Evaluating the Quality of English Book at the Third Grade of SMP 1 Sinjai Utara. - Repositori UIN Alauddin Makassar
EVALUATING THE QUALITY OF ENGLISH BOOK USED AT THE THIRD GRADE OF SMP 1 SINJAI UTARA A Thesis
Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan in English Education of the Faculty ofTarbiyah and Teacher Training of UIN Alauddin
By NURHASANAH
Reg. Number T.20400111088
THE FACULTY OF TARBIYAH AND TEACHER TRAINING
PERNYATAAN KEASLIAN SKRIPSI
Dengan penuh kesadaran, penulis yang bertanda tangan di bawah ini: Nama : Nurhasanah Nim : 20400111088 Tempat/Tgl. Lahir` :Sinjai 04 September 1993 Jurusan : Pendidikan Bahasa Inggris Fakultas : Tarbiyah dan Keguruan Alamat : Btn. Andi Tonro B1/15 Judul Skripsi : Evaluating the Quality of English Book at the Third Grade of SMP 1 Sinjai Utara.
Menyatakan bahwa skripsi ini benar-benar hasil karya penyusunan sendiri. Jika di kemudian hari skripsi ini merupakan duplikat, tiruan, dan atau dibuat oleh orang lain secara keseluruhan atau sebagian, maka skripsi dan gelar yang diperoleh karenanya batal demi hukum.
Gowa, 14 September 2015 Penulis, NURHASANAH NIM. 20400111088
ACKNOWLEDG\EMENT
ِميِحَّرلا ِنمْحَّرلا ِالله ِمْسِب Alhamdulillahi Rabbil Alamin, gratitude to the almighty Allah Swt., because of His grace and guidance, health and safety to live in this world, so that, this thesis can be resolved. Similarly Shalawat and Salam to the Prophet Muhammad Swt., who brought us from the darkness into the lightness. As well as the researcher says thanks for:
1. Prof. Dr. H. Musafir Pababbari, M.Si, as the Rector of UIN Alauddin of
Makassar
2. Dr. H. Muhammad Amri, Lc., M.Ag, as the Dean of the Tarbiyah and Teaching Faculty, along with staff and lecturers of Tarbiyah and Teaching Faculty of UIN Alauddin of Makassar.
3. Dr. Kamsinah, M.Pd.I. and Sitti Nurpahmi S.Pd., M.Pd, as the head and the secretary of the English Education Department of UIN Alauddin of Makassar
4. Erwin Hafid, Lc., M.Th.I., M.Ed and Sukirman, S.Pd., M.Pd, as the first and second supervisors who have willingly provided time and energy to help, guide and direct the writer in completing this thesis.
5. All the lectures and staff of English Education Department of Tarbiyah and Teaching Faculty for their guidance and assistance during the years of the writer’s study.
6. The researcher’s beloved parents, Drs. H. Ahmad Abadi (Alm.) and Hj.
Hindong Madjied who always motivate, educate, support, and pray for the writer’s success.
7. The researcher’s beloved aunt Hj.Sulaeha Madjied S.Pd. who is always motivate, support, and pray for the writer.
8. The researcher’s beloved siblings Nursyamsih, Nurul Huda S.Ag., Nurhayani S.Ag., Nur Akram Ahmad S.Pd. and Nur Istianah S.Pd. for their supporting.
Their support kept the writer going.
9. The resereacher’s beloved brothers and sister in law Drs. Nuryamin M.Ag., Zainal Abidin S.Ag. and dr.Hj.Fitriani Nas for their supporting.
10. The researcher’s close friends when she was in SMA 1 Sinjai Utara, Meutia Mutmainnah Amd.Kep. and A.Rio Wijayanto Amd. Thanks for the joke, supporting and togetherness.
11. The researcher’s classmates in English Education Department PBI 5 and 6 (Academic Year 2011), Rini Anggraeni S.Pd, Nurlinda, Sahlan B. Zainal, Nurvita Dana Pratiwi, Sri Aulia Wahyuni, Nurul Azhar, Sudarsono, Salmawati, Anugerah Agung, Risnayanti Syams as the chairman and the treasure of PBI 5 and 6, and all friends who could not be mentioned here.
Thank for your friendship, togetherness and suggestion to the researcher.
12. Special thanks the researcher for Shahifah Reski Fauziah S.Pd., Riznu Fauzan, Abdul Muarif Akib, Chaidyr Adha Syah and Febrina Ramadanti who always help the researcher when conduct this thesis till the End.
