ENGLISH TEXTBOOK EVALUATION FOR GRADE IX OF

JUNIOR HIGH SCHOOL IN INDONESIA

FINAL SEMESTER ASSIGNMENT OF

ENGLISH LANGUAGE TEACHING TEXTBOOK
Lecturer
Bambang Widi Pratolo, Ph.D.

By:

NURWANTO
NIM: 1807042020

MAGISTER OF ENGLISH EDUCATION STUDY PROGRAM

TEACHER TRAINING AND EDUCATION FACULTY
AHMAD DAHLAN UNIVERSITY
2020
 ENGLISH TEXTBOOK EVALUATION FOR GRADE IX OF
JUNIOR HIGH SCHOOL IN INDONESIA

Abstract

The research’s purpose was to evaluate the quality of English textbook for grade IX
of junior high school in Indonesia entitled “Passport to the world 3 (A Fun and Easy
English Book)”. This research employed a document analysis (Cresswel, 2012). The
evaluation of the textbook was conducted qualitatively through adapted checklist
developed by Litz (2005). The checklist was six criteria including practical
consideration, layout and design, activities, skills, language type, subject and
content, out of seven criteria in Litz’s checklist were selected for this research. The
results of this research revealed that the “Passport to the world 3 (A Fun and Easy
English Book)” textbook fits the criteria of good English textbook in term of
practical consideration, layout and design, activities, and skills. However, this
textbook need to provide workbook and audio-tapes as supporting aids, detailed
overview instead of general overview, grammar points and vocabulary items, and
highlights and practices natural pronunciation. In term of language types this
textbook needs many improvement or revision, such as there are no authentic, i.e.
real-life English language used, there are no brief and easy example and
explanation of grammar, and there are no language represents a diverse range of
registers and accents. And in terms of subject and content, this textbook needs to
improve the variety in the subject and content of the textbook in order to make this
textbook interesting, challenging and motivating.

Keywords:Textbook Evaluation, English Textbook, Litz’s checklist.

INTRODUCTION

Textbooks are considered as the vital and crucial element in English language teaching.
It is widely accepted that the textbook lies at the heart of any English language teaching
situation (Sheldon, 1988; Hutchinson and Torres, 1994). They offer advantages for teachers
and language students alike, and they constitute a useful resource for both teachers and
learners. According to Cunningsworth (1995) textbooks provide educational text which can
be used as source of material for teaching and learning. They provide objectives for the
teaching process, so the teacher can choose which objective that will lead the learning
process (Richards, 2001). Textbooks are a major source of providing instructions to the
teachers and students, that’s why it is stated that textbooks are the backbone of every
educational system. They help in designing the assessment and evaluation system for the
students, shaping the process of classroom teaching and learning (Mahmood, 2011).
Dialogues and worksheets are also provided in the textbooks. The teacher does not need to

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make or design some exercises for the students, if the exercises available in the textbooks
used are qualified and varied enough.

According to Sheldon (1988) the following reasons justify the widespread use of
textbooks in the teaching of English as a foreign or second language throughout the world.
Firstly, textbooks are indispensable in ELT contexts because it is difficult for teachers
themselves to create their own teaching material. In addition, textbooks lessen preparation
time by providing ready-made teaching texts and learning tasks. Finally, textbooks can serve
both as a syllabus and as a framework of classroom progress, a measure by which teaching
can be evaluated by external stakeholders. Besides, textbooks play multiple roles in ELT: as a
resource for presentation material (spoken/written), as a source of activities for learner
practice and communicative interaction, as a reference source, as a syllabus, as a resource for
self-directed learning or self-access work, and as a support for less experienced teachers
(Cunningsworth, 1995).

