TEXTBOOK EVALUATION IN A PRIVATE ELEMENTARY SCHOOL IN CIMAHI.

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TEXTBOOK EVALUATION IN A PRIVATE ELEMENTARY

SCHOOL IN CIMAHI

A Research Paper

Submitted as a Partial Fulfilment of the Requirements of

Bachelor’s Degree in English Education Study Program

By

Meilyna Haryanti

(090067)

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF LANGUAGE AND FINE ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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Textbook Evaluation in a Private

Elementary School in Cimahi

Oleh

Meilyna Haryanti

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Universitas Pendidikan Indonesia

April 2014

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,

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PAGE OF APPROVAL

MEILYNA HARYANTI (0907067)

TEXTBOOK EVALUATION IN A PRIVATE ELEMENTARY SCHOOL IN CIMAHI

Approved by: First Supervisor

Prof. Dr. H. Didi Suherdi, M.Ed. NIP. 196211011987121001

Second Supervisor

Dra. Sri Setyarini, M.A. NIP. 196312291990022001

Head of Department of English Education Faculty of Language and Fine Arts Education

Indonesia University of Education

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Meilyna Haryanti, 2014

Textbook evaluation in a private elementary school in Cimahi

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRAK

Penelitian yang berjudul Evaluasi Buku Ajar di Salah Satu Sekolah Dasar Swasta di Cimahi ini bertujuan untuk meneliti kelayakan buku ajar Bahasa Inggris yang digunakan di kelas 4 dan 5 di salah satu sekolah dasar Swasta di Cimahi dan mencari tahu pendapat dari guru dan siswa mengenai buku ajar tersebut. Untuk menganalisis data, a Qualitative Descriptive method digunakan dengan mengacu kepada teori dari Scott and Ytreberg (1990) mengenai bagaimana mengajari bahasa Inggris pada anak-anak, Woodward (2001) mengenaiphysical appearance dan Harmer (2007) mengenai sokongan yang disediakan oleh buku ajar tersebut yang disusun dalam bentuk checklist oleh Komalaningsih (2009). Wawancara juga dilakukan untuk mencari tahu pendapat dari guru dan siswa mengenai buku tersebut. Hasil dari penelitian ini menunjukkan bahwa dari 19 kriteria yang terdapat dalam checklist, kedua buku ajar yang diteliti telah memenuhi 17 kriteria. Kriteria-kriteria tersebut ialah covers, colors, size, weight, general layout ,activities involving movements, activities involving senses, plenty of objects, playing with language though rhymes, songs, and telling stories, variety of activities, routines in systems, sequence of materials presented, grouping activities, leaning simple grammar through fun-type activities, assessments, teacher’s notes, dan extra resource materials. Sedangkan kedua criteria sisanya ialah ketiadaannya audiocassettes/ videotapes/ CD-ROMs, dan web-links. Penemuan tersebut didukung oleh hasil dari wawancara yang mengatakan bahwa guru dan siswa puas dengan buku ajar yang diteliti karena physiscal appearances, activities dan the materials dalam buku tersebut. Secara keseluruhan, buku ajar ini memiliki banyak kelebihan daripada kekurangannya. Untuk menutupi kekurangan tersebut, guru dapat menyusun beberapa kegiatan berdasarkan buku ajar yang bias menutupi kekurangan tersebut.

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

ABSTRACT

This research entitled Textbook Evaluation in a Private Elementary School in Cimahi was aimed at investigating the appropriateness of the textbooks used for 4th and 5th graders in a private elementary school in Cimahi and finding out teacher’s and

students’ opinion about the textbooks. To analyse the data, a Qualitative Descriptive

method was employed by referring to some theories from Scott and Ytreberg (1990) about how to teach English to young learners, Woodward (2001) about physical involving movements, activities involving senses, plenty of objects, playing with language though rhymes, songs, and telling stories, variety of activities, routines in systems, sequence of materials presented, grouping activities, leaning simple grammar through fun-type activities, assessments, teacher’s notes, and extra resource materials. However, the weaknesses of these books are the absence of audiocassettes/ videotapes/ CD-ROMs, and the unsupported web-links. The findings from the interviews refer that the teacher and students were satisfied with the textbooks because of their physical appearances, instructions, exercises, activities and the materials. Therefore, the teachers are expected to design more interesting activities to cover the weaknesses of the books.

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Textbook is not a peculiar term in the educational studies and it has an important role in education. Textbook are usually used to cover the teaching and learning contents per semester or per year. The teaching and learning contents inside the textbook will become the source for the teaching and learning process conducted by teacher as their teaching material in the classroom. Moreover, textbook were constructed by some experts on the subject (McGrath, 2008: 7) with the assistance of publishers and they were evaluated by the government agency (Mahmood, et.al., 2009).

