Textbook/Course book Assesment 272.

704 Assignment 2

Yuliandri-12174438

Doing this assignment has opened m e es that there are mu!h more !onsiderations to do i" #e as tea!hers #ant to present materia$s to our students. %t is not on$ about !ompi$ing exer!ises or tasks that #ou$d "it a topi! or a unit. &e ha'e to !onsider more about #hat bene"its the materia$s !ou$d bring to our students( as #e$$ as to keep it in $ine #ith students) needs and !ourse)s goa$s. The developed checklist % ha'e designed m o#n !he!k$ist to determine the important !riteria that a textbook or a !ourse book shou$d ha'e in m !ourse)s perspe!ti'e. %t is adapted "rom *ro#n)s+ ,r)s and Tom$inson)s !he!k$ists. - !he!k$ist #i$$ be presented in the "o$$o#ing tab$e. /o. Criteria 1. Level and appropriateness a1 -at!h the students) $anguage needs and pro"i!ien! $e'e$ b1 Adaptab$e "or mixed2$e'e$ !$asses 3!an rea!h both $ess2ab$e $earners and more2ab$e $earners1 !1 4it the !urri!u$um goa$s. !ommuni!ati'e ski$$s oriented. d1 5a'e non2stru!tura$ s $$abus t pe( "un!tiona$+ topi!a$+ or task2based. 2. Topics and tasks a1 6ro'ide 'aried topi!s o" students) interests to "a!i$itate di""erent $earning st $es and attitudes. b1 7xpose the $earners to $anguage in authenti! use i.e. brie" "o!us on $exi!a$ !hunks+ phrases+ idioms. 37ither in $istening+ reading or speaking a!ti'it 1 !1 6ro'ide the $earners #ith opportunities to use the target $anguage in !ommuni!ati'e purposes 3most$ in speaking+ $istening+ and reading1 d1 A!!ommodate emphasis on speaking and $istening tasks. e1 Co'er exp$anations+ tasks and exer!ises on a$$ "our ski$$s "1 Dedi!ate a $anguage 3grammar1 "o!us in ea!h unit Interactivity; -aintain the possibi$it o" pair #ork and group #ork use "or !$assroom d nami!s and to support !ommuni!ati'e use o" the target $anguage b the $earners. Editorials a1 C$ear %nstru!tions on tasks and exer!ises. b1 C$ear examp$es. Design and layout a1 6ro'ide !omprehensib$e+ attra!ti'e 'isua$s or pi!tures. b1 A!!ommodate "urther use o" 'isua$s or pi!tures "or !reati'e tasks initiated b $earners or tea!her. !1 7as to read2text 3"ont si8e1+ reader2"riend$ $a outs 3i.e. enough spa!e+ not too dense1

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4.

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Textbook/Course book Assesment 272.704 Assignment 2

