A content analysis of the textbook interlanguage : English for Senior High School students X.

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vi ABSTRACT

Semitha, T.A. Adam K. (2013). A Content Analysis of the Textbook Interlanguage: English for Senior High School Students X. Undergraduate Thesis. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Textbooks are important part of language teaching and learning process. They provide materials for classroom activities. Even though there are a lot of textbooks published, it is not easy to find the right textbook to use in every English class. It is because each textbook has its strengths and weaknesses. One of teachers’ roles is to choose the most suitable textbook for teaching learning activities. This research was to analyse strengths and weaknesses of

Interlanguage: English for Senior High School Students X and help the teachers in using this textbook.

This was collaborative research which focused on analysing an electronic book provided by the government. It was a textbook entitled Interlanguage: English for Senior High School Students X. The research was to answer two questions. The first question was “Does Interlanguage: English for Senior High School Students X Textbook provided by government fulfill the criteria of a good textbook?” And the second question was “What are strengths and weaknesses of

Interlanguage: English for Senior High School Students X textbook?”

This research was a document analysis. It belonged to qualitative research. There were two instruments used to collect the data. The instruments were the researcher as a human instrument and Interlanguage: English for Senior High School Students X as a document instrument. To answer the research questions, the researcher studied the content of the textbook. After that, the textbook was evaluated using a checklist adapted from Cunningsworth’s checklist. The last step was writing a report. The researcher interpreted the data to determine whether the textbook fulfils the criteria of a good textbook and to find its strengths and weaknesses.

Based on the results of the research, Interlanguage: English for Senior High School Students X achieved 65.69% and it was considered a fair textbook. The other conclusions were the strengths and weaknesses of this textbook. The strengths were that this textbook provides complete language content such as grammar items, vocabulary, pronunciation, and discourse competence. The textbook also had various topics which were interesting, close to students’ background, and there is no discrimination of gender, ethnic, origin, disability, or occasion. Those topics were accompanied with various activities. Moreover, the textbook was easy to obtain because it could be downloaded for free. Beside those strengths, the textbook also had some weaknesses such as the unavailability of information about the style and appropriacy, incomplete genre-based principle stages, unattractive appearance, and the unavailability of teachers’ book and supporting package.

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vii ABSTRAK

Semitha, T.A. Adam K. (2013). A Content Analysis of the Textbook Interlanguage: English for Senior High School Students X. Skripsi Sarjana Pendidikan. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Sanata Dharma University.

Buku merupakan bagian penting dari proses pembelajaran bahasa. Berbagai macam materi pembelajaran disediakan di dalam buku. Meskipun terdapat banyak buku pelajaran telah diterbitkan, namun tidak mudah untuk menentukan buku pelajaran mana yang sesuai untuk kelas bahasa Inggris. Hal tersebut dikarenakan kelebihan dan kekurangan dari masing-masing buku. Guru berperan dalam memilih buku pelajaran yang paling sesuai untuk kegiatan belajar-mengajar. Tujuan penelitian ini adalah untuk menganalisis buku pelajaran Interlanguage: English for Senior High School Students X dan membantu para guru dalam penggunaannya.

Ini merupakan penelitian kolaboratif yang menganalisis buku elektronik yang diterbitkan oleh pemerintah berjudul Interlanguage: English for Senior High School Students X. Tujuan penelitian ini adalah menjawab dua pertanyaan pokok, yaitu (1) Apakah buku Interlanguage: English for Senior High School Students X memenuhi kriteria buku yang baik? (2) Apakah kelebihan dan kekurangan dari buku Interlanguage: English for Senior High School Students X?

Penelitian ini adalah analisis dokumen dan termasuk dalam penelitian kualitatif. Terdapat dua instrumen yang digunakan dalam penelitian ini. Instrumen pertama adalah peneliti. Intrumen kedua adalah buku Interlanguage: English for Senior High School Students X sebagai dokumen. Terdapat beberapa langkah dalam melakukan penelitian ini. Langkah pertama adalah mempelajari isi buku tersebut. Setelah itu, peneliti mengevaluasi buku dengan menggunakan checklist

yang diadaptasi dari chekclist Cunningsworth. Langkah terakhir adalah mengolah data yang telah diperoleh. Hasil tersebut digunakan untuk menentukan kualitas buku dan mengetahui kelebihan dan kekurangan buku tersebut.

Dari hasil penelitian, buku Interlanguage: English for Senior High School Students X memperoleh 65,69% dari kriteria yang ditetapkan dan dengan demikian dapat disimpulkan sebagai fair textbook. Selain itu kesimpulan lain yang dapat diambil adalah kelebihan dan kekurangan dari buku tersebut. Kelebihan buku itu antara lain tersedianya materi yang meliputi grammar items, vocabulary, pronunciation, and discourse competence. Buku tersebut juga mudah didapatkan. Pemerintah menyediakannya pada laman resminya dan dapat diunduh secara gratis. Sedangkan kelemahan buku tersebut adalah tidak tersedianya keterangan mengenai gaya dan kesesuaian, tahap-tahap genre-based yang tidak lengkap, dan tidak tersedianya buku panduan bagi guru serta materi pelengkap.

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A CONTENT ANALYSIS OF THE TEXTBOOK

INTERLANGUAGE:

ENGLISH FOR SENIOR HIGH SCHOOL STUDENTS X

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

T.A. Adam Kristyadi Semitha Student Number: 081214075

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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i

A CONTENT ANALYSIS OF THE TEXTBOOK

INTERLANGUAGE:

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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ii

A Sarjana Pendidikan Thesis on

INTERLANGUAGE:

By

Approved by

Sponsor

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iii

A Sarjana Pendidikan Thesis on

INTERLANGUAGE:

By

Defended before the Board of Examiners on 15 January 2013

and Declared Acceptable

Board of Examiners

Chairperson : C. Tutyandari, S.Pd., M.Pd. ____________ Secretary : Drs. Barli Bram, M.Ed., Ph.D. ____________ Member : C. Sih Prabandari, S.Pd., M.Hum. ____________

Member : C. Tutyandari, S.Pd., M.Pd. ____________

Member : Drs. Y.B. Gunawan, M.A. ____________

Yogyakarta, 15 January 2013

Faculty of Teachers Training and Education Sanata Dharma University

Dean,

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iv

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, 15 January 2013 The Writer

