A CONTENT ANALYSIS ON ENGLISH FOR KIDS GRADE 3, A

TEXTBOOK USED IN ELEMENTARY SCHOOLS IN MALANG

Nestin Vernila Keban, Andi Muhtar and Evynurul Laily Zen

State University of Malang
E-mail: Nezt.teen@yahoo.com

ABSTRACT: This article analyzes an English textbook entitled ‘English for

Kids Grade 3’. The purpose of this research is to know how much ‘English for
Kids Grade 3’ a textbook used in Elementary schools in Malang meets the
criteria of good EFL textbook. The research design is a descriptive-evaluative.
The procedure of analyzing the data starts by analyzing the data based on EFL
evaluation criteria, then finding out how much each item of the checklist meets
the criteria of good EFL textbook and concluding the result of the analysis in the
form of percentage. The results show 60.86% of the textbook met the criteria of
a good EFL textbook that is categorized as adequately relevant to good EFL
textbook criteria.

Key words: content analysis, textbook, young learners

English Language Teaching (ELT) textbooks play a very important role in

language classrooms. Immanuel (2010:5) states that textbooks are key component
in most language programs. In some situations they serve as the basis for many
language inputs that learners receive and language practices that occur in the
classroom. They may provide the basis for the content of the lessons, the balance
of skills being taught and the kinds of language practice the students take part in.
Materials should make students learn. They should also be the resource books for
ideas and instructional activities as well as giving teachers rationales for what they
do. In addition, materials also should be suitable with students' needs. Therefore,
the textbooks being used in Indonesia for English as Foreign Language (EFL) in
particular must go along with the EFL learners’ needs. In EFL situation, students
rarely have chances to use English outside the classroom, consequently English
textbook seems to be the only source by which students receive input and the
main material for both teachers and students to rely on ass well (Park, 2004:2).
The main problem of this study is “How much does the English textbook,
English for Kids Grade 3, a textbook used in Elementary schools in Malang meet
requirements of a good EFL textbook?” This general problem is divided into
several specific problems: (1) How much does the English textbook meet the
requirements of good EFL textbook criteria in terms of the objectives?; (2) How
much does the English textbook meet the requirements of good EFL textbook
criteria in terms of the design and organization?; (3) How much does the English
textbook meet the requirements of good EFL textbook criteria in terms of the
language skills?; (4) How much does the English textbook meet the requirements
of good EFL textbook criteria in terms of the language content?; (5) How much
does the English textbook meet the requirements of good EFL textbook criteria in
terms of the topic?; (6) How much does the English textbook meet the
requirements of good EFL textbook criteria in terms of the practical
consideration?

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 Related to the problems above, the objective of this research is then
specified to know about how much English for Kids Grade 3, a textbook used in
Elementary schools in Malang meets requirements of a good EFL textbook.
The result of this research is expected to be useful information: (1) to help
the teacher to evaluate whether the selected materials have already matched with
the young learners’ needs or not, so that they can have some decision to improve
the students’ English competence for better future; (2) to benefit the English
Department in the case of developing English materials for young learners that is
gaining the standard of good materials/textbooks; (3) to give the book’s publisher
some useful information to be used to develop the new English textbook aiming at
improving elementary school students materials; (4) to provide the future
researchers some information about selecting the best materials for young
learners.

The Role of the Textbook in English Language Teaching

As mentioned before, textbook is an important material that can support
the teaching learning process to reach or achieve the learning objectives.
Pamungkas (2010:23) mentioned that a textbook was one of the many kinds of
instructional materials used in learning and it was usually written, tightly
organized, and greatly condensed.
Teachers and students also need a source to be used as guidance in the
classroom. Therefore, textbooks become the main sources on daily basis.
However, textbooks must be used appropriately in order to achieve the objectives.
Here are some of the roles of textbook in teaching. Firstly, a textbook is an aid of
teaching and leraning. Hutchinson and Torres (in Awasthi,2006 :1) explain that
textbook is an almost universal element of teaching and guidance for a teacher, a
memory aid for pupils, and a permanent record for measuring what has been
learnt. Secondly, a textbook can also become the supplement for teachers’
instruction in classroom. Thirdly, a textbook for inexperienced teachers can
provide ideas on kinds of materials and techniques. In addition, a textbook can be
the guidance for teachers in giving the systematic materials for the students. It is
generally accepted that the role of the textbook is to be at the service of teachers
and learners but not to be their master.

