authenticity to learning. While in practice, practitioners plan, implement and evaluate projects in real-world situations beyond the classrooms. It is an
instructional approach that contextualizes learning by presenting learners with problems to solve or products to develop. It functions as a bridge
between using English in class and using English in real life situations outside class Fried-Booth, in Donna, 1998: 1. One important purpose of
choosing PBL is to increase learner activity by doing authentic projects. PBL is concerned with learner and not teacher activity and it lies on the
learner to produce open ended projects which include the teacher in the role of facilitator or coach. The learner generally work in cooperative groups for
extended periods of time, and are encouraged to seek out multiple sources of information. Often these approaches include an emphasis on authentic,
performance-based assessment. There are two topics discussion in the exploration stage. The first is
about the description of the existing and quality of the course book used in tenth grade students of nursing class in SMK Citra Semesta Indonesia, and
the second discussion is about the result of need analysis conducted through having interview, distributing questionnaire, class observation and
document analysis. The findings are explained in detail as follows.
a. The Analysis of Existing Course Book
The analysis of course book was based on the Cunningsworth 1995 model that based on: 1 impressionistic overview evaluation and
2 in-depth analysis evaluation.
1 Impressionistic Overview Evaluation
According to Cunningsworth 1995, the general impression of a course book can be done by looking through it and getting an
overview of its possibilities and its strengths and weaknesses. It can be seen for various features of the course book are alike, such as the
quality of the visuals, how attractive and clear the layout is, what the whole course package is made up, etc. related to the book description,
the researcher presented the overview of book identity. Based on interview and observation, it was found that the
teachers and the students of nursing class use the type of the English module
which is entitled “English for Vocational Schools IA”. After conducting document analysis for the existing course book, it was
found that the book is written by Dra. Hj. Yiyis Krisnani, M. Hum., and the publisher is Drs. Maskurun. The book size is 16 x 21 cm. This
book was published in 2011 by LP2IP
Lemabaga Pemacu Prestasi Bidang Ilmu P engetahuan
, Yogyakarta. LP2IP is one of the educational publisher books in Yogyakarta. The materials inside are
arranged in eleven chapters which consists of 140 pages. The cover color is pink while the page color is black and white. It has only the
cover which colorful. It is published only when an institution school or someone ordered.
English for Vocational Schools IA is arranged based on KTSP 2006 and SKL
Standa r Kompetensi Lulusan
in novice level. It
focuses on the four language skills namely listening, speaking, reading, and writing. This book is arranged based on tasks which
consist of 17 to 20 tasks in each chapter. This book also provides student and teacher guideline to use this book. This book can help the
students to master and develop their potencies based on their abilities and study program in general. To support the mastery of the stu
dents‟ abilities, this book is also equipped with Competency Standard, Basic
Competence, Learning Material, and Performance Criteria in every chapter in the first page of the chapter. In the last page provides a set
of exercises based on TOEIC test. The cover and layout of the book is minimalist. The book cover could be seen in the figure 4.1 below.
Figure 4.1 Book cover of “English for Vocational Schools IA”
2 In-depth Analysis Evaluation
This explanation is about the description of existing and quality of course book used in nursing class of SMK Citra Semesta
Indonesia Yogyakarta. In-depth analysis evaluation is more penetrating in its approach and has its own agenda. The analysis of
textbook was based on the Cunningsworth 1995 model. There are
eight indicators proposed by him as the criteria for book evaluation. They are 1 objective and approach, 2 design and organization, 3
language content, 4 skill, 5 topic, 6 methodology, 7 teacher‟s book, and 8 practical consideration. The details explanation will be
discussed as follows:
a Objective and Approach
The aim of the book is for developing communicative competence and language skills. However they do not concern
closely with the aims of the teaching and learning based on learners‟ needs toward English for nursing skill. The book only
provides general English. In addition, the book is not suited to the teaching and learning situation. Some materials and exercises are
not based on the context. It is not quite comprehensive because it does not cover most or all of what is needed but overall it is still
good resource for students and teachers. The book is flexible. It allows different teaching and learning style.
The book is designed for all skill programs in vocational high school. It is organized based on functional chapter. It focuses
on the mastery of language function and communication which involves four skills. The organization is based on the order of
competency standard and basic competence in KTSP. The book
uses deductive approach in presenting the material. It presents some theories and explanation about the topic then it was followed
by some expressions and tasks. Figure 4.2 is the quotation taken from the book.