Yuliandri-12174438

Developed checklist rationale Criteria in the !he!k$ist are genera$$ adapted and taken "rom !he!k$ist b *ro#n 31990+ p. 1:11+ ,r 3in stud guide1+ and the prin!ip$es summari8ed b Tom$inson 32003+ pp. 212221. The !he!k$ist design #ith headings is adapted "rom *ro#n)s !he!k$ist+ #hi!h !ategori8e the !riteria into re$e'ant groupings. % a$so tr to put the headings into an order based on its importan!e $e'e$( first thing first. The "irst heading is in"$uen!ed b *ro#n)s se!ond !riteria( "it to !urri!u$um+ and a$so b a !riterion "rom ,r( s stemati! s $$abus !o'erage. % de!ided modi" it a $itt$e bit b putting the "irst t#o items and the $ast item in the "irst heading #hi!h % think are "undamenta$ in assessing !ourse books. % assessment #e ha'e to de!ide #hether the !ourse book meets the students) $anguage needs and pro"i!ien! $e'e$ and #hether the materia$s is ad;ustab$e "or mixed2$e'e$ !$asses. The t pe o" s $$abus used in the !ourse book a$so needs to be in $ine #ith approa!h and goa$s o" the !ourse. %n here+ % de!ide not to use !ourse book #ith stru!tura$ s $$abus+ sin!e m goa$s dea$ most$ #ith !ommuni!ati'e ski$$s. *oth the "ourth and the "i"th heading in the !he!k$ist are a$so taken "rom *ro#n)s !he!k$ist( the ph si!a$ !hara!teristi!s o" the book. %t is ne!essar to make sure that the book #i$$ trigger the students) eagerness in using it+ as #e$$ as to determine its reader2 "riend$iness. The instru!tions must be 'er !$ear to the students as #e$$ as "or the tea!her "or pre2tea!hing a!ti'ities. The same goes to the pro'ided examp$es. % added a !riterion that sa s a textbook shou$d enab$e the pi!tures or 'isua$s "or "urther use b students and tea!hers sin!e % think pi!tures and 'isua$s sometimes ma attra!t the students so mu!h that the #ant to do something e$se #ith them+ apart "rom tasks and exer!ises pro'ided in the !ourse book. The !riteria $isted in the se!ond heading !ome "rom ,r and Tom$inson $ists. 6oint a is mentioned in both $ists. % persona$$ think that it is 'er important "or a textbook to pro'ide topi!s and tasks that are rea$$ interesting "or the students+ but the prob$em is this !riterion is re$ati'e$ di""i!u$t to assess sin!e students ha'e 'aried attitudes and $earning st $es+ so it is important to make sure that the topi!s and tasks a!!ommodate this 'ariations. 6oint b and ! in se!ond heading are taken "rom Tom$inson)s+ % think that these are 'er important !hara!teristi!s that a !ourse book must ha'e. 7spe!ia$$ in 74< !ontext #here there is $imited or no target $anguage !ommunit #hi!h !an he$p students to pra!ti!e their $anguage. =o+ tasks shou$d be ab$e to he$p the students to estab$ish their o#n target $anguage !ommunit to use the $anguage !ommuni!ati'e$ . % added point e to make sure that the !ourse book is in $ine #ith m goa$s. 6oint e and " are taken and adapted "rom ,r)s $ist. A$though m emphasis is on speaking and $istening+ % sti$$ need the !ourse book to pro'ide ade>uate exp$anations and exer!ise on a$$ "our ski$$s+ and a$so a dedi!ated grammar "o!us in ea!h unit. The third heading+ intera!ti'it is taken "rom a >uestion in the stud guide page 27( does a course book lend itself to variation in classroom dynamics: a good balance of individual, pair, group, and whole class work? %n most 74< !ontext+ the immediate !ontext #here the students #i$$ most $ike$ pra!ti!e the $anguage the $earn is #ithin the !$assroom itse$"+ so+ it is rea$$ important to make sure that the potentia$ !ourse book 2

Textbook/Course book Assesment 272.704 Assignment 2

Yuliandri-12174438

put an emphasis on e""i!ient use o" pair #ork and group #ork+ to promote the authenti! use o" the $anguage among the students. Selected textbook/course book to be assessed A"ter $ooking at some potentia$ !ourse book to be used "or this assignment+ ranging "rom e$ementar to ad'an!ed $e'e$+ % de!ided to use the book New English file: Advanced student s book #ritten b C$i'e ?xenden and Christina <atham2@oenig 320111+ pub$ished b ?x"ord uni'ersit press. Textbook/course book evaluation by using the developed checklist % #i$$ brie"$ dis!uss ea!h !riterion in the !he!k$ist+ and !he!k #hether the !riteria are met b the se$e!ted !ourse book. The dis!ussion o" the e'a$uation #i$$ be presented per !riterion. 1. Level and appropriateness a. atch the students! language needs and pro"iciency level ?'era$$+ % !an sa that this book meet the $e'e$ o" pro;e!ted pro"i!ien! o" the students. %n other #ords+ the materia$s pro'ided in this book are appropriate "or the students in tertiar edu!ation. /e'erthe$ess+ % ha'e to admit not a$$ the tasks and a!ti'ities !an be dire!t$ presented to the students. %n some parts o" the book+ % sti$$ "ind some a!ti'ities that % #ou$d !onsider di""i!u$t "or m students to do. %n this !ase+ pre2tea!hing a!ti'ities and exp$anations b the tea!her are re>uired. 5ere t#o examp$es "rom speaking a!ti'it + the "irst is un$ike$ needs a #arm2up a!ti'it + but the se!ond one might need prior exp$anation "rom the tea!her.

