AN EVALUATION OF ENGLISH TEXTBOOK “WHEN ENGLISH RINGS A BELL” FOR THE EIGHTH GRADE STUDENTS OF JUNIOR
HIGH SCHOOL
Submitted as a Partial Requirements
for the Degree of Undergraduate in English Language Education
By:
Alfia Muthi‟ah SRN.163221173
ENGLISH LANGUAGE EDUCATION CULTURES AND LANGUAGES FACULTY
RADEN MAS SAID STATE ISLAMIC UNIVERSITY OF SURAKARTA
2022
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iv DEDICATION This thesis dedicated to:
1. My precious parents, Mr Dwi Pujiyanto and Mrs Rina Julfiah who always supported and pressured me to finished this thesis,
2. My beloved sisters, Ruli and mahira who gives me support, 3. All my beloved Families,
4. All my beloved friends, and
5. My beloved Almamater, the Raden Mas Said Islamic University of Surakarta.
v MOTTO
“Allah would create ease after hardship” (Qur‟an, 65:7)
“Life isn‟t fair. Get used to it.” (Patrick Star)
“Our future is up to us.” (Enola Holmes)
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vii
ACKNOWLEDGEMENT
Alhamdulillah, all praises be to Allah SWT, for all blessings and mercies from Allah SWT, the researcher was able to finish the thesis entitled “AN EVALUATION OF ENGLISH TEXTBOOK “WHEN ENGLISH RINGS A BELL” FOR THE EIGHTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL”. The salam is always given to the Prophet Muhammad SAW, the great leader and good inspiration of revolution.
The researcher is sure that this thesis would not be complete without the helps, supports, and suggestions from several sides. Thus, the researcher would like to express her deepest thanks to all of those who had helped, supported, and suggested her during the process of writing thesis. This goes to:
1. Prof. Dr. Mudhofir, M.Ag, as the Rector of the Raden Mas Said Islamic University of Surakarta.
2. Prof. Dr. Toto Suharto, S. Ag., M. Ag, as the Dean of Cultures and Languages Faculty of the Raden Mas Said Islamic University of Surakarta.
3. Wildan Mahir Muttaqin, M.A.TESL, as the Coordinator of English Language Education of Cultures and Languages Faculty of the Raden Mas Said Islamic University of Surakarta.
4. Dr. Hj. Woro Retnaningsih, M.Pd as the advisor for her advices, corrections, guidance and help to revise the mistake during the entire process of making this thesis.
5. Mrs. Nurmawati, S.S., Gr. as the validator.
6. All the honorable lecturers and academic staffs in Cultures and Languages Faculty for always giving kindness and cooperative work for the researcher.
7. My beloved parents Mr Dwi Pujiyanto and Mrs Rina Julfiah and my beloved sisters, Ruli and Rara and all families for the unlimited love, support, help, pray, and everything that they give to the researcher.
8. Thanks to my dearest friends, Irma, Annisa, Ayu, Hani, Maim, Devi, Alin, who always support the researcher.
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9. Thanks to Wangsit Panunggal Jati who always accompany the ups and downs while working on this thesis.
10. The researcher‟s friends of E English Education and especially for Uye Group and Pak Hadi Group. Thanks for supporting and guiding the researcher.
11. All people who give supports and motivation during study and final research that the researcher could not mention one by one. The researcher realizes that this thesis is still far from being perfect. The researcher hope that this thesis is useful for the researcher in particular and the readers in general.
Surakarta, 16 December 2022 Stated by,
Alfia Muthi‟ah SRN. 16.32.2.1.173
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TABLE OF CONTENT
TITLE ... i
ADVISOR‟S SHEET ... ii
RATIFICATION ... Error! Bookmark not defined. DEDICATION ... iii
MOTTO ... v
PRONOUNCEMENT ... v
ACKNOWLEDMENT ... vii
TABLE OF CONTENT ... ix
ABSTRACT ... xi
LIST OF TABLE ... xiii
LIST OF FIGURE ... xiv
LIST OF APPENDIX ... xv
CHAPTER I - INTRODUCTION ... 1
A. Background of the Study ... 1
B. Identification of the Problem ... 5
C. Limitation of the Study ... 6
D. Problem of the Study ... 7
E. The objective of the Study ... 7
F. The Benefit of the Study ... 7
CHAPTER II - LITERATURE REVIEW ... 9
A. Theoretical Review ... 9
1. Concept of Curriculum ... 9
2. Concept of Textbook... 13
3. Concept of Textbook Evaluation ... 20
x
4. Concept Textbook Evaluation Criteria by Mukundan,et.al.. ... 22
B. Previous Study ... 32
CHAPTER III - RESEARCH METHODOLOGY ... 39
A. Research Design ... 39
B. Research Setting ... 39
C. Data and Source of Data ... 39
D. Research Instrument ... 40
E. Technique of Collecting Data ... 45
F. Trustworthiness of the Data ... 46
G. Technique of Analyzing Data ... 47
CHAPTER IV - RESEARCH FINDINGS AND DISCUSSION ... 49
A. Research Finding ... 49
B. Discussion ... 91
CHAPTER V - CONCLUSION AND SUGGESTION ... 92
A. Conclusion ... 92
B. Suggestion ... 92
BIBLIOGRAPHY ... 94
APPENDICES ... 97
ii Islamic University of Surakarta.
Advisor : Dr. Hj. Woro Retnaningsih, M.Pd.
Keywords: Textbook Evaluation, English Textbook
Mukundan & Kalajahi (2013) state the selection of textbooks or language materials can determine the quality of teaching and learning. In order to selecting a good textbook this study aim to evaluate English Textbook „When English Rings A Bell‟ for second grade of junior high school uses English Language Teaching Textbook evaluation checklist by Mukundan, Hajimohammadi, and Nimehchisalem (2011).
This research applied qualitative and quantitative research method which referred to content analysis. The data of this research is the English textbook
“When English Rings a Bell” for second Grade Junior High School written by Siti Wachidah, Asep Gunawan, Diyantari, and Yuli Rulina Khatimah and published by Ministry of Education and Culture of Indonesia in 2017. In analyzing the data used evaluation checklist by Mukundan, Hajimohammadi, and Nimehchisalem (2011).
