READING MATERIALS ON “LOOK AHEAD”

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ANALYSIS READING MATERIALS ON LOOK AHEADTEXTBOOK OF TENTH GRADE STUDENTS BY PT.ERLANGGA

ANALYSIS READING MATERIALS ON LOOK AHEAD

TEXTBOOKOF TENTH GRADE STUDENTS BY PT.ERLANGGA

JOURNAL

By: NURI SYAFITRI

F12105010

ENGLISH EDUCATION STUDI PROGRAM LANGUAGE AND ART DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY TANJUNGPURA UNIVERSITY

2013

ANALYSIS READING MATERIALS ON LOOK AHEAD TEXTBOOK

OF TENTH GRADE STUDENTS BY PT.ERLANGGA

JOURNAL

NURI SYAFITRI, CLARRY SADA, SUMARNI e-mail:[email protected]

ENGLISH EDUCATION STUDI PROGRAM LANGUAGE AND ART DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

TANJUNGPURA UNIVERSITY 2013

ANALYSIS READING MATERIALS ON LOOK AHEAD TEXTBOOK OF TENTH

GRADE STUDENTS BY PT.ERLANGGA

Nuri Syafitri, Clarry Sada, Sumarni Teacher Trainning and Education Faculty, Tanjungpura University in Pontianak
http://www.blogger.com/profile/01842408230618664536http://www.blogger.com/profile/01842408230618664536http://www.blogger.com/profile/01842408230618664536http://www.blogger.com/profile/01842408230618664536http://www.blogger.com/profile/01842408230618664536


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e-mail:[email protected]

ABSTRAK : Penelitian ini di fokuskan pada materi bacaan dalam buku Look Ahead untuksiswa kelas sepuluh yang diterbitkan oleh PT. Erlangga. Tujuan yang terdapat di dalam

penelitian ini adalah apakah materi bacaan yang terdapat di dalam buku ini sudah sesuai dengankriteria materi bacaan yang baik atau tidak. Sehingga pada akhirnya materi bacaan di dalam bukuini dapat dikategorikan sebagai materi bacaan yang baikatau tidak. Variabel di dalam penelitianini yaitu analisis materi bacaan di dalam buku Look Ahead untuk siswa kelas sepuluh dimana

penulis menggunakan analisis isi. Table ceklist dipergunakan untuk menganalisa materi secaralebih mendalam dimana dari 27 materi bacaan yang ada di dalam buku ini, ada 10 materi bacaanyang diambil sebagai sampel. Berdasarkan penelitian yang telah dilakukan pada sampel tersebutdi dapatlah hasil bahwa materi bacaan dalam buku Look Ahead untuk siswa kelas sepuluhyang diterbitkan oleh PT.Erlangga sesuai dengan standar kriteria materi bacaan yangdikemukakan oleh Patel and Jain. Kata Kunci : Membaca, Kriteria, Buku teks

ABSTRACT : This research is focused on the reading materials on Look Ahead textbook fortenth grade students published by PT.Erlangga. The purpose of this research is to get cleardescription about reading materials in this textbook fulfill as good reading materials or not.There is single variable in this research namely content analysis. Checklist table becomes thetool of data collection in this research. The reading materials in this textbook are 27 readingmaterials and the samples are 10 reading materials. Based on the findings of this research, thereading materials of Look Ahead textbook for tenth grade students published by PT.Erlanggafulfill as good reading materials based on the good reading materials criteria by Patel and Jain. Key Words : Reading, Criteria, Textbook

eading is one of the language skills that must be developed besides listening, speaking andwriting. Having a good reading ability will help students comprehend any written textmaterials and get a lot of information from them. When the people read a text, they read for

variety purposes. They sometimes read to get main idea but not much more. Commonly theyread the text to learn information and sometimes they are reading any kind of texts or from alonger chapter of a textbook in order to understand well about the information in it. Perhaps,most often the people read for general comprehension. Comprehension and comprehending havedistinction, comprehension means as an outcome of our thinking. Then comprehending means asthe active process of our thinking. From an outcome point of view, when the reading act hasterminated, our understanding is represented in the knowledge we have gleaned from the readingexperience. From a process point of view, the meaning making is still under construction afterthe act of reading, and comprehension depends on the problem-solving strategies that the readeruses to interpret what has been read. Murcia (2001:187) mentioned that purposes of reading forstudents are to search for information, for general comprehension, to learn new information, andto evaluate information. Although these purposes of reading might give the impression thatthere are very different ways to read a text, these differing purposes actually depend on a stableset of processes and skills that underlies all reading, though in differing combinations of relativeimportance. Grabe in Murcia (2001:188) mentioned that we can still talk about reading in the

R


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singular and define it as such, as long as we recognize the processes and skills combine indiffering ways depending on the readers purposes.

