Language Teaching Design and Assessment 684

Assignment 1

Course book Evaluation

Reading and Writing

For use at Muhammadiyah University of YogyakartaIndonesia

Curtin University of TechnologySEAMEO Regional Language Centre (SEAMEO RELC)

SEAMEO Regional Training Centre (SEAMEO RETRAC)

MASTER OF ARTS(Applied Linguistics)

Intake 06

COURSE ASSIGNMENT 01 A

Module:Language Teaching Course Design and

Assessment 684Full Name : Jati SuryantoStudent Number : 15124513 Lecturer : Paul Mercieca

Paper OutlineThe paper will mainly discuss:

The existing ELT Textbook Evaluating SchemaThe selected schema for evaluating the course

bookThe syllabus as the basis of the course book

designThe review of the course book of English for

Reading and Writing for semester 1 students at Muhammadiyah University of Yogyakarta, Indonesia

Conclusion Recommendation.

Some existing ELT Textbook Evaluating Schema

Ansary, Hasan and Babaii, Esmat (2002) Universal Characteristics of EFL/ESL Textbooks: A Step Towards Systematic Textbook Evaluation The Internet TESL Journal, Vol. VIII, No. 2, February 2002 (http://iteslj.org/ retrieved on August 12, 2010))

Tucker, C. A. (1975). Evaluating beginning textbooks. English Teaching Forum, 13, 355-361.

Ur, P. (1996). A course in language teaching: Practice & Theory (pp. 184-187). Cambridge: Cambridge University Press.

Some reasons for the chosen schema Ansary, Hasan and Babaii, and Esmat’s schema is a

combination of both Tucker and Ur’s schemas.Tucker (1975, p. 357) proposes "adequacy of pattern

practice" as a criterion which is not always applicable for all approaches and methods of learning teaching.

Penny Ur (1996, p. 186) also offers "good grammar practice" as a criterion which is not always applicable for all approaches and methods of learning teaching.

Tucker (1978, p.358), include "competence of the author" or "whether or not a textbook is based on the findings of a contrastive analysis of English and L1 sound systems" as criteria. Of course this criteria is not relevant anymore as the criteria to review a course book.

Universal features of EFL/ESL textbooks Hasan Ansary and Esmat Babaii (2002) Universal Characteristics of EFL/ESL Textbooks: A Step

Towards Systematic Textbook Evaluation, The Internet TESL Journal, Vol. VIII, No. 2, February 2002 (http://iteslj.org/ retrieved on August 12, 2010))

ApproachDissemination of a vision (theory or approach) about

the nature of language the nature of learning how the theory can be put to applied use

Content PresentationStating purpose(s) and objective(s)

For the total course For individual units

Selection and its rationale Coverage Grading Organization Sequencing

Universal features of EFL/ESL textbooks

Satisfaction of the syllabus To the teacher

Providing a guide book Giving advice on the methodology

Giving theoretical orientations Key to the exercises

Supplementary materials To the student

Piecemeal, unit-by-unit instruction Graphics (relevant, free from unnecessary details, colorful, etc.) Periodic revisions Workbook Exercise and activities

In the classroom Homework Sample exercises with clear instructions Varied and copious

Periodic test sections Accompanying audio-visual aids

Universal features of EFL/ESL textbooks

Physical Make-upAppropriate Size & weightAttractive layoutDurabilityHigh quality of editing and publishingAppropriate titleAdministrative ConcernsMacro-state policiesAppropriate for local situation

CultureReligionGender

Appropriate Price

Syllabus as the basis of the course book designRationale and Background

Students of Language Training Centre -UMY are expected to have a good ability in both spoken and written English since UMY commits to create graduates who have global perspectives and professional abilities. One of these abilities is being able to write sentences and paragraph as well as master the reading skills. So, the capability of writing and reading skills in English will be a good skill that must be possessed by the students.

Pre-requisites It is assumed that students entering this course have very

low ability in both reading and writing skills.

Timing This course is offered to students of semester 1. It runs twice

a week for 90 minutes over 30 meetings of contact time, plus two formal exam periods, in mid-semester and at the end of the semester.

Syllabus as the basis of the course book designActivities types

Typical activities in this course will include: Lecturing; Individual tasks; Pair work/small group activities; Class discussion; Class presentations; Games; Video discussions

AimThe overall aims or broad goals to be achieved by students in

this course are: understand various types of reading skills; apply reading skills taught in the classroom; write English Sentences; write paragraphs in English

ObjectivesThe specific knowledge, skills, strategies, understandings,

and/or key competencies to be achieved by students during this course are to: write basic sentences; write compound sentences; write complex sentences; write a good paragraph in English; guess the meaning from texts; reference and inference ; scan and skim for specific information; apply reading skills in some texts.

Evaluation of the Textbook

(a course book for semester 1 students)

Muhammadiyah University of Yogyakarta, Indonesia

English for Reading and Writing

Approach

Dissemination of a vision (theory or approach) aboutthe nature of language

The course book is used to teach English skills, especially reading and writing skills. However, the learning process is including speaking skill when the students have to brainstorm the topic that they have to read and write.

the nature of learning Although it is not clearly stated, the course book uses

communicative language teaching. Before reading and writing, the students have to discuss the topic and sometimes they have to conduct some interviews.

how the theory can be put to applied use Seeing the fact that the course book focuses on the process how

to develop the students’ skills, especially reading and writing, it can be concluded that the theoretical background of learning and teaching can be well applied in the process.

Content PresentationStating purpose(s) and objective(s)

For the total course The total course has shown that it meets the purposes and

objectives of the syllabus. The overall aims or broad goals to be achieved by

students in this course are: understand various types of reading skills; apply reading skills taught in the classroom; write English Sentences; write paragraphs in English

The specific knowledge, skills, strategies, understandings, and/or key competencies to be achieved by students during this course are to: write basic sentences; write compound sentences; write complex sentences; write a good paragraph in English; guess the meaning from texts; reference and inference ; scan and skim for specific information; apply reading skills in some texts.

Content PresentationStating purpose(s) and objective(s)

For individual units The individual units have build a comprehensive

process of understanding the skills of reading and writing from the simple activity to the more complex reading and writing activities.

In contrast with the good processes of activities, the units do not show good arrangements of topics. It does not start from the topic around the students that develop to the broaden scope of topic.

Content PresentationSelection and its rationale

Coverage The course book covers reading and writing skills. It is aimed that the

students have ability of conducting speed reading and sentence and paragraph writing as stated in the syllabus.

Grading The 12 units of the course book are arranged from the lower level of

understanding to the more difficult level of understanding. It can be seen from the length of the text and the complication of writing activities.

Organization The course book is well organized as it starts from pre-reading, while

reading, and after reading activities. Writing activities are arranged in relation with the reading topics that they give better input before writing. Moreover, before writing, the students have to discuss and brainstorm the topic of writing before they start writing. The unit also provide the students the activities of editing the writing composition.

Sequencing Unit 1 to 12 do not show a good sequencing of the topic as it does not

start from the topic around the students that develop wider scope of topics.

Content PresentationSatisfaction of the syllabus

To the teacherProviding a guide book

The book is not completed with a guide book.

Giving advice on the methodology Giving theoretical orientations

The course book does not state the specific approach and methodology, but the arrangement of every unit shows that the teacher can apply communicative language teaching.

Key to the exercises The key to the exercises are the use of discussion and

brainstorming before reading and writing activities.

Supplementary materials The course book does not show the supplementary materials.

The institution lets the teacher to use their own supplementary materials in the form of loose leaf materials.

Content PresentationSatisfaction of the syllabus

To the studentPiecemeal, unit-by-unit instruction

All the instructions are easy to understand and they can be followed clearly.

Graphics (relevant, free from unnecessary details, colorful, etc.) The book is printed in black-white color that the pictures

do not attract the students to pay attention to the pictures.

Periodic revisions The course book is periodically revised. Even this book is

the new version. The previous book was not arranged integrally.

Content Presentation(cont.)Satisfaction of the syllabus

Workbook There is no work book which can make the course book more

effectively. Exercise and activities

In the classroom The course book gives appropriate numbers of classroom activities.

Homework The course book does not specifically give homework. The teacher

can give any homework freely based on the topic. Sample exercises with clear instructions

The course book has sample exercises with clear instructions Varied and copious

The examples and practices are varying.

Periodic test sections The tests are carried out twice; formative and summative test

Accompanying audio-visual aids The course book is not completed with audio visual aids.

Physical Make-upAppropriate Size & weight

The course book size is good because it consists of 12 units with 161 pages. It is designed for 24 sessions meeting.

Attractive layoutThe book lay out is well arranged but it will be better when

using colorful pictures.Durability

The 12 units is suitable for 24 sessions meeting. Each unit can be taught for two sessions, one for reading session and another one for writing session.

High quality of editing and publishing The course book is well edited and it is published limitedly for

internal use.Appropriate title

The title is clear as the course book is for reading and writing class.

Administrative Concerns Macro-state policies

Indonesia is now pushing all educational institution to reach a world class level of education. To reach this policies, all levels of education must compulsory teach English to the students. The course book is suitable for this purposes as it can make students use English productively in academic setting.

Appropriate for local situation Culture

All units discuss global cultures that every student can learn it happily. Even unit 6 talks about culture of the world that the students can improve their understanding of other cultures in other parts of the world.

Religion All the units do not talk specifically about any religions that

the course book is free from religious values. All students , then, can use the course book.

Gender There is no gender bias in the course book.

Appropriate Price The course of the book is reasonable. All students can afford it

ConclusionThe course book does not state the approach and the method

used in the process of learning. However, from the process of learning guided by the boot, it can be concluded that communicative language teaching is used in the process of learning and teaching.

The course book has met the objectives stated in the syllabus.The course book can be easily used by the students to learn and

by the teacher to teach.The level of difficulty of the course book has been well arranged,

however, the topics are not well sequenced.The course book physical appearance is good, but it would be

better if the book is printed full color. The content of the course book is appropriate for local culture

and it does not focus on a certain religion that it can be applied for every students from different religious and cultural background.

The price of the course book is reasonable.

RecommendationsThe course book should state the approach

and the method of learning and teaching.The topics should be sequenced from any

specific topics around oneself to wider range of topic outside the learners such as their environments or something from real to something more abstract.

The course book should be printed full color.

ReferencesAnsary, Hasan and Babaii, Esmat (2002).

Universal Characteristics of EFL/ESL Textbooks: A Step Towards Systematic Textbook Evaluation The Internet TESL Journal, Vol. VIII, No. 2, February 2002 (http://iteslj.org/ retrieved on August 12, 2010)

Tucker, C. A. (1975). Evaluating beginning textbooks. English Teaching Forum, 13, 355-361.

Ur, P. (1996). A course in language teaching: Practice & Theory (pp. 184-187). Cambridge: Cambridge University Press.