The result of the study revealed that the eighth grade students‟ English textbook published by the Indonesian Ministry of Education and Culture has already covered all the criteria expected in the adapted version of Mukundan, Nimehchisalem, and Hajimohammad‟s evaluation checklist (2011). The English textbook achieving the sum point of 3.0. It indicates that the textbook is High Usefulness. with coverage 4 score for the book in relation to syllabus and curriculum, 3 score for methodology, 3 score for suitability to learners, 3.5 score for physical and utilitarian attributes, 1 score for efficient outlay of supplementary materials, 3.5 score for general, 2.3 score for listening, 4 score for speaking, 3 score for reading, 3 score for writing, 3 score for vocabulary, 2.8 score for grammar, 2.5 score for pronunciation, and 3.7 for exercises.
ii
Pembimbing : Dr. Hj. Woro Retnaningsih, M.Pd.
Kata Kunci : Evaluasi Buku Teks, Buku Teks Bahasa Inggris
Mukundan & Kalajahi (2013) menyatakan pemilihan buku teks atau materi bahasa dapat menentukan kualitas belajar mengajar. Untuk memilih buku ajar yang baik, penelitian ini bertujuan untuk mengevaluasi Buku Teks Bahasa Inggris
„When English Rings A Bell‟ untuk kelas dua SMP menggunakan checklist evaluasi Buku Teks Pengajaran Bahasa Inggris oleh Mukundan, Hajimohammadi, dan Nimehchisalem (2011).
Penelitian ini menggunakan metode penelitian kualitatif dan kuantitatif yang mengacu pada analisis isi. Data penelitian ini adalah buku teks bahasa Inggris “When English Rings a Bell” untuk kelas dua SMP yang ditulis oleh Siti Wachidah, Asep Gunawan, Diyantari, dan Yuli Rulina Khatimah dan diterbitkan oleh Kementerian Pendidikan dan Kebudayaan Indonesia pada tahun 2017. Pada menganalisis data menggunakan evaluasi checklist oleh Mukundan, Hajimohammadi, dan Nimehchisalem (2011).
Hasil penelitian mengungkapkan bahwa buku pelajaran bahasa Inggris siswa kelas delapan yang diterbitkan oleh Kementerian Pendidikan dan Kebudayaan Indonesia telah mencakup semua kriteria yang diharapkan dalam daftar tilik evaluasi adaptasi oleh Mukundan, Nimehchisalem, dan Hajimohammad (2011). Buku teks bahasa Inggris mendapat skor akhir 3.0. Hal ini menunjukkan bahwa buku ajar tersebut High Usefulness. dengan cakupan 4 skor untuk buku dalam kaitannya dengan silabus dan kurikulum, 3 skor untuk metodologi, 3 skor untuk kesesuaian dengan peserta didik, 3.5 skor untuk atribut fisik dan kegunaan, 1 skor untuk pengeluaran bahan pelengkap yang efisien, 3.5 skor untuk umum, 2.3 skor untuk mendengarkan, 4 skor untuk berbicara, 3 skor untuk membaca, 3 skor untuk menulis, 3 skor untuk kosakata, 2.8 skor untuk tata bahasa, 2.5 skor untuk pengucapan, dan 3.7 untuk latihan.
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LIST OF TABLE
Table 2.1 The Similarities and the Differences Previous Study with Research .... 36
Table 2.2 Interpretetion Guide ... 48
Table 4.3 The Evaluation Checklist of book relation to syllabus and curriculum 50 Table 4.4 The Evaluation Checklist of Methodology ... 57
Table 4.5 The Evaluation Checklist of Suitability to Learners ... 59
Table 4.6 The Evaluation Checklist of Physical and Utilitarian Attributes ... 61
Table 4.7 The Evaluation Checklist Efficient Outlay of Supplementary Material 63 Table 4.8 The General Attributes Evaluation Checklist proposed by Mukundan,et.al ... 64
Table 4.9 The Evaluation Checklist of General Content ... 65
Table 4.10 The Evaluation Checklist of Listening... 69
Table 4.11 The Evaluation Checklist of Speaking ... 71
Table 4.12 The Evaluation Checklist of Reading ... 74
Table 4.13 The Evaluation Checklist of Writing ... 76
Table 4.14 The Evaluation Checklist of Vocabulary ... 79
Table 4.15 The Evaluation Checklist of Grammar ... 81
Table 4.16 The Evaluation Checklist of Pronunciation ... 84
Table 4.17 The Evaluation Checklist of Exercise ... 86
Table 4.18 The Learning-Teaching Content Evaluation Checklist proposed by Mukundan,et.al ... 89
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LIST OF FIGURES
Figure 2.1 The Classification of Textbook Evaluation Criteria ... 32
Figure 4.2 Example of Interpersonal Text ... 55
Figure 4.3 Example of Transactional Text ... 56
Figure 4.4 Example of Functional Text ... 56
Figure 4.5 Example of Picture in Textbook ... 62
Figure 4.6 Example of Visual in Textbook ... 62
Figure 4.7 Example Instructions of Listening Activity ... 70
Figure 4.8 Example Instructions of Listening Activity ... 70
Figure 4.9 Example of Speaking Activity ... 72
Figure 4.10 Example of Speaking Activity ... 73
Figure 4.11 Example Instructions of Reading Activity ... 75
Figure 4.12 Example of Reading Text ... 75
Figure 4.13 Example of Writing Activity ... 77
Figure 4.14 Example of Writing Activity ... 78
Figure 4.15 Example of Vocabulary ... 80
Figure 4.16 Example of Vocabulary ... 80
Figure 4.17 Example of Grammar Irregular Verb ... 82
Figure 4.18 Example of Grammar Irregular Verb ... 83
Figure 4.19 Example of Pronunciation ... 85
Figure 4.20 Example Instructions of Exercise in Textbook ... 87
Figure 4.20 Example Instructions of Exercise in Textbook………...88
Figure 4.21 Example of Some Exercise in Textbook ... 88
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LIST OF APPENDICES
Appendix 1 Evaluator‟s Identity ... 98 Appendix 2 ELT Textbook Evaluation checklist by Mukundan, Hajimohammadi, and Nimehchisalem ... 99 Appendix 3 Competence Standart and Basic Competence ... 104 Appendix 4 Book Cover When English Rings a Bell ... 118
1 CHAPTER I INTRODUCTION
This chapter gives a brief description of the whole contents of the study.
This chapter consists of background of the study, identification of the problem, limitation of the problem, formulation of the problem, objectives of the study, and benefits of the study.
A. Background of the Study
English as a foreign language must be known and understood by students from kindergarten to university. They need textbooks to support their learning. English textbooks support teachers by providing materials because teachers are required to provide various materials creatively. They also help students understand lesson more clearly, not only the teacher's instructions but also the wishes of the students themselves.
