CHAPTER I

Introduction
A. Background
English is one of the most dominating languages of the world which
has its impacts on every field of work. Undoubtedly, English plays a much
greater role in the world that it is inevitable for people to ignore it fully.
Depending a bit on how you count, in addition to the approximately 400
million native speakers, English is understood and/or spoken by 1.6 billion
people. With over a quarter of the world speaking the language, there’s
always someone to practice with, especially when you travel. In order to
learn English language we need to find the proper media such as
coursebook. Since coursebook give proper inputs and provide many
activities for the students.
The selection of a coursebook is one of the most important decisions
a teacher will make in shaping the content and nature of teaching and
learning. It involves matching the material against the context in which it is
going to be used, following the aims of the teaching program, as well as
fitting the personal methodology of the teacher.
In this paper, we will first look at the purposes of coursebooks,
including their limitations. Following this, we will examine several
evaluation methods, as provided by leading experts in the field.

B. Identification of the Problems

Coursebooks have become an important part in the teaching learning
process. In fact, Indonesian teachers rely a lot on coursebooks which serve
as an instructional material in their classrooms. Teachers need to select the
coursebooks based on the comprehensive judgment to examine its
effectiveness, however, they tend to choose coursebook without careful
considerations.
Based on the evaluation that we condacted. It is found that teachers
do not do any modification to the coursebooks they employed in the

1
 teaching and learning process. It happens as they do not know what aspects
needed to be improved or supplemented. Instead of doing some actions as
simplifying the texts, modifying tasks and developing supplementary
materials, they choose to follow their coursebooks systematically.
Among so many English coursebooks commercially available in the
bookstores, there is a coursebook developed based on the School-based
Curriculum. That is Pathway to English written by Theresia Sudarwati and
Eudia Grace. This book was published on 2015.
Based on these problems above, the writers decided to evaluate the
coursebook used by teachers of Senior High School. The evaluation
involves holistic approach of coursebook evaluation. This means major
aspects of coursebooks as appearances, texts, language aspects, and other
related aspects are examined.

C. Limitation of the Problems

This study focuses on the coursebook evaluation based on the
criteria of good coursebook. The coursebook is then evaluated in some areas
related to the worthiness of the content, language correctness and
appropriateness, and layout. Further, this study also focuses on the
appropriateness of the evaluated coursebooks and the fulfilment towards
criteria of the good coursebooks.
The objects of this study are English coursebook for the twelfth
grade of Senior High School students which is Pathway to English by
Theresia Sudarwati and Eudia Grace. To be exact, this study only evaluates
the first chapter: “What is Your Opinion about Heavy Traffic?”.

2
D. Formulation of the Problems
This study seeks to find the answers the following questions:
1. Are the English coursebooks used by the twelfth-grade teachers of
Senior High School appropriate and in what way are they
appropriate?
2. Do the English coursebooks used by the twelfth-grade teachers of
Senior High School fulfill the criteria of a good coursebook?
3. What recommendations can be drawn from the English coursebook
used by the twelfth-grade teachers of Senior High School?

E. Objectives of the Study

This study has three objectives as seen from the background of the study
stated earlier.
1. To examine the appropriateness of coursebooks used by English teachers
and in what way they are appropriate based on the criteria of good
coursebooks.
2. To discover whether coursebook used by English have already fulfilled
the criteria of good coursebooks.
3. To give recommendation for English teachers regarding the further
actions which they should do with their coursebooks.

F. Significance of the Study

The results of this research are hoped to be useful for:
a. The English teachers
The result can be an input and an overview about the book for the
teachers to select alternative coursebook
b. English Coursebook Writers
The result of this research can be an overview to English Ccoursebook
writers which one is good and which one is not a good coursebook so it
can help them to choose the book to be their reference or the main
coursebook to be studied

3
c. Schools
The result can be an input and an overview about this coursebook for the
schools to choose it, whether it is suitable or not to be used in the school
based on their curriculum that they have applied on.