13. The researcher’s friends in location of KKN Reguler 2015. Special for Indiz Essa Rutepar, Saidil fitrah, Andi Febrianto, Andi Mappasonge, Nurlatifah, Wilda Srijunida, and Risqa Nurul Fikriyah thank you for helping to the author during doing the natural study at Posko XV Palampang, in Palampang village, Rilau Ale’ district, Bulukumba regency. All people who help and those whom the researcher cannot be mentioned one by one.
The researcher realizes that, the writing of this thesis is far from the perfectness still the simplest one.
Remaining errors are the researcher’s own; therefore, constructive criticism and suggestions will be highly appreciated. Finally, willingly the researcher prays, may all our/the efforts are blessed by Allah Swt. Amin.
Makassar, 5 Januari 2016 The researcher
LIST OF CONTENTS TITLE PAGE ................................................................................................... i PERNYATAAN KEASLIAN SKRIPSI ......................................................... ii PERSETUJUAN PEMBIMBING ................................................................... iii PENGESAHAN ............................................................................................... iv ACKNOWLEDGEMENT ............................................................................... v LIST OF CONTENTS ..................................................................................... viii ABSTRACT..................................................................................................... x CHAPTER
I INTRODUCTION .......................................................... 1
A. Background ............................................................... 1
B. The Problem Statements .......................................... 5
C. The Operational Definition of Terms …………….. 6
D. The Research Objectives .......................................... 6
E. The Research Significances ...................................... 6
F. The Research Scopes ................................................ 7 CHAPTER
II REVIEW OF RELATED LITERATURE ...................... 8
A. Some Previous Research Studies .............................. 8
B. Some Pertinent Ideas ................................................ 9
1. The Concept of Evaluating ................................. 9
2. The Concept of Quality ...................................... 13
3. The Concept of Book .......................................... 14 CHAPTER
III RESEARCH METHODOLOGY ................................... 19
A. Research Method ...................................................... 19
B. Research Subject ....................................................... 20
C. Types of Data ............................................................ 20
D. Research Instrument ................................................. 20
E. Technique of Data Collection .................................. 21
CHAPTER
IV FINDING AND DISCUSSION ...................................... 23
A. Findings ..................................................................... 23
B. Discussion ................................................................. 43 CHAPTER
V CONCLUSION AND SUGGESTION ........................... 44
A. Conclusion ................................................................ 44
B. Suggestion ................................................................. 45 BIBLIOGRAPHY ............................................................................................ 46 APPENDICES
ABSTRACT Name : Nurhasanah Reg. No. : 20400111088 Title : Evaluating the Quality of English Book at the Third Grade of SMP
1 Sinjai Utara
Thesis entitled “Evaluating the Quality of English Book at the Third Grade of SMP 1 Sinjai Utara” discussed about evaluating the quality of English Book at the Third Grade of SMP 1 Sinjai Utara. The problems statements of this research were how the quality of English book used at the Third Grade of SMP 1 Sinjai Utara is. What are the weaknesses of English book used at the third grade of SMP 1 Sinjai Utara? What are the strengths of English book used at the third grade of SMP 1 Sinjai Utara? The research method was descriptive and the types of data being obtained were qualitative. The instrument of this research was used assessment rubrics to facilitate the researcher in evaluating the book “English on Sky 3”. This assessment rubric was created by the researcher. Book can be evaluated using common criteria, which were arranged in five major categories. The major categories were general attributes, suitability to learners, physical and utilitarian attributes, efficient outlay of supplementary material, and teaching learning content.
The objectives of this research were: to find out the quality of English book at the Third Grade of SMP 1 Sinjai Utara, to describe the weaknesses of English book used at the third grade of SMP 1 Sinjai Utara and to describe the strengths of English book used at the Third Grade of SMP 1 Sinjai Utara.
The result of the research showed about the weaknesses and the strengths of the use of book, there are many factors influence the weaknesses and the strength of the book. They were about layout, not included with CD, there are many uncolour pictures, the textbooks are contextual. The factors influencing the strengths of the book were about grammar, vocabulary, exercise, the tasks move from simple to complex, etc. The researcher suggested that the authors should design the book to be more interesting and minimize the reading text in the book in line with the students need.
CHAPTER 1 INTRODUCTION A. Background Book has a vital and positive role to play in teaching and learning process. In reality, there are still some problems dealing with book used at school. Based on the
th
observation conducted on May 13 2015, the researcher found some problems in English language book used in SMP 1 Sinjai Utara. First, the content of the book was not according to the learning needs of their students because learning material was too hard. Second, it was not according to the curriculum used in the school, such as in curriculum explaining about listening, but the book taught about reading.
