Text Book Evaluation

8/10/2019 Text Book Evaluation

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CONTENT

INTRODUCTION

DEFINITION OF TEXT BOOK

THE IMPORANCEOF TEXTBOOK TB)

TEXTBOOK SELECTION AND EVALUATION


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INTRODUCTION


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DEFINITION

Systematically organized materialscomprehensive enough to cover the primary

objectives outlined in the standard course of

study for a grade or course


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PERSPECTIVES IN THE IMPORTANCE OFTEXTBOOK

TEACHERS NEED TEXTBOOK

TEACHERS DONT NEED

TEXTBOOK

TEACHERS SELECTS THEM TOPERFECT TECHING AND

LEARNING ACTIVITY


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TEACHER DONT NEED TEXTBOOK

o Every students has different needs, no textbook can bea response to all different needs

o Topic in textbook may not be relevant to or interestingfor all learners.

o A textbook inhibit or confines teacher creativity

o A textbook has its own rationale

o Teacher may find themselves as a mediator (judgment;good or not )


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TEACHERS NEED TEXTBOOK

Without textbook learner think their learning is not taken seriously

In many situations a textbook can serve as a syllabus

It provides ready made teaching text and learning task

It is a cheap way of providing learning material

Without it learners will be out of focus and teacher dependent

For new teacher a textbook means security, guidance and support


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Textbook usually contains ;

Hidden curriculum

Attitude toward knowledge

Attitude toward teaching and learning

Attitude toward role and relationship of

teacher and student


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Textbook Evaluation and Selection

Definition

Evaluation and Selection are matching process:matching needs to choose appropriate (textbook) for

teacher and the learner ( Hutchinson and Waters: 1987)

Evaluation of textbook as a matter of judging the

fitness of something (textbooks/materials) for aparticular purpose (teaching in an EL situation forexample).


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To detect the strengths and weaknesses of the

textbook in question.

To judge its relevance to the needs of students,

teachers and the syllabus.

To adjust teachers to new methodology andapproaches in teaching.

To bolster/support teachers professionaldevelopment and build their confidence.

IN EXLets do evaluation


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Language use

Cultural information

content


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Language

Use communicative language

Correct (grammatical written)

Recent

(up to date topic related to the new issues)Natural

Standard English (in use)

Vocabulary must be controlled based on learner level

Containing a various genres so as to introduce students withdifferent types of text.


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Content

Useful(give something benefit)the narrative story of Beauty n Beast it

will be more benefit if we introduce Gajah Mada as hero than (B nB)

Meaningful

give direct experience, so it will be meaningful, by involving learners(engagement)

Interesting

In general

Textbook (the material) should be understandable (not too easyor higher material) Textbook must have clear instructional procedures and method Textbook must support for learning ; list of vocabulary, exercise,

visual aid.


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Internal evaluation and selection

Ellies (2000:220)

INPUT The information is supplied with (material)

PROCEDURES The activity that learners to do in the class

LANGUAGE

ACTIVITY

The activity must contain productive

(speaking, writing) and receptive skill

(listening, reading) or both of them

OUTCOMES Complete the task ( exercise in the end of

the topic)


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Wrong choice makes

(checklist)An Instrument

TEXTBOOK

USER

TEACHERSTUDENT

GOALTo assist in

learning andteaching activitybased on needs

EVALUATION

BoringUnstructured

confusion

To get the appropriatetextbook

CONLUSION


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CHECKLIST Good Fair Poor

CONTENT

(EXPLANATION)

Is the content interesting to the learners?

Does the content match to the learners?

Is the content understandable to the learners?

EXAMPLES

Do the examples match to the lives and interest to the learner?

Do the example relevant to the material?

EXERCISE

(TASK)

Do the exercises give the different needs of the learners?

Will the exercises interest to the learners?

PRESENTATION

(FORMAT)

Does the book look right (cover, written text, picture) to the

learners?

Are the illustration and other Graphical and design appropriate to

their age, education level?

Is the printed text easy to read?

Is the mix between the print and white space balance?

Does the book have an index?

Is the book well-constructed? (neat writing)

CHECKLIST EXAMPLE -BYRD (2002:417)

CLICK TO SEE THEGENERAL FORMOF TEXTBOOK

REVIEW


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The emphasis is not

providing interesting material (textbook)

but on doing interesting thing with those materials

That why I call you Good Teacher

Documents

Text Book Evaluation