This research was accomplished to find out whether English textbook  “When  English  Rings A  Bell” for Junior High  School on seventh grade fulfilled each criterion of textbook evaluation criteria. The researcher used qualitative analysis as the research design. The data source was collected from English textbook “When English Rings A Bell” for Junior High School on seventh grade. The instrument of this study was textbook evaluation criteria. The researcher collected the data by using checklist to evaluate the textbook then analyzing the data shown from the checklist and making some interpretations, and finally  describing  the results from the assessment  table.  The result confirmed that English textbook “When English Rings A Bell” for Junior High School on seventh grade was categorized as inappropriate book  because there were only four of fourteen sub- criteria which were fulfilled, namely the objectives were given in the beginning of the book and each chapter, the topic or materials were suitable with the objectives, there were visual materials relevant with the topic, and the instructions of the exercises were clear and easy to understand in terms of completed by examples, while the rest ten criteria were not fulfilled. It was recommended to the teacher to cover the weaknesses of the book by their teaching style or to find another reference outside this textbook. Keywords: Textbook, Evaluation Criteria

This research attempted to examine whether there is any statistically significant relationship between reading anxiety and students in reading comprehension. Additionally, it also analyzed the level of reading anxiety experience among students in reading comprehension among 95 students of second semester of English department of Halu Oleo University. The results revealed that a statistically significant relationship was found between reading anxiety and students reading comprehension and most of students frequently experienced average level of reading anxiety in their reading comprehension.

Psychological influence is a never-ending aspect that can not be separated from language teaching and learning, and Foreign Language Teaching Anxiety is one of those psychological hindrances. This study was aimed to find out the causes of foreign language teaching anxiety (FLTA) of teachers in bilingual school, the effects, how the teachers deal with their anxieties, and school support in helping the teachers. This research employed qualitative research, and using a close-ended questionnaire, interview, and observations as sources of the data. The participants were all teachers of Lazuardi Ibnu Sina Elementary School which consists of 10 teachers (6 Homeroom Teacher and 4 Subject Teachers). The results indicated that the majority of teachers fear negative evaluations from the students and supervising teachers.  It also showed that the teachers used professional, personal, and social strategies to manage their anxieties.  As for the effects, most of the teachers think that teacher anxiety will affect their image in front of students and students will not get enough exposure to English. In light of these findings, it also showed that bilingual school should provide more English Classes and English Day for their teachers and school in order to improve their English skills and manage their teaching anxieties.

This research was accomplished to  find out whether Bahasa Inggris textbook for Grade X fulfilled each criterion of textbook evaluation criteria based on Jahangard’s theory. The researcher used the qualitative analysis design. The data source was collected from Bahasa Inggris textbook for Grade X published by Pusat Kurikulum dan Perbukuan, Balitbang, Kemendikbud. The instrument of this study was a table of textbook evaluation criteria. The researcher collected the data by using checklist to evaluate the textbook and analyze the data shown by the checklist and make some interpretations, and finally describing the results from the assessment table. The result confirmed that only five of fourteen sub-criteria which did not be fulfilled, they are vocabulary section consists of list of words and their definition, each chapter should consist of four skills, there is a grammar presentation in each chapter and the words are correctly spelled.  While  the rest  nine  of sub-criteria  were  fulfilled.      It  was recommended to the teacher to be more critical and could cover the weaknesses of the textbook by various teaching style or find another reference outside the textbook. Keywords: Textbook, evaluation criteria