CHAPTER I

INTRODUCTION

A. Background

In this globalization era, English becomes an absolute necessity. English

has been known in many parts of the world and has been used in various

purposes (Sharifian in Naji and Pishghadam, 2012: 84). Hence, learning English

becomes a necessity for all people. Many countries make learning English

become one of important subjects in their educational system.

Besides, Chang (2006: 514) also suggests that English has been one of

foreign languages which are included in the curricula of the educational

institutions. In line with Chang’s statement, our national education system has

implemented curriculum which includes English in it to improve learners’

proficiency level so they can be good competitors in the global world.

Indonesian Ministry of Education and Culture has launched Curriculum 2013 as

the latest curriculum which is used in Indonesia. Curriculum 2013 is expected to

meet the Act No. 20 of 2003 about National Education System where national

education must function optimally as the main vehicle in nation and character

building.

In this curriculum, coursebooks have been the main component in English

teaching-learning activity. Coursebooks become the main learning source to

fulfill basic competences (Kompetensi Dasar/ KD) and core competences

(Kompetensi Inti/ KI). They determine content, methods and procedures for

  1 

 
 teaching learning process. They also provide a systematic syllabus whom teacher

could follow in their teaching process.

Thus, coursebooks must meet the standards which has been designed by

government through the Institution of National Education Standards (Badan

Standar Pendidikan Nasional). Besides meet the standards from BSPN,

coursebooks must fulfill the criteria of a good coursebook as the teaching-

learning material from some experts. To know whether the coursebook was

fulfill these standards, evaluation is needed.

B. Research Questions

Based on the background of the study, the problems are formulated as follow:

1. does the English coursebook meet the criteria of a good coursebook

suggested BSNP and some ELT experts?

2. how are those criteria fulfilled by the coursebook?

C. Objectives of the Research

The objectives of this research are as follow:

1. to know whether the English coursebook meet the criteria of a good

coursebook suggested BSNP and some ELT experts.

2. to describe how those criteria are fulfilled by the coursebook.

  2 

 
 CHAPTER II
LITERATURE REVIEW

There are some elements which support teaching-learning process,

especially in English teaching-learning process. They are learner or student,

teacher, materials, media or teaching aids, method, curriculum and environment.

Learner, teacher and material become the main elements. Materials are used by

the teacher in order to transform knowledge to the learners. Hence, materials

become the key component in most language programs.

Because materials become the key component in most language

programs, materials must accomplish the standardizations. We must check the

materials whether they include all aspects that students need or not. In other

words, the materials must be evaluated.

The materials arrangement should be done according to the curriculum.

Besides, the materials should consider the other aspects such as physical

appearance, language content, students’ ability and students’ socio-cultural

background. However, there are some materials used by the teachers have not

accomplished those standardizations. Thus, the evaluation is needed in order to

improve the quality of the materials.

A. Coursebooks as the Teaching-Learning Material

There are three main elements in the teaching-learning process. They are

learners, teachers, and materials. This study will focus on the teaching-learning

materials. Richards (2001: 251) suggests that teaching materials are a key

component in most language programs. This may take the form of (a) printed

  3 

 
 materials such as books, workbooks, worksheets, or reader; (b) non-print

materials such as cassette or audio materials, videos, or computers-based

materials; (c) materials that comprise both print and non-print sources such as

self-access materials and materials on the internet. In addition, materials not

designed for instructional use such as magazines, newspaper, and TV materials

may also play a role in the curriculum. In this study, researchers will focus on

one of the printed teaching-learning materials in the form of books which is

coursebooks.

In this term, coursebooks are books of which the teacher, usually, each

students has a copy, and which are in principle to be followed systematically for

a language course. According to Hutchinson and Tores (1994) in Tsiplakides

(2011: 758) “coursebook is a common element in the teaching of English as a

second or foreign language”. Indeed, it has been argued that the coursebook is an

almost universal element of ELT teaching. In the other hand, the presence of a

coursebook is very important in teaching-learning process. This statement has

been revealed by Indonesia’s educational system. Related to Government

Regulation No. 13 of 2015 as the Second Changes of Government Regulation

No. 19 of 2005 about National Education Standards, coursebooks became the

main learning source to fulfill based competences (Kompetensi Dasar/ KD) and

core competences (Kompetensi Inti/ KI). The same thing had been delivered by

Alan Cunningsworth. As Cunningsworth (1995: 5) explained, “Coursebooks are

best seen as a resource in achieving aims and objectives that have already been

set in terms of learner needs. In his book, he also delivered some role of

  4 

 
 coursebooks in ELT. Related to Cunningsworth (1995: 5), coursebooks had

multiple roles in ELT and serve as:

a. a resource for presentation material (spoken and written),

b. a source of activities for learner practice and communicative interaction,

c. a reference source for learners on grammar, vocabulary, pronunciation, etc.,

d. a source of stimulation and ideas for classroom language activities,

e. a syllabus (where they reflect learning objectives which have already been

determined),

f. a resource for self-directed learning or self-access work,

g. a support for less experienced teachers who have yet to gain in confidence.

In the other hand, there are some arguments which are against the use of

coursebooks. Cambridge University (1996) in Ur (1996: 185) suggests some

argument against the use of coursebooks, they are: (1) Inadequacy, every class - in

fact, every learner - has their own learning needs: no one coursebook can possibly

supply these satisfactorily; (2) Irrelevance, lack of interest. The topics dealt with

in the coursebook may not necessarily be relevant or interesting for your class; (3)

Limitation, a coursebook is confining: its set structure and sequence may inhibit a

teacher's initiative and creativity, and lead to boredom and lack of motivation on

the part of the learners; (4) Homogeneity, coursebooks have their own rationale

and chosen teaching/learning approach. They do not usually cater for the variety

of levels of ability and knowledge, or of learning styles and strategies that exist in

most classes; (5) Over-easiness, teachers find it too easy to follow the coursebook

  5 

 
uncritically instead of using their initiative, they may find themselves functioning

merely as mediators of its content instead of as teachers in their own right.