Third, the size of the font was too small. In fact, there were some reading texts that have a small font.
Fourth, the researcher found content of the book that was textual, because researcher found in the reading book many texts.
Fifth, the paper of the book was not interesting because the book was not colorful . Sixth, the objectives were not clear. The objectives needed a listening skill to practice but, not included with CD, so the students could not listen how to give an instruction.
Eighth, the resource material was not organized and hard to use. Ninth, the textbook was expensive. There were nine general problems about the English language book used in school that the researcher often faced in the school.
As the researcher know that, the students need a perfect book, but many teachers still use it. First, the teacher just took learning material from the internet. Second, the researcher often encountered teachers who were lazy looking for a book and only used the book provided from school. Third, many teachers did not consider the conditions of their students. As a teacher, it important for them to evaluate, select, and adapt teaching materials to meet their teaching and student learning needs in order to maximize learning potentials. It cannot be continued if the researcher do not solve this problem. The problem will be advanced, and students will be lazy to learn. Students feel bored when teaching and learning English process happen. Then, the students are not interested with the textbook, the students’ and the teachers’ ability will not develop. This problem has to be solved as soon as possible so this situation can be avoided.
Furthermore, according to the problems above, the researcher concluded that, the quality of English book used in school has been evaluated as a solution for the problems. Why and how do the researcher evaluate the book? The idea of evaluating book is seen by researcher to be closely to select of book. Evaluation of book is also considered to function as a kind of educational judgment. Hutchinson and Waters 1987;96) define evaluation as a matter of judging the fitness of something for a particular purpose. The process of evaluation could not be a purely mechanical one and that professional judgment is involved at every stage. Cunningsworth find on understanding of the rationale of language teaching and learning and backed up by practical experience, lies at the base of the evaluation procedure. To conclude, materials evaluation helps the researcher and teachers to make decisions in selecting textbooks.
As the researcher seen the significance of evaluating textbooks, the researcher now concerned with the ways we evaluate term and the criteria we follow in the process of evaluation. Sheldon (1988) maintains that since no one set of criteria is applicable to all different situations, the researcher can only commit ourselves to checklist or scoring system. The evaluation textbook consists of a list of factors such as rationale, availability, layout etc. and rating (poor, fair, good, excellent) then, comments will be given at the corresponding space by the evaluator. The whole process of textbook assessment is inevitably a subjective activity .
To avoid the danger of allowing subjective factors influence judgment in the early, stage of analysis, Hutchinson and Waters (1987 : 97) emphasize the importance of objectivity in evaluation. In this case, evaluation is basically a matching process: matching needs to available solutions. If this matching is to be done as objectively as possible, it is best to look at the needs and solutions separately, thus they divide the evaluation, process into four major steps; 1) defining criteria; 2) subjective analysis; 3) objective analysis; and 4) matching.
The necessity to analyze and evaluate textbook is imposed by the fact that analyze textbook use on a large national scale, it is recently developed and its strengths or weaknesses have a high impact on the textbook at the third grade ‟learning of English. The analysis of the textbook would yield insights as to its suitability; whether it actually does what it claim to be doing and whether it accomplishes its set goals. It is therefore important to examine whether it corresponded to the learners
‟ needs of the particular situation, whether it promotes communicative language, learner autonomy, made use of problem solving approaches and whether it allows for differentiate instructions. It is beyond doubt that the English language has become the center of communication all over the world. In fact, it is one of the reasons why English is taught as a foreign language in many countries. As a matter of the fact, it has already become a medium of communication in many educational settings such as public schools as well. It has been taught so as to help learners to keep up with the recent advances and developments of the time in science and technology.
Through the process of evaluating some revelations have emerged, first, by evaluating the teaching material teachers can understand more about language learning and give rise to new concepts and ideas, which in turn contribute to the adjustment, modification and eventually improvement of their own teaching. Second, materials evaluation appears to be a rather complicated matter materials evaluation that so many criteria need to be taken into account, and subjectivity will more or less Influence our judgment.
