SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2017

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Indonesian Students’ English Coursebook and Thai Students’ English Coursebook

Tifany Cicilis




Cicilia, Tifany. 2017. Indonesian Students’ English Coursebook and Thai Students’ English Coursebook. Thesis. English Department, Faculty of Letters, State University of Malang. Advisor: (I) Dr. Sri Rachmajanti, Dip. TESL, M.Pd., (II) Dr. SinthaTresnadewi, M.Pd.


Key Words: English Textbook, Evaluation, Indonesian and Thai Students

This study is aimed to examinehow BahasaInggris book compared to English Explorer 2, an English textbook used in Thailand. The instrument used in this study was an evaluation sheet adapted from BSNP (2014), Basic Education Core Curriculum (2008), Cunningsworth (1995), and Tomlinson (2003) which covered content feasibility, graphic feasibility, methodology, language content, language skills, and practical consideration.

The study implementedqualitative content analysis research design. The evaluation sheet used consisted of 6 variables, 21 sub-variables, and 40 indicators. A teacher of SMA Negeri 2 Malang and I evaluated the two coursebooks by using the evaluation sheet. Each of us filled the evaluation sheets which then were compiled into one data collection. After that, I analyzed the collected data by writing a description figuring out the reasons behind each score given in the evaluation sheet and the implications of the findings.

The result of the study showed that English Explorer 2 book was better than BahasaInggris book in five out of the six variables. English Explorer 2 was ahead BahasaInggris book in terms of content feasibility ( = 3.42>3.07), graphic feasibility ( = 3.46>2.86), language content ( = 3.375>2.75), language skills ( = 3.5>2.4), and practical consideration ( = 4>3.5).BahasaInggris was better than English Explorer 2 in only one variable, methodology, in which BahasaInggris got 3.3 and English Explorer 2 got 2.67 for the average score of methodology variable.


In conclusion, based on the result of the study, a further improvement by the materials developers for both coursebooks was needed. Materials developers were encouraged to consider to take experts’,teachers’, and students’ opinion into account. Teachers as educators were also suggested to be able to choose the most suitable coursebooks for their students’ needs. Students should also be able to find materials which were the most suitable with their learning styles. Last but not least, future researchers were suggested to conduct a study in coursebook evaluation by using a whole coursebook package and by comparing with other cousebooks available in the market.