T C A R T S B A
5 1 0 2 . it a w s I k u l u
L .QuattiaitveConten tAnaly is so f“WhenEngilshRing saBel l –Grade VI .I” Yogyaka tra :The Graduate Program ,Englsih Language Studies ,
y ti s r e v i n U a m r a h D a t a n a
S .
g n i n r a e l d n a g n i h c a e t e h t n i t a h t d e t p e c c a y l e d i w s i
tI process, t extbook s
t n a tr o p m i n a y a l
p erol .Fo rEFL (Englsih a sa Foreign Language) learners ,a k
o o b t x e
t serve sasa r oad mapo fwha t tii sexpected rfomt hem and wha tshould .
m a r g o r p a n i d e v e i h c a e
b Textbook sotfen become a majo rsource a swel la s t o n o d s r e h c a e t d n a d e d i v o r p y d a e rl a e r a s e it i v it c a g n i n r a e l h c i h w n i t n e m p i u q e
i e h T . n o it a r a p e r p g n o l a e k a m o t e v a
h mplementaiton of t he 2013 Cur irculum
n o s e s u c o f h c i h w , m u l u c ir r u c s i h T . d o h t e m l a c i g o g a d e p e h t n i t fi h s a s d n a m e d
s e i c n e t e p m o c e e r h t g n ir i u q c
a – atttiude, s kill ,andknowledge– ha sbrough tanew k
o o b t x e t( n g is e d s l a ir e t a m s ti n i t p e c n o
c s) .Consequenlty, t he t extbook used fo r
o sl a d l u o h s s r e n r a e l e h
t bei naccordancewtihthe2013Cur irculum. m
i a h c r a e s e r si h
T e dtoevaluateWhenEng ilshRing saBel l– GradeV II to e h t d n a m u l u c ir r u C 3 1 0 2 e h t h ti w s e il p m o c k o o b e h t t n e t x e t a h w o t r e v o c si d
f o s t c e p s a l a r e n e
g textbookevaluaiton .Thsir esearchemployedqualtiaitveconten t ,
d o h t e m s is y l a n
a and t he data were obtained t hrough a checklsi tand i nterviews . s
a w t si l k c e h c e h
T based on Cunningswo trh (1995) ,Mc Donough e tal. (2013) , )
2 1 0 2 ( m e l a si h c e m i N d n a n a d n u k u M d n
a . The checklsi twa sused t o score each
m o r f s e g n a r n o it a u l a v e s ti d n a t c e p s
a to a grea textent ,to some extent ,no t
, y li r o t c a f s it a
s and no ta tal.l To ensure the resul tof t he researche ’r sevaluaiton ,
ts il k c e h c e h t g n is
u interview swere conducted t o fou rSMP Englsih t eachers i n .
e c n i v o r p a tr a k a j g o
J The r espondent sw ere seniort eacher swhose school sappli ed e
s u d n a m u l u c ir r u C 3 1 0 2 e h
t d the book in teaching .The main data rfom the d
e t a u l a v e e r e w t si l k c e h
c and desc irbed ,and then they were ve ir ifed wtih the findingsf romt hei nterview .sAl laspect so fevaluaiton weret hencatego irzedi nto
. e c n a il p m o c w o l d n a , m u i d e m , h g i h
e h
T ifnding sof t hi sresearch show t ha tatlhough t he book si t he revsied ,
n o it i d
e ‘WhenEngilshRing saBel l–GradeVI ’Iha smediumcompilancewtiht he e r a m u l u c ir r u C 3 1 0 2 e h t f o s t c e p s a l l a t o n t a h t s n a e m h c i h w , m u l u c ir r u C 3 1 0 2
ll e
w -di ts irbuted through the book . Two aspect s which have low score s are d
n a e d u ti t a l a u ti ri p
s exercsies .In regard wtih the genera laspect so ftextbook ti
, n o it a u l a v
e asloshows t hatt he bookha smediumcompilance . tI l ack s il tsening d e d n e t n i e h t r o f e t a ir p o r p p a e ti u q t o n e r a s l a u si v e h t d n a , sl a ir e t a m g n i d a e r d n a
n i y l h g i h e b o t d e si v e r e b k o o b e h t t a h t d e ts e g g u s s i t i , e r o f e r e h T . s r e n r a e l
d n a 3 1 0 2 e h t h ti w e c n a il p m o
c thegenera laspect so fagoodEFLt extbook.
k o o b t x e t : s d r o w y e
K , evalua iton,t he2013Curriculum ,genera laspects
K A R T S B A
5 1 0 2 . it a w s I k u l u
L .QualtiaitveConten tAnaly is sof“WhenEngilshRing sa B ell - Grade VI I ”. Yogyaka tra : Program Pascasa jrana, Kaijan Bahasa Inggrsi ,
a m r a h D a t a n a S s a ti s r e v i n
U .
u k u b , r a j a g n e m r a j a l e b s e s o r p m a l a d a w h a b r a j a w g n a y l a h i d a j n e m h a d u S
s ir g g n I a s a h a b r a j a l e b g n a y a k e r e m i g a B . g n it n e p g n a y n a r e p g n a g e m e m s k e t
a p u r e m s k e t u k u b , g n is a a s a h a b i a g a b e
s kan pegangan untuk menge trahu iapa . m a r g o r p h a u b e s m a l a d i a p a c i d s u r a h g n a y a p a n a d a k e r e m i r a d n a k p a r a h i d g n a y
n a t a i g e k a n a m i d ’ t a l a ‘ n a d a m a t u r e b m u s i d a j n e m i l a k g n ir e s s k e t u k u B
t a u b m e m s u r a h k a d it u r u g n a d a y n m a l a d i d g n a u tr e t h a d u s n a r a j a l e b m e p
is r e
p apan yang panjang . Implementas i ku irkulum 2013 menuntu t perubahan a g it n a i a p a c n e p a d a p s u k o fr e b g n a y , i n i m u l u k ir u K . s i g o g a d e p e d o t e m m a l a d
i s n e t e p m o
k – iskap ,keteramplian ,dan pengetahuan – telah membawa konsep .)
s k e t u k u b ( n a r a j a l e b m e p i r e t a m m a l a d u r a
b Oleh karena tiu ,buku tek syang
. 3 1 0 2 m u l u k ir u k n a g n e d i a u s e s s u r a h a g u j a w si s k u t n u i a k a p i d
i s a u l a v e g n e m i n i n a it il e n e
P When Eng ilshRing sa Bel l– K se IIla V untuk k e p s a n a d 3 1 0 2 m u l u k ir u k n a g n e d i a u s e s i n i u k u b h u a j a p a r e b e s n a k u m e n e
m
-e m a l a d m u m u k e p s
a valuas i buku tek .s Peneilitan in i menggunakan metode i
u l a l e m l i b m a i d a t a d a n a m i d , fi t a ti l a u k n e t n o k a si l a n
a checkilst dan wawancara .
t s il k c e h
C dibuat berdasarkan Cunningswo trh (1995) ,McDonough dkk .(2013) , n
a d n u k u M n a
d & Nimechsialem (2012) yang dibua t send ri i dan melalu i .
a r a c n a w a
w Checkilstdigunakanuntukmember inlia i itapaspekdenganpenliaian r
a s e b n a i g a b e
s ,sampa iderajatt ertentu , itdakmemuaskan ,dan itdaks amas ekail. d
a n a d , a y n a m a t u a t a d i l a b m e k a s k ir e m e m k u t n u i a k a p i d a r a c n a w a
W a empa t
u r u g i r a d i ri d r e t n e d n o p s e R . a r a c n a w a w i d g n a y n e d n o p s e
r -guru senio r yang
b n a k a n u g g n e m n a d 3 1 0 2 m u l u k ir u k n a k p a r e n e m a y n h a l o k e
s uku tek stersebut .
a t a
D dar i checkilst kemudian dievalua is dan didesk irp iskan , lalu dive ir ifka is li
s a h i r a d n a u m e t n a g n e
d wawancara . Semua aspek yang dievaluas i lalu m
a l a d e k n a k ir o g e t a k i
d itngg,isedang ,danrendahdalamha lkesesuaian.
