AN ANALYSIS OF AN ENGLISH TEXTBOOK ENTITLED “ENGLISH IN FOCUS FOR
GRADE VII” USED IN THE FIRST YEAR STUDENTS OF SLTPN 1 TAMBAKSARI
Wati Setiawati
e-mail: wsetiawati51@yahoo.com
English Education Study Program Language and Arts Department Sekolah Tinggi Keguruan dan Ilmu Pendidikan
(STKIP) Siliwangi Bandung
ABSTRACT
The objective of the research entitled “An Analysis of an English textbook entitled English in Focus for
Grade VII used in the First Year Students of SLTPN I Tambaksari”, was to find out whether or not this
textbook appropriate for first grade students of Junior high school. In this research, the writer used
descriptive qualitative method. The instrument of the research is an English textbook for first grade used in
SLTPN 1 Tambaksari entitled English in focus for Grade VII (Wardiman, Jahur & Djusma, 2009). The
subject of this research were all the contents of the book entitled English in Focus for Grade VII devided into
eight chapters. The collected data were read, identified, classified, analyzed and interpreted based on
Alwasilah theory (1997:135) in relation to the content and technical quality. The results of data analysis
showed that: 1) Based on the content, this book is sufficient, because total scores of the evaluation in this
research are 33, 2) Based on the technical quality, this book is sufficient, because total scores of the
evaluation in this research are 30. Based on the data analysis above the writer concluded that the textbook
entitled English in Focus for Grade VII is good and appropriate for first grade students of Junior high school,
especially for SLTPN I Tambaksari.
Key Words: English textbook
“An objective of teaching English is intended to
develop English
communication ability that
covers the skill of listening, speaking, reading
and writing skills...”(GBPP,1999:1).
A. BACKGROUND
English is one of the major languages in the
world. People need to master this language,
because only English that can be used to
communicate with other people in other nations, so
English is almost used all over the world. Many
nations use English as the first or the second
language in their society.
Consequently, in order to reach those goals,
many factors are needed such as the qualified
English teachers, the students, learning facilities,
especially the textbook. An English teacher will
be able to give material appropriately if s/h is
supported by a good textbook. It therefore, will
make the students easier to understand the
English materials.
In our country, Indonesia, English functions as
foreign language to be learned by all students
from junior high school to university level. Even,
nowdays English is taught at elementary school
as a local content subject.
One of the professional teacher characteristics is
s/h has a skill to choose a good textbook. In
other words, s/he is able to evaluate textbook
using the standard of professional criteria.
Teaching English at elementary school is
expected to wake the students have positive attitude
toward English, so that they will not regard that
English is a “difficult” subject any more. It will
also develop the students basic skill of English.
Based on the description above, the writer is
interested in doing a research entitled: “An
Analysis of an English Textbook entitled
”English in Focus for Grade VII” used in the
First Year Student of SLTPN 1 Tambaksari”.
The four basic language skills are stated in the
English syllabus for junior high school as
follows:
B. LITERATURE REVIEW
1
descriptive, dialogue, and specific guide such
as schedule, departure, atc for: (a). Getting
particular information. (b). Getting overview of
the content. (c). Getting implicit main idea. (d).
Getting all implicit information. (e). Stating
explicit main idea. (f). interpreting the words,
Phrases, and sentences based on the conetext.
(g). Having fun. 2).Listening, The students
must be able to do some activities, such as:
(a). Identifying the name of things mentioned
by teacher. (b). Doing some oral instructions.
(c). Getting particular information from the
short oral text (Conversation, descriptive,
narrative). 3).Speaking, Spelling or mentioning
or
pronouncing words. (a). Asking and
answering simple forms. (b). Making short
dialogues or conversation fluently. 4).Writing,
(a). Writing simple sentences in correct
spelling and punctuation. (b). Writing short
sentences in dictation way. (c). Completing
simple dialogues. (d). Making simple sentences.
1).English for Junior High School Students
Teaching English as a foreign language is
intended to enable students in colleges to adopt
knowledge and science from books or others
written in English. Indonesia needs much more
preparations to face the global era in the new
millenium.
Many factors are needed to master English in
colleges or school, among others are curricculum,
textbook, teaching aids, and teacher themselves.
