BUILDING TECHNIQUE FOR SUPPLEMENTING WHAT IS

IN TEXTBOOK

By:

Suci Arthyara Larasati (1910117320001)

TEXT BOOK ANALYSIS A1

English Language Education Study Program

Faculty of Teacher Training and Education

Lambung Mangkurat University

2021
 ABSTRACT

Supplementary materials are valuable in English language teaching (ELT).

The teacher needs to supplement materials to promote motivation, one of the key
factors influencing learning. The teacher considers the skills to be accomplished
in each activity while deciding on supplementary materials in the textbook.
However, there is a lack of study on what supporting materials teachers use in
English language classrooms for teaching-learning purposes. This paper explores
the supplementary teaching materials selected and used in the 8th-grade English
textbook. The information was collected through analysis. As a result, the writer
offers suggestions for alternative procedures in textbooks and descriptions of
supplementary materials, precisely things that teachers can use to enhance
classroom teaching, such as what techniques can be added to textbooks.

Keywords: Supplementary materials, skills, middle school

 INTRODUCTION

Textbook materials are all of the elements in a textbook package that

teachers use to teach and practice language and help learners enhance their
language abilities. Teachers frequently base their selection of supplementary
materials on a 'needs analysis,' i.e., an analysis of learners' skills, level, language
needs, and interests. This information contributes to establishing a class profile (a
description of all the students in the class) by demonstrating what they have in
common and how they differ. The teacher's role is to choose the material that best
fits this description.

As language teachers, we often believe that the authorized textbooks are

insufficient to fulfill various language teaching objectives. We find them
inadequate to serve all of the areas and needs of the learners. Using supplementary
materials in class is required because several learners have varying learning needs
and styles; materials in a textbook may not be relevant or interesting to all
learners; and a textbook is restrictive, constraining teachers' creativity. They save
time and effort for the teacher while delivering the learning materials. They also
help ease the learner's direct interaction with objects, places, things, and people
and limit the learner's mother language usage in classroom activities. A textbook
writer cannot constantly develop a perfect textbook that matches the needs of all
students. Therefore, a teacher must select and use appropriate supplementary
materials for the language classroom to meet the needs of the students and the
lesson's objectives (Riasati & Zare, 2010).

After a brief review of supplementary materials, we use supplementary

materials and activities to fill gaps in the textbook, provide extra practice, or add
variety to the lessons. Specifically, this paper explores what additional teaching
materials teachers can use for the 8th-grade English textbook.
 SUPPLEMENTARY MATERIAL

Supplementary materials include books and other materials that we can

use and the textbook. According to Spratt, Pulverness, and Williams (2005),
supplementary materials include grammar, vocabulary, and skills practice
materials, a collection of communicative activities, and teacher's resource
materials, such that learners' mastery of the language improves step by step
throughout the book (p. 114). Supplementary materials may also be obtained from
reliable sources (e.g., newspaper and magazine articles, videos). Some textbook
packages offer supplementary materials and exercise personalized to the textbook
curriculum and websites where you can obtain these materials. We choose
supplementary materials and activities by first recognizing that we need
something other than what is in the textbook and then knowing where to go for
the most appropriate types of material.

We may want to use supplementary materials and activities for various

reasons. Some of the most important causes are as follows:

 to replace unsuitable material in the textbook

 to provide material missing from the textbook
 to provide proper material for learners' particular needs and interests
 to give learners extra language or skills practice
 to add variety to our teaching.

