suit 2013 Curriculum. The modification in presentation aspect was done by adding some criteria which represent scientific approach as the core of 2013
Curriculum. The lacks in language and content aspect were overcome by adding some criteria from the EFL experts such as Ur 2009, Cunningsworth
in Richards 2001 and Nation and Macalister 2010. There were three aspects of the textbooks to be evaluated in this
research namely content aspect, language aspect, and presentation aspect. The complete checklists for evaluating the textbooks were attached in the
appendices.
1. Content Aspect
The content aspect had three sub aspects namely the relevance of materials to the curriculum, material accuracy, and supporting learning
materials. The sub aspect of relevance of materials to the curriculum had three
areas with twelve items. The areas to be evaluated in these sub aspects were material completeness, material depth, and material organization. The items
for material completeness and material depth were taken from the textbook evaluation criteria formulated by Pusbuk 200; the items for material
organization were adapted from the ones formulated by Nation and Macalister 2010 and Penny Ur 2009. The material completeness was also modified
by adding criteria on presentational texts and character building as the core of 2013 Curriculum.
The sub aspect of material accuracy had three areas with seven items. The areas to be evaluated in these sub aspects were social functions, generic
structure, and linguistic features. The items for all of the areas were taken from the textbook evaluation criteria formulated by Pusbuk 200.
The sub aspect of supporting learning materials had three areas with ten items. The areas to be evaluated in these sub aspects were the up-to-date
nature of the material, life skill development, and development of insight on diversity. The items for all of the areas were taken from the textbook
evaluation criteria formulated by Pusbuk 200.
2. Language Aspect
The language aspect had one sub aspect namely language appropriateness.
The sub aspect of language appropriateness had three areas with eight items. The areas to be evaluated in this sub aspect were the relevance of the
language towards learners’ development, communicativeness and the coherence and unity of ideas of which were taken from the textbook
evaluation criteria formulated by Pusbuk 200 and language content the items of which were adapted from the textbook evaluation criteria formulated
by Cunningsworth 1995.
3. Presentation Aspect
The presentation aspect had three sub aspects namely presentation technique, teaching and learning technique, and presentation coverage.
The sub aspect of presentation technique had two areas with three items. The areas to be evaluated in these sub aspects were systematization and
balance among units. The items for all of the areas were taken from the textbook evaluation criteria formulated by Pusbuk 200.
The sub aspect of teaching and learning technique had six areas with sixteen items. The areas to be evaluated in this sub aspect were learner-
centeredness, development of learners’ initiative, creativity, and critical thinking, development of autonomous learning, development of reflection and
self-evaluation ability, genre-based approach, and scientific approach. The items for the area of learner-centeredness were adapted from the textbook
evaluation criteria formulated by Pusbuk 200 and the ones formulated by Nation and Macalister 2010. The items for the areas of development of
learners’ initiative, creativity, and critical thinking, development of autonomous learning, and development of reflection and self-evaluation
ability were taken from the textbook evaluation criteria formulated by Pusbuk 200. The items for genre-based approach were adapted from the stages of
genre-based approach outlined by Feez and Joyce 2002. In addition, the items for scientific approach were adapted from Recommendation for 2013
Curriculum outlined by TEFLIN Association 2013. The sub aspect of presentation coverage had three areas with ten items.
The areas to be evaluated in this sub aspect were opening, content, and
