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A CONTENT ANALYSIS OF “LOOK AHEAD”: AN ENGLISH
TEXTBOOK FOR SENIOR HIGH SCHOOL STUDENTS, 2012-2013
JOURNAL
Arranged by:
Ade Silviana Devi
X2211001
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
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A CONTENT ANALYSIS OF “LOOK A HEAD”: AN ENGLISH
TEXTBOOK FOR SENIOR HIGH SCHOOL, 2012-2013
Ade Silviana Devi, Joko Nurkamto, Siswantoro Teacher Training and Education Faculty
Sebelas Maret University Email: peach_mamaru@yahoo.co.id
ABSTRACT
The objective of this study is to investigate whether the content of “Look Ahead”
is fulfill the indicators of good textbook suggested by Cunningsworth, such as: aims and approaches, design and organization, language content, skills, topic, methodology. The design of this study is qualitative research employing descriptive research. The data are analyzed qualitatively. The result of this
research shows that “Look Ahead” English textbook fulfills the criteria of good
textbook suggested by Alan Cunningsworth, as it indicates 30 of 45 Alan Cunningsworth checklists. The conclusion of this study is the textbook is presented in an organized, logical manner and is appropriate for the age, grade, and maturity of the students. Thus, it is recommended to teachers and students of senior high schools to use the textbook.
Tujuan penelitian ini adalah menganalisis isi buku pelajaran “Look Ahead”
apakah telah sesuai dengan indikator kualitas buku bagus seperti disarankan oleh Cunningsworth, seperti: aims and approaches, design and organization, language content, skills, topic, methodology. Desain penelitian berbentuk kualitatif yang menggunakan metode deskriptif. Data dianalisis secara kualitatif. Hasil
penelitian menunjukkan bahwa buku pelajaran Bahasa Inggris “Look Ahead”
memenuhi kriteria buku pelajaran yang baik karena memenuhi 30 dari 36 ceklist Alan Cunningsworth. Kesimpulan penelitian ini adalah bahwa buku pelajaran ini memenuhi unsur-unsur teratur, logis, sesuai usia, tingkat, dan kematangan siswa. Oleh karena itu, buku ini direkomendasikan untuk digunakan oleh guru dan siswa Sekolah Menengah Atas.
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INTRODUCTION
Textbooks are the important media for learning and education. The
existence of textbook gives impact to support teaching-learning process. According to Richards in Tomlinson (1998:298), it is said “such a relationship
between teacher and book effectively reduces the teacher’s role in the teaching
-learning process. The materials in the textbook are also designed for the language
skills of students. They are usually related to development of skills of listening,
reading, speaking, or writing rather than to the learning of language items. It
means that textbooks are necessary to develop students’ language skills
(Tomlinson, 1998: xiii).
A textbook provides the core materials for a course (Tomlinson, 1998: ix). It
aims to provide as much as possible in one book and is designed so that it could
serve as the only book which the learners necessarily use during a course. In order
to use a coursebook systematically and flexibly, it is important to understand how
it is put together and how it can be adapted to meet the needs of learners.
According to Alan Cunningsworth (1995:7) coursebooks are best seen a resource
in achieving aims and objectives that have already been set in terms of learners’
needs. They should not determine the aims themselves or becomethe aims.
Besides helping both the teachers and students in teaching-learning process,
coursebooks help to organize and provide unity for the class instruction. They do
this by providing asset of common reading experiences, suggested activities,
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improving the skills of teachers. They can be a particular help for inexperienced,
beginning teachers in handling instructional problems.
In the process of learning English the students do their activities in the form
of task given by their teacher that is the way to reach the goal of education which
has been planned in curriculum. To reach the goal of education which has been
planned in the curriculum, teaching-learning process should have a purpose,
content, material, and the method as the guideline for teaching-learning process
and the instrument to reach the goal in curriculum.
Indonesia has implemented the 2006 Curriculum (School-based
Curriculum). It is a curriculum development model which is based on each school’s creativity not just the curriculum itself. Thus, a good textbook design
should be suitable with the curriculum.
Considering the problems above, the writer wants to analyze the quality of English textbook entitled “Look Ahead” which is used by first grade students of
senior high school. The writer takes Look Ahead to analyze because of several
reasons: (1) this textbook has been designed in line with the new curriculum
(School based Curriculum); (2) it provides various activities which integrate the
language skill areas of listening, reading, speaking, and writing; (3) the book
contains many exercises needed to improve the English learners’ language skill,
and (4) some English teachers consider that the book is suitable with the learner’s
needs.
The aim of this study is to investigate whether the content of the textbook is
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RESEARCH METHODS
In this research, the writer conducts a qualitative research with descriptive
method as the proper method because she is going to analyze the quality of “Look
Ahead” an English textbook for Senior High School. Sutrisno Hadi (1983: 3)
states that descriptive method is usually accomplished by the way of data
collection, arrangement, analysis and interpreting or drawing conclusion based on
the data only without taking a general conclusion.
