CHAPTER II

THEORITICAL REVIEW

A. Definition of English Textbook

Textbook plays important role in teaching learning activities. It helps

the teacher to deliver material in the class. McGrath (2002) in Anjaneyulu

(2014:182) asserts that textbooks can set the direction, content and they can

propose ways in which the lesson is to be taught. Textbook can be the

reference for teacher to guide them in teaching learning. In addition,

Mudzakir (2004) in Amrina (2018:8) said that a textbook is complemented

with student work. Textbook mostly use in educational institution or school

and it is provide tasks and material. The material can guide teacher teach and

the additive tasks make students learn outside the class.

Textbook is created by some professional teams. According toGebhard

(2009) in Amira (2018:8) an exercise in EFL/ESL textbook created by

publishing companies, government agencies, curriculum development teams

at the school labels, and classroom [Link] now days there are some

supported media such as LCD, music, video, e-book but textbook still needed

to support the teaching learning. It happened because the students still need

printed book to develop their competence.

According to Tarigan (1986:13) in Amira (2018:9) textbooks are books

of lesson in certain field of study as a standard book arranged by the experts

of field for instructional purposes and compiled by harmonious teaching

7
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media and easy understood by the user in schools and colleges to receive

teaching program. In order that, textbook do not only assist teacher to

discharge the material but also helps the students to make their role to focus

the teaching learning process.

To sum up, textbook not only use by the teacher to conduct the class

well but it also helps students to comprehend the material well. Thus, the

teacher should choose a good textbook that compatible with the students’

needsso they can achieve the objectives of learning.

B. The Function of Textbook

Textbook is very beneficial for both teacher and students. It used to

guide the teacher in teaching learning process. Cortazzi and Jin (1999) in

Bojanic (2016:139) refer to a textbook as a teacher, a map, a resource, a

trainer and an authority. Further the teacher can use it for their resource in the

class and it minimizes their time in preparing the material in learning process.

A majority of teachers consider textbooks as the only teaching resource

(Maffia, Dias, Brauna & Cruz, 2003) in Mahmood (2011:171). The

completeness of textbook helps teacher conduct the class because it provides

material and they can use it directly. Garinger (2001)in Anjaneyulu

(2014:182) is commenting on the usefulness of textbooks emphasizes that:

“using a textbook is one of the most effective and readily available

ways to relieve some of the pressures put on teachers, lessens
preparation time, provides ready-made activities and finally provides
concrete samples of classroom progress through which external
stakeholders can be satisfied.”

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English textbook contains of English material and information with the

aim to make the students able to produce the productive skill. As Bojanic

(2016:138) stated that EFL textbooks aim at providing learners with

necessary knowledge, language skills and information about English speaking

countries and preparing them for interaction with people from foreign

countries and of different cultural backgrounds. In accordance with the given

definition, English textbook provides material as well asinformation. It also

makes students to be able to interact with foreigner.

Cunningsworth (1995) in Amira (2018:10) divide the function of

textbook into some categories, which are:

1. a resource of presentation material

2. a source of activities for practice and communicative
interaction
3. a reference book (grammar, vocabulary, pronunciation)
4. a syllabus
5. a resource for self-directed learning or self-access
6. a support for less experienced teachers.

Based on the theories as stated before, textbook is a guidance book for

teacher. Complete textbook can guide teacher in the class because it has

complete material, activities and it was designed pretty well to manage the

class. For the students, it also provides some materials that enrich their

English knowledge and the objective is to make students produce good

productive skill to communicate using English.

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C. Intensive English Book

1. Framework in designing Intensive English Book

Framework uses to design Intensive English Book. It is a map

contains of objectives and materials should write in the book. Thus,

framework is an important thing before designing textbook. The

framework of Intensive English Book took from Common European

Framework of Reference (CEFR). It describes in a comprehensive way

what language learners have to learn. In order to use a language for

communication and what knowledge and skills they have to develop so as

to be able to act effectively Council of Europe (2001:1).

CEFR is a framework from British council which describesEnglish

learner skill such as listening, reading, writing and speaking. These are

frameworks for specific languages where the levels and descriptors in the

CEFR have been mapped against the actual linguistic material (i.e.

grammar, words) needed to implement the stated competences

ofCambridge ESOL (2011:4). The framework consists of material needed

to implement in the book, so this is very important before creating the

book.

