AN ANALYSIS OF TEXTBOOK : GROW WITH ENGLISH 4 OF ELEMENTARY SCHOOL BASED ON NUNAN’S TASK COMPONENTS

AN ANALYSIS OF TEXTBOOK : GROW WITH ENGLISH 4

OF ELEMENTARY SCHOOL

BASED ON NUNAN’S TASK COMPONENTS

Submitted as the Assignment  Curriculum and Material Development

Lecturer :

Ridwan Arif Nugroho, M. A

By

Dewi Putri Ayuningrum

08004299

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

AHMAD DAHLAN UNIVERSITY

JUNE 2011

TABLE OF CONTENT

Title Page.........................................................................................................1

Table of Content..............................................................................................2      

CHAPTER I INTRODUCTION

A.    Background of the Study.....................................................................4

B.     Identification of the Problem...............................................................5     

C.    Limitation of the Problem....................................................................6

D.    Formulation of the Problem ................................................................6

E.     Objectives of the Study.........................................................................5

F.     Significance of the Study......................................................................5

CHAPTER II Theoretical Review

A.    Goals.....................................................................................................8

B.     Input......................................................................................................9

C.    Procedures............................................................................................9

D.    Task Types...........................................................................................10

E.     Teacher and Learner Roles................................................................10

F.     Setting...................................................................................................11

CHAPTER III Research Methods

Type of Research............................................................................................12

1.      Data Collecting Method......................................................................12

2.      Data Analyzing Method......................................................................12

CHAPTER IV Discussion

A.    Goals.....................................................................................................14

B.     Input......................................................................................................15

C.    Procedures............................................................................................16

D.    Task Types...........................................................................................17

E.     Teacher and Learner Roles................................................................18

F.     Setting...................................................................................................18

CHAPTER V Conclussion

            Conclussion...........................................................................................20

Bilbiography......................................................................................................21

CHAPTER I

INTRODUCTION

Title : An Analysis of Textbook : Grow With English  Fourth Grade of Elementary School Based on Nunan’s Task Components

A.    Background of the Study

Many people in this world use English, because it is one of the international language in this world. In Indonesia, English is foreign language but Indonesian study English. Indonesian like to learn English, because able to speak in English sometimes became one of the eligibility of someone who wants to get a job. For example in business, science, technology, banking, computing, medicine, engineering, and the others.

In Indonesia, English still become a second language. There are many students in Indonesia learn English as a foreign language. They began learn English in the elementary school. In the first grade of elementary school, the students learn English started from the simple materials. In this case, the materials for example about greeting, alphabets, numbers, foods, drinks, colours, pets, and the others. To learn English materials, the students need something to become a guide when they learn. That is a textbook as a student’s and teacher’s guide to learn. With textbook, the student and teacher know about what they will do. To support learning process, the learner in Indonesia need a textbook which is help the teacher or learner to learn the materials.

There are many kinds of textbooks, but I prefer to analyze Grow With English 4 , because in this book consist of exciting methods to teach English for young learners. Moreover , in this book also complete with syllabus that can help the teacher to prepare before he or she teach the materials in the class. Beside that, in Grow With English 4 there are many colorful of pictures, and the sample of simple conversation which is making the learners more easy to understand.

The researcher will analyze Grow With English 4 based on David Nunan’s task components. Nunan’s task components consist of six components : goals, input, procedures, task types, teacher and learner roles, and setting.

B.     Identification of The Problem

Related to the previous discussion, the researcher found some topics to be analyzed from textbook : Grow With English 4. The researcher  want to analyzed textbook based on tha Nunan’s task components. The task components are goals, input, procedures, task types, teacher and learner roles, and setting.

C.    Limitation of The Problem

Based on the explanation above, the researcher can find some problems related to the task components of Textbook : Grow With English 4. There are six components will be discussed. The writer analyze the goals, input, procedures, task types, teacher and learner roles, and setting.

D.    Formulation of The Problem

Related to the background of the research, identification of the problem, and limitation of the problem, the researcher formulates the problem of the research :

1.      What are the goals of textbook ?

2.      What are the input of textbook ?

3.      What are the procedures of textbook ?

4.      What are the task types of textbook ?

5.      What are the teacher and learner roles of textbook ?

6.      What are the setting of textbook ?

E.     Objectives of The Problem

The objectives of the research are :

1.      To describe the goals of textbook.

2.      To describe the input of textbook.

3.      To describe the procedures of textbook.

4.      To describe the task types of textbook.

5.      To describe the teacher and learner roles of textbook.

6.      To describe the setting of textbook.

F.     Significance of The Problem

The researcher hopes that this research will give some benefits for the readers :

1.      Teachers

This research can give the understanding about the task components of textbook based on Nunan’s task components give inspiration for the teachers.

2.      Learners

The research findings the important information for learners to improve their ability in English study, especially which is related to the English activity, and how to use English language to communicate with the other people.

3.      The Other Researcher

This study is hoped to give inputs for other researcher to conduct a research on the similar topic and carry out further studies of English study for young learners, because in textbook Grow with English 4 contains of several important elements to teach English in class.

