Sri Handayani, Bambang Suwarno, I Wayan Dharmayana

EVALUATION OF INDONESIAN ENGLISH TEXTBOOK FOR THE NINTH GRADERS OF JUNIOR HIGH SCHOOL “THINK GLOBALLY ACT LOCALLY” FROM EFL TEACHERS’ PERSPECTIVES

Sri Handayani Bambang Suwarno I Wayan Dharmayana English Education Postgraduate Study Program Faculty of Teacher Training and Education University, [email protected] [email protected] [email protected]

ABSTRACT

The purpose of the study was to investigate the EFL teachers‟ perceptions concerning the textbook of “Think Globally Act Locally” on these criteria: (1) physical and utilitarian attributes, (2) efficient outlay of objectives and supplementary material, (3) learning- teaching content, (4) language skills and aspects. Thirty two EFL teachers of junior high school participated in this study. The instrument consisted of questionnaire and interview. Results indicated that in physical and utilitarian attributes, this textbook was perceived as „Good‟, in efficient outlay and supplementary materials was perceived as „Fair‟, in learning-teaching content was perceived as „Fair‟, and in language skills and aspects was perceived as „Fair‟. Overall, this textbook was perceived as „Fair‟. It still needs improvement in several aspects. The illustrations should be more natural. The mistakes in this textbook should be corrected. Teaching aids like audio materials (cassette/CD), posters, and flashcards, need to accompany this textbook. The exercises should be varied. New word list and glossary should be provided to support vocabulary building and reading skill. Finally, authentic audio material like cassette/CD and phonetic transcriptions for each new word should be available for listening and pronunciation practice.

Keywords: textbook evaluation, EFL teachers‟ perspectives, English textbook INTRODUCTION process, so the teacher can choose which objective that will lead the learning There are five very important process (Richards, 2001). Textbooks are a components to achieve the objectives of major source of providing instructions to learning and teaching a language, they are: the teachers and students, that‟s why it is students, teachers, materials, teaching stated that textbooks are the backbone of methods, and evaluation (Kitao, 1997). every educational system. They help in Textbooks as one of the learning materials designing the assessment and evaluation play a very significant role in the success of system for the students, shaping the teaching and learning. According to process of classroom teaching and Cunningsworth (1995) textbooks provide learning (Mahmood, 2011). They are the educational text which can be used as core of all the educational activities source of material for teaching and because they provide students “a rich array learning. They provide objectives for of new and potentially interesting facts, the teaching and open the door to a

JOALL (Journal of Applied Linguistics and Literature Vol.3 No.2 | 11

Sri Handayani, Bambang Suwarno, I Wayan Dharmayana

world of fantastic experience” careful in selecting the textbook. Since, (Chambliss and Calfee, 1998. P. 7). if the textbook is not appropriate with Ansary and Babaii (2002) list the the learners, like does not match with argument of using textbook, they are the learners‟ need and characteristics, textbook is a framework which regulates such as age of the learners, level of the and times the programs, in the eyes of learners and also the learning style of the learners, no textbook means no purpose, learners, it may mislead the students without a textbook learners think their who learn English as a foreign language learning is not taken seriously, in many (EFL). situations a textbook can serve as a There were many previous studies syllabus, a textbook provides ready- which found that some textbooks were made teaching texts and learning tasks, a not appropriate to be used in Engish textbook is a cheap way of providing language teaching and learning. Rahayu learning materials, a learner without a Y.E. (2013) concluded that the English textbook is out of focus and teacher- e-book entitled English in Focus for dependent, and perhaps most important Grade IX of Junior High School was less of all, for novice teachers a textbook appropriate and still needs some means security, guidance, and support. improvements in learning activities, Textbooks also provide dialogues methods, illustrations and pictures, and and worksheet. So the time would not be also audio-tapes. Gustin and Sundayana consumed too much by the teacher to in Anshar et.al. (2014) in their study make or design some exercises for the summarized that there were some students. In learning activity, textbook textbooks which did not meet to the contain many materials which are used learners characteristics. Some textbooks to develop students‟ cognitive, affective, for junior high school did not consider and psychomotor skills (Littlejohn and the level and some textbooks for senior Windeatt, 1989). To develop students‟ high school did not consider the learning cognitive, textbooks provides lots of style of the learners. Ahour T., et al materials and exercises, to develop (2014) evaluated the appropriateness of students‟ affective, textbooks provide “English Textbook 2” for Iranian EFL dialogues. And to develop students‟ second grade high school students from psychomotor skills, textbook provide the teachers‟ perspectives, and the some movement activities in the results of the study indicated that exercises. generally teachers‟ perceptions about the Sheldon (1988) states that criteria were not favorable. Naseem, et textbooks “represent the visible heart of al. (2015) in their study concluded that any ELT program" (p.237). They consist English textbook for matriculation of objectives, materials, and assessment program (9th class) prescribed by instruments to ease the teachers for Punjab Textbook Board, Lahore, teaching and the students for learning. Pakistan did not fulfill the general Even though textbook is the simple way objectives of the target language. to get instructional in teaching and By seeing these facts, evaluating learning process, teachers should be textbook is needed to assist teacher careful in selecting textbook as the determining the suitability of the source of their teaching material in the textbook to their teaching objectives. It classroom. The textbook that the helps teachers knowing the weaknesses teachers choose would satisfy them and of the textbook and enables them to their students‟ needs. For teachers who supplement the textbook or find other rely much on the textbook as the main relevant and suitable teaching-learning source of material, they should be materials based on their own specific

JOALL (Journal of Applied Linguistics and Literature Vol.3 No.2 | 12

Sri Handayani, Bambang Suwarno, I Wayan Dharmayana

needs in their own specific teaching schools which implement the curriculum situation. 2013 in Indonesia. Its use is a In 2013, Indonesian Ministry of compulsory by the schools. These Education and Culture revised the textbooks are designed suited the new curriculum for elementary and high curriculum with scientific approach and schools, namely Curriculum 2013. It authentic assessment as the main replaced the previous curriculum, the characteristics. Curriculum 2006. This curriculum is Even though these textbooks were claimed to be different from the published by the government, the previous one - in several aspects. One of necessity to analyze and evaluate these the main differences is the textbooks was driven by the fact that implementation of scientific approach these textbooks are used in large instead of communicative approach in national scale. They were recently teaching and learning. developed and their strengths and In line with this curriculum weaknesses would have a high impact launching, Indonesian Ministry of on Indonesian students‟ English Education and Culture also published learning. Textbook evaluation is seen as and distributed printed electronic books an important thing to be conducted, in all subjects to meet the change of the since EFL teachers showed a curriculum, included English textbooks, dependency toward textbook in the for all students and teachers in piloting classroom. A study conducted by Ena in schools which implement curriculum Lathif (2015) showed that many 2013 that is 6221 schools, consists of Indonesian EFL teachers used textbooks 2598 of elementary schools, 1437 of as the only instructional materials in junior high schools, 1165 of senior high teaching-learning process. It means that schools, and 1021 of vocational high they rely a lot on the textbook available. schools (news.detik.com:2014). For So, the quality of the textbook should be English teaching and learning of Junior good. Therefore, teachers are required to High School, the government published evaluate the textbook to determine what three series of student‟s English actions they should take, whether to textbooks entitled When English Rings a adopt, adapt, or supplement it. Bell for the seventh grade students by In addition, there was also a Yuli Rulani Khatimah et al, was disclaimer in this textbook which published in 2013 and was revised on allowed everyone to give suggestion or 2014, 2016 and 2017, When English criticism, as cited below: Rings a Bell for the eighth grade students by Siti Wachidah et al, was “Buku ini merupakan buku published in 2014 revised on 2016 and siswa yang dipersiapkan 2017, and „Think Globally Act Locally‟ Pemerintah dalam rangka for the ninth grade students by Siti implementasi Kurikulum 2013. Wachidah, et al was published in 2015 Buku siswa ini disusun dan and has not ever revised yet. ditelaah oleh berbagai pihak di And at present, in 2018, the bawah koordinasi Kementerian government committed that all schools dan Kebudayann dan in Indonesia should implement dipergunakan dalam tahap Curriculum 2013 (www.dakta.com.: awal penerapan Kurikulum 2017). It means that these textbooks are 2013. Buku ini merupakan more widely used. These textbooks are “dokumen hidup” yang prescribed by the Ministry of Education senantiasa diperbaiki, Culture of Indonesia to be taught at diperbarui, dan dimutakhirkan

