Name : Ani Widya Pitri

NPM : 1311040190
Class : D

1. Definition of textbook from experts, at least from six experts

2. Definition of textbook analysis from experts, at least from six experts
3. The role of textbook in ELT
4. The strength of using textbook in ELT
5. The important of analyzing textbook
6. Criteria of a good textbook
7. Definition of readability
8. The function of readability
9. How to calculate readability level based on the experts (e.g., Smog, Flesch Kincoid, etc.)
Answer:

1. textbook is defined as a comprehensive learning resource that is in print or electronic

form, or that consist of any combination of print electronic, and non print materials
collectively designed to support a substantial portion of the Ontario curriculum
expectations for a specific grade and subject in elementary school or for a course in
 secondary school, or a substantial portion of the expectations for a learning area in the
Ontario Kindergarten program. Such a resource is intended for use by an entire class
or group of students. (Ontario: 2006: 6). It means that textbook is a result of collecting
learning resource that have a purpose to support a curriculum. According to
Depdiknas says that the textbook is the book that used to the student handbook as a
medium of learning (instructional) in a certain level, and related to a particular field
of study. (2014: 14). It means that textbook is a minimized of the book but still in
contain that related in their field of study.
Buckingham, (1958) said that, textbook is a learning tool that usually used in the
schools and college to support a learning program.
According to Yulianti (Content Analysis on the English E-book, 2011), a textbook is
an instructional material which consists of content and material of the subject that is
well organized in written form and has a great contribution in the teaching and
learning process.

The other expert, Nunan (Second language teaching and learning. 1999, p. 98) states
that a textbook is the main component of any instructional program and it is difficult
to imagine a class without it..

Textbook is a book designed for using in class , carefully compiled and prepared by
the expert or experts in the field and equipped with means of appropriate teaching and
harmonious (Bacon, 1935).

Muslich (2010:50) says that the text books are books that contain a description of
material about the subject or field of study, arranged systematically and selected based
on specific objectives, orientation, learning and development of students to apply. It
means that the textbook is about describing material lesson. The material was
arranged in systematically and also have been selected based on some criteria, there
are: specific objectives, orientation, learning and development.

2. Cunning Sworth in his book titled Choosing Your Coursebook (1995) state that
textbook analysis is would involve the careful selection of materials examining
whether they reflect the needs of the learners, the aims, methods and values of a
specific teaching program.
According to Harmer (2001: 301) course book evaluation is a judgment on how well a
book has performed in fact.
Carter and Nunan (The Cambridge Guide to Teaching English to Speakers of other
Languages. 2001, p. 223) define evaluation as the process of measuring the value of
learning materials (that is) predictive pre-use evaluation, ongoing whilst-use
evaluation (and) retrospective post use evaluation.
Sheldon said that Textbook analysis is defined as the focusing study to decide the
quality and study the features of a textbook. (Evaluating ELT coursebooks and
materials.1988, p. 237-246)
According to Hutchinson and Waters (1987:97), cited in Sheldon(1988:237), textbook
evaluation is basically a straightforward, analytical matching process: matching
needs to available solution

According to Salamah (2014: 6) Analyzing textbooks means examining the content

such as learning materials, exercises, illustrations, and so on. It means that textbook
analysis can be said as an activity to examine the content of the book such as learning
materials, exercises, illustrations, and so on whether the content of the book was
appropriate or inappropriate.

3. The role of textbook in ELT

a. Is there a well developed curriculum which describes the objectives, syllabus
and content of the program or will this be determined by the textbook?
b. Will the book or textbook series provide the core of the program, or is it one of
several different books that will be used?
c. Will it be used with small classes or large ones?
d. Will learners be expected to buy a workbook as well or should the textbook
provide all the practice students need?
4. The strength of textbook in ELT
a. They provide structure and a syllabus for a program.
Without textbooks a program may have no central core and learners may not
receive a syllabus that has been systematically planned and developed.
b. They help standardize instruction.
The use of a textbook in a program can ensure that the students in different
classes receive similar content and therefore can be tested in the same way.
c. They maintain quality. If a well developed textbook is used students are
exposed to materials that have been tried and tested, that are based on sound
learning principles, and that are paced appropriately.
d. They provide a variety of learning resources. Textbooks are often accompanied
by workbooks, CDs and cassettes, videos, CD ROMs, and comprehensive
 teaching guides, providing a rich and varied resource for teachers and
learners.They are efficient.
e. They save teachers time, enabling teachers to devote time to teaching rather
than materials production.
f. They can provide effective language models and input. Textbooks can provide
support for teachers whose first language is not English
and who may not be able to generate accurate language input on their own.
g. They can train teachers. If teachers have limited teaching experience, a
textbook together with the teachers manual can serve as a medium of initial
teacher training. They are visually appealing.
Commercial textbooks usually have high standards of design and production
and hence are appealing to learners and teachers.

