A COMPARATIVE ANALYSIS OF THE TEXTBOOK USED
FOR FIRST YEAR STUDENTS OF SMPN 1 SAKRA
TIMUR
AND MTs. NW MENCEH ACADEMIC YEAR 2008/2009
CHAPTER I
INTRODUCTION
1.1 Background
Learning English is very
important because English is an international language. Parts of society have
realized that English is very important in their life. If they go to abroad,
they will use English to communicate to other because they can not use their
native language there due to the fact that people there don’t understand it, so
they use English to communicate to others because English is an international
language.
Nowadays, English is one
of the subjects at schools. In learning English at schools, textbooks are the
key component. Textbook is an important resource. For the teacher in the
assisting students to learn English. It is foundations of school instruction
and the primary source of information for students and teachers. Textbook
serves as one of the main instruments for shaping knowledge, attitudes and
disciplines of our students.
In Indonesia, textbook
serve as the basic for much of the language input that the learners receive and
the language practice that take place in classroom. In some situations,
textbooks may function as a supplements to teacher’s instruction in the ESL
teaching and learning process. For most teachers, textbooks provide the
foundation for the content of lesson, the balance of the skills taught, as well
as the kinds of language practice that the students engage in during class
activities. For ESL learners, textbooks become the major source of contact that
they have with the language apart from the input provided by the teacher.
In language learning,
textbook takes a significant role during the process of teaching and learning.
It is absolutely a difficulty for teacher to teach systematically without a
textbook. A textbook also provide a guarantee for students on their systematic
revision about what they have learn and guarantee for them about what they are
going to learn.
Textbook is designed
with following the curriculum. This curriculum is arranged by the government
and the textbooks always been redesigned based on the curriculum that is
approved by the government. When the curriculum is redesigned automatically the
publishers of the textbook also redesign their display of their textbooks.
Curriculum will have meaning
and function to develop students, when it is applied and transformed by the
teachers to their students in an activity called “teaching and learning
process”. In other words teaching and learning process is the implementation of
a curriculum.
According to the
explanation above the writer concludes that learning English is very important
because English is international language, to support this students need
textbook to support teaching learning process in classroom. Textbooks are key
component to support teaching learning process, beside that textbook should
based on the curriculum that arranged by government.
As we know that commonly
urban school have better facilities than rural school, due reason maybe because
the position of urban school near to the central information. As a result, the
students can easily find supporting materials, such as the textbook used. The
writer decided to investigate the textbook used in urban school and suburb
school because at this time the societies always interpret that urban school is
better than suburb school. In this case is textbooks used in SMPN 1 Sakra Timur and MTs. NW Menceh.
1.2 Statement of Problems
In this research, the writer is
going to answer some problems related to the textbook analysis. The problems is
elaborated into several research questions as follow:
1.
What textbooks are used for the first year
students of SMPN 1 Sakra Timur and
for those of MTs. NW Menceh?
2.
Do the schools use different or similar
textbooks? In what ways are the textbooks different or similar?
3.
Are the textbook relevant with the expectation
of the current policy on curriculum.
1.3 Objective of Study
The objectives of doing this
research are as follow:
1.
To identify the textbook those are used for the
first year students of SMPN 1 Sakra Timur
and MTs. NW Menceh.
2.
To compare or contras the textbooks that are
used for the first year students of SMPN
1 Sakra Timur and MTs. NW Meneh.
3.
To explain the relevancy of the textbooks
expectation based on curriculum.
1.4 Scope and Limitation
This research take place in SMPN 1 Sakra Timur and MTs. NW Mencehe on the academic year
2008/2009 for the first year students.
1.5 Significance of Study
The findings of the research are
expected to be significant for:
1.
The teacher
Teacher can determine the appropriate
textbook related to the students’ needs.
2.
The students
Textbooks used are suitable with
student needs so the textbook can motivate students to learn.
3.
The school
School can determine the kind of
facilities used by students and teachers to improve their competencies.
1.6 Definition of Key Terms
There are some key terms that the
writer wants to clarify them are:
1.
