an analysis of the english textbook “think” to the

(1)

0

AN ANALYSIS OF THE ENGLISH TEXTBOOK “THINK” TO THE CURRICULUM 2013

A Skripsi

Presented to the Faculty of Educational Sciences in Partial Fulfillment of the Requirement for the Degree of S.Pd. (S-1)

in the Department of English Education

By:

Fina Sakinah Mawaddah 11170140000044

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES

UIN SYARIF HIDAYATULLAH JAKARTA

2021

(2)

i

An Analysis of the English Textbook “Think” to the Curriculum 2013

A Skripsi

Presented to the Faculty of Educational Sciences in a Partial Fulfillment of the Requirements for the Degree of S.Pd. (S-1) in English Education

By:

Fina Sakinah Mawaddah 11170140000044

Approved by:

Advisor I Advisor II

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA

2021

Dr. Farida Hamid, M.Pd Drs. Syauki, M.Pd NIP. 19631010 199103 2 003 NIP. 19641212 199103 1 002

(3)

ii

(4)

iii ABSTRACT

Fina Sakinah Mawaddah (1117014000044). An Analysis of the English Textbook to the Curriculum 2013. A Skripsi of Department of English Education at Faculty of Educational Sciences of Syarif Hidayatullah State Islamic University Jakarta, 2021. Advisors : 1. Dr. Farida Hamid, M.Pd. 2. Drs. Syauki, M.Pd.

Keywords: English Textbook, Content Analysis, Evaluation, Curriculum 2013 The study was aimed to evaluate the relevance of materials in the textbook

“Think” with basic competences of English curriculum 2013. The textbook was analyzed by using qualitative research method with content analysis design. The instrument of this research is the researcher. The data collection procedures started from perusing then highlighting, eliciting, grouping, coding and tabulating.

The data was analyzed using the procedures of data selecting, data display, data interpreting and drawing conclusion. The data was evaluated using the categories of complete, slightly complete, slightly incomplete and null. The analysis was done in the aspect of genre and basic competence per-unit. In the textbook, there are 12 materials that had been checked its relevancy to the English curriculum 2013. The result of the study shows that the textbook only meet 10 materials out of 22 materials suggested in basic competence 3 and 4 of English curriculum 2013. The result found that the level of conformity of “Think” textbook is slightly incomplete. Otherwise, the textbook contains materials that are not suggested by the syllabus. To sum up, the textbook “Think” is better to be used as a supplementary book in school with curriculum 2013 context.

(5)

iv ABSTRAK

Fina Sakinah Mawaddah (1117014000044). An Analysis of the English Textbook to the Curriculum 2013. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Pendidikan Universitas Islam Negeri Syarif Hidayatullah Jakarta Tahun 2021.

Pembimbing : 1. Dr. Farida Hamid, M.Pd., 2. Drs. Syauki, M.Pd.

Kata kunci: Buku Teks Bahasa Inggris, Analisis Isi, Evaluasi, Kurikulum 2013 Penelitian ini bertujuan untuk mengevaluasi relevansi materi dalam buku teks

“Think” dengan kompetensi dasar bahasa Inggris kurikulum 2013. Buku teks dianalisis dengan menggunakan metode penelitian kualitatif dengan desain analisis isi. Instrumen penelitian ini adalah peneliti. Prosedur pengumpulan data dimulai dari perusing kemudian highlighting, eliciting, grouping, coding dan tabulating. Analisis data dilakukan dengan prosedur pemilihan data, penyajian data, interpretasi data, dan penarikan kesimpulan. Data dievaluasi dengan menggunakan kategori lengkap, sedikit lengkap, sedikit tidak lengkap dan nol.

Analisis dilakukan pada aspek genre dan kompetensi dasar per unit. Dalam buku ajar tersebut, terdapat 12 materi yang telah diperiksa relevansinya dengan kurikulum bahasa Inggris 2013. Hasil penelitian menunjukkan bahwa buku ajar hanya memenuhi 10 materi dari 22 materi yang disarankan dalam kompetensi dasar 3 dan 4 bahasa Inggris kurikulum 2013. Hasil penelitian menemukan bahwa tingkat kesesuaian buku teks “Think” agak kurang lengkap. Jika tidak, buku teks berisi materi yang tidak disarankan oleh silabus. Ringkasnya, buku ajar “Berpikir”

lebih baik digunakan sebagai buku pelengkap di sekolah dengan konteks kurikulum 2013.

(6)

v

ACKNOWLEDGEMENT

In the name of Allah, the Most Beneficent, the Most Merciful. Praise and great gratitude submitted to Allah SWT who always gives her gracious mercy and tremendous blessing that has helped the researcher finishing this skripsi.

Blessing and peace be upon the Prophet Muhammad SAW who has brought human beings from the dark era into the bright era.

In writing this thesis, the researcher faced a lot of difficulties and problems that without much help from the following people, it was impossible for her to finish this research. Special thanks the writer gives to her parents; Mrs.

Syumusul Ma’rifah, S.Ag. and Mr. Saifudin, S.Ag. who always support her and facilitate all her needs physically and mentally.

Next, the writer would like to thank her advisors for the guidance, advices and suggestions from Dr. Farida Hamid, M.Pd. and Drs. Syauki, M.Pd. who helped her in finishing this thesis. The writer also would like to thank Dr.

Alek, M.Pd. and Drs. Nasifuddin Jalil, M.Pd. as her examiner. Additionally, the researcher would like to thank:

1. Dr. Sururin, M.Ag. as the Dean of the Faculty of Educational and Teaching Sciences

2. Didin Nuruddin Hidayat, M.A.TESOL., Ph.D, the Head of Department of English Education

3. Zaharil Anasy, M.Hum. As the Secretary of.. for their help related to the approval of her skripsi and administrative support.

4. Yenny Rahmawati, M.Ed., the academic advisor of English Education Departement Class B Academic Year 2017/2018.

5. All of the lecturers in the Department of English Educaion for all the precious knowledge and tremendous inspiration they have shared to the writer.

(7)

vi

6. Ms. Ila Holilah, S.Pd. the teacher of SMPIT Auliya, who gave her help and supported the writer.

7. The entire brothers and sisters from English Education Departement 2017, especially Class B who cannot be mentioned here one by one.

Last, but far from least, her very sincere thanks to who are not mentioned personally here for their patience, guidance, support and cooperation in helping the writer. This research is far from perfect, but it is expected that it will be useful not only for the researcher, but also for the readers. For this reason, constructive thoughtful suggestion and critics are welcomed.

