Post on 23-Nov-2021
1
AN EVALUATION OF THE TEXTBOOK WHEN ENGLISH
RINGS A BELL USED BY EIGHTH GRADE STUDENTS
AT SMP MUHAMMADIYAH 10 SURAKARTA
Arranged as one of the requirements to complete the Strata I Study Program
at the English Department, Faculty of Teacher Training and Education
By:
ELOK MUFIDATI
A320140046
ENGLISH LANGUAGE STUDY PROGRAM
DEPARTMENT OF ENGLISH EDUCATION
UNIVERSITAS MUHAMMADIYAH SURAKARTA
2019
i
APPROVAL
AN EVALUATION OF TEXTBOOK WHEN ENGLISH RINGS A BELL
USED BY EIGHTH GRADE STUDENTS
AT SMP MUHAMMADIYAH 10 SURAKARTA
PUBLICATION ARTICLE
By
ELOK MUFIDATI
A320140046
This publication article has been approved by:
Consultant
Susiati, S. Pd.,M.Ed.
NIK. 1201
ii
ACCEPTANCE
AN EVALUATION OF TEXTBOOK WHEN ENGLISH RINGS A BELL
USED BY EIGHTH GRADE STUDENTS
AT SMP MUHAMMADIYAH 10 SURAKARTA
By:
ELOK MUFIDATI
A320140046
It has been maintained in front of the Board of Examiners
Department Of English Education
Universitas Muhammadiyah Surakarta
On days: Thursday, November 27, 2019
And has been declared eligible
Team of Examiners:
1. Susiati, S.Pd., M.Pd ( )
(Chair of the Board of Examiners)
2. Dra, Muamaroh, M. Hum., Ph.D ( )
(Member I Board Of Examiners)
3. Syahara Dina Amalia, M. Ed ( )
(Member II Board Of Examiners)
Dean,
Prof. Dr. Harun Joko Prayitno, M. Hum
NIP. 19560428 199303 1 001
iii
DECLARATION
I hereby declare that in this publication's text no work has ever been
submitted to obtain a degree at a tertiary institution and to the best of my
knowledge there are no works or opinions that have been written or published by
others, unless in writing it is referred to in the text and mentioned in References.
If later it is proven that there is no truth in my statement above, then I will
take full responsibility
Surakarta, 02 November 2019
The researcher
Elok Mufidati
A320140046
1
AN EVALUATION OF TEXTBOOK WHEN ENGLISH RINGS A BELL
USED BY EIGHTH GRADE STUDENTS
AT SMP MUHAMMADIYAH 10 SURAKARTA
Abstrak
Tujuan penelitian ini adalah: 1) Untuk mendeskripsikan kualitas buku teks When
English Rings a Bell sesuai dengan kriteria buku yang baik menurut teori
Cunningsworth; 2) Untuk mendeskripsikan opini guru mengenai kualitas When
English Rings a Bell yang digunakan di SMP Muhammadiyah 10 Surakarta; dan
3) Untuk mendeskripsikan pandangan siswa mengenai kualitas When English
Ring a Bell yang digunakan di SMP Muhammadiyah 10 Surakarta.Dalam
melaksanakan penelitian ini, peneliti menggunakan tipe kualitatif deskriptif.
