textbook is defined as “instructional materials used as the guide for
classroom instruc tion.”
36
Moreover, according to Richards, in language courses textbook is used in different ways.
37
It is used based on the skill that the students are learning to, such as reading, writing, grammar, speaking, and listening
textbook that contain different materials. For example, in reading skill the students will be given reading texts and exercises to drill them.
It will be long discussion to define what the textbook is, but the writer tries to conclude it. So, as written product, textbook is used by the
teachers as a guide in classroom activities. It is produced by many publishers to fulfill the requirements in the curriculum in order to meet the
students‟ need.
2. The Criteria of Textbook
As we know, textbook is published to provide students and teachers with information. Thus, some criteria are needed to evaluate
textbook and it is suggested by Cunningsworth as follows: 1.
Textbooks should match to learners‟ needs. They have to be suitable for the aims and objectives of learning activity;
2. Textbooks should represent the uses present or future that
students will use the language effectively for purposes; 3.
Textbooks have to consider the students‟ needs and provide their learning processes flexibly;
4. Textbooks should have an obvious role as a support for learning
between the target language and the students.
38
36
George J. Posner, Analyzing the Curriculum, Third Edition, New York: MC Graw- Hill, 2004, p. 12.
37
Jack C. Richards, Curriculum Development in Language Teaching, Cambridge: Cambridge University Press, 2001, p. 254.
38
Cunningsworth, op. cit., pp. 15-17.
Nowadays, textbooks contain reading materials that are different from outside classroom. Reading materials have to be presented to convey
a message for students. According to Nuttall, here are some characteristics of foreign language FL textbooks:
1. The desire that include numerous examples of a particular teaching
item is the effect of texts that are often contrived and distorted; 2.
Spoken usage is often as the reflection of texts; 3.
Commonly FL texts convey certain facts are expressed in the FL rather than message;
4. Many FL texts are over-explicit so there is no space for the learners
to practice reading skill; 5.
Many FL texts are not made available to convey meanings but playing with words.
39
3. The Importance of Textbook
The publishing companies produce many kinds of commercial material such as teaching reading, writing, listening, speaking, vocabulary,
audiotapes, textbook, etc. As Gebhard states commercial materials that are published have two advantages, they are well-managed commercial
materials and also save time.
40
In the contrary, commercial materials also have disadvantages: the ideology conflict about teaching beliefs between teacher and author, the
assigned text of commercial materials trivialize the experience for the students, and commercial materials are written for a wide audience not for
specific material, teachers should select them for English Second Language ESL or English Foreign Language EFL students.
41
39
Christine Nuttall, Teaching Reading Skills in a Foreign Language, London: Heinemann, 1982, pp. 19-20.
40
Jerry g. Gebhard, Teaching English as a Second Language: a Teacher Self- development and Methodology Guide, Second Edition, Ann Arbor: The University of Michigan
Press, 2006, p. 102.
41
Ibid., p. 103.