JOALL (Journal of Applied Linguistics and Literature Vol.3 No.2 | 13

Sri Handayani, Bambang Suwarno, I Wayan Dharmayana

sesuai dengan dinamikan give suggestion and critics for kebutuhan dan perubahan improvement and perfection on zaman. Masukan dari berbagai the next edition. Thank you kalangan diharapkan dapat very much for the meningkatkan kualitas buku contribution.”). (Wachidah, et ini”. al:2015: iv)

(“This is a student‟s book Based on the rationale, disclaimer prepared by the government for and foreword citations above, it could be the implementation of 2013 concluded that the government Curriculum. This student‟s welcomed for suggestions and critics book is organized and reviewed from readers, users, observers or others by various parties under the in order to improve the textbook in order coordination of the Ministry of to increase the quality of the textbook. Education and Culture, and is Therefore, researcher interested to used in the early stages of analyze and evaluate one of these applying the 2013 Curriculum. textbooks, that was the third graders This book is a “live document” English student textbook entitled “Think which continuously improved Globally Act Locally‟ by Siti Wachidah, and updated in accordance with et al and was published in 2015. Other the dynamics of the deceased reason why researcher chose this and the changes of the age. textbook to be evaluated was because Input from various circles is this textbook after its first publication expected to improve the quality has not been revised yet, different with of this book. ”) the two other published textbooks for (Wachidah, et al: 2015: ii) the seventh and eighth graders. Indeed, this textbook had already Furthermore, the Minister of reviewed by various parties under Education and Culture of Indonesia on coordination of Ministry of Education his foreword in this textbook on the last and Culture, but the government will paragraph also stated: highly appreciate for everyone who gives suggestions or inputs which “Sebagai edisi pertama, buku directed to increase this English ini sangat terbuka terhadap textbook quality. masukan dan akan terus Consequently, researcher assumed diperbaiki untuk that it is important to know how do the penyempurnaan. Oleh karena EFL teachers, as the textbook‟ users, itu, kami mengundang para perceive this student‟s English textbook pembaca untuk memberikan for the ninth graders of Junior High kritik, saran dan masukan guna School entitled “Think Globally Act perbaikan dan penyempurnaan Locally” fulfill the criteria of a good edisi berikutnya. Atas English textbook, in terms of physical kontribusi tersebut kami and utilitarian attributes, efficient outlay mengucapkan terimakasih.” of objectives and supplementary material, learning-teaching content, and (“As the first edition, the book language skills and aspects. Its strengths is open for every suggestion or weaknesses would have a high impact and will continuously be on Indonesian students‟ learning of improved to perfect it. English. Therefore, we invite readers to

JOALL (Journal of Applied Linguistics and Literature Vol.3 No.2 | 14

Sri Handayani, Bambang Suwarno, I Wayan Dharmayana

The problem of this study was “Think Globally Act Locally” for the formulated in the following study ninth grade students written by Siti questions: Wachidah, et al and was published in 1. How do EFL teachers perceive 2015. EFL teachers in this study refer to the suitability of ”Think the secondary schools English teachers Globally Act Locally” English of the ninth grade in Bengkulu city, textbook to the criteria of a good Indonesia. This study was expected to English textbook in terms of give several advantages to some parties physical and utilitarian such as EFL teachers of Junior High attributes? School, EFL teachers‟ association, 2. How do EFL teachers perceive textbook writers and publishers, Board the suitability of ”Think of National Educational Standard, and Globally Act Locally” English other researchers in the area of English textbook to the criteria of a good Language Education. English textbook in terms of efficient outlay of objectives METHODS and supplementary material? 3. How do EFL teachers perceive This was a descriptive study. the suitability of ”Think Arikunto (2010) defines descriptive Globally Act Locally” English study as a study which aim to investigate textbook to the criteria of a good a certain situation, condition or other English textbook in terms of things and the result will be describe in learning-teaching content? the form of a result report. The aim of 4. How do EFL teachers perceive employing descriptive study is to the suitability of ”Think describe the nature of a situation as it Globally Act Locally” English exists at the time of the study and to textbook to the criteria of a good explore the causes of particular English textbook in terms of phenomena. This study tried to find out language skills and aspects? how do the EFL teachers‟ perception toward the English textbook for Junior To answer these questions, a High School for the ninth graders descriptive study was conducted to “Think Globally Act Locally” in terms investigate the suitability of ”Think the aspects of textbook which fulfill the Globally Act Locally” English textbook to the criteria of a good English criteria of good textbook in terms of physical and utilitarian attributes, textbook. The objectives of this study efficient outlay of objectives and was to investigate the teachers‟ supplementary materials, learning- perception toward the suitability of the teaching content, and language skills student‟s English textbook for ninth and aspects. grade of junior high school entitled The present study was in-use “Think Globally Act Locally” to the criteria of a good English textbook: 1) In textbook evaluation, since the student‟s English textbook under investigation are terms of physical and utilitarian attributes, 2) In terms of efficient outlay being used by the students in piloting junior high schools that implement of objectives and supplementary Indonesian new curriculum: curriculum material, 3) In terms of learning- 2013, and the book has just been teaching content, 4) In terms of language released by Indonesian Ministry of skills and aspects. This study focused on Education and Culture and have been evaluation from EFL teachers used by the students since July 2015. All perspectives on the English textbook the the population was taken as the