u k u b n a k a p u r e m n u p i k s e m a w h a b n a k k u j n u n e m i n i n a it il e n e p i r a d l is a H
, is i v e ri d h a d u s g n a y s k e
t When EngilshRing saBel l–K se IIla V memiilk i itngka t a
y , 3 1 0 2 m u l u k ir u k n a g n e d g n a d e s g n a y n a i a u s e s e
k ngaritnya itdak semuaaspek
a
d ri ku irkulum 2013 didi ts irbu iskan dengan baik melalu ibuku tersebut .Dua k
e p s a n a d l a u ti ri p s p a k is k e p s a h a l a d a h a d n e r i a li n r e b g n a y k e p s
a laithan .
d n a ti a k r e
B engan aspek-aspek umum dalam evaluas ibuku teks ,buku in ijuga , g n a r u k a c a b m e m n a d n a k r a g n e d n e m i r e t a M . g n a d e s n a i a u s e s e k t a k g n it i k il i m e m
r a g a n a k n a r a si D . a y n a i a k a m e p k u t n u i a u s e s u ti g e b k a d it t u b e s r e t u k u b l a u si v n a d
p m e m r a g a i g a l i si v e ri d t u b e s r e t u k u
b unya i itngka t kesesuaian yang itngg i k
e p s a n a d 3 1 0 2 m u l u k ir u k p a d a h r e
t -aspekumumdalambukut ek sbahasaI ngg ir .s
i c n u k a t a
K :bukut ek ,sevalua is ,Kurikulum2013 ,aspekumum
F O S I S Y L A N A T N E T N O C E V I T A T I L A U Q
A WHENENGLISHRINGSA
L L E
B - GRADEVI I
o t d e t n e s e r P s is e h T A
s e i d u t S e g a u g n a L h si l g n E n i m a r g o r P e t a u d a r G e h t
f o t n e m ll if l u F l a it r a P n
i theRequirement s
r o
f theDegreeo fMagi tse rHumaniora( M.Hum). s
e i d u t S e g a u g n a L h si l g n E n i
I T A W S I K U L U L
3 2 0 2 3 3 6 2 1
S E I D U T S E G A U G N A L H S I L G N E N I M A R G O R P E T A U D A R G E H T
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
1 0 2 5
T
N
E
M
E
G
D
E
L
W
O
N
K
C
A
t s ri
F o fall ,I would ilke t o conveymygrattiude t o Allah S.W.T who ha s
n e v i
g em srtengh tand endurance t o ifnally accomplsih t hi shard work. Wtihou t
, e c n a d i u g s ’ h a ll
A thsit he is sw iritngcouldnothavebeenaccomplsihed .
y m y e v n o c o t e k il o sl a d l u o w
I grattiude t o m ty he is ssupervsior ,Dr .J .
d e d i u g s a h o h w , o k o m si
B m eto t he irgh t rtack du irngt hew iritng oft hsit hessi . I
. h P , o tr a k u M . X . F e v a h o t d e s s e l b o sl a s a
w D. ,Dr .Fr .Ailp ,M.Pd,.M.A. ,andDr ,
o m t a ji w D . B .
B ko ,M.A a smy the is sexaminer swho opened up m y eye sand
e h t t u o b a s s e n e r a w
a ilmtied knowledge and competence I had in thi sthe is s
, d e e d n I . g n it ir
w theris uggesiton shavebroadened ym in isghti nt he is sw iritng .
o
T m y amazing respondent s – Bu Yeyen (SMP Muhammadiyah 9
a tr a k a y g o
Y ) ,BuErwanit ( SMP1Sewon) ,PakZamzani( SMP1Bantu)l ,and Pak
) a tr a k a y g o Y 8 P M S ( l e i n t
O – I would ilke t o convey my isncere ts grattiude fo r
o it a r e p o o c r i e h
t n and thei r wliilngnes s to help m e in the proces s o f data
d e h si l p m o c c a e b o t e l b is s o p m i n e e b e v a h d l u o w k r o w f o e c e i p s i h T . n o it is i u q c a
. n o it u b ir t n o c r i e h t t u o h ti w
y m o
T colleague sa tPPB UMY a swel la sm y t‘he is sconsutlanst ’– Bu
rt i
F ia ,BuRina, I ka , U ek ,andBu rIna - thankyouf o rbeingt heret o il tsenandt o
r o f u o y k n a h t , o k o d n a H u n si W n a w A , d n a b s u h y m o T . e r a h
s thes uppo tr .Las tbu t
e y e y m f o e l p p a e h t o t , ts a e l t o
n – Sakitawan Herkamoyo – you are the main
. e l g g u rt s y m r o f n o s a e r
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. E G A P E L T I
T i
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. E G A P L A V O R P P
A ii
S N E F E D S I S E H
T EAPPROVALPAGE........... ......................................... i ii ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . Y T I L A N I G I R O F O T N E M E T A T
S i v
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P .. .. v
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. S T N E M G D E L W O N K C
A . v i
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. S T N E T N O C F O E L B A
T . v ii
.. .. .. .. .. .. .. .. S E L B A T F O T S I
L .......................................................................... x ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . S E R U G I F F O T S I
L . x i
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. T C A R T S B
A x ii
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . K A R T S B
A . x iii
N O I T C U D O R T N I I R E T P A H C
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . H C R A E S E R E H T F O D N U O R G K C A B .
A 1
N O I T A C I F I T N E D I M E L B O R P .
B ... 4 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . N O I T A T I M I L M E L B O R P .
C 6
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . N O I T A L U M R O F M E L B O R P .
D 7
S L A O G H C R A E S E R .
E . ... 7 ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. S T I F E N E B H C R A E S E R .
F 8
W E I V E R E R U T A R E T I L I I R E T P A H
C
W E I V E R L A C I T E R O E H T .
A ... 9
1 .EnglsihTextbooks ... . .... ... 9
2 .The2013Curirculum... 1 4
a .Competency... ... 91
b .Learningmodels... 42
c .Proces .s... ... 62
3 .Textbookevaluaiton ... 2 8
a .Cunningswo trh’ smodel(1995) ... 3 0
b .McDonough ,Shaw ,andMasuhara’smodel(2013)... 3 7
c .Mukundan&Nimechsialem’ smodel( 2012)... 45
4 .QualtiaitveConten tAnalyssi. ... ... 48
a .Meaningandf unciton... 48
b .Type so fqualtiaitveconten tanaly is .s... 94
c .Procedure... ... 52
d .Qual tiycrtie iraoft extbookevaluaitonbasedonRahimpou rand .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ) 1 1 0 2 ( i m e h s a
H ... .. 53
.
B SIMILARRESEARCHREPORTS... 55 C .FRAMEWORKOFPRE-UNDERSTANDING
ANDPRE-FIGUREDTHEMES ... 75
Y G O L O D O H T E M H C R A E S E R I I I R E T P A H C
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . N G I S E D H C R A E S E R .
A . 64
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . A T A D F O S E C R U O S D N A E R U T A N .
B 65
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . N O I T A R E P O .
C . 66
.1 Source so fdata. ... ... 66
.2 Insrtumentaiton... 67
.3 Datagathe irngprocedure... 70
4 .Dataanaly is sandpresentaiton... 7 1
5 .Tru tswo trhines .s... 7 1
V I R E T P A H
C DATAACQUISITIONANDDESCRIPTION
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . N O I T I S I U Q C A A T A D .
A 7 3
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . N O I T P I R C S E D .
B 76
1 .Chapte rEvaluaitono fWhenEngilshRing saBel l– GradeV II... 7 7
2 .Thewholeevaluaitono fWhenEngilshRing saBel l– GradeV II... 1 15
2.1Thecompilancewtiht he2013Cur irculum... 1 15
a .Competencies... ... 1 15
b .Learningmodels... .... 1 21
c .Proces .s.... ... 1 26
2.2Thecompilancewtiht hegenera laspect soft extbookevaluaiton.. 1 28
a .Mate iral .s.. ... 1 28
b .Topics... 1 37
c .Languages kill .s... 1 93
d .Exercsie .s... . 1 7.... 4
e .Phy isca laspecst... . 1 8.... 4
f .Vocabularyl si.t... 1 05
g .Teache ’r sbook... 1 15
3 .Othe r ifnding... ... 1 3.. 5 ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . N O I T A T E R P R E T N I .
C 1 45
V R E T P A H C
S N O I T A C I L P M I , S N O I S U L C N O
C ,ANDSUGGESTIONS
S N O I S U L C N O C .
A ... 1 65
1. Thet extbookcompilancewtiht he2013Cur irculum... 1 6.... 5 .2 The textbook compilance wtih the genera l aspect s o f textbook
n o it a u l a v
e ... ... 1 75 S
N O I T A C I L P M I .
