The objectives of this study are to: (1) describe the appropriateness of textbooks of the eighth grade based on the criteria of good textbook by Cunningsworth, and (2) describe the strength and weaknesses of each textbook. This research belongs to evaluation research. The object of this research was two textbooks. They are When English Rings a Bell and Bright for the eighth grade junior high school. The research adapted Cunningsworth’s theory of a good textbook to evaluate these textbooks. The data were taken from document analysis and interview. The steps of the research were data condensation, data display, drawing, and verifying conclusions. The results of the research were (1) When English Rings a Bell fulfills three criteria of a good textbook by Cunningsworth; they are topic, teachers’ book, and practical consideration. Bright meets seven criteria by Cunningsworth: aims and approaches, design and organization, language content, skills, topic, methodology, and practical consideration. (2) The strengths of When English Rings a Bell are in terms of appearance, topics, activities, and social and cultural context. Bright has strength in terms of topic, activities, social and cultural context, and media.  On the other hand, When English Rings a Bell contains some weaknesses in terms of skills, authentic resource, and content. It does not cover four skills, authentic reference for listening, and complete materials. Bright presents unattractive colouring, an expensive price, and less local, social, and cultural context.

The objectives of this research are (1) to describe the strategies used by the English teacher of the eleventh grade students of SMA BOPKRI 2 Yogyakarta in teaching speaking and (2) to find out how the English teacher applies the strategies in teaching speaking. This research is descriptive qualitative in the form of a case study. The data were collected from observation and video recording of XI IPA 1, XII IPA 2, and XI Bahasa. The data were transcribed, identified, described, and analyzed by using theory of Shaun Killianof on strategies in teaching speaking. The results indicate that not all of the strategies in teaching speaking were applied by the English teacher. In XI IPA 1 and XI IPA 2, the teacher applied six strategies, while in XI Bahasa, the teacher only applied four strategies in teaching speaking. The teacher applied the strategies to help students become active during the learning process. The strategies could help the students become more active in the teaching and learning process, because the implementation of those strategies was sufficiently executed.

The objective of this study are to: (1) find out whether the English textbooks of Mandiri and Solatif for seventh grade have fulfilled the criteria of good textbook, (2) reveal the suitability of the two textbooks with the 2013 Curriculum. This research was conducted using evaluation research. The design was employed to obtain information about the conformity between the basic competences in syllabus of 2013 Curriculum with the materials in the English textbooks and also between the criteria of a good textbook by Cunningsworth with the English textbooks. In this study, two English textbooks; Mandiri and Solatif for seventh grade of junior high school were taken to be analyzed. The results showed that Solatif meets three criteria of a good textbook by Cunningsworth. They are aim and approaches, topics, and methodology. It is partly suitable with four categories: design and organization, language content, skills, and political consideration. However it fails to meet one criterion, which is teacher’s book. Mandiri meets none of the criteria of a good textbook by Cunningsworth. It is partly suitable in seven criteria which are aims and approaches, design and organization, language content, skills, topics, methodology, and political consideration. It fails to meet one criterion; teacher’s book. Based on the data got from the conformity of Solatif with the 2013 Curriculum, it can be summarized that the materials in Solatif covers eight KDs for the seventh grade of junior high school, meaning that it accommodates all what is needed by the students for seventh grade of junior high school. Mandiri. It covers seven KDs for the seventh grade of junior high school. Unfortunately, it does not cover one of the last KD.

This should be in one paragraph between 250-300 words. It must focus on: aims of the study, methods, findings, conclusions, and implications. This research aims to evaluate English Language Course of International Language Centre (ILC) Bombong Ntala Labuan Bajo Program particularly speaking skills based on the context, input, process, and product. This is an evaluation research that applied Stufflebeam's CIPP model (2007). The data were collected through observation, interview and document analysis. The data were analyzed using Miles, H. and Saldana’s flow model of qualitative data research that included data collection, data reduction, data display, conclusion, and verification. The findings revealed that evaluation in terms of Context evaluation, background of program vision and mission was supported to the context. The goal of ILC Bombong Ntala Course failed to meet the background, vision and mission because it did not promote the platform that aims to promote the institution to reach out more scopes of customers. Instead, it provided foreign languages courses (English and Spanish) to promote citizens’ language literacies, not only limited to such foreign languages, but also to create more possibilities for people to learn, for example, English for entrepreneurship, and English for tourism. In terms of Input evaluation, two teachers were not graduated from English department and the curriculum and syllabus of ILC Bombong Ntala Course show did not employ any determined curricula. The next evaluation is Process. The result of evaluation showed the processes of teaching and learning at the ILC Bombong Ntala Course could not run well. The last Product was the product evaluation. This evaluation proved that the outcome of English course program was not good effective enough to improve the students’ speaking skills.

This study is aimed at developing Informational Technology Based Supplementary Listening Material for ‘Bahasa Inggris Kelas XII’ and describing the effectiveness of the developed supplementary listening materials. The research belongs to an Educational Research and Development (R&D) and adopted the ten steps of Borg and Gall’s model (1983) which are simplified into three main stages. They are: (1) Preliminary Study, (2) Development and (3) Field Testing. The material development follows Nation and Macalister’s curriculum design model in which needs, environment and principles were taken into account in determining the content and sequence to achieve the goals, format and presentation of the materials and monitoring and assessment.  The developed listening materials consist of student work book and audio recording created with listening media and cool edit deluxe programs. The findings shows that (1) the developed IT based supplementary listening materials yields effective listening materials for the 12th grade students and (2) the effectiveness of the product helps students to achieve the targeted competences.