e. a syllabus where they reflect learning objectives that have already been determined;
f. a support for less experienced teachers who have yet to gain in confidence.
8
Additionally Dudley-Evans and St. John as cited in Richard point out that materials serve the following functions:
a. as a source of language; b. as a learning support;
c. as a motivator and stimulator; d. as a reference.
9
3. Criteria of a Good Textbook
There are many experts in the educational field who argue about criteria of a good textbook. Because textbook is one of primary media in teaching
learning activities, the criteria of a good textbook could be useful for teachers to evaluate a textbook which will be used. Hence, a good textbook hopefully could
affect positive learnig outcomes. Therefore, the writer is going to mention some criteria of a good textbook according to some experts.The first criteria come from
Penny Ur, as follows:
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.
8
Richards, op. cit., p. 251.
9
Ibid., pp. 251-252.
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.
10
The next is from Richards. He has eight characteristics of what a good textbook is. The characteristics are as below:
1. It should provide structure and syllabus for a program. 2. It helps standardize instruction.
3. It maintains quality. 4. It is efficient.
5. It provides a variety of learning resources. 6. It provides effective language models and input.
7. It can train teachers. 8. It is visually appealing.
11
The third criteria are pointed out by Harmer. He states that, “Good textbooks often contain lively and interesting materials; they provide a sensible
progression of language items, clearly showing what has to be learnt and in some cases summarizing what has been studied...”
12
He also adds that, “Good textbooks also relieve the teacher from the pressure of having to think of original material
for every class.”
13
The last criteria are argued by Greene and Petty as cited in Tarigan. They argue that good textbooks have certain qualities as bellow:
The textbook must be interested and attractive toward the learners, so they
will be interested in using textbooks.
The textbook must be able to motivate the learners.
The certain of textbook must be illustrative.
10
Penny Ur, A Course in Language Teaching: Practice and Theory, Cambridge: Cambridge University Press, 2009, p. 186.
11
Jack C. Richards, Curriculum Development in Language Teaching, Cambridge: Cambridge University Press, 2001, pp. 254-255.
12
Jeremy Harmer, The Practice of English Language Teaching. New Edition, New York: Longman Publishing, 1996, p. 257.
13
Ibid.