JOALL (Journal of Applied Linguistics and Literature Vol.3 No.2 | 15

Sri Handayani, Bambang Suwarno, I Wayan Dharmayana

sample in this study that was 32 the three sub-aspects: (1) general ninth graders‟ EFL teachers who came appearance, (2) layout and design, and from 14 junior high schools in (3) visuals of the textbook. General Bengkulu city which have been appearance sub-aspect considers the implemented Curriculum 2013 and have following 9 items: the outside cover of been using English textbook which the textbook is informative and prescribed by Indonesian Ministry of attractive, the font size and type used in Education and Culture. Two data the book are appropriate, the paper used collection methods are employed in this for the textbook is of good quality, research: 1) questionnaire which adapted binding is strong enough, printing used from a user- friendly 139-items five- is good, there is enough white space to Likert scales of AbdelWahab (2013) achieve clarity, the title and sub-heading textbook evaluation checklist with titles are written clearly and coefficient alpha ranged from .78 to .79 appropriately, its size is appropriate, and which indicated a high estimate of the textbook has sufficient number of realibility based on the main inter-rater pictures to make the situation more life- correlation, and 2) interview. The like. procedure of analyzing data are: first, Layout and design sub-aspect, specifying the phenomenon to be considers 12 items: there is a variety of investigated. Second, finding out a design in a textbook to achieve impact, suitable checklist of textbook evaluation. there is consistency in the use of Third, distributing the questionnaire to headings, icons, labels, italics, etc., the the sample of the study. Fourth, textbook includes a detailed overview of collecting the questionnaires from the the functions and structures that will be participants. Fifth, tabulating the data taught in each unit, the textbook has a collected. Sixth, interviewing some of complete and detailed table of contents, every unit and lesson is given an the participants. Seventh, interpreting appropriate title, the textbook has a the findings by using textbook complete bibliography, the textbook is categories: ( 1,00 – 1,80 = Very poor, 1, organized logically and effectively, an 81 – 2, 60 = Poor, 2, 61 – 3, 40 = Fair, adequate vocabulary list or glossary is 3, 41 – 4, 20 = Good, 4, 21 – 5, 00 = included, adequate review sections and Very good), and stating conclusions. exercises are included, the textbook is Eighth, reporting the results of the study free of mistakes, the textbook is durable. descriptively. Visuals sub-aspect consider 4 items: the visuals should be well RESULT AND DISCUSSION produced, varied and attractive, stimulate students to be creative, the This section discusses the results of visuals are functional, and the visuals the study. The results will be presented are compatible with students' own following the order of the research culture. questions. The table below shows the The first research question was summary of the perception of the “How do EFL teachers perceive the teachers in each sub-aspect of physical suitability of ”Think Globally Act and utilitarian attributes at this textbook Locally” English textbook to the criteria obtained from questionnaires. It presents of a good English textbook in terms of the findings of these sub-aspects in the physical and utilitarian attributes?” form of mean of the score and its In terms of the physical and category for each. utilitarian attributes aspect involves

JOALL (Journal of Applied Linguistics and Literature Vol.3 No.2 | 16

Sri Handayani, Bambang Suwarno, I Wayan Dharmayana

Table 1. The mean of teachers‟ responses to the Questionnaires in terms of Physical and Utilitarian attributes

1. Physical and Utilitarian attributes Sub- aspects assessed Mean of the score Category A. General Appearance 4,14 Good B. Layout and Design 3,15 Fair C. Visual 3,27 Fair

Total Mean 3,52 Good Table 1 reveals that the general out that textbook should be well laid- appearance of textbook gained score out. And there should be no mistakes in 4.14 which categorized into „Good‟. it. In line with Riddell, Byrd in Celce- Then for layout and design of the Murcia (2001) also says that textbook textbook was got the mean 3.15 and should have good presentation. categorized into „Fair‟. And the last About the visuals in the textbook, sub-aspect assessed was visual of the which was also considered as fair, textbook which obtained 3.27 and also teachers suggested that it will be better if categorized into „Fair‟. In general, this the pictures or illustrations use aspect got total mean 3.52 which photographs or at least pictures which categorized into „Good‟; it means that are designed more natural and more based on the participants‟ perspectives, the physical and utilitarian attributes of real-life like. This finding was in line this textbook is considered as with Dougill (1987) who states that the appropriate. This finding supported by physical appearance of materials should interview result in which most of the be appealing enough to motivate teachers perceived the physical and learners. Moreover, Riddell (2003:100) utilitarian of this textbook was suggests that a good textbook should be considered as good. It means that the visually appealing and well laid-out. It is physical and utilitarian of this textbook hoped, when the learners‟ interests, fulfilled the criteria of a good English attention, and curiosity are attracted textbook. However they still suggested through attractive presentation, their that this textbook still need improvement motivation to the task will increase and relates to its layout and design and its as a result there is likely to be a better visuals. chance of learning. In respect to layout and design A study conducted by Tok (2010) which was considered as fair, teachers on textbook “Spot On” used in state suggested that this textbook still need primary school in Turkey also found that some improvement in the variety of most participants actually responded design, overview of the function and unfavorably to the layout and design structures, review sections and aspects of the book. Fitriyani (2013) exercises, and also correcting all conducted textbook analysis of “When mistakes that are found many in this textbook, such as miss-printed, English Rings the Bell” a textbook for grammatical errors, the name of the the seventh grade of Junior High School characters often exchangeable, miss- and found that the unitizing of the order of the characters in a cloze dialog textbook seems badly done. Some extent or conversation, etc. This finding was in of the sub topic is not in uniting with the contrast with Riddell (2003) who points grand topic ones, there was even a repetition on a topic with different grand topic. Similar to this finding, a study

JOALL (Journal of Applied Linguistics and Literature Vol.3 No.2 | 17

Sri Handayani, Bambang Suwarno, I Wayan Dharmayana

conducted by Rahayu (2013) which efficiently by audio-materials, teacher's analyzed an English e-book entitled guide is available, workbook is English in Focus for Grade IX Junior available, cassettes are available, the High School also found unfavorable pictures and diagrams required are result to the visual of the textbook. All available, the aids used help to build these studies confirmed the result of this students' confidence, students are study which also found that the layout encouraged to bring real objects in class and design and visual of this textbook to illustrate some points of learning, the were less appropriate, and still needs posters and flash cards are available and some improvement to make it better. suitable. The second research question was Teaching methods sub-aspect “How do EFL teachers perceive the considers 14 items: the teaching suitability of ”Think Globally Act methods used in the book are the latest Locally” English textbook to the criteria in the field, the methods used are of a good English textbook in terms of student-centered, the activities allow Efficient Outlay of Objectives and students to talk more than teachers, the Supplementary Materials?” activities used allow various class In respect to efficient outlay of activities, the activities used enable the objectives and supplementary materials, learners to use English outside the there were three sub-aspects evaluated classroom situation, the activities used namely: (1) book objectives (2) teaching enable the learners to use English aids, and (3) teaching methods. Book outside the classroom situation, the objectives sub-aspect considers 10 activities can be exploited fully to items: the textbook fulfills the general acquire different language skills, objectives of teaching English language activities can work well with at the specified educational institute, the methodologies in ELT, the textbook objectives are related to the learners' encourages inductive approach to needs and interests, the objectives are learning, the textbook helps teachers specified explicitly in the textbook, the exploit the activities to meet the objectives are measurable, the objectives students' expectations, activities and are relevant to the students' local exercises introduce the main principles culture, the objectives make a balance of CLT, the textbook helps teachers between the four main skills, listening, cater for mixed- ability students and speaking, reading and writing, the classes of different sizes, the textbook objectives help the teacher to choose the includes lessons that reflect on study right aids and the best methods of techniques, students are encouraged to teaching, the six levels of Bloom‟s take some degree of responsibility for Taxonomy dominant in the textbook, the their learning, the textbook provides content underlines the importance of opportunity for teachers and students to knowledge, and the textbook raises localize activities. students' interest in further English The table below presents the language study. findings of these sub-aspects in the form Teaching aids sub-aspect, considers of mean of the score and its category for 8 items: the textbook book is supported each.