Textbook
Textbook is a book used at school
or colleges for the formal study of a subject in addition textbook is defined
as a manual of instruction a standard book in any branch of study.
2.
Comparative study
Comparative study is the act of
comparing two or more variables with a view to discovering something about one
or all of the variables being compared. In other definition, comparative study
looks at two or more similar focuses on a few specific characteristics. This
method can also be used to compare the same group, condition or individual over
time. Comparisons may be qualitative or quantitative. In this study analysis
requires the descriptive of textbooks. Therefore, it is necessary to clarify
the definition of descriptive study. Based on descriptive study is a study that
focuses on a particular situation or set of situation, reports on important
aspects observed, and attempts to determine the interrelationship among them.
In addition descriptive study is involves collecting data in order to test
hypothesis or to answer question about opinions of people about a topic or
issue.
Based on the statement above, comparative study is to
compare two or more variables to look for the similarities or differences
between variable. In this research the writer is going to compare two textbooks
from two different schools and the writer look for the similarities and
differences between both textbooks, but not only the similarities and
differences but also the content of textbook with the curriculum.
CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 Language and Language Teaching
Whenever we talk about language, we
start asking for ourselves of what really mean term language. Several experts
try to explain about a language, based on some specific elements in a language.
A language is a system of sound and
meaning. “As a language is systematic, the learners of the language can make a
systematic approach to the language by making sentences asking, question,
negative sentences or using grammar of the language” (Frankin cited in Nur
Asiah (2005)).
Language is as medium of
communication. Human being uses the language to communicate with other.
Language can be studied from numerous points of views. Some linguists define it
differently. Anderson and Stageberg (cited in Nur Asiah 2005) said that
language is purely human and non instinctive method of communicative ideas,
emotion and desires by mean a system of voluntary produced symbol.
This opinion seems to be supported
by Finochiaro (cited in Widya, 2006), she said that language is a system or
arbitrary vocal symbol which permit all people in given culture, to communicate
or to interact.
When talking about second language
teaching and learning, our association runs to a complex and systematic process
of transferring values and rules to the learners. Brown (cited in Widya, 2006)
defines that “teaching” is guiding and facilitating learning, enabling learners
to learn and setting the condition for teaching, the condition for learning. In
other hand, many experts agree that language teaching has means as both what is
being taught and the means by which it is being taught (Allwright and Bailey,
1991, Cook: 1991, Ellis: 1992 in Widya, 2006). In term of teaching, all of
language teaching activities are aimed to construct the language use through
discussion, communication task and role plays (Littlewood, 1994). Through these
activities it is expected that English language teaching achieved its objectives.
2.2 Language Teaching and Textbook
Hutchinson and Torres (cited in
Widya, 2006) say that there is no teaching learning situation is complete until
it has its relevant textbook. It means that the textbook itself is created
right just before the curriculum, or the curriculum creates the textbook, which
is relevant. Even most of time, textbook and the curriculum are created in the
quite same time. It is because that the curriculum and the textbook are
integrated and as a range of system in teaching and learning.
The textbook itself helps the
teachers to teach their students systematically. Grant (cited in Widya, 2006)
explains that most of general English teachers find some difficulties in
teaching material without a textbook. For teachers, a textbook is needed. It is
may be a different thing for ESP classroom that needs of the learners. But if
there are teachers that do not need a textbook, they probably have plenty of
time to prepare the material or they are genius people.
For students, as Grant (cited in Widya,
2006) states that, a textbook offer the students fully arranged revision about
tasks that they have done. And also it givens the students a brief explanation
about the tasks that they are going to do for the next meeting. Or, at least a
textbook gives the students and also the teachers a clear guideline and
description about what the materials is going to talk about for their next
meeting. In other hand, a handful folder used in a classroom that seems to
failed in order to fulfill the needs of the teachers and the students about a
systematic book.