Textbook Evaluation
Cunningsworth (1995) informs that there are three types of materials
evaluation: Pre-use evaluation, in-use evaluation, and post-use evaluation. Pre-use
evaluation is when there is no actual experience of using the book for teachers to
draw on. In-use evaluation refers to textbook evaluation whilst the materials are in
use. Post-use evaluation provides retrospective assessment of a textbook’s
performance and can be useful for identifying strengths and weaknesses which
emerge over a period of continuous use.

Content Analysis
Wallen and Fraenkel (2001) say that content analysis is an analysis of the
written or visual contents of a document. Besides, it is a research tool used to
determine the presence of certain words or concept within texts or sets of texts.
Babbie (1989) states that content analysis is the study of recorded human

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communications, such as book, websites, paintings, and laws. It is one of the
methods used in analyzing qualitative data that looks at meanings and relationship
such as words and concepts within various forms of data. This method can be
applied to the existing material or new data and educational research as well.

METHOD
This study was designed as descriptive-evaluative content analysis. Ary et
al. in Kirana (2010:26) states that descriptive research is designed to obtain
information concerning the current status of phenomena. In this research, the
phenomenon was about the evaluation of English textbook which had been
published by the Education Affairs. This research was designed to evaluate
textbook and describe the result of the evaluation.
The data source was “English for Kids Grade 3”, a textbook that is used in
elementary schools in Malang. The textbook was developed by KKG Bahasa
Inggris SD/MI Kota Malang and published by Education Department of Malang
since 2005. The textbook is used for the third grade. In this grade, students are
prepared to learn a higher level so the materials should be effective.
In collecting data, the instruments used were: (1) the researcher herself
that acted as the key instrument for collecting the data and gained more data from
the English teacher through interview; (2) the checklist that was designed by the
researcher to analyze the English textbook based on Cunninggsworth and Liltz’s
theory; (3) the interview guide that was used to interview the third grade teachers
to dig up more information about the English textbook.
The procedure of data gathering consisted of four steps as follows: (1) the
textbook being evaluated, “English for Kids Grade 3” was made available; (2) the
researcher overviewed the content of the textbook to see the general idea of the
book; (3) the data from the textbook were collected by analyzing the content of
the textbook based on the EFL textbook evaluation criteria (checklist); and (4) the
additional information about the textbook was collected from interviewing the
third grade’s English teacher.
The procedure of data analysis was as follows: (1) analyzing the data
based on EFL evaluation criteria to find out how much each item of the checklist
met the requirement of good EFL textbook criteria that was done by dividing the
total score with the maximum score of the EFL evaluation criteria and multiplied
by 100%; (2) matching the result of findings with the information obtained from
teacher; (3) finding out how much each item of the checklist met the requirement
of good EFL textbook criteria; and (4) concluding the result of the analysis in the
form of percentage which is called the level of suitability that was completed by
dividing the number of criteria already fulfilled by the textbook with the total
number of the EFL evaluation criteria and multiplied by 100%. The percentage
shows whether the textbook is barely relevant, slightly relevant, adequately
relevant, approximately relevant, or completely relevant (Yudoleksono, 1999:15).
The diagram below shows the relevance of the textbook to the EFL evaluation
criteria.

