Book’s
Information
Title :
Effective English 3 for Grade IX of
Junior High Schools
Writer : Soegeng HS
Editor : Putut Pratyasto W.
Publisher : PT Tiga Serangkai Pustaka Mandiri,
Solo
Cost : Rp. 27.400,00
School Used : MTs Negeri Turen
INTRODUCTION
This paper is discussing about an evaluation
of coursebook that used for grade IX of Junior High School. The title of this coursebook
is Effective English written by
Soegeng HS. In evaluating this coursebook, we use set of criteria based on
Cunningsworth (1995, 3-4). These criteria will be used to know whether this
book is a good resource for both students and teachers in some aspects. We need
to analyze and evaluate this book because this book is suggested by Departemen Agama Provinsi Jawa Timur. This
book is bought by the school by the recommendation of that institution.
DISCUSSION
Based on Choosing your Coursebook by Allan Cunningsworth book, we can
evaluate and select the coursebook by reflecting some points in this book to
the important general criteria. Those important criteria are aims and
approaches, language content, skills, topic, methodology, teachers’ books and practical
considerations. Those criteria are represented in form of checklist and
questions list. Below are the explanations of each criterion in detail. In (appendix
1), we can see the checklist and questions list.
1)
Aims
and approaches
The aims and approaches of this
book correspond closely with the aims of the teaching program and with the needs
of the learners. The aim of each skill is already appropriated. For example,
the aim of teaching listening is responding to something and it is reflected by
all listening activities in this book. In the first unit and first lesson, “The
Sun", the aims of teaching listening are responding to expressions of
certainty and questions about certainty. Those aims of listening is already
matched and represented on the materials in first unit. Those activities are
appropriated with the aim of teaching listening. Besides, this book is not
really comprehensive, it only covers the main need of students. It does not
have additional need, such as enrichment and reflection. While the teacher’s
role is more like as guidance for the students. It is because the main focus of
this book id for students. Lastly, this book also allows different teaching and
learning styles. For example, this book uses think pair share, role-play, etc. Therefore,
we can say this book is flexible. In addition, the learners do not get bored
because they can use more than one teaching and learning style even combine two
or more styles.
2)
Design
and Organization
The design and organization of this
book is good enough, but we think there are some points that make this book
incomplete. First, the components make up the total course package are only the
students’ book. As we know, the complete package of coursebook consists of teachers’
book, students’ book, class cassettes, workbook, language study cassettes, and video
activity book. On the other hand, the design of this book itself is interesting
enough. The students will not get bored, because this book has been designed in
good appearance, especially the color of the book and the pictures included
inside this book. For the organization of the content, this book is organized
by topics and the organization is right for learners and teachers. The topics
are sequenced based on the complexity. We can see in the first topic, it is
about nature. The next topic is about the mass media and it is more complex in
term of the topic. Then, the topics still have unity of social life from one
topic to others topic. The grading and progression of the book is suitable for
learners because it allows students to complete the work needed. The less point
of this book is that there is no recycling and revision part. The last point
that will be discusses under this part is about the layout. The layout of this
book is clear enough, so the readers can find their way around the coursebook
easily. Last point is about the reference section for grammar. Unfortunately, this
book does not provide reference section for grammar meanwhile other coursebooks
might have the reference section for grammar that actually is so important for
additional material for students.