Third, the researcher needs to have the right attitudes towards textbooks. It has been observed the textbook are not masters but servants, the researcher and the students should not regard a textbook as an absolute authority and depend on it too much, but rather take whatever is beneficial to teaching, learning and adapt, complement or modify what’s not satisfactory. In this way the researcher is making use of the textbooks to achieve the purpose. As the researcher has seen from this paper, the textbooks have problems of various kinds. A lot of problems need to be done on the part of the teacher to exert their creativity and imagination in bringing out the most effective results of teaching and learning. Textbooks will be totally suited to a particular teaching situation. Teacher will have to find his own way of using it and adapting it if necessary. So the researcher should not be looking for the perfect book which meets all requirements, but rater for the best possible fit between what the book offers and what teachers and students need.
So that’s why the researcher take up the problem, through the researcher paper entitled. “Evaluating the Quality of English Book at the Third Grade of SMP 1 Sinjai Utara”.
B.
Problem Statements
Based on the background above, the researcher questions were formulated as follows:
1. How is the quality of English book used at the third grade of SMP 1 Sinjai Utara?
2. What are the weaknesses of English book used at the third grade of SMP 1 Sinjai Utara?
3. What are the strengths of English book used at the third grade of SMP 1 C.
Operational Definitions of Terms
English Book; English book means English on Sky 3, a book used at the third grade of SMP 1 Sinjai Utara, that was to evaluated by a researcher. The researcher evaluated the five criteria of the book.
D.
Research objectives
In accordance with the problem statements above, objectives of this research were:
1. To find out the quality of English book at the third grade of SMP 1 Sinjai Utara.
2. To describe the weaknesses of English book used at the third grade of SMP 1 Sinjai Utara
3. To describe the strengths of English book used at the third grade of SMP 1 Sinjai Utara.
E.
Research Significances
The significances of the research are expected to be useful information for teacher, student, and school, who concern to evaluate the quality of English book:
1. T eacher, to find out which books are more appropriate with students’ needs and learning goals.
2. Students, to get an appropriate and suitable material for the learning activities
3. School, to select which books are suitable to save in library.
F.
Research Scopes
The scopes of this research were limited to evaluate the quality of English book on Sky 3, the components being evaluated such us layout, paper, content, objectives of book, learning material, weakness, and the strength of the book compiled by Mukarto, Sujatmiko, Josephine, and Widya Kiswara used for the English teacher and third grade students at SMP 1 Sinjai Utara.
CHAPTER II REVIEW OF RELATED LITERATURE A. Review of Previous Research Studies Here some previous studies which are relevant to this research as follow: Sheldon (1988), Evaluating ELT textbooks and materials. ELT course book publishing is a multi-million pound industry, yet the whole business of product assessment is haphazard and under-researched. Course book is often seen by potential consumers-teachers, learners and educational purchasers-as market ephemera requiring invidious compromises between commercial and pedagogical demands. Some practical and theoretical reasons for such grassroots discontent are discussed, as are previous textbook studies and qualitative checklist. The state of the informational assistance available to intending purchasers is also examined. Finally, a set of common core qualitative criteria is an advanced, whose purposes, it would be to make evaluation and selection more systematic and informed.
Litz (2005)’s study evaluated a university level textbook used in one of the language courses at a university in South Korea. A total of eight university instructor teaching that particular language course and five hundred students had been surveyed. The study adopted a post use evaluation approach, focusing on how the textbooks can meet students and teacher needs. This research project needed to be initiated in order to determine the overall pedagogical value and suitability of
Research conducted by Indah (2013) about Analysis of Indonesian Course Book Quality for High Level Class Used in SDN 2 Centre, Curup District 2012/2013. This research aimed to investigate the quality of Indonesian course book in high level class at SDN 2, Curup 2012/2013. Method applied in this research was evaluative descriptive mixed method. Data collection techniques were documentation and observation which applying proper list and fry grapic test. From documentation, it was obtained that there were five books which observed the content appropriateness, language, and presentation, graphic and reading level at the course book. The result indicated from appropriateness and reading level, from the content of view, there were only two books which belong to good category books so called ‘Inilah Indonesiaku (Class IV and VI), three other books had sufficient category.
Al-Yousef (2007) master of thesis evaluated secondary level third intermediate English textbooks used in Saudi Arabia. The study used the checklist method for evaluation which, based on the work of (Cunningsworth, 1995), was a modified checklist suitable for the local environment.
B.
Some Pertinent Ideas 1.