Talking about curriculum or syllabus, it
should cover as follows: 1). What the learners
are expected to know at the end or objectives
of the course. 2). What is to be taught or
learned during the course, in the form of an
inventory of items. 3). When it is to be taught,
and at what rate of progress, relating to the
inventory of items to different levels and
stages as well as to the time constraints of
the course. 4). How is to be taught, suggesting
procedures, techniques, and materials. 5). How
it is to be evaluated, suggested testing and
evaluating mechanism. Olshtain,Elite and Dubin,
Fraida (1986: 27-28).
3). English Teaching Method for Junior High
School
There are many kinds of methods in teaching
English from traditional methods to modern
methods. One of the modern methods which is
used is communicative approach. Since the Based
School Curriculum states that the approach in
teaching English in Junior High School is
communicative approach, in this opportunity this
research
tries to explain communicative
approach.
In this method teachers function as facilitators
and managers of classroom activities. The
students are communicators. They are involved in
the communication even though their knowledge
of the target language is incomplete. The
characteristic of the teaching learning process in
using this approach is that almost are done
communicatively. The students use the target
language in activities that involve communication
such as games, role plays, and problem solving
task.
Based on those explanations above, there
are some principles which should be
considered in the communication approach as
follows: 1) Whenever possible, “authentic
language” as it used in a real context should
be introduced. 2) The ability to figure out the
speaker’s or writer’ intentions is part of
communicative competence. 3) The target
language
(English) is a vehicle for
communication not just an object of study. 4)
One function can
have many different
However, curriculum is different from syllabus.
Curriculum refers to a broad description of
general goals by indicating an overall education
cultural philosophy which applies across subjects
together with a theoretical orientation to
languange and language learning with respect to
the subject matter at hand. A curriculum is
often reflection of national and political trends as
well. Whereas, syllabus is a more detailed and
operational statement of teaching and learning
elements which translates the philosophy of the
curriculum into a series of planned steps towards
more narrowly defined objectives to each level.
2). English Curriculum for Junior High School
School is as a formal educational institution that
has a basic concept of instructional program for
each subject matter namely syllabus. Syllabus in
arranged by the government as a reference for
educators to reach the goals. However, in
designing the syllabus, the syllabus designer
should consider students’ age, needs, interests,
and even future era.
There are four language skills that are
stated in the syllabus for the first year
students of Junior High School to master.
Sundayana (1998/1999: 20-21). 1). Reading, The
students can read the text in narrative,
2
linguistic forms. A variety of linguistic forms
is presented together. 5) Students should work
with the language at the discourse level. They
must learn about cohesion and coherence,
those which bind the sentences together. 6)
Games are important because they have
certain features in common with real
communicative events. 7) Students should be
given an opportunity to express their ideas and
options. 8) Errors are tolerated. 9) Teachers are
responsible
to
create
situations
to
communicate. 10) Communicative interaction
encourages cooperative relationship among
students. It give student opportunity to work
on negotiating meaning. 11) The social context
of the communicative event is essential in
giving meaning to the utterances. .etc. LarsenFreeman, (1986: 128-130).
4). The Textbook Investigation
a. Is the dimension of the book suitable for
the student age?
b. Is the cover good enough and attractive
for the students?
c. Is the paper used in good quality?
d. Is the typography and setting handed
well, readable and suitable for the student
age?
e. Are the pictures presented enough in
number and help deliver the materilas?
etc... Alwasilah (1997/135).
So, a good textbook should have appropriate
content, good quality, good supporting aspects
and be completed with teaching aids.
C. RESEARCH METHODOLOGY
a). Method of the Research
Alwasilah (1997: 135) states that to evaluate a
textbook there are 4 points to be considered as
follows: 1). The content (isi); 2) The technical
quality (kualitas teknik); 3). Supporting aspects
(aspek pendukung); 4). Teaching aids (alat
peraga).
This research uses a descriptive qualitative method.
in order to get which are needed also uses some
instruments. The instruments that used in this
research is documentary observation that are in
the book which is arranged by A. Chaedar
Alwasilah, the title his book is “Politik Bahasa
dan Pendidikan” is the instrument in her study.
