CONTENT ANALYSIS OF AN ENGLISH TEXTBOOK.

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CONTENT ANALYSI S OF AN ENGLI SH TEXTBOOK

A Thesis

Submitted in partial fulfillment of the requirements for Master’s degree in English Education

By

R.R. Purnomowulan

1204672

English Education Program

School of Postgraduate Studies

Indonesia University of Education

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CONTENT ANALYSI S OF AN ENGLI SH TEXTBOOK

Oleh

R.R. Purnomowulan

S.Pd IKIP Bandung, 1997

Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd.) pada Fakultas Pendidikan Bahasa dan Seni

R..R. Purnomowulan 2014

Universitas Pendidikan Indonesia

Juli 2014

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,

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iii Approval Sheet

A Thesis

Content Analysis of an English Textbook

By

R.R. Purnomowulan NIM. 1204672

Approved by:

Supervisor I Supervisor II

Prof. Dr, Didi Suherdi, M.Ed NIP. 196211011987121001

Iwa Lukmana, M.A.,Ph.D. NIP.196611271993031002

Head of English Education Program

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DECLARATION

I hereby certify that this thesis entitled “The Content Analysis of the English

Textbook” is completely my own work. I am fully aware that I have quoted some

statements and ideas from various sources. All quotations are properly acknowledged.

Bandung, July 2014

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v ACKNOWLEDGEMENT

Bismillahirrahmannirrahim, Alhamdulillahirrabbillalamien, in the name of

Allah, the Most Gracious and Most Merciful, praise be to Allah the Cherisher and Sustainer of the worlds (Qur’an, Al Fatiha:1-2), finally this thesis “Content Analysis of an English Textbook” has finally undertaken.

My sincere gratitude is expressed to head of English Education Program, Prof. Emi Emilia, M.Ed., Ph.D., my supervisors, Prof. Dr. Didi Suherdi, M.Ed. and Iwa Lukmana, M.A., Ph.D., for their expert, truthful, valuable guidance and unceasing encouragement to me. Likewise, it is a great pleasure to gratitude my examiners, Dr. Wachyu Sundayana, M.A., and Dr. Rd. Safrina Noorman, M.A. for their valuable guidance and remarks that lead me to be a critical thinker.

My great thankfulness is regarded to P2TK, Ministry of Education and Culture for their opportunity, scholarship, and unfinished encouragement that have been offered while I undertook this postgraduate study in UPI Bandung. My thankfulness is also regarded to SMPN 19 headmaster and teachers for their support and unceasing encouragement.

My sincere thanks are also presented to my P2TK friends for their support and encouragement and my sense gratitude is also intended to one and all who, directly or indirectly, have lent their helping hand in this study. Finally, my greatest gratitude is regarded to my beloved family, Romo and almarhumah Ibu for their unceasing support during the time I studied and carried out the research.

After all, this study still has many limitations and far from being perfect, therefore any comments, suggestions and criticisms are very welcome.

Bandung, July 2014

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R.R. Purnomowulan, 2014

Content analysis of an English textbook

ABSTRACT

“Content analysis of an English textbook” is a study on the way a standardized Curriculum 2013 textbook was presented. This study examines two research problems, i.e. (1) whether the English textbook has fulfilled the criteria for textbook content development, and (2) whether the English textbook has fulfilled the Curriculum 2013 requirements. The research design is mainly qualitative. The data are the content of an English textbook entitled “When English Rings the Bell” published by Ministry of Education and Culture in Indonesia. The analysis focuses on whether the criteria of an appropriate textbook have been fulfilled and whether the requirements of the curriculum 2013 have been accomplished. The findings reveal that the strengths of this textbook are all of the chapters in the textbook have met the criteria of a good textbook, i.e. integrated language skills and grammar; simple vocabulary; sufficient exercises and activities; appropriate language functions; attractive format; approach as well as methodological guidance for teachers. This textbook has also confirmed that all Curriculum 2013 requirements have been accomplished which involve the competences, learning model, and cultural content. On the other hand, there are some weaknesses of this textbook that include the shortage of pronunciation practice and supplementary or accompanying materials, such as audio, video, or compact disc.

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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 IV Findings and discussion……….. 62

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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

4.1.2.4.7 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……….

