JOURNAL OF EDUCATION

QUALITY OF TEXTBOOK ENGLISH ON SKY FOR THE

SECOND GRADE STUDENTS OF JUNIOR HIGH SCHOOL
By:
Edward Ut!
St"d#$t N"!%#r: &'&(&)(*&+
ENGLISH DE,ART-ENT
FACULTY OF TEACHER TRAINING AND EDUCATION
-ULA.AR-AN UNI/ERSITY
SA-ARINDA
*&0+
A,,RO/AL SHEET
QUALITY OF TEXTBOOK ENGLISH ON SKY FOR THE
SECOND GRADE STUDENTS OF JUNIOR HIGH SCHOOL
By:
Edward Ut!
St"d#$t N"!%#r: &'&(&)(*&+
THESIS
This is to certify that the thesis of Edward Utomo has been approved by
The Proposal Advisors for further approval by The Board of Examiners.
Advisor I Advisor II
Dr. Bibit uhatmady! .Pd! ".Pd yamdianita! .Pd! ".Pd
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Ac-nowled.ed by!
The Dean of Education /aculty
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,AGE OF A,,RO/AL
This is to certify that the Sarjanas thesis of Edward Ut! has been approved
by the board of examiners as the re1uirement for the De.ree of ar2ana in En.lish
3an.ua.e Education.
By:
Edward Ut!
&'&(&)(*&+
THESIS
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QUALITY OF TEXTBOOK ENGLISH ON SKY FOR THE
SECOND GRADE STUDENTS OF JUNIOR HIGH SCHOOL
Edward Ut!
U$4:#r14ta1 -"5awar!a$
ABSTRACT
#owadays! most of En.lish textboo-s used in formal education in
Indonesia as teachin. materials. There are four components of criterion in a .ood
textboo-. This study concerns with on content expediency component only as the
evaluation of a textboo-. The component have hi.her score for the 1uality of
textboo- totally than the other components. The minimal score is 0*!&, 5 of the
content expediency component must in a textboo- and the others components
must have 0)!,( 5 score in a textboo- as the components of a .ood textboo-

The problems of this study are6 7ow is 1uality of textboo- entitled
8E#93I7 :# ;<= compatible with indicators of chool 3evel > Based
4urriculum?
The desi.n of this study is content analysis. The instrument of this study
is 4hec-list with usin. 3in-ert cale. The data are used to analy@e content
expediency component in the textboo- based on chool 3evel > Based 4urriculum
or Kurikulum Tingkat Satuan Pendidikan. The -ind of criterion of a .ood textboo-
that the writer used based on chool 3evel > Based 4urriculum in decree of
Peraturan Pemerintah Nomor 19 Tahun 2005. The writer used the /low "odel
analysis from "iles and 7uberman A$%%'B to analy@e the data. /irst! collects the
data with tabulate the data of content expediency component in the textboo-
8E#93I7 :# ;<= for The econd <ear of Cunior 7i.h chool per unit used
3in-ert cale. econd! identify and displays the collected data with classified the
criterion in a .ood textboo- on content expediency component and the last the
writer reanaly@e and decide to formulate first conclusion which answered the
problems of the study.
/or the result of this analysis! the study show the percenta.e of items.
;ind of Interpersonal Text has ,!) 5! ;ind of Transactional Text has '!* 5! ;ind
of /unctional Text has 0!& 5! Exposure has &!) 5! Detention Dules of Text /orm
has 0!( 5! Production has ,!(' 5! ocial /unction has 0!), 5! tructure and
ubstance Purpose has ,!,) 5! 3in.uistic /eature has 0!), 5! The "aterial
Delevance and Deference has '!,0 5! The Up to Date "aterial and Deference
have to evaluate in Biblio.raphy that out of units in the textboo-. And the writer
find + of )) references only that appropriate to the description of this item! and the
percenta.e this item is +!+0 5! 3ife -ills Development has ,!,) 5. And the last
item! The Diversity 4oncepts Development has )!** 5. The total of percenta.e
score is 0%!)* 5.
K#y .rd: T3# Q"a54ty ; T#<t%7 ENGLISH ON SKY 8!9at4%5# w4t3
4$d48atr ; KTS,
02 Ba87=r"$d ; t3# St"dy
En.lish is the lan.ua.e that used by most of people in the world! we can
do anythin. usin. En.lish such as travelin. and learn other cultures from around
the world! readin. boo-! business with other people in other country!etc. But the
problem is En.lish is not our mother lan.ua.e and we have to learn it. Because of
that .overment ma-e decision that En.lish must be tau.ht for Indonesian students
start from elementary that arran.ed by 4urriculum.