Textbook/Course book Assesment 272.704 Assignment 2

Yuliandri-12174438

The se!ond a!ti'it #ith dea$s #ith "i$ms and "i$m re'ie#s and histori!a$ e$ements #ithin it as #e$$ as the $anguage used to express it might not be too "ami$iar to m students+ so it is 'er important "or the tea!her to gi'e prior exp$anation and de'e$op students) s!hema. % think that materia$s presented in this book ha'e ade>uate$ !o'ered students) $anguage needs in terms o" reading and #riting+ but there are on$ $imited se!tions dedi!ated to de'e$opment o" speaking and $istening. 5ere are some snapshots o" some parts o" the book that % think !o'er spe!i"i! $anguage needs o" students. 2 Aeading. Buessing meaning o" #ords or $exis in !ontext. This is one o" the most important needs o" m students. %n ea!h unit+ a"ter a reading or a $istening text there is a dedi!ated exer!ise to de'e$op this ski$$. 5ere is one examp$e.

Textbook/Course book Assesment 272.704 Assignment 2

Yuliandri-12174438

2&riting. a dedi!ated #riting se!tion in ea!h unit guide the students "rom ana$ 8ing samp$e text to produ!ing the spe!i"i! genre o" #riting. % "ound this se!tion rea$$ he$p"u$ be!ause it has genres #hi!h are "ami$iar to the students+ $ike re'ie#s+ reports+ and app$i!ation $etter. And tied to those se!tions+ there are Cuse"u$ $anguage) !o$umn to he$p the students expressing spe!i"i! ideas+ #hi!h might a$so use"u$ "or their speaking a!ti'ities. 5ere is on examp$e o" #riting se!tion.

Textbook/Course book Assesment 272.704 Assignment 2

Yuliandri-12174438

Der $imited se!tions dedi!ated to students $anguage needs in terms o" speaking and $istening ski$$s+ espe!ia$$ to support !$assroom operationa$ $anguage. This is one o" the "e# things that % !an "ind in the book that might support !$assroom $anguage.

Textbook/Course book Assesment 272.704 Assignment 2

Yuliandri-12174438

b. #daptable "or $ixed%level classes &can reach both less%able learners and $ore% able learners' As % stated in the pre'ious se!tion some o" the tasks and materia$s in this book might need pre2tea!hing and #arm up a!ti'ities "rom the tea!her. % #ou$d sa that the tasks are adaptab$e "or $ess2ab$e $earners b !hanging the nature o" the tasks itse$". 6utting more emphasis on pair #orks and group #orks might a$so be a so$ution to o'er!ome this prob$em c. (it the curriculu$ goals) co$$unicative skills oriented This book has a #ide !o'erage o" the "our ski$$s. 7a!h unit !onsists o" reading+ speaking+ grammar+ pronun!iation+ 'o!abu$ar and #riting se!tions. There are some emphasis on $istening and speaking+ b !ombining it #ith reading+ and 'o!abu$ar . The tasks a$so in'o$'e a $ot o" pair and group dis!ussions. %n m opinion+ there is enough e'iden!e to sa that this book !an be !ategori8ed as !ommuni!ati'e approa!h proponent. *ut sin!e m goa$s are more to $istening and speaking+ % do not think re$ ing on$ on the materia$s on this book #i$$ be enough.

Textbook/Course book Assesment 272.704 Assignment 2

Yuliandri-12174438

d. *on%structural syllabus type that +ill support e$phasis on co$$unicative skills. The idea$ t pe o" s $$abus that % #ant to de'e$op "or m !ourse is task2based s $$abus. *ut unti$ no# % ha'e not "ound an !ourse book based on this t pe o" s $$abus. %n m perspe!ti'e+ either "un!tiona$ or topi!a$ s $$abus #ou$d sti$$ be appropriate "or !ommuni!ati'e $anguage tea!hing. This book has topi!a$ organi8ation o" s $$abus as seen in the "o$$o#ing ex!erpt o" tab$e o" !ontents.

