In English materials development, we learn more about how the teachers as materials developers should do improvement in their materials. The materials have to be more appropriate with people's needs and current situation. This subject is very important for teachers who want to develop their ability in materials development. They should know not only language theory but also teaching language theory. Both theories are still developing as many research have done in those areas. To measure the students ability in this subject, the students have to do this test.
Lida Maulida 181230170. 5E.
ReplyDeleteAnswer;
The ways how to do analysis and the evaluation of English materials in a textbook.
Here's the following steps:
1. Consider the age and level of the learners who will be using the materials;
2. How is the methodology used in the book. Does it fulfill the expectations of learners, teachers, and the educational culture?
3. How is about the grammar presentation in the text. Is it interesting for the learners?
4. Do the grammatical areas connect with the meaning implications (if any) while implementing in spoken and / or written discourse;
5. Does the grammar use represent the realistic use of language?
6. Are the activities applied appropriate with the form and meaning of the grammar nature of the learners?
Rahmania aulia/TBI 5 D/181230136
ReplyDeletetextbooks do not only provide the visible
heart of any ELT program, but also
provide considerable advantages for both
students and the teachers when they are
being used in English foreign language
classroom,
EvaluationAccording to Grant (1987), the textbook must encounter the need of official public teaching syllabus. In other words, textbooks used in the classroom should contain the materials proposed by Standard of 2013 Curriculum as the national teaching syllabus.
However, many textbooks are
published by national publishers that
sometimes may not fulfil the teachers‟ and
students‟ need. So, as teachers, we should
be able to select the right book that will be
used in learning and teaching process. One
of the ways is by evaluating the textbook.
Textbook evaluation would involve
the careful selection of materials
examining whether they reflect the needs
of the learners, the aims, methods and
values of a specific teaching program
(Cunningsworth, 1995). Through textbook
evaluation, teachers know the content of
the book, its strengths and weaknesses
which will facilitate them to adapt it to suit
the course aims, learners‟ needs and
teachers‟ beliefs
This comment has been removed by the author.
ReplyDeleteDhea Putri Herdiani 181230162. 5E
ReplyDeleteanswer!
the ways how to do the analysis and the evaluation of English materials in textbook,as follows:
1. consider the age and level of learners who will be using the materials;
2. how is the methodology used in the book. does it fulfill the expectations of learners, teachers, and the educational culture?
3. how is about the grammar presentation in the text. is it interesting for the learners?
4. do the grammatical areas connect with the meaning implications (if any) while implementing in spoken and or written discourse;
5. does the grammar use represent the realistic use of language?
6. are the activities applied appropriate with the form and meaning of the grammar nature of the learners?
Melani Agustini (181230168) 5E
ReplyDeleteANSWER
Textbook is one of the media used in English language learning. A great number of EFL textbook evaluation have been done to find the most suitable textbook for English language teaching. The present study was aimed to determine the suitability of materials in the textbook “Primary English of a Second Language” with the criteria of a good English textbook. The textbook was analyzed by using criteria of a good English textbook proposed by experts include five criteria: aim and objective, facilitate teaching learning process, activity/exercises, and vocabulary. In the textbook, there are 25 materials that will be evaluated using the criteria of a good English textbook. The result of the study shows that objectives of the lessons in textbook meet the criteria of a good English textbook.
This comment has been removed by the author.
DeleteName : Riska Maulina
ReplyDeleteNim : 181230125
Class : TBI 5D
*The ways how to do analysis and the evaluation of English materials in a textbook.*
Analysis of materials should be objective, focusing on what materials contain, what they ask of learners, and what their aims are (Tomlinson, 2012).
Analyzing and evaluating English language material in textbooks requires several aspects such as the knowledge and skills of language acquisition theory and practice for foreign learners. Therefore, teachers must consider their modalities in this area. To simplify the process, I will present some steps taken from Tomlinson's book on developing English material: analysis and evaluation. If you find English text book, you can do the following steps:
1. Taking into account the age and level of students who will use the material;
2. The methodology must meet the expectations of students, teachers and educational culture
3. The presentation of grammar in the text must attract the interest of the students
4. Does the grammatical area relate to its implications (if any) when implementing it in oral and / or written discourse;
5. Does the use of grammar represent realistic language usage?
6. Are the activities implemented in accordance with the form and meaning of the grammatical nature of students.
This comment has been removed by the author.
ReplyDeleteLiana Pristia (181230174) TBI 5E
ReplyDelete1.) How to analyze and evaluate textbooks are:
1. Consider the age and level of the learners who will be using the materials;
2. How is the methodology used in the book. Does it fulfill the expectations of learners, teachers, and the educational culture?
3. How is about the grammar presentation in the text. Is it interesting for the learners?
4. Do the grammatical areas connect with the meaning implications (if any) while implementing in spoken and / or written discourse;
5. Does the grammar use represent the realistic use of language?
6. Are the activities applied appropriate with the form and meaning of the grammar nature of the learners?
Naseef Efriza Al Hazimi 181230143 TBI 5D
ReplyDeleteAnalysis of English Material in Textbooks
Textbooks contain interpersonal texts, transactional texts, functional texts, and monologues related to the daily lives of students
1. provide opportunities for students to understand and
2. produce expressions in fulfilling the interpersonal communicative function both spoken and written and
3. interact with the immediate environment.
The textbook evaluation process can be done by examining the contents of the textbook in two ways, namely external and internal evaluation.
1. External evaluation focuses on physical features such as cover, introduction, table of contents, and the like.
2. Meanwhile, internal evaluation is related to the material including assignments and exercises. The combination of internal and external approaches in textbook evaluation is considered important because it provides complete information to teachers about the suitability of certain textbooks from a perspective.
Maurizka Adilla 181230154 TBI 5 D
ReplyDeletethese are they way to do the analysis and evaluation of english materials in textbooks:
1. consider the age and level of the learners who will be using the materials
2. the methodology that will be used in the book.
3. the grammar used in the text.
4. make sure that the grammatical areas connected with the meaning implications.
5. make sure that the grammar that was been using represented the realistic use of language
6. the appropriateness of the activities compared to the form and meaning of the grammar nature of the learners.
Nama : Ainun Maulina Mawarni
ReplyDeleteNim : 181230160
Kelas : TBI 5E
ANSWER : What they can do is usually trying to evaluate the textbook they have to use to teach their students. In evaluating the textbook, teachers observe what works and what does not work and they add their own style/preference and interpretation to the textbook. If they think that the textbook is in line with the curriculum/syllabus, the textbook can be used to teach their students.
Teachers will evaluate and select textbooks according to how appropriate they seem for the given context. Well-designed textbooks can support inexperienced teachers a lot because they act as training materials. Textbooks can also be evaluated by exploring teachers and learners experiences and opinions about the textbooks as used in the classroom.
This comment has been removed by the author.
