Syafaa Muhammada
2017404026
Hafiz Jabar Nurrahman
2017404027
Analysis Cambridge Book
1. Analysis Language form and language use
Does this book teach grammar, vocabulary and
phonology?
in teaching grammar, vocabulary, and
phonology, is learning contextual?
2. Analysis Grammar
What grammar items are included? Do they
correspond to students' language needs?
Are they presented in small enough units for
easy learning?
Is there an emphasis on language form?
Is there an emphasis on language use
(meaning)? How balanced is the treatment of
form and use?
Are newly introduced items related to and
contrasted with items already familiar to the
learners?
Where one grammatical form has more than
one meaning (eg the present continuous), are
all relevant meanings taught (not necessarily
together)?
3. Analysis Evaluating Grammar Content
This chapter teaches grammar about the present perfect and present perfect continuous. The
items taught are quite diverse starting from v3, ving and tenses use.
4. Analysis Vocabulary
Yes this book teaches all complete skills such
as reading, listening, speaking, writing. Even in
terms of grammar, vocabulary, and phonology
are also taught. This book is complete and
interesting to use
No, in teaching these abilities students will
learn related to other material. Because the
skills taught are related to other knowledge
Includes knowledge of V3 and Ving. This is in
accordance with the remaining needs because
in teaching grammar it is adapted to existing
themes and examples of its use in everyday
life are given
Yes grammar teaching is presented easily from
the simplest way
There is because student should know the use
of the right word
There is because students should know the
use of the right word
Yes introduced because in understanding this
material requires knowledge of students in
previous learning
Not all relevant meanings are taught
 Is vocabulary-learning material included in its
own right? If so, how prominent is it? Is it
central to the course or peripheral?
How much vocabulary is taught?
Is there any principled basis for selection of
vocabulary?
Is there any distinction between active and
passive vocabulary, or classroom vocabulary?
Is vocabulary presented in a structured,
purposeful way?
Are learners sensitized to the structure of the
lexicon through vocabulary-learning exercises
based on:
- semantic relationships
-formal relationships
-collocations
-situation-based word groups?
Does the material enable students to expand
their own vocabularies independently by
helping them to develop their own learning
strategies?
Yes the vocabulary taught is in accordance
with the theme, even the core possibility of
learning is to increase the vocabulary
according to the theme
A lot, because teaching skills such as writing
etc, is also related to learning vocabulary
Yes teaching vocabulary is categorized based
on usage or meaning
Yes, there is
Yes, it is presented in a structured and
directed manner. In this book learning
vocabulary is arranged neatly and
systematically
- No
- No
- There are only a few but not all taught
- Yes taught
Yes, because it presents practices that will
develop students' thinking

5. Analysis Phonology

How thoroughly and systematically are each of - No

the following aspects of the phonological - No
system covered: - No
- articulation of individual sounds - No
- words in contact (eg assimilation) - No
- word stress - No
- weak forms
- sentence stress
- Intonation?
Where phonology is taught selectively, is the In this book it is not taught implicitly but it
emphasis on areas of pronunciation that are depends on the teacher
important to meet learners' needs and help
avoid misunderstandings?
Is the pronundation work built on to other Yes like that but in this book it is not taught
types of work, such as listening, dialogue implicitly but it depends on the teacher
practice, etc. or does it standseparately?
How much terminology is used? Is it Not taught
comprehensible to the learners?
Is the phonemic alphabet used? If so, are Not taught
 students given any training in learning it?
Does the material use a diagrammatic system Not taught
to show stress and Intonation? Are there
cassettes for pronunciation practice? If so, do
they provide good models for learners?
Are the cassettes for pronunciation practice? If Yes, there is
so, do they provide good models for learners?

6. Analysis Integration of pronunciation teaching with other work

7. Analysis Discourse

Does the coursebook deal with any aspects of - No

discourse? If so, which aspects are covered: - Yes
- conjunctives - Yes
- other features of cohesion (reference - Yes
pronouns, substitution, etc)
- Paragraphing and organization of written
discourse
- Structure and conventions of spoken
discourse?
Do the examples of spoken and written Yes gives good examples, such as activities or
discourse presented by the material provide positive things in everyday life
good models for the learners?
Is the treatment of discourse sustained and Yes, sustainable teaching will increase student
progressive throughout the course, or does it creativity
consist of limited or Isolated elements?