Related to those roles of coursebooks and those arguments against the use of

cousebooks from Government Regulation and some experts, we can infer that we

must use the coursebooks to be the service of teachers and learners, not to be their

master. We must use the coursebook as the main teaching-learning source, not the

only one. Teacher should look whether the book had fulfill all of students’ and

teachers’ needs because not all of coursebooks are fulfill the standardization.

Therefore, we should adopt the coursebooks related to our needs and evaluate the

coursebooks.

B. Evaluation
1. Cousebooks Evaluation
The reason why coursebooks need to be evaluated is they might be

suitable and ideal in a particular situation and with some particular students but

they might turn out to be unuseful in a different situation (Richards, 2007:256).

The other reason as Cunningsworth (1995: 14) has been emphasized is to identify

particular strengths and weaknesses in coursebooks (or coursebooks) already in

use. Materials, especially coursebooks, need to be evaluated at every stage of the

course in order to find their weaknesses and improve them (Zohrabi, 2011:214).

As the conclusion, we need to evaluate coursebooks because we need to find the

weaknesses and the strengths of the coursebooks and to find if they are suitable

for the students or not so we can improve them.

  6 

 
 Robinson (1991) in Zohrabi (2011: 216) proposes three types of material

evaluation: “preliminary, summative, and formative.” She states that preliminary

evaluation takes place before the course begins and a checklist can be used to

evaluate or select a coursebook. Summative evaluation is performed at the end of

the course and investigates whether the coursebook is effective or has any

deficiencies. Formative evaluation is carried out during the lifetime of the course

and the weaknesses are identified and possible modifications are made.

The other types of evaluation is also mentioned by McDonough and Shaw.

McDonough and Shaw (1993) in Zohrabi (2011: 216) mention two types of

evaluation: external evaluation (investigating cover, table of contents, and

introduction) and internal evaluation (investigating every aspect in detail).

Actually, these kinds of evaluation can be done together. We can do both external

and internal evaluation when we do book evaluation. Gertler et al. (2011) mention

other types of evaluation, prospective and retrospective evaluation. Prospective

evaluations are developed at the same time as the program is being designed and

are built into program implementation. Baseline data are collected prior to

program implementation for both treatment and comparison groups. Retrospective

evaluations assess program impact after the program has been implemented,

generating treatment and comparison group ex-post (Gertler et al. 2011: 13).

Basically, preliminary evaluation is same as prospective evaluation, the

evaluation is done at the same time the material is design where the data is

collected by the literature and the researcher itself. While retrospective evaluation

  7 

 
is basically same as summative and formative evaluation. Then we can use both

internal and external evaluation in both prospective and retrospective evaluation.

2. Coursebooks Evaluation Criteria

a. Coursebook Evaluation Criteria by Cunningsworth

Cunningsworth (1995: 3-4) presents a checklist for coursebook

evaluation and selection organized under the following categories:

1. Aims and approach

2. Design and organization

3. Language content

4. Skills

5. Topic

6. Methodology

7. Teachers’ books

8. Practical consideration

As the first categories, aims and approach seek to answer the questions on

whether the aims of the cousebooks correspond closely with the aims of the

teaching program and with the needs of the learners, whether the coursebook is

suited to the learning/teaching situation, about the the coursebook’s

comprehensiveness, whether the coursebook covers most or all of what is needed,

whether the coursebook is a good resource for students and teachers, and whether

the coursebook is flexible which allows different teaching and learning styles.

  8 

 
 As the second, design and organization seek to answer the questions on

what components make up the total course package (e.g., students' books,

teachers' books, workbooks, cassettes, etc.}, how is the content organized (e.g.,

according to structures, functions, topics, skills, etc.) where the organization is

right for learners and teachers, how the content is sequenced (e.g., on the basis of

complexity, learnability, usefulness, etc.), whether the grading and progression are

suitable for the learners, whether it allows them to complete the work needed to

meet any externa1 syllabus requirements, whether there is adequate recycling and

revision in the coursebook, whether there are reference sections for grammar,

whether some of the material are suitable for individual study, whether it is easy

to find your way around the coursebook, and whether the layout is clear.

Third, the category of language content seeks to answer the questions on

whether the coursebook covers the main grammar items appropriate to each level

and takes learners' need into account, whether material for vocabulary teaching is

adequate in terms of quantity and range of vocabulary, emphasis placed on

vocabulary development and strategies for individual learning, whether the

coursebook includes material for pronunciation work and if so, what is covered:

individual sounds, word stress, sentence stress, intonation, whether the

coursebook deals with the structuring and conventions of language use above

sentence level, e.g. how to take part-in conversations, how to structure a piece of

extended writing, how to identify the main points in a reading passage, and

whether style and appropriacy are dealt with. If so, it should be questioned

whether language style is matched to social situation.

  9 

 
 Fourth, the category of skills seeks to answer the questions on whether all

four skills are adequately covered, bearing in mind your course aims and syllabus

requirements, whether there is material for integrated skills work, whether reading

passages and associated activities are suitable for your students' levels, interests,

etc., whether there is sufficient reading material, whether the listening material is

well recorded, as authentic as possible, accompanied by background information,

questions, and activities which help comprehension, whether the material for

spoken English (dialogues, roleplays, etc.) is well designed to equip learners for

real-life interactions, and whether the writing activities are suitable in terms of

amount of guidance/control, degree of accuracy, organization of longer pieces of

writing (e.g., paragraphing) and use of appropriate styles.

As the fifth, topic seeks to answer the questions on whether there is

sufficient material of genuine interest to learners, whether there is enough variety

and range of topic, whether the topics will help expand students' awareness and

enrich their experience, whether the topics are sophisticated enough in content, yet

within the learners' language level, whether the students will be able to relate to

the social and cultural contexts presented in the coursebook, whether women

portrayed and represented are equally with men, and whether other groups are

represented, with reference to ethnic origin, occupation, disability etc.

