A CONTENT ANALYSIS OF THE TEXTBOOK INTERLANGUAGE: ENGLISH FOR SENIOR HIGH SCHOOL STUDENTS X
A CONTENT ANALYSIS OF THE TEXTBOOK
INTERLANGUAGE: ENGLISH FOR SENIOR HIGH SCHOOL STUDENTS X A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By T.A. Adam Kristyadi Semitha
Student Number: 081214075
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA
A CONTENT ANALYSIS OF THE TEXTBOOK
INTERLANGUAGE: ENGLISH FOR SENIOR HIGH SCHOOL STUDENTS X A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By T.A. Adam Kristyadi Semitha
Student Number: 081214075
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA
A Sarjana Pendidikan Thesis on
A CONTENT ANALYSIS OF THE TEXTBOOK
INTERLANGUAGE: ENGLISH FOR SENIOR HIGH SCHOOL STUDENTS X
By T.A. Adam Kristyadi Semitha
Student Number: 081214075 Approved by
Sponsor Carla Sih Prabandari, S.Pd., M.Hum. Date 21 December 2012
A Sarjana Pendidikan Thesis on
A CONTENT ANALYSIS OF THE TEXTBOOK
INTERLANGUAGE:
ENGLISH FOR SENIOR HIGH SCHOOL STUDENTS X
By T.A. Adam Kristyadi Semitha
Student Number: 081214075 Defended before the Board of Examiners on 15 January 2013 and Declared Acceptable
Board of Examiners
Chairperson : C. Tutyandari, S.Pd., M.Pd. ____________ Secretary : Drs. Barli Bram, M.Ed., Ph.D. ____________ Member : C. Sih Prabandari, S.Pd., M.Hum. ____________ Member : C. Tutyandari, S.Pd., M.Pd. ____________ Member : Drs. Y.B. Gunawan, M.A. ____________
Yogyakarta, 15 January 2013 Faculty of Teachers Training and Education Sanata Dharma University Dean, Rohandi, Ph.D.
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, 15 January 2013 The Writer
T.A. Adam Kristyadi Semitha 081214075
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertandatangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : T.A. Adam Kristyadi Semitha Nomor Mahasiswa : 081214075
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
A CONTENT ANALYSIS OF THE TEXTBOOK
INTERLANGUAGE:
ENGLISH FOR SENIOR HIGH SCHOOL STUDENTS X
beserta alat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 15 Januari 2013 Yang menyatakan T.A. Adam Kristyadi Semitha
ABSTRACT
Semitha, T.A. Adam K. (2013). A Content Analysis of the Textbook . Undergraduate Thesis.
Interlanguage: English for Senior High School Students X
Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Textbooks are important part of language teaching and learning process. They provide materials for classroom activities. Even though there are a lot of textbooks published, it is not easy to find the right textbook to use in every English class. It is because each textbook has its strengths and weaknesses. One of teachers’ roles is to choose the most suitable textbook for teaching learning activities. This research was to analyse strengths and weaknesses of
Interlanguage: English for Senior High School Students X and help the teachers in
using this textbook.This was collaborative research which focused on analysing an electronic book provided by the government. It was a textbook entitled Interlanguage:
English for Senior High School Students X. The research was to answer two
questions. The first question was “Does Interlanguage: English for Senior High
School Students X Textbook provided by government fulfill the criteria of a good
textbook?” And the second question was “What are strengths and weaknesses of
Interlanguage: English for Senior High School Students X textbook?” This research was a document analysis. It belonged to qualitative research.
There were two instruments used to collect the data. The instruments were the researcher as a human instrument and Interlanguage: English for Senior High
School Students X as a document instrument. To answer the research questions,
the researcher studied the content of the textbook. After that, the textbook was evaluated using a checklist adapted from Cunningsworth’s checklist. The last step was writing a report. The researcher interpreted the data to determine whether the textbook fulfils the criteria of a good textbook and to find its strengths and weaknesses.
