PROGRAM PENSISWAZAHAN GURU (PPG) KOHORT 1 (PROGRAM PENGAJIAN BAHASA INGGERIS)

ENGLISH LANGUAGE PRIMARY TEXTBOOK EVALUATION REPORT TW20303

MATERIALS DEVELOPMENT FOR THE LANGUAGE CLASSROOM

Group Members:
NO 1 2 3 4 5 STUDENTS NAME WONG FUI CHING@TITI FARAH YUNUS MARTINI @ MELISSA JAMES ADING NORBERT J.JINILO RAYNOLD RAPHAEL MATRICS NO. CT10210814 CT10210439 CT10210551 CT10210619 REMARKS G. Leader Member

Lecturers Name: J.C Ng Due Date: 14 OCTOBER 2013

CONTENT 1.0 2.0 3.0 4.0 5.0 INTRODUCTION TEXTBOOK AND CHAPTER SELECTION CHAPTER EVALUATION ANALYSIS RECOMMENDATIONS FOR IMPROVEMENT CONCLUSION APPENDIX REFERENCES

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1.0 Introduction Textbooks play a very significant role in language classrooms in all types of educational institutions all over the world. According to Lamie (1999), that is why despite the development of new technologies that allow for higher quality teacher-generated materials, demand for textbooks continues to grow, and the publishing industry responds with new series and textbooks every year. Cunningsworth (1995) also stresses that textbooks are an effective resource for selfdirected learning, an effective resource for presenting materials by the teachers, a source of ideas and activities, a reference source for students, a syllabus that reflects pre-determined learning objectives, and support for less experienced teachers who have yet to gain in confidence. Choosing a textbook is a really daunting task, at times can be quite a frustrating prospect for school administrators and teachers. Nevertheless, it's a prospect that need to be respected as it has significant impact about the ability of students to fulfill their language learning objectives, and affects the two process of where did they learn and positive results. According to Daoud and Celce-Murcia (1979), information on textbook selection is useful since it is sometimes part of the ESL or EFL teachers responsibility to select the textbook she/he will use in a given class. Such a decision should be made carefully and systematically, not arbitrarily. They add that even in countries where the choice of the textbook does not directly involve the teacher, teachers may be asked to submit reports on the usefulness of the textbooks they are already making use of. Numerous possible criteria and procedures for carrying out a sound selection regarding appropriate textbooks happen to be suggested. However, selecting a proper textbook is not only a wholly objective process. While many tips are suggested, a specific subjective judgments with the teachers are central into it. Tomlinson (2001) contends that textbook evaluation, on the other hand, is an applied linguistic activity through which teachers, supervisors, administrators and materials developers can make sound judgments about the efficiency of the materials for the people using them. Cunningsworth (1995) and Ellis (1997) assert that textbook evaluation helps teachers move beyond impressionistic assessments and it helps them to acquire useful, accurate, systematic, and contextual insights into the overall nature of textbook material.

2.0 Textbook And Chapters Selection For our group, we chose the KSSR year two textbook to be evaluated whereas we focused on unit 5 with the topic Yes I Can (See Appendix 1) . The evaluation checklist that we will be using is based on the Daoud and Celce-Murcias evaluation checklist with some alteration to accommodate our analysis based on the selected chapter. (See Appendix 2).

3.0 Chapter Evaluation Analysis

The first criteria that is being evaluated for the selected chapter is the vocabulary and structures of the text. Overall the text contains a fine balance of vocabulary and structures whereas the text clearly provides a sets of new words which are suitable for the intended level. Vocabulary is the glue that holds stories, ideas and content together making comprehension accessible for children. (Rupley, Logan & Nichols, 1998/99). Students word knowledge is linked strongly to academic success because students who have large vocabularies can understand new ideas and concepts more quickly than students with limited vocabularies. The high correlation in the research literature of word knowledge with reading comprehension indicates that if students do not adequately and steadily grow their vocabulary knowledge, reading comprehension will be affected (Chall & Jacobs, 2003). The vocabulary items inside the text are controlled to ensure systematic gradation from simple to complex items. In respective, the sentence length inside the text in adequate and reasonable for the year two pupil where the text is consist with simple sentences where some of the sentences are repeated which clearly show the emphasis of memorizing them. Furthermore, the text also contains a fine balance of reading texts between language arts and non-language arts materials where the text is integrated with songs to make it more appealing for the pupils. In the context of language acquisition, according to Krashen (1988), acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding the evaluated chapter provides pupils to learn language in a meaningful way and the same time to develop pupils affective skills towards other individual, places and situations.
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In terms of structure, the text clearly does use current everyday language, and sentence structures that follow normal word order where the sentences and paragraphs follow one another in a logical sequence. In addition, linguistic items inside the text is being introduced in a meaningful situations to facilitate understanding and ensure assimilation and consolidation. According to Bodmer (1992), illustrations serve to "expand, explain, interpret, or decorate a written text" (p. 72). They perform certain functions that may differ from those of gallery paintings. Art work in picture books is most often concerned with storytelling. Therefore, illustrations in picture books may function in one or more of the following ways. Illustrations are important in that they provide mental scaffolds for the child reader, thus facilitate their understanding of the written text. The short attention spans of the young child, coupled with their limited vocabulary, syntax and world knowledge, place special demands on illustrations to help develop plots and characters so that fewer words and less complex syntax can be used. Reading comprehension has been characterized as a constructive process in which the reader uses what is already known to help interpret the new information in the text (Anderson and Pearson, 1984). The purpose of the illustrations in the text is to entice children to read and interact with text. They motivate young readers to find or name hidden objects or characters or to predict what is going to happen next. Referring to the selected text, the illustration fared decently because the pictures inside the text shows the relationship of action that is stated in the text. At the same time the illustrations are clear, simple, and free of unnecessary details that may confuse the pupils. Moreover, the illustrations are printed close enough to the text and directly related to the content to help the learner understand the printed text. Overall, the checklist results showed that this item was effective and practical to be utilize. Our group concluded that the in terms of physical makeup, the text provides adequate attractiveness because the text highlighted more on the text rather than pictures or illustrations.

