AN ANALYSIS ON ENGLISH TEXTBOOK BASED ON TOMLINSON’S THEORY

AT THE TENTH GRADE STUDENTS OF SMAN 1 SAMBIT

A. BACKGROUND
In teaching and learning process of English language numerous aspects could
affect the outcomes of learning for students. These aspects could emerge from the pre-
teaching preparations, while the teaching and learning is on progress, or after the
teaching and learning took place. Teachers’ roles are obviously important in teaching
and learning process. They plan the syllabus, prepare the materials, and teach in the
classroom and so on. That’s a lot of task to be done by a teacher as teaching material.
In teaching English, choosing a learning strategy that suits the needs of
students is very beneficial. Teacher should apply the interesting strategies in the
classroom, so that the students can understand well and faster about what they are
learning. Richards argues that “teaching materials are key component in most
language programs. Whether the teacher uses a textbook, institutional prepared
material or make use of his or her own materials, instructional materials generally
serve as the basis for much of the language input learners receive and the language
practice that occurs in the classroom”. One of the materials in learning English is
textbook.1
Textbook can guide teacher explain the material. a textbook consist picture
and written material. Tiwarti state textbook is an instrument to achieve the
instructional goal, to help teacher in preparing the teaching and learning, in preparing
task, in planning the classroom management, and in guiding the student’s learning
both at school and at home.2 In principle, textbook is an instrument which contain
educational materials that are designed to support the teaching and learning process.
As we know, One of factors that support the success of English teaching is the
textbook. In fact, the textbook is the main source material used in teaching learning
process. It can be great value in teaching, particularly to the beginner teacher. A
textbook plays an important role in the teaching and learning process. This is the
reason why most English teacher uses a textbook in their class. Textbook are
important resources for teaching both productive and receptive skills.

1
Richards, Jack C. 2001. Curriculum Development in Language Teaching. Cambridge: Cambridge
University Press.
2
Sugiri at.al. 2011. A study on Cultural Integration in the English Textbooks for Senior High Schools.
LITERA: Jurnal Penelitian Bahasa, Sastra dan Pengajaran. Volume 10 No. 2 (2011). 235-246. 2.
 Sheldon identifed three main reasons for which textbooks are heavily utilized.
These are, (1) developing their own classroom materials is an extremely difficult
process for teacher, (2) teachers have limited time in which to develop new materials
due to the nature of their profession, (3) External pressures restrict many teachers3
A good textbook can be an extremely valuable ELT device, especially in
situation where interesting and motivation authentic materials are difficult to compile
in an organized manner. Tomlinson gives criteria of a good textbook. There are 16
criteria of a good textbook from material should achive impact until Materials should
provide opportunities for outcome feedback.4
In SMAN 1 Sambit, they use English textbooks compiled by their own
English teachers. This book also contains the same material as English books in
general. When the English textbook from the publisher contains a story about the
world's great figures, then the book at SMAN 1 Sambit contains stories about
Indonesian leaders. Then, this English textbook at SMAN 1 Sambit is also more
focused on Indonesian history and culture such as descriptive texts about W.R
Supratman and traditional activities in Indonesia. So, this becomes something
interesting at SMAN 1 Sambit. Students not only learn about tenses, generic
structures and other texts but also learn Indonesian history in English.5
Based on the phenomenon above, the writer was interested in conducting a
study entitled “AN ANALYSIS ON ENGLISH TEXTBOOK BASED ON
TOMLINSON’S THEORY AT THE TENTH GRADE STUDENTS OF SMAN 1
SAMBIT”

B. Research Focus
Many problems may be identified in the textbook, but the researcher only
wants to analyze the content of English textbook “Bahasa Inggris” for Senior High
School Students Tenth Grade Printed by SMAN 1 Sambit Ponorogo. the researcher
focused on the quality of good textbook suggested by Tomlinson. The researcher
analyzed the 16 criteria developed in the book to find out how is the book’s quality
developed in the book based on the theories by Tomlinson.