0% 25% 50% 75% 100%

Diagram 2.1The level of Suitability

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 Note:
0%-25% = barely relevant
26%-50% = slightly relevant
51%-75% = adequately relevant
76%-99% = approximately relevant
100% = completely relevant

FINDINGS
The findings of this research presented six specific research problems in
which each of them were analyzed based on EFL evaluation criteria (checklist).
Objective
The findings show that variation style of teaching and learning got the
highest score of objective variable, it was 95 and categorized into excellent (see
Table 1). The teaching and learning style which had been served by the textbook
was very innovative. There are six kinds of different teaching and learning style
that were found from the textbook, such as Making a Simple Poem, Interviewing,
Pasting Pictures, Games, Drawing and Crossword Puzzle.

Table 1. Objective
No The Checklist Items Score Range
Poor Fair Good Excellent
0 5 26 50 51 75 76 100
1. The aims of the textbook correspond 50
closely with the aims of teaching
program/curriculum
The materials objectives are apparent to
2. both the teachers and students. 89
The objectives are systematically
3. organized. 75
The textbooks allow different teaching and
4. learning styles. 95
Total score 309
Final Score for Objective 77.25

Next about the apparent of material objectives to both the teachers and
students, the score was 89. It was categorized into excellent (see Table 1). Each
unit of the book presented specific objectives, the topics of every unit were about
real life as well, such as Family, Occupation, Daily Activity, Gardening, Parts of
Body, Shopping, Weathers, Beach, Camping, Transportation and Sport.
Another finding shows that the score of the objectives of textbook
orgaanization was 75. It could be categorized into good (see Table 1). It can be
seen from the fact that almost each unit objective was presented through material
presentation systematically. There was only one unit that did not organize the
activities systematically.
The lowest score of this variable was 50, it was about the correspondence
of the aims of the textbooks to the teaching program/curriculum and it was
categorized into fair (see Table 1). There were some writing activities that were
not suitable to the 2006 curriculum. One of writing activities of the textbook
asked students to write a paragraph which was not appropriate to the basic
competence of 2006 ccurriculum.

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Design and Organization
The highest score of design and organization variable was 85, it was about
the textbook guidance and it was categorized into excellent (see Table 2). In the
preface, the textbook provide teachers general guidance to use the book and then
in each unit of the textbook also was equiped with some notes for teachers
informing teaching techniques.
Next about the layout and design was scored 50 and it could be
categorized into fair (see Table 2). Each topic served suitable and clear pictures,
yet the layout of the textbook was designed in two colors, pink and white. The
cover of the textbook also contained the picture of a temple and some students
which were uninteresting.

Table 2. Design and Organization

No The Checklist Items Score Range
Poor Fair Good Excellent
0 5 26 50 51 75 76 100
1. The layout and design (in term of 50
pictures, color) is appropriate and clear.
2. The textbook are organized affectively 35
(e.g. according to topics and skills etc)
3. The textbook contain guidance about
how the textbook can be used. 85
4. The textbook is accompanied with
other teaching learning materials 0
(workbook, cassettes, and CD).
5. There was review section and
vocabulary list or glossaries are 47
included.
Total score 217
Final Score for Design and Organization 43.4

However, the score of the presentation of review section and vocabulary

list or glossaries was 47. It was categorized into fair (see Table 2). There was no
review section presented. Also, there was no glossary or list of vocabularies that
was found in this book also.
In addition, the score of topic and skills organization was 35. It was
categorized into fair (see Table 2). There was no problem in organizing the topic
but some units did not organize the skills orderly.
The lowest score of this variable lay in the score of supplementary
materials within the textbook, it was 0 and categorized into poor (see Table 2).
Teachers informed that there were no supplementary materials like workbook,
cassettes, and CD.
Language Skills
The highest score of language skills variable was 89, it was about the
suitability of speaking materials and categorized into excellent (see Table 3). In
the textbook, there were many dialogue practices which were designed to equip
Young learners for real life interaction.
Next, the reading material of the textbook was categorized into excellent,
because it reached 85 (see Table 3). The reading pages were appropriate to young

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learners. They were served very simple but clear and some were accompanied
with interesting pictures.

