d. Fluency development
The fluency development strand covers all the four skills of listening, speaking, reading and writing. The students are helped to make the best use of
what they have already known. Fluency development strand is also meaning- focused, which means that the student
s‟ aim is to receive and convey messages. The activities involved in this strand include speed reading, skimming and
scanning, repeated reading, ten-minute writing and listening to easy stories. The fluency strand will be accomplished if all of what the students are
listening to, reading, speaking or writing is mostly familiar to them. Besides, there is no unfamiliar language for the students and the students‟ focus should be on
receiving or conveying meaning. The students are suggested to be encouraged to perform. Lastly, there is a large amount of input or output exposed to the students.
However, it has to be noted that each strand should have approximately the same amount of time in a course in order to cover both receptive and productive skills.
5. Textbooks
This section mainly focuses on discussing textbooks, which covers the development of textbooks, the concept of textbooks, textbooks as an instructional
material, textbooks in the 2013 Curriculum, the criteria of good textbooks, and textbooks selection.
a. Development of Textbooks
Graves in Nunan 2003: 226 states that language books were mainly applied in the mid-twentieth century in order to understand the written text of the
target language. This is called grammar translation approach. In this era,
textbooks contained long reading texts with vocabulary glossaries and grammar explanation in the students‟ native language.
In 1960s and 1997s the focus moved to audio-lingualism. Language textbooks representing audiolingualism presented dialogues, pattern practice, and
substitution drills in which the teacher provided a stimulus such as a sentence beginning with a certain personal pronoun and the learners provided a response
sentence changing the subject with another personal pronoun. In the 1970s and 1980s, there was a shift towards the notional-functional
approach in which language was used for the purposes of expressing opinions, to talk or write about both abstract and concrete topics. Textbooks began to stress
functional languages as well as pair and group work activities in which learners used the language to communicate with each other.
In the 1980s, task-based language teaching approach emerged. Language is learned through negotiation with other learners in problem-solving. This
approach focused on meaning rather than form. Textbooks then provide a needed structure for interaction in the classroom and learners see textbook as a guide that
helps them organize their learning and provides security. Many current textbooks have contained tasks or projects to stimulate interaction and negotiation among
learners.
b. Concept of Textbooks
A textbook can be defined as a published book especially designed to help language learners to improve their linguistic and communicative abilities
Sheldon, 1987. That is why textbooks are considered to have played a very significant role in education. Textbooks are regarded as learning aids Brewster et
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