COURSEBOOK ANALYSIS

Written by:
FAIQ SETYAWAN
2201404588
6C PARALEL

1ST Book: Bahasa Inggris SMP kelas VII by Pemkot Semarang

2ND Book: Communicative and Meaningful English by Yudhistira

Comprehensive Items Book 1 Page Score Comment

Strength
Listening
1.1
Greetings unrecognized people. √ 3,6-9,11 3 1. The material is complete
(Unit 1) enough to greet unrecognized
people.
2. The material is supported
by some pictures.
3. The expression that used
in the book is clear enough
and supported by spelling the
word with a good intonation.
Weaknesses
1. Even though the material is
supported by some pictures, but
the pictures are not interesting
enough for the SMP students.
2. The material is not well
organized. The material should
in the same line or in the same
page.

Greetings someone recognized. √ 6-8,10 3 1. The material is complete 1. The material for greetings
(Unit 1) enough to greet someone unrecognized people and

1
 recognized.
2. The expression that used
in the book is clear enough
and supported by spelling the
word through a song.
Introducing ourselves. √ 3-4 3 1. The material is enough to
(Unit 1) introduce ourselves.
2. There are some pictures to
support the material.
Introducing somebody √ 12,13 2 1. There are some pictures to
(Unit 1) support the material.
2. The material is quite
enough to introduce
somebody.
Commands and prohibition √ 33,35,37, 2 1. The materials are complete
expression. 43,44,58 for commands expression.
(Unit 2,3) 2. The material also
supported by some pictures.
1.2
Ask and give information √ 75-77,84- 4 1. The materials for ask and
someone recognized should not
in the same line, but it would be
better if the material is putted in
different line.
1. The pictures are not
interesting for the students.
1. The pictures only show the
women and girl, there is no
picture of a man.
2. The materials for introducing
somebody should be after
introducing ourselves.
1. The material for prohibition
expression is not enough, only
provided in one page(page 33
unit 1)
2. The pictures are not
interesting.
3. The material for commands
expression should in the same
unit.
1. The materials are not well
2

Say thanks and gratitude
Apology expression
2.1
Responding meaning in short
functional spoken text
2.2
Responding idea in short
functional spoken text
Speaking
3.1
Transactional (to get things
done) and interpersonal.
86(Unit 4) give information, say thanks
and gratitude, apology
√ 39-41 3 expression are complete for
(Unit 2) the SMP students.
2. The expression and
√ 42(Unit 2) 3 evaluation is well design.
3. The material also
supported with some
pictures.
√ 13,23-24 4 1. The text is simple enough
(Unit 1) and it is not difficult to be
taught for SMP students.
2. The pictures are quite
√ 23-24 3 interesting for the SMP
(Unit 1) students.
3. The students can easily
find the idea from the text,
while the teacher read the
text.
√ 32-33 1 1. The pictures are interesting 1. The expressions are not
(Unit 2) enough for the students.
organized. Ask and give
information expression is
separated from the other
expression.
2. The pictures are not relevant
with the material.
1. Even though the pictures are
interesting, but it is not relevant
with the material.
2. They don’t occur in every
unit. It would be better if they
occur in every unit.
complete enough to cover
transactional and interpersonal
expression.
2. The pictures are not relevant
with the material.
3
3.2
Greetings unrecognized people.
Greetings someone recognized.
Introducing ourselves.
Introducing somebody
√ 3,6-9,11 3 1. The material is complete
(Unit 1) enough to greet unrecognized
people.
2. The material is supported
by some pictures.
3. The expression that used
in the book is clear enough
and supported by spelling the
word with a good intonation.
√ 6-8,10 3 1. The material is complete
(Unit 1) enough to greet someone
recognized.
2. The expression that used
in the book is clear enough
and supported by spelling the
word through a song.
√ 3-4 3 1. The material is enough to
(Unit 1) introduce ourselves.
2. There are some pictures to
support the material.
√ 12,13 2 1. There are some pictures to
(Unit 1) support the material.
2. The material is quite
enough to introduce
somebody.
1. Even though the material is
supported by some pictures, but
the pictures are not interesting
enough for the SMP students.
2. The material is not well
organized. The material should
in the same line or in the same
page.
1. The material for greetings
unrecognized people and
someone recognized should not
in the same line, but it would be
better if the material is putted in
different line.
1. The pictures are not
interesting for the students.
1. The pictures only show the
women and girl, there is no
picture of a man.
2. The materials for introducing
somebody should be after
introducing ourselves.
4
Commands and prohibition √ 33,35,37,
expression.
2 1. The materials are complete
43,44,58 for commands expression.
(Unit 2,3) 2. The material also
supported by some pictures.
1. The material for prohibition
expression is not enough, only
provided in one page(page 33
unit 1)
2. The pictures are not
interesting.
3. The material for commands
expression should in the same
unit.
4. The book doesn’t enough
drills to be practiced by the
students.