ReplyDeleteIroh masruroh 181230190: 5 E
ReplyDeleteAccording Eggins’ application on a course book
analysis and evaluation to Some or all of the following:
Analisis : Content and Expression, like: Scope and sequence and methodology,A multimodal code
of instructional design including language and visual elements
And the evaluation can be done by following questions :
1). the appeal of the materials to
the learners;
2). the credibility of the materials
to learners, teachers and
administrators;
3). the validity of the materials
(i.e. Is what they teach worth
teaching?);
4). the reliability of the materials (i.e.
Would they have the same effect with
different groups of target learners?);
5). the ability of the materials to
interest the learners and the
teachers;
6). the ability of the materials to
motivate the learners;
7). the value of the materials
in terms of long-term
learning (of both language
and of communication
skills);
8). the learners’ perceptions
of the value of the materials;
9). the teachers’
perceptions of the
value of the materials;
10). the assistance given
to the teachers in terms
of preparation, delivery
and assessment;
11). the flexibility of the materials (e.g. the
extent to which it is easy for a teacher to
adapt the materials to suit a particular
context);
12). the contribution made by the
materials to teacher development;
14) the match with administrative
requirements (e.g. standardization across
classes, coverage of a syllabus,
preparation for an examination).
This comment has been removed by the author.
ReplyDeleteAde Irma Suryani
ReplyDelete(181230148)
TBI 5D
Based on Eggin's application on a coursebook analysis (1994).There are 2 aspects to analyze a textbook: content and expression. Content consist of syllabus objective / outcome and scope and sequence and methodology. Expression consists of a multimodal code of instructional design including language and visual elements.
Meanwhile Tomlinson (2013) state that materials evaluation is a procedure to measure the value (or potential value) or the effect of a set of learning materials.
Here are the following step how to analysis and evaluating a textbook:
1. consider the age and level of the learners who will be using the materials;
2. how is the methodology used in the book. Does it fulfill the expectations of learners, teachers, and the educational culture?
3. how is about the grammar presentation in the text. Is it interesting for the learners?
4. do the grammatical areas connect with the meaning implications (if any) while implementing in spoken and / or written discourse;
5. does the grammar use represent the realistic use of language?
6. are the activities applied appropriate with the form and meaning of the grammar nature of the learners?
This comment has been removed by the author.
ReplyDeleteAti Darojatarrofiah (181230196) TBI 5-E
ReplyDeleteTextbook evaluation can be divided into separate phases:
Pre-evaluation: analysis
• Aims and objectives of the book.
• Level of the book.
• Skills addressed.
• Topics covered.
• Situations it is intended for.
• Target learners.
• Time required.
• Components.
• Number and length of units
Evaluation
• Goals: What does the book seek to achieve and how clearly are its learning outcomes identified?
• Syllabus: What syllabus framework is the book based on? Is the syllabus adequate or would it need to be supplemented (e.g. through additional activities for grammar or pronunciation)?
• Theoretical framework: What language-learning theory is the book based on? Does it present an informed understanding of any underlying theory?
• Methodology: What methodology is the book based on? Is it pedagogically sound?
• Language content: What kind of language does it contain and how authentic and relevant is the content? Is it an appropriate level of difficulty for the learners?
• Teacher appeal: Does the book look easy to teach and is it self-contained, or would the teacher need to develop supplementary materials to use with it? Would it require special training or could it be used by teachers with limited experience, and by both native-speaker and non-native-speaker teachers?
• Learner appeal: How engaging would it be for learners? How would they rate the design of the book (including the photos and illustrations), the topics and the kinds of activities included? Is the material clearly relevant to their perceived language-learning needs? Are self-study components included?
• Ancilliaries: What other components does the book include, such as teacher’s book, workbook, tests, and digital and web-based support? Are all of these components published and available?
Name: Pipit Evie Ana
ReplyDeleteNIM: 181230139
Class: TBI 5 D
1.) If we want to do the analysis of a textbook, we can use Eggins' application on a coursebook, Eggins' application consists of:
1. Semantics
2. Lexicogrammar
3. Phonology/graphology
4. Syllabus objectives/outcome
5. Scope/sequence/methodology, and
6. A multimodal code of Instructional design.
And if we want to do the evaluation of a textbook according to Tomlinson, There are some of the following could be measured with materials evaluation:
1). The appeal of the materials to the learners
2). The credibility of the materials to learners, teachers and administrators
3). The validity of the materials (i.e. Is it worth what they teach in learning?)
4). The reliability of the materials (i.e. Would they have the same effect with the different groups of target learners?)
5). The ability of the materials to interest the learners and the teachers
6). The ability of the materials to motivate the learners
7). The value of the materials in terms of long-term learning (of both language and of communication skills);
8). The learners’ perceptions of the value of the materials
9). The teachers’ perceptions of the value of the materials
10). The assistance given to the teachers in terms of preparation, delivery and assessment
11). The flexibility of the materials (e.g. the
extent to which it is easy for a teacher to
adapt the materials to suit a particular context)
12). The contribution made by the materials to teacher development
14) The match with administrative
requirements (e.g. standardization across classes, coverage of a syllabus, preparation for an examination).
My name is M Rosyid Rido 181230147 TBI 5 D
ReplyDeleteaccording to my analysis
analyzing books is done for
find out if the text book is used
by the teacher has been relevant to the material
curriculum 2013 or not. Research data
this will be collected by doing
a few steps. A few steps
procedural arranged in an orderly manner consisting of
from preparing research, analyzing
textbooks, and writing reports (Ary et al.,
2002). First, researchers prepare
research. Schools that have implemented
the 2013 curriculum was selected. After permission from
schools to collect data have
given, then check and
ask which text book is used by
teachers for students in class X.
Second, researchers analyzed books
text. This step is followed by designing
checklist the textbook evaluation criteria
contains a set of standard criteria for
evaluate its english textbook
will be analyzed from the proposed framework
by Cunningsworth. (1995), Harmer. (2007)
and BSNP. (2013), as well as to explain
relevance of English textbooks with
2013 English curriculum material.
After the textbook is obtained and all
checklist instruments are made, analyzing books
English text based on all
the checklist instrument is then performed.
Third, the researcher wrote a report.
After doing a few steps
procedural above in an orderly manner, steps
the last is writing a report. Report
this explains every part of the research
and findings in detail.
this analyzer evaluates the book
English text entitled English
for SMA / MA / SMK / MAK class X with
using content analysis methods. Purpose
of this research is to find out
whether the english text book is entitled
English for SMA / MA / SMK / MAK
class X meets the textbook evaluation criteria
as well as explaining the relevance of language textbooks
English with language curriculum material
England 2013.
In this study, eight criteria
used to answer questions
the first study "Is a language textbook
English entitled English for SMA /
MA / SMK / MAK class X meet the criteria
EFL text books are as good as those
proposed by Cunningsworth. (1955) and
Harmer. (2007)? " The eight criteria consist
from (1) objectives and approaches, (2) design
and organization, (3) language content, (4) skills,
(5) topics, (6) methodology, (7) considerations
practical, and (8) instructions.
Based on data from content analysis,
it was found that the textbook fulfilled 66.7%
in terms of criteria for a good EFL textbook
as proposed by Cunningsworth.
