A Textbook Analysis

 

AN EXTENSIVE REPORT OF TEXTBOOK ANALYSIS

ON

'THE HERITAGE OF WORDS'

2067

 

 

 

Submitted to

The Department of English Education

In the Partial Fulfillment of Practicum course in T.U.

Master's Degree in Education

(SPECIALIZATION IN ENGLISH EDUCATION)

 

 

Faculty of Education, Janta Multiple Campus

Itahari, Sunsari

Tribhuwan University, Nepal

 

 

Submitted By

Dinesh Kumar Poudel

M. Ed. Second Year

T.U. Regd. : 2364–84

Examination Roll         No. : 2180011

 

 

 

 

 

 

 

ACKNOWLEDGEMENT

I would like to express my sincere and hearty gratitude to my teacher and Campus Observer Mrs. Sabitra Thapa Poudel, my Subject Teacher of Research Methodology, who guided me through this study. Her guidance, patience, enthusiasm, cooperation, suggestion and keen interest in this study are ever memorable. Her vigorous efforts made me present this report work in this form.

I would also like to express my sincere gratitude to Mr. Tirtha Raj Acharya, Keshav Bhattarai, Mr. Kamal Dahal, Mr. Gopal Karki, Mr. C. N. Niraula and Mr. Ekaraj Adhikari: my teachers of English Education for guiding me through various stages of my learning and training. Their contribution, encouragement, regular inspiration and suggestions before and during orientation classes are invaluable. This work is the product of their hard work, care and guidance.

I am very grateful to Principal Mr. Mukunda Ghimire, the teacher of English Mr. Dadhiram Dahal, and Class XII D students, of Kosi Saint James Higher Secondary School, Itahari, Sunsari for their kind help and cooperation in the teaching–learning process and preparing this analysis.

Furthermore, sincere thanks go to my friends Dilli Ram Kaphle, Laghu Subedi, Prem Kumar Das, Bam Niraula, Bhojraj Neupane, Suresh Kafle and Indra Chaudhari for support and cooperation, to Sita Khanal Poudel, my wife, for her continual support, care and understanding while preparing and writing the report. I am thankful to all my well-wishers who directly or indirectly helped me in this task.

Finally, I would like to thank Pooja Poudel and Anuja Poudel for their help in computer work.

September 17, 2010                                                             –Dinesh Kumar Poudel

 

 

 

 

 

 

 

 

		TABLE OF CONTENTS     Acknowledgement Contents	Page No    i  ii
		Chapter One : Textbook Analysis	1
		1.1. Introduction  1.2. Correlation Between the Syllabus  and the Textbooks	1  2
		Chapter Two: Appropriateness  2.1. Content  2.2. Language  2.3. Exercises/Activities  2.4. Other Elements	3  3  4  5  5
		Chapter Three: Organization of Items  3.1. Selection  3.2. Gradation	6  6  7
		Chapter Four: Approach and Method	8
		Chapter Five: Peripheral Features  5.1. Layout of the Book  5.2. Lettering and Spacing  5.3. Printing and Binding  5.4. Paper  5.5. Pricing  5.6. Pictures and Illustration  5.7. Availability	9  9  9 10 10 10 10 11
		Chapter Six: Supplementary Materials  6.1. Songs and Rhymes  6.2. Games and Puzzles  6.3. Test books  6.4. Audio-Visual Materials  6.5. Teacher's Guide	12 12 12 12 13 13
		Bibliography	14

 

 

 

 

 

CHAPTER ONE: TEXTBOOK ANALYSIS

 

1.1. Introduction

A textbook is used in the study of a particular subject or syllabus, usually containing an orderly presentation of subject matter, that is, language items or teaching items. It is often accompanied by tests, exercises and instructional aids. It's designed and written as the syllabus guides. It is an authorized material for teaching and learning process in a classroom. In short, it is an integral part of the education system. Dictionary of Education (1959) defines that the textbook is a book dealing with a definite subject of study, systematically arranged, intended for use at a specified level of instruction, and used as a principle source of study materials for a given course. It should be free from any bias and present accurate facts. In short, the textbook furnishes a large collection of well selected and graded language items that are used in classrooms.

A textbook must regularly be evaluated to make it up-to-date. Evaluation of the textbook will be able to give the accurate information on the basis of students' background and interest. Textbook analysis refer to a process of analysing or evaluating of a prepared textbook on the basis of content, language, organization of items – selection and gradation, approaches and methods of how much is to be appropriate.

Whoever chooses a textbook for a particular syllabus or a subject there are some grounds to be observed in the selection. In other words, the main criteria for evaluating a textbook are based on two main aspects (that is content and physical aspects) of a book, which enables the evaluator to evaluate the book.