As the sixth, methodology seeks to answer the questions of what

approach/approaches to language learning are taken by the coursebook and

whether this is appropriate to the learning/teaching situation, what level of active

learner involvement can be expected and whether this matches your students'

  10 

 
learning styles and expectations, what techniques are used for

presenting/practising new language items and whether they are suitable for the

learners, how the different skills are taught, how communicative abilities are

developed, whether the material includes any advice/help to students on study

skills and learning strategies, whether students are expected to take a degree of

responsibility for their own learning (e.g., by setting their own individual learning

targets).

Seventh, the category of teachers’ books seeks to answer the questions on

whether there is adequate guidance for the teachers who will be using the

coursebook and its supporting materials, whether the teachers' books are

comprehensive and supportive, whether they adequately cover teaching

techniques, language items such as grammar rules and culture-specific

information, whether the writers set out and justify the basic premises and

principles underlying the material, and whether the keys exercises are given.

The last category, practical consideration, seeks to answer the questions of

what the whole package costs and whether this represents good value for money,

whether the books are strong and long-lasting, whether they are attractive in

appearance, whether they easy to obtain and whether further supplies can be

obtained at short notice, whether any parts of the package require particular

equipment, such as a language laboratory, listening center or video player. If so,

you have the equipment available for use and is it reliable.

  11 

 
 In addition, Cunningsworth (1995: 64-85) also suggests coursebook

evaluation criteria of language skills (listening, speaking, reading, and writing).

These are those criteria:

1) Listening

Listening seeks to answer the questions of what kind of listening material

which is contained in the course, listening form part of dialogue/conversation

work or specific listening passages; whether there are specific listening passages,

what kind of activities are based on them comprehension questions, extracting

specific information, etc.; whether the listening material is set in a meaningful

context; whether there are pre-listening tasks, questions, etc.; what is the recorded

material on audio-cassette like in terms of sound quality, speed of delivery, accent,

and authenticity; and whether there is any video material for listening and if so,

whether good use made of the visual medium to provide a meaningful context and

show facial expression, gesture, etc.

2) Speaking

Speaking seeks to answer the questions of how much emphasis is there on

spoken English in the coursebook; what kind of material for speaking is contained

in the course which may include: oral presentation and practice of language,

dialogues, role-play, and communication activities (information gap); whether

there are any specific strategies for conversation or other spoken activities, e.g.

debating, giving talks; and whether any practice material is included to help

learners to cope with unpredictability in spoken discourse.

  12 

 
3) Reading

Reading seeks to answer the questions on whether the reading text is used

for introducing new language items (grammar and vocabulary), consolidating

language work etc.; whether there is a focus on the development of reading skills

and strategies; whether the reading material is linked to other skills work; whether

there is emphasis on reading for pleasure and for intellectual satisfaction; how

many reading texts are there and how frequently do they occur; how early on in

the course (at elementary level) do reading texts start to appear; how long are the

texts and whether they encourage intensive/extensive reading; how authentic are

the texts; whether the subject matter is appropriate (Interesting, challenging,

topical, varied, culturally acceptable, unlikely to date); what text types (genre) are

used and whether they are appropriate; whether the texts are complete or gapped;

whether the material help comprehension by, for example: setting the scene,

providing background information, and giving pre-reading questions; what kind of

comprehension questions are asked: literal (surface) questions, discourse-

processing questions or inference questions; and to what extent the material

involves the learner's knowledge system (knowledge of the world).

4) Writing

Reading seeks to answer the questions on how does the material handle

whether in controlled writing, guided writing, or free or semi-free writing; whether

there is appropriate progression and variety of task; whether the conventions of

different sorts of writing are taught; whether there is emphasis on the style of

written English; whether attention is given to the language resources specific to the

  13 

 
written form, such as punctuation, spelling, layout, etc.; how much emphasis is

there on accuracy; whether learners are encouraged to review and edit their written

work; and whether a readership is identified for writing activity.

b. Coursebook Evaluation Criteria by Penny Ur

Cambridge University Press (1996) in Ur (2009: 186) also suggests several

criteria in evaluating a coursebook. Those criteria are: (1) Objectives explicitly

laid out in an introduction, and implemented in the material, (2) Approach

educationally and socially acceptable to target community, (3) Clear attractive

layout; print easy to read, (4) Appropriate visual materials available, (5)

Interesting topics and tasks, (6) Varied topics and tasks, so as to provide for

different learner levels, learning styles, interests, etc., (7) Clear instructions, (8)

Systematic coverage of syllabus, (9) Content clearly organized and graded

(sequenced by difficulty), (10) Periodic review and test sections, (11) Plenty of

authentic language, (12) Good pronunciation explanation and practice, (13) Good

vocabulary explanation and practice, (14) Good grammar presentation and

practice, (15) Fluency practice in all four skills, (16) Encourages learners to

develop own learning strategies and to become independent in their learning, (17)

Adequate guidance for the teacher; not too heavy preparation load, (18) Audio

cassettes, (19) Readily available locally.

  14 

 
c. Coursebook Evaluation Criteria by Garinger

In Coursebook Selection for the ESL Classroom, Garinger (2002: 2)

suggests a checklist which contains some questions under the component of:

1) program and culture,

2) skills,

3) exercises and activities,

4) practical concerns

The component of program and culture seeks to answer the questions

whether the coursebook supports the goals and curriculum of the program,

whether the coursebook is part of a series, whether a sufficient number of the

course objectives are addressed by the coursebook, whether this coursebook is

written for learners of this age group and background, whether Does the

coursebook reflect learners’ preferences in terms of layout, design, and

organization and whether the coursebook is sensitive to the cultural background

and interests of the students.

The component of skills seek to answer questions on whether the skills

presented in the coursebook are appropriate to the course, whether the coursebook

provides learners with adequate guidance as they are acquiring these skills and

whether the skills that are presented in the coursebook include a wide range of

cognitive skills that will be challenging to learners.

