks in the
form of texts are short and formulated in simple sentences. The data show the
discourse in the forms of dialogs, reading texts, short story, songs, and chants have the short texts. For example, LBD’s dialogs have a sequence of
conversation, which consists of six to seven sentences. Meanwhile, the EHG dialogs tend to be long text with some simple sentences and tend to be like a theatrical script plays.
LBD’s dialogs as a form of discourse have the short texts, short utterances, and they are not also restricted by artificially imposed grammatical limitation. The
dialogs feature the natural use of language and tend to be formulaic speech/chunk. So do the EHG dialogs. A little bit differences are the long texts that divided into each segments of conversation. In other words, one EHG dialog consists of two
up to four sequences of conversations.
The dialogs use the conversational sentences as unit of language to be
learned as formula. The formula gives the chance for learners as a response to communicate pressure and also to help the learners to force speaking before they are ready. It means that the learners can memorize a number of ready-made
expressions to compensate for lack of sufficient foreign language rules to construct creative speech. In line with the formulaic speech Ellis (1986:169)
suggests that it will serve as the basis for creative speech. The learners become realize that utterances initially understood and used as whole consist of discrete constituents which can be combined with other constituents in a variety of
The songs and chants tend to be presented in short text with some simple sentences too. The songs have also the vocabulary that is limited and have
compatible with the language use in the classroom. They can be indicated from the words and concepts in the song. They reinforce or introduce materials that are
used for many activities in the curriculum. Beside the simple sentences, the topic of the songs is also within the experiences of the students in the class.
For example, the songs have title “That is….” in LBD and EHG. These
songs describe the familiar things that are found in the class, such as: window, ceiling, door, floor, ruler, bag, rubber, pen, table, desk, blackboard, and board.
Therefore, it will make more meaningful learning for students.
Both of the textbooks have the songs, which consist of four lines of sentences. The songs and chants are familiar activities for the students and having
close relation for their life. It similar to Ward in Mathew (1985:189) argues that we are getting the students to do something that the students would do in real life
when we are using songs in the language class.
In line with songs, a short and simple English song gives opportunities for the students to have fun activities and evoke the students’ motivation to learn the
foreign language. Indirectly, the short songs can give opportunity for the student to engage the materials. The students will become engage to the material when
Indirectly, it will give the chance for all the students in the class to participate. They can learn together by saying, pronounce, and repeating the
sentence and the words in the songs and chants together. It can foster co-operation among students and give the shyer ones a chance to join in. Students
who have more difficulties than others will have an opportunity to make a contribution to the corporate effort without worrying about getting it wrong, and this may increase their self confidence.
Besides the above forms of discourse, LBD and EHG have the reading texts, which consist of one up to two paragraphs and each paragraph consists of seven to
eight sentences. The similar types belong to the other form of learning materials (instructions). Most of the texts in the instructions are also short texts. The TPR sentences consist of some simple instructions that give opportunities for the
students to imitate and memorize the sentences. It consists of four to five command sentences.
In this study, the TPR have the short texts with some simple instructions that accompanied with the illustrative colorful pictures. In other words it will give the chance for the students to imitate and do the TPR easily. The TPR also tends
to instruct the students to do drawing tasks, the students asked to draw the things that still have relationship to the previous activity. Here the TPR tasks give the
input is also as key factor, which is especially important when dealing with the young learners.
In visuals, the demonstrations tend to offer the illustrative pictures with some short texts that consist of the example of words and sentences. It will give
opportunity for the students to memorize the words, as there is semi real objects that presented by the illustrative pictures.
In the same way, the games also have the short texts in their instructions
and they will assist and help the students in understanding the instructions in the game. It will also give the chance for the students to do the game. In other words,
the difficult instruction and game can make the students felt frustrate to do the game. With the short texts and simple instructions, will provide opportunity for the students to participate and do the tasks easily.
