CHAPTER I I.

Introduction

A. Identification of the Problem The curriculum changes from time to time to fit the world change. It is needed to evaluate the curriculum in order to make the next curriculum improved. Curriculum evaluation is generally identified with textbook, their accessories and instructional material and it also includes the study of the process of implementing a new curriculum and the assessment of institutional objectives like knowledge, attitudes, and skills that students acquire from the curriculum. The need of English textbook is important because there are not many teachers who can develop their own teaching materials. Textbook may help teachers to be more systematic. There are a lot of English textbooks for senior high school published by different publishers sold commercially in the market. Choosing a textbook might be an exciting and a complex task. Brown (2001:142) sets twelve criteria, adapted from Robinett. They are goals of the course, background of the students, approach, language skills, general content, and quality of practice material, sequencing, vocabulary, general sociolinguistics factors, format, accompanying materials, and teachers guide. Relevance to curricular objectives, Up-to-dateness of content, Content balance, Sequencing of content, and Measuring the difficulty of reading material are the criteria for the evaluation of the content of textbook (HJX. Fernandes, 1984:47).

B. Delimitation of the Problem The research will try to reveal the content of the available textbook used in the Competence Based Curriculum. It will try to figure out whether or not the textbook of the competence-based curriculum is appropriate. It merely focuses on the content of the Headlight 2, an English textbook used for teaching English in the Competence-Based Curriculum.

C. Formulation of the problem From the limitation of the problem, the problem of this research can be formulated as follows:
1.

Does the textbook integrate the four criterions of evaluation of the

content of textbook?
2.

Does the textbook integrate the language skills (listening, speaking,

reading, and writing)?

3. How compatible is the content of the textbook for teaching English in

competence-based curriculum?

D. Objectives of the research

Based on the limitation of the problem, the objectives of the research are:
1. Describing the integratedness of the criteria of evaluation of the content of

the textbook.
2. Describing integratedness of the four skills in the textbook

3. Emphasizing within the textbook with the curriculum, and

4. Discussing the compatibility of the content of the textbook for teaching

English in competence-based curriculum.

E. Significance of the research The result of this research are hoped to give some advantages especially to: 1. Teachers of Junior High Schools They might modify the material to suit their students need and interest. It is hoped to give more understanding in choosing the textbook for teaching. 2. Writers and Publishers of the textbook This research may give them contribution to develop a technique of writing and producing English textbook which covers the curriculum recommended. They must be convinced to prepare textbook that take a more selective in-depth approach so that the course goals can be achieved.

3. The Ministry of national Education It is hoped that this research can give a contribution in designing a better curriculum for the next.

CHAPTER II II. Literature Review

A.

Competence-Based Curriculum

The Competence-Based Curriculum is the present curriculum recommended by the Ministry of National Education. According to Depdiknas (2003:36), the definition of Competence-Based Curriculum is a strategic and systemic sketch which builds up the communicative competence and discourse competence. Its goal is that every student is expected to have fundamental knowledge, ability or expertise in English. The aims of English lesson according to the Competence-Based Curriculum (Depdiknas, 2003:7) are: 1. To develop the communication ability of the language not only oral but also written. The ability consists of listening, speaking, reading, and writing. 2. To grow the consciousness of the reality on language English as a foreign language and Indonesian as a mother tongue through comparison of both languages. 3. To develop the understanding of dependency of language and structure and also to broaden the knowledge of culture. So that the students will understand across the culture and involve themselves to the diversities.

B. Evaluation Study a. Definition of Evaluation Historically educational evaluation has been most commonly associated with the student achievement. Today the concept of evaluation has a much broader meaning. The last ten years have been productive in the conceptualization of educational

evaluation. Many attempts have been made to clarify the meaning of evaluation. The well-known definition originated by Ralph Tyler considers evaluation as the process of determining to what extent the educational objectives are being realized (Tyler, 1950). Another widely accepted definition of evaluation has been providing information for decision making suggestion by two leading evaluators, Cronbach (1963) and Stufflebeam (1971). A join committee on standards of evaluation defined evaluation as the systematic investigation of the worth and merit of some object (Join Committee, 1981).

b. Textbook Evaluation Curriculum evaluation is generally identified with textbook, their accessories and instructional material and it also includes the study of the process of implementing a new curriculum and the assessment of institutional objectives like knowledge, attitudes, and skills that students acquire from the curriculum. Longman (1978:1146) defines textbook as a standard book for the study of a particular subject especially used in school. According to The Oxford dictionary, textbook is a book giving instruction in a subject, used especially in schools, etc. From the definitions above, an English textbook for Senior High school students can be considered as a book because it contains tasks which are appropriate to the students needs and level of learning and are intended for the English teaching and learning. There are following criteria for the evaluation of the content of text-book (HJX. Fernandes, 1984:47): Relevance to curricular objectives

The content should be related to, and effective in achievement of the curriculum objectives. The relevance could be established by using judgments of experts. Up-to-dateness of content

The content selected should be validated by competent authorities. Rapid changes are taking place in the science and in humanities, and content needs frequent updating. Judgment from subject matter experts should form the basis of evaluation. Experts must be used to review the text-book identify errors. Content relevance

