Full Script Rila

AN ANALYSIS OF ENGLISH TEXTBOOK ENTITLED LOOK AHEAD FOR
SENIOR HIGH SCHOOL YEAR 2
SCRIPT
Submitted in partial fulfillment of the requirement

for the degree of Sarjana Pendidikan
By
Rila Zikria
NIM 0806102020056
STUDY PROGRAM OF ENGLISH EDUCATION

TEACHER TRAINING AND EDUCATION FACULTY
SYIAH KUALA UNIVERSITY
DARUSSALAM, BANDA ACEH
2013
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Abstract
Name : Rila Zikria

Student No. : 0806102020056
Study Program : English Education
Title : An Analysis of English Textbook Entitled Look Ahead for
Senior High School Year 2
Considering textbooks hold important role in teaching English as a foreign language

and become one of the factors influencing teaching learning process, choosing an
appropriate one (support the goal of the valid curriculum and cover standards/criteria
of a good textbook) is very important since plenty of copy of textbooks are published
every year whereas issues regarding the textbooks’ limitations have arisen recently.
For that reason, teachers should be more critical in selecting a proper one before using
it in classroom. In line with this, the writer has conducted a research concerning the
issue and she analyzed one of the textbook used by several schools in Banda Aceh to
see whether or not its content matchs with KTSP and holds the
standards/characteristics of a good textbook. All data of this analysis were described
qualitatively by using constant comparative method to examine its content. The result
shows that this textbook needs to be adjusted to complete it since from 24 basic
competences that should be accomplished, only 22 are covered. The two absent basic
competences are in accordance with short functional text for writing, whereas in
reference to characteristics, the textbook covers a number of them though it does not
include teachers’ manual and glossary.
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Acknowledgement
Alhamdulillahirabbil a’lamiin,
Foremost, I would like to express my immense gratitude to Allah SWT for
blessing me all the time, so that this script can be finished. Then my thank goes to
the messenger of Allah, the prophet Muhammad SAW, the best inspiring mankind in
this world.
This thesis would not happen to be possible without any guidance from my
supervisors, Dr. Usman Kasim, M.Ed., Dian Fajrina, S.Pd., M.Ed. and my advisor
Dra. Endang Komariah, M.Pd. I owe my deepest gratitude to the three of them who
have guided me with their knowledge and patience during writing this script. Then I
wish to thank all of the English department’s lecturers for supplying me with their
knowledge throughout these years.
I cannot find words to express my thanks to my dearly loved parents and family for
supporting, praying, funding, and showering me with their endless love throughout
my hard time. My mom Sa’diah, my late father M. Yunus, brothers and sister,
Munawar, Nizar, Suryadi, and Zahraini, with teary eyes I proudly dedicate this script
to you for giving me chance to obtain this degree.
Last but not the least, I am indebted to my colleagues who always encourage me to
finish this writing.
Banda Aceh, 15 March 2013
Rila Zikria
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Table of Content
Pages
Personal Statement ............................................................................................ i
Approval Form ................................................................................................. ii
Consent Form .................................................................................................... iii
Abstract ............................................................................................................. iv
Acknowledgement ............................................................................................. v
Table of Content ............................................................................................... vi
List of Table....................................................................................................... viii
List of Appendices ............................................................................................. ix
CHAPTER 1 INTRODUCTION ....................................................................... 1
1.1 Background of Problem .............................................................................. 1

1.2 Problem Formulation .................................................................................. 3
1.3 Research Objective ..................................................................................... 4
1.4 Research Significance ................................................................................. 4
1.5 Operational Definition ................................................................................ 4
1.5.1 The Definition of Textbook ...................................................................... 4
1.5.2 The Definition of KTSP ........................................................................... 5
CHAPTER 2 LITERATURE REVIEW ............................................................ 6
2.1 Textbook ..................................................................................................... 6

2.2 The Standards/Characteristics of A Good Textbook .................................. 7
2.3 KTSP (Curriculum 2006) ........................................................................... 10
2.3.1 The Framework of KTSP ......................................................................... 10
2.3.2 Standard Competence for English Subject at Senior
High School .............................................................................................. 11
CHAPTER 3 RESEARCH DESIGN ................................................................ 13
3.1 Research Method ......................................................................................... 13

3.2 Location of Research ................................................................................... 14
3.3 Source and Kinds of Data ............................................................................ 14
3.4 Research Subject and Object ....................................................................... 14
3.5 Research Instrument .................................................................................... 14
3.6 Technique of Data Collection ...................................................................... 15
3.7 Technique of Data Analysis ....................................................................... 15
CHAPTER 4 RESEARCH RESULT AND DISCUSSION .............................. 18
4.1 Result ........................................................................................................... 18
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4.1.1 English KTSP Curriculum for the Second Year of
Senior High School ................................................................................... 18
4.1.2 The Analysis of The Textbook’s Content................................................. 19
4.1.2.1 The Observation on The Textbook’s Content ....................................... 19
4.1.2.2 The Matching Process of The Textbook’s
Content toward KTSP ............................................................................ 22
4.1.2.2.1 The Content of Unit 1 ......................................................................... 22
4.2 Discussion .................................................................................................... 65
4.2.1 The Final Result of The Analysis ............................................................. 65
4.2.2 The Deficiencies of The Textbook’s Content........................................... 66
4.2.3 Checking of Data Validity ........................................................................ 66
CHAPTER 5 CONCLUSION AND SUGGESTION ....................................... 68
5.1 Conclusion ................................................................................................... 68