4urricullum in Indonesia chan.e for several times and now it called ;TP.
4urriculum arran.ed that En.lish can be learn from many sources especially from
textboo- that the most tools that used by most of school in Indonesia because it
simple and helpful for student.
ince there is no perfect boo- that is published! an evaluation of En.lish
textboo- is really needed to .et appropriateness between the En.lish textboo-
with the theory of .ood material and the learnerEs need. It means that teachers
.enerally need to select materials! in order to predict their suitability for particular
classes. Thus! we should use material evaluation to -now whether the material is
.ood or not. It also can be used to identify the stren.ths and the wea-nesses in the
textboo-. Fe can asses whether the textboo-s are the most appropriate media for
the tar.et learners at various level and in various teachin. settin..
To evaluate appropriateness the textboo- with the textboo- evaluation! the
writer chooses a textboo- entitled 8En.ish on -y )= for 9rade GIII of Cunior
7i.h chools. The reason why the writer chooses this textboo-! because it is used
by many Cunior 7i.h chools to present En.lish lesson in amarinda.
Based on the explanation above! the writer evaluate the desi.n of the
textboo- to find out whether or not the desi.n of the textboo- is suitable with the
criterion of .ood textboo- based on chool 3evel > Based 4urriculum in decree of
Peraturan Pemerintah Nomor 19 Tahun 2005 that adopted four components as the
standard of a .ood textboo-! namely Kelayakan Isi A4ontent ExpediencyB!
Kelayakan Bahasa A3an.ua.e ExpediencyB! Kelayakan Penyajian APresentation
ExpediencyB and Kegraikan A9raphicsB.
In this study the writer focuses on content expediency component only as
the evaluation of a textboo-. Because the component have hi.her score for the
1uality of textboo- totality than the other components. The minimal score is 0*!&,
5 of the content expediency component must in a textboo- and the others
components must have 0)!,( 5 score in a textboo- as the components of a .ood
textboo-.
020 ,r%5#! ; t3# St"dy
7ow is 1uality of textboo- entitled 8E#93I7 :# ;<= compatible
with indicators of chool 3evel > Based 4urriculum?
02* ,"r91# ; t3# St"dy
Based on the research problem above the ob2ective of the research is to
-now the 1uality of textboo- entitled 8E#93I7 :# ;<= is compatible with
indicators of chool 3evel> Based 4urriculum or not.
02> S4=$4;48a$8#1 ; t3# St"dy
This study was expected to .ive advanta.es! as follow6
a. Theoritical6 The result of this research can be used as are references for
everyone who wants to evaluate the other textboo-s based on chool
3evel H Based 4urriculum
b. Practical6 The teachers will -now the appropriate textboo- that can be
used in En.lish teachin.>learnin. process and also the teacher -nows
how to evaluate a textboo- based on chool 3evel H Based
4urriculum. And then the teachers can use the textboo-s with really
.ood material of criterion of a .ood textboo-.
02+ C$8#9t ; T#<t%7
There are many and various definition of textboo-. Textboo- is a boo-
.ivin. instruction in a sub2ect! used especially in schools! etc. Accordin. to
Thomson! 8the textboo- is a stimulus or instrument for teachin. and learnin.=. In
another definition! textboo- is a manual of instruction or a standard boo- in any
branch of study which is produced accordin. to the demands of educational
institutions. 7amilton A$%%(B said that textboo- is made based on education
2ud.ment. Textboo- is more than a matter of used in the schools but desi.ned and
or.ani@ed consciously to .et lesson purposes. Because of that! we can ma-e a
conclusion that the textboo- is studentEs .uideboo- that is arran.ed based on
#ational education curriculum and education system in Indonesia to increase
-nowled.e and communication s-ill in En.lish for students and help the students
to understand the lesson more effectively and easier.
Tari.an and D2a.o Tari.an A$%%(B stated that =textboo- as teachin.
material in certain lesson is standard boo- arran.ed by peda.o.ist for aims and
purposes instructional which completed with infrastructures teachin. that easy
and compatible understandin. by learners at the schools and university to support
a pro.ram teachin. and learnin.8.
