Makalah COURSEBOOK

PREFACE

First at all, give thanks for God’s love and grace for us. Thanks to God for helping us and give us chance to finish this assignment timely and we would like to say thank you to Mrs. Siska Rizkiani,S.Pd.,M.Pd. as the lecturer that always teaches us and give much knowledge about coursebook Evaluation based on Activities.

This assignment is the one of English task that composed of Coursebook Evaluation, we realized this assignment is not perfect, but we hopes it can be useful for us. Critics and suggestion is needed here to make this assignment be better. Hopefully we as a students in “STKIP Siliwangi Bandung” can work more professional. Thank you.

Cimahi, 9 Mei 2015

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TABLE OF CONTENTS

Preface ………………………………………………………………………………………..  i

Table of contents ……………………………………………………………………………..  ii

Chapter I ( Introduction ) …………………………………………………………………….. 1

-          A. Background …………………………………………………………………… 1

-          B. Problems Formulation ………………………………………………………… 1

Chapter II ( Discussion ) ……………………………………………………………………… 2

-          A. Introduction of course book …………………………………………………… 2

-          B. Course book structure ………………………………………………………….. 2

-          C. Selection of coursebook ………………………………………………………... 3

-          D. Course book fous should be …………………………………………………….4

-          E. Evaluation Criteria …………………………………………………………… .. 5

Chapter III ( Closing ) ………………………………………………………………………… 7

-          Conclusion ……………………………………………………………………….... 7

References …………………………………………………………………………………….. 8

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CHAPTER I

INTRODUCTION

A. Background

        One effort to improve the quality of education in schools is a way through the improvement of the teaching process. In which there are teaching and learning. Various concepts and new insights about teaching and learning in schools have emerged and evolved as the rapid development of science and technology with the aim to meet the demands of the times that demand in order to create students who can bring this age better, more advanced and evolved from the days of the past and the present age and is able to develop. The learning process is a series of activities and interaction between students and teachers are controlled through lesson planning. Implementation of the learning process needs to be carried out systematically by the learning procedure has been developed. Therefore, one's ability to be possessed by the learner is able to understand and carry out the procedure of learning in the learning group, individual and classical. To implement this capability should the learner should know about the concept and principles of learning, various types of strategies or stages in the learning process. Good learning activities always begins with a mature plan. Careful planning will show optimal results in learning. Planning is the process of preparing something that will be implemented to achieve the intended purpose. Implementation of these plans can be prepared based on the needs within a particular liking planning maker. But more important is the planning that is made must be carried out easily and precisely goals. And also as lesson planning, which is planned to be in accordance with the educational targets. The teacher as a subject in the learning plan should be able to arrange a variety of teaching programs according approaches and methods to be used. In the context of the decentralization of education as the embodiment equalization quality educational outcomes, and also use a variety of media or means of support such as guide books, the internet or other media.

B.     Problem formulation

1.      What is the context for the activity?

2.       How can you make the context clear and interesting to the learners?

3.       What is the point of the activity?

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CHAPTER II

DISCUSSION

A.     Introduction of Course book

A textbook, a book designed to accompany a specific academic course, or one specified by the writers of the course to be read by its students.

Coursebooks are intended to provide motivating material, ideas, a structure and cohesive syllabus to a language course. Some do this more successfully than others. The role of the teacher cannot be underestimated either. As the old adage goes, only a bad worker blames his or her tools. A good teacher can make even the most dire coursebook a motivational experience for learners and teacher alike.

B.     Coursebook Structure

From the viewpoint of its structure we consider a foreign language coursebook (set) to

be a complex material composed of mutually linked components. Here we are considering the

student’s book only. We think that within the coursebook set the student’s book has the key

role because it has been the source of the content of the other parts of the coursebook set

which are there to develop the particular topic in student’s book and offer more space for

students’ individual and cooperative work based on their current and previous knowledge and

skills.

In other words, a work book should offer enough tasks and exercises to develop the

topic from the coursebook, enough material for individual creative work of a learner. The

audio-lingual material (audio or video tapes) should present authentic material for effective

development of oral skills, i.e. listening and speaking.

In our opinion text (main and additional) plays the key role in a coursebook. We think

that it is the most important part of a coursebook from which the other extra-textual parts

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(exercises, vocabulary, pictures, etc.) should be created. By means of students’ activity and

creativity application, they provide space for the development and extension of the topic dealt

with in the original [initial] text/s because they connect the particular topic with students’

previous acquired knowledge and skills.

