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CHAPTER II THEORETICAL FRAMEWORK
Having discussed the background of this study in the previous chapter, this chapter is intended to discuss further about theoretical frameworks
underpinning this study. It covers three main parts; they are textbook, cohesion, and narrative passage. The explanation of those parts is as below:
A. Textbook 1. Notion of Textbook
Most teachers use textbook as their media of teaching in a classroom since it provides materials that should be taught by them. It can be treated as a
guide for teachers about what to teach in classroom which is suitable with syllabus and curriculum used. A textbook is used in school to facilitate teachers
and students in their teaching learning activities. Therefore, textbook is considered as one of important instructional media for teachers as well as students
In accordance with the above arguments, John Goodland also states in Obsorn’s book that a textbook takes control in teaching learning activities as
medium of instructions, except in kindergarten. He points out that dependency to the textbook increased in conjunction with grade level progress.
1
In addition, Swan as cited in Browers and Brumfit argues that the term of textbook refers to a
coherent body of teaching materials which may not only consist of the coursebook s but also consist of a learning package.
2
They illustrate a textbook as a bridge which information about vocabulary would travel and return into a wall, with
teachers and their knowledge on one side and students on another side.
3
Similar opinion is also argued by Allington and Strange. According to them, “a textbook
1
Jean Obsorn, et al., Reading education: Foundation for a Literate America, Lexington: DC. Heath and Company, 1985, p. 46.
2
Michael Swan, “The Textbook: Bridge or Wall?”, in Roger Browers and Christopher Brumfit eds., Applied Linguistics and English Language Teaching, London: MacMillan
Publishers Limited, 1994, pp. 32-33.
3
Ibid ., p. 32.
serves as a single repository of information on a subject, allowing both the teacher and the learner to use a single common source for acquiring the desired content.”
4
Hence, according to the aforementioned experts, a textbook content has a great impact on learning activities. From the above explanation, the writer could sum up
that a textbook is one of primary instructional media which provides teaching materials and is used to facilitate teachers and students in teaching learning
activities.
2. Function of Textbook
According to Pusat Pengembangan Kurikulum dan Sarana Pendidikan, textbook functions in extending outlook, giving new knowledge, and making
students master their knowledge. Therefore, textbook’s function is not only for gaining students’ knowledge, but also for monitoring and helping students’
learning activities that is used by students’ parents as a guidance.
5
In line with the above argument, Sasan and Amir also express in their journal that a textbook assists and supports teachers to reach their goals in
teaching process.
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The argument is also supported by Harmer’s statement that a textbook helps students to understand what they have to learn and review what
they have learned.
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Furthermore, Cunningsworth as cited in Richard has summarized function of textbook in language teaching as follows:
a. a resource for presentation materials; b. a source of activities for learner practice and communicative interaction;
c. a reference source for learners on grammar, vocabulary, pronunciation,
and so on; d. a source of stimulation and ideas for classroom activities;
4
Richard Allington and Michael Strange, Learning through Reading in the Content Areas, Massachusetts: D.C. Heath and Company, 1980, p. 4.
5
Pusat Kurikulum Badan Penelitian dan Pengembangan Departemen Pendidikan Nasional, Acuan Penulisan Buku Pelajaran yang Sesuai dengan Kurikulum
, Jakarta: Pusat Pengembangan Kurikulum dan Sarana Pendidikan, 2000, p. 1.
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Sasan B. And Amir H. R., Evaluation of an ESP Textbook for the Students of Sociology, Journal of Language Teaching and Research
, Vol. 2, No. 5, 2011, pp. 1009-1014.
7
Jeremy Harmer, How to Teach English, Oxford: Pearson Education Limited, 2007, new edition, p. 152.
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