An Analysis of ReadingMaterial in English in focus Textbook for Grade X Senior High School

Published by Department of National Education

AN ANALYSIS OF READING MATERIAL IN ENGLISH IN FOCUS TEXTBOOK FOR

GRADE XSENIOR HIGH SCHOOL PUBLISHED BY DEPARTMENT OF NATIONAL
EDUCATION
KHIBBAN NURCAHYO
English Education, Language and Art Faculty, State University of Surabaya
ibannurcahyi@gmail.com
Drs. FAHRI, M.A.,
fahri@unesa.ac.id
English Education, Language and Art Faculty, State University of Surabaya

Abstrak
Zamanini Bahasa Inggris memiliki peran yang sangat penting dan posisi di era globalisasi. Hal ini sangat
penting untuk pengembangan pengetahuan, ilmu pengetahuan, budaya dan hubungan antara negara-negara. Target
belajar bahasa Inggris di SMA menggunakan fungsional dan menggunakan tingkat, itu berarti bahwa dengan belajar
bahasa Inggris di SMA (SekolahMenengahAtas) , siswa dapat berkomunikasi dalam bahasa Inggris apakah lisan atau
tertulis dalam kehidupan sehari-hari mereka. Salah satu cara untuk dapat berkomunikasi digunakan membaca. Membaca
adalah salah satu keterampilan dalam bahasa Inggris yang harus dikuasai oleh siswa ketika mereka belajar bahasa
Inggris. Karena itu, siswa harus belajar membaca serta keterampilan lain jika mereka ingin menguasai bahasa Inggris.
Menurut Nunan (2003: 68) "Membaca adalah proses fasih mana dalam membangun makna, pembaca harus
menggabungkan informasi dari teks dengan latar belakang mereka sendiri pengetahuan". Dan dalam membaca ada
beberapa bahan. Untuk mempelajari materi bahasa Inggris, siswa membutuhkan bimbingan atau alat-alat yang
membantu mereka untuk memahami dengan baik. Dalam pendidikan formal, buku ini sangat penting dan banyak
digunakan oleh guru dan siswa ketika mereka belajar materi bahasa Inggris. Guru harus selektif dalam menggunakan
buku teks yang akan digunakan untuk mengajar membaca.Untuk membuat siswa mampu mencapai materi bahasa
Inggris, mereka membutuhkan beberapa buku pelajaran bahasa Inggris yang memiliki kualitas yang baik. Dengan
belajar mereka buku pelajaran yang memenuhi syarat, mereka mampu meningkatkan produktivitas keterampilan bahasa
Inggris mereka. Berurusan dengan kualitas buku teks, pada 2013 Departemen Pendidikan Nasional menerbitkan
beberapa BSE (Buku Sekolah Elektronik) buku teks bahasa Inggris. Salah satunya adalah buku teks bahasa Inggris
untuk kelas sepuluh SMA berjudul English in Focus yang tidak hanya digunakan oleh sekolah-sekolah umum tetapi
juga sekolah swasta. Berdasarkan latar belakang belajar di atas, peneliti melakukan studi untuk melihat apakah bahasa
Inggris dalam buku fokus dapat memenuhi aspek dari buku teks bahasa Inggris yang berkualitas. Khusus untuk kelas
satu SMA. Dengan mempelajari buku teks ini, peneliti menggunakan analisis dokumen, di sini di semester pertama kita
memenuhi beberapa aspek. Mereka adalah (1) aspek konten, (2) aspek presentasi, (3) penggunaan aspek dan mudah
dibaca.
Kata kunci: analisis, buku, Reading, Aspek konten, SMA (Sekolah Menengah Atas)
Abstract
Reading is one of the skills in English that has to be mastered by the students when they are learning English.
Because of that, students have to learn reading as well as the other skills if they want to master English. .To learn
English material, the student need guidance or tools that help them to comprehend it well.To make students be able to
achieve the English materials, they need some English textbooks which have good quality. Dealing with the quality of a
textbook, in 2013 Department of National Education publishes some BSE (BukuSekolahElektronik) English textbooks.
One of them is an English textbook for tenth Grade of Senior High School entitled English in Focus which is not only
used by public schools but also private schools.Based on the background of the studying above, the researcher conducts
the study to see whether English in focus textbook can meet the aspect of a quality English textbook. Especially for
first grade of senior high school.here in the first semester we meet the some aspects. They are (1) aspect of content, (2)
aspect of presentation, (3) aspect use and readability.The researcher used the triangulation technique to gain the validity
of the data. Burns (1999: 169) said that triangulation is one of the most commonly techniques used and known ways of
checking for validity. The goal of triangulation is to gather multiple perspectives on the situation being studied. There
are four types of triangualition; they are by source, by method, by observers, and by theories. The researcher used