The reading texts in the textbook become important thing in reading session. A textbookhas an important role for teacher and students. It will help teacher to explain more detail and alsohelp students to learn easily. Tomlinson (2003:39) mentioned that the role of textbook is

guidance for teacher and students in teaching learning process. It helps teacher where he/shelacking in training and experience and then it very useful in classroom where English speakingenvironment. Many kinds of text that learned by the students in senior high school. The types oftext that learned in tenth grade of students in senior high school are recount, narratives,

procedures, description, and news item. In this research, the writer analyses English textbook Look Ahead for senior high

school of tenth grade students published by PT. Erlangga as a subject of research. In thistextbook, there are five kinds of text that learned by tenth grade students of senior high school.There are recount text, narrative text, procedure text, descriptive text, and news item text. All ofthe kind of texts learned by students into two semesters. The text of reading materials in thistextbook analyzed based on reading materials criteria by Patel and Jain (2008). The first criteria

mentioned that subject matter should be well graded, the second is the words and structures arecarefully graded, and the last is clear and unambiguous instructions should be given along sidethe practice and exercise. The purpose of this research is to get clear description about readingteaching materials in the English textbook Look Ahead for senior high school of tenth gradestudents published by PT.Erlangga fulfill the criteria of reading materials or not. The goodEnglish textbook is a textbook that cover four language skills such as listening, speaking,reading, and writing. In reading skill, the students read any kind of texts and get muchinformation from them to increase their knowledge. In senior high school level, of course thereading text more than just simple paragraph. The texts are complex that consist of set ofvocabularies and long stories. METHOD

The purpose of this research is to describe do reading teaching materials in Englishtextbook Look Ahead for senior high school of tenth grade students fulfill the criteria ofreading material or not. The appropriate method which is used by the writer in this research isdescriptive method. According to Dawson (2009:111) descriptive me thod is a study whichdescribes and interpret about condition or relationship that exist, opinion that are held, processesthat are going on, effect that are evident, or trends that are developing. This method primaryconcern about past happening which is still relate to the current condition. Dawson (2009:122)mentioned that content analysis is method that works through each script assigning codes,which may be numbers or words, to specific characteristics within text. He also stated that theresearcher may already have a list of categories or he/she may read through each transcript andlet the categories emerge from the data. The content analysis applied in this research. The writerwas took reading materials in English textbook Look Ahead for senior high school of tenthgrade students as resource of data. The reading materials analyzed according to criteria ofreading materials by Patel and Jain (2008:68). According to Dan im (2002) population is thetotal value that are calculated or measured quantitatively or qualitatively from certaincharacteristics of complete and clear object. In this research the population is reading materialsof English textbook Look Ahead for senior high school of tenth grade students . All of readingmaterials in this textbook are 27 reading texts that learned by students in two semesters. Cohen,Manion and Morrison (2000) mentioned that sample is small population or small group. The


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writer takes purposive sampling in this research. The writer takes 10 reading materials as thesamples of reading text materials from English textbook Look Ahead for senior high school oftenth grade students. In this research, the writer uses content analysis. Through this technique,the samples of reading materials in this textbook are analyzed by criteria of reading materialfrom Patel and Jain (2008:68). The tool of data collecting in this research is checklist table. The

checklist table helps writer to find specific items in the analysis. The complete content ofchecklist table follows five criteria of good reading materials by Patel and Jain (2008:68) are below:

Table of Specification of Analysis Reading Materials based on Good Reading MaterialsCriteria

Criteria of Good Reading Materials Indicators

The subject matter should be wellgraded

The words and structure are carefullygraded

Clear and unambiguous instructionshould be given along side the

practice and exercise

Level of text from easy to difficultThe text give new knowledge forstudentsSuitable with the syllabus

The words and structure already learnare repeated in the coming pages sothat the students could revise themmaking them stable in their memory

The instruction of practice and exerciseshould be clear and unambiguousThe level of questions in exerciseconsists of three level; literal,inferential, and critical question

FINDINGS AND DISCUSSION Findings

The analysis of reading materials in English textbook Look Ahead for senior highschool of tenth grade students was done according to good reading materials criteria by Patel andJain (2008:68). In the first semester, the recount text, narrative text, and procedure text arematerials that learned by students. According to syllabus for Senior High School students, one ofthe standard competences of reading mentioned that students hoped to understand meaning offunctional text which is related to the students closest real life context. From this standardcompetence, the basic competence that the students have to develop that they are supposed to beable to respond the meaning and the rhetoric procedure of simple short essays which are based

on students own real life context, in the form of recount, narrative, procedure, descriptive, andnews item texts. In recount texts, there are two types of recount texts that discussed in this textbook. The first is personal

recount. In personal recount, the text tells about the authors experience when she was a child. In this text, the authoris come from Sydney, Aus tralia. So automatically the authors experience when she was a child has differences withthe students from Indonesia. In general, this topic gives new knowledge to the students because the students canlearn from her experience. The difficult words apply in this text in own column. The words apply as key words andthe structure also put in front of reading material. This is recount text so the structure that used was past tense. Inthis text, the students were expected write down their understanding about the text into questions that asked to them.


