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A CONTENT ANALYSIS OF THE TEXTBOOK INTERLANGUAGE:

ENGLISH FOR SENIOR HIGH SCHOOL STUDENTS X

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

By

T.A. Adam Kristyadi Semitha

Student Number: 081214075

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

2013

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

A CONTENT ANALYSIS OF THE TEXTBOOK

INTERLANGUAGE:


A SARJANA PENDIDIKAN THESIS

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

in English Language Education

By



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

SANATA DHARMA UNIVERSITY YOGYAKARTA

2013


ii

A Sarjana Pendidikan Thesis on


INTERLANGUAGE:


By



Approved by

Sponsor Carla Sih Prabandari, S.Pd., M.Hum. Date 21 December 2012


iii

A Sarjana Pendidikan Thesis on


INTERLANGUAGE:


By T.A. Adam Kristyadi Semitha Student Number: 081214075

Defended before the Board of Examiners on 15 January 2013

and Declared Acceptable

Board of Examiners

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

Secretary : Drs. Barli Bram, M.Ed., Ph.D. ____________

Member : C. Sih Prabandari, S.Pd., M.Hum. ____________

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

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

Yogyakarta, 15 January 2013 Faculty of Teachers Training and Education Sanata Dharma University Dean, Rohandi, Ph.D.


iv

STATEMENT OF WORKS ORIGINALITY

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

Yogyakarta, 15 January 2013

The Writer


081214075


v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertandatangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : T.A. Adam Kristyadi Semitha Nomor Mahasiswa : 081214075 Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

A CONTENT ANALYSIS OF THE TEXTBOOK INTERLANGUAGE:


beserta alat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 15 Januari 2013 Yang menyatakan T.A. Adam Kristyadi Semitha


vi

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

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

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

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

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


vii

ABSTRAK

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

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

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

Penelitian ini adalah analisis dokumen dan termasuk dalam penelitian kualitatif. Terdapat dua instrumen yang digunakan dalam penelitian ini. Instrumen pertama adalah peneliti. Intrumen kedua adalah buku Interlanguage: English for Senior High School Students X sebagai dokumen. Terdapat beberapa langkah dalam melakukan penelitian ini. Langkah pertama adalah mempelajari isi buku tersebut. Setelah itu, peneliti mengevaluasi buku dengan menggunakan checklist yang diadaptasi dari chekclist Cunningsworth. Langkah terakhir adalah mengolah data yang telah diperoleh. Hasil tersebut digunakan untuk menentukan kualitas buku dan mengetahui kelebihan dan kekurangan buku tersebut.

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

Kata Kunci: content analysis, textbook, Interlanguage: English for Senior High School Students X


viii

ACKNOWLEDGEMENTS

I would like to thank God Almighty. His blessing and guidance have

strengthened me from beginning until the end of this long process. Besides, I

would like to thank my beloved family, Ignas Suryadi, Ch. Dwi Sabtiningsih,

and Alan Grinspana for encouraging me all the time.

I would like to express my gratitude to Carla Sih Prabandari, S.Pd.,

M.Hum for being the greatest advisor and research collaborator. Her suggestions

and supports have enlightened my way to finish this thesis.

I would like to thank Maryska Firiady for being a good research

collaborator along this process. Her brilliant ideas have smoothened this writing

process.

My special thanks go to Agnes Sherly Rosasenja for accompanying me all

the time. Her love and patience has motivated me to do the best and finish my

study soon.

Last but not least, I would like to thank my friends, Kang Yoko, Dhita,

Frater, Yosua, Beni, and Yus. Their friendship, jokes, laugh, and help have

supported me to finish this thesis.



ix

TABLE OF CONTENTS

Page

TITLE PAGE .................................................................................................. ...i

PAGE OF APPROVAL ................................................................................... ..ii

PAGE OF ACCAPTANCE ............................................................................. .iii

STATEMENT OF WORKS ORIGINALITY ................................................. .iv

PERNYATAAN PERSETUJUAN PUBLIKASI .................................................. ..v

ABSTRACT .................................................................................................... .vi

ABSTRAK ........................................................................................................ vii

ACKNOWLEDGEMENTS .......................................................................... .viii

TABLE OF CONTENTS ................................................................................ ix

LIST OF TABLES .......................................................................................... xii

LIST OF FIGURES ...................................................................................... .xiii

LIST OF APPENDICES............................................................................... ..xv

CHAPTER I INTRODUCTION ...................................................................... 1

A. Research Background ...................................................................... 1

B. Research Problems .......................................................................... 4

C. Problem Limitation .......................................................................... 4

D. Research Objectives ........................................................................ 5

E. Research Benefits ............................................................................ 6

CHAPTER II REVIEW OF RELATED LITERATURE .................................. 8

A. Theoretical Description.................................................................... 8

1. Definition of Textbook ........................................................... 8

2. The Role of Textbook ............................................................. 9

3. Textbook Evaluation .............................................................. 12

4. Textbook Evaluation Criteria .................................................. 13

5. Genre Based Approach ........................................................... 25

6. The Teaching Learning Cycle ................................................. 26

B. Theoretical Framework .................................................................... 28


x

CHAPTER III RESEARCH METHODOLOGY.............................................. 31

A. Research Method ............................................................................. 31

B. Research Subject ............................................................................. 32

C. Research Instrument and Data Gathering Technique ........................ 32

D. Data Analysis Technique ................................................................. 33

E. Research Procedures ........................................................................ 40

CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS ...................... 42

A. Textbook Evaluation........................................................................ 42

1. Aims and Approaches ............................................................. 43

2. Design and Organization ........................................................ 44

3. Language Content................................................................... 45

4. Skills ...................................................................................... 46

5. Topic ...................................................................................... 51

6. Methodology .......................................................................... 53

7. Teachers Books ..................................................................... 55

8. Practical Considerations ......................................................... 56

B. Strengths and Weaknesses ............................................................... 57

1. Aims and Approaches Aspect ................................................. 57

2. Design and Organization Aspect ............................................. 62

3. Language Content Aspect ....................................................... 67

4. Skills Aspect .......................................................................... 76

a. Listening Skill ................................................................. 78

b. Speaking Skill ................................................................. 80

c. Reading Skill ................................................................... 82

d. Writing Skill .................................................................... 85

