ENGLISH STUDENT BOOK EVALUATION IN SCHOOL BASED CURRICULUM (KTSP) CONTEXT : A Case Study of “English Student Book” Published by Directorate General Management of Primary and Secondary Education Nomor Panggil TBING MAR e-2012.

TABLE OF CONTENTS

Page

TITLE ……… i

APPROVAL PAGE ……….. ii

DECLARATION ………. iii

ACKNOWLEDGMENTS ……….……… iv

ABSTRACT …….………. v

TABLE OF CONTENTS ……….. vi

LIST OF TABLES ……… ix

CHAPTER 1 INTRODUCTION 1.1 Background ………. ……….. 1

1.2 Research Objectives ………… ………. 4

1.3 Research Problem.. ……… 5

1.4 Scope of the Study ……….……… 5

1.5 Significance of the Study ..……….……… 6

1.6 Clarification of Terms ……… 6

1.7 Thesis Organization ……… 7

CHAPTER II TEXTBOOK EVALUATION 2.1 Textbook……….. 8

2.2 The Role of Textbook in the Classroom..………. 9

2.3 Types of Textbook ……… 10

2.3.1 Traditional Textbook ………. 11

2.3.2 Communicative Textbook ………. 12

2.4 Criteria of Good Textbook ………..………. …… 12

2.5 Justification for Textbook Evaluation………..… 14

2.6 Perception in Language Learning… ……… 16

2.7 Textbook Evaluation Scheme ……… 17

2.9 The analysis of the Textbook ……… 21

3. RESEARCH METHOD 3.1 Research Site and Participant ………. 23

3.2 Research Design ……. ……… 23

3.3 Data Collection Techniques ………. 24

3.4 Data Analysis……….. 25

3.5 Validity Issues ………. ……… 25

4. FINDINGS AND DISCUSSION 4.1 Findings……… ………. 27

4.1.1 The Strengths and The Weaknesses ……….. 27

4.1.2 Teacher’s Perception ………. 29

4.1.3 The Relevancies to the KTSP ………. 30

4.2 Discussions ……… 36

4.1.1 The Textbook Package-Value, Content & Methodology 36 4.1.2 Layout & Design ……….. 41

4.1.3 Activities and Tasks ………. 50

4.2.4 Skills ………. 52

4.1.5 Language Type and Content ……….……. 58

4.1.6 Subject & Content ……….……….. 62

5. CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ………..……….……… 65

5.2 Suggestions ……… 66

REFERENCES ………... 68

APPENDICES ……… 73

Appendix 1 Student Textbook Evaluation ……….. 73

Appendix 3 Author Textbook Evaluation Form ……… 88

Appendix 4 Researcher Textbook Evaluation Form ………. 92

Appendix 5 List of Questions for Students ……… 96

Appendix 6 List of Questions for the English Teachers ……… 101

LIST OF TABLES

Table Page

CHAPTER I INTRODUCTION

1.1 Background

English language instruction has many important components and essential constituents. Too many ESL/EFL classrooms and programs are the textbooks and instruction materials that are often used by language instructors. As Hutchinson and Torres (1994:315) suggest:

"The textbook is an almost universal element of [English language] teaching. Millions of copies are sold every year, and numerous aid projects have been set up to produce them in [various] countries…No teaching-learning situation, it seems, is complete until it has its relevant textbook.”

Other theorists such as Sheldon (1988) agree with this observation and suggest that textbooks not only "represent the visible heart of any ELT program” but also offer considerable advantages - for both the student and the teacher - when they are being used in the ESL/EFL classroom. Another advantage identified by Cunningsworth (1995) is the potential which textbooks have for serving several additional roles in the ELT curriculum. He argues that they are an effective resource for self-directed learning, an effective resource for presentation material, a source of ideas and activities, and a reference source for students, a syllabus where they reflect pre-determined learning objectives, and support for less experienced teachers who have yet to gain in confidence.