(1995) and Harmer. (2007) and 33.3% of
This textbook does not meet the book criteria
good EFL text
Dede Rapli
ReplyDelete181230177
TBI 5E
the ways how to do the analysis and the evaluation of English materials in textbook:
1. consider the age and level of the learners who will be using the materials;
2. how is the methodology used in the book. Does it fulfill the expectations of learners, teachers, and the educational culture?
3. how is about the grammar presentation in the text. Is it interesting for the learners?
4. do the grammatical areas connect with the meaning implications (if any) while implementing in spoken and / or written discourse;
5. does the grammar use represent the realistic use of language?
6. are the activities applied appropriate with the form and meaning of the grammar nature of the learners
Sonia Oktaviani 181230145 5D
ReplyDelete1. The ways how to do analysis and evaluation of English materials in a textbook. There are many steps:
1. consider the age and level of the learners who will be using the materials;
2. how is the methodology used in the book. Does it fulfill the expectations of learners, teachers, and the educational culture?
3. how is about the grammar presentation in the text. Is it interesting for the learners?
4. do the grammatical areas connect with the meaning implications (if any) while implementing in spoken and / or written discourse;
5. does the grammar use represent the realistic use of language?
6. are the activities applied appropriate with the form and meaning of the grammar nature of the learners?
Some or all of the following could be measured with materials evaluation:
1). the appeal of the materials to the learners;
2). the credibility of the materials to learners, teachers and administrators;
3). the validity of the materials (i.e. Is what they teach worth teaching?);
4). the reliability of the materials (i.e. Would they have the same effect with different groups of target learners?);
5). the ability of the materials to interest the learners and the teachers;
6). the ability of the materials to motivate the learners;
Based on Tomlinson's theory
Azriel Sani Akbar
ReplyDelete(181230179)
TBI-5E
1. how to analyze and evaluate of English Materials in the textbooks are:
~ consider the age and level of learners who will be using the materials;
~ how is the methodology used in the book. does it fulfill the expectations of learners, teachers, and the educational culture?
~ how is about the grammar presentation in the text. is it interesting for the learners?
~ do the grammatical areas connect with the meaning implications (if any) while implementing in spoken and or written discourse;
~ does the grammar use represent the realistic use of language?
~ are the activities applied appropriate with the form and meaning of the grammar nature of the learners?
Kafiatus Syiriah 181230173
ReplyDeleteTBI 5E
Answer :
Read the work slowly and pay close attention to detail, Take notes as you read, Study the context in which the author wrote the book, Establish the essential plot points of the story,Determine the setting of the book and how it contributes to the story, Examine the actions, motivations, and beliefs of the characters, Consider how the author’s writing style affects the book’s story,Identify the book’s principal theme or message,
Make an outline to put your ideas and relevant information together.
Beberapa langkah melakukan analysis dan evaluasi materi bahasa inggris dalam buku teks, dalam buku tomlinson tentang pengembangan materi b.inggris, sebagai berikut :
ReplyDelete1. Mempertimbangkan usia dan tingkat pelajar yang akan menggunakan materi;
2. bagaimana metodologi yang digunakan dalam buku ini. Apakah itu memenuhi harapan peserta didik, guru, dan budaya pendidikan?
3. Bagaimana dengan penyajian tata bahasa dalam teks. Apakah ini menarik untuk pelajar?
4. Apakah wilayah gramatikal berhubungan dengan implikasinya (jika ada) saat mengimplementasikan dalam wacana lisan dan / atau tertulis
5. apakah penggunaan tata bahasa mewakili penggunaan bahasa yang realistis?
6. Apakah kegiatan yang diterapkan sesuai dengan bentuk dan makna hakikat tata bahasa peserta didik?
Nama : Ainun Maulina (160) Tbi 5E
ReplyDeleteDoing analysis and evaluation English materials in a text book needs some aspects such as the knowledge and ability to the theory and practices of language acquisition for foreign learners. Therefore, teachers should consider their modalities in this field. To make the process easier, I will give you some steps taken from Tomlinson's book about ENglish materials development: analysis and evaluation. If you find any English text book, you could do the following steps:
1. consider the age and level of the learners who will be using the materials;
2. how is the methodology used in the book. Does it fulfill the expectations of learners, teachers, and the educational culture?
3. how is about the grammar presentation in the text. Is it interesting for the learners?
4. do the grammatical areas connect with the meaning implications (if any) while implementing in spoken and / or written discourse;
5. does the grammar use represent the realistic use of language?
6. are the activities applied appropriate with the form and meaning of the grammar nature of the learners?
Name : Fitri Hoyrun Nisa
ReplyDeleteNIM : 181230178
Class : 5E
There are many ways to analyze a book. One of them follows the analysis of a book Eggins. In Eggins' analysis, there are several things that must be considered in analyzing;
1. Semantic (the language can be understood or not)
2. Lexicogrammar
(words and the structure is easy for students to understand or not)
3. Phonology / graphology.
To evaluate, there are several ways that can be used as a reference, including;
1. The appeal of the materials to the learners;
2. The credibility of the materials
to learners, teachers and administrators;
3. The validity of the materials
4. The reliability of the materials
5. The ability of the materials to interest the learners and the teachers;
6. The ability of the materials to motivate the learners;
7. The value of the materials in terms of long-term learning.
8. The learners' perceptions of the value of the materials;
9. The teachers' perceptions of the value of the materials;
10. The assistance given to the teachers in terms of preparation, delivery and assessment;
11. The flexibility of the materials
12. The contribution made by the materials to teacher development;
13. The match with administrative requirements
khaerani nurfadilah 181230134 TBI 5D
ReplyDeleteAccording to Tomlinson, 2012 analysis pf materials should be focusing on what materials contain, objective, what they ask of learners and what their aims are. And here I use Tomlinson theory and ways how to do analysis and evaluating English material in the textbook. So, here’s the following steps: 1. Consider the age and level of the learners who will be using the materials;
2. How is the methodology used in the book. Does it fulfill the expectations of learners, teachers, and the educational culture?
3. How is about the grammar presentation in the text. Is it interesting for the learners?
4. Do the grammatical areas connect with the meaning implications (if any) while implementing in spoken and / or written discourse;
5. Does the grammar use represent the realistic use of language?
6. Are the activities applied appropriate with the form and meaning of the grammar nature of the learners
Name : Asifa Ramadhan
ReplyDeleteNim: 181230183
Class : TBI 5E
Textbook Analysis is a research method for making replicable and valid inferences from data to their context, with the purpose of providing knowledge, new insights, a representation of facts and a practical guide to action. The aim is to attain a condensed and broad description of the phenomenon, and the outcome of the analysis is concepts or categories describing the phenomenon. Usually the purpose of those concepts or categories is to build up a model, conceptual system, conceptual map or categories. The researcher makes a choice between the terms ‘concept’ and ‘category’ and uses one or the other. For example, if the purpose of the study is to develop a theory, it is recommended that the term ‘concept’ be used
The six questions must be addressed in every textbook Analysis:
a) Which data are analysed?
b) How are they defined?
c) What is the population from which they are drawn?
d) What is the context relative to which the data are analysed?
e) What are the boundaries of the analysis?
f) What is the target of the inferences?
four criteria for evaluating textbooks, particularly course books;
1.They should correspond to learners’ needs; matching the aims and objectives of the language learning program.