RETAIN. Volume 05 Nomor 01 Tahun 2017, 18 - 26

theory triangulation and observer triangulation in this research. Besides the triangulation by theory, the researcher also
triangulated the data observer. The data from textbook were re-typed. They were used to triangulate the data. This
research was also consulted to the consultant in order to confirm the data. The researcher confirmed the research to his
thesis supervisor.The reading materials were analyzed based on aspect of contents. The conclusion is regarding to the
contents of the English inFocus textbook. Dealing with aspect of contents of the textbook, there are some points
toanalyze. Those points are the conformity between reading materials andcurriculum, kind of genres found in the
reading materials, the arrangement ofreading materials based on the level of difficulty, reading tasks which are given
todevelop students ability, the reading materials which are supporting life skills andthe reading materials which
consider the aspects of gender, religion and race.Actually, almost all the points of aspect of contents had already
fulfilled by English in Focus textbook, except the conformity between reading materials andcurriculum since there are
some reading indicators that cannot be found in thereading materials.
Key words: an analysis ,textbook , Reading, Aspect of content, Senior High School

INTRODUCTION
English education has a very important role and
position in a globalization era. It is very important for
the development of knowledge, science, culture and
relationship among countries. Kanter (2005:1-2) said that
in PusatPerbukuan . department of national education
states that there is a need of world class people who have
ability and competence to express a language concept
which is comprehended by the world and to achieve the
highest work standards of 3 C (concept, competences and
connection). By mastering, people are able to have
connection with others and follow the worlds change.
The target of English learning in senior high school is
using functional and using level, It means that by the
learning English in senior high school, students are able
to communicate in English whether it is oral or written in
their daily life. There are four skills that needed to be
learnt in English, they are speaking, listening, reading
and writing.
Reading is one of the skills in English that has to be
mastered by the students when they are learning English.
Because of that, students have to learn reading as well as
the other skills if they want to master English. According
to Nunan (2003:68) Reading is a fluent process where in
building the meaning, readers should combine
information from the text with their own background of
knowledge. However, Brown (2000: 298) in his book
said that Reading ability will develop well in in
association with writing, listening, speaking activities.
Nowadays, the government has arranged the 2013
School-Based Curriculum named K13. It is an a.
operational curriculum which is formed and practiced by
each school Indonesia. But actually it does not change the
basis of Competence-Based Curriculum substantially.
The aim of English teaching according to the School- b.
Based Curriculum is that the students of senior High
School hopefully can achieve that functional level of
literacy because they are preparing to continue their study
to the Senior High School. Besides that, the 2013c.
Curriculum also deals with the four languages skills, such
as; listening, speaking, reading, and writing. In reading, it
refers to the text. It means that the students are able to d.
understand and produce various shorts functional and

monologue texts, and essay in the form of narrative,

descriptive, recount, procedure, and report.
A book may be ideal in one situation because it
matches the needs of that situation perfectly. It has just
the right amount of material for the program, it is easy to
teach, and it can be used with little preparation by
inexperienced teachers. According to Richard (2001 :
256) The good textbook should be readable to the
student and easy to be used by the teachers. However,
the use of textbook in teaching has both advantages and
disadvantages, depending on how are used and the
contexts for their use.
According to Richard (2001) Textbooks are
used in different ways in language program. For example,
a reading textbook might be the basis for a course on
reading skill, providing both set of reading texts and
exercises for skills practice. The teacher can be useful
textbook for the student an the textbook is very important
rule and advantages for teacher.The textbook properly
viewed as an aid to teaching. It is simply one of many
possible materials of learning because it helps the
teachers and students achieve the goal of learning. The
teachers use textbook to make them easier to teach
student outside the class. Because by the textbook, the
student can repeat what the teacher had explained in the
class. Textbook enrich the students knowledge, not only
about the linguistic competence, but also communicative
competence.
Richard (2001 : 254 -255) said the advantages
of textbook:
Providing of structure and a syllabus for a program.
Without textbook a program may have no central core
and learners may not receive a syllabus that has been
systematically planned and developed.
Helping of standardize instruction. The use of textbook in
a program can measure that the students in different
classes receive similar content and therefore can be tested
in the same way.
Maintaining of quality. If the textbook is well developed,
students are exposed to materials that are based on sound
learning principles.
Provide of a variety of learning resources. The good
textbook are provide with workbook CDs or cassettes

