Textbook 1. Definition of Textbook

Above of all, it can be explained that textbook provides materials that can be developed by the teachers for teaching. It becomes a main source in teaching- learning process. By the textbook, both teacher and students know what they have to do in class and what they have to reach in the end of the lesson. As the important of textbook, selecting textbook is a must. There is no the best textbook to learn, but there will be suitable textbook that teacher should choose. Actually, reading material not only using textbook, other resources can be used in teaching reading. Creative teacher will be used other resources from the internet, newspaper, magazine, etcetera. it can make students feel interesting in learning. And today, there are also many publishers become creative. They put some of examples from the internet or advertisement in the textbook as a material. So, again the teacher role is very important to be selective in choosing the suitable material for their students. Selecting textbook is adjustable by the students’ level and school objectives, but still following the curriculum that exist. Curriculum which exists in Indonesia today is Kurikulum Tingkat SatuanPendidikanorKTSP. KTSP is operational curriculum which is organized and implied by educational level. 32 In other word, the government absolves the schools to arrange the curriculum objective based on students need and the goals of its school, and so to choose the materials for learning process. Textbook is one of the instructional materials in most language programs. It becomes central core in learning process. Textbook has been systematically planned and developed in syllabus. In language programs textbook is used in different ways. Haines defines the characteristicsof differences between past and current trends in English language textbook. She said nowadays textbook are used in different ways in language program. For example, a reading textbook might provide model compositions and a list of topics for student to write about. 32 E. Mulyasa, Kurikulum Tingkat SatuanPendidikan, Bandung: RemajaRosdakarya, 2007, pp. 18—19.

3. How to Analyze Textbook

There are many commercial textbooks from many publishers. It is necessary for the teachers to be more selective in choosing the textbook. As Cunningsworth stated “ As well as seeing what is prominent and obvious in a coursebook. we need to examine how specific items are dealt wit, particularly those which relate to students’ learning needs, syllabus requirements, how different aspects of language are dealt with, etcetera”. 33 Thus, in selecting the textbook for teaching- learning process at school the teachers should refer to the syllabus. Furthermore, in evaluating textbook, there are some criteria that the teacher should consider. Cunningsworth proposes four criteria for evaluating textbooks, particularly course book. The criteria are: 34 a. They should correspond to learner’s needs. They should match the aims and objective of the language learning program. b. They should reflect the used that learners will make of the language. c. They should take account of students’ needs as learners and should facilitate their learning processes. d. They should have a clear role as a support for learning. To make easier in analysing and evaluating coursebook, the teacher can use cheklist design. 35 However, the use of cheklist design is for practical purposes a manageable list of the most important criteria will be needed.

C. School-Based Curriculum KTSP 1.

Understanding of School-Based Curriculum Curriculum is known as the content, standards, or objectives for which schools hold student accountable, or curriculum is the set of instructional strategies teachers plan to use. 36 Furthermore, Richard emphasized that curriculum focuses on determining what experiences should be provide to bring about 33 Allan Cunningsworth, Choosing Your Coursebook, Oxford: Macmillan Education, 1995, p. 2. 34 Richards., op. cit., p. 258. 35 Ibid., 36 George J. Posner, Analyzing the Curriculum, New York: McGraw-Hill, 2004, p. 5.