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v

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertandatangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : T.A. Adam Kristyadi Semitha Nomor Mahasiswa : 081214075

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

A CONTENT ANALYSIS OF THE TEXTBOOK INTERLANGUAGE:

ENGLISH FOR SENIOR HIGH SCHOOL STUDENTS X

beserta alat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 15 Januari 2013

Yang menyatakan

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vi ABSTRACT

Semitha, T.A. Adam K. (2013). A Content Analysis of the Textbook Interlanguage: English for Senior High School Students X. Undergraduate Thesis. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Textbooks are important part of language teaching and learning process. They provide materials for classroom activities. Even though there are a lot of textbooks published, it is not easy to find the right textbook to use in every English class. It is because each textbook has its strengths and weaknesses. One of teachers’ roles is to choose the most suitable textbook for teaching learning activities. This research was to analyse strengths and weaknesses of

Interlanguage: English for Senior High School Students X and help the teachers in using this textbook.

This was collaborative research which focused on analysing an electronic book provided by the government. It was a textbook entitled Interlanguage: English for Senior High School Students X. The research was to answer two questions. The first question was “Does Interlanguage: English for Senior High School Students X Textbook provided by government fulfill the criteria of a good textbook?” And the second question was “What are strengths and weaknesses of

Interlanguage: English for Senior High School Students X textbook?”

This research was a document analysis. It belonged to qualitative research. There were two instruments used to collect the data. The instruments were the researcher as a human instrument and Interlanguage: English for Senior High School Students X as a document instrument. To answer the research questions, the researcher studied the content of the textbook. After that, the textbook was evaluated using a checklist adapted from Cunningsworth’s checklist. The last step was writing a report. The researcher interpreted the data to determine whether the textbook fulfils the criteria of a good textbook and to find its strengths and weaknesses.

Based on the results of the research, Interlanguage: English for Senior High School Students X achieved 65.69% and it was considered a fair textbook. The other conclusions were the strengths and weaknesses of this textbook. The strengths were that this textbook provides complete language content such as grammar items, vocabulary, pronunciation, and discourse competence. The textbook also had various topics which were interesting, close to students’ background, and there is no discrimination of gender, ethnic, origin, disability, or occasion. Those topics were accompanied with various activities. Moreover, the textbook was easy to obtain because it could be downloaded for free. Beside those strengths, the textbook also had some weaknesses such as the unavailability of information about the style and appropriacy, incomplete genre-based principle stages, unattractive appearance, and the unavailability of teachers’ book and supporting package.

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vii ABSTRAK

Semitha, T.A. Adam K. (2013). A Content Analysis of the Textbook Interlanguage: English for Senior High School Students X. Skripsi Sarjana Pendidikan. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Sanata Dharma University.

Buku merupakan bagian penting dari proses pembelajaran bahasa. Berbagai macam materi pembelajaran disediakan di dalam buku. Meskipun terdapat banyak buku pelajaran telah diterbitkan, namun tidak mudah untuk menentukan buku pelajaran mana yang sesuai untuk kelas bahasa Inggris. Hal tersebut dikarenakan kelebihan dan kekurangan dari masing-masing buku. Guru berperan dalam memilih buku pelajaran yang paling sesuai untuk kegiatan belajar-mengajar. Tujuan penelitian ini adalah untuk menganalisis buku pelajaran Interlanguage: English for Senior High School Students X dan membantu para guru dalam penggunaannya.

Ini merupakan penelitian kolaboratif yang menganalisis buku elektronik yang diterbitkan oleh pemerintah berjudul Interlanguage: English for Senior High School Students X. Tujuan penelitian ini adalah menjawab dua pertanyaan pokok, yaitu (1) Apakah buku Interlanguage: English for Senior High School Students X memenuhi kriteria buku yang baik? (2) Apakah kelebihan dan kekurangan dari buku Interlanguage: English for Senior High School Students X?

Penelitian ini adalah analisis dokumen dan termasuk dalam penelitian kualitatif. Terdapat dua instrumen yang digunakan dalam penelitian ini. Instrumen pertama adalah peneliti. Intrumen kedua adalah buku Interlanguage: English for Senior High School Students X sebagai dokumen. Terdapat beberapa langkah dalam melakukan penelitian ini. Langkah pertama adalah mempelajari isi buku tersebut. Setelah itu, peneliti mengevaluasi buku dengan menggunakan checklist

yang diadaptasi dari chekclist Cunningsworth. Langkah terakhir adalah mengolah data yang telah diperoleh. Hasil tersebut digunakan untuk menentukan kualitas buku dan mengetahui kelebihan dan kekurangan buku tersebut.

Dari hasil penelitian, buku Interlanguage: English for Senior High School Students X memperoleh 65,69% dari kriteria yang ditetapkan dan dengan demikian dapat disimpulkan sebagai fair textbook. Selain itu kesimpulan lain yang dapat diambil adalah kelebihan dan kekurangan dari buku tersebut. Kelebihan buku itu antara lain tersedianya materi yang meliputi grammar items, vocabulary, pronunciation, and discourse competence. Buku tersebut juga mudah didapatkan. Pemerintah menyediakannya pada laman resminya dan dapat diunduh secara gratis. Sedangkan kelemahan buku tersebut adalah tidak tersedianya keterangan mengenai gaya dan kesesuaian, tahap-tahap genre-based yang tidak lengkap, dan tidak tersedianya buku panduan bagi guru serta materi pelengkap.

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viii

ACKNOWLEDGEMENTS

I would like to thank God Almighty. His blessing and guidance have strengthened me from beginning until the end of this long process. Besides, I would like to thank my beloved family, Ignas Suryadi, Ch. Dwi Sabtiningsih, and Alan Grinspana for encouraging me all the time.

I would like to express my gratitude to Carla Sih Prabandari, S.Pd., M.Hum for being the greatest advisor and research collaborator. Her suggestions and supports have enlightened my way to finish this thesis.

I would like to thank Maryska Firiady for being a good research collaborator along this process. Her brilliant ideas have smoothened this writing process.

