48 textbooks in schools. Based on the result of the interviews, the researcher decided
to evaluate the content of English for Senior High School Students XI for Science and Social Study Programme.
2. Analysing the content of the textbook
The researcher tried to study underlying theories of a textbook evaluation. After that, the researcher gathered textbook evaluation criteria according to the
experts. The researcher tried to find the most applicable checklist to be used in this research. Finally, it was decided to adapt and use a checklist adapted from
Cunningsworth’s textbook evaluation checklist. Then, the textbook was analysed based on the criteria on the checklist.
3. Validating the results
The next step was validating the results of the research. In order to avoid subjectivity in analysing the content of the textbook, the researcher tried to find
theories to help decide whether each criterion in the checklist was fulfilled or not. After all criteria had been analysed to be fulfilled or not fulfilled, the two other
researchers crosschecked the analysis. The researcher discussed the criteria fulfillment with the other researchers. Finally, the other researchers agreed with
the analysis. Therefore, if this research was conducted by the other two researchers, the results would be same.
4. Writing down the report
The last step of this research was writing down the report. The report of this reserach covered the rationale for this research, the theories, the procedure of
49 doing this research and the results and discussion of the research. The results and
discussion of the research were presented in Chapter IV of this thesis.
50
CHAPTER IV RESULTS AND DISCUSSION
This chapter covers the answer and discussion of the research problem that has been mentioned previously in Chapter I. In this chapter, the data that have
been gathered through the checklist will be presented and analysed. This chapter consists of two parts. The first part is presentation of the results of textbook
evaluation and the second part is description of the strengths and weaknesses of the textbook.
A. Textbook Evaluation
This was collaborative research which was aimed to analyse the content of Interlanguage: English for Senior High School Students XI for Science and Social
Study Programme written by Joko Priyana, Riandi and Anita Prasetyo Mumpuni. This textbook was evaluated by using a checklist that was adapted from
Cunningsworth’s 1995 textbook evaluation checklist. The evaluation of the textbook covered the evaluation of the eight aspects in the checklist. They were
aims and approaches, design and organization, language content, skills, topic, methodology, teachers’ books, and practical considerations. This checklist totally
covered fifty four criteria to be evaluated. The total of the criteria fulfilment was counted and presented in a percentage. Since this research was collaborative
research, other collaborators’ responsibilities were to validate the results of this research. Therefore, the presented results had been read and crosschecked by the
