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
more this textbook does not provide supplementary materials that make the students experience the extensive reading as Tomlinson 2008 also stated in his book. It is the
fact that this book does not make the book itself become the source to present adequate materials for learners Cunningsworth, 1995.
Table 4.8 Survey Result on the Skills Presented in the Textbook
Item Statement
Strongly Disagree
Disagree Agree
Strongly Agree
Mean SD
35. The textbook
covers writing skills.
27.8 66.7
5.6 2.64
0.836
44. The textbook
covers speaking skills.
17.6 82.4
2.81 0.390
A similar result shows at the item of listening skill. The questionnaire tried to find out how teachers see textbook in relation with listening skill. Surprisingly, almost all
teachers see that this textbook does not cover any listening skill for learners. The survey result reached 1.93. Since the Mean did not reach 2.5, it means teachers or
respondents did not agree to the statement stating that the textbook covers listening skills. Contrary to the result of the survey, the researcher of this study sees that in fact
textbook does have listening skill for students since any text in the book can used as
38. The textbook 16.7 66.7 16.7 0 1.93 0.658
covers listening skills.
32. The textbook 18.8 56.3 25 0 1.88 0.757
covers reading skills.
the input. As it is explained by Krashen 1981 in his input hypothesis that students can acquire a language when they are given lots of input. The input refers to reading
text or listening text. As in further studies, some resulted in response to the input hypothesis that there are some characteristics of input which later can be used by ESL
teachers in their teaching. Teachers may modify the input by using caretaker talk when they read aloud the dialog in textbook. Any dialog in textbook in fact can be
used as the listening input for the learners. Therefore, the researcher in this study doe
sn’t see that this textbook does not cover listening skill.
Figure 4.6 Sample of a simple lyric and a very simple dialog 6. Topic Presented in textbook
The last criterion is the topic of textbook. C13 curriculum is well known as a curriculum with rich of topics in each subject. Other subjects of C13 textbooks are
constructed based on the topic implemented in the base competence. This evaluation PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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