My special thanks go to Agnes Sherly Rosasenja for accompanying me all the time. Her love and patience has motivated me to do the best and finish my study soon.

Last but not least, I would like to thank my friends, Kang Yoko, Dhita, Frater, Yosua, Beni, and Yus. Their friendship, jokes, laugh, and help have supported me to finish this thesis.

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ix

LIST OF TABLES

Table Page

3.1 Aims and Approaches Checklist ... 33

3.2 Design and Organizations Checklist ... 34

3.3 Language Content Checklist ... 34

3.4.1 Skills Checklist ... 35

3.4.2 Spoken Cycle - Listening Checklist ... 35

3.4.3 Spoken Cycle - Speaking Checklist ... 36

3.4.4 Written Cycle – Reading Checklist ... 36

3.4.5 Written Cycle – Writing Checklist ... 37

3.5 Topic Checklist ... 37

3.6 Methodology Checklist ... 38

3.7 Teachers’ Books Checklist ... 38

3.8 Practical Considerations... 39

3.9 Categorization of criteria fulfillment ... 40

4.1 Evaluation Summary Table ... 42

4.2 Aims and Approaches Evaluation ... 43

4.3 Design and Organizations Evaluation ... 44

4.4 Language Content Checklist Evaluation ... 45

4.5.1 Skills Evaluation ... 47

4.5.2 Spoken Cycle - Listening Evaluation ... 47

4.5.3 Spoken Cycle - Speaking Evaluation... 48

4.5.4 Written Cycle – Reading Evaluation ... 49

4.5.5 Written Cycle – Writing Evaluation ... 50

4.5 Topic Evaluation ... 52

4.7 Methodology Evaluation ... 54

4.8 Teachers’ Books Evaluation ... 55

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xiii

LIST OF FIGURES

Figure Page

4.1 Example of pronunciation work ... 58

4.2 Example of review section ... 58

4.3 Example of reflection section ... 59

4.4 Example of grammar summary ... 59

4.5 Example of activity for auditory learners ... 60

4.6 Example of activity for visual learners ... 61

4.7 Example of spoken cycle ... 62

4.8 Example of written cycle ... 63

4.9 Example of comprehensive test ... 64

4.10 Example of answer key ... 64

4.11 Example of vocabulary list... 65

4.12 Example of Interlanguage: English for Senior High School Student X’s layout ... 66

4.13 Example of simple past tense explanation ... 68

4.14 Example of present perfect and past perfect explanation ... 68

4.15 Example of semantic relation ... 70

4.16 Example of situational relationship related to food ... 70

4.17 Example of mini dictionary ... 71

4.18 Examples of vocabulary activity ... 72

4.19 Example of Key to Pronunciation ... 73

4.20 Example of a reading passage related to discourse competence ... 75

4.21 Integrated activities for written cycle ... 77

4.22 background information of listening activity ... 78

4.23 Questions in listening activity ... 78

4.24 Example of listening activity ... 79

4.25 Example of daily life expression ... 81

4.26 Example of reading passage ... 82

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xiv

4.28 Example of writing guidelines ... 85

4.29 Example of writing information ... 86

4.30 Example of writing tips ... 87

4.31 Example of traditional ceremony ... 89

4.32 Example of immediate event ... 90

4.33 Example of worldwide culture information ... 91

4.34 Example of materials for developing communicative abilities ... 91

4.35 Example of material related to culture ... 92

4.36 Example of Cultural Tips ... 93

4.37 Example of dialogue between men and women ... 94

4.38 Example of a material related to origin... 95

4.39 Example of activity in Interlanguage: English for Senior High School Student X ... 96

4.40 Example of new items presentation ... 96

4.41 Example of activity developing students’ communicative abilities ... 97

4.42 Example of an individual activity ... 98

4.43 Price for Interlanguage: English for Senior High School StudentX ... 100

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xv

LIST OF APPENDICES

Page

1. Standard Competence and Basic Competence for Grade X ... 108

2. Interlanguage: English for Senior High School Student X Textbook Evaluation... 115

3. Interlanguage: English for Senior High School Students X ... 123

3.1 Cover of Interlanguage: English for Senior High School Students X ... 123

3.2 Example of pronunciation work ... 124

3.3 Example of review and reflection section ... 125

3.4 Example of grammar summary ... 126

3.5 Example of activity for auditory learners ... 127

3.6 Example of activity for visual learners ... 128

3.7 Example of spoken cycle ... 129

3.8 Example of written cycle ... 130

3.9 Example of comprehensive test ... 131

3.10 Example of answer key ... 132

3.11 Example of vocabulary list ... 133

3.12 Example of Interlanguage: English for Senior High School Students X’s layout ... 134

3.13 Example of materials related to grammar ... 135

3.14 Example of vocabulary materials related to semantic relation ... 136

3.15 Example of vocabulary materials related to situational relationship ... 137

3.16 Mini dictionary ... 138

3.17 Examples of vocabulary activity... 139

3.18 Key to Pronunciation ... 140

3.19 Example of a reading passage related to discourse competence ... 141

3.20 Integrated activity for written cycle ... 142

3.21 background information of listening activity ... 143

3.22 Questions in listening activity ... 144

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xvi

3.24 Example of materials related daily life expression ... 146

3.25 Example of reading passage ... 147

3.26 Example of reading activity ... 148

3.27 Example of writing guidelines ... 149

3.28 Example of writing information ... 150

3.29 Example of writing tips ... 151

3.30 Example of materials related to traditional ceremony ... 152

3.31 Example of immediate event ... 153

3.32 Example of worldwide culture information ... 154

3.33 Example of materials for developing communicative abilities ... 155

3.34 Example of material related to culture ... 156

3.35 Example of dialogue between men and women ... 157

3.36 Example of a material related to origin ... 158

3.37 Example of activity in Interlanguage: English for Senior High School Student X ... 159

3.38 Example of new items presentation ... 160

3.39 Example of activity developing students’ communicative abilities ... 161

3.40 Example of an individual activity ... 162

3.41 Price for Interlanguage: English for Senior High School Student X ... 163

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1 CHAPTER I INTRODUCTION

This chapter covers the research background, research problems, problem limitation, objectives of the research, benefits of the research, and definition of terms based on relevant sources. Each part is discussed as follows.