Textbooks are teaching materials commonly used in the teaching and learning process. Textbooks are often the only materials used by teachers in the classroom. This fact occurs for several reasons. Crawford in Richards and Renandya (2002) states that First, textbooks are relatively easy to find and commercially available. Second, provide a guide or roadmap for students offering the behaviours they are expected to do Third, textbooks help teachers prepare lessons. Fourth, textbooks can also be a flexible syllabus for teaching and learning processes where teachers can easily modify them according to student needs. In addition to teachers, students also use textbooks as the main
source of information in studying the material. They can study on their own using textbooks as they provide an explanation of the material and exercises to help them learn the material better. By using textbooks, students can study the material that would be taught in class to prepare for it before the lesson begins or before the teacher explains the material. In short, textbooks play an important role for teachers and students in the teaching and learning process.
In Indonesia, textbooks also play an important role in the national education system because they reflect changes in the Indonesian curriculum system. The Ministry of Education and Culture of the Republic of Indonesia then publishes a list of textbooks that are considered suitable for use in the teaching and learning process that is widely used in Indonesia today. For junior high school English, the government provides an English textbook entitled "When English Rings the Bell". Schools buy these textbooks from the government, and they lend them to students. Thus, students do not need to buy them. In addition, teachers and students can download it for free at the web.
Since the Ministry of Education and Culture published it, it can be assumed that this textbook is part of the curriculum and should be prepared by experts who know the state of education in Indonesia. However, some teachers who use this textbook stated that they needed to find other materials to support it due to a lack of practice, and some materials were not appropriate to their teaching and learning context. For this reason, teachers and school are required to evaluate textbooks to determine what actions they need to take. In principle, they must decide whether to adopt, reject, or complement it.
Mukundan & Kalajahi (2013) state that the selection of textbooks or language materials can determine the quality of teaching and learning. If a textbook is considered a good book, it would be of great help to both teachers and students. It can help teachers achieve their teaching goals and help students improve their linguistic and communicative skills by providing some materials and exercises to help them. However, on the other hand, Khoo &
Knight (2015) state if the textbook is of low quality, students may get the wrong material in the book. Furthermore, in the context of language learning,
"wrong material can result in language learners failing". In addition, it can be said that the selection of inappropriate textbooks can cause students' failure in learning languages. Therefore, teachers need to know whether the book is suitable for students or not before using it. Mukundan, Hajimohammadi, &
Nimehchisalem (2011), there are two reasons why textbook evaluation needs to be done. First, it can help teachers choose appropriate textbooks; and second, the teacher would know the advantages and disadvantages of each.
Thus, the teacher would be able to make reasonable adaptations to the material in the textbook when necessary. But nowadays, it is quite difficult to get English textbooks that have good content, follow the curriculum, and are also suitable for teachers.
Several English textbooks have been evaluated by the National Education Standards Agency (BSNP), one of which is to analyze the textbooks and evaluate the quality of the textbooks used. Other researchers also evaluated using a list of evaluations from several experts. Several
researchers have previously studied the evaluation textbook especially English textbook for junior high school. For first example, the thesis by Ali Alfaridzi (2020) entitled "When English Rings a Bell" for eighth graders in junior high school: An Analysis". The results of this study showed that the textbook entitled "When English Rings a Bell" for eighth grade is suitable to be used in the teaching learning process. The textbook achieved the fulfillment scores of content appropriateness (81.25%), language appropriateness (100%), presentation appropriateness (88.89%), and graphics appropriateness (97.64%). The second previous research is entitiled “Evaluation of The EFL Textbook for Junior High School Students from Teachers‟ Perspectives” by Lina Upitasari. The result of the study showed that The result of this study showed that the English textbook “When English Rings A Bell” published by the Ministry of Education and Culture is appropriate for seventh-grade junior high school students. It believed moderate usefulness with the total average score is 2.55 points. It means that this textbook provides adequate materials for students.
The first previous research has similarity with what is being researched in this study, which is the object or book that would be studied. However, what distinguishes this research is the evaluation checklist the first previous used terms by BNSP. Meanwhile, this research would use EFL evaluation checklist terms by Mukundan, Hajimohammadi, and Nimehchisalem (2011).
The similarity with the second previous research is both of the researchs use EFL evaluation checklist by Mukundan, Hajimohammadi, and Nimehchisalem
(2011) but the object or the book were different. and The reason this research would used that evaluation checklist because Khoo & Knight (2015) state that the evaluation checklist by Mukundan, Hajimohammadi, and Nimehchisalem (2011) is believed to be a good checklist because it is "comprehensive in its evaluative criteria and has been proven to have high validity (approved by 207 ESL experts), economical (shorter time required to complete the checklist) and reliable in its design, with all items of equal importance". This evaluation has also been refined several times by several teachers and experts.
By looking at the phenomenon, the researcher is interested in evaluating an English textbook for Eighth grade students, entitled „When English Rings a Bell‟ published by the Ministry of Education and Culture of the Republic of Indonesia in 2017 (Revised Edition) by using an evaluation checklist Mukundan, Hajimohammadi, and Nimehchisalem (2011). The reason for choosing the textbook is that the book "When English Rings a Bell"
is now a learning reference for the junior high school level. The researcher conduct the research entitled "An Evaluation of English Textbook „When English Rings a Bell‟ for the Eighth Grade Students of Junior High School” used evaluation checklist by Mukundan, Hajimohammadi, and Nimehchisalem (2011) as the main instrument in evaluating textbook.
B. Identification of the Problem
Based on the background of the research above, the identification of problem can be founded as follow:
1. Textbooks are considered as valuable resource to facilitate students understanding in learning process.
2. There are many available English textbooks but not all of them are standardize 2013 curriculum
3. The English textbook that published by Ministry of Education and Culture of Indonesia has possibility of inappropriateness criteria of good English textbook by Mukundan, Hajimohammadi, and Nimehchisalem (2011).
4. Evaluating textbook is a crucial matter since there are various qualities commercial textbook of the market which is their poor undeniable.
C. Limitation of the Study
In this research, the researcher focused on analyze of English Textbook entitled „When English Rings A Bell‟ for the Eight Grade published by the Ministry of Education and Culture 2017 (Revised Edition). While the sub focus of this research is Evaluate textbook the based on English Language Teaching Textbook evaluation checklist by Mukundan, Hajimohammadi, and Nimehchisalem (2011) that consist of General Attributes and Learning Teaching content. General Attributes consist of the book in relation to syllabus and curriculum, Methodology, Suitability to learners, Physical and utilitarian attributes, Efficient outlay of supplementary material. Learning Teaching content consist of General Content, Listening, Speaking, Reading, Writing, Vocabulary, Grammar, Pronunciation, Exercise.
