CHAPTER I

INTRODUCTION

A. Backgrounf of The Problem

In the process of learning and teaching, we as teachers need some media to

help process the transfer of the learning sciences. One of the media that are
familiar among education namely books. In the book there are several texts that
are served must comply with the standards prescribed by the Government. The
textbook must be served the appropriate materials with the curriculum and
syllabus that was produced by the government. So, the content of the materials
can give to the students based on the students’ level.

The development of learning media such as books, actually using books will
make students easy to understand and develop. There are many book publishers
who publish books varying lessons that make the development of learning media.
But there are some books that do not show the quality of the contents of the book
according to the standards set. Based on it, the teacher must analyze and choose
the books accurately. The teacher must know whether the books that he/she chose
were good or not. After analyzing the textbook the teacher need to know how its
far the book can give the good effect in learning process, help the teacher and the
students to understand the materials, and also as an assessment whether the
textbooks are appropriate or not.

Here, the writer in a bit explains there are some components that must contain
that’s book. At least there are some sources that can be as the references in
assessment of the book. Based on it, the writer try to explain about three
references standard to be a book qualified. There are the references from Greene
and Pety, Jeremy Harmer, BSNP, and Readibility. To know whether the book has
good quality or not, the author analyzes the theory as agreed and calculate the
accurate of the book with the level or grade of students. The book that analyzed is
from KEMENDIKBUD publisher by Siti Wachida, Asep Gunawan, and Yuli

1
Rulani Khatimah. With have a titled When English A Bell. ( English for Junior
High School VIII).

2
 CHAPTER II
LITERATURE OF REVIEW

1. Definition of Textbook
Buckingham in Tarigan (1986:11) states that textbook is a book
which usually used by teachers as a tool to support teaching and learning
processes in schools and university. Based on some opinions from the
experts about textbook, Tarigan (1986:13) concluded textbook is a book in
a specific subject areas which the standard book, compiled by experts in
the field for instructional purposes and objectives, which equipped with a
mean of teaching appropriate and easily understood by the users in schools
and universities that can support the teaching and learning program. So,
we can conclude that textbook is a media in learning process containing a
specific subject areas that used by the teacher.

2. Textbook Design
a. Greene and Pety
Greene and Petty (1971:545-8) in Tarigan (1986:20-21) explain the
criteria of good textbook. There are:
1) The textbook must be interested and attractive toward the learners. So,
they will be interested in using textbook for study.
2) The textbook must be able to motivate the learners to use.
3) The content of textbook must be illustrative. So, attractive for the
learners.
4) The textbook should consider the linguistic aspect. So, it will be
suitable with the learner’s ability.
5) The content of textbook must be related to the other branch of science.
6) The textbook must stimulate the personal activity of the learners.
7) The content of textbook must be clear in written to avoid the learners
will be confused in using textbook

3
8) The book must have clear point of view because it will be a point of
view for the learners in using textbooks
9) Textbooks must be able provide the balance and emphasize the values
to the learners
10) Textbooks must be able to respect the differences individual of each
learners.

b. Jeremy Harmer
Jeremy Harmer in his book How to Teach English new ed. explains the
criteria of good textbook. There are:

Possible areas for Possible questions for course book

consideration analysis

How much does the course book

cost? Will students have to buy any
extra material (workbook, etc)? Are
Price and availability
all the components (course book,
workbook, teacher’s guide, audio,
etc) available?

Apart from a workbook, what other

extras are offered with the course?
Are there Internet sites with extra
material (exercises, texts, etc), or
Add-ons and extras with ‘meeting places’ for users?
What else does the publisher offer to
support the course? What value
should we place on the extras that are
available?

Layout and design Is the book attractive? Is its design

appropriate for (a) the students, and

4
 (b) the teacher? Does the design of
the book make it easy to follow?

Are the instructions clear and

unambiguous? Are they written in
language that the students will
Instructions understand? Can the course book be
used by students working on their
own, or is a teacher necessary to
show them how to use it?

What kind of teaching and learning

does the course book promote? Is
there a good balance between study
Methodology and activation? How do the authors
appear to think that people learn
languages and do we agree with
them?

Is the syllabus appropriate for our

students? Does it cover the language
areas (grammar, vocabulary,
functions, pronunciation, etc) that we
Syllabus would expect? Do we and our
students like the sequencing of
language and topics, etc? Does the
course book build in a feeling of
progress?

Language skills Does the course book have the

appropriate balance of skills?

Is the skills work really designed to

5
 promote the skills (e.g. writing-for-
writing, not writing-for-learning)?
Are there possibilities for both study
and activation in the skills areas? Are
the skills activities likely to engage
students?

Does the book contain a variety of

topics? On balance, are the topics
appropriate for the kind of students
Topics
who will be using the course book?
Are the topics likely to engage the
students?

Is the material appropriate for the

cultural situation that the students are
in? Do the texts contain culturally
insensitive material? Are the
Cultural Appropriacy activities appropriate for the learning
culture? Is the course book
unprejudiced in the way it deals with
different customs, ethnicities, races
and sexes?

Teacher’s guide Does the course book have an

accompanying teacher’s guide?

Is it easy to use? Does it explain

things clearly? Does it offer
alternatives to the course book
activities? Does it have all the
answers that teachers and students
need? Does it provide differentiated

6
 activities for fast and slow learners?

c. BSNP (Board of National Educational Standard)

According to Depdiknas and BSNP, there are fourteen main criteria when
choosing reading text to be used, as follows:
a) Content Eligibility
Eligibility criteria in assessing the quality of text book includes
several components, namely:
1) Conformity of materials with the standard of competence and
basic competence;
2) Conformity of materials with curriculum, the material should
contains:
a. Skill aspects: listening, speaking, reading, and writing
b.Linguistics aspects: Phonology, morphology, syntaxes,
Semantics.
c. Literature aspects: literature history, literature theory, and
literature criticism.
3) Material accurate, the material accurate contains written text,
diagram, pictures, concept and theory.
4) Up to date material
5) Motivate the students to learn, to know and to increase the
students creativity.
6) Knowledge substation and life skill, knowledge that the
students got in its book can increase students’ skill and apply
the knowledge to the daily activity.
7) Enrichment. The course book should give the students any
knowledge either academic achievement or non-academic
achievement that supporting the goal of teaching and learning.