Jakarta, September 2021

Fina Sakinah Mawaddah

(8)

vii

Textbooks are the most important aspect of Engslis as foreign language (EFL) teaching and learning in Indonesia. There are components of the textbook that must be thoroughly reviewed and investigated before being utilized in the classroom, such as its compatibility with the applicable curriculum. Teachers and students use the textbooks to help them gain a thorough and critical understanding of a subject. (Naji Meidani & Pishghadam, 2012, p. 94). It is a valuable resource for both teachers and students acquiring the English language (Gak, 2014, p. 79).

Furthermore, students can get benefit from textbooks because they give a clear framework to follow, giving them a feeling of structure and progress (Lau et al., 2018, p. 12).

Textbook is one of the factors that influences the effectiveness of the curriculum 2013 implementation, stated by Mulyasa in Dharma, Joni, & Aristo, (2018, p. 25). The Indonesian government has emphasized the importance of textbook in regulation of the Minister of Education and Culture of the Republic of Indonesia Number 8 of 2016, about the decent book that is used in Elementary and High schools. It is stated that the primary source of teaching and learning is textbooks.

In addition from the statements above, the important role textbook has in a classroom, schools have to choose the right textbook meticulously because there are various kinds of textbooks from various publishers. Thus, to equate the contents of the textbook, the Indonesian government has structured the syllabus to be followed by all educational systems in curriculum 2013. The syllabus itself is an expression of thoughts on the essence of language and learning, it serves as a guide for teachers and students by presenting multiple objectives to be accomplished (Tahir, Rinantanti, & Suriaman, 2019, p. 7). The syllabus is focused on students‘outcome and not the process.

(11)

Over the past three decades, textbooks have also been the specific focus of applied linguistic research due to the primary role they have in the language classroom, with two, more or less separate, lines of inquiry emerging (Weninger, 2018, p. 1). Referring to the statements on the previous paragraph, many people have conducted studies on evaluating textbooks and their conformity with the applicable curriculum, including, Nuril Latifah Assaadah had done the research that analyzes the relevance of the textbook to the syllabus of Curriculum 2013.

Additionally, Linda Rahmawati analyzed the textbook entitled “Primary English as a Second Language” published by Khadijah Islamic School for Elementary school level. Another one is from Vedyanto who has analyzed students‘ and teachers‘ perception to the textbook and used the questionnaire developed by Mukundan, Nimehchisalem, and Hajimohammadi. Meanwhile, until now, there is no researches that have analyzed the textbook entitled “Think” from Cambridge University Press.

In the implementation of curriculum 2013, the availability of textbooks that complement the curriculum is crucial (Salirawati, 2018, p. 43). The syllabus regularly has been attached on the textbook to be a guide for the learning process.

On the other hand, the book that comes from international publisher might be different; it does not have the syllabus attachment on it. Still, every textbook that is published and distributed in school should fulfill the criteria from the national standard. Furthermore, one of three indicators that must be considered in terms of textbook feasibility is the conformity of the material description with the competency standards (SK) and basic competencies (KD) contained in the curriculum of the subject concerned (Muslich, 2010, p. 8).

Admittedly, a crucial component of teaching a course may be selecting textbook or reading materials (Wolfe, 2005, p. 57). Schools in Indonesia are free to choose textbook for their learning process. Some school may select textbook for English learning and teaching or ELT textbook from international publisher.

Commonly, schools that use textbook from international publishers also apply the international curriculum. Nevertheless, there are schools with curriculum 2013 that use ELT textbook from international publisher which is written and edited by

(12)

native speaker or non-EFL people. Those schools prefer textbook from international publisher as thought of creating higher level of English ability for their students without concerning the materials that need to be achieved in syllabus of curriculum 2013. Namely, one of the most frequent books that are used in school is from Cambridge University Press entitled “Think” and the previous one entitled ―English in Mind‖ or EIM. There are schools with curriculum 2013 that utilize English textbook from Cambridge University Press for their teaching and learning process.

The ELT textbook from foreign publisher comes with a package consist of student‘s book, workbook, teacher‘s book and DVD-ROM for online learning.

There are reading materials and various activities that are given by the book that can develop students‘learning motivation. Moreover, The textbook's language is suitable for the age group of teenagers who are using it (Rynanta & Ruslan, 2013, p. 13). Other than that, the sections of the ELT textbook are organized in such a way that they entice participants to engage in enjoyable teaching and learning (Vedyanto, 2017, p. 117). Not only students, teachers also enjoy using this ELT textbook because the book can simplify their job in creating attractive and interactive learning process. However, the use of textbook from international publishers in curriculum 2013 context might affect the users deficiently. For instance, in the EIM textbook, it looked that the textbook's author placed a greater emphasis on lower-order cognitive processes, vocabulary, and grammar (Takasana, 2020, p. 28). Furthermore, for the teacher, the complete package that the book provided might spoil them and decrease their creativity. Additionally, in curriculum 2013, syllabus is an important component to be noticed before teachers develop their plan for teaching and learning process (Rasinus et al., 2021, p. 67). The materials that want to be delivered should be relevant to the syllabus.

Meanwhile, the ELT textbook cannot be guaranteed it‘s relevancy to the syllabus of curriculum 2013. Because the book was published by a foreign publisher, the curriculum they used to plan it differed from ours. After all, the writer realizes it is important to conduct the analysis of the textbook to the curriculum 2013 syllabus.

Therefore, considering the prominent role of the textbook in theaching and

(13)

learning English as a foreign language, especially in the frame of the curriculum 2013 context, the writer intends to evaluate the English Textbook under the title

“Think” that is published by Cambridge University Press which is the international publisher. The book is used in a prestige private school in Tangerang Selatan, Banten Province as the main resource for learning EFL process.

B. Research Focus and Sub-focus Research Focus

The focus of this research is the English textbook “Think”. Meanwhile, the research focus, covers the material contained in the book which is viewed from the conformity of the curriculum

D. Research Question

Based on the research focus and subfocus above, the research question of this investigation was formulated as follow.

“To what extend is the level of conformity of the material contained in the English textbook "Think" in terms of the 2013 curriculum?”

E. The Objective of the Research

The objective of the research was to descibe the materials contained in English textbook “think” concordance with curriculum 2013.

