CONTENT ANALYSIS OF AN ENGLISH TEXTBOOK.

(1)

CONTENT ANALYSI S OF AN ENGLI SH TEXTBOOK

A Thesis

Submitted in partial fulfillment of the requirements for Master’s degree in English Education

By

R.R. Purnomowulan

1204672

English Education Program

School of Postgraduate Studies

Indonesia University of Education

(2)

CONTENT ANALYSI S OF AN ENGLI SH TEXTBOOK

Oleh

R.R. Purnomowulan S.Pd IKIP Bandung, 1997

Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd.) pada Fakultas Pendidikan Bahasa dan Seni

R..R. Purnomowulan 2014 Universitas Pendidikan Indonesia

Juli 2014

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

(3)

iii Approval Sheet

A Thesis

Content Analysis of an English Textbook

R.R. Purnomowulan NIM. 1204672

Approved by:

Supervisor I Supervisor II

Prof. Dr, Didi Suherdi, M.Ed NIP. 196211011987121001

Iwa Lukmana, M.A.,Ph.D. NIP.196611271993031002

Head of English Education Program

Prof. Emi Emilia, M.Ed., Ph.D. NIP.196609161990012001

(4)

DECLARATION

I hereby certify that this thesis entitled “The Content Analysis of the English Textbook” is completely my own work. I am fully aware that I have quoted some statements and ideas from various sources. All quotations are properly acknowledged.

Bandung, July 2014

(5)

v ACKNOWLEDGEMENT

Bismillahirrahmannirrahim, Alhamdulillahirrabbillalamien, in the name of Allah, the Most Gracious and Most Merciful, praise be to Allah the Cherisher and Sustainer of the worlds (Qur’an, Al Fatiha:1-2), finally this thesis “Content Analysis of an English Textbook” has finally undertaken.

My sincere gratitude is expressed to head of English Education Program, Prof. Emi Emilia, M.Ed., Ph.D., my supervisors, Prof. Dr. Didi Suherdi, M.Ed. and Iwa Lukmana, M.A., Ph.D., for their expert, truthful, valuable guidance and unceasing encouragement to me. Likewise, it is a great pleasure to gratitude my examiners, Dr. Wachyu Sundayana, M.A., and Dr. Rd. Safrina Noorman, M.A. for their valuable guidance and remarks that lead me to be a critical thinker.

My great thankfulness is regarded to P2TK, Ministry of Education and Culture for their opportunity, scholarship, and unfinished encouragement that have been offered while I undertook this postgraduate study in UPI Bandung. My thankfulness is also regarded to SMPN 19 headmaster and teachers for their support and unceasing encouragement.

My sincere thanks are also presented to my P2TK friends for their support and encouragement and my sense gratitude is also intended to one and all who, directly or indirectly, have lent their helping hand in this study. Finally, my greatest gratitude is regarded to my beloved family, Romo and almarhumah Ibu for their unceasing support during the time I studied and carried out the research.

After all, this study still has many limitations and far from being perfect, therefore any comments, suggestions and criticisms are very welcome.

Bandung, July 2014

(6)

R.R. Purnomowulan, 2014

Content analysis of an English textbook

ABSTRACT

“Content analysis of an English textbook” is a study on the way a standardized Curriculum 2013 textbook was presented. This study examines two research problems, i.e. (1) whether the English textbook has fulfilled the criteria for textbook content development, and (2) whether the English textbook has fulfilled the Curriculum 2013 requirements. The research design is mainly qualitative. The data are the content of an English textbook entitled “When English Rings the Bell” published by Ministry of Education and Culture in Indonesia. The analysis focuses on whether the criteria of an appropriate textbook have been fulfilled and whether the requirements of the curriculum 2013 have been accomplished. The findings reveal that the strengths of this textbook are all of the chapters in the textbook have met the criteria of a good textbook, i.e. integrated language skills and grammar; simple vocabulary; sufficient exercises and activities; appropriate language functions; attractive format; approach as well as methodological guidance for teachers. This textbook has also confirmed that all Curriculum 2013 requirements have been accomplished which involve the competences, learning model, and cultural content. On the other hand, there are some weaknesses of this textbook that include the shortage of pronunciation practice and supplementary or accompanying materials, such as audio, video, or compact disc.

Keywords: a standardized textbook; textbook content development; qualified textbook

(7)

R.R. Purnomowulan, 2014

Content analysis of an English textbook

CONTENT ANALYSIS OF AN ENGLISH TEXTBOOK Contents

Page

APPROVAL SHEET……….. i

DECLARATION……… ii

ACKNOWLEDGEMENT……….. iii

ABSTRACT………... iv

TABLE OF CONTENTS………... v

LIST OF TABLES ………. vi

LIST OF FIGURES……… vii

Chapter I Introduction... 1

1.1 Background of the study... 1

1.2 Purpose of the study... 3

1.3 Research questions... 3

1.4 Significance of the study... 3

1.5 Definition of the term ………...……... 4

1.6 The thesis organization... 5

Chapter II Literature Review... 7

2.1 Definition of the textbook... 7

2.2 An approach to design a textbook... 8

2.2.1 Levels in a textbook………... 8

2.2.2 The organization of a textbook………..……….... 9

2.2.3 Textbook presentation…...………. 12

2.3 A standardized textbook...………... 12

2.4 A guidance to evaluate a textbook... 14

2.5 The integrated language skill... 17

2.5.1 Listening……….... 17

2.5.2 Speaking………...……. 19

2.5.3 Reading……….…. 20

2.5.4 Writing………... 21

2.5.5 Vocabulary………. 22

2.5.6 Grammar……….... 26

2.6 Text types……….. 27

2.6.1 Description………. 28

2.6.1.1 Factual description………. 28

2.6.1.2 Literary description………. 28

2.6.2. Information report………. 29

2.6.3 Procedure………... 29

(8)

ii R.R. Purnomowulan, 2014

Content analysis of an English textbook

2.6.4.1 Procedural recount……….. 30

2.6.4.2 Factual recount……… 30

2.6.4.3 Literary recount……….. 31

2.6.5 Discussion……….. 31

2.6.6 Explanation……… 31

2.6.7 Exposition……….. 32

2.6.7.1 Analytical Exposition……… 32

2.6.7.2 Hortatory Exposition………. 32

2.6.8 Narrative……….... 33

2.6.9 Response……… 33

2.7 Teacher’s Book………. 33

2.8 Curriculum 2013………..………. 34

2.8.1 The competencies in Curriculum 2013……….. 34

2.8.2 A framework for textbook analyzing based on Curriculum 2013…. 39 2.8.2.1 Attitude………... 39

2.8.2.2 Skill……… 41

2.8.2.3 Knowledge……….. 43

2.8.3 The learning-teaching model of Curriculum 2013………...………. 44

2.8.3.1 Problem Based Learning (PBL)……….. 45

2.8.3.2 Project Based Learning (PjBL)……….. 47

2.8.3.3 Discovery Learning…………...……….. 48

2.8.4 Scientific Approach………... 50

2.8.4.1. Learning steps in scientific approach………. 51

2.8.4.1.1 Observing………. 52

2.8.4.1.2 Questioning……….. 53

2.8.4.1.3 Experimenting……….………. 54

2.8.4.1.4 Associating……….. 54

2.8.4.1.5 Communicating……… 55

2.8.5 Cultural content………... 55

Chapter III Methodology………... 57

3.1 Research design... 57

3.2 Data collection... 58

3.3 Data analysis... 59

Chapter IV Findings and discussion……….. 62

4.1 Textbook’ features based on the criteria for textbook content development………. 62

4.1.1 Language Skills……….…...……. 63

4.1.1.1 Listening………..……….……...…... 64

4.1.1.2 Speaking….……….……...….... 67

4.1.1.3 Reading….……….………. 70

(9)