3.3
Ask and give information √ 75-77,84- 4 1. The materials for ask and
86(Unit 4) give information, say thanks
and gratitude, apology
Say thanks and gratitude √ 39-41 3 expression are complete for
(Unit 2) the SMP students.
2. The expression and
Apology expression √ 42(Unit 2) 2 evaluation is well design.
3. The material also
supported with some
pictures.
1. The materials are not well
organized. Ask and give
information expression is
separated from the other
expression.
2. The pictures are not relevant
with the material.
3. There are no contextualized
apology expressions in this
book. This book only gives
exclusive list of several
apologies and doesn’t cover the
applied expression in
conversations.

4.1

5
Expressing meaning in short
spoken functional text.
Reading
5.1
Reading aloud of words,
phrases and sentences with
good stress and intonation.
5.2
Respond the meaning in short
written functional text.
√ 13,23-24 3 1. The text is simple enough 1. They don’t occur in every
(Unit 1) and it is not difficult to be unit.
taught for SMP students. 2. The pictures are not relevant
2. The pictures are quite with the text.
interesting for the SMP
students.
3. The students can easily
expressing the meaning from
the text.
√ Every unit 4 1. The book provides song 1. The song that provide by the
that is helpful for the students book is not interesting enough
to master the word, phrase for the students, it makes the
with good pronunciation. students feel bored.
2. Some readings material are
interesting enough for the
students.
3. The book provides stress
sign in every word in some
units. It is very useful for the
students to pronounce each
expression well.
√ Every unit 3 1. The text written is good 1. There are some materials that
enough for the students. need to explain how to
pronounce the sentence with
good intonation.
6
Writing
6.1
Expressing the meaning of idea
in short written functional text.
6.2
Expressing rhetorical styles in
short written functional text.
TOTAL
√ 13,23-24 3 1. The text is simple enough
(Unit 1) and it is not difficult to be
taught for SMP students.
2. The pictures are quite
interesting for the SMP
students.
3. The students can easily
expressing the meaning of
idea from the text.
√ 4,5 2 1. The expression for the
(Unit 1) rhetorical styles is well
covered.
68
1. The skills of writing and
speaking should not in the same
page, it should be better if the
skills are separated.
2. The writing skill is not
provide in every unit.
1. There are still lacks from
practice of the rhetorical styles
from a text.
7
 Comprehensive Items
Listening
1.1
Greetings unrecognized people.
Greetings someone recognized.
Introducing ourselves.
Introducing somebody
Book 2 Page Score Comment
Strength
√ 4,5 2 1. The material is supported
(Unit 1) by some pictures that
interesting enough for the
SMP students and also the
pictures are relevant with the
material.
√ 9 (Unit 1) 1 1. The material is simple and
easy to understand by the
students.
√ 4,5 2 1. The material is supported
(Unit1) by some pictures that
interesting enough for the
SMP students and also the
pictures are relevant with the
material.
2. The material is simple and
easy to understand by the
students.
√ 5 (Unit1) 1 1. The material is simple and
easy to understand by the
Weaknesses
1. The expressions for Greetings
unrecognized people are not
enough. It is only covered with
the same expressions.
1. The expressions for Greetings
someone recognized is limited.
1. The material for introducing
ourselves and greetings
unrecognized people are the
same and it is put in same page
and line.
2. The expressions for
introducing ourselves are
limited.
1. The expressions for
introducing somebody are
8
 students. limited.

