Research Journal Textbook Analysis (2017)

Suitability Analysis of English Book One

By Priajana et.all (2016) in English Intensive Class of IAIN Syekh Nurjati Cirebon

Ina Inayatul Jannah

Department of English Education, Syekh Nurjati State Islamic Institute

Cirebon, 45151, West Java

eljannah.rahman@gmail.com

Abstract

The teaching material is a key factor in language teaching, textbook provides the materials use that have to suitable as the textbook’s role, teacher and student’s role. It suitability is the textbook evaluation that analyzed in order to achieve the effectiveness of teaching and learning activity. The suitability is the textbook evaluation that analyzed in order to achieve the effectiveness of teaching and learning activity. English Book One has a resource for presentation, support the student activities such the communicative interaction can be a resource or reference in teaching and learning process, easy to access and can use by the independence learner or comply the self-access work, and the last item is that English Book One is support the less experienced teacher that will guide the teacher.

Key Words: Textbook, Content Analysis, Suitability

INTRODUCTION

The teaching learning process in the language subject in the context of English as Foreign Language (EFL) learners’ is using textbooks. Richard, 2001 says that a key factor in most language programs is teaching materials. It is to be crucial issues to give more attention to the textbook which cover the teaching materials. Because of that there is selection of textbook used in teaching-learning activity. The selection of the textbook used is important because that define the effectiveness of learning process in the context of EFL learners. Teachers in this respect are required to be able to make informed judgments about the textbooks and other related teaching materials (Richards, 2001; Lee, 2003 cited in Widodo, 2007).

The using of textbook is very closely with the teacher also learners in learning teaching process. “Every text will be carefully studied and each exercise meticulously worked through”. (Cunningsworth, 1995, p. 10)

Mukundan&Hussin (2006) argued “Textbook evaluation can be carried out for selection purposes orto determinethe effectiveness of textbooks while they are being used. Evaluating a textbookduring the selection process is known as predictive evaluation”. In this case the evaluation is a key point that should be done in order to achieve the effective teaching-learning activity.

The evaluationof the textbook can be realized by doing a research of it books and this research is an exploring of the content analysis which is part of the writing subject. Writing research areas have been researched in many clusters. The first is in the textbook analysis in the context of EFL learners’ (Widodo, (2007), Mukundan&Hussin (2006)Lestari (1996), Richards, J.C. (2002)). The second is in the context of situation (Shuqin (2010), Hafidz (2010), and Roth (2007)). The third is in writer’s attitude (Hyland (2003), Hyland (2009), and Xinghua, L&Thompson (2009). The fourth is in self monitoring (Bargabos (2004), Shoostari&Akrami (2013), Creswell (2003), Wang Xiang (2004)).

Refer to those research, the researcher will explore in the specific field it is textbook analysis. Textbook analysis will explore the content of textbook as an evaluation in select the appropriate textbook used in the teaching-learning process. The previous researchers have described the importance of textbook analysis. The first is Widodo, (2007) argued “When nospecific materials are available particularly on EFL writingcourses, the selection and use of a textbook are of great priority”. The secondis Mukundan&Hussin (2006) said that “As checklists developed for textbook evaluation are question-ablein terms of reliability and validity, other ways are being sought to bring aboutmore systematic, efficient and objective evaluation instruments, which canprovide greater insight into the strengths and weak-nesses of textbooks”. The third is Lestari (1996) stated “The introduction of the 1994 Curriculum and its meaningfulness approach(Pendekatan Kebermaknaan) encourages textbook writers and publishers topublishtextbooks in order to meet the needs of both teachers and students for the learningprocess”.

1.    Textbook

According to Cambridge dictionary textbook is "a book that contains detailed information about a subject for people who are studying that subject". The content of the textbook was based on what materials are needed to learning. Textbook served as teaching materials in the classroom or instructional media, textbooks can be a handle to a teacher or student.

In addition, textbooks could be a standard for determining the success of student learning. Mukundan & Nimehchisalem (2012) said that the book is one of the crucial factors in determining the success of the students in learning the language.

2.    English Intensive Class

English Intensive class is a program of learning English in IAIN Syekh Nurjati Cirebon. This program should be followed by every student in the second year of the course or at the level of the 3rd semester after their first year of intensive classes in Arabic.

English Intensive class was conceived in view of the importance of English tooccupy the position occupied since the first language in the world. In education English is required as means of learning, because so many references are written in English. By mastering English, it would be easier to master other subjects. Consequently, students should learn English well so that they can understand the original text appropriately.