Hutchinson and Torres (1994) have pointed out that textbooks may play a pivotal role in innovation. They suggest that textbooks can support teachers through potentially disturbing and threatening change processes, demonstrate new

and/or untried methodologies, introduce change gradually, and create scaffolding upon which teachers can build a more creative methodology of their own.

Deighton (1971:214) points out that the term textbook refers to the materials which are employed by school or college students as standard works on a particular skill or subject. They are designed for classroom use with appropriate vocabulary items, illustration, students’ exercises and teachers’ aids. They range from pre-primer to the technical, medical, and scientific materials used in graduate education. The content of the book are intended to be essentially practical in nature. However, some underlying principles or guidelines for evaluation are necessary in order to give a rationale to the evaluation criteria that are used.

Alwasilah (2008) states that textbooks embody legitimate knowledge to be taught to students. Even, for some cases, where teacher-learner interaction is very limited, textbooks seem to become the most powerful teaching tool. It is important to remember, however, that since the 1970's there has been a movement to make learners the center of language instruction and it is probably best to view textbooks as a resource in achieving the aims and objectives that have already been set in terms of learner needs. Moreover, they should not necessarily determine the aims themselves (components of teaching and learning) or become the aims but they should always be at the service of the teachers and learners (Brown, 1995). Consequently, we must make every effort to establish and apply a wide variety of relevant and contextually appropriate criteria for the evaluation of the textbooks that we use in our language classrooms. Cunningsworth, 1995 stated that we should also ensure that careful selection is made, and that the materials

selected closely reflect [the needs of the learners and] the aims, methods, and values of the teaching program.

The evaluation of textbooks which is conducted by our National Evaluation Committee is intended to investigate the appropriateness of textbooks and the current curriculum. The development of the curriculum requires the availability of the textbooks since they cannot be separated from teaching and learning process which attempt to acquire the target curriculum. In current context, textbooks used by teachers should be in accordance with the School Based Curriculum or KTSP.

The criteria for evaluating the textbook therefore must be standardized to the achievable of the textbook, the practical considerations, also the life-skills purpose for the students’ improvement. This standardization covers all the content aspects, through all language skills; speaking, writing, listening and reading. The materials presentation aspects, the language type aspects and also the design or layout aspects. Alwasilah stated on his article (2005) that textbook must be specific, accurate, clear, relevance to the curriculum and up to date.

English Student Books for Grade VII is designed to facilitate all State Junior High School in Central Java, since it is published by Directorate General Management of Primary and Secondary Education. It means that this book is the preeminent book mostly used by students and teachers in their teaching learning process. A thorough evaluation, therefore, would enable the managerial and teaching staff of a specific institution or organization to discriminate between all of the available textbooks in the market. Moreover, it would provide for a sense of

familiarity with a book's content thus assisting educators in identifying the particular strengths and weaknesses in textbooks already in use. This would go a long way in ultimately assisting teachers with making optimum use of a book's strong points and recognizing the shortcomings of certain exercises, tasks, and entire texts.

Textbook evaluation seems to involve a few numbers of teachers and no student. Neglecting the roles of teachers and students in textbook evaluation seems to be unfair since they are the main actors in teaching and learning process. The relationship between teachers and textbooks has a great influence on the success of students’ learning. Good textbooks provide great deal of help to teachers in carrying out EFL classroom activities. Tyson-Bernstein and Woodward (1991) in Altbach (1991) and Cunningsworth (1995) state that the heavy use of textbooks suggests a relationship between the quality of textbooks, effective teaching and students’ achievement. Textbook should correspond as closely as possible to the aims of the teachers and both seek to meet the needs of learners to the highest degree. This phenomenon has led the researcher to investigate the textbook used in SMP N 2 Pekalongan. The study also seek to find out teachers’ perception toward EFL textbook and difficulties faced by then in using the textbook.

1.2 Research Objectives

As indicated in the background, the objectives of this study are formulated based on the problems to be investigated. Thus, the objectives of this study are as follows:

1. To find out the strengths and weaknesses of English Student Book?

2. To find out the teachers’ perception toward the book in SMP N 2 Pekalongan. 3. To find out the relevancy of the materials found in the book toward School

Based Curriculum (KTSP).