5.2 Suggestion ................................................................................................... 69
References ......................................................................................................... 71
Appendices
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List of Table
Table Pages
Table 4.1.2.1.1 The Content of Look Ahead 2 .................................................. 21
Table 4.1.2.2.1.1 The Content of Unit 1 ............................................................ 22
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List of Appendices
Appendix 1: Competence Standard and Basic Competence of School-Based
Curriculum 2006 (KTSP)
Appendix 2: The Cover of the Textbook Look Ahead
Appendix 3: Checklist of Textbook Evaluation (by the writer)
Appendix 4: Checklist of Textbook Evaluation (by a rater)
Appendix 5: Curriculum Vitae
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CHAPTER I
INTRODUCTION
1.1 Background of Problem
In this technological-modern world, everything relating to human being
prosperity changes rapidly, such as in educational field. Along with the development
era, competition increases progressively and it gives effect on educational progress.
Therefore, all the things related to educational improvement like course of study in
school must be improved to be able to compete globally. English, for example, is
one of subject matter that needs to be concerned in its study. In order to prepare
students in facing this condition, teachers must be ready to teach more challenging,
effective, and extensive subject materials and develop different creative method
used. Having a high-quality curriculum and good textbook to guide instruction are
important part in overcoming these challenges.
In line with this, Indonesia has changed its curriculum many times started
from 1962, 1968, 1975, 1984, 1994, CKD (Competency-based Curriculum), and the
recent one is curriculum 2006 (KTSP). KTSP is the result of completing the previous
curriculums in which it is intended to improve the education quality in Indonesia and
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fulfill education needs. It is an operational curriculum that gives authority to each
school to compose and implement it in their school. This curriculum leads students
to being able to communicate orally and in written form and they can apply the
ability into four skills (listening, speaking, reading, and writing).
In addition, in Indonesia, as a non-English speaking country, teaching
learning process in ESL/EFL (English as a Second/Foreign Language) classroom
relates closely to textbook (ELT material) used. Teachers spend much time in using
textbook in the class room, so that choosing an appropriate one is very important. As
clarified by government regulation (PP) No. 19/2005 article 43 (5), textbook used in
Indonesia must be compatible with ministerial regulations and its feasibility is
examined by BSNP (National Standard Board of Education) including content,
language, presentation, and illustration/graph feasibility.
Other rule that should be followed by Textbooks is they need to support the
knowledge that is required for a course of study as expected in the current
curriculum-KTSP and allow students to interact effectively with material served. It
means that the framework of KTSP must be reflected in the textbook that will be
used in the class room. As clarified by Garinger (2002) in online resource that “A
textbook can serve different purposes for teachers: as a core resource, as a source of
supplemental material, as an inspiration for classroom activities, even as the
curriculum itself”.
Furthermore, textbooks should be chosen based on their ability to incorporate
problem-solving skills, use real-life situations to support concepts, and link material
to broader understandings. Also, textbook should be more meaningful and relevant for
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the life experiences of the students and should prepare them for real life, so that, they
will be a bridge for students to achieve their educational requirements and compete
globally (Muhammad & Kumari, 2007, P. 2).
All criterion above become a challenge for teachers in selecting a textbook
since some issues about the potentials and limitations of textbook have arisen in
recent years, neither in guiding students through the learning process nor in fulfilling
curriculum requirement. As stated by Litz (2001, P. 2) in his journal that the issues
are included: the textbook design and practicality, methodological validity, the role
of textbooks in innovation, the authenticity of materials in terms of their
representation of language, and the appropriateness of gender representation, subject
matter, and cultural components. Thus, as a teacher she/he should be more critical in
selecting and evaluating a textbook that will be used in teaching English as a second
(a foreign) language before it is recommended to students.
Based on the explanation above, the writer is interested in conducting a
research in accordance with analyzing the content of the textbook used in the second
grade of senior high school. This study is entitled “An Analysis of English Textbook
Entitled Look Ahead for Senior High School Year 2”
1.2 Problem Formulation
Based on the issues elucidated above, the problem that the writer intends to
examine in this research is:
- Does the content of the textbook entitled Look Ahead match with KTSP and cover
the standards of a good textbook?
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1.3 Research Objective
The purpose of this study is to evaluate whether or not the content of the
textbook match with KTSP curriculum and cover the standards/criteria of a good
textbook.
1.4 Research Significance
This study is supposed to be a reference for English teachers in choosing or
evaluating the proper textbook to be used in ESL/EFL classroom, so that either
students or teacher can use the textbook effectively in order to achieve all
aspect/skills expected in curriculum. Furthermore, the findings of this study are
intended to give explanation about the relevance of the content of the textbook Look
Ahead toward the KTSP. As a result, it will be a valuable input for both the writer of
the textbook and English teachers who use the textbook and they can see the
superiorities and shortcomings of it.
1.5 Operational Definition
1.5.1 The Definition of Textbook
Textbook is a teaching tool (material) which presents the subject matter
defined by the curriculum. A textbook is to students what software is to computers;
something to be installed on them so that if testing reveals that loading did in fact
occur, they can be certified as fit for use (Westhues, 1991, cited in online resource:
change issues in curriculum, textbook, and pedagogy).
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1.5.2 The definition of Curriculum 2006 (KTSP)
Curriculum is a set of setting and plan concerning the objectives, content,
materials, and the way we use as a guide to carry out the teaching-learning process to
achieve the goal of education. KTSP is an operational curriculum composed and
carried out in every educational unit (stated in content standard of regulation of
national education minister no. 22 year 2005).
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CHAPTER II
LITERATURE REVIEW
This point notifies some review of related literatures that support this inquiry.
The things that the writer wants to explore in this section are the theory about
textbook, the standard/criteria of a good textbook, and KTSP curriculum.
2.1 Textbook
Textbooks are at the heart of educational enterprise, as they offer students “a
rich array of new and potentially interesting facts, and open the door to a world of
fantastic experience” (Chambliss & Calfee, 1998. p.7, cited by Muhammad &
Kumari, 2007). Moreover, Oakes and Sanders (2002) sum up in their writing that
textbook and other materials are primary vehicles for delivering content knowledge
to students, determining in large measure what goes on in a class, assessing what
students do and do not learn, and predicting academic achievement. Also,
“Textbooks provide the main resource for teachers, enabling them to animate the
curricula and giving life to the subjects taught in the classroom” (UNESCO, cited in
Oakes and Sanders, 2002).
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As affirmed by Richard (2002) in his journal that:
Textbooks are a key component in most language program. In some situation they
serve as the basis of for much of the language input learners receive and the
language practice that occur in the classroom. They may provide the basis for
content of the lesson, the balance of skills taught and the kind of language practice
the students take part in. In other situation, the textbooks may serve primarily to
supplement the teacher’s instruction. For learners, the textbook may provide the
major source of contact they have with the language apart from input provided by
teacher. In the case of inexperienced teachers textbooks may also serve as a form of
teacher training – they provide ideas on how to plan and teach lesson as well as
formats that teachers can use. Much of the language teaching that occurs
throughout the world today could not take place without the extensive of the
commercial textbook. Learning how to use and adapt textbook is hence an important
part of a teacher’s professional knowledge.
In addition, Richard gives the detail that textbooks have other
functions/advantages in ESL/EFL classroom. For example, they provide structure
and a syllabus for a program, they help standardize instruction, and they maintain
quality. If a well developed textbook is used, students are exposed to materials that
have been tried and tested, that are based on sound learning principles, and that are
paced appropriately. Furthermore, textbooks can train teacher and they are visually
appealing.
2.2 The Standards/Characteristics of A Good Textbook
According to BSNP (National Standard Board of Education), the standards of
recommended textbook must cover:
1. Content Feasibility
a. Compatibility between its content and SK and KD
b. Material accuracy
c. Up-to-date material
d. Encouraging students’ curiosity
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2. Language Feasibility
a. Communicative
b. Interactive and in dialog form
c. Appropriate to students’ level
3. Presentation Feasibility
a. Presenting the materials orderly
b. Strengthening other materials or interdependent
c. Suit students’ interest and attract their curiosity and attention to attain
cognitive, affective, and psychomotor aspects
d. Providing vocabulary/glossary and summary to ease students’
understanding
4. Illustration/Graph
a. Relevant to the concepts/materials
Additionally, Tomlinson’s (1998) as cited in conception of what constitutes
effective language teaching materials adds that good textbooks should have the
following features:
1. Good textbooks should attract the students’ curiosity, interest and
attention. In order to do this, textbooks should have novelty, variety,
attractive layout, appealing content, etc.
2. Textbooks should help students to feel at ease. The layout of
presentation, tasks and activities, and texts and illustrations should all
look friendly to the students so that they feel relaxed when seeing them.
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3. Textbooks should help students to develop confidence. Good textbooks
help to build up students’ confidence by providing tasks or activities that
students can cope with.
4. Textbooks should meet students’ needs. What is covered in the textbooks
should be relevant and useful to what the students need to learn and what
they want to learn.
5. Textbooks should provide the students with opportunities to use the target
language to achieve communicative purposes.
6. Textbooks should take into account that the positive effects of language
teaching are usually delayed. Research into SLA shows that it is a
gradual rather than an instantaneous process and that this is equally true
for instructed learning (formal learning). So it is important for textbooks
to recycle instruction and to provide frequent and ample exposure to the
instructed language features in communicative use.
In addition, as cited by Sekarasih (2011), Garinger in his article states that
good textbooks should:
1. Match to the program and the course. We can observe this by reviewing
the goal and the curriculum of the program,
2. Help the students acquiring the necessary skills,
3. Provide contributive, balance, progressive, varied and challenging
tasks/activities,
4. Consider the practical concern such as availability and the cost.
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2.3 KTSP (Curriculum 2006)
To enlighten a brief explanation about KTSP, the writer illustrates two points
of KTSP concerned as follows:
2.3.1 The framework of KTSP
KTSP development is basically based on Content standard (SI) and
Competence Outcome Standard (SKL) and it is NSP (National Standard of
Education) oriented. As mentioned in Government Regulation (PP) No. 19, 2005
that National Standard of Education is mandated on KTSP and it is composed by
educational units referred to Content Standard (SI) and Competence Outcome
Standard (SKL) and it is also based on BNSP (National Standard Board of
Education).
Content standard (SI) covers the materials range and the level of
competences that should be attained to achieve graduation competence on a certain
level and kind of education. Furthermore, other things included in Standard of
Content (SI) are: the basic frame and structure of the curriculum, Competence
Standard (SK), and Basic Competence (KD) of every subject in each semester for
every kind and level of education neither primary nor intermediate. While
Competence Outcome standard (SKL) covers the qualification of graduates included
cognitive, affective, and psychomotor. Both Content standard (SI) and Competence
Outcome Standard (SKL) are defined respectively in Kepmendiknas No. 22 and 23,
2006.
Competence Standard (SK) refers to the general statement of what students
should learn including cognitive, affective, and psychomotor which are reflected in
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the way of thinking and acting after students learned and finished one of four
language skills (listening, speaking, reading, and writing). While Basic Competence
(KD) refers to a more specific things which is a result of redrawing Competence
Standard (SK).
2.3.2 Standard Competence (SK) for English Subject at Senior High School
English is a tool of communication either orally or written. Communication
itself means the systems and processes used to communicate or broadcast
information. Furthermore, communicating is an ability to understand and convey
information, thought, emotion, and develop insights, culture and technology. As
clarified in content standard that the totality of communication ability is included in
discourse competence, that is an ability to comprehend and create text orally and
written which is applied in four language skills (listening, speaking, reading, and
writing). This competence is expected to be used in real life/society. Therefore,
teaching of English in ESL/EFL class is directed to develop those skills, so that its
graduates are able to communicate in English on a certain level of literacy.
According to Wells (1987), there are four levels of literacy namely
performative, functional, informational, and epistemic. In the level of performative,
people are able to read, write, listen, and speak with the symbols they used. In
functional level, people are able to use language to fulfill their daily life needs such
as reading newspaper, manual, and direction. In informational level, people are able
to access insights through language. While in the last level-epistemic-people are able
to transfer insights into the target language.
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For SMP/MTs students, teaching English is aimed to achieve functional
literacy level in which they are able to communicate orally and in written form to
solve daily life problems. While in SMA/MA, they are expected to attain
informational level since they are prepared to continue their study to university.
Epistemic level is considered as a too high level to be achieved by Indonesian
students since Indonesia is a non-speaking English country or it is served as a
foreign language (PERMEN No. 23, 2006).
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CHAPTER III
RESEARCH DESIGN
3.1 Research Method
This study is described qualitatively by using content analysis approach.
According to Denzin and Lincoln (1994) cited in Penn State Personal Web Server,
2010, “qualitative research is multi-method in focus, involving an interpretative,
naturalist approach to its subject matter.” In addition, as cited by Simon (2011) in his
dissertation that Bogdan and Biklen (1982) define the qualitative research as
“working with data, organizing it, breaking it into manageable units, synthesizing it,
searching for patterns, discovering what is important and what is to be learnt, and
deciding what you will tell others”. Often the descriptive data contain quotations
said by informants to illustrate and substantiate the presenting findings. These details
help to enrich the data.
While content analysis is an approach of empirical, methodological controlled
analysis of texts within their context of communication, following content analytical
rules and step by step models, without rash quantification (Mayring, 2000).
Krippendorff as cited by Mayring defines content analysis as the use of replicable
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and valid method for making specific inferences from text to other states or
properties of its source" (KRIPPENDORFF 1969, p.103). Besides, relating to
textbook analysis, this study can also be included into case study as elucidated by
Creswell (1998) cited in Penn State Personal Web Server, 2010, that case study is
developing an in-depth analysis of a single case.
3.2 Location of Research
Since this is a content analysis inquiry, there is no specific location for it to do
this research. In case of the textbook chosen, it is chosen by the reason of several
schools in Aceh, especially Banda Aceh use this book as their textbook.
3.3 Sources and Kinds of Data
As acknowledged by Patton, (2002) cited in Suter (2012), the most common
sources of qualitative data include interviews, observations, and documents. The
source of data for this research is the textbook for senior high school year 2 entitled
Look Ahead since the writer chooses this book to be analyzed.
3.4 Research Subject and Object
The subject of this research is a textbook used in the second year of senior
high school entitled Look Ahead 2 (an English textbook for senior high school year
2). While the object of this research is a compatibility/incompatibility between the
textbook content and KTSP curriculum.
3.5 Research Instrument
The researcher is the instrument of qualitative inquiry, so the quality of the
research depends heavily on the qualities of that human being (Patton, 2002). Borg
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and Gall (1989:385) cited by Nisak in her thesis that human can be the primary data
gathering instrument in qualitative research. Therefore, the writer is the instrument
of this research. To facilitate the writer, besides using standard competence and basic
competence, a checklist of textbook evaluation proposed by experts was used in
analysing the data.
3.6 Technique of Data Collection
The data of this research were collected from the content of the textbook
entitled “Look Ahead 2 (an English textbook for senior high school year 2”),
consisted of six chapters. The data were explored by analyzing each chapter of the
book including the objective of the textbook, theme chosen, skills presented, tasks
and activities, type of the texts, grammar and vocabulary, and physical condition of
the book.
3.7 Technique of Data Analysis
The method of data analysis used for this inquiry was Constant Comparative
Method or called as Grounded Research. It is a method which compares one
category data to another one constantly. As declared by Glaser and Strauss cited in
Moleong (2010), there are four steps that should be conducted in this method,
namely:
a. Data Reduction
Data reduction is an effort to identify the smallest unit of data that has
meaning if it is related to research problem (Moleong, 2010). In conducting this
reduction, the writer used standard competence and basic competence for Senior
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High School year 2 semester 1 & 2 of KTSP curriculum as indicator or parameter to
compare the content of the book with the curriculum.
The chronological steps the writer did in this study are; firstly she displayed
competence standard (SK) and basic competence (KD) to see what things expected
to be learned by students including essential skills, type or genre of the texts
recommended, subject materials such as kind of expressions, grammar, vocabulary,
etc. Thereafter she compared and matched those things with the content of each
chapter of the textbook whether it provides all the things suggested by the
curriculum or not. For instance, it provides the balance of language skills (listening,
speaking, reading, and writing) and language practice in the skill students take part
in. For dealing with the type of the texts, she examined its genre by looking at the
generic structure and the lexicogrammatical features.
In addition, the writer evaluated tasks and activities designed whether or not
the tasks and activities are varied in format and help students in acquiring the
language. Moreover, she examined the practical concerns like physical condition of
the textbook, adequate guidance provided for teachers and students, and so on.
The writer analyzed all the data by following Standard Competence (SK) and
Basic Competence (KD) for English subject as stated in KTSP. The more the content
of the textbook matches with the curriculum, the more relevant the textbook is.
b. Categorization
After analyzing all the things elucidated in the previous step, the second
phase was categorizing/classifying the data into several questions related to the
standards/characteristics of a good textbook that was put into a table. In case of this,
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the writer used the checklist of textbook evaluation proposed by Garinger (2002), Ur
(1996), and Miekley (2005) that reflect all the standard in order to evaluate each
category of the textbook content and it was put based on the classifications. The
checklist was divided into five sections i.e. Program and Course, Skills, Grammar
and Vocabulary, Tasks and Activities, and Practical Concern. Each part of
evaluation consisted of several questions that should be answered based on the
analysis conducted on the first step by putting check (√) on yes no options.
c. Synthesis
The next step was synthesizing the data by seeking the relevance among those
categories. The relevance was seen from the comparison between the textbook
content and the curriculum and the questions of the checklist. Thus, it can be seen
that there is a conformity/unconformity between the textbook and the curriculum and
it is proper to use.
d. Interpretation
In the last phase, the conclusion or result of analysis was interpreted from the
synthesis and other steps of analysis conducted.
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CHAPTER IV
RESEARCH RESULT AND DISSCUSSION
4.1 Result
This chapter presents the data and the result of the research. It comprises of
English KTSP curriculum for the second year of senior high school and the analysis
of the textbook’s content. From this elaboration, the agreement between the content
of the textbook with KTSP and the good criteria hold by this textbook can be figured
out.
4.1.1 English KTSP Curriculum for the Second Year of Senior High School
KTSP curriculum for English subject was displayed in appendix 1 as
parameter in conducting this investigation. The sample of standard competence and
basic competence of the curriculum was taken from Depdiknas National Curriculum
(2006) and the following is its framework.
The competences that should be accomplished by the second graders of
senior high school comprise six standard competences with 12 basic competences
for each semester. For each semester, students are expected to be able to master six
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standard competences divided into four language skills (listening, speaking, reading,
and writing). These competences are about transactional and interpersonal
conversations and short functional and monologue texts in which the details of what
kinds of such conversations and texts that should be learnt are redrawn in basic
competences.
The conversations are taught through some expressions like satisfaction and
dissatisfaction, giving and asking opinion, giving advice, warning, accepting request,
expressing relief, pain and pleasure feeling, expressing attention, sorrow and love
feeling, embarrassment, anger, and annoyance. While the texts are report, narrative,
analytical exposition, narrative, spoof, hortatory exposition, and short functional
text. For one standard competence is derived into two basic competences. As a
result, in two semesters, students should be able to master 12 standard competences
and 24 basic competences.
4.1.2 The Analysis of The Textbook’s Content
In order to give explicit explanation of this analysis, the data that would be
analyzed were put based on its classifications. The classifications were divided into
two parts started from the observation on the content of the textbook and the
matching process of the textbook’s content toward KTSP including analyzing the
skill, tasks and activities, type of the text, and grammar and vocabulary.
4.1.2.1 The observation on The Textbook’s Content
The observation would be started from the first part of the book e.g. the
cover, the special features of Look Ahead, and the main part of the book comprised
of six units. All these would be explored in the following explanation.
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This textbook consists of the cover, preface, special features, content, and
bibliography. The cover of the book is colorful completed with a picture of a
teenager playing skateboard and looking ahead. It directly reflects the title of the
book. The next page after preface, the authors describe the special features hold by
the textbook in every chapter called Getting Started reflecting the step of building
knowledge of the field in which students are led to activate their background
knowledge. Then Get It Right/Grammar in Action and Moving Forward reflect the
step of modeling where students are guided to acquire and understand the knowledge
and become aware of social function, schematic structure, and language features of a
particular genre. Next, Hand in Hand reflects joint construction of the text where
students start to construct the text within group(s). The next feature is Show it Off
reflecting independent construction of the text where students are asked to apply the
knowledge individually.
Furthermore, the book offers other features like Way To Say It giving a list of
useful gambits to help students express their own ideas (i.e. transactional function)
and express their feelings (i.e. interpersonal function). Did You Know offering
important information related to the subject discussed to widen students’ knowledge.
Checking Your Progress is to ask the students to do a review/reflection of their own
learning. Cultural Awareness contains an insight to encourage students’
understanding toward cross cultural. Say It Right is phonetic transcription guiding
students to pronounce vocabulary. Checklist (Self/Peer Assessment) offers checklist
to students to evaluate their own performance and assess their friends’ performance.
Also the book gives Hint in which offering a piece of advice to help students
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complete the given assignment. Those are the special features described by the
authors representing the content of the textbook.
The objective of the textbook as affirmed in preface is based on the objective
proposed by KTSP curriculum in which SMA/MA students are expected to be able
to achieve informational level of literacy at the end of study and get involve in
communicating written and orally for transactional, interpersonal, and access insight
purposes. Also, they are able to create some various kind of text on occasion of
communication demand. It is good that the authors state the obvious goals and the
features in the first part that give students the highlight of what they will learn and
have to achieve. As declared by Ur (1996) cited in Garinger’s online resource that
the textbook needs to address a reasonable number of course objective to make it
worthwhile purchase for both teacher and students.
The content served in the textbook is divided into six units in which in every
unit it has the features explained above. The units start with the chapter heading:
“Tell Me about It”, “Telling Stories (1)”, “Figuring out Conclusion”, “Telling
Stories (II)”, “Telling Funny Stories”, and “It Should Be Like This”. Every chapter
has two sub units called stage 1 and stage 2. In the stage 1 the authors serve the
materials in the form Getting Started, Get it Right, Moving forward, Hand in Hand,
Show It Off, and Cultural Awareness. While in the stage 2 they display the materials
in the form Getting Started, Grammar in Action, Moving Forward, Hand in hand,
Show It Off, and Summary. Moreover, in the front page of every chapter, the author
state the things students will learn, so that the students know what they have to
achieved at the end of the chapter.
21
In demonstrating the materials in all units, the authors also provide various
kinds of activities and tasks for all skills. They are designed in accordance with the
skills taught and language aspects like vocabulary and grammar. In addition, in
performing the tasks and activities, students are not only asked to do them
individually, but they also should work together to create social interaction in the
classroom. The patterns of such interaction, for example, are pair work and group
work. Furthermore, the following is the outlook about the content and the length of
each unit:
Table 4.1.2.1.1 The Content of Look Ahead 2
Unit Theme Page

