detailed and comprehensive questions related to the methodology in which Rea- Dickins 1992 suggested.
Table 2.2 Checklist Suggested by Rea-Dickins Germaine
A more recent study held by J. Mukundan, 2011 in developing English language textbook evaluation checklist was done in a focus group discussion. Six
participants joined the developers to improve the items of checklist generated by Cunningswor
th’s evaluation checklist 1995 in reference to their clarity and inclusiveness. In this study, researchers successfully developed an evaluation
checklist for ELT textbook. They added, omitted, and revised the Cunningsworth ’s
evaluation checklist. In relation to Indonesian context and considering the above explanation, this
present study sees that Cunningswor th’s evaluation check list will work well to
Criteria 1: What do materials mean for you?
1. Do you refer exclusively to textbooks, or do you include teache rs’
guides, teaching manuals, supplementary units, readers, audio and visual materials, etc?
2. Do you make a distinction between materials designed specifically for first and second language teaching, and also between those targeted
specifically for use in school and materials that are non-pedagogic but authentic?
3. Do you include materials produced by the teachers and the learners?
Criteria 2: What are the roles of material within your teaching and learning context?
1. What roles are they expected to play? 2. What roles are they expected to achieve?
Criteria 3: How are the materials to be used?
1. Are they to be used as the sole source and resource for teaching? 2. Are they one of several available resources?
evaluate the examined book. Therefore, this present study will be spelt out the evaluation criteria by Cunningsworth in form of questionnaire to be given to the
teachers to evaluate the English textbook of seventh grade junior high school in Indonesia.
3. Review on Indonesia National Curriculum 2013
A new curriculum has been implemented in Indonesia since June 2013. This new curriculum is called curriculum 2013 C13 which is based on the Regulation of
Ministry of Education of Indonesia number 22, 2006. C13 has been implemented in all around Indonesia for all levels of education from Elementary School grade 1-6,
Junior High School grade 7-9, and High School grade 10-12. In the first step of the implementation, not all grades were using the new curriculum. Only grade 1, 4, 7
and 9 run the C13. This new curriculum was also not implemented in all school in Indonesia. For the first stage of the implementation, Ministry of Education only
pointed some schools to become the pioneering schools for this curriculum implementation.
To give an illustration on the C13, the following explanation is a brief description on the core competence and base competence. There are four core
competences for English subject in K 13. All of them are related to religious and moral conduct and conceptualized in the base competence.
To make the explanation crystal clear, samples of a base competence stated in C13 Core and Basic Competence of Curriculum 2013 in the following six points.
First, it is composing oral text to express and respond greeting, leave taking, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
thanking, and apologizing correct language features in context. Second, it is composing oral and written text to express and respond introducing oneself in short
and simple way by paying attention to social function, text structure, and language features correctly and contextually. Third, it is composing oral and written text to
mention names of days, month, and time in days, time in numeric form, dates, and year by using the language features correctly and contextually. Fourth, it is
composing oral and written text to mention names of animals, things, and public places found in the real life by using the language features correctly and contextually.
Fifth, it is composing oral and written text to make names in label and list down things by using language features correctly and contextually. Sixth, it is composing
oral and written text to describe personal characteristics, animal and things by using the language features correctly and contextually.
As stated above, it is very obvious that current curriculum deploy three main aspects reflected in the core competence. Those are attitude, skills and knowledge. In
addition to the explained aspects, C13 performs the thematic and integrated concept of syllabus which can be seen in the official website of education and cultures
ministry. Taken from the preface of the teacher
’s book of English textbook, it is said that C13 gives a significant change in terms of teaching and learning process.
Previous curriculum enables teacher to deliver the subject or knowledge. In contrary to the prior curriculum indeed, C13 enables the students to share knowledge among
them by the guidance of the teacher. In pedagogical term, the teaching and learning is a two-way teaching and learning process. Though, in the real implementation some
teachers in Indonesia have implemented a two-way teaching process instead of one way. However, such approach, had not been realized until the C13 was issued. As a
consequence, by applying this curriculum, students are intended to be more active in doing observation, thinking, questioning, and communicating as well as presenting
what they
have earned
from the
knowledge receiving
process http:kemdikbud.go.idkemdikbuduji-publik-kurikulum-2013-1.
Four standards that happen to be changed in curriculum 2013 from curriculum 2010 covers graduate competence, process content, and standard of learning
evaluation. Related to learner evaluationassessment, there are four criteria of learner assessment: 1 level of achievement of the use of social function text; 2 level of
completion and arrangement of text structure; 3 accuracy of language features such as grammar, vocabulary, pronunciation, word stressing, intonation, and spelling; and
4 level of appropriateness of writing and delivery format. Four methods of learner assessment are provided in this curriculum to meet with the core and base
competence. The four methods of learner assessment are assessing student performance, student observation, student portfolio, reflection and pair assessment.
In conclusion to the explanation above, it is highly required to evaluate textbook of new curriculum 2013. It is since many new constructs applied in the
curriculum that become valuable source to adjust the materials used. In addition, significant shifted paradigm such as the teaching methodology suggested in the
curriculum. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
