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MATERIALS ADAPTATION: Exploiting The Advantages and Overcoming The Limitations of Using Textbooks

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MATERIALS ADAPTATION: Exploiting The Advantages and Overcoming The Limitations of Using Textbooks

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    1. MATERIALS ADAPTATION: Exploiting The Advantages and Overcoming The Limitations of Using Textbooks

    3. Introduction Can we teach English without a textbook? Do instructional materials equal textbooks? If yes, why do we need to adapt textbooks?

    4. The undeniable facts of using textbooks in language teaching

    5. The roles of instructional materials in language teaching Instructional materials generally serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom. (Richard, 2001, p. 251)

    7. Why use textbooks? In term of time of money, textbooks are efficient. For Indonesian context, the creation of materials can be particularly burdensome in foreign language contexts, where authentic source and stimulus materials may not be readily available. (Nunan, p. 209)

    8. Why adapt textbooks? To match the materials with the goals and objectives of the language teaching. To ensure that they are consistent with teachers beliefs about the nature of language and learning. To meet students needs, attitudes, and preferences.

    9. The textbooks used in Indonesia Imported coursebooks/foreign coursebooks/global coursebooks They are introduced and distributed in Southeast Asia even if they are not written for this particular markets. In-country coursebooks/domestic coursebooks/local coursebooks They provide the educational objectives of individual schools or alternatively they follow the national curriculum (Dao, 2008, pp.265-266)

    10. The advantages of textbooks They are efficient They provide structure and a syllabus for the program They guarantee the quality (Richard, 2001 & Graves, 2000)

    11. The disadvantages of textbooks The content or example in the textbook may not be relevant or appropriate to the target groups. Textbooks can deskill teachers and rob them of their capacity to think professionally. Learners have little opportunity to be themselves and express their identity. (Dao, 2008; Richard, 2001; Crawford, 2002; Graves, 2000)

    12. The essential of selecting textbooks No commercial textbooks will ever be a perfect fit for a particular context. The wealth of published textbooks on the market makes teachers difficult to make clear distinction and judgment on which is ideal for their students. (Cunningstworth, 1995; Richard, 2001)

    13. The ways to approach the selection of textbooks Identifying the goals and objectives of the teaching program. Analyzing the learning/teaching situation in which the materials will be used. Making a list of potential textbooks using information from publishers, advice from colleagues, and teachers experience. (Cunningsworth, 1995)

    14. Criteria of Evaluating the selected textbooks They should correspond to learners needs They should reflect the uses that learners will make of the language. They should take account of students needs and facilitate their learning process. They should have a clear role as a support for learning. (Cunningsworth, 1995)

    15. Adapting textbooks Why adapt textbooks and how to adapt textbooks?

    16. A rationale: why adapt textbook? Textbooks are not ideal and constrained in various areas as the followings: Method Language content Subject matter Balance of skills Progression and grading Cultural content (Richard, 2001)

    17. How to adapt materials? The various forms of adapting textbook are: Modifying content Adding or deleting content Reorganizing content Addressing omissions Modifying tasks Extending tasks (Richard, 2001)

    18. Various levels of adapting textbooks The activity level: change, supplement, eliminate activities The unit level: change the order of activities and adapt existing activities. The book or syllabus level: change, add to, or eliminate parts of the syllabus. (Graves, 2000)

    19. Conclusion Amidst the wealth of published materials available on market, it is advisable for teachers to be able to adapt the textbooks to suit the particular group of students. Through the process of adaptation the teacher personalizes the text, making it better teaching resource, and individualizes it for a particular group of learners

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