Table 3. Language Skills

No The Checklist Items Score Range
Poor Fair Good Excellent
0 5 26 50 51 75 76 100
1. All language skills (Reading, Writing, 50
Listening, Speaking) balanced and
integrated within each unit.
2. Suitability of Listening skill to young 80
learners
3. Suitability of Speaking skill to young
learners. 89
4. The reading passages are sufficient and
suitable with young learners’ level ability. 85
5. Writing activities are suitable with Young
learner’s level 50
Total score 354
Final Score for Skills 70.8

Meanwhile, the suitability of listening materials also could be categorized

into excellent since the score was 80 (see Table 3). The textbook provided clear
instructions. The listening section materials were varied and suited to the young
learners’ need as well, though there were no recorded listening materials.
The lowest score of this variable was 50. There were about the writing
activities and the language skill proportion of the textbook. They were categorized
into fair (see Table 3). The writing activities which were served by this book were
complementing, rewrite, describing pictures, and rearrange. Some of the writing
materials were too difficult for third graders’ level. For example, the students had
been asked to make their own paragraph without giving the example of a
paragraph previously. Then, the materials on each skill were not presented in the
same proportion, but all of the activities were presented as integrated skills.
Language Content
The highest score was laid in the grammar item, it was scored 87 and
could be categorized into excellent (see Table 4). The grammar items of the
textbook were not presented in the form of formula but they were integrated into
vocabulary or a simple sentence. The textbook also provided young learners
opportunity to use language that contains grammar items in the form of dialogue
containing simple sentences and telling about daily life.

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 Table 4. Language Content
No The Checklist Items Score Range
Poor Fair Good Excellent
0 5 26 50 51 75 76 100
1. The language used in the textbook is 85
authentic- i.e. like real-life English.
2. The Grammar items are appropriate to 87
the Young learners.
3. The vocabulary items are appropriate to
the Young learners. 85
Total score 257
Final Score for Language Content 85.66

The following score was 85. They were about the authenticity of language
used and the vocabulary presented by the textbook. They were categorized into
excellent also (see Table 4). The textbook presented authentic materials that were
all about real life. Then, the vocabulary was given through contextual-based
topics. It was presented in every unit without definition but they were equiped by
pictures.
Topics
The highest score of topics variable was 90, it was about the variety of the
topics presented by the textbook. It was categorized into excellent (see Table 5)
since there were varieties of topics. The textbook presented some topics that rarely
taught to the young learners, such as Gardening, Shopping, and camping.
Based on the findings, the score of topic relevancy to the young learners
was 85. It could be categorized into excellent (see Table 5) since all topics were
about something around them such as Family, Occupation, Daily Activity, and
Parts of the Body.

Table 5. Topics
No The Checklist Items Score Range
Poor Fair Good Excellent
0 5 26 50 51 75 76 100
1. The topics of the textbook are relevant to 85
the young learner’s needs as English
language learners.
2. The topics of the textbook are
interesting, challenging and motivating. 88
3. There is sufficient variety in the topic of
the textbook.
90
Total score 263
Final Score for Topic 87.66

Moreover, the score of the interesting, challenging and motivating topics

was categorized into excellent. The score was 88 (see Table 5) since they were
supported with interesting and motivating activity. Every unit presented a song as
its pre teaching and then there were also interesting games. Each topic provided

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students challenging activity such as interviewing their friends through interesting
activity, completing the crossword, etc.
Practical Considerations
The finding show that the highest score of practical consideration was 99, it
was about the price of the textbook. It was categorized into excellent (see Table
6). Since it came to exist at 2005, Education Department of Malang distributed the
textbook to elementary schools in Malang as well as the students freely.
Meanwhile, the strength and the durability of the textbook were scored 70.
Therefore, it was categorized into good (see Table 6). The textbook was strong
and long lasting; the cover was hard but the binding was not good enough as the
binding glue was not sticky. The paper was in good quality since the color was
white and mixed with pink, it was attractive enough for the students to read. The
ink is good while the font size is standard.