4
 CHAPTER II
Literature Review
A. Language
Language is our primary source of communication. It is the method
through which we share our ideas and thoughts with others. Some people
even say that language is what separates us from animals and makes us
human. There are thousands of languages in this world. However in order
to unite the world, the international language has chosen English to be the
international language.
There are several factors that make the English language essential to
communication in our current time. First of all, it is the most common
foreign language. This means that two people who come from different
countries (for example, a Mexican and a Swede) usually use English as a
common language to communicate. That is why everyone needs to learn the
language in order to get in touch on an international level. Speaking it will
help you communicate with people from countries all over the world, not
just English-speaking ones.
English is also essential to the field of education. In many countries,
children are taught and encouraged to learn English as a second language.
Even in countries where it is not an official language, such as the
Netherlands or Sweden, we will find many syllabi in science and
engineering are written in English. Because it is the dominant language in
the sciences, most of the research and studies you find in any given scientific
field will be written in it as well. At the university level, students in many
countries study almost all their subjects in English in order to make the
material more accessible to international students.

B. TEFL
There are many terms of teaching English that had been developed
during past five decades. In our country, English is learned as a foreign
language. In educational system, called as TEFL (Teaching English as a

5
Foreign Language). TEFL (English as a Foreign Language) is focused on
the purposes or studies of English by teachers and English learners with a
different mother tongue. The precise interpretation for TEFL is that they
treat English as a tool of communication in the world of various countries,
instead of using it as an official language, or primarily educational language.
Most generally, the term TEFL is applied to emphasize that English
language learning in nations, where English is not the most important
language (Brown, 2001).
By learning a foreign language, we see our own in perspectives, we
recognize that there are other ways of saying things, other ways of thinking,
other patterns of emphasis (Broughton et al, 2003).
Socio-linguistic research in the past few years has made educators
more conscious of language functions and therefore has clarified one level
of language teaching goals with greater precision. Indeed, the more
specialized the learning of English becomes the more it resembles training
and the less it is part of the educational process (Broughton et al, 2003).
However, not simply for the learner to be able to do practical by-products
of the learning process. The major areas of the school curriculum are the
instruments by which the individual grows into a more secure, more
contributory, more total member of society. Therefore, the teacher’s duty is
to make sure that his teaching is appropriate to his class, that is organized
systematically, and that it is exciting.
In the English teaching practices, according to Abdallah (2011) our
traditional theories and methods of English language teaching/learning
should be revisited in the light of the current changes going on nowadays,
especially as far as new technologies are concerned. The new innovations
that have been emerging in our life have imposed a new reality of English
language teaching and learning. The new technologies of today have
recently changed and expanded the concept of literacy.
Soares (2005) finds that when meeting teachers at language courses
and at schools, many teachers of EFL have tried to redefine their roles as

6
 educators in the sense of moving from simple reproducers of the
methodology implicit in coursebooks to real constructors of pedagogical
proposals that highlight the value of their socio cultural context. Despite this
new attitude of ELT professionals, most of them still depend on
coursebooks to plan and organize their work in the classroom. Usually,
teachers plan their lessons according to the syllabus prescribed by the
coursebooks and the distribution of time suggested by their writers.
Therefore, the usual attitude of most teachers is to focus their
concern mainly on coursebooks, dispreferring other resources for language
learning such as other printed materials, language laboratory facilities,
videos/DVDs, audio cassettes/CDs, television, songs, tours – just to
mention a few other recourses. Besides, a book still is the cheapest learning
material available and it does not depend for its use on any engine or
electrical equipment.

C. TEFLIN
English has been taught in Indonesia since the era of Dutch colonial
period. However, the access to education for the locals was very rare. The
Dutch policy in establishing education in Indonesia is exclusively for
themselves and some of the important local officials. English was first
taught to Indonesians in 1914 when junior high schools were established
(Lauder, 2008).
Nevertheless, Bahasa Indonesia remains as the function of Lingua
Franca for the diverse regional languages spoken by users across the nation.
Lauder (2008) states that the success of Bahasa Indonesia being a national
language developed from modest beginning to be able to meet the
communication needs of more modern society achieved by the price of
people not having working ability in English. Thus, according to Yusni
(2013) There is no need to force English to fit this purpose for this society.
However, English remain in the medium of external communication of the