Commands and prohibition √ 35-36 2 1. The material is simple and 1. There is no prohibition
expression. (Unit 2) easy to understand by the expression in the book.
students. 2. The commands and
2. The expressions for prohibition expressions should
commands are complete be putted after introducing
enough. somebody.

1.2
Ask and give information √ 26-27, 3 1. The material for ask and 1. The expression for ask and
31-32 give information is quite give information should in the
(Unit 2) enough for the SMP students. same page not separated in
different page.

Say thanks and gratitude √ 10-11 3 1. The material is simple and
(Unit 1) easy to understand by the
students.
2. The material also
supported with some pictures
that interesting for the
students and also relevant
with the material.
1. The materials are not well
organized. The expression of say
thanks and gratitude is separated
from ask and give information
expressions.
2. The expressions of say thanks
and gratitude are limited.

Apology expression √ 11-12 3 1. The material is simple and 1. The expressions of apology
(Unit 1) easy to understand by the are limited.
students.
2. The material also
supported with some pictures
that interesting for the
students and also relevant

9

2.1
Responding meaning in short
functional spoken text
2.2
Responding idea in short
functional spoken text
Speaking
3.1
Transactional (to get things
done) and interpersonal.
with the material.
√ 7 (Unit 1) 3 1. The text is simple enough 1. They don’t occur in every
and it is not difficult to be unit. It would be better if they
taught for SMP students. occur in every unit.
2. The pictures are quite
√ 24 3 interesting for the SMP
(Unit 2) students.
3. The students can easily
find the idea from the text,
while the teacher read the
text.
√ 59, 61 3 1. The pictures are interesting 1. The expressions are not
(Unit 1) enough for the students and complete enough to cover
relevant with the material. transactional and interpersonal
2. The text is simple enough expression.
and it is not difficult to be 2. There is no word stress, so it
taught for SMP students. is quite difficult for the students
3. The book is supported to pronounce the word well.
with a how to spell an
English alphabets, it is very
useful for the students to
pronounce the English
alphabetical with good
pronunciation and intonation.
10
3.2
Greetings unrecognized people.
Greetings someone recognized.
Introducing ourselves.
Introducing somebody
√ 4,5 2 1. The material is supported
(Unit 1) by some pictures that
interesting enough for the
SMP students and also the
pictures are relevant with the
material.
√ 9 (Unit 1) 1 1. The material is simple and
easy to understand by the
students.
√ 4,5 2 1. The material is supported
(Unit1) by some pictures that
interesting enough for the
SMP students and also the
pictures are relevant with the
material.
2. The material is simple and
easy to understand by the
students.
√ 5 (Unit1) 1 1. The material is simple and
easy to understand by the
students.
1. The expressions for Greetings
unrecognized people are not
enough. It is only covered with
the same expressions.
2. There is no word stress, so it
is quite difficult for the students
to pronounce the word well.
1. The expressions for Greetings
someone recognized is limited.
2. There is no word stress, so it
is quite difficult for the students
to pronounce the word well.
1. The material for introducing
ourselves and greetings
unrecognized people are the
same and it is put in same page
and line.
2. The expressions for
introducing ourselves are
limited.
3. There is no word stress, so it
is quite difficult for the students
to pronounce the word well.
1. The expressions for
introducing somebody are
limited.
2. There is no word stress, so it
11
 is quite difficult for the students
to pronounce the word well.