For the Purpose of textbook analysis, I have chosen the text "The Heritage of Words" which is being taught in Class XII as a Compulsory English textbook. I'm utilizing the following criteria for the analysis of the textbook 'The Heritage of Words'.

 

 

1.2. Correlation between the Syllabus and the Textbooks

A syllabus is designed to achieve the set objectives of the educational system. There are some processes of a syllabus designing. Among them content specification and content organization are fundamental bases. Writing a textbook includes all the materials according to content specification. The objectives/goals of a particular course are to be achieved through its textbooks. Textbooks are one of the prime means that support the whole educational program.

A syllabus and the textbooks are interrelated. The failure or success of one is directly related to the other. If the syllabus is defective, the textbook will be certainly dysfunctional. In fact a textbook is a document which reflects the objective and teaching items specified in the syllabus.

In the case of the textbook 'The Heritage of Words', situations are similar. It means the textbook can fulfill the objective of the syllabus. 'The Heritage of Words' is based on the idea that reading is an informational as well as a recreational activity. A selection of well written texts should guide the readers towards developing intelligent awareness of some of the most important issues involved in living. It fulfills the requirement of all four language skills. There is more or less good relationship between the syllabus and the textbook: 'The Heritage of Words'.

 

 

CHAPTER TWO: APPROPRIATENESS

A textbook should include appropriate content, language, exercises and other elements to offer for the target group. These should be appropriate for the target group's cognitive and academic levels. It can be fairly said that 'The Heritage of Words' is appropriate for the Nepalese learner's cognitive and academic level of Class XII students.

2.1. Content

The textbook ''The Heritage of Words'' is adequate and suitable to the age, level and interests of the students of Class XII. The content of ''The Heritage of Words" are relevant and adequate. The coverage and content of this textbook are linked with real life and the language situation. The contents are appropriate for the teaching of pronunciation, introduction of new vocabulary item, grammar explanations and practice. This textbook also includes some entertaining or fun activities under adequate coverage of the content.

The textbook "The Heritage of Words" is organized in eight units. Each unit has a clear thematic content and all the eight units together present an intelligent treatment of important ideas and topics of present-day relevance. Unit One ("Love and Reminiscence") is a "link'' unit, and it induces general reading, writing and grammar activities for revision and prepares the students for the study of the other major themes presented in the selection. Unit Two ("Ecology and Change") deals with ecology, natural balance and the changes man has brought about. It powerfully presents how the environment is threatened as well as suggests the necessity for conserving it for the survival of the earth and its inhabitants. Unit Three ("Humor and Satire") brings the lighter part of our life to the fore. This unit entertains and informs at the same time.  Unit Four ("God and Man") deals with the transience and insignificance of life, and the role of supernatural being. . Unit Five ("Human Rights") deals with the burning problems of our times, the voice of humanity is gaining prominence in many corners of power and politics.. Unit Six ("Women and Children") explores the pain, injustice, discrimination and neglect the children womenfolk are receiving. Unit Seven ("Crime and Confession") casts light upon the world of crime. Unit Eight ("Playing with the Text") deals with how a text can be transformed, how it can be completed, and how it can be interpreted.

The contents can be rearranged according to their genre, too. The poems, short stories, essays and dramas included in this textbook can be regrouped genre-wise, too.

The head note that precedes each selection includes biographical information on the author and refers the reader to other works of interest by the writer for further reading. All the selections are followed by exercises which are designed to help or direct the reader. 'Notes and References' contain comprehensive lists of words most students may have difficulty with. This gives meanings of words and phrases that students may find it difficult to locate the appropriate meaning in a dictionary. The list also includes proper nouns and words and phrases in languages other than English. This book focuses on all skills of language almost equally but I feel listening skills is focused slightly less than other language skills.

2.2. Language

Language used in the text book "The Heritage of Words" is authentic and natural. Most of the contents involved in the textbook "The Heritage of Words" are taken from the native languages situations. The language used in this textbook is accurate and real, and life oriented one. Vocabulary, style of language and complexity of language structure are suitable to meet the set objectives. They are psychologically workable according to target group's level and interests. In this textbook short, simple and life situation sentences are used; poetic languages are, too, used in this textbook. Speaking, reading and writing are highly emphasized.

2.3. Exercises / Activities

An exercise is a set of questions in a book, which is designed to help students to learn a particular skill and to test their knowledge; a good textbook should have enough appropriate exercises for class and homework. Exercise involves a set of questions and activities designed to make students practice different language skills and aspects.

