teachers in Indonesia have implemented a two-way teaching process instead of one way. However, such approach, had not been realized until the C13 was issued. As a
consequence, by applying this curriculum, students are intended to be more active in doing observation, thinking, questioning, and communicating as well as presenting
what they
have earned
from the
knowledge receiving
process http:kemdikbud.go.idkemdikbuduji-publik-kurikulum-2013-1.
Four standards that happen to be changed in curriculum 2013 from curriculum 2010 covers graduate competence, process content, and standard of learning
evaluation. Related to learner evaluationassessment, there are four criteria of learner assessment: 1 level of achievement of the use of social function text; 2 level of
completion and arrangement of text structure; 3 accuracy of language features such as grammar, vocabulary, pronunciation, word stressing, intonation, and spelling; and
4 level of appropriateness of writing and delivery format. Four methods of learner assessment are provided in this curriculum to meet with the core and base
competence. The four methods of learner assessment are assessing student performance, student observation, student portfolio, reflection and pair assessment.
In conclusion to the explanation above, it is highly required to evaluate textbook of new curriculum 2013. It is since many new constructs applied in the
curriculum that become valuable source to adjust the materials used. In addition, significant shifted paradigm such as the teaching methodology suggested in the
curriculum. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4. Review of Previous Studies
In this section of the study, two previous studies will be reviewed briefly to give depiction and broader knowledge in doing the research. The review of previous
studies focus on the methodology of each research to compare one to another in order to get depiction of what and how the researcher conduct an evaluation especially
textbook evaluation. A thesis by Alamri 2008 entitled An Evaluation of Sixth Grade English
Language Textbook for Saudi Boy ’s School was conducted to evaluate a new
textbook. Conducted in King Saud University, Riyadh, this research was a survey research which used a set of questionnaire to elicit the perspective of 93 English
language teachers and 11 supervisors in Riyadh Educational Zone about textbook in question. The questionnaire comprised 64 groups under 12 main categories. For the
questionnaire design, he adopted four different evaluation checklists from four different experts and researchers. As the result of the adoption of those four
checklists, a general appearance, b design and illustration, c accompanying materials, d objectives, e topic contents, f language contents, g social and
culture contexts, h language skills, i teachability, j flexibility, k teaching methods, and l practice and testing are used as the categories in the questionnaire.
After getting the data, the researcher analyzed them through descriptive statistic. The findings showed out of 64 items in the questionnaire, only 13 items had means less
than 2.50. The category that had the highest mean was the one on learning components. Meanwhile, the category that had the lowest mean was the one on the
teaching methods. Based on the findings, it was also found that there were no PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
significant differences between the means of two populations of the study, teachers and supervisors, except on the flexibility of textbook. The different natures of their
jobs could be a possibly reason for this difference. Another example of impressionistic evaluation using an empirical qualitative
approach is the one done by Nemati 2009 in India. This research involved 26 Pre- University teachers. Because this research also focused on vocabulary factors, besides
a questionnaire, the data were also taken from vocabulary response. The questionnaire that was distributed to the respondents then followed by an interview
for each respondent to triangulate the data, it was arranged based on textbook evaluation checklist. She adopted several checklists from the authors such as
Cunningsworth, 1995 and Ur 1996. After studying the checklists from the authors, she decided to select features which are in common. The criteria used in the
questionnaire are as follow 1 logistical factors, two questions about the availability and price of the book, 2 pedagogical factors, or methodology, with two subparts of
skills and contents, 3 human factors, including teacher friendly and learner friendly factors, 4 vocabulary factors, entail questions regarding vocabulary learning
strategies. From the research result, teache rs’ belief toward textbook was revealed
based on the criteria. In addition, suggestions to improve textbook were also obtained.
The other example of textbook evaluation research discussed in this section is conducted by Zamanian 2015. Aiming at evaluating
‘Learning to Read English for Pre-University S
tudents’ used in Iranian high schools, the researchers distributed a questionnaire to 75 high school English as a Foreign Language teachers. In designing
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
