Post on 14-Mar-2021
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AN ANALYSIS OF ENGLISH READING TEXTS FOR
SEVENTH GRADE OF JUNIOR HIGH SCHOOL
(A Descriptive Analysis Study)
A THESIS
By:
FITHIAWATI
NIM. 21160140000036
GRADUATE PROGRAM
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH
STATE ISLAMIC UNIVERSITY
JAKARTA
2020
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APPROVAL BY THESIS ADVISOR
AN ANALYSIS OF ENGLISH READING TEXTS FOR SEVENTH GRADE OF
JUNIOR HIGH SCHOOL
(A Descriptive Analysis Study)
Thesis
Completed in Partial Requirement for Completion of Master’s Degree at English Department,
Faculty of Tarbiya and Educational Sciences
Syarif Hidayatullah State Islamic University Jakarta
By
FITHIAWATI
NIM. 21160140000036
Advisor
Dr. Farida Hamid, M.Pd.
19631010 199103 2 003
GRADUATE PROGRAM OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND EDUCATIONAL SCIENCE
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA
2020
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ABSTRACT
Fithiawati. An Analysis of English Reading Texts for Seventh Grade of Junior High
School (A Descriptive Analysis Study), 2020.
The objective of the study was to analyze the quality and the relevance of the
English reading textbooks published by Erlangga, Yudhistira, and Tiga Serangkai to what
is obligated to be obtained by students based on 2013 curriculum. Moreover, this study to
show the appropriateness of English reading textbooks by Erlangga, Yudhistira, and Tiga
Serangkai as the main sources in the English teaching and learning process. It was
analyzed based on the aspect of contents, aspect of presentation, aspect of language use
and readability and aspect of relation between chapters suggested by Book Center,
Ministry of Education and Culture. This research presented in qualitative and descriptive
approach. It used a content analysis design. The instrument which used in this study were
checklists. There were four checklists which were applied to answer the research
questions.
The findings of the study were the English textbooks published by Erlangga
compatible with the aspect of contents, presentations, language usage and readability, and
relevance between chapters. The English textbook published by Yudhistira had compatible
with the aspect of contents, language use and readability. But it did not have compatible
with the aspect of presentation because there was a mismatch between the illustration and
the material in it. Furthermore, the English textbook by Tiga Serangkai had compatible
with the aspect of presentation, language use and readability, and relation between chapters
but it did not have compatible with the aspect of content based on Book Center, Ministry
of Education and Culture.
Keywords: English Reading, English Textbooks, Descriptive Analysis.
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ABSTRAK
Fithiawati. Analisis Teks Bacaan Bahasa Inggris untuk Siswa SMP Kelas VII (Studi
Analisis Deskriptif), 2020.
Penelitian ini bertujuan untuk menganalisis kualitas dan relevansi buku teks bacaan
Bahasa Inggris terbitan Erlangga, Yudhistira, and Tiga Serangkai dengan apa yang wajib
diperoleh siswa berdasarkan kurikulum 2013. Selain itu, penelitian ini untuk
menunjukkkan kesesuaian buku teks bacaan Bahasa Inggris terbitan Erlangga, Yudhistira,
dan Tiga Serangkai sebagai sumber utama dalam proses belajar mengajar Bahasa Inggris.
Analisis dilakukan berdasarkan aspek isi, aspek penyajian, aspek penggunaan dan
keterbacaan, dan aspek keterkaitan antar bab yang dikemukakan oleh Pusat Perbukuan,
Kementrian Pendidikan dan Kebudayaan. Penelitian ini disajikan dengan pendekatan
kualitatif dan deskriptif. Ini menggunakan desain analisis konten. Instrument yang
digunakan dalam penelitian ini adalah ceklis. Ada empat ceklis yang digunakan untuk
menjawab pertanyaan penelitian.
Temuan penelitian ini adalah buku teks Bahasa Inggris terbitan Erlangga sesuai
dengan aspek isi, penyajian, pengunaan dan keterbacaan Bahasa, serta relevansi antar bab.
Buku teks Bahasa Inggris terbitan Yudhistira telah sesuai dengan aspek isi, penggunaan
dan keterbacaan bahasa. Tapi tidak sesuai dengan aspek penyajian karena terdapat
ketidaksesuaian antara judul bab dengan bahasan materi di dalamnya. Dan buku teks
bahasa Inggris terbitan Tiga serangkai sudah sesuai dengan aspek penyajian, penggunaan
dan keterbacaan bahasa, serta keterkaitan antar bab tetapi tidak sesuai dengan aspek isi
berdasarkan Pusat Perbukuan, Mentri Pendidikan dan Kebudayaan.
Kata Kunci: Membaca Bahasa Inggris, Buku Teks Bahasa Inggris, Analisis
Deskriptif.
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ACKNOWLEDGEMENT
In the name of Allah, the Beneficent and Merciful
Praised be to Allah, Lord of the world, who has given mercy and blessing to the
writer in finishing this Thesis. Peace and salutation be upon to the prophet Muhammad
SAW, his family, his companion, and his adherence .
This Thesis is presented to Graduate Program of English Education, the Faculty of
Tarbiyah and Educational Sciences Syarif Hidayatullah State Islamic University Jakarta as
partial fulfillment of the requirements for the degree of M.Pd. in the Departement of
English Education.
In this occasion, I would like to thank to my beloved parents H. A. Kaelani(Alm.)
and Hj. Siti Julfah, my husband (Eghi Likman Nurhakim, S.Si.), my first daughter
(Ashalina Zaina Nurhakim) who give me the support to fulfill this Thesis.
Furthermore, the writer also would like to address her great honor and attitude to her
advisor (Dr. Farida Hamid, M.Pd.) Who has sacrificed her energy and valuable time for the
writer to give consultations with full of help, care guidance, and valuable advices during
the writer arranging this Thesis. The deepest gratitude and respect are also dedicated to the
examiners Dr. Fahriany, M.Pd., Dr. Alek, M.Pd., and Dr. Ratna Sari Dewi, M.Pd., whose
suggestions and critical remarks have enable the writer to refine this thesis and who had
given constructive corrections and suggestions until this thesis become better.
