AN ANALYSIS OF ENGLISH TEXTBOOK FOR TWELVE GRADE OF SENIOR

HIGH SCHOOL “BAHASA INGGRIS SMA/MA/SMK/MAK KELAS XII

KURIKULUM 2013” BASED ON HARMER THEORY
(Paper)
Submitted For Assignment Textbook

Analysis Lecturer : Firma Pradesta

Amanah, M.Pd.

Arranged by :
Group 11

Annisa Fitri Zian Meliantika 1911040268

Luki Asetaf Putra 1911040122

Class 5F

ENGLISH EDUCATION DEPARTMENT TARBIYAH

AND TEACHER TRAINING FACULTY

ISLAMIC STATE UNIVERSITY OF RADEN INTAN LAMPUNG

2021
 PREFACE

Assalamu’alaikum warahmatullahi wabarakatuh

Praise and gratitude, let us pray to the presence of ALLAH SWT who has given us
physical and spiritual health so that we can enjoy the beauty of Allah natural creation. Sholawat
and greetings continue to pour out to our prophet Muhammad SAW who has shown us the
straight path in the form of perfect religious teachings with very beautiful language.

We also thank our friends who have contributed to providing ideas so that this paper can
be arranged properly and neatly. We also express our gratitude to the Advisory Lecturers who
always provide support and guidance as well as useful input in the process of preparing this
paper. so that the Textbook Analysis paper with the title " An Analysis Of English Textbook For
Twelve Of Senior High School “BAHASA INGGRIS SMA/MA/SMK/MAK KELAS XII
KURIKULUM 2013" can be well prepared.

We hope that this paper can add to the knowledge of the readers. But apart from that, we
understand that this paper is far from perfect. So we really hope for constructive criticism and
suggestions for the creation of a better next paper Aamiin,.

Bandar Lampung, December 2021

Author

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 TABLE OF CONTENTS

PREFACE
CHAPTER 1 INTRODUCTION
1.1 Background...............................................................................................................4
1.2 Formulation of The Problem...................................................................................5
1.3 Objectives................................................................................................................. 5
CHAPTER 2 DISCUSSION
2.1 Criteria of Good Textbook...................................................................................... 7
2.2 Methodology............................................................................................................. 9
2.3 Analysis of the Suitability of english Textbook based on Harmer's............. . 10
CHAPTER 3 CLOSING
3.1 Conclusion.............................................................................................................. 17
REFERENCES

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 CHAPTER I
INTRODUCTION

1.1 Background

As the learning material, the textbook has important roles in teaching, first
one is the basic resource to determine the quality of language input and the
language practice. Second, a textbook can be a media to help teachers to achieve
the goals of teaching-learning process, which is stated in the curriculum. As a
media, the good textbook should be relevant with the curriculum, so it will help the
implementation of the curriculum itself.

Commercial textbooks in the bookstores, English teachers are required to be

able to evaluate textbooks to find out if they were still worth using or need replacing.
To be able to evaluate the textbook, teacher should concern about the
appropriateness of the material with the students need and meet the criteria of good
textbook.

This can be used as an evaluation to create a textbook that meets several of

the criteria proposed by Harmer. According to Harmer, the criteria for a good
textbook are often used as a benchmark for some researchers or teachers to
identify whether a textbook is good or not. The criteria also include things like Price
and availability, Add-ons and extras. Layout and design and others. To clarify how
the criteria are applied, an example is needed. Therefore, this paper aims to
discuss the analysis of textbooks based on Harmer's theory.

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1.2 Formulation Of The Problem

1. Do the textbook used for learning English meet the criteria for a good textbook,
Harmer's theory?
2. What are the strength and weaknesses of textbooks?

1.3 Objective

1. To see whether the textbook used for learning English meets the criteria of a good
textbook based on Harmer's theory
2. To reveal the strengths and weaknesses of the textbook.

