text book analysis

CHAPTER I

INTRODUCTION

1.1.            Background

Oxford Advanced Learners states that (1) Language is a the system of communication in speech and writing that is used by people of a particular country or area, (2) The method of human communication, either spoken or written, consisting of the use of words in a structured and conventional way (3) Any means of conveying or communicating ideas; specifically, human speech; the expression of ideas by the voice; sounds, expressive of thought, articulated by the organs of the throat and mouth. Language is very universal that mean it used for communication with people who live in has same nationality, geographical, and island moreover it used for communication with foreign people or international people in the world.

One of languages in the world is English which has necessary role for communication with other people so that it is used of the international language, Basically English is use in language of study, economy, business .technology, entertainment, polities, tourism and others.

There are several reasons for learning English, Firstly; our curriculum said that English is compulsory subject in every school’s level. Secondly, many people learn English because of they want to be an effective person in English so they don’t less about development in English, Thirdly, some people learn English because they realize that they will have a better chance to get job in their future especially expert in English. Fourthly, People learn English because they want to continue their study become a lecturer or a professor.

When we learn English, there are four skills ( listening, speaking, writing, and reading) that we need for complete our English. Linguistically, reading and listening are part of receptive skills. While writing and speaking are the productive skills. All of those should be integrated so that the students able to apply the skill in school until working.

It is same as what we do when we learn about our native language, we usually learn to listen, speak, write and then we try to read. The mastery of four language skills are undeniable to English learners in order to master English.

In order to make the students easy to understand in studying English, the teacher usually uses text. According to Oxford Advance Learner’s Dictionary states that (1) main printed part of a book or magazine, (2) any form of written material, (3) written form of a speech, play, article, book that is studied. While text book means book that teaches a particular subject, used in school, etc. Text is very important because it tells people things for a start. Without of words our image have an awful a lot work to do.

There are two easy way to study English effecticely. First, you go and stay in an English speaking country for quite sometime. Second, you may get involved in daily communication with native speakers of English. The first way is almost impossible for you to do it. The second way is quite possible but it will cost you a lot of money, especially when you have a hire a native English teacher. So how we can overcome this problem? Please do not feel discouraged. To help you learn, we have composed an English textbook which is rich in samples of daily communication frequently used by English speaker. You can use a textbook as a “building block” which you can develop your communicative skills.

1.2.            Review Related Literature about Textbook

Language is the system of a communication.There are several reasons for learning English, Firstly; our curriculum said that English is compulsory subject in every school’s level. Where as we know that curriculum is a set of courses or a plan for a particular area of study. A curriculum includes more than just courses of study. It includes the following:

• A statement of underlying philosophy or learning theory
• Assumptions
• Goals
• Objectives
• Strategies
• Instructional materials

 In English there are four basic skills such as: Listening, Speaking, Reading and Writing. Listening is a receptive skill. Listening is the ability to identify and understand what others are saying. This process involves understanding a speaker’s accent or pronunciation, the speaker’s grammar and vocabulary and comprehension of meaning. Listening is important because listening is often implied as a component of speaking. You can not speak well if you can not listen. From listening you can learn new information. Listening also includes paying attention to the person speaking, so you can also pick up on body language, gestures, expression, and other non- verbal clues to help you understand what they are saying. It requires concentration, which is the focusing of your thoughts upon one particular problem. In order to do listening, there are some ways  that should do :

-         Prepare your self before listening something.

-         If the teacher gives a teks, at first read the teks carefully and try to guess the meaning.

-         When you listen, you shoud focus and don’t do something else that can make you loss consentration and then looking for the key word.

Speaking is a productive skill, where it can produce a language. According to the Oxford Advance Learner’s Dictionary, speak means to say words; to say or to talk somebody about something, to have a conversation with somebody; to address somebody in word etc. While speech means the power, act or the way of speaking. In order to be able to speak, there are some ways that should do :

-          Don’t be afraid to speak, just say what do you know and don’t ever think the grammatical. The first that you should brave to speak, although you forget the grammatical, but don’t worry. As long as the other understand. It’s enough for you. Later on, after you fluently in speaking, little by little you should improve your grammatical.

-         Prepare your self before speaking

-         When you speak, you shoud focus and don’t do something else that can make you loss consentration.