The framework consist of six levels, starting from starter (A1),

elementary (A2), pre-intermediate (B1), intermediate (B2), upper-

intermediate (C1), and the last is advance (C2). As well as these common

reference levels, the CEFR provides a descriptive scheme of definitions,

categories and examples that language professionals can use to better

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understand and communicate their aims and objective (Principal of

English Practice by CEFR 2011:4). Thusly, each level carries on each

purpose and goal that beneficial for students in that level.

2. Content of Intensive English Book

Intensive English book is compiled by Language Department Center

(LDC) as the supporting material in teaching English Enrichment Program.

Moreover, Intensive English book is made based on the Common European

Framework of Reference (CEFR) curriculum. There are 6 Intensive English

(IE) books. Start from Intensive English book 1 (for starter level), Intensive

English 2 (for elementary level), Intensive English 3 (for pre-intermediate

level), Intensive English 4 (for intermediate level), Intensive English 5

(frupper-Intermediate level), and the last are Intensive English 6 (for level

advance). Each book has 10 units and every unit has its own objective. It

based on the level of the books.

The content of the book starts with warm-up activities. It is used to

stand out the students to think critically based on the topic in each chapter.

Then the next part is vocabularies section. It intended to make students know

the new words as well as use it for their English enrichment to the other skill

of English. As stated in Alqahtani (2015:26) vocabulary mastery is needed to

express our ideas and to be able to understand other people’s saying. In

vocabulary section, the book also provide with the vocabulary exercise. It

helps students to know more about the new vocabularies because they do

vocabulary exercises that need more understanding. Vocabulary section

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alsoprovides some pictures and the synonym or the definition of new words.

The pictures help students to identify the new vocabulary easily.

The next part of the books is listening activity; it is intended to make

the students familiar with Englishexpression. Various types of Listening

activities are also provided in this section. The students should listen to the

audio and do the exercise to check their comprehension on it.

Readingsection is the next activities in the book. In this part, the

students are provided with some reading texts. They should do some

exercises after reading the text. Here, the students’ understanding of

textassessed by seeing their competence in doing the exercise. The synonym

of some words in the text also provided in reading [Link] is intended to

make students understand every difficult word in the text.

The next is grammar section. Each chapter of Intensive English book

has two grammar reviews. The grammar reviews are given part by part. For

example in Intensive English 6, the first grammar material is about

“has/have” and the second grammar material is about “adverb of frequency”.

This grammar review was designed based on the topic of the discussion.

Some grammar exercisesare also provided to check the students’

comprehension on grammar.

Finally the chapter in each book is closed with productive skill, namely

speaking and writing [Link] speaking activities in this book make

students speak English because it gives the situation and let them work in

pair. It makes them easy to speak up in English. The situation is based on the

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material and the level of each framework. The aim of the activity is to

communicate with others but they still use their mother language as their

language even in speaking class. In speaking activity, the book provides some

examples before the students already make their own productive [Link]

addition, the writing activity in this book is also provided to make the student

are able to write well in English.

The book helps the students in comprehending English, both receptive

and productive skill. So, the students will know how to produce a good

English skill. As stated by the head of Enrichment program of LDC, Suaidy

(interviewed on 21 January 2019 at 13:06 WIB) this book is used to

standardized the teaching activity, so the teacher and students can do the

teaching and learning activity based on the curriculum and the students can

produce productive skill as the aim of every unit.

D. Perception towards Textbook

There are some explanations regarding the students’ perception of

textbook; they might be interest with design of the book. It makes the

students more interest with learning English because of the design. As

Hoshangabadwala (2015:5) explore:

“to cater to the various needs of a student, like the provision of visual
appeal, the enhancement of subject understanding, the improvement of
content retention and the stimulation of creative thinking, and in order
to effectively organize textbooks, designers must employ these
communication processes in creating a spectrum of impressionistic,
abstract, and representative art”.

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The students’ might think the book is good if the features of the book

match with their interest. Not in least, the price and the length of the book

influence their perception about the book. Cited Weiten, Guadagno and Beck

(1996) in Hoshangabadwala (2015:5)believe that textbook features,

specifically pedagogical aids, add to textbook length and cost and should

therefore only be included if their benefit is adequately realized in terms of

student learning.

The aim of textbook has not always have correlation with students’

activeness in the class. They might be active when they are really like English

and the teacher makes them feelcomfortable in leaning teaching. It is not

always the textbook that make them increase their knowledge but the other

aspect also support them. Gurung’s (2003) in Hoshangabadwala (2015:5)

research findings show that a negative correlation between the students’

perception of the helpfulness of key terms and actual student performance.

According to Gurung, the students might have different perception toward the

book. The book might helpless to them who like learning English trough

other sources. These type of students who dislike open English textbook and

they prefer to learn English without books.

