must be able to choose appropriate texts in their textbooks for students and teachers as their costumers. Sometimes they have difficulty in choosing a group of
texts that will be appropriate for large numbers of students although they lack precise information about individual students.
F. Guideline for English Textbook Assessment for Junior High School
Based on 2004 English Curriculum.
The implementation of 2004 Curriculum has change the attitude of everyone who involves in the national education program, and the outcomes of its
application at school should be in line with the curriculum recommended. For the previews curriculum, students placed as the object of educational program that is
look like the empty vessel that should be fulfilled by the teachers every time. Meanwhile, the curriculum requires students to be actively involves in learning
process, teachers assist or support students to maximally explore their ability. Based on the explanation above, it can be conclude that textbook is hoped
can support teachers to manage the activities to improve students skills and facilitate students to actively involve in learning program set up by the teachers.
The government has designed basic competences and achievement indicators to be followed within the syllabus. For English subject, there is actional
competence, and it can be classified into 4 aspects, they are listening, speaking, reading and writing to be discussed in the following table. In the odd semester of
the first year, students have to achieve basic competences listed below, in the context of specified themes: self identity, school life, family life, profession, with
a mastery of vocabulary within 500-1000 words level and relevant grammar. The four aspects of the actional competencies will be constantly described in the
following table:
LISTENING Basic competencies
• Identify key words in a simple oral text. CORE MATERIAL
ACHIEVEMENT INDICATORS • Simple oral texts containing
descriptions of about 100-150
words • Complete sentence related to
their and someone elses identity • Answer oral questions related to
their and someone elses identity • Understand oral instructions.
CORE MATERIAL ACHIEVEMENT INDICATORS
• A set of oral instruction and command
• Carry out given instructions • Differentiate words with similar
pronunciation
SPEAKING Basic competencies
• Introduce one self. CORE MATERIAL
ACHIEVEMENT INDICATORS • Dialogues related to the themes
containing expression of
introduction. • Describe their own identity
• Introduce them selves and others • Using question word who and
what
• Express a set of command. CORE MATERIAL
ACHIEVEMENT INDICATORS • Dialogue related to the themes
containing some expressions. • Ask and answer using there is
and there are.
READING Basic competencies
• Get specific information from written texts. CORE MATERIAL
ACHIEVEMENT INDICATORS • Written texts containing
description up to 150 words • Identify specific and general
information from a text. • Get detailed information from written texts.
CORE MATERIAL ACHIEVEMENT INDICATORS
• Written texts containing functional expressions.
• Answer questions about
information stated explicitly in
the text. • Identify a reference of certain
words in a text
WRITING Basic competencies
• Express something about describing or identity. CORE MATERIAL
ACHIEVEMENT INDICATORS • Written texts containing
description up to 150 words • Completing sentence related to
identity • Write a paragraph about identity
• Answer comprehension question in written form. CORE MATERIAL
ACHIEVEMENT INDICATORS • Written texts up to 150 words
• Written the answer for some
comprehension questions about
the content of a text
G. The Standardization of English Textbook
