ABSTRACT

Specifically the study was aimed to analyze the compatibility between the textbook and
the syllabus in terms of materials and exercises to analyze the compatibility between the
textbook and the textbook evaluation criteria in terms of level of difficulty on the exercises, and
to find out the strengths and weaknesses of the textbook. The study was descriptive-evaluative
which focused and content analysis. The object of the research was the English textbook Bahasa
inggris when English rings the bell to SMP/MTS grade v11 conform to the basic competences
in the syllabus of English curriculum 2013. The textbook is claimed as representing in basic
competence of the syllabus in the curriculum if the material completely conform to basic
competences and its sequence. The result of this study show that all of the basic competence in
the textbook conform to the basic competences for first grades of junior high school in the first
semester syllabus of English curriculum 2013.
Keywords: textbook evaluation 2013 when English rings the bell

BAB 1
Background

Learning English is one aspect in the development of self- supporting learners in the face of
world globalization. But sometimes the preparation of learners in receiving new knowledge as a
foreign language , so that less attention for learners of English as a second language it is for
them, so they think English as rote knowledge , not as a habit in the communication function .
According to analyze my English book rings the bell when English curriculum in 2013 is very
good because it gives the book a more conciliatory approach to learners. The material focuses on
everyday life, students are expected to apply directly to communicate actively to all the good
people at school, home and the surrounding environment. Some positive habits are introduced so
that students can be expected to introduce properties polite, caring for others, and also love
learning English approach.
Therefore, let's use the English language as a communication tool is no longer as a rote science
only in priceless writing. So that the English language can be applied in everyday life for
students through contextual learning in 2013 that a portion of the curriculum emphasizes the
importance of the balance of competences attitudes , knowledge , and skills , English language
skills that led formed through continuous learning : starting with improving the competence of
knowledge about the types of , rules , and context of a text , followed by a skills competency
presents a written and oral texts both planned and spontaneous, with proper pronunciation and
intonation , and lead to the formation of the attitude of politeness .
This book outlines the minimum effort to do learners to achieve expected competencies. In
accordance with the approach used in the 2013 curriculum, Learners are encouraged to be brave
to look for other available learning and stretching around it. The role of teachers in improve and
adjust the absorption of learners with activities art in this book is so important. Teachers can be
creative with the creation of various forms of other activities that are relevant that sourced from
natural social environment.

BAB 11
CONTENT

The book has paid sufficient attention to words and word study. There is no mistyped
words, no grammatical error, and misused words. The words used in this book are appropriate to
both the teachers and students.
Language is a tool used by society to communicate with one another. People acquire their
L1 from their mother when they were a kid. English is taught in junior high school to prepare the
students for the higher education. But more importantly, it is taught to make students understand
and able to use English as means of communication.
With many reading, speaking and writing activities, this book has adequately address the
students needs in learning English.
Most of the materials in the book are the things that students might have seen, or will
likely see in their neighborhood. It is also contains the fresh contents. In other words, what
students learn from this book are things that are really useful for them (contextual) and are up to
date (current).
Having said that, the book is indeed lack of the special notation such as phonetic
symbols, stress, and intonation marking. However, 7 th grader students will not benefit much from
such notation since they are still a beginner learner who learn through mimic and repetition
rather than code-deciphering.
The majority of practice material in this book is good. They are in pictures and bubble
speech asking the students to do something, whether to speak or to write. This can be really
engaging for the students because its not like what we normally see in textbook.
Exercises are not presented explicitly. Almost in every page, we can find exercise
presented in the bubble speeches as I mentioned above. Multiple choice which we normally find
in most textbooks is not available in this book. In my opinion, this is much better, because
students are challenged to actually use the language instead of just crossing a, b, c or d.
Having said that, the book indeed is lack of controlled exercise. However, the teachers
book does contains the guidance on how to create the activities. The target languages are

presented in examples, moving on to semi-controlled activities, and finished with free activities
after the students are assumed to have understand how to use the target language.
There are no grammar formulas presented in the books. Looking at this fact, it is safe to
state that the book adopts the inductive approach. Even though the learning process will take a
longer time than the deductive approach. This is far better because students will understand the
grammar longer and will be able to apply what they learn in real conversation. There are no
review materials in the book. I believe by having the final project on each project is sufficient to
determine whether the students have understand what they have taught.
No matter how the book is sequenced, the teacher can always jumbled the material
suiting the students needs, the situation, the context, and the time. Teacher may teach the
students the last chapter of the book in the first meeting if needed.
By grammatical structures, the book is sequenced in the following order:
a. Describing peoples job (she is a, he is a, he works at, she works at) and public places
b. Describing animals and what they do (Dog has fur, cat has fur, elephant is big, ant is
small, cats eat fish) and also describing peoples characteristics.
c. Describing appearances (he is tall, she is beautiful, he is diligent, my mother likes reading
novels)
d. Instruction and notice (dont litter, no smoking, be quiet!)
By genre, the book is sequenced in the following order:
a.
b.
c.
d.

things around students (people, jobs, public places)

descriptive text (characteristics)
descriptive text
instruction
This book is not sequenced by language skills. The four language skills in English are

integrated in every chapter. This is generally better than having to teach the students the four
language skills in English separately.