An Analysis of ReadingMaterial in English in focus Textbook for Grade X Senior High School
Published by Department of National Education

e.
f.

a.

b.
c.

d.

e.

f.
g.
h.

i.

j.

that provide a rich and varied resource for teachers and k.

learners.
Efficient of material. The teachers should not product
materials.
Provide of effective language models and input. Textbook
can guide newly English Teachers.
Visually of appealing. Textbook usually have
high standards of design and production and hence are
appealing to learners and teacher.
Textbook is a kind of instructional materials
useful in learning. Textbook has material selected for
used should (a) contribute to the learning objectives of
the lesson (b) involve significant content planned for
study (c) be compatible with the teaching procedures to
be used and (d) be appropriate to the particular group of
pupils who will use the material.
A good textbook should fulfill some
requirements and has appealing presentation also
variation materials in order to motivate student to learn.
According to Greene and Petty in Tarigan (1986 : 22)
said that there are some criteria that should be existed to
meet the quality of textbook. such as:

Point of view, it means the textbook must be foundation,

principle and particular point of view which animate the
whole of textbook, and the point of view textbook is
some theories, language and etc.
The concept is clear, it means textbook must be clear in
the concept because student can be got the clarity of the
theories which are given in the textbook.
Relevant with the applicable curriculum, it means it

should be in line with the curriculum. Textbook as a

media of teaching and learning process, it should meet
the instituonal requirements including curriculum.
Interesting, it means textbook made for a students.
Therefore, the author of textbook should be consider
students interest. If the textbook is in accordance with
students interest, the textbook are more interest for
student.
Increase of students motivation, it mean student can be
made curious and excited doing the tasks on the
textbook it is a good text book because make stimulate
of student.
Stimulated of student activity, it means the textbook must
be made a stimulate of student activity.
Illustrated , a textbook should be accompanied by an
interesting illustration, this illustration may help to clarify
which is discussed clearly.
Under stable, it means that author of textbook should
consider aspect of understanding. A language is main
actor of understanding. The language which is used in
textbook must be appropriate with students level
(understable by the student).
Supporting other objects, learning a subject in a textbook
can make increase knowledge for other subjects too
because the subjets of textbook usually support one
another.
Appreciating individual differences, a good textbook is
not discussed about individual differences in terms of
abilities, talents, economic, social and cultural.

Emphasizing society values, it means a good textbook is

tries to emphasize the society values, such as conserving
Values of Pancasila and UUD 1945 in order to make
student conserve too.
According to Murcia (2001) a textbook
categorized good if it is viewed from the whole aspects of
the textbook. They are subject matter, vocabulary and
structure, exercises, illustration, and physical appearance.
The first aspect is subject matter. A textbook is good if:
The subject matter covers variety of topics, The
ordering of materials are arranged in logical form.
The second aspect is vocabulary and structure. A good
textbook is if : The vocabulary and structure which is
used is appropriate with the students grade; stronger; The
sentences length is suitable with the students level; The
structures gradually increase in difficulty level to suit the
growing ability of the students; sequence; And linguistic
items are introduced in meaningful situation.
The third aspect is exercise. A textbook can be said good
if the exercises: Develop the comprehension and test
knowledge of main ideas; involve vocabulary, structures,
and language skills which build up the students ability;
Provide practice in difference types of written work (like
sentence completion, spelling and dictation, meaningful
communication by referring to realistic activities.
The fourth aspect is illustration. The illustration of a good
textbook should: Create a favorable atmosphere by
depicting realism and reaction; be clear, simple, free, and
interesting; and directly related to the content to help the
learners in understanding the text.
The last aspect is physical appearance. A good textbook
is good if: the cover is durable enough; the text is
attractive; the picture on the cover can make the students
are interested; and the size is suitable with the students
handle.
In a broad sense, a textbook or course book is a
manual of instruction in any branch of study. Textbooks
are produced according to the demands of educational
institutions. Although most textbooks are only published
in printed format, many are now available as online
electronic books.
Textbook is one of the teaching tools which
present the subject matter defined by the curriculum
In Indonesia English is a foreign language which
Indonesian students do not use in daily life. They only
use English that relate to reading ability, such as; taking
information from internet, textbook and magazines. To
learn English material, the student need guidance or tools
that help them to comprehend it well. In formal
education, textbook is very important and widely used by
teacher and student when they are learning English
materials. Teachers have to be selective in using the

