TEXT BOOK ANALYSIS

CHAPTER I

INTRODUCTION

1.1  Background of the Study

The main part of teaching and learning activity is a good material for students. One of the basic things in teaching material is text book. Textbook is a manual of instruction in any branch of study. Textbooks are produced according to the demands of educational institutions.

As the main things in teaching material, textbook is used in every school and course. Nowadays, textbook is a main device to deliver the material to students even at their homes. The students can use textbook to practice their understanding about the material from the teacher. They can also develop their skill by reading textbook.

           Sometimes, the quality of textbooks, in senior high schools in Bali particularly, is not yet so satisfying. Many textbooks which are used in senior high schools in Bali do not have a good standard as a textbook. As a matter of fact, the writer’s wish is to provide valuable informative analysis about textbook and suggest the criteria of the good textbook.

1.2  Statement of Research Question

           In reference to the background of the study, the writer stated the research question of the present study as follow: Is the English textbook which is used in SMA Negeri 3 Denpasar appropriate with the syllabus or not?

1.3  Definition of the Key Terms

           In order to avoid misunderstanding and confusion on the parts of the readers concerning the key terms used in this analysis, the writer needs to operationally define the following terms:

1.     Textbook is defined as a manual of instruction in any branch of study. Textbooks are produced according to the demands of educational institutions. Although most textbooks are only published in printed format, many are now available as online electronic books and increasingly, although illegally, in scanned format in P2P networks. 

2.     Analysis is defined as the focusing study of an object to decide the quality and study the features of the object

3.     Textbook analysis is defined as the focusing study to decide the quality and study the features of a textbook

CHAPTER II

REVIEW OF RELATED LITERATURE

2.1   Textbook

Textbookis defined as a manual of instruction in any branch of study. Textbooks are produced according to the demands of educational institutions.

2.2   The Syllabus Design

            Syllabus design concerns the selection of items to be learnt at the grading of those items into a textbook. In the later, the designer is concerned not just with lists of what will be taught and in what order, but also with the planning, implementation, evaluation, management and administration of education programs.

2.3   The Use of Grammar Textbook

            Grammar textbook come in many shape and sizes. The most popular one tend to offer quick digestible explanations of grammar points and provide opportunities for practice the specific points. Both students and teachers may consult grammar textbooks for a number of reasons. For example, students may be drafting or redrafting a piece of written work and may want to check that they are using some grammar correctly.

2.4   Narrative

A narrative is a constructive format (as a work of speech, writing, song, film, television, video games, photography or theatre) that describes a sequence of non-fictional or fictional events. The word derives from the Latin verb narrare, "to recount", and is related to the adjective gnarus, "knowing" or "skilled".The word "story" may be used as a synonym of "narrative". It can also be used to refer to the sequence of events described in a narrative. A narrative can also be told by a character within a larger narrative. An important part of narration is the narrative mode, the set of methods used to communicate the narrative through a process.

2.5   Descriptive

Description is used in all forms of writing to create a vivid impression of a person, place, object or event e.g. to: • describe a special place and explain why it is special • describe the most important person in your life • describe the animal's habitat in your report Descriptive writing is usually used to help a writer develop an aspect of their work, e.g. to create a particular mood, atmosphere or describe a place so that the reader can create vivid pictures of characters, places, objects etc.

2.6   Interpersonal Conversation

Interpersonal communication is usually defined by communication scholars in numerous ways, usually describing participants who are dependent upon one another. It can involve one on one conversations or individuals interacting with many people within a society. It helps us understand how and why people behave and communicate in different ways to construct and negotiate a social reality.

2.7   Transactional Conversation

Two different kinds of conversational interaction can be distinguished--those in which the primary focus is on the exchange of information (the transactional function of conversation), and those in which the primary purpose is to establish and maintain social relations (the interactional function of conversation) (Brown and Yule, 1983). In transactional uses of conversation the primary focus is on the message.

CHAPTER III

RESEARCH METHODOLOGY

3.1  Research Methods

            In this study, the writer uses documentary method. Documentary method is defined as a way to collect the data by using books, literatures, or electronic media which are related to the topic of the study.

