Coursebook Analysis

COURSEBOOK ANALYSIS Written by: FAIQ SETYAWAN 2201404588 6C PARALEL 1ST Book: Bahasa Inggris SMP kelas VII by Pemkot Semarang 2ND Book: Communicative and Meaningful English by Yudhistira Comprehensive Items

Book 1

Page

Score

Comment Strength

Weaknesses

Listening 1.1 Greetings unrecognized people.

√

3,6-9,11 (Unit 1)

3

1. The material is complete enough to greet unrecognized people. 2. The material is supported by some pictures. 3. The expression that used in the book is clear enough and supported by spelling the word with a good intonation.

1. Even though the material is supported by some pictures, but the pictures are not interesting enough for the SMP students. 2. The material is not well organized. The material should in the same line or in the same page.

Greetings someone recognized.

√

6-8,10 (Unit 1)

3

1. The material is complete enough to greet someone

1. The material for greetings unrecognized people and

1

recognized. 2. The expression that used in the book is clear enough and supported by spelling the word through a song.

someone recognized should not in the same line, but it would be better if the material is putted in different line.

Introducing ourselves.

√

3-4 (Unit 1)

3

1. The material is enough to introduce ourselves. 2. There are some pictures to support the material.

1. The pictures are not interesting for the students.

Introducing somebody

√

12,13 (Unit 1)

2

1. There are some pictures to support the material. 2. The material is quite enough to introduce somebody.

1. The pictures only show the women and girl, there is no picture of a man. 2. The materials for introducing somebody should be after introducing ourselves.

Commands and prohibition expression.

√

33,35,37, 43,44,58 (Unit 2,3)

2

1. The materials are complete for commands expression. 2. The material also supported by some pictures.

1. The material for prohibition expression is not enough, only provided in one page(page 33 unit 1) 2. The pictures are not interesting. 3. The material for commands expression should in the same unit.

√

75-77,84-

4

1. The materials for ask and

1. The materials are not well

1.2 Ask and give information

2

86(Unit 4) Say thanks and gratitude

√

39-41 (Unit 2)

3

Apology expression

√

42(Unit 2)

3

2.1 Responding meaning in short functional spoken text

√

13,23-24 (Unit 1)

4

2.2 Responding idea in short functional spoken text

√

23-24 (Unit 1)

3

√

32-33 (Unit 2)

1

Speaking 3.1 Transactional (to get things done) and interpersonal.

give information, say thanks and gratitude, apology expression are complete for the SMP students. 2. The expression and evaluation is well design. 3. The material also supported with some pictures.

organized. Ask and give information expression is separated from the other expression. 2. The pictures are not relevant with the material.

1. The text is simple enough and it is not difficult to be taught for SMP students. 2. The pictures are quite interesting for the SMP students. 3. The students can easily find the idea from the text, while the teacher read the text.

1. Even though the pictures are interesting, but it is not relevant with the material. 2. They don’t occur in every unit. It would be better if they occur in every unit.

1. The pictures are interesting 1. The expressions are not enough for the students. complete enough to cover transactional and interpersonal expression. 2. The pictures are not relevant with the material.

3

3.2 Greetings unrecognized people.

√

3,6-9,11 (Unit 1)

3

1. The material is complete enough to greet unrecognized people. 2. The material is supported by some pictures. 3. The expression that used in the book is clear enough and supported by spelling the word with a good intonation.

1. Even though the material is supported by some pictures, but the pictures are not interesting enough for the SMP students. 2. The material is not well organized. The material should in the same line or in the same page.

Greetings someone recognized.

√

6-8,10 (Unit 1)

3

1. The material is complete enough to greet someone recognized. 2. The expression that used in the book is clear enough and supported by spelling the word through a song.

1. The material for greetings unrecognized people and someone recognized should not in the same line, but it would be better if the material is putted in different line.

Introducing ourselves.

√

3-4 (Unit 1)

3

1. The material is enough to introduce ourselves. 2. There are some pictures to support the material.

1. The pictures are not interesting for the students.

Introducing somebody

√

12,13 (Unit 1)

2

1. There are some pictures to support the material. 2. The material is quite enough to introduce somebody.

1. The pictures only show the women and girl, there is no picture of a man. 2. The materials for introducing somebody should be after introducing ourselves.

4

Commands and prohibition expression.

√

33,35,37, 43,44,58 (Unit 2,3)

2

1. The materials are complete for commands expression. 2. The material also supported by some pictures.

1. The material for prohibition expression is not enough, only provided in one page(page 33 unit 1) 2. The pictures are not interesting. 3. The material for commands expression should in the same unit. 4. The book doesn’t enough drills to be practiced by the students.