In other opinion! Buc-in.ham ATari.an! )((%B stated that 8textboo- is a
material study that usually used in schools and university to support a pro.ram
teachin. in modern meanin. and .eneral understandin.=. 2aeful Anwar A)((,B
asserts 8there are + necessary components that include in learnin. process namely
Teacher! tudents! and Teachin. "aterial=. Because of that! textboo-s as teachin.
material are one of necessary components in learnin. and teachin. process.
Textboo- is a stimulus or .uidance teachers in learnin. to be presented in
writin. so that the writin. needs to consider the criteria for .raphical media as a
visual medium to attract the attention of learners.
The purposes of the used of textboo- in teachin. and learnin. are as
follows 6
$. Providin. -nowled.e and s-ills that need to be owned by the learner.
). 4hec-in. the level of understandin. learners of material that has been >
presented.
+. Develop and implement a difficult sub2ect matter delivered orally.
Cr4t#r4a ; A Gd T#<t%7
Fe -now that textboo- have a main part of teachin. learnin. process but
the textboo- that used by teacher should have .ood criteria. Accordin. to
#urhadi 6 )((' ! the .eneral principles that provide the basic for a .ood En.lish
textboo- are6 readiness! motivation! students participation! the usa.e of interestin.
instrument! co.nitive social interaction! real assessment! life s-ill! relatin. with
environment! direct experience! and cooperative.
C$t#$t E<9#d4#$8y ; T#<t%7
Peraturan "enteri Pendidi-an #asional #o ) Tahun )((* asserts 6 8The
expediency of textboo-s on basic and middle of education step has evaluated firstly by
B#P before used either by educator or prote.e as the material source in unit education=
APasal ' Ayat $ B. B#P has arran.ed four components in evaluatin. textboo- model
namely ;elaya-an Isi A4ontent ExpediencyB! ;elaya-an Bahasa A3an.ua.e ExpediencyB!
;elaya-an Penya2ian APresentation ExpediencyB and ;e.rafi-an A9raphicsB. In here! that
four components is asserted similarly by Do.er e.uin in his boo- entitled The
Elaboration of chool Textboo-s that published in $%*% by Division of Educational
ciences! 4ontents and "ethods of Education Unesco. 8Aspects with should be evaluated
correspond to those defined as determinin. the 1uality of textboo- 6 4ontent! Peda.o.ical
Approach! 3an.ua.e! and Ilustration= Ae.uin! $%*%B.
C$8#9t ; T#<t%7 E:a5"t4$
heldon A$%**B has offered several other reasons for textboo- evaluation.
7e su..ests that the selection of an E3T textboo- often si.nals an important
administrative and educational decision in which there is considerable
professional! financial! or even political investment. A thorou.h evaluation!
therefore! would enable the mana.erial and teachin. staff of a specific institution
or or.ani@ation to discriminate between all of the available textboo-s on the
mar-et. "oreover! it would provide for a sense of familiarity with a boo-Is
content thus assistin. educators in identifyin. the particular stren.ths and
wea-nesses in textboo-s already in use. This would .o a lon. way in ultimately
assistin. teachers with ma-in. optimum use of a boo-Is stron. points and
reco.ni@in. the shortcomin.s of certain exercises! tas-s! and entire texts.
:ne additional reason for textboo- evaluation is the fact that it can be very
useful in teacher development and professional .rowth. 4unnin.sworth A$%%,B
su..est that textboo- evaluation helps teachers move beyond impressionistic
assessments and it helps them to ac1uire useful! accurate! systematic! and
contextual insi.hts into the overall nature of textboo- material. Textboo-
evaluation! therefore! can potentially be a particularly worthwhile means of
conductin. action research as well as a form of professional empowerment and
improvement. imilarly! textboo- evaluation can also be a valuable component of
teacher trainin. pro.rams for it serves the dual purpose of ma-in. student
teachers aware of important features to loo- for in textboo-s while familiari@in.
them with a wide ran.e of published lan.ua.e instruction materials.
C$8#9t ; C"rr48"5"!
A curriculum is made systematically and detail! which will ease the teacher
on its implementation. In that case! the school has authority to develop the
curriculum accordin. to the capability and needs! so the school can experience
accelerated learnin.. There is some definition of curriculum by peda.o.ist!
8Principles and procedures for the plannin.! implementation! evaluation and
mana.ement of an educational pro.ram. 4urriculum study embraces syllabus
desi.n Athe selection and .radin. of contentB and methodolo.y Athe selection of
learnin. tas-s and activitiesB= A#unan! $%**B. A curriculum is a 8plan or pro.ram
of all experiences which the learner encounters under the direction of a school=
ATanner and Tanner! $%%,B.
