the input. As it is explained by Krashen 1981 in his input hypothesis that students can acquire a language when they are given lots of input. The input refers to reading
text or listening text. As in further studies, some resulted in response to the input hypothesis that there are some characteristics of input which later can be used by ESL
teachers in their teaching. Teachers may modify the input by using caretaker talk when they read aloud the dialog in textbook. Any dialog in textbook in fact can be
used as the listening input for the learners. Therefore, the researcher in this study doe
sn’t see that this textbook does not cover listening skill.
Figure 4.6 Sample of a simple lyric and a very simple dialog 6. Topic Presented in textbook
The last criterion is the topic of textbook. C13 curriculum is well known as a curriculum with rich of topics in each subject. Other subjects of C13 textbooks are
constructed based on the topic implemented in the base competence. This evaluation PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
is done to find out how far this textbook conceptualizes the topics in the curriculum. Therefore, to measure the topic of textbook, the researcher gave four statements
related to this criterion. looking closely to the teacher manual. In the manual book, it is described that textbook covers topics which related to one self and social and
natural environment around the house and school. Table 4.9 Survey Result on the Topic Presented in the Textbook
Item Statement
Strongly Disagree
Disagree Agree
Strongly Agree
Mean SD
48. There is enough
variety of topics. 5.6
38.9 50
5.6 2.58
0.691
50. The students are able
to relate the social culture context
presented in the textbook to the use of
English in real life. 22.2
66.7 11.1
2.87 0.599
52. The characters in the
textbook represent people from different
region in Indonesia. 11.1
77.8 11.1
3 0.5
54. Different groups of
occupation are well represented.
16.7 72.2
11.1 2.93
0.555
The first is statement is that material of genuine interest to learners is sufficient. In this statement, the researcher attempts to know whether textbook covers sufficient
55.
Other group such as 0 44.4 50 5.6 2.62 0.599 disability is also
represented in the textbook.
53. Different ethnic 0 22.2 66.7 11.1 2.87 0.599
groups are well represented.
51. Female is portrayed 0 33.3 61.1 5.6 2.68 0.582
equally with male.
49. The topic presented is 5.6 38.9 50 5.6 2.58 0.691
content-wise enough for learner
’s language level.
47. There is sufficient 0 38.9 55.6 5.6 2.70 0.570
material of genuine interest to learners.
materials that accommodate students’ genuine interest for example textbook gives
topic which is recently relevant to young students. As shown in the table, it can be seen that teachers see that textbook has already provided genuine topic to learners.
The teachers agreed on the first statement. However, a double check must be done to confirm whether this textbook does provide sufficient topic of genuine learner
interest. The researcher needs to confirm it by interviewing two respondents. One the respondent said:
“colorful, many pictures and … look at this picture [pointing to a page of textbook] this represents Indonesia. So Indonesia, in my opinion. This is
good. The topic is varied. ”
However, the researcher thinks that it is not enough to give the topic around the school and home. In the information technology era like today, where a social media
does really affect the entire way of living most students today, this textbook has not inserted yet any such topic in textbook.
Generally, teachers see that this textbook has no issue regarding the topic presented in textbook. The content of textbook is even content-wise enough for
learner ’s language level. In contrary to the survey result, the open question results
indicate that this textbook generally is too easy for the students. Teachers also see that students are able to relate the social context presented in textbook to the use of
English in the real life. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
C. Discussion
To make this research more valuable and useful, a fruitful discussion regarding to textbook and its evaluation using the survey given to 20 teachers in Yogyakarta is
explained in this section. Although the curriculum used in the evaluated textbook is not currently administered by the Minister of Education any longer, some schools in
Indonesia especially the schools which were selected becoming the pilot school to administer the C13 are still using it until today. Hence, the researcher believes that
this evaluation will be very useful for teachers and material developers in the future. In order to make the data more valid, this research also uses triangulation data
obtained from interview done to two randomly selected teachers out of 20 respondents. It aims to confirm whether the survey results are confirmed by teachers
directly.
1. The Aim of the Textbook
First discussion goes to the aim of this textbook. This study tries to see whether the aim of this textbook corresponds with the core competence, basic competence,
teaching program of the curriculum and the needs of the students. In fact, the result of the survey shows that generally the aim of textbook doe
sn’t have any issue to this point. All respondents view that the aim of textbook agrees with the aim of the
curriculum. To see whether it is true, the researcher tries to check what textbook really aims for. In the preface of textbook, it is written:
“The English lesson for grade 7 of junior high school students presented in this book was developed to increase the language competency
.” page iii