Reading also as a receptive skill. It is very important skill because without good reading skill, one cannot obtain various information printed in the form of media such as bulletin, magazine or newspaper. Thus, through reading one can absorb a large amount of knowledge. Moreover, various kinds of information about science and technology can be obtained by reading books in English because English is one of the languages of international communication ( Tampubolon. DP, 1988)

Writing is a productive skill where it can produce a language in written form so that people can read, perform or use it. Writing is the representation of language in textual medium through the use of a set of signs or symbols. There are five steps in writing :

-         Step 1 : Prewriting ( THINK)

 At first,  the students should think and decide a topic.

-         Step 2 : Drafting ( WRITE)

In here the students try to write sentences and paragraph even if they are not perfect.

-         Step 3 : Revising (MAKE IT BETTER)

After make the paragraph then look at again in order to make it better than before.

-         Step 4 : Proofreading ( MAKE IT CORRECT)

In detail the students should look at the sentences, check the spelling, capitalization and also punctuation.

-         Step 5 : Publishing ( SHARED THE FINISHED PRODUCT)

After finishing in writing a paragfraph, then read your writing aloud to the other.

In here there are also the kinds of texts and the generic structure. There are many kinds of text. Such as:

1.      Procedure  Text ( to describe how something is accomplished)

The generic structure of the text :

-         Goal

-         Materials

-         Steps

2.      Recount Text ( is a text that tell the events that happened in the past. The events should be chronologically, and in recount text is different with narrative text where in narrative there is a complication, but in recount there is no complication)

The  generic structure of the text :

-         Orientation : provides the setting and introduces participants.

-         Events                    : tell what happened, in what sequence.

-         Reorientation          : optional-closure of events.

3.      Descriptive Text ( is a text to describe a particular person, thing, animal or place)

The generic structure of the text :

-         Identification

-         Description

-         Conclusion

4.      Report Text ( is a text to describe the way things are )

The generic structure of the text :

-         General Classification

-         Descripsion

5.      Narrative Text ( is a text to entertain the reader with a fairy tale )

The generic structure of the text :

-         Orientation

-         Complication

-         Resolution

1.3.            The Related Research

In chapter 1 in textbook  Building Blocks English Competency for year VIII SMP/MTS By Ignatia M.H. and leo K. Tamtomo, about Flora and Fauna, Keeping Animals, and Animals in the Wild,  I analyze the listening, speaking, reading, and  writing based on the syllabus and some theories, whether the textbook matches or not with the syllabus or good or not with the eight grade students of Junior High School. In the listening skill  I analyze the expression about asking, giving and refusing for help, expression about agreement and disagreement, expression probability, descriptive text, explain things and identify main ideas of the paragraph.

1.4.            Research Methodology

1.4.1.      The Method

The method that use in this research is a literature, where there is an exist thing and I just compare that exist thing. In here I just compare between the syllabus and the textbook about Building Blocks English Competence for year VIII SMP/MTS.

1.4.2.      Object of the research

The object that I use in this researh is a syllabus and textbook about Building Blocks English Competence for year VIII SMP/MTS.

1.4.3.      Research Instrument

The research instrument that I use are curriculum KTSP for Junior High School , Syllabus and also textbook Building Blocks English Competence for year VIII SMP/MTS.

1.4.4.      Procedure

-         Preparation.

First, I search the syllabus for  Junior High School. I went to the Junior High School 1 Marga Tabanan, then I asked the teacher who taught in eight grade. I asked how they taught the students, what instruments that they used in teaching. Then they said that they used a textbook. Then I borrowed the syllabus and the textbook .

-         Action

After I get the syllabus and the textbook for eight grade students of Junior High School, then I try to identify that syllabus and the text book. Firstly, I compare between the syllabus and the terxtbook. I look at what are the Basic Competencies for example for Listening, Speaking, Reading and Writing skill. Then I look at the textbook whether the textbook match or not with the Basic Competence that states in the syllabus. I look at chapter by chapter in detail. Besides that, in anlyze textbook I also use some refferences theory in order to make it correct.