3
Monjurul Islam. 2013. An Evaluation of English Language Textbook from Teachers’ Perspective.
International Journal of English and Education 2. No. 3 :119
4
Tomlinson, Brian. 1998. Material Development in Language Teaching. Cambridge: Cambridge
University Press.
5
The result of observation in SMAN 1 Sambit Ponorogo
C. PROBLEM STATEMENT
1. Are the materials in the textbook related to Tomlinson’s criteria?
2. Do the materials in the textbook support students’ language skill in English
teaching learning process?

D. OBJECTIVE OF THE RESEARCH

1. To investigate whether the materials in the textbook related to Tomlinson’s
criteria
2. To investigate whether the materials in the textbook support students’ language
skill or not in English teaching learning process.

E. SIGNIFICANCES OF THE STUDY

By conducting this study, it is expected to give useful information and
contribution for educational environment, theoritically and practically.
1. Theoritically
a. The result of the study will be useful and contribute to scientific treasure in the
field of education.
b. People who want to conduct a research in english textbook materials can use
the results of the reserach as the reference.
2. Practically
a. The writer gets a lot of knowledge about textbook analyzing process.
b. Teachers could use the finding as a consideration in selcting appropriate
textbooks for the teaching instrument.
c. The students are expected to have high motivation in learning english,
especiallywith supporting textbooks.

F. PREVIOUS RESEARCH RESULT AND THEORITICAL REVIEW

1. Previous Research Findings
A journal entittled A textbook analysis : an in-depth analysis of activities in
scientific approach’s perspective in an efl textbook for seventh grade created by
Ni’mal Fuyudloturromaniyyah. The journal aims to find out to what extent the activities
given in the textbook follow the scientific approach in its design. The findings showed
that in terms of physical appearence and types of activities the textbook was attractive
since it is printed full color filled with pictures, illustration, various activities, songs, and
games. However, the activities did not fully apply scientific approach as demanded by
Curriculum 2013 since the five scientific learning activities were not evenly distributed.
An analysis of selected eleventh grade english textbooks created by Rizky
Akbar. This study aimed at determining the extent to which two selected eleventh grade
English textbooks are appropriate in terms of content based on BSNP framework for
textbook evaluation. The findings show that both textbooks were appropriate in terms of
content based on BSNP framework for textbook evaluation.
An analysis of english textbook relevance to the 2013 english curriculum, a
journal created by Yokie Prasetya Dharma, Thomas Joni Verawanto Aristo. This
study is aimed at finding out the relevancies of the materials found in the textbook
with the 2013 curriculum materials. This study found out that the English textbook
used had been relatively relevant to the 2013 curriculum with few lack of relevance to
the 2013 curriculum.
2. THEORITICAL REVIEW
a. Textbook
In teaching English, choosing a learning strategy that suits the needs of
students is very beneficial. Teacher should apply the interesting strategies in the
classroom, so that the students can understand well and faster about what they are
learning. Richards argues that “teaching materials are key component in most
language programs. Whether the teacher uses a textbook, institutional prepared
material or make use of his or her own materials, instructional materials generally
serve as the basis for much of the language input learners receive and the language
practice that occurs in the classroom”. One of the materials in learning English is
textbook.6
Textbook can guide teacher explain the material. a textbook consist picture
and written material. In dictionary, a textbook is a comprehensive compilation of
content in a branch of study. Textbooks are produced to meet the needs of
educators, usually at educational institutions.7 Tiwarti state textbook is an
instrument to achieve the instructional goal, to help teacher in preparing the