JOALL (Journal of Applied Linguistics and Literature Vol.3 No.2 | 18

Sri Handayani, Bambang Suwarno, I Wayan Dharmayana

Table 2. The mean of teachers‟ responses to the Questionnaires in terms of Efficient Outlay of Objectives and Supplementary Materials

2. Efficient Outlay of Objectives and Supplementary materials Sub- aspects assessed Mean of the score Category A. Book Objectives 3,48 Good B. Teaching Aids 2,60 Poor C. Teaching Methods 3,30 Fair

Total Mean 3,13 Fair Table 2 above reveals to the speaker recording for listening and teachers‟ perception on the efficient pronunciation-purposes activities, outlay of objectives and supplementary special workbook to enrich the students materials of the textbook. In this term, exercises, posters and flash cards, or at there were three sub-aspects assessed. least web links to access those materials. The first sub-aspect was the book This finding was not compatible with objectives. This first sub-aspect gained Richard (2001) who states that good score 3.48. It means that in general the textbook include a variety of learning teachers perceived the book objectives resources and teaching aids such as of this textbook as „Good‟. The second workbooks, teachers‟ guide, CDs and was teaching aids of the textbook which cassettes, video, etc, which make the got score 2.60; it means that teachers learning environment interesting and perceived the teaching aids provided in enjoyable for the learners. Similarly, this textbook as „Poor‟. And the third Graves (2000) also states that the was teaching methods of the textbook textbooks should include supporting which obtained 3.30; it means that materials such as teachers‟ guide, teachers perceived the teaching methods cassettes, worksheet and video which used in this textbook as „Fair‟. In helps the teacher. Moreover, Suyanto general, this aspect got total mean 3.13 (2010:101) points out that those teaching which categorized into „Fair‟, It means aids can help teachers extend the that based on the participants‟ materials so that they will be clearer and perspectives, the efficient outlay of easier to be understood by students. objectives and supplementary materials Regarding to the teaching methods, of the textbook was considered as teachers also suggested that this moderate. This finding supported by textbook still needs other methods interview result in which most of the applied which suited to the learning teachers perceived the outlay of objectives and the students‟ objectives and supplementary materials characteristics. In line with the teachers, of this textbook as fair. It means that the Masuhara (1998: 236-266) points out objectives and supplementary materials that a good textbook has to meet the of this textbook have not fulfilled the needs of students, teachers, and criteria of a good English textbook. It administrators. less appropriate to be used by the The finding on the book objectives students and it still needs some confirmed previous studies results such improvements. as Heriati (2017) who investigated the In term of teaching aids, teachers same book with the researcher‟s, entitled suggested that this textbook should The Analysis of Think Globally Act provide audio material, like cassette or Locally’s Book and Its Relevance to CD/flash disk which contain native 2013 English Curriculum. The result of

JOALL (Journal of Applied Linguistics and Literature Vol.3 No.2 | 19

this study concluded that the materials in analyzed an English e-book entitled this textbook still applied the low level English in Focus for Grade IX Junior in thinking order skills of the cognitive High School, and a study conducted by and the psychomotor aspects. It meant Anshar, M.R. et.al. (2014) which that this textbook has not fulfilled one of evaluated English Electronic Books for the items in the book objectives where Junior High school in Indonesia has the textbook should dominantly covers similar result which concluded that the the six levels of Bloom‟s Taxonomy. textbooks under their evaluation did not Fitriyani (2013) conducted textbook provide complete supporting aids. It was Analysis of “When English Rings the similar with the finding of the Bell” for the Seventh Grade of Junior researcher‟s study which concluded that High School and concluded that from the teaching aids in this textbook were the side of age analysis, the textbook insufficient. Those three studies was not necessarily used on their grade suggested that textbook should be although it was suitable with the completed with teaching aids especially curriculum nowadays, but for the real cassettes or CDs of native speakers communication used, almost the recording/videos for listening and students felt too easy to learn the content pronunciation practices. In line with the of this textbook. It is quite simple for finding of teaching methods, Alamri their grade level. It also meant that the (2008) who evaluated the Sixth Grade textbook has not fulfilled one of the English Language Textbook for Saudi criteria of good English textbook which Boys' Schools found that the findings required that an English textbook that were generally in favor of the textbook the objectives of textbook must be except for the teaching methods and related to the learners‟ needs and some other sub-items. Moreover, Tok interests. While this textbook was felt (2010) examined English language too easy by the learners. It did not textbook “Spot On”, used in state challenge them.Naseem, et al. (2015) primary schools in Turkey, and evaluated English textbook for concluded that many activities were matriculation program (9th class) repetitive, failed to neither encourage prescribed by Punjab Textbook Board, truly meaningful practice, promote Lahore, Pakistan, and concluded that the realistic discourse, nor lead to the textbook did not fulfill the general internalization of language. It meant that objectives of the target language. Tok the teaching methods in the textbooks (2010) examined English language under evaluation were less appropriate textbook “Spot On”, used in state to be used and should be improved. primary schools in Turkey. The result The third research question was showed that „Spot on‟ was not relatively “To what extent does the English compatible with the 8th grade students‟ textbook for the seventh grade of Junior language-learning aims and actually did High School entitled “How do EFL not raise their students' interest. All teachers perceive the suitability of these studies showed the unfavorable ”Think Globally Act Locally” English result for the objectives of the book textbook to the criteria of a good English which is similar to the result of the textbook in terms of learning-teaching researcher‟s finding. It meant that there content?” were many studies which found that the In terms of learning- teaching objectives of the books under evaluated content, there were three sub-aspects were less appropriate. evaluated namely: (1) subject and Related to teaching aids, a study content (2) exercises, and (3) social and conducted by Rahayu (2013) which cultural context. In sub-aspect of subject

JOALL (Journal of Applied Linguistics and Literature Vol.3 No.2 | 20

and content considers 9 items: the textbook provides a variety of material is up-to-date, it covers a variety meaningful and mechanical exercises of topics from different fields, the and activities to practice language items textbook contains fun elements, the and skills, the textbook provides models language in the textbook is natural and for final achievement tests. real, the subject and content of the Social and cultural context sub- textbook is interesting, challenging and aspect considers 9 items: the social and motivating, the topics encourage cultural contexts in the textbook are students to express their own views, the comprehensible, the content of the topics allow students to think critically, textbook is free from stereotypical the course components are effectively images and information, the textbook and clearly organized around specific expresses positive views of ethnic topics, the topics provide a list of new or origins, occupations, age groups and difficult words. social groups, the content presents different cultures, the content discusses While, sub-aspect of exercises some well–known characters from considers 10 items: the exercises have different areas of the world, the content clear instructions that explain how every helps students be aware of how to exercise can be done, the exercises are interact using the language within a new adequate, purposeful and interesting, the culture that is often very different from exercises foster the spirit of independent their own, the content displays different learning, the textbook provides a traditions and customs, the three Ps of balance of activities and tasks that focus culture are represented in the content, on both fluent and accurate production, the topics of the content cope with the the exercises/tasks move from simple to criteria of the students‟ culture. complex, the grammar points and The table below presents the vocabulary items are introduced in summary findings of these sub-aspects motivating and realistic contexts, the in the form of mean of the score and its exercises incorporate individual pair and category for each. group work, the textbook's exercises can be modified or supplemented easily, the

Table 3. The mean of teachers‟ responses to the Questionnaires in terms of Learning- teaching content

3. Learning-teaching content Sub- aspects assessed Mean of the score Category A. Subject and Content 2,94 Fair B. Exercises 3,01 Fair C. Social and cultural context 3,18 Fair

Total Mean 3,04 Fair Table 3 reveals that in term of the second was the exercise of the textbook learning-teaching content of the which got score 3.01; it means that textbook, there were three sub-aspects teachers perceived the exercises in this evaluated. The first sub-aspect was the textbook as „Fair‟. And the third was subject and content of the textbook. This social and cultural of the textbook which sub-aspect gained score 2.94; it means obtained 3.18; it means that teachers that teachers perceived the subject and also perceived the social and cultural content in this textbook as „Fair‟. The contexts in this textbook as „Fair‟. In