7
 8) Moral value varieties, the good textbook does not give
negative moral value.
b) Language Expedience
1) Simplicity, to the point
2) Communicative
3) Dialogic and interactive, the good text book can motivate
students, the language that used can increase students reading
interest, make students to learn more and more about material.
The good textbook also can guide the students to build the
criticism mind, the students looking for the answer in every
question that they think by finding in other textbook or other
sources.
4) Conformity with the learner cognitive development
5) Conformity with KBBI
6) Conformity with terminology, symbol, and icon.
c) Expediency presentation
1) Presentation technique
i. The system presentation consistence in every chapter,
system presentation consistence in every chapter should
have introduction/opening, content, and
conclusion/closing.
ii. Chronological Concept, should be begin from the easy
level until difficult level.
2) Supporting presentation
i. The explanation about what the thing that the students
should get after learning its chapter. So, they will get
the learning motivation.
ii. The textbook contains the examples in every topics
iii. Key words in the beginning of each chapter.
iv. The exercises in every last chapter
v. Preface

8
 vi. Glossaries
vii. Index
viii. References
ix. Appendix
d) Graphitization
1) Book size format, font 12-14 pts, Times New Roman font
(depend on other font)
2) Cover design, cover design should be simple and illustrative.
Either from font, color, or illustration.
3) Content design, should easy to read and support the materials.
This point can be seen from font style, font color, paragraph,
illustration, and figure or picture illustration.
4) Paper quality, paper quality should from sturdy and qualified
paper.
5) Printing quality, the best printing quality are clean, sharpness,
and contrast.
6) Banding quality, the best banding quality use sturdy banding,
so the banding will long lasting, hard to folded or ripped.

d. Readability of Text
1) The formulation of text readability accounting
Readability is an attempt to match the reading level of written
material to the "reading with understanding" level of the reader. To locate
the readability level of any document in MS Word, click on tools and then
on spelling and grammar check. The Flesch Kincaid level will be supplied
after the spell check has been completed (unless you have this option
turned off in which case click on tools, click on options, click on spelling
and grammar and then tick the box that says show readability statistics).
In this occasion, the writer analyzes the text in the first semester of SMP
grade VIII.

9
2) Flesch reading ease

In the Flesch reading-ease test, higher scores indicate material that is

easier to read; lower numbers mark passages that are more difficult to
read. The formula for the Flesch reading-ease score (FRES) test is:

Scores can be interpreted as shown in the table below.

School
Score Notes
Level

90.0– 5th Very easy to read. Easily understood by an

100.0 grade average 11-year-old student.

80.0– 6th Easy to read. Conversational English for

90.0 grade consumers.

70.0– 7th
Fairly easy to read.
80.0 grade

8th &
60.0– Plain English. Easily understood by 13- to 15-
9th
70.0 year-old students.
grade

10th to
50.0–
12th Fairly difficult to read.
60.0
grade

30.0–
College Difficult to read.
50.0

10
 0.0– college Very difficult to read. Best understood by
30.0 graduate university graduates.

3) Syllabus
The relationship between textbook and syllabus are close, because
when the author makes a textbook the author has to match the
materials with the syllabus, and the materials for each level is
different. (The syllabus of SMP grade VIII is available in the
appendix).

3. Textbook Analysis Results

According to Richards (2010 : 1 ), in in Hadi Hamini Journal of
Language Teaching and Research, textbook is considered as the major
source of contact that EFL learners have with the language. In fact
textbooks are important resources which help EFL learners to learn
English in EFL contexts. According to Yulianti (2011 : 1 ) “a textbook is
an instructional material which consists of content and material of the
subject that is well organized in written form and has a great contribution
in the teaching and learning process.”
From the expert we can conclude that textbook analysis is
guidelines for students for students in which there are teaching materials
consisting of content and learning materials arranged in written form and
have a large contribution in the teaching and learning process.
In this occasion, the writers analyze the book of When English
Rings a Bell specifically designed for junior high school class VIII and
developed using the 2013 curriculum to improve student skills; Listening,
listening, reading and writing (special skills also include: speaking,
Grammar and Vocabulary). This is the analysis of this book:

11
 1. Book Details

Title : Bahasa Inggris “When English Rings a Bell”

Author : Siti Wachida, Asep Gunawan, Diyantari, and Yuli Rulani

Khatimah.

Reviewers :Helena Indayah Ratna Agustien, Rd. Saftrina Noorman,

and Wawan Gunawan

Grade : VIII Junior High School

Publisher : Kementrian Pendidikian Dan Kebudayaan Republik

Indonesia

Year Publisher : 2018

Revised Edition : 2017

ISBN : 978-602-282-976-8 (Complate Jilid)

ISBN : 978-602-282-978-2 (Jilid 2)

Propagated By : CV ARYA DUTA

Address : Jl. Revolution No. 29 Sukamaju, Cilodong, Depok, Jawa

Barat, Indonesia

Telp. : 021-87906446

Prize : Rp 24.900,00

Email : [email protected]

2. Cover

12
 From the cover of the book provided has a form of creativity of the author
in designing available in a presentation. From the selection of colors, the form of
writing that becomes the theme, to the part that becomes the icon in the book. In
this book there are orange, green and a little bit of color. The orange color
becomes the basic color of this book, which is considered capable of "stimulating"
emotions, meaning making students' attraction when looking at the cover of this
book gives a strong impression on the learner so that their joy and optimism
emerge to learn. There is also a green color that lies horizontally on the cover that
gives its own impression, which symbolizes the balance and harmony of students
to have a sense of interacting and able to create a peaceful classroom atmosphere
when studying. After the base color on the cover there is a basic image that is not
too prominent on the cover, including images: lights, anchors, pencils, clocks,
microscope and others.

The image characterizes that students have high creativity. And a little
blue that is the color of the veil worn by one of the student icons symbolizes the
intelligence and confidence that a student has. Also listed is the symbol of
Tutwuri Handayani which is a symbol that this book was published by the
Ministry of Culture and the Republic of Indonesia. Tut Wuri Handayani said this
is a slogan created by Ki Hajar Dewantara. In the upper right corner there is a
symbol of the curriculum 13 in the form of a circle, and in a circle ad is a picture
of a book and a sketch of a person which means that unites the standard of
education in Indonesia. Pictures of books and sketches of people in the middle of
a circle represent someone who is studying. The writing of curriculum 13 at the
bottom of the circle explains that the book uses standard curriculum guidelines 13.
The 13 curriculum itself is designed to meet the learning model from the 21st
century. Under the logo of curriculum 13 it is written that this book was revised in
2017.

