COURSEBOOK ANALYSIS

“PROJECT 1”

Disusun oleh :
Muhammad Ricky Ramadhan (17202244021)
Aprian Boanerges (17202244036)
Maulana Arif Budhiantoro (17202244043)
Kristoforus Roga (17202249002)

PENDIDIKAN BAHASA INGGRIS

FAKULTAS BAHASA DAN SENI
UNIVERSITAS NEGERI YOGYAKARTA
PROJECT 1
Book title : Bahasa Inggris
Author : Mahrukh Bashir, M. Ed.
Publisher : Pusat Kurikulum dan Perbukuann
Balitbang, Kemendikbud
Year : 2017

A. Analysis
1. What are the parts/components of the coursebook? What does each
part contain? What is the goal/aim/objective of each part?
a) Outer cover
Components :
Level

• Illustration

• Tittle

• Intended curriculum

Goal : Give visual representation of the book, to attract the

reader, give main information about the book
b) Book identity
 Components :
• Disclaimer

• Katalog Dalam Terbitan (KDT)

• Author, Peer Reviewer, Reviewer, Publisher

supervisor

• Copyright

• ISBN

• Edition

• Font & Font Size

Goal : Provide essential information about the book

c) Preface
Components : Thanking god, target user, goal, content
organization, and learning principles
 Goal : Provide information that help readers to
find our the purpose of the author of the book and contains
author thanking & hopes.
d) Table of content:
Component : Chapter, chapter title, chapter contents, and
pages

Goal : Help the readers to find out specific chapter,

learning steps, and topic.
e) Materials.
Each chapter contains : Unit number, title of the unit,
learning objective, learning task (opening learning tasks and
main learning tasks), vocabulary builder, speaking practice,
writing practice, production activity, and reflection. Goal :
Help students to understand what are the materials that
related to the topic, give students chances to use their
creativity, to measure their understanding to the topicn and
to improve their writing, speaking, reading, and listening
skills.

f) Enrichment
Components :
• Title of the material
 • Pre reading activities

• Reading activity

• Post reading activity

• Personal journal writing

•
Goal : Enrich students knowledge
g) References
Components : Book, journal, and website

Goal : Provide information about book, journal,

and website were used by the author.
h) Biography : Contains information about the author
 Goal : To provide information about author’s life history
2. Which curriculum is the book developed for? In which part(s) of the
book do you get the information? Provide/attach evidence.
This book is developed under “Kurikulum 2013”. We can
see it in the book identity in the section of disclaimer.

3. What method and learning principles does the book intend to apply?
In which part(s) of the book do you get the claim? Provide evidence
We can get isnformation about method and learning
principles of this book in preface. This book was made based on
Curriculum 2013. This book refers to student centered approach.
Students are expected to be active to find learning resources by
themselves, not just being told. Teacher’s role is to enrich students
abilies by giving them activites that relevant.

4. What goals of learning does the coursebook intend to achieve? In

which part(s) of the book do you get the claim? Provide evidence.
This book is aimed to prepare student for 21 century learning
model which emphasizes on students active learning. It encourages
 students to find their own learning resources. This book is also
expected to be teacher’s inspiration for making active, creative, and
fun english learning that appropriate with Curriculum 2013.

5. Analyze a chapter/unit to identify: A. The components :

• Title of the unit
• Learning objective
• Sub title
• Main learning tasks
• Speaking practice
• Reflection
B. The contents of each parts :
a) Title of the unit :
Contain the chapter title

b) Learning objective :
Contains information about the goals that must be achieved

c) Sub title :
Information about what will be discussed in that section
d) Main learning task including :
• Pre-Activity

• Building Blocks
• Let’s Practice
• Active conversation

• Writing Connection

• Let’s Create/Contribute
 • Formative Assessment

e) Speaking practice :
Contain conversation script
 f) Reflection :
Contains questions that can measure students understanding
to the topic

C. The aim/objective of each parts :

a) Title of the unit :
Give information about the main topic of the unit
b) Learning objectives :
Provide goals that must students achieve.
c) Sub title :
Provide information about what will be disscussed in that
section.
d) Main learning task including :
• Pre-activity :
Giving students chance for warming up before starting the
materials
• Building blocks :
Giving students main material of the chapter such as
definition about suggesting & offering, expressions of
making suggestion & offer, example of suggestion &
offer, how to respond suggestion & offer, and the
sentence structure to suggest or offer something.
 • Let’s practice :
To measure students understanding about the materials
• Active conversation :
To increase students ability to speak.
• Writing connection :
To increase students ability to write.
• Let’s create/contribute :
To give students practice to apply material in real life
• Formative assessment :
To monitor student learning progress during the learning
process, to provide feedback (feedback) for the
improvement of learning programs, as well as to find out
the weaknesses that need improvement so that students'
learning outcomes and teacher learning processes
become better.
e) Speaking practice :
Increase the students abilitily to practice the materials orally
f) Reflection :
Gives students opportunity to reflect on what they have
learned from the material