IAIN Syekh Nurjati Cirebon, as an academic institution that graduates mainly in Islamic studies, is challenged to have qualified graduates. In order to fullfill the role of producing such graduates, IAIN Syekh Nurjati Cirebon make an effort to provide them English competencies. To achieve the goal, the Language Development Center of IAIN SyekhNurjati Cirebon has launched an English Intensive Program. The program is aimed to meet the need of graduates in English. It is necessary to prepare those who readily compete in the global world.

The objective of the program are to provide students: (1) an ability to communicate actively in English well; (2) an ability to read and comprehend various English texts correctly; (3) an ability to answer TOEFL questions with highscore; (4) an ability to express their ideas in writing by using standard English; (5) an ability to learn, explore, and develop both obtheir general and Islamic sciences through English mastery; and (6) an independent personality and scientific attitude to prepare themselves into higher level of education.

3.    IAIN Syekh Nurjati Cirebon

IAIN Syekh Nurjati college Cirebon is a country that is located inthe city of Cirebon. In the beginning in mid-1965, precisely on August 12, 1965 IAIN is one of three in the Faculty of Islamic University Syarif Hidayatullah (UNISHA), namely faculty Religion, dinegerikan and inaugurated a Faculty of MT IAIN "Al-Jami'ah" Syarif Hidayatullah Jakarta Branch Cirebon. While the other two faculties namely Faculty of Law and Faculty of Economics became a branch of the Islamic University of Indonesia (UII) Yogyakarta. On this basis, dated August 12, 1965 serve as the so IAIN Cirebon.

In the next development, IAIN Cirebon had opened the Faculty of Islamic Theology inaugurated in 1967. However, due to government policy calls for rationalization, then in 1974 the school closed again. Then, in line with the policy that, on March 15, 1976 Faculty of MT IAIN Cirebon coaching transferred to IAIN Sunan Gunung Djati Bandung, until finally switch status to a State Islamic Institute (STAIN) Cirebon in 1997, in accordance with Presidential Decree No. 11 / 1997 dated March 21, 1997. Although over the status of the Faculty of MT IAIN Sunan Gunung Djati Bandung Cirebon occurred on March 21, 1997, the birthday of STAIN Cirebon set on August 12, 1965, the date of the inauguration of the Faculty of MT IAIN Syarif Hidayatullah Jakarta Branch Cirebon.

4.    Textbook used in English Intensive Class of IAIN Syekh Nurjati Cirebon

As a crucial thing in the language learning the selection or evaluation on the textbook should be carried out because the quality of teaching – learning process is determined by the choices of language material (Mukundan, Nimehcisalem, Hajimohammadi, 2011). Textbook analysis is useful because it can help the teacher depelovment and help the teacher to gain the useful and good teaching material in the textbook (Cunningsworth, 1995: p. 14).

Given the purpose of intensive language program IAIN who want so that students master the English language textbook must be in accordance with good criteria, which in this study refers to the concept of books that match the criteria of a good textbook.

Considering the purpose of intensive language program IAIN who want so that students master English then it textbook must be in accordance with the criteria of a good book, which in this study refers to the concept of books that appropriate the criteria of a good textbook.

METHODOLOGY

This section explain about a methodology or a particular way of conducting this research. This section consists of some subtopics, for instance, the source of data or supplies information, the research design, and the step of the research.

a.    Source of Data

This current research will take the source from English Intensive Class textbook of IAIN Syekh Nurjati Cirebon under the title English Book One. This book is compiled by Nana Priajana, Hendi Hidayat, Farouk Imam Arrasyid and Zaky Yavani. This book is 2016 published by NURJATI PRESS and printed by CV. PANGGER. The total of pages is 136 pages with 13 units focus on Listening and Speaking and 18 units focus on Reading and Writing.

The concern of this research is in the suitability analysis of the textbook by refer to the basic competence or the syllabus of that teaching-learning proccess. The researcher will find the suitability of textbook weather or not it is suitable with the syllabus and this is alike content-based syllabus that the writers of the textbook is products with the necessity in advance in what they were going to contain that published as the materials. This case especially give the freedom to users to plan their teaching and learning (Cunningsworth, 1995: p.54). The second suitability that will be analyzed in this research is in the role of teacher, is textbook suitable as teacher handbook such in guiding, monitoring or manager of learning regarding the aspect of the role of teacher. As the last, the suitability of the textbook as the role of students will be completed this project research.

b.    Research Design

Textbook analyisis which conducted in this current research will brings the descriptions and for the approach is using qualitative (Sándorová, 2014). Dörnyei (2007) said that in the context of textbook analysis the letter is usually described as “manifest level analysis” which provide an objective and descriptive overview of the “surface meaning of the data” (ibid).