F. The Significance of the Research

The results of this research are expected to give significances both theoretically and practically go to:

- Teachers

The teacher is expected to be more careful in using textbooks in the teaching and learning process. Furthermore, Teachers are hoped to have better knowledge about the textbook’s relevance to the curriculum 2013 syllabus.

The teacher can use this research as a reference in selecting appropriate textbook for their learning process.

- Schools

The findings of this study can be used as a guidance for schools in selecting textbooks to support the learning process and to achieve the best possible learning outcomes. Moreover, schools are expected to conduct a brief evaluation before selecting the textbook.

(14)

- Further researchers

The writer hopes that the further researchers can analyze another title of English textbook that is used in schools in Indonesia. The further researcher can use this paper as a reference. Also, this research is hoped to be able to help the further researcher in conducting their research.

(15)

6 CHAPTER II LITERATURE REVIEW A. The Concept of Textbook

In this subtopic, several aspects related to textbooks will be discussed, including the nature of textbook, the characteristic of textbook, advantages and disadvantages of the textbook, the role of textbook in classroom and textbook evaluation.

1. The Nature of Textbook

Textbooks are instructional aid in the teaching-learning process, and they must be aligned with curricula in terms of goals, material, and teaching methodology for each subject (Seguin, 1989, p. 23). It takes part in creating the successful classroom. Textbooks are essential learning materials or documents in the field of education, available in both written and electronic formats (Klemenčič

& Čepič Vogrinčič, 2014, p. 1). Either written or digital version of textbook both are used in schools. Although, there are many other teaching aids, textbooks are still the primary teaching materials in classroom (Dewi, 2019, p. 13). Moreover, it has role as tools for educators, students, and textbooks to mediate and facilitate the shared development of learning (Stará, Chvál, & Starý, 2017, p. 62).

Furthermore, textbooks contain teaching material for the teacher and learning material for the learner, stated by Awasthi as cited in Nimasari, (2016, p. 269).

In the regulation of the Minister of Education and Culture of the Republic of Indonesia Number 3 of 2017 verse 5-7, it states that textbook is divided into two categories; main textbook and compulsory textbook. The main textbook is the books that has been provided by the government free of charge, and for the compulsory textbook is the book that course book that is arranged by the people and has been legalized by the government. Both the main textbook and compulsory textbook must be oriented to the curriculum.

From the explanation above, it can be concluded that textbook are an instructional aid in the teaching and learning process. In the field of education, textbooks are basic learning materials or documents that are available in both

(16)

printed and electronic formats. For educators and students, textbook acts as a mediator and facilitator of shared learning development.

2. The Characteristic of Textbook

According to BSNP, textbook has the charasteristic as follows:

1) Textbook is arranged based on curriculum

The educational curriculum's concept might be focused on the fundamental basis, method, strategy, and program structure.

2) Textbook focus on certain purpose

The textbook's material must be presented in a certain way for a specific purpose. This objective is based on the learning formula found in the present educational curriculum GBPP, particularly the quarterly faithful learning and or each class formulation.

3) Textbook focus on certain subject

Textbooks are packaged for specific subject areas. Therefore, it is not allowed to have mixed books, which contain

various subject areas. In fact, the textbook packaging is directed to certain classes and levels of education.

4) Textbook is oriented to the learning process

In general, textbooks are written for students. As a result, the content must be presented in a way that focuses on student learning activities. Students can engage in a variety of learning activities via reading textbooks, both in terms of acquiring comprehension, skills, and attitudes.

5) Textbook should be able to direct the teaching process

The textbook's presentation should be able to guide the teacher in carrying out instructional duties in the classroom. This means that the processes of learning in textbooks must be able to "suggest" teaching steps to the instructor in the classroom.

6) Textbook should adjust the intellectual development of students

The pattern of presentation is considered in accordance with the intellectual development of students that meet the following criteria, namely (1) Based on knowledge and student experience; (2) based on

(17)

students' mindset; (3) based on the needs of students; (4) based on the possibility of student responsiveness; and (5) based on students' language skills.

7) Textbook should be able to encaurage students’ creativity

In order to encaurage students to be creative, the textbook should, (1) be able to encourage students to think; (2) can encourage students to do and try; (3) can push students to assess and behave; and (4) can familiarize students to create.

3. Advantages and disadvantages of textbook

There are positives and negatives of using commercial textbooks in the classroom. It depends on how they are used and the criteria for their use (Brown, 2007, p. 136).

Since it has been used in classrooms for decades, both teachers and students must have reasons for the use of textbooks. The beneficial of the textbook is it gives a program structure and a syllabus, they assist standardize education, maintain quality, provide a range of learning materials, are time- saving for teachers, may provide effective language models and feedback, and are generally visually stunning and engaging to students (Tsiplakides, 2011, p. 759).

Chiappetta and shamos in McDonald, (2016, p. 483) argue that textbooks have been shown to impact the sequence of instruction and teaching methods used by teachers and are also seen in many classrooms as the definitive source of information. Additionally, textbooks have many learning resources that make the learning process interesting and enjoyable for learners, such as workbooks, CDs, cassettes, and videos, etc. (AbdelWahab, 2013, p. 55). Even though not all the textbooks provide CD or cassettes, the workbook might still be valuable and interactive for learners. Additionally, the reason that textbooks are still used today in schools is because it beneficial both for the teachers and the students. As for students, textbook is dynamic. It is one of the learning sources that can be read individually inside or outside school (Mahmud & Idham, 2017, p. 25). As For the teacher, textbook helps them to assess the students because the textbook instructs the subject of a study (Agnes, 2002, p. 653).

(18)

Otherwise, the textbook also has negative effects. Many teachers now rely on textbooks that the risk of it can appear to absolve teachers of obligation, stated by Swan in Torres & Hutchinson, (1994, p. 315). Teachers might forget that their role in the classroom is important and cannot be replaced by textbooks. Moreover, teachers might forget that the purpose of the teaching process is to occupy students’ needs. Without any supplementary content, using only textbooks, from cover to cover, is not the most satisfactory approach for meeting the needs of students (Soori et al., 2011, p. 481). The fact that content and form refer to weaknesses that persist in current foreign learners’ textbooks (Allen, 2008, p. 6).

Allwright, cited in Tok, (2010, p. 509) argues that textbooks are too rigid, and they seem to represent the authors' pedagogic, psychological, and linguistic interests and prejudices.

Richard, has mentioned the advantages and disadvantages of textbooks in his book to be compared (Richards, 2001, p. 254) .