6
Richards, Jack C. 2001. Curriculum Development in Language Teaching. Cambridge: Cambridge
University Press.
7
2014."schoolbook". The American Heritage Dictionary of the English Language (5th ed.).
Boston: Houghton Mifflin Harcourt.
 teaching and learning, in preparing task, in planning the classroom management,
and in guiding the student’s learning both at school and at home.8
According to Tarigan, textbook is a book which contains educational
materials that can help teachers and students in teaching and learning processes.9
Mc Grath said Additional materials or supplementary materials refer to the
materials which are taken from another source or any other materials that are
designed to support the teaching and learning process.10 In principle, textbook is
an instrument which contain educational materials that are designed to support the
teaching and learning process.
Nowdays, textbook has primary role in teaching ;earning process in
classroom. It is because teacher still heavily depend on the textbook, ad they
believe that textbook can help the students to understand the material. Textbook as
main source are often used for an effective tool in teaching learning activity.
Sheldon identifed three main reasons for which textbooks are heavily utilized.
These are, (1) developing their own classroom materials is an extremely difficult
process for teacher, (2) teachers have limited time in which to develop new
materials due to the nature of their profession, (3) External pressures restrict many
teachers.11
A good textbook can be an extremely valuable ELT device, especially in
situation where interesting and motivation authentic materials are difficult to
compile in an organized manner. There are some categories of a good book
according to McDonough and Shaw. First, the contents of the textbook should
deal with the current curriculum; it might be from the genre with should be
available in the textbook. Besides that, the contents of the textbook also go with
the level of study. In the textbook include lexical density which is measure the
proportion content words in a text. The second category is a textbook should have
an interesting display because it can give motivation for readers to read the
textbook. In addition, the language of the textbook should correct in context and

8
Sugiri at.al. 2011. A study on Cultural Integration in the English Textbooks for Senior High Schools.
LITERA: Jurnal Penelitian Bahasa, Sastra dan Pengajaran. Volume 10 No. 2 (2011). 235-246. 2.
9
Tarigan. H.G. et al. 1986. Telaah Buku Teks Bahasa Indonesia. Bandung: Angkasa.
10
Mc Grath, I. 2002. Materials Evaluation and Design for Language Teaching. Edinburgh: Edinburgh
University Press.
11
Monjurul Islam. 2013. An Evaluation of English Language Textbook from Teachers’ Perspective.
International Journal of English and Education 2. No. 3 :119
 situation. It means that the language does not enclose ambiguous, so the reader
can understand easily.
b. Tomlinson Theory
Material developers might write textbooks, tell stories, bring
advertisements into the classroom, express an opinion, provide samples of
language use or read a poem aloud. Whatever they do to provide input, they do so
ideally in principled ways related to what they know about how languages can be
effectively learnt. We should focus on three vital questions: (1.) What should be
provided for the learners (2.) How it should be provided and (3.)What can be done
with it to promote language learning.12
Tomlinson (2011) gives good criteria of textbook. They are:
1) Materials should achieve impact
Impact is achieved when materials have a noticeable effect on
learners, that is when the learners’ curiosity, interest and attention are
attracted. If this is achieved, there is a better chance that some of the
language in the materials will be taken in for processing. Materials can
achieve impact through:
a) novelty (e.g. unusual topics, illustrations and activities);
b) variety (e.g. breaking up the monotony of a unit routine with an
unexpected activity; using many different text-types taken from many
different types of sources; using a number of different instructor voices
on a CD);
c) attractive presentation (e.g. use of attractive colours; lots of white space;
use of photographs):
d) appealing content (e.g. topics of interest to the target learners; topics
which offer the possibility of learning something new; engaging stories;
universal themes; local references);
e) achievable challenge (e.g. tasks which challenge the learners to think).
2) Materials should help learners to feel at ease
Materials can help learners to feel at ease in a number of ways. For
example, that most learners:

12
Tomlinson, Brian. 2011. Material development in Language Teaching (2nd Ed.). Cambridge:
Cambridge University Press.
 a) feel more comfortable with written materials with lots of white space
than they do with materials in which lots of different activities are
crammed together on the same page;
b) are more at ease with texts and illustrations that they can relate to their
own culture than they are with those which appear to them to be
culturally alien;
c) are more relaxed with materials which are obviously trying to help them
to learn than they are with materials which are always testing them.
3) Materials should help learners to develop confidence
Most materials developers recognise the need to help learners to
develop confidence, but many of them attempt to do so through a process of
simplification. They try to help the learners to feel successful by asking them
to use simple language to accomplish easy tasks such as completing
substitution tables, writing simple sentences and filling in the blanks in
dialogues. This approach is welcomed by many teachers and learners. But it
often only succeeds in diminishing the learners. They become aware that the
process is being simplified for them and that waht they are doing bears little
resemblance to actual language use. They also become aware that they are
not really using their brains and that their apparent success is an illusion. And
this awareness can even lead to a reduction in confidence. The confidence
can build through activities which try to ‘push’ learners slightly beyond their
existing proficiency by engaging them in tasks which are stimulating, which
are problematic, but which are achievable too. It can also help if the activities
encourage learners to use and to develop their existing extra-linguistic skills,
such as those which involve being imaginative, being creative or being
analytical. Elementary-level learners can often gain greater confidence from
making up a story, writing a short poem or making grammatical discovery
than they can from getting right a simple drill.
4) What is being taught should be perceived by learners as relevant and useful
In ESP (English for specific purposes) materials it is relatively easy to
convince the learners that the teaching points are relevant and useful by
relating them to known learner interests and to ‘real-life’ tasks, which the
learners need or might need to perform in the target language. In general
English materials this is obviously more difficult; but it can be achieved by
 narrowing the target readership and/or by researching what the target learners
are interested in and what they really want to learn the language for.
5) Materials should require and facilitate learner self-investment
It would seem that learners profit most if they invest interest, effort
and attention in the learning activity. Materials can help them to achieve this
by providing them with choices of focus and activity, by giving them topic
control and by engaging them in learner-centred discovery activities. Again,
this is not as easy as assuming that what is taught should be learned, but it is
possible and extremely useful for textbooks to facilitate learner
selfinvestment. In my experience, one of the most profitable ways of doing
this is to get learners interested in a written or spoken text, to get them to
respond to it globally and effectively and then to help them to analyse a
particular linguistic feature of it in order to make discoveries for themselves
(see Tomlinson (1994a for a specif example of this procedure). Other ways
of achieving learner investment are involving the learners in mini-projects,
involving them in finding supplementary materials for particular units in a
book and giving them responsibility for making decisions about which texts
to use and how to use them (an approach I saw used with great success in an
Indonesian high school in which each group in a large class was given
responsibility for selecting the texts and the tasks for one reading lesson per
semester).
6) Learners must be ready to acquire the points being taugh
According to Krashen, each learner will only learn from the new
input what he or she is ready to learn. Readiness can be achieved by
materials which create situations requiring the use of variational features not
previously taught, by materials which ensure that the learners have gained
sufficient mastery over the developmental features of the previous stage
before teaching a new one, and by materials which roughly tune the input so
that it contains some features which are slightly above each learner’s current
state of proficiency. It can also be achieved by materials which get learners to
focus attention on features of the target language which they have not yet
acquired so that they might be more attentive to these features in future input.
7) Materials should expose the learners to language in authentic use
 It is necessary in that learners need experience of how the language is
typically used, but it is not sufficient because they also need to notice how it
is used and to use it for communicative purposes themselves. Materials can
provide exposure to authentic input through the advice they give, the
instructions for their activities and the spoken and written texts they include.
They can also stimulate exposure to authentic input through the activities
they suggest (e.g. interviewing the teacher, doing a project in the local
community, listening to the radio, etc.). In order to facilitate acquisition, the
input must be comprehensible (i.e. understandable enough to achieve the
purpose for responding to it).
Ideally materials at all levels should provide frequent exposure to
authentic input which is rich and varied. In other words the input should vary
in style, mode, medium and purpose and should be rich in features which are
characteristic of authentic discourse in the target language. And, if the
learners want to be able to use the language for general communication, it is
important that they are exposed to planned, semi-planned and unplanned
discourse (e.g. a formal lecture, an informal radio interview and a
spontaneous conversation). The materials should also stimulate learner
interaction with the input rather than just passive reception of it..13
G. RESERACH METHODE
1. Research Design
In conducting the research, the researcher choose descriptive qualitative
research that employ the data for the research are words, sentences or pictures that
are meaningful rather than numbers or frequency. In analyzing the data, the writer
uses content analysis methode. Content analysis examine evidence to solve
problems and answer questions. They try to limit their examinations only to
relevant evidance.14
Content analysis is a research methode applied to written or visual
materials for the purpose of identifying specified charachteristics of the materials.
The materials analyzed can be textbooks, newspapers, web pages, speecehs,