This research is qualitative textbook evaluation which designed as a content analysis. Weber (1990 p.117) said that “content analysis is a research method that uses a set of procedures to make valid inferences of text” then one application of content analysis is directly to text or transcript (Sándorová, 2014).

c.     Step of The Research

The process of content analysis in this research is adapted from Cohen et al. (2007), content analysis is define simply as the process of four “C”s, i.e.coding, categorising, comparing and concluding. According to Dörnyei (2007), coding  is  used  to  reduce  or  simplify  the  data  while  emphasising theirspecificfeatures  in  order  to  connect  them  to  broader  concepts,  e.g.categories,  whereas “code” is simply a label attached to a chunk of text intended tomake the particular piece of information manageable and malleable” (ibid., p. 250). In addition,  categorising  refers  to  developing  meaningful  categories  into which words,  phrases,  sentences,  etc.  as  the  units  of  analysis  can  be grouped,  while comparing  means  making  connections  between  categories.Finally,  concluding stands  for  drawing  theoretical  considerations  on  thebasis of the text and the results of the analysis (Cohen et al, 2007).

DISCUSSION

This chapter will explore the suitability of English book one as a textbook of English intensive class in IAIN Syekh Nurjati Cirebon. The first suitability that reseaercher will analyze is in the role of textbook. There are six role of textbook, the first is  a resource for presentation material, the second is source of activities for learner practice and communicative interaction, then a reference source for learners on grammar, vocabulary, pronunciation, etc, then a syllabus (where they reflect learning objectives which have already been determined), and resource for self-directed learning or self-access work, and the last is support for less experienced teachers who have yet to gain in confidence.

THE SUITABILITY OF THE TEXTBOOK AND THE ROLE OF TEXTBOOK

In this evaluation, researcher will describe about what the definition of one by one from the role then she begin to analyze the textbook, check the suitability of the English book one with the role of textbook. Reasearcher use the content analysis step to anlayze and she adapted from Cohen et.al (2007) which use the process four C s. That are coding, categorising, comparing and concluding. The presentation of suitability the English Book One and the role of textbook shown as chart below:

Chart I: The Suitability of English Book One with The Role of Textbook

The Role of Textbook

a.     A resource for presentation material

1)     Spoken

2)     Written

b.     A source of activities for learner practice and communicative interaction

c.     A reference source for learners on

1)     grammar,

2)     vocabulary,

3)     pronunciation.

d.    A syllabus (where they reflect learning objectives which have already been determined)

e.     A resource for self-directed learning or self-access work

f.      A support for less experienced teachers who have yet to gain in confidence.

The chart above is the chart of the data found from the textbook as the suitability, as the first figure to give the information in how and number of the suitability matches in the English Book One. Here is the discussion of the role of textbook that suitable in the English Book One.

As a resource for presentation, textbook consist of spoken and written material. Spoken material served as speaking session of language teaching and learning. In English language teaching it is the stage that student try to produces some verbal communication, it stage is come after listening skill which they have learned (Bazo, 2002). The speaking activity for student should ask a question or giving a piece of information to them.

As like speaking, writing is one of four skills in English language teaching. It aspect have to be learned by student either teaching English as a foreign language (TEFL) or second language. Bazo (2002) state that students can capably approved the writing activities with practice of the main structure and vocabulary. Because of that the textbook should have it items.

Communicative interaction is learner practice in interaction. It definition is the interactive process among members in such community. Communicative interaction has a big term that include gesture-response, turn-taking, linking-turns, membership categories, evolving communication patterns, self referential process, power and ideology (Stacey, 2001). Simply communicative interaction is a communication process; self organizing process of bodily communication interaction that include gesture and response.

As a source or reference, textbook should have the items as includethe grammar, vocabulary and pronunciation. Oxford dictionary 4th edition describe that grammar is the rules for forming word and making sentences, and vocabulary is all the words in the language, in this context vocabulary here is English vocabulary, then pronunciation is the way to sound is spoken in particular language; English.

Richards (2001) state that one of the advantages of textbook is they provide the structure and syllabus for program. There are five kinds syllabus according to Alexandra Ponseca, that are situational syllabus, structural or formal syllabus, task-based syllabus and learner-led syllabus.   The  Language Center Development of IAIN Cirebon use the situational syllabus, please refer to appendix 2 to see the syllabus. They make the syllabus from the textbook, the list the learning program from them and then used in the intensive class.