3.2  Object of the study

The object of this study is an English Book for SMA Grade XI. This book is used at SMA Negeri 3 Denpasar

1.   Title                   : Look Ahead An English Course 2

2.   Author               : Th. M. Sudarwati&Eudia Grace

3.   Year                   : 2007

4.   Publisher             : Erlangga

5.   Place                  : Jakarta

6.  Intended for Grade : SMA/MA Grade XI

3.3  Research Instrument

The instrument which is used in this study is the Standard Competence and Basic Competence of the syllabus of Grade XI.

3.4  Research Procedure

3.4.1      Preparation

Before doing the study, the writer has to prepare the instruments. The instruments are Standard Competence and Basic Competence of the syllabus which is related to the textbook. After deciding the appropriate book and syllabus, the writer has to collect the data from those instruments.

3.4.2      Implementation

After collecting the data, the writer has to identify the book. The writer has to decide whether the textbook is appropriate or not with the syllabus. In addition, the writer has to make a conclusion about the study.

3.5  Data Analysis

In order to get the conclusion of the study, the data gathered for the study should be analyzed. The data obtained for the present investigation were analyzed by using the ways as follow:

a.     The writer compares the standard competence in the syllabus and the standard competence in the textbook. Then, the writer decides the conclusion.

b.     The writer compares the basic competence in the syllabus and the basic competence in the textbook. Then, the writer decides the conclusion.

c.     The writer checks the material in the textbook and decides whether it is appropriate or not with the syllabus.

CHAPTER IV

DISCUSSION OF FINDINGS

3.1  Definition of Textbook

           Textbook is defined as a manual of instruction in any branch of study. Textbooks are produced according to the demands of educational institutions. Although most textbooks are only published in printed format, many are now available as online electronic books and increasingly, although illegally, in scanned format in P2P networks.  

3.2  Criteria of the Good Textbook

In this globalization era, book is the one of the important tools for teaching material. The role of book becomes important because teacher should use it to teach the material for student. There are several criteria of the good textbook:

a.     It has a good point of view

b.     The concept is clear enough

c.     It is relevant with curriculum

d.     The contents is interesting for students

e.     It stimulates the students, illustrative, and communicative

f.      It develops the motivation

3.3  Contents of Textbook

3.3.1      Relevancy with Syllabus

The writer compares the standard competence and basic competence in the book and the standard competence and basic competence in the syllabus. The writer found that the textbook and the syllabus have the same standard competence and basic competence. There is the comparison between the syllabus and the materials in the textbook:

UNIT 2

1. Listening

Listening Standard Competence	Basic Competence
Expressing the meaning in short functional text and monologue n the form of narrative, descriptive, and news item.	Responding the meaning in transactional (to get things done) and interpersonal conversation (social) formal and informal accurately, fluently, and acceptable in the context of daily life in the form of narrative, descriptive and news item text

The material is appropriate with the syllabus. The textbook contain some listening activities in the form of narrative text on page 35, 36, 50, and 53. However, the text book doesn’t contain listening activities in the form of descriptive or news item.

2. Speaking

Speaking Standard Competence	Basic Competence
Expressing meaning in transactional and interpersonal conversation in the context of daily life.	Expressing meaning in transactional (to get things done) and interpersonal conversational (social) formal and informal accurately, fluently, and acceptable in the context of daily life and involves the speech acts: state of gratitude, compliment, and congratulating someone.

The material is not appropriate with the syllabus. The textbook doesn’t contain the dialog about interpersonal conversation (gratitude, compliment, and congratulating someone.)

3. Reading

Reading Standard Competence	Basic Competence
Understanding the meaning of short functional text and simple essay in the form of narrative, descriptive, and news item in daily life context to access a science.	Responding the meaning in the short functional text formal and informal accurately, fluently, and acceptable by using written language diversity in the context of daily life and to access a sciences in the form of narrative, descriptive, and news item

The material is appropriatewith the syllabus. The textbook contains the short text about narrative on page 51, and the simple text organization about narrative text on page 52. However, the textbook does not contain the descriptive text and news item text.