D. Problem of the Study
The researcher formulated the problem as follows: Does the textbook match all the criteria expected in the adapted version of Mukundan, Hajimohammadi, and Nimehchisalem (2011) evaluation checklist?
E. The objective of the Study
This research is carried out to answer the problem above, the objectives of this study is to described English Textbook „When English Rings A Bell‟ for second grade of junior high school used English Language Teaching Textbook evaluation checklist by Mukundan, Hajimohammadi, and Nimehchisalem (2011).
F. The Benefit of the Study
The result of this research is expected to be able to give the following benefits:
1. For English teacher
The result of the research can support for English teacher in selecting and evaluating the appropriate English textbook before the teacher make a decision to use it in classroom.
2. For English textbook writers
The result of the research may help the writers of English textbook to be more careful in making English textbooks and more aware of the aspects of general attributes and learning-teaching content
3. For other researcher
The research can give general knowledge of how to evaluate textbooks or other forms of English instructional materials. The research can also be used as the foundation for the next research
9 CHAPTER II
LITERATURE REVIEWS
In this chapter, the researcher presents the review of literature which is used in the research.
A. Theoretical Descriptions
1. Concept of Curriculum a. Definition of Curriculum
Curriculum has three dimensions of definition, namely the curriculum as a subject, curriculum as a learning experience and curriculum as the planning of the learning program. Richards and Renandya (2002) defines curriculum as a specification of the content and the ordering of what is to be taught. It refers to all aspects of the planning, implementation and evaluation of an educational program, particularly the why, how and how well together with the what of the teaching-learning process. Curriculum as the planning of the learning program come from Hilda Taba (1962) that said curriculum is a plan for learning: therefore, what is known about the learning process and the development of the individual has bearing on the shaping of a curriculum. then, Fredriksson and Olsson, R. (2006) that said curriculum as the planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences under auspices of the
school, for the learner‟s continuous and wouldful growth in personal social competence.
From the definition above, the researcher concludes that curriculum is a plan that is developed to make teaching-learning activities progress well. It is kind of guidance in the teaching-learning process. These include approach which is the foundation of basic theory of language learning, design which provides syllabus, objectives, learning.
b. 2013 Curriculum
The purpose of this curriculum is for preparing Indonesian citizen to have the ability to live as individual person and citizen who are religious, productive, creative, innovative, and affective and able to give their contribution to the society, nation, country, and world civilization. According to regulations of the ministry of education and culture No. 68 in the year 2013, 2013 curriculum is designed with the following characteristics:
1. Developing the balances between spiritual and social developed attitude, curiosity, creativity, cooperation with intellectual skill and psychomotor.
2. School is part of society which gives planned learning experience where students apply what they learn in school into society and make it useful as learning sources.
3. Developing attitude, knowledge, and skill also applying it in any situations in school and society.
4. Giving free time to develop attitudes, knowledge, and skills.
5. Competence is expressed in the form of core competence which is detailed more in subject basic competence.
6. Class core competences become organizing elements basic competence, where all basic competences and learning process are developed to achieve core competences.
7. Basic competences are developed based on the accumulative principle, mutually reinforce and enrich inter subjects and education level.
The curriculum 2013 used scientific approach. As conveyed in Permendikbud No. 81A in 2013, scientific approach is a learning process that is designed to make students construct concept and principle actively through five steps: 1) observing, 2) questioning, 3) collecting information and concluding, 4) associating, and 5) communicating. By the change of the curriculum, the design of curriculum is also changed from teacher‟s centered to student- centered.
Ministry of Education and Culture of Indonesia in Modul Bahasa Inggris said that the content of 2013 curriculum is clarified in the form of Core Competencies (Kompetensi Inti/KI) of class and further explained by the Basic Competencies (Kompetensi Dasar/KD)
of subjects. Core competencies are sets of spiritual (affective), social (social affective), knowledge (cognitive), and skills (psychomotor) competencies which the students need to learn. While basic competencies are describing the competencies in detail which students should achieve in core competencies.
As the latest, curriculum 2013 was more emphasize in character of education, especially to improve students‟ competencies and character building (Ministry of Education and Culture of Indonesia, 2013). The change of curriculum has done due to the need of new were development. However, some aspects in previous curriculum are still adapted in the 2013 curriculum, such as the used of the Basic Competencies (KD) and the KTSP curriculum frameworks as the basis. The 2013 curriculum then introduced new curriculum variable namely Core Competencies (KI).
The main aspect that has been optimized in 2013 curriculum compared to KTSP is that in 2013 Curriculum, the contents are not only based on student accomplishment on the indicator and standards, but also the students' comprehension in applying the value of honesty, Self discipline, responsibility, cooperation, tolerance, politeness, and 9 9 proactivity. The idea of 2013 curriculum is to provide all indicators in KD and KI with spiritual and social attitudes that applied in all subjects.
Therefore, based on the explanation above the 2013 curriculum was developed with philosophical foundation which provides basis for the development of students' potential to be a qualified Indonesian human as stated on the objectives of national education.
2. Concepts of Textbook a. Definition of Textbook
In education, there are three important things that affect the process of teaching and learning especially in the classroom. Those are teachers, students, and instructional material. Susedtyo (2010) in Pujiastuti (2013:12) argues that instructional materials can defines as a set of material or textbook, whether in written or spoken form that is composed systematically in order to make types of environment that students friendly for learning.
Oxford Advanced Learner‟s Dictionary (2000) defined that Textbooks are one of several teacher guidelines in teaching. Textbook as a book which teaches a particular subject which is used in schools and colleges.
On the other hand, according to regulations of the ministry of education and culture No. 11 Tahun 2005 the textbook of the lesson is a compulsory guide book for used in schools comprising instructional materials in order to develop faith and spirituality, character and personality, capacity to learn science and technology, responsiveness
and aesthetic abilities, physical and health potential compiled in compliance with the national norm of education.
Thomson (2000:175) described textbook is a stimulus or instrument for teaching and learning. In another definition, textbooks are inseparable parts of education nowadays. Textbook is a form of published printed material most commonly used as media in teaching and learning.
Nunan (2003:95) states that course book is not written for specific group of people, but written for a generalized target group for used in English or non-English speaking countries. By its functions, being important source for students, textbooks help develop students' ability through reading.
In other hand, Immanuel (2012) states that textbooks are key component in most language program. In some situations, they serve as the basis for many language inputs that learner receive and language practices that occur in the classroom. They may provide the basis for the content of the lesson, the balance of skills being taught and the kinds of language practice the students take part in.