A. Research Background

This is collaborative research conducted by the researcher, Carla Sih Prabandari, and Maryska Firiady. It is a content analysis on Interlanguage: English for Senior High School Students X Textbook which is provided by government. This research focuses on analysing the textbook for the tenth-graders.

English has different characteristics from the other subjects. According to English Curriculum of Senior High School, the expectation of learning English is to facilitate the students to develop the ability to communicate in spoken and written language. Teaching material is one of elements in English learning which is used to achieve that expectation.

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teaching-learning activities. Materials can be textbooks, cassettes, videos, CD-ROMs, dictionaries, grammar books, workbooks, etc.

According to Richards (2005:254), “A textbook together with ancillaries such as workbooks, cassettes, and teachers’ guides are perhaps the commonest form of teaching materials in language teaching”. From all of the teaching materials, textbook is chosen to be analysed because most language classes use it to facilitate the teaching learning process and the materials can be used by students in various ages. This is supported by Cunningsworth’s statement, “textbook is a resource in achieving aims and objectives that have already been set in terms of learners’ needs” (1995: 7). That is why textbook has an important role in language teaching.

In order to facilitate the teachers and especially the students, Indonesian government provides electronic books that can be accessed for free. These electronic books called BSE (Buku Sekolah Elektronik). BSE can be downloaded from Ministry of National Education official website. Interlanguage is one of the electronic books for English subject. Since it is provided by the government,

Interlanguage should have fulfilled the criteria of a good textbook.

Interlanguage textbook has been used in several Senior High Schools in Yogyakarta. Some teachers say that there are some benefits of Interlanguage

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3 According to Byrd (1995, as cited in Richards, 2005), “two factors are involved in the development of textbooks: those representing the interests of the author, and those representing the interests of the publisher”. Those factors make every book has its own strengths and weaknesses. This condition makes a challenging task for the teachers to select the right textbooks. Cunningsworth (1995) states that since there are great variety of published materials for English language teaching available on the market, materials selection becomes crucial. He adds, the selection of textbooks can be done by identifying the aims and objectives of teaching program and analyzing the learning and teaching situation in which the material will be used.

In order to select an effective and appropriate textbook, some experts develop reference checklists that can be used to evaluate textbooks. One of them is Cunningsworth (1995). He provides a quick reference checklist for evaluation and selection of ELT textbooks. As in many other checklists, he mentions several points as consideration in evaluating a textbook such as aims and approaches, design and organization, language content, skills, topic and so on.

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B. Research Problems

The research problems are formulated in the following questions:

1. Does Interlanguage: English for Senior High School Students X Textbook provided by government fulfill the criteria of a good textbook?

2. What are strengths and weaknesses of Interlanguage: English for Senior High School Students X textbook?

C. Problem Limitation

This collaborative research is a content analysis of Interlanguage

textbook. There are three versions of Interlanguage, for the tenth, eleventh and twelfth grade of Senior High School students. This research focuses only on

Interlanguage textbook for the tenth graders of Senior High School. This textbook is written by Joko Priyana, Ph.D, Arnys Rahayu Iryanti, and Virga Renitasari. It is published by Grasindo in 2008.

In order to analyze Interlanguage textbooks, the researchers use the criteria of a good textbook adapted from Cunningsworth’s checklist (1995). There are eight aspects in Cunningsworth’s checklist. Those aspects are aims and approaches, design and organization, language content, skills, topic, methodology, teachers’ books, practical considerations.

D. Research Objectives

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5 1. This research gives the general idea whether the Interlanguage: English for

Senior High School Students X Textbook provided by the government fulfills the criteria of a good textbook.

2. This research presents the strengths and weaknesses of Interlanguage: English for Senior High School Students X Textbook.

E. Research Benefits

Hopefully, this research might be useful for teachers, for authors/publishers, and for further researcher.

1. For English teachers

There are several qualifications of a good textbook to be considered by teachers in choosing a certain textbook as one of the references in teaching-learning activities. This research gives a general idea for English teachers whether

Interlanguage: English for Senior High School Students X Textbook which is provided by the government is qualified or not.

2. For authors/publishers

Textbook are sources of knowledge that has an important role in education. Textbooks’ quality determines the quality of the education. This research gives suggestions for authors or publishers of textbooks to create or publish qualified textbooks to increase the quality of education.

3. For further researchers

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evaluation is needed. This research gives inspirations for other researchers to conduct the similar researches for the sake of quality improvement of textbooks as well as education.

F. Definition of Terms

Key words used in this research are presented as follows

1. Content Analysis

Ary, Jacobs, and Sorensen (2010) state that content analysis focuses on analyzing and interpreting recorded material, such as textbooks, letters, films, tapes, etc which begins with question from the researcher. In this research the recorded material which is evaluated is a textbook. The evaluation is conducted by using a checklist.

2. Textbook

According to Tomlinson (2005), a textbook provides the core materials for a course. Another definition of textbook is stated by Richards, “Textbooks may provide the basis for the content of the lessons, the balance of skills taught and the kinds of language practice the students take part in” (2001: 254). Language textbooks cover grammar, vocabulary, pronunciation, functions, and the skills of reading, writing, listening, and speaking.

3. Interlanguage: English for Senior High School Students X Textbook

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7

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8 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter explores two main parts. The first part is theoretical description. This part presents some quoted theories from experts related to the research. The second part is the theoretical framework of the study. This part presents how the theories are used in this research.

A. Theoretical Description

In this part, the researcher discusses the theories used in this research. Those theories are about the role of textbook, textbook evaluation, textbook evaluation criteria, genre-based approach, and teaching-learning cycle. The researcher reviews those theories from experts to support this research.

1. Definition of textbook

According to Tomlinson (2005), a textbook provides the core materials for a course. Language textbooks cover grammar, vocabulary, pronunciation, functions, and the skills of reading, writing, listening, and speaking are included in a textbook for language teaching. There are several functions of textbooks in language programs. Richards (2001: 254), mentions some functions of textbooks, a. A reading textbook might be the basis for a course on reading skills, providing

both a set of reading texts and exercises for skills practice.

b. A writing textbook might provide model compositions and a list of topics for students to write about.

c. A grammar textbook might serve as a reference book and provide examples as well as exercises to develop grammatical knowledge.

d. A speaking textbook might provide passages for students to read and discuss. e. A listening textbook together with audiocassettes or CDs might serve as the

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9 2. The roles of textbook

Textbooks are one of the most common elements found in teaching-learning activities, beside teachers and learners. According to Richards (2000: 125), “Textbooks represent the hidden curriculum of many language courses and thus play a significant part in the process of teaching and learning.” It is because textbooks have materials that can be used in teaching-learning activities and the teachers may use it as one of the references.

