TABLE OF CONTENTS
Approval Page i
Declaration iii
Acknowledgement iv
Abstract v
Preface vi
Table of Contents viii
Chapter I
Introduction
A. Background of the Study 1
B. Rationale for the Study 3
C. Research Questions 6
D. Purposes of the Study 6
E. General Approach of the Study 6
F. Significance of the Study 7
G. Organization of the Thesis 7
Chapter II Theoretical Background
A. English Textbooks for the Elementary School 8
B. Learning Materials 10
C. Forms of Learning Materials in English Textbook 12
1. Discourse 13
a. Dialog 14
b. Song 16
c. Chant 17
d. Story 18
e. Reading Text 19
2. Instructions 20
a. TPR 21
b. Short Question-Answer 22
3. Visual 23
a. Demonstration 23
4. Game 24
D. Theoretical Learning for Children 26
E. The Presentation of Forms of Learning Materials 31
F. Language Content in the Forms of Learning Materials 38
Chapter III Research Methodology
A. Research Design 41
B. Textbook Analysis 42
C. Data Collection 44
1. Document 44
2. Worksheet 45
3. Checklist 46
D. Data Analysis 46
E. Establishment of Trustworthiness 49
Chapter IV Data Analysis
A. The Forms of Learning Materials 51
1. Discourse 52
2. Instructions 64
a. TPR 64
b. Short Question-Answer 66
3. Visual 68
4. Game 71
B. The Presentation of Forms of Learning Materials 77
1. Indirect Ways activities 77
a. Relate to Student’s, Real Action,
Illustrative Picture 77
b. Thematic Focus 85
c. Repetition 86
2. Indirect Ways tasks 89
a. Relate to student’s life 92
b. Relate to Previous Materials 96
c. Illustrative Clues Letters, Words, Sentences, and Pictures
102 d. Real Action
107 e. Repetition
110 f. Example to Do the Tasks
112 C. The Language Content in the Forms of Learning
Materials 114
1. Various Forms of Learning Materials Tend to Focus on Vocabulary
115 2. Steps to Explain the Vocabulary
119
Chapter V Findings and Discussions
A. What Forms of Learning Materials
124 B.
How the Presentation of Forms of Learning Materials 136 C.
What Language Content in the Form of Learning Materials Consists
142
Chapter VI Conclusions and Suggestions
A. Conclusions
143 B.
Suggestions 145
Bibliography 146
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CHAPTER I INTRODUCTION
A. Background of the Study
English as one of a foreign languages in Indonesia is given and taught as local content subject in elementary school. Local content subject means that
English is not a required subject, meanwhile it is a choice for the elementary schools to teach and give this lesson for their students. In other words, as local
content subject the English lesson is flexible. The flexibility of the English lesson as local content subject depends on the preparation and readiness of the
elementary school to conduct and teach this lesson. This gives flexibility to the school management to make decisions regarding the teaching of English based on
the students’ needs or community and environmental demands Kasihani, 1997: in Musthafa 2002.
In relation to the English as local content subject, the main objective of English lessons at this early stage is to introduce young learners to the idea that in
addition to their native and national languages, they can also have a foreign language. More specifically, the teaching of English in elementary schools is
targeted toward the development of the ability to understand simple oral and written language Huda 1999 in Musthafa 2002:27.
In the reality the Curriculum Center of the Department of Primary and Secondary Education does not develop any syllabus for English as local content
subject. The General Course Outline GBPP is supposed to be developed by the
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regional or provincial curriculum board. Some regional offices of the Department of Primary and Secondary Education have released the local English syllabus,
which can be used by the elementary school as a guide to develop an English program for their students. In other words, the learning materials developed by
each province, depending on its area, social, economic, culture and the need of regional development.
Some regions have developed the English syllabus for the elementary school to support the program. Some instructional materials in the form of
student’s book have also been written and they are available in the bookstores. The most obvious and common form of material support for language instruction
comes through textbooks. The need of textbook is determinant to the significant result of learning Pattric 1988 and Albatch 1991 in Supriadi 2000:46;
Brown 1994:145. Textbook, institutionally prepared material, is a type of teaching material is
a key component in most language programs. The textbook generally serves as the basis for much of the language input learners receive and the language practice
that occur in the classroom Richards, 2001:125. For the elementary school students, the English textbooks are very
important in the teaching learning process. The textbooks can be used as the bridge to make the concept of teaching to be real. The textbook will give
opportunities for the students to learn in real things. The textbooks also have the important role for the experienced and novice
teachers. Brown 1994:145 explains that the textbooks are of the very dominant