1.3 Research Problem

In line with the objectives of the study above, the formulation of the research questions are broken down as follows:

1. What are the strengths and weaknesses of the textbook presented in the book? 2. What are the teachers’ perceptions toward the book in SMP N 2 Pekalongan? 3. What are the relevancies of the materials found in the book toward School

Based Curriculum (KTSP)?

1.4 Scope of the Study

This study is limited in time spent to obtain the data and the scope of place for study. This study attempts to evaluate the textbooks used in SMP N 2 Pekalongan. Moreover, this study investigates the strengths and weaknesses of the textbook as a product. This means that the use of qualitative checklist seems to be appropriate to evaluate the textbook in use. In addition, this study only involved an English teacher of the seventh grade as the user and an English lecturer as a producer. Therefore, the findings of this research are limited in its transferability, in a sense that the result may not be representative of the general use of textbooks or of the teachers in a larger population.

1.5 Significance of the Study

In general, the findings of this research are expected to contribute significant improvement of English language teaching and learning in SMP N 2 Pekalongan. The result of this study can be considered as critical base in selecting textbooks used in SMP N 2 Pekalongan to develop teaching learning process and to improve students’ achievement. In addition, this study can help inexperienced teachers in this school in selecting and developing the materials. For the authors and book designers, this research provides feedback on the development of English textbooks. It is expected that the authors can improve the quality of their textbook by considering teachers’ interests, students’ needs and local resources.

1.6 Clarification of Terms

On the pages which follow, you will find definitions of key terms in the context of this study. To keep the study on its track, several terms have been defined for this research:

1. Textbook is a set of learning and teaching materials bound in a form of a book, used as source and curriculum of a course. Hornby (1989:1327) defines textbook as a book giving instruction in a subject. Deighton (1971:214) points out that the term textbook refers to the materials which are employed by school or college students as the standard works on a particular skill or subject. Student English Book is one of the textbook which is used in Central Java since it is compulsory provided by the government.

2. Evaluation is primarily about decision making. It requires three components; information, interpretation, and decision making (Genesee & Upshur, 1998). In this case, the three components are used in the evaluation of textbooks. 3. Relevancy means the degree to which something is related or useful to what is

happening or being talked about. It indicates the relevance between the materials on the textbook towards the standard and the basic competence based on School Based Curriculum.

4. Curriculum is defined as the group of subjects studied in a school, college, etc. School Based Curriculum is also known as KTSP. In 2006, the Indonesian government introduced School Based Curriculum (KTSP) as a new curriculum replacing Competence Based Curriculum 2004 (CBC 2004). The breakthrough is intended to enhance the quality of teaching English.

1.7 Thesis Organization

This thesis is presented in five chapters. Chapter one is the introduction to this study. It illustrates the aims and research problems, scope of the study, significance of the study and the clarification of terms. Chapter two attempts to describe theoretical foundation for this study which covers discussion on the role of textbooks, justification for textbook evaluation, curriculum, school-based curriculum and practical conceptions about textbook evaluation. Chapter three elaborates the research methodology. Chapter four illustrates data presentation and discussion. Chapter five is the conclusion and suggestions of the study of the study.

CHAPTER III RESEARCH METHOD

This chapter attempts to describe aspects of carrying out the research, namely research site and participant, research design, data collection techniques, data analysis, validity issues, reliability.

1.1 Research Site and Participant

The book is the compulsory book which must be used in all state school in Pekalongan. Based on that view, the source of data in this research is crucial to be evaluated. This book is given for free by the government to all students from the schools’ libraries. The other respondents are the students and the teachers who use this book in their teaching learning process. The study took place in SMP N 2 Pekalongan. There are some reasons for conducting the research in this place, among others this school is the best school in Pekalongan and becomes the first and only international school. It is the best and the most favorite junior high school in Pekalongan.