Commands and prohibition √ 35-36 2 1. The material is simple and 1. There is no prohibition
expression. (Unit 2) easy to understand by the expression in the book.
students. 2. The commands and
2. The expressions for prohibition expressions should
commands are complete be putted after introducing
enough. somebody.

3.3
Ask and give information √ 26-27, 3 1. The material for ask and 1. The expression for ask and
31-32 give information is quite give information should in the
(Unit 2) enough for the SMP students. same page not separated in
different page.
2. There is no word stress, so it
is quite difficult for the students
to pronounce the word well.

Say thanks and gratitude √ 10-11 3 1. The material is simple and
(Unit 1) easy to understand by the
students.
2. The material also
supported with some pictures
that interesting for the
students and also relevant
with the material.
1. The materials are not well
organized. The expression of say
thanks and gratitude is separated
from ask and give information
expressions.
2. The expressions of say thanks
and gratitude are limited.

Apology expression √ 11-12 3 1. The material is complete 1. The expressions of apology

(Unit 1) enough to greet unrecognized are limited.
people. 2. There is no word stress, so it

12

4.1
Expressing meaning in short
spoken functional text.
Reading
5.1
Reading aloud of words,
phrases and sentences with
good stress and intonation.
5.2
Respond the meaning in short
2. The material is supported
by some pictures.
3. The expression that used
in the book is clear enough
and supported by spelling the
word with a good intonation.
√ 48 3 1. The text written is good
(Unit 3) enough for the students, it is
simple and easily to
understand by the students to
express the meaning from the
text.
√ Every unit 3 1. The text is simple enough
and it is not difficult to be
taught for SMP students.
2. The pictures are quite
interesting for the SMP
students.
3. The students can easily
expressing the meaning of
idea from the text.
√ Every unit 3 1. The organizations of the
is quite difficult for the students
to pronounce the word well.
1. Even though the material is
supported by some pictures, but
the pictures are not interesting
enough for the SMP students.
2. The material is not well
organized. The material should
be placed after the apology
expressions.
1. The book doesn’t provide the
pronunciation and word stress
for the text, so it is quite difficult
for the students to pronounce the
word with a good intonation.
1. The book doesn’t provide the
13
written functional text.
Writing
6.1
Expressing the meaning of idea
in short written functional text.
6.2
Expressing rhetorical styles in
short written functional text.
TOTAL
materials are effective and pronunciation and word stress
useful for the students. The for the text, so it is quite difficult
book mixes the reading and for the students to pronounce the
writing skill so that the word with a good intonation.
students can apply the
materials well.
2. The book also provides
some questions from the
reading text in order to
comprehend their reading.
√ Every unit 4 1. The materials are 1. There are some materials that
supported by interesting need to explain how to
pictures and the pictures are pronounce the sentence with
relevant with the materials. good intonation.
2. The reading and writing
skills are related, it is
effective and useful for the
students to cover the reading
and writing skills well.
√ Every unit 4 1. The materials are 1. The materials doesn’t allow
supported by interesting, the students to write their own
relevant pictures. experience.
60
14
The material for prohibition expression.
Listen and repeat to the expression
• Stop it
• Don’t do that
• No smoking
• No trespassing
• Don’t come in
• Etc.

15
Checklist based on “Choosing Your Course Book”
by Alan Cunningsworth

Checklist Book 1 Scores Book 2 Scores

Aims and Approaches

1. Do the aims of course The course book correspond closely 4 The course book correspond closely 4
book correspond with the curriculum and with the needs with the curriculum and with the
closely with the aims of of the learners. needs of the learners.
the teaching programme
and with the needs of
the learners?

2. Is the course book suited The coursebook suited to the learning/ 4 The coursebook suited to the learning/ 4
to the learning/ teaching teaching situation. teaching situation.
situation?

3. How comprehensive is The coursebook is comprehensive well, 5 The coursebook is comprehensive 4

the course book? Does it the content cover most of what is well, the content cover most of what is
cover most or all of what needed, is it a good needed, is it a good
is needed? Is it a good resource for students and resource for students and
resource for students and teachers. teachers.
teachers?