B ... 158 ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. S N O I T S E G G U S .
C 1 95
Y H P A R G O I L B I
B ... 161 S
E C I D N E P P
A ... 1 86
S E L B A T F O T S I L
e l b a
T 2 .1 Thedi fference sbetweenSchool-BasedCur irculuma nd y
c n e t e p m o
C -BasedCur irculum... 1 6 2
. 2 e l b a
T Thecompetencyl eve lofJ unio rHighSchoo l tsudent s ..
.. .. m u l u c ir r u C 3 1 0 2 n o d e s a
b ... 1 9 3
. 2 e l b a
T Theconten to fEnglsiha sas ubjectf o rhighs choo l tsudent s I
V e d a r
g - VI II... 2 3 4
. 2 e l b a
T Thequaltiycrtie iraoft extbookevaluaitonbasedon r
u o p m i h a
R andHashemi 1(20 1)... 53 1
. 3 e l b a
T A checklsi t fo r When Engilsh Ring s a Bel l – Grade II
V ......................................................................................... 76
2 . 3 e l b a
T Interviewbluep irn t( ismpil ifed )... ... 96
1 . 4 e l b a
T Thedataoft het extbookevaluaiton rfomt hes elf-made ts
il k c e h
c ... 74 2
. 4 e l b a
T Thetextbookcompilancewtiht he2013 ..
.. .. .. .. .. .. .. . m u l u c ir r u
C ... 7 5 e
l b a
T 34 . Thet extbookcompilancewtiht hegenera laspecst fo .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . n o it a u l a v e k o o b t x e
t .. 7 6
4 . 4 e l b a
T Thedi ts irbuitonofs ocia latttiudes... 77
5 . 4 e l b a
T Thedi ts irbuitono fprojecst... 1 21
6 . 4 e l b a
T Thepromoitono fdsicoveryl earning... 1 23
7 . 4 e l b a
T Thei mplementaitonofs cienit ifcapproachi neachchapter.. 61 2
8 . 4 e l b a
T Thes equenceandgradingo faciitviitesi nchapterI .I ... 91 2
. 4 e l b a
T 9 Theorde roft opics di ts irbuiton... 1 37
0 1 . 4 e l b a
T Thet ypeo fil tseningmate iral .s... ... 1 0 4
1 1 . 4 e l b a
T Thet ypeofs peakingacitvtiyi neachchapte .r... 1 24
. 4 e l b a
T 1 2 Thedi ts irbuitonofr eadingmate iral .s... 1 4 4
S E R U G I F F O T S I L
1 . 2 e r u g i
F Threecompetencie soft he2013Cur irculum .. . ... 12 g
i
F ure2.2 Stepmode lofi nducitvecategorydevelopment...50 g
i
F ure2.3 Stepmode lo fdeducitvecategorydevelopment...51 .
2 e r u g i
F 4 Genera lqual tiaitvecontent-analyitca lprocedura lmodel... ...52 e
h T 5 . 2 e r u g i
F rfameworko funder tsanding... 9..5
T C A R T S B A
5 1 0 2 . it a w s I k u l u
L .QuattiaitveConten tAnaly is so f“WhenEngilshRing saBel l –Grade VI .I” Yogyaka tra :The Graduate Program ,Englsih Language Studies ,
y ti s r e v i n U a m r a h D a t a n a
S .
g n i n r a e l d n a g n i h c a e t e h t n i t a h t d e t p e c c a y l e d i w s i
tI process, t extbook s
t n a tr o p m i n a y a l
p erol .Fo rEFL (Englsih a sa Foreign Language) learners ,a k
o o b t x e
t serve sasa r oad mapo fwha t tii sexpected rfomt hem and wha tshould .
m a r g o r p a n i d e v e i h c a e
b Textbook sotfen become a majo rsource a swel la s t o n o d s r e h c a e t d n a d e d i v o r p y d a e rl a e r a s e it i v it c a g n i n r a e l h c i h w n i t n e m p i u q e
i e h T . n o it a r a p e r p g n o l a e k a m o t e v a
h mplementaiton of t he 2013 Cur irculum n o s e s u c o f h c i h w , m u l u c ir r u c s i h T . d o h t e m l a c i g o g a d e p e h t n i t fi h s a s d n a m e d
s e i c n e t e p m o c e e r h t g n ir i u q c
a – atttiude, s kill ,andknowledge– ha sbrough tanew k
o o b t x e t( n g is e d s l a ir e t a m s ti n i t p e c n o
c s) .Consequenlty, t he t extbook used fo r o
sl a d l u o h s s r e n r a e l e h
t bei naccordancewtihthe2013Cur irculum. m
i a h c r a e s e r si h
T e dtoevaluateWhenEng ilshRing saBel l– GradeV II to e h t d n a m u l u c ir r u C 3 1 0 2 e h t h ti w s e il p m o c k o o b e h t t n e t x e t a h w o t r e v o c si d
f o s t c e p s a l a r e n e
g textbookevaluaiton .Thsir esearchemployedqualtiaitveconten t ,
d o h t e m s is y l a n
a and t he data were obtained t hrough a checklsi tand i nterviews . s
a w t si l k c e h c e h
T based on Cunningswo trh (1995) ,Mc Donough e tal. (2013) , )
2 1 0 2 ( m e l a si h c e m i N d n a n a d n u k u M d n
a . The checklsi twa sused t o score each m
o r f s e g n a r n o it a u l a v e s ti d n a t c e p s
a to a grea textent ,to some extent ,no t ,
y li r o t c a f s it a
s and no ta tal.l To ensure the resul tof t he researche ’r sevaluaiton ,
ts il k c e h c e h t g n is
u interview swere conducted t o fou rSMP Englsih t eachers i n .
e c n i v o r p a tr a k a j g o
J The r espondent sw ere seniort eacher swhose school sappli ed e
s u d n a m u l u c ir r u C 3 1 0 2 e h
t d the book in teaching .The main data rfom the d
e t a u l a v e e r e w t si l k c e h
c and desc irbed ,and then they were ve ir ifed wtih the findingsf romt hei nterview .sAl laspect so fevaluaiton weret hencatego irzedi nto
. e c n a il p m o c w o l d n a , m u i d e m , h g i h
e h
T ifnding sof t hi sresearch show t ha tatlhough t he book si t he revsied ,
n o it i d
e ‘WhenEngilshRing saBel l–GradeVI ’Iha smediumcompilancewtiht he e r a m u l u c ir r u C 3 1 0 2 e h t f o s t c e p s a l l a t o n t a h t s n a e m h c i h w , m u l u c ir r u C 3 1 0 2
ll e
w -di ts irbuted through the book . Two aspect s which have low score s are d
n a e d u ti t a l a u ti ri p
s exercsies .In regard wtih the genera laspect so ftextbook ti
, n o it a u l a v
e asloshows t hatt he bookha smediumcompilance . tI l ack s il tsening d e d n e t n i e h t r o f e t a ir p o r p p a e ti u q t o n e r a s l a u si v e h t d n a , sl a ir e t a m g n i d a e r d n a
n i y l h g i h e b o t d e si v e r e b k o o b e h t t a h t d e ts e g g u s s i t i , e r o f e r e h T . s r e n r a e l
d n a 3 1 0 2 e h t h ti w e c n a il p m o
c thegenera laspect so fagoodEFLt extbook.
k o o b t x e t : s d r o w y e
K , evalua iton,t he2013Curriculum ,genera laspects
K A R T S B A
5 1 0 2 . it a w s I k u l u
L .QualtiaitveConten tAnaly is sof“WhenEngilshRing sa B ell - Grade VI I ”. Yogyaka tra : Program Pascasa jrana, Kaijan Bahasa Inggrsi ,
a m r a h D a t a n a S s a ti s r e v i n
U .