The component of exercises and activities seeks to answer questions on

whether the exercises and activities in the coursebook promote learners’ language

development, whether there a balance between controlled and free exercises,

  15 

 
whether the exercises and activities reinforce what students have already learned

and represent a progression from simple to more complex and whether the

exercises and activities are varied in format so that they will continually motivate

and challenge learners.

The component of practical concerns seeks to answer questions on

whether the coursebook is available, whether the coursebook can be obtained in a

timely manner and whether the coursebook is cost-effective.

d. Corsebook Evaluation Criteria by BSNP

In 2011, Badan Standar Nasional Pendidikan (BSNP) also launched

instruments to evaluate English coursebooks published in Indonesia. These

instruments are actually based on KTSP (School-based Curriculum). However,

since both curricula apply genre-based approach, it can also be applied to evaluate

2013 Curriculum-based English coursebooks with some modifications. The first

instrument consisted of the point: 1) content appropriateness. The second

instrument consists of two points: 1) language appropriateness and 2) presentation

appropriateness. And the third instrument is graphic aspects which contains points

of: 1) size of the book, 2) cover design, and 3) content design.

The first instrument is meant to evaluate content appropriateness. It

evaluates 1) the appropriateness of material explanation with competency standard

and basic competence, 2) material accuracy, and 3) supplementary materials.

When evaluating the appropriateness of material explanation with competency

standard and basic competence, an evaluator will evaluate the material

completeness, the material depth. When evaluating material accuracy, an

  16 

 
evaluator will evaluate the texts’ social functions, generic structure, and linguistic

features. When evaluating the supporting learning materials, an evaluator will

evaluate: 1) the up-to-date nature of the material, 2) life skill development, and 3)

development of insight on diversity.

The second instrument is meant to evaluate language appropriateness and

delivery appropriateness. Language appropriateness covers three sub-components

which are: 1) the relevance of the language towards learners’ development, 2)

communicativeness, and 3) the coherence and unity of ideas. The relevance of

material towards learners’ development covers the relevance of the material

towards learners’ cognitive development level and towards learners’ socio-

emotional development level. Communicativeness covers the readability of

message by learners and grammar accuracy. The coherence and unity of ideas

cover the coherence of meaning among chapters, sub-chapters, paragraphs, or

sentences and the unity of meaning among chapters, sub-chapters, paragraphs, or

sentences.

The graphic aspect is meant to evaluate the physical and utilitarian

attributes which contains the criteria of general appearances, layout and design,

and visual of the book. The graphic aspects covers three components, they are the

size of the book, layout, illustrations, design, and typography.

Each literature has their opinion about the criteria of good material,

whether from international literature such as from Cunningsworth, Ur, or Garinger

or criteria from the government. But there is no perfect criteria. Each theory has

their strengths and weaknesses. Making the criteria by ourself based on those

  17 

 
literatures is the best way. Based on those literatures, categories which have to be

evaluated are layout and physical make-up, efficient outlay of objectives and

supplementary materials, learning-teaching content, and language skills.

  18 

 
 CHAPTER III

METHODOLOGY

A. Research Type

Since this study deals with the analysis of the coursebook from the

researchers’ perspective, the researchers implemented desk evaluation as the

research type. As stated Gertler et al (2011: 13), “Prospective evaluations are

developed at the same time as the program is being designed and are built into

program implementation. Baseline data are collected prior to program

implementation for both treatment and comparison groups”. In addition, the

researchers also implemented both external and internal evaluation. Related to

McDonough and Shaw (1993) in Zohrabi (2011: 216), external evaluation

(investigating cover, table of contents, and introduction) and internal evaluation

(investigating every aspect in detail).

Since this study deals with analysis of the content of the coursebook

especially in the form of document book, the researcher implemented descriptive

qualitative content analysis as her research design. As stated by Moleong (2005),

“Qualitative research is a research which has purpose to understand phenomena

about what is happen to the research subject, for instance behavior, perception,

motivation, act, etc., holistically, in descriptive way in forms of words and

languages, in natural and specific context use various natural method.”

  19 

 
 B. Research Subject

The research subject of this study is the researchers because they have a

role as the main research instrument to collect the data. In qualitative researcher

as the human instrument, the researcher has a function to state the research focus,

select informant as a data source, compile the data, judge the quality of the data,

analyze the data, interpreting the data, and make a conclusion about his/her

findings. (Sugiyono, 2013: 306).

C. Research Object

Researchers choose one of coursebooks which is used in Indonesia. The

title of the coursebook is “Bahasa Inggris: When English Rings a Bell” for 7th

grade of Junior High School. The National Ministry of Culture and Education

arrange this courseboook for the implementation of 2013 curriculum. This

coursebook has 210 pages. There are XI chapters in this coursebook. The

coursebook is colourful and there are a lot of pictures on it. The theory is not too

much in every chapter. There is only some examples followed by many activities.

Chapter I Learning about:

How are You? (pages 1-23) - Greet
- Thank
- Take leave
- Apologize
Chapter II Learning to introduce about:
It’s Me (pages 24-41) - Myself
- Others
Chapter III Learning to say about:
It’s My Birthday (pages 42-66) - Names of the days
- Time
- Names of the dates
- Names of the months
- Names of years
Chapter IV Learning to tell about:

  20 

 
I Love People around Me (pages 67- - Personal identity
83) - Identity of family members
- People
Chapter V Learning to:
How many Pets do You Have (pages - Count things
84-99) - Count animals
- Name of public places
Chapter VI Learning to:
Let’s Listen to the Songs (pages 100- - Identity the meaning of song
111) - Identify rhyming words
- Name singular and plural nouns
Chapter VII Learning to name:
I Love Things around Me (pages 112- - Things in the classroom
133) - Things in my bed
- Things in my house
- Animals in my school and my
home
Chapter VIII Learning to describe about:
She’s so Nice (pages 134-153) - People
- Animals
Chapter IX Learning to talk about:
My Grandfather is a doctor (pages - What people do
154-176) - Where they do the activity
- What animals do
- What things are for
Chapter X Learning to make:
Attention, Please! (pages 177-189) - Introductions
- Short notices
- Warnings/cautions
Chapter XI Describing and telling about:
I am Proud of My Teacher (pages - My idol teacher
190-202) - My cute pet
- My lovely house

D. Data Collection Technique and Instrument

1. Data Collection Technique

In conducting this study, the researcher arrange some procedural steps

related to Ary, Jacobs, and Razavieh (2002) in an orderly way which consists of

preparing the study, analyzing the coursebook and writing down the report .