4. Is the course book The coursebook is not flexible enough, 3 The coursebook is flexible enough, it 5
flexible? Does it allow it does not allow different teaching and allow different teaching and learning
different teaching and learning styles. styles.
learning styles?

16
Design and Organization
1. What components make The course package is only covered by a 2 The course package is only covered by 2
up the total course book. a book.
package?

2. How is the content The content is well organized, the 4 The content is well organized, the 5
organized? Is the organization is right for learners and organization is right for learners and
organization right for teachers. teachers.
learners and teachers?

3. How is the content The content sequenced by the 4 The content sequenced by the 4
sequenced ? usefulness. usefulness.

4. Is the grading and The grading and progression is not quite 2 The grading and progression is quite 3
progression suitable for suitable for the learners. suitable for the learners.
the learners?

5. Is there adequate There is no adequate recycling and 2 There is no adequate 2

recycling and revision? revision. recycling and revision.

6. Are there reference There are not reference section for 2 There are reference sections for 2
section for grammar? Is grammar, some of the materials are grammar, some of the materials are
some of the material suitable for individual study. suitable for individual study.
suitable for individual
study?

7. Is it easy to find your It is not quite easy to understand this 3 It is quite easy to understand this 4
way around the book, the layout is not clear. book, the layout is clear.
course book? Is the
layout clear?

17
Language Content
1. Does the course book The coursebook cover the main 4 The coursebook cover the main 4
cover the main grammar grammar items that appropriate to each grammar items that appropriate to
items appropriate to each level. each level.
level, taking learner’s
need into account?

2. Is the material for The material for vocabulary teaching is 4 The material for vocabulary teaching 4
vocabulary teaching adequate in terms of quantity and range is adequate in terms of quantity and
adequate in terms of of vocabulary, emphasis placed on range of vocabulary, emphasis placed
quantity and range of vocabulary development, strategies on vocabulary development, strategies
vocabulary, emphasis for individual learning. for individual learning.
placed on vocabulary
development, strategies
for individual learning?

3. Does the course book The coursebook include material for 3 The coursebook include material for 4
include material for pronunciation work, it covers individual pronunciation work, it covers
pronunciation work? If so sounds, sentence stress and intonation. individual sounds, word stress,
what is covered: sentence stress and intonation.
individual sounds, word
stress, sentence stress,
intonation?

4. Does the coursebook deal The coursebook doesn’t deal with the 2 The coursebook doesn’t deal with the 1
with the structuring and structuring and conventions of language. structuring and conventions of
conventions of language language.
use above sentence level?

