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c. Language content aspect
Language content is an essential aspect for language textbooks. Skierso 1992 and Cunningsworth 1995 believe that grammar is one of the materials
must be given to the students. Cunningsworth adds, “Grammar is a major component of any general language course” p.32. Materials for grammar
covered in the textbooks should be appropriate for students’ level. According to Graves 2000: 174, “textbooks provide consistency within program across a
given level”. When the students learn materials that are suitable for them, they will receive and understand it easier.
The next material is vocabulary. Brown 2007, Skierso 1992, and Cunningsworth 1995 agree that vocabulary is one of important materials in
learning languages. Vocabulary is needed to express meaning in productive skill speaking and writing and to understand the expression in receptive skill
listening and reading. Cunningsworth 1995: 38 states that “students can communicate more effectively with knowledge of vocabulary than with
knowledge of grammar”. According to Riddle 2003: 105, “It is good to focus on vocabulary after as well as before a reading or listening task.” It is good because it
helps the students to know the meaning of the vocabulary used. If the students know how to use the vocabulary in receptive skill tasks, they will be able to use it
in productive skill. Cunningsworth 1995: 38 mentions four ways in delivering vocabulary to
the students. They are: 1
Semantic relations: word groups according to meaning, synonyms, hyponyms, and opposites.
18 2
Situational relationships: word sets associated with particular situations, such as sport, transport, and politics.
3 Collocations: words commonly found in association, such as food and
drink, for better or worse, also noun + preposition links and phrasal verbs verb + particle links.
4 Relationships of form: it is often referred to as ‘word building’, such as
long, length, and lengthen.
After knowing the vocabularies and the expressions, students should know how to use them appropriately in communication. This is called discourse
competence. Shumin 2002: 207 states, EFL learners must develop discourse competence, which is concerned with
intersentential relationships. In discourse, whether formal or informal, the rules of cohesion and coherence apply, which aid in holding the
communication together in a meaningful way. In communication, both the production and comprehension of a language require one’s ability to
perceive and process stretches of discourse, and to formulate representations of meaning from referents in both previous sentences and following
sentences. Therefore, effective speakers should acquire a large repertoire of structures and discourse markers to express ideas, show relationships of
time, and indicate cause, contrast, and emphasis.
According to Cunningsworth 1995:45, “discourse refers to the features of language use that go beyond the domain of grammar rules and include areas such
as the sequencing of sentences, cohesion, paragraphing structuring text, participation in conversations, etc”. Discourse competence is developed in
textbooks for spoken and written skills. For spoken skills, Cunningsworth 1995:46 says, “dialogue or listening should be reasonably representative of
natural spoken English”. While for written skills, he states that “A reading text should display some of the features of authentic text, such as coherent structuring
of content, paragraphing and appropriate use of cohesive devices, including
19 pronouns for anaphoric reference and conjunctives” p. 46. When students have
the discourse competence, they will be able to create meaningful texts. The next criterion is style and appropriacy. According to Cunningsworth
1995: 50, “Language is very sensitive to its context of use and is stylistically variable”. Every language has different style for communication. English as an
international language also has its style. Cunningsworth 1995:50 states, “Stylistic differences in English can be signalled by aspects of grammar, choice of
vocabulary, discourse structure and aspects of phonology”. While appropriacy is important when using a language in order to adjust to the social situations.
d. Skills aspect
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