4.1.8Methodology (Methodological Guidance)……… 108

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iv R.R. Purnomowulan, 2014

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

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v R.R. Purnomowulan, 2014

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

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CHAPTER I

INTRODUCTION

1.1 Background of the study

An English textbook is a basic resource to determine the quality of language input and the language practices during teaching learning process in an English course. Its functions are not only as a guidance of teaching and learning but also as a developing material as well as a substantial and observable component of pedagogy content. All aforementioned functions as stated by Graves (2000:151), contain the decisions about developing materials, which are rooted in the beliefs, understanding, and experience. In general, materials in a textbook also depend on the goals and objectives, the ways to conceptualize the content of the course, the ways to organize and sequence the course, and the understanding of the students’ needs. After all, using a textbook or a course book needs the awareness of the right level of language, the suitable topic or content for students, the right kind of activities in the book, and the logical of sequencing the lesson. These awareness are all of the teachers’ decision which the appropriate textbooks to be undergone.

A textbook needs to be evaluated. For instance, exercises or activities in the workbook. In evaluating this quality of the exercises or activities from a textbook, the four key points exercises and activities are suggested by Garinger (2002:1-2). First, the exercises and activities in the textbook should contribute to students’ language acquisition. Second, the exercises should be balanced in their format, containing both controlled and free practice. Third, the exercises should be progressive as the students move through the textbook, and finally the exercises should be varied and challenging. In summary, one of these evaluation criteria enables to lead into a standardized textbook.

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fulfilled the criteria for the textbook content development, and the second, whether the English textbook has fulfilled the Curriculum 2013 requirement. All of the prerequisites in a standardized textbook has been analyzed in detail to infer the generalization about a reasonable textbook used in and out of classroom. 1.2 Purpose of the study

The purpose of the study is to analyze and to evaluate the material presented in a standardized textbook. The analysis and evaluation of the textbook in this study use the current issue in Curriculum 2013, which is the current curriculum implemented recently in Indonesia. The study analyzes two mainstreams: (a) the content of English textbook which has fulfilled the criteria for the theories of English textbook content development. It covers language skills, vocabulary, grammar, exercises and activities, language functions, format (physical make-up and the attractiveness of the text), approach in designing a textbook, as well as methodology (methodological guidance, (b) the content of an English textbook which has fulfilled the curriculum 2013 requirements. It has covered the competencies, a framework, learning’s model, scientific approach, and cultural content. All the elements are presented to achieve a standardized textbook with a certain coincidence between needs and aims of the learner, as well as activities that will take place in a classroom.

1.3 Research questions

The research questions of content analysis of an English textbook are :

1. To what extent has the English textbook fulfilled the criteria for textbook content development?

2. To what extent has the English textbook fulfilled the Curriculum 2013 requirement?

1.4 Significance of the study

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Curriculum is a general statement of goals and outcomes, learning arrangements,

evaluation and documentation relating to the management of programs within an educational institution (Feez & Joyce, 2009). Language curriculum development is an aspect of a broader field of educational activity. It focuses on determining educational and socio-political environment. (Feez & Joyce, 2009)

Textbook (In some references, using ‘a coursebook’) is a created material, refers to the textbook and other specially developed instructional resource (Richards, 2002). A text is any stretch of language which is held together cohesively through meaning (Feez & Joyce, 2006).

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5 al., 2007). Content analysis is a research technique for systematic classification

and description of communication content according to certain usually predetermined categories (Wright in Berger, 2000).

Evaluation is an act of identifying to see whether or not a program which has

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and response, (7) teacher’s book, and finally (8) Curriculum 2013 which discusses (a) the competencies; (b) a framework for textbook analyzing which covers attitude, skill, and knowledge; (c) three learning models: Problem-Based Learning (PBL), Project based learning (PjBL), Discovery learning (DL); (d) Scientific Approach as well as (e) cultural content.

Methodology is the third chapter which is discussed in this thesis. It contains research design, data collection and analysis. Meanwhile, Chapter four presents finding and discussion. These finding and discussion have been organized to (1) the English textbook based on the criteria for textbook content development It covers language skills, vocabulary, grammar, exercises and activities, language functions, format (physical make-up and the attractiveness of the text), an approach in designing a textbook, as well as methodology (methodological guidance), (2) textbook features based on the Curriculum 2013 requirement. It has covered the competencies, learning’s model and cultural content.