RETAIN. Volume 05 Nomor 01 Tahun 2017, 18 - 26

textbook that will be used for teaching reading.
Combining students needs and students interest until
using informal selection as an option become
consideration in selecting reading materials. Because
students tend to read something that is interesting for
them. According to Richards (2001:249), the advantages
of textbook are (1) providing structure and a syllabus for
a program; (2) helping standardized instruction; (3)
maintaining quality; (4) providing a variety of learning
resources; (5) being efficient; (6) providing effective
language models and input; (7) training teachers; and (8)
being visually appealing
Textbook is a best seen as a source in achieving aims
objectives that have already been set in terms of learner
needs said Cunningsworth,evaluating and selecting
English foreign language (EFL) teaching materials. In the
other word, a textbook means a created material.
Teachers can teach the material well if there are
appropriate textbooks guiding the teaching-learning
process, not only inside but also on the outside
(Extracurricular of the classroom. Brown (2000: 136)
states that The most obvisious and most common form
of material support for language instruction comes
trhough textbook.
To make students be able to achieve the English
materials, they need some English textbooks which have
good quality. By learning those qualified textbooks, they
are able to improve their English skill productivity.
Dealing with the quality of a textbook, in 2013
Department of National Education publishes some BSE
(BukuSekolahElektronik) English textbooks. One of them
is an English textbook for tenth Grade of Senior High
School entitled English in Focus which is not only used
by public schools but also private schools. However, the
researcher thinks there is no guarantee that textbooks
published by Department of National Education is
meeting the expectation of quality English textbook.
Based on the explanation above, the researcher wants to
analyze the reading material presented in English focus
textbook published by department of national education
for tenth grade of senior high school. In analyze the
reading materials the researcher use some aspect of
quality English textbook defined by PusatPerbukuan,
Ministry of National Education as guidance.
a.
The word curriculum can be interpreted in many ways. b.
There are many different interpretations and definitions c.
among people and experts in education toward this
concept. It depends on their background knowledge and
point of view they have. Curriculum can be defined as all
plans activities that are provided for students. Curriculum
is a planned and organized series of learning experiences
and activities to be made available to the students to
achieve defined educational objectives.
The term Curriculum refers to the lessons and
academic content taught in a school or in a specific
course or program. In dictionaries, curriculum is often
defined as the courses offered by a school, but it is rarely
used in such a general sense in schools. Depending on
how broadly educators define or employ the term,
curriculum typically refers to the knowledge and skills