Based on the results of the research, Interlanguage: English for Senior High
School Students X achieved 65.69% and it was considered a fair textbook. The
other conclusions were the strengths and weaknesses of this textbook. The strengths were that this textbook provides complete language content such as grammar items, vocabulary, pronunciation, and discourse competence. The textbook also had various topics which were interesting, close to students’ background, and there is no discrimination of gender, ethnic, origin, disability, or occasion. Those topics were accompanied with various activities. Moreover, the textbook was easy to obtain because it could be downloaded for free. Beside those strengths, the textbook also had some weaknesses such as the unavailability of information about the style and appropriacy, incomplete genre-based principle stages, unattractive appearance, and the unavailability of teachers’ book and supporting package.
Keywords: content analysis, textbook, Interlanguage: English for Senior High
ABSTRAK
Semitha, T.A. Adam K. (2013). A Content Analysis of the Textbook
Interlanguage: English for Senior High School Students X . Skripsi Sarjana
Pendidikan. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Sanata Dharma University.
Buku merupakan bagian penting dari proses pembelajaran bahasa. Berbagai macam materi pembelajaran disediakan di dalam buku. Meskipun terdapat banyak buku pelajaran telah diterbitkan, namun tidak mudah untuk menentukan buku pelajaran mana yang sesuai untuk kelas bahasa Inggris. Hal tersebut dikarenakan kelebihan dan kekurangan dari masing-masing buku. Guru berperan dalam memilih buku pelajaran yang paling sesuai untuk kegiatan belajar-mengajar. Tujuan penelitian ini adalah untuk menganalisis buku pelajaran Interlanguage:
English for Senior High School Students X dan membantu para guru dalam
penggunaannya.Ini merupakan penelitian kolaboratif yang menganalisis buku elektronik yang diterbitkan oleh pemerintah berjudul Interlanguage: English for Senior High
School Students X. Tujuan penelitian ini adalah menjawab dua pertanyaan pokok,
yaitu (1) Apakah buku Interlanguage: English for Senior High School Students X memenuhi kriteria buku yang baik? (2) Apakah kelebihan dan kekurangan dari buku Interlanguage: English for Senior High School Students X?
Penelitian ini adalah analisis dokumen dan termasuk dalam penelitian kualitatif. Terdapat dua instrumen yang digunakan dalam penelitian ini. Instrumen pertama adalah peneliti. Intrumen kedua adalah buku Interlanguage: English for
Senior High School Students X sebagai dokumen. Terdapat beberapa langkah
dalam melakukan penelitian ini. Langkah pertama adalah mempelajari isi buku tersebut. Setelah itu, peneliti mengevaluasi buku dengan menggunakan checklist yang diadaptasi dari chekclist Cunningsworth. Langkah terakhir adalah mengolah data yang telah diperoleh. Hasil tersebut digunakan untuk menentukan kualitas buku dan mengetahui kelebihan dan kekurangan buku tersebut.
Dari hasil penelitian, buku Interlanguage: English for Senior High School
Students X memperoleh 65,69% dari kriteria yang ditetapkan dan dengan
demikian dapat disimpulkan sebagai fair textbook. Selain itu kesimpulan lain yang dapat diambil adalah kelebihan dan kekurangan dari buku tersebut. Kelebihan buku itu antara lain tersedianya materi yang meliputi grammar items,
vocabulary, pronunciation, and discourse competence . Buku tersebut juga mudah
didapatkan. Pemerintah menyediakannya pada laman resminya dan dapat diunduh secara gratis. Sedangkan kelemahan buku tersebut adalah tidak tersedianya keterangan mengenai gaya dan kesesuaian, tahap-tahap genre-based yang tidak lengkap, dan tidak tersedianya buku panduan bagi guru serta materi pelengkap.
Kata Kunci: content analysis, textbook, Interlanguage: English for Senior High
ACKNOWLEDGEMENTS
I would like to thank God Almighty. His blessing and guidance have strengthened me from beginning until the end of this long process. Besides, I would like to thank my beloved family, Ignas Suryadi, Ch. Dwi Sabtiningsih, and Alan Grinspana for encouraging me all the time.
