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CHAPTER I
INTRODUCTION
1.1. Research Background
English language has spread out for any purposes of communication. That
is why English is taught in every country. The function can be as the second
language or foreign language. Nowadays, students can study English by
various sources including textbook as the instructional materials. Instructional
materials take two forms: Printed ones, such as textbook, workbook, teachers
guide, etc., and non-print ones, such as audiotapes, videotapes, audiobooks
and other computer-based materials (Tok, 2010, p.508). Among those
teaching and learning materials, textbooks play a crucial part. As Richard
(2001, p.1) state that textbook is a key component in most language program.
It means that the providence of necessary input was received by the students
in the language teaching at class. It also serve as the basis for the language
content and skills to be taught and other kinds of language practice that the
learners take part in. Besides, regarding to its validity, textbook is still chosen
because it was analyzed, evaluated and developed in every aspect. The
textbook also build four language skills as proposed to be acquired for foreign
learners such as speaking, reading, listening and writing.
Other research also done in materials evaluation such as Ansary and
Babaii (2002) which used ten EFL/ESL textbook reviews and ten EFL/ESL
textbook evaluation checklists, and attempted to discover what authors often
consider as the quality elements of English language textbooks and introduced
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learners perception about how well or how the textbook works in teaching
learning situation. To select an effective and appropriate textbook, materials
evaluation becomes a process in certain criteria for choosing a good textbook.
To measure any particular materials, any preferred evaluation checklists are
used. In this case, the writer adapted Alamris Checklist to evaluate BSE
English for SMK 1 Textbook.
Hopefully, this research will bring the findings that whether BSE English
for SMK 1 Textbook is appropriate for public or private vocational School as
the models.
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1.3. Hypotheses
1.3.1. Alternative Hypotheses (Ha)
The hypotheses of this research is BSE English for SMK 1 will meet
the teachers and students need to be a Model Textbook.
1.3.2. Null Hypotheses (H0)
The hypotheses of this research is BSE English for SMK 1 wont
meet the teachers and students need to be a Model Textbook
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analysis of what the teachers need and students need before publishing a
textbook. It also concern about the objectives of the class. For the future
researcher, it is important to find out the strengths and limitations of the
evaluated books and use the findings to reduce the negative features of the
books. For the government, the evaluation should make them more wise and
careful in designing or developing curriculum
1.6. Terminology
Foreign Language is a language which is not normally used for
communication in a particular society. (Tomlinson, 1998)
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CHAPTER II
LITERATURE REVIEW
1.1. Theoretical Framework
1.1.1. Teaching English as a Foreign Language
Teaching is defined as the use of preplanned behaviors that
increase the probability of affecting a positive change in the students
behavior (Levin and Nolan, 1996:4). Fleming and Walls cited on
Sianggam S. (2007: 220) also quoted that the basic idea of teaching a
language in the classroom is to help the students to get the knowledge and
skill on the teaching material. To cover all definition, the writer conclude
that teaching is an activity or helping somebody to know and understand to
do something by giving or showing them on instruction that causes the
students behavior change based on teaching material.
Based on the writers experience in teaching, the writer found that
the students had difficulties in studying English because of several factors.
They were lack of vocabulary and grammar, lack of English exposure as it
is not the native (as foreign language) and also about the appropriate
textbook. They confused about the materials which are too difficult to
comprehend or to be understood. While the students still had a trouble to
develop their language skills in English, the teacher lost their guidance by
the failure of education curriculum development in Indonesia from KTSP
into 2013 Curriculum. It was hard for the teacher to know their
competence in English because they have to follow the textbook available
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to be taught. Even they prefer to use internet sources better than textbook.
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This type is hopes to give suggestion to select supplementary materials that should
be used in vocational high school for English class.
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materials
for
teaching
grammar,
vocabulary,
and
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8. Language Skills
a. The four skills are adequately covered.
b. There is material for integrated skills work
c. Listening material is well recorded, as authentic as possible, and
accompanied by background information, questions and activities.
d. There is sufficient reading material. (There is a range of varied and
interesting reading text that can engage students cognitively and
effectively.)
e. There is sufficient material for spoken English (e.g. dialogues,
role-plays, etc.)
f. Writing activities are suitable in terms of length, degree of
accuracy, and amount of guidance.
9. Teachability
a. The book helps teachers to minimize their preparation time.
b. The book helps teachers exploit the activities to meet the students'
expectations.
c. The book helps teachers cater for mixed ability students and
classes of different sizes.
10. Flexibility
a. The book is appealing and useful to the students.
b. The book caters for different levels of formality.
c. The book provides opportunity for teachers and students to localize
activities.
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CHAPTER III
RESEARCH METHOD
1.1. Form of Research
Three basic methods of textbook evaluation are known in the literature: 1)
impressionistic method, 2) in-depth method, and 3) checklist method. To be
able to select from these options; each method was precisely examined for its
characteristics and capabilities in terms of comprehensiveness, practicality,
and the reliability of the obtained results (objective vs. subjective evaluations).
Due to the large number of advantages that using the checklist method in
contrast with other methods has (McGrath, 2002), this method was selected
for the study.
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REFERENCES
Alamri, A. A. M. (2008) An Evaluation of the Sixth Grade English Language
Textbook for Saudi Boys Schools. MA thesis, King Saudi University.
Ansari, H., & Babaii, E. (2002). Universal characteristics of EFL/ESL textbooks:
a step towards systematic textbook evaluation. The Internet TESL
Journal
Vol.
VIII,
No.
2.
Retrieved
from:
http://iteslj.org/Articles/Ansary-Textbooks/
Bryd, P. (2001). Textbooks: Evaluation for selection and analysis for
implementation. In M. Celce-Murcia (Ed.) Teaching English as a
second or a foreign language (3rd ed.), pp. 415-427. Boston: Hienle &
Hienle Publishers.
Clarry Sada. 2014. Developing ELT Materials for Young Learners of Foreign
English Language Learners. A Proceeding of 2nd International
Conference on English Language Teaching Material. Vol. 2. p.1-13.
Cunningsworth, A. (1984). Evaluating and selecting EFL teaching materials.
London: Heinemann Educational Books
Cunningsworth, A. (1995) Choosing your Coursebook. UK: Heineman
Graves, K. (2000). Designing language courses. Boston: Heinle & Heinle
Publishers.
Karamouzian, F.M. 2010.
A Post-Use Evaluation of Current Reading
Comprehension Textbooks Used in TEFL Programs. The Iranian EFL
Journal,Volume 6 (4), 24-62.
Karamoozian, F. M., and Riazi, A. M. (2008). Development of a new checklist for
evaluating reading comprehension textbooks. ESP World, 7(3).
Retrieved
June,
2008
from:
http://www.espworld.info/Articles_19/issue_19.htm
McGrath, I. 2002. Materials Evaluation and Design for Language Teaching.
Edinburgh: Edinburgh University Press.
Miekley, J. (2005). ESL textbook evaluation checklist. The Reading Matrix, 5(2).
Retrieved
from:
http://www.readingmatrix.com/reading_projects/miekley/project.pdf
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