ANALYSIS ON ENGLISH TEXTBOOK

“BAHASA INGGRIS LINTAS MINAT SMA KELAS X”

BASED ON TOMLINSON’S THEORY

THESIS

Presented To

State Institute of Islamic Studies Ponorogo

In Partial Fulfillment of the Requirement

for the Degree of Sarjana in English Education

By

AVINAHARI AHIDATURROHMAH

NIM. 210916020

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING

STATE INSTITUTE OF ISLAMIC STUDIES PONOROGO

APRIL 2021

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ABSTRACT

Ahidaturrohmah, Avinahari. 2021. Analysis On English Textbook “Bahasa Inggris Lintas Minat Sma Kelas X” Based on Tomlinson’s Theory Thesis, English Education Department, Tarbiyah and Teacher Training Faculty, State Institute for Islamic Studies of Ponorogo (IAIN). Advisor Ahmad Nadhif, M.Pd.

Keywords: Textbook, Tomlinson’s Theory.

Textbook is an instrument which contains educational material designed to support

the teaching and learning process. Nowadays, most commercial materialswere written by professional material writers who write to a brief determined by the publishers based on an analysis of market needs. It challenges the teachers to choose the appropriate textbook for their students.

Tomlinson stated that teacher could be the good material writers which take account the students’ need. It was in line with the textbook “Bahasa Inggris Lintas Minat SMA Kelas X” which was written by the teacher of SMAN 1 Sambit. Tomlinson set sixteen criteriaof good textbook which consist of “material should achieve impact” until “material should provide opportunities for outcome feedback”.

The purpose of this research was to investigate to what extent the content of the textbook “Bahasa Inggris Lintas Minat Sma Kelas X” met the criteria of good textbook suggested by Tomlinson. This research applied library research and descriptive analysis design. The source of data was a document of textbook “Bahasa Inggris Lintas Minat SMA Kelas X”. The steps to analyze the data were reading the textbook, classifying the textbook, analyzing, and making conclusion.

The result showed that there were nine criteria of good textbook suggested by Tomlinson fulfilled by the textbook and there were seven criteria that were not fulfilled by the textbook. The criteria of a good textbook proposed by Tomlinson that can be found in textbook “Bahasa Inggris Lintas Minat SMA Kelas X” were:materials should help learners to feel at ease, materials should help learners to develop confidence, what is being taught should be perceived by learners as relevant and useful, materials should require and facilitate learner self-investment, learners must be ready to acquire the points being taught, the learners’ attention should be drawn to linguistic features of the input, materials should take into account that the positive effect of instruction is usually delayed, materials should permit a silent period at the beginning of instruction, and materials should not rely too much on controlled practice which were perfectly fulfilled by the textbook.

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TABLE OF CONTENT

COVER

TITTLE PAGE ....................................................................... Error! Bookmark not defined.

APPROVAL SHEET .............................................................................................................. ii

RATIFICATION .................................................................... Error! Bookmark not defined.

MOTTO ................................................................................................................................. iv

DEDICATION ........................................................................ Error! Bookmark not defined.

ABSTRACT ............................................................................................................................ ii

ACKNOWLEDGEMENT ...................................................... Error! Bookmark not defined.

TABLE OF CONTENT ........................................................................................................ ix

LIST OF FIGURES ............................................................................................................... ix

LIST OF APPENDIX ............................................................. Error! Bookmark not defined.

CHAPTER I : INTRODUCTION

A. Background of the Study ................................................................................................... 1

B. Research Focus ................................................................................................................... 4

C. Statement Of The Problem ................................................................................................ 4

D. Research Objective ............................................................................................................. 5

E. Significances of the Study ................................................................................................. 5

F. Organization of the Thesis ................................................................................................ 6

CHAPTER II : PREVIOUS RESEARCH RESULT AND THEORITICAL FRAMEWORK

A. Previous Research Result .................................................................................................. 7

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B. Theoretical Framework ...................................................................................................... 9

1. Textbook....................................................................................................... 9

2. Tomlinson Theory....................................................................................... 12

CHAPTER III : RESEARCH METHODOLOGY

A. Research Approach And Design ..................................................................................... 22

B. Research Setting ............................................................................................................... 23

C. Source of Data ................................................................................................................... 23

D. Data Collection Technique .............................................................................................. 23

E. Technique of Data Analysis ............................................................................................ 24

CHAPTER IV : RESEARCH FINDINGS AND DISCUSSIONS

A. General Data Description ..................................................................................... 26

1. English Textbook “Bahasa Inggris Lintas Minat SMA Kelas X” ................... 26

2. The Biography of the Writer .......................................................................... 26

B. Analysis of Material Textbook “Bahasa Inggris Lintas Minat SMA Kelas X” ..... 64

CHAPTER V : CONCLUSION AND SUGGESION

A. Conclusion ........................................................................................................... 68

B. Suggestion ........................................................................................................... 69

BIBLIOGRAPHY

APPENDICES

vii

LIST OF FIGURES

Figure Page

Figure 4.1 the Example of Table of Contents .......................................................................... 29

Figure 4.2 the Example of Unexpected Activity ...................................................................... 29

Figure 4.3 the Example of Recount Text ................................................................................. 30

Figure 4.4 the Example of Picture 1 ........................................................................................ 31

Figure 4.5 the Example of Picture 2 ........................................................................................ 31

Figure 4.6 the Example of Achievable Task 1 ......................................................................... 32

Figure 4.7 the Example Achievable Task 2 ............................................................................. 33

Figure 4.8 the Example of Achievable Task 3 ......................................................................... 33

Figure 4.9 the Example of Achievable Task 4 ......................................................................... 33

Figure 4.10 the Example of Sentence in Dialogue ................................................................... 34

Figure 4.11the Example of Sentences ..................................................................................... 35

Figure 4.12the Example of Sentences in Tables ...................................................................... 35

Figure 4.13the Illustration in The Textbook ............................................................................ 36

Figure 4.14 the Example Filling in the Blank Task ................................................................. 37

Figure 4.15 the Example of Writing Simple Sentence Task..................................................... 37

Figure 4.16 the Example of Correcting Word Order Task ....................................................... 38

Figure 4.17 the Example of Easy Task .................................................................................... 38

Figure 4.18 the Example of Application Form ........................................................................ 39

Figure 4.19 the Example of Teaching Material 1 .................................................................... 40

Figure 4.20 the Example of Teaching Material 2 .................................................................... 40

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Figure 4.21 the Example of Teaching Material 3 .................................................................... 40

Figure 4.22 the Example of the Biography .............................................................................. 41

Figure 4.23 the Example of Task ............................................................................................ 42

Figure 4.24 the Example of Written Text ................................................................................ 42

Figure 4.25 the Example of Mini Project ................................................................................ 43

Figure 4.26 the Example of Sentences Contain Language Feature .......................................... 44

Figure 4.27 the Example of Formal Lecture ............................................................................ 45

Figure 4.28 the Example of Interview Activity ....................................................................... 45

Figure 4.29 the Example of Instruction to Discussion ............................................................. 47

Figure 4.30 the Example of Post-reading Activity ................................................................... 48

Figure 4.31 the Example of Creative Writing Activity I .......................................................... 48

Figure 4.32 the Example of Creative Writing Activity II ......................................................... 49

Figure 4.33 the Example of Creative Writing Activity III ....................................................... 49

Figure 4.34the Example of Recycling Instruction ................................................................... 50

Figure 4.35the Example of Frequent Exposure ....................................................................... 50

Figure 4.36 the Example of Pictures ....................................................................................... 51

Figure 4.37 the Example of Pictures ....................................................................................... 51

Figure 4.38 the Example of Pronunciation Practice ................................................................. 52

Figure 4.39 the Example of Excercise ..................................................................................... 53

Figure 4.40 the Example of Assignment ................................................................................. 54

Figure 4.41 the Example of Quote .......................................................................................... 55

Figure 4.42 the Example of Vocabulary Builder ..................................................................... 56

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Figure 4.43 the Example of Pronunciation Practice ................................................................. 56

Figure 4.44the Example of Sentences ..................................................................................... 57

Figure 4.45 the Example of Reading Comprehension ............................................................. 58

Figure 4.46 the Example of Contolled Practice Task ............................................................... 60

Figure 4.47 the Example Semi Contolled Practice Task .......................................................... 61

Figure 4.48 the Example of Free Practice Task ................................................................................. 61

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LIST OF APPENDICES

Appendix: 01 Documentation Transcript

Appendix: 02 Pernyataan Keaslian Tulisan

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CHAPTER I

INTRODUCTION

This chapter presents the background of the study, research focus, statement of the

problem, research objective, significances of the research, and organization of the research.

A. Background of The Study

In language teaching and learning process numerouse component could affect to the

outcomes of learning for students. One of them is a textbook. Textbook plays an important

role in language teaching and learning. It is one of the important components that should be

presented in language learning along with students, a teacher, teaching methods, and

evaluation.

Textbook is a component must be prepared by the teacher in the teaching and

learning process. Robert said that the textbook was one of the most useful tools that the

instructor or the teacher has in the teaching process. He also stated that the use of textbooks

could enhance the classroom experience for students and teachers.1In the teaching and

learning process, preparing teaching material is one of the most important things to do. As

we know, the textbook summarizes the subject matter to be taught. In his book, Tarigan

stated that a textbook was a book designed to use in the classroom, it was arranged

andprepared carefully by experts and equipped with an appropriate and compatible

component.2 It means, the textbook covers and carefully spelled the teaching material.

Textbooks can guide teachers in explaining the material. Sugiri stated that textbooks

were the main source of teaching materials. In his journal article, he agreed with Tiwari’s

statement which stated that textbooks were an instrument to achieve learning objectives that

have been set, assist the teachers in preparing for the teaching and learning process, arrange

1Robert Lamphear, Revision History, Theory, and Practice edited by Alice Horning and Anne

Becker ( USA: Parlor Press, 2006) 88. 2Henry Guntur Tarigan, Telaah Buku Teks Bahasa Indonesia (Bandung: Angkasa, 1986). 11

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assignments, plan classroom management, and guide student’s learning both at school and at

home.3 So it can be concluded that the textbook is an instrument containing educational

material designed to support the teaching and learning process.

Textbooks are teaching instructors that are widely used in the teaching and learning

process.O’neill stated the reasons for using textbooks in courses and others were (1) The

textbook contains a lot of material that will be taught, although a textbook is not specifically

designed for one group, it could be very suitable for their needs. (2) textbooks make it

possible for teachers and students to look ahead to what we are going to do or to look back

at what we had done. (3) Textbooks provide well-presented learning materials. (4) textbooks

allow a teacher to adapt to the teaching process and improvise while the teacher is teaching.4

It means textbooks play an important role by helping teachers to save their costs and time

more efficiently when prepared learning materials to be taught.