  21 

 
 a. Specifying the phenomenon to be investigated

In this coursebook evaluation, the phenomenon investigated is whether the

particular English coursebooks meet the criteria of good coursebooks by BSNP,

ELT experts, and some modifications which is related to some evaluation

checklist from other researchers.

b. Formulating exhaustive and mutually exclusive coding categories

In formulating the coding categories, the researchers first decide the

framework of coursebook evaluation by referring to criteria for English

coursebook evaluation issued by BSNP in 2011, Cunningsworth (1995), Garinger

(2002) and Ur (2009). After that, some modifications are made by referring to the

coursebook evaluation checklists formulated by Abdelwahab (2013) and Demir

and Ertas (2014). Those modified criteria are elaborated into a series of belief

statements to make it easier for evaluation. Next, the criteria and belief

statements are applied for evaluating the coursebook accompanied by a simple

tick and cross as judgements. Finally, some qualitative description are added to

clarify the judgements.

c. Deciding on the evaluation subject

The subject chosen for coursebook evaluation is English coursebook for

grade 7 of junior high school. The title of the coursebook is “Bahasa Inggris:

When English Rings a Bell” for 7th grade of Junior High School. The National

Ministry of Culture and Education arrange this courseboook for the

implementation of 2013 curriculum. This coursebook has 210 pages. There are XI

chapters in this coursebook. The coursebook is colorful and there are a lot of

  22 

 
pictures on it. The theory is not too much in every chapter. There is only some

examples followed by many activities.

d. Applying the coding categories that had been developed

In this stage, the coding categories in the form of criteria and belief

statements are applied for evaluating the coursebook. They are accompanied by a

simple tick and cross systems as judgements.

e. Analyzing the coursebook

The checklist is used in analyzing the coursebook. The checklist consists

of four aspects. Those aspects are elaborated into some items which became the

criteria for evaluating the English coursebook. The items are elaborated further

into some belief statements to make it easier for evaluation.

f. Interpreting the findings and stating conclusions

The interpretations and explanations are in narrative form (Ary et. al,

2010: 32). The criterion which is met by the coursebook was given a tick and was

valued 1 point, while a criterion which was not met was given a cross and was

valued 0 point. In the checklist, only the column is ticked or crossed. The criteria

which are met and the one which were not were calculated in the form of

percentage. The percentage is gained from the total of criteria point which are not

met in the coursebook for each sub-aspect divided by the total of criteria points in

each sub-aspect. Further descriptions are done afterwards.

  23 

 
g. Writing down the report

After doing some procedural steps above in an orderly way, the last step

namely writing down the report was conducted. This report explained each part of

the study and the findings in detail.

2. Data Collection Instrument

The instrument which is used in this research is checklist. In order to

develop the checklist, a thorough and detailed analysis of the literature are done.

The researchers also adopt some book evaluation checklists from other

researchers. The draft of the scale includes 36 items grouped under 4 factors

which are layout and physical make-up, efficient outlay of objectives and

supplementary materials, learning-teaching content, and language skills.

  24 

 
 CHAPTER IV
ANALYSIS

A. Layout and physical make-up √ X

1. The outside cover is informative and
√
attractive.
2. The typography used in the book is
√
appropriate and consistent
3. The coursebook has sufficient number
of illustrations to make the material √
easier and clearer to comprehend
4. The coursebook reflects learners’
preferences in terms of layout, design, √
and organization
 

1. The book entitled “Bahasa Inggris: When English Rings a Bell” for 7th

grade of Junior High School has an informative and attractive cover. It is

shown from the cover which has the unity from color and illustration. It

also has one picture which becomes a good point center. It is in line with

graphic aspects from coursebook evaluation criteria by BSNP point 3, 4

and 5 which state that a good coursebook’s cover should be united, be

harmonic, and has a point center. However, the cover of this book could

not provide the criteria in graphic aspects from coursebook evaluation

criteria by BSNP point 6 where the coursebook’s cover should include title,

author, illustration, and logo because this book’s cover does not have the

author’s name in it.

2. The bobok fulfills the criterion that the typography used in the book

should be appropriate and consistent. It is in line with graphic aspects from

coursebook evaluation criteria by BSNP in sub-component typography.

The meaning of this criterion is the fonts and the font varieties (such as
  25 

 
 bold, italic, underline, color and so on) which are used should be not too

much, the space of each line should normal and each line should contain

around 5-11 words. This book only uses 1 kind of fonts (we can see this

from page 1 until the last page). Then, the font variety used only italic (we

can see that in page 203). After that, the font colors used in this book are

only black, blue, red and white (it is shown in pages 43 which the font

colors used only black, blue, red and white). The last but not the least, the

criterion that space of each line should be normal and each line should

contain around 5-11 words are shown is page 70 where the space of each

line is normal and readable and each line doesn’t contains long words

(only around 5-11 words).

3. The criterion that the coursetbook should has sufficient number of

illustrations to make the material easier and clearer to comprehend is

fulfilled by this book. This criterion in line with graphic aspects from

coursebook evaluation criteria by BSNP in the sub-component of

illustration and Ur (2009) which states that the book should contain

illustrations which make the material become easier and clearer for the

students. We can see that in page 12 that shows some illustrations about

greetings. The illustrations include time signals such as clock, sun, and

moon so the students can understand when the greetings are used.