u k u b , r a j a g n e m r a j a l e b s e s o r p m a l a d a w h a b r a j a w g n a y l a h i d a j n e m h a d u S
s ir g g n I a s a h a b r a j a l e b g n a y a k e r e m i g a B . g n it n e p g n a y n a r e p g n a g e m e m s k e t
a p u r e m s k e t u k u b , g n is a a s a h a b i a g a b e
s kan pegangan untuk menge trahu iapa
. m a r g o r p h a u b e s m a l a d i a p a c i d s u r a h g n a y a p a n a d a k e r e m i r a d n a k p a r a h i d g n a y
n a t a i g e k a n a m i d ’ t a l a ‘ n a d a m a t u r e b m u s i d a j n e m i l a k g n ir e s s k e t u k u B
t a u b m e m s u r a h k a d it u r u g n a d a y n m a l a d i d g n a u tr e t h a d u s n a r a j a l e b m e p
is r e
p apan yang panjang . Implementas i ku irkulum 2013 menuntu t perubahan a g it n a i a p a c n e p a d a p s u k o fr e b g n a y , i n i m u l u k ir u K . s i g o g a d e p e d o t e m m a l a d
i s n e t e p m o
k – iskap ,keteramplian ,dan pengetahuan – telah membawa konsep .)
s k e t u k u b ( n a r a j a l e b m e p i r e t a m m a l a d u r a
b Oleh karena tiu ,buku tek syang
. 3 1 0 2 m u l u k ir u k n a g n e d i a u s e s s u r a h a g u j a w si s k u t n u i a k a p i d
i s a u l a v e g n e m i n i n a it il e n e
P When Eng ilshRing sa Bel l– K se IIla V untuk k e p s a n a d 3 1 0 2 m u l u k ir u k n a g n e d i a u s e s i n i u k u b h u a j a p a r e b e s n a k u m e n e
m
-e m a l a d m u m u k e p s
a valuas i buku tek .s Peneilitan in i menggunakan metode i
u l a l e m l i b m a i d a t a d a n a m i d , fi t a ti l a u k n e t n o k a si l a n
a checkilst dan wawancara .
t s il k c e h
C dibuat berdasarkan Cunningswo trh (1995) ,McDonough dkk .(2013) , n
a d n u k u M n a
d & Nimechsialem (2012) yang dibua t send ri i dan melalu i .
a r a c n a w a
w Checkilstdigunakanuntukmember inlia i itapaspekdenganpenliaian
r a s e b n a i g a b e
s ,sampa iderajatt ertentu , itdakmemuaskan ,dan itdaks amas ekail.
d a n a d , a y n a m a t u a t a d i l a b m e k a s k ir e m e m k u t n u i a k a p i d a r a c n a w a
W a empa t
u r u g i r a d i ri d r e t n e d n o p s e R . a r a c n a w a w i d g n a y n e d n o p s e
r -guru senio r yang
b n a k a n u g g n e m n a d 3 1 0 2 m u l u k ir u k n a k p a r e n e m a y n h a l o k e
s uku tek stersebut .
a t a
D dar i checkilst kemudian dievalua is dan didesk irp iskan , lalu dive ir ifka is li
s a h i r a d n a u m e t n a g n e
d wawancara . Semua aspek yang dievaluas i lalu m
a l a d e k n a k ir o g e t a k i
d itngg,isedang ,danrendahdalamha lkesesuaian.
u k u b n a k a p u r e m n u p i k s e m a w h a b n a k k u j n u n e m i n i n a it il e n e p i r a d l is a H
, is i v e ri d h a d u s g n a y s k e
t When EngilshRing saBel l–K se IIla V memiilk i itngka t a
y , 3 1 0 2 m u l u k ir u k n a g n e d g n a d e s g n a y n a i a u s e s e
k ngaritnya itdak semuaaspek
a
d ri ku irkulum 2013 didi ts irbu iskan dengan baik melalu ibuku tersebut .Dua k
e p s a n a d l a u ti ri p s p a k is k e p s a h a l a d a h a d n e r i a li n r e b g n a y k e p s
a laithan .
d n a ti a k r e
B engan aspek-aspek umum dalam evaluas ibuku teks ,buku in ijuga , g n a r u k a c a b m e m n a d n a k r a g n e d n e m i r e t a M . g n a d e s n a i a u s e s e k t a k g n it i k il i m e m
r a g a n a k n a r a si D . a y n a i a k a m e p k u t n u i a u s e s u ti g e b k a d it t u b e s r e t u k u b l a u si v n a d
p m e m r a g a i g a l i si v e ri d t u b e s r e t u k u
b unya i itngka t kesesuaian yang itngg i k
e p s a n a d 3 1 0 2 m u l u k ir u k p a d a h r e
t -aspekumumdalambukut ek sbahasaI ngg ir .s
i c n u k a t a
K :bukut ek ,sevalua is ,Kurikulum2013 ,aspekumum
1
I R E T P A H C
N O I T C U D O R T N I
d n u o r g k c a b d n a e s o p r u p e h t e s o p x e o t d e d n e t n i si s is e h t si h t f o r e t p a h c l a it i n i e h T
y ls u o i v e r p d e t c u d n o c n e e b d a h t a h t s e i d u ts r a li m is e m o s , e r o f e r e h T . y d u ts s i h t f o
) 1 ( s n i a t n o c r e t p a h c s i h T . d e s o p x e e b o t g n i o g e r a s r e h c r a e s e r y n a m y b
o r p ) 2 ( , d n u o r g k c a
b blem idenit ifcaiton , (3 ) problem ilmtiaiton , (4 ) problem
.s ti f e n e b h c r a e s e r ) 6 ( d n a , sl a o g h c r a e s e r ) 5 ( , n o it a l u m r o f
H C R A E S E R E H T F O D N U O R G K C A B . A
e h t n i e l o r l a it n e s s e n a y a l p s k o o b t x e t t a h t d e t p e c c a y l e d i w n e e b s a h t I
a g n i n r a e l d n a g n i h c a e t f o s s e c o r
p language .In fact ,mo ts t eacher sand tsudent s
g n i n r a e l g n i h c a e t e h t e t a ti li c a f o t k o o b t x e t a f o e c n e ts i x e e h t n o h c u m y l e r
’ st n e d u ts d n a e g a u g n a l n g i e r o f a s a t h g u a t si h si l g n E e r e h w , a is e n o d n I n I .s s e c o r p
r s s a l c e h t n i d e n i a t b o s i h si l g n E o t e r u s o p x e n i a
m oom, t he role of t extbooks i s
n a c s l o o h c s l a m r o f n i d n a l a m r o f n i s e c it c a r p g n i h c a e t l l a t s o m l A . l a i c u r c y r e v
n i a m e h t t o n e r a y e h t h g u o h tl a , s k o o b t x e t f o e s u e h t m o rf d e t a r a p e s e b y l d r a h
h c s r o F . g n i h c a e t d n a g n i n r a e l f o s s e c c u s e h t s e n i m r e t e d h c i h w r o t c a
f ool swhich
e r o m e m o c e b s k o o b t x e t f o e l o r e h t , s r e h c a e t d e if il a u q f o r e b m u n d e ti m il e v a h
.s t n e d u ts r o f st u p n i e g a u g n a l n i a m e h t s a e v r e s n e tf o y e h t s a t n a tr o p m i
e g a u g n a l n i s t n e m e l e t n a tr o p m i e h t f o e n o e r a s k o o b t x e t t a h t t c a f e h T
n o h c r a e s e r a t c u d n o c o t s r o t a c u d e d n a s r e h c r a e s e r f o t o l a d e t a v it o m s a h g n i h c a e t
n i e n o d n e e b e v a h n o it a u l a v e k o o b t x e t n i s e h c r a e s e r e h T . n o it a u l a v e k o o b t x e t
2
t n o i d i m a H y b d e t c u d n o
c he evaluaiton o f Englsih textbook s used a t the
t a h t d e l a e v e r y d u ts e h T . st c e p s a l a n o it c n u f e h t n o g n is u c o f n a d r o J f o y ti s r e v i n U
. h g u o n e l a n o it c n u f e r a s k o o b t x e t e h t t a h t d e v e il e b s t n e d u ts d n a s r o t c u rt s n i e h t
o h s s k o o b t x e t e h t , d e z y l a n a g n i e b r e tf a , r e v e w o
H wed t ha tmos tof t he f uncitona l
y ll a u q e t o n e r a r a m m a r g o c i x e l e h t f o s t c e p s
a -di ts irbuted .Labelle (2010 )did a
n i d e s u s k o o b t x e t ) g n i n r a e L e g a u g n a L h si l g n E ( L L E 3 3 f o y d u ts s is y l a n a t n e t n o c