Figure 4.2 SK and KD used in the book
From the quotation above can be seen that the book is arranged based on KTSP 2006. The communicative competence
used is for novice level. Each chapter is presented based on the order of basic competence. It develops four language skills namely
listening, speaking, reading, and writing. Each chapter presents basic competence which divided into
three major basic competences from KD 1.1, KD 1.2 1.3, and KD 1.4. In the end of chapter, there is an evaluation to assess the
students understanding of the material in each chapter. It is also provided by a competency assessment result to give the students
mark in the end of the learning process using this book. Figure 4.3 is the quotation of table of content in each chapter.
Figure 4.3 Table of Content
b Design and Organization
English for Vocational Schools IA has eleven chapters and 140 pages. Each chapter presents a standard competence that
involves some language functions. It contains not only material but also the exercises. Each chapter contains some activities or
situation that may hap pen in the students‟ working place. It is not
only completed by grammar which is used in each chapter but also the tasks to practice. The book is only accompanied by a cassette
for listening. There is no teacher‟s book provided. The content is organized based on KTSP 2006. The organization of the material is
arranged based on the order of SK and KD. The grading and progression are not suitable for the learners. The grading task from
easy to difficult is not clear but it allows the students to complete the work needed to meet any external syllabus requirements. There
is an adequate recycling and revision. There are reference sections for grammar, etc. However some of the materials are not suitable
for individual study because they are not contextual with the students‟ skill program. It is easy to find the way around the book
because the layout is clear enough. There is a table of content in the beginning of chapter and the pages are numbered well. The
book is unattractive, unclear illustration of the pictures and not colorful. The following is the quotation taken from the book.
Figure 4.4 Unclear Illustrations of the Pictures in Chapter 2
Figure 4.5 Unclear Illustrations of the Pictures in Chapter 3
From the figure above figure 4.4 and 4.5, it can be seen that illustration of the pictures are unclear information.
In task 8 figure 4.4, the students are asked to learn nationalities in the world based on the different kind of
peoples in the picture. It can be seen from the picture that kind of peoples in different nationalities are unclear
appearance. It makes the students confused to differentiate them. In task 9 figure 4.5, the students are asked to pay
attention to the preposition place shown in the picture. It can be seen from the picture that the cats as the illustration are
confusing placement and unclear numbering of the information given in the picture. It is not contextual pictures
because it cannot show the real illustration.
c Language Content
The activities in the book are varied and they have almost the same pattern, so they look boring. The order of the activities is
started from listening, speaking, reading, and writing. The book arranged from the tasks which contains four skills but most of them
are not contextual and are not arranged well. It contains some irrelevant practices that are not suitable for the students‟ fields.
There are so many kind of tenses used in this book. However the book does not cover the main grammar items of the tenses used. It
makes the students confused to use this book. Therefore the teacher has to give some notes about the tenses before use this book. The
book just provides the expression and sample dialogue used in some situations. There is no material for practicing pronunciation
and vocabulary list. Moreover, it does not deal with structuring and conventions of language sentence. There is no explanation both
explicit and implicit about the semantics. The language style is not appropriate to the students‟ situation, especially of nursing
program. It is too general and less contextual.
d Language Skill
The four skills are adequately covered, with regard to the syllabus requirements. There are some materials for integrated
skills work. English for Vocational Schools IA develops four language skills starting from listening, speaking, reading, and
writing. Each skill provided in every task. The practices for grammar in the book are less interesting
and contextual. It cannot facilitate the students with the real world task. The following is the quotation taken from the book.
Figure 4.6 Practices for Grammar in Chapter 8
From the figure above, the students are asked to read the information about soft lenses and rigid gas-permeable lenses. Then
the students have to make comparative about them. It can be seen that the prices used dollar not rupiah. It can be concluded that the
task given is less communicative and does not close to the students‟ real world. In addition, the language use in this book is
not contextual with the students‟ skill program especially in nursing. There are some expressions found in this book which are
not appropriate to be used in nursing filed. Figure 4.7 is the quotation taken from the book.
Figure 4.7 Materials for Speaking Skill in Chapter 9
The listening material is quite well recorded, accompanied by background information, questions, and activities which help
the students‟ comprehension. However, the material for spoken English is not well designed to equip learners for real-life
situations in nursing field. Moreover, the cassette record and the transcript written in the book is not match at all. The quotation
from the book is as follows.
Figure 4.8 Materials for Listening Skill in Chapter 1
The reading materials are less suitable for the students‟ levels and interests. There is no sufficient reading material because
it has less input of text therefore the students may not get the exposure to the language much. In addition, some of the topic in
the reading tasks is out of the students‟ field and there is no vocabulary list to help the students find the difficult meaning
words. Figure 4.9 is the following quotation taken from the book.
