COURSEBOOK ANALYSIS

“PROJECT 2”

Disusun oleh :

Muhammad Ricky Ramadhan (17202244021)

Aprian Boanerges (17202244036)

Maulana Arif Budhiantoro (17202244043)

Kristoforus Roga (17202249002)

PENDIDIKAN BAHASA INGGRIS

FAKULTAS BAHASA DAN SENI
UNIVERSITAS NEGERI YOGYAKARTA
 PROJECT 2

Book Information

Book title : OXFORD PRIMARY SKILLS: Reading and Writing 5

Author : Tamzin Thomson
Publisher : Oxford University Press
Year : 2010

A. General Analysis
1. Target user(s) – including level of proficiency
Oxford Primary Skills 5 book is designed for children. However, this book
can be used as the main coursebook because this book is only additional that
must be used alongside with the main coursebook.

2. Goal(s) – both language and non-language goals

The main language goal of this book is to develop children reading and
writing skills. Furthermore, The non-language goal of this book is making the
children(learner) become self-learner confidently.
3. Method and/or learning principles applied
This book uses PPP learning principle. PPP stands for presentation, practice,
and production. Presentation is the part where the new information is
provided/presented by teacher. Practice is the part where the new language is
being reinforced, it usually done by worksheet, games, scripted conversation,
and reading exercises. The final part of PPP method is production. Production
is the part where the students use the new language they have just learned. It
can be in written or spoken form.
 Presentation

This part is aimed to make the learners focus on the topic of

the chapter. Learners also can make guess what they probably
do in the current chapter. In this part, several special words that
needed are presented. It will help the learners to learn easier.
 This part is aimed to give learners tips to make a preparation
for the task that will conclude the unit, encourage them to use
the tips on their own writing, and make the learners gain the
general undertanding of the text.

 Practice

This is an exercise that follows the reading section. This

exercise is aimed to make the learners acquire new vocabulary
in context and encourage the learners to look up the definitions
in their dictionaries.
 These exercises are aimed to check learner’s understanding of
the text both in general and in detail.

This exercise is aimed to promote classroom discussion and

encourage learners to expres their own ideas and opinions.

This exercise is aimed to make sure that the learners follow the
writing tips for practice and reinforcement. This part also can
be used for teacher to give feedback before they move on the
writing task.
 Production

This exercise is aimed to make the learners use text model and
vocabularies they just have learned
4. Specific requirements for teachers
There are several things that must be considered by teacher when they use this
book
 Before Reading Open the class by doing discussion questions.
These questions are designed to focus children on the unit
topic. The teacher should pre-teach a few words in the text
which could cause special problems but do not try to solve
every difficulty before hand.

 Listening and Reading

Teacher must be able to maintain a conducive learning
atmosphere when reading and writing. The teacher must also
be able to lead students not to understand every word but
understand the gist of a text. After reading and listening ask a
few simple comprehension questions to ensure children
understand the gist.

 Reading Comprehension
Teacher should monitor children’s understanding and make
sure that the children understand the task. The teacher should
 give student the opportunity to read the at their own speed. The
activity in the last exercise is classroom discussion, The
teacher should be able to encourage children to express their
own ideas and opinion.

 Writing
Teacher can ask student to read that after that ask a few
questions to make sure student’s comprehension. Below each
text are writing tips in preparation for the task that will
conclude the unit. Tell the children that you want them to make
use of these tips on their own writing. Use the exercise which
follows the writing tips for practice and reinforcement. Do
feedback as a class before they move on the writing task.
 5. Specific tools required when using the coursebook
This book require some specific tools because in this books there are some
activites that require some supporting media to make the class becomes
meaningful like speaker and laptop for doing listening activity.

B. Chapter Analysis
1. The aim(s) – both language and non-language aims
Language aims:
 Children can read and understand real text types of procedure
text.
 Children can use the language more flexible.
 Children can become competence in communication.
Non- language aims:
 Children become self-confidence to approach new word.

2. The learning objectives – both language and non-language objectives

Before reading activity

Language objective(s):
 Children can learn a few words in the text which could cause
special problems
Non- language objective(s):
 Children can draw their own understanding to the topic.
 Children can use their imagination to make prediction to the
content of the text.

Read and listen

Language objective(s):
 Children can have ability to read for gist
 Non- language objective(s):
 Train the children concentration to listen.

Vocabulary

Language objective(s):
 Children can obtain some new words.
Non- language objective(s):
 Children can use dictionary to look up the definition.
 Children can become confdence and competence as
independent readers.
 Children can gain moral value.

3. The language-related content(s)

 Yes/no question

 Conditional sentence type 1

  Imperative sentence

 Simple present and present perfect tense

 Adverbials

 Sequencing word

4. The topic
In the unit 1 Use your imagination, the topic is about activities that require
imagination or creativity such as making sculptures and making handicrafts.
5. The components of the chapter
There are two main components in the chapter, that are reading and writing,
because this book focuses on reading and writing skills.

In the reading component is divided into 3 parts, that are before reading,
vocabulary and reading comprehension.
Before reading serves to check the knowledge students have about the
material in chapter 1

Vocabulary’s function is to enrich student’s vocabulary by practicing putting

suitable words to the missing sentence.
Reading comprehension tests students' understanding of the text that has been
read through several exercises

In the writing component, first there is material for students to read. This
gives students theories or ways of writing instruction
 After getting the material, the next part is practicing what they have got. This
is to test students' understanding of the material

6. Whether the content of the chapter is sufficient or not

The content of the chapter is sufficient to increase knowledge about reading
and writing. The content includes good material and has enough exercises to
test student understanding

Material for the reading

This is material to test students' understanding of the material that has been
given.

Material for the writing

 this is material to test students' understanding of the material that has been
given

7. Whether the analyzed chapter contains activities/tasks that relevant to the

aim/objective of the unit
The learning tasks/activities in the chapter that we have analyzed are relevant
to the chapter objectives. This is supported with sufficient materials that can
make the objective achieved.

For the example look the pictures above, the material/activities presented is
related to art, while art is work that uses imagination or creativity. So the
material and objectives of this chapter are relevant. The objective of this
chapter is that students are able to use their imagination or creativity to create
a work
8. Whether the chapter you analyze has enough tasks/activities/texts to facilitate
the learning of values, communication skills, language/text knowledge, 21st
century skills, HOTS, literacy skills, industrial revolution 4.0 skills the
chapter/unit intends to achieve

Communication skills
In a task in this chapter, there is a task that is done with partners. this task will
increase students' communication skills to solve a problem.

Language/ text knowledge

Before starting this chapter there is an exercise to measure the knowledge that
students already have about the material in the chapter

21st century skills:

 Critical thingking

 Creativity

 Collaboration
 The book has enough task that relevant to the communication skills,
language/text knowledge, 21st century skills
9. Arrangement of task
The arrangment of task must contains:
 Comprehension task
 Knowledge about the text (language focus)
 Production task
This book has the three points of good arrangement task, so the good book
category is achieved by this book. Listening and reading as a comprehension
and knowledge about the text, and speaking and writing as the production task
that make an output from the learning.
10. Graphics
This book provides attractive illustration that can attract reader interest. The
graphic also provided colourful, it doesn’t make the reader feel bored.