TABLE OF CONTENTS
Page
TITLE ……… i
APPROVAL PAGE ……….. ii
DECLARATION ………. iii
ACKNOWLEDGMENTS ……….……… iv
ABSTRACT …….………. v
TABLE OF CONTENTS ……….. vi
LIST OF TABLES ……… ix
CHAPTER 1 INTRODUCTION 1.1 Background ………. ……….. 1
1.2 Research Objectives ………… ………. 4
1.3 Research Problem.. ……… 5
1.4 Scope of the Study ……….……… 5
1.5 Significance of the Study ..……….……… 6
1.6 Clarification of Terms ……… 6
1.7 Thesis Organization ……… 7
CHAPTER II TEXTBOOK EVALUATION 2.1 Textbook……….. 8
2.2 The Role of Textbook in the Classroom..………. 9
2.3 Types of Textbook ……… 10
2.3.1 Traditional Textbook ………. 11
2.3.2 Communicative Textbook ………. 12
2.4 Criteria of Good Textbook ………..………. …… 12
2.5 Justification for Textbook Evaluation………..… 14
2.6 Perception in Language Learning… ……… 16
2.7 Textbook Evaluation Scheme ……… 17
2.9 The analysis of the Textbook ……… 21
3. RESEARCH METHOD 3.1 Research Site and Participant ………. 23
3.2 Research Design ……. ……… 23
3.3 Data Collection Techniques ………. 24
3.4 Data Analysis……….. 25
3.5 Validity Issues ………. ……… 25
4. FINDINGS AND DISCUSSION 4.1 Findings……… ………. 27
4.1.1 The Strengths and The Weaknesses ……….. 27
4.1.2 Teacher’s Perception ………. 29
4.1.3 The Relevancies to the KTSP ………. 30
4.2 Discussions ……… 36
4.1.1 The Textbook Package-Value, Content & Methodology 36 4.1.2 Layout & Design ……….. 41
4.1.3 Activities and Tasks ………. 50
4.2.4 Skills ………. 52
4.1.5 Language Type and Content ……….……. 58
4.1.6 Subject & Content ……….……….. 62
5. CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ………..……….……… 65
5.2 Suggestions ……… 66
REFERENCES ………... 68
APPENDICES ……… 73
Appendix 1 Student Textbook Evaluation ……….. 73
Appendix 3 Author Textbook Evaluation Form ……… 88
Appendix 4 Researcher Textbook Evaluation Form ………. 92
Appendix 5 List of Questions for Students ……… 96
Appendix 6 List of Questions for the English Teachers ……… 101
LIST OF TABLES
Table Page
CHAPTER I
INTRODUCTION
1.1 Background
English language instruction has many important components and
essential constituents. Too many ESL/EFL classrooms and programs are the
textbooks and instruction materials that are often used by language instructors. As
Hutchinson and Torres (1994:315) suggest:
"The textbook is an almost universal element of [English language] teaching. Millions of copies are sold every year, and numerous aid projects have been set up to produce them in [various] countries…No teaching-learning situation, it seems, is complete until it has its relevant textbook.”
Other theorists such as Sheldon (1988) agree with this observation and
suggest that textbooks not only "represent the visible heart of any ELT program”
but also offer considerable advantages - for both the student and the teacher -
when they are being used in the ESL/EFL classroom. Another advantage
identified by Cunningsworth (1995) is the potential which textbooks have for
serving several additional roles in the ELT curriculum. He argues that they are an
effective resource for self-directed learning, an effective resource for presentation
material, a source of ideas and activities, and a reference source for students, a
syllabus where they reflect pre-determined learning objectives, and support for
less experienced teachers who have yet to gain in confidence.
Hutchinson and Torres (1994) have pointed out that textbooks may play a
pivotal role in innovation. They suggest that textbooks can support teachers
and/or untried methodologies, introduce change gradually, and create scaffolding
upon which teachers can build a more creative methodology of their own.