The evaluation for each point covers: The
content consist of:
“The test used by this study are two kinds: the
one which is used to test content, and the other
one used to test technical quality. Each of them
has 13 items”.Alwasilah, (1997: 135).
a. Are the materials presented entirely and
continuously?
b. Is the theme completely finished before
continuing to another theme?
c. Are the materials presented by following
logical teaching theories and the principles
of learning?
d. Are the materials presented logically and
clearly for the students?
e. Is the presentation of the materials
suitable with the approach of teaching
used?
f. Is the title of the book as like with the
content of it?
g. Is the book completed with words list and
teaching aids needed?
h. Are the exercises suitable for the students’
age?
i. Are the materials free of any kind of
taboos?
j. The presentation of the materials can
motivate students to learn and enjoy that
book.
b). Subject of the Research
Subjects of this research are all the contents in
English text book entitled “English in Focus for
grade VII Junior High School” by Artono
Wardiman, et al, published Pusat Perbukuan
Departemen Pendidikan Nasional contains material
for semester 1 and 2. In presenting the materials,
the authors of the book divided it into 8
chapters.
c). Research Instrument
Research instrument of this research is English
textbook that used by the first year students of
junior high school especially at SLTPN 1
Tambaksari. The title of the book is “English in
Focus for Grade VII Junior High School” written
by Artono Wardiman, et al. To complete process
of evaluating that book, this research uses an
instrument that is a test constructed by A.
Chaedar Alwasilah in his book entitled is “Politik
Bahasa dan Pendidikan”.
The technical quality consist of:
3
According to Alwasilah (1997: 135-136) ”There are
four aspects
that are important and must be
given attention in evaluation, namely; 1) Content,
2) Technical Quality; 3)Proponent Aspects, 4)
Visual aids”.
However, in this research the writer will examine
that book only from content and technical
quality.
“There are four points to be evaluated in the
textbook. They are the contents, the technical
quality, proponent aspects and visual aids”.
Alwasilah (1997: 135).
d). Data Analysis Techniques
In evaluating a book, Alwasilah (1997: 138)
states that there are three categories for each
item: 3 for sufficient, 2 for enough, 1 for
insufficient. The final result of the evaluation is
based on the following classification:
But in this study the writer only evaluated the
content and the technical quality of the textbook
with 26 questions items.
In evaluating the content and the technical
quality of the textbook, the writer used three
catagories for each items, namely 3 for
sufficient, 2 for good enough, 1 for insufficient.
The final result of the evaluation is classified
through classifications as follows:
Table 4.1
English Evaluation Textbook based the Content
SCALE
K
The Content
C
B
N
o.
Content
Sufficient
(3)
1
The
materials
are
presented
entirely and
continuously
The simple
before the
complex
materials.
X
3
Materials
are
presented
logically
and clearly.
X
4
The
communicati
on approach
is used.
X
5
The
contents are
clearly
described in
the table of
contents.
X
6
The title
and the sub
title
describe the
content
clearly.
X
7
The table
of contents
is cosistent
with the
X
: B/C/K:13 – 26 – 39
The Technical quality : B/C/K:13 – 26 – 39
2
Based on the scale above the writer could
described that:
1. Sufficient (B/ Baik) if the final results of the
evaluation are : 27-39 scores.
2. Enough (C/Cukup) if the final results of the
evaluation are
: 14-26 scores
3.Insufficient (K/Kurang) if the final results of the
evaluation are : 0-13 scores
e).Research Procedure
In order to get the data which are needed in her
study, the writer followed these procedures:
1. Studying the English curriculum for SLTP
2. Studying the English Textbook for SLTP
student especially for the first year students.
3. Reading some references.
4. Analyzing the students’ textbook.
5. Drawing conclusions.
D. FINDINGS AND DISCUSSIONS
A. Findings
Besides refering to the curriculum or syllabus the
writer has also evaluated the textbook using a
test.
4
X
Enough
(2)
Insufficient
(1)
contents.
8
9
10
11
12
13
and durable
Teaching
aids are
provided,
words list
is provided.
X
Phonetic
transcription
is provided.
X
The
evaluations
and the task
are
appropriate
for the age.
X
4
The papers
are strong
and eight
penetrated.
X
5
The
typography
clearly
visible and
easy to
read.
X
6
The
measure of
letters is
appropriate
for the user
age.
X
7
The
position of
page was
well
arranged.