The government also provides textbook regulatory in Education and Culture

Ministerial Regulations of Republic Indonesia number 8 in the year 2016 about the textbook

that used by educational used. In this regulation, the ministry provides consideration that

textbooks are the main operational tool for the implementation of the curriculum and non-

text books are a supporting means to facilitate the implementation, assessment, and

development of learning for students and educators.5

Good textbooks can be valuable English language teaching tools, especially in

situations where authentic, engaging, and motivational material are difficult to compile in an

organized manner. Tomlinson set the principles of second language acquisition which was

relevant to the development of materials for the teaching of languages. It consists of sixteen

criteria which start from material should achieve impact until materials should provide

3Sugiri et al, “A study on Cultural Integration in the English Textbooks for Senior High Schools,”

LITERA: Jurnal Penelitian Bahasa, Sastra dan Pengajaran, Vol. 10 No. 2 (2011), 235-246, 2. 4Robert O’neill, “Why Using Textbooks?,” ELT Journal, Vol. 36 No. 1 (Oct 1981), 104-111, 105. 5Peraturan Kementerian Pendidikan dan Kebudayaan Republik Indonesia tentang Buku Ajar yang

Digunakan dalam Satuan Pendidikan no. 8 Tahun 2016. (Jakarta).

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opportunities for outcome feedback.6So, a good English textbook is designed by looking at

the principle of language acquisition.

Nowadays, a lot of English textbooks published by various publishers are sold in the

market. Tomlinson said that most commercial materialswere written by professional

material writers who write to a brief determined by the publishers based on an analysis of

market needs.7 Therefore, it challenges the teachers to choose the appropriate textbook for

their students. Alan stated that selecting the textbook becomes a challenging task because

many English teaching materialswere published and available in the market.8 It means the

teacher must be able to make the right choices in selecting the textbook.

Due to a large number of a textbook published by many publishers, textbook

evaluation is very important to find the best textbook which can help teachers and learners.

In her journal article, Josilda agreed with Grant’s opinion which stated that a good textbook

should not only suit the students’ needs, interests, and abilities but also the textbook should

look at the needs of teachers and meet the needs of officials or learning objectives. It also

claims that by evaluating textbooks, teachers will have information about the strengths and

weaknesses of the textbooks they used and be involved in their professional development.9

In addition, Tomlinson claimed that teacher was one of the people who know their

students’ need. They can be materials writers who can produce imaginative materials of

relevance and appeal to their learners.10 It means the teacher could be the good material

writers which take account the students’ need.

The researcher analyzed the textbook “Bahasa Inggris Lintas Minat SMA Kelas X”

that was used by tenth grade students of senior high school. It was published by SMAN 1

6Brian Tomlinson, Material Development in Language Teaching 2 ed, (Cambridge: Cambridge

University Press, 2011). 2. 7Brian Tomlinson, Material Development in Language Teaching 2 ed (New York: Bloomsbury,

2013) 4. 8Alan Cunningsworth, Choosing Your Coursebook, (UK: Macmillan Publishers, 1995). 1.

9Josilda Papajani,“The Evaluation of The EFL Textbooks Used in The High Schools of Elbasan, Albania”, European Journal of Language and Literature Studies, Vol. 1, No. 1. (April 2015) 7-15. 7.

10Ibid 4.

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Sambit and written by Marsudiono, their English Language teacher. It is in line with

Tomlinson which stated that the teacher who develops their textbook will provide material

based on the applicable curriculum, students’ needs, and relevant conditions. So, this

textbook was expected to be appropriate with the syllabus and students’ need. The textbook

also provides many examples that appear or occur aroundthe students. For example in

Chapter I: Form Filling, the textbook provides the example of the English Corner form of

SMAN 1 Sambit. In Chapter V: Recount Text, the textbook also provides stories of

Indonesia and international famous and Influential figures. As far as the researcher know, in

Ponorogo, the English Textbook "Bahasa Inggris Lintas Minat SMA Kelas X" is the only

textbook ever published and used in schools for cross-interest programs.

The researcher analyzed the quality of the textbook because it was one of the

learning tools that underlie the success of the teaching-learning process. The textbook also

becomes a reference for a teacher to deliver teaching materials that have been specified in

the syllabus. Therefore, the quality of the textbook is very important. The textbook also

influences in learning outcomes for students.Consequently, the analysis on textbook is

needed to find the appropriate textbook with syllabus and the students’ need.

Based on the phenomenon above, the writer was interested in conducting a study

entitled “ANALYSIS ON ENGLISH TEXTBOOK “BAHASA INGGRIS LINTAS MINAT

SMA KELAS X” BASED ON TOMLINSON’S THEORY”

B. Research Focus

From the background of the study, the researcher analyzed the content of the English

textbook “Bahasa Inggris Lintas Minat SMA Kelas X” written by an English teacher of

SMAN 1 Sambit. The research focused on the quality of a good textbook suggested by

Tomlinson. The researcher analyzed the contents of the textbook by using the sixteen

criteria developed by Tomlinson to know the quality of the textbook.

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C. Statement Of The Problem

Concerning the background and focus of the study, the problem of the research was

formulated as follow:

“What extent the English Textbook “Bahasa Inggris Lintas Minat SMA Kelas X”

meets the criteria of good textbook suggested by Tomlinson?”

D. Research Objective

Based on the statement of the problem, the research objective was to investigate to

what extent the English textbook “Bahasa Inggris Lintas Minat SMA Kelas X” meets the

criteria of good textbook suggested by Tomlinson.

E. Significances Of The Study

By conducting this study, it was expected to give useful information and contribution

to the educational environment, theoretically and practically.

1. Theoretically

The researcher hoped that this study would give a contribution to scientific

treasure in the field of education. This research also hopefully will affect the educational

institution’s awareness towards choosing an appropriate textbook for students.

2. Practically

The result of this study was expected to be useful as follows:

a. For the writer, this research hopefully helps the researcher gets a lot of knowledge

about the textbook analysis process.

b. For the students, this research expects the students to have high motivation in

learning English by using textbooks.

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c. For the teachers, the findings of the research could use as a consideration in

selecting appropriate textbooks for the teaching instrument.

d. The students are expected to have high motivation in learning English, especially

with supporting textbooks.

F. Organization Of The Thesis

The researcher formulated this research into five chapters. These chapters are

related one to another which has aimed to arrange the thesis easier. The organization of this

study as follows:

Chapter I is Introduction. This chapter consists of the background of the study, the

focus of the research, the statement of the problem, the objective of the study, the

significance of the study, and the organization of the thesis.

Chapter II is a Review of Related Literature. This chapter discusses a previous

research result, theoretical framework about the definition and the role of the textbook, and

sixteen criteria of a good textbook in Tomlinson’s theory.

Chapter III is Research Methodology. This chapter explains the research approach

and design, research setting, source of data, data collection technique, and technique of

data analysis.

Chapter IV is Research Finding and Discussion. This chapter discusses the result

of the study which contains the description and analysis of the data and discussion of the

result of the study.

Chapter V is Conclusion. This last chapter illustrates about conclusions of this

study and the suggestions for the next researchers or readers.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents an overview of the previous research result and theoretical

framework which consists of the definition of the textbook, the role of the textbook, and criteria

of a good textbook in Tomlinson’s theory.

A. Previous Research Result

Considering the topic discussed in this study, there are several previous researches

related to the topic as follows:

The first, a research conducted byMuniroh from Faculty of Education and Teacher

training Walisongo Islamic State University entitled A Content Analysis of the English

Textbook Entitled “When English Rings a Bell” for Grade VII of Junior High School

Published by the Ministry of Education and Culture of Indonesia in the Year of 2016. This

research aimed to identify the appropriateness of the materials in the English textbook with

the content, presentation, linguistic, and graphics appropriateness determined by BSNP. The

researcher conducted this research by a descriptive qualitative method. The source of data

analysis in this research was an English textbook entitled “When English Rings a Bell for

grade VII Junior High School” which was launched in 2013 and published by the Ministry

of Education and Culture of Indonesia. The finding showed that the English textbook was

categorized as “good”since it has fulfilled all the criteria determined by BSNP.11

The second one is a thesis conducted by Sony Dwi Anggara from Faculty of

Tarbiyah and Teacher Training Institute of Islamic Studies (IAIN) Bengkulu entitled An

evaluation of English Textbook Entitled “Modul Pengayaan Bahasa Inggris” Based on the

Curriculum 2013.

11Muniroh, A Content Analysis of the English Textbook Entitled "When English Rings a Bell" for

Grade VII of Junior High School Published by the Ministry of Education and Culture of Indonesia in the Year of 2016, (Thesis, UIN Walisongo, Semarang, 2018).

8

This research aimed to find out the suitability of “Modul Pengayaan Bahasa Inggris”

with the Curriculum 2013. The researchers used a qualitative approach and content analysis

design to conduct this research. Meanwhile, the source of data in this research was an

English textbook entitled “Modul Pengayaan Bahasa Inggris” which was used by the first-

year students of SMPN 05 Bengkulu. Based on the findings in this research, the English

textbook was categorized as “good” because the result of the research showed that the

English textbook has fulfilled all the aspect competence proposed by Curriculum 2013. It

also applied the student-centered teaching method which the main concern in curriculum

2013.12

Third, thesis conducted by Luluk Anisa from Faculty of Tarbiyah and Teacher

Training State Institute of Islamic Studies (IAIN) Tulungagung entitled A Content Analysis

of an English Textbook for Tenth Graders “Bahasa Inggris X” Published by Pusat

Kurikulum dan Perbukuan. This research aimed to know what kind of evaluation criteria by

Curnningsworth are fulfilled by the textbook “Bahasa Inggris X”. This research was

conducted by qualitative content analysis approach and descriptive research design.

Meanwhile, the primary source of this research was an English textbook entitled “Bahasa

Inggris X” used by tenth-grade students of senior high school, which was published in 2014

by Pusat Kurikulum dan Perbukuan. The result of the research showed that all the criteria

proposed by Cunningsworth were completed by the textbook.13

The similarity between this study and the results of the previous study mentioned

above is on the souce of data. The source of data on those previous study and the researcher

were taken from document form, it was a textbook Meanwhile, the differences are on the

subject of the study and the criteria that were used to evaluate textbooks, as follows:

1. The subject of the study in this research is different from the previous research

12Sony D Anggara, An Evaluation of English Textbook entitled Modul Pengayaan “Bahasa Inggris”

Based on the Curriculum 2013, (Thesis, IAIN Bengkulu, 2019). 13Luluk Anisa, A Content Analysis of an English Textbook for Tenth Graders “Bahasa Inggris X”

Published by Pusat Kurikulum dan Perbukuan, (Thesis, IAIN Tulungagung, 2016).

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The first previous research used the textbook “When English Ring a Bell”

published in 2013. Meanwhile, the second one used the textbook “Modul Pengayaan

Bahasa Inggris” used by junior High School in Bengkulu. Then, the third research

used the English textbook “Bahasa Inggris X” published by Pusat Kurikulum dan

Perbukuan in 2014. It is different because the research conducted by the researcher

used the English textbook “Bahasa Inggris Lintas Minat SMA Kelas X” published by

SMAN 1 Sambit in 2018.