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The level of question was literal, inferential and critical question. In this case, the literal question in part A. in this part, the students hoped answer these question with true or false statement. Question number 1 on part A when shewas a child she fell from a tree and broke her head. This was included as false statement because the truestatement was when she was a child she fell from a tree and broke her hand. Her hand was broke not her head.Question number 2 on part A she was living outside Sydney when she was a child. This was included as false

statement because the true statement was she was living in a suburb of Sydney when she was a child. Questionnumber 3 on part A the teacher was very angry with the boy because he hit her. This was included as false

statement because the true statement was his parents were very angry with her because she hit him. Next isinferential level. In this case, the inferential question in part B and part C. in part B, the students were expected toanswer the question according to the instruction given. And then in part C, the students were expected to work in-

pairs to complete the answer of the following questions. The last is critical question. It is means the answer ofquestion according to the students background knowledge and experience. This type of question was in part D . thestudents were expected to work in-pairs to tell each other about their experience when they were a child. The secondis biographical recount. This reading topic was about important artist in paintings on the 1900 era. This included asdifficult topic because many students do not know about the paintings. But from this topic, the students can get newknowledge about the paintings art. This reading material categorized as biographical recount. Recount text wasincluded as one of kind text that learned by tenth grade students of senior high school. So this reading material wasappropriate with the syllabus. In this text, unfortunately the difficult words were not input own column so thestudents get difficult to read the reading text. Structure in this text was appropriate with the criteria. The text was usesimple past tense. And then orientation and events of the reading text was clear so that they can understand well thereading material. In this reading text also there was not practice. But the exercise was given in very clear andunambiguous instruction.

After recount text, the students learn about narrative texts. In this text, the topic wasinteresting. The text was told about narrative and this was categorized as tall tale or tale story.Tall tale or tall story is a story that makes events or things seem larger, better, or worse than thenactually were. Based on this reading material, the students of course get new knowledge aboutthe tall story. Tall story included as one kind of narrative text type. Narrative becomes one kindof type text that learned by students in tenth grade of senior high school students. So it can besummarized that this text appropriate with the first criteria of good reading material by Patel andJain. In this narrative text, there were not key words from this text but the structure that used inthis text was simple past tense. It was suitable with the criteria of good reading materials. In this

text, there was not practice given. The exercise was give to students in 7 questions. Questionsnumber 1, 2, 3 and 5 are categorized in inferential questions because the answers of the questionswere not in the same sentences. The answer requires finding information in different parts of thetext and putting the information together. Question number 4, 6 and 7 were categorized ascritical level question because the answer relies mainly in the students background knowledgeand experiences. There was not literal level question because this topic was categorized asdifficult topic. The next is Fable. Fable was categorized as narrative story. In this text, thereading topic was summarized as simple topic. Fable entertains but they also tell important truthsabout the way people act. Some writers of fable state the lesson or the moral at the end of thestory. Fable was included as type of narrative text. According to syllabus, the narrative textshould be learned by students of tenth grade of senior high school. From this finding, the text

was suitable with the first criteria of good reading materials by Patel and Jain. In this text, thedifficult words were not put in own place as s key words so this was not suitable with the secondcriteria. But in structure, the reading text was simple past tense form. Before the students learnthis reading text, they should be learning about thinking verbs, feeling verbs, and verbs of sense.In this material there was not practice and the level of question in the text were nothing. Afterread the text, students just answer by written form the thinking, feeling, saying verbs, and alsoverb of senses. The instruction of this question was clear and unambiguous.


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In the second semester, descriptive texts and news item texts are reading materials thatlearned by students. Descriptive text in this textbook was categorized as an easy topic. From thistopic, the students can get new knowledge and also the topic was appropriate with the firstcriteria. This reading text tells about the authors pet, the author describes his pet. The structurethat uses in this text is simple present tense. Exercise in this text consists of three level questions.