o b t x e t 3 3 e h t f o 6 t a h t d e w o h s ti , d e z y l a n a g n i e b r e tf A . e e k u a w li
M ok swereatt he
d n a d e t a rt s u ll i h t o b n i s e i g e t a rt s g n i n r a e l 2 L f o m r e t n i t n e ll e c x e o t d o o g f o e g n a r
n o ) 1 1 0 2 ( i m e h s a H & r u o p m i h a R y b d e t c u d n o c y d u ts A . n o it a t n e s e r p e r n e tt ir w
h t :s t c e p s a e e r h t n o d e s u c o f e r e w n a rI n i sl o o h c s h g i h t a d e s u s k o o b t x e t h si l g n
E e
e k a m l a c is y h p , s n o it c e
s -up ,ands omepracitca lconcern .Beingevaluatedont hose
t o n e r a s k o o b t x e t e h t t a h t t c a f e h t d e l a e v e r t l u s e r e h t , st c e p s a r o j a m e e r h t
r a li m is a d e t c u d n o c n a m o o H , 4 1 0 2 n I . w e i v f o t n i o p ’ s r e h c a e t e h t m o r f e l b a t p e c c a
L F E n o h c r a e s e
r textbook sused in al luniver isite sin Si tsan and Baluchi tsan
h c i h w s t n e m e l e e h T . st n e d u ts d n a s r e h c a e t e h t g n i w e i v r e t n i y b n a rI f o e c n i v o r p
e h t f o s tl u s e r e h T . s e u l a v l a r u tl u c d n a , r e d n e g , y ti c i n h t e e d u l c n i d e t a u l a v e e r e w
s r e h c a e t h t o b t a h t w o h s h c r a e s e
r and tsudent sbeileved t hat t he t extbook swhich
t e y , s e u l a v l a r u tl u c d n a , r e d n e g , y ti c i n h t e ’ st n e d u ts e h t ts n i a g a t o n e r a d e s u e r a
. n o it n e tt a r e p o r p n e v i g t o n e r a s e l p i c n ir p r e h t o t a h t d e u g r a y e h t
l a i c e p s e , s k o o b t x e t e l b a li a v a y lt n a d n u b a e h t , a is e n o d n I n
I ly Englsih
k o o b t x e t n i s e h c r a e s e r y n a m d e r e g g ir t e v a h , sl o o h c s n i d e s u e r a h c i h w s k o o b t x e t
m u l u c ir r u c 6 0 0 2 e h t f o n o it a u l a v e n o y d u ts a d i d o n o s a W , 9 0 0 2 n I . n o it a u l a v
e
3
b a ti u
s le wtih the 2006 Cur irculum .Keban e ta.l (2012 )conducted a conten t
e h T . g n a l a M n i s l o o h c s y r a t n e m e l E e h t t a d e s u k o o b t x e t a n o y d u ts s is y l a n a
a f o a ir e ti r c e h t t e m k o o b t x e t e h t f o % 6 8 . 0 6 t a h t d e w o h s y d u ts e h t f o s g n i d n if
ti , l a r e n e g n I . k o o b t x e t L F E d o o
g can be inferred tha tthe th irving research on
f o y ti l a u q e h t t u o b a n r e c n o c ’ s r e h c a e t n o d e s a b n e tf o s i n o it a u l a v e k o o b t x e t
.s k o o b t x e t
n a g n i m o c e b n e e b e v a h s k o o b t x e t , m u l u c ir r u c g n i g n a h c e h t h ti w g n o l A
n a is e n o d n I n i y s r e v o rt n o c s e si a r n e tf o h c i h w e u s
si educaiton . Once a new
n i a g o t y ti n u tr o p p o n a s a s i h t e k a m s r e h si l b u p y n a m , d e il p p a s i m u l u c ir r u c
e h t n i s k o o b t x e t ll a t o n , r e v e w o H .s k o o b t x e t w e n g n i h c n u a l y b s ti f e n e b l a i c n a n if
. m u l u c ir r u c d e s a e l e r a f o t p e c n o c e h t n o d e s a b d e n g i s e d y ll u f e r a c e r a t e k r a m
e li h w , s t n e d u ts d e t e g r a t e h t r o f y s a e o o t r o t l u c if fi d o o t n e tf o e r a s k o o b t x e t e m o S
.s d e e n ’ st n e d u ts e h t e t a ti li c a f e ti u q t o n o d n e tf o s r e h t o
s u o i v e r p e h t e c a l p e r o t d e h c n u a l n e e b s a h m u l u c ir r u C 3 1 0 2 e h T
l o o h c S ( P S T K d e ll a c m u l u c ir r u
c -Based Cur irculum). However ,thi scur irculum
l o o h c S e h t o t s r e f e r ll it s e l p i c n ir
p -Based Cur irculum .Thi scur irculumi sexpected
h ti w g n i p o c n i st n e d u ts n a is e n o d n I f o y ti li b a d n a y ti l a u q e h t e s a e r c n i o t e l b a e b o t
o t r e d r o n i d e t n e m e l p m i s i m u l u c ir r u c s i h T . s e g n a h c l a b o l g e h
t create learner s
a s a h d n a , e v it a c i n u m m o c , l a c it ir c , e v it a e r c , e v it a v o n n i , e v it it e p m o c e r a o h w
f o t n e m p o l e v e d e h t st h g il h g i h m u l u c ir r u C 3 1 0 2 e h t , e r o f e r e h T . r e t c a r a h c g n o rt s
s r e n r a e l e p a h s o t r e d r o n i , e g d e l w o n k d n a , ll i k s , e d u ti tt a n i y c n e t e p m o c ’ s r e n r a e l
4
n i h c a o r p p a e h t , m u l u c ir r u c n a is e n o d n I f o t n e m p o l e v e d e h t h ti w e n il n I
g n i h c a e t e h t , h c a o r p p a c if it n e i c s g n is U . d e r e tl a n e e b o sl a s a h g n i h c a e t h si l g n E
t c a n i a m e v if r e v o c d l u o h s m u l u c ir r u C 3 1 0 2 e h t n o d e s a b s s e c o r
p iviites—
s e g a ts e s o h T . g n it a c i n u m m o c d n a , g n it a i c o s s a , g n ir o l p x e , g n i n o it s e u q , g n i v r e s b o
g n o m A . s s e c o r p g n i n r a e l e h t g n ir u d d e v l o v n i y l e v it c a e b o t s t n e d u ts e ri u q e r
l li ts e r a ’ e g n a h c m u l u c ir r u c s a e g n a h c s k o o b ‘ f o m r e t e h t , s r e h c a e t l o o h c s
e h t r o F . n o m m o
c m, t heneedt ohaveanewly-de isgnedbook based ont hecurren t
’ st n e d u ts , m u l u c ir r u C 3 1 0 2 f o e s a e l e r e h t g n i w o ll o F . l a i c u r c s i m u l u c ir r u c
e h t d e t p o d a e v a h o t m i a l c s y a d a w o n t e k r a m e h t n i h si r u o lf h c i h w s k o o b t x e t
m u l u c ir r u c t a h t n i d e s a b g n i h c a e t f o t p e c n o
c .Desptie the pro sand con swhich
e r a s k o o b t x e t w e n , m u l u c ir r u C 3 1 0 2 f o n o it a t n e m e l p m i e h t d n u o r a e v l o v e r
e h t e b ir c s e d o t s t p m e tt a y d u ts s i h t , e v o b a s t c a f e h t o t d r a g e r n I . d e h si l b u p
n o it a u l a v
e o fan Englsih t extbook used by j unio rhigh schoo l tsudent sgrade VI I
. m u l u c ir r u C 3 1 0 2 f o n o it a t n e m e l p m i e h t n o d e s a b
N O I T A C I F I T N E D I M E L B O R P . B
d n a g n i h c a e t h si l g n E , sl o o h c s n i d e t n e m e l p m i si m u l u c ir r u C 3 1 0 2 e h t s A
d n a , e g d e l w o n k , sl li k s g n i z is a h p m e y b d e ts u j d a e b o sl a d l u o h s s s e c o r p g n i n r a e l
e c o r p e h t n I . e d u ti tt
a s so f teaching , teacher s use a new approach—scienit ifc
g n i h c a e t e h t e t a ti li c a f o t d e s u e r a h c i h w s l a ir e t a m e h t , y lt n e u q e s n o C . h c a o r p p a
n i t a h t n w o n k y l e d i w s i tI . h c a o r p p a t a h t n o d e s a b e b o sl a d l u o h s s s e c o r p g n i n r a e l
t n e m e l p m i s r e h c a e t h c a o r p p a c if it n e i c
s di fferentt eachingprocedure .Thet eaching
5