2. The criteria which evaluates the textbooks

In this research, the researcher analyzed the English textbook with sixteen

criteria of good textbook proposed by Tomlinson’s theory. Meanwhile, the first

previous research analyzed the textbook using four appropriateness aspects proposed

by BSNP and the second one analyzed the textbook using basic competence of

curriculum 2013. Then, the last previous research analyzed the textbook with ten

criteria of good textbook proposed by Cunningsworth.

B. Theoretical Framework

This sub-chapter will discuss the detail of the textbook and Tomlinson’s Theory.

1. Textbook

In this section, the researcher gives an overview of the definition of the textbook

and the role of the textbook.

a. Definition of Textbook

According to Brown, Textbooks are a book for use in an educational

curriculum. It also states that textbooks are the clearest and most common form of

support material for language teaching.14 In Oxford Advanced Learner’s Dictionary,

the textbook is defined as a book that teaches a particular subject and that is used

14Brown, “An Interactive Approach to Language Pedagogy”, (New York: Longman, 2001). 141.

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especially in schools and colleges.15 In the teaching-learning process, a textbook has

a significant function for teachers and learners. Richard argued that the textbook

was a teaching source, which stimulate the cognitive process and provides structure

and progression that learners need to follow to support the teaching and learning

process.16 It means, as a media instruction, the textbook contains task and instruction

which lead both the teacher and students to follow the instruction in it.

The textbook consists of written material that can guide the teacher to

explain the material.Alan also stated thattextbooks were a source in achieving the

objectives in terms of the students’ needs. However, the textbooks should not set

the goal or become the goal itself. Alan also argued that teachers and textbooks

should met the students’ needs.17It means, to meet the students’ needs, the goals of

the textbook must be as close as possible to the teacher’s goals.

In principle, a textbook is an instrument to achieve teaching aims which

contain educational materials in printed form that are designed to support the

teaching and learning process. It is an instrument of instruction and the main source

of information for both teacher and student.

b. The Role of Textbook

Nowadays, a textbook has a primary role in the teaching-learning process in

the classroom because the teacher believes that a textbook can help the students to

understand the material. As the main source, textbooks are often used as an

effective tool in a teaching-learning activity. O’neill stated the reasons for using

textbooks in courses and others were (1) The textbook contains a lot of material that

will be taught, although a textbook is not specifically designed for one group, it

15Hornby, A. S, Wehmeier, S., & Ashby, M. “Oxford Advanced Learner’s Dictionary of Current

English” (6th ed.). (Oxford: Oxford University Press, 2000), 1238. 16Jack C Richards, “Curriculum Development in Language Teaching” (Cambridge: Cambridge

University Press, 2001), 252. 17Alan Cunningsworth, Choosing Your Coursebook, (UK: Macmillan Publishers, 1995).7.

11

could be very suitable for their needs. (2) textbooks make it possible for teachers

and students to look ahead to what we are going to do or to look back at what we

had done. (3) Textbooks provide well-presented learning materials. (4) textbooks

allow a teacher to adapt to the teaching process and improvise while the teacher is

teaching.18

Cunningsworth argued coursebooks were best seen as a source in achieving

aims that have already been set in terms of learners’ needs. Textbook also has

multiple roles in ELT as (1) a resource for material presentation, (2) a source of

activities for learner practice and communicative interaction, (3) a reference source

of grammar, vocabulary, and pronunciationfor learners, (4) a source of stimulation

and ideas for classroom language activities, (5) a syllabus-where they reflect

learning objectives which have already been determined, (6) a resource for self-

directed learning or self-access work, (7) support for less experienced teachers who

have yet to gain in confidence.19

Richards stated depends on how the textbooks were used and in which

context they used, there were eight textbooks roles in a language program,20 as

follows:

1) Textbooks provide structure and syllabus. Through textbooks, it allows the

students to be able to receive the syllabus that has been developed.

2) Textbooks help standardize instructions. The use of textbooks can be used

to ensure that students in different classes will receive similar content and

can be tested in the same way.

18Robert O’neill, “Why Using Textbooks?,” ELT Journal, Vol. 36 No. 1 (Oct 1981), 104-111, 105. 19Alan Cunningsworth, Choosing Your Coursebook, (Macmillan: Heinemann, 1995), 7. 20Jack C Richards, “Curriculum Development in Language Teaching” (Cambridge: Cambridge

University Press, 2001), 254-255.

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3) Textbooks maintain quality. If a class uses well-developed textbooks, then

the students will receive the material from textbooks that have been tried

out based on good learning principles.

4) Textbooks provide a variety of learning resources. They provide a rich and

varied source for teachers and learners, as often accompanied by

workbooks, CDs and cassettes, videos, CD ROMs, and comprehensive

teaching guides.

5) Textbooks provide a variety of learning resources. Textbooks not only

provide written materials, but they also provide rich and varied learning

resources for teachers and students, as often accompanied by workbooks,

CDs and tapes, videos, CD ROMs, and comprehensive teaching guides.

6) Textbooks are efficient. Textbooks help the teacher to save their time,

allowing them to devote time to teach rather than producing material.

7) Textbooks provide effective language models and input. Textbooks help

and support teachers who not native speakers and who may not be able to

generate accurate language input on their own.

8) Textbooks are visually attractive. Commercial textbooks usually have high

design and production standards with attractive colors and images and

therefore attract students and teachers alike.

Based on the discussion above, textbooks have a role to help the teachers to

prepare teaching material and being a resource of material for both teacher and

students. Textbooksalso have a role to present the material which appropriates to

the syllabus that has been planned.

2. Tomlinson Theory

Tomlinson argued that material developers always did so ideally in principled

ways related to what they know about how language can be effectively learned when

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they provide input. They might wrote a textbook, tell stories, express an opinion, or

provide samples of language use. Moreover, Tomlinson also stated that the material

developers should focus on three vital questions while providing input, they were (1)

what should be provided for the learners, (2) How the input should be provided, and (3)

what can be done with the input to promote language learning.21

Tomlinson pointed out the principles of second language acquisition which

relevant to the development of materials for teaching language,22 as follows:

Tomlinson (2011) gave good criteria of the textbook. They were:

a. Materials should achieve impact

The impact can be achieved by the materials when the students’

curiosity, attention, and interest are attracted. The materials can achieve impact

through:

1) Novelty. The materials developers should provide unusual topics,

illustrations, and activities in the textbook to attract students’ interest.

2) Variety. Variety means the textbooks provide unexpected activities,

use many different text-types taken from many different types of

sources, and use several different instructor voices on a CD.

3) Attractive presentation. It means, the materials in the textbook should

be presented in attractive colors, lots of white space, and provide

photographs.

4) achievable challenge. The textbook should provide tasks that challenge

the learners to think.

However, the materials which achieve impact to a student might not

achieve impact with other students. Materials developers need to know as much

21Brian Tomlinson, Material development in Language Teaching 2nd Ed (Cambridge: Cambridge

University Press, 2011). 22Ibid

14

as possible about the target learners and about what is likely to attract their

attention. They should provide more varieties of topics, text, and activity choices

in the textbook.

b. Materials should help learners to feel at ease

In Tomlinson’s theory, it mentioned that materials could help learners to

feel at ease in several ways. Most learners are more comfortable with written

materials in lots of white space. They also feel at ease if the materials provided

in texts and illustrations that students can relate to their own culture. The

textbooks also should provide material with dialogue, a lot of pictures, then

grammar and examples to help the students feel more comfortable in the

learning process.

c. Materials should help learners to develop confidence

Tomlinson argued the students felt confident if they thought the materials

they learned were not too difficult. The material developers can help the students

to increase their confidence by providing materials in simple language to

accomplish easy tasks. Students’ confidence can be stimulated through

completing substitution tables, writing simple sentences, and filling in the blanks

in dialogues. Tomlinson also stated that many teachers and learners also felt

welcome this approach.

d. What is being taught should be perceived by learners as relevant and useful

Tomlinson stated that the materials that were presented in the textbook

should relevant and useful by relating them to students’ interest and their real

life. The relevance and utility can be achieved by relating the teaching points to

interesting and challenging tasks and also presenting the materials that could

facilitate the achievement of the tasks’ outcomes desired by the students. The

15

relevant and useful teaching point will help the students to achieve long-term

academic or career objectives.

e. Materials should require and facilitate learner self-investment

In Tomlinson’s theory, it was stated that the students would get many

advantages if they invested their interest, effort, and attention in the learning

activity. Materials in the textbook should help them to achieve this, by providing

students with choices of focus and activity, by giving them topic control, and by

engaging them in learner-centered discovery activities. For example, the material

in the textbooks can facilitate students’ self-investment by getting their interest

in writing and spoken text. The textbook could ask the students to respond to the

written or spoken text globally, then help them to analyze the linguistic feature

of it. The materials also can facilitate students’ self-investment by involving the

students in mini-project, finding supplementary materials, or let them make

decisions about which texts to use and how to use them.

f. Learners must be ready to acquire the points being taught

Pienemann claims that instruction can improve the language acquisition

process and improve students’ grammar mastery if it balances with students’

readiness. Then, Tomlinson states that the materials can increase students’

readiness by creating situations that require the use of various language features.

Readiness also can be achieved by materials that ensure the students mastering

the previous features they learned before teaching a new one. It can also be

achieved by materials that get students to focus on features of the target

language they have not acquired before so that they feel more attracted to these

features.

g. Materials should expose the learners to language in authentic use

16

Tomlinson claimed that students needed an authentic use of the target

language. It means, they need an experience of how language is used for a

communicative purpose. In addition, Tomlinson said that the materials in the

textbook should stimulate authentic input which understandable enough to

achieve the purpose for responding to it. It can be concluded that rather than just

being a passive reception, the textbook should stimulate students’ interaction

with the authentic input. Activity such as making interviews, doing a project in

the local community, listening to the radio, can facilitate the students in process

of authentic use.

Tomlinson said in his theory that it was important for the students that

they were exposed to planned, semi-planned, and unplanned discourse if they

want to be able to use the language for general communication. A formal lecture,

an informal radio interview, and a spontaneous conversation are examples of

planned, semi-planned, and unplanned discourse.

h. The learners’ attention should be drawn to linguistic features of the input

Tomlinson stated that helping the students to pay attention to linguistic

features of authentic input can help them acquire some of those features. The

students’ attention which is paid to the language can be conscious and

unconscious. For example, the students might be paying conscious attention to

the attitude of one of the characters in a story and might be paying unconscious

attention to the second conditional which the character used. Then, the students

are asked to make a generalization about the function of the character’s attitude

they paid attention to before. Therefore, the students become aware of the gap

between a feature of their interlanguage and the equivalent feature in the target

language. In Tomlinson’s theory, it is also said that there is another approach

that can help the students to notice the gap between their use of features in

17

English and how the native speakers use it. The textbook can ask the students to

compare their indirect speech with the way it is used by native speakers.

i. Materials should provide the learners with opportunities to use the target

language to achieve communicative purposes

Tomlinson stated that the students should be given opportunities to use

language for communication rather than just to practice it controlled by the

teacher and the material. It will encourage the students in a situation in which the

content and the expression of the interaction are determined by the students.