13
 The title of the book is deliberately placed in the middle of the section of
the book so that it becomes the focus of the target when students will read the
book. The book has a title printed on the cover of English "When English Ring A
Bell". English writing shows that the book is a guide for English subjects.
Furthermore, the words "When English Ring A Bell" have meaning At the bottom
of the cover there are pictures of eight students, which surround the sketch of the
earth. Eight icons explained that this book was published for eighth grade high
school junior students. Six icons identify students and two icons as instructors.
Green sketches of the earth mean that this book is published in various continents
to educate the children of the nation who will later create the prosperity of the
earth itself. Then the last logo in the bottom corner of the cover stated that this
book was created not only for national schools but also for the specific secondary
school for grade 8.

3. Analyzing Textbook based on Greene and Pety

a. Based on criteria in theory Greene and Pety, the result of analysis
writer is the book very interested to use the student studies.
b. We can analyze that this book is able to motivate junior high
school students, with the illustrations presented in the book.
c. This book is very illustrative and attractive because it gives a lot of
pictures and conversations between students so that the teacher can
lure students to practice.
d. This book doesn’t provide the material about linguistic to study in
junior high school. This book more referring to conversation
between students.
e. Content of textbook related to other branch of science, seen from
the material and activity which are available.
f. Activity which there are in the book can stimulate personal
students to confidant showing they ability in front of the class. One
of material that support is there are expressions of congratulation

14
 such as greeting birthday, graduate, or asking about what you want
to do.
g. This book is clear and easy for students to understand. material,
examples and forms of activity are also in accordance with what is
available. However, this book does not classify or explain the skills
learned.
h. Based on what we observe this book, the explanation of the
material is too short and refers more to the activity of students,
there is no grammar material, and there is no material that refers to
skill listening and reading.
i. Of course values for students. for example, such dialogues listed in
the book can be applied in daily life. So, this book has a balance
between the material provided and its application.
j. The book is designed specifically for VIII grade junior high school
and the material is according to the abilities possessed by VIII
grade.

4. Analyzing Textbook based on Jeremy Harmer

Agree
Criteria of
Possible questions for and
the Good The Reasons
course book analysis Disagre
Book
e

Price and How much does the yes

availability course book cost? Will For the price of this book
students have to buy is Rp 25,900. The students
any extra material can reach prices
(workbook, etc)? Are determined by the
all the components publisher.
(course book,
workbook, teacher’s

15
 guide, audio, etc)
available?

Apart from a
workbook, what other
extras are offered with
the course? Are there The textbook doesn’t offer
Internet sites with extra material relates to
extra material the course. It provides
(exercises, texts, etc), only a variety of exercises
Add-ons and
or with ‘meeting no packaged in the form of
extras
places’ for users? game and picture. No
What else does the quotations or moral value
publisher offer to is found within the
support the course? textbook.
What value should we
place on the extras that
are available?

Is the book attractive?

The textbook is attractive
Is its design
so does its design. The
appropriate for (a) the
design of the book shows
Layout and students, and (b) the
yes an interesting cover with a
design teacher? Does the
the world illustrate and the
design of the book
students. Also, the design
make it easy to
is easy to follow.
follow?

Instructions Are the instructions yes I think the instructions in

clear and this book clearly
unambiguous? Are commanded. It’s quite
they written in easy for student to

16
 language that the
students will
understand. So it can be
understand? Can the
said that the students can
course book be used
use the course book
by students working
whether by the guide from
on their own, or is a
the teacher or working on
teacher necessary to
their own.
show them how to use
it?

What kind of teaching The textbook offers

and learning does the teaching and learning
course book promote? process which emphasized
Is there a good balance on how the student can
between study and use language. This
activation? How do textbook provides not only
the authors appear to a theory but also the
Methodology think that people learn yes activation (practice) of
languages and do we the language. The author
agree with them? suggest the way of
learning that is done by
practicing. For example in
Speaking and Writing
section which encourage
students’ skill.

Syllabus Is the syllabus no

appropriate for our This is in accordance with
students? Does it class VIII students, but
cover the language only includes two English
areas (grammar, skills. Based on the
vocabulary, functions, syllabus listed should

17
 pronunciation, etc) include four English skills.
that we would expect? The topics in the book are
Do we and our also arranged based on the
students like the level of difficulty. For
sequencing of further information, please
language and topics, see the syllabus analysis.
etc? Does the course
book build in a feeling
of progress?

Language Does the course book yes

skill have the appropriate Yes, the book does. Both
balance of skills? skills and the course book
are balanced. We can see
Is the skills work
on every chapter, there are
really designed to
possibilities for both study
promote the skills (e.g.
and activation in the skills
writing-for-writing,
areas. For example, the
not writing-for-
topic in this book writing
learning)? Are there
and reading skills are in
possibilities for both
one area. The language is
study and activation in
not really hard to learn, so
the skills areas? Are
the students can
the skills activities
understand easily. The
likely to engage
book involves students
students?
more in the learning
process, because there are
several dialogues and
scenes that must be
practiced by students. So,
that the ability of speaking

18
 students will be more
trained and improved.

Does the book contain

a variety of topics? On There are many topics in
balance, are the topics this book. However, the
appropriate for the topic is suitable for junior
kind of students who secondary students who
will be using the want to practice speaking,
course book? Are the because most discuss
topics likely to engage about conversations in
the students? everyday life. In addition,
Topics yes
the topics used are in
accordance with the
material so as to make
students in their learning
process. Eg: on page 3
(introduction), 20 (doing
something), 34 (give
suggestions), 46
(invitation).

Cultural Is the material no

appropriacy appropriate for the In textbooks, material
cultural situation that does not directly discuss
the students are in? Do culture. This book does
the texts contain not discuss and does not
culturally insensitive discuss various habits,
material? Are the ethnicity, race, and
activities appropriate gender. This book
for the learning explains what often
culture? Is the course happens in the

19
 book unprejudiced in
the way it deals with
different customs, surrounding environment.
ethnicities, races and
sexes?

Does the course book

have an accompanying The course book does not
teacher’s guide? have an accompanying

Is it easy to use? Does teacher’s guide. The

it explain things material and the exercises

clearly? Does it offer are balanced shown in this

alternatives to the book. So, the alternative

Teachers
course book activities? no course book activities are
guide
Does it have all the not really needed for

answers that teachers teacher and students. For

and students need? the answer last question,

Does it provide there is nothing

differentiated activities differentiated activities for

for fast and slow slow and fast learners.

learners?

Based on that analyzing,

the writer concludes that 6
from 10 points criteria are
available in this book. So,
Total Agree/disagree 6/4
the book can be said as
deficient to used as
textbook based on the
analysis.