I would like to express my gratitude to Carla Sih Prabandari, S.Pd.,
M.Hum for being the greatest advisor and research collaborator. Her suggestions
and supports have enlightened my way to finish this thesis.I would like to thank Maryska Firiady for being a good research collaborator along this process. Her brilliant ideas have smoothened this writing process.
My special thanks go to Agnes Sherly Rosasenja for accompanying me all the time. Her love and patience has motivated me to do the best and finish my study soon.
Last but not least, I would like to thank my friends, Kang Yoko, Dhita,
Frater, Yosua, Beni, and Yus. Their friendship, jokes, laugh, and help have
supported me to finish this thesis.T.A. Adam Kristyadi Semitha
TABLE OF CONTENTS
Page TITLE PAGE .................................................................................................. ...i PAGE OF APPROVAL ................................................................................... ..ii PAGE OF ACCAPTANCE ............................................................................. .iii STATEMENT OF WORK’S ORIGINALITY ................................................. .iv
PERNYATAAN PERSETUJUAN PUBLIKASI .................................................. .. v
ABSTRACT .................................................................................................... .vi
ABSTRAK ........................................................................................................ vii
ACKNOWLEDGEMENTS .......................................................................... .viii TABLE OF CONTENTS ................................................................................ ix LIST OF TABLES .......................................................................................... xii LIST OF FIGURES ...................................................................................... .xiii LIST OF APPENDICES............................................................................... ..xv
CHAPTER I INTRODUCTION ...................................................................... 1 A. Research Background ...................................................................... 1 B. Research Problems .......................................................................... 4 C. Problem Limitation .......................................................................... 4 D. Research Objectives ........................................................................ 5 E. Research Benefits ............................................................................ 6 CHAPTER II REVIEW OF RELATED LITERATURE .................................. 8 A. Theoretical Description.................................................................... 8
1. Definition of Textbook ........................................................... 8
2. The Role of Textbook ............................................................. 9
3. Textbook Evaluation .............................................................. 12
4. Textbook Evaluation Criteria .................................................. 13
5. Genre Based Approach ........................................................... 25
6. The Teaching Learning Cycle ................................................. 26
CHAPTER III RESEARCH METHODOLOGY.............................................. 31 A. Research Method ............................................................................. 31 B. Research Subject ............................................................................. 32 C. Research Instrument and Data Gathering Technique ........................ 32 D. Data Analysis Technique ................................................................. 33 E. Research Procedures ........................................................................ 40 CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS ...................... 42 A. Textbook Evaluation........................................................................ 42
1. Aims and Approaches ............................................................. 43
2. Design and Organization ........................................................ 44
3. Language Content................................................................... 45
4. Skills ...................................................................................... 46
5. Topic ...................................................................................... 51
6. Methodology .......................................................................... 53
7. Teachers’ Books ..................................................................... 55
8. Practical Considerations ......................................................... 56
B. Strengths and Weaknesses ............................................................... 57
1. Aims and Approaches Aspect ................................................. 57
2. Design and Organization Aspect ............................................. 62
3. Language Content Aspect ....................................................... 67
4. Skills Aspect .......................................................................... 76
a. Listening Skill ................................................................. 78
b. Speaking Skill ................................................................. 80
c. Reading Skill ................................................................... 82
d. Writing Skill .................................................................... 85
5. Topic Aspect .......................................................................... 88
6. Methodology Aspect .............................................................. 95
7. Teachers’ Books Aspect ......................................................... 99
8. Practical Considerations Aspect .............................................. 99
CHAPTER V CONCLUSIONS AND SUGGESTIONS ............................... 102 A. Conclusion ................................................................................... 102 B. Suggestions .................................................................................. 104 REFERENCES ............................................................................................. 106
LIST OF TABLES
Table Page
3.1 Aims and Approaches Checklist ............................................................. 33
3.2 Design and Organizations Checklist ....................................................... 34
3.3 Language Content Checklist .................................................................. 34