JOALL (Journal of Applied Linguistics and Literature Vol.3 No.2 | 21

general, this aspect got total mean 3.04 language works, skill work, which categorized into „Fair‟, It means pronunciation, etc. Similarly, Byrd that based on the participants‟ (cited in Celce-Murcia, 2001:416) states perspectives, the efficient outlay of that good textbook should also contain objectives and supplementary materials doable and varied tasks, beside of the textbook was considered to be meaningful content, usable examples, fair. This finding was similar with the and presentation of textbook. interview result, that was mostly Moreover, concerning to social- interviewrs perceived that the subject cultural contexts of the textbook, and content of this textbook was teachers suggested that it will be better if considered as fair. It means that this the this textbook also provide social and subject and content of this textbook have cultural context of English speaking not fulfilled the criteria of a good countries, with ratio 30%-40% for English textbook, and need English speaking countries context, and improvement in some aspects. 60%-70% for Indonesian context. It Relating to the subject and content, aims to increase the students‟ knowledge teachers suggested that some long and of English speaking countries culture in difficult texts should be simplified. This order to avoid miss understanding or textbook should provide new wordlist culture shock if they have a chance to and glossary to ease the students to communicate with English native comprehend the texts, and it will be speakers or to go to English speaking better if the grammar materials are countries. This finding was in contrast added both the explanation and the with Liddicoat, et al. (cited in Scarino exercises. For narrative, procedure and and Liddicoat: 2009) who points out that report texts with their exercises should in language learning classrooms, be added and varied as well. Riddell learners need to engage with the ways in (2003:100) states that a good textbook which context affects what is should contain thought provoking issue communicated and how. Both the to challenge to students. The subject and learner‟s culture and the culture in content of the textbook should be which meaning is created or interesting, challenging and motivating. communicated have an influence on the In addition, Byrd (in Celce-Murcia: ways in which possible meanings are 2001:416) suggests that textbook should understood. This context is not a single contain meaningful and interesting culture as both the target language and content. culture and the learner‟s own language In addition, in terms of the and culture are simultaneously present exercises, teachers also suggested that this textbook should also provides and can be simultaneously engaged. various exercises such as completing, When language is learnt, the social and short answer questions, matching, true- cultural context in which it is used needs false, synonym-antonym, arranging to be taken into consideration. jumbled words/sentences, and the most Therefore, target culture should be important was multiple choices since included in this EFL textbook even this will be helpful for the ninth graders though in a small portion. Teaching of a to prepare them facing many exams, language cannot be separated that of its especially national examination which culture. So, if they only use this use multiple choice questions. This textbook, they will miss it since there finding was in contrast with Riddell are no social and cultural culture of (2003:100) who suggests that textbook English speaking countries at all in it. should have varied and balanced To overcome it, teachers should introduce English culture while at the

JOALL (Journal of Applied Linguistics and Literature Vol.3 No.2 | 22

same time teach the language to their and encourage sufficient communicative students although it is not available in and meaningful practice. Anshar, M.R. this textbook. Later, hopefully the et.al. (2014) also evaluated English textbook writer will include the culture Electronic Books for Junior High school of English speaking countries in revising in Indonesia. Both textbooks need some this textbook. improvement on how to design the Samples studies that reflect the activities. lacking of subject and content was The fourth research question was conducted by Ahour T., et.al. (2014) “How do EFL teachers perceive the which evaluated the appropriateness of suitability of ”Think Globally Act “English Textbook 2” for Iranian EFL Locally” English textbook to the criteria second grade high school students from of a good English textbook in terms of the teachers‟ perspectives. The results of language skills and aspects?” the study revealed that based on the In the domain of language skills, teachers‟ viewpoints, the subject and there were four sub-aspects evaluated content of the textbook was not relevant namely: (a) listening (b) speaking (c) to the students‟ interest, needs, and reading, and (d) writing. Listening skills concerns. There was not also sufficient considers 7 items: the textbook has variety in the subject and content of the appropriate listening tasks with well- textbook. Wijayanti (2016) on her study defined goals, the listening passages „Lived Experience in Using the 2013 help students develop their listening Curriculum-Based Textbook: Think comprehension skills, the cassettes Globally Act Locally’ found that the expose the students to the voices and teachers understood that the 2013 pronunciation of the native speakers of curriculum-textbook for grade 9 was not English, listening material is well compatible with the national recorded, as authentic as possible, tasks examination‟s materials, therefore they are efficiently graded according to took their own measures to adapt, complexity from literary, inferential to modify, and if necessary alter the critical listening skills, listening material content or the exercises in the textbook. is accompanied by background Heriati (2017) investigated the same information, questions and activities, the book with the researcher‟s, entitled The listening exercises focus on linguistic Analysis of Think Globally Act Locally’s competence such as stress, intonation Book and Its Relevance to 2013 English and form. Curriculum. The result of this study The speaking skills considers 6 showed that the materials in this items: activities are developed to textbook materials are enough relevant encourage student-student and student- with 2013 curriculum, but the materials teacher oral communication, activities are still applied the low level in are balanced between individual Thinking Order Skills of the cognitive response, pair work and group work, and the psychomotor aspects. activities help students become a more Unfavorable findings on exercises and confident English speaker, speech activities on the textbook was conducted exercises invite students to talk about by Ahour T., et al (2014) which their concerns and interests, the evaluated the appropriateness of situations in the dialogues sound natural, “English Textbook 2” for Iranian EFL there is sufficient material for spoken second grade high school students from English (e.g. dialogues, role-plays, etc.) the teachers‟ perspectives. The results of that help to de-emphasize teacher's talk. the study revealed that the exercises and Reading skill sub-aspect considers activities in the textbook do not involve 6 items: there is sufficient reading

JOALL (Journal of Applied Linguistics and Literature Vol.3 No.2 | 23

material (there is a range of varied and the writing tasks enhances free writing interesting reading text that can engage opportunities, the time allotted for students cognitively and effectively), the teaching the material is sufficient, some content helps students develop reading writings are easy for most of the comprehension skills, many of the students to deal with, writings in the reading passages are up-to-date, textbook are guided and controlled, the interesting and meaningful, some textbook leads students from simple reading passages are easy for most of the controlled writing activities to guided students to deal with, the length of the writing activities, writing activities are reading texts is appropriate, the textbook suitable in terms of length, degree of uses authentic (real world) reading accuracy, and amount of guidance. material at an appropriate level. The table below presents the Writing skill sub-aspect considers 8 findings of these sub-aspects in the form items: tasks have achievable goals and of mean of the score and its category for take into consideration learners' each. capabilities, writing tasks are interesting,

Table 4. The mean of teachers‟ responses to the Questionnaires in terms of Language Skills

1) Language Skills Sub- aspects assessed Mean of the score Category (a) Listening 1,70 Very Poor (b) Speaking 3,28 Fair (c) Reading 3,05 Fair (d) Writing 2,96 Fair

