Development of Textbooks Textbooks

12 Materials should take into account that learners differ in affective attitudes 13 Materials should permit a silent period at the beginning of instruction 14 Materials should maximize learning potential by encouraging intellectual, aesthetic, and emotional involvement that stimulates both right and left brain activities 15 Materials should not rely too much on controlled practice 16 Materials should provide opportunities for outcome feedback. The impact of the use of textbooks as one of instructional materials to classroom learning is significant, and they have been shown to be a significant tool for teachers in classrooms. Textbooks as an instructional material serves as one of the most important means of access for students to the knowledge and skills they must master. Textbooks also support teachers in making instructional decisions and selecting effective teaching strategies that lead to student mastery of the language. Richards and Renandya 2002 summarize several roles and characteristics of effective language teaching materials: 1 Language is functional and must be contextualized, 2 Language development requires learner engagement in purposeful use of language, 3 The language used should be realistic and authentic, 4 Classroom materials will usually seek to include an audiovisual component, 5 Learners need to develop the ability to deal with written as well as spoken genres, 6 Effective teaching materials foster learner autonomy, 7 Materials need to be flexible enough to carter to individual and contextual differences, and 8 Learning needs to engage learners both affectively and cognitively.

d. Textbooks in the Curriculum 2013

Law No. 20 Year 2003 on the National Education System defines curriculum as sets of plans which include purposes, content, and teaching materials, which will be used as the guideline to achieve the objective of educational institution. In line with the definition, curriculum then has several concepts: a. Scope and sequence, the depiction of curriculum which is regarded as a matrix of objectives assigned to successive grade levels i.e. sequence and group of common themes i.e. scope b. Syllabus, the plan for the whole course, which commonly includes the rationale, topics, resources, and evaluation c. Content outline, a list of topics covered organized in outline form d. Standards, a list of knowledge and skills required by students upon completion e. Textbook, an instructional material which is used as the assistance in giving instructions in class f. Course of study, a series of courses which the students have to complete g. Planned experience, all experience the students gain, which are planned by the school, covering academic, athletic, emotional, or social Currently, Indonesia applies Curriculum 2013. The formulation of 2013 is based on the objectives of national education outlined in Law No. 202003 about education national system, particularly in article 3 Chapter II about the basis, function, and the objective of national education which states that “Education