3.4.1 Skills Checklist ................................................................................... 35
3.4.2 Spoken Cycle - Listening Checklist .................................................... 35
3.4.3 Spoken Cycle - Speaking Checklist ..................................................... 36
3.4.4 Written Cycle – Reading Checklist ..................................................... 36
3.4.5 Written Cycle – Writing Checklist ...................................................... 37
3.5 Topic Checklist ...................................................................................... 37
3.6 Methodology Checklist .......................................................................... 38
3.7 Teachers’ Books Checklist ..................................................................... 38
3.8 Practical Considerations......................................................................... 39
3.9 Categorization of criteria fulfillment ...................................................... 40
4.1 Evaluation Summary Table .................................................................... 42
4.2 Aims and Approaches Evaluation .......................................................... 43
4.3 Design and Organizations Evaluation .................................................... 44
4.4 Language Content Checklist Evaluation ................................................. 45
4.5.1 Skills Evaluation ................................................................................. 47
4.5.2 Spoken Cycle - Listening Evaluation .................................................. 47
4.5.3 Spoken Cycle - Speaking Evaluation................................................... 48
4.5.4 Written Cycle – Reading Evaluation ................................................... 49
4.5.5 Written Cycle – Writing Evaluation .................................................... 50
4.5 Topic Evaluation ................................................................................... 52
4.7 Methodology Evaluation ........................................................................ 54
4.8 Teachers’ Books Evaluation .................................................................. 55
4.9 Practical Considerations Evaluation ....................................................... 56
LIST OF FIGURES
Figure Page
4.1 Example of pronunciation work .............................................................. 58
4.2 Example of review section ..................................................................... 58
4.3 Example of reflection section ................................................................. 59
4.4 Example of grammar summary .............................................................. 59
4.5 Example of activity for auditory learners ............................................... 60
4.6 Example of activity for visual learners ................................................... 61
4.7 Example of spoken cycle ....................................................................... 62
4.8 Example of written cycle ....................................................................... 63
4.9 Example of comprehensive test .............................................................. 64
4.10 Example of answer key ........................................................................ 64
4.11 Example of vocabulary list................................................................... 65
4.12 Example of Interlanguage:
English for Senior High School Student X ’s layout .............................. 66
4.13 Example of simple past tense explanation ............................................ 68
4.14 Example of present perfect and past perfect explanation ...................... 68
4.15 Example of semantic relation ............................................................... 70
4.16 Example of situational relationship related to food ............................... 70
4.17 Example of mini dictionary .................................................................. 71
4.18 Examples of vocabulary activity .......................................................... 72
4.19 Example of Key to Pronunciation ........................................................ 73
4.20 Example of a reading passage related to discourse competence ............ 75
4.21 Integrated activities for written cycle ................................................... 77 4.22 background information of listening activity ........................................ 78
4.23 Questions in listening activity .............................................................. 78
4.24 Example of listening activity ................................................................ 79
4.25 Example of daily life expression .......................................................... 81
4.26 Example of reading passage ................................................................. 82
4.28 Example of writing guidelines ............................................................. 85
4.29 Example of writing information ........................................................... 86
4.30 Example of writing tips ........................................................................ 87
4.31 Example of traditional ceremony ......................................................... 89
4.32 Example of immediate event ................................................................ 90
4.33 Example of worldwide culture information .......................................... 91
4.34 Example of materials for developing communicative abilities .............. 91
4.35 Example of material related to culture .................................................. 92
4.36 Example of Cultural Tips ..................................................................... 93
4.37 Example of dialogue between men and women .................................... 94
4.38 Example of a material related to origin................................................. 95
4.39 Example of activity in Interlanguage: English for Senior High School
Student X ............................................................................................. 96
4.40 Example of new items presentation ...................................................... 96
4.41 Example of activity developing students’ communicative abilities ....................................................................... 97
4.42 Example of an individual activity ......................................................... 98
4.43 Price for Interlanguage:
English for Senior High School Student X ........................................... 100
4.44 Example of an illustration ................................................................... 101
