EVALUATING THE NINTH GRADE ENGLISH TEXTBOOK "THINK GLOBALLY ACT LOCALLY" BASED ON COMMUNICATIVE APPROACH CRITERIA

ABSTRACT EVALUATING THE NINTH GRADE ENGLISH TEXTBOOK "THINK GLOBALLY ACT LOCALLY" BASED ON COMMUNICATIVE APPROACH CRITERIAEVALUATING THE NINTH GRADE ENGLISH TEXTBOOK "THINK GLOBALLY ACT LOCALLY" BASED ON COMMUNICATIVE APPROACH CRITERIAKurniasih, Atin Dwi. 2016. Evaluating TheNinth Grade English Textbook“ThinkGlobally Act Locally” Based on Communicative ApproachCriteria.Thesis, English Department, Faculty of Letters, UniversitasNegeri Malang. Advisors: (I) Dr. Mirjam Anugerahwati, M.A.,(II)Dr. Johannes Ananto Prayogo, M.Pd., M.Ed.Keywords: evaluating textbook, communicative approachOne thing that holds a substantial role in the teaching of English as a foreign language in classroom is textbook use. Ever since the emerging of Curriculum2013, Indonesian government has published English textbooks for junior high school. The interconnection of Communicative Approach within Curriculum 2013 has made it important to study this textbook. The objective of this study is to evaluate the appropriateness of the “Think Globally Act Locally” English textbook in terms of its (1) content aspect toward the communicative approach criteria, (2) language aspect toward the communicative approach criteria, and (3) presentation, based on BSNP and Mark and Ellis (1987).This study was employed using content analysis study through some systematic steps. Those are (1) synthesizing criteria of textbook based on communicative approach, (2) developing the instrument based on the criteria, (3) validating the instrument, (4) evaluating the textbook using the validated instrument, and (5) presenting the results. The data were gatheredusing an instrument in the form of checklist. In the data analysis, the researcher calculated the total score of each aspect divided by total number of points of all aspects. Then, it was multiplied by 100% as the total criteria of each aspect.From the data collected, it was found that the score for content aspect is categorized as ‘sufficient’ with the percentage of 59.09%, the score for language aspect categorized as ‘good’ with the percentage of 62.5% , and the score for presentation aspect is categorized as ‘excellent’with the percentage of 81.25%. The findings of the study showed that the textbook does not provide explanation about social function, structure of the text, and language features. It is concluded that the “Think Globally Act Locally” English textbook has promoted 67.6% of the principles in communicative approach.Therefore, English teachers should be able to sort out the activities in the textbook that promote the students’ communicativeness among the students. Moreover, Ministry of Education and Culture, as the textbook writer, should equip the textbook with more communicative activities that providestudents with real-life communication, including authentic reading text, use of accurate grammar and spellings, and consistency in using British or American words in the textbook.For future researchers, it is suggested that they evaluate other English textbooks based on communicative approach criteria