The subjects of this study are the content and the compatibility of the materials in “Look Ahead an English Textbook for Senior High School Grade X”
by Th. M. Sudarwati, Eudia Grace, published by Erlangga. The writer takes whole
units in the textbook namely Unit 1, Unit 2, Unit 3, Unit 4, Unit 5, Unit 6, Unit 7.
All of the units in the textbook are expected to represent all of the content in the
textbook. The writer analyzes each unit of the book covering content of the
textbook.
In analyzing the data, the writer uses descriptive qualitative method
involving three things, namely data reduction, data presentation/display and
conclusion drawing/verification (Sugiyono, 2013:91).
Data reduction
Data reduction includes the process of taking and selecting the right data
based on the criteria suggested by Cunningsworth, namely aim and approches, design and organization, language content, skills, topic, methodology, teachers’
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In the data reduction, the researcher is guided by the purpose of the
research. The data reduction of this research includes selecting and taking the
activities in the chapter of the textbook based on criteria purposed previously.
Data presentation/display
In qualitative research, the data display can be done in the form of short
narration, chart, flowchart, etc. Miles and Hubberman (1984) in (Sugiyono, 2013: 95) state “the most frequent form of display data for qualitative reasearch data in
the past has been narrative text”. Looking at the data display will help to
understand what is happening and to do some things – further analysis or caution
on that understanding (Miles and Hubberman (in Sugiyono, 2013: 95).
Selecting and taking the data based on some criteria, the researcher presents
and describes the data. Each of the data is described based on eight criteria of
good textbook by Cunningsworth. After the data are described, the data are
interpreted based on the theories of good textbook cirteria and theory of
description.
Conclusion drawing/verification
After describing and interpreting, the research makes general view on the
result of the interpretation. The conclusion is then based on the general view. The
conclusion can be description of an object that is not clear before the research
conducted, can be casual interaction, hypothesis, or theory (Sugiyono, 2013: 99).
The conclusion of this research would be the description of the realization of the
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FINDINGS AND DISCUSSIONS
The researcher presents the findings from the analysis of all chapters taken
from the content of textbook. The contents were analyzed by means of six criteria
of good textbook which are suggested by Alan Cunningsworth.
Quick-refrence checklist for evaluation and selection:
1. Aims and approaches
Look Ahead is aimed at the young learners of tenth grade of senior high
school. Look Ahead is designed based on syllabus of School Based
Curriculum. It is suitable to the learning/teaching situation. This book has been
carefully designed to meet students’ expectations in learning foreign language.
Look Aheadis designed to meet the expectations of students in learning
English, in order to help them express their feelings and ideas. Look Ahead is
English textbook which provide high school student. The materials developed
in this book have been adapted from teaching learning cycle method which put
the genre as the main material in language learning. The coursebook is flexible,
teachers allow to do differen teaching and students allow to do different
learning style. This book looks dynamic that encourages students to read and
practice. Content is delivered in a variety of shapes through pictures, tables,
and an attractive look. Allowing students to read and acquire language skills.
2. Design and Organization
Look Aheadcomponents are students’ book, teacher’s book with extra
activity, and audio CDs or cassette with the voices of native speakers. Look
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from Genre-based approach, reflecting the steps of Building Knowledge of
Field (BKOF), Modelling of Text (MOT), Joint Construction of the Text
(JCOT), and Independent Construction of Text (ICOT). Each unit consists of 2
(two) stages. Look Ahead provides items of language presenting readers’
expectation that can guide the student to their skill in writing, reading and
speaking clearly. Look Ahead’s contents are title, listening and speaking
activities, written activities, grammar focus, vocabulary, project, cultural notes.
Its organization right for learner and teachers. The grading and progression is
suitable for the learners. In a grammar section is included at the back of students’ book, giving clear and straight-forward explanantion of rules, with
plenty examples. This is suitable for the learners, and it allows them to
complete the work needed to meet any external syllabus requirements. But,
there is no adequate recycling and revision we can see on the content of
textbook. Some of materials are suitable for individual study. Each language
has its own structure rules. The rules are called grammar. There are references
section for grammar in each unit. Look Ahead lead students to understand
grammar in learning so that students do not interpret it wrong. The layout is
clear. Look Ahead as English book that is able to provide convenience for
students, since this book has a good layout and interesting and involves a series
of short sentences clear and easily understood by students. Over all the layout
commit to user 3. Language content
The coursebook covers the main grammar items appropriate to each
level. The Students understand and use the rules of English grammar such as
formation of tenses, the use of some / any, countable / uncountable nouns.
Material for vocabulary teaching is adequate in terms of quantity and range of
vocabulary. Most of the vocabulary includes nouns, verbs, adjectives, adverbs,
pronouns, prepositions, conjunctions, numeralia, and interjection. Look Ahead
contains a section which focuses on common pronunciation problems. By
means of this section, the students learn to recognize and use correct features of
English pronunciations such as vowel and consonant sounds, stress, intonation.