5. Textbooks are an important source of content in classes that use them. A textbook can
be used to define the boundaries of content as well as the specific topics, the order in
which they are taught, and most importantly, how they are presented.
According to William V Halley, the important of textbook are

1. Provides a reliable point of reference

2. Unlike the internet, it has been through a process to prove its' credibility

3. Available for generations

4. Someone [author(s)] are responsible for the information provided

5. Its longevity is not dependent upon a website host or an internet connection.

6. Textbooks provide administrators and teachers with a complete program. The

series is typically based on the latest research and teaching strategies.

7. Good textbooks are excellent teaching aids. They're a resource for both teachers
and students.
 6. Criteria of text book analyses

According to Depdiknas and BSNP, there are main criteria when

choosing reading text to be used, as follows :
1. The reading materials are based on the 2006 English Standard
Competence.
2. The reading materials are integrated with the writing materials.
3. The reading materials contain several examples of genre or the
other discourse.
4. The reading materials and/or exercises are sequenced based on
the level of difficulty (from easy one to difficult one).
5. The reading exercises train the students to enhance the reading
skill.
6. The reading materials include knowledge that supports the
students skill, and life skill.
7. The reading materials consider aspect of gender, ethnic, religion,
race, technology, and group.
8. The objectives of reading materials are presented in each chapter.
9. The reading materials are presented logically and well ordered.
10. The reading exercises are relevant with the reading materials.
11. The reading materials in chapter one are integrated with the
other materials in the
same unit.
12. The reading materials topics are presented to enhance the
students enthusiasm to read.
13. The reading materials vocabularies are presented based on the
students grade.
14. The reading materials in one chapter are strengthened and
integrated with the other materials in the different chapter.

According to Greene and Petty there are ten criteria of a good

textbook:

a. The textbook should interest the student want

 b. Textbook should be able to give the student a motivation

c. Textbook should be has a good ilustration to interest students.

d. The textbook should give attention especially in linguistics aspect.

e. The textbook should has correlation with the other subject.

f. The textbook can give stimulate the students activity.

g. The textbook should avoid the ambigous concept.

h. The textbook shoul has a clear point of view.

i. The textbook should give stabilization on moral values.

j. The textbook should respect the diffrenciate of the student and the

user.

According to Jeremy Harmer there are eight criteria of a good

textbook:

a. How expensive is the textbook? will the teacher and the student

have to buy the textbook?

b. Are all the components ( students book, teachers book, workbook)

available in the shop now? Does the next level or smester has been

publised?
c. Is the book attractive? Does the teacher comfortable with it? Do the

student like it?

d. What kind of teaching and learning does the book promote? Can

teachers and students built appropriate ESA sequences from it?? Is

there a good balance between study and activation?

e. Does the book cover the four skills reading, writing, speaking, and

listening aduquately? Is there a decent balance between the skill?

Are the opportunities for the both study and activation in the skill

work? Is the language of the reading and listening text appropriate?

Are the speaking and writing tasks likely to engage the students

interest?
f. Is the syllabus of the book appropriate for your students? Does is

cover the language points you would expect? Do the reading and

listening test increase difficulty as the book progresses?

g. Does the book contain a variety of topics? Are they likely to engaged

the students interest? Does the teacher respond to them well? Are

they culturally appropriate for the students?