Analisis buku teks mendalam menunjukkan bahwa semua bab di When English
Rings a Bell memenuhi kriteria dari persyaratan standar Cunningsworth. Buku
teks itu cukup cocok untuk digunakan sebagai media dalam proses belajar
mengajar untuk siswa kelas tujuh SMP. Dalam opini guru, buku teks sesuai
dengan tujuan pembelajaran. Pernyataan guru ini sejalan dengan teori
Cunningsworth bahwa buku teks yang bagus harus sesuai dengan kebutuhan
pelajar. Dalam menggunakan When English Rings a Bell, para siswa masih
mendapatkan beberapa kesulitan. Pertama, mereka masih membutuhkan
bimbingan guru dalam memahami materi. Kedua, mereka membutuhkan bahan
pendukung lain dari sumber lain untuk meningkatkan pemahaman mereka. Buku
pelajaran itu juga kekurangan contoh. Berdasarkan hasil wawancara siswa,
kelemahan buku teks ini mungkin adalah kurangnya teori. Beberapa siswa
menyatakan bahwa buku teks memiliki cakupan yang kecil. Mereka sepakat
bahwa materi yang diberikan untuk digunakan di kelas harus bervariasi. Dari
temuan penelitian, peneliti menyimpulkan bahwa When English Rings a Bell
dapat direkomendasikan sebagai bahan ajar Bahasa Inggris untuk siswa SMP
karena buku ini memenuhi kriteria buku teks yang baik menurut Cunningsworth.
Peneliti juga berharap buku ini dapat mempertahankan kualitasnya.
Kata kunci: evaluasi, buku teks, teori cunningsworth
Abstract
The objectives of this study are:1) To describe the quality of When English Rings
a Bell textbook according to Cunningsworth’s good criteria of English textbook;
2) To describe the teacher’s views concerning the quality of When English Rings
a Bell used at SMP Muhammadiyah 10 Surakarta; and 3) To describe the
student’s views concerning the quality of when English Rings a Bell Used at SMP
Muhammadiyah 10 Surakarta. In connducting this research, the researcher uses
descriptive qualitative type. The in-depth textbook analysis shows that all chapters
in When English Rings a Bell fulfills criteria from Cunningsworth’s standard
requirement. The textbook was suitable enough to be used for media in teaching
2
learning process for the seventh grade student of Junior High School. In the
teacher’s view, the textbook is appropriate with the learning objectives. The
teacher’s statement is in line with the Cunningsworth’s theory that a good
textbook should correspond to the learner’s needs. In using When English Rings a
Bell, the students still get some difficulties. First, they still need the teacher’s
guidance in comprehending the materials. Secondly, they need other supporting
materials from other sources to improve their comprehension. The textbook was
also lack of examples. Based on the students’ interview results, the weakness of
this textbook might be lack of theories. Some students stated that the textbook has
a small scope. They agreed that the given materials to use in the classroom have to
be varied. From the research findings, it can be concluded that When English
Rings a Bell textbook can be recommended as learning source for junior high
school students as it fulfill the Cunningsworth criteria of good textbook. The
researcher also hopes that it can maintain its quality.
Keywords: evaluation, textbook, cunningsworth theory
1. INTRODUCTION
English has long become an international communication language. It is used
when people meet each other in every international meeting such as conferences,
treaty of countries, lecturing, and others. Therefore, it is important for all people
for learning English. In Indonesia, English is a foreign language. For many years,
English has been taught at high schools in Indonesia. By teaching English, the
government can acquire knowledge and technology to build this country. Richards
(1985: 2) states that “in countries where English is not an official language it may
still have a significant role to play. It may be an important school subject and it
may be necessary to pass an examination in English to enter a university. It may
be the language of certain courses at a university, or at least of a large percentage
of the studemts‟ textbooks. It may be needed for people who work in tourism, and
for some sections of the civil service”.
In teaching and learning process of English, many aspects can affect the
outcomes of students’ learning. These aspects can emerge from the pre-teaching,
while teaching and post teaching processes. All of the process need the teachers’
role. The teachers should design the syllabus, materials and teaching procedures in
the classroom. Richards (2001: 1) argues that “teaching materials are key
component in most language programs. Whether the teacher uses a textbook,
3
institutional prepared material or make use of his or her own materials,
instructional materials generally serve as the basis for much of the language input
learners receive and the language practice that occurs in the classroom”. One of
the materials in learning English is textbook.
According to Cunningsworth (1984), textbook is a book written by
experienced and well-qualified people and the material contained in them is
usually carefully tested in pilot studies in actual teaching situations before
publication. Textbook is used in the teaching learning process exactly in teaching
English. Indonesia has been using textbook for many years in education.