Sheldon (1988) suggest that textbooks "represent the visible heart of any ELT program"
(p.237). They consist of objectives, materials, and assessment instruments to ease the teachers
for teaching and the students for learning. Even though textbook is the simple way to get
instructional in teaching and learning process, teacher needs to be careful in selecting
textbook as their source of material in the class. The textbook that the teacher chooses would
satisfy his and his students’ needs. For teacher who uses the textbooks as the main source of
materials, they should be careful in selecting the textbooks. Since, it may mislead the students
who learn English as a foreign language (EFL) if the textbooks are not appropriate with the
learners. Inappropriate textbook can be found if the textbook does not match with the
learners’ need and characteristics, such as age of the learners, level of the learners and also
the learning style of the learners. If the textbook are not appropriate with age, level and
learning style of the learners it could mislead the learners.

Previous studies claimed that there are some textbooks which are not appropriate with
the students’ needs. Gustin and Sundayana (in Anshar et.al., 2014) found that there are some
inappropriate textbook for learners characteristics. They found that there are some textbooks
for junior high school which do not consider the level and the learning style of the learners in
senior high school. Yusuf (in Anshar et.al., 2014) also found some weaknesses, in high
school textbook. Rahayu Y.E. (2013) in her study found that the English e-book entitled
English in Focus for Grade IX Junior High School still needs some improvements to make it
better, especially in learning activities, method, illustrations and pictures, and also audio-

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tapes. Ahour T., et al (2014) evaluated the appropriateness of “English Textbook 2” for
Iranian EFL second grade high school students from the teachers’ perspectives. The results of
the study revealed that teachers’ perceptions about these criteria were not favorable in
general. There are much more disadvantages than advantages in “English Textbook 2”.
Naseem, et al. (2015) in their study found that the evaluated English textbook for
matriculation programme (9th class) prescribed by Punjab Textbook Board, Lahore, Pakistan
did not fulfill the general objectives of the target language.

Indeed, finding “perfect” textbook is almost impossible. We are not looking for the
“perfect” textbook which meets all our requirements. But rather the best possible fit for what
the teachers and the students need. For that reason, textbook evaluation is necessary to be
conducted. Tok (2010) describes that course book analyses and evaluation help the teachers
to improve them and help them to attain useful insights into the basis of material.

Recently, the Indonesian government launched new curriculum namely curriculum

2013. In line with that, the government published English electronic books and also
distributed its printed books to all students and teachers. To add materials which are
uncovered in the textbook published by the government, there are some publishing and
printing companies that published and sold the products to schools. One of the publishing and
printing companies is Tiga Serangkai which publishes some textbooks from elementary to
high schools. Even though those textbooks have been used in many schools, the teacher
should be able to evaluate, adapt, and supplement for the books as source of materials which
are adapted to the characteristics of their class. The present research aims to evaluate English
textbooks for Junior High School for the ninth grade entitled “Passport to the world 3 (A Fun
and Easy English Book)”. The research question of the present research was: To what extent
does the English textbook for the ninth grade of Junior High School entitled “Passport to the
world 3 (A Fun and Easy English Book)” fulfill the criteria of a good English textbook based
on related theories in terms of:

1. Practical consideration?
2. Layout and designs?
3. Activities?
4. Skills?
5. Language type?
6. Subject and content?

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REVIEW OF RELATED THEORIES

Textbook evaluation can be very useful in teacher development and professional

growth. Cunningsworth (1995) and Ellis (1997) suggest that textbook evaluation helps
teachers move beyond impressionistic assessments and it helps them to acquire useful,
accurate, systematic, and contextual insights into the overall nature of textbook material.
Cunningsworth (1995) and Ellis (1997) have put forward three different types of material
evaluation. First, ‘predictive’ or ‘pre-use’ evaluation, probably the most common form, is
designed to examine the future or potential performance of a material. Second, ‘in-use’
evaluation examines a material that is currently being used. The third type is ‘retrospective’
or ‘post-use’ (reflective) evaluation of a material that has been adopted in an institution.

McDonough and Shaw (2003) have distinguished between two types of material
evaluation. The internal evaluation addresses the issues related to the presentation of content
and skills, the grading and sequencing of the materials, as well as the compatibility of tests
and exercises with learners’ needs. The external evaluation takes into account the criteria
such as the context in which the materials are to be used, the presentation and organization of
language into teachable units, and the author’s perspectives on language and methodology.
McDonough and Shaw (2003) also highlighted some situations that evaluating materials is
necessary and helpful. The first situation is when teachers are given the choice to adopt or
develop their materials .The second one is when the teachers are just consumers of other
peoples’ products. Some degree of evaluation is needed in both of these circumstances.