Unit 1 Tell Me about It 1-32
Unit 2 Telling Stories (1) 33-74
Unit 3 Figuring Out Conclusion 75-116
Unit 4 Telling Stories (II) 117-154
Unit 5 Telling Funny Stories 155-178
Unit 6 It Should Be Like This 179-204
Bibliography 205
4.1.2.2 The Matching Process of The Textbook’s content toward KTSP
For further and clear explanation about the content and to know the
conformity between the content and KTSP, it is better to elucidate them unit by unit.
The things that would be examined in every following unit include skills presented,
grammar and vocabulary segment, type of the texts, and tasks and activities. The
explanation about these is as follow:
4.1.2.2.1 The Content of Unit 1
The chapter heading of this first unit is Tell Me about It. The objective that
students should achieve after learning this chapter are they are able to express
22
feeling, warning, advising, and permission and able to report the things are or write a
report text. To make sure about these, examination would be done as follow.
Table 4.1.2.2.1.1 The Content of Unit 1
Skills and
Tasks and activities/page
Language
Aspect/SK and KD
Listening/ Task 1 Listen to Mike talking about Whale and complete the missing
words with the word you hear./ P.3 (Stage 1)
SK 2 KD 2.2 Task 2 Listen to Belle talking about a spider and complete the missing
(report text) words. Then answer the questions./ P. 15 (Stage 1)
Speaking/ Task 3 Look at the photo, then answer the questions orally./P. 2 (stage 1)
Task 4 Play a guessing game. Think of a certain animal and then ask your
SK 1 KD 1.2 friend(s) to guess it./P. 4 (Stage 1)
(listening- Task 5 Work in pair. Go to library and find some fascinating facts about a
integrated/expressing certain animal. Then tell what you have found within a short
warning, advising, dialog./P.5 (Stage 1)
and permission) Task 6 Where would you expect to see this warnings?/ P. 6 (Stage 1)
Task 7 Match these warnings with the situations given./P. 7 (Stage 1)
SK 2 KD 2.1 Task 8 Supply the warnings for the following situations./P. 7 (Stage 1
(listening- Task 9 Study the following dialog. Underline the expressions of asking for
integrated/short and offering suggestions. Then write the expression in the table. /
functional: pamphlet) P. 8 (Stage 1)
Task 10 Study the following dialog (expressing permission). Then practice
SK 3 KD 3.2 it with your friend and answer the questions./P. 12 (Stage 1)
(expressing warning, Task 11 complete the following dialogs using the expressions of
advising, and asking/giving/denying permission./P. 14 (Stage 1)
permission) Task 12 Create a dialog based on the given situation (in pair)./P. 14
(Stage1)
SK 4 KD 4.1 Task 13 Give a report using a picture of an animal, a plant, or a thing. / P.
(short functional text: 18 (Stage 1)
pamphlet) Task 14 Work with partner. Imagine that the situations below take place in
an English speaking country. What should you do in each
SK 4 KD 4.2 situation? More than one answer is possible./P.19 (Stage 1/Cultural
(report text) Awareness-social behavior)
Task 15 Work with partner. Imagine that the situations below take place in
an English speaking country. What should you do in each
situation? More than one answer is possible./P.21 (Stage 1/Cultural
Awareness-classroom behavior)
Reading/ Task 16 Task 16 Have you ever sent a problem to a magazine? Read the
following example (Ask Bridget). Then answer the questions./P.
SK 5 KD 5.2 11 (Stage 1)
(report text) Task 17 Read the situation below and choose the best answer for the
questions, more than one answer is possible./ P. 20 ((Stage
1/Cultural Awareness-classroom behavior)
Task 18 Read these paragraphs. In pair, discuss the following questions./P.
26 (Stage 2)
Task 19 Work in pairs. Find sentences that do not belong to main topic.
Mention the topic of each paragraph./ P. 27 (Stage 2)
Task 20Read the following text. Then answer the questions./ P. 27
23
Task 21 Work in pairs. Rearrange the jumbled paragraphs into a good and
meaningful text. Then, put it into the chart./ P. 29 (Stage 2)
Writing/ Task 22Do the following task. Take a piece of paper and then write on the
paper about a problem you have now, etc. / P. 9 (Stage 1)
SK 6 KD 6.2 Task 23 Write your own problem in a letter to Bridget. Begin your letter
(report text) by introducing yourself. / P. 12 (Stage 1)
Task 24 Work in pair. Make a report based on the information in the
following chart. / P. 16 (Stage 1)
Task 25Make a similar chart about a particular thing. Then give report like
the example given. / P. 17 (Stage 1)
Task 26 Work in pair. Create two meaningful paragraphs from the
following text. / P. 29 (Stage 2)
Task 27 do the following instructions: Plan a certain text of report, etc. / P.
31 (Stage 2)
Vocabulary Task 28 Label the part of the fish. The words provided in the box can help
you./ P. 4 (Stage 1)
Task 29 Look at the following pictures. Name the following natural
disasters. / P. 22 (Stage 2)
Task 30 Correct the spelling of the following text so that the text can be
meaningful. Then find out which paragraph refers to general
classification and identification. / P. 30 (Stage 2)
Grammar Task 31 Fill in the blanks by changing the verbs in the brackets into the
correct form of passive (to be + verb 3). / P. 23 (Stage 2)
Task 32 Read the following short paragraphs. Underline the relating verbs.
/ P. 23-24 (Stage 2)
Task 33 Change the verbs into the correct forms of Simple Present Tense. /
P. 24 (stage 2)
Task 34 Underline the behavioral verbs in this text. / P. 25 (Stage 2)
As we can see in the chart above, there are 34 tasks/activities designed in the
unit. Those are designed based on the skills and aspect of language that intend to be
taught by the authors. Moreover, all tasks above were classified based on each skill
and aspect. As a result, the arrangement of the tasks were not put orderly based on
pages. To see the conformity level between KTSP (Content Standard and Basic
Standard) and the content above, the writer explored the discovery as follow.
For this first unit, the authors want to give knowledge about how to
write/report the way things are and express feelings, warning, advising, and
permission. It refers to Standard Competence (SK: 1-6) and Basic Competence (KD:
24
(listening 1.2, 2.2), (speaking 3.2, 4.2), (reading 5.2), (writing 6.2)). In conveying the
pertinent materials, examples, model, and knowledge of each expression are
supplied in sub unit called Hint, Ways to say it, Moving Forward, and Did You
Know. Furthermore, activities and tasks are also given to train and assess students in
material acquiring process.
Task 1*(1) and 2* are designed for listening section (SK 2 KD 2.2 in term of
report text). They are designed in the form of completion of report text. After
completing the missing word in the text, students are asked to answer the questions
related to the text.
For speaking section, there are several tasks and activities provided started
from task 3- task 14 and some of them are integrated with listening. In task 3*, a
picture is displayed and students are asked to answer 5 questions orally. Then
students in the classroom are asked to play a guessing game (Task 4*) and in pair
they do another activity –act out a dialog about some fascinating fact about an
animal (Task 5*). A model of such dialog is given in Hint. To introduce expressing
warning material, the authors give a task (Task 6*) to activate students’ schemata by
displaying some pictures showing warning signs. Then they are asked where they
can find the signs (refers to SK 2 KD 2.1 (for listening) and SK 4 KD 4.1 (for
speaking) in the context of short functional text).
After giving the material about expressing warning on page 6, Task 7* is
given in which students are asked to match the warnings with the situations given.
Then another task (Task 8*) is given once more that instructs students to supply the
1
* See pages on table 4.1.2.2.1.1
25
warnings for the situations provided. It is designed in the form of conversational
exchange to assess oral production skill (refers to SK 1 KD 1.2 (for listening) and
SK 3 KD 3.2 (for speaking) in accordance with warning expression). Then it is
followed by the next expression task (Task 9*) which displays a sample of dialog
regarding advising expression and students are asked to study the dialog and
underline the related expression (refers to SK 1 KD 1.2 (for listening) and SK 3
KD 3.2 (for speaking) for advising expression regard). The lists of the
expressions are provided next to the task. In Task 10* students are asked to study
the dialog given about expressing permission and perform it with their friend. After
that, they are given 4 questions relating to the dialog. The list of the expression that
can be used in expressing permission is provided after the task.
After giving an activity of expression permission like above, the authors add
another task (Task 11*) to assess students’ understanding about the expression.
Indirectly, it can be said that this task is integrated with listening in which students
are asked to complete 3 dialogs given and be able to give responds to the expressions
provided (refers to SK 1 KD 1.2 (for listening) and SK 3 KD 3.2 (for speaking)
concerning permission expression). Task 12*, students (in pair) are demanded to
create a dialog based on the situation given. The next task is Task 13* of which
students are asked to give a report by using a picture of an animal, a plant, or a thing
(refers to SK 4 KD 4.2 speaking in the context of report) and the guideline for
that report is given in Hint section. After that, In Cultural Awareness section, there
are two tasks regarding speaking skill. That is Task 14* (social behavior) and 15*
(classroom behavior). In these tasks, students are asked to imagine that they are in
26
English speaking country and some situations are given. Then students are expected
to give response (how they act) toward such situations.
For reading section, there are seven tasks designed started from task 16-22.
The first task for reading is Task 16* in which students have to answer opened-
ended questions after reading a text Ask Bridget. In addition, in cultural awareness,
there is one reading task (Task 17*) regarding classroom behavior. In this task,
students are asked to read short text (situation) and then answer 2 multiple-choice
questions. Task 18*, in pair, students are asked to read two short paragraphs (report
text) and answer the following questions. In Task 19*, students also have to work in
pair to find the topic and sentences that do not belong to the main topic of the
paragraphs given (report text). The next task -Task 20*, students are asked to answer
opened-ended questions again concerning the report text provided. Next, the last task
(Task 21*) for this section is students in pair have to rearrange the jumbled
paragraph of report text into a good and meaningful one and put it into the chart.
Almost all of the tasks or activities given for this section are aimed to achieve SK 5
KD 5.2 reading in term of report text.
Task that will be discussed next is task designed for writing skill. There are 7
tasks supplied for this section. The first one is Task 22*. In this task students are
commanded to write a problem they have on a piece of paper. Then they exchange
the paper with the friend next to them and write a suggestion, advice, or
recommendation for their friend problem by using the expression of suggestion,
advice, or recommendation they have learnt. After that, they return the paper to their
27
partner and make a short dialog based on the content of the paper they made. This
task is integrated with speaking and listening skill.
Task 23* is a task designed for individual in which every student is asked to
write a letter about her/his problem to Bridget by introducing her/himself first. Then
ask their partner to act as Bridget to reply and write a solution for them. The
following task is Task 24* which asks students to work in pair and make a report
based on the information in the chart on page 16. As a follow-up of this activity, in
Task 25*, students are asked to make a similar chart about another thing and
compose a report like the example given in the following page. Then it is continued
to Task 26* of which students in pair create two meaningful paragraphs to continue
the first paragraph given. The last task for this skill (Task 27*) instructs students to
plan a certain text of report and consult it with teacher. The tasks (Task 25-27) are
designed to increase students’ ability in composing report text and attain SK 6 KD
6.2 writing concerning report text.
After all tasks for writing are complete, the authors give a checklist to write a
report text. It is intended to be a self assessment or an advice for students in
giving/writing report text. Then on the last page of this chapter, there is a summary
given about report text including the purpose of the text, text organization, and
language features.
Besides exploring the tasks provided for four language skills, another thing
that the writer wants to explore is the tasks designed for language aspect. That is
vocabulary and grammar. For vocabulary section, 3 tasks are offered by the authors.
Firstly, Task 28* instructs students to label the part of the fish with the words
28
provided in the box. Next, Task 29* students are again asked to name the picture of
natural disasters with the words in the box. One last task for vocabulary is Task 30*
on page 30. In this train, students are asked to correct the spelling of some words in
the text. Then they need to find out which paragraph refers to general classification
and identification. All of these vocabulary tasks are made under reading skill.
The next segment is tasks designed for grammar. For this aspect, there are 4
tasks provided. Task 31* is the first work of which students are instructed to fill the
blanks by changing the verbs in the brackets into the passive form. Then in Task 32*
students are asked to read and underline the relating verbs in the short paragraphs on
page 23 and 24. After that, the next work is Task 33* that orders students to change
the verbs into the correct forms of Simple Present Tense. For the last train of
grammar section for this unit is Task 34* that instructs students to underline the
behavioral verbs in the text.
The chapter heading for the second unit is Telling Stories (I). The objective
that students have to attain after learning this chapter are the ability to retell tales and
fables, express relief, pain, pleasure/pleased, and scared, and write a story
(Narrative). This is the extension of the same SK and KD of the chapter 1. The
exploration of this chapter is as follow.
Skills and Language