,. Topics and tasks a. 6ro'ide 'aried topi!s o" students) interests to "a!i$itate di""erent $earning st $es and attitudes. This o""ers a range o" interesting topi!s that !an be !ategori8ed as interesting in students) e e. Attra!ti'e topi! tit$e #ou$d stimu$ate students) !uriosit . % pi!ked one o" interesting topi! that % $ike.

Textbook/Course book Assesment 272.704 Assignment 2

Yuliandri-12174438

b.Expose the learners to language in authentic use &hat % $ike most about this book is that in ea!h unit there is an a$$o!ated se!tion "or exposure o" authenti! use o" 7ng$ish. This se!tion is !a$$ed C!o$$o>uia$ 7ng$ish). % ea!h se!tions there are a!ti'ities ranging "rom $istening to authenti! inter'ie#s "rom the street+ to the use o" idioms and phrases. There #i$$ be enough exposure to authenti! materia$s.

Textbook/Course book Assesment 272.704 Assignment 2

Yuliandri-12174438

c. -rovide the learners +ith opportunities to use the target language in co$$unicative purposes 7'en though most a!ti'ities in this book+ espe!ia$$ on speaking and #riting enab$e student to #ork in groups or pairs+ but the tasks pro'ided is not enough to push the students push the boundar o" on$ using 7ng$ish "or the task sakes. =tudents #i$$ not !ommuni!ate "or their o#n purposes but on$ to do #hat is assigned to them. Task2 based a!ti'ities unti$ no# are !onsidered to be the most e""e!ti'e too$s to make the students use the $anguage "or their o#n purposes.

d.

#cco$$odate e$phasis on speaking and listening tasks. As has been exp$ained be"ore+ this book has a !omp$ete !o'erage on a$$ "our ski$$s. There are se!tions a$$o!ated "or $istening and speaking+ 'o!abu$ar and speaking+ et!. but the emphasis on $istening and speaking is not too apparent.

e. .over explanations/ tasks and exercises on all "our skills There are s stemati! !o'erage exer!ises on a$$ "our ski$$s+ grammar+ 'o!abu$ar + and pronun!iation.

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Textbook/Course book Assesment 272.704 Assignment 2

Yuliandri-12174438

". Dedicate a language &gra$$ar' "ocus in each unit 7a!h unit in this book has a brie" grammar "o!us and exer!ise( #ith o!!assiona$ $inks to the "un!tion o" the spe!i"i! grammar "eatures.

0. Interactivity; $aintain the possibility o" pair +ork and group +ork use "or classroo$ dyna$ics %n this book+ the a!ti'ities and tasks are a$$o!ated "or indi'idua$ #ork+ pair #ork and group #ork+ so the d nami!s o" the !$assroom #i$$ be preser'ed. Tea!hers !an do modi"i!ations and adaptations on the nature o" ea!h a!ti'it to make sure the meet the $e'e$ o" students) pro"i!ien! .

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Textbook/Course book Assesment 272.704 Assignment 2

Yuliandri-12174438

1. Editorials a. .lear Instructions on tasks and exercises. Comprehensib$e instru!tions in the !ourse book !an sa'e time that might be a$$o!ated "or additiona$ exp$anation b the tea!her. %n this book+ % think the instru!tion on tasks and exer!ises are >uite brie" and !$ear. 7xamp$es.

b. .lear exa$ples. There are not enough examp$es gi'en be"ore ea!h a!ti'it in this book. The students are expe!ted to ;ump straight a#a to the exer!ise 3in ex!eption pronun!iation exer!ises1. This !an be so$'ed in the !$assroom b dis!ussing the "irst or the "irst t#o >uestions #ith the #ho$e !$ass.