20
5. Analyzing Textbook based on BSNP

Material In Syllabus Material in The Book

Masing-masing diajarkan secara Chapter V. Page. 67 – 71

terpisah (to make greeting cards)
Fungsi sosial
Menjaga hubungan interpersonal
dengan guru dan teman

Struktur text
a. Menyebutkan tujuan dari (a)
undangan pribadi dan (b) ucapan
selamat (greeting card).
b. Menyebutkan informasi rinci dari
(a) undangan pribadi dan (b)
ucapan selamat (greeting card).

Unsur kebahasaan
(1) Kata dan tata bahasa yang
lazim digunakan dalam
undangan dan ucapan selamat
dari sumber-sumber otentik.
(2) Penggunaan nominal singular
dan plural secara tepat, dengan
atau tanpa a, the, this, those,
my, their, dsb secara tepat
dalam frasa nominal
(3) Ucapan, tekanan kata, intonasi
(4) Ejaan dan tanda baca
(5) Tulisan tangan

Topik
Berbagai kegiatan, acara, dan hari
penting siswa dan guru, dengan
memberikan keteladanan tentang
perilaku santun, peduli, cinta
damai, dan kerjasama.

Multimedia:
Layout dan dekorasi yang membuat
tampilan teks lebih menarik.

21
 Chapter VI. Page 82
(to show the existence of things
and people)
Teks lisan dan tulis untuk
menyatakan dan menanyakan
keberadaan orang, benda, binatang
dalam jumlah yang tidak tertentu

Fungsi sosial
Menjelaskan, membanggakan,
memuji, mengaguni, mengkritik,
dsb.

Struktur teks
There are only a few students left in
school.Where are the others?; How
many chairs are there in this
classroom? A lot.; There is not much
water in the dry season. So we have
to save water.; It’s said that there
very few monkeys in the zoo, and
some are very thin.,dan
semacamnya.

Unsur kebahasaan
(1) Ungkapan dengan There ...
(2) Kosa kata: kata benda, Kata
jumlah yang tidak tertentu:
little, few, some, many, much, a
lot (of).
(3) Kata kerja, dan kata sifat yang
terkait dengan orang, binatang,
benda di kelas, sekolah, rumah,

22
 dan sekitarnya
(4) Penggunaan nominal singular
dan plural secara tepat, dengan
atau tanpa a, the, this, those,
my, their, dsb secara tepat
dalam frasa nominal
(5) Ucapan, tekanan kata, intonasi,
(6) Ejaan dan tanda baca
(7) Tulisan tangan.

Topik
Keberadaan orang, binatang, benda,
di kelas, sekolah, rumah, dan
sekitarnya yang memberikan
keteladanan tentang perilaku jujur,
disiplin, percaya diri, dan
bertanggung jawab.

Teks lisan dan tulis untuk Chapter III. Page 40-42

menyatakan dan menanyakan (to give suggestions and to state
tindakan/kejadian yang
dilakukan/terjadi secara rutin atau rules and obligations)
merupakan kebenaran umum

Fungsi sosial
Menghargai alam semesta, memberi
contoh kebiasaan baik/jelek,
membanggakan, dsb.

Struktur teks
The sun shines everyday in
Indonesia, so it is mostly very green.
My father is very healthy because he
wakes up early and excersises
everyday. We have English on
Monday and Wednesday. Do you get
up early? Yes, I help my Mom before
I go to school; I clean the house and
wash the dishes.,dan semacamnya.

Unsur kebahasaan
(1) Kata kerja dalam Simple
Present Tense.
(2) Adverbia: always, often,
sometimes, never, usually, every
...

23
 (3) Kosa kata: kata benda, kata
kerja, dan kata sifat yang
terkait dengan orang, binatang,
benda di kelas, sekolah, rumah,
dan sekitarnya
(4) Penggunaan nominal singular
dan plural secara tepat, dengan
atau tanpa a, the, this, those,
my, their, dsb secara tepat
dalam frasa nominal
(5) Ucapan, tekanan kata, intonasi,
(6) Ejaan dan tanda baca
(7) Tulisan tangan.

Topik
Tindakan, kejadian, keadaan, di
kelas, sekolah, rumah, dan
sekitarnya yang memberikan
keteladanan tentang perilaku jujur,
disiplin, percaya diri, dan
bertanggung jawab.

Teks lisan dan tulis yang Chapter I. Page 9-11

menyatakan dan menanyakan (to tell what we or other people
tentang tindakan/kejadian yang
sedang dilakukan/berlangsung saat think of something)
ini

Fungsi sosial
Menjelaskan, memberi alasan,
memberi contoh tindakan, dsb..

Struktur teks
What are you doing here? Waiting for
her; Don’t play around. Look!
Everybody is doing their task.; I need
to see the Principal. May I see him
now? No, he’s having a meeting.; Be
quiet, please. The baby is sleeping.
,dan semacamnya.

Unsur kebahasaan
(1) Kata kerja untuk kegiatan dan
tindakan dalam Present
Continous tense.
(2) Kosa kata: kata benda, kata

24
 kerja, dan kata sifat yang
terkait dengan orang, binatang,
benda di kelas, sekolah, rumah,
dan sekitarnya
(3) Kata kerja untuk keadaan: be,
have, dalam Present
Continuous Tense.
(4) Adverbia: now
(5) Kata ganti obyek: me, you, him,
her, us, dst.
(6) Penggunaan nominal singular
dan plural secara tepat, dengan
atau tanpa a, the, this, those,
my, their, dsb secara tepat
dalam frasa nominal
(7) Ucapan, tekanan kata, intonasi,
(8) Ejaan dan tanda baca
(9) Tulisan tangan.

Topik
Tindakan, kejadian, keadaan, di
kelas, sekolah, rumah, dan
sekitarnya yang memberikan
keteladanan tentang perilaku jujur,
disiplin, percaya diri, dan
bertanggung jawab.

Teks lisan dan tulis yang NOTHING

menyatakan dan menanyakan
tentang (a) hubungan sebab akibat
dan (b) hubungan kebalikan

Masing-masing diajarkan secara

terpisah.

Fungsi sosial
Menjelaskan, memberikan alasan,
memberi keteladanan, memberikan
klarifikasi

Struktur teks
Why didn’t you go to school
yesterday? Because I got a very bad
flu. Budi was late so he could not get
in and follow the flag ceremony.
Although it is small, our school will

25
 win “The Best School of the Year”
trophy because it is very clean. I
walk to school but I’m never
late.,dan semacamnya.

Unsur kebahasaan
(1) Kata yang menyatakan
hubungan sebab akibat: Why?,
because, so
(2) Kata yang menyatakan
hubungan kebalikan: although,
but
(3) Kosa kata: kata benda, kata
kerja, dan kata sifat yang
terkait dengan orang, binatang,
benda di kelas, sekolah, rumah,
dan sekitarnya
(4) Penggunaan nominal singular
dan plural secara tepat, dengan
atau tanpa a, the, this, those,
my, their, dsb secara tepat
dalam frasa nominal
(5) Ucapan, tekanan kata, intonasi,
(6) Ejaan dan tanda baca
(7) Tulisan tangan.

