62 activities. However, there is no discussion about those text-types in listening and
speaking activities, while Curriculum 2006 states that the tenth graders should be able to use expressions related to recount text, procedural text, narrative text,
descriptive text, and news items text Standard Competence 2, 4, 8, and 10.
2. Design and Organization Aspect
a. Strengths
The first strength was that content of Interlanguage: English for Senior High School Student X is organized. According to Cunningsworth 1995:28,
“organization is continuity within the materials and the routes through the materials which are available to learners”. In order to make it easy to follow,
textbooks should be organized. As stated by Richards 2005, textbooks are efficient because they are better organized. The organization of the content can be
based on the structures, functions, topics, or skills. Implementing genre-based approach, this textbook organizes the content
based on the teachinglearning cycle. This cycle is divided into spoken and written. Every unit of this textbook begins with spoken cycle which covers
listening skill and speaking skill.
Figure 4.7 Example of spoken cycle
After spoken cycle, there is written cycle which covers reading skill and writing skill.
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Figure 4.8 Example of written cycle
Third strength was that there is a recycling process in this textbook. As stated by Cunningsworth 1995: 28, “In the case of grammar and vocabulary,
items not only need to be met in context and actively practised, they need to be recycled three, four or more times before they become in the long-term memory”.
Each text type in this textbook is divided into two units. For example, recount text is elaborated in unit I and II. Unit I explains tenses used in recount text and gives
some related activities. Unit II re-explains what have been explained in previous unit and gives more exercises. The other text types are set in the same way.
Next strength was that this textbook provides materials for individual study. Cunningsworth 1995 states, “The availability to learn independently and even to
set one’s own learning objectives and monitor them, should be encouraged by textbooks through the provision of material suitable for individual study” p.106.
By learning from textbooks, students are expected to be responsible for their own progression. As stated by Graves 2000, textbooks should facilitate students for
individual study, so the students know what to expect and what is expected from them.
There are some parts of this textbook that can be used for individual study, such as unit review, key answer, vocabulary list, and mini dictionary. For unit
review, there are two parts for semester 1 and 2 which contain comprehension test
64 for each unit. By doing those exercises, the students are able to measure how far
they understand the materials. The example can be seen in figure 4.9.
Figure 4.9 Example of comprehensive test
The second one is answer key. The answer key, as in figure 4.10, is provided for the students to check the answer of unit review. After doing the
exercises on unit review, students can check the answers by using the answer key. It can be used to evaluate their progress.
Figure 4.10 Example of answer key
65 The third part is vocabulary list. This textbook provides vocabulary list
that can be used by the students to learn before joining the lesson. They can learn the vocabulary without any help from the teachers.
Figure 4.11 Example of vocabulary list
The last strength was that this textbook has clear layout. According to Riddell 2003, a textbook should be visually attractive, clear lay out, and easy to
follow. A good textbook should use appropriate font style and font size to make it readable. When a textbook is readable, the information can be delivered well.
Interlanguage: English for Senior High School Student X used appropriate font style and font size which make it readable. For headings, font style used is
Swiss721BT-BlackCondensed and the font size is 15. For instructions, font style used is FranklinGothic-Demi and the font size is 10. For the content, font style
used is FranklinGothic-Book and the font size is 10. Special terms are typed in italic. This textbook is also completed with illustrations that can be used to help
the readers to get the information. Figure 4.12 was the example of layout in this textbook.
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Figure 4.12 Example of Interlanguage: English for Senior High School
Student X’s layout
b. Weaknesses