From the definition above, the researcher conclude that the textbook is one of the most important media in learning and teaching process as it serves as a source and guideline to both students and teacher. English textbook is a lesson book in specific subject that used in school. It still greatly used in most schools in Indonesia
b. The function of Textbook
A textbook has many functions. According to Thomson (2003), the textbook has functions as follows:
1. Individualization of Instruction
A textbook helps student to individualize instruction by enabling them to proceed at their own rate and to limit extent, according to what they are interested in studying.
2. Organizational Instruction
A textbook helps student to organize instruction by providing experience, suggested activities, recommended reading and question. Written textbook give unity to classroom interaction and are graded to introduce new concepts they build upon what has preceded.
3. Tutorial Contribution
A teacher often used the textbook to help students learn how to read better, to study, to weigh evidence, and to solve problems.
4. Improvement of Teaching
Textbook is also regarded as a helpful utility which is used by teachers to improve their skills in teaching.
Hutchinson and Torres (1994) as cited by Richards and Renandya (2002: 83) see the role of the textbook as a possible agent of change. This can be achieved when a number of conditions are met.
First, the textbook needs to become a vehicle for teacher and learner training. In other words, beside an explicit and detailed teacher‟s guide, the student book should also include appropriate learning-how- to-learn suggestions. Second, the textbook must provide support and help with classroom management, thus freeing the teacher to cope with new content and procedures. Third, the textbook would become an agent of change if it provides teacher with a clear picture of what the change would look like and clear practical guidance on how to implement it in the classroom. Fourth, if adopted by a school, a textbook can result in collegial support and shared responsibility for and commitment to the change
c. Criteria of Good Textbook
Byrd in Celca-murcia (2001: 416) argues that textbooks should fit at least three components. The first aspect, the fit between curriculum and texts, means that textbook have to consider the aspect of the curriculum in the boarder and smaller educational context. The second aspect, the fit between teacher and texts, means that textbooks should contain four aspects i.e. meaningful content, usable examples, doable and varied tasks, and presentation of textbook. The last aspect, the fit between students and texts is related to four aspects namely interesting contents, appropriate examples, varied tasks, and presentation.
Greene and Petty (1971) in Tarigan (1993) points out the good textbook with 10 criteria. Good textbook has certain qualities, they are:
1. The textbook must be interesting and attractive toward the learners. So, they would be interested in using textbooks.
2. The textbook must be able to motivate the learners.
3. The contents of textbook must be illustrative.
4. The textbook should consider the linguistic aspect. So, it would be suitable with the learner‟s ability the contents of textbook must be related to the other branch of science.
5. The textbook must stimulate the personal activity of the learners.
6. The contents of textbook must be clear in written to avoid the children to be confused in using textbook.
7. The textbook must have the clear point of view because it would be the learner‟s point of view.
8. The textbook must be able to give the balance and emphasis on the value of the learners.
9. The textbook must be able to respect to the differences of the individual.
Mukundan et.al (2011) proposed to examine the material evaluation. They derived into two stages. Namely general attribute and learning teaching content. The criteria of general attribute is based on the curriculum or syllabus, the methodology used during the
teaching learning process, the suitability to the learners, the physical appearance, and teacher guide or supplementary materials.
In other hand, the learning teaching context is a treatment and presentation of the skills, the task, sequencing and grading of the material, and relationship between text and exercise. In addition, Richard (2001) stated that evaluation can be done by considering something in purpose. A book may be ideal in one situation because its matches the situation perfectly.
BSNP proposed several criteria for good textbooks. First, eligibility of the contents. It includes the compatibility of the material with a standard competency (SK) and basic competencies (KD) covers the material completeness and material depth, material accuracy (social function, generic structure, linguistic feature), supporting learning material (up-to1date, scientific substance and skills, diversity value), encourage curiosity, and enrichment. Second, the appropriateness of language. It means the language used in the textbooks should be straightforward, communicative, dialogic and interactive, conformity with the development of the students, compliance with the rules of language and the used of terms, symbols, and icons. Third, feasibility presentation. It covers presentation techniques, presentation of learning and coherence. Fourth, the graph, comprises several components i.e. size book format, skin design,
contents design, quality of paper, quality of the prints, and quality of the chapters.
In short, a good quality of the textbooks must fit to the curriculum, the students, the teachers and the institutional aspects.
These criteria are important in choosing appropriate textbooks to make students be able to achieve the materials. By considering those criteria, it would maximize the contribution of textbooks as resources in an instructional system.
d. English Textbook
The English textbook published by the Ministry of Education and Culture consists of two kinds of book, Students Book and Teacher Book. Both of them are compiled using scientific approach by one team. It is published by Book keeping and Curriculum Center of Ministry Education and Culture of Indonesia. In the Teacher Book, there are procedures of using the Student Book completely from how to use up to how to assess the students` ability. The student Book is provided based on themes and it is begun by showing the aims of studying each chapter based on the basic competences. Each material is compiled based on scientific approach that consists some steps, observing and questioning, collecting information, associating, and communicating.
One of the English textbook is entitled “When English Rings A Bell” for Eighth Grade Student of Junior High School. published by
Ministry of Education and Culture of Indonesia. Textbook is written by Siti Wachidah, Asep Gunawan, Diyantari, and Yuli Rulina Khatimah covers 13 chapters and 234 pages. The profile of the textbook is that published in 2017, has 228 pages, using 11 pt Helvetica letter, and including 13 chapters, chapter 1: It's English time!, chapter 2: We can do it, and we would do it, chapter 3: We know what to do, chapter 4: Come to my birthday please, chapter 5:
I'm so happy for you!, chapter 6: Our busy roads, chapter 7: My Uncle is zookeeper!, and chapter 8: What are you doing?, chapter 9: Bigger is not always better, Chapter 10: When i was a child, chapter 11: Yes, We made it!, chapter 12: Dont forget it, please!, Chapter 13: We got a lot of histories.
3. Concept of Textbook Evaluation a. Definition of Textbook Evaluation
Rea-Dickens & Germaine (1992) defines that Evaluation is a dynamic process which investigates the suitability and appropriateness of an existing practice. It is a useful device for both teachers and material writers as an underlying element in the development of innovations and modifications within the teaching /learning context.