4.0 Recommendations For improvement Overall the selected chapters that we have evaluated is indeed suitable for the intended level of pupils. However, the text can still be improved with the addition of the more interesting illustrations such as more pictures showing various body movements compared with only two pictures that are in the text.
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In applying digital language learning materials, the chapter that we have chose to evaluate is quite suitable and appropriate. The KSSR year two textbook itself is accompanied with an interactive CD to accommodate all the activities inside the textbook. Our group recommends that additional materials can be added to the latter materials. One of our suggestion is YouTube videos. Before going in depth with the lesson, pupils prior knowledge of the body parts can be stimulate with nursery rhymes such as the song Head, Shoulders, Knees and Toes song (See Appendix 3). With the aid of such material, it is possible to gain the pupils attention in learning the topics. Sing simple songs and nursery rhymes help display the rhythm and pattern of speech and develop language skills. Speech and language are often confused, but there is a distinction between the two: Speech is the verbal expression of language and includes articulation, which is the way words are formed. Language is much broader and refers to the entire system of expressing and receiving information in a way that's meaningful. It's understanding and being understood through communication verbal, nonverbal, and written. In respect, with the aid of digital media learning Digital technology offers a range of tools which, used thoughtfully, can support creative teaching and foster creative thinking in learners. Most importantly it can: provide a stimulating, interactive multimedia environment which caters for different learning styles (visual, auditory, kinesthetic) provide access to a wide range of up-to-date, authentic material (world wide web) make learning fun.

5.0 Conclusion

The use of a good textbook gives obvious advantages to both teacher and students Harmer (1985:219). However, in fact, sometimes, some new or even old teachers do not pay much attention to the textbooks they have for their teaching and learning process. It means that they can't care whether your textbooks they plus the students have appropriately fulfill the requirements or conditions of good textbooks. They commonly do what the ordinary teacher does every day. They merely get ready the lesson program and do teaching in the classroom. Yet,
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still they might make the textbooks much more useful regardless the caliber of the textbooks independently. textbook evaluation is a type of a need on the teacher. Such activity is required to have good textbooks that satisfy the requirements of excellent textbook. Teachers must make certain that the textbooks employed in the teaching mastering process, including the textbooks utilized by their students work enough when it comes to meeting the requirements being good ones. The particular teacher him/herself, the actual teachers in group, or the specialist on textbook evaluation can appraise the textbooks before they're used in the actual teaching and mastering process. Ideally, a teacher possesses an authority to evaluate and select good textbooks because of their class for he or she knows much in regards to the characteristics of the students. Yet, ironically, it often happens how the teachers are in such a powerless position that have no choices to get good textbooks with the principal has had for the kids or even your neighborhood government do in which the textbooks available might have not undergone restricted textbook evaluation a great selection.

APPENDIX 1 Source: English KSSR year 2 English Textbook (2011): KPM

APPENDIX 2 Sample Checklist for Textbook Evaluation Source: Daoud,A,-M., and Celce-Murcia, M. 1979. Selecting and Evaluating a Textbook. In M. Celce-Murcia and L. McIntosh, eds. Teaching English as a Second or Foreign Language (pp.302-307. New York: Newbury House. (4Excellent 3Good 2Adequate 1Weak The Chapter (Unit 5 Yes I can) 0Totally lacking) Evaluation of the fit

1. Does the vocabulary load (i.e., the number of new words introduced every lesson) seem to be reasonable 3 for the students of that level? 2. Are the vocabulary items controlled to ensure 3 systematic gradation from simple to complex items? 3. Does the sentence length seem reasonable for the 2 Vocabulary & students of that level? Structures 3 4. Does the writer use current everyday language, and 3 sentence structures that follow normal word order? 5. Do the sentences and paragraphs follow one another in a logical sequence? 3 6. Are linguistic items introduced in meaningful situations to facilitate understanding and ensure 3 assimilation and consolidation?

1. Do illustrations create a favorable atmosphere for 3 practice in reading and spelling by depicting realism and action? Illustrations 2. Are the illustrations clear, simple, and free of 3 unnecessary details that may confuse the learner? 3. Are the illustrations printed close enough to the text 3 and directly related to the content to help the learner understand the printed text? 1. Is the text attractive (i.e., cover ,page appearance, 2 binding)? Is the type size appropriate for the intended learners? 4

Physical make-up

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APPENDIX 3

YouTube videos: Muffin Songs: Head, shoulders, knees and toes Source: YouTube

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REFERENCES

Daoud,A,-M., and Celce-Murcia, M. 1979. Selecting and Evaluating a Textbook. In M. Celce Murcia and L. McIntosh, eds. Teaching English as a Second or Foreign Language (pp.302-307. New York: Newbury House. Bodmer,G.R. (1992). Approaching the illustrated text. In G.E. Sadler (Ed.), Teaching children's literature: Issues, pedagogy, resources (pp. 72- 79). NY: The Modern Language Association of America. Harmer, Jeremy. 1985. The Practice of English Language Teaching. London: Longman Rupley, W.H., Logan, J.W., & Nichols, W.D. (1998/1999). Vocabulary instruction in a balanced reading program. The Reading Teacher, 52 (4). Brown, H. Douglas. 2007. Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Longman Chall, J. (1967-83). Learning to read: The great debate. NY: McGraw Hill. English KSSR year 2 English Textbook (2011): KPM

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