CHAPTER II

Theoretical Review

A.    Goals

      According to the Oxford Advance Learner’s Dictionary, goal is something that you hope to achieve.

“Goals are the vague, general intentions behind any learning task. They provide a link between the task and the broader curriculum. They are more specific than Halliday’s three macroskills (interpersoanal, transactional and aesthetic) mentioned in the last chapter, but are more general than formal performance objectives. The answer that a teacher might give to a question from a visitor to his or her class about why learners are undertaking a particular task will often take the form of a goal statement.” David Nunan (2004 : 41)

So, the goals is something that is one of the purpose to get something as a result of the work or plan. We can take the goals by some ways.

B.     Input

According to the Oxford Advance Learner’s Dictionary,input is time, knowledge, ideas, etc. that you put into work, a project, etc. in order to make it succeed; the act of putting something in.

According to David Nunan (2004 : 47) input refers to the spoken, writen and visual data that learners work with in thw course of completing a task. Data can be provided by a teacher, a textbook or some other source. Alternatively, it can be generated by the learners themselves.

Input is the maerials or media that provided by the teacher to make easy and make the learners more understand about the materials that be teach. For example, article from newspaper, radio, television, and the others.

C.    Procedures

According to the Oxford Advance Learner’s Dictionary, procedure is a way doing something, especially the usual or correct way: maintenance procedures.

According to David Nunan (2004 : 52) ‘procedures’ specifies what learners will actually do with the input that forms the point of departure for the learning task.

So, procedures is the ways that are aspects in each units such as presentation, practice, and production.

D.    Task Types

According to David Nunan (2004 : 56) there are many different task types as there are people who have written on task-base language teaching. In this section, I do not have space to deal exhaustively with them all, and should have, and so have chosen several to describe and illustrate.

Task-type is kinds of task that are provide in the textbook as the exercise of learner after they understand about the materials. For example, question and answers, dialogues, dialogues and role plays, matching activities, communication strategies, picture, and picture of stories.

Task type is kinds of activities in the class, when the learners always try to improve their knowledge and skills by many ways. For example, the teacher give a task with the methods that the learners feel enjoy and happy such as, learn and play, learn and sing, and the other methods.

E.     Teacher and Learner Roles

According to the Oxford Advance Learner’s Dictionary, role is the function or position that somebody has or is expected to have in an organization, in society or in a relationship.

According to David Nunan (2004 : 64) ‘role’ refers to the part that learners and teachers are expected to play in carrying out learning task as well as the social and interpersonal relationships between the participants.

F.     Setting

According to the Oxford Advance Learner’s Dictionary, setting is a set of sourrondings the place at which something happens : a rural/ an idea/ a beautiful/ an idyllic setting.

According to David Nunan (2004 : 70) ‘setting’ refers to he classroom arrangement specified or implied in the task. It also require consideration of whether the task is to be carried out wholly or partly outside the classroom.

CHAPTER III

Research Method

Type of Research

The type of the research is by applying the library research. The researcher takes the sources of the research from the library. The first source is the text book entitled “Grow With English 4” which was written by Mukarto. Besides, the researcher also used an additional data from internet.

1.      Data Collecting Method

The writer collect the data by applying the reading technique. It means that in collecting the data, the writer reads the books which have the correlation to the topic research. The needed information or the articles are noted and those are used as the supporting data.

2.      Data Analyzing Method

The writer uses data descriptive qualitative technique. The method is stated by statement, quotation, or describing through the explanation.

CHAPTER IV

DISCUSSION

Grow with English is a series of six books designed for elementary school students. The main purposes of the books are to acquaint the students with English since the first year of their elementary education, and to help them grow with English and become proficient in English.

Grow with English Book 4 contains ten lesson units and two units of review. The lesson units are theme-based and to some degree sequential and structured. Each lesson unit present approximately ten new words related to the theme, one or two language functions commonly used in the theme, and sentence structures or patterns that support the language function. The sentence patterns are arranged in such a way that the patterns presented in a lesson unit serves as a building block for the patterns presented the next units. The sentence patterns are not presented in the form rules; they are presented inductively through the repeated use of the patterns in the relevant sections in each unit, particularly in the dialogues, reading, and writing.

The book designed in such a way that even an inexperienced teacher can use it effectively. Suggestion on how to use the book or what teaching and learning activities to choose is provided in a separate section in the book. Although each section in a lesson unit primarily serves a particular purpose, a creative or skillful teacher can use almost all the sections in each unit to help the students developed the four skills: listening, speaking, reading, writing. Take the first section of each unit as an example. This section primarily used to introduce new words related to the theme. However, different activities can also be used to enhance the development of the four language skills by way of such activities as ‘listen and repeat’, dictation or ‘listen and write’, and ‘read aloud’. To make the students enjoy learning English, each unit contains one or two language games and, where possible, a song related to the topic. In case, there is no language game in a lesson unit, the teachers may use the language games in other units to help students internalize what they have learned.

Related to the discuss above, the researcher want to analyze the task components which are in the textbook : Grow with English 4. The task components is based from David Nunan. The task components are goals, input, procedures, task types, teacher and learner roles, and setting.

