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CHAPTER II

REVIEW OF THEORIES

A. Textbook
1. Definition of textbook
Awasthi (2006) stated that textbook is a source of teaching material
for the teacher and a learning material for the learner. It is one of the
pivotal aspects of the total teaching and learning process. According to
Richards (2001) textbooks or coursebooks are printed materials that are
intentionally designed as teaching resources that are accompanied by
CDs or cassettes to provide learners with listening materials, such as
audios videos related to the activities presented in the textbooks.
Cunningsworth (1995) stated that textbook serves as source to achieve
certain objectives, but not as the objectives themselves, which have
been set to meet learners’ needs. Therefore, the use of textbooks should
not be the aims of classrooms learning activities (Cunningsworth, 1995)
because there are no textbooks designed for general market that will be
perfectly fit the aims of the classrooms (Richards, 2001). Hence, there
is a need for the teachers using them in their classroom to critically
select or even modify the content or activities provided to meet
learners’ needs.
From the definitions above, it can be concluded that textbooks are
printed materials that are designed as teaching sources and also pivotal
aspects in the classrooms. Textbooks are usually accompanied by CDs
or cassettes as a source for listening activities. It serves as a source to
achieve the objectives not the objective themselves and met learners’
needs, and needed to be evaluated, selected, or even modified to use.
2. Roles of textbook
According to Cunningsworth (1995) a textbook has several roles in
English Language Teaching and can serve as the following:

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a. A resource for presentation material (spoken or written)

b. A source of activities for learner practice and communicative
interaction
c. A reference source for learners on grammar, vocabulary,
pronunciation, etc.
d. A syllabus (where they reflect learning objectives which have
already been determined)
e. A resource for self-directed learning or self-access work
f. A support for less experienced teachers who have yet to gain in
confidence.

3. Advantages of textbook
Richards (2001) listed several advantages of using textbooks as
follows:
a. Textbooks provide structure and syllabus for a program.
b. Textbooks help standardize instruction.
c. Textbooks maintain quality.
d. Textbooks provide a variety of learning resources.
e. Textbooks are efficient.
f. Textbooks can provide effective language models and input.
g. Textbooks can train teachers.
h. Textbooks are visually appealing.
Ur (2006) also gave several advantages of using textbooks as
follows:
a. A coursebook provides a clear framework which will be
experienced by the teacher and students in teaching and learning
process.
b. A coursebook serves as a syllabus in many places.
c. The coursebook provides texts and learning tasks which are
likely to be an appropriate level for most of the class.

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d. A book is the cheapest way of providing learning material for

each learner.
e. A book is a convenient package.
f. The coursebook can provide useful guidance and support.
g. The learner can use the coursebook to learn new material,
review and monitor progress with some degree of autonomy.

It can be concluded that the advantage of textbooks is a useful

guidance and support to help provide clear structure/framework for a
program used by teacher to give instruction. It provides a variety of
resources in teaching and learning process.

4. Disadvantages of using textbooks

Richards (2001) gave the following list of the
disadvantages/limitations of using a textbook:
a. Textbooks may contain non-authentic language.
b. Textbooks may distort content.
c. Textbooks may not reflect students’ needs.
d. Textbooks can deskill teachers.
e. Textbooks are expensive.
In the same way, Ur (1996) gave the following arguments against
using textbooks:
a. Every student has different needs, not one textbook can be a
response to all differing needs.
b. Topics in a textbook may not be relevant and interesting for the
students.
c. A textbook is confining which inhibits teachers’ creativity.
d. Textbook has its own rationale and chosen teaching/learning
approach. It does not usually cater for the variety of levels of
ability and knowledge, or of learning styles and strategies that
exist in most classes.

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e. Teachers find it too easy to follow the textbook uncritically

instead of using their initiative. They may find themselves
functioning merely as mediators of textbook’s content instead of
as teachers.
5. Evaluation of the textbook
Cunningsworth (1995) gave four guidelines to evaluate the textbook
as follows:
a. A textbook should correspond to learners’ needs. It should
match the aims and objectives of the language-learning
program.
b. A textbook should reflect the uses (present or future) which
learners will make of the language. Select a textbook which will
help to equip students to use language effectively for their own
purposes.
c. A textbook should take account of students’ needs as learners
and should facilitate their learning processes, without
dogmatically imposing a rigid method.
d. A textbook should have a clear role as a support for learning,
like teachers, they mediate between the target language and the
learner.