3)
Language
Content
This coursebook covers the main
grammar items and appropriate to each level, and taking learners’ needs into
account. Besides, there is grammar section (language notes) that can be used
for individual study and it corresponds to students’ language needs. All
grammar section is good and appropriate to each level (see appendix 2), because
it has been developed by its complexity. Moreover, for each unit, it has been
introduced new grammar items. Another good point of this book is that the
material for vocabulary teaching adequate in term of quantity and range of
vocabulary. There are enough amount on vocabulary list and it is also arranged
based on the set of different vocabulary of the same general type so if it is
about the nature, the list of vocabulary is about nature only. It is same with
another vocabulary list with different topic. The emphasis is placed on
vocabulary development and strategies for individual learning. The students are
provided by the vocabulary list with its meaning (see appendix 3). Therefore,
the students can do individual study without guidance from teachers. In
addition, most of vocabulary used in this book is situational relationship, it
means the words are set associated with particular situation, for example here
the topic is nature and list of vocabulary are atmosphere, axis, diameter,
eclipse, globe, lagoon, latitude, and so on. Another positive thing of the
vocabulary item is all of vocabularies list of this book have been selected
beyond general statements referring to frequency and usefulness. For the pronunciation
part, this book has already fulfilled the requirements in the checklist. This
coursebook includes material for pronunciation work and it covers the individual
sounds, word stress, and intonation. The positive thing that the other books
may not have the same as this book is that this book provides intonation on
sentences (see appendix 4), but the book does not provide sentence stress
because in our opinion, the common coursebook in Junior High School level
rarely provides sentence stress. While, for pronunciation part of this book has
met learner’s needs and help avoid misunderstanding. The coursebook deals with
the structuring and conventions of language use above sentence level like how
to identify the main points in a reading passage. In addition, the language
style used in this book is matched with social situation in Indonesia. You have
to know that the whole materials on this book are using Indonesian context and
cultures. We can find the use of Indonesian mass media like newspaper and magazine
(see Appendix 5). In addition, discussing the social situation and culture that
we found in this book, we think that a good coursebook should provide new
culture or western culture and social situation in those countries although in
small proportion. We conclude that a coursebook, which only has all western
social situation and culture that are represented in the material, it can be
categorized as incomplete coursebook. It is same in the other way around that a
coursebook which only has the Indonesian cultures and its social situation, it
cannot be categorized as good book. Therefore, the author should combine both
western and local cultures and social situation.
4)
Skills
All four skills, listening,
speaking, reading and writing are adequately covered in this book. Those skills
have arranged in good balanced. This book presents all four skills in
integrated way. It is good by presenting integrated skill, as we know that the
integration of skills is an important aspect of overall language ability. Yet,
there is no separate or individual part for each skill. For example, each unit
and lesson in this book integrates listening and speaking, and the reading and
writing (see appendix 6). Almost all is having the same way. Because of that
thing, of course the activity is for integrated skill work. For example, the
activity in listening and speaking part requires the integrated skill work on
those two skills. Reading passages and associated activities suitable for your
students’ levels and interest.The
materials are sufficient. On the other hand, there is no recorded listening
material. For instance, on page 4, Task 2, “Your teacher will read statement.
Listen and give an appropriate response!” Here the students have to listen on
teachers in order to give appropriate respond. This book only provides the
scripts, so the students more rely on the teachers in listening part. However,
the spoken English is well design and equip learners for real-life
interactions. The spoken English is available in form of dialogues, role-plays,
communication activities (information gap). In addition, writing activities are
suitable in terms of guidance, degree of accuracy, organization, and use of
appropriate styles. The evidence is on page 123. Here the students are given
the clear instruction of making curriculum vitae for applying job before they
do the task 9. (See appendix 7). If we analyze more detail of each skill, for
listening part, we think that this book contains kind of listening material,
such as dialogue and conversation work. In addition, the way this book presents
the material, it has been develop in good way. It provides pre-listening task
before practicing listening (listening and speaking), for example, here on page
3, on Task 1, “Your teacher will read the dialogue below. Listen and repeat!”
the task is like a brainstorming for the student before they do main activities
that are provided
of this book. While, for the speaking part, there are any specific strategies
for spoken activities, for example giving talks on Task 5 page 8, “practice the
dialogues in pairs use your own question and answer!” Then for reading part, most
of the material of reading text is used as a model for written work, learners
only asked to write something based on the model, but using different
information or giving information in different form. For example on page
130-131, there is an reading task of post card, then in Task 10 the students
are asked to make postcard, “You are a philatelist. Write a letter on a
postcard to your uncle who works in the post office. Tell him that you want to
get the newest stamps for your collection. Think of an address and add any
messages you like!” Lastly, for writing
part, it is because this book use integrated skills, therefore for writing part
most of the tasks are still related to reading task. It is combined both the
task for reading and writing.
5)
Topic
In this part, this book has many
good points refer to the checklist and question list. There is sufficient
material of genuine interest to learners. It has variation of topic. We can
find more challenging and interesting topic in each unit and lesson. For
instance, in first unit, the topic is about “nature” and the next topics are always
more interesting like “mass media”. More level has more complex and challenging
material. The topic helps expand the students’ awareness and enrich their
experience. The topics given are sophisticated but still within the learners’
language level. For instance, in topic about “Sun” on page 23, the topic is
sophisticated enough in content, yet within the learners’ language level (see
appendix 8). Another good thing of this book is real topic, all of the topics
that use real topic that relate to and engage the learners’ knowledge system
such as the knowledge of the world that they bring with them like Public
Service, Technology, and Arts and so on. Besides, we think that the students
will be able to relate the social and cultural contexts presented in the
coursebook. This book has many Indonesian cultures that are reflected in the
material so it is easy for students to relate both the social and cultural
context presented by this book. The evidence is on page 85, there is a reading
passage about Borobudur Temple. Besides, women are portrayed and represented
equally with men. The other
groups are represented with reference to occupation. There is no representation
of other groups based on ethnics, disabilities and so on.
