Preparing the study Research Procedure

51 other collaborators. The results of the evaluation of the each aspect as well as the overall evaluation of the textbook in a percentage were presented in Table 4.1. Table 4.1 Evaluation Summary Table Evaluation Aspect Fullfilment A. Aims and Approaches 66.67 B. Design and Organization 57.14 C. Language Content 100 D. Skills 61.11 E. Topic 71.43 F. Methodology 80 G. Teachers’ Books H. Practical Considerations 75 Average 63.92 Criteria Fair Table 4.1 showed the results of evaluation of the textbook. The table indicated that two out of eight aspects attained good criteria fulfilment since the percentages were between 80-100. The highest criteria fulfilment was achieved in language content aspect. Then, it was followed by methodology aspect which achieved 80 of criteria fulfilment. Other four aspects were considered fair fulfilment as the percentages were between 60 to 79. Those aspects were aims and approaches, skills, topic, and practical considerations. Then, one out of eight aspects attained sufficient fulfilment since the percentage was 57.14. This sufficient fulfilment was achieved in design and organization. The lowest percentage was 0, and thus it was considered poor fulfilment. This lowest percentage was achieved in teachers’ books aspect. The detail evaluation of each aspect was presented as follows. 52

1. Aims and Approaches

The results of criteria fulfilment in aims and approaches aspect were shown in Table 4.2. In this aspect, three criteria were evaluated. The percentage of the criteria fulfilment in this aspect was 66.67. Therefore, the aims and approaches of this textbook were considered fair. Table 4.2 Aims and Approaches Evaluation No. Aims and Approaches Criteria Criteria Fulfilment 1. Do the aims of the textbook correspond closely with the aims of the teaching program? 2. Does the textbook cover most or all of what is needed? 1 3. Does it allow different teaching and learning style? 1 Total 2 Percentage 66.67 In aims and approaches evaluation aspect, there were two out of three criteria that were fulfilled. The first criterion that was about the correspondence between the aims of the textbook and the teaching program was not fulfilled because the materials do not cover all basic competences in the curriculum. The other two criteria were fulfilled. Those criteria were whether the textbook covers most of what is needed and whether the textbook allows different teaching and learning style.

2. Design and Organization

In design and organization aspect, there were seven criteria to be evaluated. The results of the evaluation showed that four out of seven criteria were fulfilled. The results of design and organization aspect evaluation were presented in Table 4.3. The percentage of the criteria fulfilment was 57.14, and it was categorized sufficient fulfilment.