Moreover, communicative interaction can provide opportunities for students to

pick up language from the new input generated, as well as opportunities for

learner output to become an informative source of input. Therefore, the materials

should provide the students with opportunities for such interactions in planned or

unplanned mode. Those interactions can be achieved through:

1) Information or opinion gap activities require the students to

communicate with each other to close the gap such as finding out

what food people would like at the class party.

2) Post-listening and post-reading activities require the students to use

information from the text to achieve a communicative purpose such

as discussing whom to vote for or writing a review of a book or film.

3) Creative writing and creative speaking activities such as writing a

story and improvising drama.

j. Materials should take into account that the positive effects of instruction are

usually delayed

Tomlinson stated that there was a statement from a research of language

which showed that rather than from instant adjustment, language acquisition was

gained from a gradual and dynamic process of internal generalization. The

18

students cannot be expected to learn new language features and be able to use

them effectively in the same lesson. They might practice it, to retrieve it from

short-term memory, or produce it after their teacher asks them. However, the

students get it wrong in the following week. The students should have enough

time, instruction, and exposure to acquiring the new feature.

Therefore, Tomlinson stated that recycling instruction and providing

frequent and sufficient exposure to the instructed language features in

communicative use is more important than facilitating the gradual process in the

material. The language acquisition will be successful if it requires frequent,

spaced, and varied recycling.

k. Materials should take into account that learners differ in learning style

In Tomlinson’s Theory, it mentioned that the activities in the textbook

should be varied and ideally met all learning styles, because if there were

different students in the class, then the learning style preferred will be different

too. There are many kinds of learning style preferred by the students,23 include:

1) Visual learning style. The learning style in which the materials of the

study are presented through printed words, painting drawings,

sculpture, photography, cartography, diagrams, graphs, charts,

images, signs, and slides.24 The materials are associated with the

visual tools.

2) Auditory learners. The students prefer to learn through hearing the

language. They gain information through verbal discussion and

listening to others speech.

23Z Dörnyei, The Psychology of the Language Learner: Individual Differences in Second Language

Acquisition, (Mahwah, NJ: Lawrence Erlbaum, 2005) 24Philominraj, et al, "Visual Learning: A Learner-Centered Approach to Enhance English Language

Teaching," English Language Teaching, 10 (February 2017), 55.

19

3) Kinesthetic learners. The students who prefer to do something

physical. They also like movement, games, and work with touchable

objects.

4) Studial learners. The students who like to pay attention consciously

to language features and want to be corrected.

5) Experiential learners. The students prefer to learn the language from

firsthand experience. The experiental students are more concerned

with communication rather than correctness in written-based

evaluation.

The material developers should be aware and try to cater to all different

learning styles in their material. The important thing is the material developers

do not assume that the same approach will give the same benefit for all students.

l. Materials should take into account that learners differ in affective attitudes

Tomlinson argued that in the teaching-learning process, the students

should have a positive feeling towards the target language, their teacher, their

fellow students, and the materials. Students’ motivation and attitude about the

target language are will differ from each other. Therefore, the material

developers should be aware of the motivation and attitude differences of the

material users. The use of a variety of language instruction in the materials is the

way to deal with a variety of cognitive styles. Ways of doing this include 1)

providing choices of different type of text, 2) providing choices of different

types of activities, 3) providing optional extras, 4) including units in which the

value of learning English is a topic for discussion, 5) including activities which

involve the students in discussing their attitudes and feelings about the course

and the materials.

m. Materials should permit a silent period at the beginning of instruction

20

Tomlinson claimed that forcing the students in the immediate

production of a new language will only get a failure. It does not have a good

impact on the reluctant students both affectively and linguistically. Furthermore,

the silent period tries to facilitate the development of internalized grammar,

which can help the students to achieve proficiency. Unfortunately, some of the

students use the silent period to avoid language learning.

Tomlinson claimed that the purpose of the silent period was to

introduce new language points through activities that require understanding

rather than production. For example, the material in the textbook can introduce

new vocabulary and language structures through stories then the students can

respond to it using their first language.

n. Materials should maximize learning potential by encouraging intellectual,

aesthetic, and emotional involvement which stimulates both right and left brain

activities

Tomlinson claimed that varied making activities such as analytics,

creativity, evaluation, and rehearsal are require processing capacity can lead to

deeper and more durable learning. It would be better for the textbooks to provide

material which stimulates students’tought and feeling. Furthermore, Tomlinson

agreed with Lazanov’s Suggestopedia that he allowed the students to received

information through different brain processes and in different circumstances.

Therefore, the information obtained by the students is stored in many different

parts of the brain. Through this step, Lazanov tried to maximize students’ recall.

Suggestopedia engaged the students in a variety of both left- and right-brain

activities such as reciting the dialogue, sing a song, writing a story, or dancing to

instruction.

o. Materials should not rely too much on controlled practice

21

Tomlinson noticed that most researchers seemed to agree with Elis who

said that controlled practice seemed to have a slight long-term inaccuracy in

which the new structures were given. Moreover, the controlled practice also has

little effect on fluency.

However, the controlled grammar practice activities still feature in

popular textbooks significantly. Many teachers and students also consider them

useful. In a recent analysis of low-level textbooks, Tomlinson found that nine

out of ten textbooks contained many more opportunities for controlled practice

rather than opportunities for language use. Tomlinson also stated that most

students might be wasting their time doing drills and repeating dialogue.

p. Materials should provide opportunities for outcome feedback

Tomlinson claimed the feedback that more focused on outcome

effectiveness rather than accuracy can lead the output to become a more

profitable input source. It means the language will be more powerful and be an

informative source of information if the language which was produced by the

students was evaluated. In addition, the students who fail to achieve

communicative purpose were more likely to obtain feedback about the

effectiveness of their language use than those whose language was corrected

without to non-linguistic outcome. Moreover, the material developers need to

ensure that the language production activities in the textbook have desired result

than just practice it.

22

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research methodology that used in this study. It consists of

research approach and design, research setting, source of data, data collection technique, and

technique of data analysis.

A. Research Approach And Design

In conducting this research, the researcher used a library research to analyze the

content of the English textbook and the approach that was used by the researcher was

descriptive analysis design. The study that used library research involve a collection of

textbook, journals, and articles. Library research is used to obtain and collect data from

written material that needed by the writer..25

This study used library research because the researcher used document to be

analyzed that is English textbook. In addition, this study used descriptive analysis because

the researcher want to describe and analyzed the criteria of good textbook that fulfilled by

the English textbook “Bahasa Inggris Lintas Minat SMA Kelas X”. Since library research is

non-hypothesis research, so this study just collected the data, analyzed them, then drew a

conclusion based on the data.26 In addition, it does not contain statistical analysis and

empirical calculation.27

To analyzed the data, the researcher used content analysis. Content analysis was one

of many types of analyzing data in qulaitative approach. Because this research investigated

to what extent the English textbook “Bahasa Inggris Lintas Minat SMA Kelas X” met the

25 Denzin & Lincoln, Handbook of Qualitative Research. (Thousand Oaks, CA: Sage, 2011), 3. 26 Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktek (Jakarta: PT. Rineka Cipta, 1998),

139. 27Haradhan Mohajan, “Qualitative Research Methodology in Social Sciences and Related Subjects,”

Journal of Economic Development, Environment and People, 7 (2018), 2.

23

criteria of a good textbook suggested by Tomlinson,so the researcher analyzed text (the

content of the textbook) rather than numerical data.

B. Research Setting

This research not needed a specific place because it was a kind of documentary

research. It means this research can be done at any time and everywhere. This research was

conducted when the researcher proposed the title and did the research up to the time when

collecting the result of the study. This research was began in February and finished in April

2021 .

C. Source Of Data

The primary data source of this research was a document. The main data source in

this research came from the whole content of the English textbook. It included the material

and the exercise in the textbook which consisted of four language skills such as the activities

for listening and speaking, and also text for writing and reading.

The document that was used as a source of data in this research was the English

textbook used by Tenth Grade students of SMAN 1 Sambit written by their English teacher

entitled “Bahasa Inggris Lintas Minat SMA Kelas X”. It contained 132 pages and 5

chapters. Then, the researcher analyzed the data (material of English textbook) as

objectively as possible.

D. Data Collection Technique

In this research, the researcher used documentation as the technique in collecting

data. The researcher chose documentation because it was a method of collecting data in a

written-based like a textbook.

The process of data collection are start from finding the textbook “Bahasa Inggris

Lintas Minat SMA Kelas X”, understanding the theory of good textbook proposed by

Tomlinson and the textbook, finding and identifying all the content or material in the

24

textbook by using criteria of good textbook proposed by Tomlinson, taking notes based on

the criteria.

The data were taken from the textbook entitled “Bahasa Inggris Lintas Minat SMA

Kelas X” written by an English teacher of SMAN 1 Sambit Ponorogo. The researcher

analyzed the whole units in the textbook as a source of the data, namely Chapter I, Chapter

II, Chapter III, Chapter IV, Chapter V. The researcher analyzed each chapter which focused

on 16 criteria of Tomlinson’s Theory.

E. Technique Of Data Analysis

The technique of data analysis is how researchers go from mass data to meaningful

insight. The researcher determine whether the result answer the research question. After

collecting the data from the textbook as a document, the data was analyzed by using content

analysis in which the researcher analyzed data and identify every component material in the

English textbook using the criteria of good textbook proposed by Tomlinson. Then, the

researcher describe the data which will answer the research problem above.

So, The researcher analyzed the data by using an analysis procedure as follow:

1. Reading the textbook

The first step in collecting data, the researcher read the whole content of

the textbook

2. Classifying the textbook

The researcher compare between each aspects in the criteria of good

textbook with each part the content of the textbook.

3. Analyzing the textbook by using Tomlinson’s theory

To analyze the the content or material of the textbook, the researcher

studies what is the aspect fulfilled by the textbook and not fulfilled by the

textbook.

4. Making conclusion

25

The last step was making conclusion according to the analyzed data. After

the researcher finds the answer from research problem, then the researcher

will make the conclusion based on the finding.

26

CHAPTER IV

FINDING AND ANALYSIS

This chapter presents the general data of the textbook “Bahasa Inggris Lintas Minat SMA

Kelas X” and the process of textbook analysis. Both of them, research findings and Analysis,

will present the data referred to the proposed research problem.

A. General Data

In general data, the researcher provide the description of English textbook and the

biography of the writer the English textbook.

1. English Textbook “Bahasa Inggris Lintas Minat SMA Kelas X”

Textbook “Bahasa Inggris Lintas Minat SMA Kelas X” was written by

Marsudiono, and published by SMAN 1 Sambit. this textbook was certified and has

been approved by the Head Master of SMAN 1 Sambit, Ponorogo to be used as one of

teaching material resources in the grade X.