Figure 4.9 Materials for Reading Skill in Chapter 8
There is only completing the blank dialogues in most of the writing tasks. It is not suitable in term of amount of guidance or
control, degree of accuracy, organization of longer sentences of writing and use of appropriate style. Figure 4.10 is the following
quotation taken from the book.
Figure 4.10 Materials for Writing Skill in Chapter 2
e Topic
The topic in each unit is developed based on each SK and KD. There is enough variety and range of topic.
From the sample topic in figure 4.11, it can be seen that the topics are not close to the students‟ working place. Each topic
presents material of general English. Moreover, the topic will not expand the students‟ awareness and enrich their experience
because the topics are too general and most of them based on the
expression situation. Figure 4.11 is the quotation of a topic of chapter 4 and 5 taken from the book.
Figure 4.11 Topic of Chapter 4 and 5
f Methodology
The approach to language learning used by the book is communicative learning. The students are expected to develop the
communicative competence both in written and spoken. Yet the approach is less appropriate with the teaching and learning
situation, because it is not supported by the materials which are too general. The students of nursing program need specific material
that can support them in their working life. The techniques used for practicing new language items are
varied such as by asking the students to make sentences, dialogue
or completing the blank dialogues or paragraph. However, those are less suitable for learners because it is less creative, unattractive,
boring, not interesting, and not appropriate with learning style in 21
st
century. The communicative abilities are developed through four skills. In this book, the students are expected to take a degree
of responsibility for their own learning.
g Teacher’s Book
The book is not accompanied with teacher book.
h Practical Consideration
The price of the book is cheaper than the standard course book therefore the quality of the book is not good. It cannot be
found in any book store because it produced only by the ordered of school institution to LP2IP. Fortunately, the school provides the
book from LP2IP and allows the students to buy that book. Finally, it becomes the English book in SMK Citra Semesta Indonesia
Yogyakarta. The package of the book is not attractive enough.
Moreover, the book is not lost-lasting. The curriculum can be changed anytime and therefore it may not appropriate anymore. In
summary, in-depth analysis could be described briefly in the table 4.1.
Table 4.1 Summary of Book Analysis based on Cunningsworth Model 1995
No Aspect
Evaluation
1. Objective and Approach
- It does not match with the need of learner
and teaching situation.
- It allows different teaching and learning
style
-
Presenting the material followed by tasks.
2. Design and Organization
- It provides cassette for listening. - It contains both materials and practices.
- It is based on the order of SK and KD in
the KTSP.
- The grading of task is not clear. 3.
Language Content -
There is no list of vocabulary and pronunciation.
- The language style is not appropriate to the
students‟ situation, especially of nursing program.
4. Language Skills
- The four skills are adequately covered, with regard to the syllabus requirements
- It develops four language skills starting from listening, speaking, reading, and
writing - The listening skill tasks does not match
with the cassette record 5.
Topic -
It is developed based on SK and KD -
It is not expand students‟ awareness and enrich their experience.
6. Methodology
- The approach is communicative language learning.
- It is integrated with four language skills 7.
Teacher‟s Book - There is no teacher‟s book.
8. Practical Consideration
- The school provides the book from LP2IP and allows the students to buy that book.
- The package of the book is not attractive and not lost-lasting.
Based on the result of analysis above, the researcher drew a summary and conclusion. The researcher found some strengths and
weaknesses of the existing course book used in nursing class SMK Citra Semesta Indonesia Yogyakarta. The strengths were as follows:
1 English for Vocational Schools IA allows different teaching and
learning style. 2
The design, organization, and topic of English for Vocational Schools IA developed based on SK and KD in KTSP 2006.
3 English for Vocational Schools IA provides some kind of dialogues
based on expression for practice English.
There were also some points that researcher considered as weaknesses found inside. They were as follows:
1 The book is quite general for vocational class especially for nursing
skill program that why it does not match with the need of learner and teaching situation.
2 The design and organization of the content is based tasks, however
the grading of the tasks are not clear and there are some unclear illustration pictures which are not authentic and contextual.
3 The book does not include material for pronunciation work and
vocabulary list. 4
Some of the materials are very complicated to use by the students, so they still need teacher‟s help for using the book.
5 The topics are too general. It cannot expand the students‟ awareness
and enrich their experience. 6
The package of the book is not attractive and not lost-lasting.
Based on the summary above, the researcher concluded that: 1
English for Vocational Schools IA was not appropriate for guiding teaching and learning in nursing class.
2 A supplementary project book was needed to guide teaching and
learning in nursing class.
b. The Analysis of Syllabus Used in Nursing Skills Program