CHAPTER II

ANALYSIS

2.1. The analysis of the textbook

1.      In the syllabus, especially in listening skill, the basic comptence states that students are able to respond the transactional and interpersonal conversation to interact with the environment that uses the expression of  asking, giving and refusing a help, asking, giving and refusing things, asking and giving opinion.

In unit 1 World Plants

Helping in the Garden page 2.

I analyze the listening skill. In the listening skill in textbook, the students are given a teks, then they should listen the conversation from the tape than the should respond the conversation with fill in the blank based on what they heard. Between syllabus and textbook are match because in the textbook students respond the conversation with asking, giving and refusing help and this is match with the basic competence in the syllabus. Besides that, the vocabulary that use is not too difficult for students in Junior High School, most the vocabulary that uses are familiar vocabulary.

After listening the conversation then the students are ask to answer the question. In the textbook there’s no teks that provide for the students. So I thinks it’s not good for the students especially for Junior High School that I know they are young learner and beginner in studying English. So it will make them difficult in order to answer question.

In the textbook in page 5 there is an expression about asking and giving opinion and students practice it and also about possibility, so it matches with the syllabus.

2.    In Speaking skill the basic competence is students are able to respond the meaning in the short functional teks accurately, fluently and acceptable to interact with the environment use the expression of asking, giving and refusing a help. In the textbook, in chapter 2 in activities, students are provide a expression about asking, giving ang refusing a help. Then they ask to practice it with their friend, after that they also ask to make a simple conversation consist of that expression and practice it. It matches with the syllabus where in the syllabus states that students can use it in order to interact with the environment, with that kinds of expression it can use in everylife situation and it’s very useful for the students in order to communicate with the other people.

3.    The basic competence of reading skill is reading a loud in the essay in the form of descriptive text with the pronunciation, intonation that acceptable with the environment. In the texbook in page 6 about Growing Plants, students are given a descrptive paragraph then they should read it first after that try to answer the question that has given. In the descriptive paragraph as we know that consist of identification, description and conclusion. But in the textbook it’s not clear which one is the identification, description and conclusion. Besides that, the vocabulary that use in one reading teks is too difficult for the young learner, it make them hard to comprehend the passage. So it’s not good reading passage for the students  in Junior High School.

4.    Basic competence for the writing skill is students are able to express the meaning in the functional teks and fill the blank in the form of descriptive paragraph and able to make a sentence to be a meaning teks in the form of descriptive paragraph. In the textbook in page 16 activities A. Staes that fill in the correct form of the verb to complete the paragraph. In here the descriptive paragraph is very clear which one is the identification, description, and conclusion. The vocabularies that use are familiar, so it’s liitle bit make the students easy to do and they also know the generic structure of the descriptive text clearly with the clear example. So that they can make the simple descriptive teks.

2.2.  The result of the analysis textbook Building Blocks English Competence for year VIII SMP/MTS.

     By using the textbook Building Blocks English Competence for year VIII SMP/MTS, students will learn English trough an active process. Most of the activities the students do in this book will begin with listening and speaking. Some activities will also deal with reading and writing skills. That way the student will grasp the basic competence on how to communicate in English. The tittle of this book is Building Blocks. It aims to build the foundation of the students English competency. Most of the listening and conversation materials in this textbook are based on real life situation. Most of the reading and writing materials are also based on real life situation. In Building Blocks for Grade VIII, there are some chapter, which is each chapter deals with a theme and some interesting topics that. Overall this textbook is good textbook although there is little problem, where in this book there is a little unfamiliar vocabulary for the students and the generic structure of the descriptive text is not clear. I think it can be revise in order to make this textbook better than now.

CHAPTER III

CONCLUSION

Textbook is very useful for the teacher and for the students. For the teacher, it’s use as an instrument in teaching the students. To help the students learn, we have composed an English textbook which is rich in samples of daily communication frequently used by English speaker. Students  can use a textbook as a “building block” which they  can develop their  communicative skills. Overall after analysing the textbook with the syllabus, this textbook is good. Most of the listening and conversation materials in this textbook are based on real life situation. Most of the reading and writing materials are also based on real life situation. In Building Blocks for Grade VIII, there are some chapter, which is each chapter deals with a theme and some interesting topics that.

