Furthermore, Theo Van Els said that it seems useful to distinguish between the following two stages in the selection of a textbook:
a. Global Selection
In the global selection, teachers can choose textbook based on the review of
textbook, users’ judgments and information from authors and publishers. 1
Textbook review is the most general of textbook description. It often consists of summary and surface information.
2 Then, usually some textbook also completed by user’s judgment. It
contents the users’ opinion about textbook based on their experience after using it.
3 The last, information from authors and publishers also can be a
consideration in selecting textbook. It explains the strengths of contents textbook.
b. Analysis of the Textbook
In analyzing textbook, teacher at least can use Checklist and Comparative textbook description. Teachers can check contents of textbook through some
categories below: 1
Objectives and methodology 2
Structure 3
Organization of teaching 4
Texts 5
Exercises 6
Grammar 7
Phonetic 8
Vocabulary 9
Communicative, social, and situational context After checking contents of one textbook, teachers can compare it with
other textbooks. Then, they may decide to choose textbook that more appropriate to teach their students.
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6
Theo van Esl, et al, op. cit., p. 299 —308
Moreover, good textbook usually have good materials. Tomlinson suggests that good language teaching material should have some characteristics,
the explanation as follows: 1.
Materials should facilitate students in receiving the knowledge. 2.
Materials should help students in increasing their confidence. 3.
Materials should be relevant and useful. 4.
Materials should expose students’ authentic language. 5.
Materials should provide students with opportunities to use the target language to achieve communicative purpose.
6. Materials should consider that the students have different learning
styles. 7.
Materials should take into account that students have differentiation in affective attitudes.
8. Materials should maximize learning potential by encouraging
intellectual, aesthetic, and emotional involvement that stimulates both right and left brain activities.
9. Materials should provide opportunities for outcome feedback.
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4. Adapting Text Book
To make a textbook more suitable for students, teachers should adapt contains of a textbook based on
students’ need. Theo Van Els emphasizes that adaptability of a textbook is an important factor in textbook selection.
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Some explanation below can be a consideration for teachers in adapting a textbook:
a. Modifying Content
Sometimes, there is material in a textbook which is not suitable for the students’ age, gender, social class, occupation, religion, or cultural background.
For examples, a text may contain something related to other religion. In this case, teacher can modify the text by changing a certain word to make the text more
appropriate for students. b.
Adding or Deleting Content
7
Richards, op. cit., p. 263.
8
Els, et. al, op. cit., p. 307.
Textbook may contain too much or too little explanation or tasks. For example, when teachers just focus on teaching speaking skill, they can delete
material that cannot support students to practice speaking skill, perhaps teacher can delete writing exercise. Then, when explanation in a material is lack, teacher
can add any other information related to the material. c.
Reorganizing Content Teacher may reorganize arrangement of units on a textbook. Or within a
unit teachers may decide not to follow the sequence of activities in a unit but reorder them for particular reason.
d. Modifying Tasks
Exercise and activities may need to be changed to give them an additional focus. For example, a reading activity may focus only on getting main idea, so
that teachers may take any kind of texts on a textbook in order to practice students to find main idea.
e. Extending Task
Exercise may contain insufficient practice, hence additional practice tasks need to be added in order to make students having ability in a certain material or
skill.
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5. Guideline for Textbook Assessment Based on Badan Standar Nasional
Pendidikan BSNP
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BSNP has released an evaluation process in form of a rubric assessment. It is used to evaluate the properness and also the suitability of a textbook. The
rubric assessment from BSNP is designed to qualitatively describe and assess any content related items and materials in a textbook then quantitatively coding
it. The assessment is based on feasibility of content and presentation. Actually, the rubric is provided in Bahasa, and then the writer summarizes it into English.
The explanation as follows:
a. Feasibility of Content
The feasibility of content is a group of assessment about content of textbook. It consists of three subs of components. They are compatibility of
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Richards, op. cit., p. 260.
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Rubrik Penilaian Buku Teks Pelajaran Bahasa Inggris, http:www.Puskurbuk.edu
.