5. Topic Aspect .......................................................................... 88

6. Methodology Aspect .............................................................. 95

7. Teachers Books Aspect ......................................................... 99

8. Practical Considerations Aspect .............................................. 99


xi

CHAPTER V CONCLUSIONS AND SUGGESTIONS ............................... 102

A. Conclusion ................................................................................... 102

B. Suggestions .................................................................................. 104

REFERENCES ............................................................................................. 106


xii

LIST OF TABLES

Table Page

3.1 Aims and Approaches Checklist ............................................................. 33

3.2 Design and Organizations Checklist ....................................................... 34

3.3 Language Content Checklist .................................................................. 34

3.4.1 Skills Checklist ................................................................................... 35

3.4.2 Spoken Cycle - Listening Checklist .................................................... 35

3.4.3 Spoken Cycle - Speaking Checklist ..................................................... 36

3.4.4 Written Cycle Reading Checklist ..................................................... 36

3.4.5 Written Cycle Writing Checklist ...................................................... 37

3.5 Topic Checklist ...................................................................................... 37

3.6 Methodology Checklist .......................................................................... 38

3.7 Teachers Books Checklist ..................................................................... 38

3.8 Practical Considerations......................................................................... 39

3.9 Categorization of criteria fulfillment ...................................................... 40

4.1 Evaluation Summary Table .................................................................... 42

4.2 Aims and Approaches Evaluation .......................................................... 43

4.3 Design and Organizations Evaluation .................................................... 44

4.4 Language Content Checklist Evaluation ................................................. 45

4.5.1 Skills Evaluation ................................................................................. 47

4.5.2 Spoken Cycle - Listening Evaluation .................................................. 47

4.5.3 Spoken Cycle - Speaking Evaluation................................................... 48

4.5.4 Written Cycle Reading Evaluation ................................................... 49

4.5.5 Written Cycle Writing Evaluation .................................................... 50

4.5 Topic Evaluation ................................................................................... 52

4.7 Methodology Evaluation ........................................................................ 54

4.8 Teachers Books Evaluation .................................................................. 55

4.9 Practical Considerations Evaluation ....................................................... 56


xiii

LIST OF FIGURES

Figure Page

4.1 Example of pronunciation work .............................................................. 58

4.2 Example of review section ..................................................................... 58

4.3 Example of reflection section ................................................................. 59

4.4 Example of grammar summary .............................................................. 59

4.5 Example of activity for auditory learners ............................................... 60

4.6 Example of activity for visual learners ................................................... 61

4.7 Example of spoken cycle ....................................................................... 62

4.8 Example of written cycle ....................................................................... 63

4.9 Example of comprehensive test .............................................................. 64

4.10 Example of answer key ........................................................................ 64

4.11 Example of vocabulary list................................................................... 65

4.12 Example of Interlanguage:

English for Senior High School Student Xs layout .............................. 66

4.13 Example of simple past tense explanation ............................................ 68

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

4.15 Example of semantic relation ............................................................... 70

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

4.17 Example of mini dictionary .................................................................. 71

4.18 Examples of vocabulary activity .......................................................... 72

4.19 Example of Key to Pronunciation ........................................................ 73

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

4.21 Integrated activities for written cycle ................................................... 77

4.22 background information of listening activity ........................................ 78

4.23 Questions in listening activity .............................................................. 78

4.24 Example of listening activity ................................................................ 79

4.25 Example of daily life expression .......................................................... 81

4.26 Example of reading passage ................................................................. 82

4.27 Example of reading activity ................................................................. 83


xiv

4.28 Example of writing guidelines ............................................................. 85

4.29 Example of writing information ........................................................... 86

4.30 Example of writing tips ........................................................................ 87

4.31 Example of traditional ceremony ......................................................... 89

4.32 Example of immediate event ................................................................ 90

4.33 Example of worldwide culture information .......................................... 91

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

4.35 Example of material related to culture .................................................. 92

4.36 Example of Cultural Tips ..................................................................... 93

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

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

4.39 Example of activity in Interlanguage: English for Senior High School

Student X ............................................................................................. 96

4.40 Example of new items presentation ...................................................... 96

4.41 Example of activity developing students

communicative abilities ....................................................................... 97

4.42 Example of an individual activity ......................................................... 98

4.43 Price for Interlanguage:

English for Senior High School Student X ........................................... 100

4.44 Example of an illustration ................................................................... 101


xv

LIST OF APPENDICES

Page

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

2. Interlanguage:

English for Senior High School Student X Textbook Evaluation................ 115

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

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

3.2 Example of pronunciation work ................................................................ 124

3.3 Example of review and reflection section ................................................. 125

3.4 Example of grammar summary ................................................................ 126

3.5 Example of activity for auditory learners .................................................. 127

3.6 Example of activity for visual learners ..................................................... 128

3.7 Example of spoken cycle .......................................................................... 129

3.8 Example of written cycle .......................................................................... 130

3.9 Example of comprehensive test ................................................................ 131

3.10 Example of answer key .......................................................................... 132

3.11 Example of vocabulary list ..................................................................... 133

3.12 Example of Interlanguage: English for Senior High School Students Xs

layout .................................................................................................... 134

3.13 Example of materials related to grammar ............................................... 135

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

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

3.16 Mini dictionary ...................................................................................... 138

3.17 Examples of vocabulary activity............................................................. 139

3.18 Key to Pronunciation ............................................................................. 140

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

3.20 Integrated activity for written cycle ........................................................ 142

3.21 background information of listening activity .......................................... 143

3.22 Questions in listening activity ............................................................... 144

3.23 Example of listening activity .................................................................. 145


xvi

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

3.25 Example of reading passage ................................................................... 147

3.26 Example of reading activity ................................................................... 148

3.27 Example of writing guidelines ............................................................... 149

3.28 Example of writing information ............................................................ 150

3.29 Example of writing tips ......................................................................... 151

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

3.31 Example of immediate event ................................................................. 153

3.32 Example of worldwide culture information ........................................... 154

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

3.34 Example of material related to culture .................................................... 156

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

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

3.37 Example of activity in Interlanguage: English for Senior High School

Student X ............................................................................................... 159

3.38 Example of new items presentation ........................................................ 160

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

3.40 Example of an individual activity ........................................................... 162

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

3.42 Example of an illustration ..................................................................... 164


1

CHAPTER I

INTRODUCTION

This chapter covers the research background, research problems, problem

limitation, objectives of the research, benefits of the research, and definition of

terms based on relevant sources. Each part is discussed as follows.

