Weaknesses Description of Topic Aspect

115 The criterion that was students are expected to take a degree of responsibility for their own learning was fulfilled. Responsibility for students’ own learning is related with motivation and self directed learning. Natalie Hess, 2001 says that success of learning depends on students’ willingness to learn. She mentions some ideas that may help the students focus on their study. The first is by giving sample questions before test and let the students discuss it. The second, is by eliciting students’ concern on language learning at the beginning of the task, the third is by allowing students making a guide before test, and the forth by letting students writing their expectation of the course. The tasks in this textbook are designed to make students be active and therefore indirectly guide them to be responsible for their own learning. Like the first idea mentioned by Hess, after six units are finished, there are exercises as the unit review for one semester. Since the review is accompanied by an answer key, the students can discuss the review with their teacher or friend. This exercise can help the students face their final semester test. The reflection can indirectly facilitate the student to show the expectation of their own learning. The last question of the refection helps the students to realize whether they have already made an improvement in learning English or not. Through this reflection, the students can estimate and control by themselves whether their objectives of learning have already been achieved or not.

b. Weaknesses

The unfulfilled criterion was about how the material includes any advice or help to students on study skills and learning strategies. This criterion was not 116 fulfilled. Cunningsworth 1995 advises that it is better if the textbook provides advice or guidance on study skills and learning strategies. He notes that the advice or guidance may focus on these three aspects. The first is inviting the students to reflect the most effective way of learning for them. The second is offering advice to help the students develop their study skills. The third is showing the way of using reference skills such as how to use dictionary and grammar books. Indeed, in the end of each unit, there are reflection and summary of the lesson. However, if the teacher does not care enough to encourage students to make the reflection or to read the summary, the author’s effort will be in vain. The questions for the reflection part consist of three questions which concern more about what the student like best or dislike in the unit. The last question of the reflection part may encourage students to reflect the improvement that they have made after learning English in each unit. However, the question is still too general. It cannot specifically help students in providing advice on their study skill and learning strategies. Moreover, advice for students on learning skills may include something more specific rather than reflection and summary. There is no advice offered to help the students develop their study skills and to use reference skills. There is no advice on basic skills in reading such as scanning and skimming or advice on using dictionary or grammar book.

7. Description of Teachers’ Books Aspect

The biggest weakness of this textbook is the absence of teachers’ book. Cunningsworth 1995 argues that teachers’ books are very important because they can affect how the course is taught. He mentions that “a good teacher’s book