evaluators try to seek insights about the effectiveness of teachers in aiding students to achieve goals and objectives of the school. Second, that is learner motivation where
the evaluators try to seek what drives learners to learn. Third, it is about the institution where the evaluators try to what administrative support was provided, what
resources were used, what communication networks were employed. Fourth, learning environment is to provide insights about the extent to which students are provided
with a responsive environment in terms of their educational needs. Fifth, staff development aims at providing insights about the extent to which the school system
provides the staff opportunities to increase their effectiveness. Last but not least, that is about decision making which is to provide insights about how well the school staff-
principals, teachers, and others – make decisions that result in learner benefits.
According to the above explanation, it can be concluded that evaluation is a long process conducted to provide information. The information is to improve
curriculum, teacher development, students, the effectiveness of teaching and learning process and materials used. All things mentioned are to achieve educational and
instructional goals.
b. Type of Evaluation
In general, evaluation in ELT mainly occupies two kinds of evaluation namely macro-evaluation and micro-evaluation. The distinction between two evaluations is
that macro-evaluation deals with the administrative and curriculum matters that undergo evaluation for the whole programs. Besides, in micro-evaluation, it only
deals with the break-down of the curricular matters such as teachers, materials and learners Ellis, 1998.
Weir and Roberts 1994 distinguish the types of evaluation for language program based on two major purposes, program accountability and program
development. Accountability refers to the quality of the work of those involved in a program Richards, 2001. He also makes a point that accountability evaluation
usually examines the effect of a program and its significance towards educational system is usually conducted by an independent institution as the external audience of
the education system or by the decision maker. In contrast, development-oriented evaluation aims to improve the educational quality of a program or project Weir and
Roberts, 1994. This kind of evaluation is normally done while the program is in progress.
Richards 2001 gives different opinions about purposes of evaluation to what Weir and Roberts suggested. He distinguishes it into three different kinds of
evaluation. The first type is formative evaluation. Formative evaluation refers to an evaluation that is undergone as part of the process of the program to seek what is
working and what is not and what problems need to be addressed. Since this kind evaluation focuses on ongoing development and improvement of the program, it is
usually conducted during the program. An evaluative question related to textbook that typically raised in formative evaluation is how well textbook is being received.
Another type of evaluation is Iluminative. In this kind of evaluation, evaluators try to find out the different aspects in the program and their
implementation. This kind of evaluation focuses on the teaching and learning process PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
that occurs in the program. Therefore, it is rarely to ask about the materials in this kind of evaluation.
The last type suggested by Richard 2001 is summative evaluation. This third type of evaluation is the type with which most teachers and program administrators
are familiar. Summative evaluation concerns on whether a program is effective and efficient and to some extent acceptable. Richard points that this kind of research is
conducted after the program has been implemented. This kind evaluation is also asking whether the materials work well. Brown 1994, related to the material
evaluation, makes an important point that any evaluation can be carried out before the program commences or after and or during the program.
By relying on the above explanation, this present study agrees on what Brown pointed that any evaluation can be carried out before, after or during the program. In
this study, the evaluation is conducted during the program. Another point to reconfirm is that this present study undergoes a material evaluation in form of
textbook evaluation.
c. Check List of Textbook Evaluation
Related to textbook evaluation, McDonough, Shaw Masuhara 2013 give two different stages instead of the type of textbook evaluation. The first stage is a
brief external evaluation. This includes criteria which gives an overview of the organizational foundation of the book. Cunningsworth 1995 give similar ideas with
different term, impressionistic evaluation. In this stage an assessor only does a brief look to textbook to give a brief description about textbook. Following this is an in-