It is in line with Brewster opinion (2003:177) that games for beginners need to have simple language and should be easy to explain, set up and play. It
should be able to give the chance for everyone to participate and get fun. It is appropriate for the students in the elementary school. As it is a kind of introductions for learning the foreign language. The simple and meaningful
activities will be important for them, to give the students various types of meaningful experiences. Children will be enjoy to get the meaningful simple
activities, that will not make them to be frustrate. It is not difficult enough for them to imitate, memorize and practice.
In accordance to the above opinions, the short texts in the form of learning
doing practice the tasks. Short simple meaningful texts will give the opportunity for them to memorize it easily. By being able to memorize the texts, it will also
give opportunities for the students to develop their motivation in learning the foreign language. This corresponds with what Freeman (1986:115) states that it is
very important that students feel successful. Feelings of success and low anxiety facilitate learning.
The opportunity to develop self-confidence will also develop when the
students are able to memorize the short texts, e.g. songs and chants. Their ability to memorize the texts will also give the chance for the students to develop their
motivation in studying the foreign language. As songs can be used to liven up the language class and they are also able to stimulate the students’ interest because they are enjoyable (Ward in Mathew, 1985:189).
LBD and EHG’s formulated instructions show the activities and tasks have
different group works. They can be inferred from the given instructions in the
activities and tasks. Most of the activities have the instructions, such as: “look and read; listen and repeat; read and say; listen and say; listen, read, and say; listen and sing; let’s sing together; let’s chants; etc. They show the activities tend
to be classical/large group work. It means these activities give possibility for the students and the teacher do the activities together. The teacher explains and gives
the examples in doing the activities and the students imitate together.
language teaching. He/she has important role for introducing new language, providing whole-class or group language practice, explaining language points or
modeling the language. He/she can introduce, explain, and develop the concept of the materials in the activities for the students.
In other words, the teacher controls the actions in the classroom. Doing a lot of talking, explaining, giving directions and asking lots of questions which should be answered by his/her pupils. The teaching centered in the activities will
tend to make the students have little chance to do the activity meaningfully. The students tend to be passive as the students have little chance to do more.
Otherwise, the students have tendencies repeated what the teacher says and few opportunities to do real interaction. The passiveness will also arise when the students do not have the opportunity to reflect on their learning since the students
will feel that the teacher is ‘in charge’ of their learning (Brewster, 2003:41). The instructions in the tasks show they are individual or pair-small group
works. For example, the instructions are: Now let’s make a dialogue. Do in pairs (Mari membuat percakakapan. Lakukan secara berpasangan!) (LBD/A2/P34/C3); Let’s study the dialog (Mari mempelajari percakapan berikut!) Listen to the
teacher and repeat. Then act it out with your friend. (Dengar ulangi. Lalu, peragakan bersama temanmu!) pada (LBD/A/P.49/C4/ditask); Memorize the
dialog. Then act it out. (Hafalkan, lalu peragakanlah!) (LBD/G/P57/C4); Make a dialog. Work in pairs. (Buatlah dialog, kerjakan secara berpasangan!. Meanwhile, in EHG always use the instruction “read, say, and do (Baca, ucapkan dan
The other instructions in tasks have also the tendencies to be individual or pair small group work. The tasks tend to offer the opportunities for the students to
comprehend the concept of materials from the activities. Giving the tasks, which still have relationship to the previous activity can check the students’
comprehension. It is appropriate, that the tasks tend to be individual or pair/small group works. Various types of forms of learning materials will be meaningful tasks when they done in pair/small groups work e.g. dialog.
For example, the discourse, e.g. dialog task will give opportunity for the students to do role-play. The students can act as similar as the given dialog and
they will have the opportunities to practice it in meaningful and real action. In accordance to the previous statements, the use of pair-small group work in the classroom is another very powerful context for communication. The students have
the possibilities work together to solve a problem or develop a response to a situation the teacher design.