1.2 Research Design

The approach will be used in this research is qualitative. It means that the data are analyzed qualitatively. The data will therefore be in the form of complete description and identification of the texts. The researcher will describe the data

found and the results of the investigation in her own words, not in the form of numbers and calculations.

This study employs a qualitative design (Berg, 2007, Silverman, 2005), especially a case study design (Travers, 20021, Nunan, 1992, Berg 2007) since a case study is considered sometimes to be learned from studying just one individual, one classroom one school district, in addition, a case study is generally conducted in “small scale single case” (Stake 1985, cited by Emilia 2006).

1.3 Data Collection Techniques

The data for this research was collected using multiple data collection method, document analysis, questionnaire and semi-structure interview. The researcher was continually doing the checklist analysis on the textbook, then supplementing her analysis with in-depth interviews of selected participants. The data therefore will be obtained by using questionnaire and also interview. The use of multiple data collections aims at enhancing the construct validity and reliability (Yin, 2003) and to gain more rounded and thorough accounts on teachers’ perceptions toward textbook. In collecting data, the researcher did the following steps:

(1) Collecting the data by identifying the content materials found in the textbook through checklist analysis.

(2) Observing the textbook package in terms of value, content and methodology of the materials in the textbook to find their relevance with those in the KTSP (School Based Curriculum).

(3) Distributing some questionnaire to students and teachers to gain their perception as well as their judgments of the textbook content.

(4) Interviewing the English teachers. The interview was addressed to two English teachers. The purpose of this interview was to get the former description of the teaching learning process that would be adapted by using the textbook as the basic foundation of the data analysis later.

1.4 Data Analysis

In qualitative research, analysis begins when the data is first collected and is used to guide decisions related to further data collection. In communicating or generating the data, the researcher must make the process of the study accessible and write descriptively so tacit knowledge may best be communicated through the use of rich, thick descriptions (Myers 2002 in Neill, 2006). In this study, the data was analyzed by using processes of identifying, collecting, evaluating and thinking (Seidel, 1998). The purpose of this model is to show that there is a simple foundation to the complex and rigorous practice of Data Analysis. Meanwhile, to count the numbers of overall evaluation data, the data is transferred into percentage.

1.5 Validity Issues

Dealing with the validity upon this study, triangulation method was used to maximize the validity of it. Triangulation is a method in research used to

measure the validity of data by using other instruments. Constructivism values multiple realities that people have in their minds. Therefore, to acquire valid and reliable multiple and diverse realities, multiple methods which are checklist analysis and semi-structured interview of searching or gathering data are in order. If this calls for the use of triangulation in the constructivism paradigm, then the use of investigators, method and data triangulations to record the construction of reality is appropriate to test or maximize the validity and as a result the reliability of a qualitative study (Johnson 1997 in Golafshani 2003).

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

This study did identify disconcerting problems with English Student Book, the results of the analysis seemed to demonstrate that this particular textbook actually stood up reasonably well to a systematic in-depth analysis and that the positive attributes far out-weighed the negative characteristics. Despite a few reservations and shortcomings, the teacher felt that the book was relatively compatible with the current curriculum which is KTSP for junior high school students.

The textbook fulfills criteria of a good textbook in term of practical consideration which concerns with accessibility and physical characteristics. In term of layout and design, the textbook seems to be organized effectively. In addition, the textbook seems to present appropriate materials considering learners interest and needs, the right level of language, authenticity of language and the coverage of materials recommended by the current curriculum. Moreover, the textbook seems to not contain gender bias and negative stereotypes. Aside from its strengths, the textbook seems to have weaknesses in terms of the authors’ credentials information and teachers’ guides. Regarding language skills and activities, the textbook seems to fail to present language skills proportionally. Furthermore the unbalance portion of activities has become the textbook

drawback. It seems that teachers know some criteria of good textbook. They perceived positively toward the book in general

Moreover, the teachers found that the book actually raised their students' interest in further language study and would voluntarily choose to use the textbook again while the majority of students reported that the textbook was somewhat stimulating and useful for their purposes (See Appendix: 2).