Since there are so many textbooks publish in this world, only good textbooks will be used in teaching-learning activities. Harmer (1991: 257) states:

Good textbooks often contain lively and interesting material; they provide a sensible progression of language items, clearly showing what has to be learnt and in some cases summarizing what has been studied so that learners can revise grammatical and functional points that they have been concentrating on.

Harmer also mentions that textbooks can be systematic about the amount of vocabulary presented to the learners and allow them to study on their own outside the class. Good textbooks also relieve the teacher from the pressure of having to think of original material for every class. From the statement above, it can be seen that there are some requirements of good textbooks. Those requirements should be fulfilled so that the textbooks will be able to support the teaching-learning activity and accommodate the learners’ needs.

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Textbooks are one of the elements in teaching-learning activities because they provide everything the teachers and students need. Richards (2005) also states that textbooks are efficient because they make the teaching ‘easier and better organized’. It is easier because the materials from classroom activity and for homework can be taken from the textbooks. It is better organized because there is a guideline for classroom discussion. “Textbooks save teachers’ time, enabling teachers to devote time to teaching rather than material’s production” (Richards, 2001: 255).

According to Hutchinson and Torres (1994), textbooks also provide independent learning for the learners. By using textbooks, the learners will be able to see what they are going to study. When the learners know the materials, they can prepare themselves before discussing the materials in the classroom. Textbooks also help the learners to recall what they have studied. Everybody has limited memory. Learners can use the textbooks to recall everything they have learned.

Graves (2000: 174) also states the advantages of textbooks:

a. Textbooks provide a syllabus for the course because the authors have made decisions about what will be learned and in what order.

b. Textbooks provide security for the students because they have a kind of road map of the course: they know what to expect, they know what is expected from them.

c. Textbooks provide a set of visuals, activities, readings, etc., and so save the teacher time in finding or developing such materials.

d. Textbooks provide teacher with a basis for assessing students’ learning. Some texts include tests or evaluation tools.

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11 f. Textbooks provide consistency within a program across a given level, if all

teachers use the same textbook. If textbooks follow a sequence, as within a series, it provides consistency between levels.

Besides all of those advantages, textbooks also have some disadvantages. Graves (2000) and Richards (2005) believe that there are potential negative effects of textbooks. The first negative effect is they may contain inauthentic language. Richards (2001: 255) states that “textbooks sometimes present inauthentic language since texts, dialogs, and other aspects of content tend to be specially written to incorporate teaching points and are often not representative of real language.” Graves (2000) supports that the content or examples of the textbook may not be relevant or appropriate.

The second is that textbook can deskill teachers. When the teachers only use a textbook without preparing any other materials, they will be dependent on a textbook. Richards (2005) argues that the teachers are the primary source and not the textbooks. Teachers still have responsibility to select materials for their students. Teachers’ manual plays an important role in here. It helps the teachers to know which parts of the textbook that can be used.

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3. Textbook Evaluation

According to Richards (2005: 256) “with such an array of commercial textbooks and other kinds of instructional materials to choose from, teacher and others responsible for choosing materials need to be able to make informed judgments about textbooks and teaching materials.” Cunningsworth (1995) and Byrd (1995, as cited in Richards, 2005) argue that there are many textbooks published with their own characteristics. It is necessary for the teachers to select or choose the most appropriate textbooks for their students. Since textbooks have an important role in teaching-learning activity, Skierso (as cited in Murcia, 1992: 432) also states that “the importance of the textbook makes the selection process crucial.” Evaluation, however, can only be done by considering something in relation to its purpose.

Cunningsworth (1995) mentions two kinds of textbook evaluation, impressionistic overview and in-depth evaluation. Impressionistic overview gives general introduction to the material. It is appropriate when doing a preliminary sift through a lot of textbooks before making a shortlist for more detailed analysis. But, it does not provide detail to ensure whether the textbook match with the learning and teaching situation.

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13 4. Textbook Evaluation Criteria

According to Cunningsworth (1995), there are many criteria that can be used to evaluate a textbook. He says that in order to gain practical purpose, it is important to manage a list of the most important criteria. Experts also have proposed many criteria in evaluating a textbook.

Brown (2007), propose a checklist adapted from Robinett (1978) twelve criteria to evaluate a textbook. Those criteria includes goals of the course, background of the students, approach, language skills, general content, quality of practice material, sequencing, vocabulary, general sociolinguistic factors, format, accompanying materials, and teachers’ guide.

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Last, Harmer (2007) proposes criteria for textbook evaluation. There are ten criteria in his checklist. Those criteria are price and availability, add-ons and extras, layout and design, instructions, methodology, syllabus, language skills, topics, cultural appropriacy, and teacher’s guide.

Cunningsworth (1995) proposes checklist for evaluating textbook. There are eight aspects along with the explanation of each aspect. Those aspects are aims and approaches, design and organization, language content, skills, topic, methodology, teachers’ books, and practical consideration. The following is the description of each aspect of Cunningsworth’s checklist.

a. Aims and approaches aspect

To reach the aims, textbooks should provide all what is needed in teaching learning activities. Cunningsworth (1995: 15) says, “The content of the material should correspond to what students need to learn, in terms of language items, skills and communicative strategies”. Another statement is stated by Riddell (2003: 206), “An ideal textbook should have variety and balance-language work, skill work, pronunciation, review units or sections, and grammar summaries”. Those parts can also help the students to comprehend the materials.

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15

Textbooks also embody certain learning styles and strategies, which can influence how individual students go about their own learning. The approach taken by a textbook towards learning strategies may not be explicit but certain learning styles and strategies will be promoted in the book, explicitly or implicitly, and it is important to identify what they are and how they are put forward.