Deighton (1971:214) points out that the term textbook refers to the
materials which are employed by school or college students as standard works on
a particular skill or subject. They are designed for classroom use with appropriate
vocabulary items, illustration, students’ exercises and teachers’ aids. They range
from pre-primer to the technical, medical, and scientific materials used in graduate
education. The content of the book are intended to be essentially practical in
nature. However, some underlying principles or guidelines for evaluation are
necessary in order to give a rationale to the evaluation criteria that are used.
Alwasilah (2008) states that textbooks embody legitimate knowledge to be
taught to students. Even, for some cases, where teacher-learner interaction is very
limited, textbooks seem to become the most powerful teaching tool. It is important
to remember, however, that since the 1970's there has been a movement to make
learners the center of language instruction and it is probably best to view
textbooks as a resource in achieving the aims and objectives that have already
been set in terms of learner needs. Moreover, they should not necessarily
determine the aims themselves (components of teaching and learning) or become
the aims but they should always be at the service of the teachers and learners
(Brown, 1995). Consequently, we must make every effort to establish and apply a
wide variety of relevant and contextually appropriate criteria for the evaluation of
the textbooks that we use in our language classrooms. Cunningsworth, 1995 stated
selected closely reflect [the needs of the learners and] the aims, methods, and
values of the teaching program.
The evaluation of textbooks which is conducted by our National
Evaluation Committee is intended to investigate the appropriateness of textbooks
and the current curriculum. The development of the curriculum requires the
availability of the textbooks since they cannot be separated from teaching and
learning process which attempt to acquire the target curriculum. In current
context, textbooks used by teachers should be in accordance with the School
Based Curriculum or KTSP.
The criteria for evaluating the textbook therefore must be standardized to
the achievable of the textbook, the practical considerations, also the life-skills
purpose for the students’ improvement. This standardization covers all the content
aspects, through all language skills; speaking, writing, listening and reading. The
materials presentation aspects, the language type aspects and also the design or
layout aspects. Alwasilah stated on his article (2005) that textbook must be
specific, accurate, clear, relevance to the curriculum and up to date.
English Student Books for Grade VII is designed to facilitate all State
Junior High School in Central Java, since it is published by Directorate General
Management of Primary and Secondary Education. It means that this book is the
preeminent book mostly used by students and teachers in their teaching learning
process. A thorough evaluation, therefore, would enable the managerial and
teaching staff of a specific institution or organization to discriminate between all
familiarity with a book's content thus assisting educators in identifying the
particular strengths and weaknesses in textbooks already in use. This would go a
long way in ultimately assisting teachers with making optimum use of a book's
strong points and recognizing the shortcomings of certain exercises, tasks, and
entire texts.
Textbook evaluation seems to involve a few numbers of teachers and no
student. Neglecting the roles of teachers and students in textbook evaluation
seems to be unfair since they are the main actors in teaching and learning process.
The relationship between teachers and textbooks has a great influence on the
success of students’ learning. Good textbooks provide great deal of help to
teachers in carrying out EFL classroom activities. Tyson-Bernstein and
Woodward (1991) in Altbach (1991) and Cunningsworth (1995) state that the
heavy use of textbooks suggests a relationship between the quality of textbooks,
effective teaching and students’ achievement. Textbook should correspond as
closely as possible to the aims of the teachers and both seek to meet the needs of
learners to the highest degree. This phenomenon has led the researcher to
investigate the textbook used in SMP N 2 Pekalongan. The study also seek to find
out teachers’ perception toward EFL textbook and difficulties faced by then in
using the textbook.
1.2 Research Objectives
As indicated in the background, the objectives of this study are formulated
based on the problems to be investigated. Thus, the objectives of this study are as
1. To find out the strengths and weaknesses of English Student Book?
2. To find out the teachers’ perception toward the book in SMP N 2 Pekalongan.
3. To find out the relevancy of the materials found in the book toward School
Based Curriculum (KTSP).
1.3 Research Problem
In line with the objectives of the study above, the formulation of the
research questions are broken down as follows:
1. What are the strengths and weaknesses of the textbook presented in the book?
2. What are the teachers’ perceptions toward the book in SMP N 2 Pekalongan?
3. What are the relevancies of the materials found in the book toward School
Based Curriculum (KTSP)?