The tasks tend to be learning centered or interaction where students have a chance work on task in order to engage in organized talk with each other. Using language in a less controlled and more creative way. The tasks may encourage the
students to express their opinions, find out information from the texts, ask each other questions, etc. In other words, the tasks give opportunity for the students to
In other words, Pair-small group work show that they offer the best balance of on task behavior, percentage of student time spent in communicative
use of the target language and ratio of teacher talk to student talk (Nerenz and Knop (1982) in Anderson & Pesola (1988:172).
B. The Presentations of Forms of Learning Materials in the Textbooks.
The presentations of forms of learning materials are mostly in indirect ways. It means the explanation of concepts in the forms of learning materials is mostly in
indirect ways. The explanation of the concepts are not directly by using certain formula, meanwhile they are given by using various ways and steps that still have close relationship to the children’s characteristics in learning. In other words, in
explaining the materials use some steps, which can assist the students in understanding the materials.
The indirect ways can be presented by using the illustrative pictures, thematic focus, real action, repetition, relate to student’s daily life, relate to previous materials, and having examples. The illustrative pictures always
accompany the presentations of the activities and tasks. Meanwhile, a little bit difference between illustrative picture in activities and tasks is the different
In the activities, the illustrative pictures reflect and describe the theme that found in the form of learning materials. The illustrative pictures are used to
explaining the form of learning materials. The illustrative pictures will be bridge for the students to get semi concrete things to the objects. It will also give
opportunity for the students to help their comprehension to the materials. In line with the illustrative pictures, Brewster (2003:100) gives her opinion that the illustrative pictures will help the students to predict and guess the topic, the
language or some of the details.
In other words, the presentation of illustrative pictures in the form of
learning material activities will also have the other function to attract the student’s interest. The illustrative pictures will also give the possibility to attract the student’s interest. The interest feeling is very important for the students, especially
for the young learners to grow up their motivation.
The activities and tasks in one chapter still have relationship to each other.
It means in the activities, they try to explain and develop the concepts, meanwhile in the tasks tend to test and give the chance for the students to do the exercises that still have relationship to the previous activities. Indirectly, they will be a kind
of exposure. The exposure is very important aspect for the students as it will give them the chance to get experiences and opportunity to do learning by doing. In
other words, we can say that the tasks as a kind of exposure will deepen the students’ understanding to the concepts in various different ways.
The theme of activities and tasks in one chapter also often has relationship
have the theme that has close relationship to the students’ life, they also tend to be authentic materials. For example, the topic for chapter one is “School Activities”,
and all activities and tasks in chapter one still have discuss and relate to the school activities context. In other words, I can say that the activities and tasks in chapter
one have the thematic focus. This thematic focus will give the chance for the students to develop their knowledge in the same topic in various ways.
Here, it will give the potential possibility for the students to get the
activities and tasks that are whole, coherence and unity. It is very important, that students (children) tend to learn in whole and do not divide into parts. It will also
assist the students to get their exposure and enrich their experiences. It is in line with Fisher opinion (1991:3) that children learn best when learning is kept whole, meaningful, function and interesting. Indirectly, at least it will give contribution
for the students to get meaningful, function, and interesting learning of foreign language.
The data show that based on the given instructions, they will give the opportunity for the students to do real action in the activities and tasks. The activities tend to offer the real action in large-classical group work for,
meanwhile, the tasks tend to be pair-small group work or even individual. The real action is very important in learning. At least it will give the chance for the
students to get the experience. As children, the students need various types of experience in their study to enrich their knowledge. The real action will give more meaningful learning for the students and give them the opportunity to memorize
repetition is given in mechanical and transformation drill. Here the drills are more or less mechanical in which the students practice the sounds or grammar of the
language without having to think much. The language becomes automatic. The drills will help the students to master some of the basic forms of the language with
a reasonable degree of accuracy, before using it to communicate.
In this textbook analysis, the characteristics of activities’ presentation are having potential possibility to develop the student’s communicative language
teaching. The activities and tasks tend to have the opportunity to develop the communicative language teaching. Based on the data, the opportunity to communicate the target language will be offered by the instructions that ask the
students to do the activities and tasks in real action in large, individual, and pair-small group works.