Topik
Tindakan, kejadian, keadaan, di
kelas, sekolah, rumah, dan
sekitarnya yang memberikan
keteladanan tentang perilaku jujur,
disiplin, percaya diri, dan
bertanggung jawab.

Teks lisan dan tulis yang NOTHING

menyatakan dan menanyakan
perbandingan jumlah dan sifat
orang, binatang, benda

Fungsi sosial
Mengidentifikasi, mengenalkan,
memuji, mencela, mengagumi

Struktur teks
Who is taller? Your sister or your
brother?; No one in the class is big as

26
Candra. He is the biggest. He is
bigger than any other student in the
class.; To me, writing is more difficult
than reading. Listening is the most
difficult. Our library have more books
than the community library.,dan
semacamnya.

Unsur kebahasaan
(1) Kosa kata: kata benda dan kata
sifat yang terkait dengan orang,
binatang, benda di kelas,
sekolah, rumah, dan sekitarnya
(2) Perbandingan sifat: as ... as, -er,
-est, more ..., the most ...
(3) Perbandingan jumlah: more,
fewer, less
(4) Penggunaan nominal singular
dan plural secara tepat, dengan
atau tanpa a, the, this, those,
my, their, dsb secara tepat
dalam frasa nominal
(5) Ucapan, tekanan kata, intonasi,
(6) Ejaan dan tanda baca
(7) Tulisan tangan.

Topik
Sifat orang dan benda di kelas,
sekolah, rumah, dan sekitarnya
yang memberikan keteladanan
tentang perilaku jujur, disiplin,
percaya diri, dan bertanggung
jawab.

Teks deskriptif pendek dan Chapter VI. Page 76

sederhana, tentang orang, (to show the existence of things
binatang, dan benda
and people
Fungsi sosial
Membanggakan, menjual,
mengenalkan, mengidentifikasi,
mengkritik, dsb.

Struktur text
(gagasan utama dan informasi
rinci)

27
a. Menyebutkan nama orang,
binatang, benda dan nama
bagian-bagiannya yang dipilih
untuk dideskripsikan
b. Menyebutkan sifat orang,
binatang, benda dan bagiannya,
dan
c. Menyebutkan tindakan dari atau
terkait dengan orang, binatang,
benda yang semuanya sesuai
dengan fungsi sosial yang hendak
dicapai.

Panjang teks: kurang lebih 6 (tiga)

kalimat.

Unsur kebahasaan
(1) Penyebutan kata benda singular
dengan a dan the, dan plural (-
s).
(2) Kata ganti it, they, she, we, dst.;
our, my, your, their, dst.
(3) Kata sifat tentang orang,
binatang, benda dalam
kehidupan siswa di rumah,
sekolah, dan sekitarnya, dengan
atau tanpa kata keterangan
quite, very.
(4) Frasa nominal seperti dark
brown, cute little cat, beautiful
red flower
(5) Kata kerja untuk menyatakan
keadaan dan tindakan rutin
dalam simple present tense: be,
have, go, play,get, take, dll.
(6) Penggunaan nominal singular
dan plural secara tepat, dengan
atau tanpa a, the, this, those,
my, their, dsb secara tepat
dalam frasa nominal
(7) Ucapan, tekanan kata, intonasi
(8) Ejaan dan tanda baca
(9) Tulisan tangan

Topik
Orang, binatang, benda di sekitar
dan relevan dengan kehidupan

28
 siswa, dengan memberikan
keteladanan tentang perilaku jujur,
disiplin, percaya diri, kerjasama,
dan bertanggung jawab.

Teks lisan dan tulis untuk NOTHING

menyatakan dan menanyakan
tindakan/kejadian yang
dilakukan/terjadi di waktu lampau

Fungsi sosial
Melaporkan, menceritakan,
menjelaskan

Struktur teks
What did you do after school
yesterday? My brother and I went
fishing in the river.; Who opened the
box? Yusuf did.; She got an accident.
She was riding on her motorcycle
and hit the lamp post.,dan
semacamnya.

Unsur kebahasaan
(1) Kata kerja dalam Simple Past
Tense, Past Continuous Tense
(2) Kata sambung: when, while,
after, before, dll.
(3) Penggunaan nominal singular
dan plural secara tepat, dengan
atau tanpa a, the, this, those,
my, their, dsb secara tepat
dalam frasa nominal
(4) Ucapan, tekanan kata, intonasi,
(5) Ejaan dan tanda baca
(6) Tulisan tangan.

Topik
Kegiatan dan tindakan yang terjadi
di masa lalu di sekolah, rumah, dan
sekitarnya dan yang relevan dengan
kehidupan siswa sebagai pelajar
dan remaja, dengan memberikan
keteladanan tentang perilaku jujur,
disiplin, percaya diri, dan
bertanggung jawab.

29
Teks recount pendek dan NOTHING
sederhana tentang kegiatan,
kejadian, dan peristiwa

Fungsi sosial
Melaporkan, meneladani,
membanggakan, berbagi
pengalaman, dsb.

Struktur text
(gagasan utama dan informasi
rinci)
a. Memberikan pendahuluan
(orientasi) dengan
menyebutkanorang(-orang) yang
terlibat, tempat, waktu, dsbdari
peristiwa/kejadian/pengalaman
yang akan disampaikan
b. Menguraikan urutan kejadian
secara kronologis, urut dan
runtut.
c. Menutup dengan memberikan
komentar atau penilaian umum
tentang
peristiwa/kejadian/pengalaman
yang telah disampaikan (opsional).

Panjang teks: kurang lebih 6 (tiga)

kalimat.

Unsur kebahasaan
(1) Kata kerja dalam Simple Past
tense, Past Continuous Tense
(2) Kosa kata: kata kerja yang
menunjuk tindakan atau
kegiatan
(3) Adverbia penghubung waktu:
first, then, after that, before, at
last, finally, dsb.
(4) Adverbia dan frasa
preposisional penujuk waktu:
yesterday, last month, on
Monday, an hour ago,
immediately, dsb.
(5) Penggunaan nominal singular
dan plural secara tepat, dengan

30
 atau tanpa a, the, this, those,
my, their, dsb secara tepat
dalam frasa nominal
(6) Ucapan, tekanan kata, intonasi
(7) Ejaan dan tanda baca
(8) Tulisan tangan

Topik
Peristiwa, kejadian, pengalaman
yang terjadi di sekolah, rumah, dan
sekitarnya dan yang relevan dengan
kehidupan siswa sebagai pelajar
dan remaja, dengan memberikan
keteladanan tentang perilaku jujur,
disiplin, percaya diri, kerjasama,
dan bertanggung jawab.