According to Hutchinson and Torres (1994), textbooks provide input into
classroom lessons in the form of texts, activities, explanations, and so on.
Teachers and students will get benefits when textbook is used in teaching and
learning process (Harmer, 2007).
O’Neill (1982) added the reasons for the use of textbooks: Firstly, most
parts of textbook materials are appropriate for students' needs, even if they are not
especially designed for them. Secondly, they make it possible for students to plan
for future learning and also review the previous materials or lessons. Thirdly,
textbooks provide students with high quality materials at a reasonable price.
Finally, suitable textbooks allow teachers to adapt and modify them to meet the
learners' needs and also allow for natural interaction to happen.
Actually, the teachers depend on the textbook. Textbooks become an
important thing in the class for teaching and learning process. A textbook means a
created material designed as materials for teaching learning process in order to
increase the learners’ knowledge and experience. “Textbook are best seen as a
source in achieving aims and objectives that have been set in terms of learner
needs” (Cunningsworth, 1995: 7). Thus, textbook is one source of materials in
teaching learning process.
Textbook is one of the important media of teaching and learning activities in
the classroom. Therefore, it must have a good quality. To know how a textbook is
categorized in a good quality, the researcher provides some criteria from the
4
experts. Cunningworth (1995) proposes four criteria for evaluating textbook,
particulary coursebook:
They should correspond to learner’s need. They should match the aims and
objectives of the language -learning program. They should reflect the use (present
or future) which learners will make of the language. Textbooks should be chosen
that will help equip students to use language effectively for their own purposes.
They should take account students’ needs as leaners and should facilitate their
learning processes, without dogmatically imposing a rigid “method”. They should
have a clear role as a support for learning . like teachers, they mediate between the
target language and the learner.
Selecting textbook is an important thing. A textbook should be suitable not
only with curriculum but also for the students. In Indonesia itself, textbook
becomes a controversial thing in education. Nowadays, many cases are reported
that textbooks contain unsuitable content or text for the students. The society,
especially the parents, are worried about this issue. Furthermore, the teachers
sometimes realize that the content is not suitable for the students when they are
teaching in the class.
Based on the phenomena, the researcher wants to conduct a research of
good textbook by Cunningsworth’s (1995)criteria of English textbook entitled
“An Analysis of English Textbook Entitled “When English Ring a Bell‟ Based on
Cunningsworth’s (1995). This study is hoped to enrich standardized English
textbooks and give better contribution of textbooks usage in teaching English,
especially in Indonesia.
2. METHODS
The type of this research is descriptive qualitative research. It is because in doing
this research, she only collects the data, makes an analysis and finally makes a
conclusion. The object of this study is an English textbook for eight grade
students and teacher of Junior High School entitled Bahasa Inggris “When
English Rings a Bell”. The focus is on the analysis English textbooks represented
in Bahasa Inggris “When English Rings a Bell”. The participant of this study is an
5
English teacher and six students from different classes of grade eight of SMP
Muhammadiyah 10 Surakarta. The data source of this study are document and
informant. The researcher uses document that is taken from an English textbook
entitled Bahasa Inggris “when English Rings a Bell”. The informants are an
English teacher and 15 students of eight grade at SMP Muhammadiyah 10
Surakarta. The researcher asked some questions to the informants to know the the
teacher and students’ perception on the textbook represented in English textbook
entitled Bahasa Inggris “When English Rings a Bell”.
