Third, the exercises should be progressive as the students move through the textbook, and finally the exercises should be varied and challenging. In
summary, one of these evaluation criteria enables to lead into a standardized textbook.
Based on explanation above, textbook is systematically organized material comprehensive enough to cover the primary objectives outlined in
the standard course of study for a grade or course
.
Moreover, textbook is accompanied by teacher guides, which provide the student with
supplemental teaching materials, ideas, and activities to use throughout the academic year.
2. The Teaching Steps of Textbook
Berkeley 2014: 217 describes to improve accesbility for textbook: a.
When of equivalent appropriateness, adopt textbooks and course materials that are already available in accessible formats, rather than those that are
not. Many publishers have this information available, and are happy to provide it.
b. Adhere to school policy regarding textbook adoption timelines to ensure
that there is adequate time to provide accessible versions of textbooks and course materials to students. It can take several weeks to convert material
into accessible format, and sufficient time is required to ensure that materials are available for students with disabilities at the same time they
are available to other students.
Nation and Macalister 2010: 12 provide five activities of textbook. They are as follows:
a. The activities in a textbook are so excessive that the teachers are hardly
able to attain the semester target course. b.
A textbook fit uncomfortably either in the reason of time, culture, or level proficiency age.
c. A textbook has an advance knowledge and skill that unsuitable with the
user of the textbook. d.
A textbook is less provided the content with language items, ideas, strategies, or principles in which the teachers need to be applied.
e. A textbook does not involve the current and recently curriculum issues.
Pincas in Xiaoyan Xu 2005: 37 states that the steps of textbook material can be determined as follows:
a. The teacher introduces a topic or use guides by a textbook.
b. Talk about textbook material and maybe invite a little class discussion and
then explain how students are going to write a composition based on them. c.
Ordering students to write individually either in class or after class and turn their writing in to the teacher for marking
d. The teacher marks the composition with corrections or correction symbols,
sometimes with added comments, focusing on form instead of content.