Table 6. Practical Considerations

The Checklist Items Score Range
No Poor Fair Good Excellent
0 5 26 50 51 75 76 100
1. The price of the textbook is 99
reasonable.
2. The textbook is recent publication 49
and easily accessible.
3. The book is strong and long-
lasting. 70
Total score 218
Final Score for Practical Considerations 72.66

In addition, the lowest score of this variable was 49, it was about the
textbook’s publication and accessibility. It was categorized into fair (see Table 6)
since the sschools could get the textbook only from Education Department of
Malang that was really limited. Based on information from the teacher, Education
Department has not ever distributed the textbooks to the schools anymore since 3
years ago.

DISCUSSION
Objective
The finding shows that the fulfillment of objective variable is 77.25%. The
2006 Curriculum and the objective displayed by the book were used in this study
it can be seen based on the findings. According to the 2006 Curriculum (content
standard), the general objective of English teaching in elementary schools is to
provide the students with basic English in order to developed students’ English
competence to communicate orally which used to accompanied with action on a
certain context (BSNP, 2006 : 403). In order to achieve this objective, the
standard of competency of English teaching program in elementary school is
divided into four aspects; listening, speaking, reading and writing. Based on the
explanation above, the objective of the book generally was closely related to the
objective of the teaching program. However some of writing activities were not
suitable to the curriculum. As Suyanto (2010:69) says that copying is the writing
activity which is done for lower classes.

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 The objectives of this textbook were apparent to both teacher and students,
because the presence of the objectives makes teacher and students know what they
are going to learn. The objectives were also organized systematically. As
Cunningsworth (1995:7) says that a systematic textbook will help the students to
look back at what they have studied and to see what is coming up. This book also
had varied teaching and learning style. As Suyanto (2010:113) says that the
children really love attractive activities and they also like games. Innovative
teaching and learning styles would not make students bored in learning but it
could make them more enthusiastic about learning English.
Design and Organization
The fulfillment for Design and Organization variable is 43.4%. The cover of
the textbook contained uninteresting pictures, there were only the picture of a
temple and some students. There should be an eye-catching colorful cover with
interesting pictures because it was good for the first impression. The layout of the
textbook was designed with only two colors, pink and white. It would be better if
it were designed more colorful, because young learners really like some colorful
things.
This book also was not well-organized logically. The beginning of the unit
until the end of the chapter did not use the same format. Especially, they were not
arranged based on the skills presentation. Harmer (1983:219) states that there are
some reasons why textbooks should always use the same format from one chapter
to another chapter. The students will be easily to get to know and the teacher will
easily handle the book. In addition, there were no other teaching learning
materials which accompanied the textbook. Suyanto (2010:101) states that media
can help teacher in order to extend the materials to the students so that the
material will be clearer and easier to be understood by students.
Language Skills
The fulfillment of language skills variable is 71,8%. Liltz (2001) proposes a
criterion about availability of the appropriate balance proportion of four skills in
the textbook. The textbook included four language skills but they were not in the
balance proportion. In some units, listening section was given more portion than
the other skills.
Listening section was generally appropriate to young learners’ level. It
presented variety of activity of listening activity. Generally, the activity of
listening that was presented in this book is good and suitable to the young
learners’ need, yet it was not accompanied with the recorded cassettes.
Suyanto (2010:60) states that Simple Dialogue, Self-introduction, Classroom
Language, Role play and Talk about food, hobby, and family are activities to
encourage students to be active and speak. This textbook contained different kinds
of speaking activity, like interview, telling about their family, food and hobby.
There were various reading texts in the textbook which familiarized young
learners to the real life. This book also presented a word, phrases, simple sentence,
and simple text as reading materials. Suyanto (2010:64) states that reading skills
are taught from word, phrase, and followed by simple sentence and a short text.
The writing activities of this book were not various enough. They were
complement, rewrite, describing pictures, and rearrange. Copying and
complement are writing activity that used for lower classes (Suyanto, 2010: 69-
70).