3.3 Ask and give information

√

75-77,8486(Unit 4)

4

Say thanks and gratitude

√

39-41 (Unit 2)

3

Apology expression

√

42(Unit 2)

2

1. The materials for ask and give information, say thanks and gratitude, apology expression are complete for the SMP students. 2. The expression and evaluation is well design. 3. The material also supported with some pictures.

1. The materials are not well organized. Ask and give information expression is separated from the other expression. 2. The pictures are not relevant with the material. 3. There are no contextualized apology expressions in this book. This book only gives exclusive list of several apologies and doesn’t cover the applied expression in conversations.

4.1

5

Expressing meaning in short spoken functional text.

√

13,23-24 (Unit 1)

3

1. The text is simple enough and it is not difficult to be taught for SMP students. 2. The pictures are quite interesting for the SMP students. 3. The students can easily expressing the meaning from the text.

1. They don’t occur in every unit. 2. The pictures are not relevant with the text.

Reading 5.1 Reading aloud of words, phrases and sentences with good stress and intonation.

√

Every unit

4

1. The book provides song that is helpful for the students to master the word, phrase with good pronunciation. 2. Some readings material are interesting enough for the students. 3. The book provides stress sign in every word in some units. It is very useful for the students to pronounce each expression well.

1. The song that provide by the book is not interesting enough for the students, it makes the students feel bored.

5.2 Respond the meaning in short written functional text.

√

Every unit

3

1. The text written is good enough for the students.

1. There are some materials that need to explain how to pronounce the sentence with good intonation.

6

Writing 6.1 Expressing the meaning of idea in short written functional text.

6.2 Expressing rhetorical styles in short written functional text. TOTAL

√

13,23-24 (Unit 1)

3

1. The text is simple enough and it is not difficult to be taught for SMP students. 2. The pictures are quite interesting for the SMP students. 3. The students can easily expressing the meaning of idea from the text.

1. The skills of writing and speaking should not in the same page, it should be better if the skills are separated. 2. The writing skill is not provide in every unit.

√

4,5 (Unit 1)

2

1. The expression for the rhetorical styles is well covered.

1. There are still lacks from practice of the rhetorical styles from a text.

68

7

Comprehensive Items

Book 2

Page

Score

Comment Strength

Weaknesses

Listening 1.1 Greetings unrecognized people.

√

4,5 (Unit 1)

2

1. The material is supported by some pictures that interesting enough for the SMP students and also the pictures are relevant with the material.

1. The expressions for Greetings unrecognized people are not enough. It is only covered with the same expressions.

Greetings someone recognized.

√

9 (Unit 1)

1

1. The material is simple and easy to understand by the students.

1. The expressions for Greetings someone recognized is limited.

Introducing ourselves.

√

4,5 (Unit1)

2

1. The material is supported by some pictures that interesting enough for the SMP students and also the pictures are relevant with the material. 2. The material is simple and easy to understand by the students.

1. The material for introducing ourselves and greetings unrecognized people are the same and it is put in same page and line. 2. The expressions for introducing ourselves are limited.

Introducing somebody

√

5 (Unit1)

1

1. The material is simple and easy to understand by the

1. The expressions for introducing somebody are

8

Commands and prohibition expression.

students.

limited. 1. There is no prohibition expression in the book. 2. The commands and prohibition expressions should be putted after introducing somebody.

√

35-36 (Unit 2)

2

1. The material is simple and easy to understand by the students. 2. The expressions for commands are complete enough.

1.2 Ask and give information

√

26-27, 31-32 (Unit 2)

3

1. The material for ask and 1. The expression for ask and give information is quite give information should in the enough for the SMP students. same page not separated in different page.

Say thanks and gratitude

√

10-11 (Unit 1)

3

1. The material is simple and easy to understand by the students. 2. The material also supported with some pictures that interesting for the students and also relevant with the material.

1. The materials are not well organized. The expression of say thanks and gratitude is separated from ask and give information expressions. 2. The expressions of say thanks and gratitude are limited.

Apology expression

√

11-12 (Unit 1)

3

1. The material is simple and easy to understand by the students. 2. The material also supported with some pictures that interesting for the students and also relevant

1. The expressions of apology are limited.

9

with the material. 2.1 Responding meaning in short functional spoken text

√

7 (Unit 1)

3

2.2 Responding idea in short functional spoken text

√

24 (Unit 2)

3

√

59, 61 (Unit 1)

3

Speaking 3.1 Transactional (to get things done) and interpersonal.

