Instructional Material Development

7/25/2019 Instructional Material Development

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CHAPTER I

INTRODUCTION

Writing and ideology aim to develop your capacity to analyze and discuss

literary texts, and to open up your understanding of how such texts articulate and

criticize the ideologies of differing groups, societies, cultures and historical periods.

Introductory lectures give an overall survey of the concept of ideology, with basic

definitions provided and some fundamental issues raised. In the body of the course

those issues are then taken up in relation to the specific prescribed texts.

Wang (Wang !" stated that the idea of evaluating textbooks is seen by some

to be closely linked to the selection of textbooks. #he evaluation helps the selection,which serves as an important decision making process. #herefore, evaluating a

coursebook will help teachers in choosing the proper book to be used in teaching and

learning activity based on their teaching ob$ectives.

%anusova (%anusova !" elaborated that it is very important to realize that a

textbook is an aid, not a sacred text. #eachers should work out the best ways to use

their books but they should never let the book use them. &oursebooks must be at the

service of teacher and learners, not their masters.

While we are choosing coursebook we should have aims and ob$ectives. #hen

we should take into account of the aims and ob$ectives of the coursebook that we will

choose.


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CHAPTER II

FINDING AND DISCUSSION

Look Aheadis an 'nglish course for the first year of senior high school

students. ook title is not related to 'nglish sub$ect. #he binding does not use hard

cover, it)s *uite legible. +ont of the book is big enough and simple (see appendix ".

#he book is considered as teachers-students book since the book consists of seven

units which provide students) material that covers listening, speaking, reading and

writing. #he coursebook material is wellorganised. #he structures are based on the

complexity of materials. #he topics hold many interesting themes, such as, telling

stories, beautiful places, breaking news, etc. /ictures and examples of ob$ectsdiscussed are given in the book.

#he layout of the course is presented clearly in the introduction part in each

level. efore going to the unit, the coursebook starts with the steps which guide the

students to build their background knowledge prior to understand the unit. It provides

the introduction, grammar in action, social functions, schematic structure, and

language features (see appendix ". It also states the purpose of learning the unit.

0ccording to &unningsworth (112!3", lots of teachers and students are gladder

when they have a clearcut direction during the course and at times they feel safer

when the straight all direction is applied. In 4ook 0head5 each unit is structured in the

same way. #hey all include vocabulary, listening, reading, working with grammar.

#his provides the teachers and students to find their way around the coursebook

easily.6ocabulary and pronunciation are firstly given to the students. ut the

meaning of the vocabulary is rarely appeared and it is only found once in the end of

the unit. #hen grammar sections are presented in boxes with the example. #he content

is put in order given that the complexity moves from the less complex to the more

complex. +or instance, the first unit is 7tell me what happened), and then in the end of

this unit, the students must be able to make a recount text according to their

experience. 0fterwards, the last unit is breaking news8, here at the last activity5 they


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have to be able to write the latest event in their country (see appendix ". We consider

the last unit is more difficult than the first unit. 0s we know, make some news is more

complicated than tell the personal experience. 9ost of all chapters are learnable and

authentic seeing as it fits the daily context. +or example, there is an instruction to

make a noodle and tea. 'ven though, there are some conversations which look

bookish and are not suitable enough for real life communication. +urthermore, the

book presents some integrated skills, for example reading and speaking are integrated

in one activity.'ach unit begins with the list of new words. 'ach word is presented with the

pronunciation so that students understand how to say it rightly. :ometimes, they listen

to the new words from the cassette after that they have to repeat it orally. ;n

occasion, they have to listen to some conversations through cassette and complete the

blank passage orally (see appendix .2. and .2.! page , and 2=". 9ost of

the conversations are headed by listening activity. It is so important to help students

to master listening skill and pronunciation. 9oreover, each dialogue is followed by

reading comprehension exercises (see appendix .2.< page >?". 0fter each reading

comprehension text, there is explanation of grammar section. :peaking activity is

realized through pair)s dialogues, interviewing friends and discussions. In the end of

the unit, they have to produce a short piece of writing related to the topic (see

appendix .2.=. page 23".

#his book is *uite communicative enough for the students. #he dialogues in

this book use reallife language use and the language is also suitable for the students

although some of the name of the person use western name. #he design of this book

is also well organized. #he composition between the text and picture in this book is

balance. #he picture followed by some texts which can help the students to

understand the picture description. #he picture not only shows the western picture but

also Indonesia picture such as 9onas, ali, orobudur temple, etc (see appendix ,

page =1, >? and >@". #he organization of conversation is run well in this book.

9ost of the conversation in this book consists of two speakers and they talk

interchangeably. It can teach to the students that they must hear the speaker until s-he

finishes speak and they may not cut directly when someone speaks.


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#he topic and the content in the book are also suitable for students. +or

example, when the students learn about beautiful place, the book gives some texts

such as about orobudur temple, ali, 'iffel, 4ondon, etc. #he conversation in the

book also teaches the students how to ask to someone in the tourism ob$ect with the

polite language. esides, it also contains social and cultural values in the

conversation which can teach the students how to speak to older people politely and

response the *uestion from other people (see appendix , page =! and =>". #he

conversation also teaches how to do effective personal interactions with other people

so that the students will get the information that they want to know.

