Textbook may contain too much or too little explanation or tasks. For example, when teachers just focus on teaching speaking skill, they can delete
material that cannot support students to practice speaking skill, perhaps teacher can delete writing exercise. Then, when explanation in a material is lack, teacher
can add any other information related to the material. c.
Reorganizing Content Teacher may reorganize arrangement of units on a textbook. Or within a
unit teachers may decide not to follow the sequence of activities in a unit but reorder them for particular reason.
d. Modifying Tasks
Exercise and activities may need to be changed to give them an additional focus. For example, a reading activity may focus only on getting main idea, so
that teachers may take any kind of texts on a textbook in order to practice students to find main idea.
e. Extending Task
Exercise may contain insufficient practice, hence additional practice tasks need to be added in order to make students having ability in a certain material or
skill.
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5. Guideline for Textbook Assessment Based on Badan Standar Nasional
Pendidikan BSNP
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BSNP has released an evaluation process in form of a rubric assessment. It is used to evaluate the properness and also the suitability of a textbook. The
rubric assessment from BSNP is designed to qualitatively describe and assess any content related items and materials in a textbook then quantitatively coding
it. The assessment is based on feasibility of content and presentation. Actually, the rubric is provided in Bahasa, and then the writer summarizes it into English.
The explanation as follows:
a. Feasibility of Content
The feasibility of content is a group of assessment about content of textbook. It consists of three subs of components. They are compatibility of
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Richards, op. cit., p. 260.
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Rubrik Penilaian Buku Teks Pelajaran Bahasa Inggris, http:www.Puskurbuk.edu
.
materials with standard competence and basic competence, the accuracy of materials, and the supporting material.
1 The Compatibility of materials with standard competence and basic
competence. This assessment is to know whether materials provided on
textbook suitable or not with the standard competence and basic competence. It is divided into two subs criteria which are
completeness of m at eri al and in-depth of material. a
Completeness of Material In the completeness of material criterion, textbook has to
provide any kind of texts that give students opportunity to understand and produce both interpersonal and interactional
conversation either in spoken or written form to interact with other people.
b In-Depth of Material The Depth of material is divided into four subs of
components. They are exposure, text retention, production, and extension. In the exposure criterion, textbook have to
present any kind of texts that relevant to students’ daily life in
order to make the students familiar with those kind of texts. Then, in the text retention, textbook should provide guidance
for students in understanding social function, structure of text, and linguistic features. While, in the production, textbook is
expected to help students to produce both spoken and written text in order to reach social function that relevant to the text.
The last is extension. In this criterion, textbook must offer guidance for students to do activities in order to develop the
text either in written or spoken form which they have mastered before. It is aimed to help students in finding social function
that relevant to the kind of the text. 2
The accuracy of materials The accuracy of materials is to observe whether the materials
presented in textbook is accurate or not on its social function, generic structure and linguistic feature.
a Social Function
In this criterion, texts provided in a textbook should help students
to get social function that relevant to students’ daily life.
b Generic Structure In this criterion, texts offered in a textbook have to help
students to develop their ability in thinking systematically and orderly.
c Linguistic Feature In this criterion, texts presented in a textbook are
supposed to help students to expand their ability to communicate accurately and properly.
3 Supporting materials
This criterion is divided into three sub components, which are, relevance, development of life skills and development of diversity insight.
a Relevance In this criterion, teaching material Tables, pictures, texts,
a n d references provided within textbook should be relevance with topic that will be learned by students.
b Development of Life Skills In this criterion, every text available on a textbook should
motivate students to develop their life skill that related to personalities, social, academic and vocational life.
c Development of Diversity Insight In this criterion, texts should encourage students to
develop diversity insight especially in appreciating any kind of cultures, promoting wealthy of Indonesia, appreciating
value of democracy and multicultural diversity. b. Feasibility of Presentation
