c. Advantages and Disadvantages of Textbooks
In regard idea or concept, the discussion definitely dragged to search the advantages and disadvantages of it. In the same time, advantages and disadvantages
of textbook will be described based on some experts of language materials developers.
Richard 2001 states in his book entitled Curriculum Development in Language Teaching that the advantages and disadvantages of the use of textbook
depend on how it is used and the context for its use. He concludes that textbooks provide structure and a syllabus for a program, helps standardize instruction,
maintains quality, provides a variety of earning resources, and is efficient. Besides, textbooks also provide effective language models and input, can train teachers and are
visually appealing. However, textbooks may still potentially have negative effects Richards,
2001 such as textbook may contain inauthentic language, distort content, not reflect student’s, and can deskill teachers. Lastly, textbook is usually expensive.
Furthermore, textbooks fail to help the learners to make full use of the language experience available to them outside the classroom Tomlinson, 2008.
In conclusion, textbooks have important roles in teaching and learning EFLESL. The relationship between teacher and textbooks is an important
consideration and is at best when it becomes partnerships when both share common goals to which each party contributes to the teaching and learning process
Cunningsworth, 1995. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
d. Textbook Criteria
It is such an uneasy task to judge whether a textbook or teaching material, in this case is ELT material, is good or bad Tomlinson, 2008 since every textbook or
ELT material has its own strengths and weaknesses and there is no perfect textbook exists. Instead of using the word good and bad, Cunningsworth 1995 used the word
effective and ineffective. Consequently, many experts and researchers have been doing evaluation on textbook as part of the curriculum development process to find
the best possible one that will fit and be appropriate to a particular learner group. Hence in this section of the study, the researcher is explaining what aspects of
textbook that are usually evaluated by the experts and researchers as well as teachers to seek the best and most appropriate textbook for a particular group.
Cunningsworth 1995 suggested that it is significant to ensure that careful selection is made and that materials selected closely reflect the need of the learners,
the aim, methods and values of the teaching program. To carefully select the materials or textbooks, a predictive evaluation can be administered Ellis, 1997 and
some criteria of a textbook should be considered Allwright, 1981, Cunningsoworth, 1995, Richard, 2001 and Sheldon 1988.
Goal of a textbook seems to be an important criterion to be evaluated. In many evaluation checklists from the experts such as Allwright 1981, Sheldon 1988,
Cunningsworth 1988 and Richards 2001 evaluative question regarding the goal of a textbook is always put at the beginning of the checklist. As also suggested by Nunan
1989, in developing teaching materials the objective, aim or goal of a textbook should be generated in the first hand. In addition, the aims of a textbook should
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