There are many reasons for evaluating textbooks. Littlejohn (1998) claims materials
analysis and evaluation enable us to see inside the materials and to take more control over
their design and use. Sheldon (1988) believes that we need to evaluate textbooks for two
reasons. First, the evaluation will help the teacher or program developer in making decisions
on selecting the appropriate textbook.

Furthermore, evaluation of the advantages and disadvantages of a textbook will

familiarize the teacher with its probable weaknesses and strengths. In general terms, textbook
evaluation helps curriculum designers and material developers to consider key issues while
designing language courses. In addition, evaluation studies are of particular importance in
reexamining the deficient points in the existing materials and enhancing the quality of the
materials. In the evaluation process, ideas and suggestions of teachers should be considered
on the ground that they are the immediate users of course books and usually have good

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insights into course book usage and classroom dynamics. In summary, it is a fact that
evaluation of textbook and other materials is the natural and fundamental part of the teaching
and learning process.

In evaluating textbook, evaluation checklist is needed. Finest theorists in the field of

ELT textbook design and analysis such as Williams (1983), Sheldon (1988), Brown (1995),
Cunningsworth (1995) agree that evaluation checklist should have some criteria pertaining to
the physical characteristics of textbooks such as layout, organizational, and logistical
characteristics. Another important criteria should be incorporated is the needs of the teacher’s
approach individually and the organization of the curriculum.

Moreover, criteria should cover the specific language functions, grammar, and skill
contents that are covered by a particular textbook as well as the relevance of linguistic items
to the prevailing socio-cultural environment. (Grant 1987; Cunningsworth, 1995). Besides,
textbook evaluations should cover criteria that pertain to representation of cultural and gender
components. In addition, to the extent of which linguistic items, subjects, content, and topics
match up with students’ personalities, backgrounds, needs, and interests as well as those of
the teacher and institution.

The criteria used in the evaluation checklist in this research are adapted from Litz’s
teacher textbook evaluation checklist. It covers: 1) Practical Considerations (5 items), 2)
Layout and design (8 items), 3) Activities (7 items), 4) Skills (5 items), 5) Language Type (6
items), 6) Subject and Content (5 items).

RESEARCH METHOD

This research uses qualitative research design that applies a descriptive study as its
framework (Cresswel, 2012). To find out the aspects of textbook which fulfill the criteria of
good textbook in terms of practical considerations, layout and design, activities, skills,
language type, subject and content, conclusion, this study employs a document analysis
(Cresswel, 2012). The data of the research is English textbook of Grade IX of Junior High
School in Indonesia entitled “Passport to the world 3 (A Fun and Easy English Book)” which
are prescribed by Tiga Serangkai to be used by schools which implemented Curriculum 2013.
To make the present research more reliable, two English students of English Education
Magister are involved as respondents and also as the second and the third evaluator of the
textbook.

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 Two data collection methods are employed in this research: document analysis and
interview. The procedures of analyzing data are: first, analyzing and interpreting the data,
second, interviewing the second and the third evaluator as inter-rater, and the third reporting
the results of the research descriptively.

DATA ANALYSIS AND DISCUSSION

This section discusses the results of the study. The results will be presented
following the order of the research questions.

The first research question was “To what extent does the English textbook for the
ninth grade of Junior High School entitled “Passport to the world 3 (A Fun and Easy
English Book)” fulfill the criteria of a good English textbook based on related theories
in terms of the practical consideration?”

Table 1 below shows the result of the checklist in term of its practical
consideration of the textbook.

