Then, according to Cunningsworth, textbook has multiple roles in the English language teaching and can serve as:
a resource for presentation material spoken and written
a source for activities for learner practice and communicative
interaction
a reference source for learners on grammar, vocabulary,
pronunciation, etc
a source of simulation and ideas for classroom language
activities
a syllabus where they reflect learning objectives which have
already been determined
a resource for self-directed learning or self-access work a support for less experienced teachers who have yet to gain
in confidence.
6
Hence, the writer infers that the textbook is one of the instructional tools used in the classroom as a reference in the learning and teaching process so it is
very useful for both the teachers and the students. Textbook could give the teachers an idea or a framework to teach with interesting materials and allow
them to look forward and back for giving them a chance to prepare what’s
coming and review what they have done. For the students, the textbook could help them in reviewing their improvement in the learning process so they could
know their own progress in learning.
3. The Common Features of A Good Textbook
There are many common features of a good textbook from many experts in the educational field. Those common features help the teachers to be more
careful in selecting an appropriate textbook for their students. As an important role in teaching and learning process, the textbook has big influence in the
learning outcome so the teachers need to be selective in the textbook selection activity. If the textbook is not considered as a good textbook, it could influence
6
Alan Cunningsworth, Choosing Your Coursebook, Oxford: Macmillan Publisher, 1998, p.7
the learning outcome. Furthermore, the following are the common features of a good textbook based on Penny Ur:
Objectives explicitly laid out in an introduction, and implemented in the material
Approach educationally and socially acceptable to target community
Clear attractive layout; print easy to read Interesting topic and task
Varied topic and task, so as to provide for different learner levels, learning styles, interests, etc
Clear instruction Systematic coverage of syllabus
Content clearly organized and graded sequenced by difficulty
Periodic review and test sections Fluency practice in all four skills
Encourages learners to develop own learning strategies and to become independent in their learning
7
Additionally, Richard has different perception of what a good textbook is. The followings are the characteristics of good textbook according to Richard:
They should provide structure and syllabus for a program They help standardize instruction
They maintain quality They are efficient
They provide a variety of learning resources They can provide effective language models and input
They can train teachers They are visually appealing
8
Harmer also points out that, “Good textbook often contains 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
7
Penny Ur, A Course in Language Teaching: Practice and Theory, Cambridge: Cambridge University Press, 2009, p.186
8
Jack C. Richards, Curriculum Development in Language Teaching, Cambridge: Cambridge University Press, 2001, p.254-255