Textbook “Bahasa Inggris Lintas Minat SMA Kelas X” consisted of totally 132

pages and there were five chapters in it. Chapter I entitled Form Filling discussed

several texts which set out in the forms used in companies, banks, or agencies, and

discussed how to provide dan request information relating to identity and relevant

information according to the context of its used. Chapter II entitled Expressing

Obligation discussed how to express obligation in the present, past, and future

according to the context of its used. Chapter III entitled Future Simple, Continuous and

Perfect Tenses discussed how to asking and giving information by using simple,

continuouse, and perfect tense. Chapter IV entitled Stating and Asking the Relation

between Two Objects or Actions discussed how to giving and asking information

between to object by using “both ... and”, “not only ... but also”, “either ... or”, “neither

27

... nor”. Chapter V entitled Recount Text discussed how to giving and asking

information about famous figures in the form of biography.28

2. The Biography of the Writer

Marsudiono, who has nick name Dion, was born in August 21, 1974. He lives in

Ponorogo, East Java. He was graduated from SDN 02 Bancangan, SMPN 1 Sambit, and

SMAn 1 Sambit. He continue his study in Yogyakarta State University and graduated on

2000.

He ever taught at SMA Tri Bakti, SMA GAMA, Bulak Sumur Association

(BSA), IPAGAMA, Elite English Course, and Indonesia College. He was the lecturer of

Muhammadiyah University of Ponorogo on 2001-2014. He was also the founder of

BMW (Budi Marsudiono Wawan) Group Englist Translation and Education Center in

Yogyakarta. He was the third place winner for Guru Berprestasi in Ponorogo regency

level, in 2015. He was ever choosen by Peace Corps America as the presenter of Alumni

Counterpart session in Sustainability Conference in Bandung, West Java on 2014.

Some of his writings have been published in Kedaulatan Rakyat, SHIELD,

EKSPRESI, HELLO, TISA, Ponorogo Pos, Dimensi Fenomena, and Dinamika. His

writings were also broadcasted in Radio Voice of America, BBC London, ABC

Australia. Here are some of his works29:

a. Semburat Merah (anthologhy of poetry) - 1997

b. Birunya Langit Yogya (Lyrical Prose) - 1999

c. The Rising Star – 2001

d. Guide to Light Conversation – 2003

e. Basic Competence for Speaking and Writing – 2004

f. Di Balik Bayang-bayang Matahari (Novel) – 2004

g. Strive to Master Sentence Writing – 2008

28

Marsudiono, Bahasa Inggris Lintas Minat SMA Kelas X, (Ponorogo: SMAN 1 Sambit, 2018) 29

Ibid, 98.

28

h. Developing Paragraph and Text - 2011

B. Analysis of Material Textbook “Bahasa Inggris Lintas Minat SMA Kelas X”

The researcher analyzed the data gained from all the chapters in the textbook to

know whether the materials of English textbooks meet the criteria of a good textbook by

Tomlinson. The process of analysis included all of the sixteen criteria of a good textbook by

Tomlinson start from the first criteria that materials should achieve impact until materials

should provide opportunities for outcome feedback.

1. Materials should achieve impact

Tomlinson stated that impact could be achieved if the materials were

unusual, varied, presented attractively, and achievable challenge.30 Unusual topic

means the topics will be discussed in the textbook have a different theme for each

chapter.31 The textbook “Bahasa InggrisLintas Minat SMA Kelas X” consisted of

five chapters. The titles of the chapters were 1) Form Filling, 2) Expressing

Obligation, 3) Future Simple, Continous and Perfect Tense, 4) Stating and Asking

the Relation between Two Object or Actions, and 5) Recount Text. It can be

concluded that the textbook provided unusual material by providing five chapters

that have different themes.

30Brian Tomlinson, Material Development in Language Teaching (2nd Ed), 3. 31DesyNurFakhimah, “An Analysis on English Textbook Entitled BahasaInggris,” (Publication Article,

UMS, Surakarta 2017), 4.

29

Figure 4.1 The Example of Table of Contents

The variety can be achieved by providing unexpected activity and using

many different types of text taken from many different types of sources.

Unexpected activity means the textbook does not provide a monotony of a unit

routine.32 In chapter five page 57, there was a sub-chapter named “Sentence

Writing” which discussed sixteen tenses in English and how to write a sentence

correctly. Instead of asking the students to make a story, the textbook chose to

provide Writing Project Task to measure students’ understanding of English tense.

In Writing Project Task, the students were asked to make an interview with a

well-known person and wrote a biography based on that interview.This project

task could facilitate the students to write correctly and contextually.

Figure 4.2 The Example of Unexpected Activity

Meanwhile, the textbook did not sufficiently provide different types of text

taken from a different source. The textbook only provded one type of text namely,

32Brian Tomlinson, Material Development in Language Teaching (2nd Ed), 3.

30

recount text. Those texts wereonly provided in chapter five which specifically

discussed recount text. It was proved on page 47 which told A Memoir of W.S

Rendra, page 59told about B.J Habibie, page 63told about Cut Nyak Dien, page

67told about Leonardo Da Vinci, page 69told about DahlanIskan, page 71told

about R.A Kartini, page 72told about Susilo Bambang Yudhoyono, page 73told

about Agnes Monica, page 74told about Chairil Anwar, page 76told about

Soekarno, page 87told about Barack Obama, page 90told about Bung Tomo, page

92told about AniesBaswedan, and page 94told about William Shakespeare..

Figure 4.3 The Example of Recount Text

Then, the attractiveness of the English textbook was achieved by the used

of attractive colors, lots of white space, and the use of photographs.33

Unfortunately, the textbook “Bahasa Inggris Lintas Minat SMA Kelas X”was

printed on grayscale mode, so this book had no attractive color. However, the

textbook provided pictures that were related to the topics. It was proved on pages

17-21 which included the picture of a computer, sign, car, suitcase, and others in

33Brian Tomlinson, Material Development in Language Teaching (2nd Ed), 3.

31

Students Work Sheet Task 2. On page 46, it included the picture of a biography

book. On page 71-73 and 76, it provided the picture of R.A Kartini, Susilo

Bambang Yudhoyono, Agnes Monica, and Soekarno. The pictures were expected

to make the textbook more attractive and also can help the students in the learning

process.

Figure 4.4 The Example of Picture 1

Figure 4.5 The Example of Picture 2

The last, material can achieve impact through achievable challenge or

tasks which challenge the learners to think. The textbook “Bahasa Inggris Lintas

Minat SMA Kelas X” fulfilled this criterion by providing tasks that challenge the

32

learners to think. The achievable challenge of the textbook was proved on chapter

II page 16 on Students Work Sheet Task 1, chapter III page 32 on Students Work

Sheet Task 2, and Chapter IV page 43. Instead of asking the students to answer

the multiple-choice tasks, the textbook chose to ask the students to identify the

social function, the text structure, and the language component of sentences

example in those chapters. Moreover, instead of asked the students to complete

the sentences or the blank task, the textbook chose to ask the students to make five

simple sentences using the formulas of language features that hda been decided. It

was proved on Chapter II page 22-23 in Students Work Sheet Task 3, on chapter

III on page 34-36 in Students Work Sheet Task 2, on chapter IV on page 44-45 in

Assessment Task 1, on chapter V on page 52 in Enrichment Task 2, and page 56

in Sentence Writing Task 1. Meanwhile, in chapter V on pages 86 and 89, the

textbook asked the students to make a synopsis based on the biographies that had

been provided in the textbook. In chapter V on pages 92 and 94, the textbook

asked the students to make some questions based on the biography of the figures

provided in the textbook. All those tasks were trying to encourage the students to

think.

Figure 4.6 the Example of Achievable Task 1

33

Figure 4.7 the Example of Achievable Task 2

Figure 4.8 the Example of Achievable Task 3

Figure 4.9the Example of Achievable Task 4

2. Material should help learners to feel at ease

34

Tomlinson stated that materials could help students to feel at ease by

providing illustrations and examples that they can relate to their own culture.34

The illustrations and examples in the textbook were proved on pages 2, 14, 24, 29,

38, and 53. In chapter I on page 2, the textbook provided the example of an

application form of a bank account. In chapter II on page 14 and chapter IV on

page 38, the textbook provided examples of expressing obligation and examples

of stating and asking the relation between two objects or actions in a dialogue. In

chapter III on page 24, the textbook provided many sentences as the example of a

future event. Moreover, on page 29, the textbook put the example of sentences

into tables which were divided into affirmative sentences, negative sentences,

interrogative sentences, and negative interrogative sentences. In chapter V on

page 53, the textbook illustrated sentence structure into a scheme. The illustration

in figure 4.10 taken from page 53 not only provided a description of the element

of a sentence but also provided sentence structure in a scheme that was expected

tohelp the students to understand how to arrange a sentence. Moreover, the

examples of future events in figure 4.6taken from page 24 were trying to use the

situation that occured around the students. So, it can be concluded that the

textbook fulfilled this criterion as it was in line with Tomlinson who argued that if

the examples were taken based on the things related to the students then it would

make them feel at ease and easier to understand the material.

Figure 4.10 The Example of Sentence in Dialogue

34Brian Tomlinson, Material Development in Language Teaching (2nd Ed), 3.

35

Figure 4.11 The Example of Sentences

Figure 4.12The Example of Sentences in Tables

36

Figure 4.13 The Illustration in The Textbook

3. Materials should help the learners to develop confidence

Tomlinson argued in his theory that if the students thought that the

materials they learn were not too difficult, so they will feel confident. Completing

substitution tables, writing simple sentences, and filling in the blanks in dialogues

were some of the easy tasks which could stimulate students’ confidence.35The

textbook “Bahasa Inggris Lintas Minat SMA Kelas X” also used simple language

to accomplish every task. It was proved in chapter II on pages 17-21 which

provided the students filling in the blank task. Then in chapter III on pages 35 and

36, the textbook provided a task that asked the students to write simple sentences

about their resolution and their next ten-year dreams. In chapter V on page 51, the

textbook provided a task that asked the students to arrange a sentence into correct

word order. Then on page 62, the textbook provided a task that asked the students

to match the English words with their meaning in Indonesian. Since the textbook

provided many easy tasks, so it was in line with Tomlinson who argued that easy

35Brian Tomlinson, Material Development in Language Teaching (2nd Ed), 5

37

tasks can stimulate students’ confidence. It can be concluded that the textbook

fulfilled this criterion.