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Language Content
Language content variable had the fulfillment of 86.66%. In general,
according to the teacher’s information, the textbook was quite good in presenting
the language use and they were appropriate with the level of the students’ current
ability. The good point of this textbook was on the presentation of authentic
material.
The vocabulary was presented through pictures. Suyanto (2010:47)
informs that children will be generally faster to learn words or vocabulary through
visual media, for example pictures or real things.
Topics
The fulfillment for Topics variable is 87.66%. The topics presented in the
textbook were relevant with the needs of students. One of the characteristic of
English for young learners’ material is telling about daily language (Suyanto,
2010:78). The topics were about real life that automatically contained daily life
vocabulary. So it makes young learners learn English anxiously. The topics in this
textbook were also really interesting, challenging and motivating. Furthermore,
there were varieties of the topics which would not make students easily get bored.
Practical Considerations
The fulfillment for Practical Considerations variable is 72.66%. Harmer
(1983:241) mentions that one criterion that describes the practical consideration of
a textbook was the reasonability of the price. As the teacher said that the original
textbook was distributed by the Education Department of Malang and the school
gave them to the students freely. This very reasonable price of this book allowed
the students from any different level of social economy to be able to access it.
The strength and durability of a textbook was criterion that was proposed by
Cunningsworth (1995). The textbook was not really strong and durable. The cover
was hard but the binding quality was standard. It needed to be tighter to make it
better and more durable.

CONCLUSIONS AND SUGGESTIONS

Conclusions
There were six specific research problems. The result of the finding and
discussion shows that 77.25% of the book meets the requirements of a good EFL
textbook in terms of objective, 43.4% of the book meets the requirements of a
good EFL textbook in terms of design and organization, 71.8% of the book meets
the requirements of a good EFL textbook in terms of skills, 86.66% of the book
meets the requirements of a good EFL textbook in terms of language content,
87.66% of the book meets the requirements of a good EFL textbook in terms of
topics and 72.66% of the book meets the requirements of a good EFL textbook in
terms of practical consideration.
Based on those findings and discussion, it can be concluded that the
textbook “English for Kids Grade 3” was classified as adequately relevant to the
EFL textbook evaluation criteria which could be seen from the level of suitability
of ‘English for Kids Grade 3’, that was 60,86% . It means that teachers can use
the textbook as a reference to teach the third graders of elementary school, yet it
needed a lot of improvements particularly in terms of writing task, layout and
design, a proportional integrated skill, extended media, and glossaries included.

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Suggestions
The result of this study provide teachers of elementary schools information
when they want to use “English for Kids Grade 3” in their teaching. The teachers
will know which aspects of the textbook that should be improved, revised, or
changed. Here are some suggestions concerning the expected improvement of the
textbook: (1) some writing activities should be modified and familiarized to
students’ levels; (2) the layout and pictures should be designed more colorful and
its cover should contain more interesting pictures, because it can make students
interested to the textbook. It is also good for giving and gaining the first
impression; (3) the four skills should be organized effectively; (4) the textbook
should be accompanied with other teaching learning media (workbook, cassettes,
and CD) so that the materials can be as authentic as possible; (5) it should include
review section and vocabulary list or glossaries; and (6) it should also provide
balance activities for the four skills.
This study also suggests English Department to develop a new textbook
for elementary school that meets all of the criteria of a good textbook based on
EFL textbook evaluation to improve English competencies of elementary
students. As we know that some English textbooks for young learners do not
fulfill the criteria of qualified books.
Another suggestion is given to the future researcher who wants to conduct
studies on the topic of textbook evaluation that they should be more careful in
adapting textbook evaluation criteria. The variable must be suitable with the
textbook which is going to be analyzed. Furthermore, the researcher expects this
study can be a reference for future researchers who conduct similar studies.
This study also suggests the Book’s Publisher to make and publish a new
textbook for elementary school that meets all of the criteria of a good textbook
based on EFL textbook evaluation.

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