Table 2.1 The Advantages and Disadvantages of Textbook

Advantages Disadvantages

Structure and a syllabus for a program are given by the textbook

Textbook may contain inauthentic language

Textbook helps to standardize teaching

Textbook may not fulfill students’

need Textbook retains consistency, provides a range of tools for learning

Textbook can deskill teacher

Textbook is efficient Textbook is expensive for some students

Textbooks can provide useful language models and inputs

Textbook is visually appealing

(19)

4. The Role of Textbook in Classroom

In classroom, teachers have been one of the sources of learners to gain knowledge. However, teachers alone cannot succeed in controlling the classroom.

They need help, such as from textbooks. Throughout the class, teachers often refer to the textbook for guidance (Solhi et al., 2020, p. 1287). For teachers, a textbook may serve numerous purposes: as a central reference, as a source of supplementary content, as an inspiration for activities in the classroom, even as the curriculum itself (Garinger, 2002, p. 1). Additionally, textbooks could be used as both a syllabus and a framework for monitoring student progress in the classroom (Tsiplakides, 2011, p. 758)

Moreover, textbooks serve an important part in language teaching and learning, and they are regarded as an essential resource for foreign language acquisition (Naji Meidani & Pishghadam, 2012, p. 74). It is an almost universal aspect of teaching the English language as they include a great deal of content (Diniah, 2013, p. 74). Textbooks make learners or even teachers are likely using them as dictionary to expand their vocabularies. Textbooks, also, offer a map that describe the general content of lessons and a sense of structure for both teachers and learners that provides coherence for individual lessons as well as for an entire course (Richards, 2014, p. 22). Another roles of textbook are performing as a source of knowledge (Cunningsworth, 1995, p. 7), having organized material in a standardized format that is ready to use (Solhi et al., 2020, p. 1283), and having purpose of assisting students with their studies (Okeeffe, 2013, p. 2)

However, the importance of textbooks depends on the style of teaching of the teachers themselves, the tools at their disposal, the agreed teaching requirements in any language school, etc. (Babaii & Ansary, 2016, p. 1). Whether they need or not the textbook in the teaching and learning process, it depends on the teacher. As the teacher is the person who direct the classroom.

(20)

5. Evaluating Textbook a. Textbook evaluation

Since the important role textbooks play in the classroom, the choosing of textbooks should be careful. Schools in Indonesia might use different textbooks even if they at the same level. Furthermore, to ensure a good match between what it contains and the demands of the learning/teaching situation, textbook evaluation is important (Cunningsworth, 1995, p. 5). Additionally, evaluation is essential in education, and it is especially important for teachers because it can provide useful information for future classroom practice, course planning, and student management of learning tasks (Tok, 2010, p. 509). Moreover, textbook analysis and evaluation not only assist teachers in their personal development, but also help them in gaining valuable insights into the essence of the subject (Tok, 2010, p. 510). Furthermore, evaluation should be done in terms of checking the coherency of English textbook. ELT materials should be guided by language acquisition principles, and all content units should preferably be principled, appropriate and coherent (Tomlinson, 2008, p. 7).

b. Steps of Textbook Evaluation

According to Ur, (1999), there are three stages of textbook evaluation, (1) deciding on criteria, (2) applying criteria, (3) Summary.

1) Deciding on criteria. This is the step where the analyists must examine the criteria for textbook evaluation and decide the importance of the criteria using codes, like “very important” “fairly important” “not sure”.

2) Applying criteria. after deciding the criteria and its’ importance, the criteria then applied to the analysis. The criteria on stage one can be used in evaluating the textbook.

3) Summary. The overall evaluation. The brief explanation of the evaluation’s result. the textbook might be rate according to the codes have given before.

(21)

c. Criteria for Textbook Evaluation

According to Cunningsworth, (1995), there are criteria for textbook evaluation;

1) Textbooks should meet the needs of learners. It should be compatible with the aims and priorities of the program for language learning.

2) The uses (present or future) of the language by learners should be expressed in the textbook. Textbooks that will help prepare students to use language effectively for their purposes should be selected.

3) The textbook should take into account the needs of students as learners and promote their learning processes, without enforcing a rigid "method"

dogmatically.

4) As support for learning, textbooks should have a clear position. It mediates between the target language and the learner, as teachers do (Cunningsworth, 1995, pp. 15–20)

Additionally, Tomlinson and Masuhara, (2013, pp. 235–245) have the criteria for English course book that is focused on the effectiveness of long-term acquisition. They use 15 criteria out of 130 criteria that have been listed.

1) How likely is it that the course would have thorough exposure to English in use?

2) To what degree is the course likely to affectively engage the students?

3) How cognitively engaging is the course likely to be for the students?

4) To what degree is the course likely to be an obstacle that can be met?

5) To what degree would the course assist students in personalizing their learning?

6) To what degree is the course likely to assist students in discovering how English is commonly used?

7) How likely is it that the course would include opportunities to communicate in the target language?

8) To what degree is the course likely to aid in the development of cultural knowledge among the students?

(22)

9) To what degree can the course assist students in using the English setting outside of the classroom?

10) To what degree will the course be able to meet the needs of all students?

11) Is the course likely to have the necessary versatility for successful localization?

12) How likely is it that the course can assist learners in continuing to learn English after the course?

13) What percentage of the course will be taught in English as a second language?

14) To what degree is the course likely to assist students in becoming successful English communicators?

15) How likely is it that the course will meet its specified objectives?

B. Curriculum

In this subtopic, several aspects related to curriculum will be discussed, including the nature of curriculum, the function of curriculum and curriculum 2013.

1. The Nature of Curriculum

Curriculum is a set of plans and arrangements regarding the objectives, content, and learning materials as well as methods used as guidelines for organizing learning activities to achieve certain educational goals (BSNP, 2006, p.

5). Furthermore, curriculum is a collection of educational activities consisting of several main elements, namely aim, content, processes, resources, and evaluation tools (Nur & Madkur, 2014, p. 120). Curriculum, also, provides student with a guide and an understanding of what they will learn and how they will advance when the course is finished (Hoque, 2016, p. 5). All the activity that relate to students is curriculum even students’ interaction to the teachers or to other students is curriculum. The scheduled, structured curriculum focuses on goals, priorities, subject matter, and instructional organization; the unplanned, informal curriculum focuses on students' and teachers' socio-psychological interactions, especially their emotions, attitudes, and behaviors (Ornstein & Hunkins, 2009, p.