1.    Goals

“Goals are the vague, general intentions behind any learning task. They provide a link between the task and the broader curriculum. They are more specific than Halliday’s three macroskills (interpersoanal, transactional and aesthetic) mentioned in the last chapter, but are more general than formal performance objectives. The answer that a teacher might give to a question from a visitor to his or her class about why learners are undertaking a particular task will often take the form of a goal statement.” David Nunan (2004 : 41)

Goals may related to a range of general outcomes or may directly describe teacher or learner behaviour. Usually, teacher has goals when he or she gives materials to students in the class. In the textbook Grow with English 4, teacher is gave a guide to teach.

“Unit 1 : Hello friends !

Students will learn :

·         Hi/ hello.

·         Goog morning/ afternoon/ evening.

·         How are you?

·         Excuse me, what is your name? My name is Dona.

·         How do you spell it ? D-O-N-A

·         Bye. See you tomorrow.”(Grow with English 4. Page 1)

From quotation above, the texbook gives the sample to students in order to make them easy understand with the material that gave by teachers.

2.    Input

In this textbook use many kinds of sources to support teacher give materials in the English class. From the textbook Grow with English 4, teacher be able to get inspirations to make the English class more exciting.

“Unit 5 : Put on your cap, please

Listen and practice

Let’s make a sun cap. First, fold the top left and right corner to meet the center line. Then, fold in half along the dotted line. It’s like this. Make a cut along the lower edge of the triangles. Put the flap carefully and wear your sun cap.” (Grow with English 4. Page 1)

Example above give students an experience, when teacher give order by using introduction in conversation. The example is suitable with task components from David Nunan which is the aspect of input (especially the point of ‘short stories, poems, and plays’).

3.    Procedures

According to David Nunan (2004 : 52) ‘procedures’ specifies what learners will actually do with the input that forms the point of departure for the learning task.

The textbook Grow with English 4, there is procedures related to Nunan’s task components. There are 3Ps of procedures (presentation, practice, production).

Presentation

“Unit 2 : Let’s go to school

You will learn :

·         What do you have in your bag ? I have a pencil and an eraser.

·         What is ‘meja’ in English ? It’s table.

·         May I borrow your ballpoint ? Ok. Here you are.

·         There are three books.

·         Can you help me, please ?

·         Can you clean the board, please ? Sure.” (Grow with English. Page 17)

“Listen and do

·         Put your bag on the table.

·         Close your bag.

·         Open your bag.

·         Put away your bag.” (Grow with English. Page 18)

Practice

“Let’s play game

·         A : It starts with “t” ?

·         B : Is it table ?

·         A : Yes you’re right.” (Grow with English. Page 20)

Production

“Read and choose

Bring               How many                  Can                  May                 There

·         .....  penclis do you have ?

·         .....  I borrow your ballpoint ?

·         .....  you sweep the floor, please ?

·         .....  are two books on the table.

·         I don’t .....  my ruler.” (Grow with English. Page 36)

The textbook Grow with English is related to the task components from David Nunan because there are three aspects of procedures based on Nunan task components.

4.    Task Types

According to David Nunan (2004 : 56) there are many different task types as there are people who have written on task-base language teaching. In this section, I do not have space to deal exhaustively with them all, and should have, and so have chosen several to describe and illustrate.

The textbook Grow with English 4, there are many kinds of task types such as dialogues and roles plays, questions and answers, pictures and picture stories, and the other based on Nunan’s task components.

Questions and answers

“Listen and say

·         A : Who is he ?

·         B : He is my dad.” (Grow with English 4. Page 39)

“Listen and say

·         Azizah        : Hi, Meilin. Happy birthday! You look beautiful.

·         Meilin         : Thank you, Azizah.

·         Azizah        : How old are you ?

·         Meilin         : I’m nine years old.

·         Azizah        : Here’s a present for you.

·         Meilin         : Wow, a T-shirt. Thanks.” (Grow with English 4. Page 40)

5.    Teacher and Learner Roles

According to David Nunan (2004 : 64) ‘role’ refers to the part that learners and teachers are expected to play in carrying out learning task as well as the social and interpersonal relationships between the participants.

The textbook Grow with English 4, there is use Total Physical Response Approach. In that approach, learner is a listener and performer; little influence over content and none over methodology.

“Listen and do

·         Touch your head.

·         Bend your knee.

·         Clap your hands.

·         Stop your feet.” (Grow with English 4. Page 58)

This approach is focused on the learners. The learners more active to practice the material  based on the teacher’s or textbook’s instruction.

6.    Setting

According to David Nunan (2004 : 70) ‘setting’ refers to he classroom arrangement specified or implied in the task. It also require consideration of whether the task is to be carried out wholly or partly outside the classroom.

The textbook Grow with English 4, there is pair work because the learners must be able to practice the materials (such as dialogue/ greeting) in pairs.

“Listen and say

·         A : May I help you ?

·         B : Yes, please. I am looking for a green T-shirt.

·         A : What size ?

·         B : Medium, please.” (Grow with English 4. Page 88)