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CHAPTER III

METHODOLOGY

This chapter presents the methodological aspects of the study of “Content analysis of an English textbook”. It discusses (1) research design, (2) data collection and (3) data analysis. Some theories in this chapter are contended by Best and Kahn (1989); Brown (2001); Denzin, as cited in Danim (2002); Neuman (2003); Silverman (2005); Miekley (2005); Creswell (2008); Bryman, as cited in Liamputtong (2009); Daly, Silverman, Neuendorf, Krippendorff, Marvasti as cited in Liamputtong (2009); Mukundan et al. (2011) as well as Rahimpour and Hashemi (2011).

3.1 Research design

The study on “Content Analysis of an English Textbook” has focused on how a textbook fulfils criteria of textbook content development and curriculum 2013 requirements. It is qualitative descriptive research and more concerned with the content in writing a textbook.

A part of qualitative descriptive research is mainly document analysis which provides a valuable source of information which consists of public and private record that is used by qualitative researchers in collecting data. Documents are an important source of data in many areas of investigation, and the methods of analysis are similar to those used by historians. As qualitative study, the analysis of a document is concerned with an explanation of the status of some phenomenon at a particular time or its development over a period of time. As maintained by Best and Kahn (1989:90) a descriptive research involves the activity that may be classified as a descriptive research: problem identification, hypothesis formulation, sampling, and systematic observation of variable relationship that may lead to generalizations.

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before they are searched for in the data. The practice of content analysis requires the researchers to know what they want to look for in the text. (Daly, Silverman, Neuendorf, Krippendorff, Marvasti as cited in Liamputtong, 2009).

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content, (6) quality of practice material, (7) sequencing, (8) vocabulary, (9) general sociolinguistics factors, and (10) format. Moreover, Miekley (2005) suggests that textbook evaluation checklists involve (1) content, (2) vocabulary and grammar, (3) exercises and activities, (4) attractiveness of the text and physical make-up, and teacher’s manual which includes (4) general features, (5) background information, (6) methodological guidance, (7) supplementary exercise and material as well as (8) context. Mukundan et al. (2011:27) expresses that a tentative checklist for textbook evaluation involves general attributes and learning teaching content, while Rahimpour and Hashemi (2011:66-68) indicate that section of the textbook can be (1) vocabulary, (2) reading, (3) grammar, (4) language functions, (5) pronounciation practice, (6) physical make-up, and finally (7) practical concerns. All of these textbook evaluations have drawn attention to some criteria as a qualitative research in this textbook analysis which involves (1) language skill, (2) vocabulary (3) grammar (4) exarcises and activities (5) language functions (6) format, (7) approach as well as (8) methodological guidance. In conclusion, based on this suggestion aforementioned, data results from textbook analysis are first presented by giving categorization, condensation, and finally explanation in Chapter IV and second are presented in accordance with Curriculum 2013.

3.3 Data Analysis

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categorized and be condensed to discover the strengths and weaknesses of the textbook applied by students of junior high school grade VII.

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activities; language functions; format (physical make-up and the attractiveness of the text); approach in designing a textbook; as well as methodology (methodological guidance). (b) The content of the English textbook which has fulfilled the curriculum 2013 requirements. It has covered competencies, learning’s model and culture content.

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131 fulfilled the criteria for textbook content development and Curriculum 2013 requirements. All of these findings will be described in the following details: first, textbook content development cover suitability, time accomplished, and assessment.

The textbook has a content development which is suitable for the grade VII, appropriate with the organization of the textbook, and to some extent have covered some important language skills, material, and tasks. Moreover, all activities undertaken in the content of this textbook implement the integrated skill. Thus all format in the textbook: the approach, skills, vocabulary, grammar, exercises and activities, language functions, format, methodological guidance as

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The book is supposed to be accomplished in a year, the period that the textbook to be wholly attained, some activities can be completed in the classroom and out of classroom. These textbooks also recommended teachers to contribute the broadened source which appropriate with students‟s condition and surrounding as well as to find other materials to expand the examples in the content of the textbooks. Moreover, students are supposed to explore the material out of the content of their textbook themselves.