iii R.R. Purnomowulan, 2014

Content analysis of an English textbook

4.1.2 Vocabulary………...…. 78

4.1.2.1 The approaches to develop vocabulary instruction and learning… 78

4.1.2.1.1 Incidental learning………... 78

4.1.2.1.2 Explicit instruction ……….. 80

4.1.2.1.3 Independent strategy development……….. 81

4.1.2.2 Actual content of vocabulary input………. 81

4.1.2.3 Estimation of vocabulary achievement………... 85

4.1.2.4 The standard vocabulary presentation……… 85

4.1.2.4.1 Frequencies and range ………... 88

4.1.2.4.2 Teachability ……… 88

4.1.2.4.3 Similarity ……… 89

4.1.2.4.4 Availability ……….……… 90

4.1.2.4.5 Coverage………..……… 90

4.1.2.4.6 Defining power……… 90

4.1.2.4.7 Compilation of basic vocabulary………. 91

4.1.2.4.8 Familiarity……… 92

4.1.2.4.9 The difficulty of the items………... 92

4.1.2.4.10 Productions and recognition words……… 93

4.1.3 Grammar………...………. 93

4.1.3.1 Contextualized grammatical points in students’ daily activities… 94

4.1.3.2 Increasing level of difficulty, repeated and reinforced in subsequent lessons……….. 95

4.1.3.3 Involving spread of grammar in the expression applied in daily life………... 95 4.1.4 Exercises and activities………...…………... 96

41.4.1 Exercises and activities should have some entertaining or fun activities……….. 96

4.1.4.2 Exercises and activities should be varied and challenging ……… 98

4.1.4.3 Exercises and activities give students opportunities to practice and extend their language skills………. 98 4.1 4.4 Exercises have to balance in their format……….. 99

4.1.5 Language Functions………... 100

4.1.6 Format (Physical make-up and The Attractiveness of the Text… 103 4.1.6.1 The publication………... 103

4.1.6.2 Economy……..………... 103

4.1.6.3 Convenience………... 103

4.1.6.4 Illustration………... 104

4.1.7 An approach in designing textbook………... 104

4.1.7.1.Level………... 105

4.1.7.2 Organization……… 106

4.1.7.3 Presentation………. 107

4.1.8Methodology (Methodological Guidance)……… 108

(10)

iv R.R. Purnomowulan, 2014

Content analysis of an English textbook

4.1.8.2 Objectives………... 111

4.1.8.3 Methodological guidance……… 113

4.2 Textbook’ features based on the Curriculum 2013 requirement…….. 116

4.2.1. Core and basic competencies……… 116

4.2.2 The learning models……….. …………... 122

4.2.2.1 Problem-Based Learning (PBL)………. 123

4.2.2.2 Project Based Learning (PjBL) ……….. 124

4.2.2.3 Discovery Learning (DL)……… 125

4.2.3 Cultural content………... 127

Chapter V Conclusion and Suggestions……….. 131

5.1 Conclusions……….. 131

5.1.1 The English textbook has fulfilled the criteria for textbook content development……….. 131

5.1.2 The English textbook has fulfilled Curriculum 2013 requirement 132 5.2 Suggestions ………...……….. 133

5.2.1 Suggestion for further research………..……… 133

5.2.2 The suggestion for writers and publishers……… 133

5.2.3 The suggestion for teachers………….……….. 135

References... 137 Appendix

(11)

v R.R. Purnomowulan, 2014

Content analysis of an English textbook

LIST OF TABLES

Page

Table 2.1 Penguin series of graded readers 24

Table 2.2 Revised estimates of vocabulary level 2 24

Table 2.3 Core Competency , Basic Competency, and Learning domain in English Grade VII

Table 2.4 Domain of Attitude by Krathwohl, Bloom, and Masia 39

Table 2.5 Domain of skill by Simpson 41

Table 2.6 Domain of knowledge by Bloom 43

Table 4.1 The scale of a variety level of vocabulary 85

Table 4.2 Revised estimates of vocabulary level 2 Taken from Living Word Vocabulary (LWV).

Table 4.3 Language function in teacher’s book 101

Table 4.4 Core Competency and Basic Competency in English Grade VII and the realization in “When English Rings the Bell” Taken from Teacher’s book Pages 2-5

(12)

vi R.R. Purnomowulan, 2014

Content analysis of an English textbook

LIST OF FIGURES

Page

Figure 2.1 Learning steps in scientific approach 52

Figure 4.1 Student’s book, page 4 66

Figure 4.2 Student’s book, page 24 67

Figure 4.3 Student’s book, page 30 69

Figure 4.4 Student’s book, page 12 70

Figure 4.5 Student’s book, page 10 72

Figure 4.6 Student’s book, page 34 73

Figure 4.7 Student’s book, page 13 75

Figure 4.8 Student’s book, page 31 76

Figure 4.9 Student’s book, page 72 77

Figure 4.10 Student’s book, page 34 79

Figure 4.11 Student’s book, page 83 80

Figure 4.12 Student’s book, page 183 83

Figure 4.13 Student’s book, page 186 83

Figure 4.14 Student’s book, page 54 84

Figure 4.15 Student’s book, page 77 89

Figure 4.16 Student’s book, page 50 97

Figure 4.17 Student’s book, page 32 99

Figure 4.18 Student’s book, page 38 100

Figure 4.19 Student’s book, page 2 112

Figure 4.20 Student’s book, page 164 112

Figure 4.21 Teacher’s book, page 31 113

Figure 4.22 Teacher’s book, page 33 114

Figure 4.23 Teacher’s book, page 56 114

Figure 4.24 Teacher’s book, page 96-97 115

Figure 4.25 Student’s book, page 167 124

Figure 4.26 Student’s book, page 23 125

Figure 4.27 Student’s book, page 100 126

Figure 4.28 Student’s book, page 182 127

Figure 4.29 Student’s book, page 52 128

Figure 4.30 Student’s book, page 110 129

Figure 5.1 Student’s book, page 1 134

(13)

R.R. Purnomowulan, 2014

Content analysis of an English textbook

CHAPTER I

INTRODUCTION

1.1 Background of the study

An English textbook is a basic resource to determine the quality of language input and the language practices during teaching learning process in an English course. Its functions are not only as a guidance of teaching and learning but also as a developing material as well as a substantial and observable component of pedagogy content. All aforementioned functions as stated by Graves (2000:151), contain the decisions about developing materials, which are rooted in the beliefs, understanding, and experience. In general, materials in a textbook also depend on the goals and objectives, the ways to conceptualize the content of the course, the ways to organize and sequence the course, and the understanding of the students’ needs. After all, using a textbook or a course book needs the awareness of the right level of language, the suitable topic or content for students, the right kind of activities in the book, and the logical of sequencing the lesson. These awareness are all of the teachers’ decision which the appropriate textbooks to be undergone.

