67 genre-based approach; Building the Context, Modelling and Deconstructing the
Text, Joint Construction of the Text, Independent Construction of the Text, and Linking Related Text. This textbook is not sequenced because those stages are not
well ordered and some of the stages are not covered. The last weakness was that this textbook does not provide reference
sections. Hutchinson and Torres 1994, state that textbooks should provide independent learning for the learners. Reference sections generally placed after
every unit. It provides references that can be used to get further information about certain topic, so the students will be able to learn independently.
3. Language Content Aspect
a. Strengths
The first strength was that the Interlanguage: English for Senior High School Student X covers main grammar items to each level. Cunningsworth
1995 states, “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”. According to Curriculum 2006, there are
five texts should be mastered by tenth graders. Those texts are recount, procedure, narrative, descriptive, and news items. In order to master those texts, the students
need to learn about grammar. For this level, tenth grade, the students have to able to use simple past tense and simple present tense. It is important because, for
example, to make a recount text, students need to use simple past tense to tell their past experience.
68
Figure 4.13 Example of simple past tense explanation
This textbook for tenth graders covers five texts as in Curriculum 2006. This textbook also provides grammar sections for the students. The main tenses
for tenth graders are past and present, so in this textbook there are simple past tense and simple present tense. This textbook also provides present perfect and
past perfect.
Figure 4.14 Example of present perfect and past perfect explanation
69 The second strength was that the material for vocabulary is provided.
Cunningsworth 1995: 38 states that “students can communicate more effectively with knowledge of vocabulary than with knowledge of grammar”. It shows that
vocabulary is needed in communication. According to Riddell 2003:105, “It is good to focus on vocabulary after as well as before a reading or listening task”. If
the students spend a lot of time to check so many words, there will be less time for the lesson and the aims of the lesson will be affected. It shows the importance of
vocabulary in terms of quantity and range. It is also important for a textbook to provide vocabulary materials for
individual learning. Harmer 1991:257 states that “textbooks can be systemic about the amount of vocabulary presented to the learners and allows learners to
study on their own outside”. If the students learn the vocabulary outside the class, they will be ready for the lesson. It will also give more time to do more tasks
because the students do not need to checks more words on dictionary. This textbook provides vocabulary materials in every unit. Vocabulary
lists are provided at the opening part of each unit and before reading passages which helps students to understand it. The vocabulary list enables the students to
learn it individually before the lesson. There are also vocabulary lists after the reading passages which can be used to check students comprehension. This
textbook implements two ways in delivering vocabulary. The first one is semantic relation, which related to word groups according to meaning, synonyms,
hyponyms, and opposites Cunningsworth, 1995.
70
Figure 4.15 Example of semantic relation
The second one is situational relationships. The vocabulary is set according to particular situations Cunningsworth, 1995.
Figure 4.16 Example of situational relationship related to food
71 Besides vocabulary list, there is also mini dictionary that can be used for the
students to find the meaning of words.
Figure 4.17 Example of mini dictionary
This textbook also provides various activities related to vocabulary, such as fill in the blanks, matching words and the meanings, matching words and the
picture, puzzle, crosswords, finding the synonyms, and finding the opposite meaning. This criterion was fulfilled because this textbook provides material for
vocabulary teaching which is adequate in terms of quantity and range of vocabulary, emphasis placed on vocabulary development, and strategies for
individual learning.
72
Figure 4.18 Examples of vocabulary activity
The next strength was that this textbook provides material for pronunciation work. According to Riddell 2003, one of the criteria of a good
textbook is the availability of pronunciation work. Pronunciation plays a very significant role especially in speaking skill. Since different pronunciation has
different meaning, so in order to avoid miss communication it is important for the students to learn or practice pronunciation.
This textbook provides material for pronunciation practice. In the beginning of this textbook, there is a part for pronunciation titled “Key to
Pronunciation”. It covers information about phonetic symbols, word examples, and phonetic transcription. It was shown in figure 4.19.
73
Figure 4.19 Example of Key to Pronunciation
This part covers phonetics symbols of vowel and consonants which can be used to help the students pronounce every word. Every vocabulary list in this
textbook is always followed by phonetic transcription of each word. It will be useful for the students to practice saying words correctly.
The forth strength was that the textbook deal with learners’ discourse competence. 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”. Richards and Renandya 2002 state that discourse competence is an
ability to make texts in a meaningful way. They add, “Effective speakers should acquire a large repertoire of structures and discourse markers to express ideas,
74 show relationships of time, and indicate cause, contrast, and emphasis”
2002:207. Discourse competence is developed in textbooks for spoken and written skills.
The first one is spoken skills. Cunningsworth 1995:46 says, “Dialogue or listening should be reasonably representative of natural spoken English”. In
Interlanguage: English for Senior High School Student X, there are ten units which focus on exploring expressions. Activities related to discourse competence
are also provided, such as dialogue and role play. The first unit is titled “Let Me Introduce Myself”. This unit covers five
expressions, greeting someone, asking how someone is, saying how you are, introducing yourself, and introducing someone. The second unit is titled “I’m
Sorry to Hear That”. There are two expressions here, showing attention and showing sympathy. Unit I and II also include recount text.
The third unit is titled “That Sounds a Nice Idea”. There are three expressions in this unit, accepting an offer or invitation, declining an offer or
invitation, and giving instruction. The fifth unit is titled “Can I See You at 11 a.m.?” This unit provides three expressions, making appointment, approving
appointments, and cancelling appointments. Unit III and IV cover procedural texts.
Unit V is titled “I’m Delighted to Hear That”. The expressions used in this unit are saying that you are pleased, thanking, and responding to thanks. The sixth
unit is titled “It was the Least I Could Do”. There are two expressions here, thanking and responding to thanks. These two units cover narrative texts.
75 The seventh unit is titled “What a Nice Hair Cut” There are three
expressions in this unit, complimenting someone, congratulating someone, and responding to compliments and congratulations. Unit VIII is titled “I Find it Very
Interesting”. Only one expression explored in this unit, saying that you are excited. These two units cover descriptive texts.
Unit IX is titled “I Don’t Believe It” there are two expressions in this unit, expressing disbelief and expressing surprise. The last, unit X, is titled “That’s
Very Kind of You”. The expression used in this unit is accepting an offer or invitation. Unit IX and unit X cover news item texts.
The second one is written skills. According to Cunningsworth 1995:46, “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 pronouns for anaphoric reference and conjunctives”. Reading
texts in this textbook are coherent. They are also good in using cohesive devices. Five different text types are also covered in this textbook. They are recount,
procedural, narrative, descriptive, and news items. Those reading texts will be the examples for students to make meaningful written texts.
Figure 4.20 Example of a reading passage related to discourse competence
76 By comprehending the expressions and text types which are explored in
this textbook, the students are expected to have discourse competence. If the students are able to use those expressions, they will be able to create meaningful
texts in daily life.
b. Weakness