The Concept of Evaluating
Evaluation is aIt can assist an aim, realizable concept/proposal, or any alternative, to help in making decision; or to ascertain the degree of achievement or value in regard to the aim and results of any such action that has been completed. The primary purpose of evaluation, in addition to gainingis to enablest in the identification of future change.
a. General of Evaluation Textbook.
according to David Williams (2001) the general of evaluation textbooks are: 1) Guidance for non-native teachers is provide appropriate guidance so that novice teachers have no doubt on the procedures proposed by the textbook. 2) Needs of second language learners are textbook must suits multilingual setting and distinction has to be made between English as a subject and English as a medium of instruction.
3) Relevance to the socio-cultural environment is as the second language problems in learning vocab and syntax arise from differences between the cultures associated with the target language and the mother tongue.4) give introductory guidance on the presentation of language items and skills. 5) suggest aids for the teaching of pronunciation/ speech. 6) Offer meaningful situation and variety of techniques for teaching structural units (grammar). 7) Distinguish the different purposes and skill involved in the teaching of vocabulary. 8) Provide guidance on the initial presentation of passages for reading comprehension. 9) Demostrate the various devices for controlling and guiding content and expression in composition exercises/writing. 10) content appropriate pictures, diagrams, tables. The evaluation of textbook would emphasize technical criteria-Choice of typeface, colorful illustrations, and die use of aids like workbooks and the textbooks should provide balanced and systematic training in all language skills.\
b. Criteria of Evaluating Book
According to Khalil Zakari (1999) on his book ‚Consideration for Textbook Evaluation‛ evaluation criteria, in additional to learning as demonstrated by formal training and experience opportunities which the textbook provides for the learner, other personal traits such as self-confidence, creativeness and attitudes towards innovation, taking risks, problem solving and involvement are to be taken into account when identifying evaluation criteria.
1.appropriateness of use of technology. 2.balance of the skills coherence with the curriculum. 3. content. 4. cost/reusability. 5.cultural variables.
6. Easy of use by the student.
7. Easy of use by the teacher.
8. Efficiency of supporting materials, electronic, audio-visual. 9. interactivity. 10. is to be used for homework? 11. Quality of illustrations.
12. Quality of the audio support.
13. Provising for diversity of learning styles.
c. Evaluating of The Book
An evaluating of the book, tells not only what is in a book, but also what a book attempts to achieve and how it can be used. To discuss the uses of a book, you must explore your own reactions, for these reactions reveal how you have responded to the book. Thus, in writing an evaluating of the book, the researcher combines the skills of describing what is on the page, analyzing how the book tries to achieve its purpose, and expressing your own reactions. The nature and length of the analyzing depend on the book, the purpose of the review, and the anticipated audience. According to Cunningsworth (1984) evaluating book is judgment about what you read and what you learn, can also be a systematic and objective assessment of an ongoing or completed book, its design, implementation and results.Zainul and Nasution (2001) States that the evaluation can be expressed as a decision making process by using information obtained through measurements of the results of the study, both of which use the instrument test and test. Tyler (1950), the evaluation is the process of determining the extent to which educational objectives have been achieved.
2. The Concept of Quality
The standard of something as measured against other things of a similar kind; the degree of excellence of something.
a. Quality of Book
Excellent - a book that is new. Yes, old books can be rated new if they were packaged and stored well. The dust jacket (the paper cover of hardback books) will be crisp and colors bright without tears or marks; the edges and spine will be clean, straight with no bends and pages will be clean and crisp. If it is a soft cover, the cover will have no bends or tears, nor there signs of shelf wear.
Very Good - a book that is close to being new-like but has a few blemishes. Perhaps the corners of the hardback are bent, or the price sticker was clipped inside. Normal shelf wear will reduce a book from truly new-like appearance, but will still be a fine book to read and retain. It is common to grade a book as very well when only the dust jacket has minor blemishes such as small tears.
Good - a book shows wear (and maybe tears). There may be library markings, damage to a few pages, or very soiled cover. A book that comes from a smoker's house is sometimes rated as good due to residual smells. I know collectors that purchase "good" books to lend to friends so they don't have to lend their prized quality ones.
Fair - the book is all there, but perhaps there are crayon marks on the cover or inside pages, the pages have been underlined in ink, or the soft cover has been significantly torn. "Fair" books frequently have been heavily used. A book with water damage on numerous pages is generally classified as fair. Fair quality books can be a great bargain.
Poor - generally means the book is not really in readable condition - pages may be loose or missing, cover severally damaged. These books often are purchased for repurposing such as covers for new paper journals, pictures and illustrations for art projects.
3. The Concept Of Book
A book is a set of written, printed, illustrated, or blank sheets, made of or other materials, fastened together to hinge at one side.