4. Writing

Writing Standard Competence	Basic Competence
Revealing the meaning in the short functional text in the form of narrative, descriptive, and news item in the context of daily life.	Revealing the meaning in the short functional text (announcement) formal and informal accurately, fluently and acceptable in the form of narrative, descriptive and news item.

The material is appropriate with the syllabus. The textbook contains some narrative stories (page 51, 52, 55and 60). But there is not a descriptive or news item text.

3.3.2      Illustration in the Textbook

Illustration is the pictures (image, painting) which are used to add the explanations on the textbook, and build the imagination of students in understanding the materials. The illustrations in this textbook are good enough, and there are many kinds of illustrations such as cartoons, and photos.

CHAPTER V

RESULT OF THE STUDY

After doing the analysis about the textbook, the writer decides that:

a.     The textbook is appropriate with the syllabus, and they almost have the same standard competences and basic competences.

b.     The materials in the textbook are appropriate with the syllabus. However, the topics are not too comprehensive.

c.     The contents of the textbook are good enough and interesting

CHAPTER VI

CONCLUSION AND SUGGESTION

6.1   Conclusion

Textbook is defined as a manual of instruction in any branch of study. Textbooks are produced according to the demands of educational institutions. There are several criteria of the good textbook: it has a good point of view, the concept is clear enough, it is relevant with curriculum, the contents are interesting for students, it stimulates the students, illustrative, and communicative. In analyzing a textbook, we have to compare it with the syllabus. After doing the analysis, we can know whether the textbook is appropriate or not.

6.2   Suggestion

In this study, the writer has some suggestions:

a.     Textbook becomes so important in recent years, so we have to concern about the use of it.

b.     Teacher has to analyze the textbook first before uses it for teaching.

c.     Teacher has to combine the good textbook with the good methods in teaching.

REFFERENCES

     

Anon. 2012. Textbook. http://id. Wikipedia. Org/wiki/textbook. Diupdate pada 13 : 20, 14 Mei 2012.

Sudarwati, Th. M.(2007). Look Ahead An English Course 2. Jakarta: Erlangga

Adhiyasa, I Made. Silabusdan RPP BahasaInggris SMAN 5 Denpasar. Denpasar: UnpublisherSilabus.

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GRAMMAR

A.    The Aspects Of Structure That Should Be Considered

English largely separates tense and aspect formally, its generally recognized aspects do not correspond very closely to the traditional notion of perfective vs. imperfective aspectual distinction originally devised to classify aspect in most classical and Slavic languages (those languages for which the concept of aspect was first proposed in describing non-tense handling of verbal "viewpoint").

1.     The perfective aspect, sometimes called the aoristic aspect, is a grammatical aspect used to describe a situation viewed as a simple whole, whether that situation occurs in the past, present, or future. The perfective aspect is equivalent to the aspectual component of past perfective forms variously called "aorist", "preterite", and "simple past". Although the essence of the perfective is an event seen as a whole, a unit without internal structure, most languages which have a perfective use it for various similar semantic roles, such as momentary events and the onsets or completions of events, all of which are single points in time and thus have no internal structure. Other languages instead have separate momentane, inchoative, or cessative aspects for those roles, with or without a general perfective.

2.     The imperfective is a grammatical aspect used to describe a situation viewed with internal structure, such as ongoing, habitual, repeated, and similar semantic roles, whether that situation occurs in the past, present, or future. Although many languages have a general imperfective, others have distinct aspects for one or more of its various roles, such as progressive, habitual, and iterative aspects.

Like tense, aspect is a way that verbs represent time. However, rather than locating an event or state in time, the way tense does, aspect describes "the internal temporal constituency of a situation", or in other words, aspect is a way "of conceiving the flow of the process itself".  

The Aspects Of English Grammar:

1.     Pronoun

Pronouns are words we use in the place of a full noun.

2.     Determiners and quantifiers

a.     Determiners are words which come at the beginning of the noun phrase. They tell us whether the noun phrase is specific or general.

