Conceptual Framework Textbook Evaluation

state Communicativeness Message readability Grammar accuracy The coherence and unity of ideas Coherence and unity of ideas among units Language content Good presentation and practice of grammar, vocabulary, and pronunciation continued Continued Aspects to Evaluate Sub Aspects Areas Items Presentation Presentation Technique Systematization Presentation of materials in the form of texts, communicative activities, and ilustrations Introduction, content, closing Balance among units Balance in material presentation which covers texts communicative activities, and ilustration Teaching and learning technique Learner-centeredness Interaction in English among learners and between learners and teachers Activities for self-study Taking account of learners’ expectation Usefulness of activities for future use Development of learners’ initiative, creativity, and critical thinking Communicative activities both oral and written based on students’ own initiative creatively and critically Development of autonomous learning Learners’ responsibility towards their own learning process Development of self evaluation and reflection ability Guidance to know learners’ success and lacks Genre-based approach Building the context of the field Modelling and deconstructing the text Joint construction of the text Independent construction of the text Scientific approach Knowledge and comprehension Application Analysis Evaluation Creation ฀฀฀฀฀฀฀฀฀฀฀฀฀ continued continued Aspects to Evaluate Sub Aspects Areas Items Presentation Coverage Opening Preface Table of content Content Introduction Learning load Reference Summary and reflection Closing Glossary Bibliography Index of autors Index of subjects The English textbooks were evaluated by using checklist of English textbook evaluation criteria elaborated from the table above. After that, some descriptions explaining about the criteria which were fulfilled and not fulfilled by the textbooks were drawn. The explanation on the fulfillmentof those criteria was also given. ฀3 ฀HAPTER III RESEAR฀H METHOD This chapter discussed the method used in the research. This consisted of six main sections namely research method, research subjects, research instruments, research setting, data gathering technique, and data analysis technique.

A. Type of Study

This study was classified as content analysis or document analysis. It was one of the types of descriptive qualitative research Ary, Jacobs, and Sorensen, 2010: 29 It focused on analyzing documents, which were English textbooks. It sought to understand the strengths and weaknesses of English textbooks by focusing on the total textbook design. The aim of this descriptive qualitative research was to gain a holistic picture and depth of understanding of the strengths and weaknesses of two English textbooks Ary, et. al., 2010: 29. This textbook evaluation attempted to discover whether or not the English textbooks analyzed met the criteria of a good textbook suggested by ฀usat ฀erbukuan Pusbuk and some ELT experts and whether they were relevant to 2013 Curriculum. Besides, it also attempted to find out how those criteria were fulfilled or not by those textbooks and in what way the textbooks were relevant to 2013 curriculum. In other words, it attempted to evaluate and to figure out the appropriateness of the textbooks for their grade. ฀. Research Subjects Textbooks were widely published. There were so many textbooks available in bookstores in Yogyakarta. Therefore, only the two textbooks were chosen as the document being analyzed. The first one was the textbook entitled ฀ook Ahead: an English Course for Senior High School Student for Grade X. This book was developed based on School-based Curriculum KTSP which had been launched since 2006. It was written by Sudarwati and was published by Erlangga. The second one was the textbook entitled Pathway to English for Senior high School for Grade X. This book was developed based on 2013 Curriculum which was launched in 2013. It was written by Sudarwati and Eudia Grace and was published by Erlangga. Based on the researcher’s observation in some bookstores in Yogyakarta, these two books were the best-selling ones and were used by most of Senior High Schools in Yogyakarta. However, considering the changing curriculum from KTSP to 2013 Curriculum, there was a need to see whether they meet the criteria of good textbooks according to the criteria determined by Pusat Perbukuan Pusbuk and whether they were applicable and relevant according to 2013 Curriculum. Thus, the researcher decided to conduct an evaluation on them. Those textbooks had some similarities. The first similarity was the textbooks were written for the tenth grader of Senior High School and the second one was the textbooks were written by the same authors. Although they were developed based on different curricula, it was assumed that they were not so much different in terms of content and presentation. Because the two curricula still apply the same approach namely genre-based approach.

C. Research Procedure

In conducting this study, the researcher arranged some procedural steps were arranged in an orderly way which consisted of preparing the study, analyzing the textbooks, and writing down the report Ary, Jacobs, and Razavieh, 2002: 443. 1. Specifying the phenomenon to be investigated In this textbook evaluation, the phenomenon investigated was whether particular English textbooks met the criteria of good textbooks and 2013 Curriculum. The criteria of good textbooks were formulated by Pusat Perbukuan, ELT experts, and the researcher’s modification. 2. Formulating exhaustive and mutually exclusive coding categories In formulating the coding categories, the researcher first decided the framework of textbook evaluation by referring to criteria for English textbook evaluation issued by Pusbuk in 200฀. After that, some modification were made by referring to the textbook evaluation criteria formulated by Littlejohn 2005, Cunningsworth 1995 in Richards 2001, Nation and Macalister 2010. And Ur 2009 to cover the lacks in the criteria formulated by Pusbuk and to suit 2013 Curriculum. Those modified criteria were elaborated into a series of belief statements to make it easier for evaluation. Next, the criteria and belief statements were applied for evaluating the two textbooks accompanied by a simple tick and cross system as judgments. Finally, some qualitative descriptions were added to clarify the judgments. 3. Deciding on the evaluation subject The subjects chosen for textbook evaluation were two English textbooks which were currently published and used locally or nationally. Two textbooks used by most of Senior High Schools in Yogyakarta were chosen. The first textbook was entitled ฀ook Ahead: An English Course for Senior High School Student for Grade X. It was written by Sudarwati and was published by Erlangga. The second one was the textbook entitled Pathway to English for Senior high School for Grade X. This book was written by Sudarwati and Eudia Grace and was published by Erlangga. 4. Applying the coding categories that had been developed In this stage, the coding categories in the form of criteria and belief statements were applied for evaluating the textbooks. They were accompanied by a simple tick and cross system as judgments. 5. Analyzing the textbook The checklist was used in analyzing the textbooks. The checklist consisted of three aspects with seven sub aspects for textbook evaluation. Those aspects then were broken down into some sub aspects. The sub aspects were divided into some areas. Finally, the areas were elaborated into some items which became the criteria for evaluating the English textbooks. The items were elaborated further into some belief statements to make it easier for evaluation. 6. Interpreting the findings and stating conclusions The interpretations and explanations were in narrative form Ary. et. al, 2010: 32. The criterion which was met by the textbook was given a tick and was valued 1 point, while a criterion which was not met was given a cross and was valued 0 point. In the checklist, only the column was ticked or crossed. The criteria which were met and the ones which were not were calculated in the form of percentage. The percentage was gained from the total of criteria points which were not met in a textbook for each sub aspect divided by the total of criteria points in each sub aspect. Further descriptions were done afterwards. ฀. Writing down the report After doing some procedural steps above in an orderly way, the last step namely writing down the report was conducted. This report explained each part and procedure of the study and the findings in detail.

D. Research Instrument