7
 people, as aforementioned requirement in the context of communicating
with ASEAN neighbors, and other parts of the world.
Komaria (1998) notes that the Indonesian government instructed in
1989 Law (Chapter IX, Section 39, Verse 3) English language learned as
first foreign language and thus instructed to be taught starting at the
secondary level as a compulsory subject in the basic curriculum, but allows
to be taught as the fourth grade of primary level (stated in Government
Regulation, Number 28, 1990).
The users of English in Indonesia can easily accept the new culture
and replace his/her own culture. Therefore, there is an urgent need of
educating local practitioners of ELT to raise their awareness of any potential
hidden agenda encapsulated within the English language pedagogy (Yusni,
2013). In addition, ELT practitioners in Indonesia are required to be neutral;
not to oppose and feel guilt of the profession. Language teachers must be
able to filter any contents that might harm the integrity of the identity. Thus,
in order to learn English language, suitable materials for the learners have
to be conducted.

D. Learning Materials
Learning materials are resources that help learners, trainers,
assessors, employers and other providers implement training/learning and
assessment. Learning materials can be presented in different forms to meet
the needs of different target groups, and can also be designed to suit different
learning styles and delivery modes (Fleming, 2005).
In a research conducted by using the teaching materials, teachers can
increase students’ interests and motivations to the subjects and lessons. In
this way the teachers can create desire of learning and all the students
participate in the lesson vividly and voluntarily. Teachers can enrich the
courses by using supportive language teaching materials.
The most important consideration is that the materials should meet
our students’ needs as Cunningsworth (1984) puts it:

8
 “Students particularly more sophisticated adults and
teenagers need to feel that the materials from which they are learning
have to be connected with the real world and at the same time they
must be related positively to the aspects of their inner make up such
as age, level of education, social attitudes, the intellectual ability and
level of emotional maturity.”

Types of learning materials:

a. Visual Aids: The materials or devices which call upon the visual
senses and thus help the individuals to learn through viewing.
E.g: Blackboard, Bulletin Boards, Flannel Boards, Magne
Boards, Realia, Pictures, Charts, Flash Charts, Maps, Calendars,
Cartoon, Clocks, Sliders, Filmstrips.
b. Audio Aids: The materials or devices which call upon the
auditory senses and thus help the individuals to learn through
listening. E.g: Radio, Phonograph, Records, Tapes (Dibson
Julia, M., 1988).
c. Audio-Visual aids: The devices which require the auditory as
well as visual senses and helping the students to learn through
listening as well as viewing. e.g: television, films and computer-
assisted instruction, coursebooks along with the CDs (Manav,
2017).
The Purposes of Using Visual and Audio Materials:
1. Materials Provide economy in time and speech
2. Materials simplify the course
3. Make the course vivid and clear
4. Materials increase students’ interest and motivation
5. Materials help to explain complex explanation easily
6. Materials create desire of learning
7. Materials make abstract concepts concrete
8. Materials enrich the course
9. Materials provide the chance for practising on subjects
(Küçükahmet, Leyla, 1995).

9
E. The Definition of Coursebook
According to Oxford Advanced Learner’s Dictionary, a coursebook
is defined as “a book that teaches a particular subject and that is used
especially in schools and colleges” (OALD, 2000). Hutchinson and Torres
(1994) state that “the coursebook is an almost universal element of
(English language) teaching. Millions of copies are sold every year,
and numerous aid projects have been set up to produce them in (various)
countries... No teaching-learning situation, it seems, is complete until it has
its relevant coursebook.” Sheldon (1988, p. 237) argues that coursebooks
symbolize “the visible heart of any ELT program” and they offer
significant advantages for both students and teachers. In his view,
students’ opinion is that published materials (coursebooks) are more
trusted than home-produced photocopied teachers’ resources, which are
regarded as less valid. Their view is based on the fact that coursebooks are
written by eminent experts in the field of language teaching. The
effects of using a particular coursebook, therefore, depend not only on
its promoted approaches and methods and its content, but also on the
expectations of the learners and the general view of coursebooks in the
learners’ culture.
Cortazzi and Jin (1999) refer to a coursebook as a teacher, a map, a
resource, a trainer and an authority. As a teacher, a coursebook gives
students relevant information about grammar and vocabulary, as well as
English speaking countries and their cultures. As a map, it shows an outline
of linguistic and cultural elements as a structured programme and it guides
students and teachers to follow the steps taken in previous lessons. A
coursebook is viewed as a resource as it contains a set of materials and
activities available to the teacher from which one can choose. It can
also be a trainer for novice teachers who need valuable instructions,
support and guidance. As an authority, a coursebook is seen as valid,
reliable, and written by experts and authorized by important publishers or
ministries of education.