2. Design and layout 12

Textbook/Course book Assesment 272.704 Assignment 2

Yuliandri-12174438

a. -rovide co$prehensible/ attractive visuals or pictures. This book has man attra!ti'e 'isua$s that #i$$ he$p the students understanding the topi!s. - persona$ "a'orite is the use o" !artoon to exp$ain idioms and use"u$ phrases(

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Textbook/Course book Assesment 272.704 Assignment 2

Yuliandri-12174438

b. #cco$$odate "urther use o" visuals or pictures "or creative tasks initiated by learners or teacher. There are numerous 'isua$s in this book that sti$$ !an be uti$i8ed b students and tea!hers "or "urther use in additiona$ or #arm2up a!ti'ities. % 5ere are some examp$es o" interesting pi!tures "rom the book that #ou$d probab$ use"u$ "or #arm2up a!ti'ities(

c. Easy to read%text &"ont si3e'/ reader%"riendly layouts. ?'era$$+ % ha'e no ob;e!tions to#ard the $a 2out and the reader "riend$iness o" the book. %n most pages it is doub$e2!o$umned( in some part it is sing$e2!o$umned. The "ont si8e and spa!ing is good+ eas too read. % reading text+ there are paragraph numberings #hi!h #i$$ be >uite he$p"u$ "or the students.

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Textbook/Course book Assesment 272.704 Assignment 2

Yuliandri-12174438

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Textbook/Course book Assesment 272.704 Assignment 2

Yuliandri-12174438

.onsiderations "or classroo$ use This book o""er a 'arieties o" materia$s and a!ti'ities+ but re$ ing mere$ on this book #i$$ not be su""i!ient "or me to a!hie'e goa$s in students) !ommuni!ati'e abi$it . % p$an to design a task2based and !ompeten! based s $$abus #ith emphasis on speaking and $istening. This book is a use"u$ supp$ementar resour!e to !onsider+ o" !ourse #ith adaptations to address students) pro"i!ien! $e'e$. .o$pleted checklist *o. 1. .riteria Level and appropriateness e1 -at!h the students) $anguage needs and pro"i!ien! $e'e$ "1 Adaptab$e "or mixed2$e'e$ !$asses 3!an rea!h both $ess2ab$e $earners and more2ab$e $earners1 g1 4it the !urri!u$um goa$s. !ommuni!ati'e ski$$s oriented. h1 5a'e non2stru!tura$ s $$abus t pe( "un!tiona$+ topi!a$+ or task2based. Topics and tasks g1 6ro'ide 'aried topi!s o" students) interests to "a!i$itate di""erent $earning st $es and attitudes. h1 7xpose the $earners to $anguage in authenti! use i.e. brie" "o!us on $exi!a$ !hunks+ phrases+ idioms. 37ither in $istening+ reading or speaking a!ti'it 1 i1 6ro'ide the $earners #ith opportunities to use the target $anguage in !ommuni!ati'e purposes 3most$ in speaking+ $istening+ and reading1 ;1 A!!ommodate emphasis on speaking and $istening tasks. k1 Co'er exp$anations+ tasks and exer!ises on a$$ "our ski$$s $1 Dedi!ate a $anguage 3grammar1 "o!us in ea!h unit Interactivity; -aintain the possibi$it o" pair #ork and group #ork use "or !$assroom d nami!s and to support !ommuni!ati'e use o" the target $anguage b the $earners. Editorials !1 C$ear %nstru!tions on tasks and exer!ises. d1 C$ear examp$es. *e+ English (ile #dvanced student!s book E E 2 E

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E E

2 2 E E E

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E 2 E 1:

Textbook/Course book Assesment 272.704 Assignment 2 0. Design and layout d1 6ro'ide !omprehensib$e+ attra!ti'e 'isua$s or pi!tures. e1 A!!ommodate "urther use o" 'isua$s or pi!tures "or !reati'e tasks initiated b $earners or tea!her. "1 7as to read2text 3"ont si8e1+ reader2"riend$ $a outs 3i.e. enough spa!e+ not too dense1

Yuliandri-12174438

E E

4e"erences *ro#n+ F. D. 319901. !he elements of language curriculum: a systematic approach to program development. *oston. 5ein$e. ?xenden+ C.+ G <atham2@oenig+ C. 320111. New English file advanced student"s book. -e$bourne. ?x"ord ,ni'ersit 6ress. Tom$inson+ *. 320031. -ateria$s e'a$uation. %n *. Tom$inson 37d.1+ #eveloping materials for language teaching 3pp. 202231. <ondon. Continuum.

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