3. FINDINGS AND DISCUSSION
3.1 How the Textbook of When English Rings a Bell Meets the
Cunningsworth’s Criteria of Good Textbook
Based on the first criterion of Cunningsworth’s criteria of a good textbook, When
English Rings a Bell matches the aims and objectives of the language-learning
program. The objective of English teaching learning for SMP/MTs students in the
first semester of class VIII as stated in Standar Isi is the ability to understand and
create various short and functional texts of monologue and essay in the form of
descriptive, narrative and recount. The gradation of teaching materials appears in
the use of vocabulary, grammar, and rhetorical steps. Based on the findings of
analysis, the objective of Chapter I until Chapter XIII confirms with the objectives
of English teaching learning for SMP/MTs as stated in Standar Isi. The objective
is arranged well through each Chapter. Chapter I is It is English Time; Chapter II
is We can do it, and we will do it ; Chapter III is We know what to do; Chapter IV
is Come to my birthday, please!; Chapter V is I’m so happy for you!; Chapter VI
is Our busy roads; Chapter VII is My uncle is a zookeeper; Chapter VIII is What
are you doing?; Chapter IX is Bigger is not always better; Chapter X is When I
was a child; Chapter XI is Yes, we made it; Chapter XII is Don’t forget it, please!,
and Chapter XIII is We got a lot of histories. There are also themes or topics in
each chapter that the students will learn. There are also exercises and tables that
appeared make the students to understand clearly. The content material in this
textbook is following the standard from the current syllabus in Curriculum 2013
6
but, there are some topics that only discuss one sub-topic not at all sub-topics.
This result is also in line with Hapsari’s research (2017) stated that English
textbook entitled When English Rings a Bell for te Seventh Grade fulfilled the
criteria proposed in Cunningsworth’s theory concerning the impressionistic/
surface textbook analysis with score 70 % and in-depth textbook analysis with the
summative score 60 %. From those summative scores, the textbook was
categorized as a good enough textbook and suitable enough to use as media in the
teaching and learning process.
According to second criterion, good textbook should be chosen that will
help equip students to use language effectively for their own purposes. When
English Rings a Bell matches with Generic Competence 3.7 Apply the social
function, text structure, and linguistic elements of spoken and written
transactional interaction text which implicate some actions namely; giving and
asking for information related to circumstance/action/activity/event that were
carried out/occur regularly or form of general fact, according to the context of its
use (Pay attention on linguistic elements simple present tense) and 4.7 Compile
brief and simple transactional interaction in spoken and written form which
implicate some actions namely, asking and giving information related to
circumstance/action/activity/event that were carried out/occur regularly or form of
general fact, by paying attention on the social function, text structure and the right
linguistics elements and according to the context of its use.
The researcher found that textbook performs tenses learning such as: simple
present tense; present future tense ( s+ will+ object+ complement); present perfect
tense (s + have/has+ V3); present continuous tense (s+ be (am/is/are)+ present
participle-ing); simple past tense (S+ V2+O); and past continuous tense (s+
be(am/is/are)+ present participle-ing). The tenses material are presented through
good organization of textbook. In every sub chapter, the students are informed
what they will learn with in the chapter. The dialogue and monologue are placed
in different space or sections. The exercise comes after every the end of the
explanation or dialogue in order to make easy the students in understanding the
material and there is a journal for the students in every the end of the exercise.
7
This result is in line with Arba’ati’s research (2015) stated that language skills in
this textbook (grammar and tenses) can be seen in the dialouges, pictures,
excercise in the table form and journal that refer to speaking, writing and reading
skills. In the speaking skill, the students can play a role based on the dialogues
and pictures. In the writing skill, the students can make a list or do on the table
form in the exercises. In the reading skill, the students can read first the dialouges
before they play a role.
According to the third criterion, a good textbook should take account
students’ needs as leaners and should facilitate their learning processes, without
dogmatically imposing a rigid “method”, When English Rings a Bell matches with
the students’ needs as learners do some learning activities. Developable learning
activities in this textbook are drafted pretty, varied, gradually so that learners are
motivated to learn more. In the learning activities are well developed with the
dialouges or conversations, pictures that refer to speaking and writing skills and
the learning activities are suitable with the Indonesian people. There are also
songs in some chapters. It can be seen as in every sub chapter, the students are
informed what they will learn with in the chapter. The instruction is “We will say
the words loudly, clearly, and correctly”. In addition, the activities and tasks in
When English Rings a Bell are found to be basically communicative and they
seemed to consistently promote a balance of activities approach. This in turn
encouraged both controlled practice with language skills as well as creative,
personal, and freer responses on the part of the students.
