CONTENT ANALYSIS OF AN ENGLISH TEXTBOOK
2.2.3 Textbook presentation…...………. 12
2.3 A standardized textbook...………... 12
2.6.1.1 Factual description………. 28
2.6.1.2 Literary description………. 28
2.6.2. Information report………. 29
2.6.3 Procedure………... 29
2.6.4.1 Procedural recount……….. 30
2.6.4.2 Factual recount……… 30
2.6.4.3 Literary recount……….. 31
2.6.5 Discussion……….. 31
2.6.6 Explanation……… 31
2.6.7 Exposition……….. 32
2.6.7.1 Analytical Exposition……… 32
2.6.7.2 Hortatory Exposition………. 32
2.6.8 Narrative……….... 33
2.6.9 Response……… 33
2.7 Teacher’s Book………. 33
2.8 Curriculum 2013………..………. 34
2.8.1 The competencies in Curriculum 2013……….. 34
2.8.2 A framework for textbook analyzing based on Curriculum 2013…. 39 2.8.2.1 Attitude………... 39
2.8.4.1. Learning steps in scientific approach………. 51
2.8.4.1.1 Observing………. 52
Chapter III Methodology………... 57
3.1 Research design... 57
3.2 Data collection... 58
3.3 Data analysis... 59
Chapter IV Findings and discussion……….. 62
4.1.2 Vocabulary………...…. 78
4.1.2.1 The approaches to develop vocabulary instruction and learning… 78
4.1.2.1.1 Incidental learning………... 78
4.1.2.1.2 Explicit instruction ……….. 80
4.1.2.1.3 Independent strategy development……….. 81
4.1.2.2 Actual content of vocabulary input………. 81
4.1.2.3 Estimation of vocabulary achievement………... 85
4.1.2.4 The standard vocabulary presentation……… 85
4.1.2.4.1 Frequencies and range ………... 88
4.1.2.4.2 Teachability ……… 88
4.1.2.4.3 Similarity ……… 89
4.1.2.4.4 Availability ……….……… 90
4.1.2.4.5 Coverage………..……… 90
4.1.2.4.6 Defining power……… 90
4.1.2.4.7 Compilation of basic vocabulary………. 91
4.1.2.4.8 Familiarity……… 92
4.1.2.4.9 The difficulty of the items………... 92
4.1.2.4.10 Productions and recognition words……… 93
4.1.3 Grammar………...………. 93
4.1.3.1 Contextualized grammatical points in students’ daily activities… 94
4.1.3.2 Increasing level of difficulty, repeated and reinforced in subsequent lessons……….. 95
4.1.3.3 Involving spread of grammar in the expression applied in daily life………... 95 4.1.4 Exercises and activities………...…………... 96
41.4.1 Exercises and activities should have some entertaining or fun activities……….. 96
4.1.4.2 Exercises and activities should be varied and challenging ……… 98
4.1.4.3 Exercises and activities give students opportunities to practice and extend their language skills………. 98 4.1 4.4 Exercises have to balance in their format……….. 99
4.1.5 Language Functions………... 100
4.1.6 Format (Physical make-up and The Attractiveness of the Text… 103 4.1.6.1 The publication………... 103
4.1.6.2 Economy……..………... 103
4.1.8Methodology (Methodological Guidance)……… 108
4.1.8.2 Objectives………... 111
4.1.8.3 Methodological guidance……… 113
4.2 Textbook’ features based on the Curriculum 2013 requirement…….. 116
4.2.1. Core and basic competencies……… 116
4.2.2 The learning models……….. …………... 122
4.2.2.1 Problem-Based Learning (PBL)………. 123
4.2.2.2 Project Based Learning (PjBL) ……….. 124
4.2.2.3 Discovery Learning (DL)……… 125
4.2.3 Cultural content………... 127
Chapter V Conclusion and Suggestions……….. 131
5.1 Conclusions……….. 131
5.1.1 The English textbook has fulfilled the criteria for textbook content development……….. 131
5.1.2 The English textbook has fulfilled Curriculum 2013 requirement 132 5.2 Suggestions ………...……….. 133
5.2.1 Suggestion for further research………..……… 133
5.2.2 The suggestion for writers and publishers……… 133
5.2.3 The suggestion for teachers………….……….. 135
LIST OF TABLES
Page
Table 2.1 Penguin series of graded readers 24
Table 2.2 Revised estimates of vocabulary level 2 24
Table 2.3 Core Competency , Basic Competency, and Learning domain in English Grade VII
35
Table 2.4 Domain of Attitude by Krathwohl, Bloom, and Masia 39
Table 2.5 Domain of skill by Simpson 41
Table 2.6 Domain of knowledge by Bloom 43
Table 4.1 The scale of a variety level of vocabulary 85
Table 4.2 Revised estimates of vocabulary level 2 Taken from Living Word Vocabulary (LWV).
86
Table 4.3 Language function in teacher’s book 101
Table 4.4 Core Competency and Basic Competency in English Grade VII and the realization in “When English Rings the Bell” Taken from Teacher’s book Pages 2-5