s e g a ts e s o h T . g n it a c i n u m m o c d n a , g n it a i c o s s a , g n ir o l p x e , g n i n o it s e u q , g n i v r e s b o
3 1 0 2 e h t f o l a o g e h t h c a e r o t r e d r o n i d e n g is e d e r
a Cur irculum—to create
d n a , e v it a v o n n i , e v it a e r c , e v it c u d o r p , s u o i g il e r , t n e t e p m o c e r a o h w s n a is e n o d n I
l a b o l g e h t d n a , y rt n u o c , y t e i c o s e h t o t e t u b ir t n o c o t e l b a e r a d n a , e v it c e ff a
. ) e r u tl u C d n a n o it a c u d E f o y rt si n i M , 3 1 0 2 , 9 6 . o N w a L ( n o it a z il i v i c
g n a l n
I uage teaching ,the role o f textbook sare in lfuenital .Textbook s
o t s r e n r a e l e t a ti li c a f h c i h w s e it i v it c a d n a s l a ir e t a m l a n o it c u rt s n i e d i v o r p y ll a u s u
l li w k o o b t x e t a f o y ti l a u q e h t t a h t s e t a ts ) 0 0 0 2 ( s e v a r G . e g u a g n a l t e g r a t e h t e s u
h t f o y ti l a u q e h t t c e ff
a e l anguage being t augh tor l earnt .Simlia lry ,Albatch and
f o t n e m p o l e v e d e h t n i t n a tr o p m i si s k o o b t x e t f o e l o r e h t t a h t ts e g g u s ) 8 9 9 1 ( y ll e K
y c il o p o t g n il o o h c s f o n o it u b ir t n o c e h t g n i v o r p m i n i d n a m e ts y s l o o h c s l a n o it a n
t y n a m t a h t t c a f e h t e ti p s e d , sl a o
g eacher s use textbook s only a s supporitng
fl e s p o l e v e d n e tf o y e h T . s e c r u o s e
r -de isgned mate iral s to mee tthei r tsudenst ’
e r a s k o o b t x e t ,s r e h c a e t f o t o l a r o f , e li h w n a e M . m u l u c ir r u c e h t n o d e s a b s d e e n
e s u a c e b s i t I . g n i h c a e t r i e h t f o s e c r u o s n i a m e h t s a d e s
u thei rschool sdo no t
e h T . sl a ir e t a m y r a t n e m e l p p u s o t s s e c c a r o s e c r u o s e r g n i h c a e t t n e i c if f u s e d i v o r p
n g is e d o t e l b a e r a o h w s r e h c a e t d e if il a u q e v a h s l o o h c s l l a t o n t a h t si n o s a e r r e h t o
n o t o l a d n e p e d y e h t , e r o f e r e h T . e c it c a r p g n i h c a e t ri e h t r o f sl a ir e t a
m thehelpo fa
n i e m it s ’r e h c a e t e v a s n a c k o o b t x e t a g n is u t a h t st s e g g u s ) 0 0 0 2 ( s e v a r G . k o o b t x e t
’ s r e h c a e t o t e u d t a h t e l b a i n e d n u s i ti , t c a f n I . sl a ir e t a m g n i h c a e t ri e h t g n ir a p e r p
y l p m is y e h T . n o it a r a p e r p y n a e k a m t o n o d n e tf o m e h t f o y n a m , e l u d e h c s y s u b
6
s i y ti l a u q r i e h t ,t e k r a m e h t n i e l b a li a v a s k o o b t x e t f o e c i o h c e d i w a h ti W
a t c e l e s y ll u f e r a c o t s r e h c a e t e h t r o f y r a s s e c e n s i ti , e r o f e r e h T . g n it a u l a v e h tr o w
n il n i y ll a e r s i h c i h w k o o b t x e
t e wtih the implemented cur irculum . A lo t o f
t n e t n o c e h t t a h t n e tf o e ti u q t u b , ’ m u l u c ir r u c 3 1 0 2 n o d e s a b ‘ l e b a l e v a h s k o o b t x e t
s i h c i h w k o o b t x e t a f o n o it c e l e s l u f e r a c a e v a h o T . m u l u c ir r u c t a h t o t d e t a l e r t o n s i
p e e d o g d l u o h s s r e h c a e t ,s s a l c n i d e s u e b o
t er i n isde t he t extbook .Some aspect s
, si t c a f d a s e h T . d e t a u l a v e e b d l u o h s , n o it a t n e s e r p d n a , e g a u g n a l ,t n e t n o c s a h c u s
n i a tr e c h ti w n o it a it o g e n s s e n is u b a n o d e s a b s k o o b t x e t n i a tr e c e s u s l o o h c s y n a m
o h s i n o it a r e d is n o c n i a m e h T . ) 9 0 0 2 , a r a w si K ( s r e h si l b u
p w t he school swli lge t
t u o h ti W . si k o o b t x e t e h t d o o g w o h t o n , n o it a it o g e n t a h t m o rf t if e n e b l a i c n a n if
e h t y b d e s u e b o t n e s o h c s i k o o b t x e t a y ll a n if , n o it a u l a v e d n a n o it a r e d is n o c r e p o r p
a f o t n e t n o c e h t f o y ti li b a ti u s e h t g n it c e l g e n , st n e d u ts d n a s r e h c a e
t textbook wtih
s i h t y h w f o e s a b e h t s i m e l b o r p s i h T . m u l u ir r u c e h t d n a s d e e n ’ st n e d u ts e h t
g n i h c a e t t h g it r i e h t h ti w y s u b e r a s r e h c a e t , y l n o m m o C . d e t c u d n o c s i h c r a e s e r
a e k a t o t e m it e v a h y l d r a h y e h t t a h t k r o w e v it a rt si n i m d a g n i o d d n a e l u d e h c s
a k o o l r e p e e
d tt he t extbookt heyare u isng. I nothe rword ,st extbookevaluaitoni s
e h t n o s u c o f l li w y d u ts s i h t , e r o f e r e h T . s r e h c a e t y b e n o d e b o t e r a r l li ts
.I I V e d a r g f o s t n e d u ts y b d e s u k o o b t x e t h si l g n E n a f o n o it a u l a v e s ’r e h c r a e s e r
N O I T A T I M I L M E L B O R P .
C
n it a u l a v
E g a textbook should be thoroughly done .However ,due to the itme
e d a r g y b d e s u k o o b t x e t h si l g n E n a g n it a u l a v e o t d e ti m il s i y d u ts s i h t ,t n i a rt s n o c
d e lt it n e II
7
e h t , y d u ts e v it a ti l a u q s i h t n
I researche r ilmistt he tsudybyevaluaitngt het extbook
s t e e m d n a m u l u c ir r u c 3 1 0 2 e h t h ti w s e il p m o c k o o b e h t t n e t x e t a h w o t r e v o c si d o t
e r e w s w e i v r e t n i e m o s , s e d is e B . n o it a u l a v e k o o b t x e t f o s t c e p s a l a r e n e g e h t
e ti m il e h t o t e u D . a t a d e r o m n i a g o t d e t c u d n o
c d itme and fund ,the interview s
o t d e t c u d n o c y l n o e r e
w f our SMP Englsih t eachers i n Yogyaka tra province w ho
t n e m e l p m
i e d the 2013 Cur irculum and used the same book. Due t o t he ilm tied
r o y ti l a e r l a r e n e g e h t t n e s e r p e r t o n y a m y d u ts s i h t f o s tl u s e r e h t , n o it is i u q c a a t a d
. a is e n o d n I n i n o it i d n o c
N O I T A L U M R O F M E L B O R P . D
: s w o ll o f s a d e t a l u m r o f e r a s m e l b o r p e h t , h c r a e s e r e v it p ir c s e d s i h t n I
e t a h w o T ) 1
( xten tdoe sthe textbook When Engilsh Ring sa Bel l- Grade V II
y l p m o
c wtih t he2013Cur irculum?
k o o b t x e t e h t s e o d t n e t x e t a h w o T ) 2
( When Engilsh Ring sa Bel l- Grade V II
? n o it a u l a v e k o o b t x e t f o s t c e p s a l a r e n e g e h t h ti w y l p m o c
S L A O G H C R A E S E R . E
s e r s i h
T earch ha sthree goal s :immediate ,intermediate ,and ulitmate .A san
d e n i a l p x e y ll a c i g o l a s i h c r a e s e r si h t f o l a o g e t a i d e m m i e h t , h c r a e s e r y r o t a r o l p x e
f o n o it p ir c s e
d When Engilsh Ring sa Bel l-Grade V II regarding ti scomp ilance
a m u l u c ir r u C 3 1 0 2 e h t h ti
w nd the genera l aspect s o f textbook evaluaiton .