According to the fourth criterion, good textbook should have a clear role as
a support for learning. Like teachers, they mediate between the target language
and the learner. In When English Rings a Bell (Buku Guru), the teacher takes role
as a controller in classroom activities. The teacher controls students’ activities.
When English Rings a Bell (Buku Guru) provides activity guidelines for the
teacher. When English Rings a Bell (Buku Guru) provides observation sheet for
teacher. The teacher can observe the students’ activities and evaluate them. In
short, When English Rings a Bell illuminates each role of teacher, students,
classroom procedure, classroom activities, and media. Similar to the result by
8
Safitri (2014) show that the text books do not promote either the vocabulary
building or grammar exercise. In which, again, this proves what Tomlinson (2008)
explained that textbooks help the learners to make full use of the language
experience available to them outside the classroom.
Based on the discussion, the in-depth textbook analysis shows that all
chapters in When English Rings a Bell fulfill criteria from Cunningsworth
standard requirement. The textbook was suitable enough to be used for media in
the teaching learning process for the eighth grade students of Junior High School.
3.2 The Teachers’ Views Concerning the Quality of When English Rings a
Bell Textbook
The teacher said the textbook is appropriate with the learning objectives. The
teacher’s statement is in line with Cunningsworth’s theory that a good textbook
should correspond to the learners’ needs. It should match with the aims and
objectives of the language learning program. Thus, in the teacher’s opinion, When
English Rings a Bell handbook has already been appropriate with the students’
learning purposes. It is also in line with Tolinson’s theory (2012) that the material
should be relevant and useful.
The teacher said the layouts of the material are in accordance with the
sequence of learning stages of the students. She stated that the arrangement of the
handbook materials is already in order. The teacher’s answer implies that When
English Rings a Bell handbook fulfills the criteria of a good textbook according to
Greene and Petty (1971) in Tarigan (1993), that is, the textbook must be
interesting and attractive toward the learners. So, they will be interested in using
textbooks.
In using When English Rings a Bell, the students still get some difficulties.
First, they still need the teacher’s guidance in comprehending material.s Secondly,
they need other supporting materials from other sources to improve their
comprehension. Besides, the textbook’s content is relevant to the students’ need,
but not to the students’ interests. The teacher said When English Rings a Bell
textbook is not interesting enough for students to learn. They must be given
motivation to understand the material of the book. For active students, this book is
9
able to give motivation. But for less active students, they could not simply read
the handbook, but they needed the teacher’s support at school, in order to help
them comprehend the materials. The teacher’s explanation shows that When
English Rings a Bell textbook fullfils criteria of a good textbook based on
Cunningsworth’s theory, that is, it has a clear role as a support for learning, like
teachers, it mediate between the target language and the learner.
The teacher noticed that the textbook was also lack of examples.
Sometimes, when the teacher described a picture in the book, the teacher had to
work hard at explaining the materials because of the students’ background
knowledge issue. Based on the theory stated by Greene and Petty (1971) in
Tarigan (1993), When English Rings a Bell does not fullfil one of criteria of a
good textbook, that is, the contents of textbook are not clear enough in written to
avoid the children to be confused in using textbook. The researcher found that
there was some possibility of the classroom situation that had to be faced by the
teacher. While applying the textbook in teaching, the challenge faced by the
teachers was the students’ ability in learning English. Some of them were lack of
knowledge and other were less interested in learning. In some cases, they were
lack of vocabulary which makes them difficult to learn English. Thus, the teacher
should start the learning process from the very beginning to ensure the students’
understanding. The difficulties that the teacher found in selecting the textbook
was adjusting the subject matter to the school curriculum and deal with the
students’ habitual behavior. However, the result was different from the previous
research of Suryana (2017). The result showed that the difficulties faced by
teacher were the level of material difficulties and limited aids for teaching.