These teaching materials should support the curriculum and be relevant to

the learning outcomes and contents. Priority should be given to resources
developed and produced locally whenever possible. They must be content-
appropriate for the student's emotional development, ability level, learning style,
social development, and age. They must be physically organized and
demonstrated suitably for their intended use. They should avoid reflecting
negative stereotypes; that is, they should be fair, objective, and free of improper
language and images, bias, propaganda, and discrimination, unless a teaching and
learning situation needs illustrative material to foster critical thinking. They
should create opportunities for innovation. Copyright regulations must be
followed while selecting and using supplementary learning resources. All
supplementary materials must be read or reviewed before being used in the
classroom.
 BUILDING TECHNIQUE

1. The Goals
The significant aspects that must be considered in designing a
supplementing strategy are the goals. If the goals to be achieved are
ideally suited to the student's skills, the learning pattern is carried out in a
manner appropriate to their abilities.
So that in supporting the implementation of a good learning
process, the teacher must pay attention to the goals and syllabus with the
students' listening, speaking, reading, and writing skills so that they can be
developed. This not only helps students to improve their learning but also
makes their learning more effective. Before starting the teaching-learning
process, the teacher must first think about the students' skills by the goals
and syllabus used. Teachers must be systematically oriented to students'
skills to meet goals.
A. Skills
How do textbook deal with the four skills (listening, speaking,
reading, and writing) which are seen as central to language learning?
Teaching language skills is frequently the main element of
language-teaching practice. One of the primary learning objectives of
many TESOL teacher-education programs at universities worldwide is
knowledge of the theory and practice of teaching receptive skills
(listening and reading) and productive skills (speaking and writing) in
English. Because those skills are interconnected and cannot be learned
independently, students must master all four. Uma and Ponnambala
(2001) state that learning language skills determine students'
communicative ability in the target language. It is also something that
many teachers want to learn about establishing more effective teaching
techniques for assisting their present and prospective students as they
learn English. Because English is a dynamic language, so are the
concepts and strategies for teaching those language skills.
The skills supplement the semantical knowledge dimension by
focusing on learners' skills to work in the language. We need to see if
the textbook covers all four skills sufficiently, taking the level and
overall goals into the mind and a good balance between the skills. It is
worth noting that comprehensive and balanced treatment of all four
skills is not required in all educational contexts.
A further consideration is that we should look for authentic or
semi-authentic material at an appropriate point in the textbook, as it
gives greater realism and relevance and can increase learner
motivations. With authentic or nearly authentic material, we can be
confident that the presented language models are genuine, particularly
in terms of discourse structure. Convincingly, this feature is sometimes
challenging to replicate when writing, especially for a textbook. One
principle holds for skills work: the examples of language presented and
practiced, whether authentic or not, should be good models for
learning purposes and represent real-life language use.
 Listening
The textbook promotes listening in two ways; first, as part
of general oral activities, such as dialogues and roleplay, where
listening takes a back seat to speak. The unpredictability of the
answer or response is one of the most challenging and frequently
unsettling parts of participating in a conversation in a foreign
language. While learners can limit what they try to say within their
language competency, once outside the defined boundaries of the
classrooms, there is no way for them to control what is said back to
them in conversation. Quick thinking and proper prediction of what
to expect are the most effective strategies.
The textbook could assist students in dealing with this
issue, such as providing conversations in which what students say
is controlled and graded, but the response is more complex and
challenging to grasp. Students may then be encouraged to assist
with coping techniques ranging from making informed guesses
based on partial comprehension to requesting for a repetition,
which could arrive in a more straightforward form or not but would
at the very least provide extra thinking time. The second-way
textbooks handle listening is in their own right, with recorded
listening passages for comprehension, information extraction, a
lead-in to a discussion, under a reading text, and so on. We should
also check if the textbook includes pre-listening activities to focus
learners' attention on the passage's topic. These can take the form
of pre-questions or instructing students to look for specific pieces
of information in the listening materials. This gives the activity a
purpose, provides some predictability and makes the passage more
accessible by setting it in context.
 Speaking
In communicative language courses, listening and speaking
skills are commonly combined as "Oral Communication Skills" or
"Listening/Speaking." Conversation, the most common discourse
category in L2 curricula, is mainly affected by the relationship
between these two performance methods. Even relatively
unidirectional sorts of spoken language input (e.g., speeches,
lectures) are typically preceded in the classroom by various forms
of oral production on the side of pupils.
Speaking practice occurs through oral presentations and
practice of new language objects, dialogue work, and roleplaying.
The more mechanical aspects of speaking are also covered in
pronunciation practice, which is usually included in the course
package. These elements combined usually ensure that students
receive well-spoken models from their teachers and plenty of
opportunities to practice themselves.
At advanced levels, textbooks differ in the amount of
preparation they provide. So, some just supply topics for
discussion, while others create more realistic interactions through
communication activities. Students can build confidence in
participating in conversation while in the relative safety of the
classroom by undertaking activities like this. They can learn coping
techniques for dealing with the unpredictability involved. These
beneficial activities simulate conversation scenarios by generating
an information gap.
 Reading
Reading skills refers to students' ability to read,
comprehend, interpret, and analyze written language and texts.
Exceptional reading skills can help them understand and respond to
written communications such as emails, messages, letters, and
other written messages. According to Grellet (2004:7), reading is a
constant guessing game, and what one brings to the next is
frequently more essential than what one finds in it. Students should
be taught to use what they know to interpret unknown elements,
whether these are thoughts or simple words when reading.
Reading can be linked to other skills work, particularly
listening and writing. Some course books have reading texts
recorded on cassette and ask learners to listen as they read. The
advantages of this include linking written English to its
Pronunciation, providing models for stress and intonation and
generally bringing the text to life.
When analysing the reading content of a general textbook,
we need to consider:
- The quantity of reading material
- The type of reading passages included
- How early on reading passages are introduced in a
beginners' course
- Whether any help is given to learners in developing good
reading strategies
- The nature and range of exercises and activities linked to
the reading passages.