However, despite its important role in improving various aspects of teaching programs, evaluation is not still a well articulate and supported part of a project. In general, textbook evaluation refers to the process of making judgments of its appropriateness based on
certain criteria. Tomlison and Masuhara (2004) outline three types of textbook evaluation which cover pre-used evaluation, whilst-used evaluation, and post-used evaluation. Pre-used evaluation examines the future potential or performance of a textbook. It is normally impressionistic, subjective, and unreliable, but can be reduced by using criterion-referenced items. Whilst- used evaluation examines the textbook that is being used. It is objective and reliable, since it makes used of measurement rather than prediction. Post-use evaluation measures the actual effects of thematerials on the users. It provides data with which reliable decisions regarding the use, adaptation or replacement of the materials can be made.
This research basically took whilst-used evaluation, because it examined an English textbook that are being used in Indonesia. The evaluation is limited to several observable aspects such as content, language, and presentation. The result of the research can be expected to be objective and reliable, because it used clear measurement. The measurement for this research is a set of criteria for textbook evaluation based on Mukundan, Hajimohammadi, and Nimehchisalem (2011). This study only focused on the internal aspects of textbook only in term of content, language and presentation without examining the effects of textbook evaluation towards students and teachers.
4. Concept of Textbook Evaluation Criteria by Mukundan, Hajimohammadi, & Nimehchisalem (2011)
Since evaluation checklist is used as the main instrument, evaluators should use a well-defined evaluation checklist. However, many evaluation checklists proposed by some experts have problems in validity, reliability, and practicality; such as irrelevant with the context, unclarity of the items, and a large number of the criteria. To avoid those problems, Mukundan, Hajimohammadi, and Nimehchisalem (2011) who are experts in ELT material evaluation, proposed a new checklist named “English Language Teaching (ELT) Textbook Evaluation Checklist” that was developed after reviewing the literature of evaluation checklists within four decades. It is believed as a well-defined evaluation checklist since it is usedr friendly, cost effective, systematic, easy to understand, and ensure the elements that are considered to be important in textbook evaluation are covered. There have been a number of researches which used this checklist in evaluating textbooks, such as research conducted by Mukundan and Kalajahi (2013); Khoo and Knight (2015); Nazeer, Shah, & Sarwat (2015);
Jodai (2012); and Dulger (2016). After being evaluated and having done some refinement stages by some ELT experts and teachers, it becomes a new checklist by Mukundan, Hajimohammadi, and Nimehchisalem (2011) that can ensure its validity, reliability, and practicality.
Mukundan,Hajimohammadi & Nimehchisalem (2011) states that ELT Textbook Evaluation Checklist serves a complete package of
evaluation checklist. There is an instruction to use the checklist in order to make evaluator gets better understanding of the way evaluating textbook using this checklist. The checklist itself consists of two main categories including general attributes and learning teaching content:
a. General attributes
The general attributes category is divided into five sub- categories including:
1) The book in relation to syllabus and curriculum
This means that a textbook must relate to competency standards and basic competence. There must have three kinds of texts, that are interpersonal texts, transactional texts, and functional texts. Interpersonal texts are related to learners‟ daily life that means giving the learners the opportunity to interact with their closest environment, such as greeting, taking leave, saying thank you, and saying sorry. Transactional texts give the learners the opportunity to take and give things, service, information, and opinions related to their daily life, such as the name of the day, time of the day, months, objects, actions/functions of people, animals, and things, etc. Meanwhile, functional texts from various genres must be explored to improve the learners‟ skills, which are listening, speaking, reading, and writing related to their daily life and other subject matters, such as Descriptive text.
2) Methodology
Learning activities can embrace various methodologies in ELT, such as Community Language Learning (CLL), Communicative Language Teaching (CLT), Desuggestopedia, etc. In CLL, the teacher makes students in groups either small or big groups according to the needs. In CLT, the teacher makes games in the learning process so that the students can be enthusiastic, such as Kim game, calendar game, guess the flashcard, find the colour and so on. In the method, the students also practice conversations with their friends. They first listen and repeat to sentence by sentence of the conversations by the teacher.
Meanwhile, in Desuggestopedia, the students can do various pleasant activities, like singing, dancing, dramatizations, and games.
The activities should work well with the methodologies.
Guidances of the activities must be stated clearly for the students can do those, such as using language they can achieve, not unfamiliar words for them.
3) Suitability to learners
A textbook must be relevant to the age of the learners that are indicated on the themes of texts. The themes must relate to their daily life or school activities, such as playing football, studying in a friend‟s home, camping, picnic, things around the
environment, and so on. Meanwhile, learning activities must be relevant to their needs, such as listening and repeating to words, practicing conversations in groups, and walking around the school to find and identify the names of things, and so on. Whereas, to their interests, they are more interested in activities that require a lot of movement than a lot of thinking because their ages are still very young. They would be more enthusiastic about doing the activities that make them not boring in learning in the class.
4) Physical and utilitarian attributes
The layout of a textbook should be attractive, especially the picture of its cover so that the students can be the spirit in using the textbook. The used of texts and visuals should be also efficient in the textbook in each chapter. Those must be adequately provided in its chapters. Meanwhile, the textbook must be durable, either physic or material. In physical one, its sheets are solid, not easy to be ripped. In material, the textbook relates to the material of the previous education level. Its material is a continuity of material in elementary school if the textbook is for Junior High School. The price of the textbook should be also considered. Its price is achieved by the students.
5) Efficient layout of supplementary materials.
A good textbook ideally includes supporting materials like audio-materials. For example, in an English textbook, the audio-
materials is useful in teaching listening. So, the learners do not always learn listening to their teacher‟s sound. But, most the english textbooks not include the audio-materials because. The most important one is the content of materials sufficiently provided, covering texts, pictures, themes, and so on. So textbooks, especially English, should include listening materials.
b. Learning-teaching content
On the other hand, the learning-teaching content is divided into nine sub-categories including:
1) General content
The tasks of a textbook can make the students enthusiastic about the learning activity. The tasks move from simple activities to complex activities for the students can do slowly. They do those step by step with clear guidance from the textbook and the teacher. The tasks can be achievable for them. Cultural sensitivities must have been considered for the students can respect everyone along with ethnic origin, occupation, age, religion, physical and character attributes, professional and social positions, and so on. The language and the situations of the dialogues in the textbook should sound natural and real. The textbook prepares the students to communicate independently in the real world by using daily language which is not too formal.
The situations of the dialogues must also relate to their real world
and communicated informally, such as joining parents to go shopping or market, learning with friends, playing with friends, and so on.
2) Listening
The appropriateness of listening tasks should be included in a textbook with well-defined goals that are stated clearly for the students can focus on those that would be achieved. The listening tasks have to be graded, by giving extra thinking time, for example. The students would think to respond well in the listening activities. The tasks should be also authentic and close to real language situations, using daily language they can reach.