The writer’s sincere gratitude also goes to:
1. Dr. Sururin, M.Ag., the dean of Faculty of Educational Sciences.
2. Dr. Fahriany, M.Pd., the Head of Magister Program of English Education.
3. All lecturers and staff in Magister Program of English Education.
4. Dr. Ahmad Sofyan, M.Pd.
5. Sobari, S.Ag., the Headmaster of SMP Plus El Wafa, Bekasi.
6. The teachers at SMP Plus El Wafa and SDIT El Wafa, Bekasi.
7. My friends in Magister Program of English Education Year 2016 who motivated the
writer in finishing this Thesis.
8. To any other people whose are named cannot be mentioned one for their
contribution to the writer during finishing her Thesis.
The writer admits that her writing is still far from being perfect, therefore she hopes
some suggestions and criticizes from the reader for this thesis and it will be so valuable for
her and for a better thing in the future.
Jakarta, August 19th 2020
The Writer
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TABLE OF CONTENTS
COVER PAGE .......................................................................................................... i
STATEMENT OF ORIGINALITY ........................................................................ ii
APPROVAL OF ADVISOR .................................................................................... iii
ENDORSEMENT SHEET ...................................................................................... iv
ACKNOWLEDGEMENT ........................................................................................ v
ABSTRACT .............................................................................................................. vi
TABLE OF CONTENTS ......................................................................................... vii
LIST OF FIGURES .................................................................................................. viii
LIST OF TABLES ................................................................................................... ix
LIST OF APPEENDICES ....................................................................................... x
CHAPTER I. INTRODUCTION ............................................................................. 1
A. Background of the Study ............................................................. 1
B. Focus and Sub-focus of the Research .......................................... 7
C. Research Questions ..................................................................... 7
D. Objective of the Study ................................................................. 7
E. Significance of the Study ............................................................ 8
CHAPTER II. LITERATURE REVIEW ............................................................... 9
A. English Reading ......................................................................... 9
1. The Understanding of English Reading ................................ 9
2. Purpose of English Reading .................................................. 11
3. Process of English Reading................................................... 13
B. Reading English Textbook ......................................................... 20
C. English Reading Textbook based on 2013 Curriculum ............. 27
D. The Book Center, Ministry of Education and Culture ............... 32
E. Previous Related Studies............................................................. 34
CHAPTER III. RESEARCH METHODOLOGY .................................................. 37
A. Research Method and Design ..................................................... 37
B. Research Setting ......................................................................... 37
C. Data Sources .............................................................................. 37
D. Unit of Analysis ......................................................................... 38
E. Research Instrument.................................................................... 39
F. Data Collecting Procedures ......................................................... 41
G. Data Analysis Procedures ........................................................... 41
H. Trustworthiness ........................................................................... 42
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ........................... 44
A. Research Finding ........................................................................ 44
B. Discussion .................................................................................. 77
CHAPTER V. CONCLUSION AND SUGGESTION ........................................... 84
A. Conclusion ................................................................................. 84
B. Suggestion .................................................................................. 86
REFERENCES .......................................................................................................... 87
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LIST OF FIGURES
Figure 3.1 Bright: An English Course for SMP/MTs Grade VII .......................... 42
Figure 3.2 Interactive English 1 for Junior High School Year VII ........................ 43
Figure 3.3 Passport to the World: A Fun and Easy English Book
for Grade VII of Junior High Schools ................................................. 43
Figure 4.1 The Example of Reading Text by Erlangga ........................................ 75
Figure 4.2 The Example of Reading Text by Yudhistira ...................................... 75
Figure 4.3 The Example of Reading Text by Tiga Serangkai .............................. 75
Figure 4.4 Illustrations in Chapter 9 Erlangga ...................................................... 77
Figure 4.5 Illustrations in Chapter 10 Erlangga .................................................... 77
Figure 4.6 Illustrations in Chapter 11 Erlangga .................................................... 78
Figure 4.7 Illustrations in Unit 4 Yudhistira ......................................................... 78
Figure 4.8 Illustrations in Unit 5 Yudhistira ......................................................... 79
Figure 4.9 Illustrations in Unit 6 Yudhistira ......................................................... 79
Figure 4.10 Illustrations in Chapter 6 Tiga Serangkai ............................................ 80
Figure 4.11 Illustrations in Chapter 8 Tiga Serangkai ............................................ 80
Figure 4.12 Speech act in Erlangga textbook ......................................................... 82
Figure 4.13 Speech act in Yudhistira textbook ....................................................... 82
Figure 4.14 The illustration showing culture in English ......................................... 82
Figure 4.15 The illustration of technology based on Erlangga ................................ 83
Figure 4.16 The illustration of technology based on Yudhistira ............................ 84
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LIST OF TABLE
Table 3.1 Aspects of Contents ............................................................................. 45
Table 3.2 Aspects of Presentation ....................................................................... 45
Table 3.3 Aspects of Language Use and Readability ........................................... 46
Table 3.4 Aspects of the Relation between Chapters .......................................... 46
Table 4.1 The English Syllabus based on 2013 Curriculum ............................... 59
Table 4.2 The English Reading texts in the textbooks ........................................ 61
Table 4.3 Kinds of Descriptive Texts based on Syllabus .................................... 62
Table 4.4 The Arrangement of English Reading Texts ....................................... 64
Table 4.5 The Purpose of Learning Materials ..................................................... 67
Table 4.6 The Preface of the Textbooks .............................................................. 72
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LIST OF APPENDICES
Appendix 1 Surat Penelitian ............................................................................ 88
Appendix 2 2013 Curriculum .......................................................................... 89
Appendix 3 English Syllabus for 7th Grade ..................................................... 103
Appendix 4 Checklist by Book Center Ministry of Education and Culture ..... 112
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CHAPTER 1
INTRODUCTION
A. Background of the Study
Textbook is the media most often used in the teaching and learning process. It can be
interpreted as a store of knowledge about various aspects of life that have been prepared in
terms of the completeness of the material and the way it is presented. It is also as a tool for
students to obtain clear material concept. As Richard (2001, p. 15) stated that textbooks are
used in a variety of ways in language program. For example, a reading textbook might
form the basis of a reading skills course, which provides a set of reading texts and
exercises for skill practice. English textbooks not only contain reading skills but also other
language skills such as listening, writing, and speaking. And it also contains language
components such as grammar and vocabulary.