students are expected to learn, which includes the

learning standards or learning objectives they are
expected to meet; the units and lessons that teachers
teach; the assignments and projects given to students; the
books, materials, videos, presentations, and readings used
in a course; and the tests, assessments, and other methods
used to evaluate student learning.
An individual teachers curriculum, for example, would
be the specific learning standards, lessons, assignments,
and materials used to organize and teach a particular
course. Curriculum can also be designed as a design plan
for learning that requires the purposeful and proactive
organization, sequencing, and management of the
interactions among the teacher, the students, and the
content knowledge). Actually, anything and everything
that the teacher teaches can we call as a Curriculum.
Humans are born learning, thus the learned Curriculum
actually encompasses a combination of all.
Indonesia has changed itIscurriculum ten times from
1947 to KTSP (http://kupang.tribunnews.com). Those
were Curriculum 1947 called Planning of Teaching
(RencanaPengajaran), 1964 Curriculum was Basic
Education Planning (RencanaPendidikanDasar), 1968
Curriculum was Elementary School Curriculum
(KurikulumSekolahDasar),
1974
PPSP
(ProyekPerintisSekolah Pembangunan) Curriculum, in
1975 was Elementary School Curriculum, in 1984, it was
called 1984 Designed Curriculum , in 1994: 1984
Designed Curriculum, in 1997 : 1994 Revised
Curriculum, 2004 : Curriculum Basic of competence
(KurikulumBerbasisKompetensi),
2006
:
KTSP
(Kurikulum Tingkat SatuanPendidikan). Ministry of
education and culture of Indonesia has already published
the new Curriculum for Indonesias education. It is called
the 2013 Curriculum.
The current curriculum in
Indonesia in 2014 still partially uses the Curriculum
2013. The full fledge of Curriculum 2013 in Indonesia
itself will be started in July of 2015. For
KementrianPendidikandanKebudayaan,
DokumenKurikulum
2013,
Desember
2012.
(http.Kemendikbud.edu). The implementations of
Curriculum 2013 in every educational level in Indonesia
are as follows;
Juli 2013: Kelas I, IV, VII, dan X
Juli 2014: Kelas I, II, IV, V, VII, VIII, X, dan XI
Juli 2015: kelas I, II, III, IV, V, VI, VII, VIII, IX, X, XI,
dan XII
In other words, the textbooks developments in
Indonesia are carefully developed and implemented. It
can be seen from the government seriousness in term of
the quality of education in Indonesia, and one of them is
the quality of a textbook used. Clear rules and evaluation
process are already maintained in order to develop a
qualified textbook in Indonesia.
The 2013 Curriculum will have a fewer subjects than
KTSP. Totalsubjects for KTSP are 11, but in the 2013
Curriculum will just have 6 subjects. They are religion,
civilization (PKn), Indonesian, mathematics, culture
(SBK), and sport (PJOK). Together with the changed

An Analysis of ReadingMaterial in English in focus Textbook for Grade X Senior High School
Published by Department of National Education

1.
2.
3.

lesson science (IPA) and social (IPS) will be integrated

into Indonesian subject.
Based on the background of the study above,
The statement of the problem can be formulated as How
do the reading materials in English in Focus textbook
published by Department of National Education for tenth
grade of Senior High School meet the aspects of content
suggested by PusatPerbukuan, Ministry of National
Education?
This study is carried out to analyze the reading
material found in English textbook for tenth grade in first
semester of senior high school published by department of
national education. The writer hopes that the result of this
study will be useful for textbook writers and English
teachers as the textbook users. For the textbook writer,
this study can be used as a correction to produce better
textbook. For the teachers as users, this study will be
useful as a guideline in assessing and choosing the
textbook whether it is appropriate to use in teaching and
learning process or not
Scope of this study is carried out to analyze the
reading materials in found in the first semester of the
English in Focus textbook published by department of
national education for tenth grade of senior high school.
Reading material has some types, for example narrative,
news item, descriptive and procedure text. It is very
useful by giving a general overview about how to analyze
the quality book . This analysis to avoid
misunderstanding and to clarify the problem is made
solving to made limitation of the problem. The study is
limited to analyze of the reading materials based on
aspect of a quality of English textbook.
The reading materials will be analyzed based on aspect
of contents, aspect of presentation, aspect of language use
and readability. The writer observed the textbook to know
whether it is meet the aspect of quality English textbook.
The definition of the key terms sre to order to have
same interpretation in understanding this study, definition
of key terms is provided follows
Analysis is a process to break a complex material into
smaller parts to gain a result or a better understanding it.
Textbook is a book which is used in class in English
teaching and learning process.
Aspect of quality English textbook is criteria which are
defined by PusatPerbukuan, Ministry of National
Education to see whether a textbook is appropriate or not
to use and this some aspect of quality of textbook aspect
of contents.
The 2013 English standard competence is the newest
curriculum for English which is used in Indonesia.