They would be easier to understand what the tasks go.
3) Speaking
The activities in speaking must be communicated meaningfully. The language used is achievable for the students, using familiar words or the daily language they can achieve to understand the materials, like a conversation. The activities must be also balanced between individual response, pair work, and group work for not only they can respond individually but also collectively with their friends. The pair and group work can build a good relationship among them to be more intimate and also can exchange ideas, such as discussing a place or an object and showing their expression on the things.
4) Reading
The texts in reading should be graded and interesting. For example, the texts regard to increase vocabulary and have good themes which are relevant to their level and age. The students can increase their vocabulary mastery while reading. Not only they can understand the content of the text but also they get new vocabulary. Moreover, if the theme of the text is interesting, they would be more enthusiastic and not boring in reading. The reading texts can be also used as a model for written works, they are asked to write something based on the model by giving information in a different form.
5) Writing
The tasks in writing must have achievable goals and take into consideration the students‟ capabilities that are relevant to their age. The goals of the tasks should be stated clearly, for example, how to use pronouns, prepositions, verb agreements, and so on. Their abilities have to be also considered if the tasks can be done by them or not. The tasks should be also made interesting for them by designing varieties of task activities for they are not saturated. The thing that is also important is the used of writing guides. Those can be guidelines, tables, etc. They would be helped to achieve the goals of the tasks.
6) Vocabulary
Vocabulary loads or new words in an English textbook in each lesson have to be appropriate to the students‟ level. The vocabularies used familiar words or the daily language they can achieve. If using formal language, they would be difficult to understand. Although they can still understand it through a dictionary, it is not an appropriate language for their level. The distribution of the vocabulary loads in the textbook should be good, that is from simple to complex. In a simple way, for example, they learn vocabulary through pictures with the names of objects, buildings, animals, and so on. Meanwhile, in a complex way, they learn vocabulary through conversations, for example. They can also increase vocabulary outside the classroom because the vocabulary of English is so large.
Words in the textbook have to be also efficiently repeated and recycled across the materials. They would always remember the words if repeated and recycled in other materials. There would bring them an understanding learning activities in all of the materials of the textbook. Although the words are recycled, those are just in different forms from the basic forms
7) Grammar
The spread of grammar in an English textbook must be achievable for the students. The grammar materials are relevant to
their level, that is basic grammar, such as indefinite and definite articles, plurals, verb agreement, and so on. The materials would be easier to understand if contextualized in a form, like guidelines and tables. The forms are meant to them that grammar is not always hard to learn and considered a big problem in learning English. The examples of grammar have to be made interesting for they are spirit in understanding the examples in the materials.
The materials should be also introduced explicitly and reworked incidentally throughout the textbook. When Introducing the materials, it may focus on its used. For example, regular and irregular past simple tense forms are introduced through reading texts before the forms of the tense are explained to them, focusing on the used of the tense. They can also learn the materials through works or tasks for not only they can understand but also can practice.
8) Pronunciation
Pronunciation materials are also important to be included in an English textbook besides the four skills, grammar, and vocabulary. The materials have to be contextualized in various activities. Learning to pronounce English words usually can not be right once pronouncing. It must be repeated. Therefore, the learning activities should be made interesting so that the students can enjoy learning pronunciation. The materials must be also
learner-friendly without complex charts or diagrams. The complex charts work to show right or wrong stress and intonation which often confused the students and the teacher. A cassette is the best way of achieving stress, intonation, even rhythm. But, if being happy and not confused with the complex charts, they can use those.
9) Exercises
Exercises in a textbook must be learner-friendly which is relevant to the students‟ level. The exercises are not hard or complicated to do, have distinct instructions, and also not a lot for they are not tired to do those, moreover, if being done individually. The textbook should include adequate exercises in each chapter. It aims for they can practice materials that have been learned in the class. So, not only they receive and understand the learning materials but also they try to practice those. The exercises also have to help them who are under/over-achievers.
Those take into consideration different levels in every individual.
There is intended to give a chance to both achievers for doing the exercises.
Furthermore, the checklist has a rating scale from 0-4 (never true – always true) and also the choice of NA (Not Applicable) which must be checked if the sub-category is not applicable in the target teaching context.
The checklist is also provided with „Scores Interpretation Guide‟ that can
help the evaluator concludes the result of the evaluation whether the textbook is useful or not. However, this checklist is appropriate for retrospective evaluation or in-used evaluation only. It is an evaluation which is done after the textbook has been selected and while it is used.
Thus, it is appropriate to evaluate this textbook since this textbook has been used by some schools in Indonesia.
Figure 2.1
Classification of Textbook Evaluation Criteria Mukundan, Hajimohammadi, and Nimehchisalem (2011)
B. Previous Studies
Analysis of English Textbook is a famous topic that has been studied since years ago. Although it has been studied for many times in different objects, still it is interested to be done. Therefore, there are several studies that have been carried out in this field. Related to this study, the researcher prefers some references about previous studies which are close to analysis of English Textbook.
Textbook Evaluation Checklist I. General
Attributes 1. Relation to syllabus and
curriculum
2. Methodology
3. Suitable to Learners 4. Physical and utilitarian attributes
5. Suplementary Materials
II. Learning Teaching Content 1. General
Content
2. Listening
3. Speaking
4. Reading
5. Writing
6. Vocabulary
7. Grammar
8. Pronunciation
9. Exercise
First, a thesis from Nur Khumairoh (2014). Entitled “A Content Evaluation on When English Rings the Bell - an English Textbook for Seventh Graders of Junior High School”. The objectives of this research were to analyze how many percentages of this book meet the standards of a good book based on (1) national education content standards (2) methodology (3) language skills (4) topics (5) design and layout (6) and cultural aspects.
This research used qualitative research. The method used is a description of content analysis because this study discusses the contents of the book. This Research used a checklist as the main instrument from several experts such as Cunningsworth (1995), Harmer (2007) and Brown (2007). The result of this research is “When English Rings the Bell” qualifies as a good book because it gets a total score of 74.45%. First, this book got 66.67% in its achievement in its availability in the national content standards of education it is categorized as good. Both of these books get 55% in the methodological aspect so they are categorized as fair. These three books get 50% in the aspect of language skills so it is categorized as fair. These four books got 81.25% in the aspect of topics so they were categorized as excellent. These five books get 93.75% in terms of design and layout so they are categorized as excellent. Lastly, this book gets 100% in the cultural aspect so it is categorized as excellent.
