THE USE OF TEXTBOOK IN ELT

WIDYA RAHMAWATI

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Textbooks are a core part of any curriculum as the unique contributors to content learning. They are, perhaps, the most commonly used course materials in transmitting knowledge and skills. The textbooks are one of the crucial factors in determining the learners’ success in language courses. Teachers or curriculum developers, therefore, should select this teaching material carefully.

Students can learn in different environments and through different ways. Learning may take place beyond the boundary of textbooks and the classroom; it may take place through a diversity of learning materials and experiences. Although textbooks are not the only learning resources, they still play an important role in student learning. Textbooks are not only teaching materials for teachers, but also students’ self-directed learning materials for preparation and revision purposes.

The Difinition of Textbook

The textbook is a book used as a standard source of information for formal study of a subject and an instrument for teaching and learning (Graves, 2000: 175). Textbooks are learning materials commonly used in teaching learning process (Richard and Renandya: 2002). Textbooks have been defined in many ways by ELT practitioners. In general, they are said to be a learning tool (Nunan: 2003), principle (Ur: 1996), and a staple (Garinger: 2001) which are used in many ESL/EFL classes.   

The Advantages of Textbooks

      The following list contains the most frequently stated advantages of using textbooks (Graves 2000: 175; Basturkmen 2010: 149):

1. It provides a syllabus for the course because the authors of the syllabus have made decisions about what will be learned and in what order.
2. It provides security for the students because they have a kind of a road map of the course: they know what to expect and they know what is expected from them.
3. It provides a set of visuals, activities, readings, etc., and so saves the teacher time in finding or developing such materials.
4. It provides teachers with a basis for assessing students’ learning. Some textbooks include tests or evaluation tools.
5. It may include supporting materials (teacher’ s guide, cd, worksheets, and video.)
6. It provides consistency within a program across an given level, if all teachers use the same textbook.
7. If textbooks follow a sequence, as within a series, it provides consistency between levels.

Textbooks give a great contribution in the teachinglearning process both to the teachers and to learners. They offer a framework of guidance and orientation. However, apart from numerous advantages a single textbook frequently does not meet diverse needs of the learners.

References

Basturkmen, H. 2010. Developing Courses in English for Specific Purposes. New York: Paglave Macmillan.

Garinger, D. 2001. Textbook Evaluation. TEFL web journal.

Graves, K. 2000. Designing Language Course, A Guide for Teachers. Boston. Heinle. Cengage Learning.

Nunan, D. 1998. Language Teaching Methodology: A Textbooks for Teachers. New York: Prentice Hall

Richards, J. C. 2001. Curriculum Development In Language Teaching. Cambridge: Cambridge University Press.

Ur, P. 1996. A Course in Language Teaching: practice and theory. Cambridge: Cambridge University Press.