This document discusses the role of instructional materials and textbook evaluation. It provides definitions of textbooks and instructional materials. Textbooks can serve several roles, such as a resource for teaching, a source of activities and information for learners, and a support for less experienced teachers. When evaluating textbooks, it is important to consider the needs of learners, teachers, and the language program. Some criteria for evaluation include how well the textbook corresponds to learners' needs and reflects their purposes, accounts for their needs as learners, and supports the learning process.

1. Nurul Ida Setyana 123 221 230
Rizki Sabilla Ramadhani 123 221 257

2. The Role and Designing
of
Instructional Material

3. The Notion of Teaching Materials
Authentic Versus Created Materials
Textbooks
Evaluating Textbooks
Criteria for Textbook Evaluation

4. 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

5. printed
Non-print
materials that comprise both
print and non-print sources

6. 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

7. A reference source for
learners on grammar,
Vocabulary, pronoun-ciation,
and so on
A source of stimulation and
ideas for classroom activities

8. A support for less
experienced teachers
A syllabus (where they reflect
learning objectives been
determined)

9. positive effect on learner motivation
provide authentic
cultural information

10. 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

11. too culturally biased
Too many structures
are mixed
Preparation= Consuming time
Material is outdated easily

12. What is textbooks?

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

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

15. Past VS Current textbook
NO 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

16. Textbooks are used in different ways
to develop language skill:
Reading textbook
Writing textbook
Grammar textbook
Speaking textbook
Listening textbook

17. Depend on how
materials are used
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

18. 1. Contain inauthentic language
2. Distort content
3. Not reflect students’ needs
4. Deskill teachers
5. Expensive

19. Problem:
Evaluation can only be done by considering something in relation to
its purpose
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.

20. 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

21. There are two factors are involved in the
development of commercial textbooks
Representing the interests of
the author
Representing the interests of
the publisher

22. Criteria for textbook evaluation
1. Correspond to learners’ needs
2. Reflect the uses (present or
future) to student’s purpose

23. 3. Take account of students’
needs as learners
4. Have a clear role as a
support for learning

24. Checklist for textbook evaluation
Aims and
approaches
Design and
organization
Language
content
Skills
Topic
Practical
considerations
Teacher’s
books
Methodology

25. The main issues involved in textbook evaluation
and selection