Significance of the Study

- be appropriate for a variety of learning styles. - be effective for a variety of grouping strategies. - contain exercises 6 Likewise, Skierso evokes some aspects that must be considered in textbook analysis as follow: - Bibliographical data; general description of the textbook including the title, level of proficiency, authors and hisher professional qualification, publisher, date of publication, number of volumes, number of pages, price of the textbook. - Aims and goals; the aims and goals of the text, the distribution of the language skills, and the intended learnersteachers. - Subject matter; topics and context are covered by the textbook, the conceptual level, the organization of the units and lesson, cultural aspect such as biases, types of texts, and authenticity of the texts. - Vocabulary and structure; presentation of grammar rules and its sequences, vocabulary selection, vocabulary introduction and summary whether or not it is presented contextually, and kinds of vocabulary and structure exercises. - Layout and physical makeup; textbook appearance including cover, page, kinds of illustration or artwork, and table of contents. 7 Additionally, McGrath suggest three method of textbook analysis; those are the impressionistic method, the checklist method, and the in-depth method. The first is the impressionistic method. This method concerns to the analysis of the publisher’s description about the textbook. 8 Besides, table 6 Wang Wen-Cheng, Lin Chien-Hung, and Lee Chung-Chieh, Thinkingof the Textbook in the ESLEFL Classroom, English Language Teaching, Vol. 4, No. 2, 2011, pp.91 - 96 7 Alexandra Skierso, Textbook Selection and Evaluation, in Marianne Celce-Murcia, Teaching English as a Second or Foreign Language, Boston: Heinle Heinle Publisher, 2001, 2 nd edition, pp. 435 - 439 8 Ian McGrath, Materials Evaluation and Design for Language Teaching, Edinburgh: Edinburgh University Press, 2002, p. 25 of contents are also examined. Then, skimming the textbook in order to see the organization, topics, and visuals. Similarly, McDonough and Shaw suggest such method they called the external evaluation. This method also examines ‘blurb’, introduction, and table of contents. The aim is to examine the organization of the textbook. Through this method, we know the intended audience, the proficiency level, the context, the presentation and the organization of each unit or lesson, and the aut hor’s belief about language and methodology. The other aspects analyzed in this method are whether the textbook is used as a main resource or a supplementary resource, the availability of a teacher’s book, the inclusion of a vocabulary list, the visuals and the layout, whether or not it contains cultural biases such as minority groups and women, and the inclusion of audiovideo materials and test. 9 The other method is the checklist method. This method use a checklist consisting of some criteria or categories referred to a textbook. The advantages of using checklist are systematic, cost effective, the information gained is a convenient format, and explicit. 10 The last is the in- depth method. It is the deeper analysis on the author’s views about learning and values as the basis of the materials. In addition, this method also refers to learners needs and interest, learner approach to language learning, and teacher’s approach to teaching and learning in classroom. 11 Like internal evaluation suggested by McDonough and Shaw, this method aims to investigate whether the author’s claim in external evaluation is in line with the internal consistency and organization of the materials. The textbook analyst have to examine at least two units to see the presentation of language skills, the sequencing and grading of the materials, the types of reading, 9 Jo McDonough and Christopher Shaw, Materials and Methods in ELT; A Teacher’s Guide, Oxford: Blackwell Publishing, 2003, 2 nd Edition, pp. 63 - 66 10 Ian McGrath, op. cit., pp. 26 - 27 11 Handoyo P. Widodo, Textbook Analysis on College Academic Writing, TEFLIN Journal, Vol.18, No. 2, 2007, pp. 109 - 122