2. They should reflect the uses (present or future) that learners will make of the language. 3.They should take account of learners’ needs; facilitating their learning processes.
4. They should have a clear role as a support for learning; mediating between the targets language and the learner.
Nama : Lilis Rosita Jamil
ReplyDeleteNim : 181230140
Kelas : TBI 5D
According to Dr Richards Textbook evaluation can be divided into separate phases:
Pre-evaluation: analysis
Most textbook evaluation schemes distinguish two essential stages that are necessary at the pre-evaluation phase: a description or analysis phase, and an interpretation or evaluation phase. In the first phase, the contents of the book have to be carefully described in terms of scope and sequence, organization, and the types of texts and exercises contained within. The analysis phase will involve identifying these kinds of information:
Aims and objectives of the book.
Level of the book.
Skills addressed.
Topics covered.
Situations it is intended for.
Target learners.
Time required.
Components.
Number and length of units.
Organization of units.
Pre-evaluation: evaluation
This stage of evaluation is more difficult since it involves subjective judgements, and these often differ from one person to another. For this reason, group evaluations are often useful. A number of checklists have been developed to assist at this stage of Pre-evaluation. However, checklists involve somewhat subjective categories and usually need to be adapted to reflect the particular book under consideration. In general, textbook evaluation addresses the following issues:
Goals: What does the book seek to achieve and how clearly are its learning outcomes identified?
Syllabus: What syllabus framework is the book based on? Is the syllabus adequate or would it need to be supplemented (e.g. through additional activities for grammar or pronunciation)?
Theoretical framework: What language-learning theory is the book based on? Does it present an informed understanding of any underlying theory?
Methodology: What methodology is the book based on? Is it pedagogically sound?
Language content: What kind of language does it contain and how authentic and relevant is the content? Is it an appropriate level of difficulty for the learners?
Other content: What topics and themes are covered and are they appropriate for the target learners?
Organization: Is the book well organized into units and lessons, and within lessons are the purposes of activities clearly identified? Do units have a coherent, consistent organization and do they gradually progress in difficulty throughout the book?
Teacher appeal: Does the book look easy to teach and is it self-contained, or would the teacher need to develop supplementary materials to use with it? Would it require special training or could it be used by teachers with limited experience, and by both native-speaker and non-native-speaker teachers?
Learner appeal: How engaging would it be for learners? How would they rate the design of the book (including the photos and illustrations), the topics and the kinds of activities included? Is the material clearly relevant to their perceived language-learning needs? Are self-study components included?
Ancilliaries: What other components does the book include, such as teacher’s book, workbook, tests, and digital and web-based support? Are all of these components published and available?
Price: Is the book affordable for the intended buyers?.
Name : Mia Amelia Serapati 181230187 5E
DeleteMost textbook evaluation schemes distinguish two essential stages that are necessary at the pre-evaluation phase: a description or analysis phase, and an interpretation or evaluation phase.
-Identify the author's thesis and purpose.
-Analyze the structure of the passage by identifying all main ideas.
-Consult a dictionary or encyclopedia to understand material that is unfamiliar to you.
-Make an outline of the work or write a description of it.
Name : Siti Khodijah Nurhalisa
ReplyDeleteNIM : 181230133
Class : TBI 5D
The use of English textbook does not only become a guide to the teachers when delivering the materials, but also presents necessary input through various explanations and activities. Analyzing and evaluating English language material in textbooks requires several aspects such as the knowledge and skills of language acquisition theory and practice for foreign learners.
If you find English text book, you can do the following steps:
1. Consider the age and level of the learners who will be using the materials;
2. How is the methodology used in the book. Does it fulfill the expectations of learners, teachers, and the educational culture?
3. How is about the grammar presentation in the text. Is it interesting for the learners?
4. Do the grammatical areas connect with the meaning implications (if any) while implementing in spoken and / or written discourse;
5. Does the grammar use represent the realistic use of language?
6. Are the activities applied appropriate with the form and meaning of the grammar nature of the learners?
Name : Taskia Assyfa Utami
ReplyDeleteNIM : 181230141
Class : TBI 5D
Answer =
Evaluation According to Grant (1987), textbooks must meet the needs of a formal general teaching syllabus. In other words, the textbooks used in the classroom must contain material suggested by the 2013 Curriculum Standards as a national teaching syllabus. analyzing and evaluating English material in textbooks is that textbooks must be analyzed using good criteria put forward by experts: analyzing the aims and objectives, facilitating the teaching and learning process, activities / exercises, and vocabulary.
by conducting this analysis, the teacher can find out which books are in accordance with the objectives of teaching and learning. the teacher can also find out what the textbook contains, such as there are deficiencies. for example, the vocabulary does not match the criteria of a good English textbook or does not present new vocabulary in the next material.
Hafizh Prasetyo Wibowo
ReplyDelete181230149
TBI-5D
The ways how to do the analysis and the evaluation of English materials in textbook:
1. How is the methodology used in the book. Does it fulfill the expectations of learners, teachers, and the educational culture?
2. How is about the grammar presentation in the text. Is it interesting for the learners?
3. Do the grammatical areas connect with the meaning implications (if any) while implementing in spoken and / or written discourse;
4. Consider the age and level of the learners who will be using the materials;
5. are the activities applied appropriate with the form and meaning of the grammar nature of the learners
6. Does the grammar use represent the realistic use of language?
name : suci putri pertiwi
ReplyDeletenim : 181230128
class: TBI 5 D
- how to analyze and evaluate textbooks are:
1) The analysis phase will involve identifying these kinds of information:
- Aims and objectives of the book.
- Level of the book.
- Skills addressed.
- Topics covered.
- Situations it is intended for.
- Target learners.
- Time required.
- Components.
- Number and length of units.
- Organization of units.
2) In general, textbook evaluation addresses the following issues:
- goals
- syllabus
- Theoretical framework
- Methodology
- Language conten
- Other content
- Organization
- Teacher appeal
- Learner appeat
- ancillaries
- price
Syeha nabila azzahra
ReplyDelete181230137
TBI 5D
Most textbook evaluation schemes distinguish two essential stages that are necessary at the pre-evaluation phase: a description or analysis phase, and an interpretation or evaluation phase. In the first phase, the contents of the book have to be carefully described in terms of scope and sequence, organization, and the types of texts and exercises contained within. The analysis phase will involve identifying these kinds of information:
Aims and objectives of the book.
Level of the book.
Skills addressed.
Topics covered.
Situations it is intended for.
Target learners.
Time required.
Components.
Number and length of units.
Organization of units
Name : Nurul Arini (181230167)
ReplyDeleteClass : TBI 5 E
First step is introduction. I would like to exlpain this chapter, about this chapter students will learn: how to give suggestion, hot to keep good relation with others, how to invite someone, and how to say agree and disagree. The method that I will use is Description method where I’ll explain each sub bab based what i have analysed. Next step is finding. After I have analysed and observationed the chapter then I’ll find: type of semantis, sylabus objective, scope & squence etc. Last one I should make conclusion of my observation. Is the chapter is suitable with the 2013 curriculum or not.