“Textbooks are located at the interface of the formal curriculum and the

lived or live curriculum”(Berman, 1987; Perrenoud, 1984 cited in Lebrun et.al,

2002).In other words, nowadays, the curriculum has been substituted by the work of authors, publishers and textbook selection committees. It is also supported by the fact that many teachers create their syllabus based on the textbooks they usually use.

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In relation to the government rules number 32 year 2013 regarding the duty of Educational National Standard, the centre of curriculum and books, and the ministry of culture and education towards the controlling of textbook’s quality and authority to do textbook standardization process is on Badan Standarisasi Nasional Pendidkan (BSNP). It can be drawn that BNSP has the responsibility for the quality of the textbooks published. Meanwhile, there are some cases stated that there are an inappropriate textbook used at school. Taking the example from the case arose on July 2013 when a parent found pornographic content in her

child’s school textbook. The article shows that this incident happened because the

teacher and the school did not conduct the evaluation and investigation on the books they were going to use (Harahap, 2013).

In order to deal with teacher’s confusion in choosing textbook, evaluation

can become one of the methods to choose it. This evaluation is aimed at preventing a school or a teacher to choose an inappropriate textbook for the students based on the curriculum, value and age of the users (Harmer, 2001:301)

This research will focus on the evaluation to a series of English textbook used by 4th and 5th graders students in a private elementary school in Cimahi. English textbooks for elementary school students should possess some criteria to be said a good textbook such as physical appearance, contents and supports from the textbook to the teacher, and etc.

Therefore, conducting evaluation on the textbooks is very important. The evaluation is based on the lack of quality of the English textbook that is appropriate for young learners. However, only few researches concerning the

evaluation at young learners’ English textbooks conducted in Indonesia. Thus,

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1.2 Purposes of the Research

From the background of the study aforementioned, the study is aimed at: 1. finding out whether the English textbooks used for 4th and 5th graders in a

private elementary school in Cimahi is appropriate for young learners, and 2. finding out the opinion from the teacher and some students towards the

textbooks

1.3 Statements of the Problems

The study, then, addresses the following questions:

1. Are the English textbooks used for 4th and 5th graders in a private elementary school in Cimahi is appropriate for young learners?

2. What are the opinion from the teacher and some students towards the textbooks?

1.4 Scope of the Research

This research focuses on evaluating textbooks used in a private elementary school in Cimahi, using textbook evaluation checklist reformulated by Komalaningsih (2009) which refers to the theory from Scott and Ytreberg (1990) about how to teach English to young learners, Woodward (2001) about physical appearance and Harmer (2007) about the supports provided by the textbooks. The evaluation would be conducted in every chapter of these books. The scope will only focus on the 4th and 5th grades English textbooks from the same publisher on a private elementary school in Cimahi.

1.5 Significance of the Research

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In addition, this research was hoped to enhance the quality of the English textbooks. Through conducting the evaluation, the writer of the textbook and also the publisher can evaluate their own textbook and improve the weaknesses and increase the strengths in these textbooks to become a good and proper textbook for young learners.

Besides, this research is also expected to be able to make a contribution on current research and give enrichment in reference to the Teaching English to Young Learners area and also Textbook evaluation in the related field.

1.6 Organization of the Paper

This research consists of five chapters. The organization of the chapters is as follows:

1. CHAPTER I: Introduction

This chapter presents the background of the research, the purposes of the research, statements of the problem, the scope of the research, the significance of the research, and the organization of the paper.

2. CHAPTER II: Literature Review

This chapter consists of the review of the rules and usage of the textbooks. Then, the elaboration of the advantages and disadvantages of the textbook are explained. Brief overview towards the criteria for a good textbook, textbook evaluation, and the young learners’ characteristics are elaborated. The conclusion of the chapter is also presented in this chapter.

3. CHAPTER III: Research Methodology

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the textbooks, clarification of related terms, and concluding remark of the chapter are exposed.

4. CHAPTER IV: Findings and Discussion

This chapter presents the findings and discussions of the data collected. The findings and discussions of the data were obtained from document analysis and interview to the teacher and some students. The concluding remark ends the chapter.

5. CHAPTER V: Conclusion and Suggestion

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER III

RESEARCH METHODOLOGY

This chapter provides the research methodology of the current research. Site and participants of the study, research design and methods, data collection, and data analysis techniques are explained. The clarification of related terms and concluding remark are also informed.

3.1 Site and participants

The research was conducted in a public elementary school in Cimahi. Since this research focused on evaluating English textbook for 4th and 5th graders from one publisher used in a private elementary school in Cimahi, then a series of textbook from one publisher that have been used by the teacher and the students was chosen in this research. The participants on this research were the English teacher and also random students, who have used this textbook from the beginning of the semester.