10
F. The Organization of Coursebooks
According to Acklam (1994), coursebooks are organized in
systematic and flexible way to assist the language learning. Graves in Nunan
(2003) mentions some principles of coursebook organization. First
coursebooks are set around some key features of a language, those cover
some topics which consist of vocabulary, grammar, social culture. Second,
course books also should consist of four skills including listening, reading,
writing, and speaking. Third, each chapter should describe the whole course
book.

G. The Roles of Coursebooks

According to Sheldon (1988) the following reasons justify the
widespread use of coursebooks in the teaching of English as a foreign or
second language throughout the world. Firstly, coursebooks are
indispensable in ELT contexts because it is difficult for teachers themselves
to create their own teaching material. In addition, coursebooks lessen
preparation time by providing ready-made teaching texts and learning tasks
and. Finally, coursebooks can serve both as a syllabus and as a framework
of classroom progress, a measure by which teaching can be evaluated by
external stakeholders. Coursebooks usually serve multiple roles in ELT,
such as (Cunningsworth, 1995):
a) a resource for presentation material (spoken/written)
b) a source of activities for learner practice and communicative
interaction
c) a reference source
d) a syllabus
e) a resource for self-directed learning or self-access work
f) a support for less experienced teachers
In general it can be summarized into two aspects: negotiate and
deficiency. Negotiate means that the teacher can compromise with several
aspects with regard to their implementation in the classroom. But,

11
 deficiency supports the teachers’ drawback in developing teaching and
learning process.

H. The Designing of Coursebooks

There are some steps in designing coursebooks. First, the writer
should understand the nature of curriculum that mention in Permendikbud.
It means that all of plans for teaching and learning process consist of the
achievement of the proposed goals (Richard, 2013). After understanding the
nature of curriculum, the designer of coursebooks can develop a syllabus. It
serves as a framework for coursebooks design such as goals, objectives,
language skills, learning experiences, time allocations and source of
materials. When the syllabus is developed, the designer should decide and
gather the text which will be presented. Texts refer to the stretch of language
tied up together to form meanings (Feez and Joyce, 2002). After collecting
the text, the designers need to design tasks which are based on the text.
Tasks are defined as activities that involving the use of communicative
language which require learners to focus and meaning (Nunan, 2004). The
next step of designing coursebooks is accompanying them with picture and
other graphic media. It will help the students to understand the text toward
the picture. After that the designer has need to give the coursebook he has
developed to the expert or we can call it by expert judgment.

I. The Design and Layout Aspects of Coursebooks

Litz (2003) mentions that the layout and design of coursebook,
which has to be interesting, refers to its organization and presentation of
language items and activities. The design and layout of coursebook consist
of some factors that are learning objectives, topics, grammar, skills,
vocabulary lists, glossaries and references. With regard to the layout and
design of coursebook that have mentioned before, coursebook need to take
into account these principles. It because a good coursebook provides the
students and teachers a comprehensive explanation on each part.

12
J. The Illustrations on Coursebooks
Litz (2003) outlines that illustrations on coursebooks in the form of
charts, models, pictures, and photographs that help clarify and contextualize
information. They also facilitate the students’ comprehension to the text and
enhance the their understanding of the text itself (Pan and Pan, 2009), and
another of it, that is hand-drawn pictures . it will provide a good atmosphere
for the students. The important thing of illustration of coursebook should
accompany the texts with some accompanying various pictures.

There are some reasons why we should integrate the four language
skills in a coursebook:

a. When we communicate, we often use more than a single language skill.

On the telephone, for instance, we listen and speak-maybe we also write
down a message and read over what we have written.
b. Integrated approach helps to build new knowledge and skills on to what
students already know and can do. So, if students are able to read a short
story, this skill will help them to write their own story.
c. Also, integrating the skills allows you to build in more variety into the
lesson because the range of activities will be wider. Instead of just
having listening, the students can have speaking, reading and writing
practice. This can raise their motivation to learn English.
d. Above all, integrating the skills means that you are working at the level
of realistic communication, which provides all-round development of
communicative competence in English.