To ended, there are two kinds of students’ perception; there

arepositive and negative. Both based on the students’consideration of English

textbook. Positive perception for those who think the book helps them in

learning English. Some aspects support their spirits in learning English. It can

be the design, the price or the material. In addition, the aim of English

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textbook helps them to master English. So they will think it gives positive

thing for them. In other side, thestudents might be think that textbook does

not help them learning English because they can learn English from another

sources and it is more effective rather than opening the book and reading the

[Link] give negative perception toward English textbook because it

helpless for them. Thus, the students’ perception back on their feeling

troughlearning with the book.

E. Elements of a Good English Textbook

There are four elements in evaluating English text book based on Chegeni

and friends in 2016.

1. Content

Content of textbook is the whole structured material that provide in

the textbook. Chegeni and friends (2016:2326) said that content of subject

matter is presented topically in an organized manner. Based on their

statement, the content of textbook arranged in a sequence and well

organized. It makes their understanding build from easy material to

difficult so that they can catch the information in each chapter well.

Minh (2007:20) stated that organized structured can be seen from

the contexts of students’ daily life such as home and school, health,

recreation, community and the [Link] on the expert, material can

take from students’ daily life. It makes students’ easy to understand and

give more examples based on their experience. They also make relation

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each problem and solve them. Not only that, the event who never faced

will give in the text such as “How to Get That Job” text. It gives students

information toknow more about getting job in real live so they can get new

information from the text.

Angulo and Miranda (2014:399) language is viewed as a vehicle

for communicating meanings and messages. Based on Angulo, language is

the steering thing in communication. Here the language is English, and if

the English skill does not improve, the learners cannot understand what

other say in English. That is why English skill should improve. Then

Improving English skill can be reach by many media, especially using

textbook in learning English. The improvement of English can be reach by

using the textbook because it contain material and complete skill so that

students can increase their English.

Rynanta and Ruslan (2013:8) stated the reading materials on the

textbook are able to engage students’ attention because the topics are

really “full of knowledge”. From the expert, each topic gives knowledge

and it can be come from the text in each chapter. Those text are giving

information that needed by students. From the information, student can

know new thing and can learn new knowledge so it will help them to

increase their knowledge.

To sum up the content of text book is not only talk about the

material, there are some item supporting the material such as the

correlation of material in each chapter, the new information in every text,

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daily life example. Those support students understanding about the

material and it is really needed in text book. Not only material that

important in textbook, grammar and vocabulary also quite visible in whole

text unit as the next sub chapter explained.

2. Vocabulary and Grammar

Vocabularies and grammar should cover in the textbook.

Especially new vocabularies for the students, it should be written before

the students learn the material as keywords. The common vocabularies and

grammar that use in the book should easy to understand so the students’

can use it in their daily English conversation. As stated in Chegeni and

friends (2016:2326) the common vocabularies should be functional for

students and learners to use in their daily conversations.

Not only learning vocabularies to use in conversation but they use

it to improve their English. Qian (1999) in Hunt and Feng (2016:5) stated

that there is an importance on improving depth of vocabulary knowledge

in our ELL. So, students have to understand well the use of a word and its

meaning so they can use it in daily conversation. When they already use it

as their product of learning, they already understand about the words and

its meaning well.

However, not only the vocabulary that plays in role in improving

students’ knowledge, grammar also has the role. Grammar is related with

the pattern of a sentence. This is very crucial thing in language because if

it does not have pattern, it will have no meaning or meaningless.

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To make the language has meaning, we have to study grammar and

understand about it. As stated in Fromkin et al. (1999:10) in Garrett

(2003:35) to understand the nature of language we must understand the

nature of this internalized, unconscious set of rules, which is part of every

grammar of every language. So that understanding grammar is very

important to make students understand what the exact meaning of English.

By knowing grammar of course they will increase English ability because

they can produce English skill better.

Both vocabulary and grammar are important in learning English.

Without both of them students will be stuck in their basic knowledge. The

textbook provide grammar and new vocabulary to make students improve

their knowledge so that they can use it in their life.

3. Exercise

The exercise should build the knowledge of main ideas, details,

and sequence of ideas. The structure of the activities should be sequence to

build students understanding, and the exercise in every part should make

students deeply understand the material. This sequence can make students

understand the exercise well because it already takes a part with the same

material.

Every exercise has its instruction to make students understand what

they should do. The students need instruction to guide them before doing

the exercise and based on Thanabalan, Siraj, and Alias (2015) inLeonard

(2018:52)instruction can be developed to match the needs of the

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indigenous [Link] instruction in textbook used to guide the students

to finish the exercise as their need.

