the questionnaire, Litz ’s checklist 2000 was adopted. After the data were collected,
those are analyzed based on a Likert scale. Based on the research results, it was known that textbook was quite far from teache
rs’ standard. It happened because textbook ignored listening and writing skills. Moreover, it did not follow a
communicative approach in teaching different skills and language components. Similar to those three research, this study is conducted empirically. After
being used to teach junior high school students in Indonesia, textbook entitled ‘When
English Rings the Bell s’ is evaluated. Data are going to be collected by distributing
questionnaire to evaluate whether the material is in line with what teachers expect. Similarly, this research also captured textbook evaluation process done by Indonesian
teachers after they used textbook in a classroom context. Framework used for this research was Cunningsworth
’s 1995. Using the framework, the research focuses on the aim, the approach applied, the language skills presented in textbook, the design
and organization, the content of the language, and the topic.
B. Theoretical Framework
From the literature reviewed above, the theoretical framework can be drawn as follows. In conducting this evaluation research, the criteria of a book evaluation
are the most important and significant aspects to be paid attention of in resulting a reliable research. The criteria established in this research are selectively adapted from
the Tomlinson’s, Bworn’s, Cunningsworth’s and Nunan’s book evaluation criteria.
Furtherly, the criteria are conceptualized into a research instrument in form of questionnaire. The instrument is used to measure textbook by the practitioners in this
case are English secondary school teachers. Each item of questionnaire is also considering what is currently formulated in C13. Therefore, the concept of textbook
evaluation by Tomlinson 2008, Brown 2001, Cunningsworth 1995 and Nunan 1989 contributes largely in drawing the concept of the criteria applied by the
researcher in this evaluation study. The framework is developed from some underlying theories about evaluation
in English language teaching ELT and textbook. Those encompass the framework on textbook evaluation and textbook development. From the literature reviewed
above, the framework can be theoretically drawn as follows.
Figure 2.1 The Theoretical Framework
Cunningsworth 1995 Nunan 1989
Textbook Evaluation
Curriculum 2013 C13
Checklist
Aim
Approac
Language Design and
Organization Language
Content Topic
Brown 2001
Tomlinson 2008
CHAPTER III RESEARCH METHOD
This chapter discusses the research methodology which was employed in an attempt to answer the research question empirically. In the relation to the path of data
collection, this chapter discuss research method applied. After that, research setting and participants, research instrument, data gathering and analysis technique are
scrutinized in this chapter.
A. Research Method
This research was under an umbrella of applied research that enabled the researcher to evaluate a program, in this case, it was to evaluate a textbook. It was
adopted in this research since it embraces a set of process in evaluating the quality of textbook. Evaluation research study was designed to find out to what extent a new
program, policy, textbook, a new way of doing something and so forth, has met the criteria mentioned in the second chapter of this report.
Evaluation research can be undergone quantitatively or qualitatively. In favor to conduct quantitative research, researcher may use a survey research. To conduct
evaluation research using qualitative data, the researcher must use the field research Neuman 2006. In survey research Neuman suggests to researchers to collect data
from a sample or could be smaller group of selected people. He suggests around 150 respondents to generalize result to a larger group of 5,000 people.
30 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