Concerning the texts themselves, we need to know:

- How long they are

- How authentic they are
- How complex the grammatical and discourse structure is
- What the range of vocabulary is
- Whether any specialized background knowledge is needed
in order to understand them.
 Writing
Writing skills are specialized abilities that assist pupils in
putting their thoughts into meaningful words and cognitively
interacting with the message. Writing is developing ideas, deciding
how to represent them, and organizing them into statements and
paragraphs to communicate something with other people indirectly.
In writing, students make an effort to convey their minds through
language.
In textbooks, writing activities are typical of the guided
category. A model is presented, and the student's task is to write
something comparable, frequently based on extra material
provided. Writing factual accounts, such as a report for a
newspaper, filling in grids, writing notes to others, creating lists,
filling in forms, writing a diary, writing formal and informal
letters, summarizing texts, and many more tasks might be assigned.
We would expect writing material to familiarize learners
with the way written text is organized in terms of its discourse
structure and teach the mechanics of writing at the sentence level.
Varied types of writing have different organizational and
expression patterns, which a textbook should teach as many of
these as are appropriate for the learners' level and goals. At the
very least, it should address paragraphing, which is the basic unit
of organization for most types of written English.
 Grammar
Grammar skills refer to the ability to write or speak so that
the word choice is understandable and adheres to the basic rules of
sentence construction, punctuation, and spelling. The rules that
control spoken and written language are referred to as grammar.
Students can communicate coherently so that readers or listeners
can comprehend by using good grammar. Good grammar is
essential for effective communication, but poor grammar leads to
 unexpected errors. Its goal is to bridge the gap between what you
mean and what the reader or listener understands. Even if English
is not your first language, you can ensure that others understand
what you are saying or writing by using clear, strong grammar
skills.
 Vocabulary
One of the essential aspects of textbooks is teaching and
learning vocabulary. It is beneficial to textbook users if textbooks
can be analyzed to determine how lexical components are
expressed and meet the requirements required for vocabulary
absorption. Pahuja (1994) explains why it is essential to have
appropriate vocabulary because acing vocabulary can help us
understand the significance of what we state, make, listen, and
read; to avoid misinterpretation, to speak and write without
difficulty and fluidly; to make a speech and to write more
prominently exciting and to avoid using complicated words or the
use of the wrong word.
Modern textbooks teach vocabulary more thoroughly than in
the past, yet there is often space to employ supplemental
vocabulary learning materials. These can be linked to themes
covered in the primary textbook, allowing students to broaden their
vocabulary concerning topics that interest them. There is much
flexibility here since learners can choose which areas of new
vocabulary to work on, either alone or in groups. It is crucial to
evaluate the level of the content and match it to the student's
ability. However, when the focus is on vocabulary, a higher-level
material can often be used because a vocabulary does not
necessarily get more complex. It simply develops in quantity.
 In developing techniques for supplementing the materials, the
goals itself also assisted by:

B. Specialized Books for Skills Development

Several publishers provide books at various levels, each focused on
a single skill at a specific level. These series often contain three or four
levels, with each level covering all four skills. They generally follow
the same ideas but have a more detailed and extensive presentation and
practice material. Although each book focuses on one skill, other core
skill areas will also be covered. A reading skills book, for example,
focuses on sentence linking in one unit and includes writing exercises
in which students are asked to use pronouns correctly across sentence
boundaries.
The flexibility in building a package for specific students or groups
who do not conform to the general textbooks' norms for skill levels is
one of the benefits stated by the skills series. In other words, students
may not be at the same level in all four skills due to prior learning
experience or other factors. The skills series enables learners to study
at various levels in the various skills, which a traditional course cannot
readily handle.
Skills work is an essential component of any textbook that prepares
students to utilize language in real-world circumstances. What teachers
search for, as with other areas of materials analysis and evaluation,
will depend on their needs and the needs of their learners. In most
cases, the most crucial considerations are looking for a skill balance
that represents your teaching goals and ensuring that the textbook has
material for appropriate integrated skills practice.

2. The Characteristics
Every teacher must understand the characteristics of their students.
In order to identify what kind of material that is suitable for learning
objectives.
A. Style and Appropriacy
Learners need to develop a sensitivity to stylistic variation in order
to participate effectively in spoken interactions. The range of variation
does not have to be as wide as that of a native speaker, but there should
be an awareness of and a sensitivity to differences between informal,
neutral and formal styles of speech. This awareness and sensitivity
should be linked to a recognition of the types of speech situation where
different levels of formality are appropriate. The concept of
communicative competence includes the ability to perceive the social
situations in which language is being used and select and use the style
(formal, informal, etc.) appropriate to each particular situation.
Matching style to situation is important, particularly as the choice of
the wrong style (e.g. informal style in a formal business meeting or
formal style in a family situation) can send the wrong message and
cause offence.
Learners will already, use different degrees of formality in their
own languages, so there is a foundation to build on, and course books
can help enormously by presenting examples of different styles in
English in their appropriate contexts and identifying some of the main
characteristics of formal and informal English. Once learners reach
intermediate level there is scope for them to become gradually
sensitized to stylistic variation and equipped both to recognize and
produce a moderate range of different stylistic features, linked to
situations in which they would be used.
 B. Procedures for Learning and Teaching
The learning process is fundamentally concerned with gaining
knowledge, understanding, and skills from the familiar to the
unfamiliar. In a foreign language learning context, such a relationship
could be developed with the learners' target language (L2) or with
anything non-linguistic: picture, an action, an object, or a sound. To
varying degrees, practice material is controlled, and textbooks should
ideally include a choice of activities with varying degrees of control,
allowing learners and teachers to choose those that are most relevant to
their requirements.
The use of visuals in presentations and practice to give meaningful
contexts is practically universal in textbooks and is one of the pillars of
language-teaching methods. The appearance of the material is affected
by whether the visuals are in color or not, whether they are
photographs, line drawings, or even quite awful cartoons, but
evaluating them from that perspective is a question of personal taste.
When looking at textbooks, however, it is essential to consider whether
the visuals are an integral part of the teaching material or are there
purely for decorative purposes, such as making the page look nice.