for tenth grade of senior high school with the quality of

textbook (based on aspect of contents, aspect of
presentation, aspect of language use and readability, also
aspect
of relation among chapters) suggested by
PusatPerbukuan, Department of National Education.
Based on the objectives this study are data analysis
qualitative or analyze of document. As stated by Ary
(2010:29), The goal of qualitative research is a holistic
picture and depth of understanding rather than a numeric
analysis of data. The result of this study could be
described in the form of words, or as we know as
qualitatively without any statistical calculation.
This object of the study was the English textbook for
tenth grade of senior high school entitled English in
Focus. This book was written by UtamiWidiati et al, this
textbook was known as one of the BSE
(BukuSekolahElektronik) which was published by
ministry of education and culture. There are two reasons
why the researcher wanted to analyze this textbook,
firstly, the textbook was recommended by department of
national education and it was used in some public and
private schools. Second, there was no previous study
which analyzed the reading materials found in the
textbook based on the aspect of content, aspect of
presentation, aspect of language use and readability, also
aspect of relation between chapters.
The materials in the textbook were organized in the
form of units. There were nine units in the textbook. The
English skills such as listening, speaking, reading and
writing were provide in each unit separately.
The data of this study was the reading materials which
were found in English textbook in the first semester. This
textbook consist of nine units and a hundred and zero
three pages. In this textbook has descriptive text at all.
The reading materials in the textbook were in the form of
warmer, vocabulary builder, pronunciation practice,
grammar review and text structure. Thus the data to be
analyzed in this study was reading materials found in the
textbook in the first semester.
The researcher used the triangulation technique to gain
the validity of the data. Burns (1999: 169) said that
triangulation is one of the most commonly techniques
used and known ways of checking for validity. The goal
of triangulation is to gather multiple perspectives on the
situation being studied. There are four types of
triangualition; they are by source, by method, by
observers, and by theories. The researcher used theory
triangulation and observer triangulation in this research.
Besides the triangulation by theory, the researcher also
triangulated the data observer. The data from textbook
were re-typed. They were used to triangulate the data.
This research was also consulted to the consultant in
order to confirm the data. The researcher confirmed the
research to his thesis supervisor.
The technique which was used in collecting the data is
document analysis. First, the researcher got the textbook
entitled English in Focus for Tenth Grade of Senior
High School published by Department of National
Education. Then, the researcher overviewed the contents

METHOD
To answer research question from chapter one the
researcher using two methods, there are using qualitative
method as field notes and quantitative method as
questionnaire.
This study is concerned with analyzing the reading
materials in English textbook entitled English in
Focus published by department of national education

RETAIN. Volume 05 Nomor 01 Tahun 2017, 18 - 26

of the textbook especially the reading materials. After
that, the researcher selected checklists suggested by
PusatPerbukuan, Ministry of National Education. Last,
the data of the textbook was collected by analyze the
reading materials based on the aspects of quality English 1.
textbook suggested by PusatPerbukuan, Ministry of 2.
National Education.
The researcher used the triangulation technique to gain 3.
the validity of the data. Burns (1999: 169) said that
triangulation is one of the most commonly techniques 4.
used and known ways of checking for validity. The goal
of triangulation is to gather multiple perspectives on the
situation being studied. There are four types of 5.
triangualition; they are by source, by method, by
observers, and by theories. The researcher used theory6.
triangulation and observer triangulation in this research.
Besides the triangulation by theory, the researcher also 7.
triangulated the data observer. The data from textbook
were re-typed. They were used to triangulate the data. 8.
This research was also consulted to the consultant in
order to confirm the data. The researcher confirmed the 9.
research to his thesis supervisor.
The reading materials were analyzed based on aspect10.
of contents, aspect of presentation, aspect of language use
and readability. Here are some aspects suggested by
PusatPerbukuan, Ministry of National Education:
N

Aspect of content

o
1
2
3
4
5
6

The conformity between reading materials and

curriculum
Kind of genres found in the reading materials
The arrangement of reading materials based on
the level of difficulty
Reading tasks which are given to develop
students ability
The reading materials which are supporting
life skills
The reading materials which are consider
about the aspect of gender, religion and resist.