LIST OF APPENDICES
Page
1. Standard Competence and Basic Competence for Grade X .......................... 108
2. Interlanguage: English for Senior High School Student X Textbook Evaluation................ 115
3. Interlanguage: English for Senior High School Students X .......................... 123
3.1 Cover of Interlanguage: English for Senior High School Students X ......... 123
3.2 Example of pronunciation work ................................................................ 124
3.3 Example of review and reflection section ................................................. 125
3.4 Example of grammar summary ................................................................ 126
3.5 Example of activity for auditory learners .................................................. 127
3.6 Example of activity for visual learners ..................................................... 128
3.7 Example of spoken cycle .......................................................................... 129
3.8 Example of written cycle .......................................................................... 130
3.9 Example of comprehensive test ................................................................ 131
3.10 Example of answer key .......................................................................... 132
3.11 Example of vocabulary list ..................................................................... 133
3.12 Example of Interlanguage: English for Senior High School Students X’s layout .................................................................................................... 134
3.13 Example of materials related to grammar ............................................... 135
3.14 Example of vocabulary materials related to semantic relation ................. 136
3.15 Example of vocabulary materials related to situational relationship ........ 137
3.16 Mini dictionary ...................................................................................... 138
3.17 Examples of vocabulary activity............................................................. 139
3.18 Key to Pronunciation ............................................................................. 140
3.19 Example of a reading passage related to discourse competence .............. 141
3.20 Integrated activity for written cycle ........................................................ 142 3.21 background information of listening activity .......................................... 143
3.22 Questions in listening activity ............................................................... 144
3.24 Example of materials related daily life expression .................................. 146
3.25 Example of reading passage ................................................................... 147
3.26 Example of reading activity ................................................................... 148
3.27 Example of writing guidelines ............................................................... 149
3.28 Example of writing information ............................................................ 150
3.29 Example of writing tips ......................................................................... 151
3.30 Example of materials related to traditional ceremony ............................. 152
3.31 Example of immediate event ................................................................. 153
3.32 Example of worldwide culture information ........................................... 154
3.33 Example of materials for developing communicative abilities ................ 155
3.34 Example of material related to culture .................................................... 156
3.35 Example of dialogue between men and women ..................................... 157
3.36 Example of a material related to origin .................................................. 158
3.37 Example of activity in Interlanguage: English for Senior High School
Student X ............................................................................................... 159
3.38 Example of new items presentation ........................................................ 160
3.39 Example of activity developing students’ communicative abilities ......... 161
3.40 Example of an individual activity ........................................................... 162
3.41 Price for Interlanguage: English for Senior High School Student X ........ 163
3.42 Example of an illustration ..................................................................... 164
CHAPTER I INTRODUCTION This chapter covers the research background, research problems, problem
limitation, objectives of the research, benefits of the research, and definition of terms based on relevant sources. Each part is discussed as follows.
A. Research Background
This is collaborative research conducted by the researcher, Carla Sih Prabandari, and Maryska Firiady. It is a content analysis on Interlanguage:
English for Senior High School Students X Textbook which is provided by
government. This research focuses on analysing the textbook for the tenth- graders.
English has different characteristics from the other subjects. According to English Curriculum of Senior High School, the expectation of learning English is to facilitate the students to develop the ability to communicate in spoken and written language. Teaching material is one of elements in English learning which is used to achieve that expectation.
Teaching material is the important thing in most language program (Richards, 2005). It is because without materials there will be no teaching- learning activity. Tomlinson (2005:2) states “materials can be anything which is deliberately used to increase the learners’ knowledge and/or experience of the language”. There are a lot of materials that can be used by the teachers in teaching-learning activities. Materials can be textbooks, cassettes, videos, CD- ROMs, dictionaries, grammar books, workbooks, etc.
According to Richards (2005:254), “A textbook together with ancillaries such as workbooks, cassettes, and teachers’ guides are perhaps the commonest form of teaching materials in language teaching”. From all of the teaching materials, textbook is chosen to be analysed because most language classes use it to facilitate the teaching learning process and the materials can be used by students in various ages. This is supported by Cunningsworth’s statement, “textbook is a resource in achieving aims and objectives that have already been set in terms of learners’ needs” (1995: 7). That is why textbook has an important role in language teaching.