Total Mean 2,75 Fair Based on the table 4 above, the It means that based on the participants‟ language skills in the textbook were perspectives, the language skills in this divided into four sub-aspects which textbook was considered to be fair. This were evaluated. The first sub-aspect was finding was in line with the interview listening. This sub-aspect gained score result, in which most interviewers 1.70; it means that teachers perceived perceived that the language skills of this the worthiness of listening skill in this book was considered as fair. It means textbook as „Very Poor‟. The second that the language skills of this textbook was speaking which got score 3.28; it have not fulfilled the criteria of a good means that teachers perceived the English textbook. Improvement in some worthiness of speaking skill in this aspects are needed to make this textbook textbook as „Fair‟. The third was appropriate to be used by the students. Reading which obtained 3.05; it means Teachers suggested that for that teachers perceived the worthiness of listening skills, specific listening reading skills in this textbook as „Fair‟. sections accompanied by cassette or CD And the fourth was Writing which got should be provided in this textbook. score 2.96; which means that teachers Cassette /CD/flash disk contained perceived the worthiness of writing recording of English native speakers skills materials in this textbook also as which made for listening materials “Fair”. In general, this aspect got total purpose will make the students more mean 2.75 which categorized into „Fair‟, exposed and familiarized with the

JOALL (Journal of Applied Linguistics and Literature Vol.3 No.2 | 24

intonation and pronunciation from students‟ interests and level of native speakers, and hopefully it will challenge, and also its cultural have better impact for students‟ listening acceptability since this textbook mostly skills. This finding was in contrast with presented Indonesian culture. So, the Grant (1991) who says that a textbook students could accept the cultural should be accompanied by cassettes for contexts easily. The third issue is related listening as cassettes provide models for to the exercise and activities which students to imitate the pronunciation of students engaged in. In this term, this the sounds, words, phrases or sentences. textbook was considered as fair, since As listening activities provide authentic the exercises for reading skill in this input to the students, the number and the textbook were less varied. So, teachers form of listening activities should be suggested that to make it better, in every taken into account. The activities must reading text should be followed by be designed in interesting and varied exercises like short answer meaningful ways following the nature of question, matching, synonym and listening in real life communication. antonym, multiple choices, etc. Multiple Regarding to speaking skills, choice questions is very important for teachers suggested that the exercises for students to prepare them facing speaking skill should be varied, examination which mostly using this especially exercises which designed for kind of question. And, this book should speaking self-production by the students. provide new word list after each text and Cunningsworth (1995) points out that in glossary in the last part of this textbook textbooks, speaking is presented in oral to ease the students comprehend the presentation, language practice, oral texts. work, and role play. These activities Moreover, in respect to writing should give a balance between the skill, teachers suggested that the acquisition of new language skills and exercises for writing should be varied. the amount of practice. Also, some For example, the textbook provide series principles of pronunciation practice of pictures or some clues to guide should also be integrated in order to students to write procedure, narrative, facilitate the learners to produce descriptive, and report text. Those clues accurate spoken utterances. and pictures will ease the students to Relating to reading skill, teachers produce their own texts. The textbook perceived as good. This finding was also should provide example first to compatible with Ur (1996:188) who make the students write by themselves. states that realizing the importance of In line with this, Ferris and Hedgecock reading texts as an input for the students, (2005:129) states that in general, writing the texts and activities presented in a activities in textbooks acquire the textbook should cater their interest. students to produce something based on Similarly, Cunningsworth (1995:75) the model given. The emphasis of this points out some dimensions of reading will be on the teaching writing skills, materials which should be taken into strategies, and processes in a sequential consideration in presenting reading way. This is realized through many materials. The first issue is related to the types of activities presenting on topic (interests, levels of challenge, textbooks. These consist of controlled, cultural acceptability, and so on). The guided, and free writing activities such second issue deals with different type of as filling gaps, dictation, filling in forms, genre which is related to the range of and free writing. Cunningsworth students‟ ability. In this issue, this (1995:81) states that textbook should textbook fulfilled sufficiently the also present how words are combined

JOALL (Journal of Applied Linguistics and Literature Vol.3 No.2 | 25

into a meaningful discourse structure. the content involves culture-specific This also means looking beyond the items, words are accompanied with their mechanics of writing at the sentence phonetic transcription in English. level. By so doing, students will develop Grammar sub-aspect considers 11 their literacy skills allowing them use items: the grammar is contextualized, different texts appropriately. the grammar examples are interesting This finding confirmed a previous and appropriate to the students' level, study result from Ahour T., et al (2014) grammar is introduced explicitly, the conducted a study which evaluated the exercises for grammar practice are rich appropriateness of “English Textbook 2” and adequate, structures are designed to for Iranian EFL second grade high be taught inductively, grammar lessons school students from the teachers‟ are often derived from the listening or perspectives. The results of the study reading passages, the time allotted for showed that the textbook does not pay teaching the material is sufficient, attention to the listening, speaking, and grammatical structures of statements are writing skill and only the reading skill is easy to be understood, there is a balance emphasized. In respect to language between form and use, the textbook aspects, there were three sub-aspects covers the main grammar items evaluated namely: (a) vocabulary (b) appropriate to students at this grade, the grammar, and (c) pronunciation. grammar points are presented with brief Vocabulary sub-aspect considers 11 and easy examples and explanations. items: the load (number of new words in Pronunciation sub-aspect considers each lesson) is appropriate to the 5 items: pronunciation is easy to be linguistic level of students, there is a learnt, pronunciation is built through good distribution (simple to complex) of other types of activities, such as vocabulary load across the whole book, listening, dialogue, etc., there are the exercises for vocabulary are rich and cassettes/CDs for pronunciation adequate, words are contextualized, the practice, the textbook highlights and practices natural pronunciation (that is, topical nature of the vocabulary stress and intonation), the textbook exercises is often meaningful to the includes adequate material for students, new lexical items appear in pronunciation work. The table below each unit, there is specific method to presents the findings of these sub- teach new vocabulary, the sentences and aspects in the form of mean of the score examples use words that are known by and its category for each. learners, there is a list of vocabulary items tagged at the end of the textbook,

Table 5. The mean of teachers‟ responses to the Questionnaires in terms of Language Aspects

2) Language Aspects Sub- aspects assessed Mean of the score Category (a) Vocabulary 2,41 Poor (b) Grammar 3,01 Fair (c) Pronunciation 1,84 Poor

Total Mean 2,58 Poor Table 5 shows that in terms of the were three sub-aspects evaluated. The language aspects in this textbook, there first sub-aspect was vocabulary. This

