26 discussion, explanation, exposition, and review. Agustien 2006: 2 says “if the
main goal is to develop communicative competence or the ability to communicate, a curriculum or a syllabus that is text-based need to be developed.”
There are some approaches that can be used to implement text-based syllabus. Two examples of approaches are the natural approach and the genre-
based approach. According to Feeze and Joyce 2002, the most effective methodology for implementing text-based syllabus is the genre-based approach.
Feeze and Joyce explain that the genre based approach to language learning was first developed in Australia through the work of educational linguist
and educators who have been working with disadvantaged groups of students. The approach is now used in all sectors of education.
6. The teachinglearning cycle
Feez and Joyce state that “the cycle of teaching and learning activities in the genre approach consists of a number of stages which the teacher and students
go through so that students gradually obtain independent control of a particular text-type” 2002: 27. Further they state that each stage is associated with different
types of activities. There are five stages in the teachinglearning cycle. They are Building the Context, Modelling and Deconstructing the Text, Joint Construction
of the Text, Independent Construction of the Text, and Linking Related Text. The focus of each stage is outlined below.
The first stage is building the context. In this stage, the students are introduced to the social context of an authentic model of the text-type being
27 studied, explore features of the general cultural context in which the text-type is
used and the social purposes the text-type achieves, and explore the immediate context of situation by investigating the register of a model text which has been
selected on the basis of the course objectives and learners’ need Feez and Joyce, 2002: 28. The activities include presenting the context through pictures, audio-
visual material, field-trips, and guest speaker; establishing the social purpose through discussions and surveys; cross-cultural activities; related research
activities; and comparing the model text with other texts type. The second stage is called Modeling and Deconstructing the Text. In this
stage, the students investigate the structural pattern and language features of the model and compare the model with other examples of the text-type. Feez and
Joyce state that “modeling and deconstruction activities are undertaken at both the whole text, clause, and expression levels” 2002: 29.
After modeling and deconstruction activities, students enter the next stage, Joint Construction of the Text. In this stage, students begin to contribute to
the construction of whole examples of the text-type and the teacher gradually reduces the contribution to the text construction, as the students move closer to
being able to control the text-type independently. The activities in Joint Construction of the Text include teacher questioning, discussing, jigsaw and
information gap, skeleton text, small group construction of the text, self- assessment and peer-assessment activities Feez and Joyce, 2002: 28. Further,
Feez and Joyce state that diagnostic assessment is critical at this stage because it is used to determine whether students are ready to move independent functioning or
28 whether they need to undertake further work at the text modeling or joint
construction stages. The fourth stage is called Independent Construction of the Text. In this
stage, students work individually and independently to create the text. Students’ performances here are used for achievement. The independent construction
activities include listening task, speaking task, reading task, and writing tasks which demand that students draft and present whole text Feez and Joyce, 2002:
28. The last stage is Linking Related Texts. In this stage, students rewrite
their composition, compare text with other text, and review what they have learnt. It can be related to other texts in the same or similar context and future or past
cycle of teachinglearning Feez and Joyce, 2002: 28.
B. Theoretical Framework
Considering the important role of textbooks in teaching-learning activities, textbook evaluation becomes very crucial as a process in education. In
theoretical description, the researcher mentioned some theories of textbook evaluation. Those theories are proposed by some experts, Skierso 1991,
Cunningsworth 1995, Byrd and Murcia 2001, Brown 2007 and Harmer 2007. They mention some criteria for evaluation checklist, but not all of those
criteria are used in this research because every criterion has their own strengths and weaknesses.