The coursebook deals with the structuring and conventions of language use
above sentence level. The material in this book is in compliance with the
structure of the language used in general. Where the structure of the book is
prefaced with the material and continued with the conversation as well as
supporting the contents of the form whose content is given. Language style
matched to social situation in Look Ahead lie on Cultural Awareness. Style and
appropriacy, and language style are matched to social situation means when we
use language, we need to be able to perceive the social situations in which we
commit to user 4. Skills
Look Ahead is arranged on the basis of Senior High School (SMA)
syllabus which is stated on School Based Level Curriculum which is familiar
with KTSP. Speaking, writing, listening, and reading are integrated in some
exercises. There are reading passage in each chapter. The reading passages and associated activities are suitable for the students’ levels, interest, etc. Listening
material is well recorded, as authentic as possible, accompanied by background
information, questions and activities which help comprehension. The material
for spoken English such as dialogues is well designed to equip the learners for
real-life interactions. The material is appropriate for the students, because they
can improve their speaking skill with the real motion. They can also give
argument with their experience around them. The writing activities are quite
varied and include writing factual accounts. Easy material in the task 1 is
continued by more difficult material in task 2.
5. Topic
The materials are interesting enough because they cover many aspects in
daily life such as legend, hot news, folk tales in some countries, and
descriptions of beautiful places in the world. The topics are varied. Look Ahead
has various kinds of topics. It represents in the topic of each unit. The topics help expand students’ awareness and enrich their experience. . Look Ahead
builds and practices the learner arguments. After students write the argument,
students can practice with their partner and create a good communication. The
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level. As stated in the Introduction, Look Ahead is designed “to help students
develop confidence and skill in using English for communication,” and makes
no claim to be focused on specific learners or purposes. Its effectiveness in a
general English conversation class has been evident in teaching context,
students having no specific intentions for English. Students will not be able to
relate to the social and cultural context presented in the textbook. Look Ahead
textbook provides style and appropriacy in terms of cross cultural understand.
It helps students to understand the culture, norms, and values of other
countries. Women are portrayed and represented equally with men. The
textbook is framed in a way to meet both “boys and girls” needs. Speaking of
the topics, they are neutral and none of them are aimed to satisfy only one
gender. Look Ahead is not written explicitly for a certain nationality or cultural
group, as the topics which divide each unit are universal in nature.
6. Methodology
The approaches to language learning are taken from the coursebook is
Genre-based approach. The composition of Genre-based approach in each unit.
In Look Ahead, pair work and group activities are popular strategies for
practicing information-gathering skills and expressing personal opinions. The
technique used for presenting/practicing new language items is matching words
with pictures, filling grids, filling the puzzle. The exercises are suitable for
learners. The different skills, listening and speaking, reading and writing are
taught integrally. The communicative abilities are developed in this textbook
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give any advice/help to students on study skills and learning strategies. The
textbook is flexible so can be used in different learning ways.
There are some points that should be improved in Look Ahead’s material.
In relation to character building program in Indonesian education, the book
should provide cultural awareness in each unit more deeply. The book should
be recycled so that it can meet the recent curriculum and up to date. The
grading for learning should be clear enough. The author should give sufficient
word list in the book.
CONCLUSIONS AND SUGGESTION
Look Ahead is a relatively new addition to the vast array of ELT
materials that are currently available in the market. The book is also very
attractive and organized in a clear, logical, and coherent manner. This
organization reflects a topic-based structural-functional syllabus that is
designed with the goal of facilitating communicative competence. In addition,
Look Ahead reflects to integrate the four language skills without neglecting
other important aspects of ELT such as vocabulary development.
Moreover, format design includes titles, subheadings, and appropriate
cross‐referencing for ease of use. Organizational properties of the textbook
offer limited assistance in understanding and processing content. Writing style,
grammar, and vocabulary are appropriate. Readability may be appropriate but
is inconsistent throughout the text. The materials provide students with limited
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In conclusion, the book of Look Ahead textbook is presented in an
organized, logical manner and is appropriate for the age, grade, and maturity of
the students. The textbook lacks consistency in organization and
appropriateness for the grade/age of students. It is organized appropriately
within and among units of study. Scope and sequence are confusing and not
easy to understand.
Thus, the researcher would like to give some suggestions to the teacher
of senior high school, she hopes the teacher could elaborate the use of Look
Ahead with additional material or other supported material as supplementary
material. Besides, teachers need to explore the grammar in each skill more
detail to have the student use better English because the book does not serves
enough explanation about it. Finally it is also suggested that teacher should
explain the order of the book in order to make students understand how to link
what skill to another skill and one topic to another topic. Schools should
discuss and select textbooks carefully before recommending the textbook to
students.
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