JOALL (Journal of Applied Linguistics and Literature Vol.3 No.2 | 26

sub-aspect gained score 2.41; it means experimental and control group. The that teachers perceived the materials for results showed that students‟ vocabulary vocabulary in this textbook as „Poor‟. mastery improved after they were taught The second was the grammar which got by using flashcards and wordlist. score 3.0; it means that teachers In respect to grammar finding, perceived the materials for grammar in teachers suggested that this textbook this textbook as „Fair‟. And the third should also provide grammar was pronunciation which obtained 1.84; explanation more explicitly, and add it means that teachers perceived the specific grammar exercises, although a materials for pronunciation in this few. This finding was in contrast with textbook as „Poor‟. In general, this Ellis (2006) who discusses two aspect got total mean 2.58 which approaches relating to grammar categorized into „Poor‟. It means that teaching: deductive and inductive. based on the participants‟ perspectives, Grammar instruction should take the the language aspects in the textbook was form of separate grammar lessons (a considered to be lacking. This finding focus-on-forms approach) and should was supported by interviewers opinion also be integrated into communicative who said that the language aspects of activities (a focus on-form approach). this book as fair. It means that the Mohammed & Jaber, (2008) also state language aspects of this textbook have that deductive and inductive are the not fulfilled the criteria of a good most common approaches used to English textbook. So, it still need many conceptualize and apply grammar in improvement in some aspect to make ELT materials. Ming-jun (2008) points this textbook worthy. out that the deductive approach In respect to vocabulary, teachers introduces grammatical rules first and suggested that it will be better if this then they are applied by students. On the book provide some specific exercises for other hand, the inductive approach vocabulary, and provide new word list presents new grammatical structures to after each text and glossary at the end students in a real language context, so part of the textbook. It will help and ease that the students learn the rules from the the students to comprehend the text. context. Komachali & Khodareza (2012) who And concerning to pronunciation, states that textbooks which provide word teachers suggested that this textbook list and accompanied by flashcard are should provide phonetics transcription preferred. Since, utilizing flashcard and for each new word on the word lists and wordlist in teaching vocabulary glossary. Cassette/CD/flash disk which considered helpful. Moreover, contain recording of English native Baleghizadeh & Ashoori (2011) define speaker which designed for both word list as a sheet paper where learners listening and pronunciation practices write the second language (L2) along should accompany this textbook. with their first language (L1) definition). Unfortunately, either phonetics In addition Thornbury (2002) states that transcription, cassette/CD/flash disk word list is one of effective strategy that which contain recording of native can be applied classroom because it is speakers were not available in this cheap and widely-used among the textbook. This was not in line with students. It can also be learned in short Grant (1991) who says that a textbook time. Regarding to this strategy, should be accompanied by cassettes for Sitompul (2013) investigated the listening as cassettes provide models for teaching vocabulary using flashcards students to imitate the pronunciation of and word list as strategies in the the sounds, words, phrases or

JOALL (Journal of Applied Linguistics and Literature Vol.3 No.2 | 27

sentences. Audio-tapes/cassettes/CDs test, clear instructions, clear attractive which include English native speakers layout, content clearly organized and conversations, dialogs, songs, etc are graded, fluency practice in all four really helpful for the students to give skills, encourage learners. In contrast, them authentic model in pronouncing Cakit (2006) conducted an evaluation of English words correctly. the EFL Textbook “New Bridge to A study which has favorable result Success 3” from the Perspectives of on language aspects was conducted by Students and Teachers. The results Prihatianti (2011) entitled Content found that the reading passages needed Analysis Of English Textbook Used By to be simplified in terms of both First Grader Of Senior High School vocabulary load and structures. This Level “Look Ahead” Published By result is similar with one of the Erlangga. The results showed that the researcher‟s result in this study which textbook was considered relevant to the revealed that some of the reading texts EFL textbook evaluation criterion, and in this textbook should be simplified fulfilled the criteria of good textbook in since they were felt difficult by some terms of objectives, vocabulary, good students in many schools, moreover the grammar presentation and practice, school which located in the remote areas educationally and socially acceptable, in Indonesia. explanation and practice, periodic Moreover, the summary of the review and test sections, appropriate textbook evaluation using questionnaires visual materials, interesting topic and will be displayed in the following table.

Table 6. Summary of the textbook evaluation through questionnaires.

Aspects assessed Total Mean Category 1. Physical and Utilitarian attributes 3,52 Good 2. Efficient Outlay of Objectives and 3,13 Fair Supplementary materials 3. Learning-teaching content 3,04 Fair 4. Language Skills and Aspects 2,67 Fair A. Language Skills (2,75) (Fair) B. Language Aspects (2,58) (Poor)

Total Mean 3,004 Fair Table 6 reveals that there were 4 (M=2.67); in detail, the teachers main aspects assessed in the textbook perceived the language skill as fair evaluation of this research. The teachers (M=2.75) and the language aspect as perceived the first aspect which was poor (M=2.58). Thus, the teachers physical and utilitarian attributes as perceived all of the aspects of the good (M=3.52), then the teachers textbook as fair (M=3.00). perceived the second aspect which was These summaries were in line with efficient outlay of objectives and the interview result. In general, the supplementary materials as fair interviewees perceived that physical and (M=3.13). Moreover, the teachers utilitarian attributes as good; the perceived the third aspect which was efficient outlay of objectives and learning-teaching content as fair supplementary materials as fair; the (M=3.04) and the fourth aspects which learning-teaching content as fair; and the were language skills and aspects as fair language skills and aspects as fair; in

JOALL (Journal of Applied Linguistics and Literature Vol.3 No.2 | 28

detail, the teachers perceived the by the students. It still needs some language skill as fair and the language improvement in many aspects. aspect as poor. Overall, the teachers perceived all Suggestion of the aspects of the textbook as fair. It means that this textbook was less Based on the results of this appropriate to be used by the students study, there are some suggestions which and needs improvement in several are expected to be advantageous for any aspects to make it appropriate. parties, as follow:

1. For EFL teachers of Junior High CONCLUSION AND SUGGESTION School

Conclusion EFL teachers of Junior High School who are using textbook “Think Globally Based on the result of the study Act Locally” has to find ways to through questionnaires and interview, it overcome its weaknesses by doing some can be concluded that the perceptions of adjustments. They should provide the ninth graders‟ EFL teachers of additional explanation for grammar, Junior High School in Bengkulu City provide many more variation of which have been implement 2013 exercises in listening, speaking, reading, Curriculum to the English textbook for and writing (such as short answer grade 9 of Junior High School entitled question, matching, true-false, arranging „Think Globally Act Locally”, were as jumbled words/sentences, and multiple follow: choice, etc.), provide new wordlists, 1. In terms of physical and check and correct the mistakes in the utilitarian attributes, teachers textbook before learning process take perceived this textbook as place, prepare and bring suitable „Good‟. teaching aids like pictures, poster, realia, 2. In terms of efficient outlay and and also cassettes/CD/video (for supplementary materials, listening and pronunciation practices) to teachers perceived this textbook the classroom. as „Fair‟ 3. In terms of learning-teaching 2. EFL teachers‟ Association of Junior content, teachers perceived this textbook as „Fair‟ High School 4. In terms of Language Skills and Aspects, teachers perceived this The EFL teachers‟ Association of textbook as „Fair‟, with the Junior High School can generate the below details: EFL teachers to work collaboratively to a. In terms of language skills, do evaluation to other textbook, or to teachers perceived this make additional materials to supplement textbook as „Fair‟. “Think Globally Act Locally” textbook. b. In terms of language aspects, teachers perceived this 3. For English Textbook Writer and textbook as „Poor‟ Publisher

In general, teachers perceived this Textbook writer and publisher textbook as „Fair‟. It means that this should realize that many EFL teachers in textbook was less appropriate to be used Indonesia still textbook-dependent. They rely much on textbook on their teaching

