Definition of textbook The roles of textbook

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CHAPTER II REVIEW OF RELATED LITERATURE

This chapter explores two main parts. The first part is theoretical description. This part presents some quoted theories from experts related to the research. The second part is the theoretical framework of the study. This part presents how the theories are used in this research.

A. Theoretical Description

In this part, the researcher discusses the theories used in this research. Those theories are about the role of textbook, textbook evaluation, textbook evaluation criteria, genre-based approach, and teaching-learning cycle. The researcher reviews those theories from experts to support this research.

1. Definition of textbook

According to Tomlinson 2005, a textbook provides the core materials for a course. Language textbooks cover grammar, vocabulary, pronunciation, functions, and the skills of reading, writing, listening, and speaking are included in a textbook for language teaching. There are several functions of textbooks in language programs. Richards 2001: 254, mentions some functions of textbooks, a. A reading textbook might be the basis for a course on reading skills, providing both a set of reading texts and exercises for skills practice. b. A writing textbook might provide model compositions and a list of topics for students to write about. c. A grammar textbook might serve as a reference book and provide examples as well as exercises to develop grammatical knowledge. d. A speaking textbook might provide passages for students to read and discuss. e. A listening textbook together with audiocassettes or CDs might serve as the primary listening input in a listening course. 9

2. The roles of textbook

Textbooks are one of the most common elements found in teaching- learning activities, beside teachers and learners. According to Richards 2000: 125, “Textbooks represent the hidden curriculum of many language courses and thus play a significant part in the process of teaching and learning.” It is because textbooks have materials that can be used in teaching-learning activities and the teachers may use it as one of the references. Since there are so many textbooks publish in this world, only good textbooks will be used in teaching-learning activities. Harmer 1991: 257 states: Good textbooks often contain lively and interesting material; they provide a sensible progression of language items, clearly showing what has to be learnt and in some cases summarizing what has been studied so that learners can revise grammatical and functional points that they have been concentrating on. Harmer also mentions that textbooks can be systematic about the amount of vocabulary presented to the learners and allow them to study on their own outside the class. Good textbooks also relieve the teacher from the pressure of having to think of original material for every class. From the statement above, it can be seen that there are some requirements of good textbooks. Those requirements should be fulfilled so that the textbooks will be able to support the teaching-learning activity and accommodate the learners’ needs. “A well prepared textbook is more than just a set of potential lesson plans, and that textbooks survive and prosper because they are a convenient way of providing structure to a learning program” Hutchinson and Torres, 1994: 318. 10 Textbooks are one of the elements in teaching-learning activities because they provide everything the teachers and students need. Richards 2005 also states that textbooks are efficient because they make the teaching ‘easier and better organized’. It is easier because the materials from classroom activity and for homework can be taken from the textbooks. It is better organized because there is a guideline for classroom discussion. “Textbooks save teachers’ time, enabling teachers to devote time to teaching rather than material’s production” Richards, 2001: 255. According to Hutchinson and Torres 1994, textbooks also provide independent learning for the learners. By using textbooks, the learners will be able to see what they are going to study. When the learners know the materials, they can prepare themselves before discussing the materials in the classroom. Textbooks also help the learners to recall what they have studied. Everybody has limited memory. Learners can use the textbooks to recall everything they have learned. Graves 2000: 174 also states the advantages of textbooks: a. Textbooks provide a syllabus for the course because the authors have made decisions about what will be learned and in what order. b. Textbooks provide security for the students because they have a kind of road map of the course: they know what to expect, they know what is expected from them. c. Textbooks provide a set of visuals, activities, readings, etc., and so save the teacher time in finding or developing such materials. d. Textbooks provide teacher with a basis for assessing students’ learning. Some texts include tests or evaluation tools. e. Textbooks may include supporting materials e.g., teacher’s guide, cassettes, worksheets, and video. 11 f. Textbooks provide consistency within a program across a given level, if all teachers use the same textbook. If textbooks follow a sequence, as within a series, it provides consistency between levels. Besides all of those advantages, textbooks also have some disadvantages. Graves 2000 and Richards 2005 believe that there are potential negative effects of textbooks. The first negative effect is they may contain inauthentic language. Richards 2001: 255 states that “textbooks sometimes present inauthentic language since texts, dialogs, and other aspects of content tend to be specially written to incorporate teaching points and are often not representative of real language.” Graves 2000 supports that the content or examples of the textbook may not be relevant or appropriate. The second is that textbook can deskill teachers. When the teachers only use a textbook without preparing any other materials, they will be dependent on a textbook. Richards 2005 argues that the teachers are the primary source and not the textbooks. Teachers still have responsibility to select materials for their students. Teachers’ manual plays an important role in here. It helps the teachers to know which parts of the textbook that can be used. The third negative effect is textbooks may distort content. Graves 2000 and Richards 2005 mention that the content of textbooks may not be at the right level. In order to make textbooks acceptable in many different contexts, it is better to avoid controversial topics. 12

3. Textbook Evaluation