Name : Sulthon Aulia Syahalam
ReplyDeleteNim : 181230188
Class : TBI 5E
ANWER
The use of English textbook does not only become a guide to the teachers when delivering the materials, but also presents necessary input through various explanations and activities. On the side of the learners, it also influences their attitudes and performance to the materials. This phenomenon challenges the writer to conduct research-based article concerning textbook evaluation to analyze the tasks and the distribution (simple to complex) of tasks presented in English textbook used in senior high schoo
Use your analysis of the plot, setting, characters, and writing style to determine what the book's theme is.
1.Some common themes include good vs. evil, growing up, human nature, love, friendship, war, and religion. ...
2.A book may deal with multiple themes, with some themes being more obvious than others.
This comment has been removed by the author.
ReplyDeleteName : Sulthon Aulia Syahalam
ReplyDeleteNim : 181230188
Class : TBI 5E
ANWER
The use of English textbook does not only become a guide to the teachers when delivering the materials, but also presents necessary input through various explanations and activities. On the side of the learners, it also influences their attitudes and performance to the materials. This phenomenon challenges the writer to conduct research-based article concerning textbook evaluation to analyze the tasks and the distribution (simple to complex) of tasks presented in English textbook used in senior high schoo
Use your analysis of the plot, setting, characters, and writing style to determine what the book's theme is.
1.Some common themes include good vs. evil, growing up, human nature, love, friendship, war, and religion. ...
2.A book may deal with multiple themes, with some themes being more obvious than others.
Alifah 181230180
ReplyDeleteTbi 5E
steps to analyze and evaluate English material in textbooks, as follows:
- activities implemented are in accordance with the form and meaning of the grammatical nature of students
-Consider the age and level of students who will use the material to be taught
-What about the grammar presentation in the text. is it interesting for students
-Does the grammatical area relate to its implications when implementing in oral and or written discourse;
-does the use of grammar represent realistic language usage
-how the methodology used in this book. whether it meets the expectations of students, teachers, and educational culture
Name : Fitria Sukmawati
ReplyDeleteClass : TBI 5D
Doing analysis and evaluation English materias in a text book needs some aspects such as the knowledge and ability to the theory and practices of language acquisition for foreign learmers. Therefore, teachers should consider their modalities in this field. This is the following steps:
1. consider the age and level of the learners who will be using the materials;
2. how is the methodology used in the book. Does it fulfill the expectations of learners, teachers, and the educational culture?
3. how is about the grammar presentation in the text Is it interesting for the learners?
4. do the grammatical areas connect with the meaning implications (if any) while implementing in spoken and / or written discourse;
5. does the grammar use represent the realistic use of language?
6. are the activities applied appropriate with the form and meaning of the grammar nature of the learners?
Name : Muhammad Farhan Munawar Tanjung
ReplyDeleteNim :181230127
TBI 5D
Textbooks serve as useful teaching materials in the curriculum. The first way to evaluate and analyze textbooks is to find out the basic competencies contained in textbooks that are in accordance with current curriculum designs, such as K13 or KTSP.
Researchers found that the textbook
analyzed meets the criteria of English as a Foreign Language (EFL). There are eight criteria for textbook evaluation, namely (1) objectives and approaches, namely whether the material is attractive to students and whether the material is suitable for students based on school level.
(2) design and organization, namely whether the delivery of material in an interesting book such as pictures and choice of words (3) the content of the language used must be in accordance with grammar, semantics and even phonological studies (4) skills that include 4 competencies, namely English language skills namely reading, speaking, listening, writing, (5) topics, namely the preparation of chapter selection, lest students have difficulty understanding the lesson because the material presented is very difficult (6) methodology, (7) practical considerations that must be in accordance with the material presented (8) ) instructions and exercises that must be in accordance with the basic competencies in the book
Evie tri utami
ReplyDelete181230119
Tbi 5D
Tomlinson (2013) state that materials evaluation is a procedure to measure the value (or potential value) or the effect of a set of learning materials.
Here are the following step how to analysis and evaluating a textbook:
1. consider the age and level of the learners who will be using the materials;
2. how is the methodology used in the book. Does it fulfill the expectations of learners, teachers, and the educational culture?
3. how is about the grammar presentation in the text. Is it interesting for the learners?
4. do the grammatical areas connect with the meaning implications (if any) while implementing in spoken and / or written discourse;
5. does the grammar use represent the realistic use of language?
6. are the activities applied appropriate with the form and meaning of the grammar nature of the learners?
Name : Rinda Maraqonita
ReplyDeleteNIM : 181230142
Class: TBI 5D
The teaching-learning process, textbook plays a significant role dealing with the material which will be delivered to the learners.
Cunningsworth on Richard16 mentions the roles of materials in analysis the textbook in language teaching. These include the following:
a. A resource for presentation materials (spoken and written),
b. A source of activities for learner practice and communicative
interaction,
c. A reference source for learners on grammar, vocabulary,
pronunciation, and so on,
d. A source of stimulation and ideas for classroom activities,
e. A syllabus (where they reflect learning objectives that have
already been determined), and
f. A support for less experienced teachers who have yet to gain in
confidence.
The evaluation of english material in a textbook,
Miekley provides a Textbook Evaluation Checklist that could be used to evaluate students' book and teachers' book. For the students' book he suggested four categories; content, vocabulary and grammar, exercises and activities, and attractiveness of the text and physical make-up. The same way as the student’s book evaluation, he also suggests four categories to be included in the process of evaluation of the teachers' book.
Sekar Septiani
ReplyDelete181230144
TBI 5D
Analyzing and evaluating English language material in textbooks requires several aspects such as knowledge and theoretical skills and language acquisition skills for foreign learners. Therefore, teachers must consider their modalities in this area.
Based on Eggin's application on a coursebook analysis (1994).There are 2 aspects to analyze a textbook consist of content and expression. Content consist of semantics (syllabus objective/outcome), lexicogrammar (scope and sequence and methodology). And for Expression, consists of Phonology/Graphology Sound/Letters (A multimodal code of instructional design including language and visual elements).
Meanwhile Tomlinson (2013) state that materials evaluation is a procedure to measure the value such as the appeal, the credibility, the validity, the reliability, the ability, the value of the materials to learners and teachers.
Here are the steps on how to analyze and evaluate a textbook:
1. Consider the age and level of the learners who will be using the materials;
2. How is the methodology used in the book. Does it fulfill the expectations of learners, teachers, and the educational culture?
3. How is about the grammar presentation in the text. Is it interesting for the learners?
4. Do the grammatical areas connect with the meaning implications (if any) while implementing in spoken and / or written discourse;
5. Does the grammar use represent the realistic use of language?
6. Are the activities applied appropriate with the form and meaning of the grammar nature of the learners?
Name: Rizkia Nabilah
ReplyDeleteNIM: 181230152
Class: TBI 5D
Analysis of materials should be objective, focusing on what materials contain, what they ask of learners, and what their aims are (Tomlinson, 2012).