In the matter of assessment, there is less exercise for final test nor semester test such as formative and summative test. This kind of assessement, according to these textbooks, could be achieved through process in teaching learning activities. Some assessment are supposed to be acquired unconciously while students undertake their activities.

In conclusion, the finding remarked that the strengths of this textbook are all of the chapters in the textbook have integrated language skills and grammar; simple vocabulary; sufficient exercises and activities; appropriate language functions; attractive format; suitable approach in designing the textbook; as well as a well prepared methodological guidance for teachers. The weaknesses of this textbook are there are shortage of pronunciation practice and supplementary or accompanying materials, such as audio or video.

5.1.2 The English textbook has fulfilled Curriculum 2013 requirement

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Learning (PjBL); and Discovery Learning (DL), has been implemented in the textbook as well as scientific approach. Moreover, cultural content has been also presented thoroughly in coincidence with Indonesian culture. After all, all these requirements of Curriculum 2013 has relevant in the content of this textbook.

5.2 Suggestions

5.2.1 Suggestions for further research

This study is limited to a certain kind of organized textbook for Grade VII

Junior High School that is “When English Rings the Bell”. First, the effectiveness of this study in applying textbook is not subjected to primary or senior high school textbooks nor the other grade such as grade VIII and IX. On the other hand, the other studies, such as perspective and observation on these English textbooks usage are recommended to complete the previous one. In the matter of perspective, it needs survey in further language study about the perception of this textbook whether the textbooks increase the students‟ interests or not. In correlation with observation, it needs observations whether the textbook appropriate or not for the students who will be using it in the classroom. Second, the document analysis as a qualitative method is applied in this study, the result of this study is hardly able to be quantified and broadened and cannot be generalized in the evaluating and analyzing the other textbook contexts.

5.2.2 Suggestion for writers and publishers

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supplementary or accompanying materials, such as audio, video, or compact disc. Moreover, here are some suggestions for publishers in detail:

 In the line of an approach, these textbooks possess few pronounciation practices; introduction of new vocabulary and practice; grammar explanations and practice; and finally recordings for listening practice. It is

suggested that all practices aforementioned are available in the student‟s

textbook, so the students can practice themselves with or without guidance.

 The characters in the textbook are easily to be comprehended if they are named and told as if they have role in the daily life in this textbook. For instance, below are the pictures of teachers (figure 5.1 to 5.2) supposed to be, the writers can give name such as Mr. Budi, Mrs. Ani to make easier for students to comprehend the character in the textbook.

Figure 5.1. Student‟s

book page 1

Figure 5.2. Student‟s

book page 3

 In line with format, quality of editing is still weak and there is no index. It is suggested the index completed, so the textbook is easier to be comprehended.

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 There are too few reading texts in this textbook. They just can be found at Chapter 1,2,3 and 7. The exercises and activities accompanying the texts as well as answering questions based on the texts given are too limited.  Not all teachers throughout Indonesia are capable of singing songs or

doing listening tasks as the textbook writer suggested in the book without guidance, or at least CD/DVD given. The availability of these instruments

are very crucial indeed at school or in teachers‟ hands. Since the songs

provided in the textbook needs to be sung by teachers with different

teachers‟ ability, it is suggested to be provided with cassette, compact

disk, or video.

 The spelling for „Glosarium‟ is for bahasa Indonesia, the right spelling is

„Glossary‟ which means “an alphabetical list, with meanings, of the words

or phrases in a text that are difficult to understand” (Cambridge Advance

Dictionary, 3rd edition).

 It‟s better to provide this textbook with supplementary materials such as workbook, tapes-audio and/or video, and poster.

5.2.3 Suggestion for teachers

Here are some suggestions for teachers in handling the materials in the textbook:

 the textbook is supposed to be accomplished in a year, if the students‟ conditions are reasonable. It means this textbook has to be mastered by high, middle, and low achievers, and suggested that all students to be active in and outside of classroom.

 if the materials in the textbook are too difficult to be catched by students, teachers can lengthen their time to use the materials or topics provided with pre-teaching language skill, topics introduction which

familiar with students‟ surroundings, or even the omission of material

bias.

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