The exercises given on the textbook "The Heritage of Words" are the appropriate to have adequate practice for students to develop the reading comprehension and to develop vocabulary. These exercises are properly arranged. 'Understanding and Interpretation' are given first to evaluate the reading comprehension. After that, 'Style and Rhetorics' are given. Style and Rhetorics encourages students to relish the literature. At the end of each topic 'Discussion' are given in order to foster creative writing and discussion power on students involving listening and speaking activities. These exercises are used to develop all the language skills and aspects, and these are also more interesting while involving writing exercises.

2.4. Other Elements

Other inner elements or components of a textbook could be footnote, glossary, appendix, reference, etc. Footnotes provide the details of the works quoted in the book. They are printed at the bottom of the page in a book.

The book "The Heritage of Words" does not contain elements such as appendix, references but the book is rich in glossary and end notes. All the stories, essays, poems etc are taken from the original sources and languages. These sources are mentioned in related chapter or lesson. We can easily say that the book is perfect in other elements also. The content of this textbook is sufficient in itself in the question of other elements.

 

CHAPTER THREE: ORGANIZATION OF ITEMS

The organization of the items basically includes selection, gradation, arrangement and presentation in the logical order.

 

3.1 Selection

The selected content in the book "The Heritage of Words" are appropriate to meet the set objectives. The selected contents in this book "The Heritage of Words" are as follows:

Unit One                    : Love and Reminiscence

Unit Two                    : Ecology and Change

Unit Three                 : Humour and Satire.

Unit Four                   : God and Man

Unit Five                    : Human Right

Unit Six                      : Women and Children

Unit Seven                 : Crime and Confession

Unit Eight                  : Playing with the Text

 

Under these units, there are foreign stories, poems, essays and articles. They will give the foreign culture, language, styles and real English languages but some Nepalese stories, essays, poems translated in English could have been included in this text. The only article referring to Nepal is Hurried Trip to Avoid a Bad Star, under Ecology and Change. But this article has lost its significance; great changes have taken in the region since then. The students will be able to compare culture and language of English with culture and language of this country. However, the contents are appropriate for Nepalese English language learners of Class XII.

3.2. Gradation

Gradation is the ordering of selected items in scientific way. It teaches him/her which items should be taught before or after. Thus, the gradation depends on the mental level of students, their age, educational and socio-cultural background, and the aims with which we teach the language.

The contents selected in the book "The Heritage of Words" are properly graded following the established criteria of grading simple to complex. In this book, Humour and Satire is, to me, more complex and poses difficulty to the students because of its complexity. Ecology and Change unit is closer to their experience. But the poems are rather more complex; more introductory notes, glossary, references are essential to enjoy and understand the complex poems.

To sum up, we can fairly say the contents are properly arranged.

 

CHAPTER FOUR: APPROACHES AND METHODS

 

A good textbook should be based on appropriate approaches and methods, suitable for the purpose of language teaching. In other words, it should be based on the methods that reflect the aims and objectives of the syllabus. Language items should be presented in meaningful situation.

The contents of the textbook "The Heritage of Words" are prepared based on the audio-lingual method that is they focus on linguistic competence. There are only post-reading activities and focus on less language functions rather than grammar, meaning, etc. Students must be more active while writing questions and other different exercises. It gives more emphasis on individual reading and discussion. More space for the group work and pair work could have been provided.

At last I can confidently say that the textbook "The Heritage of Words" is appropriate for Class XII students. The approaches, methods and techniques on which the book is based on are good; they keep in mind the students' level, need and interest. However, more communicative elements could have been added.

 

CHAPTER FIVE: PERIPHERAL FEATURES

Peripheral features involve/comprise layout of the book, lettering and spacing, printing and binding, paper quality, pricing, pictures and illustrations, availability, etc. They are physical aspects of textbooks which are also very important factors for a textbook to be successful. Therefore, one sitting to evaluate a textbook mustn't forget this aspect. Keeping in mind these physical aspects, I'm evaluating the textbook "The Heritage of Words" the following features.

5.1. Layout of the Book

Layout of this textbook is attractive, simple, useful and also appropriate for the targeted level of students. The cover of this book is multi–coloured and the picture is quite symbolic:  the upright cylindrical shape displays poems, stories, essays, drama, etc. to hold love and reminiscence, crime and confession, ecology and change, women and change, humour and satire, human right and god and man in the order of depth or prominence.  The outlook is attractive, informative, suggestive and thought provoking.