6)
Methodology
The approach to language used in
this book is students’ centered approach. Besides, this book appropriates to
the teaching learning situation, especially for independent study for the
students. Moreover, the materials are discussed of this book complete the area
of students needs. In presenting/practicing new language items, this book uses
both deductive and inductive approaches. In addition, these techniques are suitable for
the learners. On the other hand, this book combine the different skills, those
are listening-speaking and reading-writing. Dialogues, role-play, and practices
develop the communicative abilities. Yet, the materials of this book do not
include any help/advice for the student on study skill and learning strategies.
7) Teacher’s book
Unfortunately, this book does not
provide teachers’ book. This book is a students’ book. This book gives the
answer keys and it is good for teacher and students. The students can utilize
the answer keys to support their study. Even though the fact that we found in
Indonesia that our students have wrong perception on the function of answer
key. Answer key should not be the alternative to skip study and easily look for
the answer key without trying to do the assignment by themselves.
8) Practical Considerations
This
book is suggested by Departemen Agama
Provinsi Jawa Timur. This book is bought by the school by the
recommendation of that institution. This book costs around Rp. 27.400,00. On
the other hand, this book is not really attractive in terms of its appearance. As
we know this coursebook does not belong to BSE book, but the appearance of the
cover is not appeal. The color is not colorful. In the other side, this book is
not accompanied by a listening record of the listening section. Actually, some
sections of this book require particular equipment. For example, listening section
needs a language laboratory or listening center to properly learn listening
skill. The school should have the equipment. However, the main problem is that
the CD is not provided. Only the listening script is given.
CONCLUSION
Based on the explanations above, we conclude that
this book is good. It meets the good criteria of evaluating a coursebook. We
can see from its materials, this book has interesting and challenging
materials. Some of them are sophisticated, but still in learners’ level. On the
other hand, the design and organization is good. The layout is clear, but the
cover is lack of color and interesting elements. This book is organized by
variation of topics, which are attracting the students. Even though this book
is not BSE book, it is contextual. It can be seen in all materials in this book,
which are contextual in social and cultural background of Indonesia.
RECOMMENDATION
We recommend using this book as the students’ book.
This book can be a good choice since this book has many strengths. Besides, Departemen
Agama Jawa Timur also suggested/recommended it. It is a positive thing why we should choose using this book.
However, this book has some less point, but still we are highly recommended to
use this book as the students’ book.
REFERENCES
Cunningsworth, Alan. 1995. Choosing your
Coursebook. Oxford: Macmillan Education.
APPENDICES
1.
Appendix
1. Questions and checklist for coursebook evaluation.
QUESTION
AND CHECKLIST FOR EVALUATION AND SELECTION
|
No.
|
Aspects
|
YES
|
NO
|
|
|
Aims and Approaches
|
|
|
|
1
|
Do the aims of the coursebook correspond closely
with the aims of the teaching programme and with the needs of the learners?
|
√
|
|
|
2
|
Is the coursebook suited to the learning/teaching
situation?
|
√
|
|
|
3
|
How comprehensive is the coursebook? Does it cover
most or all of what is needed? Is it a good resource for students and
teachers?
It is comprehensive., it covers the
main need of students. It has additional need, such as enrichment and
reflection.
|
|
|
|
4
|
Is the coursebook flexible? Does it allow
different teaching and learning styles
|
√
|
|
|
|
Design and Organization
|
|
|
|
5
|
What components make up the total course package
(eg students’ books’, teachers’ books’, workbooks, cassettes, etc)?
Just students’ book and answer key.
|
|
|
|
6
|
How is the content organized (eg according to
structures, functions, topics, skills, etc)? Is the organization right for
learners and teachers?
The content is organized based on
topics. Yes, the organization is right for learners and teachers.
|
√
|
|
|
7
|
How is the content sequenced (eg on the basis of
complexity, ‘learnability’, usefulness, etc)?
It is sequenced based on the complexity.
|
|
|
|
8
|
Is the grading and progression suitable for the
learners? Does it allow them to complete the work needed to meet any external
syllabus requirements?
|
√
|
|
|
9
|
Is there adequate recycling and revision?
|
√
|
|
|
10
|
Are there reference sections for grammar, etc? Is
some of material suitable for individual study?
|
|
√
|
|
11
|
Is it easy to find your way around the coursebook?
