Content Analysis of an ESP Textbook; English for Vocational High School

This research aimed at describing the result of English textbook analysis. The textbook is used as a medium for teaching English for Third-Grade students of Vocational Highschool in the second. This analysis verifies the appropriateness of the material that is contained in the book and used as a medium of teaching. The development of "Kurikulum Tingkat Satuan Pendidikan (KTSP)” in the national standards of education consists of content standard (Standar Isi), process, standard of grades competence (Standar Kompetensi Lulusan), teachers standard, facilities, management, funds, and the educational evaluation. The two of education national standards, Content Standard (Standar Isi) and Standard of Grades Competence (Standar Kompetensi Lulusan) are used as the main reference in developing the curriculum (KTSP). Those two standards are implemented to achieve the goals of the learning.


INTRODUCTION
English as a Specific Purposes, well known as ESP, is a process of teaching and learning English as a second or foreign language in a particular demand (Paltridge & Starfield, 2014).ESP is concerned about the importance of proficiency.In ESP, the language used must effectively and efficiently receive and convey messages for work or professional purposes (Bhatia et al., 2011).The language needed by students will be strictly determined by the language they use in their field of work.Therefore, the learning material becomes one of the most important aspects of ESP.
Learning material refers to everything that can be used to facilitate learning.(Tomlinson, 2012) elaborate five functions of material: informative, instructional, experiential, eliciting, and exploratory.First, materials give information for the learner about the target language.Second, instructional material means it guides the learner in practicing the language.Third, experiential material means it provides the learner with experience of the language in use.Fourth, eliciting material means it encourages the learner to use the language.Finally, exploratory material helps the learner to make discoveries about the language.
Due to the importance of learning material in language courses, the ESP practitioners need to do the material evaluation.Hutchinson & Waters (Saragih et al., 2020) declared that evaluation is a procedure of judging the fitness of something for a particular purpose.Evaluation concerns the relative merit.There is no absolute good or bad, only degrees of fitness for the required purpose.It means that when the teacher does materials evaluation, the evaluation is based on the required goals that would be reached by students.
The textbook analysis is needed for the language teachers to make sure that the textbook used for delivering the current curriculum standards matches the students' language input needs, students' social-cultural background, linguistic needs, and interests, learning facilities, and learning source.In another word, (Hutchinson & Waters, 1987), stated that in any kind of evaluation, the decision finally made is likely to be better for being based on a systematic check of all the important variables.
In doing the evaluation materials, the teacher probably gets a negative and positive impact.The negative side of evaluation materials is the teacher probably spent a lot of expense, was kind, and get frustrated.On the other hand, the positive side of evaluation to the materials is can also justify the request of the sponsor or other members of an esp team for money to buy materials or kind to write them.

METHODOLOGY
Hutchinson and Walters stated that "evaluation is a matching process: matching needs to available solutions".To match needs and solutions, the matching should be done as objectively as possible.It means the teachers have to look at the needs of students and the solution separately.The process of evaluation can be divided into four major steps.
1. Defining criteria 2. Subjective analysis 3. Objective analysis 4. Matching The selection of ESP materials should depend on the needs of the learners concerning their future or presents job.Ellis and Johnson in (Kardaleska & Nedelkoska, 2018) emphasize the choice of materials has a major impact on what happens in the course.This impact is determined by what kind of language the learners will be exposed to, and as a consequence, the substances of what they will learn in terms of vocabulary, structures, and function because it has implication or the method and techniques by which the learner will learn the subject or content of the materials is an essential component from the point of view of relevance and motivation.another important criterion that should be taken into account when selecting materials is the level of language competence.Students come to the course since they feel like improving their language which they can use in a certain situation.After students' needs are analyzed, teachers have to prepare and choose the appropriate materials for them.

RESULT AND DISCUSSION
In this research, the writers use criterias to evaluate the textbook "Bahasa Inggris untuk Sekolah Menengah Kejuruan (SMK).According to (Darrin, 2014) The criteria of evaluating the textbook can take a big role in defining and evaluating the textbook for the betterment of language teaching.The criteria to build the instrument should be relevant and based on trusted sources.There are five criteria according to (Hutchinson & Waters, 1987) It shows that the textbook has 83% of relevancy between students' needs and the material that can be implemented for language teaching for Accountancy class.

CONCLUSION
Some points can be summarized from the materials evaluation.We found that the materials evaluation is the way of exploiting a course design.In this research, we have found that the textbook "Bahasa Inggis Untuk Sekolah Menengah (SMK)" has 83% of relevancy that means this textbook can be implemented for the students of accountancy in the third grade.But the teacher has to find some additional materials to support the learning.Like the table above, the teacher has to create or find a list of vocabulary that is related to the field.The teacher has to guide and give comprehension to the students before telling them to create or evaluate.For instance, the teacher has to guide how to create formal writing or to speak formally.And then, the teacher can tell students to practice.