Figure 4.14 The Example Filling in the Blank Task

Figure 4.15 The Example of Writing Simple Sentence Task

38

Figure 4.16 The Example of Correcting Word Order Task

Figure 4.17 The Example of Easy Task

4. What is being taught should be perceived by learners as relevant and useful

The textbook ”Bahasa Inggris Lintas Minat SMA Kelas X” tried to

provide relevant and useful teaching materials by connecting them to students’

interests and also their real-life.36Chapter I named“Form Filling”was useful for

students to know how to give and ask for information of identity and other

relevant information in forms. On page 9, the textbook asked the students to fill

the application form of bank account and the registration form of English Corner

of SMAN 1 Sambit. The bank account application form was taken from one of the

private banks in Indonesia. Meanwhile, the registration form of English corner

was taken from one of the extracurricular classes in SMAN 1 Sambit. As it was in

line with Tomlinson’s theory, it meant that the teaching point in chapter I was

relevant because those forms related to students’ real-life. In addition, the

understanding of how to fill the form is very needed, because when someone

wants to enroll in anything he has to fill the application form.

36Brian Tomlinson, Material Development in Language Teaching (2nd Ed),4.

39

Figure 4.18 The Example of Application Form

Chapter II, III, and IV discussed language features entitled “Expressing

Obligation”, “Future Simple, Continous and Perfect Tense” and “Stating and

Asking the Relation between Two Objects or actions” wererelated toEnglish

grammar. Debata, an expert, said that the knowledge of grammar carried accurate

learning language outcomes.37 So, knowing language grammar will help someone

avoids errors in his speaking and writing. Tomlinson also said that relevance and

utility could be achieved by presenting the materials which could help the students

achieve the outcomes they desired.

In Chapter II on page 13, the textbook provided the example of sentences

that express obligation in the present, past, and future as the teaching materials.

Then, in Chapter III on page 24, the textbook provided the example of sentences

which express future event. In Chapter IV on page 37 and 38, the textbook

provided dialogues which expressed correlative conjunction, such as either,

neither, and both. Since chapters II, III and IV discussed how to express

37Debata, The Importance of Grammar in English Language Teaching – A Reassessment

40

something that was used for daily activity, so these chapters were very useful and

relevant for the students as it was in line with Tomlinson that the materials should

connect to students’ real life.

Figure 4.19 The Example of Teaching Material 1

Figure 4.20 The Example of Teaching Material 2

Figure 4.21 the Example of Teaching Material 3

Chapter V “Recount Text” provided stories that entertained and informed

the students of an event in the past time chronologically. In the textbook “Bahasa

Inggris Lintas Minat SMA Kelas X”, the recount text was presented in a

biography of a famous figure, so the students can find out the information about

41

Indonesian and international famous figures. The students were expected to

emulate the attitude and achievement of Indonesian famous figures as told in the

textbook. On pages 87 and 94, the textbook provided the biography of Barack

Obama and William Shakespeare. Meanwhile, on pages 59 and 76, the textbook

provides the biography of B.J Habibie and Soekarno. The textbook not only

provided the biography of an internationally famous figure but also provided the

biography of Indonesian figures so it still connected to students’ real-life. Since it

was in line with Tomlinson’s Theory, so the textbook fulfilled the criterion.

Figure 4.22 The Example of The Biography

5. Materials should require and facilitate learner self-investment

It will be great for the students if they investedtheir interest, effort, and

attention in the learning activity, as it was said in Tomlinson’s theory. One of the

way how to facilitate students’ self-investment was by making them interested in

written and spoken text, then making them respond to it and helping them to

analyze linguistic features of it.38The textbook ”Bahasa Inggris Lintas Minat SMA

38Brian Tomlinson, Material Development in Language Teaching (2nd Ed), 7.

42

Kelas X” tried to facilitate students’ self-investment as itwas proved in Chapter I

on page 9, in Chapter II on page 16, in Chapter III on page 32, and in Chapter IV

on page 43. On those pages, the textbook asked the students to read the examples

of sentences in each chapter then asked them to analyze the text structure and its’

language component. In Chapter V on page 47, the textbook presented the

biography of W.S Rendra then asked the students to analyze the generic structure,

language features, and its’ social function.

Figure 4.23 The Example of Task

Figure 4.24 The Example of Written Text

Tomlinson also argued that the other ways to achieve students’ self-

investment were by involving the students in mini-project, finding supplementary

materials, or giving them responsibility for making decisions of which texts to use

and how to use them.39 Mini project is a student-centered learning process that

explores real-world problems focus on context-specific learning, students’ effort,

and achieve their goals through social interaction and sharing of knowledge and

39Ibid, 8.

43

understanding.40The textbook “Bahasa Inggris Lintas Minat SMA Kelas X” also

provided mini-project activity on page 57. The students were asked to make an

interview with a well-known person in their region. In an interview, the students

must be able to decidewhat question they will ask.

Figure 4.25 The Example of Mini Project

6. Learners must be ready to acquire the points being taught

Tomlinson argued that the readiness will help students to acquire the

materials that will be taught. By providing the materials which got students to

focus attention on features of language which students have not been acquired can

create their readiness and make the students more attentive.41At the beginning of

the chapter II and chapter III which discussed grammar, the textbook “Bahasa

Inggris Lintas Minat SMA Kelas X”provided example of sentences which

expected to increase students curiosity of how the language feature was used. It

was proved on page 13which discussed obligation expression which provided the

sentences of expressing obligation in the present, past, and future. On page 24

which discussed future events, the textbook provided sentences which contained

language featurer “will” in simple, continuous, and perfect.

40Kokotsaki, “Project-based Learning: A Review of the Literature,” Improving Schools, 19 (June 2016), 1. 41Brian Tomlinson, Material Development in Language Teaching (2nd Ed), 9.

44

Figure 4.26 The Example of Sentences Contain Language Feature

7. Materials should expose the learners to language in authentic use

Tomlinson said that the textbook should facilitate planned discourse such

as a formal lecture, semi-planned discourse such as an interview, and unplanned

discourse such as spontaneous conversation.42The textbook “Bahasa Inggris

Lintas Minat SMA Kelas X” provided formal lecture material on pages 14-15, 25-

31, 38-43, 48-49, 53-55. Formal lecture meant the materials were well-organized,

tightly constructed, and highly polished presentation.43 In Chapter II on page 14-

15, the textbook provided material which discussed the expression of obligation in

the present, past, and future using must and should. In Chapter III on page 25-32,

the textbook provided material which discussed language feature of a future event.

It discussed simple future, future continuous, and future perfect. In Chapter IV on

page 38-43, the textbook provided material which discussed about stating and

asking the relation between two objects or actions. It discussed how to use

both…and, either…or, neither…nor, and not only…but also. In Chapter V on

page 48-49, the textbook provided material which discussed the definition, the

42Brian Tomlinson, Material Development in Language Teaching (2nd Ed), 10. 43Donovan, "Types of Lectures-Planning for Interactive Teaching and Learning," in Center for Educational

Innovation, (University of Minnesota, 2013), 1

45

generic structure, and the language features of recount text. Meanwhile, on page

53-55, the textbook provided material which discussed the element of sentences

and tenses.

Figure 4.27 The Example of Formal Lecture

The textbook “Bahasa Inggris Lintas Minat SMA Kelas X” provided

interview activity, as semi-unplanned discourse, which mentioned in Tomlinson

Theory that it can stimulate students’ understanding to authentic use of the target

language. It was proved in Chapter V on page 57. The textbook provided a writing

project task that asked the students to arrange an interview with a well-known

person.

Figure 4.28 The Example of Interview Activity

Next, as Tomlinson said in his theory that providing spontaneous

conversation in the textbook can help the students to feel the experience of how

46

the language was used for a communicative purpose.44 Unfortunately, the

textbook did not provide material or activity which can conduct the students to

make spontaneous conversation. Therefore, it can be concluded that the textbook

did not fully met all the aspects of this criterion.

8. The learners’ attention should be drawn to linguistic features of the input

The textbook “Bahasa Inggris Lintas Minat SMA Kelas X” providedthree

chapters that discussed grammar review. Those chapters were Chapter II

Expressing Obligation, Chapter III Future Simple, Continous and Perfect Tense,

and also Chapter IV Stating and Asking the Relation between Two Object or

Actions. Tomlinson said that asking the students to generalize the function of a

character’s attitude in a story could help the students to pay attention to linguistic

features. The textbook only asked the students to identify the social function, text

structure, and language component of the examples of sentences provided in each

chapter but did not ask the students to analyze the language feature of a

character’s attitude in a story. The textbook also did not ask the students to

compare their use of language features with the way it was used by a native

speaker. Those approaches had been mentioned before in Tomlinson’s Theory

which claimed that to help the students to pay attention to linguistic features, the

textbook can ask the students to make a generalization of character’s attitude or to

compare their usage of language features with the way it was used by a native

speaker. Since the textbook did not meet the aspects that had been mentioned

before, so it can be concluded that the textbook did not fulfill this criterion.

9. Materials should provide the learners with opportunities to use the target

language to achieve communicative purpose

44Brian Tomlinson, Material Development in Language Teaching (2nd Ed), 10.

47

In his theory, Tomlinson stated that communicative purpose can be

achieved through information or opinion gap activities, post-listening and post-

reading activities, and also creative writing and creative speaking

activities.45Information and gap opinion activity required the students to

communicate with each other to find the other information and close the gap.

Tomlinson claimed that finding out what food and drink people would like was

one of the examples of information or opinion gap activities. In the textbook

“Bahasa Inggris Lintas Minat Kelas X”, the activity which encouraged the

students to communicate with each other was a discussion activity. In Chapter IV

on page 43, the textbook asked the students to discuss the social function, generic

structure, and the language features of correlative conjunction as the subject of

discussion in this chapter. In Chapter V on pages 92 and 94, the textbook asked

the students to discuss the answer to the question based on the text of biography

that had been provided in the textbook.

Figure 4.29 The Example of Instruction to Discussion

In Tomlinson’s theory, the second way the students can achieve

communicative purpose is by providing post-listening and post-reading activities.

The textbook “Bahasa Inggris Lintas Minat SMA Kelas X” just only provideed

post-reading activity but didnot provide post-listening activity. Post-reading

activities presented in the textbook were proved on pages 89 and 86. In Chapter V

45Brian Tomlinson, Material Development in Language Teaching (2nd Ed), 12.

48

on pages 86 and 89, the textbook asked the students to make a synopsis based on

the famous figure’s biography presented in the textbook. It was in line with

Tomlinson’s Theory which stated that writing a review of a book or film was an

example of post-reading activity.

Figure 4.30 The Example of Post-reading Activity

In Tomlinson’s Theory, the third way to achieve communicative purpose

was creative writing and creative speaking activities such as writing a story or

improvising drama. The textbook “Bahasa Inggris Lintas Minat SMA Kelas X”

provided creative writing activities in Chapter II on page 23 which asked the

students to make dialogue about giving advice and obligation. Then, in Chapter V

on page 57, the textbook asked the students to write a biography based on their

interview with a well-known person. In Chapter V on pages 86 and 89, the

textbook asked the students to make a synopsis based on the text of biographies

that had been presented in the textbook. Unfortunately, the textbook did not

provide creative speaking activities for the students. There was no creative

speaking activity in the textbook which was close to the aspect proposed by

Tomlinson in this criterion.

