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CHAPTER II REVIEW OF RELATED LITERATURE
This chapter discusses the theories that underlie this research. This chapter is subdivided into two parts. The first part is theoretical description, and the
second part is theoretical framework.
A. Theoretical Description
There are five main issues that the researcher wants to discuss as the underlying theories for this research. They are definition of textbook, the role of
textbook, textbook evaluation, textbook evaluation criteria, and genre based approach.
1. Definition of Textbook
According to Brown 2007, a textbook can be simply defined as a book that is used in an educational curriculum p. 193. Richards 2012 notes that in
the context of a language program, a textbook provides learners with a basis of language input and language practices including the basis for the content of the
lessons, the balance of skills taught and the kinds of language practice. Thus, it helps to provide ideas in planning and teaching lessons for teachers Richards,
2012. Therefore, a textbook is one source of materials that can help both teachers and students to do teaching-learning activities in the classroom.
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2. The Role of Textbook
Using a textbook brings both advantages and disadvantages to teachers. Some experts like Gebhard 1996, Graves 2000, Richards 2001 and Brewster,
Ellis and Girard 2004 have discussed this issue by mentioning the advantages and disadvantages of using a textbook. However, they agreed that the availability
of a textbook is beneficial and important for the teachers, despite the fact that it also brings disadvantages.
Gebhard 1996 mentions two advantages of using a textbook. The first is that using textbook can save teachers’ time. The second is that a textbook can be
teaching materials functioning as guidance that takes the teacher and students through the lessons systematically. Graves 2000 also agrees that using a
textbook can save teachers’ time. She says that what a textbook provides such as visuals, activities, reading, etc. help teachers in finding or developing materials,
and thus it saves teachers’ time. Besides, she also mentions that a textbook provides syllabus for the course, basis for students’ assessment, consistency
between level, supporting materials and security for the students. The students feel secure since they know the road map of the course. Therefore, they know
exactly what to expect and what is expected from them. Graves 2000 concludes that a textbook may provide all what are needed by teachers from materials until
evaluation. Richards 2001 even claims that “commercial textbooks together with
ancillaries such as workbooks, cassettes, and teachers’ guides are perhaps the commonest form of teaching materials in language teaching” p. 254. He
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