PROGRAM PENSISWAZAHAN GURU (PPG)KOHORT 1

(PROGRAM PENGAJIAN BAHASA INGGERIS)

ENGLISH LANGUAGE PRIMARY TEXTBOOK EVALUATION REPORT

TW20303MATERIALS DEVELOPMENT FOR THE LANGUAGE CLASSROOM

Group Members:

NO STUDENT’S NAME MATRIC’S NO. REMARKS1 WONG FUI CHING@TITI FARAH YUNUS CT10210814 G. Leader2 MARTINI @ MELISSA JAMES ADING CT10210439 Member3 NORBERT J.JINILO CT102105514 RAYNOLD RAPHAEL CT102106195

Lecturer’s Name:

J.C Ng

Due Date:14 OCTOBER 2013

CONTENT PAGE

1.0 INTRODUCTION 3

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2.0 TEXTBOOK AND CHAPTER SELECTION 4

3.0 CHAPTER EVALUATION ANALYSIS 4 – 5

4.0 RECOMMENDATIONS FOR IMPROVEMENT 5 – 6

5.0 CONCLUSION 6 – 7

APPENDIX 8-11

REFERENCES 12

1.0 Introduction

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Textbooks play a very significant role in language classrooms in all types of educational

institutions all over the world. According to Lamie (1999), that is why despite the development

of new technologies that allow for higher quality teacher-generated materials, demand for

textbooks continues to grow, and the publishing industry responds with new series and textbooks

every year. Cunningsworth (1995) also stresses that textbooks are an effective resource for self-

directed learning, an effective resource for presenting materials by the teachers, a source of ideas

and activities, a reference source for students, a syllabus that reflects pre-determined learning

objectives, and support for less experienced teachers who have yet to gain in confidence.

Choosing a textbook is a really daunting task, at times can be quite a frustrating prospect for

school administrators and teachers. Nevertheless, it's a prospect that need to be respected as it

has significant impact about the ability of students to fulfill their language learning objectives,

and affects the two process of where did they learn and positive results.

According to Daoud and Celce-Murcia (1979), information on textbook selection is

useful since it is sometimes part of the ESL or EFL teacher’s responsibility to select the textbook

she/he will use in a given class. Such a decision should be made carefully and systematically, not

arbitrarily. They add that even in countries where the choice of the textbook does not directly

involve the teacher, teachers may be asked to submit reports on the usefulness of the textbooks

they are already making use of. Numerous possible criteria and procedures for carrying out a

sound selection regarding appropriate textbooks happen to be suggested. However, selecting a

proper textbook is not only a wholly objective process. While many tips are suggested, a specific

subjective judgments with the teachers are central into it.

Tomlinson (2001) contends that textbook evaluation, on the other hand, is an applied

linguistic activity through which teachers, supervisors, administrators and materials developers

can make sound judgments about the efficiency of the materials for the people using them.

Cunningsworth (1995) and Ellis (1997) assert that textbook evaluation helps teachers move

beyond impressionistic assessments and it helps them to acquire useful, accurate, systematic, and

contextual insights into the overall nature of textbook material.

2.0 Textbook And Chapters Selection

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For our group, we chose the KSSR year two textbook to be evaluated whereas we focused on

unit 5 with the topic ‘Yes I Can’ (See Appendix 1) . The evaluation checklist that we will be

using is based on the Daoud and Celce-Murcia’s evaluation checklist with some alteration to

accommodate our analysis based on the selected chapter. (See Appendix 2).

3.0 Chapter Evaluation Analysis

The first criteria that is being evaluated for the selected chapter is the vocabulary and structures

of the text. Overall the text contains a fine balance of vocabulary and structures whereas the text

clearly provides a sets of new words which are suitable for the intended level. “Vocabulary is the

glue that holds stories, ideas and content together making comprehension accessible for

children.” (Rupley, Logan & Nichols, 1998/99). Students’ word knowledge is linked strongly to

academic success because students who have large vocabularies can understand new ideas and

concepts more quickly than students with limited vocabularies. The high correlation in the

research literature of word knowledge with reading comprehension indicates that if students do

not adequately and steadily grow their vocabulary knowledge, reading comprehension will be

affected (Chall & Jacobs, 2003).

The vocabulary items inside the text are controlled to ensure systematic gradation from

simple to complex items. In respective, the sentence length inside the text in adequate and

reasonable for the year two pupil where the text is consist with simple sentences where some of

the sentences are repeated which clearly show the emphasis of memorizing them. Furthermore,

the text also contains a fine balance of reading texts between language arts and non-language

arts materials where the text is integrated with songs to make it more appealing for the pupils.

In the context of language acquisition, according to Krashen (1988), acquisition requires

meaningful interaction in the target language - natural communication - in which speakers are

concerned not with the form of their utterances but with the messages they are conveying and

understanding the evaluated chapter provides pupils to learn language in a meaningful way and

the same time to develop pupils’ affective skills towards other individual, places and situations.

In terms of structure, the text clearly does use current everyday language, and sentence

structures that follow normal word order where the sentences and paragraphs follow one another

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in a logical sequence. In addition, linguistic items inside the text is being introduced in a

meaningful situations to facilitate understanding and ensure assimilation and consolidation.

According to Bodmer (1992), illustrations serve to "expand, explain, interpret, or

decorate a written text" (p. 72). They perform certain functions that may differ from those of

gallery paintings. Art work in picture books is most often concerned with storytelling. Therefore,

illustrations in picture books may function in one or more of the following ways.

Illustrations are important in that they provide mental scaffolds for the child reader, thus

facilitate their understanding of the written text. The short attention spans of the young child,

coupled with their limited vocabulary, syntax and world knowledge, place special demands on

illustrations to help develop plots and characters so that fewer words and less complex syntax

can be used. Reading comprehension has been characterized as a constructive process in which

the reader uses what is already known to help interpret the new information in the text (Anderson

and Pearson, 1984).

The purpose of the illustrations in the text is to entice children to read and interact with

text. They motivate young readers to find or name hidden objects or characters or to predict what

is going to happen next. Referring to the selected text, the illustration fared decently because the

pictures inside the text shows the relationship of action that is stated in the text. At the same time

the illustrations are clear, simple, and free of unnecessary details that may confuse the pupils.

Moreover, the illustrations are printed close enough to the text and directly related to the content

to help the learner understand the printed text. Overall, the checklist results showed that this item

was effective and practical to be utilize. Our group concluded that the in terms of physical make-

up, the text provides adequate attractiveness because the text highlighted more on the text rather

than pictures or illustrations.

4.0 Recommendations For improvement

Overall the selected chapters that we have evaluated is indeed suitable for the intended level of

pupils. However, the text can still be improved with the addition of the more interesting

illustrations such as more pictures showing various body movements compared with only two

pictures that are in the text.

In applying digital language learning materials, the chapter that we have chose to

evaluate is quite suitable and appropriate. The KSSR year two textbook itself is accompanied

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with an interactive CD to accommodate all the activities inside the textbook. Our group

recommends that additional materials can be added to the latter materials. One of our suggestion

is YouTube videos. Before going in depth with the lesson, pupils’ prior knowledge of the body

parts can be stimulate with nursery rhymes such as the song ‘Head, Shoulders, Knees and Toes’

song (See Appendix 3). With the aid of such material, it is possible to gain the pupils’ attention

in learning the topics. Sing simple songs and nursery rhymes help display the rhythm and pattern

of speech and develop language skills. Speech and language are often confused, but there is a

distinction between the two:

Speech is the verbal expression of language and includes articulation, which is the way

words are formed.

Language is much broader and refers to the entire system of expressing and receiving

information in a way that's meaningful. It's understanding and being understood through

communication — verbal, nonverbal, and written.

In respect, with the aid of digital media learning Digital technology offers a range of tools

which, used thoughtfully, can support creative teaching and foster creative thinking in learners.

Most importantly it can:

provide a stimulating, interactive multimedia environment which caters for different

learning styles (visual, auditory, kinesthetic)

provide access to a wide range of up-to-date, authentic material (world wide web)

make learning fun.

5.0 Conclusion

The use of a good textbook gives obvious advantages to both teacher and students Harmer

(1985:219). However, in fact, sometimes, some new or even old teachers do not pay much

attention to the textbooks they have for their teaching and learning process. It means that they

can't care whether your textbooks they plus the students have appropriately fulfill the

requirements or conditions of good textbooks. They commonly do what the ordinary teacher

does every day. They merely get ready the lesson program and do teaching in the classroom. Yet,

still they might make the textbooks much more useful regardless the caliber of the textbooks

independently.

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textbook evaluation is a type of a need on the teacher. Such activity is required to have

good textbooks that satisfy the requirements of excellent textbook. Teachers must make certain

that the textbooks employed in the teaching mastering process, including the textbooks utilized

by their students work enough when it comes to meeting the requirements being good ones. The

particular teacher him/herself, the actual teachers in group, or the specialist on textbook

evaluation can appraise the textbooks before they're used in the actual teaching and mastering

process.

Ideally, a teacher possesses an authority to evaluate and select good textbooks because of

their class for he or she knows much in regards to the characteristics of the students. Yet,

ironically, it often happens how the teachers are in such a powerless position that have no

choices to get good textbooks with the principal has had for the kids or even your neighborhood

government do in which the textbooks available might have not undergone restricted textbook

evaluation a great selection.

APPENDIX 1

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Source: English KSSR year 2 English Textbook (2011): KPM

APPENDIX 2

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Sample Checklist for Textbook Evaluation

Source: Daoud,A,-M., and Celce-Murcia, M. 1979. Selecting and Evaluating a Textbook. In

M. Celce-Murcia and L. McIntosh, eds. Teaching English as a Second or Foreign Language

(pp.302-307. New York: Newbury House.

(4：Excellent 3：Good 2：Adequate 1：Weak 0：Totally lacking)

The Chapter (Unit 5 – Yes I can)Evaluation

of the fit

Vocabulary &

Structures

1. Does the vocabulary load (i.e., the number of new words introduced every lesson) seem to be reasonable for the students of that level?

2. Are the vocabulary items controlled to ensure systematic gradation from simple to complex items?

3. Does the sentence length seem reasonable for the students of that level?

4. Does the writer use current everyday language, and sentence structures that follow normal word order?

5. Do the sentences and paragraphs follow one another in a logical sequence?

6. Are linguistic items introduced in meaningful situations to facilitate understanding and ensure assimilation and consolidation?

3

3

2

3

3

3

3

9

Illustrations

1. Do illustrations create a favorable atmosphere for

practice in reading and spelling by depicting realism

and action?

2. Are the illustrations clear, simple, and free of

unnecessary details that may confuse the learner?

3. Are the illustrations printed close enough to the text

and directly related to the content to help the learner

understand the printed text?

3

3

3

Physical

make-up

1. Is the text attractive (i.e., cover ,page appearance,

binding)?

Is the type size appropriate for the intended learners?

2

4

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APPENDIX 3

YouTube videos: Muffin Songs: Head, shoulders, knees and toes

Source: YouTube

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REFERENCES

Daoud,A,-M., and Celce-Murcia, M. 1979. Selecting and Evaluating a Textbook. In M. CelceMurcia and L. McIntosh, eds. Teaching English as a Second or Foreign Language (pp.302-307. New York: Newbury House.

Bodmer,G.R. (1992). Approaching the illustrated text. In G.E. Sadler (Ed.), Teaching children's literature: Issues, pedagogy, resources (pp. 72- 79). NY: The Modern Language Association of America.

Harmer, Jeremy. 1985. The Practice of English Language Teaching. London: Longman

Rupley, W.H., Logan, J.W., & Nichols, W.D. (1998/1999). Vocabulary instruction in a balancedreading program. The Reading Teacher, 52 (4).

Brown, H. Douglas. 2007. Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Longman

Chall, J. (1967-83). Learning to read: The great debate. NY: McGraw Hill.

English KSSR year 2 English Textbook (2011): KPM

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