In order to facilitate the teachers and especially the students, Indonesian government provides electronic books that can be accessed for free. These electronic books called BSE (Buku Sekolah Elektronik). BSE can be downloaded from Ministry of National Education official website. Interlanguage is one of the electronic books for English subject. Since it is provided by the government, Interlanguage should have fulfilled the criteria of a good textbook.
Interlanguage textbook has been used in several Senior High Schools in
Yogyakarta. Some teachers say that there are some benefits of Interlanguage textbook such as it includes the objectives of Kurikulum Tingkat Satuan
Pendidikan (KTSP) and it is free to access. Those are the reasons for the teachers
to use this textbook as one of the sources to be implemented in a classroom.According to Byrd (1995, as cited in Richards, 2005), “two factors are involved in the development of textbooks: those representing the interests of the author, and those representing the interests of the publisher”. Those factors make every book has its own strengths and weaknesses. This condition makes a challenging task for the teachers to select the right textbooks. Cunningsworth (1995) states that since there are great variety of published materials for English language teaching available on the market, materials selection becomes crucial.
He adds, the selection of textbooks can be done by identifying the aims and objectives of teaching program and analyzing the learning and teaching situation in which the material will be used.
In order to select an effective and appropriate textbook, some experts develop reference checklists that can be used to evaluate textbooks. One of them is Cunningsworth (1995). He provides a quick reference checklist for evaluation and selection of ELT textbooks. As in many other checklists, he mentions several points as consideration in evaluating a textbook such as aims and approaches, design and organization, language content, skills, topic and so on.
According to Richards (2005:257), “there is no textbook that will be a perfect fit for a language program”. Even though Interlanguage textbook is provided by the government, an evaluation is still needed to know the strengths and weaknesses of this textbook. The aim of this research is to evaluate whether the Interlanguage: English for Senior High School Students X Textbook fulfills the criteria of a good textbook or not and to find out the strengths and weaknesses of this textbook.
B. Research Problems
The research problems are formulated in the following questions:
1. Does Interlanguage: English for Senior High School Students X Textbook provided by government fulfill the criteria of a good textbook?
2. What are strengths and weaknesses of Interlanguage: English for Senior High
School Students X textbook? C.
Problem Limitation
This collaborative research is a content analysis of Interlanguage textbook. There are three versions of Interlanguage, for the tenth, eleventh and twelfth grade of Senior High School students. This research focuses only on
Interlanguage textbook for the tenth graders of Senior High School. This textbook
is written by Joko Priyana, Ph.D, Arnys Rahayu Iryanti, and Virga Renitasari. It is published by Grasindo in 2008.
In order to analyze Interlanguage textbooks, the researchers use the criteria of a good textbook adapted from Cunningsworth’s checklist (1995). There are eight aspects in Cunningsworth’s checklist. Those aspects are aims and approaches, design and organization, language content, skills, topic, methodology, teachers’ books, practical considerations.
D. Research Objectives
Considering the research problems, there are two objectives of this
1. This research gives the general idea whether the Interlanguage: English for
Senior High School Students X Textbook provided by the government fulfills the criteria of a good textbook.
2. This research presents the strengths and weaknesses of Interlanguage: English for Senior High School Students X Textbook.
E. Research Benefits
Hopefully, this research might be useful for teachers, for authors/publishers, and for further researcher.
1. For English teachers
There are several qualifications of a good textbook to be considered by teachers in choosing a certain textbook as one of the references in teaching- learning activities. This research gives a general idea for English teachers whether
Interlanguage: English for Senior High School Students X Textbook which is
provided by the government is qualified or not.2. For authors/publishers
Textbook are sources of knowledge that has an important role in education. Textbooks’ quality determines the quality of the education. This research gives suggestions for authors or publishers of textbooks to create or publish qualified textbooks to increase the quality of education.
3. For further researchers
One of the important elements in language teaching is textbook. There evaluation is needed. This research gives inspirations for other researchers to conduct the similar researches for the sake of quality improvement of textbooks as well as education.
F. Definition of Terms
Key words used in this research are presented as follows 1.
Content Analysis
Ary, Jacobs, and Sorensen (2010) state that content analysis focuses on analyzing and interpreting recorded material, such as textbooks, letters, films, tapes, etc which begins with question from the researcher. In this research the recorded material which is evaluated is a textbook. The evaluation is conducted by using a checklist.