They were literal, inferential, and critical level. The inferential levels were in number 2 andnumber 3. Then critical levels were in number 1 and number 4. Another text about descriptivetext also discuss in this textbook on page 133. The students get new knowledge from this text

because this reading text describes as clear as possible about someone. Starts from her professionuntil her personality was describe clearly. The descriptive text was categorized as kind of textthat should be learned by students of tenth grade in senior high school. So it is suitable with thesyllabus. The second criteria stated that the words and structure are carefully graded. In this part,the text uses simple present tense. The exercise also was given in this text. Question number 1, 4,5, and 6 were summarized as critical level questions. Then question number 2 and number 3were summarized as inferential level question. After descriptive text, the students in tenth gradealso learn about news item texts. The reading texts in this textbook were included as difficult

topic. There is not a key word so that the students would difficult in understand about the news.But news item text included as reading material like recount, narrative, procedures, anddescriptive text that should be learned by students in tenth grade of senior high school. Thestructure that used in this text was simple past tense. The instruction that give was categorized asambiguous instruction because the students should find the surprising news from the text. Ifstudents get difficult in comprehend the text, difficult for them to find another aspect related tothe reading material was given. Another news item was discussed in this textbook. This topicwas categorized as simple topic and the structure that used in this text are simple past tense. Thestructures consists in this text are passive sentence, saying verbs, and action verbs. Theinstruction of exercise in this text was clear and unambiguous. Discussion

This analysis was done according to good reading teaching materials criteria. There were10 text reading materials were analyzed by the writer. The first text was appropriate with thecriteria by Patel and Jain. The subject in this text told about her childhood moment and after thatthere were some questions n there. The questions consists of three level questions, they areliteral, inferential, and critical level. Aspect of questions in this text was fulfilled the criteria ofgood reading materials and also the instruction of practice and exercise was clear andunambiguous. The second text was categorized as inappropriate with the criteria. The theme wasdifficult topic. The difficult words were not input in the own column so that the students willdifficult to understand well about the topic and there was not practice. In the third and fourthsamples, the text told about story and followed by some questions. These texts were categorizedas narrative text. Narrative text is a text that should be learned by students in the tenth grade ofsenior high school. It is suitable with the syllabus. So the text was appropriate with the firstcriteria of good reading material. The question in that texts also appropriate with the three levelquestions. And then there were not printing mistake in that texts. Next the writer analyzed thefifth and sixth samples. The texts were mentioned in the syllabus. In the syllabus stated that the

procedure text also should be learned by students in the tenth grade of senior high school. Thesethemes w ere very closely with the students environment. The Hole Game was discussed in this

part. This game was categorized as traditional game. The questions that consisted in the text alsofulfill the criteria of good reading material. There were not printing mistake in that text. So the


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text was appropriated with the good reading material criteria. The seventh and the eight ofsamples in the reading materials of Look Ahead were categorized as descriptive texts.Descriptive text also learned by students on tenth grade of senior high school. It was stated insyllabus. The themes of the text were pet and famous person. The questions in these textsconsisted of three level questions so these texts appropriate with the criteria. There also no

printing mistake. The last sample was news item texts. The news item text was kind of texts thatlearned by students in tenth grade of senior high school. The questioned that consisted in the textfulfilled the criteria of good reading material. These texts consist of three level questions andthere is no printing mistake in these texts. In conclusion the reading materials in Look Aheadtextbook of senior high school of tenth grade students published by PT.Erlangga fulfilled thecriteria of good reading material from Patel and Jain(2008). CONCLUSION AND SUGGESTION Conclusion

The result of the findings show that reading teaching materials in the textbookappropriate with the criteria. There are five criteria of good reading materials, they are subjectmatter, vocabulary and structure, exercises, illustrations, and the last is physical make-up.

According to those criteria, the result from the checklist table shows that the materials of readingin English textbook Look Ahead for senior high school of tenth grade students by PT.Erlanggaare appropriate with the criteria of good reading materials. Suggestion

Understanding well about reading text is necessary in reading aspect. In this case, the students hoped toexplore their comprehension in practice. For example when students can understand well about descriptive text, theyexpected to describe for example their classroom or any thing so that their understanding will be better. Practice isnecessary beside exercise. Beside that the reading materials in this textbook were categorized as good readingmaterials so that the teachers can use this book in their teaching learning process.

BIBLIOGRAPHY

Celce-Murcia, Marianne. 2001. Teaching English as a Second or Foreign Language. United States. Thomson Learning.

Cohen, Manion & Morisson. 2000. Research Methods in Education . New York: Taylor and Francis. Danim, Sudarwan. 2002. Menjadi Peneliti Kualitatif . Bandung: CV. Pustaka Setia. Dawson, Catherine. 2009. Practical Research Methods; A User-Friendly Guide to Mastering Research

Technique and Projects. United Kingdom: How to Books. Ltd. Tomlinson, Brian. 2003. Teaching Developing Materials for Language . Great Britain: Cromwell Press.

Patel and Jain. 2008. English Language Teaching . Jaipur: Sunrise Publisher.

READING MATERIALS ON “LOOK AHEAD”

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