X
8
Distance
between
lines is
suitable for
user.
X
9
An
illustration /
the map/
the graph
of art or
photography
quality
X
10
A balance
that good
between
artistic
technique
and
educational
value.
11
An
illustration
and written
under
picture
appropriate
with the
purpose of
X
X
The
materials
are can
motivate
students’
eagnerss.
Scores
The cover
is beautiful
X
The
vocabulary
and the
technique of
presenting
materials
are suitable
for the
students.
The
materials
are free
from many
kind taboo.
3
X
27
4
2
Table 4.2
English Evaluation Textbook based Technical Quality
Technical
Quality
Sufficient
(3)
Enough
(2)
Insufficient
(1)
No
1
2
The
measure of
book
accordance
with user
importance.
The cover
is strong
X
X
X
5
X
so that the book entitled English in Focus for Grade
VII by Artono Wardiman, Masduki B.jahur, M.
Sukirman Ddjusma is good and appropriate first
grade student of Junior high school, especially of
SLTPN I Tambaksari.
learning.
12
13
The
position of
an
illustration
exact until
getting an
optimum
benefit.
X
The
quantity of
an
illustration
is enough
and
beautiful
Scores
B. Suggestion
The writer gives some suggestions valuable to
the English program in the Junior High School.
1). The textbook is very important in teaching
and learning process. Because of that, the
teachers should decide the textbook selectively
and carefully. And the other hand the teachers
should know well about the
is teachers can
teach their students more easily. The revision of
the textbook is needed to be relevant to the
curriculum
or
syllabus.
2). Although the language is taught integratedly,
the teachers have to explain it orderly from the
simple to the complex, from easy to the difficult
ones. The teachers can also develop the materials
by herself or himself.
F. BIBLIOGRAPHY
X
15
14
1
B. Discussions
From the table above, we know that the final
scores of the content of the textbook is 33. So,
based on the Content the textbook entitled “English
in Focus for Grade VII” is Sufficient, because the
Sufficient categories have the scores between 30-39.
Alwasilah, A. C. (1997). Politik Bahasa dan
Pendidikan.
Bandung:
PT
Remaja
Rosdakarya.
Departemen
Pendidikan
dan
Kebudayaan.
(1999).Garis-garis
Besar
Program
Pengajaran. Jakarta:Depdikbud.
Wardiman, Artono et al. (2009). English in Focus
for Grade VII Junior High
School
(SMP/MTS). Bandung: Pusat Perbukuan
Departemen Pendidikan Nasional.
Crowl, K. Thomas. (1990). Fundamentals of
Educational Research. New York: Brown
&Benchmark.
Larsen-Freeman. (1986). Techniques and Principles
in Language Teaching. New York: Oxford
University Press.
Grant, Neville. (1987). Making the Most of Your
Textbook. New York: Longman Inc.
Dubin, Fraida
and
Olshtain, Elite. (1986).
Developing Programs and Materials For
Language Learning. New York: Press
Sindicate of the University of Cambridge.
Sundayana,Wahyu.
(1998/1999).
Pedoman
pembelajaran Bahasa Inggris di SLTP.
Jakarta.
Echols, J.M. Shadily,Hasan.(1975). Kamus Indonesia
Inggris. Cornell University Press: Ithaca
and London.
Echols, J.M. Shadily, Hasan. (1975). Kamus Inggris
Indonesia. Cornell University Press: Ithaca
and London.
The final scores of the tehnical quality is 30. So,
based on the Technical Quality the textbook entitled
“English in Focus for Grade VII” is Sufficient,
because the Sufficient categories have the scores
between 30-39.
It means that the quality of content and technical
quality are between B and C standard. So the
writer concludes that book entitled English in
Focus for Grade VII written by Artono
Wardiman,et al, published by Pusat Perbukuan
Departement Pendidikan Nasional is sufficient to
be used as the textbook in Junior High School.
E. CONCLUSIONS AND SUGGESTIONS
A.Conclusions
After analyzing and discussing the data the writer
could draw some conclussions as follows:
1). Based on the content of this book is
sufficient, because
total scores of the
evaluation
in
this
research
are33,
2). Based on the technical quality of this book is
sufficient, because total scores of the evaluation in
this research are 30,
6