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mpression, Aims and Language Style Evaluated .........24
5.2 Language Knowledge Evaluated by Teachers and Students......... 26
5.3 Language Skills Evaluated by Teachers and Students......... 28
5.4 Exercise Design Evaluated by Teachers and Students......... 31

Chapter 5 Results and Discussion of External Evaluation ofLearning English

5.1 General Impression, Aims and Language Style Evaluated byTeachers and Students
McDonough and Shaw (1993) emphasize the importance of external evaluationbecause it offers a brief overview of the outside of the textbook. They assert the need fora critical evaluation of the claims which made on the cover, introduction and the table ofcontents of the students' textbook. The rationale behind the identification of firstimpression as an important criterion for textbook evaluation lies on the idea that studentstend to judge a book by its cover quite literally. If the cover is attractive, and the texts areclearly organized, it can facilitate students' interest. If there are no interests, it can notencourage student to study it, while an unattractive textbook has the opposite effect.In this research, the evaluation exists in general impression, aims and language styleare as follows, and the responses are in the form of a 5-point Likert Scale, ranging fromstrong agreement to strong disagreement. The result is indicated in Table 5-1, below.Table 5-1 F-test results of evaluation on general impression by the teachers, key schoolstudents and common school students.

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Conclusion

The purpose of this research is to evaluate the appropriateness of the textbookLearning English for junior middle schools. A survey questionnaire was used in thisresearch to elicit perspectives of 88 students and 28 teachers in junior middle schoolabout the textbook in question. The questionnaire consisted of 40 items grouped under 9main categories: general impression, learning strategies, affective attitude, design, topiccontents, language components, language skills, cultural awareness, exercise.The data were subjected to analysis through descriptive statistics. Three differenttypes of computations were done: a per-item analysis, a category analysis, and anindependent samples t-test to clarify the equality and variance between the two groups ofthe participants (students and teachers).According to the information offered by both students and teachers, the authorsummarizes the strengths of the LE as follows: The general impression, layout design of the textbook is not like the textbookbefore. Learning English has lots of colorful pictures and various interesting activities;they can arouse students' interests. The pictures are not only attractive but also can letstudents want to leam English by themselves.
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Reference (omitted)

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