h. Is there a good teachers guide? Is it easy to use? Does it have the

answers the teacher might need? Does it offer alternatives to lesson

procedures?
Tomlinson (1999, p. 11) believes that there is not one sample plan
for textbook evaluation, the framework used must be determined
by reasons, objectives and circumstances of the evaluation.
Garinger (2001) shows the value of providing a checklist or using of
it for evaluating textbooks. A number of features and criteria for a
good textbook, according to Ansary and Babaii (2002, p. 6) are as
follows:
1. Dissemination of a vision, theory or approach, about the
nature of language.
2. The nature of learning and how the theory can be put to
applied use.
3. Stating purpose(s) and objective(s) for the total course and for
individual units.
4. Selection and its rationale for coverage, grading, organization
and sequencing.
7. Definition of readability
John J. Pikulski, Ph.D. P a profeccor ofUniversity of Delaware said that readabilty is
the level of ease or difficulty with which text material can be understood by a
particular reader who is reading that text for a specific purpose. Readability is
dependent upon many characteristics of a text and many characteristics of readers.
pengertian readability adalah kualitas huruf yang menentukan tingkat keterbacaan
dalam kuantitas; seberapa bagus tulisan dan seberapa mudah dibacanya. (Tom E
Rolnicki, pengantar dasar jurnalisme: 2008)
Readability is a function of how typefaces are used. Its about how inviting your type
is to read and about getting the viewer to want to read it. (steven Bradley: 2012)

8. The function of readability

a. Get a readers attention and interest
b. Be easy to read

9. Flesch readability formula is considered as one of the oldest and

most accurate readability formulas. It was developed by Rudolph
Flesch in 1948. This formula is a simple approach to assess the
grade level of the reader. Its also one of the few accurate
measures around that we can rely on without too much scrutiny.
According to Foulger, the formula is considered easier to use,
requiring no comparisons with word lists. The computations involve
only the counting of syllables, words, and sentences. The formula is
the best combination of simplicity and meaningfulness. Moreover,
Flesch readability formula is the best used and appropriate on
school text (to assess the difficulty of a reading passage written in
English), whereas the other formulas are practical and can be used
for other written form, for example newspaper, articles, and
journalism. Flesch readability formula measures length: the longer
the words and sentences, the harder the passage to read. Like most
of readability formulas, it involves the sampling of 100-word sample.
Based on the Flesch, there are three directions to measure the
readability. The first step is count the sentences. Second is count the
words, hyphenated words, abbreviations, figure, symbols, and either
combination are count as single words. Then measure with the
Flesch readability formula and find the readability level. The specific
mathematical pattern for the formula is:
RE = 206.835 - (1.015 X ASL) (84.6 X ASW)
Where RE = Readability Ease
ASL = Average Sentence Length (the number of words divided by
the number of sentences)
ASW = Average Number of Syllables per Word (the number of
syllables divided by the number of words)Flesch sets directions to
use the formula by giving series of steps:
Step 1: Count the sentences
Count a sentence of full units of speech marked by a period, colon,
semicolon, dash, question mark, or exclamation point as one
sentence. Sometimes a 100-word mark falls in the middle of a
sentence. Count such a sentence as one of those in the sample if
the 100-word mark falls after more than half of words in it;otherwise
disregarded.
Step 2: Count the words
Count each word in the up to 100. After the 100th word, put a mark.
Count as one word for numbers, symbols, contractions, hyphenated
words, abbreviations, figures, and their combination that are
surrounded by one space. For example, count the following as a
single word; 1980, $ 17.2, e.g., C.O.D, hasnt,week-end.
Step 3: Count the number of syllables
Count the syllables as they are pronounced, for example: asked has
one syllable, seven consists of two, determined has three,
pronunciation consists of four syllables. If a word has two accepted
pronunciations, use the one with fewer syllables. For example, the
word beloved has two kinds of pronunciation (bilavd and bilavId),
choose the fewer one. Count the number of syllables in symbols and
figures according to the way they are normally pronounced, two
syllables for $ (dollar), three for C.O.D (si-o-di),and four for 1980
(nineteen eighty).
Step 4: Find the readability score
Find the average number of score and word length of the text in the
readability table. The instruction of readability score shows on the
reading ease score (see table 2.2). The Flesch reading ease formula
is a number from 0 to 100, with ahigher score indicating easier
 reading. If we were to draw a conclusion from the formula, then the
bets text should contain shorter sentences and words. The score
between 60 and 70 is largely considered acceptable, it has standard
as the description of style and the estimated reading grade is eighth
to ninth grade. If we find a result of readability with other score, we
can compare it with the other criteria in the table. The following
table is helpful to assess the ease of readability in a reading text:
10.
11.
12. Table 2.2 Table of Reading Ease Score*
Descript Average Average Reading Estimated
ion Sentence Number Ease Reading
of s of Syllables Score Grade
Style Length per 100
Words

Very Easy 8 or 123 or less 90 100 less Fifth

Grade
Easy 11 131 80 90 Sixth Grade

Fairly 14 139 70 80 Seventh

Easy Grade

Standard 17 147 60-70 Eighth to

Ninth Grade

Fairly 21 155 50-60 Tenth to

Difficult Twelfth
Grade

Difficult 25 167 30-50 Thirteenth

to sixteenth
Grade
(College)

Very 29 or 192 or more 0 30 College

Difficult more Graduated
 How to use the SMOG formula:
a. 1. Count 10 sentences in a row near the beginning of your material. Count 10
sentences in the middle. Count 10 sentences near the end. (30 total sentences)
2. Count every word with three or more syllables in each group of sentences, even if
the same word appears more than once.
3. Add the total number of words counted. Use the SMOG Conversion Table I to find
the grade level.