Based on the data, the activities tend to be large-classical group work, and tasks have potential possibility to give the chance for the students to be individual or pair-small group works. Here, the students have the opportunity to
communicate in the target language, meanwhile the level of effectiveness and meaningfulness will be different. Here, the tasks give opportunity for the students
to have the meaningful communication better than the large-classical group-work in activities.
Therefore, the activities and tasks still give the chance for the students to
communicative language teaching. It relates to what Nunan (1991a:279) in Brown (1994:78) offers the characteristic of CLT, that emphasis on learning to
communicate through interaction in the target language and an enhancement of the learners’ own personal experiences as important contributing elements to
classroom learning.
The other characteristics of communicative language teaching can be offered from the given various forms of learning materials, which are part of the
students real-life and familiar for the students first language culture. They are songs, chants, stories, games, etc. In other words, various types of forms of
learning materials give chance and opportunities to be authentic materials. It is also a kind of the characteristic of CLT that the introduction of authentic texts into the learning situation Nunan (1991a:279) in Brown (1994:78).
The indirect ways of presentation of forms of learning materials, which use various steps will give the chance for the students to learn the process of
learning for the target language. It means, it does not explain the form directly, but it uses some steps that still close to the students’ principles of learning. For example, in explaining the English vocabulary can be offered by songs, chants,
TPR, demonstrations and games. The grammars are also given by using reading text, short story, and short question-answer. The activities and tasks do not offer
or explain the concept of grammar directly in certain area, meanwhile it is inserted in the form of learning materials (e.g. story).
Indirectly, it will give the chance for the students to internalize the concept
that inserted in the story activity (LBD/C1/P.8-9/C1). There are the simple stories that happened in the past. In the story sentences, the verbs (regular and irregular)
are presented with the different bright color (e.g. brown). It is still followed by the next story activities and tasks, which still discuss the past tense. The story’s
activity in (LBD/C2/P10/C1) consists some past verbs (regular and irregular). The next story tasks, fill in the sentence with the given past verbs. The exercise’s items are similar to the texts in the previous story activity. In other words, there is
repetition. The last story task is making the positive, negative and question sentence in the past tense by using the illustrative colorful past verb words.
Based on the above explanation, in explaining the concept of grammar the students are given the chance to make conclusion inductively. There are some examples of sentences relate to the concept and the given illustrative colorful
words to differentiate between one concept to the others. In line with the above explanation, in this study the textbooks have the provision opportunities for
learners to focus, not only on language, but also on the learning process itself (Nunan, 1991a: 279)
The data show, that most of the theme of tasks and activities in this study
tend to have relationship to the students’ life. The themes that found in this study relate to the daily activity/ daily life. In other words, the topic of the activities is
(1991a:279) in Brown (1994:78) offers to the characterize CLT is an attempt to link classroom language learning with language activation outside the classroom.
C. What Language Content in the Form of Learning Materials Consist. The language content in the textbooks seems to develop the students’ vocabulary. In this study various types of forms of learning materials, e.g. part of discourse (songs, chants); instructions (TPR and short Q-A); visuals
(demonstration) and games have potential possibility to teach the English vocabulary. In this study, they are familiar and part of the student’s real life. The
vocabularies that are introduced still have relationship to student’s life, and have thematic focus.
The given topic relates to the family, house, school, and etc. In presenting
the vocabulary, they use several types, such as auditory, visuals, combination between auditory-visuals, even kinesthetic. In other words, there are various
forms of learning materials have sources for encountering new words for vocabulary learning.
In this study, the various forms of learning materials, which focused on
vocabulary usually place in middle or last part of its chapter. The topic of the vocabulary still has relationship to the previous materials and similar to the theme
of its chapter. In other words, it can be said that they will give the opportunity to make the vocabulary exposure. There is also repetition of the words in different ways. It means the new words used in the previous materials in its chapter and it
CHAPTER VI
CONCLUSIONS AND SUGGESTIONS
This chapter consists of two sections: First, the conclusions of the research
conducted based on the research questions as raised and explained in the first chapter. Second, the suggestions addressed to the researchers who are interested in doing further research on textbooks analysis.