Felder and Henriques (1995) propose the ways people receive sensory information as visual, verbal, and other (touch, taste, and smell). Visual learners are those prefer that information is presented visually, in pictures, diagrams, flow charts, time lines, films, and demonstrations, rather than in spoken or written words. Verbal learners are those who prefer spoken or written explanations to visual presentations. The last ones are touch, taste, and smell. This category plays little part in language instruction, so it will not be addressed further.

b. Design and organization aspect

This criterion is to evaluate the design and organization of the textbooks. A good textbook should use appropriate font style and font size to make it readable. Riddell (2003: 205) adds “textbooks should be visually attractive, well laid-out and easy to follow”. When a textbook has a good design and layout, the information can be delivered well.

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As stated by Brown (2007), the other essential part of a textbook is sequence. A good textbook should be sequenced. Riddell (2003:205) says “language covered should have a logical progression (starting the book at one level, and finishing it at the higher level).” The sequence of the content can be based on the basis of complexity, learn-ability, or usefulness. Besides sequence, a textbook should also cover recycling process. According to Cunningsworth (1995: 28), “In the case of grammar and vocabulary, items not only need to be met in context and actively practised, they need to be recycled three, four or more times before they become in the long-term memory”.

The next criterion of design and organization is the availability of accompanying materials. Cunningsworth (1995) stated that textbook must be supported by the other materials. Brown (2007) and Harmer (2007) also agree that a good textbook should provide complete package to support the materials. According to Graves (2000: 174), “textbooks may include supporting materials (e.g., teachers’ guide, cassettes, worksheets, and video”.

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17 c. Language content aspect

Language content is an essential aspect for language textbooks. Skierso (1992) and Cunningsworth (1995) believe that grammar is one of the materials must be given to the students. Cunningsworth adds, “Grammar is a major component of any general language course” (p.32). Materials for grammar covered in the textbooks should be appropriate for students’ level. According to Graves (2000: 174), “textbooks provide consistency within program across a given level”. When the students learn materials that are suitable for them, they will receive and understand it easier.

The next material is vocabulary. Brown (2007), Skierso (1992), and Cunningsworth (1995) agree that vocabulary is one of important materials in learning languages. Vocabulary is needed to express meaning in productive skill (speaking and writing) and to understand the expression in receptive skill (listening and reading). Cunningsworth (1995: 38) states that “students can communicate more effectively with knowledge of vocabulary than with knowledge of grammar”. According to Riddle (2003: 105), “It is good to focus on vocabulary after as well as before a reading or listening task.” It is good because it helps the students to know the meaning of the vocabulary used. If the students know how to use the vocabulary in receptive skill tasks, they will be able to use it in productive skill.

Cunningsworth (1995: 38) mentions four ways in delivering vocabulary to the students. They are:

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2) Situational relationships: word sets associated with particular situations, such as sport, transport, and politics.

3) Collocations: words commonly found in association, such as food and drink, for better or worse, also noun + preposition links and phrasal verbs (verb + particle links).

4) Relationships of form: it is often referred to as ‘word building’, such as

long, length, and lengthen.

After knowing the vocabularies and the expressions, students should know how to use them appropriately in communication. This is called discourse competence. Shumin (2002: 207) states,

EFL learners must develop discourse competence, which is concerned with intersentential relationships. In discourse, whether formal or informal, the rules of cohesion and coherence apply, which aid in holding the communication together in a meaningful way. In communication, both the production and comprehension of a language require one’s ability to perceive and process stretches of discourse, and to formulate representations of meaning from referents in both previous sentences and following sentences. Therefore, effective speakers should acquire a large repertoire of structures and discourse markers to express ideas, show relationships of time, and indicate cause, contrast, and emphasis.

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19 pronouns for anaphoric reference and conjunctives” (p. 46). When students have the discourse competence, they will be able to create meaningful texts.

The next criterion is style and appropriacy. According to Cunningsworth (1995: 50), “Language is very sensitive to its context of use and is stylistically variable”. Every language has different style for communication. English as an international language also has its style. Cunningsworth (1995:50) states, “Stylistic differences in English can be signalled by aspects of grammar, choice of vocabulary, discourse structure and aspects of phonology”. While appropriacy is important when using a language in order to adjust to the social situations.

d. Skills aspect

Skills (listening, speaking, reading, and writing) are the core of language learning. According to Cunningsworth (1995: 64), “textbook deals adequately with all four skills, taking the level and overall aims into account, and suitable balance between the skills”. In order to help the students to relate each skill, integration is needed. As stated by Jordan (1997), “the advantage of integration is that students can see the relationship between skills, which can serve as a model for their own studies and projects” (p.141).

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whichever (standard) variety the students have become used to from their teacher and previous listening” (p. 67).

Before listening activities, the students need to know about the materials they are going to listen. It can be done by providing background information or pre-questions. Cunningsworth (1995) notes the importance of pre-questions in listening activities. He says that, “this gives purpose to the activity, allows an element of prediction and makes the passage more accessible by placing it in a context” (p. 67). Field (2002: 243) also states, “The aims of pre-listening activities are to provide sufficient context to match what would be available in real life and to create motivation (by asking learner to speculate on what they will hear)”.

After listening activities, students’ comprehension needs to be checked. To evaluate students’ comprehension, comprehension questions should be prepared. Field (2002) states that by giving the comprehension questions, the teachers can ensure that the students listen with a clear purpose and measure how far the students understand the material. Another way to help the students understand the material is by giving tasks or activities. According to Field (2002: 244), “More effective than traditional comprehension is the current practice of providing a task where learners do something with the information they have extracted from the text”. It is effective because tasks or activities demand individual responses from the students.

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21 elements combined normally ensure that students receive good spoken models from their teachers and ample opportunity to practise themselves”. Textbooks should provide speaking activities that can help the students to be more confidence to participate in a conversation.

Next skill to evaluate is reading skill. Cunningsworth (1995) mentions several purposes of reading text, they are “developing reading skills and strategies, presenting/recycling grammar items, extending vocabulary, providing models for writing, and giving information of interest to students” (p. 73). There are some points that should be considered in providing reading texts. According to Cunningsworth (1995: 73), “reading passages should be interesting, as authentic as possible considering the level, and well presented and accompanied by purposeful activities which help the reading process”.