8. Analysis Style and Appropriacy

Is there any reference to appropriacy? Yes, there is

If so, is it dealt with thoroughly or incidentally? This is handled thoroughly because it will also
train students to behave politely and positively
Is appropriacy taught with reference to: - Yes
- choice of grammar - Yes
- choice of vocabulary - Yes
- discourse structure - No
- pronounciation?
Is there any attempt to match language style Yes, there is. In this chapter, material is
to social situation? presented but with different situations. This
will train students to adapt language styles to
certain social situations
Does the coursebook identify situations or yes, but for broader situations, students are
 areas of language use where learners should
be particularly sensitive to using appropriate
styles, eg when complaining?
9. Analysis Varieties of English
Which geographical variety of English is taught:
- British
- American
- other
- International English?
Whichever variety is taught, is there reference
to other varieties (eg in a British English course,
is there reference to American English where it
differs)?
Analysis Pathway to English Book
1. Analysis Language form and language use
Does this book teach grammar, vocabulary and
phonology?
in teaching grammar, vocabulary, and
phonology, is learning contextual?
2. Analysis Grammar
What grammar items are included? Do they
correspond to students' language needs?
Are they presented in small enough units for
easy learning?
Is there an emphasis on language form?
Is there an emphasis on language use
(meaning)? How balanced is the treatment of
form and use?
free to use their own language style according
to the desired social context
British
No
Yes this book teaches all complete skills such
as reading, listening, speaking, writing. Even in
terms of grammar, vocabulary, and phonology
are also taught. This book is complete and
interesting to use
Yes, in teaching these abilities students will
learn related to other material. Because the
skills taught are related to other knowledge
Prepositional phrase of place,or time and
idiomatic phrases,etc.
Yes it is
Yes, it presented in simple way
Yes there is, to make students know the
familiar form like express happiness, sympathy
,etc.
There is, like mathcing figurative language to
the sentences.
Both are still concerned with the life around
students
 Are newly introduced items related to and
contrasted with items already familiar to the
learners?
Where one grammatical form has more than
one meaning (eg the present continuous), are
all relevant meanings taught (not necessarily
together)?
Yes it still concerned with the life around
students
Relevant meanings are not always taught
together but in certain sessions it’s thought
together as on page 9

3. Analysis Evaluating Grammar Content

The grammar of the content is more emphasized on the types of phrases and is still about the
life around students.
4. Analysis Vocabulary

Is vocabulary-learning material included in its No, vocabulary material is interrelated with

own right? If so, how prominent is it? Is it other materials. The material will be used
central to the course or peripheral? according to the existing theme
How much vocabulary is taught? All the contents of the book are in English
which also adds to students’ vocabulary,
moreover this book is taught as a foreign
language lesson so it only remains for the
teacher to convey it.
Is there any principled basis for selection of Yes, it still around the theme, a gift of family
vocabulary?
Is there any distinction between active and Yes, there is , according to the sessions.
passive vocabulary, or classroom vocabulary?
Is vocabulary presented in a structured, Yes, in some sessions, after give students
purposeful way? vocabulary, there will be excerice to use it
Are learners sensitized to the structure of the No, the book does not present that, but the
lexicon through vocabulary-learning exercises teacher can do it.
based on:
- semantic relationships
-formal relationships
-collocations
-situation-based word groups?
Does the material enable students to expand Yes, the book let students to think critically
their own vocabularies independently by
helping them to develop their own learning
strategies?

5. Analysis Phonology

How thoroughly and systematically are each of
the following aspects of the phonological
system covered:
- articulation of individual sounds
- words in contact (eg assimilation)
- word stress
The book is presented phonological acpect
through listening sessions that can be access
with QR code, but when it come to the book
itself it depends on how teacher teach
 - weak forms
- sentence stress
- Intonation?
Where phonology is taught selectively, is the Yes it still around students life
emphasis on areas of pronunciation that are
important to meet learners' needs and help
avoid misunderstandings?
Is the pronounciation work built on to other Yes, the pronounciation work built on
types of work, such as listening, dialogue listening, dialogue, etc that can access through
practice, etc. or does it standseparately? QR code
How much terminology is used? Is it No, the book not present terminology
comprehensible to the learners?
Is the phonemic alphabet used? If so, are No, it doesn’t exists
students given any training in learning it?
Does the material use a diagrammatic system The material doesn’t use diagrammatic
to show stress and Intonation? Are there system, but the audio can access with QR code
cassettes for pronunciation practice? If so, do to listeng the material and also to learn the
they provide good models for learners? pronounciation
Are the cassettes for pronunciation practice? If Yes there is, you can access with QR code
so, do they provide good models for learners?

6. Analysis Integration of pronunciation teaching with other work

7. Analysis Discourse

Does the coursebook deal with any aspects of Yes, all these aspects are covered
discourse? If so, which aspects are covered:
- conjunctives
- other features of cohesion (reference
pronouns, substitution, etc)
- Paragraphing and organization of written
discourse
- Structure and conventions of spoken
discourse?
Do the examples of spoken and written Yes, it’s simple and easy to understand
discourse presented by the material provide It presented short discourse and still around
good models for the learners? students life
Is the treatment of discourse sustained and It is sustained and connected to the next
progressive throughout the course, or does it sessions
consist of limited or Isolated elements?

8. Analysis Style and Appropriacy

 Is there any reference to appropriacy?
If so, is it dealt with thoroughly or incidentally?
Is appropriacy taught with reference to:
- choice of grammar
- choice of vocabulary
- discourse structure
- pronounciation?
Is there any attempt to match language style
to social situation?
Does the coursebook identify situations or
areas of language use where learners should
be particularly sensitive to using appropriate
styles, eg when complaining?
Yes, it reference is based on the Merdeka
curriculum provided by the government
It dealt with thoroughly according to
establised goals
Yes, the material presented is in accordance
with the reference and learning objectives
Yes, adjusted to the existing theme
Yes, identified those situations as type
expressing happiness etc

9. Analysis Varieties of English

Which geographical variety of English is taught: International English, because it took the
- British reference around the world
- American
- other
- International English?
Whichever variety is taught, is there reference Yes, there are varieties reference ;
to other varieties (eg in a British English course, Singapore,British, America,etc
is there reference to American English where it
differs)?