Tasks and Activities/Page
Aspect/ SK and KD
Listening/ Task 1 Listen to Mike talking about an old legend. Rearrange the
pictures to the correct order according to the story and then
SK 2 KD 2.2 answer the questions. / P. 35 (Stage 1)
(narrative text) Task 2 Listen to Bella telling another version of why does the sun the
moon live in the sky? Then complete the text and answer the
29
questions. / P. 36-37 (Stage 1)
Task 3 Listen to the following text. Then discuss the following
questions. / P. 48 (Stage 1)
Task 4 Listen to the story of Antony and Cleopatra. Then rearrange
these sentences according to their sequence in the story and
answer the questions. / P. 49 (Stage 1)
Task 5 Listen to the following story. Complete the text and answer the
Task 6 Listen to the story of Anne Boleyn. While listening, fill in the
blank with the words you hear. Then do the following task. / P.
53-54 (Stage 1)
Speaking/ Task 7 Look at the following photos. Then answer the questions
orally. / P. 34 (Stage 1)
SK 1 KD 1.2 Task 8 Complete the following dialog. Use the expression of relief. /
(listening-integrated/ P. 40-41 (Stage 1)
expression of relief, Task 9 Practice the following dialog. Then answer the questions. / P.
pain, and pleasure) 42 (Stage 1)
Task 10 Create a dialog based on the situation and practice it with
SK 3 KD 3.2 your partner. / P. 42 (Stage 1)
(expression of relief, Task 11 Look at the picture. Guess what happened? Why do they
pain, and pleasure) look very happy? / P. 44 (Stage 1)
Task 12 Complete the following dialog with expressions of pleasure.
SK 4 KD 4.2 / P. 44-45 (Stage 1)
(narrative text) Task 13 Match the situations in column A with the suitable
expressions in column B. / P. 45 (Stage 1)
Task 14 Study the following dialog and take turns reading it together
with your partner. Then underline the sentences expressing
feeling scared. / P. 46 (stage 1)
Task 15 Make a dialog with your partner about a frightening
experience that you once had. Use the expressions of feeling
scared. / P. 47 (Stage 1)
Task 16 Story retelling. Choose one of the following tasks. / P. 57
(Stage 1)
Task 17 Look at the following photos. Then answer the questions. /
P. 59 (Stage 2)
Reading/ Task 18 Study the following text. Then answer the questions. / P. 51
(Stage 1)
SK 5 KD 5.2 Task 19 Read this story carefully to label the parts of the narrative in
(narrative text) the spaces provided. Then practice reading the story aloud
and make turns reading it aloud to your partner. / P. 52
(Stage 1)
Task 20 Read the story again carefully to find out its text structure.
Then answer the questions. / P. 54 (Stage 1)
Task 21 Read the following text. Then answer the questions. / P. 58
(Stage 1)m
Task 22 Read the following text. The superstition tells that a cat has
nine lives. A cat can turn into a witch and witch can turn
into a cat. Are those true? Read the story to find your answer
s. then answer the questions. / P. 60 (Stage 2)
Task 23 Read this text and answer the questions. / P. 66 (Stage 2)
Task 24 Look at the book and discuss the following questions. / P. 68
(Stage 2)
Task 25 Read the following detective story. Pay attention to its
30
structure and answer the questions. / P. 68 (stage 2)
Task 26 Read the story carefully and label the parts of its structure in
the spaces provided. Then answer the questions. / P. 70
(Stage 2)
Writing/ Task 27 Work in groups. Put the correct punctuation and

capitalization for the following story. Then, identify part of
SK 6 KD 6.2 the story based on its text structure suggested in the box
(narrative text) provided. / P. 55 (Stage 1)
Task 28 Work in groups of four. Choose one of the following tasks. /
P. 56 (Stage 1)
Task 29 Work in groups of four to continue the following story. / P.
71 (Stage 2)
Task 30 Make your own Narrative. Choose one of these options. / P.
72 (Stage 2)
Task 31 Find a partner and exchange your story and follow the steps.
/ P. 73 (Stage 2)
Vocabulary Task 32 Write words related to a horror story. If you do not know
them in English ask your friend(s). Use the model of dialog
below. / P. 59 (Stage 2)
Task 33 Look at the pictures and complete the sentences with words
and expressions from the box. / P. 61 (Stage 2)
Grammar Task 34 Study and complete the following sentences. See the
example. / P. 37 (Stage 1)
Task 35 Correct the following sentences (concerning conditional). /
P. 38 (Stage 1)
Task 36 Complete the following sentences and try to find out the
facts of the sentences (in the form of conditional). / P. 39
(Stage 1)
Task 37 Go around the class and ask four students what they would
do in this situation. Take note on your friends’ answer and
then tell them in front of the class. / P. 39 (Stage 1)
Task 38 Join up the following sentences using the suitable
conjunctions, leaving out words where necessary. / P. 62
(Stage 2)
Task 39 Join the following sentences using conjunction or relative
pronouns where suitable. / P. 64 (Stage 2)
Task 40 Join the following sentences using conjunction or relative
pronouns where suitable. / P. 65 (Stage 2)
Task 41 Arrange the adverbs normally in MPT/PMT position.
Number one has been done for you. / P. 67 (Stage 2)
Task 42 Read the text below and underline the adverbs of manner,
place, and time. / P. 67 (Stage 2)
For this second unit, there are 42 tasks designed for all skills and aspect.
Separately, for listening section, there are 6 tasks provided. The first task -Task 1* is
designed in the form of testing comprehension through visual materials in which
students are given some jumbled pictures and they are asked to rearrange the
31
pictures after listening to an old legend story. After rearrange the pictures, students
have to answer several questions due to the story. Then in task 2*, students are again
given a task to complete the texts with the words heard and answer eight questions
concerning the text.
Next, Task 3* instructs students to listen to a text and discuss the following
questions. In Task 4* students are instructed to listen to the story of Antony and
Cleopatra and rearrange the sentences into a sequence story as they heard. After that,
they are asked to answer the following questions. The following task- Task 5*,
students as before are asked to listen to a text while completing the blank words in
the text and then answer the questions. The last task for listening, Task 6* offers the
same case as task 5. That is listening, completing, and answering the questions. All
these tasks are designed in the form of narrative text such as old legend. It refers to
SK 2 KD 2.2 in term of narrative.
For speaking section, task provided is 11 tasks. The first one, Task 7* is
made to activate students’ background knowledge. Here students are asked to look at
the photos and discuss the following questions orally. The next task (Task 8*)
regards to expression of relief. Students are asked to complete the dialog using the
expression after they are given the draft of expression used in expressing relief.
Then it is followed by expression of pain. After giving the draft of the
expression, students are instructed to practice the given dialog and answer the
following questions (Task 9*). Then to check students’ comprehension about those
two expressions, the authors give a task in which students are asked to create a
dialog based on the given situation by using the expressions (Task 10*). After that,
32
the expression taught is expressing pleasure. To start the study about this expression,
the authors display a picture and let students guess what happen to the people in the
picture and why they look happy (Task 11*). Then in Task 12*, students are again
instructed to complete the dialog regarding the expression with the expression of
pleasure which have been given before.
To check students’ understanding about all these expressions, students are
again given a task in the form of matching test. Students are asked to match the
situations in column A with the suitable expression in column B (Task 13*). The
next last expression for this unit is expressing scared. To introduce the expression,
students are given a dialog to be studied and then they are asked to underline the
sentences that express scared expression and answer some questions related to the
dialog (Task 14*). The list of expressions used for expressing scared is provided
under the dialog. Then for further action, students are ordered to make a dialog with
their partner about a frightening experience (Task 15*). Since this is speaking part,
almost all of the tasks designed are integrated with listening. As a result, all these
tasks complete the goal expected in SK 1 KD 1.2 (for listening) and SK 3 KD 3.2
(for speaking) in terms of expressing relief, pain, and pleasure feeling.
In the following task (Task 16* concerning narrative text), students are
instructed to retell a story they have read recently to their friends. This task reflects
SK 4 KD 4.2 for narrative story concern. The next task for speaking activity is
Task 17* in Stage 2 which asks students to look at the photos of horror movie
showed on page 59. After looking at the photos, they should find out some questions
regarding the issue.
33
For reading section, the authors provide nine tasks. Reading section tasks are
started from Task 18*. This task offers a short narrative text completed with the
labels of the text’s parts. After reading this story, students are asked to answer the
following questions. After students answer all of the questions, they are given a
information about how to organize a narrative text by giving text organization. In the
next task (Task 19*), students are asked to read the text carefully and then label the
parts of narrative text in the space provided. Then they are trained to reading aloud
the story to their partner. Next, Task 20* instructs students to read again the story
about Anne Boleyn in the previous page and find out the text structure. Then answer
the questions.
The next task (Task 21, 22, 23, 24, 25, and 26)*, instruct students to read the
text provided and answer the questions after it. All those tasks are designed in almost
same way in which the authors provide the texts and ask students to answer the
questions. However, the kind of the texts given in every task is different eventhough
they are in the same genre – narrative. The authors try to present some different
kinds of narrative texts such as horror, folktale, tragedy, science fiction, and
detective story. All these tasks are made to achieve SK 5 KD 5.2 in accordance
with narrative text.
The following section is writing. For this skill, there are only five tasks
offered. Task 27* asks students to put punctuation and capitalization for the story
given and identify the parts of the story based on the text structure suggested in the
box provided. Then it is followed by Task 28* that instructs students to work in
groups of four to create a narrative story by choosing one kind of story offered. The
34
information of how and what to write of each story is given. After doing this task,
students are asked to give the finished story to another group to be assessed (peer
assessment) by following the questions in lists provided. Still in groups, in Task 29*
students are asked to continue a given story and to continue the story, the authors
give hints to help students in creating/continuing the story.
In task 30*, students begin to create their own narrative story. In creating the
story, students are given some option topics about what they want to write and the
outline of the story. After they finished the story, in Task 31*, students are asked
again to find partner and exchange their story to be check if there is any mistake in
the writing (peer assessment) and then give it back to their friend. After getting
suggestions from their friend, they need to edit and rewrite the story by considering
it to the editing checklist provided. Then hand in to the teacher. All these represent
SK 6 KD 6.2 in the context of narrative text.
Then for vocabulary section, the authors provide two tasks. The first, Task
32* instructs students to take notes of words related to horror story. If they do not
know the words in English, they can ask their friends by using the model of dialog
given. The next work for this aspect, students are asked to look at the pictures and
complete the sentences with words and expressions from the box (Task 33*).
The next aspect of language is grammar and for this section there are nine
tasks provided. The first one (Task 34*) trains students to acquire conditional
sentences as an introduction of conditional by giving two example of conditional
sentences and then they are asked to complete the rest statements automatically.
After doing this training, the authors provide the explanation about conditional next
35
to it. Then in Task 35*, students are asked to correct the sentences related to
conditional after they are given the knowledge about it. Then it is followed by Task
36* in which students have to complete the conditional sentences and find the fact or
true situation of the sentences. for further action of this acquirement, they are again
supplied with other task (Task 37*) in which students are assigned to go around the
class to ask their friends some questions related to conditional and then tell them in
front of the class.
Next, Task 38* asks students to join up the sentences using suitable
conjunction after the authors give the information about it. After doing the training,
students are again given the knowledge about relative clause and how to use it. Then
in Task 39*, students are instructed to join the sentences using conjunction and
relative pronouns where suitable.
In Task 40*, students are asked to do the same like in task before, but the
form is different. In this task, students have to join the sentences using conjunction
and relative pronouns and write them in present participle or past participle form.
For the next one, after giving the material about adverbs (Time, Place, and Manner),
students are asked to do Task 41* in which they need to arrange the adverbs
normally in MPT/PMT position. Then as the follow up step, students are again asked
to read the text provided and underline the adverbs of manner, place, and time (Task
42*).
The chapter heading for this unit 3 is Figuring Out a Conclusion. The things
that students will learn in this unit are making arguments in dialogs, express
36
opinions, agreement, disagreement, satisfaction, and dissatisfaction, and write a
public opinion text. The aim of this unit is also the extension of SK and KD before.
The exploration of the content is as follow.
Skills and Language