Textbooks are rightly viewed as teaching aids. This is just one of many possible
learning materials as it helps teachers and students achieve learning goals. As stated at the
Ministry of Education and Culture (2005, p. 2) textbook is the main source in teaching and
learning process that used in the school because it is arranged based on the education
national standard. So, textbook can be used as guideline in teaching and learning process
that used by the teachers and students. It is used if it can do a better job than other
available teaching materials. Teachers find significant advantages in textbooks that are
important to study. This usually encapsulates a large amount of valuable information
traditionally associated with a particular course. Texts can provide the same source as
copies are usually owned by each student. Yulianto (2019, p. 82) stated the use of
textbooks is prepared in relation to certain organizations in accordance with the Ministry of
Education and Culture’s program. In educational studies, the use of textbooks is planned
and programmed as an essential resource. The ability of students to follow textbooks is
very important because textbooks play an important role not only in determining learning
goals and plans but also in helping class activities by presenting and arranging content
according to the curriculum, and in making learning. The learning process is more
attractive to students.
Furthermore, textbooks play an important role in the learning process. By using
textbooks, teachers find it easy to deliver subject matter. Because textbooks are used as
learning sources, teachers must be more selective in choosing good textbooks according to
learning objectives. Learning objectives must also be adjusted to the curriculum applied.
Therefore, it is very important to select textbooks periodically to select appropriate
teaching materials. A good textbook not only can be understood by the students but also
must be in accordance with the learning objectives. English textbook is one of media as
printed materials. It is common medium used by teachers to teach their students.
Actually, English teachers are sometimes still confused about which book to use as a
source of material in the teaching and learning process because there are so many English
textbooks published by publishers. Therefore, most English teachers can choose one or two
textbooks based on their intuition. They intuitively think that the textbooks used are
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suitable for their students without conscious reasoning or learning. They sometimes choose
specific English textbooks to make a profit. They will benefit from publishers selling
textbooks to their students. So, this case will cause problems for the students. The
problems may occur if the English textbook is not suitable for them. Perhaps, they are too
complicated or too easy for students. As a result, textbooks are not easy enough to read and
difficult to understand or boring for them. Students are not necessarily able to understand
the reading text so they cannot find what the main idea is. Therefore, teachers need to
analyze English textbooks first, before deciding to use them as media in the teaching and
learning process.
There are four language skills and several language components in English textbooks.
To narrow down the research, this study will focus on analyzing the reading text. Reading
is one of the four language skills. It is an important language because it provides an
understanding of the main and supporting ideas of written language. By reading, students
can also enrich their vocabulary. Saleh (2002, p. 12) stated that reading comprehension is a
process of understanding the main ideas and supporting written language.
English has become a global language and plays an important role in several fields
such as technology, arts, international relations, education, economics, etc. Being able to
communicate using English can be one of the determinants of a country’s success in
dealing with this globalization era. Given the importance of English, the Indonesian
government places English as a compulsory subject in schools and is a subject that
determines students in their graduation. English has been taught from elementary to senior
high school. English subjects include four language skills, namely listening, speaking,
reading, and writing that students need to master.
Regarding the four language skills above, reading is an interesting subject to study in
research. Many researchers are interested in learning about reading which is in line with
the process of understanding reading texts, teacher strategies in teaching reading,
evaluating reading texts, and assessing reading texts. Reading is one of the most important
skills students need to master as it allows them to understand what is being told in the text.
Students need to have good reading skills to acquire knowledge and learn new information.
It is one of the English language skills that students should master when they are learning
English. Therefore, students must learn reading and other skills if they want to master
English.
As Nunan (2003, p. 68) stated that reading is a fluent process where in constructing
meaning, readers must combine information from the texts with their own background
knowledge. It is related with Alyousef (2005, p. 144) stated that reading can be seen as an
‘interactive’ process between the reader and the text which leads to automatic reading or
fluency. It can be understood that reading is about understanding the written text. It is a
complex activity that involves perception and thought. According to Grabe (2009, p. 8)
defines reading as the complex ability to extract, construct meaning from text. In short,
reading is generally defined as the process of identifying written or printed text to
understand its meaning. In fact, students find it difficult to understand text in English. This
shows that students have difficulty understanding the reading text.
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Reading consists of two related process, word recognition and comprehension. Word
recognition refers to the process of understanding how written symbol correspondent to
spoken language. It is assumed that reading is not a passive skill because it takes a long
time to practice. Reader understands increases based on how they do it. This means that if
the readers who read the better their understanding. Most students have difficulties reading
English texts because the way they read is not in accordance with their writing.
In learning to read text, there are several obstacles faced by students or readers in
understanding the text. The first problem is related to the decoding process. This is also
known as sounding the words. Decoding is when students or readers can use the sound of
the letters to sound written language. It is common for novice readers to have difficulty
when they encounter new or unfamiliar terms, but usually decoding becomes easier with
phonic instructions and repeated practice by reading aloud. If readers continue to struggle,
there may be certain learning difficulties, or physical disabilities that prevent them from
seeing letters or hearing sounds in spoken language.