3. The Resources and Facilities

In building materials, teachers need to pay attention to the available
resources or facilities regarding equipment, media, and place to carry out
certain materials. Resources and facilities are items such as (written
sources, audio-visual aids, e-learning/technology, objects, events, and
people) that can support Teaching and Learning. Furthermore, resources
aid in information processing by generating interest in learners, attracting
and maintaining attention, assisting understanding and memory. Learners'
knowledge can be significantly increased and their learning enriched to
achieve their learning goals. Wilson (2014) investigates how the most
effective resources stimulate a combination of senses (e.g., sight, hearing,
and touch), are versatile and easy to use, accomplish what they are
intended to accomplish, and are simple.
 TEXTBOOK ANALYSIS

- Title: Bahasa Inggris “When English Rings a Bell”

- Level: Middle school
- Class/Semester: VIII/I
- Publisher: Kementrian Pendidikan dan Kebudayaan Republik Indonesia
- Year: 2017
- Chapter yang dianalisis: Chapter I: It’s English Time!
- Page: 3-18
Indikator pencapaian:

3.1

 Mengidentifikasi ungkapan yang digunakan untuk ungkapan

meminta perhatian, mengecek pemahaman, dalam bahasa Inggris.
 Mengidentifikasi ungkapan yang digunakan untuk menghargai
kinerja.
 Mengidentifikasi ungkapan yang digunakan untuk meminta dan
mengungkapkan pendapat dalam bahasa Inggris.

4.1

 Melakukan tindak tutur ungkapan meminta perhatian, mengecek

pemahaman dalam bahasa inggris dengan percaya diri.
 Melakukan tindak tutur ungkapan menghargai kinerja dalam
bahasa inggris dengan percaya diri.
 Melakukan percakapan interpersonal dengan menggunakan
ungkapan mengajukan pendapat melalui kegiatan terintegrasi
menyimak, membaca, berbicara dan menulis dengan percaya diri.

Kegiatan Pembelajaran:

 Menyimak, menirukan, dan memperagakan beberapa contoh percakapan,

dengan ucapan dan tekanan kata yang benar. (listening&speaking)
 (repetition)

 Mengidentifikasi ungkapan yang sedang dipelajari. (implisitly)

 Menanyakan hal-hal yang tidak diketahui atau yang berbeda.
 Menentukan ungkapan yang tepat secara lisan/tulis dari
berbagai situasi lain yang serupa.

 Membiasakan menerapkan yang sedang dipelajari dalam

interaksi dengan guru dan teman secara alami di dalam dan di
luar kelas.
  Melakukan refleksi tentang proses dan hasil belajar.

1. Listening
 After analyzing what part of the listening skill the students will
achieve, chapter 1 covers techniques for processing "raw speech" and
retaining an "image" in short-term memory. This image depicts a stream of
speech (phrases, clauses, cohesive markers, intonation, and stress
patterns).

Technique in Listening

The technique that this textbook used in listening part is listen and
repeat, it is included in:

o Intensive Listening: Repetition (S repeats a word)

The teacher repeats a word or sentence several times to “imprint” it
in the students’ mind.
o Responsive Listening:
A significant proportion of classroom listening activity
consists of short stretches of teacher language designed to elicit
immediate responses. The students’ task in such listening is to
process the teacher talk immediately and to fashion an appropriate
reply. As already found in this chapter:
- Asking questions (“Everybody, may I have your attention,
please?” “What do you think of our classroom?”)
- Giving commands (“We will use English in the English
class.”)
- Seeking clarification (“Do you know what I mean?”)
- Checking comprehension (“Do you understand the story?”).

The writer also has suggestions for supplementary materials in

techniques that can be used in listening skills for teachers who will use this
textbook, especially in chapter 1, such as:

o Extensive Listening
Extensive performance in a classroom often entails
listening and other spontaneous teacher monologues, also known
 as academic listening. For complete comprehension, Flowerder and
Miller (2014) describe that such listening may require the use of
other interactive skills (e.g., taking notes, asking questions, and
participating in discussions).
- Dictation (Ss listen [usually three times] and write a
paragraph
- Dialogue (Ss hear dialogue–MC comprehension questions)
- Dialogue (Ss hear dialogue – open ended response)
- Lecture (Ss take notes; summarize; list main points; etc.)
o Interactive Listening
This performance includes all five types when learners
actively participate in discussions, debates, conversations, role-
plays, and other pair or group work. Their listening performance
must be intimately connected with speaking (and possibly other)
skills in the actual give and take of communicative interchange.
Those all of the techniques that we suggest to apply in this
textbook, in order to make the teaching-learning process more
interactive and enhancing the students’ listening skills.
2. Speaking