A. Research Background

This is collaborative research conducted by the researcher, Carla Sih

Prabandari, and Maryska Firiady. It is a content analysis on Interlanguage:

English for Senior High School Students X Textbook which is provided by

government. This research focuses on analysing the textbook for the tenth-

graders.

English has different characteristics from the other subjects. According to

English Curriculum of Senior High School, the expectation of learning English is

to facilitate the students to develop the ability to communicate in spoken and

written language. Teaching material is one of elements in English learning which

is used to achieve that expectation.

Teaching material is the important thing in most language program

(Richards, 2005). It is because without materials there will be no teaching-

learning activity. Tomlinson (2005:2) states materials can be anything which is

deliberately used to increase the learners knowledge and/or experience of the

language. There are a lot of materials that can be used by the teachers in


2 teaching-learning activities. Materials can be textbooks, cassettes, videos, CD-

ROMs, dictionaries, grammar books, workbooks, etc.

According to Richards (2005:254), A textbook together with ancillaries

such as workbooks, cassettes, and teachers guides are perhaps the commonest

form of teaching materials in language teaching. From all of the teaching

materials, textbook is chosen to be analysed because most language classes use it

to facilitate the teaching learning process and the materials can be used by

students in various ages. This is supported by Cunningsworths statement,

textbook is a resource in achieving aims and objectives that have already been set

in terms of learners needs (1995: 7). That is why textbook has an important role

in language teaching.

In order to facilitate the teachers and especially the students, Indonesian

government provides electronic books that can be accessed for free. These

electronic books called BSE (Buku Sekolah Elektronik). BSE can be downloaded

from Ministry of National Education official website. Interlanguage is one of the

electronic books for English subject. Since it is provided by the government,

Interlanguage should have fulfilled the criteria of a good textbook.

Interlanguage textbook has been used in several Senior High Schools in

Yogyakarta. Some teachers say that there are some benefits of Interlanguage

textbook such as it includes the objectives of Kurikulum Tingkat Satuan

Pendidikan (KTSP) and it is free to access. Those are the reasons for the teachers

to use this textbook as one of the sources to be implemented in a classroom.


3

According to Byrd (1995, as cited in Richards, 2005), two factors are

involved in the development of textbooks: those representing the interests of the

author, and those representing the interests of the publisher. Those factors make

every book has its own strengths and weaknesses. This condition makes a

challenging task for the teachers to select the right textbooks. Cunningsworth

(1995) states that since there are great variety of published materials for English

language teaching available on the market, materials selection becomes crucial.

He adds, the selection of textbooks can be done by identifying the aims and

objectives of teaching program and analyzing the learning and teaching situation

in which the material will be used.

In order to select an effective and appropriate textbook, some experts

develop reference checklists that can be used to evaluate textbooks. One of them

is Cunningsworth (1995). He provides a quick reference checklist for evaluation

and selection of ELT textbooks. As in many other checklists, he mentions several

points as consideration in evaluating a textbook such as aims and approaches,

design and organization, language content, skills, topic and so on.

According to Richards (2005:257), there is no textbook that will be a

perfect fit for a language program. Even though Interlanguage textbook is

provided by the government, an evaluation is still needed to know the strengths

and weaknesses of this textbook. The aim of this research is to evaluate whether

the Interlanguage: English for Senior High School Students X Textbook fulfills

the criteria of a good textbook or not and to find out the strengths and weaknesses

of this textbook.


4 B. Research Problems

The research problems are formulated in the following questions:

1. Does Interlanguage: English for Senior High School Students X Textbook

provided by government fulfill the criteria of a good textbook?

2. What are strengths and weaknesses of Interlanguage: English for Senior High

School Students X textbook?

C. Problem Limitation

This collaborative research is a content analysis of Interlanguage

textbook. There are three versions of Interlanguage, for the tenth, eleventh and

twelfth grade of Senior High School students. This research focuses only on

Interlanguage textbook for the tenth graders of Senior High School. This textbook

is written by Joko Priyana, Ph.D, Arnys Rahayu Iryanti, and Virga Renitasari. It is

published by Grasindo in 2008.

In order to analyze Interlanguage textbooks, the researchers use the

criteria of a good textbook adapted from Cunningsworths checklist (1995). There

are eight aspects in Cunningsworths checklist. Those aspects are aims and

approaches, design and organization, language content, skills, topic, methodology,

teachers books, practical considerations.

D. Research Objectives

Considering the research problems, there are two objectives of this

research. The objectives are presented as follows:


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

Senior High School Students X Textbook provided by the government fulfills

the criteria of a good textbook.

2. This research presents the strengths and weaknesses of Interlanguage: English

for Senior High School Students X Textbook.

E. Research Benefits

Hopefully, this research might be useful for teachers, for

authors/publishers, and for further researcher.

1. For English teachers

There are several qualifications of a good textbook to be considered by

teachers in choosing a certain textbook as one of the references in teaching-

learning activities. This research gives a general idea for English teachers whether

Interlanguage: English for Senior High School Students X Textbook which is

provided by the government is qualified or not.

2. For authors/publishers

Textbook are sources of knowledge that has an important role in

education. Textbooks quality determines the quality of the education. This

research gives suggestions for authors or publishers of textbooks to create or

publish qualified textbooks to increase the quality of education.

3. For further researchers

One of the important elements in language teaching is textbook. There

are various textbooks that have been published. Since there is no perfect textbook,


6 evaluation is needed. This research gives inspirations for other researchers to

conduct the similar researches for the sake of quality improvement of textbooks as

well as education.