Furthermore, there is a lot going on in reading. From letter and word recognition to
understand meaning at the phrase, sentence and paragraph level. When a newbie reader
comes across vocabulary they do not know or do not recognize due to accurate decoding,
they are likely to miss it. The blanker in a line of text, the harder it is to make the meaning
and task of reading more challenging and frustrating. That is why poor comprehension can
occur when students struggle with decoding, have limited vocabulary, or try to read text at
a level that is too high. Then, the more students read, the more they come across unfamiliar
terms. Quite often the context in which these new words are found gives children all the
clues they need to guess their meaning. As students develop their vocabulary, they
recognize more words by sight and reading speed.
Not only in learning English reading texts, in setting up English reading texts,
problems were also found. There are several problems teaching reading. First, the problem
of teaching reading is the teacher’s strategy. As a conveyor of material, teachers must have
many strategies in teaching so that students can understand the meaning and are motivated
to learn. Then in the teaching and learning process there must be material for
teaching/learning. Teachers usually use material sources. Teaching materials are one of the
main components that must be prepared by teachers before teaching. Nunan (1991, p. 208)
classified material into two types, namely material produced commercially and material
developed by teachers. One of the most popular sources of material used in teaching and
learning is textbooks.
As a language learning, English is likely only studied by Indonesian students in class.
As a result, English textbooks are the only way students have access to the classroom
language. Sahiruddin (2013, p. 12) the Ministry also provides English textbooks for
teachers and students. Most teachers often use textbooks as primary resource books for
instructional ideas and activities and provide guidance on what they do. Garinger (2002, p.
16) points out that textbook can serve multiple purposes for teachers: as a core source, as a
source of supplementary material, as inspiration for classroom activities, even as a
curriculum itself. As the main teaching materials, English textbook in English as foreign
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language (EFL) classes play very important role in facilitating language acquisition in the
classroom.
Sorohiti (2005, p. 16) stated that in many non-English speaking countries, textbooks
have become the only source necessary for an effective language teaching program on
most of the materials used in the teaching and learning process. There are two main
reasons why textbook are used. First of all, for teachers, developing material on their own
is a very difficult and demanding job. There are many considerations to consider during
development. The second reason is that teaching itself is quite time consuming. So, the
teachers may not have time to develop new material.
A textbook can be used as provider of learning materials and the guideline of the
teaching and learning process in order to reach its goals. To understand learning materials
especially from textbook is not an easy task. There are many learning materials that can be
taken from textbooks. One of the materials most often provided in textbooks is genres/
type of text presented in reading, because the main objective of the teaching and learning
process is understanding as a starting point for learning how to understand contents of the
text.
Mukundan, et.all. (2011, p. 290) stated textbooks often play an important role in
language teaching. Textbooks are one of the mists used media in the language learning
process in the classroom. Besides being flexible, textbooks are also easy to find and the
subject matter is neatly arranged in one book for one semester or one academic year.
Moreover, Brown (2001) stated that after a thorough investigation of the textbook using
several consistent evaluation procedures; it will be done by selecting the textbook that best
fits all of the stated criteria established by the teacher. Although there is already a textbook
assessment team from the government, teachers must also have the ability to assess
textbooks to be used in the teaching and learning process. In delivering subject matter,
teachers are not only fixated on one learning resource. As Sheldon stated that by evaluating
textbooks, the teacher can help educators identify specific strengths and weaknesses in
textbooks that have been used (Cited in Lawrence, 2011, p. 50).
However, McGrath (2002, p. 45) stated if teachers are under considerable pressure to
teach a particular syllabus using a book specifically written for that purpose, it is still
necessary to evaluate the textbook. Actually teachers of English are sometimes still
confused about which book to use as source of material in the teaching and learning
process because there are so many English textbooks published. Therefore, most English
teachers can choose one or two textbooks based on their intuition. They think intuitively
that the textbooks used are suitable for their students without realizing reason or study.
Textbooks are mandatory reference books for use in schools that contain learning
materials in the context of increasing faith and piety, character and personality, the ability
to master science and technology, sensitivity, and aesthetic abilities, physical and health
potential which are compiled based on National Education Standards. Textbooks are the
main learning resources for achieving Basic Competencies and Core Competencies.
(Government Regulation Number 32 of 2013 concerning National Education Standards,
Article 1 Paragraph 23). Textbooks at the primary and secondary education levels are
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assessed for their feasibility first by book center before being used by educators and/or
students as a source in an education unit. Book center is a unit of the Echelon Institution II
under the research and development agency of the Ministry of Education and Culture. It is
related with the regulation of the Ministry of Education and Culture, Number 1 of 2012,
Article 736. This unit is in charge of evaluating each textbook that will be used in each
school. In the assessment, there are several standards that are set regarding aspects of
content, presentation, language use and readability, and relation between chapters.
Content appropriateness is one of the most important components because it concerns
the content / material in textbooks and is one of the standards that must be met in
textbooks. The suitability of the content according to the indicators also cannot be
separated from the influence of language use. Language is a communication tool for
conveying ideas of material in textbooks. The use of good and correct language will make
it easier for students to absorb the content / material in the book.
The Ministry of Education states that the textbooks they publish are based on national
education standards (Kementrian Pendidikan Nasional, 2005, p. 2). It means that the
Ministry of Education has prepared textbooks well, so that these textbooks can facilitate
students to study independently. The more students learn independently using textbooks,
the more knowledge they gain and more educated people are born. Therefore, textbooks
can become indicators of a developing society.
Muslich (2010, p. 292) states that in terms of content eligibility, there are three
indicators that must be considered, namely (1) the suitability of the material description
with the Core Competencies (KI) and Basic Competencies (KD) contained in the
curriculum of the relevant subjects; (2) Accuracy of material; (3) learning support
materials. In terms of language feasibility, there are also three indicators that must be
considered, namely (1) the suitability of language use with the level of student
development; (2) use of communicative language; (3) the use of language fulfills the
requirements for clutter and flow of thought integration.