4. The book fulfill the criterion that the coursebook should reflect learners’

preferences in terms of layout, design, and organization. It is in line with

Garinger (2002), Ur (2009), and Cunningsworth (1995) that the book

  26 

 
 should reflect learners’ preferences. We can see that in page 3 which the

layout, design, and organization are appropriate with junior high schools

students. The page shows topic and instruction clearly. That page also

shows some illustrations to engage students’ understanding. It means that

the book is simple and attractive, it’s very appropriate with junior high

schools students. The book is also designed related to Indonesia which is

heterogeneous in culture, ethnic, and religion by showing illustrations

which contain people wearing and not wearing veil, people with white and

black skin, and so on.

B. Efficient Outlay of
Objectives and √ X
Supplementary Materials
5. The coursebook support the
goals and curriculum of the √
program
6. The coursebook is
supported efficiently by X
audio-materials
7. The book address different
learning styles and √
strategies
8. The coursebook develops
√
communicative abilities

5. The book entitled “Bahasa Inggris: When English Rings a Bell” for 7th

grade of Junior High School fullfils the criterion that coursebooks should

support the goals and curriculum of the program. This criterion in line

with Garinger (2002) and Cunningsworth (1995) who state that

coursebooks should support the aims of the goals of programs and

  27 

 
 curriculum. We can see the suitability of the book and the curriculum in

the topics of the books which are arranged related to the Curriculum 2013.

6. The criterion that coursebook should be supported efficiently by audio-

materials is not fulfilled by this book. This book is not supported by any

audio-materials. This is not in line with Cunningswoth (1995) and Ur

(2009) who state that coursebooks should be supported by audio cassette

or audio-materials.

7. The book fulfills the criterion that coursebooks should address different

learning styles and strategies. This is in line with Cunningsworth (1995)

that coursebooks should address different learning styles and strategies for

the students. We can see that in each activities in chapter 1 (page 1-23).

There are some activities which should be done individually (i.e. in page

11), some activities which can be done by individual or pairs (i.e. in page

13-14) and some activities which involve other people (i.e. in page 9).

8. The criterion that the coursebook should develop communicative abilities

is fulfuilled by the book. Some activities in the book develop students’

communicative abilities. We can see that in page 4. In this page, there is

an activity where the students practice about greetings directly with other

people around them. This is in line with Cunninsworth (1995) that the

coursebook should develop students’ communicative ability.

  28 

 
 C. Learning-Teaching Content √ X
9. Content clearly organized and
√
graded
10. The contents are written for
learners of this age group and √
background
11. Interesting topics and tasks √
12. Varied topics and exercises √
13. The exercises and activities in the
coursebook promote learners’ √
language development
14. there a balance between controlled
X
and free exercises
15. The exercises and activities move
√
from simple to complex

9. The book fulfills the criterion that coursebooks should have clearly

organized and graded content. This is in line with Cunningsworth (1995)

and Ur (2009) that coursebooks should have clearly organized and graded

content for the students. We can see that in chapter 1 (page 1-23) the

content of this corsebook is well organized. The content of this book

appropriate with basic competences (Kompetensi Dasar/ KD) and core

competences (Kompetensi Inti/ KI) in Curriculum 2013.

10. The criterion that the coursetbook should have appropriate contents that

are written for learners of this age group and background is fulfilled by

this book. This criterion in line with graphic aspects from coursebook

evaluation criteria by BSNP in the sub-component of materials that

support learning which states that the book should appropriate with the

ages and the background of the students which make the material become

easier to understand for them. It is in line with Ur (2009) and Garinger

(2000). We can see that in each exercises, for example in page 4 shows

  29 

 
 some activities contained with illustration about greetings and it is

appropriate with student age and background.

11. The book entitled “Bahasa Inggris: When English Rings a Bell” for 7th

grade of Junior High School has interesting topics and tasks. It is shown

from each chapter which has color and illustration. It also has one picture

in each activities which is very interesting for the students. We can see the

example on page 4 that the topic and the task have pictures. It is in line

with Cunningsworth (1995) and Ur (2009) that coursebook topics and task

should be interesting.

12. The criterion that the coursebook should develop varied topics and

exercises is fulfilled by the book. Each chapter in the book has different

topic and task which is mean this book has varied topics and tasks. We can

see that in chapter 1 (page 1-23). In this chapter, there are some different

activities for the students in each part. This is in line with Ur (2009) and

Garinger (2000) that the coursebook should develop varied topics and

exercises.

13. The book entitled “Bahasa Inggris: When English Rings a Bell” for 7th

grade of Junior High School has exercises and activities that promote

learners’ language development. We can see it in chapter 1. In this chapter,

there are some oral activities and exercises which is mean that the

activities and the exercises promote learners’ language development. We

can see the example on page 7 that the topic instruction for the activity is

‘Please practise the greetings with people around you’. It is in line with

  30 

 
 Cunninsworth (1995) and Garinger (2000) that the coursebook should has

exercises and activities that promote learners’ language development.

14. The criterion that coursebook should have balancing between controlled

and free exercises are not fulfilled by this book. This book only focused on

free exercises for the students. This is not in line with Garinger (2000) that

the coursebook should balance controlled and free exercises.

15. The exercises and activities in “Bahasa Inggris: When English Rings a

Bell” for 7th grade of Junior High School move from simple to complex.

This is in line with Garinger (2002) that coursebooks should have

exercises and activities progression move from simple to complex. We can

see that in chapter 1 (page 1-23) the activities of this corsebook is well

organized from simple to complex. The coursebooks guide the students to

understand the materials, try to repeat the example, and for the last

practice it by them self.

D. Language Skills
‐ Listening √ X
16. the coursebook has appropriate
listening tasks with well-defined X
goals
17. Listening material is well
X
recorded, as authentic as possible
18. Listening material is
accompanied by background
X
information, questions and
activities
19. the coursebook covers other sub-
skills like note taking and X
listening for gist

  31 

 
 16. The book entitled “Bahasa Inggris: When English Rings a Bell” for 7th

grade of Junior High School doesn’t fulfills the criterion that coursebooks

should have appropriate listening tasks with well-defined goals. It’s

because the book doesn’t provide any listening activity. The listening

activity only “listen and repeat” activities like in page 8 which focuses on

students’ pronunciation. It’s not in line with Cunningsworth (1995) who

states that coursebooks should have appropriate listening tasks.