F. Definition of Terms

Key words used in this research are presented as follows

1. Content Analysis

Ary, Jacobs, and Sorensen (2010) state that content analysis focuses on

analyzing and interpreting recorded material, such as textbooks, letters, films,

tapes, etc which begins with question from the researcher. In this research the

recorded material which is evaluated is a textbook. The evaluation is conducted by

using a checklist.

2. Textbook

According to Tomlinson (2005), a textbook provides the core materials

for a course. Another definition of textbook is stated by Richards, Textbooks

may provide the basis for the content of the lessons, the balance of skills taught

and the kinds of language practice the students take part in (2001: 254).

Language textbooks cover grammar, vocabulary, pronunciation, functions, and the

skills of reading, writing, listening, and speaking.

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

One of textbooks for language teaching is Interlanguage: English for

Senior High School Students X. The writers of this book are Joko Priyana, Ph.D,

Arnys Rahayu Iryanti, and Virga Renitasari. Interlanguage: English for Senior


7 High School Students X is provided by Indonesian government. It is published in

2008 by Grasindo. Since it is provided by the government, this book is free to

access by both teachers and students.


8

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter explores two main parts. The first part is theoretical

description. This part presents some quoted theories from experts related to the

research. The second part is the theoretical framework of the study. This part

presents how the theories are used in this research.

A. Theoretical Description

In this part, the researcher discusses the theories used in this research.

Those theories are about the role of textbook, textbook evaluation, textbook

evaluation criteria, genre-based approach, and teaching-learning cycle. The

researcher reviews those theories from experts to support this research.

1. Definition of textbook

According to Tomlinson (2005), a textbook provides the core materials for

a course. Language textbooks cover grammar, vocabulary, pronunciation,

functions, and the skills of reading, writing, listening, and speaking are included

in a textbook for language teaching. There are several functions of textbooks in

language programs. Richards (2001: 254), mentions some functions of textbooks,

a. A reading textbook might be the basis for a course on reading skills, providing both a set of reading texts and exercises for skills practice.

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

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

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

primary listening input in a listening course.


9 2. The roles of textbook

Textbooks are one of the most common elements found in teaching-

learning activities, beside teachers and learners. According to Richards (2000:

125), Textbooks represent the hidden curriculum of many language courses and

thus play a significant part in the process of teaching and learning. It is because

textbooks have materials that can be used in teaching-learning activities and the

teachers may use it as one of the references.

Since there are so many textbooks publish in this world, only good

textbooks will be used in teaching-learning activities. Harmer (1991: 257) states:

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

Harmer also mentions that textbooks can be systematic about the amount of

vocabulary presented to the learners and allow them to study on their own outside

the class. Good textbooks also relieve the teacher from the pressure of having to

think of original material for every class. From the statement above, it can be seen

that there are some requirements of good textbooks. Those requirements should be

fulfilled so that the textbooks will be able to support the teaching-learning activity

and accommodate the learners needs.

A well prepared textbook is more than just a set of potential lesson

plans, and that textbooks survive and prosper because they are a convenient way

of providing structure to a learning program (Hutchinson and Torres, 1994: 318).


10 Textbooks are one of the elements in teaching-learning activities because they

provide everything the teachers and students need. Richards (2005) also states that

textbooks are efficient because they make the teaching easier and better

organized. It is easier because the materials from classroom activity and for

homework can be taken from the textbooks. It is better organized because there is

a guideline for classroom discussion. Textbooks save teachers time, enabling

teachers to devote time to teaching rather than materials production (Richards,

2001: 255).

According to Hutchinson and Torres (1994), textbooks also provide

independent learning for the learners. By using textbooks, the learners will be able

to see what they are going to study. When the learners know the materials, they

can prepare themselves before discussing the materials in the classroom.

Textbooks also help the learners to recall what they have studied. Everybody has

limited memory. Learners can use the textbooks to recall everything they have

learned.

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

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

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

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

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

e. Textbooks may include supporting materials (e.g., teachers guide, cassettes, worksheets, and video).


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

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

Besides all of those advantages, textbooks also have some disadvantages.

Graves (2000) and Richards (2005) believe that there are potential negative effects

of textbooks. The first negative effect is they may contain inauthentic language.

Richards (2001: 255) states that textbooks sometimes present inauthentic

language since texts, dialogs, and other aspects of content tend to be specially

written to incorporate teaching points and are often not representative of real

language. Graves (2000) supports that the content or examples of the textbook

may not be relevant or appropriate.

The second is that textbook can deskill teachers. When the teachers only

use a textbook without preparing any other materials, they will be dependent on a

textbook. Richards (2005) argues that the teachers are the primary source and not

the textbooks. Teachers still have responsibility to select materials for their

students. Teachers manual plays an important role in here. It helps the teachers to

know which parts of the textbook that can be used.

The third negative effect is textbooks may distort content. Graves (2000)

and Richards (2005) mention that the content of textbooks may not be at the right

level. In order to make textbooks acceptable in many different contexts, it is better

to avoid controversial topics.


12 3. Textbook Evaluation

According to Richards (2005: 256) with such an array of commercial

textbooks and other kinds of instructional materials to choose from, teacher and

others responsible for choosing materials need to be able to make informed

judgments about textbooks and teaching materials. Cunningsworth (1995) and

Byrd (1995, as cited in Richards, 2005) argue that there are many textbooks

published with their own characteristics. It is necessary for the teachers to select

or choose the most appropriate textbooks for their students. Since textbooks have

an important role in teaching-learning activity, Skierso (as cited in Murcia, 1992:

432) also states that the importance of the textbook makes the selection process

crucial. Evaluation, however, can only be done by considering something in

relation to its purpose.

Cunningsworth (1995) mentions two kinds of textbook evaluation,

impressionistic overview and in-depth evaluation. Impressionistic overview gives

general introduction to the material. It is appropriate when doing a preliminary sift

through a lot of textbooks before making a shortlist for more detailed analysis.

But, it does not provide detail to ensure whether the textbook match with the

learning and teaching situation.