If you find any English text book, you could do the following steps:
1. Consider the age and level of the learners who will be using the materials;
2. How is the methodology used in the book. Does it fulfill the expectations of learners, teachers, and the educational culture?
3. How is about the grammar presentation in the text. Is it interesting for the learners?
4. Do the grammatical areas connect with the meaning implications (if any) while implementing in spoken and / or written discourse;
5. Does the grammar use represent the realistic use of language?
6. Are the activities applied appropriate with the form and meaning of the grammar nature of the learners?
Materials evaluation is a procedure to measure the value (or potential value) or the effect of a set of learning materials. (Tomlinson, 2013)
Some or all of the following could be measured with materials evaluation:
1). The appeal of the materials to the learners;
2). The credibility of the materials to learners, teachers and
administrators;
3). The validity of the materials (i.e. Is what they teach worth
teaching?);
4). The reliability of the materials (i.e. Would they have the same effect with different groups of target learners?);
5). The ability of the materials to interest the learners and the teachers;
6). The ability of the materials to motivate the learners;
7). The value of the materials in terms of long-term learning (of both language and of communication skills);
8). The learners’ perceptions of the value of the materials;
9). The teachers’ perceptions of the value of the materials;
10). The assistance given to the teachers in terms of preparation, delivery and assessment;
11). The flexibility of the materials (e.g. the extent to which it is easy for a teacher to adapt the materials to suit a particular context);
12). The contribution made by the materials to teacher development;
14). The match with administrative requirements (e.g. standardization across classes, coverage of a syllabus,
preparation for an examination).
Agits Fikri Mumtazi (181230195)
ReplyDeleteTalking about teachers as material developers, the development of this material is very important because we as prospective teachers must be able to teach according to the times. And also we must pay attention to the material we make whether it is available or fulfills or not. In my opinion, the material that meets the criteria is that there is a complete explanation in it which is accompanied by a picture so that students understand it easier.
The ways how to do the analysis and the evaluation of English materials in textbook,as follows:
1. consider the age and level of learners who will be using the materials;
2. how is the methodology used in the book. does it fulfill the expectations of learners, teachers, and the educational culture?
3. how is about the grammar presentation in the text. is it interesting for the learners?
4. do the grammatical areas connect with the meaning implications (if any) while implementing in spoken and or written discourse;
5. does the grammar use represent the realistic use of language?
6. are the activities applied appropriate with the form and meaning of the grammar nature of the learners?
Eneng Ifat Fatimah
ReplyDelete181230151
TBI 5 D
In analyzing a course books we have several considerations, based on Eggins’ application on a course book analysis (1994)
there are two aspect of course book Analysis :
CONTENT & EXPRESSION, where the CONTENT contains aspect:
°Syllabus objectives/outcome,
°Scope and sequence and methodology. While the EXPRESSION consist:
°A multimodal code of instructional,
°Design including language and visual elements.
Meanwhile, According to Tomlinson, (2013)
Materials evaluation is a procedure to measure the value (or potential value) or the effect of a set of learning materials.
Some or all of the following could be
measured with materials evaluation :
1). The appeal of the materials to the learners
2). The credibility of the materials to learners, teachers and administrators;
3). The validity of the materials (i.e. Is what they teach worth teaching?)
4). The reliability of the materials (i.e. Would they have the same effect with different groups of target learners?);
5). The ability of the materials to interest the learners and the teachers;
6). The ability of the materials to motivate the learners;
7). The value of the materials in terms of long-term learning (of both language and of communication skills);
8). The learners’ perceptions of the value of the materials;
9). the teachers’ perceptions of the value of the materials;
10). The assistance given to the teachers in terms of preparation, delivery and assessment;
11). The flexibility of the materials (e.g. the extent to which it is easy for a teacher to adapt the materials to suit a particular context);
12). The contribution made by the materials to teacher development;
13). The match with administrative requirements (e.g. standardization across classes, coverage of a syllabus, preparation for an examination).
Aulia Rahma/ 181230157/TBI 5D
ReplyDeleteI think how to do analysis and evaluation of English material in a textbook with two materials development theories, namely Eggins theory and Tomlinson theory.
The first is Eggins’s theory.
If we use Eggins Theory, There are two things that must be seen if we want to analyze and evaluate a book: Content and Expression. Look at from the content analysis here, what must be analyzed is the language aspect which consists of semantics (meanings), lexicogrammar (words and structures), syllabus objectives / outcomes and scope and sequence methodology.Then, expression analysis contains of a language aspect which is about phonology/graphology/souds/letter and a multimodal code of instructional design including language also visual elements.
The second is Tomlinson’s theory.
- Tomlinson said that “Every teacher is a materials developer” (2018).
Why we must to do material development? Because to provide monitored experience of the process of developing materials.
- Concept Of Materials Development By Tomlinson.
It is both theoretical and practical studies of the principles and procedures of the design
, implementation and evaluation of language teaching materials.
- Processes In Material Development by Tomlinson.
Production, Evaluation, and Adaption of language teaching materials either for classroom use or sales distribution.
- Aspects Of Materials Development by Tomlinson.
The aspect are interactice in its theoretical studies and developments, also the use classroom materials.
- The Steps Of Analyze and Evaluation A TextBook by Tomlinson:
Here are the following step how to analysis and evaluating a textbook:
1. Consider the age and level of the learners who will be using the materials;
2. How is the methodology used in the book. Does it fulfill the expectations of learners, teachers, and the educational culture?
3. Dow is about the grammar presentation in the text. Is it interesting for the learners?
4. do the grammatical areas connect with the meaning implications (if any) while implementing in spoken and / or written discourse;
5. Does the grammar use represent the realistic use of language?
6. Are the activities applied appropriate with the form and meaning of the grammar nature of the learners?
The Characterictics of Materials Evaluation:
1). The appeal of the materials to the learners.
2). The credibility of the materials to learners, teachers and administrators.
3). The validity of the materials (i.e. Is what they teach worth teaching?.
4). The reliability of the materials (i.e. Would they have the same effect with different groups of target learners?.
5). The ability of the materials to interest the learners and the teachers.
Wielda Hudaeby
ReplyDelete181230155
TBI 5 D
Analysis conducted to find out whether the material is compatible or not. Here are some aspect that should we consider when we analyse english material in the textbook according to Tomlinson's Theory:
- Materials should achieve impact
- Material should help learners to feel at ease
- Material should help learners to develop confidence
- What is being taught should be perceived by learners as relevant and
useful.
- Materials should require and facilitate learner self-investment.
- Learners must be ready to acquire the points being taught.
- Materials should expose the learners to language in authentic use
- The learners’ attention should be drawn to linguistic features of the input.
- Materials should provide the learners with opportunities to use the
target language to achieve communicative purposes.
- Materials should take into account that the positive effects of
instruction are usually delayed.
- Materials should take into account that learners differ in learning
styles.
- Materials should take into account that learners differ in affective
attitudes.
- Materials should permit a silent period at the beginning of
instructions.
- Materials should maximize learning potential which stimulates both
right and left brain activities.