JOALL (Journal of Applied Linguistics and Literature Vol.3 No.2 | 29

process. Also, it should be noted that not textbook under evaluation “Think all them understand how to adapt, Globally Act Locally”. modify some aspects containing weaknesses on textbook, and find other REFERENCES materials to supplement it. Therefore, complete and good quality textbook is AbdelWahab, M.M. (2013). Developing needed. an English language textbook Based on the findings of this study, evaluative checklist. IOSR Journal the visuals of this book still need of Research & Method in Education improvement. They should be made (IOSR-JRME) e-ISSN: 2320–7388, more natural or real-life like. The p-ISSN: 2320–737X Volume 1, exercises should be more varied such as Issue 3 (Mar. –Apr. 2013), PP 55- completing, short answer question, 70. Retrieved from matching, true-false, arranging jumbled www.iosrjournals.org. words/sentences, multiple choice, etc. in listening, speaking, reading, and writing Ahour, T., Towhidiyan B., & Saeidi M., skills. New/unfamiliar wordlists and (2014). The evaluation of “English glossary should be provided in this textbook 2” in Iranian high schools textbook. Eliminating the mistakes in from teachers‟ perspectives. the textbook is a must since it may lead English language teaching; Vol. 7, the students‟ and teachers‟ confusion in No. 3; 2014. ISSN 1916-4742 E- doing the exercises and distrust to the ISSN 1916-4750. Published by textbook which will affect to the success Canadian Center of Science and of the students‟ learning. Providing Education. Retrieved from teaching aids like pictures, poster, http://www.ccsenet.org/journal/inde flashcards, and also cassettes/CD/video x.php/elt/article/viewFile/34248/19 (for listening and pronunciation 570 practices) is also required to accompany the textbook. Alamri, A. A. M. (2008). An evaluation of the sixth grade english language 4. For further studies in English textbook for Saudi’s boys’ schools. Language Study Program Kingdom of Saudi Arabia. Ministry of Higher Education. King Saud This study can be used as a reference University. Deanship of Higher for future researchers in textbook Studies. Department of English evaluation area, or other related study in Language. Retrieved from the area of material development. They http://faculty.ksu.edu.sa/amri/Docu can do researches in developing ments/MA%20thesis.pdf textbook based on the criteria of good textbook applied in this study and Ansary and Babaii. (2002). Universal considering some corrections and characteristics of EFL/ESL suggestions given to the results of this textbooks: a step towards study by the EFL teachers. systematic textbook evaluation. Retrieved on February 26, 2018 5. For Board of National Educational from Standard http://iteslj.org/Articles/Ansary- Textbooks/. The findings of this study can be used as additional information to make Anshar, M.R., Emilia E., & Damayanti, some revision in some aspects to the I.L. (2014). The evaluation of

JOALL (Journal of Applied Linguistics and Literature Vol.3 No.2 | 30

English electronic books for junior yang-akan-menjadi-percontohan- high school in Indonesia. In kurikulum-2013 Edusentris. Jurnal Ilmu Pendidikan dan Pengajaran Vol.1 No.3 Dougill, J. (1987). Not so obvious. In Desember 2014. University of L.E. Sheldon (ed). ELT Textbook Education. . Retrieved and Materials: Problems in from http://repository.upi.edu/6770/ evaluation and development, (pp. 29-35). Oxford, England: Modern Arikunto, S. (2012). Prosedur English Publication. penelitian: Suatu pendekatan praktik. , Indonesia: Rineka Ellis, R. (2006). Current issues in the Cipta. teaching of grammar: an SLA perspective. TESOL Quarterly, vol. Baleghizadeh & Ashoori, A. (2010). The 40, no. 1, pp. 83-107. Retrieved effect of keyword and word list from methods on immediate vocabulary https://languesulb.wikispaces.com/f retention of EFL learners. Pakistan ile/view/ellis_grammar-1.pdf. Journal of Social Sciences, 35 (2): 251-261 Ferris D.R. & Hedgecock, J.S. (2005). Teaching ESL composition: Cakit, I.. (2006) Evaluation of the EFL Purpose, process, and practice. textbook “New Bridge to Success Mahwah, NJ: Lawrence Elbaum 3” from the perspectives of students Associates. and teachers. Thesis. School of Social Sciences of The Middle East Fitriyani, M. (2013). A textbook analysis Technical University. of when english rings the bell, a textbook for seventh grade of Celce-Murcia, (2001).Teaching English Junior High School. Faculty of as a second or foreign language Languages and Arts of the State (3rd Edition). Retrieved from University of , .http://www.tesl- Indonesia. ej.org/wordpress/issues/volume5/ej 20/ej20r4/. Grant, C. (1992). Best practices in teacher preparation for urban Chambliss, M., & Calfee, R. (1998). schools. Paper prepared for the Textbooks for learning: Nurturing 1992 AERA Symposium, San children’s minds. Oxford, England: Francisco, USA. Blackwell Publishers. Graves, K. (2000). Designing language Cunningsworth, A. (1995). Choosing courses: A guide for teachers. your coursebook. London, England: Boston, MA: Heinle and Heinle Macmillan: Heinemann. Publishers. detikNews. (2014). Mendikbud: Ada Heriati, R. (2017). The analysis of think 6221 sekolah yang akan menjadi globally act locally’s book and its percontohan kurikulum 2013. relevance to 2013 English Retrieved from curriculum. Undergraduate thesis, http://news.detik.com/berita/27693 IAIN , Indonesia. 31/mendikbud-ada-6221-sekolah- Retrieved from http://digilib.iain- palangkaraya.ac.id/827/.

JOALL (Journal of Applied Linguistics and Literature Vol.3 No.2 | 31

Khodareza & Komachali, E. (2012). The Jordanian University students' use effect of using vocabulary flashcard of the active and passive voice in on Iranian on Iranian pre-university English. Retrieved from students‟ vocabulary knowledge. https://eric.ed.gov/?id=EJ816940. Canadian Center of Science and Education Journal, 5 (3): 134-147. Suyanto, K.E. (2010). English for young learners. Jakarta, Indonesia: Sinar Kitao, K., Kitao, S.K. (1997). Selecting Grafika Offset. and developing teaching/learning materials. The Internet TESl Thornbury, S. (2002). How to teach journal, IV (4), April 1997. vocabulary. Harlow, England: Retrieved from Longman, Pearson Education http://iteslj.org/Articles/Kitao- Limited. Materials.html Tok, H. (2010). TEFL textbook Littlejohn A. and Windeatt. (1989). evaluation: From teachers‟ Beyond language learning: perspectives. Educational Study Perspective on materials design. In and Review Vol. 5 (9), pp. 508-517, RK Johnson (ed) The second September 2010. ISSN 1990-3839 language curriculum. Cambridge, © 2010 Academic Journals. England: Cambridge University Retrieved from Press. http://www.academicjournals.org/jo urnal/ERR/article-full- Mahmood, K. (2011). Conformity to textpdf/3CAEBA44186 quality characteristics of textbooks: the illusion of textbook evaluation Ur, P. (1996). A course in language in Pakistan. Journal of Study and teaching : Practice and theory. Reflections in Education, Vol.5, Cambridge, England : Cambridge No.2, pp 170 -190. Retrieved from University Press. http://ue.edu.pk/jrre/articles/52006. pdf. Wachidah, et al. (2015). Think Globally Act Locally Grade IX. Masuhara, H.(1998). What do teachers Kementerian Pendidikan dan really want from textbook? In Kebudayaan. Jakarta, Indonesia. Tomlison, B. Materials Development for Language Wijayanti. (2016). Lived experience in Teaching. Cambridge, England: using the 2013 curriculum-based Cambridge University Press. textbook: Think Globally Act Locally. Universitas Sanata Ming-jun. (2008). Principal approaches Dharma. Yogyakarta, Indonesia. of grammar instruction. Retrieved from www.dakta.com. (2017). Tahun 2018 https://www.studygate.net/publicati seluruh sekolah diharapkan on/238570266_Principal_approach terapkan kurikulum 2013. es_of_grammar_instruction. Retrieved from http://www.dakta.com/news/12915/ Mohammed & Jaber. (2008). The effects tahun-2018-seluruh-sekolah- of deductive and inductive diharapkan-terapkan-kurikulum- approaches of teaching on 2013

JOALL (Journal of Applied Linguistics and Literature Vol.3 No.2 | 32