1.4 Scope of the Study
This study is limited in time spent to obtain the data and the scope of place
for study. This study attempts to evaluate the textbooks used in SMP N 2
Pekalongan. Moreover, this study investigates the strengths and weaknesses of the
textbook as a product. This means that the use of qualitative checklist seems to be
appropriate to evaluate the textbook in use. In addition, this study only involved
an English teacher of the seventh grade as the user and an English lecturer as a
producer. Therefore, the findings of this research are limited in its transferability,
in a sense that the result may not be representative of the general use of textbooks
1.5 Significance of the Study
In general, the findings of this research are expected to contribute
significant improvement of English language teaching and learning in SMP N 2
Pekalongan. The result of this study can be considered as critical base in selecting
textbooks used in SMP N 2 Pekalongan to develop teaching learning process and
to improve students’ achievement. In addition, this study can help inexperienced
teachers in this school in selecting and developing the materials. For the authors
and book designers, this research provides feedback on the development of
English textbooks. It is expected that the authors can improve the quality of their
textbook by considering teachers’ interests, students’ needs and local resources.
1.6 Clarification of Terms
On the pages which follow, you will find definitions of key terms in the
context of this study. To keep the study on its track, several terms have been
defined for this research:
1. Textbook is a set of learning and teaching materials bound in a form of a
book, used as source and curriculum of a course. Hornby (1989:1327) defines
textbook as a book giving instruction in a subject. Deighton (1971:214) points
out that the term textbook refers to the materials which are employed by
school or college students as the standard works on a particular skill or
subject. Student English Book is one of the textbook which is used in Central
2. Evaluation is primarily about decision making. It requires three components;
information, interpretation, and decision making (Genesee & Upshur, 1998).
In this case, the three components are used in the evaluation of textbooks.
3. Relevancy means the degree to which something is related or useful to what is
happening or being talked about. It indicates the relevance between the
materials on the textbook towards the standard and the basic competence
based on School Based Curriculum.
4. Curriculum is defined as the group of subjects studied in a school, college, etc.
School Based Curriculum is also known as KTSP. In 2006, the Indonesian
government introduced School Based Curriculum (KTSP) as a new
curriculum replacing Competence Based Curriculum 2004 (CBC 2004). The
breakthrough is intended to enhance the quality of teaching English.
1.7 Thesis Organization
This thesis is presented in five chapters. Chapter one is the introduction to
this study. It illustrates the aims and research problems, scope of the study,
significance of the study and the clarification of terms. Chapter two attempts to
describe theoretical foundation for this study which covers discussion on the role
of textbooks, justification for textbook evaluation, curriculum, school-based
curriculum and practical conceptions about textbook evaluation. Chapter three
elaborates the research methodology. Chapter four illustrates data presentation
and discussion. Chapter five is the conclusion and suggestions of the study of the
CHAPTER III
RESEARCH METHOD
This chapter attempts to describe aspects of carrying out the research,
namely research site and participant, research design, data collection techniques,
data analysis, validity issues, reliability.
1.1 Research Site and Participant
The book is the compulsory book which must be used in all state school in
Pekalongan. Based on that view, the source of data in this research is crucial to be
evaluated. This book is given for free by the government to all students from the
schools’ libraries. The other respondents are the students and the teachers who use
this book in their teaching learning process. The study took place in SMP N 2
Pekalongan. There are some reasons for conducting the research in this place,
among others this school is the best school in Pekalongan and becomes the first
and only international school. It is the best and the most favorite junior high
school in Pekalongan.
1.2 Research Design
The approach will be used in this research is qualitative. It means that the
data are analyzed qualitatively. The data will therefore be in the form of complete
found and the results of the investigation in her own words, not in the form of
numbers and calculations.
This study employs a qualitative design (Berg, 2007, Silverman, 2005),
especially a case study design (Travers, 20021, Nunan, 1992, Berg 2007) since a
case study is considered sometimes to be learned from studying just one
individual, one classroom one school district, in addition, a case study is generally
conducted in “small scale single case” (Stake 1985, cited by Emilia 2006).