Tasks and Activities / Page
Aspect/SK and KD
Listening/ Task 1 Listen to the following text. Fill in the blank spaces with the
words you hear. Then answer the questions. / P. 77 (Stage 1)
SK 1 KD 1.1 Task 2 Listen to the following interview. While listening, complete the
(asking and giving blanks. Then answer the questions. / P. 86 (Stage 1)
opinion)
SK 2 KD 2.2
(analytical exposition)
Speaking/ Task 3 Look at the following photo. Then discuss with your partner to
answer these questions. / P. 76 (Stage 1)
SK 1 KD 1.1 Task 4 In group of five, do the following instructions. / P. 77 (Stage 1)
(listening-integrated/ Task 5 Read the following dialog. Then practice the dialog with your
giving and asking friend. / P. 78 (Stage 1)
opinion and Task 6 Read the dialog again. Say whether Eric or Rose agrees or
satisfaction and disagrees. / P. 78 (Stage 1)
dissatisfaction) Task 7 Work in pairs. In turns, express an opinion about the following
topic. See the model below. / P. 80 (Stage 1)
SK 3 KD 3.1 Task 8 Create a dialog based on the items given. See the model below. /
(giving and asking P. 81 (Stage 1)
opinion and Task 9 Discuss the questions. / P. 81 (Stage 1)
satisfaction and Task 10 Work in pair. Read and practice the following conversations.
dissatisfaction) Then answer the questions. / P. 83 (Stage 1)
Task 11 Work in pairs. Create a dialog based on one of the following
SK 4 KD 4.2 situations. Perform it in front of the class. / P. 85 (Stage 1)
(analytical exposition) Task 12 Work in pairs. Make an oral presentation in front of the class for
the text you have arranged. / P. 87 (Stage 1)
Task 13 Share your opinion by making your own oral presentation. You
can use your own topic or choose one of these topics. / P. 88
(Stage 1)
Task 14 Discuss the following questions. / P. 92 (Stage 2)
Task 15 Work with a partner. Discuss the story in the pictures. Then
write your opinion about smoking. Don’t forget to state the topic
sentence and support it with some details. / P. 96 (Stage 2)
Reading/ Task 16 Look at the following advertisement. Then answer the questions.
/ P. 81 (Stage 1)
SK 5 KD 5.1 Task 17 Read this dialog. Then answer the questions. / P. 82 (Stage 1)
(short functional text: Task 18 Work in pairs. Rearrange the following cues into good complete
advertisement) sentences. Use some useful expressions provided in the box to
connect each sentence. Begin your paragraph with the
KD 5 KD 5.2 following sentence. / P. 87 (Stage 1)
(analytical exposition) Task 19 Read the following text and answer the questions. / P. 90 (Stage
37
1/Cultural Awareness)
Task 20Read the following text. Then answer the questions. / P. 92
(Stage 2)
Task 21 Compare these paragraphs. Then answer the questions. / P.93
(Stage 2)
Task 22 Read the following topic sentences and the groups of sentences
that accompany them. Circle the numbers of the sentences in
each group that are not related to that group’s topic sentence. /
P. 94 (Stage 2)
Task 23 Read the following jumbled text. Decide which one is topic
sentence, body, and concluding sentence. / P. 95 (Stage 2)
Task 24 Pay attention to the following sentences. Then answer the
Task 25 Complete the instructions below. / P. 107 (Stage 2)
Task 26 Read the following text. Pay attention to its structure. Then
answer the questions. / P. 108 (Stage 2)
Task 27 Match the following expressions. / P. 108 (Stage 2)
Task 28 Read the following vacancy and application letter. Then answer
the questions. / P. 110 (Stage 2)
Writing/ Task 29 Complete the following questionnaire of satisfaction and
dissatisfaction in a hotel’s service. / P. 85 (Stage 1)
SK 6 KD 6.2 Task 30 First project. Follow these instructions. / P. 111 (Stage 2)
(analytical exposition) Task 31 Second project. Follow these instructions. / P. 111 (Stage 2)
Task 32 Third project. Follow these instructions. / P. 113 (Stage 2)
Task 33 Make your own analytical text. These are additional persuasion
topics that you may consider to write about. / P. 114 (Stage 2)
Task 34 Revise your writing. Follow these instructions. / P. 115 (Stage
2)
Vocabulary No specific task
Task 35 Read the text below. Underline the passive sentences as shown
Grammar
in the example given. Then fill in the chart. / P. 97 (Stage 2)
Task 36 Fill the chart below (passive form). / P. 97 (Stage 2)
Task 37 Use the following idea and time expression to make passive
statements. / P. 98 (Stage 2)
Task 38 Change the verbs in the bracket into the passive or the active
forms. See the example. / P. 99 (Stage 2)
Task 39 Use the appropriate pronouns to replace phrases in the previous
sentences. / P. 100 (Stage 2)
Task 40 Pay attention to the underline words. Draw on arrow to show the
reference of the words. See the example. / P. 100 (Stage 2)
Task 41 Complete the text using the appropriate connectives provided. /
P. 101 (Stage 2)
Task 42 Complete the following paragraph with the transitions given. / P.
101 (Stage 2)
Task 43 Complete this letter with and, so, but, or because. / P. 102
(Stage 2)
Task 44 Combine the two sentences to make complex sentences. See t
Task 45 Put the verbs in brackets into the correct forms. See the
For this unit 3, as we can see there are 45 tasks and activities designed for
skills and aspect of language that are supposed to achieve the goal of this unit. To
38
see how the authors present all the tasks, the writer explored them in the following
elaboration.
To introduce the first track listening for this unit, students are sounded off a
text about Cars Should be Banned in Cities. It is a kind of analytical exposition text.
While listening they are asked to fill the blank spaces in the text and then to check
their comprehension about the text, they have to answer the following questions
(Task 1*). This task represents SK 2 and KD 2.2 in the context of analytical
exposition text. The second task is a track about an interview. In this task, students
are also asked to complete the blanks while listening and answer the questions. The
interview that is sounded off is about asking and giving opinion between an
interviewer and a student. It reflects SK 1 and KD 1.1 in term of asking and giving
opinion.
The next task is for speaking skill. The authors designed 13 tasks regarding
this skill. To introduce the material for this unit, the authors try to display one traffic
jam photo to build students’ background knowledge in which many various kinds of
opinions will arise by seeing this picture. That is why in this first task (Task 3*) for
speaking, students are asked to discuss some questions related to the traffic jam
photo. Then for the follow up action, Task 4* asks students to work in groups to
discuss some problems concerning traffic jam. In this task the authors demonstrate
the activity/problem in the form of main mapping concept. Consequently, this can
also be a concept to develop students’ vocabulary.
In the next task, students are again given a sample dialog of giving and
asking opinion (agree and disagree as well) to be learnt and practiced (Task 5*).
39
Then to make sure about their comprehension of the expression, some questions
related to the topic are available for them to be answered (Task 6*). After passing
these tasks, students are given drafts of giving and asking opinion, agreement and
disagreement expression, and how to make a conclusion. After students are given
knowledge about those expressions, they are asked to work in pair to express their
opinion about the topics given. The models of how to express the expression are
provided (Task 7). For the following task (Task 8*), students are instructed to create
a short dialog based on the items given in the following models. These all tasks refer
to SK 3 KD 3.1 (for speaking) and it is integrated with SK 1 KD 1.1 (for
listening) concerning giving and asking opinion.
To introduce the topic of satisfaction and dissatisfaction expression, students
are given some questions to be discussed. The questions are about advertisement
(short functional text) (Task 9*). Then in pairs they are asked to read and practice
the conversations about the same topic (giving and asking opinion and satisfaction
and dissatisfaction). After practicing them, they need to answer the comprehension
questions (Task 10*). After passing the tasks before, students are given a list of
satisfaction and dissatisfaction and how to respond toward the expressions. Then to
check students’ understanding about the topic, they are instructed to work in pairs to
create a dialog based on the conditions given to be performed in front of the class
(Task 11*). These refer to SK 3 KD 3.1 (for speaking) integrated to SK 1 KD 1.1
(for listening) concerning expressing satisfaction and dissatisfaction.
Task 12* is the follow up activity of reading task in which students are asked
to do oral presentation for the text that has been arranged. Next, Task 13* instructs
40
students to prepare and share their opinion by presenting their own oral presentation.
They can choose one of the topics offered or they can choose their own. In preparing
this preparation, they are given tips on how to compose a good presentation. In stage
2, to introduce analytical exposition text, the authors give some opening questions
about English Language to be discussed orally (Task 14*). Then in Task 15*, with a
partner, students are asked to discuss the story in the pictures (smoking) and give
their opinion about it. After discussing this orally, they are asked to write the opinion
in the form of story by stating topic sentence and giving some details. These four last
tasks represent SK 4 and KD 4.2 in relation to analytical exposition text.
For reading skill, the tasks designed are 13. The first task for this skill in this
unit is in regard to short functional text (SK 5 KD 5.1) in which students are asked
to read an advertisement and then answer the following questions (Task 16*). To
introduce the topic about giving and asking opinion, the authors give a model of the
topic in the form of conversation. Then they are asked to read the conversation and
answer the related questions (Task 17*).
In introducing analytical exposition text, Task 18* asks students to rearrange
the cues provided into good sentences. Then composing them into a good paragraph
by using connectors provided in the box. After that, in Task 19* (cultural awareness)
and Task 20*, students are instructed to read the texts and answer the comprehension
questions. In Task 21*, students are given three paragraphs to be compared and then
answer comprehension questions about paragraph. After answering those questions,
students are given knowledge about paragraph including topic sentence and the
related information about topic sentence. To check their understanding about the
41
topic, students are again given Task 22* in which they have to read topic sentences
given and the group of sentences that accompany them and then circle the
information in each group that are not related to the group of topic sentence.
For further action of comprehending the topic, Task 23* instructs students to
read the jumbled text and decide which one is the topic sentence, body, and
concluding sentence. Next, Task 24* asks students to read some sentences and find
the meaning or the reasons why the writer uses the underlined words in their
arguments (introducing emotive and evaluative language). Then they have to answer
the following questions. After that, again students are assigned to find 10 sentences
in articles that use emotive and evaluative language (Task 25*) after they are given
the information about such languages.
Next, after students are given background knowledge about why arguments
are needed in a text, students are asked to read the text given by paying attention to
its structure and answer the questions (Task 26*). To check students’ understanding
about the structure, language used, and other things related to analytical exposition
text, they are asked to match the expressions provided with the name of them (Task
27*). After doing this task, students are again given a broad knowledge about
analytical exposition essay. One last task for reading skill is about job vacancy (short
functional text) and application letter. In this task, students have to read the letter and
then answer the questions (Task 28*). All the tasks in this skill (excluded the first,
second, fourth and the last task) reflect SK 5 KD 5.2 regarding analytical
exposition text.
42
The following tasks are designed for writing skill. The first task (Task 29*)
instructs students to complete the questionnaire of satisfaction and dissatisfaction in
hotel service. After that, in groups of four, students are asked to put the correct
punctuation and capitalization in the text offered. Then they need to separate parts of
the text into the correct analytical exposition text’s organization and provide the
conclusion and the title for the text (Task 30*). The next task (Task 31*) asks
students in groups to choose one of the given topics to be searched the related
information. After getting the information, they have to list the reasons for the topic
and then write a text like the example given.
The follow up task is still about the same problem (analytical exposition), but
different in topic. In this Task 32*, students are asked to choose one exceptional TV
show/movie that many people enjoy. Then in group of four, gather information about
it and write an essay telling the reader why many people enjoy it. The strategy on
how to gather information is provided. For the next task is task designed for
individual. Each student are assigned to write an analytical exposition text by
choosing one of the persuasion topics given or they can write their own idea (Task
33*). Before the finished text is submitted to teacher, students are instructed to do
revision to their writing by asking partner’s comment and using editing checklist
offered (Task 34*). Almost all of those tasks in skill refer to SK 6 KD 6.2 regarding
analytical exposition text.
The next explanation is about tasks designed to grammar aspect. The first
aspect of grammar offered in this unit is passive sentences. In conveying the initial
material, the authors ask students to read a text and underline the passive sentences
43
as shown in the example given. Then fill the chart with the sentences got in the text
by separating the parts of the sentence. As a result, the form of passive pattern is
defined (Task 35*). In Task 36*, students again need to fill the charts of (to be) in all
form of tenses. This can help students in making passive sentences since in forming
passive sentences, to be is required. Then it is continued by Task 37* that asks
students to follow the ideas and time expression to make passive sentences. Next,
one more training for this topic is students have to change the verbs in the bracket
into passive form (Task 38*).
Moving to the next topic (pronoun reference), Task 39* instructs students to
use appropriate pronouns to replace phrases in the previous sentence. Unfortunately,
there is no one example provided for this task. The next (Task 40*) asks students to
pay attention to the underlined words. Then they are asked to draw an arrow to show
the reference of the words and one example is provided. In Task 41* and Task 42*,
students are again asked to complete the text using appropriate connective
(transitional words) provided. The knowledge of these transitional words has been
already given before. After that, the authors introduce another topic namely
compound sentence. After giving information about the topic, students are again
given a work (Task 43*) which instructs them to complete the letter with transition
signals such as and, so, but, or because. Then, in Task 44*, they are asked to
combine the two sentences given to be complex sentences. Next, Task 45* asks
students to change the verbs in brackets into the correct form. The example for this
matter is provided.
44
This unit four is labeled as Telling Story (II) and it is the first unit for
semester II. Since this unit will talk about narrative again, students are expected to
be able to retell folktales and fables, express love, sorrow, and attention, and write a
modern fable. The following is the details about this unit.
Skills and Language

Aspect/SK and KD
Listening/ Task 1 Listen to the following story. Does each picture match with
the story? Put a tick (√) besides the correct statements. / P.
SK 7 KD 7.1 119 (Stage 1)
(love feeling) Task 2 Read and listen to the following conversation. Pay attention to
the intonation in the conversation. Then answer the questions.
SK 8 KD 8.2 / P. 120 (Stage 1)
(narrative) Task 3 Listen to the following quotations. Then match the people to
what they say about love. / P. 123 (Stage 1)
Task 4 Listen to the following story. Then answer the questions.
Choose true (T) or false (F). / P. 128 (Stage 1)
Speaking/ Task 5 What do you think about love? Make an expression of love or
your emotion of love like the examples given on the last
SK 7 KD 7.1 page. Then say it in front of the class. / P. 124 (Stage 1)
(listening-integrated/ Task 6 Work in pairs. Make dialogs using the expression of sorrow
attention, sorrow, and based on the following situations. Don’t forget to express
love) your attention and respond to your friend’s story. / P. 124
(Stage 1)
SK 9 KD 9.1 Task 7 Work in pairs. One student read the story. Another student
(attention, sorrow, and responds to the story by giving attention expressions. / P. 126
love) (Stage 1)
Task 8 Work in group of six. Read the following script story. Choose
SK 10 KD 10.2 one of these activities. / P. 128 (Stage 1)
(narrative text) Task 9 Retell a story. Do the following instructions. / P. 132 (Stage 1)
Reading/ Task 11 Read the story below. Then answer the questions. / P. 133
(Stage 1)
SK 11 KD 11.2 Task 12 Read the following fable. Then answer the questions. / P.
(narrative text) 135 (Stage 2)
(Stage 2)
Task 14 Work in pairs to match the fables in the left column with the
appropriate sayings in the right column. / P. 137 (Stage 2)
Task 15 Read the following comic strip. Find the message of the
story. / P. 148 (Stage 2)
Task 16 Read this story carefully. Pay attention to its text
organization and language features. / P. 150 (Stage 2)
Task 17 Read the following fable. Then answer the questions. / P.
45
151 (Stage 2)
Task 18 Work in pairs. Rearrange the following jumbled paragraphs,
so that they can make a good and meaningful fable. / P. 152
(Stage 2)
Writing/ Task 19 Supply the correct punctuations for this text. / P. 147 (Stage 2)
Task 20 Plan a draft of a story from classic or modern fable (Mickey
SK 12 KD 12.2 Mouse, Donald Duck, Sponge Bob, Winnie The Pooh, etc). /
(narrative) P. 153 (Stage 2)
Vocabulary Task 21 Look at the following pictures. Then match each picture with
the suitable title of the folktale. / P. 118 (Stage 1)
Task 22 Look at the pictures of these animals. What fables do you
remember? / P. 134 (Stage 2)
Grammar Task 23 Change the verbs in the brackets into the correct past form. /
P. 127 (Stage 1)
Task 24 Read the text below carefully. Identify past form. / P. 138
(Stage 2)
Task 25 Put the verbs into the correct form of past perfect or past
simple. / P. 139 (Stage 2)
Task 26 Put the verbs into the correct form of past continuous or
simple past. / P. 140 (Stage 2)
Task 27 Put the verbs into the correct form of future in the past or
simple past. / P. 140 (Stage 2)
Task 28 Underline the action verbs in this text. See this example. / P.
141 (Stage 2)
Task 29 Do the following instructions. / P. 142 (Stage 2)
Task 30 Develop the following nouns into noun phrases. / P. 144
(Stage 2)
Task 31 Develop the following sentences with adverbs of manner,
place and time. / P. 145 (Stage 2)
Task 32 Put appropriate connectives in the following story. / P. 145
(Stage 2)
Task 33 Continue the following sentences. / P. 146 (Stage 2)
As we can see there are 33 tasks and activities for this unit. All of these are
designed in order to achieve the goal as confirmed in the beginning of this unit. For
further information about all the tasks, the following is its expansion.
For listening section, tasks designed are four (excluding integrated skill). The
first task (Task 1*) is designed in the form of matching story of which students have
to match the pictures with the story heard by putting a tick beside the correct
statements provided. Then in Task 2*, students are asked to read and listen to a
conversation about a legend and then answer some comprehension questions related
to the story. Then after introducing the expression of love, students are given the
46
next task (Task 3*) that instructs them to listen to a number of love quotations and
match them with the person who said it (as an introductory of expressing love).
After that, the next task asks students to listen to a story of Joko Tole folktale and
based on the story heard they have to choose whether the statements provided are
true or false (Task 4). All these tasks (excluded task 3) reflect SK 8 KD 8.2
regarding narrative text.
It is time to explore tasks made for speaking section. The first task for this
skill begins by asking students’ thought about love. Then they are asked to make an
expression of love or their emotion of love like the examples given in introductory
part (Task 5*). Then after giving material about expressing sorrow and attention,
students are again instructed to work in pairs, make a dialog about expression of
sorrow based on the given situations, and give attention and respond to the partner’s
story (Task 6*). Next in Task 7*, in pairs, students need to do oral production
practice by reading a story aloud to their friend and the partner listens to her/his
friend story by giving attention expressions. These tasks represent SK 7 KD 7.1 (for
listening) and SK 9 KD 9.1 (for speaking)
The next task is about performing a scrip story. Students in group of six are
asked to study the script of Timun Mas and then perform one of two activities
suggested in front of the class. They can choose to perform it as a drama or a puppet
show (Task 8*). The following task is doing a story retelling (Task 9*). In this task,
students are instructed to remember a folktale from their region or other place and
retell it in front of the class by using pictures or other equipments to attract listeners’
attention. In doing presentation, students are given hints or tips on how to give good
47
presentation. Then one more task related to fable is given. Here, students are given
some questions to be discussed in regard to fable (Task 10*). These are given to
build students background knowledge of fable. Tasks started from task 8-10 are
intended to achieved SK 10 KD 10.2 due to narrative text (integrated with
listening)
Reading tasks begin with a task which serves a story to be read by students
and they should answer the provided questions afterward. The text is served in
cultural awareness part with a topic –Valentine’s Day is not Part of Our Culture-
(Task 11). Then it is followed by Task 12* and Task 13* which ask students to read
the fable story and find out the comprehension questions given. Next, in the
following task, students are again given eight fables to be matched with eight
familiar sayings (Task 14*). Then it is followed by Task 15* that presents comic
strip about a wizard and a little pupil Jojo Mouse. From the story, students are asked
to find the message that wants to be delivered by the writer.
Then through Task 16*, students are given a story completed with knowledge
of a complex narrative text and all things related to the text including text’s
organization and language features like noun phrase, tenses used, connective verbs,
etc. The authors deliver the material in easy ways in which the important points are
given green stabilo with the explanation next to them. To check students’
understanding about what have been taught, they are again given a task of which
they have to read a story given and find out the following questions (Task 17*) and
then in pairs, rearrange the jumbled paragraphs to be a good and meaningful one
(Task 18*). Those are designed to attain SK 11 KD 11.2 in term of narrative text.
48
For writing segment, there are only two tasks offered. Task 19* asks students
to supply the correct punctuation for the text presented and the last one Task 20*
assigns them to plan a draft of classic or modern fable. In writing the draft, students
are given steps on how they arrange their story. These refer to SK 12 KD 12.2 in the
context of narrative text.
For vocabulary part, the authors also provide two tasks only. The first one is
given on first part of Stage 1 in which students are asked to recognize the story of
the pictures displayed and then match the pictures with the title provided in the box
(Task 21*). Then in Task 22*, students need to look at the pictures of animals and
then fill the blanked stories’ title provided by the name of animals showed in the
pictures.
For grammar section in this unit, the authors create 11 tasks. The first (Task
23*) instructs students to change the verbs in the brackets into the correct past form.
The task is constructed in the form of fable story and before the task is given, they
have been given information about the tenses and other special expressions used in
narrative text. Then in Task 24*, students have to read the text presented and again
identify past form. After that, they are given the knowledge of past tenses including
past continuous, past perfect, and past future. After having this knowledge, they are
asked to put the verbs into the correct form of past perfect or past simple (Task 25*),
past continuous or simple past (Task 26*), and past future or simple past (Task 27*).
The next task (Task 28*) is also made in the form of fable story and students
need to underline the action verbs in the text (the example is provided). Next, Task
29* asks students to read the text in the previous page again and then find the
49
thinking verbs, sentences consisting of feeling verbs, saying verbs in the text, and
complete the sentences with direct speech. After that, Task 30* is made to examine
students’ ability in developing noun phrase, so that they are asked to develop some
nouns given to be noun phrases. Next, they are given knowledge about adverbs
including adverb of manner, place, and time and then they are assessed about this
topic in Task 31*. In Task 32*, students are asked to put appropriate connectives in
the story presented after they are given the list of the connectives beforehand. The
last task then instructs students to continue the sentences provided by using
conjunctions like and, but, or, because, or so (Task 33*). The knowledge about this
is given before they are assessed.
The chapter heading for this unit is Telling Funny Stories. The goals that are
expected to be attained by students after learning this unit are they are able to retell
funny story, express embarrassment and anger, and write a funny story. The
exploration about the content of this unit is described as follow.
Skills and Language