Teks tulis (a) pesan singkat dan (b) Chapter IV. Page 49
pengumuman/ pemberitahuan (to invite someone to do
(notice)
something, to give instruction and
Masing-masing diajarkan secara
terpisah to ask for permission)

Fungsi sosial
Tindakan dilaksanakan sesuai yang
diharapkan.

Struktur text
(gagasan utama dan informasi
rinci)
a. Menyebutkan tujuan dari pesan
singkat dengan atau tanpa
informasi rinci, sepertiSorry, I’m
in a meeting now. I’ll call you back
in 10 minutes.; Make sure you
lock the gate when you leave.

b. Menyebutkan tujuan dari

pengumuman/ pemberitahuan
(notice) dengan atau tanpa
informasi rinci, misalnya The flag
ceremony will be held on Monday,
17 August. Attendance is
compulsory.; An exam is in
progress. Please be quite.

Unsur kebahasaan

31
 (1) Kosa kata terkait dengan
kegiatan, kejadian, peristiwa,
dan hari penting bagi siswa dan
guru
(2) Tata bahasa: Kalimat imperatif
positif, kalimat imperatif negatif
(3) Penggunaan nominal singular
dan plural secara tepat, dengan
atau tanpa a, the, this, those,
my, their, dsb secara tepat
dalam frasa nominal
(4) Ucapan, tekanan kata, intonasi
(5) Ejaan dan tanda baca
(6) Tulisan tangan

Topik
Berbagai kegiatan, kejadian,
peristiwa, dan hari penting bagi
siswa dan guru, dengan memberikan
keteladanan tentang perilaku
santun, peduli, percaya diri,
kerjasama, dan bertanggung jawab.

Teks naratif, berbentuk fabel NOTHING

pendek dan sederhana

Fungsi sosial
Memperoleh hiburan, menghibur
dan mengajarkan nilai-nilai luhur
melalui cerita dengan tokoh
binatang.

Struktur text
(gagasan utama dan informasi
rinci)
a. Memperkenalkan tokoh, tempat,
waktu, terjadinya cerita
(orientasi).
b. Memberikan penilaian (evaluasi)
tentang situasi dan kondisi
terjadinya cerita.
c. Memaparkan krisis yang terjadi
terhadap tokoh utama
(komplikasi)
d. Memaparkan akhir cerita, di mana
krisis berakhir (resolusi) dengan
bahagia atau sedih

32
e. Memberikan alasan atau
komentar umum (reorientasi),
opsional.

Unsur kebahasaan
(1) Tata bahasa: Simple Past tense,
Past Continuous Tense
(2) Kalimat langung dan tidak
langsung
(3) Kosa kata: tokoh binatang
dalam fabel, tempat dan benda-
benda terkait tokoh
(4) Adverbia penghubung waktu:
first, then, after that, before, at
last, finally, dsb.
(5) Adverbia dan frasa
preposisional penunjuk waktu:
a long time ago, one day, in the
morning, the next day,
immediately, dsb.
(6) Penggunaan nominal singular
dan plural secara tepat, dengan
atau tanpa a, the, this, those,
my, their, dsb secara tepat
dalam frasa nominal
(7) Ucapan, tekanan kata, intonasi
(8) Ejaan dan tanda baca
(9) Tulisan tangan

Topik
Cerita yang memberikan keteladanan
tentang perilaku jujur, disiplin,
percaya diri, kerjasama, dan
bertanggung jawab.

Lagu pendek dan sederhana NOTHING

Fungsi sosial
Memahami pesan moral lagu dan
menghargai lagu sebagai karya seni

Unsur kebahasaan
(1) Kata, ungkapan, dan tata
bahasa dalam karya seni
berbentuk lagu.
(2) Penggunaan nominal singular

33
 dan plural secara tepat, dengan
atau tanpa a, the, this, those,
my, their, dsb secara tepat
dalam frasa nominal
(3) Ucapan, tekanan kata, intonasi
(4) Ejaan dan tanda baca.
(5) Tulisan tangan

Topik
Hal-hal yang memberikan
keteladanan dan inspirasi untuk
berperilaku peduli dan cinta damai.

6. Analyzing the readability of text

Analyzing written text by using Flesch reading ease:
 Text 1 (Available on page 40)

We must wear a uniform every day. From Monday to

Thursday we must wear the batik shirt. The girls must wear a black
shirt. The girls must wear a black skirt, and the boys must wear a
pair of black pants. On Friday we must wear the scout uniform. We
must wear proper shoes. We must not wear sandals, a t-shirt, or a
casual wear at any place and at the time during the school hours.
Number of characters (without
294.00
spaces):
Number of words: 77.00
Number of sentences: 7.00
Average number of characters per
3.82
word:
Average number of syllables per
1.25
word:
Average number of words per
11.00
sentence:

Indication of the number of years

of formal education that a person
requires in order to easily

34
understand the text on the first
reading
Gunning Fog index: 7.52
Approximate representation of the
U.S. grade level needed to  
comprehend the text:
Coleman Liau index: 3.96
Flesch Kincaid Grade level: 3.41
ARI (Automated Readability
2.05
Index):
SMOG: 8.07
Flesch Reading Ease: 90.19

List of sentences that we suggest you consider rewriting to improve

readability:

 We must not wear sandals, a t-shirt, or a casual wear at any place and at
the time during the school hours.
 The girls must wear a black skirt, and the boys must wear a pair of black
pants.
 From Monday to Thursday we must wear the batik shirt.