1.3 Data Collection Techniques
The data for this research was collected using multiple data collection
method, document analysis, questionnaire and semi-structure interview. The
researcher was continually doing the checklist analysis on the textbook, then
supplementing her analysis with in-depth interviews of selected participants. The
data therefore will be obtained by using questionnaire and also interview. The use
of multiple data collections aims at enhancing the construct validity and reliability
(Yin, 2003) and to gain more rounded and thorough accounts on teachers’
perceptions toward textbook. In collecting data, the researcher did the following
steps:
(1) Collecting the data by identifying the content materials found in the textbook
through checklist analysis.
(2) Observing the textbook package in terms of value, content and methodology
of the materials in the textbook to find their relevance with those in the KTSP
(3) Distributing some questionnaire to students and teachers to gain their
perception as well as their judgments of the textbook content.
(4) Interviewing the English teachers. The interview was addressed to two English
teachers. The purpose of this interview was to get the former description of the
teaching learning process that would be adapted by using the textbook as the
basic foundation of the data analysis later.
1.4 Data Analysis
In qualitative research, analysis begins when the data is first collected and
is used to guide decisions related to further data collection. In communicating or
generating the data, the researcher must make the process of the study accessible
and write descriptively so tacit knowledge may best be communicated through the
use of rich, thick descriptions (Myers 2002 in Neill, 2006). In this study, the data
was analyzed by using processes of identifying, collecting, evaluating and
thinking (Seidel, 1998). The purpose of this model is to show that there is a
simple foundation to the complex and rigorous practice of Data Analysis.
Meanwhile, to count the numbers of overall evaluation data, the data is transferred
into percentage.
1.5 Validity Issues
Dealing with the validity upon this study, triangulation method was used
measure the validity of data by using other instruments. Constructivism values
multiple realities that people have in their minds. Therefore, to acquire valid and
reliable multiple and diverse realities, multiple methods which are checklist
analysis and semi-structured interview of searching or gathering data are in order.
If this calls for the use of triangulation in the constructivism paradigm, then the
use of investigators, method and data triangulations to record the construction of
reality is appropriate to test or maximize the validity and as a result the reliability
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
This study did identify disconcerting problems with English Student Book,
the results of the analysis seemed to demonstrate that this particular textbook
actually stood up reasonably well to a systematic in-depth analysis and that the
positive attributes far out-weighed the negative characteristics. Despite a few
reservations and shortcomings, the teacher felt that the book was relatively
compatible with the current curriculum which is KTSP for junior high school
students.
The textbook fulfills criteria of a good textbook in term of practical
consideration which concerns with accessibility and physical characteristics. In
term of layout and design, the textbook seems to be organized effectively. In
addition, the textbook seems to present appropriate materials considering learners
interest and needs, the right level of language, authenticity of language and the
coverage of materials recommended by the current curriculum. Moreover, the
textbook seems to not contain gender bias and negative stereotypes. Aside from
its strengths, the textbook seems to have weaknesses in terms of the authors’
credentials information and teachers’ guides. Regarding language skills and
activities, the textbook seems to fail to present language skills proportionally.
drawback. It seems that teachers know some criteria of good textbook. They
perceived positively toward the book in general
Moreover, the teachers found that the book actually raised their students'
interest in further language study and would voluntarily choose to use the
textbook again while the majority of students reported that the textbook was
somewhat stimulating and useful for their purposes (See Appendix: 2).
Based on the analysis, the book is relevance to the current curriculum
which is KTSP. It covers 83, 58 % materials which are suitable with the indicators
stated in the curriculum. On the other hand, 16, 42 % from all the materials do not
exist in the textbook which need to be added to make this book perfectly in line
with the KTSP.
5.2 Suggestions
From the results of the study, it is suggested that:
(1) Teachers should find the materials as required by KTSP from other resources
to enrich the materials which have already been found in the book given by
the government.
(2) Textbook author should use KTSP as their main reference in writing materials
in the textbooks to suit with current curriculum.
(3) Some materials (introducing someone else, expressing like and dislike,
expressing compliment, reading into right intonation and describing stuff list)
In short, the book can be neither whole-heartedly recommended nor
unreservedly utilized in this particular teaching and learning situation.