Besides that, textbook also make students become independent

learner and think more critically because they do the exercise. Rahmawati

(2018:15) stated that textbook provide much of the stimulation which will

motivate students to become more independent in their learning by

encouraging learners to think for themselves around the exercises and

discuss it with others. It means that doing exercise can build students

critical thinking by solve the exercise by themselves or with their friends.

4. Attractiveness of the Book

Chegeni and friends said that the appearance of the book also make

the book has special impression to the students. The book must have good

cover, interesting pictures, well design, well text design, clear text and

picture. That makes the book good looking and helps students gain their

interest in learning English trough the book. Otherwise, the students might

not be interested in the book if it has bright color or unclear pictures.

Thepictures make students easy to understand the given situation in the

book and they can guess what they have to do.

In this research will be discussed about theappearance of Intensive

English book such ascover, display of text, and pictures. Students will give

their opinion towards the attractiveness of the book.

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F. Previous Study

Some researchers explore about textbook and talk aboutevaluation of

textbook roughly. One of them isAnjaneyulu. In 2014, he investigated about

English textbook in Adhra Pradesh, India. His research examine the use of

textbook and the way of teaching English in order to know the weaknesses of

Adhra Pradesh students in mastering [Link] was used to

collect the information about textbook and teacher’s attitude in teaching

English, beside that researcher himself analyzed the textbook to know the

content. The findings gather that the overall organization of the textbook and

the themes included were satisfactory. The language skills are integrated in

every part of the book. However, many problems were detected as to the

practicality of the book, its contents, use of authentic language, integration of

the four skills, the nature of the tasks, autonomy of learning and assessment

practices. The other problem was the textbook had not been the prior to its

implementation which was essential in order to ensure that the textbook

would actually work for its addressed market.

In addition, Bojanic in 2016 had a research about defining, assessing

and analyzing textbook in EFL classroom. His research aimsat defining

textbooks, analyze advantages and disadvantages and to find out the specific

reason for analyzingtextbook. The research used quantitative and qualitative

method; it described reasons for showing textbook analysis such as evaluating

for potential and evaluating for suitability, the deep analysis about the aim

and objective of textbook. The result showed that selecting textbook is based

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on students need. It is not only for teacher property in teaching but it used to

make students reach the knowledge. The book also should match with the

curriculum that goes on in an area.

The other researcher, Susanti in 2015 analyzed the one of material of

English text book for the seventh grade of junior high school based on

process standard of curriculum 2013 in Indonesia. The aims of her research

were to involve the material for observing questioning, experimenting or

exploring, associating, and communicating activities. Qualitative research is

used to employ simple research and development five steps of scientific

approach. In finding, the researcher found that the book could be

developedbased on standard of Curriculum 2013 and some of the material

still out of content.

Those researches have some differences with this research, the way to

collect the data also different. Those researchers search the use of text book in

an area and they analyze the textbook itself based on the curriculum. It is

different with this research because this research aim is to know students

perception and not analyzing textbook based on [Link]’s

research is to know the use of textbook in an area, is the textbook necessary

and give impact to students in Adhra Pradesh India or not. He also

investigated the strength and weaknesses of the book. However, this research

is not concerning in the same way as Anjaneyulu’s research but the way of

the book impact students and students’ perceptiontowards textbook.

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The same as Bojanic’s research, investigating the advantage and

disadvantage of textbook and it is also evaluating textbook based on some

criteria. It is very different with this research because it is not evaluating the

textbook at all. The way to collect the data also [Link]’s research

aim to know specify textbook, analyzing textbook and find the advantage and

disadvantage using textbook in classroom. Then the method of the research is

same with this research. It is descriptive study with quantitative data and

qualitative data. The same as this research using quantitative data displaying

with percentage and quantitative data with explaining the data. Then the

difference are the aim and the place where taken the data.

On the other hand, Susanti’s research is looking for the use of

Curriculum 2013 in Indonesia towards textbook. This is very different with

this research because this research is not talking about Curriculum 2013 but

the textbook use CEFR as guidance when making the book. Susanti’s

research also involved Curriculum 2013 in evaluating textbook. However this

book is not evaluating and involving CEFR in the research.

G. Basic Assumption

The basic assumption of this research is the students will have a

positive perception toward the Intensive English Book. This is based on the

reason the students should have the book for their learning inside the class.

Moreover the book also produced by English Enrichment Program in which

the content is adjusted with the students competence.

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