Table 1
The Result of Checklist from the Practical Consideration of the Textbook
No Main Aspect (s) assessed E1 E2 E3
Criteria
1 Practical The price of the textbook is reasonable √ √ √
Consideration The textbook is easily accessible √ √ √
The textbook is a recent publication √ √ √
A teacher’s guide, workbook, and audiotapes √ X X
accompany the textbook
The author’s views on language and √ √ √
methodology are comparable to mine
(Note: refer to the “blurb” on the back of the
textbook).
Notes:
√ = agree (fulfill the criteria)
x = disagree (inadequate)
According to the table, it was found that evaluator 1, 2, and 3 (E1, E2, and E3)
agreed that the price of the textbook is reasonable, although this textbook is not given

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for free to the students and teachers who implement Curriculum 2013. In term of its
accessibility, all evaluators agreed that this textbook is easy to be accessed.

Regarding of publication, all evaluators also agreed that this textbook is a recent
publication, because it has just been published in 2019, in line with the implementation
of new designed curriculum, namely Curriculum 2013. Even, this textbook also
adopted the latest approach of ELT that is scientific approach which involves the
following activities:observing, questioning, experimenting/exploring, associating and
communicating (Kemdikbud:2013).

Next category is supporting aids. Good textbook provided supporting aids that
are useful to help the teacher in using the textbook. It supports the teachers to prepare
their teaching in a limited time. The supporting aids cover teachers’ note, audio
cassettes/CD-ROMs, extra sources of materials and web links. It is in line with
Richard (2001) who state that the textbooks should include supporting materials such
as teachers’ guide, cassettes, worksheet and video which helps the teacher. In this case
(the existence of teacher’s guide, workbook, and audio-tapes accompanying the
textbook), different from E1, E2 and E3 did not agreed. The reason why they had
different opinion is answerable. This happened since this textbook only accompanied
by teacher’s guide but unfortunately there are no workbook and audio-tapes provided
as the supporting aids. In fact, audio-tapes has very important role to help students
listening some expressions modeled by native speaker so students can learn how to
pronounce the expressions correctly and learn the accent of the native speaker. And,
regarding the researcher’s views, all evaluator agreed the ‘blurb’. It means all
evaluators have similar views to the researcher’s on language and methodology.

The second research question was “To what extent does the English textbook
for the ninth grade of Junior High School entitled “Passport to the world 3 (A Fun and
Easy English Book)” fulfill the criteria of a good English textbook based on related
theories in terms of the layout and designs?”

Table 2 below shows the result of the checklist in term of layout and designs of
the textbook.

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 Table 2
The Result of Checklist from the Layout and Design of the Textbook
No Main Aspect (s) assessed E1 E2 E3
Criteria
2 Layout and The textbook includes a detailed overview of X X X
Design the functions, structures and vocabulary that
will be taught in each unit.
The layout and design is appropriate and clear X √ √
The textbook is organized effectively. √ √ √
An adequate vocabulary list or glossary is √ X √
included.
An adequate review section and exercises are X √ √
included.
An adequate set of evaluation quizzes or testing √ √ X
suggestions is included.
The teacher’s book contain guidance about √ √ √
how the textbook can be used to the utmost
advantage.
The material objectives are apparent to both the √ √ √
teacher and student.

Based on the table above, it is shown that all evaluators did not agree in term of
the overview of the textbook. Actually there is an overview in each chapter in this
textbook, but it is too general; it does not meet the criteria of a good textbook which
should includes a detailed overview of the functions, structures, and vocabulary that
will be taught in each unit.

Regarding the layout and designs, evaluator 2 and 3 agreed of it, but evaluator 1
did not. Layout and designs of textbooks has a significant influence on learning of the
basic information in the texts. Learners’ curiosity and attention are attracted when the
material is visually attractive and well organized. Sheldon (1988), points that
textbooks are physical artifacts, and the author needs to recognize that layout, format,
typography and graphics are also essential for a successful course book. Grant (1987)
states that attractiveness, becomes one of consideration in selecting a textbook.

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Attractive layout means that the layouts are arranged tidily. It does not make the reader
confused in reading the textbook. They should have enough space, if the textbooks
used graphic and pictures. They should know where the heading, chapters,
subchapters, index, and appendices are placed. This research found that the layouts of
this textbook are adequately good. The letter of the textbook used big fonts. Big fonts
indicate readability. This book provides a lot of pictures with colorful illustrations. It is
good because the use of picture is a way to make input comprehensible. However, the
pictures used are less interesting, since all the pictures are monotonous drawings and
there are no photos at all. There are some drawings showing time that have
inappropriate colors or situations, so they confuse the students to do the tasks; i.e. to
state whether it is morning, afternoon, evening or night. But overall, the textbook
provides appropriate layout and designs.