Based on the analysis, the book is relevance to the current curriculum which is KTSP. It covers 83, 58 % materials which are suitable with the indicators stated in the curriculum. On the other hand, 16, 42 % from all the materials do not exist in the textbook which need to be added to make this book perfectly in line with the KTSP.

5.2 Suggestions

From the results of the study, it is suggested that:

(1) Teachers should find the materials as required by KTSP from other resources to enrich the materials which have already been found in the book given by the government.

(2) Textbook author should use KTSP as their main reference in writing materials in the textbooks to suit with current curriculum.

(3) Some materials (introducing someone else, expressing like and dislike, expressing compliment, reading into right intonation and describing stuff list) must be completed and referred to KTSP.

In short, the book can be neither whole-heartedly recommended nor unreservedly utilized in this particular teaching and learning situation. Nevertheless, it still can be an effective textbook in the hands of a good teacher and instructors should not be discouraged from using it with the appropriate learner audience since it is relevant to the current curriculum.

REFERENCES

Allwright, R. L. 1990. 'What Do We Want Teaching Materials For?' in R.Rossner and R. Balitho (Eds). 1995. Currents of Change in English Language Teaching. Oxford: Oxford University Press

Alwasilah, A. C. 2008. Contextializing Teaching Materials. Jakarta: The Jakarta Post. Alptekin, C. 1993. 'Target-Language Culture in EFL Materials'. ELT Journal. Vol. 47. Arikunto, S. 1990. Manajemen Penelitian. Jakarta: Rineka Cipta

Baron, R. A. 1995. Psychology 3rd Edition. Boston: Allyn and Bacon

Berg. B. L. 2007. Qualitative Methods for Social Sciences. Boston: Pearson Edu. Inc. Brazil, D., M. Coulthard, and C. Johns. 1980. Discourse Intonation and Language

Teaching. London: Longman.

Brown, J. 1995. The Elements of Language Curriculum. Sydney: Heinle &Heinle Bruning, R.H., G.J., Schraw, and R. Ronning. 1999. Cognitive Psychology and

Instruction. New York: Prentice Hall.

BSNP. 2006. Panduan Penyusunan Kurikulum Tingkat Satuan Pendidikan Jenajng Pendidikan Dasar dan Menengah. Jakarta: Departemen Pendidikan Nasional. Canale, M. and M. Swain. 1980. 'Theoretical bases of Communicative Approaches to

Second Language Teaching and Testing'. Applied Linguistics. Vol. 1.

Cathcart, R. 1989. Authentic Discourse and the Survival English Curriculum. TESOL Quaterly. Vol. 23

Chambers, F. 1997. 'Seeking Consensus in Coursebook Evaluation'. ELT Journal. Vol 51/1.

Clarke, J. and M. Clarke. 1990. 'Stereotyping in TESOL Materials' in B. Harrison (ed.). Culture and the Language Classroom. ELT Documents 132. Modern English Publications/British Council.

Cauldwell, R. and M. Hewings. 1996. 'Intonation Rules in ELT Textbooks'. ELT Journal. Vol 50/4.

Deighton, Lee C. 1971. Encyclopedia of Education. New York: Crowell-Collier Educational Corporations.

DEPDIKBUD. 2006. KTSP Mata Pelajaran Bahasa Inggris SD/MI, SMP/MTs, SMA/MA. Jakarta.

Ellis, R. 1997. 'The Empirical Evaluation of Language Teaching Materials'. ELT Journal. Vol 51/1.

Emilia, Emi. 2008. Menulis Tesis dan Disertasi. Bandung: Alfabeta,cv.

Fraenkel, J.R. and Wallen, N.E. 1994. How to Design and Evaluate Research in Education. New York: McGraw-Hill,Inc.