1. The text is simple enough and it is not difficult to be taught for SMP students. 2. The pictures are quite interesting for the SMP students. 3. The students can easily find the idea from the text, while the teacher read the text.

1. They don’t occur in every unit. It would be better if they occur in every unit.

1. The pictures are interesting enough for the students and relevant with the material. 2. The text is simple enough and it is not difficult to be taught for SMP students. 3. The book is supported with a how to spell an English alphabets, it is very useful for the students to pronounce the English alphabetical with good pronunciation and intonation.

1. The expressions are not complete enough to cover transactional and interpersonal expression. 2. There is no word stress, so it is quite difficult for the students to pronounce the word well.

10

3.2 Greetings unrecognized people.

√

4,5 (Unit 1)

2

1. The material is supported by some pictures that interesting enough for the SMP students and also the pictures are relevant with the material.

1. The expressions for Greetings unrecognized people are not enough. It is only covered with the same expressions. 2. There is no word stress, so it is quite difficult for the students to pronounce the word well.

Greetings someone recognized.

√

9 (Unit 1)

1

1. The material is simple and easy to understand by the students.

1. The expressions for Greetings someone recognized is limited. 2. There is no word stress, so it is quite difficult for the students to pronounce the word well.

Introducing ourselves.

√

4,5 (Unit1)

2

1. The material is supported by some pictures that interesting enough for the SMP students and also the pictures are relevant with the material. 2. The material is simple and easy to understand by the students.

1. The material for introducing ourselves and greetings unrecognized people are the same and it is put in same page and line. 2. The expressions for introducing ourselves are limited. 3. There is no word stress, so it is quite difficult for the students to pronounce the word well.

Introducing somebody

√

5 (Unit1)

1

1. The material is simple and easy to understand by the students.

1. The expressions for introducing somebody are limited. 2. There is no word stress, so it

11

is quite difficult for the students to pronounce the word well. Commands and prohibition expression.

√

35-36 (Unit 2)

2

1. The material is simple and easy to understand by the students. 2. The expressions for commands are complete enough.

1. There is no prohibition expression in the book. 2. The commands and prohibition expressions should be putted after introducing somebody.

3.3 Ask and give information

√

26-27, 31-32 (Unit 2)

3

1. The material for ask and 1. The expression for ask and give information is quite give information should in the enough for the SMP students. same page not separated in different page. 2. There is no word stress, so it is quite difficult for the students to pronounce the word well.

Say thanks and gratitude

√

10-11 (Unit 1)

3

1. The material is simple and easy to understand by the students. 2. The material also supported with some pictures that interesting for the students and also relevant with the material.

Apology expression

√

11-12 (Unit 1)

3

1. The material is complete 1. The expressions of apology enough to greet unrecognized are limited. people. 2. There is no word stress, so it

1. The materials are not well organized. The expression of say thanks and gratitude is separated from ask and give information expressions. 2. The expressions of say thanks and gratitude are limited.

12

2. The material is supported by some pictures. 3. The expression that used in the book is clear enough and supported by spelling the word with a good intonation.

is quite difficult for the students to pronounce the word well.

4.1 Expressing meaning in short spoken functional text.

√

48 (Unit 3)

3

1. The text written is good enough for the students, it is simple and easily to understand by the students to express the meaning from the text.

1. Even though the material is supported by some pictures, but the pictures are not interesting enough for the SMP students. 2. The material is not well organized. The material should be placed after the apology expressions.

Reading 5.1 Reading aloud of words, phrases and sentences with good stress and intonation.

√

Every unit

3

1. The text is simple enough and it is not difficult to be taught for SMP students. 2. The pictures are quite interesting for the SMP students. 3. The students can easily expressing the meaning of idea from the text.

1. The book doesn’t provide the pronunciation and word stress for the text, so it is quite difficult for the students to pronounce the word with a good intonation.

√

Every unit

3

1. The organizations of the

1. The book doesn’t provide the

5.2 Respond the meaning in short

13

written functional text.

Writing 6.1 Expressing the meaning of idea in short written functional text.

6.2 Expressing rhetorical styles in short written functional text.

TOTAL

materials are effective and useful for the students. The book mixes the reading and writing skill so that the students can apply the materials well. 2. The book also provides some questions from the reading text in order to comprehend their reading.

pronunciation and word stress for the text, so it is quite difficult for the students to pronounce the word with a good intonation.