Muslich (2010, p. 38) revealed that outstanding textbooks were found such as: (1)
there are textbooks that are not in accordance with the curriculum message; (2) there is a
textbook containing the subject matter (a kind of summary); (3) there are textbooks with
very technical descriptions; (4) there are textbooks that do not match the message of the
student's mindset; (5) there is an inappropriate text book. There are many kinds of
commercial textbooks and there also many kinds of book publishers. Every book publisher
has advantages and disadvantages. In addition, careful selection of textbooks is important
because textbooks have a dominant role in the success of foreign language learning.
Textbooks are used as guidelines by teachers to meet students’ needs, especially in reading
comprehension. Therefore, the influence of inappropriate textbook selection can lead to
low student achievement because there is no match between textbooks and students’
reading ability levels.
As Richards (2001, p. 249) stated that the advantages of textbook are (1) providing
structure and a syllabus for a program; (2) helping standardized instruction; (3)
maintaining quality; (4) providing a variety of learning resources; (5) being efficient; (6)
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providing effective language models and input; (7) training teachers; and (8) being visually
appealing.
Apart from textbooks published by the Ministry of education and culture, there are
also many books published by local publishers such as Erlangga. Yudhistira, and Tiga
Serangkai. The three books are often used by teachers as reference material in teaching
English. An English textbook published by Erlangga entitle Bright An English: Course for
junior high school students. It is written by Nur Zaida. It has twelve chapters and consists
of 171 pages. Next, the English textbook published by Yudhistira has the title Interactive
English 1. It is written by Kenneth and Rina. It has eight units and consists of 171 pages.
Then, the English textbook published by Tiga Serangkai has the title Passport to the
world: A fun and easy English book for grade VII of Junior high school. It is written by
Djatmika, et.all. it has ten chapters and consist of 240 pages. Here, the teacher should
select the appropriate commercial materials which are suitable for the goal and objectives
of the teaching and learning process. From those three different textbook publishers, the
writer analyzed the English reading text for the seventh grade of junior high school.
The teaching English in Junior high school is as compulsory subject. Based on the
curriculum 2013, the objective of teaching reading for the seventh grade of Junior High
School students is to enable students to identify the specific information from the text,
vocabularies, and structure of the text. Based on the syllabus, the seventh-grade students
should able to understand the descriptive text.
Descriptive text is a text which says what a person or a thing is like. Its purpose is to
describe and reveal a particular person, place, or thing. Descriptive text has its own rules in
writing, including in the structure or composition of which must be written in order. The
structures of descriptive text are identification and description. In identification, this
section in the first paragraph - the goal is to identify something to be described or
depicted. Next is description. This section in the second paragraph and so on - contains the
properties inherent in something that you already introduced to the reader in the first
paragraph. Emilia and Christie (2013, p. 1) argued that learning descriptive genre is
essential in order student can describe vivid and proper information. In learning descriptive
genre, students can use textbooks, as it plays a key role in teaching and learning process.
Brown (2001, p. 309) stated that textbooks are one type of text, abook for use in an
educational curriculum. While analysis refers to a process which leads to an objective,
verifiable description. Thus, textbook analysis can be defined as a thorough investigation
of textbooks using some kind of consistent evaluation procedure to identifying the
particular strengths and shortcomings in textbooks already in use (Sheldon, 1988, in
Lawrence, 2011). Also, the information obtained from the analysis of textbook is of utmost
importance not only for understanding the merits and appropriateness of the current
textbook but also for the effectiveness of language Textbooks act as sources of ideas and
activities. They play an important role in making the leap from intentions and plans to
classrom activities. While classroom activity specifically refers to a reasonably unified set
of student behaviour, limited in time, preceded by some direction from the teacher, with a
particular objective (Brown, 2001).
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In Indonesian context, the English textbook should provide a good example of
descriptive texts for students to get a good understanding of what the descriptive genre is.
Beck, McKeown, & Worthy (1995) argued that students’ success in school depends to a
great extent on their understanding of the texts, and this understanding is influenced by a
variety of features that characterize the nature of text (Cited in Presnyakova, 2005, p.8). In
descriptive text there is the language feature that should be understood by the students. The
language features of descriptive text are: specific participant, the use of the adjective, the
use of simple present tense, and action verb. These language features sometimes make the
students confuse to differentiate in using it in the sentences.
SMP Plus El – Wafa is one of the private schools in Bekasi. This school is in the Bina
Sejahtera Islamic education foundation. This school just opened this year. Previously the
level of elementary had been established for seven years. This school just have grade seven
which consist of 38 students. For new school, there are still a lot of things that need to be
tidied up, one of which is the selection of the right textbooks. Finding textbooks that fit the
curriculum targets and student needs will help improve the quality of the school.
Based on the problem above, to have wider understanding about the quality of
textbooks based on the quality of its content. And the differences of English text which
served by different book publisher, it will have different display and contents because
every book publisher has his own objective in publish the book. So, this study discussed
about an analysis of the English reading text for seventh grade of Junior high school
B. Focus and Sub-focus of the Research
Based on the background of the study, the focus of the study is the analysis of English
reading texts from three different book publishers. And Sub focus of the study to discover
whether the English reading text for seventh grade of Junior High School can meet the
aspect of contents, aspect of presentation, aspect of language use and readability and
aspect of relation between chapters suggested by Pusat Perbukuan, Ministry of National
Education and Culture.
C. Research Questions
Based on the focus and sub-focus of the research, the writer formulated the research
question as follows:
1. What were the aspect of content found in Erlangga, Yudhistira, and Tiga Serangkai
textbooks?
2. Does the presentation of Erlangga, Yudhistira, and Tiga Serangkai textbooks meet the
standard?
3. Do the English textbooks published by Erlangga, Yudhistira, and Tiga Serangkai
meet the aspect of language usage and readability?
4. Is the material presented in Erlangga, Yudhistira, and Tiga Serangkai textbooks
related to one another?
9
D. Objective of the Study
The objective of the study is to analyze the English reading texts for seventh grade of
Junior High School published by Erlangga, Yudhistira, and Tiga Serangkai based on the
aspect of contents, aspect of presentation, aspect of language use and readability and
aspect of relation between chapters suggested by Pusat Perbukuan, Ministry of National
Education and Culture.