Garinger, D. 2001. Textbook Evaluation. TEFL Journal. [Online]. http:// www. Teflnet- j.org/vin1/garinger.html. [Juli 12th 2012]

Gattegno, C. 1972. Teaching Foreign Language in Schools. Londn: Educational Solutions

Grant, N. 1987. Making the Most of Your Textbook. London: Longman

Grey, J. 2000. 'The ELT Coursebook as Cultural Artifact'. ELT Journal. Volume 54/3. Harmer, J. 1996. The Practice of English Language Teaching. London: Longman. Haycroft, J. 1998. An Introduction To English Language Teaching. Longman

Hornby, AS. 1989. Oxford Advanced Learners’ Dictionary. Oxford: Oxford University Press. Haycroft, J. 1998. An Introduction To English Language Teaching. Longman.

Hutchinson, T. and E. Torres. 1994. 'The Textbook as Agent of Change'. ELT Journal. Vol 48/4. [Online] http://eltj.oxfordjournals.org [Juli 2nd 2012]

Hymes, D. 1972. 'On Communicative Competence' in J.B. Pride and J. Holmes (eds.). Sociolinguistics.

Jacobs, G. M., and J. Ball. 1996. 'An Investigation of the Structure of Group Activities in ELT Coursebooks'. ELT Journal. Volume 50/2. http://www.georgejacobs.net Kitao, K. and S. Kitao. 1997. 'Selecting and Developing Teaching/Learning Materials.'

The Internet TESL Journal.Vol. IV, No.4. Web-Site: Http://www.aitech.ac.jp/-iteslj/Articles/KitaoMaterials.html. [June 21st 2012]

Kramsch, C. 1994. Context and Culture in Language Teaching. Oxford: Oxford University Press.

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Acquisition Research. London: Longman.

Littlewood, W.T. 1981. Communicative Language Teaching. Cambridge: Cambridge University Press.

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Language Teaching Methodology for the Nineties. SEAMEO Regional Language Centre.

McDonough, J. and C. Shaw. 1997. Materials and Methods in ELT. London: Blackwell. Nunan, D. 1998. Language Teaching Methodology. London: Prentice Hall.

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Cambridge: Cambridge University Press.

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drawback. It seems that teachers know some criteria of good textbook. They perceived positively toward the book in general

Moreover, the teachers found that the book actually raised their students' interest in further language study and would voluntarily choose to use the textbook again while the majority of students reported that the textbook was somewhat stimulating and useful for their purposes (See Appendix: 2).

Based on the analysis, the book is relevance to the current curriculum which is KTSP. It covers 83, 58 % materials which are suitable with the indicators stated in the curriculum. On the other hand, 16, 42 % from all the materials do not exist in the textbook which need to be added to make this book perfectly in line with the KTSP.

5.2 Suggestions

From the results of the study, it is suggested that:

(1) Teachers should find the materials as required by KTSP from other resources to enrich the materials which have already been found in the book given by the government.

(2) Textbook author should use KTSP as their main reference in writing materials in the textbooks to suit with current curriculum.

(3) Some materials (introducing someone else, expressing like and dislike, expressing compliment, reading into right intonation and describing stuff list) must be completed and referred to KTSP.

In short, the book can be neither whole-heartedly recommended nor unreservedly utilized in this particular teaching and learning situation. Nevertheless, it still can be an effective textbook in the hands of a good teacher and instructors should not be discouraged from using it with the appropriate learner audience since it is relevant to the current curriculum.

REFERENCES

Allwright, R. L. 1990. 'What Do We Want Teaching Materials For?' in R.Rossner and R. Balitho (Eds). 1995. Currents of Change in English Language Teaching. Oxford: Oxford University Press

Alwasilah, A. C. 2008. Contextializing Teaching Materials. Jakarta: The Jakarta Post. Alptekin, C. 1993. 'Target-Language Culture in EFL Materials'. ELT Journal. Vol. 47. Arikunto, S. 1990. Manajemen Penelitian. Jakarta: Rineka Cipta

Baron, R. A. 1995. Psychology 3rd Edition. Boston: Allyn and Bacon

Berg. B. L. 2007. Qualitative Methods for Social Sciences. Boston: Pearson Edu. Inc. Brazil, D., M. Coulthard, and C. Johns. 1980. Discourse Intonation and Language

Teaching. London: Longman.