It is answering the question of what
a textbook can do. Furthermore, Grants (cited in Widya, 2006) explains that the
textbook itself is able to give the students and the teacher about what should
be taught or learned. Also, a textbook provides the description of the method
that is going to be used by the teacher on the next to be taught materials. For
the students, a textbook is an aid in learning a second language.
Other researchers also sign about
the side effects of the textbook, such as Swan (cited in Hutchinson and Torres
in Widya 2006). He states about it as just a tool to loosen the teachers’
responsibilities in participating in daily decision about materials that will
be given and the method that will be used in teaching the next given materials.
The teacher can be easily ignoring their actual job by only sitting back behind
the table and given the responsibility in teaching the students to the
textbook. They just order their students to do the exercise. Or, the teachers
are easily relaxing at their office and let the students and the textbooks run
the system.
Finocchiaro (cited in Widya, 2006) n
writes that English curriculum programmed, from general English specified
English is designed effectively and efficiently that enable the learners to
meet completion at the end of the course. Or, the learners want to continue
studying and in the purpose of self-learning. Even, it enables the learners to
improve their skills and giving a specialization in any aspects of English
based on the learners’ choice.
Finnochiario (cited in Widya, 2006)
in describe that, although each sides of English skills or its feature maybe
practiced not in the same time. But it can also be practiced in real life
situations. The four integrated skills are used together by the learners so
that they can be aware of independency or the skills relationship in real life.
2.3 The Nature of Textbook
Textbooks are so many, and so
varied, that it is very difficult to make accurate generalizations about them.
According to Neville Grant (1992) that there are two very broad categories of
textbooks. It is not always possible to place particular textbooks firmly
within either of these categories, as there is a continuum from are categories
to another. The two categories are traditional textbooks, and communicative
textbook.
Traditional textbook tries to get
students to learn the language as a system. Once they have learned the system,
it is hoped that they are then quipped to use the language for their own
purposes in any way they think fit.
Traditional textbooks have all or
most of these characteristics:
1.
They tend to emphasize of the forms, or
patterns, of language (the grammar) more than the communicative functions of
language-the jobs, we do using it. For example, asking for information, making
requests, apologizing, asking the way, etc.
2.
They tend to focus on reading and writing
activities, rather than listening and speaking activities.
3.
They often make use of great deal of first
language.
4.
They emphasize the important of accuracy.
5.
They tend to focus rather narrowly on a syllabus
and examinations.
6.
They are often attractive to some teachers,
because they seem easy to use, and are highly examination-orientated.
And the communicative textbook tries
to solve this program by creating opportunities for the students to use the
language in classroom, as a sort of ‘halfway house’ before using in real life.
Communicative textbooks vary quite a
lot, but very broadly they have the following characteristic:
1.
They emphasize the communicative functions of
language the job people do using the language - not just the forms.
2.
They try to reflect the students’ need and
interest.
3.
They emphasize skills in using the language, not
just the forms of the language, and they are therefore activity-based.
4.
They usually have a good balance among the four
language skills, but many emphasize listening and speaking more than a
traditional textbooks does.
5.
They tend to be very specific in their
definition of aims.
6.
Both content and methods reflect the authentic
language of everyday life.
7.
They encourage work in groups and pairs, and
therefore make heavier demands on teachers’ organizational abilities.
8.
They emphasize fluency, not just accuracy.
According to Tarigan and Tarigan (in
Maini Hariati, 2006) there are 4 criteria used to classifying a textbook:
1.
Based on the subject in SD, SMP, SMU and SMK
2.
Based on the subject in the college
3.
Based on the writing of textbook
4.
Based on the writer’s number of textbook.
2.4 The Analysis of Textbook
How necessary is a textbook? The
answer to this question depends on the teachers’ own teaching style. The
resources available to them, the accepted standards of teaching in every
language school, etc.
No textbook is perfect. Therefore,
teachers should have the opinion of assigning supplementary material based on
their own specific needs in their own specific teaching situation.
As teacers, many of us have had at
the responsibility of evaluating textbooks. Often, we have not been confident
about what to base our judgment on, how to qualify our decisions, and how to
report the result of our assessment, it seems to us that to date textbook
selection has been made in haste and with a lack of systematically applied
criteria.