Moreover, we should know the way of how to integrate the four

skills. First, the easiest form of integration is within the same medium, either
oral or written, from receptive to productive skills. For example, listening
and speaking in receptive and productive skill of oral medium. Then,
reading and writing in receptive and productive skill of written medium.
Second is the complex integration. It involves constructing a series of

13
 activities that use a variety of skills. However, that is important to make sure
that one activity is closely linked thematically to the next one.

Coursebook usually cover all aspects of language skill. Those

mainly cover six aspects namely listening, speaking reading, writing,
vocabulary, and grammar. Cunningsworth (1995) explains that coursebooks
focus on listening in two ways. Namely as a general part of oral work and
the recorded passages for comprehension. The first type in coursebook
containing listening includes the recorded of passage containing complex
information. Then, the second type refers to the recording or everyday
communication including dialogues and the role play. Listening task must
be provided in sufficient amount following the presentation of production
tasks. That activities must be designed in interesting and meaningful ways
following the nature of listening in real life communication. The real life
conversation should be promoted in the listening activities involving
different participants in different contexts using various pragmatic
strategies.

K. Criteria of a Good Coursebook

A good coursebook is needed in a classroom so that the teacher will
not be lost while teaching their students, and the students can have a good
guidance, thus will not depend on their teacher only. A good coursebook
should be complete, affordable, not biased toward any certain culture, and
interactive.
Williams (1983) states in his book that the good criteria of
coursebook should contain 4 things that will help to develop the teaching
learning processes. The first one is that a good coursebook should contain
up-to-date methodologies, second a good coursebook should be a guide for
non-native speakers, third a good coursebook should fulfill the needs of
second language learners, and last, a good coursebook should be relevant to
the socio-cultural environment.

14
 Cunningsworth (1995) also proposes four criteria of a good
coursebook. Cunningsworth states that a good coursebook: (1) has to cover
the students’ needs. The aim and objectives of the language learning
program has to be matched by the coursebooks, (2) whatever the purpose of
the students to learn the language has to be reflected by the coursebook, (3)
a good coursebook should facilitate the learning process without
dogmatically imposing a “rigid” method, and (4) a good coursebooks should
have a clear role as a support of learning.
Cunningsworth’s framework for coursebook evaluation has a
comprehensive explanation on the internal approach to coursebook
evaluation. Cunningsworth’s framework also offers a criterion for judging
the effectiveness of coursebooks seen from the perspective of the reality that
learners face in the future by presenting language beyond the classroom.
However, Cunningsworth’s framework does not contain any criterion on the
external factor to coursebook evaluation including layout, visual
appearance, and so on.
Harmer (2007) also proposes the criteria of a good coursebook.
According to Harmer, a good coursebook should:
a) Be cheap, because not all students can buy the expensive one. The
coursebook may consists not only the of the student’s book, but
usually there are other parts such as: a teacher’s book, workbook,
audio-cassete or CD, or video cassete.
b) Contain be interesting and challenging for the particular level of
students. The book should be colourful and contain some picture to
catch the student interest.
c) Contain the direction which is understandable for all students even
though without teacher explanation for each exercise. And the
direction should put in the right side so the students can read the
direction easily
d) Contain methods that respect the age and the level of the students.
The book should have a balance between accuracy and fluency