After collecting the data, analysis toward the data was

needed. Data analysis was one of the ways which was
used to analyze the data related with the research
questions. There were several steps taken in analyzing the
data:
(1) Analyze the reading materials based on the aspects
of quality English textbook;
(2) Describe the result of the findings to find out
whether the textbook can met the criteria of quality
English textbook or not;
(3) Conclude the result of the analysis in the form of
words.
FINDINGS AND DISCUSSION
This result of discussed about the relevancy between
reading material with aspect of quality of textbook
( aspect of content). (See appendix 1)

The researcher has collected some texts from the

textbook English in Focus. All the texts were taken
from reading section activity. It was found out that there
were tenth parts of the textbook, they are:
Chapter tittle : Display the tittle theme of every chapter.
Warmer activity : this activity can do before learning
activity in every chapter.
Vocabulary builder : this activity give to student the new
vocabulary in every chapter.
Pronouncation practice : this activity is listened by
teacher and then student repeat again after teacher in
every chapter.
Reading: this activty is to complete the following
senteces using the words in the box in every chapter.
Grammar review: explained grammar which is learned in
every chapter.
Speaking: this activity can build pronouncation student
more in every chapter.
Writing: this activity can build vocabulary in every
chapter.
Refflection: this activity at the end in this chapter in
every chapter.
Refferences: to helps the student
find grammar,
expression and author of each chapter.
English in Focus consist of nine chapters.It is
devided into four skills in main section.They are listening
section, speaking section, reading section and writing
section. Here some themes of each chapter.
This part presents the discussions of the
relevancy between reading material with aspect of conent
between chapter adapted from Ministry of Education.
From all those criteria, the important point of a good
textbook is appropriate with the curriculum. It means that
the aims and objectives of language program in textbook
should be relevant with the applicable curriculum .while
the other criteria support the textbook so that the textbook
are more complete or perfect and for PusatPerbukuan,
Ministry of National Education PusatPerbukuan, Ministry
of National Education defines several criteria for quality
textbooks.
There are six points of aspect of content which
must be fulfilled. They are
1. the conformity between reading
2. Kind of genres found in the reading materials
3. The arrangement of reading materials based on the
level of difficulty
4. Reading tasks which are given to develop students
ability
5. The reading materials which support life skills
6. The reading materials which are consider about the
aspect of gender, religion and resist.
The first point is about the conformity between
reading materials and curriculum. The reading materials
were analyzed from chapter one, chapter four to chapter
nine. From the analysis the researcher found that most of
reading materials such as greeting email, descriptive and
announcement were not covered in the textbook. In fact,
those materials should be included in the one book in first
semester.

An Analysis of ReadingMaterial in English in focus Textbook for Grade X Senior High School
Published by Department of National Education
The materials appropriate with the indicator of
reading in first chapter learning the lesson about greeting
and introduction, student were able to read some short
texts about and greeting and introduction. In reading
materials have the purpose of learning so make a student
take easy to read. In indicator reading for curriculum 2013
has some learn about this material, Understanding spoken
and written Self-Introduction texts according to the
contexts Constructing spoken and written text to deliver,
ask for and respond to Self-Introduction, according to the
appropriate social function, text structure and language
features as well as the contexts it relevant with reading
material in textbook.
the reading material above relevant with the
basic competence. Analyzing spoken and written text in
expressing and responding to extend Congratulations
according to the context to the context also read aloud
which were usually in extended congratulation to
readings material in textbook
The materials appropriate with the indicator of
reading. Reading in fourth chapter learning the lesson
about extended of congratulation, students were able to
read some short text about extended of congratulation. In
reading material has purpose of learning so make a
student take easy to read. In indicator reading for
curriculum 2013 has some learn about this material,
Constructing spoken and written texts are to express and
responds to the extended Congratulations, according to
the appropriate social function, text structure and
language features as well as the contexts.
the reading material above relevant with the
basic competence. Analyzing the social function, text
structure and language features of Announcements
according to the contexts according to the context also
read aloud which were usually in extended congratulation
to readings material in textbook
The materials appropriate with the indicator of
reading. Reading in ninth chapter learning the lesson
about analyzing the social function, text structure and
language features of Announcements according to the
contexts, students were able to read some short text about
extended of congratulation. In reading materials have the
purpose of learning so make a student take easy to read. In
indicator reading for curriculum 2013 has some learn
about this material, Constructing short, simple spoken and
written Announcements according to the appropriate
social function, text structure and language features as
well as the contexts
The second point is about kinds of genres which
are found in the first semester of English in focus
textbook. The reading materials of the first chapter in
English in focus textbook was talking about self, the
materials were presented in kind of textual type, it means
that the reading materials were in the form of letter or
pictures and the reading of material is Short Functional
Text Types is a text which is giving a description of
something or information about it to someone. It is as a
result of systematic observation and analysis.