Nevertheless, it still can be an effective textbook in the hands of a good teacher
and instructors should not be discouraged from using it with the appropriate
REFERENCES
Allwright, R. L. 1990. 'What Do We Want Teaching Materials For?' in R.Rossner and R. Balitho (Eds). 1995. Currents of Change in English Language Teaching. Oxford: Oxford University Press
Alwasilah, A. C. 2008. Contextializing Teaching Materials. Jakarta: The Jakarta Post.
Alptekin, C. 1993. 'Target-Language Culture in EFL Materials'. ELT Journal. Vol. 47.
Arikunto, S. 1990. Manajemen Penelitian. Jakarta: Rineka Cipta
Baron, R. A. 1995. Psychology 3rd Edition. Boston: Allyn and Bacon
Berg. B. L. 2007. Qualitative Methods for Social Sciences. Boston: Pearson Edu. Inc.
Brazil, D., M. Coulthard, and C. Johns. 1980. Discourse Intonation and Language Teaching. London: Longman.
Brown, J. 1995. The Elements of Language Curriculum. Sydney: Heinle &Heinle
Bruning, R.H., G.J., Schraw, and R. Ronning. 1999. Cognitive Psychology and Instruction. New York: Prentice Hall.
BSNP. 2006. Panduan Penyusunan Kurikulum Tingkat Satuan Pendidikan Jenajng Pendidikan Dasar dan Menengah. Jakarta: Departemen Pendidikan Nasional.
Canale, M. and M. Swain. 1980. 'Theoretical bases of Communicative Approaches to Second Language Teaching and Testing'. Applied Linguistics. Vol. 1.
Cathcart, R. 1989. Authentic Discourse and the Survival English Curriculum. TESOL Quaterly. Vol. 23
Chambers, F. 1997. 'Seeking Consensus in Coursebook Evaluation'. ELT Journal. Vol 51/1.
Clarke, J. and M. Clarke. 1990. 'Stereotyping in TESOL Materials' in B. Harrison (ed.). Culture and the Language Classroom. ELT Documents 132. Modern English Publications/British Council.
Cauldwell, R. and M. Hewings. 1996. 'Intonation Rules in ELT Textbooks'. ELT Journal. Vol 50/4.
Deighton, Lee C. 1971. Encyclopedia of Education. New York: Crowell-Collier Educational Corporations.
DEPDIKBUD. 2006. KTSP Mata Pelajaran Bahasa Inggris SD/MI, SMP/MTs, SMA/MA. Jakarta.
Ellis, R. 1997. 'The Empirical Evaluation of Language Teaching Materials'. ELT Journal. Vol 51/1.
Emilia, Emi. 2008. Menulis Tesis dan Disertasi. Bandung: Alfabeta,cv.
Fraenkel, J.R. and Wallen, N.E. 1994. How to Design and Evaluate Research in Education. New York: McGraw-Hill,Inc.
Garinger, D. 2001. Textbook Evaluation. TEFL Journal. [Online]. http:// www. Teflnet- j.org/vin1/garinger.html. [Juli 12th 2012]
Gattegno, C. 1972. Teaching Foreign Language in Schools. Londn: Educational Solutions
Grant, N. 1987. Making the Most of Your Textbook. London: Longman
Grey, J. 2000. 'The ELT Coursebook as Cultural Artifact'. ELT Journal. Volume 54/3.
Harmer, J. 1996. The Practice of English Language Teaching. London: Longman.
Haycroft, J. 1998. An Introduction To English Language Teaching. Longman
Hornby, AS. 1989. Oxford Advanced Learners’ Dictionary. Oxford: Oxford University Press.
Haycroft, J. 1998. An Introduction To English Language Teaching. Longman.
Hutchinson, T. and E. Torres. 1994. 'The Textbook as Agent of Change'. ELT Journal. Vol 48/4. [Online] http://eltj.oxfordjournals.org [Juli 2nd 2012]
Hymes, D. 1972. 'On Communicative Competence' in J.B. Pride and J. Holmes (eds.). Sociolinguistics.
