main idea that could be comprehended and concluded by the reader from no meaning to complete understanding the text.
B. Textbook
1. Definition of Textbook
Textbook is defined as a comprehensive learning resource that is in print or electronic form, or that consists of any combination of print,
electronic, and non-print materials collectively designed to support a substantial portion of the Ontario curriculum expectations for a specific
grade and subject in elementary school or for a course in secondary school, or a substantial portion of the expectations for a learning area in
the Ontario Kindergarten program. Such a resource is intended for use by an entire class or group of students
.
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Textbook is considered as the primary instructional resources in school. It plays an important role in educational programs; it is still used
dominantly in teaching learning process. Moreover, the term of textbook, is not only as a course book but also as a set of teaching and learning
guidelines, as van Els, et. al. po int out, “textbook by for a coherent body
of teaching materials which may consist of either just the course books, but also for the learning package consisting of several parts”.
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When we have a gap between students and texts, we take a big step. We match text to the student reading levels. This is our tallest challenge in
supporting students‟ self – efficiency for reading. To implement this practice of matching students to texts, we have to know our students.
Starting this process, we identify student‟s reading levels. Guessing about this does not work effectively because some student read less well than we
expect them to or than others have suggested. We use many ways to check
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website at http:www.edu.gov.on.ca.
9
Theo Van Esl, Applied Linguistics and Learning Teaching Language, London: Wolters- Noordhoff, 1991, p. 289
our student‟s reading level, including, 1 having student reading aloud, 2 asking the student to write a summary of one page, 3 requesting that
students write questions on a brief section of text, 4 giving a short answer test, 5 giving a multiple
– choice test, 6 asking students to explain the text aloud. We use these informal classrooms assessment with
the textbook, supplementary materials, or trade books. Although oversimplified these assessment jump
– start the process of linking books to our learners.
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From the statement above, it means that to evaluate readability of the material will be given to the students is let them to read the material, and
question them about the author‟s message. The second technique is cloze readability procedure, which the teacher prepares a cloze passage taken
from the material slated, then pupils fill in the deleted words. Another way is by using a readability formula involving use of average sentence length,
vocabulary list, and syllable length to estimate reading difficulty level.
2. The Role of Textbook
Textbooks are a key component in most language programs. In some situations they serve as the basis for much of the language input learners
receive and the language practice that occurs in the classroom. They may provide the basis for the content of the lessons, the balance of skills taught
and the kinds of language practice the students take part in. In other situations, the textbook may serve primarily to supplement the teachers instruction. For
learners, the textbook may provide the major source of contact they have with the language apart from input provided by the teacher. In the case of
inexperienced teachers textbooks may also serve as a form of teacher training
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John T. Guthrie, Engaging Adolescents in Reading, California: Corwin Press, 2008, p. 10
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