CHAPTER IV

REFFERENCES

Oxford Advance Learner’s Dictionary.(2003). New York : Oxford University Press

Ignatia, M.H.,& Leo, K.T.(2005).  Building Blocks English Competency Year VIII SMP/MTS. Yogyakarta : PT Citra Aji Parama

       

        Brown, H. Douglas. 2004. Principle and Classroom Practices.Pearson Education. United  State of America.

        Baker, Joana and Westrup, Heather. 2000. The English Language Teacher’s                  Handbook. VSO. London

sociolingistics

ETHNICITY AND SOCIAL NETWORK

ETHNICITY

Ethnicitydenotes a group of individuals who consider themselves, or are considered by others, to share common characteristics which differentiate them from other collectivities within a society.

When people belong the same group, they often speak similarly. But there are many different groups in a community, and so any individual may share linguistic feature with a range of other speakers. Some feature indicate a person’s social status, other distinguish women and men or identity a person as a teenager rather than a middle age citizen. There are also linguistic clues to person’s ethnicity and closely related to all these are linguistic features which reflect the regular interactions people have those they talk to most often. Here the situation that indicate the ethnicity.

Example 1 :

This situation took a place at Montreal. There was a girl who went to the restaurant in the old French. The girl was greeted by the waiter in French and that girl responded in French,but her accent clearly signalled that she was a native English speaker. At this case, the waiter is able to speak bilingual but he had a choice that he choose to continue in French. In here the waiter want to show his ethnicity as a French Canadian.

Many ethnic groups are use a distinctive language assosiated with their ethnic identity as demonstrated in the example above. Where a choice of language is available for communication, it is often possible for an individual to signal their ethnicity by the language the choose to use. Even when a complete conversation in an ethnic language is not possible, people may use short phrases, verbal filler or linguistic lags, which signal ethnicity

Example 2 :

In New Zealand many Maori people routinely use Maori greetings such us kia ora and a conversation between two Maori people may include emphatic phrase such us e ki, softening tags such as ne, and response such as ae, even when neither speaks the Maori language fluently. Besides that, when the Chinese Singaporeans bargaining with Chinese retailer in the shopping centres, the Chinese Singaporeans often use their ethnic background with linguistic tag such as la,or the word or phrase that indicate their ethnicity. They believe that with using their ethnicity may mean that they get better bargain.

Ethnic group often respond to the situation by using the mayority language in a way which signal their ethnic identity. For group where there are no identifying physical features to distinguish feature may be an important remaining symbol of ethnicity once their ethnic language disappeard. Food, religion, dress and distinctive speech style are all ways that ethnic minorities may use to distinguish themselves from the mayority group.

Example

African Americans do not need a distinct variety or codes as a symbolic way of differentiating themselves from the mayority group. They are actually different. This group has developed a distinc variety of English known as African American Vernacular English. This dialect has a number of features which do not occur very much less frequently in the standard variety. These linguistic differences act as a symbols of ethnicity.

For example

African American Vernacular English                 American Standard English

She very nice                                                                She’s very nice

He a teacher                                                                 He’s a teacher

SOCIAL NETWORK

Network in sociolinguistic refer to the pattern of  informal relationships people are involved in on a regular basis. In every day interaction, speech differences may also reflected in people’s social network. It is not surprisingly that people’s speech should reflect the types of network they belong to. The people we interact with, are one important influence on our speech. Social networks move the focus from social features the speaker alone, such as status, gender, age and ethnicity to characterisctics of the interaction between people. 

For example :

There is a boy who is 18 years old live in Ballymacarrett and he works  in the shipyard. He got job through his uncle namely Bob who works at shipyard and he has a cousin namely Mike and he works there too. Tom and Mike live in the same street and most at night they go to the pub and run disco with two friends namely Jo and Gerry. The way Tom and his cousin speak reflect that they belong to a small closely knit working class community. The men they work with, and mix with outside work are also their relations and neighbours and they all speak alike. As a member of the working class, they will tend to use more vernacular forms.

By contrast people in Tom’s community who are not so much a part of the kinship, neighbourhood and work network, tends to speak less broadly. For example : Sandy a man who lives on the edge of Ballymacarret, works for the civil service. He comes from Southern Ireland and he doesnt have family in Belfast and he sees people like Tom occasionally in pub. He is not part of close knit Ballymacarret male network and he uses far fewer vernacular form than Tom and Mike.