#owadays Indonesia implements the chool 3evel>based 4urriculum that
is called KTSP. As we -new that! In the course of history since $%',
AIndependence <earB! the national curriculum of Indonesia had under.one chan.ed
into several times! namely in $%'&! $%,)! $%0'! $%0*! $%&,! $%*'! $%%'! )((' and
;TP A)((0B. ;TP which is then translated to be chool 3evel>Based
4urriculum! this -ind of curriculum replaced its predecessor of 4ompetence
Based 4urriculum A;B;B )(('.
chool 3evel Based 4urriculum or ;TP is a curriculum which .ives a
chance for every school to develop this curriculum accordin. to the school
potency in each area. ;TP is the operational curriculum developed and
implemented by each educational unit. ;TP as a manifestation of primary and
secondary education curriculum developed in accordance with its relevance by
any .roup or committee of the education unit and school under the coordination
and supervision of the local education office of the Department of Deli.ion
District J 4ity to basic education and secondary education to the province based
on 4ontent tandards 9raduates and 4ompetency tandards and curriculum .uide
developed by B#P.
chool Based > 3evel 4urriculum or ;TP is an operational curriculum
that desi.ned and implemented on each educational item. chool Based H 3evel
4urriculum is made of the educational purpose on the level of educational item!
structure and content of the curriculum! educational calendar! and syllabus ABSNP!
)((0B. It means that school and teacher authority decide the success of educational
aims in the school level. :n other words! teacher have duties on 6
$. 4onstruct and formulate the proper aim.
). 4hoose and construct the ri.ht lesson material accordin. to the needs!
interest and children development phase.
+. 4hoose the method and teachin. media that is varied.
'. 4onstruct the pro.ram and the ri.ht evaluation.
R#5at#d ,r#:4"1 St"d4#1
This was not the first research on "otivation that has been conducted in
the En.lish Department of "ulawarman University. The researcher has found two
theses in En.lish Department which related with her research.
7e found the first thesis by udarmi in )((* conducted a study on
8Analysis on En.lish Textboo- of econd 9rade of Cunior 7i.h chool 3evel In
Delation to the )((0 ;TP 4urriculum= The similarities of their thesis is they
have a thesis about textboo- in amarinda is compatible with ;TP or not. The
differences are udarmi focus to evalute four s-ills in textboo- li-e Deadin.!
Fritin.! 3istenin. and pea-in. but in this research use content expediency
standard from B#P to evaluate the appropiate of textboo- that used in 2unior
hi.h school.
econd thesis was written by Finarsih A)($)B conducted a study on 8An
Evaluation on En.lish Textboo-s of the /ifth 9rade of Elementary chool= The
similarities of their thesis is they have a thesis about the appropiate textboo- with
;TP! but the different was Finarsih use five textboo-s form different publisher
to choose the most appropiate in ;TP and also she focus on four s-ills in En.lish
but this research focus on 8E#93I7 :# ;<= and the content expediency from
that boo-.
R#1#ar83 D#14=$
In this study! researcher will use content analysis that focus on the
document analysis. 8althou.h we can see that the content analysis may consist of
two approaches! 1uantitative and 1ualitative! but we canEt separatin. or
distin.uish them. In content analysis! the researcher process the data with codin.
and count them! this way popular in the 1uantitative approach. But do not for.et!
the researcher also analy@e the context of a tradition be 1ualitative. Thus! content
analysis is a type of research that can be mix>method approach= ;reppendorff
A)(('B. Because of explanation from ;rippendorff! this research use mix>method
from content analysis that are 1ualitative and 1uantitative analysis.
R#1#ar83 O%?#8t
The ob2ect of this study is 4ontent Expediency 4omponent of an En.lish
exercise boo- for The econd <ear of Cunior 7i.h chool based on the chool
3evel>based 4urriculum. The textboo- which the writer evaluated is 8En.lish on
-y )= for econd 9rade of Cunior 7i.h chools in amarinda! the textboo- is
published by Erlan..a.
The sources of this study are ta-en from all materials in 8!nglish on Sky".
Data of this research is component content expediency that are "aterial of
completness A-ind of Interpersonal text! transactional text! and /unctional textB!