E. Significance of the Study
The significant of the study is expected to give recommendation to English teacher
and students to use good and right material of English textbooks related to the students’
need in learning process. To be more specific, this study hopefully can be seen practically
and academically as follow:
1. Practically
a. The stakeholders of state of junior high schools generally can judge or choose any
kind of textbooks for students in English teaching and learning process. To make the
teaching and learning process effective based on the objective of learning.
b. The authors and publisher of textbooks can make some betterment or evaluation.
Specifically in arranging the materials based on the curriculum implemented and the
student needs.
c. The syllabus designers, experienced and inexperienced teachers, materials developers
and educational authorities can evaluate and investigate the newly-published
textbooks in order to realize new ways to improve the quality of materials and revise
their contents.
2. Academically
This study could be a reference for other researchers who want to conduct further
research on this field. This study is expected as additional information in analyzing and
consideration in choosing the textbook whether the English textbooks published by
Ministry of Education and Culture or from other publishers.
37
CHAPTER III
RESEARCH METHODOLOGY
A. Research Method and Design
This research was presented in qualitative and descriptive approach. Researcher used
a content analysis design. In line with Creswell’s view (2005), it concludes developing a
description of an individual or setting, analyzing the data for themes or categories, and
finally making an interpretation or drawing conclusion about its meaning personally and
theoretically to answer research questions (p. 510).
Cohen et.al (2007) simply defines content analysis as process of summarizing and
reporting data and written data/ the main contents of data and their messages (p. 475).
Wallen and Fraenkel (2001) say that content analysis is an analysis of the written or visual
contents of a document. Besides, it is a research tool used to determine the presence of
certain words or concept within texts or sets of texts.
This study is concerned with analyzing the English reading text from three different
textbook publishers. With the quality of English textbook (based on aspect of contents,
aspect of presentation, aspect of language use and readability, also aspect of relation
between chapters) suggested by book center of Ministry of Education and Culture.
B. Research Setting
The setting of the research consisted of place, time, and condition. The research was
conducted at SMP Plus EL Wafa. This school located at Kepuh Village, Bekasi district.
This school has just opened for the 7th
grade of junior high school in the 2020 – 2021
school years. There were 28 students in the seventh grade. 15 students were girls and 13
students were boys. This research was conducted to assist the school in selecting
appropriate textbooks in accordance with the learning objectives of the applicable
curriculum. It also supported by the content, appearance, language use, and relationship
between chapters that are added in the assessment.
C. Data Sources
The data and source of data of this research are the English reading texts which are
adopted from English textbooks published by Erlangga, Yudhistira, and Tiga Serangkai.
The textbooks chose because of the practicality, usability and the purpose of the study
itself. In terms of practicality, the textbook has been chosen because it was not difficult to
find and contain data sources to be used in the study. In terms of usability, the textbook
was widely used in real teaching situation by grade seven students who have learned
English using curriculum 2013 in Indonesian Junior High Schools. While in terms of the
study’s purpose, the textbook has been chosen in order to analyze the English reading
texts provided in this textbook meets its criteria.
The analysis of the study specifically focused on selected reading passages
categorized as Descriptive text. The Descriptive texts have been chosen because this kind
38
of text is stated in the syllabus of seven grade junior high school based on the 2013
curriculum. Hence, it is believed that learning the Descriptive genre through Descriptive
texts is important in providing students who learn English, the basic knowledge of
communication.
Based on the 2013 curriculum that stated in Core Competence or Kompetensi Inti (KI)
and Basic Competence or Kompetensi Dasar (KD), the students of seven grade of junior
high school should comprehend social function, schematic structure and linguistic features
of simple spoken and written Descriptive text about persons, animals, object, (KD 3.7).
D. Unit of Analysis
The analysis unit for this research was three English textbooks published by Erlangga,
Yudhistira, and Tiga serangkai for seven grade students of Junior high school. Here are
titles of three books:
1. Indonesia. Erlangga. (2016). Bright: An English Course for SMP/MTs Grade VII
related to 2013 curriculum. Jakarta: Erlangga.
Figure 3.1 Bright: An English Course for Junior High School Students Grade VII
2. Indonesia. Yudhistira. (2017). Interactive English 1 for Junior High School Year VII
related to 2013 curriculum revised in 2016. Jakarta: Yudhistira.
Figure 3.2 Interactive English 1 for Junior High School Year VII
Title : Bright: An English Course for Junior
High School Students
Author : Nur Zaida
Editor : Yunia Widiastuti, E. Tiyas Utami,
Dwi Wahyu Priyanto
Publication : 2016
Publisher : Erlangga
Grade : VII
Pages : 171
Chapters : 12
Title : Interactive English 1 for Junior
High School Year VII
Author : Rina Dwi Indriastuty, S.S., M.Hum.
Contributing : Asep Mahdi, S.S.
author Kenneth W. Ament, B.S. ChE
Editor : Eko Marsudiono, S.Pd.
Publication : 2017
Publisher : Yudhistira
Grade : VII
Pages : 171
Chapters/Unit : 8
39
3. Indonesia. Tiga Serangkai. (2019). Passport to the World: A Fun and Easy English
Book for Grade VII of Junior High Schools related to 2013 curriculum revised edition.
Figure 3.3 Passport to the World: A Fun and Easy English Book for Grade VII
E. Research Instrument
The key instrument of this research is the researcher herself and also supported by the
textbook’s assessment rubric based on Pusat Perbukuan, Ministry of Education and
Culture. The instrument which used in this study were checklists. There were four
checklists which were applied to answer the research questions. In order to get the
findings, the researcher adopted from Pusat Perbukuan, Ministry of Education and
Culture.