(23)

11). Since the curriculum is directly related with the student, curriculum should focus more on the developing characteristic of the students. Curriculum should not only concentrate on the tools needed to establish rational and logical construction of new knowledge in the different fields of study, but also actively foster a culture that encourages imagination in all of students (Jacobs, 2010, p.

17).

Furthermore, Nasution, (2011, p. 9) classified the curriculum into four definition.

1) Curriculum as a product or a result from committee. As the work of the curriculum, usually in a committee. The results are set out in the form of a book or a new curriculum which, for example, contains a number of subjects that must be taught.

2) Curriculum as a program or tools that used in school to achieve the goals. It can teach a variety of subjects, but can also include all activities that can affect student development such as school societies, competitions, scouts, school stalls and so on.

3) Curriculum as something that expected to be learnt by the students, which are knowledge, attitude, certain skill. What is expected to be learned is not always the same as what is actually learned.

4) Curriculum as students’ experience. The three views above are related to curriculum planning while this view is about what actually becomes reality for each student. It is possible that what was manifested in the child was different from what was expected according to the plan.

From the definition above it can be concluded that curriculum is part of education. Curriculum is a collection of goals, content, and learning materials that are organized in a specific way. Curriculum encompasses all activities involving students. The curriculum should promote activities that allows all of students to use their creativity. Goals, interests, subject matter, and instructional organization are all in the aspects of curriculum.

(24)

2. The Role of Curriculum

At least there are three important roles of curriculum that should be done in a balanced (Hamalik, 2011, p. 12).

a. Conservative role

The curriculum has a role in interpreting social heritage, preparing students to be able to socialize in society. Schools are built for students to be able to understand the important of knowledge, moral or behavior and values which is adapted by their parents for they applying in the daily life (Ansyar, 2015, p. 36).

b. Critical or evaluative role

The curriculum has a role of helping students think critically and evaluate changes in culture or social values in society (Hamalik, 2011, p.

13). Curriculum should take part in judging, evaluating and filtering the values that will be adapted by the students (Busro & Siskandar, 2017, p.

16).

c. Creative role

The curriculum has a role to create new learning, ways of thinking, abilities and skills and to arrange something new that is needed in the society that can help students to gain new knowledge that can be beneficial for today and for the future (Busro & Siskandar, 2017, p. 15).

3. The Foundation of Curriculum

There are four foundation in curriculum; philosophical historical, psychological, and social (Ornstein & Hunkins, 2009, p. 13). In line with Ornstein and Hunkins, Ansyar, (2015, p. 49) explained there are four foundations of curriculum: (1). Philosophical foundations, (2) historical foundation, (3) sociological foundation, (4) psychological foundations and learning theories.

Philosophical foundation. Since philosophy consists of understanding that is beneficial to students' success in life, it has become one of the foundations of curriculum. Moreover, the philosophy in curriculum is to assist educators in determining the purpose of schools, what subjects are valuable, how students learn, and what methods and materials to employ. It clarifies educational

(25)

objectives, appropriate content, teaching and learning processes, and the experiences and activities that schools should emphasize (Ornstein & Hunkins, 2009, p. 32).

Historical foundation. The history of curriculum gives the valuable knowledge to educators and curriculum developers today and in the future. The history of curriculum must be understood in order to avoid repeating past mistakes and to plan for a brighter future in education (Ornstein & Hunkins, 2009, p. 70).

Sosiological foundation of curriculum is the basis for analyzing interrelationships that are expressed in the community's experience, skills, and values. Furthermore, society's principles, ideals, and standards are not only taught but also embodied in the educational system's service, ensuring that they are passed on to the next generation (Ornstein & Hunkins, 2009, p. 150).

Psychological foundation. Psychology in education and curriculum has a role in questioning about how the students are thinking and learning. Psychology is one of the unifying aspects of the learning process; it provides the impetus for many curriculum choices by forming the basis for learning strategies, resources, and events (Ornstein & Hunkins, 2009, p. 108).

4. The Structure of Curriculum

UNESCO’s International Bureau of Education stated that the structure of curriculum is the way the curriculum is arranged, including the subjects or learning areas that must be studied, when they must be studied, and how they must be studied. However, the structure of curriculum in its organization is divided into two types; horizontal curriculum and vertical curriculum

a. The horizontal curriculum

The horizontal curriculum is concerned with the relationship between subjects. In addition, the horizontal curriculum refers to the connection between two or more curriculum components (Ansyar, 2015, p. 372). There are three types of the horizontal curriculum.

1) Separated curriculum

Separated curriculum organizes each subject's curriculum. Separately generated curriculum is more subject based, focusing on learning

(26)

materials, rather than child centeredness that focusing on children's needs and interests (Rofayatul, 2019, p. 29).

2) Correlated curriculum

This curriculum connects one subject to another. Correlated curriculum organizes connections between multiple disciplines while yet respecting boundaries and avoiding enforcing connections between subjects. Despite the fact that the subjects in this curriculum are related to one another, the existence of each subjects are still maintained (Sunaryo, 2008, p. 9).

3) Integrated curriculum

There are no constraints in place in the integrated curriculum. All subjects are merged into a single entity, which is subsequently divided into units. These units will be divided into personal and social needs of learners, both in terms of physique and spirituality. Students are confronted with challenges that arise in everyday life (life-centered) and are asked to develop answers to these difficulties in this curriculum.

(Sunaryo, 2008, pp. 11–12) b. The Vertical Curriculum

The vertical curriculum is related to the system implementation of curriculum in schools (Sunaryo, 2008, p. 15). there are two types in vertical curriculum;

1) With/without class system

What it means by with class system is the students in school are divided into classes. For example in elementary school, there are six classes for students from class 1-6. The students cannot skip the class without finishing one class except there is one special condition.

Meanwhile, without class system means students can choose the subject that they want to take within one semester individually if they are capable in finishing the subjects

There is also the combination of with and without class. Children with a specific level of intelligence are given the choice to move forward

(27)

with this combination method, allowing them to avoid being among their peers (Rofayatul, 2019, p. 31).

2) Time system unit

The quarter system and semester system are examples of time unit systems used in the application of education. A year is divided into three units of time, each of four months, in a quarterly basis. It becomes the quarters I, II, and III. A semester system is another option. Each semester is six months long, with 16 to 20 weeks of intensive study (Rofayatul, 2019, p. 31).

