Formulation of the Problem Objective of the Study

textbook. Therefore, they need to understand how to analyze a good textbook. Analyzing textbooks means examining the content such as learning materials, exercises, illustrations, and so on. Then, the textbook analysis aims to describe a textbook. According to Harmer a good textbook contains stimulating and interesting materials including language items with appropriate sequences, clear explanation about what to be learned, and a summary of previous materials. 4 Besides, Chunningsworth suggests four guidelines to analyze textbooks in the following. - Coursebooks should correspond to the learners’ need. They should match the aims and objectives of the language-learning programme. - Coursebooks should reflect the use present or future which learners will make of the language. Select coursebooks which will help to equip students to use language effectively for their own purposes. - Coursebooks should take account of students’ needs as learners and should facilitate their learning processes, without dogmatically imposing a rigid ‘method’. - Coursebooks should have a clear role as a support for learning. Like teachers, they mediate between the target language and the learner. 5 In addition, the followings are the other guidelines suggested by Wen-Cheng et al. The textbooks should: - be up to date - present relevant content. - consider linguistic and cultural diversity - have suitable layout and formatting - contain appropriate and clear illustrations - contain clear, authentic and suitable audiovisual materials 4 Jeremy Harmer, the Practice of English Language Teaching, New York: Longman, 1991, new edition, p. 257 5 Alan Cunningsworth, Choosing Your Coursebook, Oxford: Macmillan Publishers Limited, 1995, pp. 15 – 17 - 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