"aterial in Depth Aexposure! retention rules of text form! and productionB! ocial
function! tructure and substance purpose! 3in.uistic /eature! The up to date! 3ife
s-ill development! Diversity -nowled.e Development
R#1#ar83 I$1tr"!#$t
Accordin. to research desi.n! this study uses content analysis to evaluate
K!nglish on Sky which content analysis is mix>method approach so the researcher
combine 1ualitative and 1uantitative method 8In a 1ualitative study the researcher
is an instrument who had to use all of his s-ill to collect the data and to record
phenomena which found durin. the research process= Au.iono! )((& 6 )))B. In
this case! the 1ualitative researcher be a everythin. in all of research process! he
becomes a planner! implementer! data collector! data analysis evaluator! and in the
end is the researcher reporter. Therefore! the researcher himself is the instrument
of the study.
The instrument also of this study is chec-list with usin. 3in-ert cale as
measurement scale. 8A 3i-ert type scale assumes that the stren.th J intensity of
experience is linear measure on a continuum from stron.ly a.ree to stron.ly
disa.ree! and ma-es the assumption that attitudes can be measured. Despondents
may be offered a choice of five to seven or even nine precoded responses with the
neutral point bein. neither a.ree nor disa.ree= A3i-ert! $%+)B.
In the final chec-list form! the 3i-ert cale is a four point scale which is
used to allow the individual to express how much they a.ree or disa.ree with a
particular statement. The particular statements is 4ontent Expediency 4omponent
that has + subcomponents namely uitability "aterial with tandard 4ompetency
and 4ompetency Principle! Accurateness of "aterial! and tudyin. upportin.
"aterial. /or each subcomponent has some points which explain the
subcomponent itself.
N

ITE- DETAIL
SCORE
A2
CO-,ATIBILITY -ATERIAL EX,LANATION
.ITH SK AND KD
0 * > +
$. "aterial 4ompleteness
a. ;ind of Interpersonal
Text
is the text boo- contain short and
simple interpersonal texts of ;
and ;D material covera.e for
each class ?
b. ;ind of Transactional
Text
is the text boo- contain short
and simple transactional texts of
; and ;D material covera.e
for each class ?
c. ;ind of /unctional
Text
is the text boo- contain short and
simple functional texts of ;
and ;D material covera.e for
each class ?
). "aterial in depth
a. Exposure is each texts complete with
examples texts in the boo- which
has relevance social functional
and tas- for students to find
-inds of text in a sort from other
source ?
b. Detention Dules of
Text /orm
is the rules of text formin.
tau.ht in + elements that is
social function! substance and
the structure means! and
lin.uistic feature ?
c. Production is tas- to product the text contain
+ elements of text formin. that
is social function! substance and
the structure means and
lin.uistic feature ?
B2 ACCURATELY -ATERIAL
+ ocial /unction is texts that .ave in the textboo-
althou.h students explorations is
directed to social function
performance which concerned

P L M $((5
n
In analy@in. the data! the researcher uses /low "odel by "iles and
7uberman A$%%'B! which consisted of Data Deduction! Data Display and
4onclusion Drawin. and Gerification.
The formula to .et percenta.e numeral of data is usin. simple statistic
formula by Ali! " A)(()B namely 6
C$t#$t E<9#d4#$8y A834#:#!#$t
Based on analysis! the researcher found the details of items of content
expediency component and made the table of details in textboo-. The table items
of content expediency component result was presented in the followin. tables per
unit! the table of each details of data per unit
6
Data R#d"8t4$
Data D4195ay
C$85"14$ Draw4$=
P L Percenta.e
# $re%uen&y o 'ata ( Total o S&ores
n # Total o 'ata
N
SUB
CO-,ONENT
0 * > + ( @ ' )
SCORE
A2
CO-,ATIBILITY -ATERIAL EX,LANATION .ITH SK AND
KD
$. "aterial 4ompleteness
a. ;ind of
Interpersonal Text
+ + ) ) ) ' ' )
b. ;ind of
Transactional Text
) ) + ) ' ) + )
c. ;ind of /unctional
Text
' + ' ' + + + '
). "aterial in depth
a. Exposure ' ' ' ' ' ' + +
b. Detention Dules of
Text /orm
+ + + ) ' ' + +
c. Production ) + ) ) + + + +
B2 ACCURATELY -ATERIAL
+ ocial /unction + ' ' ' + + ) +
'. tructure and
ubstance Purpose
' + ' ' ) ) ) )
,. 3in.uistic /eature ' + ' ' ) + ) '
C2 STUDY SU,,ORTING -ATERIAL
0. The up to date
a.The material
relevance and
reference
' ) ) ) ) ) ) +
b.The up to date
material and
reference
) ) $ ) $ ) ) $
&. 3ife s-ills
development
+ + ) ' ) + ) '
*. Diversity
;nowled.e
development
' $ $ $ $ $ $ )
A2 D418"114$
To answer the 1uestion of this study 7ow is 1uality of textboo- entitled
8E#93I7 :# ;<= compatible with indicators of chool 3evel > Based
4urriculum or not. The findin.s of the study showed the score of items of
subcomponents on content expediency and from the table we can see in
percenta.e of total score as follow 6 ;ind of Interpersonal Text has score )) or ,!)