15
 exercises and between study and activation. The book should respect
the natural approach towards language acquisition.
e) Contain the topics of the students’ interest, contain an expected
logical sequence of topics, cover the expected amount of grammar,
vocabulary, and pronunciation, and build in a feeling of progress.
f) Cover the all four skills, a good coursebook also have to be
challenging. They also have to offer a natural spoken English tasks.
g) Be variative according to students’ level, interest, and age. The
topics also have to be challenging and Intergrating other subjects.
h) Be appropriate for the learning of culture, having the multicultural
items, can deal with different customs, ethnicities, races, and sexes
also enrich the students’ worldview.
In their journal, Tsiplakides (2011) claimes that coursebooks should
be designed to provide opportunities for students to cooperate with others,
engaging in project work, which can lead to increased social, cooperative
skills, and group cohesiveness. At the same time coursebooks should be able
to help students to develop their confidence. An effective and well written
coursebooks help to build up students’ confidence by providing tasks or
activities that students can cope with. Coursebook materials also have to be
relevant and useful for the students, they should be able cover students’
learning needs. In addition, the texts that are provided in the coursebooks
should be authentic, which will provide students with motivation and
increase engagement.
According to Tomlinson (1998) some people are against ELT
coursebooks because they are limited in content and application in meeting
the needs of the students. However, some scholars are more positive about
the use of ELT coursebooks because, for them, coursebooks provide
structure and cohesion to the learning process. No matter which views one
holds, it is a fact that ELT coursebooks are used in many language classes
and they are the key part of teaching. Moreover, the coursebook has a vital
and a positive part to play in the everyday job of teachers and students in

16
 teaching and learning English. Furthermore coursebooks became a
universal element of ELT teaching. (Hutchinson and Torres, 1994,
Tomlinson, 1998).
In Indonesia, the implementation of coursebook and classroom
teaching of English language are controlled with several considerations.
Jazadi (2003) states that the presentation of coursebook in Indonesia need
to pass several political and also evaluation process to maintain security.
The Indonesian government has set a strict rules and evaluation process
toward the development of education. In it is developments, the government
established BNSP (Badan Standar Nasional Pendidikan) along with
Pusbukur (Pusat Buku dan Kurikulum).

L. Cultural Content
Learning language means we are learning its culture too. Teaching
a new language, then, will inevitably involve teaching a new culture. For
the learner to be able to function properly in the target language, the learner
has to be able to develop an understanding of the culture of the target
language (Sugirin et al., 2016). Further, Sugirin also state that this
phenomenon often poses a dilemma for English as Foreign Language (EFL)
teachers in Indonesia. In which teachers in Indonesia have to maintain the
students’ understanding and mastery of the local culture, the local values,
and the national identity while also have to make the students develop
understanding of the culture of the native speakers of English in order to
make the English language learning comprehensible for them.
Ena (2013) argues that students will be more engaged in the teaching
learning process when their materials accommodate their culture. Moreover,
coursebooks used in the classroom, in the principle, should promote
culturally-relevant content. Lathif (2016) states that coursebooks that are
used in the classroom should include the students’ culture in the materials.
The incorporation of culture in the materials is aimed at maintaining local
and national identity. Commonly, the students and teachers of English come

17
from the same cultural background with the same language too. It then
enables them to develop their ideas about the local culture they are familiar
with than talk about the target culture which is new to them (Syahri &
Susanti, 2016). Although students like to watch movies and listen to English
music, that does not make them automatically a fluent speaker of the
language. It will not make exploring the target culture easier for them
(McKay, 2003).
Therefore, the students’ own culture and native speakers’ culture
need to be balanced in the coursebooks. Cortazzi & Jin (1999) propose three
categories of culture. They distinguished three categories of cultural
information that can be used in language coursebooks and materials. There
are target culture materials, source/local culture materials, and international
target culture materials.
a. Source Culture
Source culture is the learners’ own culture, in this case, the source
culture that has to be integrated in the coursebook is Indonesian culture.
Source culture is a very board term that covers what the learners face in
their daily life including custom, tradition, behavior, and so on (Lathif,
2015). According to Ena (2013), exposing the learners’ own culture will
engage the learners in the teaching and learning process. Moreover, if
teachers do not teach the learners’ their own culture, it will lead to
behavioral changes as the result of the internalization of the cultural
values they have learned. It will degrade or even eradicate their
understanding of the highly valued local culture (Sugirin et al,. 2016).
In addition, due to the fact that coursebooks are used throughout the
country, the various aspects of local culture must be presented.
b. Target Culture
Target culture is the culture of the native speaker of English. Target
culture belongs to the countries on the inner circle. Those countries are
United Kingdom, United States of America, Australia, New Zealand,