 Text 2 (Available on page 41)

We must not be late to school. We must come on time to

class and to the flag ceremony. If we are late, we must wait outside
the gate. We must not come in until the security guards give us
permission. We must sign a paper before we come on time for any
reason, we must hand in a notice from our parents to the principal.
Number of characters (without
247.00
spaces):
Number of words: 66.00
Number of sentences: 5.00
Average number of characters per
3.74
word:
Average number of syllables per
1.27
word:
Average number of words per
13.20
sentence:

35
Indication of the number of years
of formal education that a person
requires in order to easily
understand the text on the first
reading
Gunning Fog index: 7.70
Approximate representation of the
U.S. grade level needed to  
comprehend the text:
Coleman Liau index: 3.97
Flesch Kincaid Grade level: 4.58
ARI (Automated Readability
2.80
Index):
SMOG: 7.90
Flesch Reading Ease: 85.76

 Text 3 (Available on page 41)

We can learn well if the classroom is clean and tidy. So, we

must keep our classroom clean and tidy. We must not litter. We
must put the garbage in the garbage bin. We must not write or draw
anything on the desks and on the walls. We must sweep the floor
and dust the teacher’s desk and the shelf every day.
Number of characters (without
238.00
spaces):
Number of words: 63.00
Number of sentences: 6.00
Average number of characters per
3.78
word:
Average number of syllables per
1.21
word:
Average number of words per
10.50
sentence:
Indication of the number of years

36
of formal education that a person
requires in order to easily
understand the text on the first
reading
Gunning Fog index: 4.83
Approximate representation of the
U.S. grade level needed to  
comprehend the text:
Coleman Liau index: 3.59
Flesch Kincaid Grade level: 2.74
ARI (Automated Readability
1.61
Index):
SMOG: 6.16
Flesch Reading Ease: 94.12

List of sentences that we suggest you consider rewriting to improve

readability:

 We must sweep the floor and dust the teacher’s desk and the shelf every
day.
 We must not write or draw anything on the desks and on the walls.

 Text 4 (Available on page 42)

We can learn if the class is not noisy. My friends and I

know very well that we must not be noisy. We must respect our
friends who are working seriously. We must not chat and talk very
loudly in class. We must keep our voice law. We must not play
around. We must work at our desks most of the time.
Number of characters (without
230.00
spaces):
Number of words: 62.00
Number of sentences: 7.00
Average number of characters per
3.71
word:
Average number of syllables per
1.19
word:
Average number of words per
8.86
sentence:

37
Indication of the number of years
of formal education that a person
requires in order to easily
understand the text on the first
reading
Gunning Fog index: 4.19
Approximate representation of the
U.S. grade level needed to  
comprehend the text:
Coleman Liau index: 2.66
Flesch Kincaid Grade level: 1.95
ARI (Automated Readability
0.47
Index):
SMOG: 5.07
Flesch Reading Ease: 96.87

List of sentences that we suggest you consider rewriting to improve

readability:

 My friends and I know very well that we must not be noisy.

 We must respect our friends who are working seriously.
 We must not chat and talk very loudly in class.

 Text 5 (Available on page 68)

Thanks for there through the tears, laughter and dirty diapers.

Happy Father’s Day!

Number of characters (without
67.00
spaces):
Number of words: 14.00
Number of sentences: 2.00
Average number of characters per
4.79
word:
Average number of syllables per
1.43
word:
Average number of words per
7.00
sentence:

38
Indication of the number of years
of formal education that a person
requires in order to easily
understand the text on the first
reading
Gunning Fog index: 2.80
Approximate representation of the
U.S. grade level needed to  
comprehend the text:
Coleman Liau index: 8.10
Flesch Kincaid Grade level: 4.00
ARI (Automated Readability
4.61
Index):
SMOG: 3.00
Flesch Reading Ease: 78.87

List of sentences that we suggest you consider rewriting to improve

readability:

 Thanks for there through the tears, laughter and dirty diapers.

 Text 6 (Available on page 69)

Happy Mother’s Day!

Dear Mom,

I wish your days be blessed with smiles, love, and happiness.

Love you so much.

Your, Son
Number of characters (without
90.00
spaces):
Number of words: 23.00
Number of sentences: 4.00
Average number of characters per
3.91
word:
Average number of syllables per
1.43
word:
Average number of words per 5.75

39
sentence:
Indication of the number of years
of formal education that a person
requires in order to easily
understand the text on the first
reading
Gunning Fog index: 4.04
Approximate representation of the
U.S. grade level needed to  
comprehend the text:
Coleman Liau index: 2.03
Flesch Kincaid Grade level: 3.58
ARI (Automated Readability -
Index): 0.12
SMOG: 5.74
Flesch Reading Ease: 79.62

List of sentences that we suggest you consider rewriting to improve

readability:

 Dear Mom, I wish your days be blessed with smiles, love, and happiness.
 Happy Mother’s Day!

 Text 7 (Available on page 69)

My Dear Teacher,

I found discipline, guidance, friendship, and love, all at once in one

person – that is you!

Happy teacher’s day!

Wish you all the best.

Athan
Number of characters (without
122.00
spaces):
Number of words: 30.00
Number of sentences: 4.00
Average number of characters per
4.07
word:
Average number of syllables per 1.40

40
word:
Average number of words per
7.50
sentence:
Indication of the number of years
of formal education that a person
requires in order to easily
understand the text on the first
reading
Gunning Fog index: 4.33
Approximate representation of the
U.S. grade level needed to  
comprehend the text:
Coleman Liau index: 4.15
Flesch Kincaid Grade level: 3.86
ARI (Automated Readability
1.47
Index):
SMOG: 5.74
Flesch Reading Ease: 80.78

List of sentences that we suggest you consider rewriting to improve

readability:

 My Dear Teacher, I found discipline, guidance, friendship, and love, all at

once in one person – that is you!
 Happy teacher’s day!

 Text 8 (Available on page 69)

Dear Aunty Melvin,

Congratulations for the new baby!

I cannot wait to play football with him!

Your nephew,

Kiki
Number of characters (without
89.00
spaces):
Number of words: 19.00
Number of sentences: 3.00
Average number of characters per 4.68

41
word:
Average number of syllables per
1.68
word:
Average number of words per
6.33
sentence:
Indication of the number of years
of formal education that a person
requires in order to easily
understand the text on the first
reading
Gunning Fog index: 4.64
Approximate representation of the
U.S. grade level needed to  
comprehend the text:
Coleman Liau index: 7.05
Flesch Kincaid Grade level: 6.75
ARI (Automated Readability
3.80
Index):
SMOG: 6.16
Flesch Reading Ease: 57.92

List of sentences that we suggest you consider rewriting to improve

readability:

 Dear Aunty Melvin, Congratulations for the new baby!

 Text 9 (Available on page 70)

The countdown has done.

It’s time to welcome the New Year with a fresh mind and clear
heart!

Happy New Year, my friend!

May your dreams come true!

Adnan
Number of characters (without
118.00
spaces):
Number of words: 30.00
Number of sentences: 5.00
Average number of characters per 3.93

42
word:
Average number of syllables per
1.27
word:
Average number of words per
6.00
sentence:
Indication of the number of years
of formal education that a person
requires in order to easily
understand the text on the first
reading
Gunning Fog index: 2.40
Approximate representation of the
U.S. grade level needed to  
comprehend the text:
Coleman Liau index: 2.37
Flesch Kincaid Grade level: 1.70
ARI (Automated Readability
0.10
Index):
SMOG: 3.00
Flesch Reading Ease: 93.59

List of sentences that we suggest you consider rewriting to improve

readability:

 It’s time to welcome the New Year with a fresh mind and clear heart!
 May your dreams come true!