√

Every unit

4

1. The materials are supported by interesting pictures and the pictures are relevant with the materials. 2. The reading and writing skills are related, it is effective and useful for the students to cover the reading and writing skills well.

1. There are some materials that need to explain how to pronounce the sentence with good intonation.

√

Every unit

4

1. The materials are supported by interesting, relevant pictures.

1. The materials doesn’t allow the students to write their own experience.

60

14

The material for prohibition expression. Listen and repeat to the expression • Stop it • Don’t do that • No smoking • No trespassing • Don’t come in • Etc.

15

Checklist based on “Choosing Your Course Book” by Alan Cunningsworth Checklist Aims and Approaches 1. Do the aims of course book correspond closely with the aims of the teaching programme and with the needs of the learners?

Book 1

Scores

Book 2

Scores

The course book correspond closely with the curriculum and with the needs of the learners.

4

The course book correspond closely with the curriculum and with the needs of the learners.

4

2. Is the course book suited to the learning/ teaching situation?

The coursebook suited to the learning/ teaching situation.

4

The coursebook suited to the learning/ teaching situation.

4

3. How comprehensive is the course book? Does it cover most or all of what is needed? Is it a good resource for students and teachers?

The coursebook is comprehensive well, the content cover most of what is needed, is it a good resource for students and teachers.

5

The coursebook is comprehensive well, the content cover most of what is needed, is it a good resource for students and teachers.

4

4. Is the course book flexible? Does it allow different teaching and learning styles?

The coursebook is not flexible enough, it does not allow different teaching and learning styles.

3

The coursebook is flexible enough, it allow different teaching and learning styles.

5

16

Design and Organization 1. What components make up the total course package?

The course package is only covered by a book.

2

The course package is only covered by a book.

2

2. How is the content organized? Is the organization right for learners and teachers?

The content is well organized, the organization is right for learners and teachers.

4

The content is well organized, the organization is right for learners and teachers.

5

3. How is the content sequenced ?

The content sequenced by the usefulness.

4

The content sequenced by the usefulness.

4

4. Is the grading and progression suitable for the learners?

The grading and progression is not quite suitable for the learners.

2

The grading and progression is quite suitable for the learners.

3

5. Is there adequate recycling and revision?

There is no adequate recycling and revision.

2

There is no adequate recycling and revision.

2

6. Are there reference section for grammar? Is some of the material suitable for individual study?

There are not reference section for grammar, some of the materials are suitable for individual study.

2

There are reference sections for grammar, some of the materials are suitable for individual study.

2

7. Is it easy to find your way around the course book? Is the layout clear?

It is not quite easy to understand this book, the layout is not clear.

3

It is quite easy to understand this book, the layout is clear.

4

17

Language Content 1. Does the course book cover the main grammar items appropriate to each level, taking learner’s need into account?

The coursebook cover the main grammar items that appropriate to each level.

4

The coursebook cover the main grammar items that appropriate to each level.

4

2. Is the material for vocabulary teaching adequate in terms of quantity and range of vocabulary, emphasis placed on vocabulary development, strategies for individual learning?

The material for vocabulary teaching is adequate in terms of quantity and range of vocabulary, emphasis placed on vocabulary development, strategies for individual learning.

4

The material for vocabulary teaching is adequate in terms of quantity and range of vocabulary, emphasis placed on vocabulary development, strategies for individual learning.

4

3. Does the course book include material for pronunciation work? If so what is covered: individual sounds, word stress, sentence stress, intonation?

The coursebook include material for pronunciation work, it covers individual sounds, sentence stress and intonation.

3

The coursebook include material for pronunciation work, it covers individual sounds, word stress, sentence stress and intonation.

4

4. Does the coursebook deal with the structuring and conventions of language use above sentence level?

The coursebook doesn’t deal with the structuring and conventions of language.

2

The coursebook doesn’t deal with the structuring and conventions of language.

1

5. Are style and appropriacy

The style and appropriacy are not

2

The style and appropriacy are not

2

18

dealt with? If so, is language style matched to social situation? Skills 1. Are all four skills adequately covered, bearing in mind your course aims and syllabus requirements?

always deal with, the language style is not matched to social situation.

always deal with, the language style is matched to social situation.

Are all four skills adequately covered, bearing in mind your course aims and syllabus requirements.

5

Are all four skills adequately covered, bearing in mind your course aims and syllabus requirements.

4

2. Is there material for integrated skills work?

There is lack material for integrated skills work.

2

There is lack material for integrated skills work.