Directed learning or self access work as cited in Klassen et.al (1998) is learning that provides an independent study program with the available accessible material such answer key, counseling, and possibly offers the latest technology (called : internet) (Dickinson, 1987).

The experienced teachers need something to support his confidence while they were teaching in the class such as textbook. They use textbook as their guidance to teach, and they will refer to textbook as well as they teach in the classroom. Because of that this aspect should involved in the textbook as one of good criteria of the textbook used (Cunningsworth, 1945:5).

The discussion above tells that the item from the role of textbook is found as material of English Book One. It means that English Book One is suitable with the role of textbook. Those all six items can be found there and match with the material content in the textbook. Because of that from the role of textbook English Book One is suitable and relevant to be used for the student university exactly in the English Intensive Class of IAIN SyekhNurjati Cirebon.

THE SUITABILITY OF THE TEXTBOOK AND THE ROLE OF TEACHER

To be a good textbook, textbook have to comply a qualification as agood textbook. As second qualification textbook should relevant as the role of teacher (cunningsworth : 1994). In the learning process there are students who learn and teacher who teach them in the class. In this case textbook should have the qualification as teacher’s handout that suitable as the role of teacher. The roles of teacher become a second matter whether or not English Book One suitable in used for student in the university.

Cunningsworth (1994) state that the teacher is a guide, monitor and facilitator it means that teacher guide the learning process in the class. In this case textbook analyzed whether or not suitable with the rOle of teacher. The good textbook should have its qualification.

First qualification from the role of teacher the textbook should comply as guidance, monitor, facilitator, manager of learning and director. Those five words qualifications have close meaning but they have their own meaning. Oxford dictionary 4^th edition define them; guidance is something that give a help or advice or give the information about something else, in this case textbook should be a guide for teacher which give the information about things that will be taught to student in the class.

Monitor is something that shows the information, in meaning it close to the meaning of guide, and researcher will define it different monitor is about showing and it means such a picture. The analysis of this item will focus on what picture in the textbook that gives the information to the teacher.

In the teaching learning process students have their own learning style in study it because they have a different style based on psychological aspects. Felder and Henriques (1995) state that there are student who learn by seeing and hearing, they are include in visual and verbal learner; then the student who learn by reflecting and acting is active and reflective students; while there are student who learn by reasoning logically and intuitively they include in sensing and intuitive learners; and they who have learning style by memorizing and visualizing.

Those learning style is vary and also teaching style, teacher have their own way to teach in the class. In the teaching learning process there are the learning that require the teacher center such lecturing, and there are the learning that need the student center such discussion and grouping. In the class not except the language learning teacher may teaching by lecturing and it need teacher active in the class, it different as discussing in the class which emphasize student center. There are twenty three materials that suitable for visual learners, eight teen materials suitable for auditory learners, eight teen materials suitable for active and reflective learners, one material suitable for sensing and intuitive learners and sixteen materials suitable for learners who learn by memorizing. While the suitability of English Book One for the two kind of teaching style there are fifty five materials that twenty eight as discussing materials and twenty seven other are lecturing materials.

Learning activities is the activity who require the student to active in the class, it means that student it not only learn by lecturing but they instruct to be active in discussion and practice, especially in language learning student have to practice by speaking and writing.

The extending activities in the English Book One can found as the student activity, there students have to do the role p Independence learner or autonomy is the learning which related to approaches of learning such personalization and student-center learning. The student center learning may ask the student to be more active than teacher, teacher there is only the instructor and the learning process is centered in the student. In learning independence there are three skills which student needs that are cognitive skills, metacognitive skills and affective skills (Meyer et.al : 2008).

Cognitive skill requires the student to be able to construct the problem solving; classify the object of study and give a logically reason. While in metacognitive skills student have to know their progress in learning and reflect what had done in their own learning. Then affective skills are related to the feeling, how student can manage their feeling and what outcomes which they achieve by this study.

The development of independence learner can be carry by the student that has an answer key for such a material because they can check and see what they have learn are true or false without asking to the teacher, because of that the answer key is the first item to be there in independence learner. While in the English Book One, Language Development Center of IAIN Syekh Nurjati Cirebon did not give the answer key to the student, it means that English Book One not completely support the development of autonomy or independence learner.