Figure 4.31 The Example of Creative Writing Activity I

49

Figure 4.32 The Example of Creative Writing Activity II

Figure 4.33 The Example of Creative Writing Activity III

10. Materials should take into account that the positive effect of instruction are

usually delayed.

Tomlinson stated that recycling instruction and provided frequent

exposure to the instructed language features were more effective to acquire

language.46The textbook can recycle the instructions which were expected to help

the students acquire language. It was proved in Chapter II on page 16, in Chapter

III on page 32, in Chapter IV on page 43. On those pages, the textbook repeatedly

asked the students to identify the sentences, to find the text structure formula, and

to examine their formula related to the subject of discussion in each chapter.

Then, in Chapter II on page 22, in Chapter III on page 34, in Chapter IV on page

44, and Chapter V on pages 52 and 56, the textbook repeatedly asked the students

to make five or more sentences using the grammar formula which had been

discussed in each chapter. The textbook was trying to make the students familiar

with language features by asking the students to make simple sentences in each

chapter. Therefore, it was in line with Tomlinson’s theory which stated that

providing frequent exposure will help the students to acquire language. Therefore,

the textbook fulfilled the criterion.

46Brian Tomlinson, Material Development in Language Teaching (2nd Ed), 13.

50

Figure 4.34The Example of Recycling Instruction

Figure 4.35TheExample of Frequent Exposure

11. Materials should take into account that learners differ in learning styles

Tomlinson said that the textbook should ideally met all students’ learning

styles.47 The learning styles mentioned in Tomlinson’s Theory werevisual,

auditory, kinesthetic, studial, and experiential. For visual learner style, the

textbook “Bahasa Inggris Lintas Minat SMA Kelas X” provideed pictures of a

bank application form and registration form which related to the subject

discussion that was proved in Chapter I on page 2, 6, and 7. Then, in Chapter II on

page 17, the textbook provided pictures such as a picture of a computer and car,

which related to the questions that students had to be answered. In Chapter V on

page 46, the textbook provided the picture of a biography book when it

47Brian Tomlinson, Material Development in Language Teaching (2nd Ed),14.

51

explainedwhat the biography is. Then, on pages 71, 72, 73, and 79, the textbook

provided pictures of famous figures such as the picture of R.A. Kartini, Susilo

Bambang Yudhoyono, Agnes Monica, and Soekarno which had been discussed in

the biography on those pages. The textbook also provided a diagram that was

proved on page 53. The textbook presented the element of sentences as a subject

discussion through the diagram.

Figure 4.36 The Example of Pictures

Figure 4.37 The Example of Pictures

52

Meanwhile, for auditory learner style, the textbook only provided a little

part in sub-chapter Vocabulary Builder on Pronunciation Practice in Chapter V on

pages 58 and 63. On those sub-chapters, the students were asked to listen their

teacher reading the word’s pronunciation then, the students wereasked to repeat

after their teacher. It was in line with Tomlinson’s Theory which stated that

auditory learners prefered to learn through hearing the language such as listening

to others’ speech.

Figure 4.38 The Example of Pronunciation Practice

However, there was no activity in the textbook which was designed for

kinesthetic learners to meet Tomlinson’s Theory. Tomlinson stated that

kinesthetic learners prefered to learn by doing something physical, but the activity

such as games, movements, and work with touchable objects were not provided in

the textbook.

Meanwhile, the textbook provided many grammar exercises for studial

learners who like to pay attention to language features and want to be corrected as

it was said in Tomlinson’s Theory. In Chapter II on page 16, Chapter III on page

32, Chapter IV on page 43, the textbook gave an exercise that asked the students

to analyze the language features of the examples on each chapter. Then, in

Chapter II on page 17, the textbook gave exercises that asked the students to fill

the blank sentences with the word that express obligation. In Chapter II on page

22, Chapter III on page 34, Chapter IV on page 44, Chapter V on pages 52, 56, the

53

textbook provideed exercises that asked the students to write sentences using the

grammar formula that had been decided in each chapter.

Figure 4.39 The Example of Excercise

Next, Tomlinson stated that experiential learners prefered to learn through

direct experience.48The textbook “Bahasa Inggris Lintas Minat SMA Kelas X”

provided activities or assignments for experiential learner style who like to use the

language and were more concerned in communication. In Chapter I on page 9, the

students were asked to find and fill the application form of a bank account. Then,

in Chapter II on page 23, the students were asked to make dialogue about giving

advice and obligation. In Chapter V on page 57, the textbook asked the students to

make an interview with the well-known person and make a biography based on it.

48Brian Tomlinson, Material Development in Language Teaching (2nd Ed), 15

54

Figure 4.40 The Example of Assignment

12. Materials should take into account that learners differ in affective attitudes

Tomlinson stated that there were many ways for the textbook to

improve students’ motivation in language learning. There were providing choices

of different types of text, providing choices of different types of activities,

providing optional extras, including units in which the value of learning English is

a topic for students’ discussion, providing activities which involve the students to

discuss their attitude and feelings about the course.49

The textbook “Bahasa Inggris Lintas Minat SMA Kelas X”did not

provide choices of different types of text. The only type of text in the textbook

was Recount text in chapter V. However, the textbook was able to provide choices

of different types of activities. The students were not only work on the exercises

in the textbook but also learnt language from firsthand experience. For example,

the textbook asked the students to complete the missing word in Chapter II on

page 17, and write simple sentences in Chapter II on page 22, in Chapter III on

page 34, in Chapter IV on page 44, in Chapter V on page 52 and 56. Then, the

49Brian Tomlinson, Material Development in Language Teaching (2nd Ed), 16.

55

textbook also asked the students to find the application form of bank account like

in Chapter I on page 9, to make dialogue like in Chapter II on page 23,to make an

interview with a well-known person like in Chapter V on page 57, until to make

synopsis from the biography of famous figures like in Chapter V on pages 86 and

89.

Unfortunately the textbook “Bahasa Inggris Lintas Minat SMA Kelas

X” did not provide optional extras, did not include units of learning English value

as topic discussion, and did not include activities which discuss students’ attitude

and feeling about the course.

However, the textbook provided boxes that contained motivation quotes

at the end of each chapter. They were on pages 23, 45, 55, and 57.

Figure 4.41 the Example of Quote

13. Materials should permit a silent period at the beginning of instruction

Tomlinson claimed that the purpose of the silent periodwas to introduce

students to the new language. The teaching-learning process will start from

comprehension activities to production activities.50The textbook “Bahasa Inggris

Lintas Minat SMA Kelas X” provided a sub-chapter namely “Vocabulary

Builder” and Pronunciation Practice to introduce new vocabulary. The sub-

chapter “Vocabulary Builder”was in Chapter V on pages 58 and 62. In this

subchapter, the students were asked to match the English words with their

50Brian Tomlinson, Material Development in Language Teaching (2nd Ed), 17.

56

meaning in Indonesian. Then, the sub-chapter “Pronunciation Practice”was on

pages 58 and 63. In this subchapter, the students were asked to listen and repeat

how the English word is pronounced by their teacher. Those sub-chapterswere

expected to help the students to improve their vocabulary mastery. It was in line

with Tomlinson’s Theory which stated that introducing new language points can

be done by providing new vocabulary, then asked the student to respond to it in

their first language.

Figure 4.42 The Example of Vocabulary Builder

Figure 4.43 The Example of Pronunciation Practice

At the beginning of Chapter II and Chapter II, the textbook provided the

example of sentences which contained the correct grammar structure. The correct

grammar structures in the example of sentences were the subject discussion that

57

will be discussed on those chapters. In Chapter II on page 13, the students were

asked to read the example of sentences that express obligation and then learnt how

to use them. In Chapter III on page 24 and 30, the students were asked to read and

understand the meaning of the example of sentences which express future event.

Figure 4.44the Example of Sentences

The textbook not only provided examples in a simple sentence but also

pdroviedreading material that contained the correct use of the grammar structure

before writing activities. In Chapter II on page 14, the textbook provided reading

material that expressed the use of should in simple, continuous and perfect tense.

In Chapter V on page 47, the textbook provided reading material about a

biography of famous figure W.S Rendra before the students were asked to write a

biography. So, it can be concluded that the textbook fulfilled this criterion as it

wsa in line with Tomlinson which stated that introducing new language points can

be done by providing language structures through stories, then asked the student

to respond to it in their first language.

58

Figure 4.45 the Example of Reading Comprehension

14. Materials should maximise learning potential by encouraging intellectual,

aesthetic and emotional involvement which stimulates both right- and left-

brain activities

Tomlinson agreed that the students should receive information

through different brains, left-brain and right brain.51 In general, it can be

concluded that the left-brain is more concerned with logical thinking such as

analyzing, explaining, criticizing, discussing, and judging. While, the right brain

is more concerned with creativity such as drawing, painting, singing, and other

motoric activity.52 The textbook “Bahasa Inggris Lintas Minat SMA Kelas X”

provided activities that can stimulate left-brain activity but there was no activity in

the textbook which can stimulate right-brain activity.

The textbook “Bahasa Inggris Lintas Minat SMA Kelas X” supported

learning activities which can stimulate left-brain activities such as creating simple

sentences at the end of Chapter II, Chapter III, and Chapter IV, pronunciation

practice in Chapter V on page 58 and 63, vocabulary builder in Chapter V on

pages 58 and 62, arranging scrambled sentences in Chapter V on page 51, and

write a synopsis in Chapter V on pages 86 and 89. According to McCarthy, these

51Brian Tomlinson, Material Development in Language Teaching (2nd Ed), 18. 52Bernice McCarthy and Susan Moris, The 4MAT Course Book, Vol.1 (Barrington: 1994), 7.

59

materials can stimulate left-brain activity which was functioned as logical

thinking. However, there wsa no material in the textbook which can stimulate

right-brain activity which was functioned with creativity and art. Therefore, the

textbook “Bahasa Inggris Lintas Minat SMA Kelas X”did not fulfill this criterion.

15. Materials should not rely too much on controlled practice

Not only controlled practice but the textbook “Bahasa Inggris Lintas Minat

SMA Kelas X” also provided semi-controlled practice and free practice

forstudents. The textbook providedcontrolled practice activities in Chapter I on

pages 9 and 11, which asked the students to fill their data in the application form.

In Chapter II on page 17, there was a task that asked the students to complete the

sentences with the missing word of expressing obligation. In Chapter V on page

51, the textbook asked the students to arrange the scrambled word into correct

word order. On pages 58 and 62, the textbook asked the students to match the

English word with their meaning in Indonesian. On pages 61, 65, and 95, the

textbook asked the students to fill the short bio with the information of B.J

Habibie, Cut Nyak Dhien, and William Shakespeare which had been mentioned in

the reading text. On pages 61, 66, 68, 70, 72, 74, 75, 85, the textbook asked the

students to answer the questions which related to the reading text that had been

provided in the textbook. The exercises on those pages, only have one correct

answer thathad been mentioned in the reading material. The students had no

choice to choose the other answer to complete the sentence. The activities which

put the students in limited form practice situations were known as controlled

practice..53

53Jack C. Richards, Communicative Language Teaching, (Cambridge: Cambridge University Press, 2006),

16.