A. Conclusions
This study analyzed two elementary school English textbooks, which are found and published in Bandung. They are Learning by Doing (LBD) and English Have a Go (EHG). The analysis focused on the forms of learning materials, the
presentations and the language content in the form of learning materials. From the results and discussions in the previous chapter, several conclusions can be drawn.
1. LBD and EHG present various types of forms of learning materials and they require different forms of learning styles. They can be inferred from the given instructions in the forms of learning materials. They are in auditory, visuals,
and kinesthetic. These various types of forms of learning materials are appropriate for the elementary school students, as they can be categorized as
children. Therefore, the variety of forms of learning materials is a kind of ways to avoid the monotonous and boring activities and tasks in the class. It also gives opportunities for the students to have various types of learning
2. The representation of activities and tasks in the form of texts are short and formulated in some simple sentences. The short texts with some simple
sentences are appropriate for the elementary school students. It is a kind of introduction to the new materials for the students. Presenting the short texts
with some simple sentences also give chance and opportunities for the students to practice, imitate, and memorize the forms of learning materials easily. By being able to imitate and memorize make potential possibility to
grow up the student’s motivation in learning foreign language.
3. The given instructions indicate the activities and tasks have different types of
group works. The activities tend to be classical-large group works and tasks to be pair-small group works. These group works give opportunities for the students to have different language experiences and different level of
effectiveness. In large group works tend to be teacher centered and give few opportunities for the students to get meaningful real action. Meanwhile the
tasks tend to make individual/pair-small group works, which give possibilities to be student center. Therefore, it gives opportunities to be meaningful real-action that make the students have appropriate opportunity to practice learning
foreign language.
4. Various forms of learning materials, such as: discourse (songs, chants);
instructions (TPR); visuals (demonstration); and game are familiar for the students’ first culture. They have also focused on the development of English vocabulary. Therefore, various forms of learning materials, which focused on
thematic focus. Indirectly, they give opportunities for the student make a kind of exposure of English vocabulary.
B. Suggestions
1. The textbooks should provide the steps or ways for the teacher to present various forms of meaningful learning materials in appropriate ways for teaching learning process in the class. The rules consist of some steps or ways
in treating the materials meaningfully and effectively.
2. Various types of forms of learning materials in the textbooks can be
accompanied by the real objects, iconic, or other supplemented materials, such as cassette for songs and chants; CD for dialogs and short story; iconic for demonstrations, etc.
3. The instructions of the activities should provide the instructions that will make the opportunities for the students to make pair/small group work activity. It
BIBLIOGRAPHY
Alwasilah, A. Chaedar. 2000. Perspektif Pendidikan Bahasa Inggris di Indonesia Dalam Konteks Persaingan Global. Bandung: CV. ANDIRA
Alwasilah, A.Chaedar. 2000.Politik Bahasa dan Pendidikan. Bandung:PT.Remaja Rosdakarya.
Biklen, Bogdan. 1992. Qualitative Research for Education. An Introduction to Theory and Methods. Boston: Allyn and Bacon Inc.
Beach, Richard.W. & Marshall, James.D. 1991. Teaching Literature in the Secondary School. 1991. Orlando, Florida: Harcourt Brace
Jovanovich, Inc.
Borg, R,Walter. Gall, P, Joyce. Gall, D, Meredith.2003. Educational Research. An Introduction. USA: Pearson Education,Inc.
Breen, Michael. P. & Littlejohn, Andrew. 2000. Classroom Decision-Making. United Kingdom: Cambridge University Press.
Brewster,Jean. & Ellis,Gail. 2003. The Primary English Teacher’s Guide. England: Pearson Education Limited.