18
 and Canada. Target culture exposes the learners with the authentic
aspect of language use.
The local culture in English language teaching is very important
because it provides a pragmatic aspect of English use to the students.
This is because they are expected to also understand not only how to
express something correctly but also how to perform certain functions
properly.
In addition, most trained EFL teachers are well aware that the
teaching and learning process of English cannot be effectively carried
out without understanding the culture of its’ speakers’ communities.
English teacher are demanded to teach not only the language but the
teacher must also provide cultural contexts in which the language is
used.
c. International Culture
International culture covers a wide range of culture other than source
culture and target culture. International culture can be presented by
using various cultures from the world. According to Matsuda (2012),
the diversity of world culture in coursebooks serves two functions. The
first one is that it portrays both geographical spread and functional
diversity of English nowadays. The second one, is t also illustrates the
specific functions of English as well as its co-existing statues with the
local ones.
The integration of international culture on a coursebook is aimed to
introduce the learners with realities that they are going to face. In
addition, the incorporation of International culture will also strengthen
their knowledge of cross cultural understanding towards other cultures.
d. The Integration of Cultural Content in Coursebooks
As coursebooks considered to be the major source of teaching
material, they play an important role in disseminating cultures or or
cultural elements in the teaching and learning process. To incorporate
culture in coursebooks, there are several ways that can be used. The first

19
 one is integrating the cultural contents through receptive skills. The
second one is incorporating the culture by comparing different culture
and analyzing them. The last one can be through activities which
stimulate their cultural awareness (Lathif, 2015).
In summary, the criteria of a good coursebook can be summed up
as:

Hutchin
Willi Cunnings- Tomlins
Criteria ams worth
Graves
on
Harmer Nunan son &
Tores

Goals V V V V V

Approach V V V

Students’ V V V V V
Background/life
circumstance
(context)

Language Skills V V V V V

Material Context V V V V V

Students’ V V
sequencing/organ
ization

Format V

Instructions V V V

Visualization V

Timing V

Example

Culture V
integration

Exercise/Practice

20
 CHAPTER III
Research Methodology
A. Type of Study
This research used content analysis or document analysis technique.
The focus of this study was analyzing document which was an English
coursebook in a systematic and replicable manner. The aim of this study
was to understand and to gain the depiction of worthiness of the English
coursebook as shown by their strength and weakness.
This study was an attempt to find out the worthiness of the English
coursebook and to understand how the criteria of analysis were fulfilled. To
do so, all aspects of the English coursebook were analyzed deeply in order
to gain the clear picture of this phenomenon.

B. Research Subjects
The data of the study were taken from the book titled Pathway to
English for SMA/MA grade 12th

C. Research Procedure
In this study, researchers used some systematic steps to evaluate the
coursebook.
1. Specifying the Phenomenon to be Investigated
The main aim of this study was to find out whether the
analyzed English coursebook met the criteria of a good
coursebook as synthesized from the criteria from various
sources.
2. Formulating Exhaustive and Mutually Exclusive Coding
Categories
Researchers firstly decided to adapt the framework proposed
by some experts. The first one was from Graves (2003), Harmer
(2007), Nunan D (2004), Tomlinson (1998), Williams (1995),
and Hutchinson & Torrez (1994). After modifying the

21
 instrument, a set of belief statements was drawn. A simple tick
and cross system was therefore used to make the process of
evaluating the coursebook easier.
3. Deciding on the Evaluation Subject
The subjects chosen to be analyzed in this content analysis
study were an English coursebook which is commercially
available in bookstores. This coursebook has been used in local
and national context for several years, and still is until this study
was conducted. The title of this book was Pathway to English.
4. Analyzing the Coursebook
The modified criteria were further used as an instrument
analyzing coursebook. The criterion of good coursebook
fulfilled by coursebook was given a tick. The results of the
analysis were then used to make interpretations and to draw
conclusions.

D. Data Collection Technique

The data were collected from English coursebook for grade XII of
Senior High School. It was Pathway to English. Pathway to English was
developed based on Kurikulum 2013. This coursebook was writen by
Theresia Sudarwarti and Eudia Grace. Pathway to English was published in
2015. The editor of this coursebook was Tiyas Utami, Dwi Wahyu Priyanto,
and Raymond. It also proofreaded by Mark Graham and Ross McKay.