B. The Criteria of a Good Textbook

Textbook is intended for facilitate students as a support in the
teaching and learning process. The content of the textbooks should be
suitable with the curriculum demand and fit with the needs of the
students. Textbook also employs a variety of graphical elements,
including print size and white space as the illustration to know whether
the textbook fits to the students or not. According to Nurhadi (2004:
213-214), the general principles provided the basis for a good English
textbook are 1) readiness, 2) motivation, 3) student’s participant, 4) the
usage of interesting instruments, 5) cognitive social interaction, 6) real
assessment, 7) life skill, 8) relating with environment, 9) direct
experience, and 10) cooperative.
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Nuttal (1989: 170-176) states that a good textbook should fulfil some
criteria such as suitability of content, exploitability, and readability.
a. Suitability of content
The most important criterion is that the text should be
interesting for the reader, preferably able to enthrall and
delight them. It is suggested to search for motivating
material that imply the students’ interest. In addition to
being interesting, some classroom text at least should
represent the kind of material students will need to handle.
b. Exploitability
Exploitability- that is, facilitation of learning – is
arguably the most important criterion after interest. When
teacher exploits a text, teacher uses it to develop the
students’ competence as the reader.
c. Readability
The term readability is often used to refer to the
combination of structural and lexical difficulty. It deals
with the easiness with which a text can be read. Since the
language of a text may be difficult for one student and easy
for another, it is necessary to assess the right level for
students.

According to the explanations above, it can be concluded that there

are many factors determining whether a textbook is good or not.
Commonly a good textbook is a textbook that fits to the curriculum,
teacher, and student. Writer chooses the criteria of a good textbook
suggested by Alan Cunningsworth. Here are the guidelines for
evaluation of the textbook. The following guidelines underlie many of
the more specific criteria for evaluation which will be found in
“Choosing your textbook” written by Alan Cunningsworth and act as
useful guides in approaching any materials evaluation exercises.
Guideline one: Coursework should correspond to learners’ needs. They
should match the aims and objectives of the language-leaning
programme. Guideline two: Coursebook should reflect the uses (present
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or future) which learners will make of the language. Select coursebooks

which will help to equip students to use language effectively for their
own purposes. Guideline three: Coursebook should take account of
students’ need as learners and should facilitate their learning processes,
without dogmatically imposing a rigid method. Guideline four:
Coursebook should have a clear role as a support for learning. Like
teachers, they mediate between the target language and the learner.

Here are some of the most important general criteria for evaluation
and selection purposes as a basic quick-reference checklist
(Cunningsworth: 1995):

1. Aims and approach

a. Do the aims of the textbook suitable with the aims of the
teaching program and with the needs of the students?
b. Is the textbook suitable for teaching and learning
situation?
c. Does the textbook cover most of all of what is needed?
Is it a good resource for students and teachers?
d. Does it allow different teaching and learning styles?
2. Design and organization
a. What components make up the total course package?
(students/teachers book, cassettes, etc)
b. How is the content organized? (according to structure,
functions, topics, skills, etc) Is the organization right for
the learners and teachers?

c. How is the content sequenced? On the basis of

complexity, learnability, usefulness, etc.
d. Is there any adequate recycling and revision?
e. Are there reference sections for grammar? Is some of the
material suitable for individual study?
f. Is it easy to find your way around the textbook? Is the
layout clear?
3. Language content
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a. Does the textbook cover the main grammar items

appropriate to each level of the learners’ needs?
b. Is the material for vocabulary teaching adequate in terms
of quantity and range of vocabulary?
c. Does the textbook include materials for pronunciation
work? If so what is covered? (individual sounds, word
stress, sentence stress, intonation)
d. Does the textbook deal with the structuring and
conventions of language use above sentence level? (how
to take part in a conversation, how to identify the main
point of a reading passage)
e. Are style and appropriacy dealt with? If so, is language
style matched to social situation?
4. Skills
a. Are all four skills adequately covered, bearing in mind
your course aims and syllabus requirements?
b. Is there a material for integrated skills work?
c. Are reading passages and associated activities suitable
for your students’ level, interests, etc?
d. Is listening material well recorded, as authentic as
possible, accompanied by background information,
questions and activities which help comprehension?

e. Is material for spoken English (dialogue, roleplays, etc)

well designed to equip learners for real life interactions?
5. Topic
a. Is there sufficient material of genuine interest to
learners?
b. Is there enough variety and range of topic?
c. Will the topic help expand students’ awareness and
enrich their experience?
d. Will your students be able to relate to the social and
cultural context presented in the textbook?

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e. Are other groups represented, with reference to ethnic

origin, occupation, disability, etc?
6. Methodology
a. What approaches to language learning are taken by the
textbook? Is this appropriate to the learning/teaching
situation?
b. What level of active learner involvement can be
expected? Does this match with your students’ learning
styles and expectations?
c. What techniques are used for representing/practicing
new language items? Are they suitable for your learners?
d. How are the different skills taught?
e. How are communicative abilities developed?
f. Does the material include any advice/help to students on
study skills and learning strategies?
7. Teachers’ book
a. Is there any adequate guidance for the teachers who will
be using the textbook and its supporting materials?
b. Are the teachers’ books comprehensive and supportive?
c. Do they cover teaching techniques, language items such
as grammar rules and culture specific information?
d. Are keys to exercises given?
8. Practical consideration
a. What does the whole package cost? Does this represent
good value for money?
b. Are the books strong and long lasting? Are they
attractive in appearance?
c. Are they easy to obtain? Can further supplies be
obtained at short notice?
d. Do any parts of the package require particular equipment
(such as a language laboratory, listening centre or video
player)? If so, do you have the equipment available for
use and is it reliable?
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