Class B/ Group 2

Group members:

Veronica Bekti Prihantini (18202241046) Maryama Ulfa (18202241048)

Sausan Fauha Surya (18202241068) Sofia Nur Hanifah (18202241051)

Book Analysis

Title of the book:

“When English Rings a Bell” for eight graders of Junior High School."

Instruction: Identify how the author writes the unit titles, formulates learning
objective, and organizes/sequences task. Then, answer the following question:

How does the author write the titles of the units (chapters?) are they written
well? Why?

The author writes the titles of the units using theme and based on the 2013
curriculum English lesson syllabus for eight graders of Junior High School. They are
written in a good way because the font is quite clear and the learning objectives in
each chapter are written clearly. For example, in the Chapter 1 of this book, students
have to learn 4 materials. The first material is asking for someone’s attention, the
second material is checking for someone’s understanding, the third material is giving
and asking for opinion, and the last material is showing appreciation to friends. This
material is the basic competence 3.1 and 4.1 according to the 2013 curriculum English
lesson syllabus for eight graders of Junior High School. Instead of writing all the four
material as a unit titles, the author writes it as “It’s English time”.

Are the learning objectives written at the beginning of every chapter? How are
they written? Are they written well? Why?

The learning objectives are written at the beginning of every chapter. The
learning objectives are written in a form of list, it is all written with a short sentence,
but because it is written in a really short sentence, there are some objectives that are
hard to understand. For example, in chapter 1 the learning objectives: “to get
attention” and “to check if we are understood” Here, the objectives are not clear. The
objective of “to get attention” here does not tell the readers what should the readers do
to make people pay their attention to us. The book can write the objective in clearer
manner like “Asking for attention” Also, it goes the same with “to check if we are
understood” about what? Once again, the book does not mention how to make people
or ourselves understand about something. That is why it can be said that the learning
objectives are quite incomprehensible.

How many tasks are in every chapter (in average)? Are the tasks organized into
several sections? If so, what are the sections?

The tasks are or organized into two-three sections, namely observing and asking
question, collecting information, and communicating.

In average, there are five to six tasks in every chapter. The task in generally
organized in three section:

a. Take turn: Initiate and scripted respond

b. Focus On: Language system and meaning

c. Mental Operation: Build text/dialogue, Fill the blank, Select information,

Role-play, Repeat selectively, Read aloud, Interview, Project, Describe,
Presentation, Apply stated language rule, Drawing picture, etc.

How are the task sequenced?

From the analysis, the task is sequenced based on two things: the possible
learning method used in the classroom (PPP,GBA,CLT, scientific approach, etc) and
students participation. If it’s based on the student’s participation, the sequence are:

1) Learner to class

2) Learner individually
3) Learners in pairs/groups

Based on sequencing by following the approach that used inside the book, the
book is use the scientific approach. The book sequences the activity with the learning
steps of scientific approach which consists of observing, asking question, collecting
information, associating, and communicating. But, this book doesn’t have the
complete learning steps, in some chapter the associating and collecting information
steps are not included. This make the task sequencing is uncompleted.

From your analysis, what are the possible learning principles of the task
sequencing?

The possible learning principles uses in the book are task dependency and
active learning because there are lots of role plays which the students have to do. For
example in chapter 1, the students learn how to gain others’ attention by identifying
the expressions they have to say in the role play. So do the other chapters which
contains role play and the students identify the expressions then practice it with
others.

Does the author apply the classroom steps of a particular language teaching
method? If so, what is the method?

Based on our previous explanation, the book is using the scientific approach.
So it is possible for the teacher to use CLT.

For example in Chapter 1, the possible method used in the classroom is CLT, because
here, the teacher first giving input in a form of expressions used to asking for
someone’s attention, giving and asking for opinion, and so on using a scripted
response. Then, the teacher lets the students to practice with their friend by using the
expression that they have learnt together with the teacher. At the end students have to
perform their dialogue/findings to the class. These steps applied similarly with the rest
of chapters.
Are the tasks in every chapter sequenced well?

The tasks are sequenced based on the learning method by the experts, so it could be
assumed as well sequenced. We cannot say the book sequenced the task nicely
because the ‘observing and asking’ step is similar with the ‘collecting information’
step. There are not much variation in giving the tasks. In our opinion, the visualization
is less attractive because it contains too much naration rather than points. The
language of the instructions are not really clear and long-winded comparing other
books. Again, we cannot see the sequence well because there are no clear gaps or
difference among the tasks. The opening task is good but still lack of variation. For
the comprehension task, grammar task, and formative task, the difference between
them are not really clear because of the visualization, which is less attractive make it
boring.

These two tasks are in the

same chapter (chapter 1) but
we cannot see the difference
because they both are
‘collecting information’ .
Moreover, after these two,
there are still some tasks
which are not clear whether
they are comprehension or
grammar tasks.