Two types of criteria are introduced
in this scheme: internal criteria which are language-related and external
criteria which give a broader view of the book. Under the pronunciation
criterion, the presentation of pronunciation requires attention to: (1)
completeness of presentation which refers to the coverage of the sounds and
suprasegmentals, (2) appropriateness of presentation which concerns whether or
not students are from a single language background, and (2) adequacy of
practices which deals with both the quality and quantity of practice. By
quality what is meant is practice in a context, i.e. sounds practiced in words,
words in sentences, etc.
Under grammar criterion, (a)
adequacy of pattern inventory deals with how much of the structures should be
presented and how well it is presented, (b) appropriate sequencing refers to
the organization of presentation, that is to say, simple sentence patterns
should come first, introduction of new structures must rest on already-mastered
simpler patterns, etc, and (c) adequacy of drill and of practice refers to
judgments about how readily students can discern a form and about how much
practice is required to guarantee this adequacy.
Twenty one years later, Penny Ur
(1996, P. 186) in Ansary and Babaii offers another checklist with more or less
a similar focus and approach to EFL/ESL textbook evaluation. A cursory look at
its contents indicates that still O good’ pronunciation practice, O good
grammar, presentation, grading and sequencing, culture and pedagogical concerns
in presentation, vocabulary practice, topics being interesting to different
learners, etc. are emphasized as “grounds on which one might criticize or
reject a textbook” (P.184)
Stradling (Nicholls in Widya, 2006)
states there are some categories that should be investigated. Those categories
should be considered in analyzing a textbook. The first one dealing with
evaluation of a textbook content. The second one is identifying the textbook’s
pedagogical values. The third one is identifying the intrinsic qualities in the
history textbook. And the last one is dealing with the extrinsic factors that
may impact on the textbook.
Another addition is formed by
Nicholls (in Widya, 2006) who argues that the addition of categories which
evaluate the style form of a textbook is only the outside of the analysis about
the information that is included or omitted
only to find out how the content of a textbook is present.
The other researchers that have
dealt with the materials analysis and evaluation are Hutchinson and Water (in
Widya, 2006). They argued that the materials evaluation is done in order to
seek the fitness of the specific purposes of language learning. For example,
they argued hat the evaluation of a textbook or material given whether it is
for the schools or course usage, will lead to a large spending in money in
published course. Or even it will lead to a large spending of time in teacher
produced or adapt materials. Even though, hey stated the end of the course or
of the academic years will make consequences of having a bad choice. The careful
evaluation and analysis on the material or the textbook will save the sense of
guild and frustrations of giving the wrong choice to the students.
This careful evaluation and
analysis, they argued has to be done as objectively as possible if the teachers
want to give their students the best choice of a textbook or material that they
are going to use. Beside that, the best way to be taken by the teachers in
analyzing and evaluating the textbook or the material is to be taken a deep
look on the needs and solution separately. It means that the final purpose is
the main consideration to be thought about by the teachers.
It is still important to be able to
evaluate the books you are using on some sensible, principled basis. This
process of evaluation is the first step to wards deciding how a textbook should
be most profitably used in your classroom and how it should be adapted.
According to Neville Grant (1992:
118-121) there are thee stages of evaluation then are follows: (1) initial
evaluation, (2) detailed evaluation, (3) in-use evaluation.
There are three stages of evaluation
in more detail:
1.
Initial evaluation
Once way of finding out whether a
book is worth looking at more closely is to apply the ‘CATALYST’ test. A
textbook should act as a laboratory, it should facilitate change. For this
reason, the CATALYST test is very appropriately named. The eight letters in the
word CATALYST represent the eight criteria by which we can decide whether
a textbook is suitable for our
classroom.
The words in the mnemonic represent
the key question we should ask ourselves:
1)
Communicative? Is the textbook communicative?
Will the student to be able to use the language to communicate the result of
using the book? Many teachers regard this as a fundamental question.