13
Tomlinson, Brian. 2011. Material Development in Language Teaching (2nd Ed.). Cambridge:
Cambridge University Press.
14
Riffe. 2008. Analyzing Media Messages using Quantitative Content Analysis in Research. New
Jersey: Lawrence Erlbaum Associates, Inc.
 television programs, advertisements, mjusical compositions, or any of a host of
other type documents.15
2. Place of the Research
This research is a kind of documentary research. So it does not need a
specific place. It means that it can be done at any time the researcher wants.
3. Source of Data
a. Primary data
Primary source are original documents (correspondance, diaries, reports,
etc), relics, or artifacts.16 The primary data taken from the textbook entitled
“Bahasa Inggris” for Senior High School Students Tenth Grade Printed by SMAN
1 Sambit Ponorogo 2018.
b. Secondary data
Secondary sorces, the mind of a nonobserver comes between the event and
the user of the record.17 Then, the secondary source will support the main data, it
was taken from the other sources such as books, journal, article and news which
related to the study.
4. Technique of Collecting the Data
In this research, the researcher use documentary analysis as the technique
in collecting data. The data are taken from textbook entitled “Bahasa Ingris” for
Senior High School Students Tenth Grade Printed by SMAN 1 Sambit Ponorogo
2018. The researcher analysis takes the whole units in the textbook as source of
the data, namely Chapter 1, Chapter 2, Chapter 3, Chapter 4, Chapter 5. Then, the
researcher analyzed each chapter which focused on 16 criteria of Tomlinson’s
Theory.
5. Technique of Data Analysis
After collect the data from the textbook as a document, in this study the
data will be analyzed qualitatively and reported descriptively. The researcher
analyzing the document by using Three Level of Analysis by Littlejohn. They are:
a) Level 1 Analysis: ‘What is There’ (Objective Description), b) Level 2 Analysis:
‘What is Required of Users’ (Subjective Analysis), and c) Level 3 Analysis:
‘What is Implied’ (Subjective Inference).

15
Ary et al. Introduction to Research in Education, 30.
16
Ibid, 467.
17
Ibid
H. ORGANIZATION OF THE STUDY
CHAPTER I : This chapter discussed about the background of the study,
research focus, statement of the problem, objective of the
study, significance of the study and organization of the study.
CHATER II : This chapter contains the review of previous research findings
and related literature. This chapter explains definition of
textbook, the importance of textbook, criteria of good
textbook and the theories which are used as the bases of the
research.
CHAPTER III : This chapter contains data description includes the general
data and specific data.
CHAPTER IV : This chapter is the main discussion of the study. This chapter
will explains the analysis materials in terms of criteria of good
textbook.
CHAPTER V : This chapter is closing. It consists of conclusion, implication
and suggestion.
I. OUTLINE TEMPORARY LIST OF CONTENTS

J. TEMPORARY BIBLIOGRAPHY
Ary et al. Introduction to Research in Education
Brian Tomlinson. 1998. Material Development in Language Teaching. Cambridge:
Cambridge University Press.
Brian Tomlinson. 2011. Material development in Language Teaching (2nd Ed.).
Cambridge: Cambridge University Press.
Jack C Richards. 2001. Curriculum Development in Language Teaching. Cambridge:
Cambridge University Press.
Monjurul Islam. 2013. An Evaluation of English Language Textbook from Teachers’
Perspective. International Journal of English and Education 2. No. 3
Nn. 2014."schoolbook". The American Heritage Dictionary of the English
Language (5th ed.). Boston: Houghton Mifflin Harcourt.
Sugiri at.al. 2011. A study on Cultural Integration in the English Textbooks for Senior
High Schools. LITERA: Jurnal Penelitian Bahasa, Sastra dan Pengajaran.
Volume 10 No. 2
Tarigan. H.G. et al. 1986. Telaah Buku Teks Bahasa Indonesia. Bandung: Angkasa.
I Mc Grath. 2002. Materials Evaluation and Design for Language Teaching.
Edinburgh: Edinburgh University Press.
Riffe. 2008. Analyzing Media Messages using Quantitative Content Analysis in
Research. New Jersey: Lawrence Erlbaum Associates, Inc.