There are two technical term which are very useful for describing different types of networks. These are :

1.      Density

It refers to whether members of a person’s network are in touch with each other. If your friends know independently about you, so your network is a dense one. For example : Tom’s friends and relations know and interact regularly with each other, as well as with him. Tom works in the local shipyard with their relations, their neighbour, and their mates. Or the people they work with same with  the people they live with and play with. He clearly belongs to a dense network . This is reflected in the various connection between Mike and Tom and Uncle Bob.

2.      Plexity

Is a measure of the range of different types of transaction people are involved in with different individuals. Or they people they work with different from they people they live with and play with. Their speech is correspondingly more standard and they use fewer vernacular or creole. For example : young Ballymacarret women work on the far side of the city. They people they work with are not their neighbours or relations and so they are mixing with a more diverse group.

 In here there are uniplex and multiplex.

-         Uniplex Relationship : is one where the link with the other person is in only one area . You could be linked to someone else only because you work together, for example or you might only play badminton together, and never meet in any other context.

-         Multiplex Relationhip : involve interactions with others along several dimensions. For example : a workmate might also be someone you play tennis with and meet at church regularly. Tom’s network is multiplex because the people he works with are also his pub-mates, his relations and his neighbours.

CONCLUSION

What the people speak it will indicate their ethnicity.When people belong the same group, they often speak similarly. But there are many different groups in a community, and so any individual may share linguistic feature with a range of other speakers. Some feature indicate a person’s social status, other distinguish women and men or identity a person as a teenager rather than a middle age citizen. In every day interaction, speech differences may also reflected in people’s social network. It is not surprisingly that people’s speech should reflect the types of network they belong to. The people we interact with, are one important influence on our speech.

writing text

Comparison and Contrast Paragraph

The comparison paragraph compares two subjects and disscusses how they are a like and list a few example. In the contrast paragraph, two subject are discussed as how they are different again, listing a few example.

Comparison      : in here you should emphasize the similarities of the things that you compare, you should explain in detail the similarities between the things.

Contrast           : in here you emphasize the differences of the things that you compare, you

should describe clearly the differences between the things.

The expression that can use in order to indicate that paragraph about comparison :

-         In the same way

-         And, also, in addition

-         Both

-         Similarly

-         Like

-         Too

-         Etc

The expression that can use in order to indicate that paragraph about contrast :

-         Although

-         But

-         However

-         Where as

-         On the other hand

-         In contrast

-         Etc

In order to write a comparison and contrast paragraph, the generic structure can be like this :

1.      Introduction

2.      All comparisons

3.      All contrasts

4.      Conclusion

The comparison and contrast paragraph can be like this :

1.      Topic

2.      Controlling idea

3.      Topic sentences

4.      Supporting sentences ( in here consist of all comparisons and all contrasts)

5.      Conclusion

 The Example of Comparison and Contrast Paragraph

Topic                           : My Lovely Dogs

Controlling idea            : All of differences and similarity

Topic sentence : My Lovely Dogs with all of differences and similarity

Supporting sentences    : -

-  Doll likes barking, on the other hand Doli doesn’t like barking

- Doll likes eating fish, whereas, Doli likes eating bread

                        - Doll is fierce dog, however, Doli is calm dog

- Both Doll and Doli like playing ball with me

- In the same way, Doll and Doli like swimming

                        - Doll and Doli like running around my house

Conclusion                   : I love My Lovely Dogs with all of differences and similarity

 My Lovely Dogs with all of differences and similarity

My Lovely Dogs with all of differences and similarity. I have two lovely dogs. Female and male dog. Doll is male dog, and Doli is female dog. Doll likes barking everyday, on the other hand Doli doesn’t like barking. Every day I always give them some foods. Doll likes eating fish and drinking water, whereas, Doli likes eating bread and drinking milk. Whoever comes to my house Doll usually like to bite them because Doll is fierce dog, however, Doli is calm dog. On my spare time, I usually play with my lovely dogs. Both Doll and Doli like playing ball with me. Besides that, sometimes I bring them to the swimming pool. In the same way, Doll and Doli like swimming. In the afternoon, Doll and Doli like running around my house. I love My Lovely Dogs with all of differences and similarity