Description of Language Contents Aspect

67 Figure 4.25 Cerah: Allow Students to Think Critically

5. Description of Language Contents Aspect

In the aspect of Language Contents, Workbook 1 covered the main grammar items appropriate to seventh graders, such as basic tense Simple Present Tense and Simple Past Tense and basic structure Singular and Plural Nouns, PositiveNegativeInterrogative Sentences, W-H Question, and Pronoun. Workbook 1 includes adequate materials for teaching vocabulary. Most exercises for teaching vocabulary were in the form of filling in the blanks, matching, and listing the vocabulary. On the other hand, Workbook 1 lacked material for pronunciation work and some materials for teaching grammar, vocabulary, and pronunciation were PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 68 inappropriate. There were many mistyped words on page 3, 8, 10, 15, 21, 24, 25, 29, 34, 42, 53, and 61Figure E1. Figure 4.26 English Supplementary Materials: Mistyped Word The left picture the word journalist was written correctly, while in the right picture, the word journalist was written without t. And also, there was inappropriate pronunciation work Figure 4.27. It was written ta:k as the phonetic transcription of talk, while based on Oxford Advance Learner’s Dictionary, phonetic transcription for talk is t ɔ:k . Figure 4.27 English Supplementary Materials: Inappropriate Phonetic Transcription In the aspect of Language Contents, Workbook 2 covered the main grammar items appropriate to seventh graders, such as basic tense Simple Present Tense and basic structure Singular and Plural Nouns, PositiveNegativeInterrogative Sentence, W-H Question, and Pronoun. The book included adequate materials for teaching vocabulary. Most exercises for teaching vocabulary were in the form of filling in the blanks, analysing pictures, and listing the vocabulary. But Workbook 2 had no PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 69 material for pronunciation work and some materials for teaching grammar, vocabulary, and pronunciation were inappropriate. There was incomplete grammar theory Figure 4.28. Figure 4.28 Global: Incomplete Grammar Theory In Figure E3, the material was about Plural Nouns. The theory written was “Nouns ending in -s, -sh, -ch, and -x form their plural by adding -es.” This was incomplete theory. Azar 2002: 198 states that, “Final -es is added to words that end in -sh, -ch, -s, -z, and –x.” Next, some grammar mistakes on page 42, 51, 56, and 57 Figure 4.29. The questions number 2 and number 5 were written “Who is the message for?” The question word was Who, which is actually used as the object not the subject. Azar 2002: A10 explains that Who is used in spoken English and Whom is used in formal question, like written. Figure 4.29 Global: Grammar Mistakes PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 70 Besides, there were many mistyped words on page 3, 8, 21, 24, 25, 34, 37, 42, and 61Figure 4.30. First sentence in the first paragraph was “He live in a big city.” Based on Azar 2002: 11, the pattern for Simple Present Tense is S + Vses + C, so, the correct form for the first sentence should be “He lives in a big city.” The subject was singular, so that the verb is added by –s. Figure 4.30 Global: Mistyped Words Workbook 3 did not cover the main grammar items appropriate to seventh graders. This book had less main grammar items to teach, it only covered Simple Present Tense for basic grammar and for basic structure, it covered Singular and Plural Nouns, PositiveNegativeInterrogative Sentences, and Possessive Pronoun. In addition, the book lacked of material for pronunciation work and some materials for teaching grammar, vocabulary, and pronunciation were inappropriate manner. There were many misspellings on pages 8, 11, 34, 40, 44, 57, 67, and 70 Figure 4.31. Figure 4.31 Cerah: Misspelling PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 71 Figure 4.32 Cerah: Grammar mistake Grammar mistakes were also found on page 4, 5, and 9 Figure 4.32. Heru’s dialogue, “My brother picks up from his office,” had no object. It should be, “My brother picks me up from his office”. Even, incomplete grammar theory on page 68 Figure 4.33. The theory written was “If a verb ends in -s, -sh, -ch, and –x, or –o, the verb should be added by -es.” This was incomplete theory. Azar 2002: 198 states that, “Final -es is added to words that end in -sh, -ch, -s, -z, and –x.” Figure 4.33 Cerah: Incomplete Grammar Theory Then, there was inappropriate phonetic transcription on page 19 Figure 4.34. Phonetic transcription for G was written d3i:, and J is d3ei. Based on Oxford Advanced Learner’s Dictionary, the phonetic transcription should be d Ʒi: for G, and d Ʒeı for J. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 72 Figure 4.34 Cerah: Inappropriate Phonetic Transcription However, Workbook 3 included adequate materials for teaching vocabulary. Most exercises for teaching vocabulary were in the form of filling in the blanks, matching, and listing the vocabulary. 6. Description of Social and Cultural Contexts Aspect Social and Cultural Contexts could be found easily because it was stated by note and situation given Figure 4.35. Figure 4.35 English Supplementary Materials: Social and Cultural Notes The dialogues also contained social and cultural contexts which were generally accepted in Indonesia like apologising, thanking, and greeting Figure 4.36. Figure 4.36 English Supplementary Materials: Thanking Expression PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 73 Moreover, there was no stereotypical image and information from Workbook 1 and the book showed various occupations, social groups, and age groups at any level, such as students, teacher, doctor, journalist, carpenter, etc. The first criterion in Social and Cultural Contexts aspect in Workbook 2 was comprehensible because it was revealed by pictures Figure 4.37. Figure 4.37 Picture of Social and Cultural Contexts in Global From this picture, students also could learn inner lives of the character used in Workbook 2, such as politeness .The dialogues also contained Social and Cultural Contexts which were generally accepted in Indonesia like greeting, thanking, and apologizing. Moreover, there was no stereotypical image and information from the book and the book showed various occupations, social groups, and age groups at any level, such as students, teacher, farmer, tourist, dancer, driver, etc. Social and Cultural Contexts could also be found easily in Workbook 3 because it was stated by pictures Figure 4.38. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 74 Figure 4.38 Pictures of Social and Cultural Contexts in Cerah The pictures showed morality, politeness, and religiousness which could be learnt by students. The dialogues and reading passage also contained Social and Cultural Contexts which were generally accepted in Indonesia like apologizing, thanking, greeting, or other cultures like prayer ritual Figure 4.39. Figure 4.39 Cerah: The Text Reveals Cultural Contexts Moreover, there was no stereotypical image and information from Workbook 3 and the book showed various occupations, social groups, and age groups at any level, such as students, teacher, doctor, fisherman, carpenter, guide, etc. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 75

7. Description of Language Skills Aspect