CONTENT

INTRODUCTION
DEFINITION OF TEXT BOOK
THE IMPORANCEOF TEXTBOOK (TB)
TEXTBOOK SELECTION AND EVALUATION
INTRODUCTION
DEFINITION


Systematically organized materials
comprehensive enough to cover the primary
objectives outlined in the standard course of
study for a grade or course
PERSPECTIVES IN THE IMPORTANCE OF
TEXTBOOK
TEACHERS NEED TEXTBOOK
TEACHERS DONT NEED
TEXTBOOK
TEACHERS SELECTS THEM TO
PERFECT TECHING AND
LEARNING ACTIVITY
TEACHER DONT NEED TEXTBOOK
o Every students has different needs, no textbook can be
a response to all different needs
o Topic in textbook may not be relevant to or interesting
for 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 )

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

Teacher Select Textbook
Teacher not only use textbook as guidance but
also perfect or complete textbook with other
sources (e.g. finding material from the
internet, other textbooks)
Textbook usually contains ;
Hidden curriculum
Attitude toward knowledge
Attitude toward teaching and learning
Attitude toward role and relationship of
teacher and student
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 a
particular purpose (teaching in an EL situation for
example).


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 and
approaches in teaching.

To bolster/support teachers professional
development and build their confidence.
IN
EX
Lets do evaluation

Language use
Cultural information
content
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 with
different types of text.
Cultural information
Correct
(as the English use in which the language is produced)
Recent ( up to date based on situation , area)
Reflecting cultures of English
( introduce the English culture, but it must be related to culture ,
religion of the country)

suggestion
Visual aid to help students understand cultural
Information

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 n
B)
Meaningful
give direct experience, so it will be meaningful, by involving learners
(engagement)
Interesting

In general
Textbook (the material) should be understandable (not too easy
or higher material)
Textbook must have clear instructional procedures and method
Textbook must support for learning ; list of vocabulary, exercise,
visual aid.
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)
Wrong choice makes
(checklist)
An Instrument
TEXTBOOK
USER

TEACHER
STUDENT
GOAL
To assist in
learning and
teaching activity
based on needs

EVALUATION
Boring
Unstructured
confusion
To get the appropriate
textbook
CONLUSION
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 THE
GENERAL FORM
OF TEXTBOOK
REVIEW
The emphasis is not
providing interesting material (textbook)
but on doing interesting thing with those materials
That why I call you Good Teacher