A single sheet within a book is aA set of text- filled or illustrated pages produced in electronic format is known as an electronic book, orto distinguish it from serial sometimes other types of books (for example, biographies), a book may be divided into several large sections, also called books (Book 1, Book 2, Book 3, and so on). An avid reader of book is a colloquial, bookworm.
According to Greene and petty (1971), Assessment criteria textbook covers several aspects, 1. Textbooks are to be attracted to children, the students who use it. 2. Textbooks are to be able to motivate the students who use it 3. Textbooks shall contain illustrations that captivate the students who use it. 4. Textbooks it being understood considering the aspects of linguistics, so in accordance with the ability of the students who use it 5. The contents of the textbook should be closely related to other subjects; better still if it can support it with a plan, so everything is a determination is intact and unified. 6. Textbooks are to be able to stimulate, stimulate private activities of the students who use it. 7. Textbooks are to be conscious and decided to avoid concepts vague and unusual, so as not to confuse the students could use 8. Textbooks it must have a point of view or "point of view" a clear and unequivocal so that also eventually became the point of view of its users loyal. 9. Textbooks are to be able to provide stabilization, emphasis on the values of children and adults. 10. Textbooks are to be able can appreciate the personal differences of the students who use it
4. The Important of Role of Textbooks in the EFL Classroom
A textbook can be referred to as a published book specially designed to help language learners to improve their abilities (Sheldon: 1987). In addition to being a learning instrument, textbooks are also used as a supporting teaching instrument. The student's book usually comes with other materials such a workbook, a teacher’s book, or even additional multimodal text for a reference as a textbook package (Masuoh ara& Tomlinson: 2008). They are ‚designed to give cohesion to the language teaching and learning process by providing direction, support, and specific language- based activities aimed at offering classroom activities for students‛ (Mares:2003) and foster effective and quick learning of the language (Cunningsworth:1995).
The widespread use of textbooks in different ELT context requires little further explanation. It continues to play an essential role to play in ELT classroom is so extensive that is almost a universal element in ELT teaching (Hutchinson & Torres: 1994) and it is crucial to any ELT program (Sheldon:1988).Research has suggested that it is extremely common to see ELT professional incorporating the use of textbook for daily teaching purposes and very view of them would not use published ELT materials at some stage of their career (Byrd:2001& Shaw:2003).
Even though the importance of use of textbook in ELT has been justified by many different researches, opinions on whether textbooks can actually help or hinder the teaching and learning process seem to polarize. In view of this the researcher would also like to provide a literature review on pro and cons of using textbooks in EFL teaching.
5. The Need for Textbook Evaluation
The ever increasing number of textbooks on the market makes formulating the right choice in textbooks difficult (Cunningsworth 1995). Textbook selection can have a massive impact on the teaching and learning process as teachers would make references to the textbooks or even design the entire EFL syllabus around it. In that sense, the qualities of textbooks are often purchased without careful analyses. Frequently, a textbook selection is not based on its intrinsic pedagogical value, but of the perceived prestige of the author and or the publisher, or skillful marketing by the publishers. Preference is given to books printed in attractive covers or that teachers would blindly use the best – selling textbooks which are used in many other places.
A number of studies have suggested that most current global, local ELT textbooks are developed for commercial purposes bur are not based on principles of language acquisitions and development recommended by scholars and educators. Financial success has become the primary goal of textbook publishing. Instead of contributing positively to students’ development in the acquisition of the English language, many textbooks are in fact leading to learners’ failure in acquiring the language and in the worst case, contain serious pedagogical flaws and practical shortcomings.
According to Tomlinson (2008), the cause of learning failure is two fold. The first cause of failure is that possibly motivated by the need of commercial success, publishers would have to produce according to the public demand. Textbook writing as a result is molded according to the liking of teachers, parents, and administrators with heavy focus on teaching of linguistic items instead of creating opportunities for students to acquire the language. Also, teachers tend to choose textbooks that are designed to allow for minimal preparation for their classes. The second cause of failure is that instead of focusing on how learners could actually benefit from using the textbook, textbook writers relied on their intuition and produce materials what they think would work best for their intended users. Tomlinson (2008) biased towards perceived rather than actual needs of learners. Though the textbook written by professional writers is usually of good quality in items of organization, packaging and design, they tend to be lacking in qualities of being creative and imaginative.