The next category is organization of the textbook. All evaluators agreed that this
textbook is organized effectively, since chapters and sub-chapters of this textbook
arranged systematically. In term of list of vocabulary or glossary, evaluator 1 and 3
agreed, but evaluator 2 did not agreed. Indeed, there are list of vocabulary and glossary
in it, but they are not adequate enough, actually. And there are also very limited texts
inserted in the book, whereas kinds of texts are able to enrich the students’ vocabulary.
The next part is review section and exercises. Different from evaluators 2 and 3,
evaluator 1 disagreed. Indeed, this textbook provides review section and exercise,
however the review section as the sources of input are very limited. Teacher should
find other sources to enrich those review section. The exercises in this textbook are
vary; individually, pair-work and group work exercises. The exercises are set in a
systematic arrangement starting from the word moving two simple sentences and
finally coming to a text. It seems that this textbook is constructed based on Krashen’s
natural order hypothesis. Krashen has stated that we acquire language rules in a
predictable or natural order (Brown, 2000). Those natural order states that children
acquire language that starts from simple to complex.

In term of evaluation quizzes or testing, evaluators 1 and 2 assumed that there

are adequate evaluation quizzes or testing suggestion included in this textbook. But,
evaluator 3 disagrees and stated that it was not adequate, since teacher should find or
make other evaluation quizzes or testing by him/her. The next category is teacher’s
book. All evaluators agreed that the teacher’s book contains guidance about how the

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textbook can be used to the utmost advantage. It covers the lesson plan that can be
adopt and adapt by teacher to use this textbook, and also provides some supplementary
materials. And the last part is the objective of the textbook. All evaluators assumed
that the materials objectives are apparent and clear to both of the teacher and the
students. This textbook provides objectives in each chapter. The objectives are
appropriate to the activities. A good textbook should provide syllabus for the course to
give aims and objectives of the course (Richard, 2001). It is also useful for giving
direction and limitation for teacher and students on how the materials to be taught or to
be learned.

The third research question was “To what extent does the English textbook for
the ninth grade of Junior High School entitled “Passport to the world 3 (A Fun and Easy
English Book)” fulfill the criteria of a good English textbook based on related theories
in terms of the activities?”

Table 3 below shows the result of the checklist in term of activities of the
textbook.

Table 3
The Result of Checklist from the Activities of the Textbook
No Main Aspect (s) assessed E1 E2 E3
Criteria
3 Activities The textbook provide a balance of activities √ √ √
(Ex. There is an even distribution of free vs.
controlled exercises and tasks that focus on
both fluent and accurate production
The activities encourage sufficient √ √ √
communicative and meaningful practice
The activities incorporate individual, pair and √ √ √
group work
The grammar points and vocabulary items are X X √
introduced in motivating and realistic contexts
The activities promote creative, original and √ √ √
independent responses
The tasks are conducive to the internalization √ √ √

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 of newly introduced language.
The textbook’s activities can be modified or √ √ √
supplemented easily

Table 3 above indicated that all evaluators assumed that this textbook provides
a balance activity. There is an even distribution of free vs. controlled exercises and
tasks that focus on both fluent and accurate production. And all evaluators also agreed
that the activities in this textbook encourage sufficient, communicative and meaningful
practice. The activities are varying: individually, pair-work and also group work.

In the term of grammar, evaluator 1 and 2 disagreed of it, but evaluator 3

agreed. There is no grammar rules explained in this textbook. Students are forced to
learn the grammar automatically from the limited context given in this textbook. Stern
(1970) states that, a small child simply uses of language. He does not learn formal
grammar. We don’t have to tell him about verbs and nouns. Yet, he learns the
language perfectly. It is equally unnecessary to use grammatical conceptualization in
teaching a foreign language. This book clearly follows Stern’s argument. However, for
Indonesian students, this method is not quite effective since students are lack in
English exposure. The only English lesson they get is from school, because Indonesia
is not English speaking country. So it is not enough to make them acquire the grammar
automatically.