Table 3.1
Aspects of Content
No. Aspects of Content
1. The conformity between reading materials and curriculum
2. Kind of genres found in the reading materials
3. The arrangement of reading materials based on the level of difficulty
4. Reading tasks which are given to develop students’ ability
5. The reading material which are supporting life skills
6. The reading materials which are consider about the aspects of gender, religion
and race
Title : Passport to the World: A Fun and Easy
English Book for Grade VII of Junior
High Schools.
Author : Djatmika, Agus Dwi Priyanto,
Ida Kusuma Dewi
Editor : Ahmad Thomy H.
Publication : 2019
Publisher : Tiga Serangkai
Grade : VII
Pages : 240
Chapters : 10
40
Table 3.2
Aspects of Presentation
No. Aspect of Presentation
1. Learning purpose which stated explicitly and lead to mastery of
Communication competence.
2. The presentation of each chapter reflects the logical path and coherence.
3. The presentation of each chapter arranged from easy to difficult materials.
4. The conformity between tasks and materials.
5. The presentation of each chapter engaging students to communicate using
English actively.
6. The presentation of each chapter supporting students to be interested in
English subject.
7. The presentation of each chapter supporting students to reflect and
Evaluate their self.
Table 3.3
Aspects of Language Use and Readability
Table 4.4
Aspects of the Relation between Chapters
No. Aspects of the relation between chapters
1. The relevancy between the materials with education purposes
2. The relevancy between the materials with the development of knowledge,
technology and arts.
3. The relationship between materials in the textbook.
4. The relationship between materials, and anatomy, norms/ ethics and the
Completeness of a textbook.
No. Aspects of language use and readability
1. The standard of English language use according to the language rules.
2. The use of English which is appropriate with needs of communication
Learning.
3. The presentation of paragraphs which are presented effectively by
Considering coherences and cohesiveness.
4. The use of illustrations which are functional and relevant with the
Materials.
41
F. Data Collecting Procedures
The technique to collect the data in this study is by using documentation and the
reading texts available on the three English textbooks for grade seven of Junior High
School students published by Erlangga, Yudhistira and Tiga Serangkai. And the steps of
collecting data are as follows:
1. Preliminary Study.
The first step of collecting data, the researcher conducted the preliminary study by
asking three English teachers in different school related to the English book that is used as
a source of Material. From this step, the researcher got the information that they used the
English book from Erlangga, Yudhistira, and Tiga Serangkai.
2. Analysis.
The second step the researcher takes to collect the data is by analyzing the English
syllabus for Junior High School student, the competence that students must obtain, the
materials which should be taught for junior high school students grade VII, and the
competence that should be master by students after learning English in Junior high school
students which are stated in 2013 curriculum English syllabus.
After analyzing the 2013 curriculum, the researcher then analyze the English textbook
published by Erlangga, Yudhistira, and Tiga Serangkai for junior high school grade VII.
The analysis of three different book publishers conducted to know the quality of the
textbook from all aspects. The analysis is conducted by outlining the content of three
different English Textbooks.
After making the outline, the researcher analyzed the content of English reading texts
from three different publishers using the textbook assessment rubric provided by Pusat
Perbukuan, Ministry of National Education and Culture.
3. Drawing conclusion
The last step the researcher takes in this research is drawing conclusion based on the
analysis which has been conducted.
G. Data Analysis Procedures
The technique which used in collecting the data is document analysis. The researcher
did the following steps:
1. The researcher overviewed the contents of the textbook especially the English
reading text. Then selected the English reading texts from three different textbooks.
2. The researcher read 2013 curriculum English syllabus for junior high school.
Identify the objective of the lesson, the basic competence, text genre, social function,
linguistic features that should be taught to the students.
3. The researcher compares the materials from three different book publishers with the
syllabus of 2013 curriculum.
4. The researcher evaluated the textbooks by using checklist suggested by Pusat
Perbukuan, Ministry of National Education and Culture. Last, the data of the
42
textbook were collected by analyzing the English reading text based on the aspects
of quality English textbook suggested by Book Center, Ministry of Education and
Culture.
H. Trustworthiness
This research was a qualitative research which has rich description. The data were
presented in the form of written text. To ensure the data valid and reliable, it should be
perused and scanned based on its characteristics in a qualitative paradigm. According to
Licoln and Guba (as Cited by ELo.S, 2014) had proposed four alternatives for assessing
the trustworthiness of qualitative research. Those were:
1. Credibility
To address the credibility of the data, the researcher triangulated the sources. To make
the data credible, the data collected from three English textbooks published by Erlangga,
Yudhistira, and Tiga Serangkai. It can be said that the researcher had triangulate the
sources. Then, the researcher also triangulated the method of the study by doing
preliminary research. It did to get the information about the English textbooks used in the
school. After that, the researcher used checklist and document the texts based on the
checklist that have designed based on the book center of Ministry of Education and
Culture.
2. Transferability
This research procedure can be transferred to other studies. The researcher included
data analysis documents that were used to produce answers to research questions. All data
analysis documents are stored and can be accessed by anyone who requests them.
Researchers provide the ability for other researchers to transfer conclusions from
investigations to other cases or repeat the procedures applied in this study. To make the
readers have a deep understanding with the present study, the researcher will content the
reader with enough information about the content od the study, the analysis unit, and the
author position during the research process as the considerations for the readers to decide
the study result which can be used in the future research.
The content of this study were the English textbooks published by Erlangga,
Yudhistira, and Tiga Serangkai. The researcher position in this research as the English
teacher who analyzed the content of the textbooks from three different publishers in order
to know its quality and to decide the suitable textbooks used in teaching and learning
process. The result of analysis showed that the English textbooks published by Erlangga
and Yudhistira had compatible with the curriculum in the aspect of contents while the
English textbook published by Tiga Serangkai had not compatible with the aspect of
content because there were some irrelevant texts with the objective of learning.
43
3. Dependability
The dependability of this research can be seen from the consistency of the result if this
study is done in different time, different researchers, and different kinds of analysis. In
order to address dependability, the researcher elaborated the process of data gathering and
the steps to analyze and drawing the conclusion of the research in detail. Therefore, the
other researchers will get the same result.