THE SUITABILITY OF THE TEXTBOOK AND THE ROLE OF STUDENT           

In the students role textbooks are required to match and give what student expect from them such things that carry the student activity learning in the class and material that related to their experienced personal lives, and the tasks that involve the problem solving. As the last discussion the role of student have five items as a required be a relevant textbook used. From five items there are three items that related each other, if one of them is suitable then the others is same nor if it is not suitable. The two first item are the material expect an active input from learners and the textbook sensitive to different learning style. While the three last items that related each other are “does the material provide additional material for independent study based on material already taught?”, “if so, is guidance on how proceed?”, “is there a key for self –monitoring?”To comply that requires researcher give the checklist of textbook adapted by Cunningsworth (1995).

The active input from learner is such a feedback from learner to textbook. Feedback is participation active the students to comply the task from the textbook. Student expected to actively participate in the learning activities that related with the material in the English Book One. They will do the activities that assigned in the textbook and try to relate it with their personal experiences that involve the problem solving (Cunningsworth (1995) p. 105)

The researcher found that English Book One is suitable as expected an active input from learners based on the finding data as spoken and written task which have to compile by the learner and required the active participation and problem solving

Talk about the differences of learning styles there are the discussion above. From it discussion, the researcher see that English Book One is suitable to different learning style, there are four styles in learning; visual, auditory, active & reflective and sensing &intuitive. The discussion here are textbook can accommodate the learning styles? Accommodate is such a place provieded to something and here means that is there textbook provide ways to reflect both learning styles or no. According to Meriam Webster (1828) Accommodate (int.verb) is to make fit, suitable, or congruous. The researcher took it meaning and means that accommodate here is suitable or fit, is the textbook suitable for different learning style? This item is similar as the role of teacher and the researcher found that English Book One is suitable for different learning style, it means that English Book One accommodate the different learning style. There are picture for the visual learners, the mp3 for listening section provided for auditory learners, the speaking and writing practice for active and reflective learners.

The last discussion is the question about the additional material for independent learner. As discussion in the previous chapter researcher found that material include in English Book One is suitable as self-access work there are thirty six data that relevant as self-access work or independence learner. But Klassen et.al (1998) state that independence learning is learning that provides an independent study program with the available accessible material such answer key, counseling, and possibly offers the latest technology (called : internet) (Dickinson, 1987). While English Book One is not provide the key answer for the student evaluation. So that the three last items from the role of students are not relevant with English Book One.

CONCLUSION

a.     Conclusion

The researcher concludes this textbook evaluation as a content analysis that from the checklist evaluation English Book One as a textbook used in English Intensive Class of IAIN Syekh Nurjati Cirebon is suitable regarding the role of textbook. English Book One has a resource for presentation, those are both spoken or written material that required in the teaching and learning process. Then English Book One support the student activities such the communicative interaction that will shape the speaking aspect from the students. Grammar, vocabulary and pronunciation also include in the material English Book One, it means that English Book One can be a resource or reference in teaching and learning process. Beside that a syllabus can be determined from the textbook it made a lecturer easier to make a syllabus. English Book One also is easy to access and can use by the independence learner or comply the self-access work, and the last item is that English Book One is support the less experienced teacher that will guide the teacher.

Then in the role of teacher the researcher conclude that English Book One is almost suitable as the role of teacher because there some item that not relevant as the content material of this textbook. From four items the three items is suitable but not for the last, the fourth items is not relevant as the role of teacher it is whether or not English Book One promote the development of independence learner, because of there is no key answer in English Book One so it cannot develop the independence learner. While the three items that suitable is that English Book One match as the unique function of the teacher exactly in monitoring the learning in the teaching and learning process. Then English Book One is provide the material that relevant for the different learning style such for visual learner, auditory learner, active and reflective learner and sensing and intuitive learner. Also for different teaching style that is material for lecturing and discussing. English Book One also suitable for extending the learning activities that let the student get the sources from another sources.

The last qualification is regarding the role of students, from five items English Book One is match with two items and three others is not. Those two items are textbook expected an active input from learners and the material of English Book One has the spoken and written task that make the students active in their learning activity. Also for the second items that questioned about the accommodation for learning style, English Book One relevant and can accommodate it. About the three items that not suitable is about the additional material for independence learner, as cited above because of there is no key answer English Book One cannot develop and guide the independence learner.

b.     Recommendation

The researcher have two suggestions from this textbook evaluation, the first is suggestion for the development of textbook content and the second suggestion is for further research.

For the development of textbook content the researcher suggest that the content of textbook expected can match all of the qualification regarding the role of textbook, the role of teacher and the role of student, for the development of English Book One itself or English Intensive Class.

Then for further research the researcher hope that there are the textbook evaluation of English Book One regarding the goal and organization, contents-inputs, models, and exercises and another textbook evaluation because this evaluation is just a little of evaluation.

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