In view of the above, it is therefore very important for us to conduct an EFL textbook evaluation so as to ensure ELT textbooks can effectively facilitate the attainment of our teaching objectives, and at the same time, be economically viable to teachers and students. Wrong choice of textbooks would be likely to negatively affect both teaching and learning. Financial resources would also be wasted.
6. A review of Textbook Evaluation as a Pedagogical Process.
ELT materials evaluation or more precisely textbook evaluation, ‚involves measuring the value or (potential value) of a set of learning materials (textbooks) by making judgments about the effect of the effect of the materials (textbook) on the people using them‛ (Tomlinson 2004) . The area of ELT textbook evaluation seems to be under-researched, with a limited supply of relevant literature. As summarized by McGrath (2002) have suggested that it would be best for textbook evaluation schemes to adopt a ‚leveled‛ approach in evaluation in which a first level overview ‚impressionistic‛ evaluation should be first conducted followed by an in-depth evaluation.
The work of Cunningsworth (1995) has helped to provide a good brief summary of how a leveled evaluation can be conducted. When applying the impressionistic method, we take the literal meaning of the method by quickly looking through the textbook cover to cover, to try and get an overview of of the strengths and weaknesses of the book. The overview can provide formation of a quick opinion as the design and structure of the textbook, such as how attractive the cover is, what ancillary materials come with the textbook, and how the textbook is sequenced. Textbooks found unsuitable for use would have been screened out after this process. An in-depth evaluation will be undertaken subsequently to provide a detailed evaluation of specific items in each textbook on areas such as how the exercises can cater for the syllabus and lear ners’ need. An example of an in-depth evaluation would be to select one or two chapters and look at the balance of skills and activities contained in each unit (Cunningsworth, 1995).
CHAPTER III RESEARCH METHODOLOGY A. Research Method This research was descriptive. Descriptive research or taxonomy research is intended for exploration and clarification concerning a phenomenon, by describing a number of variables regarding the problem and the unit under study. It has many models in descriptive research, such as survey methods, continuity descriptive, action research, study case, Analytical research and activities, Library and documentary research. Based on many models, the researcher will applied a Library and documentary researchthat was more applicable to this research because this method wasa research which concerned with the book, library anddocumentary research involving the use of texts and documents as source research material.
Descriptive has important steps as follows: 1) Identifying the significant problems to be solved through descriptive method. 2) Restricting and formulate the problem clearly. 3) Determining the purpose and benefits of research. 4) Performing literature related to the problems. 5) Determining the right frame of mind, and the research questions or hypotheses and research. 6) Designing the research methods to be used, including in this case determine the population, sample, sampling techniques, determining the data collection instruments, and analyzing data. 7) Collecting, organizing, and analyzing data using statistical techniques relevant. 8)
B.
Research Subject
This research evaluated the quality of English book at the third grade of SMP
1 Sinjai Utara .The researcher chose this book as a research subject because the researcher had studied there and found some problems about English book used at the third grade of SMP 1 Sinjai Utara and the researcher had known half of the teachers in this location.
C.
Types of Data
Type of data obtained was qualitative. Creswell (1998) stated that, qualitative research is an inquiry process of understanding based on distinct mythological traditions of inquiry that explore the social or human problem. The research builds a complex, holistic picture, analyzes words, reports, detailed views of informants, and conducts the study in a natural setting. The types of data that was obtained such us, the correlation book with syllabus, layout, content, suitability to learners, and other criteria. Qualitative data was be taken from evaluating book entitled English On Sky 3 by Mukarto, Suyatmiko,Josephine and WidyaKiswara.
D.
Instrument
The instrument of this research was assessment rubrics to facilitate researcher in evaluating the book English on Sky 3. This assessment rubric was created by Cunningsworth. Books were evaluated using common criteria, which were arranged in five major categories. They were general attributes, suitable to learners, physical and utilitarian attributes, efficient outlay of supplementary materials, and teaching-learning content. Each of these criteria had sub criteria.
E.
Technique of Data Collection
The technique of data collection used in this research was the measure went proposed by Sugiyono (2005) as follows:
1. Data Reduction Data reduction means summarizing, choose things that were fundamental, focusing on things that were important, as well as look for themes and patterns. The reduced data provided a clearer picture, facilitated researcher to conduct the further data collection, and looked for it if necessary.
2. Display Data After reducing data, the next step was to present the data, in qualitative research. Data presentation was conducted in the form of a short description, chart, relations between categories, and the like. The most often used to present data in qualitative research was narrative text. With the presentation of the data, it made it easier to understand what happened. Furthermore, in performing the data display, in addition to the narrative text, it also could be a graph, matrix, network (network), and charts.
