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CONTENT
INTRODUCTION
DEFINITION OF TEXT BOOK
THE IMPORANCEOF TEXTBOOK TB)
TEXTBOOK SELECTION AND EVALUATION
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INTRODUCTION
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DEFINITION
Systematically organized materialscomprehensive enough to cover the primary
objectives outlined in the standard course of
study for a grade or course
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PERSPECTIVES IN THE IMPORTANCE OFTEXTBOOK
TEACHERS NEED TEXTBOOK
TEACHERS DONT NEED
TEXTBOOK
TEACHERS SELECTS THEM TOPERFECT TECHING AND
LEARNING ACTIVITY
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TEACHER DONT NEED TEXTBOOK
o Every students has different needs, no textbook can bea response to all different needs
o Topic in textbook may not be relevant to or interestingfor all learners.
o A textbook inhibit or confines teacher creativity
o A textbook has its own rationale
o Teacher may find themselves as a mediator (judgment;good or not )
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TEACHERS NEED TEXTBOOK
Without textbook learner think their learning is not taken seriously
In many situations a textbook can serve as a syllabus
It provides ready made teaching text and learning task
It is a cheap way of providing learning material
Without it learners will be out of focus and teacher dependent
For new teacher a textbook means security, guidance and support
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Textbook usually contains ;
Hidden curriculum
Attitude toward knowledge
Attitude toward teaching and learning
Attitude toward role and relationship of
teacher and student
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Textbook Evaluation and Selection
Definition
Evaluation and Selection are matching process:matching needs to choose appropriate (textbook) for
teacher and the learner ( Hutchinson and Waters: 1987)
Evaluation of textbook as a matter of judging the
fitness of something (textbooks/materials) for aparticular purpose (teaching in an EL situation forexample).
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To detect the strengths and weaknesses of the
textbook in question.
To judge its relevance to the needs of students,
teachers and the syllabus.
To adjust teachers to new methodology andapproaches in teaching.
To bolster/support teachers professionaldevelopment and build their confidence.
IN EXLets do evaluation
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Language use
Cultural information
content
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Language
Use communicative language
Correct (grammatical written)
Recent
(up to date topic related to the new issues)Natural
Standard English (in use)
Vocabulary must be controlled based on learner level
Containing a various genres so as to introduce students withdifferent types of text.
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Content
Useful(give something benefit)the narrative story of Beauty n Beast it
will be more benefit if we introduce Gajah Mada as hero than (B nB)
Meaningful
give direct experience, so it will be meaningful, by involving learners(engagement)
Interesting
In general
Textbook (the material) should be understandable (not too easyor higher material) Textbook must have clear instructional procedures and method Textbook must support for learning ; list of vocabulary, exercise,
visual aid.
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Internal evaluation and selection
Ellies (2000:220)
INPUT The information is supplied with (material)
PROCEDURES The activity that learners to do in the class
LANGUAGE
ACTIVITY
The activity must contain productive
(speaking, writing) and receptive skill
(listening, reading) or both of them
OUTCOMES Complete the task ( exercise in the end of
the topic)
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Wrong choice makes
(checklist)An Instrument
TEXTBOOK
USER
TEACHERSTUDENT
GOALTo assist in
learning andteaching activitybased on needs
EVALUATION
BoringUnstructured
confusion
To get the appropriatetextbook
CONLUSION
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CHECKLIST Good Fair Poor
CONTENT
(EXPLANATION)
Is the content interesting to the learners?
Does the content match to the learners?
Is the content understandable to the learners?
EXAMPLES
Do the examples match to the lives and interest to the learner?
Do the example relevant to the material?
EXERCISE
(TASK)
Do the exercises give the different needs of the learners?
Will the exercises interest to the learners?
PRESENTATION
(FORMAT)
Does the book look right (cover, written text, picture) to the
learners?
Are the illustration and other Graphical and design appropriate to
their age, education level?
Is the printed text easy to read?
Is the mix between the print and white space balance?
Does the book have an index?
Is the book well-constructed? (neat writing)
CHECKLIST EXAMPLE -BYRD (2002:417)
CLICK TO SEE THEGENERAL FORMOF TEXTBOOK
REVIEW
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The emphasis is not
providing interesting material (textbook)
but on doing interesting thing with those materials
That why I call you Good Teacher