Aspect/ SK and KD
Listening/ Task 1 Listen to a story about a school boy named Michael. Complete
the missing words. Then answer the questions. / P. 157 (Stage
SK 8 KD 8.2 1)
(spoof text) Task 2 Say whether these sentences have rising (R) or falling (F)
intonation. / P. 160 (Stage 1)
Task 3 Listen to the following monolog. While listening, complete the
text. Then answer the questions. / P. 161(Stage 1)
Speaking/ Task 4 Look at the following picture. Then answer the questions
orally. / P. 156 (Stage 1)
SK 7 KD 7.2 Task 5 Look at the following picture. Read the dialog and answer the
(listening- questions. / P. 158 (Stage 1)
integrated/embarrassment Task 6 Try to understand this cartoon. Then answer the questions. / P.
and anger expression) 158 (Stage 1)
50
SK 9 KD 9.2 Task 8 What would you say in the following situations? / P. 160
(embarrassment and (Stage 1)
anger expression) Task 9 Work in groups. Do the instructions. / P. 163 (Stage 1)
Task 10 Tell your funny experience in front of the class. / P. 164
SK 10 KD 10.2 (Stage 1)
(spoof text) Task 11 Look at the following pictures. Then answer the questions. / P
166 (Stage 2)
Task 12 Answer the following questions (related to spoof text). / P.
176 (Stage 2)
Reading/ Task 13 Read the following cartoon. Then answer the questions. / P.
162 (Stage 1)
SK 11 KD 11.2 Task 14 Work in groups. Read the text to find the answers of the
(spoof text) following questions. / P. 163 (Stage 1)
(Stage 1)
Task 16 Read the story. Then answer the questions. / P. 167 (Stage 2)
Task 17 Read the story. Then answer the questions. / P. 167 (Stage 2)
Task 18 Read the following story. Pay attention to the structure and
language features. Then answer the questions. / P. 176 (Stage
2)
Writing/ Task 19 Work in groups of four. Supply the orientation and the twist
for this story. Is the title appropriate to the story? Explain the
SK 12 KD 12.2 reason and change it if necessary. / P. 177 (Stage 2)
(spoof text) Task 20 Follow these instructions. / P. 177 (Stage 2)
Vocabulary Task 21 Complete the story with the words provided in the box. / P.
168 (Stage 2)
Task 22 Put the following words into the correct sentences. Use each
word once only. / P. 174 (Stage 2)
Grammar Task 23 Look at these pictures. Where were these people at 3 p.m.
yesterday? See example. / P. 168 (Stage 2)
Task 24 Put in was/wasn’t/were/weren’t. Number one has been done
for you. See the example. / P. 169 (Stage 2)
Task 25 Change the verbs in brackets into the correct form of simple
past tense. / P. 169 (Stage 2)
Task 26 Complete the following crossword by filling in the past tense
of the verbs in the sentences below. / P. 170 (Stage 2)
Task 27 Look at the pictures. Where were the people at 3 p.m.
yesterday and what were they doing? / P. 171 (Stage 2)
Task 28 Baldy did a lot of things yesterday morning. Write a sentence
for each picture. / P. 171 (Stage 2)
Task 29 Put the verbs in the brackets into the correct form of Simple
Past Tense and Past continuous Tense. / P. 172 (Stage 2)
Task 30 Read the story aloud. Put one of these words in each empty
space. / P. 173 (Stage 2)
Task 31 Match the events with circumstances below using when or
while. / P. 175 (Stage 2)
Task 32 Work in groups to predict what happened before. See the
examples. / P. 175 (Stage 2)
51
As can be seen in the chart above, all tasks designed for this unit are 32. For
listening section, students are supplied 3 tasks (excluded integrated tasks). Task 1*
asks students to listen a story (spoof text) about a school boy and fill the blanks in
the story with the words they hear. To check their comprehension about the text,
they are given some questions in relation to the text. In Task 2*, students are tested
to differentiate intonation whether rising or falling. In doing this task, students are
sounded off 10 sentences to be said as rising or falling intonation. Then Task 3*
instructs students to listen to a monolog text, complete the blanks, and answer
comprehension questions. This story is also made in the form of spoof text
completed with the information of its structure beside it. All the tasks refer to SK 8
KD 8.2 concerning spoof text.
For speaking part, students are given 9 tasks. It is started with Task 4*
which asks students to look at the pictures showed on the first page of the unit. This
picture is made as an activity to introduce the topic for this unit (funny story/spoof)
and then after looking at the picture, they need to answer questions related to it
orally. Then the next task (Task 5*) followed by Task 6* give instruction to students
to look at the cartoons, try to understand, and answer the questions of
comprehension. After that, in Task 7*, students are asked to discuss several
questions related to their experience when they face embarrassing or angry condition
(an introductory of embarrassment and anger expression). Then they are given some
lists concerning with the expression.
To ensure students’ understanding about these expressions, they are offered
3 conditions in which they can feel those feeling and say such expressions to express
52
it (Task 8*). Task 9* instructs students to work in groups, find a funny story in a
magazine or elsewhere, make a set of pictures to retell the story by completing it
with dialog, and tell the finished story to other groups. As a follow up, then they are
asked to tell their funny experience in front of the class (Task 10*). In stage 2, they
are again displayed a cartoon to be understood and then answer the questions (Task
11*). To start giving material about spoof text, students are questioned some issues
about spoof text’s structure (Task 12*). These tasks are made to present SK 9 KD
9.2 regarding expressing embarrassment and anger, SK 10 KD 10.2 in the
context of spoof text, and they are integrated with SK 7 KD 7.2 related to
expressing embarrassment and anger.
Reading section has six tasks. It is started with Task 13* which presents
story in cartoon form and asks students to read, understand, and answer
comprehension questions. Then the following tasks (Task 14*, Task 15*, Task 16*,
Task 17*, and Task 18* respectively ask students to read spoof text (except Task 15
concerning cultural awareness) and answer the following comprehension questions.
Different from the other texts, Task 18* gives detail information about spoof text
including its structure and language features. The tasks refer to SK 11 KD 11.2
regarding spoof text.
Next section, writing skill, only has two tasks. The first task, Task 19* is
designed to students of which they have to supply the orientation and the twist for
the in complex story and change the title if they think it is not suitable (work in
groups). Then, in Task 20*, students are asked to make a draft of a funny story they
have read and consult it with their teacher for improvement. After that, they have to
53
write a good story from the draft returned and ask their friend’s assessment before
they hand it to their teacher. The peer assessment is done by following the checklist
provided. All these reflect SK 12 KD 12.2 in the context of spoof text.
For vocabulary aspect, students are also given two tasks. Task 21* is made
in story form in which students are asked to complete the story with the suitable
words provided. Then one more task (Task 22*) is designed in the form of direct
speech and students need to complete the statements with appropriate saying verbs
provided.
For grammar aspect, tasks provided are 10. The first one made for this
aspect is Task 23* that instructs students to look at the pictures and see where were
the people at 3 p.m. a day before. Then they have to complete the sentences with the
activities done by the people in the pictures by using simple past tense. The rest
works are all designed for past tenses regard. Task 24* asks students to put
was/wasn’t/were/weren’t in the sentences given. Then Task 25* instructs students to
change the verbs in the brackets into the correct simple past form. It is followed by
Task 26* which asks students to change the verbs offered into past form and
complete the sentences with the changed verbs. Then fill the verbs into crossword
provided.
Task 27* is designed like Task 23 in which students have to look at the
activities done by people in the pictures and complete the sentences using past
simple and past continuous with the activities seen. Task 28* then instructs students
to write a sentence for each picture about what Baldy did a day before. Task 29* is
again designed in story form and it asks students to change the verbs in the brackets
54
into past simple and past continuous. After that, in Task 30*, students are asked to
read the story aloud and put a proper pronoun into each number of empty space.
Next, Task 31* is made in the form of matching test. It asks students to match each
event offered with the circumstances provided by using when or while. The last one,
Task32* gives instruction to students to work in groups and read some events given.
After that, they have to predict the possible events happened before the events given
before.
The chapter heading for this sixth unit is It Should Be Like This. This unit has
goals that have to be achieved by students at the end of the lesson. The goals are
students are able to give arguments and suggestions, express attitude and annoyance,
and write an argument text. The explanation about this unit is elucidated as follow.
Skills and Language