 COURSEBOOK SET

 ↓

 COURSEBOOK

 ↓

 TEXT →

 ← EXTRATEXTUAL PARTS

 Main: spoken/written exercises auditory & visual

 tasks diagrams

 Additional projects tables

 role play/simulations, etc.

C.     Selection of Course books

•  Choosing a course book can be extremely difficult.  We cannot get a good picture of the suitability of a book until we have been working through it for some time.

•  The teacher’s responsibility involves not only  student assessment, but also the evaluation of the teaching and learning process itself. This means that the materials must be evaluated as well.

We are not looking for the “Perfect” textbook which meets all our requirements. But rather the best possible fit for what the teachers and the students need.

It is important that the aims of the teaching program determine the materials to be used and not the contrary.

The course book also helps our pupils because it offers them:

a.       A sense of purpose, progression and progress.

b.        A sense of security.

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c.        Independent and autonomous learning.

d.       A reference for checking and revising.

D.    Course book Focus Should be

Grammar focus – Sequenced exercises that allow the student to focus on the new grammar point and solidify their learning

Vocabulary Focus – Thematic vocabulary reflected in the chapter

Listening Focus –Functional conversations that introduce the target grammar

Speaking Focus – Interactive speaking task focused on the student’s production of target vocabulary, grammar and functional language.

Pronunciation Focus – Stress rhythm, and intonation practice based on the target vocabulary and grammar

Reading & writing Focus – Thematic passages that incorporate personalized writing activity that stimulates student production of target vocabulary and grammar

Cultural Focus – Topics that introduce the different ways different cultures act in given situations that reflect the principles of positive multiculturalism.

Media Programs - A springboard for student involvement and interaction.

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E.     Evaluation Criteria

Quite a number of experts (Cunningworth, Harmer, Hutchinson, etc.) have been

involved in foreign language material evaluation and adaptation. They have tried to list

evaluation criteria in order that a foreign language teacher can choose ‘the best’ coursebook

(set) for his/her learners. Taking those conclusions into consideration we can consider two

aspects to be the key ones: evaluation of a coursebook as a whole and evaluation and testing

of acquired knowledge and skills presented by the coursebook.

Taking into consideration the opinions of other authors, we would like to present the

following criteria which we consider important in a foreign language coursebook evaluation:

external layout and basic information and internal structure and content.

External layout and basic information

A foreign language coursebook respects the addressee, i.e. the student or learner with

regard to the level of his/her proficiency. It also respects the syllabuses for the given school

and learner’s level of foreign language proficiency together with the respect for professional

motivation of a foreign language teacher and learners’ expectations and needs.

Internal structure and content

We highlight the following criteria:

• the choice and application of methods with regard to teaching, learning and

acquisition;

• presentation of grammar and lexis with respect to the principles from the known to the

unknown, from the easier to more difficult, from the focus to the margin;

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• the link between exercises, activities and tests with the theme of the main text aiming

at the development of creativity and independence of students;

• the choice of text with regard to students’ age, interests and the level of their

communicative competence; it is the main text and additional texts which help to

develop students’ knowledge about the English speaking countries in comparison with

students’ own country and language;

• the respect of socio-cultural and multicultural factors and interests of students;

• the development of integrated skills;

• functional non-verbal material;

• functional additional material (even authentic material);

• validity and reliability of tests;

• respect for the application of various learning styles and styles of second language

acquisition;

• the role of mother tongue;

• functions of other parts of the coursebook set.

                                                    

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                                                      CHAPTER III

   CLOSING

A.    Conclusion
The learning process is a process in which there is activity between the teacher-student interaction and reciprocal communication that takes place in an educational situation to achieve the learning objectives. So many stages of learning that teachers must learn to support learning activities. But in general, simply learning stage consists of pre learning, learning presentation and follow-up study. By knowing the various processes of learning expected of a teacher can apply all these processes in learning activities, particularly in implementing activities in accordance with course book that has been available. it is meant for learning more in line with the expected goals, more optimal, more structured, more creating a learning environment that is fun, exciting, effective,and,efficient.

From the description and explanation above, then we will know that everything in the learning process, there are several stages. Starting from the planning stages of learning or learning preparation then what has been planned is implemented (implementation phase of learning) and the last is the evaluation of the learning of all the components that are inside, ranging from instructional planning, implementation of learning and learning outcomes.

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REFERENCES

Williams, M., Burden, R. L. (1997) Psychology for Language Teachers. CUP.

Tandlichová Eva .EFL coursebook in learner-centred learning and teaching.Comenius University, Bratislava, Slovakia

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