5. Curriculum 2013

Indonesia has changed the curriculum several times since it was first formed in 1947. The curriculum currently applied is the curriculum 2013. In order to improve the education system in Indonesia, the further curriculum should be both dynamic and challenged, in the sense that its ability is to evolve, be creative, and even improve the education (Moore, 2015, p. 21). However, it tooks some times for schools in Indonesia in applying the curriculum 2013 evenly because of one and other aspects. One of the most crucial elements in changing curriculum is the educators' readiness to adopt the new curriculum or program (Ornstein &

Hunkins, 2009, p. 250).

However, curriculum 2013 is the new curriculum with new approach that replaces the previous curriculum. Curriculum 2013 developed two modes of learning process; the direct learning process and the indirect learning process (Madjid & Rochman, 2015, p. 58). Direct learning process is done when the teaching and learning process is doing in the classroom. The direct learning process is the actualization of what is written on the lesson plan and syllabus.

Meanwhile the indirect learning process happens between the students and teachers during the unplanned learning and teaching process in the classroom.

Additionally, Curriculum 2013 generally contains four elements of change. They are the graduate competency standard, the content standard, the learning process standard, and the evaluation standard (At-Taubany & Suseno, 2017, p. 114;

Prihantoro, 2014, p. 79). Moreover, curriculum 2013 combine three basic concept

(28)

balancing attittudes, skills and knowledge (Sunarti & Rahmawati, 2014, p. 3).

For the attitudes, it is achieved through the activities of receiving, running, appreciate, living, and practice. For the knowledge, it is obtained through the activities of remembering, understanding, applying, analyzing, evaluating, and creating. For the skills, it is obtained through the activities of observing, questioning, experimenting, associating, presenting, and creating (Madjid &

Rochman, 2015, p. 2).

a. Aspects of Curriculum 2013

There are four aspects in curriculum 2013: objectives, content, learning activities, and evaluation (Sundayana, 2017, p. 18).

1) The objective of curriculum

The development of curriculum 2013 and the establishment of the objectives of curriculum 2013 is based on the assumption that the low ability of Indonesian students to compete in the international realm (Mulyasa, 2014, p. 60). The curriculum 2013 aims to equip Indonesians to live as faithful, productive, creative, inventive, and affective persons and citizens who could still contribute to the life of society, nation, state, and world civilization (Yunus & Alam, 2018, p. 2). from the purpose of the curriculum 2013, It is hoped that Indonesian citizens would be able to prepare themselves in facing the era of globalization in an increasingly advanced era. Morover, according to expert, there are three level of the objective of curriculum 2013: (1) philosophical purpose is the expectation of the people to the educational institution, (2) general purpose is the goal that is in the competency which consists of the formulation of the content, (3) and specific purpose is the goals that are listed in the lesson plan (Sundayana, 2017, pp. 18–23). Additionally, In school, the curriculum is intended to be a means to develop students' potential into the ability to think reflectively for solving social problems in society, and to build a better democratic society. (Musfiqon, 2016, p. 8). The objectives of the curriculum are then applied to students through lessons provided by

(29)

teachers and through programs implemented by schools to support the achievement of curriculum goals.

Equally important, there has been a standard set in order to achieve the goals of curriculum 2013. Namely graduate competency standard.

According to the regulation of the Minister of Education and Culture of the Republic of Indonesia number 20 of 2016 about the graduate competence. it is mentioned that Every elementary and secondary school graduate have competency in three areas: attitudes, knowledge, and skills which has to be achieved by the students.

a. Attitude (Affective): Receiving, applying, appreciating, living, practicing.

Students are expected to grow into people who believe in, care for, have confidence in, and take responsibility for their interactions with the social environment, nature, the world, and civilization.

b. Knowledge (Cognitive): Observing, questioning, trying, reasoning, presenting and creating persons who are able to think and act productive and creative in concrete or abstract realm.

c. Skills (Psychomotor): Knowing, understanding, applying, analyzing, evaluating and creating persons who master in science, technology, arts, culture and insightful in humanity, nationality, state, and civilization.

Additionally, from the graduate competence, there is core competences. Core competencies are the quality translations or operations of graduate competency standards (SKL) that students must have after completing their education in a certain educational unit or level (Rachmawati, 2020, p.

232). It is the standard of graduate skills that must be available to students in some training areas, which defines main skills grouped into aspects of attitudes, skills and knowledge that students should acquire at school level, classes and subjects (Mulyasa, 2014, p. 173). The aspects of core competence includes four aspects;

a. BC-1 is the spiritual aspect; Respect and practice their religion's teachings.

b. BC-2 is the social aspect; Demonstrate honesty, discipline, accountability, compassion (tolerance, mutual collaboration), politeness, and self-

(30)

assurance in engaging successfully with the social and natural surroundings within the association's reach and existence.

c. BC-3 is the cognitive aspect; comprehend knowledge (factual, conceptual, and procedural) as an outcome of their interest in science, technology, art, and culture as they relate to observable occurrences and events.

d. BC-4 is the psychomotor aspect; In the domains of realistic (using, parsing, assembling, altering, and producing) and abstract (writing, reading, counting, drawing, and composing), test, process, and present based on what is taught in school and other sources in the same viewpoint/theory.

Specifically, the goal of English subject in secondary schools is to help students develop communicative competence in interpersonal, transactional, and functional discourse, using a variety of spoken and written English texts, coherently using accurate and acceptable linguistic elements, about various factual and procedural knowledge, and instilling the nation's noble values (Mohandas, 2014, p. 8).

2) Content

Content is the selected subjects to help the students achieve the general and specific goals in curriculum. Through the content of curriculum, students must be able to master the knowledge, skills, and attitudes that enable students to actively participate in society (Ansyar, 2015, p. 341). Content in curriculum 2013 carries a new pattern, namely subjects are developed from competencies that were previously in the form of competencies derived from student subjects (At-Taubany & Suseno, 2017, p. 117). Moreover, the content of curriculum is the competence stated in the form of core competencies of subjects and further detailed into basic competencies (Sutiah, 2018, p. 22). According to the Ministry of Culture and Education, for the language subjects, like Bahasa Indonesia and English the content of the subject is emphasizing on language competency as a means of communicating ideas and information. Students

(31)

are used to reading and comprehending texts, as well as summarizing and presenting in their own words.

There are the standard in curriculum 2013 that is called content standard. Minister of Education and Culture Regulation No. 21 of 2016 states that content standards are adjusted to the substance of national education goals in the domain of spiritual attitudes and social attitudes, knowledge, and skills. The existence of content standards in the curriculum 2013 was established to provide criteria for the breadth and degree of competency in accordance with graduate competence (Oktaviani

& Wulandari, 2019, p. 1291).