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e. Topic aspect

Textbooks as part of language learning should provide materials related to real life situation. It is because the aim of language learning is to help the students to be able to communicate in the social life. Textbooks need to equip students who have various backgrounds. As stated by Cunningsworth (1995: 86),

Learners come to class with, among other attributes, knowledge, attitudes, skills, cognitive abilities, curiosity and experience. Language learning as a process will relate to and engage these attributes so that the learning process is enriched and made more meaningful. Textbooks can contribute to this process by including subject matter which, whilst being primarily designed for language teaching, is also informative, challenging, amusing, exciting and occasionally provocative. They can provide opportunities for expanding students’ experience in general, as well as in language learning.

Students will learn more enthusiastic if the topics they are learning are interesting. Cunningsworth (1995) states, “topics which are real and immediate must command more interest and response from learners than imaginary, made-up content” (p. 86). Another discussion about topic is stated by Riddell (2003). He says that the topic for higher level should be challenging and more thought-provoking, for example technology, jobs, culture, etc. While for the lower level, the topic should be easier.

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23 Besides social and cultural context, textbooks should cover topics where women are portrayed equally with men. The other aspects that can be discriminated such as ethnic origin, occupation, age, social class, and disability must be presented equally in the textbooks. Cunningsworth (1995) agrees that equal presentation of those aspects will give a better perspective to the students and will avoid negative stereotyping.

f. Methodology aspect

Every textbook has its own way in delivering the materials. According to Cunningsworth (1995: 97), “One of the functions of textbooks is to present the language in such a way that it is learned as effectively and quickly as possible”. Textbook should be prepared for some teaching-learning situations so that it can be used widely. Cunningsworth (1995: 99) mentions some principles to be implemented in textbooks, which are:

1) There should be controlled presentation of language 2) Rules need to be learned, either inductively or deductively 3) There should be balance of accuracy and fluency

4) Skills need to be learned both separately and in an integrated way 5) Communicative practice should resemble real-life language use 6) Learning activities should be varied

By joining teaching learning activities, students are expected to be more confident in using language they are learning. Textbooks are provided to support teaching learning activities and help the students to understand the materials and not to make the students become dependent on the textbooks. Cunningsworth (1995: 105) states that,

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leaning activities, relate material to their own experiences and personal lives and undertake a variety of tasks which involve problem solving of one sort or another.

Textbook should concern to students’ learning style. Every student has different learning style and it should be respected by teachers or textbooks. They cannot be forced to use certain method because as stated by Cunningsworth (1995), “individuals have different learning strategies and will not respond to methods which they distrust” (p. 106). One of solutions to overcome it is by providing advice and guidance for the students. According to Cunningsworth (1995), it will help the students to know the best learning technique for them and support them in improving skills. He also states that by providing guidance, “students are encouraged to take some degree of responsibility for their own learning” (p. 108).

g. Teachers’ books aspect

Teachers’ book is the most important package accompanying textbooks. Graves (2000) says that teachers’ book is one of the supporting materials that should be provided by textbooks. It is important because it provides detail information about how to use the textbooks in teaching learning activities. According to Cunningsworth (1995: 112), mentions some functions of teachers’ book. They are:

1) Setting out the guiding principles of the course 2) Stating the aims and objectives of the course

3) Describing the basis for the selection and grading of the language content

4) Explaining the rationale for the methodology used

5) Giving an overview of the way the course is constructed, and of how the different parts relate to one another

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25 7) Giving linguistic information necessary for effective use of the material

in class

8) Providing background cultural information where this is necessary in order to understand the contexts being used in the material

9) Promoting better understanding of the principles and practice of language-teaching in general, and helping to develop teaching skills h. Practical consideration

Practical consideration is the last aspect of the checklist. According to Cunningsworth (1995), there are several criteria to evaluate in this aspect. First criterion is that textbooks should represent good value or money. Second, textbooks should be strong and long-lasting. Appearance of the textbooks should be attractive in order to gain students’ interest. Besides, textbooks should be easily to obtain. And the last is whether the textbooks require any particular equipment or not. The less equipment is needed, the more practical the textbooks are.

5. Genre-Based Approach

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discussion, explanation, exposition, and review. Agustien (2006: 2) says “if the main goal is to develop communicative competence or the ability to communicate, a curriculum or a syllabus that is text-based need to be developed.”

There are some approaches that can be used to implement text-based syllabus. Two examples of approaches are the natural approach and the genre-based approach. According to Feeze and Joyce (2002), the most effective methodology for implementing text-based syllabus is the genre-based approach.

Feeze and Joyce explain that the genre based approach to language learning was first developed in Australia through the work of educational linguist and educators who have been working with disadvantaged groups of students. The approach is now used in all sectors of education.

6. The teaching/learning cycle

Feez and Joyce state that “the cycle of teaching and learning activities in the genre approach consists of a number of stages which the teacher and students go through so that students gradually obtain independent control of a particular text-type” (2002: 27). Further they state that each stage is associated with different types of activities. There are five stages in the teaching/learning cycle. They are Building the Context, Modelling and Deconstructing the Text, Joint Construction of the Text, Independent Construction of the Text, and Linking Related Text. The focus of each stage is outlined below.

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27 studied, explore features of the general cultural context in which the text-type is used and the social purposes the text-type achieves, and explore the immediate context of situation by investigating the register of a model text which has been selected on the basis of the course objectives and learners’ need (Feez and Joyce, 2002: 28). The activities include presenting the context through pictures, audio-visual material, field-trips, and guest speaker; establishing the social purpose through discussions and surveys; cross-cultural activities; related research activities; and comparing the model text with other texts type.

The second stage is called Modeling and Deconstructing the Text. In this stage, the students investigate the structural pattern and language features of the model and compare the model with other examples of the text-type. Feez and Joyce state that “modeling and deconstruction activities are undertaken at both the whole text, clause, and expression levels” (2002: 29).

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whether they need to undertake further work at the text modeling or joint construction stages.

The fourth stage is called Independent Construction of the Text. In this stage, students work individually and independently to create the text. Students’ performances here are used for achievement. The independent construction activities include listening task, speaking task, reading task, and writing tasks which demand that students draft and present whole text (Feez and Joyce, 2002: 28).