The other kind of textbook evaluation is in-depth evaluation which is

more penetrating in its approach and has its own agenda. It provides what is

prominent and obvious in a textbook, how specific items are dealt with, the

relation to students learning needs, syllabus requirements, how different aspects

of language are dealt with.


13 4. Textbook Evaluation Criteria

According to Cunningsworth (1995), there are many criteria that can be

used to evaluate a textbook. He says that in order to gain practical purpose, it is

important to manage a list of the most important criteria. Experts also have

proposed many criteria in evaluating a textbook.

Brown (2007), propose a checklist adapted from Robinett (1978) twelve

criteria to evaluate a textbook. Those criteria includes goals of the course,

background of the students, approach, language skills, general content, quality of

practice material, sequencing, vocabulary, general sociolinguistic factors, format,

accompanying materials, and teachers guide.

Skierso (1992) provides a detail but complicated textbook evaluation

checklist. The criteria in the checklist are divided into two main parts. The first

part is for practicality which is consisted of bibliographical data, aims and goals,

subject matter, vocabulary and structures, exercises and activities, layout and

physical makeup. The second part is the criteria for teachers manual which is

consisted of general features, supplementary exercises for each language skill,

methodological and pedagogical guidance, and linguistic background information.

Byrd and Murcia (2001) then also propose a textbook evaluation

checklist. The criteria in this checklist is arranged by considering the fix between

the textbook and the curriculum, the fix between the textbook and the students, the

fix between the textbook and the teachers, and overall evaluation of the fit of the

book for this course in this program.


14

Last, Harmer (2007) proposes criteria for textbook evaluation. There are

ten criteria in his checklist. Those criteria are price and availability, add-ons and

extras, layout and design, instructions, methodology, syllabus, language skills,

topics, cultural appropriacy, and teachers guide.

Cunningsworth (1995) proposes checklist for evaluating textbook. There

are eight aspects along with the explanation of each aspect. Those aspects are

aims and approaches, design and organization, language content, skills, topic,

methodology, teachers books, and practical consideration. The following is the

description of each aspect of Cunningsworths checklist.

a. Aims and approaches aspect

To reach the aims, textbooks should provide all what is needed in teaching

learning activities. Cunningsworth (1995: 15) says, The content of the material

should correspond to what students need to learn, in terms of language items,

skills and communicative strategies. Another statement is stated by Riddell

(2003: 206), An ideal textbook should have variety and balance-language work,

skill work, pronunciation, review units or sections, and grammar summaries.

Those parts can also help the students to comprehend the materials.

Students learning style is also another important aspect in order to

accomplish the aims. According to Jordan (1997: 95), Learning style is the

particular approach by which a student tries to learn. Every student has different

learning style, so textbooks should provide various activities to make different

teaching and learning style possible. Cuningsworth (1995: 16) states,


15

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

Felder and Henriques (1995) propose the ways people receive sensory information

as visual, verbal, and other (touch, taste, and smell). Visual learners are those

prefer that information is presented visually, in pictures, diagrams, flow charts,

time lines, films, and demonstrations, rather than in spoken or written words.

Verbal learners are those who prefer spoken or written explanations to visual

presentations. The last ones are touch, taste, and smell. This category plays little

part in language instruction, so it will not be addressed further.

b. Design and organization aspect

This criterion is to evaluate the design and organization of the textbooks. A

good textbook should use appropriate font style and font size to make it readable.

Riddell (2003: 205) adds textbooks should be visually attractive, well laid-out

and easy to follow. When a textbook has a good design and layout, the

information can be delivered well.

Organization of a textbook is also an important aspect. According to

Cunningsworth (1995:28), organization is continuity within the materials and the

routes through the materials which are available to learners. As stated by

Richards (2005), textbooks are efficient because they are better organized. The

organization can be based on the structures, functions, topics, or skills. It will be

easy to follow if a textbook is organized.


16

As stated by Brown (2007), the other essential part of a textbook is

sequence. A good textbook should be sequenced. Riddell (2003:205) says

language covered should have a logical progression (starting the book at one

level, and finishing it at the higher level). The sequence of the content can be

based on the basis of complexity, learn-ability, or usefulness. Besides sequence, a

textbook should also cover recycling process. According to Cunningsworth (1995:

28), In the case of grammar and vocabulary, items not only need to be met in

context and actively practised, they need to be recycled three, four or more times

before they become in the long-term memory.

The next criterion of design and organization is the availability of

accompanying materials. Cunningsworth (1995) stated that textbook must be

supported by the other materials. Brown (2007) and Harmer (2007) also agree that

a good textbook should provide complete package to support the materials.

According to Graves (2000: 174), textbooks may include supporting materials

(e.g., teachers guide, cassettes, worksheets, and video.

The availability of individual study materials in the textbooks is also

evaluated. Cunningsworth (1995: 106) states, An increased degree of learner

autonomy, the availability to learn independently, and even to set ones own

learning objectives and monitor them, should be encouraged by textbooks through

the provision of material suitable for individual study. By learning from

textbooks, students are expected to be responsible for their own progression. As

stated by Graves (2000), textbooks should facilitate students for an individual

study, so the students know what to expect and what is expected from them.


17 c. Language content aspect

Language content is an essential aspect for language textbooks. Skierso

(1992) and Cunningsworth (1995) believe that grammar is one of the materials

must be given to the students. Cunningsworth adds, Grammar is a major

component of any general language course (p.32). Materials for grammar

covered in the textbooks should be appropriate for students level. According to

Graves (2000: 174), textbooks provide consistency within program across a

given level. When the students learn materials that are suitable for them, they

will receive and understand it easier.

The next material is vocabulary. Brown (2007), Skierso (1992), and

Cunningsworth (1995) agree that vocabulary is one of important materials in

learning languages. Vocabulary is needed to express meaning in productive skill

(speaking and writing) and to understand the expression in receptive skill

(listening and reading). Cunningsworth (1995: 38) states that students can

communicate more effectively with knowledge of vocabulary than with

knowledge of grammar. According to Riddle (2003: 105), It is good to focus on

vocabulary after as well as before a reading or listening task. It is good because it

helps the students to know the meaning of the vocabulary used. If the students

know how to use the vocabulary in receptive skill tasks, they will be able to use it

in productive skill.