A textbook needs to be evaluated. For instance, exercises or activities in the workbook. In evaluating this quality of the exercises or activities from a textbook, the four key points exercises and activities are suggested by Garinger (2002:1-2). First, the exercises and activities in the textbook should contribute to students’ language acquisition. Second, the exercises should be balanced in their format, containing both controlled and free practice. Third, the exercises should be progressive as the students move through the textbook, and finally the exercises should be varied and challenging. In summary, one of these evaluation criteria enables to lead into a standardized textbook.

Material design has correlated with the selection of texts and other materials for course. After all, the selection of a textbook is concerned with the current curriculum and in case of a standardized textbook. However, there are several reasons that teachers are less interested in using the available standardized

(14)

R.R. Purnomowulan, 2014

Content analysis of an English textbook

textbook provided: (1) the activities in a textbook are so excessive that the teachers are hardly able to attain the semester target course, (2) a textbook fit uncomfortably either in the reason of time, culture, or level proficiency age, (3) a textbook has an advance knowledge and skill that unsuitable with the user of the textbook, (4) a textbook is less provided the content with language items, ideas, strategies, or principles in which the teachers need to be applied, and (5) a textbook does not involve the current and recently curriculum issues (Nation & Macalister, 2010).

Most of the studies on the use of textbooks by teachers (Yip, 2000; Li, 2005; Kurniati, 2006; Hodijah, 2006; Alamri, 2008; Kesumo, 2009; LaBelle, 2010; Tok, 2010; Rahimpour & Hashemi, 2011; Matra, 2012) reveal that the aforementioned reasons for unsuitable textbooks are still relevant to the teachers’ perceptions and beliefs. To some certain extent, other two studies have focused on the content textbook (Juan, 2010; Muslih, 2009). The first one has focused on the culture in the textbook, the other has focused on the writing process of textbooks. Moreover, the evaluation of textbooks content is presented by international writers (Miekley, 2005; Mukundan, et al., 2011; Tsiplakides, 2011; Hashemi & Borhani, 2012; Rahman, 2012).

All studies of textbooks aforementioned have drawn attention to the teachers’ perspectives and beliefs on how a suitable textbook should be. However, it is hardly any local evaluation of textbooks content. Taking all consideration into account, this study merely focuses on whether the English textbook’s quality has fulfilled the criteria for textbook content development, and second, whether the English textbook’ quality has fulfilled the criteria suggested by Curriculum 2013. By analyzing the content of the local textbook through content analysis, hopefully this study can make contribution to provide an excellent textbook.

Furthermore, content analysis of a textbook in this study is undertaken by categorizing whether there are any accomplished criteria or at least represented criteria in a chapter in a textbook. The criteria are suggested by Rahimpour and Hashemi (2011), Mukundan, et al. (2011) and Miekley (2005) and Robinett (Brown, 2001). The analysis involves first, whether the English textbook has

(15)

R.R. Purnomowulan, 2014

Content analysis of an English textbook

fulfilled the criteria for the textbook content development, and the second, whether the English textbook has fulfilled the Curriculum 2013 requirement. All of the prerequisites in a standardized textbook has been analyzed in detail to infer the generalization about a reasonable textbook used in and out of classroom. 1.2 Purpose of the study

The purpose of the study is to analyze and to evaluate the material presented in a standardized textbook. The analysis and evaluation of the textbook in this study use the current issue in Curriculum 2013, which is the current curriculum implemented recently in Indonesia. The study analyzes two mainstreams: (a) the content of English textbook which has fulfilled the criteria for the theories of English textbook content development. It covers language skills, vocabulary, grammar, exercises and activities, language functions, format (physical make-up and the attractiveness of the text), approach in designing a textbook, as well as methodology (methodological guidance, (b) the content of an English textbook which has fulfilled the curriculum 2013 requirements. It has covered the competencies, a framework, learning’s model, scientific approach, and cultural content. All the elements are presented to achieve a standardized textbook with a certain coincidence between needs and aims of the learner, as well as activities that will take place in a classroom.

1.3 Research questions

The research questions of content analysis of an English textbook are :

1. To what extent has the English textbook fulfilled the criteria for textbook content development?

2. To what extent has the English textbook fulfilled the Curriculum 2013 requirement?

1.4 Significance of the study

Generally, this study gives information on how the textbook performed in general. This is mainly proposed to be shared with English teachers how to keep with the resource book and how to handle the difficulties found in the textbook.

(16)

R.R. Purnomowulan, 2014

Content analysis of an English textbook

On the other hand, this study is proposed to publishers to create a joyful textbook to arise students' curiousness of learning English and to revise the textbook in accordance with this study of content analysis of an English textbook. As the textbook is for students in junior high school, who mostly are teenagers, their curiosities to gain the knowledge from presentation of a book depend on how a book suitable and attractive to them.

1.5 Definitions of the terms

The terms applied by this study is explained as follows:

Curriculum is a general statement of goals and outcomes, learning arrangements, evaluation and documentation relating to the management of programs within an educational institution (Feez & Joyce, 2009). Language curriculum development is an aspect of a broader field of educational activity. It focuses on determining what knowledge, skills, and values students learn at schools, what experiences should be provided to bring about intended learning outcomes, and how teaching and learning in schools or educational systems can be planned, measured, and evaluated (Richards, 2002).

Syllabus is an explicit and a coherent plan for a course of study. A syllabus is a guide or map for the teachers and the learners which may need to be altered once the course commences. A syllabus is constructed by selecting and sequencing content, based on explicit objectives. It is a public document, usually prepared by teachers and negotiated learners. It specifies what is to be taught in a particular course of study (Feez & Joyce, 2006); a syllabus is a document which consists, essentially, of a list. This list specifies all the things that are to be taught in a course which the syllabus was designed (Ur, 2009). A syllabus is a plan of what to be learnt in a course of study. Syllabus decisions are affected by the broader educational and socio-political environment. (Feez & Joyce, 2009)

Textbook (In some references, using ‘a coursebook’) is a created material, refers to the textbook and other specially developed instructional resource (Richards, 2002). A text is any stretch of language which is held together cohesively through meaning (Feez & Joyce, 2006).

(17)

R.R. Purnomowulan, 2014

Content analysis of an English textbook

(Hornby, 1990); An Analysis (particularly content analysis) is a technique for examining information, or content, in a written or symbolic material. Content analysis is used for exploratory and explanatory research but is most often used in descriptive research (Neuman, 2003). It defines the process of summarizing and reporting written data – the main contents of data and their messages (Cohen et al., 2007). Content analysis is a research technique for systematic classification and description of communication content according to certain usually predetermined categories (Wright in Berger, 2000).

Evaluation is an act of identifying to see whether or not a program which has been planned beforehand accomplished, worthy, and effective. Evaluation involves value judgement. Evaluation is actually the application of a variety of assessment ways and tools in order to gather information as to how far the learning objectives or students’ competence have been achieved. It is pointed out that evaluation involves making judgements (concerning what is desirable) based on that gathered material. (Curriculum Centre, Classroom Assessment Guide, 2003). Evaluation looks at all aspects of curriculum design to see if the course is the best possible with all the parts of the curriculum design process (Nation and Macalister, 2010)

1.6 The thesis Organization

This thesis is organized into five chapters. First of all, an introduction is organized in chapter one that addresses background, purpose of the study, research question, significance of the study, definitions of the terms, and organization of this thesis.

Chapter two discusses literature review which contain the concept of (1) definition of textbook, (2) an approach to design textbook which cover level in a textbook; the organization of a textbook; as well as a textbook presentation, (3) a standardized textbook, (4) a guidance to evaluate a textbook, (5) integrated language skill which cover listening, speaking, reading, writing, as well as vocabulary and grammar (6) text type which covers factual and literary description; information report; procedure; procedural, factual recount, literary recount; discussion, explanation, analytical and hortatory exposition; narrative;

(18)

R.R. Purnomowulan, 2014

Content analysis of an English textbook

and response, (7) teacher’s book, and finally (8) Curriculum 2013 which discusses (a) the competencies; (b) a framework for textbook analyzing which covers attitude, skill, and knowledge; (c) three learning models: Problem-Based Learning (PBL), Project based learning (PjBL), Discovery learning (DL); (d) Scientific Approach as well as (e) cultural content.

Methodology is the third chapter which is discussed in this thesis. It contains research design, data collection and analysis. Meanwhile, Chapter four presents finding and discussion. These finding and discussion have been organized to (1) the English textbook based on the criteria for textbook content development It covers language skills, vocabulary, grammar, exercises and activities, language functions, format (physical make-up and the attractiveness of the text), an approach in designing a textbook, as well as methodology (methodological guidance), (2) textbook features based on the Curriculum 2013 requirement. It has covered the competencies, learning’s model and cultural content.

The final chapter, Chapter 5 contains conclusions and suggestions. The first is conclusions, which cover (a) the English textbook which has fulfilled the criteria for textbook content development and (b) the English textbook which has fulfilled Curriculum 2013 requirements. The second is suggestions which cover suggestions for further research, writers, publishers as well as teachers

(19)

R.R. Purnomowulan, 2014

Content analysis of an English textbook

CHAPTER III

METHODOLOGY

This chapter presents the methodological aspects of the study of “Content analysis of an English textbook”. It discusses (1) research design, (2) data collection and (3) data analysis. Some theories in this chapter are contended by Best and Kahn (1989); Brown (2001); Denzin, as cited in Danim (2002); Neuman (2003); Silverman (2005); Miekley (2005); Creswell (2008); Bryman, as cited in Liamputtong (2009); Daly, Silverman, Neuendorf, Krippendorff, Marvasti as cited in Liamputtong (2009); Mukundan et al. (2011) as well as Rahimpour and Hashemi (2011).

3.1 Research design

The study on “Content Analysis of an English Textbook” has focused on how a textbook fulfils criteria of textbook content development and curriculum 2013 requirements. It is qualitative descriptive research and more concerned with the content in writing a textbook.

A part of qualitative descriptive research is mainly document analysis which provides a valuable source of information which consists of public and private record that is used by qualitative researchers in collecting data. Documents are an important source of data in many areas of investigation, and the methods of analysis are similar to those used by historians. As qualitative study, the analysis of a document is concerned with an explanation of the status of some phenomenon at a particular time or its development over a period of time. As maintained by Best and Kahn (1989:90) a descriptive research involves the activity that may be classified as a descriptive research: problem identification, hypothesis formulation, sampling, and systematic observation of variable relationship that may lead to generalizations.

To be specific, a content analysis, as a part of document analysis, is an analytical approach that attempts to quantify content in terms of predetermined categories and in a systematic and replicable manner (Bryman, as cited in Liamputtong, 2009). Content analysis tends to require codes to be identified

(20)

R.R. Purnomowulan, 2014

Content analysis of an English textbook

before they are searched for in the data. The practice of content analysis requires the researchers to know what they want to look for in the text. (Daly, Silverman, Neuendorf, Krippendorff, Marvasti as cited in Liamputtong, 2009).

3.2 Data Collection

The data of the present study are taken from the textbook “When English Rings a Bell” for Grade VII Junior high School” in both the student’s and teacher’s book. This book was published by Minister Education and Culture in 2013 and has been based on a current curriculum (Curriculum 2013). Likewise, this textbook is approved by BSNP (Badan Standar Nasional Pendidikan) as an agency of national education standard, as part of Ministry of Education and Culture of Indonesia. Furthermore, this book has become a primary source book to be used by students and teachers in the classroom.

The textbooks are printed and distributed to the schools around Indonesia. Meanwhile, to achieve the availability of the textbooks, public can browse and download the textbooks through the government’s website, regardless of the expense since this is one of Indonesia government’s policies in education to provide discharged education fees for primary and secondary schools in Indonesia. The purpose of this policy is to strengthen education in Indonesia. One of the applications of this policy is the government taking over the responsibility of education expenses for primary and junior high school such as school fees and textbooks. To support this policy, in the relationship with the textbooks, the government through The Ministry of Education and Culture has provided and entitled textbooks’ copyright.

The instrument of collecting data used in this study “Content Analysis of an English Textbook” is the researcher as well as the textbook itself. As has been explained by Cresswell (2008), an instrument is a tool for measuring, observing, or documenting data. Data are collected by criteria acquired and condensed from suggestions of Brown (2001); Miekley (2005), Mukundan et al. (2011) and Rahimpour and Hashemi (2011). Brown (2001:150) states that textbook evaluation checklist which adapted from Robinett covers (1) goals of the course, (2) background of the students, (3) approach, (4) language skills, (5) general

(21)

R.R. Purnomowulan, 2014

Content analysis of an English textbook

content, (6) quality of practice material, (7) sequencing, (8) vocabulary, (9) general sociolinguistics factors, and (10) format. Moreover, Miekley (2005) suggests that textbook evaluation checklists involve (1) content, (2) vocabulary and grammar, (3) exercises and activities, (4) attractiveness of the text and physical make-up, and teacher’s manual which includes (4) general features, (5) background information, (6) methodological guidance, (7) supplementary exercise and material as well as (8) context. Mukundan et al. (2011:27) expresses that a tentative checklist for textbook evaluation involves general attributes and learning teaching content, while Rahimpour and Hashemi (2011:66-68) indicate that section of the textbook can be (1) vocabulary, (2) reading, (3) grammar, (4) language functions, (5) pronounciation practice, (6) physical make-up, and finally (7) practical concerns. All of these textbook evaluations have drawn attention to some criteria as a qualitative research in this textbook analysis which involves (1) language skill, (2) vocabulary (3) grammar (4) exarcises and activities (5) language functions (6) format, (7) approach as well as (8) methodological guidance. In conclusion, based on this suggestion aforementioned, data results from textbook analysis are first presented by giving categorization, condensation, and finally explanation in Chapter IV and second are presented in accordance with Curriculum 2013.

3.3 Data Analysis

The textbook has been analyzed by criteria acquired and condensed from suggestions of Brown (2001); Miekley (2005), Mukundan et al. (2011) and Rahimpour and Hashemi (2011) (see appendix). This content analysis involves: (a) the content of textbook which has fulfilled the criteria for the textbook content development. These criteria for textbook development cover language skills, vocabulary, grammar, exercises and activities, language functions, format (physical make-up and the attractiveness of the text), approach as well as methodology (methodological guidance) and (b) the content of the English textbook which has fulfilled the curriculum 2013. It has covered (1) competencies, learning model and cultural content. After that, all of the data have been

(22)

R.R. Purnomowulan, 2014

Content analysis of an English textbook

categorized and be condensed to discover the strengths and weaknesses of the textbook applied by students of junior high school grade VII.

The triangulation of criteria condensation from Brown, Miekley, Mukundan et al. and Rahimpour & Hashemi has been led into content data analysis. The criteria based on the process observing something from different angles or viewpoints in order to get a fix on its true location is called triangulation. This triangulation, according to Neuman (2003), is divided into four types, those are triangulation of measure, observers, theory and methods. Triangulation of measure is applied when the researchers take multiple measures of the same phenomena. Triangulation of observers refers to the multiple observers or researchers’ points of view are collected in a research in order to gain alternative perspective. Triangulation of theory is a multiple theoretical perspective undertaken when the data interpreted, and triangulation of methods, means mixing qualitative and quantitative styles of research and data. To some extents, Denzin, as cited in Danim (2002), proposes five triangulation types. They are (a) triangulation of theories, (b) triangulation of data, (c) triangulation of methods, (d) triangulation of investigator, and at last, (e) triangulation of analysis. As suggested by Silverman (2005) that one of the data analyses in which qualitative researchers try to analyze written material by their favoured method, is called content analysis. In the content analysis, the researcher establishes a set of categories and then count the number of data fall into each category. The crucial requirement is that the categories are sufficiently precise to enable different codes to arrive at the same results when the same body of material is examined. Furthermore, some steps are suggested by Kellehear and Silverman (Liamputtong, 2009), in accordance with content analysis: (1) develop categories before looking for the text in the data; (2) choose the sample to be categorized; (3) systematically record, or count, the number of the categories occur.

All of the aforementioned procedures have been drawn into how data be collected by content analyses method which have been categorized into: (a) the content of textbook which has fulfilled the criteria for textbook content development. It covers language skills; vocabulary; grammar; exercises and

(23)

R.R. Purnomowulan, 2014

Content analysis of an English textbook

activities; language functions; format (physical make-up and the attractiveness of the text); approach in designing a textbook; as well as methodology (methodological guidance). (b) The content of the English textbook which has fulfilled the curriculum 2013 requirements. It has covered competencies, learning’s model and culture content.

In detail, data analysis are performed by (1) language skills which includes (a) listening, (b) speaking, (c) reading, and (d) writing. (2) Vocabulary which involves (a) the approaches to develop vocabulary instruction and learning; (b) actual content of vocabulary input; (c) estimation of vocabulary achievement; (d) the standard vocabulary presentation. (3) Grammar covers (a) contextualized grammatical points in students’ daily activities; (b) increasing level of difficulty, repeated and reinforced in subsequent lessons; as well as (c) involving spread of grammar in the expression applied in daily life. (4) Exercises and activities contains (a) exercises and activities should have some entertaining or fun activities; (b) exercises and activities should be varied and challenging; (c) exercises and activities give students opportunities to practice and extend their language skills, and finally (d) exercises have to balance in their format. (5) Language functions. (6) Format (physical make-up and the attractiveness of the text) covers (a) the publication, (b) economy (c) convenience, as well as (d) illustration. (7) Approach in designing a textbook involves (a) level, (b) organization, and (c) presentation. Meanwhile (8) methodology (methodological guidance) covers (a) teacher’s decision, (b) objectives, and (c) methodological guidance. On the other hand, the content of the English textbook which has fulfilled the curriculum 2013 requirements, covers (a) core and basic competencies (b) learning’s models and (c) culture content.

(24)

131

R.R. Purnomowulan, 2014

Content analysis of an English textbook

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

The research questions of content analysis of an English textbook, as presented in Chapter 1, are first whether the English textbook has fulfilled the criteria for textbook content development, and second whether the English textbook has fulfilled the Curriculum 2013 requirement. In general the findings, based on the questions aforementioned, reveal that the English textbook has fulfilled the criteria for textbook content development and Curriculum 2013 requirements. All of these findings will be described in the following details: first, it discusses a conclusion, the summary of whole findings in answering the research questions. Meanwhile, the second part of this chapter discusses some suggestions which cover the suggestions for further studies, publishers as well as for teachers.

5.1 Conclusions

5.1.1 The English textbook has fulfilled the criteria for textbook content development

On the whole, the content of English textbook: “When English Rings the

Bell” is suitable with the criteria for the theories of the English textbook content

development. The conclusion of The English textbook has fulfilled the criteria for textbook content development cover suitability, time accomplished, and assessment.

The textbook has a content development which is suitable for the grade VII, appropriate with the organization of the textbook, and to some extent have covered some important language skills, material, and tasks. Moreover, all activities undertaken in the content of this textbook implement the integrated skill. Thus all format in the textbook: the approach, skills, vocabulary, grammar, exercises and activities, language functions, format, methodological guidance as

well as teacher‟s manual are ready to help teachers to strengthen and broaden their capacities to teach English as presented in the objective or the purpose of the textbook.

(25)

132

R.R. Purnomowulan, 2014

Content analysis of an English textbook

The book is supposed to be accomplished in a year, the period that the textbook to be wholly attained, some activities can be completed in the classroom and out of classroom. These textbooks also recommended teachers to contribute the broadened source which appropriate with students‟s condition and surrounding as well as to find other materials to expand the examples in the content of the textbooks. Moreover, students are supposed to explore the material out of the content of their textbook themselves.

In the matter of assessment, there is less exercise for final test nor semester test such as formative and summative test. This kind of assessement, according to these textbooks, could be achieved through process in teaching learning activities. Some assessment are supposed to be acquired unconciously while students undertake their activities.

In conclusion, the finding remarked that the strengths of this textbook are all of the chapters in the textbook have integrated language skills and grammar; simple vocabulary; sufficient exercises and activities; appropriate language functions; attractive format; suitable approach in designing the textbook; as well as a well prepared methodological guidance for teachers. The weaknesses of this textbook are there are shortage of pronunciation practice and supplementary or accompanying materials, such as audio or video.

5.1.2 The English textbook has fulfilled Curriculum 2013 requirement

Above all, the content of English textbook: “When English Rings the Bell” is suitable with the requirement of Curriculum 2013 for an English textbook proposed to Junior high school students. Based on the content and syllabus in Curriculum 2013 requirement, these textbooks have covered core and basic competencies, learning model and cultural content for the Junior high students. In the case of competencies, this textbook has been suitable with basic and core competencies incurriculum 2013. Meanwhile, in accordance with learning model, the three learning models such as Problem-Based Learning (PBL); Project Based

(26)

133

R.R. Purnomowulan, 2014

Content analysis of an English textbook

Learning (PjBL); and Discovery Learning (DL), has been implemented in the textbook as well as scientific approach. Moreover, cultural content has been also presented thoroughly in coincidence with Indonesian culture. After all, all these requirements of Curriculum 2013 has relevant in the content of this textbook.

5.2 Suggestions

5.2.1 Suggestions for further research

This study is limited to a certain kind of organized textbook for Grade VII

Junior High School that is “When English Rings the Bell”. First, the effectiveness of this study in applying textbook is not subjected to primary or senior high school textbooks nor the other grade such as grade VIII and IX. On the other hand, the other studies, such as perspective and observation on these English textbooks usage are recommended to complete the previous one. In the matter of perspective, it needs survey in further language study about the perception of this textbook whether the textbooks increase the students‟ interests or not. In correlation with observation, it needs observations whether the textbook appropriate or not for the students who will be using it in the classroom. Second, the document analysis as a qualitative method is applied in this study, the result of this study is hardly able to be quantified and broadened and cannot be generalized in the evaluating and analyzing the other textbook contexts.

5.2.2 Suggestion for writers and publishers

The following are some suggestions for writers and publishers of a textbook. This book has strengths in terms of integrated language skills and grammar; simple vocabulary; sufficient exercises and activities; appropriate language functions; attractive format including illustration; approach in designing well textbook as well as methodological guidance for teachers. This textbook has also confirmed that all Curriculum 2013 requirements have been accomplished which involve the competences, learning model, and cultural content. Writers may include these concerns in their textbooks. On the other hand, there are the weaknesses of this textbook in term of the shortage of pronunciation practice and

(27)

134

R.R. Purnomowulan, 2014

Content analysis of an English textbook

supplementary or accompanying materials, such as audio, video, or compact disc. Moreover, here are some suggestions for publishers in detail:

 In the line of an approach, these textbooks possess few pronounciation practices; introduction of new vocabulary and practice; grammar explanations and practice; and finally recordings for listening practice. It is

suggested that all practices aforementioned are available in the student‟s

textbook, so the students can practice themselves with or without guidance.

 The characters in the textbook are easily to be comprehended if they are named and told as if they have role in the daily life in this textbook. For instance, below are the pictures of teachers (figure 5.1 to 5.2) supposed to be, the writers can give name such as Mr. Budi, Mrs. Ani to make easier for students to comprehend the character in the textbook.

Figure 5.1. Student‟s

book page 1

Figure 5.2. Student‟s

book page 3

 In line with format, quality of editing is still weak and there is no index. It is suggested the index completed, so the textbook is easier to be comprehended.

 It is suggested the sources of the authentic texts should be mentioned in detail in references so the writers can attend the accuracy of references.

(28)

135

R.R. Purnomowulan, 2014

Content analysis of an English textbook

 There are too few reading texts in this textbook. They just can be found at Chapter 1,2,3 and 7. The exercises and activities accompanying the texts as well as answering questions based on the texts given are too limited.  Not all teachers throughout Indonesia are capable of singing songs or

doing listening tasks as the textbook writer suggested in the book without guidance, or at least CD/DVD given. The availability of these instruments

are very crucial indeed at school or in teachers‟ hands. Since the songs

provided in the textbook needs to be sung by teachers with different

teachers‟ ability, it is suggested to be provided with cassette, compact

disk, or video.

 The spelling for „Glosarium‟ is for bahasa Indonesia, the right spelling is

„Glossary‟ which means “an alphabetical list, with meanings, of the words

or phrases in a text that are difficult to understand” (Cambridge Advance

Dictionary, 3rd edition).

 It‟s better to provide this textbook with supplementary materials such as workbook, tapes-audio and/or video, and poster.

5.2.3 Suggestion for teachers

Here are some suggestions for teachers in handling the materials in the textbook:

 the textbook is supposed to be accomplished in a year, if the students‟ conditions are reasonable. It means this textbook has to be mastered by high, middle, and low achievers, and suggested that all students to be active in and outside of classroom.

 if the materials in the textbook are too difficult to be catched by students, teachers can lengthen their time to use the materials or topics provided with pre-teaching language skill, topics introduction which

familiar with students‟ surroundings, or even the omission of material

bias.

 if the materials in the textbook are too easy for students, teachers can expand the materials which relevant to the topics provided by

(29)

136

R.R. Purnomowulan, 2014

Content analysis of an English textbook

textbook. This additional materials can be achieved via web sites or authentics materials such as magazine, pictures, poster, invitation, etc.

(30)

R.R. Purnomowulan, 2014

Content analysis of an English textbook

References

Aclufi, A., et al. (2005). Doing science: the process of scientific inquiry. Colorado Springs: BSCS

Alamri, A. A. (2008). An evaluation of the sixth grade English language textbook for Saudi Boys’ Schools. A Thesis for Master Degree of Arts in Applied

Linguistics. Saudi Arabia: King Saud University. Retrieved October, 22, 2012 from http://hdl.handle.net/123456789/8806

Alfieri, L. et al. (2011). Does discovery-based instruction enhance learning?. Journal of Educational Psychology 103 (1), 1-18. Retrieved in July, 2014, 7.00 am from http://www.apa.org/pubs/journals/features/edu-103-1-1.pdf

Anderson, M. & Anderson, K. (2003). Text types in English. Australian: Macmillan.

Angrosino, M. V. (2005). Recontextualizing observation: ethnography, pedagogy, and the prospects for a progressive political agenda. In Denzin, N. K., & Lincoln, Y. S. (Eds) (2005). The Sage handbook of qualitative research(3rd Ed). Thousand Oaks: Sage Publications.

Arnold, W., & Rixon, S. (2008). Materials for teaching English to young learners. In Tomlinson (Ed). English language learning materials. London: Continuum.

Balim, A. G. (2009). The effects of discovery learning on students’success and inquiry learning skills. Eurasian Journal of Educational Research, Issue 35, Spring 2009, 1-20. Retrieved in July, 15th, 2014, 1.00pm from http:// wiki.astrowish.netimagesee1QCY520_Desmond_J1.pdf.

Bauer, L. (1988). Vocabulary. London: Routledge

Berger, A. A. (2000). Media and communication research methods: An introduction to qualitative and quantitative approach. California: Sage Publications, Inc.

Best, J. W., & Kahn, J. V. (1989). Research in education.(6th Ed). New Delhi: Prentice Hall.

Biemiller, A. (2005). Size and sequence in vocabulary development: Implications for choosing words for primary grade vocabulary instruction. In Hiebert, E. H., & Kamil, M. L. (Eds) (2005). Teaching and learning vocabulary: Bringing research to practice. New Jersey: Lawrence Erlbaum Associates Publishers.

(31)

R.R. Purnomowulan, 2014

Content analysis of an English textbook

Blundell, J., Higgens, J. & Middlemiss, N. (1988). Function in English. Oxford: Oxford University Press.

Brown, H. D. (1994). Teaching by principles: An interactive approach to language pedagogy. USA: Prentice Hall.

Brown, H. D. (2001). Teaching by principles: an interactive approach to language pedagogy (2nd ed). New York: Longman.

Butt, D. et al. (2006). Using functional grammar. Sydney: Macquarie.

Callow, J. (2013). The shape of text to come: How image and text work . NSW: PETAA.

Clark, D. (2013). A big dog, little dog and knowledge jump. Retrieved June 19th, 2014:4.40 am from http://www.nwlink.com/~donclark/hrd/bloom.html.

Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research.(3rded). New Jersey: Pearson.

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. (6thed). London: Routledge.

Curriculum centre, classroom assessment guide (2003). Jakarta: Ministry of Education.

Danim, S. (2002). Menjadi peneliti kualitatif. Bandung: Pustaka Setia.

Derewianka, B. (2004). Exploring how texts work. NSW: Primary English Teaching Association.

Droga, L., & Humphrey, S. (2011). Grammar and meaning: An introduction for primary teachers. Australia: Target Text.

Feez, S., & Joyce, H. (2006). Text-based syllabus design. New South Wales: AMES

Garinger, D. (2002). Textbook selection for the ESL classroom. Southern Alberta Institute of Technology. Eric Digest. December 2002.

Gebhart, J. G. (2009). Teaching English as a foreign and second language. Michigan: The University of Michigan Press.

(32)

R.R. Purnomowulan, 2014

Content analysis of an English textbook

Gerot, L. & Wignell, P. (1995). Making sense of functional grammar. Australia: Gerb Stabler.

Gijlers, H.,& Jong,T.D (2005). The relation between prior knowledge and students’collaborative discovery learning processes. Journal of Research in Science Teaching 42 (3) 264-282. Retrieved in July 15th, 2014:12.53 from http://doc.utwente.nl537131Gijlers,_2005,_The_relation.pdf .

Graves, K. (2000). Designing language courses: a guide for teachers. Boston: Heinley and Heinley Thomson Learning.

Harmer, J. (2007). How to teach English. England: Pearson Longman.

Harmer, J. (2007). How to teach writing. England: Pearson Longman.

Hashemi, S. Z., & Borhani, A. (2012). Textbook evaluation: An investigation into Touchstone series. Islamic Azad University, Shiraz, Iran. Theory and Practice in Language Studies 2 (12), 2655-2662. Retrieved in December 2012 from Academy Publisher, Finland.

Hendrick, J. (1986). Total Learning: curriculum for the young child. Ohio: Merill Publishing Company

Hodijah, I. S. (2006). Teachers’ understanding of the curriculum and their practice of using EFL textbooks to achieve the learning objectives: Bandung: Unpublished Thesis of School of Postgraduate Studies,UPI.

Hornby, A. (1990). Oxford advanced learner’s dictionary. Oxford: Oxford University Press.

Hunt, A., & Beglar, D. (2002). “Current research and practice in teaching vocabulary.” In J. C. Richards and W. A Renandya (Eds). Methodology in language teaching: An antology of urrent Practice. Port Melbourne Australia: Cambridge University Press.

Humphrey, S., Droga, L., & Feez, S. (2012). Grammar and meaning. NSW: PETAA

Juan, W. (2010). A content analysis of the cultural content in the EFL textbooks. Canadian Social Science. 6 (5), 137-144. Retrieved October 12, 2012 from www.cscanada.org,

Kemendikbud (2013). Materi Pelatihan Guru Implementasi Kurikulum 2013. Jakarta: Kemendikbud.

(33)

R.R. Purnomowulan, 2014

Content analysis of an English textbook

Kemendikbud (2013). Bahasa Inggris: When English Rings the Bell SMP/MTs Grade VII (Student’s Book). Jakarta: Kemendikbud.

Kemendikbud (2013). Bahasa Inggris: When English Rings the Bell SMP/MTs Grade VII (Teacher’s Book). Jakarta: Kemendikbud.

Kemmis, S., & Taggart, R. M. (2005). Participatory action research: Communicative action and the public sphere. In Denzin, N. K., & Lincoln, Y. S. (Eds) (2005). The Sage handbook of qualitative research (3rd Ed). Thousand Oaks: Sage Publications.

Kesumo, T. E. (2009). The teachers’ use of English textbooks at a Madrasah Aliyah in conjuction with the School Vision and Mission :A case study at a Madrasah Aliyah in Pangkalpinang-Bangka. Bandung: Unpublished Thesis of School of Postgraduate Studies,UPI.

Keyes, G. (2010). Selecting ELL textbook: A content analysis of L2 learning strategies. Journal of Effective Teaching 10 (2), 18-28. St.Mary’s University, San Antonio, TX. Retrieved in July, 2014, 7.00 am from http://uncw.edu/cte/et/articles/Vol10_2/Keyes.pdf

Klein et al. (2009). Project-based learning: inspiring middle school students to engage in deep and active learning. New York: NYC Department of Education.

Kurniati, N. (2006) Teacher’s use of textbooks in teaching and learning processes. Bandung: Unpublished Thesis of School of Postgraduate Studies,UPI.

LaBelle, J. T. (2010). Selecting ELL textbook: A content analysis of L2 learning strategies. Journal of Language Teaching and Research 1 (4),358-369. Retrieved October, 12, 2012 from Marquette University e- Publication, Milwaukee, Wisconsin, USA.

Li, Y.W. (2005). A study of junior high school English teachers’ perceptions of the liberalization of the English textbooks and their experience of textbook evaluation and selection. A Thesis. Yunlin, Taiwan: Institute of Applied Foreign Languages National Yunlin University of Science & Technology.

Liamputtong, P. (2009). Qualitative research methods (3rd Edition). Autralia: Oxford University Press.

Littlewood, W. (1981) Communicative language teaching : an introduction. Cambridge: Cambridge University Press.

Littlejohn, S. W., & Foss, K.A. (2008). Theories of human communication. Belmont:Thomson Wadsworth.