Is the layout clear?
|
√
|
|
|
|
Language content
|
|
|
|
12
|
Does the coursebook cover the main grammar items
appropriate to each level, taking learners’ needs into account?
|
√
|
|
|
13
|
Is material for vocabulary teaching adequate in
term of quantity and range of vocabulary, emphasis placed on vocabulary
development, strategies for individual learning?
|
√
|
|
|
14
|
Does the coursebook include material for
pronunciation work? If so, what is covered: individual sounds, word stress,
sentence stress, intonation? All is covered, except sentence stress.
|
√
|
|
|
15
|
Does the coursebook deal with the structuring and
conventions of language use above sentence level, eg how to identify the main
points in a reading passage? (more relevant an intermediate and advanced
levels)
|
√
|
|
|
16
|
Are style and appropriacy dealt with? If so, is
language style matched to social situation?
|
√
|
|
|
|
Skills
|
|
|
|
17
|
Are all four skill adequately covered, bearing in
mind your course aims and syllabuses requirements?
|
√
|
|
|
18
|
Is there material for integrated skill work?
|
√
|
|
|
19
|
Are reading passages and associated activities
suitable for your students’ levels, interest, etc? is there sufficient
reading material?
|
√
|
|
|
20
|
Is listening material well recorded, as authentic
as possible, accompanied by background information, questions, and activities
which help comprehension?
|
|
√
|
|
21
|
Is material for spoken English (dialogs, role
plays, etc) well-designed to equip learners for real-life interactions?
|
√
|
|
|
22
|
Are writing activities suitable in terms of
guidance/ control, degree of accuracy, organization of longer pieces of
writing (eg paragraphing) and use of appropriate styles?
|
√
|
|
|
|
Topic
|
|
|
|
23
|
Is there sufficient material of genuine interest
to learners?
|
√
|
|
|
24
|
Is there enough variety and range of topic?
|
√
|
|
|
25
|
Will the topic help expand the students’ awareness
and enrich their experience?
|
√
|
|
|
26
|
Are the topic sophisticated enough in content, yet
within the learners’ language level?
|
√
|
|
|
27
|
Will your students be able to relate the social
and cultural contexts presented in the coursebook?
|
√
|
|
|
28
|
Are women portrayed and represented equally with
men?
|
√
|
|
|
29
|
Are other groups represented, with reference to
ethnic origin, occupation, disability, etc?
|
√
|
|
|
|
Methodology
|
|
|
|
30
|
What approach/ approaches to language learner
taken by the coursebook? Both teacher and students centered learning. Is
this appropriate to the teaching learning situation? Yes.
|
|
|
|
31
|
What level of active learner involvement can be
expected? 70% Does this match your students’ learning style and
expectation? Yes.
|
|
|
|
32
|
What techniques are used for presenting/
practicing new language items? Both deductive and inductive. Are they
suitable for your learners? Yes.
|
|
|
|
33
|
How are the different skills taught? Each skill
is combined.
|
|
|
|
34
|
How are communicative abilities developed? Communicative abilities are developed by
dialogues, role-play and practices.
|
|
|
|
35
|
Does the material include any help/ advice to the
students on study skill and learning strategies?
|
|
√
|
|
36
|
Are students expected to take degree of
responsibility for their own learning (eg by setting their own individual
learning targets)?
|
|
√
|
|
|
Teacher’s book
|
|
|
|
37
|
Is there adequate guidance for the teachers who
will be using the coursebook and its supporting materials?
|
|
√
|
|
38
|
Are the teachers’ books comprehensive and
supportive?
|
|
√
|
|
39
|
Do they adequately cover teaching techniques,
language items such as grammar rules and culture specific information?
|
|
√
|
|
40
|
Do the writers set out and justify the basic
premises and principles underlying the materials?
|
|
√
|
|
41
|
Are keys to exercises given?
|
√
|
|
|
|
Practical considerations
|
|
|
|
42
|
What does the whole package cost? Does this
represent good value for money?
|
√
|
|
|
43
|
Are the books strong and long lasting? Are they
attractive in appearance?
|
|
√
|
|
44
|
Are they easy to obtain? Can other supplies be
obtained in short notice?
|
√
|
|
|
45
|
Do any parts of the package require particular
equipment, such as language laboratory, listening center or video player? If
so, do you have the equipment for use and is it reliable?
|
|
√
|
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