- Materials should not rely too much on controlled practice.
- Materials should provide for outcome feedback.
According toTomlinson and Masuhara’s, definition of materials evaluation is: “Materials evaluation involves measuring the value (or potential value) of a set of learning materials by making judgements about the effect of materials on people using it”. So, in evaluating English Materials in the textbooks, we consider how much influence the contents of the textbook on learners need, goals, methods and specific teaching program values.
This comment has been removed by the author.
ReplyDeleteName: sithi alfiqaroh suarti
ReplyDeleteNim : 181230172
TBI V/E
my answer
The ways how to do analysis and the evaluation of English materials in a textbook.
Here's the following steps:
1. Consider the age and level of the learners who will be using the materials
2. How is the methodology used in the book. Does it fulfill the expectations of learners, teachers, and the educational culture
3. How is about the grammar presentation in the text. Is it interesting for the learners
4. Do the grammatical areas connect with the meaning implications [if any] while implementing in spoken and / or written discourse
5. Does the grammar use represent the realistic use of language
6. Are the activities applied appropriate with the form and meaning of the grammar nature of the learners
And then Based on Eggin's application on a coursebook analysis (1994).There are 2 aspects to analyze a textbook: content and expression. Content consist of syllabus objective / outcome, lexicogrammar (words and structure) and scope and sequence and methodology. Expression consists of a multimodal code of instructional design including language and visual elements.
Name; Mansyur AS
ReplyDeleteNIM; 181230131
Class; TBI 4d
There are steps for analysis and evaluation of English materials in textbooks, in Tomlinson's book on development of material b. England, as follows:
A. consider the age and level of learners who will use material;
B. how methodologies are used in this book. Does it meet the expectations of educational learners, teachers, and cultures?
C. how about a grammar presentation in the text. Is this interesting for a scholar?
D. whether the gramatic region is related to its implications (if any) while implementing in spoken and/or written discourse
E. do the activities applied according to the shape and meaning of the grammatical content of learners?
E.does grammatical use represent realistic language use?
Name/SN : Bernica Salsabila/181230158
ReplyDeleteClass : TBI 5E
These steps taken from Tomlinson's book about English materials development: analysis and evaluation.
1. consider the age and level of the learners who will be using the materials;
> content eligibility can be seen from:
• Completeness of the material, the material description contains linguistic facts: sentences, vocabulary, terms, expressions, proverbs, or literature according to the demands of learning at the level of the intended student
• The accuracy of the material, the training presented starts from a simple concept to a complex one; concrete to abstract, easy to difficult, environment close to far away gradually and continuously (continuity) according to the principle of the learning process.
2. how is the methodology used in the book. Does it fulfill the expectations of learners, teachers, and the educational culture?
> meet expectations can be seen from:
• The material presented in the book is up to date
• Discourse and its development show features, images, examples, or illustrations that reflect real events or events, preferably up to date that can be seen and experienced by students in everyday life.
• Development of insight or appreciation of cultural and religious diversity.
3. How is about the grammar presentation in the text. Is it interesting for the learners?
> Presentation systematics are conveyed in a clear, focused, and obedient manner in each chapter, namely there is an introductory section (containing the objectives of writing textbooks, book systematics, learning methods that must be followed, as well as other matters that are considered important for students), the content section (description, discourse, training, illustrations, pictures, and other support), as well as the closing section (summary), and is relevant to the subject so that it can arouse students' joy in learning.
4. do the grammatical areas connect with the meaning implications (if any) while implementing in spoken and / or written discourse;
> The material presentation places students as learning subjects so that the description in the book needs to be supported by activities that are able to form students' learning independence, for example with independent tasks. The presentation of material is interactive and participatory which motivates students to be mentally and emotionally involved in achieving competency standards and basic competencies so that students are motivated to learn comprehensively about various linguistic and literary problems
5. does the grammar use represent the realistic use of language?
> The concepts and theories presented to achieve basic competences in accordance with the definitions in accordance with the scientific field (linguistics does not cause much interpretation and literature, is used appropriately according to the phenomena discussed)
6. are the activities applied appropriate with the form and meaning of the grammar nature of the learners?
> The descriptions, exercises, examples in terms of language and literature material presented have a relationship with one another so that students are able to apply basic scientific concepts in an integrated and holistic manner according to the demands of basic competencies.
Name : Iin Fatimah 181230184
ReplyDeleteClass : TBI 5E
Based on Eggin's application on a coursebook analysis (1994).There are 2 aspects to analyze a textbook: content and expression. Content consist of syllabus objective / outcome and scope and sequence and methodology. Expression consists of a multimodal code of instructional design including language and visual elements.
The ways how to do analysis and the evaluation of English materials in a textbook.
Here's the following steps:
1. consider the age and level of the learners who will be using the materials;
2. how is the methodology used in the book. Does it fulfill the expectations of learners, teachers, and the educational culture?
3. how is about the grammar presentation in the text. Is it interesting for the learners?
4. do the grammatical areas connect with the meaning implications (if any) while implementing in spoken and / or written discourse;
5. does the grammar use represent the realistic use of language?
6. are the activities applied appropriate with the form and meaning of the grammar nature of the learners?
This comment has been removed by the author.
ReplyDeleteName : Robiatul Adawiah
ReplyDeleteNIM : 181230192
Class : TBI - 5E
A textbook is a book that contains material descriptions of certain subjects or fields of study, which are arranged systematically and have been selected based on specific objectives, learning orientation, and student development to be assimilated (Muslich, 2010).
As a medium and learning resource, textbooks are able to transform knowledge and life values related to the basic competencies being taught.
And here's the ways how to do analysis and the evaluation of English materials in a textbook :
1. Consider the age and level of the learners who will be using the materials;
2. How is the methodology used in the book. Does it fulfill the expectations of learners, teachers, and the educational culture?
3. How is about the grammar presentation in the text. Is it interesting for the learners?
4. Do the grammatical areas connect with the meaning implications (if any) while implementing in spoken and / or written discourse;
5. Does the grammar use represent the realistic use of language?
6. Are the activities applied appropriate with the form and meaning of the grammar nature of the learners?
Sarmidawati 18123019
ReplyDeleteTbi 5 E
The ways how to do the nalysis
- Read the work slowly and pay close attention to detail. To analyze a book for its subtle messages and ideas, weneed to give the book your undivided attention.
- Remember when we will reading that all the little details in the book were deliberately chosen by the author and hence might be significant in some unseen way.
- Make an outlane of the material we have already read to help when we forget to organize our discussion material.
- Read the book twice if you have time.
- Make an outline to put your ideas and relevant information together. This is especially useful if you’re writing a critical analysis of a book for others to read.
Evaluation of english
Scope and Sequence
-Textbook contains a comprehensive standard scope and sequence for a particular college course or set of courses.
-Textbook is easily divisible into smaller sections, with text that is not overly self-referential in order to enable modularity as much as possible.
Content Accuracy
- Textbook contains accurate content without factual errors.
- Content is presented with no or minimal bias or slant, taking into account the context of the particular subject being addressed.