3. Conclusion and Verification The last step in data analysis, was drawing the conclusions to get the validity picture of an object that previously was not clear or dark so that after investigation, it became clear, and made a causal relationship or interaction, hypothesis or theory.
CHAPTER IV FINDINGS AND DISCUSSION A. Findings Evaluating the quality of English book took English on Sky 3 as a subject of research. English On Sky 3 (students ’ English book in the third grade of SMP 1 Sinjai Utara) was written by Mukarto, Sujatmiko, Josephine, and Widya Kiswara, edited by Dwi Wahyu Priyanto and Anna Valentina, setting and layout by dept.setting, cover designed by FaridSabilach, print by PT. Gelora Aksara Pratama, and published by PT. Erlangga. This book has 195 sheets. The high and the length of this book are 24,9 cm and 1 cm.
After doing an analysis, assessment rubric of the book here had five criteria and each part had its own analysis:
1. General Attributes
General attributes explain about the book correlation in syllabus and curriculum in English KTSP syllabus of the third grade junior High School. There are 7 components: Basic Competence, Lesson Material, Learning Process, Indicator Achievement of Learning, Score, Time Allocation, and Sources.
First, it is about standard competence. It has 6 KD in the syllabus and 6 topics in the books. First, Basic Competence 1.1.dealt with responding to the contained meaning in transactional conversation (to get things done) and simple context of everyday life that involves speech acts: ask and give certainty, as well as expressing and responding to doubts. First topic in the book i s ‚Slice the Onion, Please! Contents of this topic are transactional and interpersonal conversations (talking about how to make things), monolog (how to make things), Language focus (giving instructions, expressing and asking for certainly, expressing and responding to doubt), Grammar points (some and any, adverb of manner), vocabulary (food and drink), pronunciation (/ ө/ sound).
Basic competence 2.1 dealt with responding to the contained meaning in the functional simple short oral text accurately, fluently, and thank to interact in the context of daily life. The second topic in EOS 3 is Animal reports, contents of this topic are transactional and interpersonal conversations (talking about animals), monolog (reporting a certain animal), language focus (giving compliments, expressing an opinion), grammar points (possessive pronouns, modal can, introductory there), vocabulary (kinds of sounds that animals make, pets, wild animals, anatomy of animals), pronunciation (/i:/ sound).
Basic competence 3.1 dealt with expressing meaning in transactional conversation (to get things done) and simple short interpersonal (social) by using a variety of oral language accurately, fluently and thankful to interact in the context of daily life that involves speech acts: ask and give certainty and express and respond doubt. The third topic in EOS 3 book’s is discovering plants, contents of this topic are; transactional and interpersonal conversations (talking about plants), monolog (reporting a plan), language focus (describe something, giving opinions), grammar points (elliptical sentences with so, neither, too, and either both, neither), vocabulary (kinds of plant, parts of plants), pronunciation (/ α:/ sound).
Basic competence 4.1 dealt with expressing meaning in the form of a simple short functional oral texts by using a variety of oral language accurately, fluently and thankful to interact in the context of daily life. The fourth topic in EOS 3 is where water flows a long way away. The contents of this topic are conversation transactional and interpersonal (talking about what you see), monolog (reporting a certain river), language focus (comparing things, expressing politeness), grammar points ( degrees of comparison, superlative adjectives, the most and the longest), vocabulary (natural disasters, river system), pronunciation (/
ʧ/ sound). Basic competence 5.1 dealt with responding to the meaning and rhetorical stages of a simple, short essay accurately, fluently and thankful to interact in the context of daily life in the form of text and the report procedure. The fifth topic in the book is ‚enchanting story lines‛, contents of this topic are: conversation transactional and interpersonal (talking about story telling), monolog (a story about the foolish donkey), language focus (giving some tips, breaking and responding to surprising news), grammar points (present perfect continuous, past perfect), pronunciation (/k/ and /g/ sounds).
Basic competence 6.1 dealt with expressing meaning in the form of a simple short functional written texts by using a variety of written language accurately, fluently and thankful to interact in the context of daily life. The sixth topic in the book is ‚Modern Technology‛, contents of this topic are: conversations transactional and interpersonal (chatting on the internet), functional text (advertisement, homepage, chat room), language focus (asking someone to repeat information like pardon, sorry, etc.), pronunciation (/s/ and /z/ sounds).