w n a e
M hlie, t he i ntermediate goa l si t o o ffer i n isght sfor t he xte tbook wrtier son
k o o b t x e t e h
8
e ff o o t s a l l e w s a , n o it a u l a v e k o o b t x e t f o s t c e p s
a ri nput saboutt he aspect sof t he
a n o y ti l a c it c a r p a s r e f f o h c r a e s e r si h t ,s e d is e B .s t n e m e v o r p m i d e e n l li ts t a h t k o o b
m u l u c ir r u C 3 1 0 2 a e t a u l a v e o t t n a tr o p m i s i t i s a , n o it a u l a v e k o o b t x e
t -based
a m it l u e h t , n e h T . y a w l a c it c a r p d n a c it a m e ts y s a n i k o o b t x e
t te goa l o f thi s
n i y lr a l u c it r a p , g n i n r a e l d n a g n i h c a e t h si l g n E n i y c n e i c if f e h c a e r o t s i h c r a e s e r
g n is
u When Engilsh Ring sa Bel l- Grade VII ,so teacher scan have a bette r
. y l e v it c e ff e n r a e l n a c s t n e d u ts d n a , g n i h c a e t
S T I F E N E B H C R A E S E R . F
s e d y d u ts s i h
T c irbes t he evaluaiton o fa t extbookbased on t he 2013 Cur irculum .
l a c it c a r p d n a s ti f e n e b c if it n e i c s e v i g o t d e t c e p x e s i y d u ts s i h t f o t l u s e r e h T
s i h t f o s ti f e n e b c if it n e i c s e h T . a is e n o d n I n i h si l g n E f o g n i h c a e t e h t n i s ti f e n e b
t a h w o t s g n i d n if r e ff o y d u
ts extent t he book compile swtih t he 2013 Cur irculum
s i h t , st if e n e b l a c it c a r p e h t r o F . n o it a u l a v e k o o b t x e t f o s t c e p s a l a r e n e g e h t d n a
e h t t u o b a s r e h c a e t d n a s r e ti r w k o o b t x e t e h t r o f s g n i d n if e m o s s r e ff o h c r a e s e r
e h t h ti w y l p m o c h c i h w k o o b t x e t e h t f o s t c e p s
a 2013 Cur irculum and t hegenera l
, e r o f e r e h T . t n e m e v o r p m i d e e n t a h t st c e p s a s a l l e w s a , k o o b t x e t L F E n a f o s t c e p s a
, s e d is e B . h c r a e s e r si h t f o s g n i d n if e h t n o d e s a b e d a m e b n a c t n e m e v o r p m i r e h tr u f
s r e h c a e t s e v i g y d u ts s i h
t an in isgh ton the impo trance o f having a textbook
o t s r e h c r a e s e r r e h t o r o f e c n e r e f e r a s a e v r e s o sl a l li w y d u ts s i h T . n o it a u l a v e
9
I
I
R
E
T
P
A
H
C
W
E
I
V
E
R
E
R
U
T
A
R
E
T
I
L
t I . y d u ts s i h t f o e lt it e h t f o s t c u rt s n o c e h t y fi r a l c o t si r e t p a h c s i h t f o e s o p r u p e h T
st p e c n o c e h t d n a t p e c n o c r o j a m e h t f o s e ir o e h t s s u c si d l li
w in r elaiton. I tcon is ts s
b u s l a r e v e s f
o -itltes :(1) t heoreitca lreview ,(2 ) ismlia rresearch reporst ,and (3 )
e r p f o k r o w e m a
rf -understandingandpre- ifguredt heme .s
W E I V E R L A C I T E R O E H T . A
s i h t f o s t c u rt s n o c d n a s e ir o e h t e h t y fi r a l c d n a e t a r o b a l e o t st p m e tt a n o it c e s s i h T
e h t t u o b a n o is n e h e r p m o c e v i g l li w s e ir o e h t d e t a l e r e m o s f o n o it a r o b a l e e h T . y d u ts
m e s t p e c n o
c ployedi nt hi s tsudy. Therefore, t hsis eciton willf ocu sondsicus isng
: s g n i w o ll o f e h
t (1 )Englsih textbooks ,(2 )the 2013 Cur irculum ,(3 )textbook
) 4 ( d n a , n o it a u l a v
e qualtiaitveconten tanalyssi .
.
1 EnglsihTextbooks
The pracitce o f Englsih teaching and learning in EFL count ire s ilke
f o e s u e h t m o rf d e t a r a p e s e b y l d r a h n a c a is e n o d n
I Engl sih textbooks .They are
n o it u ti ts n i l a n o it a c u d e s u o ir a v n i d e s u y l e d i
w s such a sp irvate schoo sl ,pubilc
s r u o c h si l g n E , sl o o h c
s e ,s l anguagei n tstiuiton, etc .Thet ype o fEngl siht extbook s
h c i h
w areused usuallyarebasedon t hel earners ’need sandt hecur irculumoft he
s k o o b t x e t n i a tr e c g n is u f o e s a e e h t d n if s n o t u ti ts n i d n a s r e h c a e t y n a M . n o it u ti ts n i
r u d r u o i v a s a e b n a c y e h t r o
f ingt heri t eachingpracitcei nt heclassroom .Ther ole
a f
0 1
d e t n e s e r
p in ilne wtih t he i mplemented cur irculum . tI i sundeniablet ha ta l o to f
k o o b t x e t n o t o l a d n e p e d l li ts s r e h c a e
t s . Lamie (1999 ) tsate s tha t atlhough
r o f d e e n e h t ,s l a ir e t a m y ti l a u q h g i h s s e c c a o t s r e h c a e t d e w o ll a e v a h s e i g o l o n h c e t
w e n g n i c u d o r p n o s p e e k y rt s u d n i g n i h si l b u p o s , e s a e r c n i o t s e u n it n o c s k o o b t x e t
.r a e y y r e v e s e ir e
s Fort eacher swhol ackt eachingexpe irence ,at extbookcano tfen
n i a m e h t e
b ‘weapon’ .Addiitonally, f o rbusyt eacher swho havea itght t eaching
m e h t e k a m t h g i m k o o b t x e t a , n o it a r a p e r p g n i k a m r o f e m it s s e l d n a e l u d e h c
s a
e lt ti
l relaxed and l es swor ired .Sim lialry, t extbook saslo play a role i n l earners ’
k a m s k o o b t x e t , st s e g g u s ) 7 0 0 2 ( o o j m z a R s A . s s e c o r p g n i n r a e
l e learner sfee l
s a e r u c e
s they can develop a sense o fprogres sand achievemen tdu irng thei r
s e it i v it c a e d i v o r p o s l a y e h T . s s e c o r p g n i n r a e
l whichenablel earnerst obei nvolved
s e ir e s a n
i o fsrtuctured tseps .Be isde, t hey serve a sa t oo l rfom which mate iral s
d n a n e k a t e r
a deilveredto l earner .s Inshor,t t extbook sno tonlyhelp t eacher sbu t
.s r e n r a e l o sl a
n
I fact t extbook shaveva irous r oles ,and amongothersaret he f ollowings .
s d r a h c i R n
I and Renandya (eds. ,2002) ,Crawford ctie sthe role o ftextbook s
g n i d r o c c
a toHutchinson andTorres ( 1994) .There aret wo r ole s :a san agent f o r
r o f t n e g a n a s a e l o r a e v a h s k o o b t x e t , ts ri F . l o o t g n ir u t c u rt s a s a d n a e g n a h c
n a e b o T . e g n a h
c agen to fchange ,there are some condiiton swhich mus tbe
n i d n a e d i u g s ’r e h c a e t d e li a t e d , r a e l c a e d i v o r p d l u o h s k o o b t x e t a , ts ri F . d e ll if l u f
s i e r e h t k o o b s ’t n e d u ts e h
t a learning- wh -o tol earn s ugges iton .Second ,at extbook
n a m m o o r s s a l c h ti w t si s s a d n a t r o p p u s d l u o h
s agemen,ts ot eacher sare rfeet odea l
y s a e n a r e ff o d l u o h s k o o b t x e t a , d ri h T . s e r u d e c o r p d n a t n e t n o c w e n h ti
1 1
r a e l c a e d i v o r p s a l l e w s a , e k il e b l li w e g n a h c e h t t a h w t u o b a e g a m i d n a ts r e d n u
t x e t a f i ,t s a l e h T . m o o r s s a l c e h t n i ti e s u o t w o h n o e c n a d i u
g book i sunfiormly
,l o o h c s a y b d e s
u colleaguess houlds harer espon isblitiyands uppor teachotheri n
g n i v a
h acommtimentt oachange.