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 CHAPTER II
DISSCUSIO
N

2.1 Criteria of Good Textbook

Harmer (2007) states that the most important aspect of textbook use is
for teachers to try to engage learners with the content they are going to be
dealing with.
Msoreover, it also provides. the learners with great opportunity to
communicate English in the classroom. Harmer also adds the criteria of a
good textbook as follow:

Possible areas for Possible questions for coursebook

Consideration analysis
Price and How much does the textbook cost? Will students have to buy any extra
availability material (workbook, etc)? Are all the components (coursebook,
workbook, teacher's guide, audio, etc) available? What about other
levels? Is this good value for money? How much does the whole
package (with all the
components) cost?
Add-ons and extras Apart from a workbook, what other extras are offered with the course?
Are there Internet sites with extra material (exercises, texts, etc), or
with 'meeting places' for users? What else does the publisher offer to
support the course?
What value should we place on the extras that are available?
Layout and design Is the book attractive? Is its design appropriate for (a) the students,
and (b)
the teacher? Does the design of the book make it easy to follow?
Instructions Are the instructions clear and unam biguous? Are they written in
language that the students will understand? Can the coursebook be
used by students
working on their own, or is a teacher necessary to show them how to
use it?

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 Methodology What kind of teaching and learning does the coursebook promote? Is
there a
good balance between study and activation? How do the authors
appear to think that people learn languages and do we agree with
them?
Syllabus Is the syllabus appropriate for our students? Does it cover the
language areas (grammar, vocabulary, functions, pronunciation, etc)
that we would expect? Do we and our students like the sequencing of
language and topics, etc?
Does the coursebook build in a feeling of progress?
Language Skills Does the coursebook have the appropriate balance of
skills ? Is the skills work realy designed to promote the skills
(e,g writing for
writing , not writing for learning )? Are there possibilities for
both
study and activation in the skills area? Are the skills activities
likely to

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 engage students?
Topics Does the book contain a variety of topics ? On balance , are
the topics appropriate for the kinds of students who will be
using the
coursebook? Are the topic likely to engage the students..
Cultural Is The material appropriate for the cultural situation that the
appropriacy
students are in ? Do the texts contain culturally insensitive
material? Are the activities appropriate for the learning
culture ? Is the coursebook unprejudiced in the way it deals
with different customs, ethnicities,
races sexes?
Teacher’s Guide Does the coursebook have an accompaning teacher’s guide ? Is
it easy to use ? Does it explain things clearly ? Does it offer
alternatives to the coursebook activities ? Does it have all
answer that teacher and students need ? Does it provide
differentiated activities for fast and
slow learners of the students.

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2.2 Methodology

This Research applied qualitative study, that is, content analysis. This study
attempted to the worthiness of English textbook in one aspect. It attempled to discover
whether the textbook analyzed has met the criteria proposed by harmer (2007)
The date were taken from a textbook for the twelve grade student of junior
high scool,
the text entitled “Bahasa Inggris SMA/MA/SMK/MAK kelas XII kurikulum 2013” written
by utami widiati, zuliati rahmah , and furaidah, publish by pusat kurikulum
danperbukuan, Balibang, Kemdikbund . “Bahasa Inggris SMA/MA/SMK/MAK kelas XII
kurikulum 2013” for twelve grade of senior high school has 256 pages. The data
collection was analyzed qualitatively by using an instrument called the tentative
checklist for textbook evaluation that had been previously developed by the research
(Jeremy Harmer. There are ten aspects to be analyzed based on Harmer’s
theory,namely :
1.Price and availability 6. Sylabus
2. Adds-ons and extras 7. Language skills
3. Layout and design 8. Topics
4. Instrument 9. Cultural approptiacy
5. Methodology 10. Teacher’s guide

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2.3 Analysis of the Suitability of english Textbook based on Harmer's
Data analysis was taken from a textbook which was developed
based on the 2013 curriculum framework. The textbook entitled “BAHASA
INGGRIS SMA/MA/SMK/MAK KELAS XII KURIKULUM 2013” was
published by the Ministry of Education and Culture. ). Data was measured
on a fourth-point Likert-type scale, that is, “4= very good, 3= good, 2=
average, 1= poor”.

The following table is a summary of the data analysis of the English

textbook.

No. Aspect of 4 3 2 1
Evaluation

1. Price and availability 4

2. Add-ons and extras 4

3. Layout and design 4

4. Instructions 4

5. Methodology 4

6. Syllabus 1

7. Language Skill 4

8. Topic 4
s
9. Cultural appropriacy 4

10. Teacher’s guide 4

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 The table shows that, the textbook "English, Think globally act locally
“Bahasa Inggris SMA/MA/SMK/MAK Kelas VII Kurikulum 2013” is almost
at the appropriate level ,because this textbook has fulfilled nine of the ten criteria
proposed by Harmer. They:

1. Price And Availability.

This book is included in the standard and affordable books for students. The book
also contains content appropriate to the student's level. The material covered in the
book is complete and easy to understand, and is also equipped with various
exercises to hone students' abilities.