Content balance may be viewed in two ways; (i) balance between various subdivisions of the subjects matter, and (ii) balance in the content in terms of pupils activities and learning outcomes. The task of the evaluator is to study the balance between various subdivision of subjects matter and between pupils learning activities and learning outcomes the evaluator will have to rely on subjects matter experts and teachers to conduct the evaluation. Sequencing of content

a. Linear Curriculum There is a need to evaluate the overall sequence and structure of a course of study. Most commonly a linear curriculum is adopted. A linear structure is most justified in the case of objectives which are closely related to each other sequentially. Each unit produces an input to the text. b. Spiral Curriculum Sometimes it is better to treat a topic at a relatively easier level than study another topic and later come back to the original topic. In such cases spiral curriculum will be better able to meet the curricular objective. In the spiral

curriculum one learns all of the first topic that will be required as prerequisites of the content planned for the first round all of topics. In the spiral curriculum internal sequence of each topic is not independent of other topic as in the case in linear curriculum. The adoption of spiral curriculum requires a high level of coordination and teamwork. c. Core curriculum There are a number of problems which need to be evaluated. The whole question of academic credits and how it will work out for the various subjects need to be studied and evaluates. Measuring the difficulty of reading material

In order to measure, quantify and evaluate the readability (reading difficulty) of books. and other reading materials, many different readability formulas can be derived. Readability formulas use such as percent of common words average word length, average sentence length, average number of syllables for words, etc. the readability formulas based on regression equations. They predict scores that could rate the reading materials either very difficult or average, easy or very easy. Some readability formulas predict for which grade the reading materials are intended. C. Headlight 2 Headlight is written by Dra. Emilia Iragiliati Lukman, M.Pd. headlight is design to provide extensive exposure to English for SMA students. It has been developed in accordance with 2004 competency-based curriculum. The exercises in the book are based on Contextual Language Teaching.

D. Conceptual Framework

In this study, it would be the content of Headlight 2 in the Competence-Based Curriculum. This research will analyze the content of Headlight 2. There are at least four important parts that should be highlighted to see content of Headlight 2 in Competence-Based Curriculum. They are Up-to-dateness of content, Content balance, Sequencing of content, and Measuring the difficulty of reading material are the criteria for the evaluation of the content of textbook. The material standard evaluation consists of three points. The first is the content, organization, and linguistic aspect. The analysis will then reconstruct in the terms of percentage of each points.

CHAPTER III III.

A. Setting Participants will include all of the senior high school in Kabupaten Sleman, Yogyakarta which uses Headlight 2 as the textbook in the teaching learning process. In this study, the writer focuses on grade XII. B. Research Instruments The instruments for the data collection are a one-page interview guide, checklist, and observation. The interview guide was a list of points of topics, which an interviewer must cover during the interview. It is for the teacher and the students.

Methodology

Checklist for Evaluations Use the following code to rate materials: v means yes or good quality - means no or poor quality Criteria of the textbook evaluation The content is relevance to curricular objectives. The content is up-to-date The content is relevance The content is sequencing The difficulty of reading material id measured Content The material is delivered integratedly, covering listening, speaking, reading, and writing skills. The material includes many kinds of genre proposed in curriculum. The material is arranged based on the difficulty level. The material is consists of phonology, vocabulary, and grammar. The given task should be conveyed to improve the students capability in phonology, vocabulary and grammar. The material covers knowledge, ability, and behavior which support the life skills. The material considers the aspects of gender, ethnic, religion, etc. The material is delivered integratedly, covering listening, speaking, reading,

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and writing skills. The material includes many kinds of genre proposed in curriculum. Presentation The learning objectives are started explicitly The organization of each chapter should be logical chronological and in good order. The organization of the chapter is based on the difficulty level of the material. The task assignment and practice in each chapter are arranged and adapted to the given material. The organization of the chapter should consider the connection between the materials. The organization of the chapter involves the student to communicate actively in English The organization of each chapter should be logical chronological and in good order. The organization of the chapter is based on the difficulty level of the material. The task assignment and practice in each chapter are arranged and adapted to the given material. The organization of the chapter should consider the connection between the materials. Linguistic The use of acknowledge English The use of English which is in line with the needs of communication learning.

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The use of English which is in line with the context type and communication demand. The uses of vocabulary are in line with students cognition level and consider the difficulty gradation level. The use of sentence structure is adapted to the language mastery level of the students. The paragraph is arranged effectively considering the aspects of coherence and cohesive. The use of relevant illustration with the functional material.

The evaluation data is used to summarize all points. Each of the criteria will be scored based on the textbook. If the answer shows that the textbook contains the criteria, it is scored 1 and it will be scored 0 if it does not contain the criteria. Relevant if the percentage is 80%-100% Fair if the percentage is 60%-79% Not relevant if the percentage is 60%

This checklist is done in order to cross check with other information found from other evaluation instruments. In summary, it helps to evaluate the worth and usefulness of the textbook. It asks questions about the content, reading level, purpose, materials included (for students and teachers) and those required simply for the use of the site, performance, organization, and quality. C. Data Reduction

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To have a good textbook that meets the requirements set, standardization is needed so that the arrangement of a textbook meets the national standard. There are three important aspects of evaluating a textbook, and it can be used as the data to evaluate the textbook, they are content aspect, presentation aspect, and linguistic aspect. The researcher uses the criteria to sort the data from the textbook. Since a textbook partly consists of tasks and texts, the researcher only takes the instructions written in each task and tests written in the textbook to be the main data to be analyzed. D. Data Analysis The data analysis procedure used in this research is the descriptive-comparative method. In other words, the data taken from the textbooks are compared with the criteria set. The brief of analyzing the data are: a. Observing the data
b. Classifying the data into certain categories.

c. Analyzing or scoring the data.

d. Transferring the result of the data in the form of percentage.

The evaluation report will use Research Report Model. This strategy borrow heading from the classical research method. This study will use Introduction, method, results, and recommendations as the headings.

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