2)
Aims? Does it fit in with aims and objectives?
These may be laid down by the authorities, or devised by ourselves.
3)
Teachable? Does the course seem teachable? Does
it seem reasonably easy to use, well-organized, and easy to find your way
around?
4)
Available add-ons? Are there only useful
‘add-ons’ – additional materials as teachers’ book, tapes, workbooks, etc? if
so, are they available?
5)
Level? Does the level seem about right?
6)
Your impression? What is your overall impression
of the course?
7)
Students’ interest? What is your student likely
to find the book interesting?
8)
Tried and tested? Has the course been tried and
tested in real classroom? Where? By whom? What were the results? How do you
know?
2.
Detailed evaluation
Once we have applied the CATALYST
test, and decided that a textbook will do, we then have do decide how well it
will do, and whether it is more, or less, suitable then other textbooks that
are available. Of course, it would be ideal to try the course out. This is what
many language schools do. After piloting a new course for a term or so, they
then decide whether to adopt it or not. If we evaluate more than one textbook
and decide one of them.
Three conditions mentioned in
detailed evaluation are:
1)
Does the course suit the students?
2)
Does it suit the teacher?
3)
Does it suit the syllabus?
3.
In-Use evaluation
Once we have adopted a textbook, it
is of course necessary to re-evaluation it constantly. No questionnaire,
however elaborate, can give a conclusive answer to the final test: does it work
in the classroom? This evaluation process should be continuous, even in
situations where you do not plan, for financial or other reasons, to replace
the textbook for some time.
The other textbooks evaluation can
we find in Jeremy Harmer (1998) there are nine main areas which teachers will
want to consider in the books which they are looking at.
Teacher should try to follow this
4-stage procedure.
Analysis : the teacher can look through the various books on offer, analyzing
each for answers to the question. It helps to have a chart to write down the
answers for this so that the information is clearly displayed.
Piloting : By far the best way to find a book’s strengths and weaknesses is to
try it our with a class, seeing which lesson work and which don’t. if teachers
are teaching more than one group at the same level, they may want to teach two
different books to compare them.
Consultation : Before choosing a book, teachers should try and find out if any of
their colleagues have used the book before and how well they got on with it.
Through discussion, they can get an idea about whether or not the book is
likely to be right for them.
Gathering
opinions : Anyone who might have an opinion on the book is worth speaking to,
from the publisher and bookshop owners, to colleagues and friends. It is also a
good idea to let students look through the book and see how they react to sight
of it, if they express a preference which you agree with, they are likely to be
more committed to the textbook.
Furthermore, Celce-Murcia (in Maini
Hariati, 2006) that several guidance point to analysis a textbook are as
follows:
1)
Bibliographical data
-
Title
-
Level of proficiency
-
Author (s)
-
Publisher
-
Data publication
-
Numbers of volumes
-
Number of pages
-
Price of textbook
-
Self-contained or part of series
-
The professional qualification of the authors
2)
Aims and Goals
-
Aims and goals
-
Distribution of emphasis among the language
skills
-
How much material is covered
-
Distribution of new teaching point evenly
dispersed through out the text
-
The text intends teacher or learners
3)
Topic and context of subject cover the theme of
interest, situation of necessity and linguistics’ need
-
The conceptual level (concrete vs. abstract)
-
How are the units and lessons organized.
-
Is the culture integrated in the text dialog and
exercise and is it treads as supplemental or optimal material.
2.5 The Characteristics of Good Textbook
According to Jeremy Harmer (1998)
states that students often feel more positive about textbooks than some
teachers. For them, the textbook is reassuring, it allows them to look forward
and back, giving them a chance to prepare for what’s coming and reviews what
they have done. Now that books tent to be much more colorful then in the old
days, students enjoy looking at the visual material in front of them.
For teacher too, textbooks have many
advantages. In the first place, they have a consistent syllabus and vocabulary
will have been chosen with care. Good textbooks, for example, to back them up.
They have dependable teaching sequences and, at the very least, they offer
teachers something to fall back on when they run out of ideas of their own.