In the teacher’s opinion, When English Rings a Bell handbook can be stated
as a qualified textbook. It contains some materials, explanation of material,
discussion of some cases and some examples of exercises. Based on the theory
stated by Greene and Petty (1971) in Tarigan (1993), When English Rings a Bell
fullfils one of criteria of a good textbook, that is, the textbook considers the
linguistic aspect. Previous research of Lathif (2015) and Amrina (2018) perceived
10
that the textbook’s content should be accurate, up-to-date and relevant to the
students’ need. The textbook is suitable to the curriculum of the school.
The researcher asked the teacher about the appropriateness of When English
Rings a Bell textbook with 2013 Curriculum. The teacher said When English
Rings a Bell textbook is appropriate with 2013 Curriculum. Content aspect was
divided into three sub aspects, there are the appropriateness of materials
explanation with standard of competence and basic competence, material
accuracy, and supporting learning materials. It is similar to the Cunningsworth’s
theoy that the textbook matches with the aims and objectives of the language-
learning program. The teacher agreed that the textbook presented and offered all
of four basic skills in English. The textbook supported cognitive, affective and
psychomotor aspects in balance. It also provided some exercises along with well-
defined instructions. It could be concluded that the textbook used by the teacher
was a good textbook as Trigon (1993) saying that a good textbook is designed
with a clear instruction. In addition, the textbook also construed the activities and
exercises from the basic to the advanced level. For that reason, the textbook was
appropriate to be applied in teaching English for EFL classroom.
3.3 The Eight Grade Students’ Views Concerning the Quality of When
English Rings a Bell Textbook
Based on the students’ interview, the result shows that in order the students to be
able comprehend the materials in When English Rings a Bell textbook. The
teacher should explain the materials to them. The book is rather difficult to
understand the materials in When English Rings a Bell textbook, because the book
does not provide vocabulary understanding. It also less motivates the students to
learn, because most of them do not understand some vocabulary in it. Based on
students’ opinion, When English Rings a Bell does not fullfil Cunningsworth’ s
criteria of a good textbook in terms of language aspects. The aspects were
relevance of language towards learners’ cognitive development, relevance of
language towards learners’ socio-emotional state, message readability, grammar
accuracy, coherence and unity of ideas in each unit, and coherence and unity of
ideas.
11
Based on the students’ interview result, the weakness of this textbook might
be lack of theory. Some students stated that the textbook has a small scope. They
agreed that the given materials to use in the classroom have to be varied. In
Ramazani’s research (2013), for that reason, the teacher should build the
classroom learning activities as creative as possible to attract students' interest in
learning. It was widely believed that teaching by using the textbooks make the
teachers and students easy to achieve the learning objectives. The teachers have
the responsibility to prepare the learning materials to bring to the classroom. In
some cases, the teachers need to use additional material sources in teaching.
Based on the interview, it can be seen that in students’ opinion, the teacher
uses two kind of books, When English Rings a Bell handbook and LKS. Faisal’s
research (2014) explained that the teachers need to concern the textbook
suitability to be applied in the teaching learning activities. They might find some
difficulties in selecting and applying the textbook. In case of selecting the English
textbook.
4 CONCLUSION
According to the first criterion, based on Cunningsworth’s criteria of a good
textbook, When English Rings a Bell matches with the aims and objectives of the
language-learning program. Based on the second criterion, good textbook should
be chosen that will help equip the students to use language effectively for their
own purposes. For the third criterion, good textbook should take account students’
needs as leaners and should facilitate their learning processes, without
dogmatically imposing a rigid method, When English Rings a Bell matches with
students’ needs as learners through some learning activities. According to fourth
criterion, a good textbook should have a clear role as a support for learning. Like
teachers, they mediate between the target language and the learner. The in-depth
textbook analysis shows that all chapters in When English Rings a Bell fulfills
criteria from Cunningsworth standard requirement. The textbook was suitable
enough to be used for media in teaching learning process for the seventh grade
student of Junior High School.