After analyzing what part of the speaking skill the students will
achieve, chapter 1 covers techniques for “imitation: repeat after listen” this
is carried out not for the purpose of meaningful interaction, but for
focusing on some particular element of language form.
Technique in Speaking

The technique that this textbook used in speaking part is repeat

after listen, it is included in:

o Imitative:
Imitative activities allow pupils to listen to and verbally
repeat particular sequences of language that may pose some
phonological or grammatical difficulty. This textbook provides
only a limited amount of practice through repetition. They allow
the students to concentrate on one aspect of language in a
controlled activity. They can assist in forming specific
psychomotor patterns (such as "loosening the tongue") and the
association of specific grammatical terms with their appropriate
context.
o Responsive:
A good deal of student speech in the classroom is
responsive: short replies to teacher- or to student-initiated
questions or comments. These replies are usually sufficient and do
not extend into dialogues (page 4, 9, 10). Such speech can be
meaningful and authentic:
T: Everybody, may I have your attention, please?
S: Yes, Ma’am.

T: Udin, what do you think of your classroom?

S: It’s very dirty, Ma’am. Some people don’t care.

S1: Udin, do you think Edo is angry with me?

S2: I don’t think so. Look he’s smiling.

As the writer has analyzed from chapter 1, imitative techniques are

overused and seem less effective in achieving learning objectives due to a
 lack of innovation. Therefore, the writer suggests other speaking technique
that teachers can use as supplementary material for this textbook, such as:

o Intensive Speaking
Design to practice some phonological or grammatical aspect of
language. It can be self-initiated or it can even form part of some
pair work activity, where learners are “going over” certain forms of
language.

That’s the technique that the writer suggests to apply in this

textbook, in order to make the teaching-learning process more
interactive and enhancing the students’ pronunciation skills and also
better understanding in phonological or grammatical aspect.

3. Reading
According to the achievement indicators in the syllabus for the
analyzed chapter "It's English Time!”, there was no reading activity found
because the focus here is 'having a conversation using appropriate
expressions'. Thus, the skills used in this chapter are Listening and
Speaking.
However, even though the learning objectives of this chapter are
Listening and Speaking skills, that does not make it entirely unnecessary
for Reading skills. As already mentioned above, some textbooks provide
reading texts on cassette, and students are encouraged to listen to them as
they read. The advantages of this include engaging written English to its
pronunciation, offering models for stress and intonation, and bringing the
text to life in general.
Reading skills will promote the most when integrated with writing,
listening, and speaking skills. Even in courses labeled "reading," the goals
will be effectively achieved by capitalizing on the association between
reading and other performance techniques, particularly the reading-writing
relationship. And vice versa for other skills. The writer also have the other
 suggestions for the teacher in building other techniques in supplementing
the materials, such as:
Interactive reading
 Discourse-level cloze tasks (requiring knowledge of discourse)
 Reading + comprehension questions
 Short answer responses to reading
 Reordering sequences of sentences

Those are all of the techniques that the writer suggests applying in
this textbook to make the teaching-learning process more interactive and
enhance the students’ reading skills.

4. Writing

According to the achievement indicators in the syllabus for the

analyzed chapter "It's English Time!", the writing activity was found only
in the 'reflection' section after the lesson was completed because the focus
of chapter 1 was only on 'having a conversation using appropriate
expressions'. Everything excessive is not good. In order to maximize the
focus of students in learning in this chapter, the writer feels that the
activity or writing skill is sufficient by simply asking students to write
down the learning reflection at the end.
5. Grammar
According to the achievement indicators in the syllabus for the
analyzed chapter "It's English Time!", there was no grammar activity
found because the focus here is 'having a conversation using appropriate
expressions'. Moreover, the writer agrees not to suggest any
supplementary material for students' grammar knowledge to focus more on
the learning objectives to be achieved in this textbook.

