Jeanne Citra Maharani , 2201415135 (2019) CONTENT ANALYSIS OF ENGLISH IN MIND STUDENT’S BOOK 3 ENGLISH TEXTBOOK FOR GRADE X OF SENIOR HIGH SCHOOL USING LITTLEJOHN’S THEORY. Under Graduates thesis, UNNES.

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Abstract

The research aims to analyze the implicit and explicit nature in the student textbook English in Mind Student’s Book 3 for Tenth Graders Senior High School using Three-Level Analysis proposed by Littlejohn (2011). Level 1 analysis ‘what is there?’ analyzes the objective description of the selected textbook. Level 2 analysis ‘what is required of user’ analyze the subjective analysis of the textbook and level 3 analysis ‘what is implied’ draws the subjective inference of the textbook from Level 1 and 2. This research used descriptive qualitative content analysis as its research method. The data were collected from the English in Mind Student’s Book 3 second edition. Using the evaluation method, the data were collected using document review supported with checklist and Task Analysis Sheet (TAS). The level analysis 1 found for the explicit nature of the textbook package contains the student’s textbook, workbook, teacher’s resource book, classware, and testmaker. Then, for the level analysis 2 of subjective analysis in this selected textbooks mostly required the students to respond to the materials to do grammar focus, select information, and discussion and it is also applied students centered teaching and learning. The deduction for level 3 reveals that the role of the materials as a whole is to structure the teaching and learning of English, classroom time, and classroom interaction, to provide a route for teaching and learning English and to provide a resource for the teaching of motivation content (stories, cross-curricular topics) and engaging tasks. The aim of this textbook is to develop learner’s communicative competence by encouraging the learners to build text, to respond role in using language, to focus on meaning and to build positive affective aspects through the teaching and learning process. It also found that the teacher needs to facilitate the learners, to manage the classroom and to monitor the task completions. This textbook can be a complement to strengthen teachers in the teaching and learning process since the analysis found that some points of this foreign published textbook are related to the K13 curriculum. This textbook is also completed with classware. Additionally, this textbook applies critical thinking and communication skills. Therefore, the content of the textbook supports the development of twenty-first-century skills which is also recommended in the 2013 curriculum.

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