D. The KD intends to present :

The KD 3.1 present the learning objectives of the chapter. It
includes social function, text structure, linguistic elements of
oral and written transactional interaction texts which involve the
act of giving and requesting information related to offers and
suggestions, according to the context of their use
The KD 4.1 includes compile transactional, oral and written
interaction texts, short and simple, which involve the act of
giving and asking for information related to offering and
suggesting by paying attention to social functions, text structure,
and correct linguistic elements that are appropriate to the context
E. The learning objectives in chapter 1 intend to achieve:
a) students can compile and apply oral and written texts that
involve the act of giving and asking for information
related to suggestions and offers
b) Communication skills : there are many tests that test
students' communication skills through conversation
practice
c) Language knowledge : this material focuses on learning
the language commonly used to request or provide
information regarding suggestions and offers

F. The units present :

a) Text types :
-
b) Language function :
This unit present tht used of suggesting and offering

c) Topic/theme :
Offer and suggestions

d) Vocabulary item :
This unit presents many vocabulary items related
to suggesting and offereing like the definition and
the expression of making and responding it
Example :

e) Grammar points :
This unit presents the correct structure of making
a suggestion and an offer Example :

f) Values :
This units also provides the social function of
 suggesting and offering Example
:

G. The types of learning/activities in the chapter 1 :

a) Interactivity focus : many task should be done in groups
or in pairs
b) Production : for example in section E, students are asked
to make conversation

c) Problem-solving : for example in section D, students are

asked to solve a problem that arises

d) Reflection : In section G, students are asked to evaluate

themselves according to their experiences during
learning
H. The activities in this unit are arranged by the order of PPP’s
method. PPP is presentation, practice, and production.
a) In the presentation step, the activites are emphasized by
listening and speaking skills. All the activities require
students to listen the teacher first then practicing it in the
front of class.
b) In the practice step, the activites are emphasized by
writing and speaking skills.
c) In the production step, the activities are emphasized by
writing and speaking skills.
I. The method used to organized the activities are PPP method. It
is provided by the arranged of the activities in presentation,
practice and production stages.
J. There is no remidial activity in this chapter.
K. Reflection in the chapter is in the form of a table that contains
difficulties experienced by students in learning the chapter and
contains ways that students will take to overcome the problems.
L. The assessment task in chapter 1 :
a) In section A ““pre-activity, students are asked to read and
practice a conversation with their partners

b) In let's practice there is a test consisting of multiple

choice, short answers and completing conversation about
the material that has been discussed
c) In section D "active conversation" there is a test that tests
students to find a solution to problems that might occur
in our daily life. This test also trains student confidence
because students must practice it in front of the class (
speaking)

d) In section E “writing connection” students are asked to

write and make a conversation based on the material that
has been given. ( writing)

e) In section F “ let’s create/ contribute, this tests the

creativity of students to create a work that is useful for
daily life and is still related to the material that has been
given

f) In section G “formative assessment, there is an

assessment table that students will use to evaluate
themselves or any difficulties experienced by students
while learning material from this unit
 • Students are able to differentiate the social function, text
structure, and language elements of explanation text
about natural/social phenomenon.
• Students are able to grasp the contextual meaning that
relates to social function, text structure, and language
element of explanation text about natural/social
phenomenon.

M. Other items
In every chapter of this book there are only main activities and
there is no other items for example enrichment. In this book
enrichment is putted in separate section.

B. Assessment
1. The coursebook has sufficient parts/components and whether each
component contains item(s) commonly found in the component.
The book has sufficient parts. In this book we found the common
component of coursebook. The components of this book are outer
cover, book identity, preface, table of content, materials, enrichment,
references, and biography. The coursebook presents materials relevant
to the curriculum it is intended for.
This book uses the 2013 curriculum. We take the example in chapter
1, the KD stated in chapter 1 is in accordance with the curriculum in
2013.
 The material provided is also in accordance with the 2013 curriculum
and the material is also equipped with a variety of exercises.
2. The learning activities reflect the method and/or learning principles it
applies.
The book is used the PPP’s method. PPP stands for Presentation,
Practice and Production. It is referred to as a procedure, model,
paradigm or approach to teaching language components. The procedure
is straightforward. The teacher presents the target language. Then
students are asked to practice it, first in well controlled activities, then
in freer activities. Later that the students are allowed to produce the
desired language. The process starts with the input and ends with the
output. What happens in between is practice.
This book contains activities that reflect the method. This is
evidenced by activities that include presentation ( practice conversation
in front of the class),

practice(practice conversations with our partner, do the exercises),

 production( make a poster that contain suggestions and offers to
improve the English enviroment in the school).