17. This book doesn’t fulfill the criterion that listening material should be well

recorded, as authentic as possible because the book doesn’t provide any

listening materials. It’s not in line with Cunnningsworth (1995) who states

that coursebooks should provide listening material which is well recorded

and as authentic as possible.

18. The criterion that listening material should be accompanied by background

information, questions and activities is not fulfilled by this book because

the book doesn’t have any listening material. It’s not in line with

Cunningsworth (1995) who states that coursebooks should have listening

material which is accompanied by background information, questions and

activities.

19. This book doesn’t fulfill the criterion that the coursebook should cover

other sub-skills like note taking and listening for gist because the book

doesn’t provide any listening material. It’s not in line with

Cunnningsworth (1995) who states that coursebooks should cover other

sub-skills.

  32 

 
 ‐ Speaking √ X
20. There is sufficient material for
spoken English (e.g. dialogues,
√
role-plays, etc.) that help to de-
emphasize teacher's talk
21. the coursebook includes speech
situations relevant to students’ √
background
22. the activities are developed to
initiate meaningful √
communication

20. The book entitled “Bahasa Inggris: When English Rings a Bell” for 7th

grade of Junior High School fulfills the criterion that coursebooks should

have appropriate speaking tasks with well-defined goals. It’s because the

book provides some speaking activities such as practise the greetings with

people around the students in page 4. It’s in line with Cunningsworth

(1995) who states that coursebooks should have appropriate speaking tasks.

21. This book fulfills the criterion of providing speech situations relevant to

students’ background. It can be seen in page 74, with the activity of asking

the students’ classmates about their activities in the morning, in the

afternoon, in the evening and at night. It’s in line with Cunnningsworth

(1995) who states that coursebooks should provide speech situations

relevant to students’ background.

22. The criterion of the activities should be developed to initiate meaningful

communication is fulfilled by this book. It can be seen in this book page

55, the activity is taking turn talking about the students’ family member.

It’s in line with Cunningsworth (1995) who states that coursebooks should

have the activities that developed to initiate meaningful communication.

  33 

 
 ‐ Reading √ X
23. The content helps students
develop reading comprehension √
skills
24. The Length of the reading texts
√
is appropriate
25. The coursebook uses authentic
(real world) reading material at X
an appropriate level
26. the coursebook covers other sub-
skills like skimming, scanning, X
and inferring meaning.

23. The book entitled “Bahasa Inggris: When English Rings a Bell” for 7th

grade of Junior High School fulfills the criterion that the content of the

coursebooks should help the students to develop their reading

comprehension skills. It’s because the book provides some reading texts

that have clear structure, such as in page 25. It’s in line with

Cunningsworth (1995) who states that the content of the coursebooks help

the students to develop reading comprehension skills.

24. This book fulfills the criterion of the length of the reading texts is

appropriate. It can be seen in page 25, with the reading text is not too long

and not too short. It’s in line with Cunnningsworth (1995) who states that

coursebooks should have the appropriate lenght of reading text.

25. The criterion of the coursebook uses authentic (real world) reading

material at an appropriate level is not fulfilled by this book because the

material is only a short text consists of simple sentences that do not figure

the level of the students. It can be seen in this book page 171. This

criterion is in line with Cunningsworth (1995) who states that coursebooks

should use authentic (real world) reading material at an appropriate level.

  34 

 
 26. This book does not fulfill the criterion of the coursebook covers other sub-

skills like skimming, scanning, and inferring meaning because this book

does not have any of those text. This criterion is in line with

Cunnningsworth (1995) who states that coursebooks should covers other

sub-skills like skimming, scanning, and inferring meaning.

‐ Writing √ X
27. The book provides models for
√
different genres
28. the tasks have achievable goals and
take into consideration learner √
capabilities
29. the book provides practices in
controlled and guided composition √
in the early stages

27. The criterion that coursebooks should provide models for different genres

have fulfilled by the book. As an example, chapter 1 provides short texts

such as greeting, thanking, leave taking, apologizing. “Good morning,

Dad!” in page 3 shows the expression of greeting. Then, the chapter 8 tell

about descriptive txt. Page 138 describe about one of family members. It’s

in line with Cunningsworth (1995) that coursebooks should provide

models for different genres.

28. The criterion that the tasks in coursebooks should have achievable goals

and take into consideration learner capabilities is fulfilled in this book. As

an example, in page 173 the students should write about their house as the

instruction “Now write a paragraph describing your house. Use these

questions to help you.” It’s easy to achieve and suitable with leaner

capabilities. It’s in line with Cunningsworth (1995) that the tasks in

  35 

 
 coursebooks should have achievable goals and take into consideration

learner capabilities.

29. The book entitled “Bahasa Inggris: When English Rings a Bell” for 7th

grade of Junior High School fulfills the criterion that coursebook should

provide practices in controlled and guided composition in the early stages.

Every exercise in this book is the practice for the students after they get

the theory. As an example, as we can see in page 9, there is guide for the

activity “Please ask your classmates about their feelings and write them

down here. Use the model expressions above.” It’s in line with

Cunningsworth (1995) who states that coursebook should provide

practices in controlled and guided composition in the early stages

‐ Pronunciation √ X
30. there is sufficient work on
recognition and production of
√
stress patterns, intonation and
individual sounds

30. The criterion that the coursebook should contain sufficient work on

recognition and production of stress patterns, intonation and individual are

fulfuilled by the book. Some activities in the book develop students’ skill

on stress pattern, intonation, and individual sound. We can see in page 135.

In this page, there is a song “Old McDonald” and the students have to sing

this song together. While in page 8, there is an activity where the students

should hear and repeat what the teacher said. This is in line with

Cunninsworth (1995) that the coursebook should contain sufficient work

on recognition and production of stress patterns, intonation and individual.