 Text 10 (Available on page 70)

To uncle Ipan and Aunty Rike,

I wish you a happy wedding day.

Welcome to the family!

Don’t forget to come to our montly family gathering!

Your nephew,

Shilmi
Number of characters (without
118.00
spaces):
Number of words: 30.00

43
Number of sentences: 5.00
Average number of characters per
3.93
word:
Average number of syllables per
1.27
word:
Average number of words per
6.00
sentence:
Indication of the number of years
of formal education that a person
requires in order to easily
understand the text on the first
reading
Gunning Fog index: 2.40
Approximate representation of the
U.S. grade level needed to  
comprehend the text:
Coleman Liau index: 2.37
Flesch Kincaid Grade level: 1.70
ARI (Automated Readability
0.10
Index):
SMOG: 3.00
Flesch Reading Ease: 93.59

List of sentences that we suggest you consider rewriting to improve

readability:

 It’s time to welcome the New Year with a fresh mind and clear heart!
 May your dreams come true!

 Text 11 (Available on page 70)

To Meyriska,

I’m praying for your quick recovery. Get better soon.

Your friend,

Yayang

Number of characters (without

68.00
spaces):
Number of words: 15.00

44
Number of sentences: 3.00
Average number of characters per
4.53
word:
Average number of syllables per
1.67
word:
Average number of words per
5.00
sentence:
Indication of the number of years
of formal education that a person
requires in order to easily
understand the text on the first
reading
Gunning Fog index: 7.33
Approximate representation of the
U.S. grade level needed to  
comprehend the text:
Coleman Liau index: 4.90
Flesch Kincaid Grade level: 6.03
ARI (Automated Readability
2.42
Index):
SMOG: 7.47
Flesch Reading Ease: 60.76

List of sentences that we suggest you consider rewriting to improve

readability:

 To Meyriska, I’m praying for your quick recovery.

 Text 12 (Available on page 71)

To Ganjar,

Congratulation for being the first winner of the news reading

contest!

I’m so happy for you!

Your friend,

Zifa
Number of characters (without
96.00
spaces):
Number of words: 22.00
Number of sentences: 3.00

45
Average number of characters per
4.36
word:
Average number of syllables per
1.55
word:
Average number of words per
7.33
sentence:
Indication of the number of years
of formal education that a person
requires in order to easily
understand the text on the first
reading
Gunning Fog index: 4.75
Approximate representation of the
U.S. grade level needed to  
comprehend the text:
Coleman Liau index: 5.81
Flesch Kincaid Grade level: 5.51
ARI (Automated Readability
2.79
Index):
SMOG: 6.16
Flesch Reading Ease: 68.65

List of sentences that we suggest you consider rewriting to improve

readability:

 To Ganjar, Congratulation for being the first winner of the news reading
contest!

 Text 13 (Available on page 71)

To my dear best friend,

I’m so sorry for your lost.

Your grandma was one of the nicest woman I’ve known. Best pray
for her.

Your friend
Number of characters (without
103.00
spaces):
Number of words: 29.00

46
Number of sentences: 4.00
Average number of characters per
3.55
word:
Average number of syllables per
1.28
word:
Average number of words per
7.25
sentence:
Indication of the number of years
of formal education that a person
requires in order to easily
understand the text on the first
reading
Gunning Fog index: 2.90
Approximate representation of the
U.S. grade level needed to  
comprehend the text:
Coleman Liau index: 0.98
Flesch Kincaid Grade level: 2.29
ARI (Automated Readability -
Index): 1.08
SMOG: 3.00
Flesch Reading Ease: 91.54

List of sentences that we suggest you consider rewriting to improve

readability:

 Your grandma was one of the nicest woman I’ve known.

 To my dear best friend, I’m so sorry for your lost.

 Text 14 (Available on page 71)

To Anas,

I heard you lost a tooth. Don’t worry, you’ll get the new one soon.

Your sister,

Anis
Number of characters (without
69.00
spaces):

47
Number of words: 21.00
Number of sentences: 3.00
Average number of characters per
3.29
word:
Average number of syllables per
1.33
word:
Average number of words per
7.00
sentence:
Indication of the number of years
of formal education that a person
requires in order to easily
understand the text on the first
reading
Gunning Fog index: 2.80
Approximate representation of the
U.S. grade level needed to  
comprehend the text:
-
Coleman Liau index:
0.73
Flesch Kincaid Grade level: 2.87
ARI (Automated Readability -
Index): 2.45
SMOG: 3.00
Flesch Reading Ease: 86.93

List of sentences that we suggest you consider rewriting to improve

readability:

 Don’t worry, you’ll get the new one soon.

i. Flesch Reading Ease Calculation

Number of Score
Formulation
Text (Result)

Text 1 90.19

Text 2 85.76

48
 Text 3 94.12

Text 4 96.87

Text 5 78.87

Text 6 79.62

Text 7 80.78

Text 8 206.835−1.015 ( Total

Total Words
Sentences )−84.6 ( 57.92
Total Words )
Total Syllabes

Text 9 93.59

Text 10 93.59

Text 11 60.76

Text 12 68.65

Text 13 91.54

Text 14 89.93

Table 1 Flesch Reading Ease Calculation

CHAPTER III
CONCLUSION

Before we talk about the analysis result of the book (When english rings a
bell), we concluded that in teaching-learning process media is very needed by
teachers and also students. One of its medium in teaching learning process is
books. Because there are many publishers in the nearest area or in the world, it

49
made the book materials very varieties. But we could not receive easily with all of
the books material that we found. It means that not all the books have the good
quality for the students. Teacher must be selective with the book that will be used
by teacher in the teaching-learning process. Teacher can assess the book by
looking in the qualified book criteria by the expert, in order to get the best quality
of the textbook used in the class
The analysis result of this book (When english rings a bell) can be assumed
that each expert criteria point have different assessment. In general, both the
contents and the design of this book are interesting to learn. But, some cases point
it does not match with the criteria. Moreover, the result of Flesch Reading ease
also shows that the reading text in this book is suitable to students in junior high
school. However, between the syllabus and the topics entire in this book are not
match. So, wisely the teacher should consider also the additional content in order
the get the best result of studying process.

APPENDIX

1. The Cover Picture of When English Rings a Bell

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2. Some Pictures/Figures in This Book

51
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