without getting the message of what they have read but also acquiring the comprehension.
From the explanation above, reading text is a written text as a unity of words, sentences, or paragraphs structurally that can be used as reading
material to get a message or meaning. Therefore, the reading text enables the students not only get message in communicative purposes but also get
structural text and certain linguistic features. As Harm er claims that “the
reading text moves at the speed of the reader.”
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So, the reader decides the reading speed of the text to gets the message.
C. Textbook
1. The Understanding of Textbook
An essential part of the classroom context is textbook. The teacher uses textbook in the classroom as one form of printed material. As Barry
and King state that “print materials should only form part of the lesson.”
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It means the effective learning result can be reached from interesting and structured introduction followed by sound developmental activities and a
purposeful conclusion. It should be followed by checking the textbook in order to match to the students‟ level of ability and give the direction that is
suitable for the students‟ reading level.
Another understanding from Reed et al the single most used instructional media in the classroom is textbook.
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The textbook is as a part of curriculum that is utilized by the teacher as the teachers‟ guide,
workbook, and other instructional material. As well Posner in his book,
33
Jeremy Harmer, The Practice of English Language Teaching, London: Longman, 1991, p. 190.
34
Kevin Barry and Len King, Beginning Teaching and Beyond, Third Edition, Sydney: Thomson Social Science Press, 2006, p. 161.
35
Arthea J. S. Reed, et al., In the Classroom: An Introduction to Education, Third Edition, New York: McGraw-hill Companies, 1998, p. 256.
textbook is defined as “instructional materials used as the guide for
classroom instruc tion.”
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Moreover, according to Richards, in language courses textbook is used in different ways.
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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.
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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.