In order to support the achievement of graduate skill competence and core competence, basic competence is needed (At-Taubany & Suseno, 2017, p. 133). Basic competency is developed from content competence and encompasses all disciplines for each class (Rachmawati, 2020, p. 233).

It includes the four aspects of core competence. However, This study will be focused on the basic competencies of the English syllabus in cognitive (BC-3) and psychomotor (BC-4) aspects. The materials in BC-3 and BC-4 for ninth grade of Junior high school students are divided into competency based with genre based topic.

a. Interpersonal: Wishing and responses, Hoping and response, Congratulating and Response.

b. Transactional: Asking for purpose and agreement (to, in order to, so that (dis)agreement), Tenses (Present continuous, past continuous, will continuous, Present perfect tense), Passive voice.

c. Functional: The label of foods/medicine/drinks, Asking about foods/drinks recipe and manual (procedure text), Fairy tales (narrative text), Information report, Advertisement, Song lyrics.

However, the 2013 English curriculum use genre-based approach that aimed to develop the communicative competence of students by English text.

The formulated of 2013 English curriculum for Junior high school is quite different from the previous curriculum. If the previous curriculum uses the

(32)

linguistic skills of speaking, writing, reading and listening separately, in 2013 English curriculum use the communicative competence to achieved the four linguistic skills as a unified whole. Moreover, the communicative competence contains five competences; discourse competence, socio-cultural competence, actional competence, linguistic competence, and strategy competence. The changes from the linguistic skills based into the genre based English curriculum is because the linguistic skills only meet the actional competence from the communicative competence. So, with this genre based are hoped and believed to be compatible in creating the communicative competence for students.

3) Learning Activity

In the curriculum 2013, All the teaching and learning process must pay attention to the characteristics of student, the characteristics of the potential attitudes and knowledge competencies, and the characteristics of the subjects (Sundayana, 2017, pp. 28–29). the patter of learning activity in curriculum 2013 is different from the previous curriculum. the previous learning activity is teacher-centered basis but no students-centered basis (Mulyasa, 2014, p. 66)

Additionally, the student is a subject that has the ability to search, process, construct, and use their knowledge that need to be drilled for the cognitive process by the teachers (At-Taubany & Suseno, 2017, p. 224).

This curriculum adapts scientific approach for the learning process in school which focused on the involvement of the learners during the teaching and learning process. The scientific approach in curriculum 2013 emphasizes the importance of the collaboration and cooperation among the students in solving the problems and learning process (Madjid &

Rochman, 2015, p. 71).

According to the Ministry of Culture and Education in Indonesia, the curriculum 2013 adapts the learning process through observing, questioning, experimenting, associating, and communicating. Observing is a process of scanning fact. Students observe the object of the material

(33)

that is given by the teacher. It could be from the texts, pictures, or videos;

Questioning is the process of asking or making hypothesis of anything about fact that is being observed (Susilana, 2014, p. 186); Experimenting is when students read, watch, or listen to other examples of the text they've learned; Associating is the activity of thinking. Students combine the knowledge of what they have understood and the new knowledge they gain; Communicating is the activity of students and teacher discussing the result or concluding the materials from the teaching and learning process.

4) Evaluation

Evaluation in curriculum is done in order to measure students’

understanding to the content of curriculum. Curriculum evaluation is carried out to determine whether or not students have met the curriculum's objectives (Ansyar, 2015, p. 450). Moreover, in classroom, evaluation is developed by the teacher to ensure students understanding about the materials. Furthermore, the process of evaluation should focus on ability- based knowledge through a complete and comprehensive assessment of the process, portfolio, and output assessment (Mulyasa, 2014, p. 66). In the evaluation, teacher should be oriented to the evaluation standard of curriculum 2013 which includes graduate competence, subject position, approach, curriculum structure, learning process, assessment of learning outcomes, and extracurricular (At-Taubany & Suseno, 2017, p. 120).

Basically, Authentic assessment is used in the curriculum 2013 assessment. It is used because it may give answers for defining the improvement in student learning outcomes, including observing, reasoning, attempting, and forming networks. (Sutama et al., 2017, p.

106). In the realm of curriculum 2013 evaluation, there is such a thing as an assessment standard. This has been regulated in Article 23 of 2016 Permendikbud. In the assessment it is stated that the assessment of learning outcomes is carried out by educators, educational units and the

(34)

government by using assessments in aspects of attitudes, knowledge and skills.

c. Structure of Curriculum 2013

In curriculum 2013, the structure of the curriculum is the organization of core competencies, basic competencies, learning content, subjects and learning load (Asfiati, 2016, p. 193). The following notation is used to express core competencies: Core Competences-1 is for spiritual attitudes, Core Competences-2 is for social attitudes, Core Competences-3 is for knowledge core competencies, and Core Competences-4 is for skills core competencies (Anggal & Yuda, 2020, p. 118). Basic competency is the knowledge and skills that students acquire for specific subjects in certain classes (At-Taubany & Suseno, 2017, p. 117). While, Learning content and subject is the course of study that students must complete within a certain period of time. Furthermore, Learning load is the total amount of work that students must complete in one week, one semester, or one academic year (Huda et al., 2016, p. 33).

The structure of curriculum 2013 for middle school (SMP/MTs) for grades VII, VIII, and IX is 38 hours per week each. The study time for middle school students is 40 minutes (Alhamuddin, 2019, p. 102).

Table 2.2 The Structure of Curriculum 2013 for Middle School

Subjects Time Allocation per week

VII VIII IX

.Group A

1. Religion and character education 3 3 3

2. Civics 3 3 3

3. Bahasa Indonesia 6 6 6

4. Math 5 5 5

5. Science 5 5 5

6. Social sciences 4 4 4

7. English 4 4 4

Group B

1. Arts 3 3 3

(35)

2. Physical and health education 3 3 3

3. Applied arts 2 2 2

TOTAL OF TIME ALLOCATION PERWEEK 38 38 38

Data Resource: Minister of Education and Culture Regulation No.68. 2013

Subjects in Group A are more focused on intellectual and affective components of competency, whereas subjects in Group B are more focused on affective and psychomotor elements (Alhamuddin, 2019, p. 103).

Furthermore, the table below is the Scope of Competency in English Subject Matter in Junior High School (Mohandas, 2014, pp. 16–

17).

