Conclusions CONCLUSIONS AND SUGGESTIONS

124 process of writing the textbook so that the textbook can be really suitable to be used in the English classroom. Additionally, it is also important to provide complete package of textbook by including at least a teacher book into the packages. Therefore, English teachers can get guideline on how to use the textbook appropriately.

3. For Future Researchers

Textbook evaluation can help provide feedback that can improve the quality of a textbook. Further evaluation towards the other English textbooks especially which are potentially and widely used by the English teachers is still needed. The evaluation on various English textbooks can help reveal the quality of English textbooks in Indonesia and the effort needed to improve their quality. 125 REFERENCES Ary, D., Jacobs, L. C., Sorensen, C., Razavieh, A. 2002. Introduction to research in education 6 th Ed.. Belmont: Wadsworth. Best, J. W. 1986. Research in education. New Jersey: Prentice-Hall, Inc. Brewster, J., Ellis, G., Girard, D. 2004. The primary English teachers guide 2 nd Ed.. Essex: Penguin English Guides. Brown, H. D. 2007. Teaching by principles: An interactive approach to language pedagogy 3 th Ed.. New York: Longman. Byrd, P. 2001. Textbooks: Evaluation for selection and analysis for implementation. In M. Celce-Murcia Ed., Teaching English as a second or foreign language 3 th Ed. pp. 415-427. Boston: Heinle Heinle. Crawford, J. 2002. The role of materials in the language classroom: Finding the balance. In J. C Richards W. A. Renandya Ed., Methodology in language teaching pp. 80-91. Cambridge: Cambridge University Press. Cunningsworth. A. 1995. Choosing your coursebook. Oxford: Macmillan Heinemann. Derewianka, B. 2003. Trend and issues in genre-based approaches. RELC Journal, 34, 133. Ena, O. T. 2011. Unjust Policy: E-textbooks for Schools in Indonesia and California [Electronic version]. The Jakarta Post. Retrieved May 10, 2012, from http:imo.thejakartapost.comoudateda20110514unjust-policy-e- textbook-for-schools-in-indonesia-and-california Feez, S. Joyce, H. 2002. Text-based syllabus design. Sydney: Macquarie University. Felder, R. M. Henriques, E. R. 1995. Learning and teaching styles in foreign and second language education. Foreign Language Annals, 28 1, 21-31. Fraenkel, J. R., Wallen, N. E. 2009. How to design and evaluate research in education 7 th Ed.. New York: McGraw-Hill. Gall, M. D., Gall, J. P., Borg, W. R. 2007. Educational research: An introduction 8 th Ed.. Boston: Pearson education, Inc. 126 Gebhard, J. 1996. Teaching English as a foreign or second language. Michigan: The University of Michigan Press. Graves, K. 2000. Designing language courses: A guide for teachers. Boston: Thomson Heinle. Harmer, J. 2007. How to teach English. Essex: Paerson Education Limited. Hess, N. 2001. Teaching large multilevel classes P. Ur, Ed.. Cambridge: Cambridge University Press. Mukundan, J. 2007. Evaluation of English language textbook: some important issues for consideration. Journal of NELTA, 12, 80-84. Priyana, J. Riandi., Mumpuni, A. P. 2008. Interlanguage: English for senior high school students XI for science and social study programme. Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional. Richards, J. 2001. Curriculum development in language teaching. Cambridge: Cambridge University Press. Richards, J. C. 2012. The role of textbook in a language program. In Cambridge English language teaching. Retrieved July 25, 2012, from http:www.cambridge.org.brauthors-articlesarticles?the-role-of-textbooks- in-a-language-programid=337 Riddell, D. 2003. Teaching English as a foreign language. London: Hodder Education. Skierso, A. 1991. Textbook Selection and evaluation. In M. Celce-Murcia Ed., Teaching English as a second or foreign language 2 nd Ed. pp. 432-453. Boston: Heinle Heinle Publishers. Spratt, M., Pulverness, A. Williams, M. 2005. The teaching knowledge test course. Cambridge: Cambridge University Press. APPENDICES