Brown, Douglas. H. 1994. Teaching By Principles An Interactive Approach to Language Pedagogy. New York: Prentice Hall, Inc.
Brown, Douglas. H. 1994. Principles of Language Learning and Teaching. New Jersey: Prentice Hall, Inc.
Cameron, Lynne. 2001. Teaching Language to Young Learners. United Kingdom: Cambridge University Press.
Cunningsworth, Alan. 1995. Choosing Your Coursebook. Oxford: Heinmann Publishers Ltd.
Curtain, Helena, Anderson. & Pesola, Carol, Ann. 1988. Languages and Children Making the Match. Foreign Language Instruction in the Elementary School. United States: Wesley Publishing Company,Inc.
Dunn,Opel. 1984. Developing English with Young Learners. London: Macmillan Publishers Ltd.
Eggins, Suzanne. 1994. An Introduction to Systemic Functional Linguistics.United Kingdom: Pinter Publishers Ltd.
Fisher, Boby. 1991. Joyful Learning. United States: Heinmann Publishers Ltd.
Freeman, Larsen. Diane. 1986. Techniques and Principles in Language Teaching.1986. Oxford University Press.
Freeman,S,Yvonne. Freeman,E,David.1994. Between Worlds. Access to Second Language Acquisition. Portsmouth: Heinemann.
Gay, R,L. Mills,E,Geofrey. & Airasian, Peter. 2006. Educational Research Competencies for Analysis and Application. New Jersey: Pearson Education Inc.
Gebhard, Jerry,G. 1996. Teaching English as a Foreign or Second Language. United States:University of Michigan Press.
Grant, Neville. 1988. Making the Most of Your Textbook. New York: Longman Inc.
Hadley, Alice, Omaggio.2001. Teaching Language in Context. United States: Heinle & Heinle.
Herrell,Andrienne. & Jordan,Michael. 2004. Fifty Strategies for Teaching English Language Learners. New Jersey: Pearson Education.Inc.
Huck, Charlotte,S. Hepler,Susan. & Hickman, Janet. 1993. Children’s Literature in the Elementary School. United States:1993.
Huda, Nuril. 1999. Language Learning and Teaching Issues and Trends. Malang: IKIP Malang Publisher.
Kasbullah, Kasihani. 2002. Learning by Doing 5. Bandung: Grafindo media Pratama.
Kusmana, 2002.English Have a Go. Bahasa Inggris untuk SD. Bandung: Graindo Media Pratama.
Lincoln,S,Yvonna. & Guba,G,Egon.1985.Naturalistic Inquiry. United States: Techniques in Language Teaching. Great Britain: Edward Arnold Publishers.Ltd.
Maxwell.A.Joseph. 1996. Qualitative Research Design An Interactive Approach. California: SAGE Publications
Merriam. B.Sharan. 1988. Case Study Research in Education. A Qualitative Approach. California: Jossey-Bass Inc.
Murcia, C. Marianne. 2000. Teaching English as a Second or Foreign Language. Heinle & Heinle
Mustafa, Bachrudin. 2002. EFL For Young Learners. Bandung: writing team of CREST Bandung
Nunan, David. 1992. Collaborative Language Learning and Teaching. New York: Cambridge University Press.
Nunan , David. 1993.Introducing Discourse Analysis. England: Penguin Books Ltd.
Richard. C. Jack.1990. The language Teaching Matrix. Cambridge: Cambridge University Press.
Richard. C. Jack. 1998. Beyond Training. Perspectives on Language Teacher Education. Cambridge: Cambridge University Press.
Richards. C. Jack. 2001. Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.
Rivers, Wilga, R. 1987. Interactive Language Teaching. New York: Cambridge University Press.
Sayekti, Ratna, Rusli, 2002: How to Make Question. Forum of English Language Studies. Yogyakarta: Sanata Darma Universtity.
Supriadi, Dedi, 2000. Anatomi Buku Sekolah di Indonesia. Yogyakarta: Adicita Karya Nusa