Table 2.3 the Scope of Competency in English Subject Matter

Competency The Scope of Materials

 Demonstrate acceptable behavior in personal, socio-cultural, academic, and professional environments;

 Identify social functions, text structures and linguistic elements of short and simple texts, in students' daily lives and activities;

 Communicate interpersonally, transactionally and functionally about oneself, family, and people, animals, and objects, concrete and imaginative, which are closest to students' daily lives and activities at home, school, and community;

 Short and simple texts in interpersonal, transactional, special functional, and functional discourses in the form of

descriptive, recount, narrative, procedure, and factual reports at the functional literacy level;

 Mastery of each type of text includes three aspects, namely social function, text structure, and linguistic elements, all of which are determined and selected according to the purpose and context of the

communication;

 Capturing meaning and compiling oral and written texts, short and simple by using text structures in sequence and coherently as well as linguistic elements accurately, acceptable, and fluently.

 Attitudes include respecting and living honest behavior,

discipline, responsibility, caring (tolerance, mutual cooperation), polite, confident;

 Skills include listening, speaking, reading, writing, and watching, effectively, with the social and natural environment within the reach of the association and its existence

 The linguistic elements include discourse markers, vocabulary, grammar, speech, word stress, intonation, spelling, punctuation, and handwriting neatness;

 Modality: with a clear definition

(36)

of meaning.

E. Previous Study

There are several researches about textbook analysis; “A Content Analysis of the English Textbook “Primary English as A Second Language”, “The Analysis of English Textbook “English in Mind” Used in the First Grade of SMPI Al Abidin Surakarta Based on curriculum 2013”, and “Evaluation of the ELT Textbook: ‘English in Mind 1 (2nd Edition)”.

The first research was conducted by Linda Rahmawati that done the research of content analysis of the textbook entitled “Primary English as a Second Language” published by Khadijah Islamic School for Elementary school level.

She analyzed the content of the textbook which is divided into 25 materials that have been evaluated using the criteria of a good English Textbook. Rahmawati also researched whether the textbook is suitable to be used broadly outside the Khadijah Islamic Boarding School. However, Rahmawati evaluated the textbook using five criteria; aim and objective, facilitate the teaching-learning process, activity/exercise, and vocabulary. She did the research using the qualitative research method with a checklist approach. The result is all the materials from the textbook entitled “Primary English as a Second Language” is fulfilled the criteria of a good textbook and can widely use for elementary level.

The second research is from Nuril Latifah Assa’adah with the title “The Analysis of English Textbook “English in Mind” Used in the First Grade of SMPI Al Abidin Surakarta Based on curriculum 2013”. The research was conducted to find out whether the learning material presentation of the textbook was compatible with the syllabus of curriculum 2013. She used the communicative competence potential in interpersonal, transactional, and functional text of syllabus of curriculum 2013 for seventh grade students. The result found out that all the materials in textbook English in Mind from Cambridge University Press covered all the materials suggested by curriculum 2013 and the learning material presentation of the textbook is compatible with curriculum 2013.

(37)

The next research is that the writer found the journals that discussed the textbook from international publisher with the title “Evaluation of the ELT Textbook: ‘English in Mind 1 (2nd Edition)”. The research was done by Vedyanto. He conducted the evaluation of the English in Mind textbook by Cambridge University Press. He evaluated the textbook using the checklist questionnaire developed by Makundan, Nimehchisalem, and Hajimohammadi to be spreaded to the group of teachers and the group of students that are used the book. He used the quantitative research method using the Microsoft Office Excel 2007. The result was that the textbook meet the criteria; the textbook provides the materials that suit the syllabus of curriculum 2013, the book gives the activities that can meet the students need, and the book also can satisfy the users.

Meanwhile, the group of teacher found out that the balanced speaking activities do not meet the agreement. However, excluding the speaking activity, both groups’

expectations on the sections of reading, writing, and vocabulary existing in English in Mind 1 are satisfied the users.

(38)

29 CHAPTER III

RESEARCH METHODOLOGY A. Research Method and Design

The method of this research is qualitative research method and focused on the document analysis as the primary data. Furthermore, the qualitative research technique incorporates participant narratives and field notes from observation, as well as images, videos, and documents (Phibbs et al., 2020, p. 384).

The research design of this research was content analysis. Content analysis is a research design for inferring context from text or other significant matter in a repeatable and reliable manner (Krippendorff, 2013, p. 18). In content analysis, Textbooks, essays, newspapers, novels, magazine articles, recipes, music, political speeches, advertising, and pictures—indeed, the contents of almost any kind of communication—can all be analysed (Fraenkel & Wallen, 2009, p. 472).

The selected document of this research is the English textbook entitled

“Think” from International publisher and the English syllabus of the curriculum 2013 of Indonesia as source of data. The study aimed to evaluate the textbook relevance to the basic competences of 2013 English curriculum syllabus which is focused on the points of basic competence of Curriculum 2013. There are 12 chapters inside this book and the writers used all the chapters as samples for this study.

B. Data Resources and Data of the Research

The study data is presented in tables and narratives as expressions in the form of words, phrases, and sentences. The data resource of this study are the English textbook “Think” and the basic competences of curriculum 2013. The points of basic competence (cognitive) 3.1-3.11 and basic competence (psychomotor) 4.1-4.11 were being used and classify based on the text genre;

interpersonal, transactional and special function text.

C. Instrument

The instrument of this research is the researcher herself. The reason why the researcher was eligible for an instrument is because she possesses expertise and a thorough comprehension of the research topic and its components. as the researcher is the person who conduct the study and analyze the data. The

(39)

researcher also used checklist evaluation as instrument. According to Makundan, cited in Rohmatillah & Pratama, (2017, p. 330) checklist is an instrument that helps practitioners of English Language Teaching (ELT) determine language teaching tools, such as textbooks. Checklist evaluation is used to see whether the English textbook is relevant to the basic competences or not. The writer determined the criteria that used in checklist evaluation; complete, incomplete and null.

D. Data Collection Procedures

This study data collecting process adheres to the qualitative research paradigm's stages or traditions. The following are some additional facts regarding this study process.

1. Perusing. Learning the materials both the data English syllabus of ninth grade students and the materials of English textbook “Think”. Also, observing and scanning the material thoroughly from the English textbook

“Think” chapter by chapter.

2. Highlighting. the neext stage is marking the materials contained from the textbook that relate to the cu