Cunningsworth (1995: 38) mentions four ways in delivering vocabulary to

the students. They are:

1) Semantic relations: word groups according to meaning, synonyms, hyponyms, and opposites.


18

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

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

4) Relationships of form: it is often referred to as word building, such as long, length, and lengthen.

After knowing the vocabularies and the expressions, students should know

how to use them appropriately in communication. This is called discourse

competence. Shumin (2002: 207) states,

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

According to Cunningsworth (1995:45), discourse refers to the features of

language use that go beyond the domain of grammar rules and include areas such

as the sequencing of sentences, cohesion, paragraphing structuring text,

participation in conversations, etc. Discourse competence is developed in

textbooks for spoken and written skills. For spoken skills, Cunningsworth

(1995:46) says, dialogue or listening should be reasonably representative of

natural spoken English. While for written skills, he states that A reading text

should display some of the features of authentic text, such as coherent structuring

of content, paragraphing and appropriate use of cohesive devices, including


19 pronouns for anaphoric reference and conjunctives (p. 46). When students have

the discourse competence, they will be able to create meaningful texts.

The next criterion is style and appropriacy. According to Cunningsworth

(1995: 50), Language is very sensitive to its context of use and is stylistically

variable. Every language has different style for communication. English as an

international language also has its style. Cunningsworth (1995:50) states,

Stylistic differences in English can be signalled by aspects of grammar, choice of

vocabulary, discourse structure and aspects of phonology. While appropriacy is

important when using a language in order to adjust to the social situations.

d. Skills aspect

Skills (listening, speaking, reading, and writing) are the core of language

learning. According to Cunningsworth (1995: 64), textbook deals adequately

with all four skills, taking the level and overall aims into account, and suitable

balance between the skills. In order to help the students to relate each skill,

integration is needed. As stated by Jordan (1997), the advantage of integration is

that students can see the relationship between skills, which can serve as a model

for their own studies and projects (p.141).

First skill to evaluate is listening. Textbook should provide authentic

listening materials for the students. The importance of authenticity of recorded

listening material is stated by Cunningsworth (1995). He says that The speed of

speaking should be appropriate to the learners ability and level, and where

different accents are used, they should not normally deviate too drastically from


20 whichever (standard) variety the students have become used to from their teacher

and previous listening (p. 67).

Before listening activities, the students need to know about the materials

they are going to listen. It can be done by providing background information or

pre-questions. Cunningsworth (1995) notes the importance of pre-questions in

listening activities. He says that, this gives purpose to the activity, allows an

element of prediction and makes the passage more accessible by placing it in a

context (p. 67). Field (2002: 243) also states, The aims of pre-listening activities

are to provide sufficient context to match what would be available in real life and

to create motivation (by asking learner to speculate on what they will hear).

After listening activities, students comprehension needs to be checked. To

evaluate students comprehension, comprehension questions should be prepared.

Field (2002) states that by giving the comprehension questions, the teachers can

ensure that the students listen with a clear purpose and measure how far the

students understand the material. Another way to help the students understand the

material is by giving tasks or activities. According to Field (2002: 244), More

effective than traditional comprehension is the current practice of providing a task

where learners do something with the information they have extracted from the

text. It is effective because tasks or activities demand individual responses from

the students.

Speaking skill is the second skill to evaluate. According to Cunningsworth

(1995: 69), The more mechanical aspects of speaking are also covered in

pronunciation practice, where this forms part of the course package, and these


21 elements combined normally ensure that students receive good spoken models

from their teachers and ample opportunity to practise themselves. Textbooks

should provide speaking activities that can help the students to be more

confidence to participate in a conversation.

Next skill to evaluate is reading skill. Cunningsworth (1995) mentions

several purposes of reading text, they are developing reading skills and

strategies, presenting/recycling grammar items, extending vocabulary, providing

models for writing, and giving information of interest to students (p. 73). There

are some points that should be considered in providing reading texts. According to

Cunningsworth (1995: 73), reading passages should be interesting, as authentic

as possible considering the level, and well presented and accompanied by

purposeful activities which help the reading process.

The last skill to evaluate is writing skill. According to Cunningsworth

(1995: 80), Writing activities in textbook are normally of the controlled or

guided kind, where a model is given and the students task is to produce

something similar, usually based on additional information given. Writing is a

process that students need to follow. Textbooks should provide appropriate

writing activities for the students. The aims of writing activities as mentioned by

Cunningsworth (1995) are to familiarize students with the way written text is

organized in terms of its discourse structure and to help the students to use

language with an appropriate style. He also states that writing activities should

deal with paragraphing which is the basic unit of organization for most kind of

written English (p. 80).


22 e. Topic aspect

Textbooks as part of language learning should provide materials related to

real life situation. It is because the aim of language learning is to help the students

to be able to communicate in the social life. Textbooks need to equip students

who have various backgrounds. As stated by Cunningsworth (1995: 86),

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

interesting. Cunningsworth (1995) states, topics which are real and immediate

must command more interest and response from learners than imaginary, made-up

content (p. 86). Another discussion about topic is stated by Riddell (2003). He

says that the topic for higher level should be challenging and more thought-

provoking, for example technology, jobs, culture, etc. While for the lower level,

the topic should be easier.

Social and cultural context which closely related to the students can also

gain their interests. According Cunningsworth (1995: 90), textbook sets its

material in social and cultural contexts that are comprehensible and recognizable

to the learners, in terms of location, social mores, age group, etc. When the topics

are close to students real life, they will be able to relate the language use to their

social and cultural situations.


23

Besides social and cultural context, textbooks should cover topics where

women are portrayed equally with men. The other aspects that can be

discriminated such as ethnic origin, occupation, age, social class, and disability

must be presented equally in the textbooks. Cunningsworth (1995) agrees that

equal presentation of those aspects will give a better perspective to the students

and will avoid negative stereotyping.

f. Methodology aspect

Every textbook has its own way in delivering the materials. According to

Cunningsworth (1995: 97), One of the functions of textbooks is to present the

language in such a way that it is learned as effectively and quickly as possible.

Textbook should be prepared for some teaching-learning situations so that it can

be used widely. Cunningsworth (1995: 99) mentions some principles to be

implemented in textbooks, which are:

1) There should be controlled presentation of language 2) Rules need to be learned, either inductively or deductively 3) There should be balance of accuracy and fluency 4) Skills need to be learned both separately and in an integrated way 5) Communicative practice should resemble real-life language use 6) Learning activities should be varied By joining teaching learning activities, students are expected to be more

confident in using language they are learning. Textbooks are provided to support

teaching learning activities and help the students to understand the materials and

not to make the students become dependent on the textbooks. Cunningsworth

(1995: 105) states that,

Textbooks have anything very explicit to say about the learners role in the language-learning process, but it is clear from the nature of the material that students are expected to hypothesize about rules, participate actively in


24

leaning activities, relate material to their own experiences and personal lives and undertake a variety of tasks which involve problem solving of one sort or another. Textbook should concern to students learning style. Every student has

different learning style and it should be respected by teachers or textbooks. They

cannot be forced to use certain method because as stated by Cunningsworth

(1995), individuals have different learning strategies and will not respond to

methods which they distrust (p. 106). One of solutions to overcome it is by

providing advice and guidance for the students. According to Cunningsworth

(1995), it will help the students to know the best learning technique for them and

support them in improving skills. He also states that by providing guidance,

students are encouraged to take some degree of responsibility for their own

learning (p. 108).

g. Teachers books aspect

Teachers book is the most important package accompanying textbooks.

Graves (2000) says that teachers book is one of the supporting materials that

should be provided by textbooks. It is important because it provides detail

information about how to use the textbooks in teaching learning activities.

According to Cunningsworth (1995: 112), mentions some functions of teachers

book. They are:

1) Setting out the guiding principles of the course 2) Stating the aims and objectives of the course 3) Describing the basis for the selection and grading of the language

content 4) Explaining the rationale for the methodology used 5) Giving an overview of the way the course is constructed, and of how the

different parts relate to one another 6) Providing practical guidance on how to use the material


25

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

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

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

h. Practical consideration

Practical consideration is the last aspect of the checklist. According to

Cunningsworth (1995), there are several criteria to evaluate in this aspect. First

criterion is that textbooks should represent good value or money. Second,

textbooks should be strong and long-lasting. Appearance of the textbooks should

be attractive in order to gain students interest. Besides, textbooks should be easily

to obtain. And the last is whether the textbooks require any particular equipment

or not. The less equipment is needed, the more practical the textbooks are.

5. Genre-Based Approach

Since 2004, English curriculum is designed according to the expectation

for the students to be able to communicate in English as one of their skills.

Agustien (2006: 2) states that the communicative events are realized in texts:

spoken and written. The types of text (genres) developed in the English

curriculum include transactional conversations (to get something done),

interpersonal conversations (to establish and maintain social relations), short

functional texts (announcements, greeting cards etc.), monologues and essays of

certain genres. Senior high school graduates are expected to be ready to face

various texts at university level. For this reason, the text types determined for

senior high school levels include: descriptive, report, news item, narrative,


26 discussion, explanation, exposition, and review. Agustien (2006: 2) says if the

main goal is to develop communicative competence or the ability to communicate,

a curriculum or a syllabus that is text-based need to be developed.

There are some approaches that can be used to implement text-based

syllabus. Two examples of approaches are the natural approach and the genre-

based approach. According to Feeze and Joyce (2002), the most effective

methodology for implementing text-based syllabus is the genre-based approach.

Feeze and Joyce explain that the genre based approach to language

learning was first developed in Australia through the work of educational linguist

and educators who have been working with disadvantaged groups of students. The

approach is now used in all sectors of education.

6. The teaching/learning cycle

Feez and Joyce state that the cycle of teaching and learning activities in

the genre approach consists of a number of stages which the teacher and students

go through so that students gradually obtain independent control of a particular

text-type (2002: 27). Further they state that each stage is associated with different

types of activities. There are five stages in the teaching/learning cycle. They are

Building the Context, Modelling and Deconstructing the Text, Joint Construction

of the Text, Independent Construction of the Text, and Linking Related Text. The

focus of each stage is outlined below.

The first stage is building the context. In this stage, the students are

introduced to the social context of an authentic model of the text-type being


27 studied, explore features of the general cultural context in which the text-type is

used and the social purposes the text-type achieves, and explore the immediate

context of situation by investigating the register of a model text which has been

selected on the basis of the course objectives and learners need (Feez and Joyce,

2002: 28). The activities include presenting the context through pictures, audio-

visual material, field-trips, and guest speaker; establishing the social purpose

through discussions and surveys; cross-cultural activities; related research

activities; and comparing the model text with other texts type.

The second stage is called Modeling and Deconstructing the Text. In this

stage, the students investigate the structural pattern and language features of the

model and compare the model with other examples of the text-type. Feez and

Joyce state that modeling and deconstruction activities are undertaken at both the

whole text, clause, and expression levels (2002: 29).

After modeling and deconstruction activities, students enter the next

stage, Joint Construction of the Text. In this stage, students begin to contribute to

the construction of whole examples of the text-type and the teacher gradually

reduces the contribution to the text construction, as the students move closer to

being able to control the text-type independently. The activities in Joint

Construction of the Text include teacher questioning, discussing, jigsaw and

information gap, skeleton text, small group construction of the text, self-

assessment and peer-assessment activities (Feez and Joyce, 2002: 28). Further,

Feez and Joyce state that diagnostic assessment is critical at this stage because it is

used to determine whether students are ready to move independent functioning or


28 whether they need to undertake further work at the text modeling or joint

construction stages.

The fourth stage is called Independent Construction of the Text. In this

stage, students work individually and independently to create the text. Students

performances here are used for achievement. The independent construction

activities include listening task, speaking task, reading task, and writing tasks

which demand that students draft and present whole text (Feez and Joyce, 2002:

28).

The last stage is Linking Related Texts. In this stage, students rewrite

their composition, compare text with other text, and review what they have learnt.

It can be related to other texts in the same or similar context and future or past

cycle of teaching/learning (Feez and Joyce, 2002: 28).

B. Theoretical Framework

Considering the important role of textbooks in teaching-learning

activities, textbook evaluation becomes very crucial as a process in education. In

theoretical description, the researcher mentioned some theories of textbook

evaluation. Those theories are proposed by some experts, Skierso (1991),

Cunningsworth (1995), Byrd and Murcia (2001), Brown (2007) and Harmer

(2007). They mention some criteria for evaluation checklist, but not all of those

criteria are used in this research because every criterion has their own strengths

and weaknesses.


29

Browns checklist (2007) proposes a complete checklist for textbook

evaluation, but this checklist cannot be used because it is adapted from Robinets

checklist (1978) which is too old. Next checklist is proposed by Skierso (1991).

This checklist has so many criteria to evaluate textbooks which makes it very

detail but also very complicated. The researcher decided not to use this checklist

because it is commonly used for practical evaluation (by teachers or students).

Another reason this checklist could not be used because one of two main parts,

which was teachers books evaluation, was not applicable in this research.

The other checklists are proposed by Byrd and Murcia (2001) and

Harmer (2007). Byrd and Murcias checklist could not be used because it is too

general and it is also made for teachers to evaluate textbooks after being used in

classroom. For Harmers checklist, it could not be used because it is too simple

compared to the others. Moreover, there are no criteria to evaluate language

content and four basic skills of learning English.

Checklist proposed by Cunningsworth (1995) is used as the primary

source in conducting this research. It is because Cunningsworths checklist is the

most appropriate among the others, it has complete criteria to evaluate textbooks,

and it also has the elaboration of each aspect of the checklist. Although this

checklist is complete, the researcher had to modify it. The researcher omitted

some criteria which were not applicable and added some criteria to make the

checklist deeper. The criteria related to the needs of the learners, teaching learning

situation, grading and progression, revision, and learners expectations are

omitted.


30

The adaptation of Cunningsworths checklist is based on theories which

have been mentioned in theoretical description. Theories of the role of textbooks

proposed by Richards (2005), Graves (2000), Harmer (1991), and Hutchinson and

Torres (1994) are used to determine whether Interlanguage textbook has already

fulfilled the criteria of good textbooks or not. If a textbook has advantages as

those experts mentioned, it can be concluded as a good textbook and it can be

used in teaching-learning activities.

Theory of genre-based approach proposed by Feez and Joyce (2002) is

used to determine whether Interlanguage textbook has implemented teaching-

learning cycle or not. Since curriculum in Indonesia is text-based, the approach

which is used to develop it is genre-based approach. There are two cycle in genre-

based approach, spoken and written cycle. Each cycle has five stages, building the

context, modeling and deconstruction the text, joint construction of the text,

independent construction of the text, and linking related text. Those stages should

be implemented in each basic skill of English learning, listening, speaking,

reading, and writing. Feez and Joyces theory is used as one of the aspects to

determine whether Interlanguage textbook has fulfilled criteria of a good textbook

for curriculum 2006 or not.


31

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the method to conduct the research. The discussion is

divided into six major parts. They are research method, research subject, research

instrument, data gathering technique, data analysis technique, and research

procedures.

A. Research Method

This research was a qualitative research. According to Patton (1985, as

cited in Merriam, 2002, p.5), Qualitative research is an effort to understand

situations in their uniqueness as part of a particular context and the interactions

there. Borg and Galls (2007:300) also state that, Qualitative research is a

research which presents facts in a narration with words. It means that the finding

of this research needed to be interpreted in a form of description. In order to

interpret the finding, this research applied descriptive research. According to Ary,

Jacobs, and Razavieh (2010:640), descriptive research is research that asks

questions about the nature, incidence, or distribution of variables; it involves

describing but not manipulating variables.

Ary et al. (2010:457) state content or document analysis is a research

method applied to written or visual materials for the purpose of identifying

specified characteristics of the material. There are some materials that can be

analyzed, such as textbooks, newspapers, web pages, speeches, television


32 programs, advertisements, musical compositions, or any of a host of other types of

documents. Since this research analysed a textbook, content analysis was used.

B. Research Subject

This research analyzed Interlanguage textbook. Interlanguage textbook is

a textbook which is provided by Indonesian government. There are three versions

of this book, for the tenth, eleventh and twelfth grade of Senior High School

students. This research focused only on Interlanguage textbook for tenth grade of

Senior High School Students. This textbook is written by Joko Priyana, Ph.D,

Arnys Rahayu Iryanti, and Virga Renitasari and it is published by Grasindo in

2008.

C. Research Instruments and Data Gathering Technique

Next discussions are about research instrument and data gathering technique.

1. Research Instruments

This research used two instruments in order to obtain the data. The first

one was human instrument. Human instrument that was used in this research was

the researcher. Cresswell (2007: 38) states that Researcher as key instrument

collects data themselves through examining documents, observing behavior, and

interviewing participants. The researcher analyzed Interlanguage textbook for

tenth grade of Senior High School Students.

The second instrument was document. The document was the

Interlanguage textbook for tenth grade of Senior High School Students. It was

because this textbook was the focus of this research.


33 2. Data Gathering Technique

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

Interlanguage. This textbook is for tenth grade of Senior High School Students.

The researcher read the textbook first and then analyzed it using checklist which

adapted the criteria of evaluating textbook.

D. Data Analysis Technique

According to Ary et al. (2010), data that has been collected must be

organized and managed in order to be described, classified, and interpreted. In

order to collect and organize the data, the researcher used the checklist. These

checklists were adapted from Checklist for evaluation and selection of coursebook

(Cunningsworth, 1995). There were eight aspects in this checklist.

1. Aims and Approaches

This part contains three criteria. Those criteria are to find out whether the

aims of the textbook match with the curriculum, to know whether the textbook

covers the needs, to evaluate whether the textbook flexible or not in terms of

students learning style.

Table 3.1 Aims and Approaches Checklists

No. Aims and Approaches Criteria Cr

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