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4. Research Methods
In the process of implementation, Research and Development Method RD was done through some steps as follow, namely:
1 a preliminary study, 2 textbook model development,
3 validation of the model. Overall, the method of the study can be seen in the flow chart below:
4 Subjects Research
Three textbooks used by students of Elementary school were elected as the subjects to be analysed.
5 Research Instruments
There were three instruments used to collect the data, namely: observations, interviews with teachers and students, and questionnaires to be filled either by the students or
teachers.
Overall, the method of the study can be seen in the flow chart below:
Background: Various text books used by Elementary students
Teachers still have lack of knowledge about child friendly textbook Teac hers are confused how to optimalise the function of textbook as the second resource in
References Theories: • Who are young learners in English learning context in Indonesia
• Characteristics of young learners • The characteristics of child friendly textbook
Research issues: • What is a child-friendly textbook like?
• How is it implemented in the learning process? • What obstacles encountered during implementation and what solutions are offered?
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Research Methodology Research and DevelopmentRD, Evaluation of 3 textbooks used by the students
Developing a model of child-friendly textbook, implementation test validation, publication and dissemination
Design model of child-friendly textbook with reference to the
results of the evaluation and inputs taken from the students
Implementation of child-friendly textbook model, revised based on the
feedback from the implementation
Validation of the model has been revised, as well as input from the
validator Publication, dissemination and
promotion of child friendly textbook of English
Conclusions and recommendations
International Conference on Educational Research and Innovation ICERI 2013
5. Findings and Discussion
5.1. Results of evaluating 3 textbooks for grade 4 students in West Bandung Regency In Evaluating textbooks, the research team used the assessment format principles which
contain 3 main criterias, namely the contents materials, language and appearance presentation Suyanto: 2003-47. The assessment of these three aspects are clearly
outlined in the article below
5.1.1 Content material
Overall, the textbooks have presented good contents or materias. It can be seen from the topics whic are interesting for the learners. However, those three books do not
accomodate good exercises yet because the exercises are monotonous so that all chapters in the books have the same forms. These materials can make the students
bored and they are not eager to learn through play, songs, puzzles, etc. Mustafa: 2006. Moreover, one of those three books gives inappropriate materials which are in line with
the lea e s ha a te isti s. As a result, the materials may cause the learners bored in their study and even they found difficulties in using their textbook.Such condition is less
supportive of the learning process because children learn best when they encounter what they have learned Wong Fillmore: 1985. Referring to the opinion, a good writer
needs to pursue the completion of the material which is related to the previous topics.
5.1.2. Language Dealing with the language found in the textbooks, in general they have used appropriate
and understandale language. It can be proved from the simple sentences and simple grammar. However, some unfamiliar and difficult words are still found and those can
make the learners difficult to understand the textbooks. In addition, some unfamiliar words arre not completed with the phonetic transcription which can help the learners
how to pronounce them well.
International Conference on Educational Research and Innovation ICERI 2013
5.1.3 Display Presentation In general, the textbooks are displayed clearly and in accordance with the purpose of
learning, although not all units in the books. Some unappropriate displays are found because there are some unsuitable pictures put in different topics. So, the functions of
pictures are not optimal. Moreover, some layouts are not placed appropriately because the topics and pictures are not matched Tomlinson: 1998.
5.2 The data analysis results of questionnaires from the teachers
Overall, the teachers claimed that an important reason to use the textbooks is the availability of the book and it is so easy to get or buy. While the other teacher stated that
the teachers chose the book because the book is available in stores within easy driving distance of their homes. While the other teachers choose textbooks because of the
performance displays. With rregard to the role and function of textbooks, all teachers recognize that textbooks can be used as a second source of student learning after the
teacher. Students can be given the task of doing exercises at home without interrupting a very limited class hours.
5.3. The data analysis result of questionnaires from the Students
The data analysis result from questionnaire showed that of the four students stated that they liked the textbooks they use because the language is easy to understand and the
topics are quite familiar with their world so that they encounter vocabulary they met in the books are easy to remember, although there are still some foreign vocabulary that is
difficult to understand the meaning and how to pronunce the words since they were not accompanied by phonetic transcriptions.
6. Conclusion
First, the textbooks used by fourth grade student at West Bandung regency are quite appropriate based on 3 important aspects covered,e.g. contents materials, language,
and presentation. Considering the result of data analysis, it is claimed that all the three textbooks are considered as good book, although some weaknesses were still found such
as some unfamiliar topics and vocabulary, complex sentences, unclear layout, and the monotonous exercises which seems not to facilitate the students optimally.
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