As stated previously that textbook
plays the crucial role, especially it is adopted as main aid in teaching
learning process which also depends upon individuals, their need and their
relationship in classroom.
Teacher plays a principle role,
especially in teaching learning process his/her responsibility is not only
limited as a teacher, controller, motivator, but as facilitator of learning. It
means that teacher gives easiness to the student inactive learning. The
activities can be done in many forms, like: choosing the available resources
and the instrument of learning like textbook which is needed by the students.
Tarigan and Tarigan (in Maini
Hariati, 2006) stated that a good textbook has to fulfill ten criteria as
follows:
1.
Textbook has to interest student motivation.
Good textbook can make interest students motivations, so automatically the
students want to learn. If the students automatically want to learn by
themselves, it can easier for them to understand the subject.
2.
Textbook has to make interest illustration. Good
textbook can make interest illustrations, in the students’ opinion textbook it
means study, so if in the textbook there are interest illustration that can make
change the students’ opinion.
3.
Textbook should be related to other subjects.
Good textbook is related to other subject for example textbook for vocational
school the textbook that they used related to other subject.
4.
Textbook should be able to stimulate personal
activities of student. Good textbook can able to stimulate personal activities
of students. Every student has their own interest so good textbook should be
able to stimulate personal activities of students.
5.
Textbook motivate the students who use it. Good
textbook can motivate the students who use it.
6.
Textbook should be considered linguistics aspect
which appropriate with the students’ level. Good textbook should be considered
linguistic aspect appropriate with the students’ level; with appropriate the
students’ level can make easier for the student it selves.
7.
Textbook has to aware and firm or clear to avoid students’ confusion about
vague concept. Good textbook has to aware and firm to avoid students’ confusion
about vague concept, of course if there is vague concept it can make confuse
the students. So good textbook should avoid a vague concept.
8.
Textbook has to have clear point of view. Good
textbook has to have clear point of view, this is not also for the students but
also for the teachers. Textbook is like guiding for teacher and students.
9.
Textbook has to be able to give emphasizing on
the value of students’ age (children value or adult value). Good textbook has
able to give emphasizing on the value of students’ age because at that age
students easier to imitate what the students get it, so with focusing on the
value of students’ age good textbook can give good examples.
10. Textbook
has to appreciate individual differences of students. Good textbook has to
appreciate individual differences of students because each student came from
different background, culture and level so good textbook can covered all the
students’ differences.
2.6 Relevant Study
In this part, the writer states the
relevant research which is possible in adding the readers’ view on the textbook
used. In this instance, actually the writer never found out or listened about
the same research on the textbooks used. However, the writer found one research
that is relevant with the recent study, that was done by Widya (2006).
There is no teaching learning
situation is complete until it has its relevant textbook. It means that the
textbook itself is created right just before the curriculum, or the curriculum
creates the textbook, which is relevant. Even most of time, textbook and the
curriculum are created in the quite same time. It is because that the
curriculum and the textbook are integrated and as a range of system in teaching
and learning.
The textbook itself helps the
teachers to teach their students systematically. Grant (in Widya 2006) explain
that, most of general English teachers find some difficulties in teaching
material without a textbook. For teachers, a textbook is needed. It is may be a
different thing for ESP classroom that needs of the learners. But if there are
teachers that do not need a textbook, they probably have plenty of time to
prepare the material or they are genius people.
2.7 Theoretical Framework
Textbook used is the most important
is teaching learning process. Learning without textbook is empty action an
active process to get the information from the book. Therefore, the teacher
should have purpose of textbook used in teaching learning process in classroom.
In textbook used the students can apply some techniques and strategies which
are matching with the target of learning with used textbook because without
book is not easy activity, in order they can understand in teaching learning
process.
The textbooks are used for the first
year students of SMPN 1 Sakra Timur
and the first year students of MTs. NW
Menceh, there are differences and similarities from one another. In this
case, the teachers are needed to prepare themselves as part of the system. The
teacher needs to prepare themselves as a facilitator and mediator. Teachers
need to be creative to make interesting material so the students can be
interested.