12
Based on the teacher’s views, the textbook is appropriate with the learning
objectives. The teacher’s statement is in line with Cunningsworth’s theory that
good textbook should correspond to the learners’ need. The layout of the material
is in accordance with the sequence of stages learning for the students, thus it is
interesting and attractive toward the learners. When English Rings a Bell
handbook can be stated as a qualified textbook. It contains some materials,
explanation of material, discussion of some cases and some examples of exercises.
When English Rings a Bell handbook can be stated as qualified textbook. It
contains some materials, explanation of material, discussion of some cases and
some examples of exercises.
In using When English Rings a Bell, the students still get some difficulties.
First, they still need the teacher’s guidance in comprehending the materials.
Secondly, they need other supporting material from other sources to improve their
comprehension. The textbook was also lack of examples. Sometimes, when the
teacher described a picture in the book, the teacher had to work hard at explaining
the materials because of the students’ background knowledge issue. Based on the
students’ interview result, the weakness of this textbook might be lack of theory.
Some students stated that the textbook has a small scope. They agreed that the
given materials to use in the classroom have to be varied.
BIBLIOGRAPHY
Amrina. 2018. An Analysis of "Bahasa Inggris" Textbook Used in the Second
Grade of Senior High School. Thesis. UIN Ar-Raniry Banda Aceh.
Arba’ati, Rani. 2015. An Analysis On English Textbook Entitled Bahasa Inggris
“When English Rings A Bell” For the Eight year Students Of Junior
High School Based on the 2013 Curriculum. Thesis. Universitas
Muhammadiyah Surakarta.
Cunningsworth, A. 1984. Evaluating and Selecting EFL Teaching Materials.
London: Heinemann Educational.
Cunningsworth, A. 1995. Choosing your Coursebook. Cambridge: Macmillan
Heinemann.
13
Faisal. 2014. Teachers’ perception toward english students’ textbooks used at
school. Thesis. UIN Ar-Raniry.
Hapsari, Ika Ayu. 2017. A Content Analysis of “When English Rings a Bell”
English Textbook in 2013 Curriculum for the Seventh Grade Student of
Junior High School Published by Kementrian Pendidikan dan
Kebudayaan Republik Indonesia. Thesis. English Education Department.
Islamic Education and Teacher Training Faculty. State Islamic Institute
of Surakarta.
Harmer, J. 2007. The Practice of English Language Teaching. Harlow: Longman.
Hutchinson, Tom and Torres, Eunice. 1994. The textbook as agent of change. ELT
Journal, Vol. 48, Issue 4, pp. 315–328.
Lathif, Masyhudi. 2015. An Evaluation of English Textbookks for the Eight
Graders of Junior Highschool. Thesis. Universitas Negeri Yogyakarta.
Ramazani, Milad. 2013. Teachers’ Perceptions of Using English Textbooks for
Iranian Technical and Vocational College Students. Procedia: Social and
Behavioral Sciences, No.70, pp.1748-1762.
Richards, J. C. 1985. The Context of Language Teaching. Cambridge: Cambridge
University.
Richards, J. C. 2001. Curriculum Development in Language Education.
Cambridge: Cambridge University Press.
Safitri, Iis. 2014. An Analysis of Reading Materials on the Quality of English
Textbook “Headline English” Published by Sewu for Grade VII Students
of Junior High School. Thesis. Universitas Negeri Yogyakarta.
Suryana. 2017. Manajemen Kelas Berkarakteristik Siswa. Edukasi Islami Jurnal
Pendidikan Islam, Vol.1, No.2, pp.11-22.
Tarigan, H.G. 1993. Strategi Pengajaran dan Pembelajaran Bahasa. Bandung:
Angkasa.
Tomlinson, Brian. 2012. Material Development in Language Teaching (2nd Ed.).
Cambridge: Cambridge University Press.