3.2 Research Design and Methods

This research employed a descriptive qualitative research by evaluating the textbooks using simple checklist from Komalaningsih (2009). Since checklist used as the tools for the evaluation process, the method used in this research is called the checklist method (McGrath, 2002).

Qualitative research is a kind of non-experiment research which is difficult to quantify and it is used interpretive analysis rather than statistical analysis (Mackey

&Guss, 2005). Strauss & Corbin (1990, p. 17) stated that qualitative research as “any

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procedures or other means of quantification”. In other words, generally qualitative research covered all the research with the non-numerical data which are intentionally tested using interpretative analysis (Cresswell, 2009; see also Mackey &Guss, 2005; Strauss & Corbin, 1990; Hatch, 2002).

There are some characteristics of the qualitative research which stated by Creswell (2002). Those characteristics are:

 Exploring a problem and developing a detailed understanding of a central phenomenon

 Having the literature review play a minor role but justify the problem

 Stating the purpose and research questions in a general and broad way so as to

the participants‟ experiences

 Collecting data based on words from a small number of individuals so that the

participants‟ views are obtained

 Analysing the data for description and themes using text analysis and

interpreting the larger meaning of the findings

 Writing the report using flexible, emerging structures and evaluative criteria,

and including the researchers‟ subjective reflexivity and bias (Cresswell, 2002)

There are three basic methods in the literature on textbook evaluation. Those three methods are the impressionistic method, the checklist method, and the in-depth method (McGrath, 2002 see also Cunningsworth, 1995). In order to answer the research question on this research and also for its practicality, this research would use

the checklist method. According to McGrath (2002) “a checklist consists of a list of items which is „referred to for comparison, identification or verification‟” (Collins

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needed. To get the checklist that was suitable to the needs of the research, creating, reformulating or adopting a checklist were suggested (Cunningsworth, 1995).

McGrath emphasized four advantages of using a checklist, there are:

1. It is systematic, ensuring that all elements that are deemed to be important are considered.

2. It is cost effective, permitting a good deal of information to be recorded in a relatively short space of time.

3. The information is recorded in a convenient format, allowing for easy comparison between competing sets of material.

4. It is explicit, and, provided the categories are well understood by all involved in the evaluation (see Chambers 1997), offers a common framework for decision-making. (2002)

The use of checklist to evaluate textbook for young learners has suggested by many researchers. Some of them are McGrath, 2002; Cunningsworth, 1995;

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3.3 Data Collection Techniques

This research used two kinds of data collection techniques, namely document analysis and interview to the teacher and some random students.

3.3.1 Document Analysis

The main data for this research is the document analysis of the 4th and 5th grade textbooks used in a private elementary school in Cimahi. The document analysis was analysed based on the criteria on the checklist. This checklist was used to prove whether the textbooks used in this private school has appropriate for young learners.

The information of the textbook used was gained on the first day of the research while having a chat with the English teacher. The teacher used a textbook from a quite famous publisher that has been known as the textbook publisher for almost all subjects. In terms of the code of ethic, the name of this publisher would never been mentioned on this research.

3.3.2 Interview

The interview on this research was conducted three weeks after the first visit. This interview was conducted to the teacher and some students which were randomly selected. The interview for the teacher and students was done in the form of individual interview. This research employed the semi-structured (Nunan, 1992) to get the information from guided questions with the freedom to answer to the questions based on their opinion towards the textbooks. Indonesia language was also employed at the interview to get clear answers which can prevent misunderstanding.

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point at the checklist were asked to the teacher. The main reason for the teacher interview is to get her opinion towards the textbooks.

In addition, the interview with some random students conducted after the interview with the teacher. There are five students from the 4th grade and 5 other students from the 5th grade. The students were asked about their opinion towards the textbook they were used after for about two months. The election of the students was done by mentioning some presence number for the 4th and 5th grade. The questions for the students were designed as simple as possible to get them understood the questions.

The interview with the teacher and students was conducted in Indonesian language to give freedom, comfort, and no burdens when answering the questions as well as to avoid misunderstanding to the questions and answers. The discussion of the interview result is presented in Chapter IV. In some questions that have the same focus with the checklist, the interview result would be united on the unit of that focus. The data from analysis would become some supportive opinions which would support the result from the teacher and students.

3.4 Data Analysis Technique

The data that have been attained were analysed by doing the following procedures:

1. verifying the materials on these two textbook with the criteria on the checklist. 2. analyzing and interpreting the data to find out to whether the English textbooks used in one elementary school in Cimahi was appropriate for young learners

3. analyzing and interpreting the data from the interview to find out teachers and students opinion towards the books.

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Harmer (2007) theories with some adaptation from amother theorists. The checklist was presented in Figure 3.1.

The analysis of interview used the descriptive analysis procedure (Sugiyono, 2008) by transcribing the audion recording, interpreting it, and concluding the teacher

and students‟ responses.