3. The learning tasks are relevant to the goals the coursebook intends to
achieve.
Learning tasks are relevant to the goals of the coursebook intends to
achieve because every learning tasks are related to learning objectives
( goal). For the example in chapter 1

1. Menerapkan fungsi sosial, struktur teks dan unsur kebahasaan teks

interaksi transaksional lisan dan tertulis yang melibatkan tindakan
 meminta dan memberi terkait saran dan tawaran sesuai dengan
konteks penggunaannya. ( Perhatikan unsur kebahasaan should,
can).

2. Menyusun teks interaksi transaksional lisan, dan tulis, pendek dan

sederhana yang melibatkan tindakan memberi dan meminta
informasi terkait saran dan tawaran, dengan memperhatikan fungsi
sosial, struktur teks, dan unsur kebahsaan yang benar dan sesuai
dengan konteks.

4. Whether the chapter you analyze has sufficient parts (components); We

think the chapter has sufficient parts because the whole material is clear
enough and the exercise already covers things that must be achieved in
learning objectives. In our opinion, it would be even better if the writer
added a remedial task at the end of the chapter.
5. Whether each part of the chapter you analyze has sufficient content(s)?
This book is arranged based on 21 century learning model which
emphasizes on students active learning so in each chapter you will find
activities that stimulate students/learner to be active in classroom . In
every chapter, students are provided with materials that can support
students understanding to the topic. For example, Pre-Activity
(enabling students to read aloud), Building Blocks (increasing students
comprehending), Let’s Practice (enabling students to measure their
 understanding) , Active conversation-Writing Connection-Let’s
Create/Contribute (enabling students to be active and creative), and
Formative Assessment (enabling students to monitor their learning
progress)
6. Whether the chapter you analyze contains materials relevant to the
SK/KI and KD the unit/chapter intends to present?
In the chapter that we have analyzed the materials provided are relevant
to the KD. For example, the KD in the chapter 1 is menyusun teks yang
melibatkan tindakan memberi dan meminta informasi. Moreover, you
can find materials/activity that relate to it.

8. Whether the chapter you analyze contains activities/tasks relevant to

the aims or objectives the unit/chapter intends to achieve?
The learning tasks/activities in the chapter that we have
analyzed are relevant to the chapter objectives. Each objectives
is supported with sufficient materials that can make the goal
achieved. For example, the KD is menerapkan fungsi sosial,
struktur teks, dan unsur kebahasaan teks interaksi transaksional
lisan dan tulis yang melibatkan tindakan memberi dan meminta.
Then, you can find activity that support it.
 9. Whether the chapter you analyze has enough tasks/activities/texts to
facilitate the learning of values, communication skills, language/text
knowledge, 21st century skills, HOTS, literacy skills, industrial
revolution
4.0 skills the chapter/unit intends to achieve?
Learning values
According to Schwartz (1992), learning values is a complicated process of
asquiring personal values as motivational goals and principles that guide
behavior. Moreover, values are gained in the process of socialization. In
the chapter that we have analyzed, we think that this book has provide
opportunities for the students to get values because there are many
activities that give students chances to work with their peers.
Evidence :

Communication Skills
According to indeed.com, communication skills are abilities you use when
giving and receiving different kinds of information. Communication skills
allow you to understand and be understood by others.
In the chapter we have analyzed, we think that it has enough materials that
can facilitate the students need especially for communication skills. In this
chapter the book provide many expression that relates to the current topic.
For example, the expression of making- responding to suggestions.
Moreover, this book also provide the grammatical rule to make those
expression.
Evidence :
21st Century Skills
According to asseducation.com 21st century skills are 12 abilities that
today’s students need to succed in their careers during the information age.
Those abilities are critical thinking, creativity, collaboration,
communication, information literacy, media literacy, technology literacy,
flexibility, leadership, initiative, productivity, and social skills.
Although not all abilities are provided, this book has led to be there. There
are activites that required students critical thinking, creativity, and
collaboration to finish the activities.
Evidence :
HOTS
HOTS stand for Higher-order thinking skills. HOTS concept is based on
on various taxonomies of learning, particularly the one created by
Benjamin Bloom in his 1956 book, "Taxonomy of Educational Objectives:
The Classification of Educational Goals." Higher-order thinking skills are
reflected by the six levels to promote higher-order thinking. The six levels
were: knowledge, comprehension, application, analysis, synthesis, and
evaluation. Students who are able to think are those who can apply the
knowledge and skills they have learned to new contexts. So it can conclude
that HOTS questions is any questions that need students critical thinking
to answer it.
In the chapter that we have analyzed, we think that the book has provided
hots skills especially in the practice section. It required students
understanding to the current to answer those questions.
Evidence :
10. Whether the chapter you analyze has accurate and enough texts, language
function(s), vocabulary items, and grammar point(s)? We think this book has
accurate and enough text, language functions, vocabulary items and grammar
points because in this book especially in the chapter we have analyzed we can
easily many varieties of language functions/expression and it is provided
clearly so reader can understand the materials easily.
 Evidence :