CHAPTERI III
RESEARCH METHODOLOGY
In this chapter, the writer
discusses about research design, research object, sampling technique, research
instrument and data analysis.
3.1 Research Design
In this research, the writer used
comparative method, which method that used to compare two or more variables or
events. Comparative research will find the similarities or the differences of
something, people, procedure of work, ideas… (Arikunto, 1998: 247).
3.2 Research Object
The object of this research is the
textbook used for the first year students at SMPN 1 Sakra Timur and for those at MTs. NW Menceh academic year of 2008/2009.
3.3 Sampling Technique
Populations of the study are the
textbooks used for the first year students of SMPN 1 Sakra Timur and MTs.
NW Menceh academic year 2008/2009. For this reason, the technique of
sampling is purposive (sampling).
3.4 Data Collection Procedure
In order to obtain data needed in
this research, the writer uses the following methods:
1.
Interview
Interview is a method, which is used
to gain the data by making face-to-face communication. In relation to this, it
is said that interview is method to gain the data by oral question.
2.
Questionnaire
Questionnaire is established for
English teacher to gather the data about choosing a good textbook. The
questionnaire used in this research, consisted of closed-ended and open-ended
questions.
3.
Secondary resources
Secondary resources are the method to
seek the data such as notes, transcripts, book, magazines, etc.
3.5 Data Analysis
In analyzing the data, the writer
investigated the textbook. According to Strading (2001) in Nicholls (2006)
there are 4 steps to follow, namely:
1.
The writer identified the textbooks for the
first year students used by the students of SMPN
1 Sakra Timur and MTs. NW Menceh.
2.
The writer compared the textbooks in order to
find out the similarities or the differences between them. If the textbooks are
different one from another the writer identified what their difference are.
3.
In this step the writer analyzed the textbooks.
The writer Neville Grant evaluation. There are three stages of evaluation, they
are as follows:
a.
Initial evaluation
In
this evaluation the writer used CATALYST test. This test has been explained in
the review of related literature. The writer used CATALYST test to identify
whether or not the textbooks used in the classroom are suitable. In this
evaluation the writer gave questionnaire to the teacher, following the
procedure on CATALYST test.
b.
Detailed evaluation
In
this evaluation, the writer will use questionnaire to find out the answer of
the following questions:
1)
Does the course suit their students?
2)
Does it suit teacher?
3)
Does it suit the syllabus?
c.
In-use evaluation
In
this evaluation the writer interviewed the teacher to support the information
above and to evaluate whether or not the textbooks work in classroom.
4.
At least the writer analyzed the textbooks used
in both schools in terms of their relevance the students’ needs and curriculum
expectation.
REFERENCES
Ansary,
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Evaluation.
Arikunto, Suharsimi. 2003. Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.
Grant, Neville. 1987. Making
the Most of Your Textbook: Longman Keys to Language Teaching. Longman UK
limited
Hatiati, Maini, 2006. A
Study on Textbook Influences Towards Teacher’s Method in Teaching Reading Skill
at MTs. NW Surabaya Sacra East Lombok in Academic Years 2006/2007.
Hermer, Jeremy, 1998. How
to Teach English. Longman UK Limited.
Hindrawati, Ida Ayu Kadek, 2003. The Relevance of English for Communication by Brandon Hisly with the
Content of 1999 Curriculum.
http:www.msdnaa.net/curriculum/glossary.aspx. accessed on
July 8th 2007 at 17.00 PM.
http:wwww.csc.noaa.gov/mpass/tools.comparativr.html.
accessed on July 8th 2008 at 17.000.
Noviyanti, Widya, 2006. The
Analysis of “English on Sky” by Mukarto, M.Sc: A Study at Seventh Grade of SMP Negeri
10 Mataram in academic year 2005/2006.
Nurkencana, Wayan dan PPN. Sumartana. 1986. Evaluasi Pendidikan. Surabaya: Usaha
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