Therefore, explanation of grammar still needed to be inserted in this textbook.

All evaluators agreed that the activities of this textbook promote creative, original and
independent responses. The questions are designed to be free to answer; they may have
many responses. They are not designed for one single answer in order to stimulate
students and make them feel free to answer with their own opinion and own words. All
evaluators also agreed that the tasks in this textbook are conducive to the
internalization of newly introduced language. The tasks are always set in hierarchy
level. Starting from simple tasks (finding words or utterances for situation given)
which can be considered as the process of controlled processing mechanism move to
the automatic processing mechanism (need accomplished skill). And the last term is
supplementation. Evaluators 1, 2 and 3 agreed that the activities of this textbook can
be modified or supplemented easily. This textbook provides limited activities and
review sections, and also quizzes, so it needs modification in the activities and

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supplementary materials as an additional sources input.

The fourth research question was “To what extent does the English textbook for
the ninth grade of Junior High School entitled “Passport to the world 3 (A Fun and Easy
English Book)” fulfill the criteria of a good English textbook based on related theories
in terms of the skills?.

Table 4 below shows the result of the checklist in term of skills included in the
textbook.

Table 4
The Result of Checklist from the Skills of the Textbook
No Main Aspect (s) assessed E1 E2 E3
Criteria
4 Skills The materials include and focus on the skills √ √ √
that I/my students need to practice
The materials provide an appropriate balance √ √ √
of the four language skills.
The textbook pays attention to sub-skill, i.e. √ √ √
listening for the gist, note-taking, skimming
information, etc.
The textbook highlights and practices natural X X X
pronunciation (i.e. –stress and intonation)
The practice of individual skills is integrated √ √ √
into the practice of other skill.

Table 4 shows that all evaluators agreed that this textbook include and focus on
the skills that the students need to practice. They also assumed that this textbook
provides an appropriate balance of the four language skills: they are speaking,
listening, reading, and writing. And this textbook pays attention to sub-skill, i.e.
listening for the gist, note-taking, skimming information, etc. But, all evaluators
disagreed in term of pronunciation. There are no highlights and practices natural
pronunciation (i.e. –stress and intonation) in this textbook, both written nor spoken (no
audio-tapes available as supporting aids). And in the last part, all evaluators agreed
that the practice of individual skill in this textbook is integrated into the practice of
other skills.

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 The fifth research question was “To what extent does the English textbook for
the ninth grade of Junior High School entitled “Passport to the world 3 (A Fun and Easy
English Book)” fulfill the criteria of a good English textbook based on related theories
in terms of the language type?”

Table 5 below shows the result of the checklist in term of language type
included in the textbook.

Table 5
The Result of Checklist from the Language Type of the Textbook
No Main Aspect (s) assessed E1 E2 E3
Criteria
5 Language The language used in the textbook is authentic- X X X
Type i.e. like real-life English.
The language used is at the right level for my √ √ √
(students”) current English ability.
The progression of grammar points are X X X
presented with brief and easy examples and
explanations.
The language functions exemplify English that √ √ √
I/my students will likely to use.
The language represents a diverse range of X X X
registers and accents

Table 5 above indicates that all evaluators disagreed in term of language

authenticity. It means that they did not assume that the language used in this textbook
is authentic-i.e. like real-life English. It contains what Indonesian would normally find
in their life. There is no ‘like real-life English’ material in this textbook. Everything is
very Indonesian. From the names of the person involved until the pictures and contents
strongly represent the culture of Indonesia. Actually it is good for character building
and nationalism of the students. However, this would bring bad impact to the learners
since the learning second implies some degree of learning a second culture. It is
important to understand the process of culture learning (Brown, 2000). This textbook
does not include anything about English culture. And this may be lead to the culture
shock. There will be misunderstanding and miscommunication between speakers

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which means that the students are fault in using and acquiring English as their target
language.