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 CHAPTER IV

Findings and Discussions

A. Overall Evaluation

Picture Evaluation

- The cover of the book is

interesting enough to engage
students’ attention.
- The cover is colorful.
- It consists of the name of
author, the font size of the
book is visible and clear
enough, publisher have
mentioned clearly by
publisher symbols.

- The use of color is lacking

made it not interesting. The
layout is unorganized and
boring to see.

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 - The table of content is neat
and easy to read.

- The objectives and the

outcomes of the lesson is
presented in the coursebook
- There is a grammar mistake in
the title. “About” should not
be written in the capital letter.
- The overview is so stuck up
in one place, it is confusing

24
 - The instruction is clear
enough
- The color is not interesting.
There are only 3 colors:
black, white, and orange
- The pictures are only in
black and white, it is
confusing.
- It did not provide enough
pictures
- The color for each subtitle is
not really eye-catching

- The book is too wordy.

- The font lacks of variation.
- In the act it out section, the
task comes first before the
instruction

25
 Culture:

- There is a cultural awareness

section
- The book provides some
CCU facts
- The book integrates the
national culture and the
international culture
- The source culture is also
integrated in the textbook
- The book integrates the
culture into the text used
- The book compares the
Indonesian culture and the
other countries’ culture to see
the difference between the
two cultures

- In the act it out section, the

task comes first before the
instruction
- The content is suitable with
the curriculum 2013
Overall Content:
- The content covers the four
language skills
- There is no clear statement
which section is listening,
writing, reading, and
speaking.

26
 - Too many exercises but lacks
input
- The listening input is not
provided however the
instruction is asking the
students to listen to a
dialogue
- No assessment section is
provided in the book. The
Assessment book only provides many
exercises but no actual
assessment for the students.

27
B. Discussion
Based on the findings, the book has 17 chapter. However, the
researcher only focuses on the first chapter which entitled “What is Your
Opinion about Heavy Traffic”. The materials in this chapter has fulfilled
the criteria of good and culturally appropriate content in a coursebook. In
which, it suits our culture in Indonesia. It even explains the comparison
between the English native’s culture and Indonesian culture. In which
accomplished the proposal of good coursebook by Ena (2013), and Lathif
(2016). Moreover, the content also suits the 2013 curriculum which is used
in Indonesia, since the book adopts the format of a radio program to build
lesson around teenagers’ lives. According to Williams, Cunningsworth,
Graves, Tomlinson, and Nunan, a good coursebook should state its goal,
and this book has stated its goal in the very beginning of this chapter.
The coursebook allows learners to practice the four skills: listening,
speaking, reading and writing which eventually help them develop their
discourse competence. Here it suits the good coursebook criteria by Graves,
Tomlinson, Harmer, Nunan, and Hutchinson & Tores. Nevertheless, there
is no clear statement which section is listening, writing, reading, and
speaking. The listening input is not provided yet the instruction is asking the
students to listen to a dialogue. Thus, does not fit the criteria.
However, this coursebook is lacking in the layout. In which: the
heading and the content has no stark difference of the fonts, it only varies
from bolded and regular fonts. It is also too wordy. Thus, could make the
students difficult to notice any new section. Moreover, the space for students
to answer the question is too small. Besides the color is not interesting. In
the term of colors, it is stuck up with only three colors: white, black, and
orange, hence it does not suit Litz (2003) opinion about how the illustration
and design of a coursebook should be.
In sum, the content of this coursebook has fulfil the criteria proposed
by the experts, regardless, the layout and the design are still lacking in some
aspects.

28
 CHAPTER V
Conclusion

This study evaluates an English coursebook for the twelfth-grade students

of Senior High School by employing a content analysis method. Therefore, there
are three objectives of this study. First, this study is aimed to examine the
appropriateness of coursebook used by English teachers based on criteria
synthesized from the criteria determined by some ELT experts. Second, to discover
whether coursebook used by English have already fulfilled the criteria of good
coursebooks. Third, and the last, to give recommendation for English teachers
regarding the further actions which they should do with their coursebooks.
In conclusion, based on the findings and the discussions above, this
coursebook fulfils some parts of the good coursebook criteria proposed by the
experts. However, it is still lacking in some parts which is the layout, design, and
illustrations.

29
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