The vocabularies in the book mostly relevant with what students life. With my limited
knowledge in words and word study, I am confident to say that there is no mistyped or
incorrectly spelled word in the books.

The book contains vocabularies which are relevant to the students life. It is either the
things that they have seen or the things they will see. There are no out of context vocabularies.
Most of textbooks created these days are copy-paste material from other books used in other
countries. In those books words like hamburger, sandwich, hotdog etc. These words are not
written in this book, which is good because students will unlikely found them in their life.
Students will find some vocabularies repeated throughout the semester. Words like,
father, mother and their jobs are found throughout the semester. This way, they will be able to
remember it for a much longer time.
There are no cultural bias presented in the book. The pictures and the languages are
appropriately presenting the diversity of Indonesian. There are pictures of young girl wearing
hijab and not wearing hijab. Pictures of Padang restaurants, which representing the local culture.
Accompanying materials will help teachers greatly in conducting the class. Materials like
pictures, flashcards, cards, audio, video, board games and many others are necessary to increase
students interest in learning English. However, even if those materials are not available, teachers
can always create their own materials.
The book contains plenty pictures. In fact, we can say that the book is picture-based. This
way, students will immerse their selves with the language instead of translating every word into
Bahasa Indonesia. It means that they will learn the word dog not by knowing the translation:
anjing, but by knowing what dog really is (from the picture)
The book is not accompanied with tapes, audio or video material which is unfortunate.
However, the teacher can find or create this to accommodate the class. It also doesnt have
poster, flash cards, even a set of test.
Luckily, the book does come with teachers guidance on how to conduct the class. The
guidance is well written so it is easy to understand. Teachers can choose to follow it or not. Even
if teachers decided not to follow the guidance, at least they will have a rough image of how the
book should be used to conduct a class.

The textbook are adequately address the course goals. Every competence in the
curriculum can be achieved with this book, of course with some modification from the teacher.
The chapters are arranged appropriately matching the syllabus from the Curriculum 2013.
Most of the activity in the book are the same. The students are asked to relate what they
have known or their own experience with the material by presenting pictures. The students have
to describe the picture or what they think about the picture.
Moreover, at the end of every chapter the students will do mini projects in which they
have to work in group. This kind of activity encourage the students ability to work with others.
While this kind of activity strongly encourage students involvement in the learning process, it
might be not very good for a low motivated students. The book need more controlled activity to
accommodate the slow students.
The sequencing of vocabulary, grammar and genre of this book has match what the
curriculum suggests. There are a lot of vocabulary repetition throughout the book which is good
because it will help students remember them much longer. The grammar sequence is not
explicitly presented in the book. However, the content showed that it is appropriately sequenced,
starting from the very simple (this is, that is) until the more complex grammar like in instruction.
Its genre sequenced from what are the closest to students life (family and their jobs) into the
farthest but still within the students life.
The book is designed for Indonesian students. It contains what Indonesian students would
normally find in their life. There are no out of context material in the book. Everything is very
Indonesian. The pictures and contents strongly represent the culture of Indonesia. Having said
this, it would be much better if the students are given a chance to know how students in other
countries are living, so they will understand about the culture of other country.
The main strength of the book is the content presentation and the weakness is the lack of
audio. The content is presented through pictures. The bubble speeches make the book as if it was
communicating / interacting with the students.
The book mostly use pictures to present the materials. Besides boosting the students
motivation in learning, this can be far more engaging to the student. The weakness is that it
doesnt have any audio or video material. This book will be much better if there was audio and

video materials. Beside saving the teachers time in creating such materials, the students will
learn in a more interesting way and they can hear what the correct pronunciation of certain words
are.
After analyzing the textbook, it is indeed suitable for the 7th grader students in Indonesia. The
vocabularies are not too difficult and they are all relevant to the 7th grader students. The
instructions within the book are easy to follow. The content are appropriate for students.

Conclusion

Implication
Based on the findings, it is suggested that the authors or publishers should improve the quality of
the textbook by considering some aspects in terms of compatibility of the materials with the
criteria of a good textbook above. Furthermore, the weaknesses found in the textbook should be
revised in order to provide good materials in language learning, especially English learning in
the classroom. Moreover, the teachers should be creative in using the strengths of the textbook
and adopt additional materials to cover the weaknesses when the teachers use the English
textbook When English Rings the Bell in the classroom. For other researchers who may
conduct the study in similar topic, it is suggested to do some betterment in conducting the study
of textbook analysis by using different and more detailed criteria in analyzing the textbook.