Ayu & Indrawati TEKNOSASTIK EFL Textbook Evaluation Volume 16 (1), 2018 21 e-mail: teknosastik@teknokrat.ac.id EFL Textbook Evaluation: The Analysis of Tasks Presented in English Textbook Mutiara Ayu 1 , Rita Indrawati 2 mututi26@gmail.com 1 , ritarudisaid@yahoo.com 2 Universitas Teknokrat Indonesia 1 Universitas Sriwijaya 2 Abstract The use of English textbook does not only become a guide to the teachers when delivering the materials, but also presents necessary input through various explanations and activities. On the side of the learners, it also influences their attitudes and performance to the materials. This phenomenon challenges the writer to conduct research-based article concerning textbook evaluation to analyze the tasks and the distribution (simple to complex) of tasks presented in English textbook used in senior high school. The findings show that the English textbook entitled Bahasa Inggris SMA/MA/SMK/MAK Kelas X Semester 1 has interesting tasks which meet the objectives in curriculum 2013 and a good distribution of tasks across chapters and the whole book. Key Words: English textbook, distribution of tasks, tasks, textbook evaluation Introduction English has been considered as a foreign language in Indonesia. It has a special place in the school curriculum. In relation to that, Indonesia has been carrying out teaching English as a foreign language at schools which is taught in primary school, junior high school until senior high school. To aid teachers in conducting instructions and achieving the objectives of materials, they can use some instructional materials as the source of teaching and learning activities in the classroom. Instructional materials are divided into two forms: printed ones, such as textbook, module, handout, brochure, and pamphlet, etc.; and non-printed ones, such as video, cassette, CD, internet and computer based materials. One of the mostly used materials is a textbook. The use of English textbook has a noteworthy eminence for both teachers and learners. It does not only become a guide to the teachers when delivering the materials, but also presents necessary input through various explanations and activities. On the side of the learners, it influences their attitudes and performance to the materials. It is a truth that when they like their textbook, they will engage actively in the classroom. Harmer (2007) states that the most important aspect of textbook use is for teachers to try to engage learners with the content they are going to be dealing with. Moreover, it also provides the learners with great opportunity to communicate English in the classroom. Cunningsworth (1995) identifies a textbook as a resource in presenting the material, a source for learners to practice and do activities such as vocabulary, pronunciation, grammar, listening, reading, speaking and writing. In short, a textbook is useful to assist teachers in applying the curriculum because it is based on curriculum needed and as guidance in and providing the opportunity for learners to learn. Nowadays there are several varieties of English textbooks published to accomplish the need of teaching and learning process. They are widely used in schools. Bahasa Inggris SMA/MA/SMK/MAK Kelas X Semester 1 is an EFL textbook used by tenth graders for senior high schools and published by national education department. It is in line with the national curriculum or in Indonesia it is called Kurikulum Nasional (K13). All activities in this textbook cover four skills: listening, speaking, reading, and writing. They encourage learners to improve their English literacy achievements, as well as their discourse and cultural levels. However, there is no perfect book that can to fulfill various kinds of students’ needs. Sometimes some of them are not appropriate with the standard of curriculum. Grant (1987) claims the perfect book does not exist. It means that every textbook might also have weaknesses although it is published by a trusty publisher. As a result, textbook used in the classroom should go through an evaluation. The consideration is made based on clear answer whether the textbook meets curriculum’s objective, matches to learners’ context, and other aspects. Since English teachers use textbook in their class, they should select the relevant textbook which is appropriate to the learners. Before they decide to use it, they have to evaluate the usefulness and effectiveness of textbook in order to provide absolutely appropriate and ideal to accomplish students’ ne eds. According to Hutchinson and Waters (1987: 97), cited in Sheldon (1988: 237), textbook evaluation is basically a straightforward, brought to you by CORE View metadata, citation and similar papers at core.ac.uk provided by E-Journal Universitas Teknokrat Indonesia