THE QUALITY OF ENGLISH TEXTBOOK “WHEN ENGLISH RINGS A BELL” FOR JUNIOR HIGH SCHOOL STUDENTS: AN EVALUATION ON CONTENT, LANGUAGE, AND PRESENTATION ASPECTS

Lica, Firhest Gust and Syahrial, Syahrial (2020) THE QUALITY OF ENGLISH TEXTBOOK “WHEN ENGLISH RINGS A BELL” FOR JUNIOR HIGH SCHOOL STUDENTS: AN EVALUATION ON CONTENT, LANGUAGE, AND PRESENTATION ASPECTS. Undergraduated thesis, Universitas Bengkulu.

Text Thesis Firhest Gust Lica.pdf - Bibliography Restricted to Repository staff only Available under License Creative Commons GNU GPL (Software). Download (10MB)

Abstract

The objectives of this study were to find out whether the English textbook “When English Rings A Bell” used by the seventh-grade students of Junior High School fulfill the criteria of a good textbook determined by BSNP, to find out how teachers perceive the quality of the textbook, and to find out whether there was the difference between the textbook analysis result and the teacher’s perception on the quality of the textbook. This research was categorized as a content analysis. In this research, there were three aspects used to analyze the English textbook entitled “When English Rings A Bell”. The aspects were content, language, and presentation. The data were gathered by using the textbook’s evaluation checklist determined by BSNP and questionnaire for the teachers. The writer used Kohen’s Kappa Formula in analyzing the textbook’s evaluation checklist and five ranges score Likert scale in analyzing the questionnaire. The result showed that the content and language aspect were in the “good” category and “fair” category in the presentation aspect. Based on the data, the textbook was in “good” category of the overall fulfillment, in the average score of 83. It meaned that the English textbook entitled “When English Rings a Bell” for the seventh-grade students of Junior High School has fulfilled the criteria of content, language, and presentation appropriateness determined by BSNP. The textbook evaluation based on the teachers’ questionnaire showed that the textbook was already appropriate to use for Junior High School students. The differences between textbook analysis based on the researcher’s results and teacher’s perception were in materials accuracy, presentation technique, teaching and learning technique, and presentation coverage. Keywords: evaluation, textbook, BSNP, content analysis

Actions (login required)

View Item