l is h t ex tb oo ks

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in use
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 Our members
Name NIM

Awanda Bramantika Saqifanty 0203522015

Hilda Fadilla 0203522016

Lidiana Astuti 0203522032

Risky Anisah 0203522005

Wahyu Puji Lestari 0203522004

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General Statement
about
"English Textbooks"
 English
Textbooks

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 English
Textbooks

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 English
Textbooks

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Controversies Regarding
English Textbooks

Authentic Problems
or
Driving Q uestions
 GROUP 2

How do teachers evaluate textbooks to

facilitate students in learning language in

accordance to the implemented curriculum

and students' characteristics?

Answer/Support
from the
Literature
Criteria in Evaluating

 Support for
physical appearance and format

Richards (1998) points out that a textbook should be interesting by showing

attractive and colorful format.
Harmer (2007) highlights textbook is useful since it is presented attractively,
consists of consistent grammar syllabus as well as appropriate vocabulary
exposure and practice, provides teachers with the procedure and extra ideas,
and gives learners a chance to prepare for what is coming and review what they
have done.
 Support for
Supplementary Materials

Altay (2013) claims that course book can only be effective as long as it increases
students’ proficiency in foreign language, stimulates teachers to use it in such a
good way, and gives the learners the chance of improving their capabilities of
conducting a successful interaction with their friends and teachers.
Brown (1995) says that textbook should fit the approaches, needs, syllabus,
goals, objectives, and contents of the curriculum.
 Support for
Content

Content consists of language items, skills, and communicative strategies that

learners are to learn for language.
Cunningsworth, A.1995.Evaluating and Selecting EFL Teaching Materials. London:
Heinemann Educational Book
• the content of an ELT textbook should address the four language skills, which
are listening, speaking, reading, and writing.
• It should also be thematic.
• Besides interesting and relevant topics, learners should be exposed to local and
global content.
• the importance of the content to be up-to-date and one that inspires learners
 Support for
Topic

Roberts, F., Aziz, A., & Matore, E. (2020). Criteria of a Good ELT Textbook: Malaysian
Teachers’ Perception. Universal Journal of Education Research, 8, 7433-7442.
Topic:
• The topics are realistic and likely to appeal to young learners
• The topics are relevant and encourage learners to express themselves
• The topics encourage independent thinking and active learning
• The book avoids cultural/racial/sexual stereotypes
• The topic reveals clearly what students are expected to learn in that unit
 Support for
The Exercises and the Activities

Seven types of exercises by Shaoqun et al. (2007) to support language skill on vocabulary, grammar, reading,
listening, and writing skill are mentioned as follows :

1) multi-choice exercise takes the question form and set from which correct answer must be chosen.
2) matching exercise which involves the students on discovering two matching items with the opposite or same
definition
3) permutation exercise which requires the students on shorting item based on order, such as letters, words,
phrases, or sentences
4) fill-in-the-blank exercise, which must be filled the gaps by the students, is used for developing reading and
listening skill and learning grammar structures
5) type-the-answer exercise requires students to construct the answers and type them. For example, an audio clip
might be presented, and the students must type what they listened. It could be words, sentences, dialogues, or
story
6) spelling exercises which requires students to write down the answer correctly
7) category exercises which used for vocabulary learning.
 Support for
Culture Presentation

Lee (2009) and Peterson (2004) divided culture into two types: Big “C” and Small “c”.
The Big “C” and Small “c” Culture are like a top and a bottom of an iceberg. The top is the visible culture, and the
bottom is the invisible culture. The Big “C” Culture is a type of culture that refers to a set of facts easily observed
and remembered. They are often described as objective or highbrow culture such as history, architecture, and
geography.

Further, Adaskou, Britten, and Fahsi (1990, p. 3-10) mentioned four senses of culture that language teaching may
involve several senses as described in the following :
The aesthetic sense
The sociological sense
The semantic sense
The pragmatic sense
 Support for
The Four Language Skills

According to Cunningsworth (1995), one of the characteristic of a good

textbook is a balance proportion in presenting the four language skills.
 Support for
The Language Teaching Methods

The evaluation and analysis of the textbook obviously will provide better
insights into the book’s suitability; whether it is relevant to the students’
needs, matches the context in which it is going to be used, follows the
objectives of learning, as well as fits the teachers’ methodology (Hanifa,
2017).
Methodology which includes aims, and approaches; the instruction of the
book; and the organization’s overall curriculum (syllabus) are important
criteria that a textbook should have (Litz (2005) cf. Hanifa (2017)).
 Sources

Rachmijati, C., & Cahyati, S.S. (2020). A Language Skills Content Analysis
From English Textbooks For Junior High School Grade 7. Bandung : FKPI
Siliwangi
Real World Product/
Creation of Artifact
 Real World Product /
Creation of Artifact

A guide to evaluate English textbooks in form of video.

Thank you for
attention!