Aspect/ SK and KD
Listening/ Task 1 Listen to the cassette. Then answer the questions. / P. 181
(Stage 1)
SK 7 KD 7.2 Task 2 Listen to the following conversation between a daughter
(expressing and her mother. While listening, complete the text below.
embarrassment, anger, and Then answer the questions. / P. 184 (Stage 1)
annoyance) Task 3 Listen to the cassette. Fill in the blanks. Then answer the
SK 8 KD 8.2
(hortatory exposition)
SK 9 KD 9.2
(speaking-
integrated/expressing
annoyance)
Speaking/ Task 4 Pay attention to the following text. Then answer the
questions orally. / P. 180 (Stage 1)
SK 8 KD 8.1 Task 5 Try to express your attitudes. Complete the sentences below
(listening- with what you are thinking and your own suggestion. Then
integrated/advertisement) share your ideas in front of the class. / P. 182 (Stage 1)
Task 6 Give solutions to the following problem. Complete the
SK 10 KD 10.1 sentences. / P. 182 (Stage 1)
(short functional text: Task 7 Discuss the following questions. / P. 185 (Stage 1)
55
advertisement) Task 8 Work in groups. Read the following issue. Then follow the
instructions. / P. 187 (Stage 1)
SK 10 KD 10.2 Task 9 Make your own oral presentation in the form of hortatory
(hortatory text) exposition. Choose one of the following issues. / P. 188
(Stage 1)
SK 11 KD 11.1 Task 10 Look at the following photo. Then answer the questions. /
(reading-integrated/ P. 190 (Stage 2)
advertisement) Task 11 How do you like it? Give your opinion about the following
advertisement. / P. 197 (Stage 2)
Reading/ Task 12 Read the following text. Pay attention to the purpose of
each paragraph. Then answer the questions. / P. 185
SK 11 KD 11.2 (Stage 1)
(hortatory exposition) Task 13 Read the following text carefully. Then answer the
Task 14 Read the following opinion. Then answer the questions. /
P. 191 (Stage 2)
Task 15 Read the following paragraphs. Underline the sentences
containing subjective opinions. Then change the
subjective statements into the objective statements. / P.
195 (Stage 2)
Task 16 Read the following text. Then answer the questions. / P.
197 (Stage 2)
Task 17 Work in pairs. Pay attention to the structure of the text
below. Then answer the questions. / P. 198 (Stage 2)
Task 18 Label the paragraphs below with parts of structure in
hortatory exposition. Then arrange them in order. / P. 199
(Stage 2)
Writing/ Task 19 Read the text again. Pay attention to the fourth paragraph.
Change this paragraph with your own opinion. Give your
SK 12 KD 12.2 recommendations to AFI’s producer. / P. 191 (Stage 2)
(hortatory exposition) Task 20 Work in groups of four. Complete the text with the thesis,
recommendation, and supply the best title. / P. 200 (Stage
2)
Task 21 Work in groups. Complete the text with the thesis
(introduction), recommendation, and supply the best title.
/ P. 200 (Stage 2)
Task 22 Work in groups of four. Collaborate with your friend to
make composition. Choose one of these topics. / P. 201
(Stage 2)
Task 23 Make your own hortatory exposition text. Follow these
instructions. / P. 202 (Stage 2)
Vocabulary Task 24 Fill in the blank spaces with the words in the box. / P. 194
(Stage 2)
Grammar Task 25 Work in pairs. Then answer the following questions. / P.
192 (Stage 2)
Task 26 Analyze whether these sentences contain strong, moderate,
or tentative modality. / P. 193 (Stage 2)
Task 27 Work in pairs. Underline the abstract nouns used in the
text below. / P. 194 (Stage 2)
Task 28 Fill in the blank spaces with the appropriate connectors or
phrases to make recommendations. / P. 196 (Stage 2)
56
As can be seen in the chart above, all tasks designed for this unit is 28 tasks.
For listening section there are 3 tasks provided. Task 1* give instruction to students
to listen to the cassette. Here, they are asked to listen to the track about a radio
announcer who is talking with two senior high school students through phone call
during a segment of Beautiful World. The two students call to give their ideas about
the issue offered by the announcer. After students listen to the talking, they have to
answer three questions about the suggestions given by the callers.
In responding many various kind of issues that are usually presented in
hortatory text, most people will feel annoyed. That is why the authors give students a
draft of expression used in expressing annoyance and how to reduce annoyance. To
check out their understanding about the expression, they are offered a task (Task 2*)
which asks students to listen to a conversation between a daughter and her mother
who are talking about an issue on a newspaper that make them annoyed (refers to
SK 7 KD 7.2 and SK 9 KD 9.2 regarding expressing annoyance). While listening,
students need to fill the blank spaces in the conversation and answer the following
questions. Then again in Task 3* students are presented a hortatory text of which
contains several blank spaces. To complete the spaces, students need to listen to the
text sounded off and at the end, they have to answer some comprehension questions.
In this text, the authors introduce a hortatory text with its structure. These all tasks
represent SK 8 KD 8.2 in term of hortatory exposition text.
For speaking skill, students are supplied eight tasks. The first task (Task 4*)
is presented in the form of a picture of waste with an explanation beside it. After
understanding the problem in the picture, students are asked to give responds orally
57
toward the questions provided beneath the text. Before continuing to the next task,
students are given a draft of how to express attitude such as expressing justification,
thinking expression, speculation, agreement, disagreement, using connective verbs,
and phrases used in hortatory text. After that, they are given Task 5* which asks
students to express their attitude by completing the sentences made to respond the
issue given. Then they need to perform their idea in front of the class. As a follow
up, in Task 6*, they are again given the similar format task in which they have to
give their ideas by completing the sentences of responding issues.
To introduce hortatory exposition text comprehensively, students in Task 7*
are asked to discuss and give their ideas for the number of questions about an issue
(money and corruption) orally. Then it is followed by Task 8* that instructs students
in groups to read an issue given and make their arguments of pros or cons by giving
evidences and recommendations to support their ideas. After that, they are asked to
report the arguments in front of the class. To assess students individually, they are
asked to make their own oral presentation in hortatory exposition form by choosing
one of the issues offered (Task 9*). To propose another issue, Task 10* gives
instruction to students to look at the picture displayed on the first page of stage 2 and
discuss the following questions. All these tasks reflect SK 10 KD 10.2 in the
context of hortatory exposition text. Then in Task 11*, the authors try to present a
short functional text in the form of advertisement and asks students’ idea about it
(refers to SK 10 KD 10.1 integrated with SK 8 KD8.1, and SK 11 KD 11.1).
For Reading skill, students are provided six tasks. The first one (Task 12*)
orders students to read a hortatory text, study the purpose of each paragraph, and
58
answer the related questions. The next task (Task 13*) is made for showing foreign
culture (cultural awareness) carefully and answer the related questions. Then for
reading comprehension of hortatory text, Task 14* gives students an opinion text to
be understood the content and answer the following questions. Next, in Task 15*,
students are asked to read a text, underline the sentences containing subjective
opinions, and change them into objective statements. The examples and explanation
about such opinions are supplied previously. Again in Task 16*, students are asked
to read a text about Should Ads be Banned from TV Program? And answer the
following questions. The next task offers a text with its structure and asks them to
answer some questions (Task 17*). Then it is followed by Task 18* that instructs
them to label the paragraphs given with the structure of hortatory exposition and
arrange them orderly to be a good text. Those are represented SK 11 KD 11.2 in the
context of hortatory exposition text.
To train students’ ability in writing hortatory text, five tasks are provided.
The first task (Task 19*) is designed as a further task from reading text. This task
asks students to change the fourth paragraph of reading text on page 191 with their
own opinion as recommendations to AFI’s producer. Then Task 20* and 21* ask
students to work in groups of four, complete the text with the thesis statement,
recommendation, and supply the best title for it. Next, Task 22* instructs students to
work in groups to compose a hortatory exposition text by choosing one of the topic
proposed. In composing this writing, they need to follow the tips given. To assess
students’ writing ability individually, they are asked to make their own hortatory
exposition text by following the instructions (Task 23*). Before handing in the
59
writing to the teacher, they need to revise their project by asking their partner’s
comment and use editing checklist. These reflect SK 12 KD 12.2 in term of
hortatory exposition text.
For vocabulary aspect, it is only one task provided. This work is made in the
form of completion item in which students have to fill the blank spaces of the
sentences with the appropriate words provided in the box (Task 24*). For grammar
concern, students are granted with four tasks. The first one, students are asked to
work in pair to answer the questions regarding modal verbs and adverbs of certainty
(Task 25*). Then it is followed by Task 26* which orders students to analyze
whether the sentences contain strong, moderate, tentative modality after they are
given an information about them previously. Next, after students are given
information about abstract nouns, Task 27* instructs them to work in pairs to
underline the abstract nouns in the text provided. Then in Task 28*, students are
instructed to fill the blank spaces with proper connectors or phrases to make
recommendations. The information about the connectors and phrases used in
hortatory text is also provided.
Those are the elaboration of the tasks designed for all units. For the three first
units (Unit 1, 2, 3), tasks designed for each of them are made to achieve the goal of
SK and KD for semester 1. That is, SK 1-6 and KD 1.1, 1.2, 2.1, 2.2 ( for listening
concern), 3.1, 3.2, 4.1, 4.2 (for speaking concern), 5.1, 5.2 (for reading concern), 6.1,
6.2 (for writing concern). While the three last units are designed to deliver the
content of KTSP for semester 2 consisted of SK 7-12 and KD 7.1, 7.2, 8.1, 8.2 (for
60
listening), 9.1, 9.2, 10.1, 10.2 (for speaking), 11.1, 11.2 (for reading), 12.1, 12.2 (for
writing).
If we take one look, it can be seen that all the goals are achieved and match
with KTSP. But, through this analysis, the researcher found that there is one KD for
each semester is missing. The absent KDs (KD 6.1 and KD 12.1) are in accordance
with short functional text for writing. It means that 2 of 24 KD are not included.
Consequently, if we convert into percentage, it can be inferred that 91.66 % of the
textbook’s content match or agree with KTSP since 8.34 % of them are incomplete.
In addition, in terms of texts provided, the authors offer many various topics
for the text genres in every unit (1-6) and supply them with information of the
generic structure and the language features. Those texts correspond to the course
goal as well and they are served in well known topics or whilst debate issues that fit
students’ need. Furthermore, in relation to cultural session, students are presented the
topics which are not only about Indonesian’s concern that suit their cultural
background, but they are also offered foreign stories. In line with this, critical tasks
regarding the texts are also offered to promote students to think critically such as
argument and analytical exposition text that formulate students to think, give
reasons, and resolve the problems given.
As in unit 1, students are given report text in many various ways and topics
which are supplied in the form of listening, reading, and grammar section. As well as
for the second unit which presents narrative writing in many kinds of topics such as
horror, fable, mystery story, and so on. Also, the same things happen for the third,
fourth, fifth, and sixth unit which present analytical exposition, complex narrative,
61
spoof, and argument text respectively. Those make students know that one genre of
writing can be made in many various topics.
On the other hand, sometimes in presenting materials, the tasks offered are
not really balance. Reading is the skill that almost predominates in every unit
whereas KDs for reading are only 2 for each semester and the same task format for
the skill is often served such as read the story, pay attention to the text’s structure,
and answer the questions. As a result, it gives impression as if the authors serve texts
too much and spend many times in reading. Additionally, in unit 5, grammar aspect
are more dominant than the others whereas the aspect (past form) has been taught
mainly in the previous unit. What is more, there is an imbalance in serving task in
unit 6 in which speaking skill concerning annoyance expression has only one task
and it is integrated with listening skill (Task 2). While the rest tasks designed for
speaking are in accordance with hortatory exposition (5 tasks), expression attitude (2
tasks), and short functional text (1 task).
Even so, all skills reflected in the tasks provided are integrated well. So that,
sometimes in doing one task students are involved in performing four skills. In case
of skills acquiring process, students are provided sufficient guidance by giving
information/knowledge, examples, tasks/activities concerning the topic taught, and
instruction on what and how they will carry out the tasks. As a result, through these
all guidance and tasks, students are expected to be able to enhance and reinforce
their cognitive skills.
In terms of the acquiring process of language aspects, grammar and
vocabulary are taught through reading text. By learning report text, for instance,
62
students are introduced simple present tense and all related grammar regarding the
text such as linking and behavioral verbs. The tasks for grammar rules are designed
in a various forms like combining sentences, changing verbs in texts into appropriate
forms, underlining verbs ordered, correcting wrong sentences, completing sentences,
etc. Those all assist students in mastering the rule of grammar use in every condition.
While vocabulary aspect is served in some forms of tasks like labeling the
pointed parts with the words provided, matching pictures with the words given, and
in the form of Say It Right that presents phonetic transcription of vocabulary, etc.,
but the tasks do not cover all units and aspect of material served. In all units of this
textbook, there are only 10 tasks designed for vocabulary with 5 others made in
phonetic transcription forms.
After accomplishing the whole analysis, it can be assumed that all tasks and
activities illustrated are made to develop learners’ language. This development can
be seen through many various activities and tasks offering a number of expressions
used in daily life and some kind of texts that are usually found in everyday life as
well. These encourage and prepare students to be able to communicate in English
spoken as well as written for transactional, interpersonal, and accessing knowledge
purposes. So that, they can fulfill their communication demands and compete
globally as highlighted by the curriculum (informational level of literacy).
In designing the tasks, the authors generally give students exercises to be
done in groups or in pairs before they are given individual tasks. These reveal that
students are trained how to work together cooperatively involving communication or
interaction among their friends and teacher. To make students easier in acquiring the
63
materials, they are often provided a model/sample with some clues. For example,
before asking students to create a certain dialog, they are given an example/model of
the dialog to be studied and performed. Thus, they have an idea about how to
compose another model of the dialog.
Additionally, those tasks are designed to guide students in acquiring the
material presented and reinforce what they have learned. They are also made in
various formats to challenge and motivate students in learning process. For instance,
they are designed in the form of guessing game, completing word, matching item,
rearrangement items, performing drama, oral presentation, group/peer work, etc.
Hence, students will feel fascinated and curious to do the tasks as a challenge for
them.
In regard to free and controlled exercises/tasks, this textbook serves them
proportionately if we take account of their quality since one free exercise covers
numerous controlled ones. Task 5 in unit 1, for instance, instructs students to work in
pairs in order to find fascinating facts of a certain animal and then report them in the
form of dialog. This free exercise is made to train students in reporting something. In
fact searching process, students are free to choose what animal they want to report
and it involves not only speaking skill, but also writing, reading, and listening.
Furthermore, this textbook is composed and published in Indonesia and it is
available locally. In conveying the materials, this book provides layout clearly and
attractively completed with pictures and coloured print which is easy to read. To
support the listening material, it is also supplied with audio cassette to facilitate
students’ need in listening section. This audio can also be downloaded from internet.
64
To simplify all these elucidation, the checklist of textbook evaluation was
used to check how good the textbook is by observing the standards/criteria. The
result of the observation was compared to the observation result done by a rater (an
English teacher of senior high school) in order to validate the finding. Despite the
fact that almost all results are alike, there are some points of the criteria marked by
the rater are different with what the writer found throughout the observation process.
The different points were in relation to cognitive skills reflected in the skills
presented that challenge learners, the balance of controlled and free exercises, the
variety of tasks and activities presented, grammar rules created to facilitate students,
and instruction provided for teacher. From 23 points of the good characteristics
stated in the checklist, only 6 are different as explained before. Thus, this finding is
reliable.
4.2 Discussion
In this discussion, the interpretation of this research was revealed based on
the result of the data presentation and analysis. The following are the details.
4.2.1 The Final Result of The Analysis
After the analysis was conducted by matching the content of the textbook
with KTSP and observing the questions of the checklist, the relevance of the
textbook can be seen by synthesizing the result of both categories (matches with the
curriculum and represents the criteria of a good textbook). In reference to the
conformity level between the textbook’s content and KTSP, as mentioned before that
91.66 % of the content agree with the curriculum. Since the rate is more than 50 %
and almost reaches 100 %, it can be inferred that the book is relevant to KTSP.
65
While in case of the standards/criteria cover by the textbook, it can be seen over the
points that have been ticked in the checklist provided in appendix. Although almost
all criteria is owned by the textbook, there is no guidance for teacher including
instruction, method and technique that should be used, and answer key.
4.2.2 The Deficiencies of The Textbook’s Content
Eventhough the textbook is relevant to use, as a manmade, it has deficiencies
as well. Apart from two omitted KDs and unavailable guidance for teacher, the
shortages are also included:
1. Sometimes in presenting materials, the tasks offered are not really
balance in which reading tasks are almost predominates in every unit
whereas KDs for reading are only 2 for each semester,
2. There is an imbalance task served for speaking skill in unit 6 with
reference to annoyance expression,
3. Eventhough the new vocabulary words presented in some variety ways,
it does not cover all of the material since the tasks and activities
provided for this aspect is limited,
4. There is no needed glossary provided for this book.
4.2.3 Checking of Data Validity
In checking the validity of the data, the writer used concept of triangulation
to support the researcher’s finding. As declared by Denzin, 1978 cited in Penn State
Personal Web Server, there are four basic types of triangulation, but for this
research, the writer only conducted two of them:
66
a. Data Triangulation
To triangulate the data, the writer compared the finding data with the
interview data. The interview was held by interviewing a second year
English teacher and asking questions of the checklist revealed in
appendices. The result of the interview is mostly relevant to the finding.
b. Investigator Triangulation
In this phase, the writer asked a lecturer as an evaluator to review the
finding, so that the finding can be applicable.
67
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
In accordance with the result of the study, conclusions can be drawn as
follows:
The textbook Look Ahead 2 is dedicated to the second graders of senior high
school of which its content is related to KTSP. All the skills (listening, speaking,
reading, and writing) demanded by the curriculum are integrated well with many
various tasks and activities designed for them in acquiring process.
Transactional and interpersonal expressions taught by the textbook claims to
what intended by the curriculum that the second graders of senior high school need
to learn and acquire some expressions namely: satisfaction and dissatisfaction,
giving and asking opinion, giving advice, warning, accepting request, expressing
relief, pain and pleasure feeling, expressing attention, sorrow and love feeling,
embarrassment, anger, and annoyance. These expressions are taught through
listening and speaking skill designed in the form of dialog/conversation/interview
and matching situation with the expression.
68
In terms of genre of reading texts served are also match with the curriculum
i.e. report, narrative, analytical exposition, narrative, spoof, hortatory exposition,
and short functional text. These texts are also supplied in listening and speaking skill
in the form of dialog/interview, oral presentation, role play, and retelling story.
Meanwhile, writing tasks/activities served are in the form of completing text and
composing free writing for such texts with the exception of short functional text.
Accordingly, this textbook is relevant to KTSP.
In the context of the standard of a good textbook, Look Ahead 2 covers
several items of the features including its capability in supporting program and
course, skill, grammar and vocabulary, tasks and activities, and practical concern
excluded teachers’ manual.
To sum up, though the textbook lacks of some points, most of the content of
Look Ahead 2 supports the material suggested in competency standard and basic
competency of KTSP and holds several points of textbook’s good characteristics.
5.2 Suggestions
Considering of what the writer has found through the analysis, it is suggested
that:
1. Look Ahead 2 should be adjusted to complete the two missing basic
competence (KD) and other shortcomings like balancing the tasks and
providing sufficient vocabulary in variety ways,
2. Teacher who uses this textbook should be more critical in conveying the
material in order to cover all of the material expected in the curriculum
69
and he/she should also be creative to create positive/enjoyable atmosphere
in classroom since there is no teachers’ guidance provided,
3. For the authors, it is strongly recommended to provide glossary to ease
students in learning process.
70
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72
Appendix 1
Competence Standard and Basic Competence of KTSP
Competence Standard (SK) Basic Competence (KD)
SEMESTER I
LISTENING 1.1 Responding the meaning in sustained and