The last stage is Linking Related Texts. In this stage, students rewrite their composition, compare text with other text, and review what they have learnt. It can be related to other texts in the same or similar context and future or past cycle of teaching/learning (Feez and Joyce, 2002: 28).

B. Theoretical Framework

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29 Brown’s checklist (2007) proposes a complete checklist for textbook evaluation, but this checklist cannot be used because it is adapted from Robinet’s checklist (1978) which is too old. Next checklist is proposed by Skierso (1991). This checklist has so many criteria to evaluate textbooks which makes it very detail but also very complicated. The researcher decided not to use this checklist because it is commonly used for practical evaluation (by teachers or students). Another reason this checklist could not be used because one of two main parts, which was teachers’ books evaluation, was not applicable in this research.

The other checklists are proposed by Byrd and Murcia (2001) and Harmer (2007). Byrd and Murcia’s checklist could not be used because it is too general and it is also made for teachers to evaluate textbooks after being used in classroom. For Harmer’s checklist, it could not be used because it is too simple compared to the others. Moreover, there are no criteria to evaluate language content and four basic skills of learning English.

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The adaptation of Cunningsworth’s checklist is based on theories which have been mentioned in theoretical description. Theories of the role of textbooks proposed by Richards (2005), Graves (2000), Harmer (1991), and Hutchinson and Torres (1994) are used to determine whether Interlanguage textbook has already fulfilled the criteria of good textbooks or not. If a textbook has advantages as those experts mentioned, it can be concluded as a good textbook and it can be used in teaching-learning activities.

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31 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the method to conduct the research. The discussion is divided into six major parts. They are research method, research subject, research instrument, data gathering technique, data analysis technique, and research procedures.

A. Research Method

This research was a qualitative research. According to Patton (1985, as cited in Merriam, 2002, p.5), “Qualitative research is an effort to understand situations in their uniqueness as part of a particular context and the interactions there.” Borg and Galls (2007:300) also state that, “Qualitative research is a research which presents facts in a narration with words.” It means that the finding of this research needed to be interpreted in a form of description. In order to interpret the finding, this research applied descriptive research. According to Ary, Jacobs, and Razavieh (2010:640),” descriptive research is research that asks questions about the nature, incidence, or distribution of variables; it involves describing but not manipulating variables”.

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programs, advertisements, musical compositions, or any of a host of other types of documents. Since this research analysed a textbook, content analysis was used.

B. Research Subject

This research analyzed Interlanguage textbook. Interlanguage textbook is a textbook which is provided by Indonesian government. There are three versions of this book, for the tenth, eleventh and twelfth grade of Senior High School students. This research focused only on Interlanguage textbook for tenth grade of Senior High School Students. This textbook is written by Joko Priyana, Ph.D, Arnys Rahayu Iryanti, and Virga Renitasari and it is published by Grasindo in 2008.

C. Research Instruments and Data Gathering Technique

Next discussions are about research instrument and data gathering technique. 1. Research Instruments

This research used two instruments in order to obtain the data. The first one was human instrument. Human instrument that was used in this research was the researcher. Cresswell (2007: 38) states that “Researcher as key instrument collects data themselves through examining documents, observing behavior, and interviewing participants.” The researcher analyzed Interlanguage textbook for tenth grade of Senior High School Students.

The second instrument was document. The document was the

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33 2. Data Gathering Technique

The data was obtained from a textbook. The title of the textbook was

Interlanguage. This textbook is for tenth grade of Senior High School Students. The researcher read the textbook first and then analyzed it using checklist which adapted the criteria of evaluating textbook.

D. Data Analysis Technique

According to Ary et al. (2010), data that has been collected must be organized and managed in order to be described, classified, and interpreted. In order to collect and organize the data, the researcher used the checklist. These checklists were adapted from Checklist for evaluation and selection of coursebook

(Cunningsworth, 1995). There were eight aspects in this checklist. 1. Aims and Approaches

[image:52.612.70.535.177.644.2]

This part contains three criteria. Those criteria are to find out whether the aims of the textbook match with the curriculum, to know whether the textbook covers the needs, to evaluate whether the textbook flexible or not in terms of students’ learning style.

Table 3.1 Aims and Approaches Checklists

No. Aims and Approaches Criteria Criteria

Fulfilment 1. Do the aims of the textbook correspond closely with the

aims of the teaching program?

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2. Design and Organization

[image:53.612.70.536.155.678.2]

There are seven criteria in this part. Those are the course package, content organization, content sequence, recycling, reference for grammar, and about the layout of the textbook.

Table 3.2 Design and Organization Checklists

No. Design and Organization Criteria Criteria

Fulfilment 1. Does the textbook provide total course package (e.g.,

students’ books, teachers’ books, workbooks, cassettes)? 2. Is the content organized?

3. Is the content sequenced? 4. Is there adequate recycling? 5. Are there reference sections?

6. Does this textbook also provide materials for individual study?

7. Is the layout clear?

3. Language Content

This part contains five criteria about grammar, vocabulary, pronunciation, language use, and the language style.

Table 3.3 Language Content Checklists

No. Language Content Criteria

Criteria Fulfilment 1. Does the textbook cover the main grammar items

appropriate to each level?

2. Is material for vocabulary teaching adequate in terms of quantity and range of vocabulary, emphasis placed on vocabulary development, strategies for individual learning? 3. Does the textbook include material for pronunciation work? 4. Does the textbook deal with learners’ discourse

competence?

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35 4. Skills

[image:54.612.73.536.217.640.2]

This aspect is to evaluate four basic skills; listening, speaking, reading, and writing. The first table is about overall skills. The function of the criteria here is to know whether the Interlanguage textbook cover all of the skills in English competence or not and the availability of integrated skills work.

Table 3.4.1 Skills Checklist

No. Skills Criteria Criteria

Fulfilment 1. Are all four skills adequately covered, bearing in mind your

course aims and syllabus requirements? 2. Is there material for integrated skills work?

The following table is about listening skill evaluation. There are five points to evaluate. Those points are the availability of authentic listening material, background information, comprehensive questions, listening activities, and correlation between listening activities and genre based principles.