If your material has fewer than 30 sentences, follow the instructions for "SMOG on
Shorter Passages" and use SMOG Conversion Table II.
Word Counting Rules:
A sentence is any group of words ending with a period, exclamation point, or
question mark.
Words with hyphens count-as-one-word.
Proper nouns are counted.
Read numbers out loud to decidethe number of syllables.
In long sentences with colons or semicolons followed by a list, count each part of
the list with the beginning phrase of the sentence as an individual sentence.
Count abbreviations as the whole word they represent.

SMOG for Shorter Passages (< 30 sentences)

Use this formula and SMOG Conversion Table II for material containing less than 30
sentences, but not less than 10 sentences.

1. Count the total number of sentences in the material.

2. Count the number of words with 3 or more syllables.
3. Find the total number of sentences and the corresponding conversion number in
SMOG Conversion Table II.
4. Multiply the total number of words with 3 or more syllables by the conversion
number. Use this number as the word count to find the correct grade level from
Table I.

While the SMOG Readability Formula is an easy way to determine readability, another
option is the Flesch-Kincaid Grade Level Index. This test is automatically calculated on your
Microsoft Word documents. After Microsoft Word completes a grammar check (under tools
in the tool bar), readability statistics are displayed. One of the formulas that is similar to the
SMOG formula is the Flesch-Kincaid formula. This index computes readability based on the
average number of syllables per word and the average number of words per sentence. The
score in this case indicates a grade-school level. For example, a score of 8.0 means that an
eighth grader would understand the document. Standard writing approximately equates to the
seventh- to eighth-grade level.
c. Flesch reading ease formula

RE = .39 (words/sentence) + 11.8 (syllables/word) 15.59

Or in simplified version
RE = .4 (words/sentence) + 12 (syllables/word) 16
d. Gunning
Readability index = .4 (mean sentence length + % words over
two syllables)
e. Fog count

GL =

easy words+ 3 ( hard words )

3/2
sentence

f. The Flesch-Kincaid Grade Level Readability Formula

Step 1: Calculate the average number of words used per sentence.
Step 2: Calculate the average number of syllables per word.
Step 3: Multiply the average number of words by 0.39 and add it to

the average number of syllables per word multiplied by 11.8.

Step 4: Subtract 15.59 from the result.

The specific mathematical formula is:

FKRA = (0.39 x ASL) + (11.8 x ASW) - 15.59

FKRA = Flesch-Kincaid Reading Age

ASL = Average Sentence Length (i.e., the number of words divided by

the number of sentences)

ASW = Average number of Syllable per Word (i.e., the number of

syllables divided by the number of words). (Patricia L. Correl,
readability in ESL, p.23).

g. Linsear Write
 Is a readability formula to score the difficulty of English text. The U.S.
Air Force first developed the Linsear Write Formula to help calculate the
readability of their technical manuals. Like many useful readability
formulas, the Linsear Write calculates the U.S. grade level of a text
sample based on sentence length and the number of words with three
or more syllables.

** ( Use our free Linsear Write Readability Calculator to grade your text
using the Linsear Write Readability Formula).
a. Use the following method to calculate the grade level of a text using

the Linsear Write formula:

1. Find a 100-word sample from your writing.
2. Calculate the easy words (defined as two syllables or less) and place

a number "1" over each word, even including a, an, the, and other

simple words.
3. Calculate the hard words (defined as three syllables or more) and

place a number "3" over each word as pronounced by the dictionary.

4. Multiply the number of easy words times "1." And Multiply the

number of hard words times "3."

5. Add the two previous numbers together.
6. Divide that total by the number of sentences.
7. If your answer is >20, divide by "2," and that is your answer. And If

your answer is <20 or equal to 20, subtract "2," and then divide by

"2." That is your answer.