Nurul Ida Setyana 123 221 230

Rizki Sabilla Ramadhani 123 221 257

The Role and Designing of

Instructional Material

The Notion of Teaching Materials

Authentic Versus Created Materials

Textbooks

Evaluating Textbooks

Criteria for Textbook Evaluation

a key component in most

language programs

Serve as a form of teacher training and provide ideas on how to plan and teach lessons well

printed

Non-print

materials that comprise both print and non-print sources

Cunningsworth (1995,7) the role of materials in language teaching as

A resource for presentation

materials

A source of activities for learner practice and communicative interaction

A reference source for

learners on grammar,

Vocabulary, pronoun-

ciation, and so on

A source of stimulation and ideas for classroom activities

A support for less experienced teachers

A syllabus (where they reflect learning objectives been determined)

positive effect on learner motivation

provide authentic cultural information

related more closely between the classroom and students’ needs in the real world

support a more creative approach to teaching

Reading texts are ideal to teach/practice mini-skills

too culturally biased

Too many structures are mixed

Preparation= Consuming time

Material is outdated easily

What is textbooks?

Textbook

A textbook is a manual of instruction or a standard book in any branch of study

What are the differences between past and current textbook for instructional material?

Past VS Current textbookNO PAST CURRENT

1. Author and academic centered Market led

2. Uncertain global market Specific fragmented markets

3. European focus Pasific Rim/ Latin American focus

4. Sell what is published culture and

methodology of origin

International or local culture indigeneous

learning situations

5. English for its own sake UK/US

publisher dominance

English for specific purposes rise in local

publishing

6. Native speaker expertise Nonnative speaker competence

7. Culturally insensitive Culturally sensitive

8. Low risk/competition High risk/competition

9. Little design Design rich

10. Artificial texts and tasks Authenticity

11. Single-volume titles Multicompoonent/multimedia

Textbooks are used in different ways to develop language skill:

Reading textbook

Writing textbook

Grammar textbook

Speaking textbookListening textbook

1. Provide structure and syllabus

2. Help standardize instruction

3. Maintain quality

4. Provide a variety of learning resources

5. Efficient and save teacher’s time

6. Provide effective language models and input

7. Train teachers

8. Visually appealing

Depend on how materials are used

1. Contain inauthentic language

2. Distort content

3. Not reflect students’ needs

4. Deskill teachers

5. Expensive

Teachers

Responsible

Ability

Choose Material

Solution:In making decisions about the role of commercial textbooks in a program, the impact of textbooks on the program, on teachers, and on learners has to be carefully assessed.

Evaluation can only be done by considering something in relation to its purpose

Problem:

Before evaluating textbook, information is needed on the following issues:

The role of the

textbook in the

program

The teacher in

the program

The learners in

the program

There are two factors are involved in the development of commercial textbooks

Representing the interests of the author

Representing the interests of the publisher

Criteria for textbook evaluation

1. Correspond to learners’ needs

2. Reflect the uses (present or future) to student’s purpose

3. Take account of students’

needs as learners

4. Have a clear role as a support for learning

Checklist for textbook evaluationAims and

approaches

Design and organization

Language content

Skills

Topic

Methodology

Teacher’s books

Practical considerations

The main issues involved in textbook evaluation and selection