The third point is about the arrangement of

reading materials based on the level of difficulty. The
reading materials of the first semester in English in focus
textbook are divided into seven chapter and on the level
difficulty can be know in task in order to student.ability
The fourth point is about reading tasks which
are given to develop students ability. From the list of task
in the table 4.5, the reading materials in each chapter
consist of some task. In the first chapter, the reading
materials presented two tasks. In the fourth chapter, the
reading materials presented three tasks. In fifth chapter,
the reading materials presented two tasks. In sixth chapter,
the reading materials presented three tasks. In seventh
chapter, the reading materials presented two tasks. In eight
chapter, the reading materials presented three tasks and
the last chapter, chapter ninth, the reading materials
presented three tasks
The fifth point is about reading materials which
are supporting life skills. Each chapter of first semester in
English in focus textbook had already presented reading
materials which were supporting students life skills for
the supporting life skill is new vocabulary builder. All
the chapter many differences were theme s of the
materials. In the first chapter the theme was talking about
self. In Hannah email and saidah letter student can know
new vocabulary builder.
The last point, sixth point is talking about the
reading materials which are consider about the aspect of
gender, religion and sara. In the first chapter, the
illustration of women can write email. There was no
emphasizing on the aspect of ethnic and racial. Here was
the example of gender quality image.
CONCLUSION AND SUGGESTIONS
This study aims to discover whether the reading
material in English in Focus textbook could meet the
aspects of a qualified English textbook. Thereading
materials have been analyzed based on aspect of contents,
aspect ofpresentation. Based on the aim, there are several
conclusions that can bedrawn.
The conclusion is regarding to the contents of
the English in Focus textbook. Dealing with aspect of
contents of the textbook, there are some points toanalyze.
Those points are the conformity between reading
materials andcurriculum, kind of genres found in the
reading materials, the arrangement ofreading materials
based on the level of difficulty, reading tasks which are
given todevelop students ability, the reading materials
which are supporting life skills andthe reading materials
which consider the aspects of gender, religion and
race.Actually, almost all the points of aspect of contents
had already fulfilled by English in Focus textbook, except
the conformity between reading materials andcurriculum
since there are some reading indicators that cannot be
found in thereading materials.
In conclusion, it can be asserted that the reading
materials presented in English in Focus textbook meet

RETAIN. Volume 05 Nomor 01 Tahun 2017, 18 - 26

the criteria of aspects of presentation and aspects of
language use and readability. On the other hand, English
in Focus textbook di medet the criteria of aspect of
contents suggested by PusatPerbukuan, Ministry of
National Education. Therefore, Teacher should use an
additional textbook as complimentary if they are still
want to use the English in Focus textbook.
Dealing with the result of the study, some
suggestions are given in this part. The suggestions are
directed to the authors who compose and arrange the
reading materials in the textbook entitled English in
Focus, the teachers who have been using or will use the
reading materials in the textbook and also the researchers
who are interested in the same field of study. The
suggestions are:
1.

2.

The authors who composed and arranged the reading

material in English in Focus textbook;Because of some
non-conformities found in the English in Focus textbook,
the authors of the textbook should look at English
StandardCompetence and criteria of qualified English
textbook suggested by PusatPerbukuan, Ministry of
National Education. It will give the reading materials in
English in Focus textbook become more suitable both for
the teacher who uses itas a tool in teaching and learning
process and learners who use it as guidance in learning.
2. The teachers who have been using or will use
English in Focus textbook;
The teachers who have been using or will use
English in Focus textbook should be more selective in
choosing English textbook. They have to be capable in
analyzing textbook which will be used in English
teaching and learning process. However, English in
Focus textbook still can be used in the class, but teacher
should use an additional textbook as a complimentary
one to overcome the non-conformities of English in
Focus textbook.
Other researchers;
The future researchers may conduct a research
in the same field, for example by focusing on the
presentation of other skills in the English in Focus
textbook. It could be concerned with the listening,
speaking or writing materials.
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