  36 

 
 ‐ Grammar √ X
31. The grammar is contextualized √
32. The coursebook covers the
main grammar items
√
appropriate to students at this
grade

31. The book entitled “Bahasa Inggris: When English Rings a Bell” for 7th

grade of Junior High School fulfills the criterion that the grammar which

are provided in the coursebooks should be contextualized. As an example,

the book shows the contextual grammar in page 26. This page tell the

students about describing someone and the grammar that used in the

sentence is simple present tense. It’s in line with Cunningsworth (1995)

who states the grammar in the coursebooks should be contextualized.

32. The book entitled “Bahasa Inggris: When English Rings a Bell” for 7th

grade of Junior High School fulfills the criterion that the coursebook

should covers the main grammar items appropriate to students at this grade.

The book provides many of simple present tense form, as we can see in

page 141 “She’s tall. Her hair is straight. Her skin is smooth.” It is

appropriate to the students because this book is for 7th grade students. It’s

in line with Cunningsworth (1995) who states that coursebooks should

covers the main grammar items appropriate to students at this grade

  37 

 
 ‐ Vocabulary √ X
33. the new vocabulary words are
repeated in subsequent lessons to √
reinforce their meaning and use
34. there is a good distribution (simple
to complex) of vocabulary load
√
across chapters and the whole
book

35. The book entitled “Bahasa Inggris: When English Rings a Bell” for 7th

grade of Junior High School fulfills the criterion that the new vocabulary

words which are provided in the coursebooks should be repeated in

subsequent lessons to reinforce their meaning and use. As an example, the

book shows the use of “good morning” in page 1, 2, 3, 4, 13, and 21 over

and over to reinforce the meaning of “good morning” and how to use it.

It’s in line with Cunningsworth (1995) who states that coursebooks should

provide repeated new vocabulary in subsequent to reinforce their meaning

and use.

36. The criterion that coursebooks should have a good distribution (simple to

complex) of vocabulary load across chapters and the whole book is

fulfilled by the book. The texts which are provided in each chapter are

longer than the previous chapters. As an example, chapter 1 provides short

texts such as text “Good morning, Dad!” in page. Then, the chapter 3 in

page 57 provides longer and more complex texts than in chapter 1 such as

“Before November is October.” It’s in line with Cunningsworth (1995)

who states that the distribution of vocabulary in the coursebooks should be

from simple to complex.

  38 

 
 CHAPTER V
CONCLUSION AND SUGGESTIONS

In this chapter, the researchers tell about conclusion and suggestion of

what have been discussed in the previous chapters.

A. Conclusion

The finding of the analysis in the previous chapter enabled the researchers

to draw some conclusions. The English coursebook entitled “Bahasa Inggris:

When English Rings a Bell” for 7th grade of Junior High School meet the criteria

of a good coursebook suggested BSNP, Cunningsworth (1995), Garinger (2002),

and Ur (2009). It’s proved by 36 materials in the coursebook which are relevant or

about 76.5 %, and 8 materials which are irrelevant or about 23.5 %. Thus, this

coursebook is proper to be used in the ELT process. However, there are some

lacks which has to be improved such as the listening materials and some skills in

reading materials.

B. Suggestion

The success in teaching and learning activity does not only depend on the

ability of the teacher to explain the materials and the ability of the students to

catch it in their mind, but also the quality of the materials which are taught in the

school. The materials quality depends on the source of the materials used by the

teacher and students. In the Curriculum 2013, the main source of the materials is

the student book published by the Ministry of Education and Culture of Indonesia.

As the researchers stated in the previous chapters, it is important to do the

evaluation regarding to the student book because it is a new book and there is still

  39 

 
a few evaluation of this book. After did the analysis, the researchers suggest that

this book should develop the material especially for listening and reading. There

should be more explicit material for listening instead of listening to the teacher.

While for reading, there should be more reading texts as we see in the criterion.

  40 

 
 REFERENCES

Abdelwahab, M. M. (2013). Developing an English Language Coursebook

Evaluative Checklist. IOSR Journal of Research & Method in Education,
1(3), 55-70.
Chang, J. 2006. Globalization and English in Chinese Higher Education.World
Englishes, 25(3), 513–525. Available at http://dx.doi.org/10.1111/j.1467-
971X.2006.00484.x
Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford: Heinemann.
Donald, A., Jacobs, L.C., & Razavieh, A. (1982). Introduction to Research in
Education. (Alih bahasa: Arief Furchan). Surabaya: Usaha Nasional.
Elham, Naji M. & Pishghadam, Reza. (2012). Analysis of English Language
Textbooks in the Light of English as an International Language (EIL): A
Comparative Study. International Journal of Research in Language
Learning, 2, II, hlm. 85-100.
Garinger, D. (2002). Coursebook selection for the ESL classroom. Center for
Applied Linguistics Digest.
Gertler, J.P., Martinez, S., Premand, P., Rawlings, L.B., Vermeersch, C. (2013).
Impact Evaluation in Practice. Washington DC: The World Bank.
Moleong, J. Lexy. (2007). Metodologi Penelitian Kualitatif Edisi Revisi.
Bandung: PT Remaja Rosda Karya.
Naji, M.E. and Pishghadam, R. (2012). Analysis of English Language
Coursebooks in the Light of English as an International Language (EIL): A
Comparative Study. International Journal of Research in Language
Learning. 2(2)
Richards, J. C. (2001). Curriculum development in language teaching.
Cambridge: Cambridge University Press.
Sugiyono. (2009). Metode Penelitian Kuantitatif, Kualitatif dan R & D .Bandung:
Alfabeta.
Ur, P. (1991). A course in language teaching: Practice and theory. Cambridge:
Cambridge University Press.
Zohrabi, Mohammad. (2011). Coursebook Development and Evaluation for
English for General Purposes Course. English Language Teaching, 4(2),
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