2. Add-ons and extras

The internet sources are included in each image which makes it easier for students
to find them on internet pages. Many additional services can support the course.

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 3. Layout and design :

This textbook is very interesting, because it is designed with pictures that match the
material and bright colors so that it makes this textbook more colorful and not
monotonous. The layout of this book is also very neat and specifically designed
according to students and teachers. Making it easier for students and teachers to
understand the material or orders from the tasks in this textbook. So this textbook is
in accordance with Harmer's Theory, where the layout & design in this textbook is
suitable for students and teachers and is designed as attractively as possible so that
students can understand more easily and not be boring.

4. Intructions

As seen in the picture below, the instructions in this book are so clear that without
the teacher explaining, students can understand for themselves what the tasks are
instructed in this textbook. But the teacher also plays an important role as an
instructor who tells how the tasks in the bookwork. So this textbook has instructions
that are in accordance with Harmer's Theory, because the text in this book can be
clearly understood by students because it uses simple language and the teacher
also plays a role in helping students.

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5. Metodhology :

This book is designed in such a way as to attract students' interest so that students
feel comfortable using the book. The book has examples of illustrations
accompanied by good explanations and materials that make students love them.
Learning uses communicative and easy-to-understand language.

6. Syllabus

The drawback of this textbook is that it is not equipped with a learning syllabus.
While the existence of the syllabus is very useful as a guide for the development of

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further learning tools, starting from planning, managing learning activities and
developing assessments.
Likewise the syllabus is very useful for developing a scoring system. So this textbook
does not fully meet the criteria according to Hamer's theory.

7. Skill Language

This book promotes the four language skills, the portions for each skill is not well-
balanced. Skill work is designed to improve students skills, such as speaking,
reading , writing , listening. The activities in the book also tend to involve students to
improve their skills. As in the pictures below, the are improve to train students skills :

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8. Topic Catagory

This book contains a veriety of very interesting topic. starting from simple topics to
more complex ones, this book very insteresting to see and the strudents wants read
a book until the end. It is like the topic “do you know how to applay for a job”
And many more . this book alwasy involves students to actively participate.

9. Cultural appropriacy

In this book, material is also included with the cultureal situation in which the

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student are located. (for example by telling the visit seattle) which is one of the
cultural friendly island. The activity is in accordance with the learning culture.
Textbooks are not prejudiced in the way they related to different habits.

10. Teach’s guide

This coursebook haven an accompanying teacher’s guide, because there is an

instruction for teacher which explain them clearly, so that it easy to use. The
intructions have all the answers that teachers and students need. Instructions of
use in this textbook is good because there is intryctions for use contain a
description of purpose, the contents of the book, as well as the user guide book for
students to learn.

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 CHAPTER III

CLOSING

1. Conclusion

There are ten aspects to be analyzed based on Harmer's theory, namely,

1) Price and availability, 2) Add-ons and add-ons, 3) Layout and design, 4)
Instructions, 5)
Methodology, 6) Syllabus, 7) Language skills , 8) Topics, 9) Cultural
suitability , 10) Teacher's guide.
The data is from a textbook for the twelve grade student of senior
high scool,the text entitled “Bahasa Inggris SMA/MA/SMK/MAK kelas XII
kurikulum 2013” written by utami widiati, zuliati rahmah , and furaidah,
publish by pusat kurikulum danperbukuan, Balibang, Kemdikbund

Based on the findings and data analysis, this study concludes that textbooks

" Bahasa Inggris SMA/MA/SMK/MK kelas XII kurikulum 2013” almost fulfills the criteria
proposed by Harmer and that this textbook is appropriate. The drawback of this book is the
absence of a syllabus.

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 REFERENCES

Cunningsworth, Alan. Memilih Buku Kursus Anda Han BookZZ.org, Diperoleh

dari https:// www.scribd.com/document/354608184/Alan-Cunningsworth-
ChoosingYour-Coursebook-Han- BookZZ-org pada 03 Desember 2021

Harmer, Jeremy. (2007).Cara Mengajar Bahasa Inggris (Edisi Baru).

Pendidikan Pearson Terbatas. Jeremy Harmer – Diperoleh
darihttps://skyteach.ru/2019/10/28/jeremy-harmer/ pada 04 Desember 2021

Kemendikbud. (2017). Bahasa Inggris,ketika bahasa Inggris membunyikan

bel (Edisi Revisi). Jakarta: Kemendikbud.

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