5. Are style and appropriacy The style and appropriacy are not 2 The style and appropriacy are not 2

18
 dealt with? If so, is
language style matched
to social situation?
Skills
1. Are all four skills
adequately covered,
bearing in mind your
course aims and syllabus
requirements?
2. Is there material for
integrated skills work?
3. Are reading passages and
associated activities
suitable for your
students’ levels, interests,
etc? Is there sufficient
reading material?
4. Is listening material well
recorded?
5. Is material for spoken
English well design?
6. Are writing activities
suitable in terms of
amount of guidance?
always deal with, the language style is
not matched to social situation.
Are all four skills adequately covered,
bearing in mind your course aims and
syllabus requirements.
There is lack material for integrated
skills work.
Reading passages and associated
activities are suitable for the students’
levels, interests, etc. There is sufficient
reading material.
There is no listening material recorded.
The material for spoken English is not
well design.
Writing activities are not suitable in
terms of amount of guidance.
always deal with, the language style is
matched to social situation.
5 Are all four skills adequately covered, 4
bearing in mind your course aims and
syllabus requirements.
2 There is lack material for integrated 2
skills work.
4 Reading passages and associated 4
activities are suitable for your
students’ levels, interests, etc. There is
sufficient reading material.
0 There is no listening material 0
recorded.
1 The material for spoken English is not 1
well design.
1 Writing activities are not suitable in 1
terms of amount of guidance.
19
 Topic
1. Is there sufficient
material of genuine
interest to learners?
2. Is there enough variety
and range of topic?
3. Will the topic help the
students expand students’
awareness?
4. Are the topics
sophisticated enough in
content?
5. Will your students be
able to relate to the social
and cultural context?
6. Are women portrayed
and represented equally
with men?
7. Are other groups
represented with
reference to ethnic origin,
occupation, disability,
etc?
Methodology
The book seems have no sufficient 1 The book have sufficient material of 3
material of genuine interest to learners. genuine interest to learners.
There is enough variety and range of 4 There is enough variety and range of 4
topic. topic.
The topic of the book will help students 4 The topic of the book will help 4
expand their awareness. students expand their awareness.
The topics are less sophisticated enough 2 The topics are less sophisticated 2
in content. enough in content.
The student will be able to relate to the 4 The student will be able to relate to 3
social and cultural context. the social and cultural context.
Women are not portrayed and 1 Women are portrayed and represented 4
represented equally with men. equally with men.
Other groups are not represented with 0 Other groups are not represented with 0
reference to ethnic, origin, occupation, reference to ethnic, origin, occupation,
disability, etc. disability, etc.
20
1. What approaches/ The book approaches to curriculum 5 The book approaches to curriculum 5
approaches to language 2004. 2004.
learning?

2. What level of active The book stimulate the students to be 4 The book stimulate the students to be 4
learner involvement? active through the learning activities. active through the learning activities.

3. What techniques are used The book use listening practice, reading 5 The book use listening practice, 4
for presenting/ practicing aloud, using pictures, dialogue, songs. reading aloud, using pictures,
new language items? dialogue, songs.

4. How are the different The skills are taught integratedly. 4 The skills are taught integratedly. 4
skill taught?

5. How are communicative Communicative abilities are developed 3 Communicative abilities are 4
abilities developed? through the dialogue. developed through the dialogue.

6. Does the material include The material include advices and helps. 4 The material doesn’t include advices 0
any advice/ help? and helps.

7. Are students expected to The students are expected to take a 4 The students are expected to take a 5
take a degree of degree of responsibility. degree of responsibility.
responsibility?

Teacher’s Book
1. Is there adequate There is adequate guidance for the 4 There is adequate guidance for the 4
guidance for the students. students.
teachers?

2. Are the teachers’ book The teachers book are not quite 1 The teachers book are not quite 2
comprehensive and comprehensive and supportive. comprehensive and supportive.

21
 supportive?

3. Do they adequately cover The book doesn’t adequately cover 0 The book doesn’t adequately cover 0
teaching techniques? teaching techniques. teaching techniques.

4. Do the writer set out and The writer do not set out and justify the 0 The writer do not set out and justify 0
justify the basic basic premises. the basic premises.
premises?

5. Are keys to exercise The keys to exercise are not given. 0 The keys to exercise are not given. 0
given?

Practical Considerations
1. What does the whole The book is lend to the students without 5 The book cost is expensive. 2
package cost? any cost.

2. Are the books strong and The books are not strong and long 2 The books are not strong and long 2
long lasting? lasting. lasting.

3. Are they easy to obtain? The book is easy to obtain. 5 The book is easy to obtain. 4

4. Do any parts of the The book doesn’t need any particular 3 The book doesn’t need any particular 3
package require equipment. equipment.
particular equipment?

TOTAL 128 129

22
CONCLUSION

Book 1ST Book (Pemkot’s Book) 2ND Book (Yudhistira’s Book)

Curriculum mapping 128 129
Checklist based on Alan Cunningsworth 68 60
TOTAL 196 189

After comparing the two book (Pemkot’s book and Yudhistira’s book) by using the curriculum mapping and also the checklist based
on “Choosing Your Course Book” by Alan Cunningsworth , the conclusion is that the 1st book (Pemkot’s book) is more better than the
2nd book (Yudhistira’s book).

23