Fu trhermore ,Crawford (2002 )suggesst t hat t extbook scan aslo become a
n i h ti w k r o w s r e h c a e t n e h W . l o o t g n ir u t c u rt
s a new program and unpredictable
d n a s r e h c a e t h t o b r o f y ti r u c e s f o e s n e s a e v i g n a c k o o b t x e t a , s e p y t r e n r a e l
m u i d e m a s e m o c e b t i s a s r e n r a e
l through whichani nteracitoni sbuitl .Textbooks
s l a ir e t a m d e r u t c u rt s r e ff
o which can accomodate learners ’developmen tin thei r
g n i n r a e l g n i h c a e t e h t l o rt n o c t o n s e o d k o o b t x e t a h g u o h tl A . sl li k s e g a u g n a l
n o it c a r e t n i m o o r s s a l c e h t e k a m o t y ti li b a t c i d e r p d n a e r u t c u rt s e h t s r e ff o t i ,s s e c o r p
a , e r o f e r e h T . st n a p i c it r a p e h t o t e l b a r e l o t e r o
m ‘threatening’ atmosphere can be
. d e d i o v a r o d e c u d e r
ts il ) 4 8 9 1 ( h tr o w s g n i n n u C , e li h w n a e
M s severa l role s o f textbook s in
a e l o r a e v a h s k o o b t x e t , ts ri F . g n i h c a e t e g a u g n a l h si l g n
E s a resource fo r
y e h T . l a ir e t a m n o it a t n e s e r
p help t eachers i n presenitng t hei rspoken and w irtten
l a ir e t a
m sdu irng t he t eaching l earning process .Therefore, i tsaves t hei r itme fo r
n w o r i e h t g n ir a p e r
p teachingmate irasl .I tcanno tbedeniedt ha tgenerally,t eacher s
d n a e r o l p x e o t e m it s s e l e v a h n e tf o y e h t t a h t e l u d e h c s g n i h c a e t t h g it a e v a h
a m g n i h c a e t e r a p e r
p te ira sl .Be isde, t heymus taslo dea lwtihadminsirtaitvework s
n a c s r e h c a e t , e l b a li a v a e r a s k o o b t x e t n e h W . g n i m u s n o c e m it n e tf o e r a h c i h w
2 1
s a e v r e s o sl a n a c s k o o b t x e t , d n o c e
S a source o facitviite sfo rlearne r
n o it c a r e t n i e v it a c i n u m m o c d n a e c it c a r
p ,because t hey provide acitviites t hrough
. e g a u g n a l e h t g n is u e c it c a r p o t y ti n u tr o p p o n e v i g e r a s r e n r a e l h c i h
w Theacitvi ite s
y ll a u s
u range f romi ndividua lwork ,pai rwork ,groupwork ,o rwhole-clas swork .
. s e it i v it c a e v it c a r e t n i s u o ir a v n i d e v l o v n i e b l li w s r e n r a e
L Therefore , the
r e h c a e t t s u j t o n , s r e n r a e l g n o m a t li u b o sl a s i n o it c a r e t n
i -learne r interaciton .
o t s r e h c a e t e g a r u o c n e o sl a n a c s k o o b t x e t n i e c it c a r p e g a u g n a l d n a s e it i v it c
A be
e h t y fi d o m r o t c u d n o c l li w y e h t w o h n o d e g n e ll a h c e b l li w y e h T . e v it a e r c
’ s r e n r a e l e h t t e e m d n a s r e n r a e l f o s e p y t ll a e t a d o m o c c a n a c y e h t t a h t o s s e it i v it c a
.s d e e n
a s a e l o r a e v a h n a c s k o o b t x e t , d ri h
T reference source fo rlearner son
a l u b a c o v , r a m m a r
g ry ,pronunciaiton ,and othe raspect so flanguage.They aslo
, y r a l u b a c o v , r a m m a r G . e g a u g n a l e h t g n is u n o s e l u r l a r e n e g t u o b a e g d e l w o n k r e ff o
s e l u r n i a m w e f a e r a n o it a i c n u n o r p d n
a which are usefu lin shaping learners ’
a u g n a l e h t g n is u n i y c n e u lf d n a y c a r u c c
a ge .They aret he f oundaiton ofl anguage
m o rf n o it a i c n u n o r p d n a , y r a l u b a c o v , r a m m a r g e s u n a c s r e n r a e L . g n i n r a e l
s k o o b y u b o t e v a h t o n o d y e h t , e r o f e r e h T . e g a u g n a l e h t g n i c it c a r p r o f s k o o b t x e t
e s o h t e s u a c e b , n o it a i c n u n o r p r o , y r a l u b a c o v , s e l u r r a m m a r g t u o b
a aspect sare
.s k o o b t x e t n i d e d d e b m e y ll a u s u
s a s i e l o r ’ s k o o b t x e t , h tr u o
F a source fo r sitmulaiton and idea s fo r
s e it i v it c a e g a u g n a l m o o r s s a l
c . The mate iral s o r acitviite s on textbook s o tfen
s a e d i e t a r e n e g o t s r e h c a e t e ri p s n
i on how to develop the acitviite sto be more
. s r e n r a e l e h t r o f g n it a d o m o c c
3 1
. k o o b t x e t e h t n i d e n o it n e m s e it i v it c a e h t g n i d n e t x e r o g n it a r o b a l e y b s e it i v it c a
d i r i e h t g n i p o l e v e d y b s e it i v it c a p u w o ll o f n g is e d n a c y e h
T ea s into more
. s e it i v it c a g n it s e r e t n i d n a g n i g n e ll a h c
s a e v r e s s k o o b t x e t , h tf i
F a syllabu s re lfecitng the learning objecitve s
i h
w ch have arleady been determined . Mos t o f textbook s used fo r Englsih
s u b a ll y s a n i a t n o c g n i h c a e t e g a u g n a
l which serve sa sa porrtai to fwha twli lbe
n a c t i , e r o f e r e h T . s r e n r a e l e h t m o rf d e t c e p x e e r a t a h w d n a s r e n r a e l e h t y b d e v e i h c a
k o o b t x e t a n i s u b a ll y s a f o e c n e ts i x e e h T . m a r g o r p e l o h w e h t g n ir u d e c n a d i u g a e b
. e m it ’ s r e h c a e t s e v a s o sl a
Sixth, textbook sare used a sa resource fo rsefl-d riected learning o rsefl
-k r o w s s e c c
a .There areo tfensecitons i nat extbookwherel earner scan checkand
. s s e r g o r p n w o r i e h t s s e s s
a Learner scan check thei rown progres sindividually
. d e t a d i m it n i r o d e n e t a e r h t g n il e e f t u o h ti
w Thi scan be done no tonly i n t he clas s
.s u o m o n o t u a e b o t d e r e g g ir t e b n a c s r e n r a e l , o S . e m o h t a o sl a t u
b In othe rwords ,
n a c , s r e n r a e l o t g n il a e p p a e r a n g is e d d n a t n e t n o c e h t t a h t d e d i v o r p , s k o o b t x e t
m o o r s s a l c e h t d n a r e h c a e t e h t n o d n e p e d s y a w l a t o n o t s r e n r a e l e t a v it o m
. n o it c a r e t n i
Seventh,t extbookss uppo trles sexpe irencedt eacher swhohaveyett ogaini n
e c n e d if n o
c .For t eacher swhoare no twell-expe irenced i nt eaching ,at extbookr e
r o e c n a d i u g a s a s e v r e s y ll
a a p irvatet utor .Theydo no thavet o preparet heriown
s A . sl a ir e t a m n w o r i e h t g n is u h c a e t o t w o h t u o e r u g if d n a s l a ir e t a m g n i h c a e t
s s e l , k o o b s ’r e h c a e t h ti w d e p p i u q e y ll a u s u e r a s k o o b t x e
t -expe irencedt eacher scan
. y ti v it c a h c a e t c u