1. Understanding the meaning in formal interpersonal and transactional
sustained and formal interpersonal conversation accurately, fluently, and
and transactional conversation in acceptable by using spoken language in
daily life context. daily life context and involving action:
giving and asking opinion, expressing
satisfaction and dissatisfaction.
1.2 Responding the meaning in sustained and
formal interpersonal and transactional
conversation accurately, fluently, and
acceptable using spoken language in daily
life context and involving action: giving
advice, warning, accepting request,
expressing relief, pain, and pleasure feeling.
2. Understanding the meaning of short 2.1. Responding the meaning in formal and
functional and monologue text such informal oral short functional text
as report, narrative, and analytical accurately, fluently, and acceptable in
exposition in daily life context.
various context of daily life.
2.2. Responding the meaning in monolog text

using spoken language accurately, fluently,
and acceptable in daily life context in the
text of report, narrative, and analytical
exposition.
SPEAKING 3.1 Expressing the meaning in sustained and

3. Expressing the meaning in sustained formal interpersonal and transactional
and formal interpersonal and conversation using spoken language
transactional conversation text in accurately, fluently, and acceptable in daily
daily life context. life context and involving action: giving
and asking opinion, expressing satisfaction
and dissatisfaction.
3.2 Expressing the meaning in sustained and

conversation using spoken language
accurately, fluently, and acceptable in daily
life context and involving action: giving
advice, warning, accepting request, and
expressing relief, pain, and pleasure feeling.
1
4. Expressing the meaning in short 4.1. Expressing the meaning in formal or
functional and monolog text in the informal oral short functional text
form of report, narrative, and accurately, fluently, and acceptable in daily
analytical exposition in daily life
life context.
context.
4.2. Expressing the meaning in monolog text

using spoken language accurately, fluently,
form of report, narrative, and analytical
exposition text.
READING 5.1. Responding the meaning in formal and

5. Understanding the meaning of short informal short functional text such as
functional text and essay in the form banner, poster, pamphlet, etc. using written
of report, narrative, and analytical language accurately, fluently, and
exposition in daily life context in acceptable in daily life context.
order to access knowledge.
5.2. Responding the meaning and rhetorical
steps in essay using written language
life context in order to access knowledge in
the form of report, narrative, and analytical
exposition text.
WRITING 6.1. Expressing the meaning in formal and

6. Expressing the meaning in short informal short functional text such as
functional text and essay in the form banner, poster, pamphlet, etc. using written
of report, narrative, and analytical language accurately, fluently, and
exposition text in daily life context. acceptable in daily life context.
6.2. Expressing the meaning and rhetorical steps

in essay using written language accurately,
fluently, and acceptable in daily life context
in the form of report, narrative, and
analytical exposition text.
SEMESTER II
LISTENING 7.1 Responding the meaning in sustained and
7. Understanding the meaning in formal interpersonal and transactional
sustained and formal interpersonal conversation accurately, fluently, and
and transactional conversation in acceptable by using oral language in daily
daily life context. life context and involving action:
expressing attention, sorrow and love
feeling.
7.2 Responding the meaning in sustained and

conversation accurately, fluently, and
acceptable using oral language in daily
2
life context and involving action:
expressing embarrassment, anger, and
annoyance.
8. Understanding the meaning in 8.1 Responding the meaning in formal and

short functional and monolog text informal oral short functional text
in the form of narrative, spoof, and accurately, fluently, and acceptable in
hortatory exposition in daily life various context of daily life.
context.
8.2 Responding the meaning in monolog text
using oral language accurately, fluently,
text of narrative, spoof, and hortatory
exposition.
SPEAKING 9.1 Expressing the meaning in sustained and

9. Expressing the meaning in formal interpersonal and transactional
sustained and formal interpersonal conversation using oral language
and transactional conversation text accurately, fluently, and acceptable in
in daily life context. daily life context and involving action:
Expressing attention, sorrow, and love
feeling.
9.2 Expressing the meaning in sustained and

conversation using oral language
accurately, fluently, and acceptable in
daily life context and involving action:
expressing embarrassment, anger, and
annoyance.
10. Expressing the meaning in short 10.1 Expressing the meaning in formal or
functional text and essay in the informal oral short functional text
form of narrative, spoof, and accurately, fluently, and acceptable in
hortatory exposition in daily life daily life context.
context.
10.2 Expressing the meaning in essay using
oral language accurately, fluently, and
acceptable in daily life context in the form
of narrative, spoof, and hortatory
exposition text.
READING 11.1 Responding the meaning in formal and

11. Understanding the meaning of informal short functional text such as
short functional text and essay in banner, poster, pamphlet, etc. using written
the form of narrative, spoof, and language accurately, fluently, and
hortatory exposition in daily life acceptable in daily life context in order to
context in order to access access knowledge.
knowledge.
3
11.2 Responding the meaning and rhetorical
steps in essay using written language
life context in order to access knowledge in
the form of narrative, spoof, and hortatory
exposition text.
WRITING 12.1 Expressing the meaning in formal and

12. Expressing the meaning in short informal short functional text such as
functional text essay in the form of banner, poster, pamphlet, etc. using written
narrative, spoof and hortatory language accurately, fluently, and
exposition text in daily life acceptable in daily life context.
context.
12.2 Expressing the meaning and rhetorical steps
in essay using written language accurately,
fluently, and acceptable in daily life context
in the form of narrative, spoof, and
hortatory exposition text.
4
Appendix 2
5
Appendix 3
Checklist for ESL Textbook Selection
A. Program and Course Yes No
Does the textbook support the goals and curriculum of the

program? _√_ ___
Does the text coincide with the course goals? _√_ ___
Does the textbook reflect learners’ preferences in terms of

layout, design, and organization? _√_ ___
Is the textbook sensitive to the cultural background and

interests of the students? _√_ ___
B. Skills
Are the skills presented in the textbook appropriate to the

course? _√_ ___
Does the textbook provide learners with adequate guidance as

they are acquiring these skills? _√_ ___
Do the skills that are presented in the textbook include a wide

range of cognitive skills that will be challenging to learners? _√_ ___
Does the textbook integrate the skill well? _√_ ___
C. Grammar and Vocabulary
Are the grammar rules presented in a logical manner and in

increasing order of difficulty? _√_ ___
Are the new vocabulary words presented in a variety of ways? ___ _√_
D. Tasks and Activities
Do the Tasks and activities in the textbook promote

learners’ language development? _√_ ___
Is there a balance between controlled and free Tasks? _√_ ___
Do the Tasks and activities reinforce what students have

already learned and represent a progression from simple to
more complex Task? _√_ ___
Are the Tasks and activities varied in format so that they

will continually motivate and challenge learners? _√_ ___
6
Do the activities facilitate students’ use of grammar rules by
creating situations in which these rules are needed? _√_ ___
Do the Tasks promote critical thinking of the text? _√_ ___
E. Practical Concerns
Is the textbook available locally? _√_ ___
Does it provide a clear and attractive lay out and print easy
to read? _√_ ___
Does it include audio cassette? _√_ ___
Is there sufficient guidance for teacher?(Teachers’ manual)

including:
- Instruction ___ _√_
- Method and Technique Used ___ _√_
- Activity types _√_ ___
- Answer key ___ _√_
(resources: Ur (1996), Garinger (2002), and Mickley (2005))
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8
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AN ANALYSIS OF ENGLISH TEXTBOOK ENTITLED LOOK AHEAD FOR

SENIOR HIGH SCHOOL YEAR 2

Submitted in partial fulfillment of the requirement

STUDY PROGRAM OF ENGLISH EDUCATION

Name : Rila Zikria

Considering textbooks hold important role in teaching English as a foreign language

Banda Aceh, 15 March 2013

CHAPTER 1 INTRODUCTION ....................................................................... 1

1.1 Background of Problem .............................................................................. 1

CHAPTER 2 LITERATURE REVIEW ............................................................ 6

2.1 Textbook ..................................................................................................... 6

CHAPTER 3 RESEARCH DESIGN ................................................................ 13

3.1 Research Method ......................................................................................... 13

CHAPTER 4 RESEARCH RESULT AND DISCUSSION .............................. 18

4.1 Result ........................................................................................................... 18

CHAPTER 5 CONCLUSION AND SUGGESTION ....................................... 68

5.1 Conclusion ................................................................................................... 68

Table 4.1.2.1.1 The Content of Look Ahead 2 .................................................. 21

Table 4.1.2.2.1.1 The Content of Unit 1 ............................................................ 22

Table 4.1.2.2.2.1 The Content of Unit 2 ............................................................ 29

Table 4.1.2.2.3.1 The Content of Unit 3 ............................................................ 39

Table 4.1.2.2.4.1 The Content of Unit 4 ............................................................ 46

Table 4.1.2.2.5.1 The Content of Unit 5 ............................................................ 51

Table 4.1.2.2.6.1 The Content of Unit 6 ............................................................ 57

Appendix 1: Competence Standard and Basic Competence of School-Based

Curriculum 2006 (KTSP)

Appendix 2: The Cover of the Textbook Look Ahead

Appendix 3: Checklist of Textbook Evaluation (by the writer)

Appendix 4: Checklist of Textbook Evaluation (by a rater)

Appendix 5: Curriculum Vitae

1.1 Background of Problem

In this technological-modern world, everything relating to human being

era, competition increases progressively and it gives effect on educational progress.

school must be improved to be able to compete globally. English, for example, is

important part in overcoming these challenges.

curriculums in which it is intended to improve the education quality in Indonesia and

ability into four skills (listening, speaking, reading, and writing).

In addition, in Indonesia, as a non-English speaking country, teaching

learning process in ESL/EFL (English as a Second/Foreign Language) classroom

Indonesia must be compatible with ministerial regulations and its feasibility is

examined by BSNP (National Standard Board of Education) including content,

language, presentation, and illustration/graph feasibility.

knowledge that is required for a course of study as expected in the current

curriculum-KTSP and allow students to interact effectively with material served. It

supplemental material, as an inspiration for classroom activities, even as the

Furthermore, textbooks should be chosen based on their ability to incorporate

globally (Muhammad & Kumari, 2007, P. 2).

All criterion above become a challenge for teachers in selecting a textbook

of textbooks in innovation, the authenticity of materials in terms of their

representation of language, and the appropriateness of gender representation, subject

(a foreign) language before it is recommended to students.

Based on the explanation above, the writer is interested in conducting a

Entitled Look Ahead for Senior High School Year 2”

1.2 Problem Formulation

examine in this research is:

the standards of a good textbook?

1.4 Research Significance

This study is supposed to be a reference for English teachers in choosing or

evaluating the proper textbook to be used in ESL/EFL classroom, so that either

aspect/skills expected in curriculum. Furthermore, the findings of this study are

superiorities and shortcomings of it.

1.5 Operational Definition

1.5.1 The Definition of Textbook

Textbook is a teaching tool (material) which presents the subject matter