4. Confirmability
The researcher documented all procedures of the data and checked all the data of the
research for several times. Here, the researcher attached all collected documents to make
sure that the research findings were result of the experiences and ideas of the informants,
not the preferences of the researcher. The researchers also integrated all the data gotten
with different techniques.
The researcher of this research confirms that this study is also influenced by the
subjective point of view of the researcher because the researcher is a key instrument in this
qualitative study. Then, the researcher point of view is allowed as long as it is related to the
study and it is based on the data got through the analysis process. The subjectivity of the
research should be considered by the readers or by future researchers because the finding
may be different when they do the future research.
84
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusions
This study aims to discover whether the reading material in Erlangga, Yudhistira, anad
Tiga Serangkai textbook could meet the aspects of a qualified English textbook. The
reading materials has been analyzed based on aspect of contents, aspect of presentation,
aspect of language usage and readability, also aspect of relation between chapters. Based
on the aim, there are several conclusions that can be drawn.
The first conclusion is regarding to the contents of Erlangga, Yudhistira, and Tiga
Serangkai textbook. Dealing with aspect of contents of the textbook, there are some points
to analyze. Those points are the conformity between reading materials and curriculum, kind
of genres found in the reading materials, the arrangement of reading materials based on the
level of difficulty, reading tasks which are given to develop students’ ability, the reading
material which are supporting life skills and the reading materials which consider the
aspects of gender, religion and race. Actually, almost all the points of aspect of contents
had already fulfilled by Erlangga, and Yudhistira textbook. While the English textbook by
Tiga Serangkai still need the improvement in the aspect of content.
The second conclusion is regarding to the presentation of Erlangga, Yudhistira, and
Tiga Serangkai textbooks. Dealing with the aspect of presentation of the textbook, there are
some points to analyze. Those points are learning purpose which stated explicitly and lead
to the mastery of communicative competence, the presentation of each chapter which
reflected the logical path and coherence, the presentation of each chapter which arranged
from easy to difficult materials, conformity between tasks and materials, the presentation of
each chapter engaging students to communicate using English actively, the presentation of
each chapter supporting students to be interested in English subject and the presentation of
each chapter supporting students to reflect and evaluate their self. Based on the findings, all
the points of aspect of presentation had already fulfilled by Erlangga, and Tiga Serangkai
textbooks. While the English textbook published by Yudhistira does not presented the
chapter based on the logical path and coherence.
The third conclusion is regarding to the language usage and readability of Erlangga,
Yudhistira, anad Tiga Serangkai textbooks. Dealing with the aspect of language usage and
85
readability of the textbook, there are some points to analyze. Those points are the standard
of English language usage according to the language rules, the usage of English which is
appropriate with the needs of communication learning, the presentation of paragraphs
which are presented effectively by considering coherences and cohesiveness and the usage
of illustrations which are functional and relevant with the materials. Based on the findings,
all the points of aspect of language use and readability had been already fulfilled by
Erlangga and Tiga Serangkai textbook. While the English textbook published by Yudhistira
does not use the relevant illustration with the materials.
Furthermore, the fourth conclusion is regarding to the relation among chapters of
Erlangga, Yudhistira, and Tiga Serangkai textbook. Dealing with the aspect of relation
among chapters of the textbook, there are some points to analyze. Those points are the
relevancy between the materials with education purposes, the relevancy between the
materials and the development of knowledge, technology and arts, the relationship among
materials, and anatomy, norms/ ethics and the completeness of a textbook. Based on the
data findings, the researcher concluded that the English textbooks published by Erlangga
and Yudhistira have compatible with the aspect relation between chapter while the English
textbook published by Tiga Serangkai does not presented the material which showed of
developing knowledge and technology.
In conclusion, it can be asserted that the reading materials presented in Erlangga and
Yudhistira textbook have the relevant content with the syllabus of 2013 curriculum while
the English textbook published by Tiga Serangkai minus one descriptive text of things.
Then, the English textbook published by Erlangga and Tiga Serangkai have the standard of
presentation related to the Book Center of Ministry of Education and Culture. While the
English textbook published by Yudhistira less on logical path and coherence. Moreover, in
the aspect of language usage and readability, the English textbook published by Erlangga
and Tiga Serangkai have compatible with this aspect. While the English textbook published
by Yudhistira does not relate the illustration with the materials. The last about the relation
between chapter. The English textbook published by Erlangga and Yudhistira have relevant
materials in each chapter while the English textbook published by Tiga Serangkai has a
chapter which does not connect with the other and it does not presented the text which
showing about developing technology and art.
86
B. Suggestions
Dealing with the result of the study, some suggestions are given in this part. The
suggestions are directed to the authors who compose and arrange the reading texts in the
English textbook published by Erlangga, Yudhistira, and Tiga Serangkai, the teachers
who have been using or will use the reading materials in the textbook and also the
researchers who are interested in the same field of study. The suggestions are:
The authors who composed and arranged the reading material in English textbooks
published by Tiga Serangkai; Because of some non-conformities found in these textbook,
the authors of the textbook should look at the 2013 curriculum. Competence and
criteria of qualified English textbook suggested by Book Center, Ministry of Education
and Culture. It will give the reading materials published by Tiga Serangkai textbook
become more suitable both for the teacher who uses it as a tool in teaching and learning
process and learners who use it as guidance in learning.
Next, The teachers who have been using or will use Tiga Serangkai textbook; they
should be more selective in choosing English textbook. They have to be capable in
analyzing textbook which will be used in English teaching and learning process.
However, Tiga Serangkai textbook still can be used in the class, but teacher should use an
additional textbook as a complimentary one to overcome the non-conformities of Tiga
Serangkai textbook.
Other researchers; The future researchers may conduct a research in the same field,
for example by focusing on the presentation of other skills in the Erlangga, Yudhistira,
and Tiga Serangkai textbook. It could be concerned with the listening, speaking or writing
materials.
87
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