#he conversation in this book teach the students how to begins the

conversation politely because in the beginning of the conversation, the stspeaker

always greeting the !ndspeaker. It is suitable with our culture which always greets

someone before we are asking *uestions to him-her. We will find many greeting

words in this book such as good morning, hi, excuse me, etc before the stspeaker

begins the conversation (see appendix, page =! and =>". It is *uite useful for the

students because they will accustom to greet someone before they start the

conversation. In the end of the conversation, there are also closing words such as

thank you, good bye, etc. #hese words will help student to have polite conversation in

the opening and closing of the conversation so that they will have effective

conversation.

#his book also has good style and appropriacy for the students. 9ost of the

texts in the conversations are suitable with the physical context (setting" of the related

topic. It can help students to comprehend the materials easily because they will have a

picture in their mind about the conversation. #he purpose of each interaction in this

book is clear because every conversation has clear purpose whether it wants to ask,

making re*uest or re$ection based on the words used in the book (see appendix ,

page =! and =>". #his book is also provide polite some indirect expressions to

make students utterances more polite when they want to re$ect something without

offence the speaker by using circular pattern rather than straight pattern. It is suitable

with our culture that is usually use circular pattern when people want to re$ect or

making re*uest to someone.


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#he topic and the content in the book are also suitable for students. +or

example, when the students learn about beautiful place, the book gives some texts

such as about orobudur temple, ali, 'iffel, 4ondon, etc (see appendix , page =1,

2=, 2@, and >?". #he conversation in the book also teaches the students how to

ask to someone in the tourism ob$ect with the polite language. esides, it also

contains social and cultural values in the conversation which can teach the students

how to speak to older people politely and response the *uestion from other people.

#he conversation also teaches how to do effective personal interactions with other

people so that the students will get the information that they want to know.

#he materials in the coursebook are graded based on each unit)s difficulty.

#hey are se*uenced from the easiest materials progressing to the more complex ones.

In addition, if we see how the materials are staged, we will be able to see that the

materials are staged shallowly, meaning that there is a few, or some relationship

between a subchapter with another, or a unit to another. +or example, the

pronunciation of some words is given in several parts in of the corsebook. #his gives

the students plenty of times to practice pronouncing 'nglish words, as well as

correcting their mistakes. 0ccording to &unningsworth (112 >?", a good

coursebook must be composed in a shallow staging to make sure that every material

will be presented thoroughly, and this coursebook has fulfilled this prere*uisite of

good coursebook construction.

If we talk about the method that this coursebook employs to assess students)

proficiency, or simply their understanding about particular chapter, this coursebook

provides various types of assessment items, not only written exercises, but also

exercises that train students) auditory and oral skills. #he exercise items for the four

language skills are not constructed discreetly, meaning that they are integrated. ;ne

example is reading and listening skills integrated in cloze listening exercise

(appendix, page , >! and>1".


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%owever, the authenticity of the pro$ect should be put before a *uestion mark.

0lthough the tasks are authentic, they are not authentic for Indonesian students. +or

example, the places or settings of an advertisement excerpt are not located in

Indonesia, and the names mentioned are mainly not Indonesian names (see appendix

, page".

4anguage content aspects presented in this coursebook have already fulfilled

some good criteria like efficient presentation in terms of amount of time needed to

finish each items, the basis of aspects which suit the students) needs, and the balance

between theory and practices given in the book. %owever there are some weaknesses

that this book still has not covered such as grammar items which are not contrasted or

compared with ones in the previous chapters, no specific structure for vocabulary

presentation, and poor discourse aspects discussed in each chapter (see appendix

page >?".

+or the methodology used in this coursebook, most aspects of the learner

needs, principles and approaches are *uite sufficient and clear but there is one

problem related to the students) need. In this book the students) needs are lacking the

detailed elaboration. #he above picture is the part of ob$ective found in the beginning

of a chapter. +rom the ob$ective of one chapter we can see that the explanation lack

details of students) needs or at least what the students will get after finishing this

chapter (see appendix , page


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coursebook, but has been proved to be a bad oneC +or the students whose schools are

using this coursebook, buying this 'nglish coursebooks will not be too serious5

however, for those who cannot afford to buy this coursebook, the 9inistry of

Dational 'ducation through :D/ has instructed several publishers to spread 'nglish

coursebooks in a very cheap price, if compared to the big names authoring the

coursebook.

REFERENCES

rown, Aouglas %. !??=. 4anguage 0ssessment /rinciples and &lassroom /ractices.White /lains, DE /earson 'ducation Fnlimited.

&unningsworth, 0lan. 112. Choosing your Coursebook. ;xford 9acmillan'ducation.

;)9alley, G. 9ichael H /ierce, 6aldez, 4orraine. 11>.Authentic Assessment for

English Language Learners: Practical Approaches for Teachers.Fnited:tates of 0merica 0ddisonWesley /ublishing &ompany.

Wang, Giazhi. 'valuating 0n '+4 #extbook 0 Dew 'nglish &ourse8 (e$ournal".

etrieved from google scholar on 9ay !nd

.

%anusova, :vetlana. &oursebook 'valuation8 (e$ournal". etrieved from googlescholar on 9ay !nd.


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4ist of appendix

.. &oursebook evaluation sheet.!. 0ussie (hal. =>", /aris (>1", Gkt (>!".

9aterial &ommunicativeness.? Gakarta

.= %al =? Dama Indon

:kills

.2.. %al "

.2.?.2.=. %al 23 writing

#ypes of exercises.>.. &loze #est (.


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.3. ;b$ective of the lesson (

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