5.2. Lettering and Spacing

Lettering and spacing also play important role to make a textbook good or appropriate. The textbook "The Heritage of Words" is easily legible and very good for the students of Class XII. No one need to complain about lettering and spacing of this book, the letters and words are aptly typed maintaining proper spacing between letters, words, and paragraphs. The letter fonts (Times New Roman, Arial, Arial Rounded Bold, Bookman Old Style, etc. ), spacing and paragraphing ( Standard) and varying letter size (about 9–24) are very suitable to meet the students' cognitive and academic levels. But line spacing is slightly tight at the later part (Playing with the Text) of the book, the letter size too could have been slightly reduced there.

5.3. Printing and Binding

The binding of this book is durable and permit the book to open freely. The printing is also attractive and clear. Based on the situation of the book printing and binding quality are good. Binding of this book is of good quality (Reprint: 2010). The book is handy.

5.4. Paper

The paper used in printing the cover page is 250 gram art paper which is good, durable and appropriate to the size of the book. The "The Heritage of Words" is printed in 80 gram paper which is white and good.

5.5. Pricing

The price of the textbook "The Heritage of Words" is Rs. 110. It is reasonable and affordable for all targeted readers. The price of the textbook is suitable on the basis of the size, paper quality, theme included, outlook, targeted readers, etc.

5.6. Pictures and Illustration

Pictures and illustrations used in a textbook should be attractive, interesting and entertaining for the target readers because appropriate pictures and illustrations can motivate the learners properly. In the textbook "The Heritage of Words" there are not any pictures and illustrations. It would have been better if the photographs of the writers were given in each lesson. Illustrations would have been thought provoking, suggestive and self explanatory. They reduce perspiration in understanding of the texts.

5.7. Availability

The book "The Heritage of Words" is available everywhere in the country. If it were not so, the target group would be mentally disturbed and distracted. The textbook "The Heritage of Words" is readily available for the readers in major towns and book stores of the country.

 

 

 

 

 

CHAPTER SIX: SUPPLEMENTARY MATERIALS

 

Supplementary materials are additional or extra materials, which are added to the textbook in order to make it adequate. There are various types of supplementary materials, their contribution to the language learning, advantages and disadvantages that are useful and important.

6.1. Songs and Rhymes

Songs and rhymes are interesting and entertaining for the learners, especially young learners. Songs and rhymes are not included in this textbook. Nevertheless, songs are indispensable part of a language learning and language; they could have been included, in the form of tapes or CDs/DVDs.

6.2. Games and Puzzles

Language games and puzzles contribute a lot to the language learning. They are useful to arouse interests in learners. Apt provision of language games and puzzles certainly enriches the quality of a language textbook. These are properly included on the basis of requirement. Howsoever, no games and puzzles are included in this textbook.

 6.3. Test books

Test books are designed to evaluate students' progress and achievement during the course and at the end of the session as well. These progress tests and achievement tests provide the feedback to the students as well as to the teachers. They are designed as the supplementary materials to the teacher's book, students' books and workbooks. The result of this book in tests or examinations is not up to the mark.

 6.4. Audio – Visual Materials

In the field of teaching, audio visual materials are equally important. While preparing language textbooks, audio-visual materials are also prepared. There is no place for audio-visual material at the time of teaching learning activities of the book "The Heritage of Words". We can use recorded materials while teaching poems, but no authentic recording made by a native speaker is available.

Multimedia CDs, DVDs, etc must be supplied along with the textbooks. The production, distribution and use of the multimedia materials is not so costly as before. But the lessons can be livelier and learning-teaching becomes easier, faster and more enjoyable with the use of multimedia teaching aids.

6.5. Teacher's Guide

Teacher's guide assists the subject teacher to teach the textbook effectively and successfully. It intimates the teacher how to teach each teaching item included in the textbook.

Teacher's guide supports and assists the teachers, but it is not so easy to prepare one. It must be up to date. It helps and supports the teacher but it may not work in every class with equal result, because there are more then 80 students in so many classrooms of our schools and campuses.      

However, I strongly stress on preparing a Teachers' Guide that supplies authentic multimedia texts, daily lesson plans and necessary teaching materials related to the lesson. This saves teachers who are bound to teach ten to twelve periods a day!

 

 

BIBLIOGRAPH

1.      Lohani, S.P., R.P. Adhikari and A. Subedi. 2064. The Heritage of Words. Ekta  

                      Books: Kathmandu, Nepal.

2.      Neupane, G.L. and H.R. Adhikari. 1998. ELT Materials and Practices,  

                      Vidhyarthi Pustak Prakashan: Kathmandu.

3.      Shah, B.L. 2003. ELT Materials and Practices. Ratna Pustak Bhandar:

                       Kathmandu.

4.      Subedi, H.L. 2010. ELT Methods. Pradhan Book House: Kathmandu.