28 whether they need to undertake further work at the text modeling or joint
construction stages. The fourth stage is called Independent Construction of the Text. In this
stage, students work individually and independently to create the text. Students’ performances here are used for achievement. The independent construction
activities include listening task, speaking task, reading task, and writing tasks which demand that students draft and present whole text Feez and Joyce, 2002:
28. The last stage is Linking Related Texts. In this stage, students rewrite
their composition, compare text with other text, and review what they have learnt. It can be related to other texts in the same or similar context and future or past
cycle of teachinglearning Feez and Joyce, 2002: 28.
B. Theoretical Framework
Considering the important role of textbooks in teaching-learning activities, textbook evaluation becomes very crucial as a process in education. In
theoretical description, the researcher mentioned some theories of textbook evaluation. Those theories are proposed by some experts, Skierso 1991,
Cunningsworth 1995, Byrd and Murcia 2001, Brown 2007 and Harmer 2007. They mention some criteria for evaluation checklist, but not all of those
criteria are used in this research because every criterion has their own strengths and weaknesses.
29 Brown’s checklist 2007 proposes a complete checklist for textbook
evaluation, but this checklist cannot be used because it is adapted from Robinet’s checklist 1978 which is too old. Next checklist is proposed by Skierso 1991.
This checklist has so many criteria to evaluate textbooks which makes it very detail but also very complicated. The researcher decided not to use this checklist
because it is commonly used for practical evaluation by teachers or students. Another reason this checklist could not be used because one of two main parts,
which was teachers’ books evaluation, was not applicable in this research. The other checklists are proposed by Byrd and Murcia 2001 and
Harmer 2007. Byrd and Murcia’s checklist could not be used because it is too general and it is also made for teachers to evaluate textbooks after being used in
classroom. For Harmer’s checklist, it could not be used because it is too simple compared to the others. Moreover, there are no criteria to evaluate language
content and four basic skills of learning English. Checklist proposed by Cunningsworth 1995 is used as the primary
source in conducting this research. It is because Cunningsworth’s checklist is the most appropriate among the others, it has complete criteria to evaluate textbooks,
and it also has the elaboration of each aspect of the checklist. Although this checklist is complete, the researcher had to modify it. The researcher omitted
some criteria which were not applicable and added some criteria to make the checklist deeper. The criteria related to the needs of the learners, teaching learning
situation, grading and progression, revision, and learners’ expectations are omitted.
30 The adaptation of Cunningsworth’s checklist is based on theories which
have been mentioned in theoretical description. Theories of the role of textbooks proposed by Richards 2005, Graves 2000, Harmer 1991, and Hutchinson and
Torres 1994 are used to determine whether Interlanguage textbook has already fulfilled the criteria of good textbooks or not. If a textbook has advantages as
those experts mentioned, it can be concluded as a good textbook and it can be used in teaching-learning activities.
Theory of genre-based approach proposed by Feez and Joyce 2002 is used to determine whether Interlanguage textbook has implemented teaching-
learning cycle or not. Since curriculum in Indonesia is text-based, the approach which is used to develop it is genre-based approach. There are two cycle in genre-
based approach, spoken and written cycle. Each cycle has five stages, building the context, modeling and deconstruction the text, joint construction of the text,
independent construction of the text, and linking related text. Those stages should be implemented in each basic skill of English learning, listening, speaking,
reading, and writing. Feez and Joyce’s theory is used as one of the aspects to determine whether Interlanguage textbook has fulfilled criteria of a good textbook
for curriculum 2006 or not.
31
CHAPTER III RESEARCH METHODOLOGY
This chapter presents the method to conduct the research. The discussion is divided into six major parts. They are research method, research subject, research
instrument, data gathering technique, data analysis technique, and research procedures.
A.
Research Method
This research was a qualitative research. According to Patton 1985, as cited in Merriam, 2002, p.5, “Qualitative research is an effort to understand
situations in their uniqueness as part of a particular context and the interactions there.” Borg and Galls 2007:300 also state that, “Qualitative research is a
research which presents facts in a narration with words.” It means that the finding of this research needed to be interpreted in a form of description. In order to
interpret the finding, this research applied descriptive research. According to Ary, Jacobs, and Razavieh 2010:640,” descriptive research is research that asks
questions about the nature, incidence, or distribution of variables; it involves describing but not manipulating variables”.
Ary et al. 2010:457 state “content or document analysis is a research method applied to written or visual materials for the purpose of identifying
specified characteristics of the material.” There are some materials that can be analyzed, such as textbooks, newspapers, web pages, speeches, television