2

3. Are reading passages and associated activities suitable for your students’ levels, interests, etc? Is there sufficient reading material?

Reading passages and associated activities are suitable for the students’ levels, interests, etc. There is sufficient reading material.

4

Reading passages and associated activities are suitable for your students’ levels, interests, etc. There is sufficient reading material.

4

4. Is listening material well recorded?

There is no listening material recorded.

0

There is no listening material recorded.

0

5. Is material for spoken English well design?

The material for spoken English is not well design.

1

The material for spoken English is not well design.

1

6. Are writing activities suitable in terms of amount of guidance?

Writing activities are not suitable in terms of amount of guidance.

1

Writing activities are not suitable in terms of amount of guidance.

1

19

Topic 1. Is there sufficient material of genuine interest to learners?

The book seems have no sufficient material of genuine interest to learners.

1

The book have sufficient material of genuine interest to learners.

3

2. Is there enough variety and range of topic?

There is enough variety and range of topic.

4

There is enough variety and range of topic.

4

3. Will the topic help the students expand students’ awareness?

The topic of the book will help students expand their awareness.

4

The topic of the book will help students expand their awareness.

4

4. Are the topics sophisticated enough in content?

The topics are less sophisticated enough in content.

2

The topics are less sophisticated enough in content.

2

5. Will your students be able to relate to the social and cultural context?

The student will be able to relate to the social and cultural context.

4

The student will be able to relate to the social and cultural context.

3

6. Are women portrayed and represented equally with men?

Women are not portrayed and represented equally with men.

1

Women are portrayed and represented equally with men.

4

7. Are other groups represented with reference to ethnic origin, occupation, disability, etc?

Other groups are not represented with reference to ethnic, origin, occupation, disability, etc.

0

Other groups are not represented with reference to ethnic, origin, occupation, disability, etc.

0

Methodology

20

1. What approaches/ approaches to language learning?

The book approaches to curriculum 2004.

5

The book approaches to curriculum 2004.

5

2. What level of active learner involvement?

The book stimulate the students to be active through the learning activities.

4

The book stimulate the students to be active through the learning activities.

4

3. What techniques are used for presenting/ practicing new language items?

The book use listening practice, reading aloud, using pictures, dialogue, songs.

5

The book use listening practice, reading aloud, using pictures, dialogue, songs.

4

4. How are the different skill taught?

The skills are taught integratedly.

4

The skills are taught integratedly.

4

5. How are communicative abilities developed?

Communicative abilities are developed through the dialogue.

3

Communicative abilities are developed through the dialogue.

4

6. Does the material include any advice/ help?

The material include advices and helps.

4

The material doesn’t include advices and helps.

0

7. Are students expected to take a degree of responsibility?

The students are expected to take a degree of responsibility.

4

The students are expected to take a degree of responsibility.

5

Teacher’s Book 1. Is there adequate guidance for the teachers?

There is adequate guidance for the students.

4

There is adequate guidance for the students.

4

2. Are the teachers’ book comprehensive and

The teachers book are not quite comprehensive and supportive.

1

The teachers book are not quite comprehensive and supportive.

2

21

supportive? 3. Do they adequately cover teaching techniques?

The book doesn’t adequately cover teaching techniques.

0

The book doesn’t adequately cover teaching techniques.

0

4. Do the writer set out and justify the basic premises?

The writer do not set out and justify the basic premises.

0

The writer do not set out and justify the basic premises.

0

5. Are keys to exercise given?

The keys to exercise are not given.

0

The keys to exercise are not given.

0

Practical Considerations 1. What does the whole package cost?

The book is lend to the students without any cost.

5

The book cost is expensive.

2

2. Are the books strong and long lasting?

The books are not strong and long lasting.

2

The books are not strong and long lasting.

2

3. Are they easy to obtain?

The book is easy to obtain.

5

The book is easy to obtain.

4

4. Do any parts of the package require particular equipment?

The book doesn’t need any particular equipment.

3

The book doesn’t need any particular equipment.

3

TOTAL

128

129

22

CONCLUSION Book 1ST Book (Pemkot’s Book) Curriculum mapping 128 Checklist based on Alan Cunningsworth 68 TOTAL 196

2ND Book (Yudhistira’s Book) 129 60 189

After comparing the two book (Pemkot’s book and Yudhistira’s book) by using the curriculum mapping and also the checklist based on “Choosing Your Course Book” by Alan Cunningsworth , the conclusion is that the 1st book (Pemkot’s book) is more better than the 2nd book (Yudhistira’s book).

23