11. Whether the chapter you analyse has a good arrangement of tasks?
The arrangement of the content of a language course or textbook so that it is
presented in a helpful way. Gradation would effect the order in which words, words
meanings, tenses, structures, topics, functions, skills, etc. Gradation may be based
on the complexity of an item, its frequency in written or spoken English, or its
importance for the learners.

12. Whether the chapter you analyze truly applies the method and/or
learning principles the coursebook claims?
The book use the PPP (Presentation, Practice, and Production) method and the
principle of Contextual Teaching and Learning.
a) The first stage is the presentation of an aspect of language in a context that
students are familiar with. So, this book applied the PPP method and give
students several activity through presentation.
b) The second stage is practice, where students will be given an activity that
gives them plenty of opportunities to practice the new aspect of language
and become familiar with it whilst receiving limited and appropriate
assistance from the teacher.
c) The final stage is production where the students will use the language in
context, in an activity set up by the teacher who will be giving minimum
assistance. However, it’s important to note that the production phase of the
PPP method is likely to be the most challenging to low-level beginners. It
will be better when the book have more guidance.
 d) CTL is teaching and learning academic and life skills, information,
knowledge and applications of that learning. Applying means that the
strategy intends the students to use the approach, they are engaged in hands
on problem solving activities. In this book we will see the application of
CTL through the material of the book that related with the purpose, which
is ground teaching and learning in a real world sets to assist the learner in
making connections between lessons and life through greeting and leave
taking.

13. whether the chapter you analyze has sufficient enrichment and/or
remedial tasks?
There are only one sequence of evaluation, it would be better if in this book
contained with the appropriate amount of evaluation. Evaluation plays an enormous
role in the teaching-learning process. It helps teachers and learners to improve
teaching and learning. So, evaluation need a continuous process and a periodic
exercise.

14. Whether the chapter you analyze has an appropriate reflection task?
There are only one sequence of reflection. It would be better if in this book are given
the appropriate amount of reflections. Because, reflections are important point in
the coursebook.

15. whether the chapter you analyze has relevant and sufficient assessment
tasks?
This book use 2 types of assessment task.
a) Performance Assessment: a test in which the test taker actually demonstrates
the skills the test is intended to measure by doing real-world tasks that
require those skills, rather than by answering questions asking how to do it.
So, the purpose of this assessment is to assess student’s listening and
speaking skills.
b) Product Assessment: a kind of assessment where in the assessor views and
scores the final product made and not on the actual performance of making
that product. It is concern on the product alone and not on the process. So,
the purpose of this assessment is to assess student’s production skill and
writing skills.
16. Whether the chapter you analyse is attractive in terms of graphics.
This book uses various illustration and we think the illustrations used attractive
enough for the students. Attractive illustration can attract student to read the book.
17. Other items?
In every chapter of this book there are only main activities and there is no other
items for example enrichment. In this book enrichment is putted in separate section.
C. Proposed Items of Revision
Based on the results of our analysis we think that this book is good
because it is in accordance with the objectives of the 2013 Curriculum
implementation. Curriculum 2013 is intended to produce people who are
productive, creative, innovative, affective through strenghthening
integrated attitudes, skills, and knowledge. The strenght of this book is this
book provides many exercises and activities that make the students become
productive creative.

However, we think that there are some components that can be added
to make this book better. First, in the cover there’s no author name, so it’s
better to add the author name in the cover to make this book like other
textbook. Second, this book doesn’t contain summary in every chapter, so
it’s better to add summary in this book to help students understand easier.
Third, there is no inner cover in this book like others book.
example of a book that contains the author's name on the cover

the book that we analyze

The book that has summary

The last page in the chapter, there is no summary

The book that has inner cover

The book that we analyzed not containing inner cover. After the outer cover
we will find book’s identity.