60

Figure 4.46 The Example of Contolled Practice Task

The textbook also provided semi-controlled practice in Chapter II on page

22, in Chapter III on page 34, in Chapter IV on page 44, and in Chapter V on

pages 52 and 56. On those pages, the students were asked to write sentences using

the formula that had been decided by the textbook. Meanwhile, in Chapter V on

pages 86 and 89, the textbook asked the students to make a synopsis based on the

reading materials that had been provided in the textbook. Then, in Chapter V on

pages 92 and 94, the textbook asked the students to make ten questions based on a

biography of famous figures provided in the textbook and discussed the answer in

a group. At a glance, it seemed like put the students on controlled practice, but it

will run into free practice. For example on page 22, which asked the students to

create simple sentences, it instructed the students to use should+simple present

tense, but the studentswere still given a chance to create sentences they want. The

activity in which the language choiceswere not completely controlled to an

extentwas called semi-controlled practice.54

54Ibid, 16.

61

Figure 4.47 The Example Semi Contolled Practice Task

Not only controlled and semi-controlled practice, but the textbook also

provided free practice. In Chapter II on page 16, the textbook asked the students

to examine their formula of grammar structure discussed in this chapter by

making sentences using their formula. Then, in Chapter III on page 23, the

students were asked to make a dialogue about giving advice and obligation. In

Chapter V on page 57, the students were asked to make a biography based on the

result of the interview with the well-known person. Meanwhile, on page 68 no 10

which discussed the biography of Leonardo Da Vinci, the textbook asked

students’ opinions about why western people created many inventions. The

students could say everything as their opinion for the answer. The activity which

allowed the students to practice the language point without a restricted manner

was called free practice55

Figure 4.48 The Example of Free Practice Task

16. Materials should provide opportunities for outcome feedback

55Ibid., 16.

62

The textbook “Bahasa Inggris Lintas Minat SMA Kelas X” provided a

sub-chapter “Students WorkSheet” for students as reflection or opportunities for

outcome feedback. This sub-chapter was used as a reflection for whether the

students understand the material they learned. The students were asked to examine

their formula about the English structure they learned. If they could examine their

formula and write correct sentences by their formula, so it can be concluded that

they were understood the material theyhad been learned before. Unfortunately,

that subchapter only appeared on the chapter which discussed English structure

such as Chapter II on page 16, Chapter III on page 32, and Chapter IV on page 43.

Figure.4.49 The Example of Reflection

63

CHAPTER V

DISCUSSION

This part will focus on interpreting the relationship among patterns found in data

analysis. In addition, this chapter also explains the position of findings of the present research in

the theories, which are relevant.

A. Material of English Textbook which Met the Criteria of Good Textbook by

Tomlinson’s Theory

In research findings, the researcher explained the result of textbook analysis from

sixteen criteria of a good textbook by Tomlinson’s theory. It showed that there were nine

criteria of a good textbook by Tomlinsons’ theory which were perfectly fulfilled by the

textbook.

The criteria which were perfectly fulfilled were: 1) materials should help learners to

feel at ease, 2) materials should help learners to develop confidence, 3) what is being taught

should be perceived by learners as relevant and useful, 4) materials should require and

facilitate learner self-investment, 5) learners must be ready to acquire the points being

taught, 6) the learners’ attention should be drawn to linguistic features of the input, 7)

materials should take into account that the positive effect of instruction is usually delayed, 8)

materials should permit a silent period at the beginning of instruction, and 9) materials

should not rely too much on controlled practice. The textbook successfully fulfilled all

aspects of those criteria.

Meanwhile, on the six criteria, the textbook had some irrelevant aspects with the

criteria of a good textbook by Tomlinsons’ theory. The criteria where the textbook had some

irrelevant aspect were: 1) materials should achieve impact, 2) materials should expose the

learners to language in authentic use, 3) materials should provide the learners with

opportunities to use the target language to achieve a communicative purpose, 3) materials

should take into account that learners differ in learning styles, 4) materials should take into

64

account that the learners differ in affective attitude, 5) materials should maximize learning

potential by encouraging intellectual, aesthetic and emotional involvement which stimulates

both right- and left-brain activities, and 6) materials should provide opportunities for

outcome feedback.

The research finding showed that the textbook can not fulfill some aspects on the

criteria of material that should achieve impact criteria. From five aspects, the textbook

perfectly fulfilled three aspects in the criteria, there were unusual material, variety, and

achievable challenge. The textbook can provide unusual material by providing five chapters

that had different themes.The textbook, not only succeeded in providing variety but also

succeeded in providing achievable challenge by giving task which has no answer in the

textbook.Unfortunately, the textbook did not provide different types of text. There was only

one type of text namely recount text in Chapter V. In the aspect of attractiveness, although

the textbook succeeded in providing many pictures in it, the textbook has no colors,so it

made the textbookwas less attractive. It would be better for the textbook to be desiged more

colorful.

Next, in the criteria materials should expose the learners to language in authentic

use, the textbook successfully fulfilled the aspect of providing planned discourse and semi-

planned discourse. Unfortunately, there was no activity in the textbook which attracted the

students to speak spontaneously. As it was said in Tomlinson’s Theory, making a

spontaneous conversation was one of these criteria’s aspects.

Next, the fulfillment in materials should provide the learners with opportunities to

use the target language to achieve communicative purpose was not perfect match. The

weakness of the textbook in this criteria was it did not provide post-listening activity. It

would be better if the textbook included some recordings as listening material so that the

students can improve their skills in post-listening activities. In addition, the textbook also

only gave slight support in a creative speaking activity.Although the textbook has discussion

65

activity as a creative speaking activity, it was still less to achieve a communicative

purpose.The textbook can provide activities such as role-play which encourage the students

to use their speaking skills.

The next was materials should take into account that learners differ in learning

styles. The most learning styles were commonly known were visual, auditory, and

kinaesthetic. Unfortunately, the textbook did not provide material that can support

kinaesthetic learners’ style. Indeed, The textbook “Bahasa Inggris Lintas Minat SMA Kelas

X” not only provided material that can support visual and auditory learners but also

provided materials for studial and experiential learners. However, it would be better for the

textbook to provide materials which support all the variety of learning style.

In the criteria materials should take into account that learners differ in affective

attitude, there were 5 aspects that had to be fulfilled by the textbook to improve students’

motivation in language learning. But there wsa only one aspect relevant to the textbook. The

textbook was only able to provide choices of different types of activities. However, at the

end of each chapter, the textbook provided motivation quotes that can help the students

improve their motivation in learning English.

Next, Materials should maximize learning potential which stimulates right- and

left-brain activity. The textbook was able to provide learning materials that stimulate left-

brain activity but there was no material in the textbook which can stimulate right-brain

activity. It will be better for the textbook to provided games that need students’ creativity.

An activity like role play, improvising drama or making templates and posters which were

related to the material can stimulate right and left brain activity.

The last was materials should provide opportunities for outcome feedback. The

textbook provided the sub-chapter “Students WorkSheet” as a reflection. The weakness of

the textbook in this criteria was it did not provide sub-chapters which was used as a

reflection in each chapter. It was only provided in Chapter II, Chapter III, and Chapter IV.

66

The textbooks should provide sub-chapters “Students WorkSheet” in all the chapters in the

textbook. So, the teachers know whether the students understand or not with all the material

in the textbook.

In general, the contents of the textbook “Bahasa Inggris Linats Minat SMA Kelas

X” met the criteria of a good textbook which was proposed by Tomlinson. However, the

physical appearance of the textbook was not strong enough. The quality of the hardcover

and the binding was standard. The selection of the better material for the hardcover will

make it more durable. The textbook also better has a colorful cover design.

67

CHAPTER V

CONCLUSION AND SUGGESTION

The last chapter covers conclusion to conclude the whole of the findings, and

suggestion to suggest some notes that should be fixed for better textbook.

A. CONCLUSION

Referring to the findings and discusion in the previous chapter, it can be concluded

that the textbook “Bahasa Inggris Lintas Minat SMA Kelas X” met the criteria of a good

textbook proposed by Tomlinson. From the process of analyis, can be found that the

textbook fulfilled nine criteria of good textbook proposed by Tomlinson but did not fully

fulfill the other seven criteria.

The criteria of a good textbook proposed by Tomlinson that can be found in textbook

“Bahasa Inggris Lintas Minat SMA Kelas X” were: materials should help learners to feel at

ease, materials should help learners to develop confidence, what is being taught should be

perceived by learners as relevant and useful, materials should require and facilitate learner

self-investment, learners must be ready to acquire the points being taught, the learners’

attention should be drawn to linguistic features of the input, materials should take into

account that the positive effect of instruction is usually delayed, materials should permit a

silent period at the beginning of instruction, and materials should not rely too much on

controlled practice which were perfectly fulfilled by the textbook. The textbook succed

fulfill

Meanwhile, there were some aspects in seven criteria that were not fully fulfilled by

the textbook. They were: materials should achieve impact, materials should expose the

learners to language in authentic use, materials should provide the learners with

opportunities to use the target language to achieve a communicative purpose, materials

should take into account that learners differ in learning styles, materials should take into

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account that the learners differ in affective attitude, materials should maximize learning

potential by encouraging intellectual, aesthetic and emotional involvement which stimulates

both right- and left-brain activities, and materials should provide opportunities for outcome

feedback. There was no activity which attracted the students to speak spontaneously, no

post-listening activity, and did not provide right brain activity were the reason why the

textbook did not fulfill perfectly all the criteria.

B. SUGGESTION

Based on the research findings of the English textbook analysis, the researcher would

like to give some suggestion as follows:

1. The authors of the textbook

The researcher hoped that the English textbook will provide more language skills

activity especially for speaking skill and listening skill, and provides more games that

are appropriate with the material will be learnt. The author can try to balance among all

criteria of a good textbook in every aspect in the textbook. so, it would make the

textbook more complete and students more active in a teaching and learning process.

2. The teachers of Senior High School

Teachers are expected to be more creative in presenting the materials. Whatever

the textbook is, the teachers are expected to keep the class active and conducive. The

teacher should choose the best English textbooks that are based on the students need

and current curriculum. The teachers also expected not to focus on a certain textbook,

but there may other reference books. The teacher are suggested to be more creative to

invite their students. Therefore, the students can be more motivated to learn English not

as a receiver, but also as the producer. It will be better if there is a good coorporation by

both of them to practice the other kinds of communicative excercise in the teaching and

learning process in the class.

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3. The school

To support the effectiveness of a teaching and learning process, the school is

expected to build a good communication and relationship toward parents, students,

teachers, and Local Education Departement. The school has to discuss and select

textbook carefully before recommending the textbook to the teacher and the students.

The school also has to support the teachers to improve their ability and understanding of

current education by sending them to seminar or training held by education institution.

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