c. Components of Materials Evaluation
Indonesian government through BSNP has designed a set of instruments of textbook evaluation. The instruments cover several subcomponents as shown
in the following table.
Table 2: Components of Materials Evaluation BSNP, 2011 Aspects
Components Subcomponents
Content a.
The relevance of the materials with the core
competences and basic competences
1. Completeness
2. Deepness
b. The accuracy of the
materials 3.
Social function 4.
Meaning and structure 5.
Linguistic feature c.
The supporting enabling skills
6. Development
of science and technology
7. Development of life-
skill 8.
Development of
nationalism Language
a. The relevance of the
language with students’ linguistic level
9. The relevance of the
language with
students’ current
cognitive development 10.
The relevance of the language
with students’ current social
and emotional
development b.
Communicative language criteria
11. Comprehensible
c. Cohesive and coherence 12. Cohesive
13. Coherence
Presentation a.
Presentation technique 14.
Organisation 15.
Composition of each unit
b. Instructional presentation 16. Student-centered
17. Development
of critical thinking
18. Autonomous learning
continued
continued
Aspects Components
Subcomponents
Presentation c.
Instructional presentation 19. Self-reflection and
assessment d.
Completeness of the presentation
20. Opening section
21. Main section
22. Closing section
Layout a.
Layout 23.
Consistency 24.
Harmony 25.
Completeness b.
Typography 26.
Font types 27.
Font size 28.
Mistyping c.
Illustration 29.
Interesting 30.
Adding clarity
7. Content-Based Instruction CBI
a. The Definition of Content-Based Instruction CBI
Content-Based Instruction or CBI is considered as the most appropriate method used in teaching English for vocational high school since it considers
content as the starting point. According to Brinton in Nunan 2003:201, CBI refers to the language teaching through exposure to the content that is
interesting and relevant to learners. She also stated that content serves several purposes such as providing a rich context for the language classroom,
allowing the teacher to present and explain specific language features, and providing the comprehensible input.
Richards 2006:28 defines CBI as the information or subject matter that students learn or communicate through language rather than the language
used to convey it. Added to this, Krahnke in Richards 2006:27 defines CBI as the teaching of content or information in the language with little or no
direct effort to teach the language itself separately from content being taught.
Kategori