The specific determiners are:

·         the definite article: the

·         possessives: my, your, his, her, its; our, their, whose

·         demonstratives: this, that, these, those

·         interrogatives: which

We use a specific determiner when we believe the listener/reader knows exactly what

General determiners:

The general determiners are:

·         a; an; any; another; other; what

b.     Quantifiers

We use quantifiers when we want to give someone information about the number of something: how much or how many.

3.     Possessive

4.     Adjectives

We use adjectives to describe nouns.

Most adjectives can be used in front of a noun…:

They have a beautiful house.

5.     Adverbials

We use adverbs to give more information about the verb.

6.     Verb

The aspect of a verb is determined by whether the action is on-going or completed.  Although all verbs in the past have already happened, aspect is used to emphasise whether the action was on-going or completed at the time.  The four aspects are: simple aspect (also known as the indefinite aspect), perfect aspect (or complete aspect), progressive aspect (or continuing aspect) and perfect progressive aspect.

He took the photos.
(simple aspect - no emphasis of completed or on-going action)
He had taken the photos by the time the owner arrived.
(perfect aspect - action completed)
He was taking the photos when the owner arrived.
(progressive aspect - action on-going)
He had been taking the photos before the owner arrived.
(perfect progressive aspect - action on-going but then finished

B.     SOME APPROACHES IN UNDERSTANDING GRAMMAR:

1.   The Grammar Translation  Method

This method was used for the purpose of helping students read and appreciate foreign language literature. It was also hoped that, through the study of the grammar of the target language, students would become more familiar with the grammar of their native language and this familiarity would help them speak and write their native language better. Finally, It was thought that foreign language learning would help students’ grow intellectually; it was recognized that students would probably never use the target language, but the mental exercise of learning it would be beneficial anyway.

·         The goals of teachers who use the Grammar-Translation Method:

According to the teachers who use the Grammar-Translation Method, a fundamental purpose of learning a foreign languages is to be able to read literature written in the target language. To do this, the students need to learn about grammar rules and vocabulary of the language.

·         The roles of teacher is the authority in the classroom. The students do as he says so they can learn what he knows.

2.     The Communicative Approach

In this method, acknowledge that structures and vocabulary are important. Communicative competence involves being able to use the language appropriate to given social context. To do this students need knowledge of the linguistics forms, meanings, and functions. They need to know that many different forms can be used to perform a function and also that a single form can often serve variety of functions. In this approach, the teacher as facilitator for their students.

C.     INDUCTIVE AND DEDUCTIVE TEACHING

a.     Inductive teaching is a constructivist model of teaching that is more student-centered. In inductive teaching first provide examples, then have students practice and figure out the rule themselves. This method of teaching is more experiential and based on a guided discovery learning philosophy.

b.     Deductive teaching is a more traditional form of teaching. In deductive teaching you typically provide information (lecture), share specific examples of the concept or skill being taught, then, allows students to practice the skill being taught. This is a more teacher-centered model of teaching that is rule driven. Some of the positives of this method are that it is time saving and gets to the point of the lesson easily.

D.    ASSESSMENT FOR STUDENTS

The teachers give the students assessment to know the ability of students in understanding the material and also how effective the teachers’ method.

In teaching grammar, the teacher can give Written tests in which students are asked to translate from their native language to the target language are often used. Questions about the foreign culture or questions that ask students to apply grammar rules are also common.

E.     TECHNIQUES OF TEACHING GRAMMAR

1.     Finger techniques

Use the movement of finger in teaching grammar. It’s can be used in teaching English for Elementary School.

2.     Song

Through song that the lyric contain of grammar rules or structure.

3.     Translation of literary passage.

Students translate  a reading passage from the target language into their native language.

4.     Use words in Sentences

In order to show that students understand the meaning and use of a new vocabulary item, they make up sentences in which they use the new words.

5.     Fill in the blanks

Students are given a series of sentences with words missing. They fill in the blanks with new vocabulary items or with items of a particular grammar type, such as preposition or verbs with different tenses.

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