5. In this item! the textboo- does not contain short and simple interpersonal texts
enou.h. ;ind of Transactional Text has score )( or '!* 5. In this item! the
textboo- does not contain short and simple transactional texts enou.h. ;ind of
/unctional Text has score )* or 0!& 5. In this item! the textboo- contain short and
simple fucntional texts enou.h. Exposure has +( or &!) 5. In this item! the
textboo- complete with the examples texts and tas- enou.h for students to find
-ind of text. Detention rules of Text from has score ), or 0!(( 5. In this item! the
rules of text in textboo- formin. in tau.h in ) elements. Production has score )$
or ,!(' 5. In this item! the tas-s of textboo- to product the text contain $
elements of text formin.. ocial /unction has score )0 or 0!), 5. In this item! the
texts directed to social function performance which concerned with daily life
enou.h. tructure and ubstance Purpose has score )+ or ,!,) 5. In this item! the
texts not directed to elaboration of thin-in. ability harmoniously and systematicly
enou.h. 3in.uistic /eature has score )0 or 0!), 5. In this item! the text
appropriate to the social feature. The "aterial Delevance and Deference has score
$% or '!,0 5. In this item! few references which relevance with the material. The
Up to Date "aterial and Deference has score $' or +!+0 5. In this item! no
sources published in the lastest ' years. 3ife -ill Development has score )+ or
,!,) 5. In this item! contain texts which includin. of ) life s-ills substance.
Diversity ;nowled.e Development has score $) or )!** 5. In this item! only $ or
not contain texts which includin. of diversity concepts subtances.
Based on the content expediency score theory! the minimal score is 0*!&,
5 of the content expediency component must in a textboo- to .et a criteria of a
.ood textboo-. And then the textboo- entitled 8E#93I7 :# ;<= has 0%!)* 5
of content expediency component. It means that this boo- is appropiate with
indicators of chool 3evels H Based 4urriculum of ;TP. The textboo- has
standardi@ation one of criteria of a .ood textboo- as teachin. material for teachers
and .uideboo- for students.
B2 C$85"14$
As previously mentioned! the purposes of this research is to -now the
1uality of textboo- entitled 8E#93I7 :# ;<= is compatible with indicators
of chool 3evel> Based 4urriculum or not.
Due to the responsibility for the purpose! the followin. conclusions are
stated6 The findin.s of the study show the percenta.e of items. ;ind of
Interpersonal Text has ,!) 5! ;ind of Transactional Text has '!* 5! ;ind of
/unctional Text has 0!& 5! Exposure has &!) 5! Detention Dules of Text /orm has
0!( 5! Production has ,!(' 5! ocial /unction has 0!), 5! tructure and
ubstance Purpose has ,!,) 5! 3in.uistic /eature has 0!), 5! The "aterial
Delevance and Deference has '!,0 5! The Up to Date "aterial and Deference
have to evaluate in Biblio.raphy that out of units in the textboo-. And the writer
find + of )) references only that appropriate to the description of this item! and the
percenta.e this item is +!+0 5! 3ife -ills Development has ,!,) 5. And the last
item! The Diversity 4oncepts Development has )!** 5. The total of percenta.e is
0%!)* 5. /or cate.ory of this score! the score appertain 8good")
Bac- to the content expediency score theory! the minimal score is 0*!&, 5
of the content expediency component must in a textboo- to .et a criteria of a .ood
textboo-. And then the textboo- entitled 8E#93I7 :# ;< )= has 0%!)* 5 of
content expediency component. It means that this textboo- is compatible with
indicators of chool 3evel> Based 4urriculum or KTSP) The textboo- has
standardi@ation one of criterion of a .ood textboo- as teachin. material for
teachers and .uideboo- for students
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