Second, a Thesis by Nastiti Kurniasari Salsabilla, (2014) Entitled “An Evaluation of Tenth Grade Students‟ English Textbook Published by the Ministry of Education and Culture of The Republic of Indonesia”. The objectives of this research were to explore whether or not the English textbook
published by the Ministry of Education and Culture (focused on tenth grade students‟ textbook only) meets the criteria expected in the adapted version of Mukundan, Hajimohammadi, and Nimehchisalem‟s evaluation checklist and to know teachers‟ suggestions on how this textbook can be improved. It also gives information concerning the appropriateness, strengths, and weaknesses of the textbook. This research was retrospective evaluation study. It applied mixed method research design due to its ability to gain data quantitatively and qualitatively. Quantitative data were gathered through a checklist adapted from Mukundan, Hajimohammadi, and Nimehchisalem to answer the first research question which was to know whether or not the textbook meets the criteria expected in the checklist. Qualitative data were gathered by interviewing three tenth grade English teachers in three different schools to answer the second research question regarding their suggestions of improvement. The result of the research showed that the tenth grades students‟ English textbook published by the Ministry of Education and Culture 2016 has all criteria expected in the adapted version of Mukundan, Hajimohammadi, and Nimehchisalem‟s evaluation checklist. It was believed to be highly useful with the total average score of 2.95. All the criteria in the checklist got scores ranging from 2 – 4 (moderate usefulness – very high usefulness).
The next previous research by Nursakina Husedn, RR Hasti Robiasih, Imam Ghozali (2020) entitled “An analysis of Three English Textbooks for Eleventh Grade of Senior High School”. The objectives of this study were to:
(1) see whether the textbooks used for learning English meet the criteria of a good textbook and (2) reveal the strengths and weaknesses of the textbook.
This research was conducted using content analysis because the data were collected from textbooks. Observation data through and document analysis.
The data were analyzed through qualitative research. The object of this research is the English textbook used for class XI SMA students. The results of the study found that English to stop bullying currently fulfills the twelve criteria of a good textbook by Mukundan containing 1) Books related to syllabus and curriculum, 2) Methodology, 3) Suitability with students, 4) Physical and utilitarian attributes, and 5) Efficient spending of complementary materials, 6) General, 7) Speaking, 8) Reading, 9) Writing, 10) Vocabulary, 11) Grammar, and 12) Exercises. Furthermore, the study also found that the advantages of English in relation to current bullying are providing appropriate communicative activities with students, providing teachers' books, and samples of material that are familiar to students. Meanwhile, the weakness of this textbook is that it does not provide assignments to develop students' listening and pronunciation skills. Also, the text and images are not up-to-date.
Fourth, An analysis and evaluation of two English textbooks for second graders of junior high school written by Anita Nur Masyi'ah, Dyah Setyowati Ciptaningrum (2018). The objectives of this research were to (1) discovering the textbooks quality based on the criteria from some ELT experts and Pusat Perbukuan, and (2) identifying the strengths and weaknesses of students‟ textbooks entitled When English Rings a Bell and Bright for Grade
VIII. The data were collected using checklists distributed to two English teachers. The scores then were accumulated to find the average before the final score was rated using the category from Pusat Perbukuan and ELT experts. The results showed that When English Rings a Bell has fulfilled the criteria of a fair textbook (78.6%). The book has some strengths and weaknesses, such as providing materials covering the local culture, lacking some retention, and the like. Meanwhile, Bright is a good textbook (87.2%) with some strengths and weaknesses, such as providing materials containing target culture, lacking materials containing local culture. The results show that When English Rings a Bell is a fair textbook and Bright is a good textbook with their strengths and weaknesses.
Table 2.1The Similarities and the Differences Previous Study with This Research
No Title The Similarities The Differences
1. A Content Evaluation on When English Rings the Bell - an English Textbook for Seventh Graders of Junior High School
The similarities are analyzing of textbook evaluation, the research design and evaluation checklist as a main instrument.
The difference is the criteria of evaluation. The textbook was analyzed by using criteria of a good English textbook proposed by Cunningsworth, Harmer, and Brown. While in the researchers‟ study used Mukundan, et,al (2011) as a criteria evaluation. the book that as the object of this research is for VIIth grades while in the researchers‟ study for eighth grades.
2. An Evaluation of Tenth Grade Students‟
English Textbook Published by the Ministry of Education and Culture of The Republic of Indonesia
The similarities are analyzing of textbook evaluation, and evaluation checklist by Mukundan,
Hajimohammadi, and Nimehchisalem (2011)‟s as a instrument.
The differences are in the term of analyzing the content of English textbook, the previous research used English textbook entitled Bahasa Inggris while the researcher used English Textbook entitled When English Rings a Bell. Another difference is the previous research used mix method design that is qualitative and quantitative. While this research would used qualitative design.
3. An analysis of Three English Textbooks for Eleventh
Grade of
Senior High School”.
The similarities are analyzing of textbook evaluation, the
research design and evaluation checklist by Mukundan,
Hajimohammadi, and Nimehchisalem (2011)‟s as a main instrument.
The differences are in the term of analyzing the content of English textbook, the previous research used 3 English textbooks for Senior High School entitled Bahasa Inggris 2, Pathways to English and Bahasa Inggris Stop Bullying Now. while the researcher only used one English Textbook entitled When English Rings a Bell for Junior High School.
4. An analysis and evaluation of two English textbooks for second graders of junior high school
The similarities are analyzing of textbook evaluation for Eighth grades English Textbook, Also the Qualitative research design and evaluation checklist as a main instrument.
The difference is previous study research the Evaluation of two textbooks based on evaluation checklist criteria from ELT experts and Pusat Perbukuan. Meanwhile this research only used textbook evaluation checklist by Mukundan, Hajimohammadi, and Nimehchisalem (2011)
39 CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the research method in this study. It is cover discussion about the type of the research, research setting, data and source data, imstrument of the research, method of collecting the data, technique of analyzing data, and establishing trustworthiness.
A. Research Design
Mixed method research was applied as the design of this research.
According to Creswell (2012), mixed methods research design refers to “the combination between quantitative and qualitative data to provide a better understanding of the research problems”. The research problem in this research: to know whether or not the textbook has all criteria in the checklist and also their scores. In order to answer those problems, quantitative data through checklist and qualitative data through document analysis or content analysis. Thus, mixed method research design is appropriate for this research due to its ability to gain data quantitatively and qualitatively.
The implementation of this research was based on the explanatory sequential design adopted from Creswell (2012). An explanatory sequential mixed method design consists of collecting quantitative data first and then collecting qualitative data to help explaining or elaborating the result of the quantitative data (Creswell, 2012).