The next, all evaluators agreed that the language used is at the right level for the
students ‘current English ability. This textbook uses simple language to the complex
one, hierarchically. It means that students will not move to the next acquisition before
they acquire the previous level. Regarding to the grammar points, all evaluators
disagreed. In this textbook, there are no presentation of grammar points progression in
brief and easy examples and explanations. Grammar is contextualized in a text. No
explanation or review section about grammar. The next part, all evaluators assumed
that the language functions in this textbook exemplify English that the students will
likely to use. And the last, about the diversity range of registers and accents, all
evaluators disagreed with it. The language used in this textbook does not represents a
diverse range of registers and accents. There are no information about register and
accent in this textbook.

The sixth research question was “To what extent does the English textbook for
the ninth grade of Junior High School entitled “Passport to the world 3 (A Fun and Easy
English Book)” fulfill the criteria of a good English textbook based on related theories
in terms of the subject and content?”

Table 6 below shows the result of the checklist in term of subject and content in
the textbook.

Table 6
The Result of Checklist from the Subject and Content of the Textbook
No Main Aspect (s) assessed E1 E2 E3
Criteria
6 Subject and The subject and content of the textbook is √ √ √
Content relevant to my (students’) needs as English
language learner(s)
The subject and content of the textbook is √ √ √
generally realistic.
The subject and content of the book is X √ X
interesting, challenging and motivating.
There is sufficient variety in the subject and X X X

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 content of the textbook
The materials are not culturally biased and they √ √ √
do not portray any negative stereotypes.

Based on the table, it can be seen that all evaluators are agreed in term of the
relevancy of the subject and content of the textbook. They assumed that the subject
and content of this textbook are relevant to the students’ need as English language
learners. It contains very basic English and daily language used. The next part, all
evaluators agreed that the subject and the content of the textbook are generally
realistic. The subject and the content are real and contextual; connecting with the
context of the students’ personal, social, and cultural circumstances. For the next term,
evaluator 2 also assumed that the subject and the content of this textbook is interesting,
challenging and motivating. But, evaluators 1 and 3 disagreed with it, and thought that
this book is uninteresting. The subject and the content are unchallenging. It is as a
result from insufficient variety in the subject and content of the textbook.

This textbook is lack of review section of the materials, reading texts, listening
material in the form of audio-tapes which native speaker as the model of
pronunciation, intonation and accents, and also lack of list of vocabulary. So, it forces
the teacher to be creative; finding out other suitable input sources as the supplementary
materials. It takes extra time or extra money to make the students have copies of them.
And finally, for the last part, all evaluators agreed that this textbook is not culturally
biased and they do not portray any negative stereotypes.

CONCLUSION

Based on the result and discussion above, it can be concluded that in general
“Passport to the world 3 (A Fun and Easy English Book)” textbook is considered good
English textbook based on Litz’s teacher textbook evaluation checklist, in several
aspects.

From the textbook evaluators’ point of view, in term of practical consideration,

this textbook fits the criteria of good textbook; it has reasonable price, easy accessible,
a recent publication, and the author’s views refers to the ‘blurb’ on the back of the
textbook are similar with the evaluators’ on language and methodology. Unfortunately,

15
this textbook only accompanied by teacher’s guide but there are no workbook and
audio-tapes provided as the supporting aids.

In term of layout and designs of the textbook, the overview in each chapter in
this textbook is too general, the layout and designs are adequate. The letter of the
textbook uses big fonts provides a lot of pictures with colorful illustrations. However,
the pictures used are less interesting, since all the pictures are monotonous drawings
and there are no photos at all. This textbook is organized effectively, but there are not
adequate list of vocabulary and glossary, the review section as the sources of input are
very limited, so teacher should find other sources to enrich those review section, the
exercises in this textbook are vary; and they are set in a systematic arrangement
starting from the word moving two simple sentences and finally coming to a text, there
are evaluation quizzes or testing suggestion included in this textbook but they are not
adequate, therefore teacher should find or make other evaluation quizzes or testing by
him/herself. This book also accompanied by the teacher’s book which contains
guidance about how the textbook can be used to the utmost advantage. These textbook
objectives are apparent and clear to both of the teacher and the students. This textbook
provides objectives in each chapter which are appropriate to the activities.