(34)

R.R. Purnomowulan, 2014

Content analysis of an English textbook

Mukundan, J., Hajimohammadi, R., & Nimechchisalem, V. (2011). Developing an English language textbook evaluation checklist . In Contemporary Issues in Education Research ( June, 2011). 4 (6) 21-28.

Masuhara, H .(1998). What do teachers really want from coursebooks? In Brian Tomlinson (Ed). Materials development in language teaching. Cambridge: Cambridge University Press.

Matra, S. D. (2012). English student book evaluation in school based curriculum (KTSP) contex : a case study of “English Student Book” published by Directorate general management of primary and secondary education. Bandung: Unpublished Thesis of School of Postgraduate Studies,UPI.

Miekley, J. (2005). ESL textbook evaluation checklist. In The Reading Matrix (September, 2005) 4 (2) 26-41.

Muslih, M. (2009). The Process of writing textbooks, A case study of two English teachers who write textbooks. Bandung: Unpublished Thesis of School of Postgraduate Studies,UPI.

Muslich, M. (2007). KTSP: Pembelajaran berbasis kompetensi dan kontekstual, panduan bagi guru, kepala sekolah, dan pengawas sekolah. Jakarta: Bumi Aksara.

Nation, P. (2002). “Best practice in vocabulary teaching and learning”. In J.C. Richards and W.A. Renandya (Eds). Methodology in language teaching: An antology of current practice. Port Melbourne Australia: Cambridge University Press.

Nation, ISP., & Macalister, J. (2010). Language curriculum design. London: Routledge.

Newmark, P. (1988). A textbook of translation. New York: Prentice Hall.

Neuman, W. L. (2003). Social research methods: qualitative and quantitative Approaches. Boston: Pearson.

Newman, M. J. (2009). Problem based learning: An introduction and overview of the key features. Journal of Veterinary 12 (20), 12-21. Retrieved in July, 2014, 7.00 am from http://www.utpjournals.com/jvme/tocs/321/12.pdf

Nunan, D. (1991). Language teaching methodology. UK: Prentice Hall.

Nunan, D., & Bailey, K. M. (2009). Exploring second language classroom research. Australia: Heinley Cengage Learning.

(35)

R.R. Purnomowulan, 2014

Content analysis of an English textbook

Oxford, R. L. (1990). Language learning strategies: what every teacher should know. USA: Heinle and Heinle Publisher.

Pusat Kurikulum- Badan Penelitian dan Pengembangan. (2001). Kurikulum berbasis kompetensi: Mata pelajaran bahasa Inggris, SLTP. Jakarta: National Education Department.

Rahimpour, M., & Hashemi, R. (2011). Textbook selection and evaluation in EFL context. World Journal of Education: The University of Tabriz and The University of Queensland 1(2). 62-68. Retrieve October , 2012. from www.sciedu.ca/wje.

Rahman, M. M. (2012). An evaluation of English writing text at the preparatory year, Najran University, Saudi Arabia. Academic Research International. Najran University 2 (2). 706-714. Retrieve March , 2012. From www.journals.savap.org.pk.

Richards, J. C. (2002). Curriculum development in language teaching. Cambridge: Cambridge University Press.

Richards, J.C., & Renandya, W. A. (Eds) (2002). Methodology in language teaching: An antology of current practice. Port Melbourne Australia: Cambridge University Press.

Richards, J. C. (2008). Teaching listening and speaking. Cambridge: Cambridge University Press.

Ruben, B. D., & Stewart, L. P. (2006). Communication and human behavior. Boston: Pearson Education, Inc.

Simanjuntak, E. G. (1988). Developing reading skills for EFL students. Jakarta: Depdikbud.

Silverman, D. (2005). Doing qualitative research: A practical handbook. second edition. London: Sage Publications.

Schultz, K. (2003). Listening: A framework for teaching across differences. New York: Teachers College Colombia Press.

So, H-J., & Kim, B. (2009). Learning about problem based learning:student teachers integrating technology, pedagogy, and content knowledge. Australasian Journal of Educational Technology 25 (1), 101-116. Retrieved in July, 2014, 7.00 am from www.ascilite.org.au/ajet/ajet25/so.pdf

(36)

R.R. Purnomowulan, 2014

Content analysis of an English textbook

Suherdi, D. (2012). Rekonstruksi pendidikan bahasa: sebuah keniscayaan bagi keunggulan bangsa. Bandung: Celtics Press.

Thai, M.D. (2009). Text based language teaching. New South Wales: Mazmania Press.

Tsiplakides, I. (2011). Selecting an English coursebook: theory and practice. In Theory and Practice in Language Studies (July, 2011) 1 (7) 758-764. Thonbury, S. (2005). How to teach vocabulary. England: Pearson Education

Limited .

Thonbury, S. (2002). How to teach speaking. England: Pearson Education Limited.

Tomlinson, B. (1998). Seeing what they mean: Helping L2 readers to visualize. In Tomlinson, B (Ed). Materials Development in Language Teaching. London: Continuum.

Tomlinson, B., & Masuhara, H. (2004). Developing language course material: RELC Portfolio Series 11. Singapore: RELC Publisher.

Treiman, R. (2001). Reading. In M. Aronoff and J. Rees-Miller (Eds.), Blackwell handbook of linguistics. Oxford, England: Blackwell.

Tok, H. (2010). TEFL textbook evaluation. From teachers’perspective. Educational Research and Review. Zirve Universitesi, Turkey 5 (9). 508-517. Retrieve October 22, 2012. from http:www.academicjournals. org/ERR2.

Ur, P. (2009). A course in language teaching. practice and theory. Great Britain : Cambridge University Press.

Watson, S., Sulaeman, C., & Jatisambogo, M. C. (2003). Make English fun. Bandung: Grafindo.

Wren, C., & Wren, T. (2003). The capacity to learn. In Curren, R. (Ed) (2003) A Companion to the philosophy of education: Blackwell companions to philosophy. Malden, USA: Blackwell Publishing Ltd.

Yip, P.L.C. (2000). A content analysis of English language teaching (ELT) textbooks blurb, implications for the ELT community in Hong Kong. A thesis for master arts in language studies. Hong Kong: Hong kong Baptist University. Retrieved October 22, 2012 from b17179257a.pdf/

(1)

Blundell, J., Higgens, J. & Middlemiss, N. (1988). Function in English. Oxford: Oxford University Press.

Brown, H. D. (1994). Teaching by principles: An interactive approach to language pedagogy. USA: Prentice Hall.

Brown, H. D. (2001). Teaching by principles: an interactive approach to language pedagogy (2nd ed). New York: Longman.

Butt, D. et al. (2006). Using functional grammar. Sydney: Macquarie.

Callow, J. (2013). The shape of text to come: How image and text work . NSW: PETAA.

Clark, D. (2013). A big dog, little dog and knowledge jump. Retrieved June 19th, 2014:4.40 am from http://www.nwlink.com/~donclark/hrd/bloom.html. Creswell, J. W. (2008). Educational research: Planning, conducting, and

evaluating quantitative and qualitative research.(3rded). New Jersey: Pearson.