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3.5 Clarification of (related) Terms

To make a clear understanding and avoid misunderstanding, these are some terms related to this research

 Textbook

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Learners‟). The textbook can be the main textbook used as the main resource

of the lesson or just as he supplementary material for the teaching and learning

process.

 Textbook Evaluation

According to Hutchinson and Waters (stated by Sheldon E. Leslie),

“textbook evaluation is basically a straightforward, analytical „matching process: matching needs to available solutions‟” (Hutchinson and Waters 1987:97).

In this research, textbook evaluation is that an analysis using checklist

adapted from Scott and Ytreberg‟s theory of a good textbook to give clear

descriptions on the textbook.  Young Learners

Young Learners‟ are students between 6 to12 years old. In this research,

Young Learners would focus on elementary school students on their fourth and fifth grade (11 – 12 years old).

3.6 Concluding Remarks

This chapter has described important aspects related to research methodology of the study. It has also been elaborated, this research is basically aimed to find out whether the English textbooks used in one private elementary school in Cimahi appropriate for young learners and the opinion from the teacher and some students towards these textbooks.

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER V

CONCLUSIONS AND SUGGESTIONS

Chapter V presents the conclusions that are drawn from the findings and discussions in the previous chapter and from the research questions proposed in Chapter I. This chapter also provides the suggestion related to the use of textbook evaluation to evaluate textbook for young learners.

5.1 Conclusion

The data collected in this study were analysed in order to investigate whether the English textbooks used for 4th and 5th graders in a private elementary school in Cimahi is appropriate for young learners. Furthermore, this study was also aimed at discovering teacher’s and students’ opinion towards the textbooks evaluated. According to the result of data analysis, there were some points can be concluded. The conclusions can be elaborated as in the following.

First, in terms of the physical appearance which include covers, colors, size, weight and general layout, these two textbooks evaluated seem o be appropriate for the 4th and 5th graders. Both textbooks have clear, big and informative covers that provide complete information of the curriculum used, the title, authors, and publisher. By providing the aforementioned information, the covers of these textbooks can help the teacher in differentiating the level use.

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The second conclusion is related to the contents of the textbooks. After being evaluated, the textbooks generally have accomplished all the criteria of the contents. The criteria used in evaluating the content of the textbooks are activities including movements, activities including senses, plenty of objects, playing with language though rhymes, songs, and telling stories, variety of activities, routines in systems, sequence of materials presented, grouping activities, leaning simple grammar through fun-type activities, and assessments. Sufficient activities including movements and senses on the textbooks show that there was a lot of variety of activities involved. The textbooks also used plenty of objects to help the learners to understand the materials. A lot of learning media such as pictures, songs, and stories are provided in the textbooks to help learners learn. Routine and sequence as the characteristics of ZPD (Zone Proximental Development) (Bruner, 1983, cited in Cameron, 2001) are also provided by the publisher to help the learners learn. The way these books provide materials to learn grammar also interesting since these books provide vocabularies and number of texts. The last but not least, the textbooks also included assessments that assess all the skills and materials that have been learned before.

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information such as the title, categorized and the price. Thus, this web-links did not support the teacher at all.

Based on the result of the interview, the teacher and the students were conveyed that they stated that she personally liked the textbook because of its physical appearance, activities, and materials provided.

Therefore, after being evaluated by the checklists reformulated by Komalaningsih (2009) based on Scott and Ytreberg (1990), Woodward (2001) and Harner

(2007) theories, both textbooks are appropriate to be used by young learners since the

number of the criteria acquired by the textbooks are much bigger than the non-acquired criteria. From the 19 criteria based on three main categories (physical appearance, contents, and supports), these books have accomplish 17 of them. In fact, the teacher can design activities which can cover the non-acquired criteria so that it would decrease the weakness points of these textbooks.

5.2 Suggestions

Related to the research of the textbook evaluation in a private elementary school in Cimahi, several suggestions are given to the teacher, publishers/ authors, and further research related to the topic:

1. The Elementary School teachers should consider some criteria in choosing a textbook for their students. There are three main criteria suggested on this research; physical appearance contents and supports.

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TEXTBOOK EVALUATION IN A PRIVATE ELEMENTARY SCHOOL IN CIMAHI.

TEXTBOOK EVALUATION IN A PRIVATE ELEMENTARY

SCHOOL IN CIMAHI

A Research Paper

Submitted as a Partial Fulfilment of the Requirements of

Bachelor’s Degree in English Education Study Program

By

Meilyna Haryanti

(090067)

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF LANGUAGE AND FINE ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

Textbook Evaluation in a Private

Elementary School in Cimahi

PAGE OF APPROVAL

ABSTRACT

TABLE OF CONTENTS