Brown, J. 1995. The Elements of Language Curriculum. Sydney: Heinle &Heinle Bruning, R.H., G.J., Schraw, and R. Ronning. 1999. Cognitive Psychology and

Instruction. New York: Prentice Hall.

BSNP. 2006. Panduan Penyusunan Kurikulum Tingkat Satuan Pendidikan Jenajng Pendidikan Dasar dan Menengah. Jakarta: Departemen Pendidikan Nasional. Canale, M. and M. Swain. 1980. 'Theoretical bases of Communicative Approaches to

Second Language Teaching and Testing'. Applied Linguistics. Vol. 1.

Cathcart, R. 1989. Authentic Discourse and the Survival English Curriculum. TESOL Quaterly. Vol. 23

Chambers, F. 1997. 'Seeking Consensus in Coursebook Evaluation'. ELT Journal. Vol 51/1.

Clarke, J. and M. Clarke. 1990. 'Stereotyping in TESOL Materials' in B. Harrison (ed.). Culture and the Language Classroom. ELT Documents 132. Modern English Publications/British Council.

Cauldwell, R. and M. Hewings. 1996. 'Intonation Rules in ELT Textbooks'. ELT Journal. Vol 50/4.

Deighton, Lee C. 1971. Encyclopedia of Education. New York: Crowell-Collier Educational Corporations.

DEPDIKBUD. 2006. KTSP Mata Pelajaran Bahasa Inggris SD/MI, SMP/MTs, SMA/MA. Jakarta.

Ellis, R. 1997. 'The Empirical Evaluation of Language Teaching Materials'. ELT Journal. Vol 51/1.

Emilia, Emi. 2008. Menulis Tesis dan Disertasi. Bandung: Alfabeta,cv.

Fraenkel, J.R. and Wallen, N.E. 1994. How to Design and Evaluate Research in Education. New York: McGraw-Hill,Inc.

Garinger, D. 2001. Textbook Evaluation. TEFL Journal. [Online]. http:// www. Teflnet- j.org/vin1/garinger.html. [Juli 12th 2012]

Gattegno, C. 1972. Teaching Foreign Language in Schools. Londn: Educational Solutions

Grant, N. 1987. Making the Most of Your Textbook. London: Longman

Grey, J. 2000. 'The ELT Coursebook as Cultural Artifact'. ELT Journal. Volume 54/3. Harmer, J. 1996. The Practice of English Language Teaching. London: Longman. Haycroft, J. 1998. An Introduction To English Language Teaching. Longman

Hornby, AS. 1989. Oxford Advanced Learners’ Dictionary. Oxford: Oxford University Press. Haycroft, J. 1998. An Introduction To English Language Teaching. Longman.

Hutchinson, T. and E. Torres. 1994. 'The Textbook as Agent of Change'. ELT Journal. Vol 48/4. [Online] http://eltj.oxfordjournals.org [Juli 2nd 2012]

Hymes, D. 1972. 'On Communicative Competence' in J.B. Pride and J. Holmes (eds.). Sociolinguistics.

Jacobs, G. M., and J. Ball. 1996. 'An Investigation of the Structure of Group Activities in ELT Coursebooks'. ELT Journal. Volume 50/2. http://www.georgejacobs.net Kitao, K. and S. Kitao. 1997. 'Selecting and Developing Teaching/Learning Materials.'

The Internet TESL Journal.Vol. IV, No.4. Web-Site: Http://www.aitech.ac.jp/-iteslj/Articles/KitaoMaterials.html. [June 21st 2012]

Kramsch, C. 1994. Context and Culture in Language Teaching. Oxford: Oxford University Press.

Krashen, S. and T. Terrell. 1983. The Natural Approach. New York: Pergamon Press. Larsen-Freeman, D. and M. Long. 1994. An Introduction To Second Language

Acquisition Research. London: Longman.

Littlewood, W.T. 1981. Communicative Language Teaching. Cambridge: Cambridge University Press.

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