As seen in figure 4.5 on page 40, the grammar item is actually taught embedded in the meaningful and communicative context. Textbook teaches the students how to
construct simple presentence using to be is, am, are and using verb for present tense. This textbook also shows the concept of subject-verb agreement in simple present
sentence. Another appropriate technique to teach grammar used in this textbook is that
this textbook does not use linguistic terminology.
Figure 4.5 Sample of activity found in textbook
Related to the reading skill, teachers from 10 different schools in Special District of Yogyakarta said that this textbook does not provide the students adequate
vocabulary in terms of quantity. Therefore, most of the teachers had to find supplementary materials out of this book to fulfill the need of vocabulary for students
although a textbook supposedly roles to fulfill inadequacy of materials Ur, 1996. Teachers also saw that the vocabulary in terms of range is not adequate either.
5. Language Skill
Based on Tomlinson 2008, a good ELT material must provide a rich experience of different genre and text types. While text types can be mainly drawn as
two different types. They are spoken text and written text. Years before, Brown 2001 strongly stated that in highly literate society like today, hundreds of different
types of written text can be used as reading inputs. He mentioned more than 20 different text types for example reports, editorial, article, novels, short stories, letters,
greeting card, etc. He even believed that the written texts are much more than spoken ones. Unfortunately, the result of the survey shows that most of teachers who
evaluated When English Rings the Bells agree that the book even does not provide them to improve
students’ reading skill. To assure that the book does not provide reading inputs, a close reading to
textbook should be done. It is found that four out of eleven chapters in this book completely do not provide any kind of written text. They are chapter 5, chapter 7,
chapter 9 and chapter 10. Chapter 11 is the only chapter which provides longer dialog and longer descriptive text comparing to other chapters. Except chapters with no text
at all, they always have lyric text. Some of them have short monolog and very short dialog. Surprisingly, in chapter 6 the book provides a long lyric with difficult
vocabularies comparing to other chapters with simple lyrics. On page 43 figure 4.6 is the picture showing kind of texts available in the book.
In conclusion, this book does not really provide enough reading text to make the students experience different genre of text as mentioned by Tomlinson 2008. Even
