Evaluating The CLT-Ness Of Bahasa Inggris Untuk SMA/ MA/SMK/MAK Kelas X Semester 1 Coursebook For Secondary School Students In Indonesia

Abstract

Materials and methodology play a significant role in a language classroom. These two elements need to be in line with each other to help achieve the shared learning goals. One of the methodologies that have been widely employed, but still not well-permeated among teachers in Indonesia is Communicative Language Teaching (CLT). However, not many studies on seeing the relationship between methodology and materials have been conducted. To bridge this gap, this study aims to evaluate the CLT-ness of the national course book Bahasa Inggris untuk SMA/MA/SMK/MAK Kelas X Semester 1. To conduct the evaluation, a checklist adapted from Grant's and Cunningsworth's was employed as an evaluation tool. The research findings indicate that while the coursebook made a clear attempt to uphold CLT, as observed from its learning goals for each chapter and the coursebook introduction, several aspects of the coursebook, such as the tasks and activities, needed to be improved.

Exploring the Communicative-Ness of Indonesian English Coursebook: A Content Analysis

“…By doing so, the researcher could find the weaknesses and the strengths of the provided coursebook. As mentioned before, the adaptation was from Dewi's (2013) instrument as provided by Arfiandhani (2016) in her appendix. Furthermore, all checklist points had been set into the principles of the CLT Framework (Richards & Rodgers, 2014).…”

“…Moreover, coursebooks are massively used to provide guidance and steps in carrying out the lesson based on the provided approach (McGrath, 2002). Therefore, in designing the coursebook, the author must examine whether the coursebook can be applied for teachers with two types: novice and experienced teachers (Arfiandhani, 2016).…”

“…In language learning, one method has been introduced and used for a long time since 1970: Communicative Language Teaching (CLT). CLT comes with its flexibility in integrating four skills, communications-based approach intertwining with the social function (Arfiandhani, 2016;Richards & Rodgers, 2014). Furthermore, Communicative language teaching (CLT) is seen as a teaching method that has a goal in communicative competence (Richards, 2006).…”