6. Vocabulary

According to the achievement indicators in the syllabus for the

analyzed chapter "It's English Time!", there was no vocabulary activity
found because the focus here is 'having a conversation using appropriate
expressions'. However, even though the learning objectives of this chapter
are Listening and Speaking skills, that does not make it entirely
unnecessary to learn about vocabulary. Vocabulary acquisition is essential
in the use of a second language. Without a broad vocabulary, students will
not use the grammar and language functions they have learned for
extensive communication. Vocabulary can help learners or students in
developing valuable language skills.
 Therefore the writer have the suggestions for the teacher in
building other techniques in supplementing the materials, such as:
o Engage in “Unplanned” Vocabulary
Most of the time, the teacher's attention to vocabulary
learning will be unplanned: those moments when a student asks
about a word or when a word appears that the teacher feel deserves
some attention. These impromptu times are crucial. Sometimes
they are just quick reminders; for example, when the term
"clumsy" appeared in a text students were reading, the teacher
volunteered:
T: Okay, “clumsy.” Does anyone know what that means? [writes
the word on the board]
Ss: [silence]
T: No one? Okay, well, take a look at the sentence it’s in. “His
clumsy efforts to imitate a dancer were almost amusing.” Now,
was Bernard a good dancer? [S1 raises his hand.] Okay, Aksa?
S1: Well, no. He was very bad dancer . . . we see this in next
sentence.
T: Excellent! So, what do you think “clumsy” might mean?
S2: Mmm, . . . not graceful?
T: Good, what else? Anyone?
S3: Not smooth, eh, . . . uncoordinated?
T: Great! Okay, so “clumsy” means awkward, ungraceful,
uncoordinated. [writes synonyms on the board] Is that clear now?
Ss: [most Ss nod in agreement]

The teacher sometimes extends such impromptu moments,

who provides multiple instances and encourages students to use the
word in other sentences. However, make sure that such
spontaneous teaching does not detract from the main focus of
activity by going off on a long and probably irrelevant tangent.
o Definition clues: Synonyms
Other technique that this textbook can use in vocabulary
activity is write down the synonyms, it is included in Definition
clues: Synonyms. The teacher can ask students to write down
unfamiliar words and their synonyms when carrying out a
conversation. This is done so that students can expand their
vocabulary.
 CONCLUSION

The textbook for grade 8 chapter 1, "It's English Time!", which the writer
has analyzed, has been made very well in terms of visuals, selection of images,
colours, fonts, and the suitability of the material and syllabus used. The series of
learning activities are also following the syllabus and learning objectives.
However, there are still some things that teachers should pay attention to when
using this textbook. By paying attention to the syllabus, some learning activities
are still considered less effective in achievement. Several activities are carried out
repeatedly, so the author provides other suggestions for supplementary material to
make the learning activity innovative and exciting, especially on Listening,
Speaking, Reading skills and Vocabulary enhancement.

As English teachers, we must always strive to succeed in our profession. It

is feasible provided we use sufficient materials to support the teaching items. The
rapid expansion of internet publishing platforms has resulted in an explosion of
sources for instructional materials that can be utilized as supplementary material.
The supplementary materials could help a language teacher when encountered
with insufficient techniques, methods and materials while using the textbook.
Each supplementary material should be different from the other. These materials
may apply to students of all levels. The language teachers should tactfully select
and use the appropriate supplementary materials according to the age, level,
interest and topic of the lessons to be presented. While teaching English, a teacher
should always be creative and innovative in selecting and using extra materials
rather than relying solely on textbooks for solutions.
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Cunningsworth, A. (1995). Choosing Your Coursebook (Handbooks for the
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Karki, T. M. (2018). Supplementary Resource Materials in English Language
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Spratt, M., Pulverness, A., & William, M. (2011). TKT Teaching Knowledge Test:
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