On the other hand, in term of activities, this textbook provides a balance

activity. There is an even distribution of free vs. controlled exercises and tasks that
focus on both fluent and accurate production. The activities in this textbook encourage
sufficient, communicative and meaningful practice. The activities are vary:
individually, pair-work and also group work. There is no grammar rules explained in
this textbook. It seems that explanation of grammar still needed to be inserted in this
textbook. The activities of this textbook promote creative, original and independent
responses. Activities are not designed for one single answer in order to stimulate
students and make them feel free to answer with their own opinion and own words.
The tasks in this textbook are conducive to the internalization of newly introduced
language. The tasks are always set in hierarchy level. Starting from simple tasks to the
automatic processing mechanism which need accomplished skill. The activities of this
textbook can also be modified or supplemented easily. This textbook provides limited
activities and review sections, and also quizzes, so it needs modification in the
activities and supplementary materials as an additional sources input.

Regarding the skills, this textbook includes and focuses on the skills that the

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students need to practice. It provides an appropriate balance of the four language skills:
they are speaking, listening, reading, and writing. And this textbook pays attention to
sub-skill, i.e. listening for the gist, note-taking, skimming information, etc. But, in
term of pronunciation, there are no highlights and practices natural pronunciation (i.e.
–stress and intonation) in this textbook, both written nor spoken (no audio-tapes
available as supporting aids). It is the weakness of this textbook which needs to be
improved. And in the last part, the practice of individual skill in this textbook is
integrated into the practice of other skills.

In term of language types, this textbook does not provide authentic-i.e. like real-
life English. There is no ‘like real-life English’ material in this textbook. Everything is
very Indonesian. Actually it is good for character building and nationalism of the
students. However, this would bring bad impact to the learners since the learning
second language implies some degree of learning a second culture. This textbook does
not include anything about English culture. And this may be lead to the culture shock.
There will be misunderstanding and miscommunication between speakers which
means that the students are fault in using and acquiring English as their target
language. In addition, the language used in this textbook is at the right level for the
students ‘current English ability. This textbook uses from simple language to the
complex one, hierarchically. Regarding to the grammar points, there are no
presentation of grammar points progression in brief and easy examples and
explanations. Grammar is contextualized in a text. No explanation or review section
about grammar. And the language functions in this textbook exemplify English that the
students will likely to use. The language used in this textbook also does not represents
a diverse range of registers and accents. There are no information about registers and
accents in this textbook.

The last category is subject and contents. In term of relevancy, the subject and
content of this textbook are relevant to the students’ need as English language learners.
It contains very Basic English and daily language used. And the subject and the
content of the textbook is generally realistic. The subject and the content are real and
contextual; connecting with the context of the students’ personal, social, and cultural
circumstances (Johnson, 2009). However, the subject and content of this textbook are
uninteresting and unchallenging. It is as a result from insufficient variety in the subject
and content of the textbook. This textbook is lack of review section of the materials,

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reading texts, listening material in the form of audio-tapes which native speaker as the
model of pronunciation, intonation and accents, and also lack of list of vocabulary. So,
it forces the teacher to be creative; finding out other suitable input sources as the
supplementary materials. It takes extra time or extra money to make the students have
copies of them. And finally, this textbook are not culturally biased and they do not
portray any negative stereotypes.

From this research, there are some suggestions recommended for English
teachers in junior high school, for the textbook designer and publisher and decision
makers, and for further research. For English teachers, the result of this study is
beneficial to give them information on areas where this textbook can achieve its goals
and on what parts will they need to use supplementary materials. It informs them
where they can make adaptation of the textbook or find other sources of materials to
make it best fit to the students’ need. For textbook designers, publisher and decision
makers, it is hoped that the result of this study will give them a feedback about the
textbook and how it can be developed. Finally for further research, the researcher who
want to conduct a research of textbook evaluation, it will be better if you also getting
the data from teachers, students, and also expert point of views.

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