Jacobs, G. M., and J. Ball. 1996. 'An Investigation of the Structure of Group Activities in ELT Coursebooks'. ELT Journal. Volume 50/2. http://www.georgejacobs.net
Kitao, K. and S. Kitao. 1997. 'Selecting and Developing Teaching/Learning Materials.' The Internet TESL Journal.Vol. IV, No.4. Web-Site: Http://www.aitech.ac.jp/-iteslj/Articles/KitaoMaterials.html. [June 21st 2012]
Krashen, S. and T. Terrell. 1983. The Natural Approach. New York: Pergamon Press.
Larsen-Freeman, D. and M. Long. 1994. An Introduction To Second Language Acquisition Research. London: Longman.
Littlewood, W.T. 1981. Communicative Language Teaching. Cambridge: Cambridge University Press.
Long, M.H. 1990. 'Task, Group, and Task-Group Interactions' in S. Anivan (ed.).
Language Teaching Methodology for the Nineties. SEAMEO Regional Language Centre.
McDonough, J. and C. Shaw. 1997. Materials and Methods in ELT. London: Blackwell.
Nunan, D. 1998. Language Teaching Methodology. London: Prentice Hall.
O'Neill, R. 1982. 'Why Use Textbooks?' in R. Rossner and R. Bolitho (Eds.). 1995. Currents of Change in English Language Teaching. Oxford: Oxford University Press
Phillipson, R. 1992. Linguistic Imperialism. Oxford University Press.
Posner, G. J. 1992. Analayzing the Curriculum. New York: McGraw-Hill Inc.
Ramelan. 1992. Linguistic and Its Contribution to Language Teachers. IKIP Semarang Press.
Richards, J. and T. Rodgers. 1996. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
Rossner, R. and R. Bolitho (eds.). 1990. Currents of Change in English Language Teaching. Oxford: Oxford University Press.
Rutherford, W. 1995. Second Language Grammar: Learning and Teaching. London: Longman.
Sheldon, L. 1988. 'Evaluating ELT Textbooks and Materials'. ELT Journal. Vol 42/2. http://eltj.oxfordjournals.org
Silverman, David. 2005. Doing Qualitative Research. London: SAGE Publication
Skehan, P. 1996. 'Second Language Acquisition Research and Task-Based Instruction' in J. Willis, and D. Willis (eds.) Challenge and Change in Language Teaching. London: Heinemann.
Sudjana, Nana. 1989. Pembinaan dan pengembangan Kurikulum di Sekolah. Bandung: Sinar Baru.
Swan, M. 1985. 'A Critical Look at the Communicative Approach'. ELT Journal.Volume 39/2.
Vygotsky, L.S. 1978. Mind in Society. London: Harvard University Press.
Wesbury. 1985. The International Encyclopedia of Education. Oxford: Pergamon Press.
White, R. 1997. The ELT Curriculum: Design, Innovation and Management. Oxford: Blackwell.
Widdowson, H.G. 1978. Teaching Language as Communication. Oxford: Oxford University Press.
Williams, D. 1983. 'Developing Criteria for Textbook Evaluation'. In ELT Journal. Vol 37/3.
Willis, D. 1996. 'Accuracy, Fluency and Conformity'. In Willis, D. and J. Willis (eds.) Challenge and Change in Language Teaching. London: Heinemann.
Willis, J. 1996. 'A Flexible Framework For Task-based Learning'. In Willis, D. and J. Willis (eds.) Challenge and Change in Language Teaching. London: Heinemann.
Willis, D. and J. Willis. 1996. 'Consciousness-Raising Activities'. In Willis, D. and J. Willis (eds.) Challenge and Change in Language Teaching. London: Heinemann.
Wiles, John and Joseph Bondi. 1989. Curriculum Development a Guide to Practice. Oxford: Oxford University Press
Williams, D. 1983. Developing Criteria for Textbook Evaluation. In ELT Journal. Volume 37/3.Colombus: Merril Publishing Company
Young, D. 1991. 'Activating Student Background Knowledge in a Take Charge Approach to Foreign Language Reading'. In Hispania. Vol. 74.