2. Textbook
According to Tomlinson (2005), a textbook provides the core materials for a course. Another definition of textbook is stated by Richards, “Textbooks may provide the basis for the content of the lessons, the balance of skills taught and the kinds of language practice the students take part in” (2001: 254).
Language textbooks cover grammar, vocabulary, pronunciation, functions, and the skills of reading, writing, listening, and speaking.
3. Interlanguage: English for Senior High School Students X Textbook
One of textbooks for language teaching is Interlanguage: English for
Senior High School Students X. The writers of this book are Joko Priyana, Ph.D,
High School Students X is provided by Indonesian government. It is published in
2008 by Grasindo. Since it is provided by the government, this book is free to access by both teachers and students.
CHAPTER II REVIEW OF RELATED LITERATURE This chapter explores two main parts. The first part is theoretical
description. This part presents some quoted theories from experts related to the research. The second part is the theoretical framework of the study. This part presents how the theories are used in this research.
A. Theoretical Description In this part, the researcher discusses the theories used in this research.
Those theories are about the role of textbook, textbook evaluation, textbook evaluation criteria, genre-based approach, and teaching-learning cycle. The researcher reviews those theories from experts to support this research.
1. Definition of textbook
According to Tomlinson (2005), a textbook provides the core materials for a course. Language textbooks cover grammar, vocabulary, pronunciation, functions, and the skills of reading, writing, listening, and speaking are included in a textbook for language teaching. There are several functions of textbooks in language programs. Richards (2001: 254), mentions some functions of textbooks,
a. A reading textbook might be the basis for a course on reading skills, providing both a set of reading texts and exercises for skills practice.
b. A writing textbook might provide model compositions and a list of topics for students to write about.
c. A grammar textbook might serve as a reference book and provide examples as well as exercises to develop grammatical knowledge.
d. A speaking textbook might provide passages for students to read and discuss.
e. A listening textbook together with audiocassettes or CDs might serve as the
2. The roles of textbook
Textbooks are one of the most common elements found in teaching- learning activities, beside teachers and learners. According to Richards (2000: 125), “Textbooks represent the hidden curriculum of many language courses and thus play a significant part in the process of teaching and learning.” It is because textbooks have materials that can be used in teaching-learning activities and the teachers may use it as one of the references.
Since there are so many textbooks publish in this world, only good textbooks will be used in teaching-learning activities. Harmer (1991: 257) states: Good textbooks often contain lively and interesting material; they provide a sensible progression of language items, clearly showing what has to be learnt and in some cases summarizing what has been studied so that learners can revise grammatical and functional points that they have been concentrating on. Harmer also mentions that textbooks can be systematic about the amount of vocabulary presented to the learners and allow them to study on their own outside the class. Good textbooks also relieve the teacher from the pressure of having to think of original material for every class. From the statement above, it can be seen that there are some requirements of good textbooks. Those requirements should be fulfilled so that the textbooks will be able to support the teaching-learning activity and accommodate the learners’ needs.
“A well prepared textbook is more than just a set of potential lesson plans, and that textbooks survive and prosper because they are a convenient way of providing structure to a learning program” (Hutchinson and Torres, 1994: 318). Textbooks are one of the elements in teaching-learning activities because they provide everything the teachers and students need. Richards (2005) also states that textbooks are efficient because they make the teaching ‘easier and better organized’. It is easier because the materials from classroom activity and for homework can be taken from the textbooks. It is better organized because there is a guideline for classroom discussion. “Textbooks save teachers’ time, enabling teachers to devote time to teaching rather than material’s production” (Richards, 2001: 255).
According to Hutchinson and Torres (1994), textbooks also provide independent learning for the learners. By using textbooks, the learners will be able to see what they are going to study. When the learners know the materials, they can prepare themselves before discussing the materials in the classroom.
Textbooks also help the learners to recall what they have studied. Everybody has limited memory. Learners can use the textbooks to recall everything they have learned.
Graves (2000: 174) also states the advantages of textbooks: