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
Criteria Fulfilment
1. Do the aims of the textbook correspond closely with the
aims of the teaching program? 2.
Does the textbook cover most of all of what is needed? 3.
Does it allow different teaching and learning style?
34
2. Design and Organization
There are seven criteria in this part. Those are the course package, content organization, content sequence, recycling, reference for grammar, and about the
layout of the textbook.
Table 3.2 Design and Organization Checklists
No. Design and Organization Criteria
Criteria Fulfilment
1. Does the textbook provide total course package e.g.,
students’ books, teachers’ books, workbooks, cassettes? 2.
Is the content organized? 3.
Is the content sequenced? 4.
Is there adequate recycling? 5.
Are there reference sections? 6.
Does this textbook also provide materials for individual study?
7. Is the layout clear?
3. Language Content
This part contains five criteria about grammar, vocabulary, pronunciation, language use, and the language style.
Table 3.3 Language Content Checklists
No. Language Content Criteria
Criteria Fulfilment
1. Does the textbook cover the main grammar items
appropriate to each level? 2.
Is material for vocabulary teaching adequate in terms of quantity and range of vocabulary, emphasis placed on
vocabulary development, strategies for individual learning? 3.
Does the textbook include material for pronunciation work? 4.
Does the textbook deal with learners’ discourse competence?
5. Are style and appropriacy dealt with?
35
4. Skills
This aspect is to evaluate four basic skills; listening, speaking, reading, and writing. The first table is about overall skills. The function of the criteria here is to
know whether the Interlanguage textbook cover all of the skills in English competence or not and the availability of integrated skills work.
Table 3.4.1 Skills Checklist
No. Skills Criteria
Criteria Fulfilment
1. Are all four skills adequately covered, bearing in mind your
course aims and syllabus requirements? 2.
Is there material for integrated skills work? The following table is about listening skill evaluation. There are five points to
evaluate. Those points are the availability of authentic listening material, background information, comprehensive questions, listening activities, and
correlation between listening activities and genre based principles.
Table 3.4.2 Spoken Cycle – Listening Checklist
No. Skills Criteria
Criteria Fulfilment
1. Is listening material well recorded as authentic as possible?
2. Is listening material accompanied by background
Information which help comprehension? 3.
Is listening material accompanied by questions which help comprehension?
4. Is listening material accompanied by activities which help
comprehension? 5.
Are listening activitiestasks in the textbook appropriate with genre based principles?
This part consists of two criteria to evaluate. The first one is to know whether the speaking material is well designed to equip learners for real-life interactions or
36 not. The second one is to know whether the speaking activities are appropriate
with genre based principles or not.
Table 3.4.3 Spoken Cycle - Speaking Checklist
No Skills Criteria
Criteria Fulfilment
1. Is material for spoken English dialogues, roleplays, etc.
well designed to equip learners for real-life interactions? 2.
Are speaking activitiestasks in the textbook appropriate with genre based principles?
The following table is about reading evaluation. There are four criteria to evaluate. The aims of those criteria are to know whether reading passages suitable
for students’ interest, whether the activities suitable with students’ level and interest, availability of sufficient reading material, and whether the activities for
reading are appropriate with genre based principles or not.
Table 3.4.4 Written Cycle – Reading Checklist
No. Skills Criteria
Criteria Fulfilment
1 Are reading passages suitable for your students’ level,
interests, etc.? 2
Are associated activities suitable for your students’ level, interests, etc.?
3 Is there sufficient reading material?
4 Are reading activitiestasks in the textbook appropriate with
genre based principles? The following table is about writing evaluation. There are five criteria to
evaluate. Those criteria are about guidance for the writing, degree of accuracy of the writing activities, longer pieces of writing, the use of appropriate style in the
37 writing activities, and the implementation of genre based principles in the writing
activities.
Table 3.4.5 Written Cycle - Writing Checklist
No. Skills Criteria
Criteria Fulfilment
1. Are writing activities suitable in terms of amount of
guidancecontrol? 2.
Are writing activities suitable in terms of degree of accuracy?
3. Are writing activities suitable in terms of organization of
longer pieces of writing e.g., paragraphing? 4.
Are writing activities suitable in terms of use of appropriate styles?
5. Are writing activitiestasks in the textbook appropriate with
genre based principles?
5. Topic
Kategori