- Content has been reviewed by subject matter experts through a peer review process – preferably, but not restricted to, double-blind peer review.
Instructional Design
-The relationship between the use of the textbook and fulfilling particular learning outcomes is clearly explained.
Text Clarity
-Content is written in accessible and internally-consistent prose for the intended reader.
- Textbook contains a structured, clear, and logical progression of topics.
Name: Ulfah Mariatul Kibtiah
ReplyDeleteClass :TBI 5E / 181230175
Textbooks are an important teaching material in learning activities, especially for teachers who are not yet able or ready to make them own teaching materials based on standard textbook writing lessons. as teachers, we must also be able to analyze or evaluate the books that we will use in teaching. The following steps to analyze and evaluate the English material in text book:
1. Consider the age and level of the learners who will be using the materials;
2. How is the methodology used in the book. Does it fulfill the expectations of learners, teachers, and the educational culture?
3. How is about the grammar presentation in the text. Is it interesting for the learners?
4. Do the grammatical areas connect with the meaning implications (if any) while implementing in spoken and / or written discourse;
5. Does the grammar use represent the realistic use of language?
6. Are the activities applied appropriate with the form and meaning of the grammar nature of the learners?
Name : murdevi (181230156)
ReplyDeleteClass : TBI 5 D
The ways I do the analysis and the evaluation of English material in textbook.
By identifying the textbook related to the material having certain criteria or standards such as its relevance to the current curriculum, the suitability of the method with the material presented, the content of the material in the textbook or its scientific angle, namely whether the theories used in the writing of the textbook is appropriate or not, the material in the textbook considers linguistic aspects such as grammar or not, and identifies content of instructional design, such as: learning, learning needs, learning goals, materials (content, text and task (activities)), and assessment. Therefore, it is necessary to conduct an analysis and evaluation of a textbook, in this case the textbook is said to be feasible if these criteria have been met.
Anisa Fujiyanti
ReplyDelete181230153
Tbi 5 D
Tomlinson (2013) state that materials evaluation is a procedure to measure the value (or potential value) or the effect of a set of learning materials.
Here are the following step how to analysis and evaluating a textbook:
1. consider the age and level of the learners who will be using the materials;
2. how is the methodology used in the book. Does it fulfill the expectations of learners, teachers, and the educational culture?
3. how is about the grammar presentation in the text. Is it interesting for the learners?
4. do the grammatical areas connect with the meaning implications (if any) while implementing in spoken and / or written discourse;
5. does the grammar use represent the realistic use of language?
6. are the activities applied appropriate with the form and meaning of the grammar nature of the learners?
Miftah Nur Falah (181230161)
ReplyDeleteTBI-V-E
Based on Eggins’ application on a course book analysis (1994), there are two aspect of course book Analysis :
CONTENT and EXPRESSION,
CONTENT:
• Syllabus objectives/outcome,
• Scope and sequence and methodology.
EXPRESSION:
• A multimodal code of instructional,
• Design including language and visual elements.
According to Tomlinson (2013),
Materials evaluation is a procedure to measure the value (or potential value) or the effect of a set of learning materials.
Some or all of the following could be
measured with materials evaluation :
1). The appeal of the materials to the learners
2). The credibility of the materials to learners, teachers and administrators;
3). The validity of the materials (i.e. Is what they teach worth teaching?)
4). The reliability of the materials (i.e. Would they have the same effect with different groups of target learners?);
5). The ability of the materials to interest the learners and the teachers;
6). The ability of the materials to motivate the learners;
7). The value of the materials in terms of long-term learning (of both language and of communication skills);
8). The learners’ perceptions of the value of the materials;
9). the teachers’ perceptions of the value of the materials;
10). The assistance given to the teachers in terms of preparation, delivery and assessment;
11). The flexibility of the materials (e.g. the extent to which it is easy for a teacher to adapt the materials to suit a particular context);
12). The contribution made by the materials to teacher development;
13). The match with administrative requirements (e.g. standardization across classes, coverage of a syllabus, preparation for an examination).
Nama : agung satria
ReplyDeleteNim : 181230129
Kelas : TBI 5D
In conducting analysis and evaluation, we must be able to know the criteria for a book that is suitable for readers. After that, we do analysis and evaluation starting from reading the book and understanding the material then analyzing and describing it then providing conclusions and suggestions. As for the 10 criteria that must be fulfilled by a quality textbook according to Greene and Patty, are as follows:
1. The textbook should appeal to children
2. The textbook must be able to motivate the students who use it.
3. The textbook should contain illustrations that will attract the hearts of students who use them
4. The textbook should consider linguistic aspects so that it is in accordance with the abilities of the students who use it.
5. The content of the textbook must be closely related to other lessons, it is better if it can support it with a plan, so that everything is a complete and unified whole.
6. The textbook should be able to stimulate or excite the personal activities of students who use it.
7. The textbook should consciously and firmly avoid vague and unusual concepts, so as not to confuse the students who use it.
8. The textbook must have a clear and firm point of view so that in the end it becomes the point of view of its loyal users.
9. Textbooks must be able to provide confirmation, emphasize the values of children and adults.
10. The textbook should be able to appreciate the personal differences of the students who use it.
Name : Anisa Fauziah 181230164
ReplyDeleteClass : TBI 5 E
NIM : 181230164
The way how to do analysis and the evaluation of english materials in a textbook :
Analysis of materials should be objective focusing on what materials contain, what they ask of learners and what their aims are (Tomlinson 2012)
You can do the following steps :
1. consider the age and level of learners who will be using the materials;
2. how is the methodology used in the book. does it fulfill the expectations of learners, teachers, and the educational culture?
3. how is about the grammar presentation in the text. is it interesting for the learners?
4. do the grammatical areas connect with the meaning implications (if any) while implementing in spoken and or written discourse;
5. does the grammar use represent the realistic use of language?
6. are the activities applied appropriate with the form and meaning of the grammar nature of the learners?
Sabilah rahmatika
ReplyDelete181230121
TBI 5D
The Steps of Analyze and Evaluation A TextBook by Tomlinson:
Here are the following step how to analysis and evaluating a textbook:
1. Consider the age and level of the learners who will be using the materials
2. How is the methodology used in the book. Does it fulfill the expectations of learners, teachers, and the educational culture?
3. How is about the grammar presentation in the text. Is it interesting for the learners?
4. Do the grammatical areas connect with the meaning implications (if any) while implementing in spoken and or written discourse
5. Does the grammar use represent the realistic use of language?
6. Are the activities applied appropriate with the form and meaning of the grammar nature of the learners?
The Materials Evaluation Based Tomlinson (2003)
1. The appeal of the materials to the learners
2. The credibility of the materials to learners, teachers, and administrators
3. The validity of the materials (i.e. Is what they teach worth teaching?)
4. The reliability of the materials (i.e. Would they have the same effect with different groups of target learners?
5. The ability of the materials to interest the learners and the teachers
6. The ability of the materials to motivate the learners
Name: Faathir Muhammad Amanullah
ReplyDeleteNIM: 181230124
Class & Semester: 5D TBI
Here is the answer of number 1, based on the source that I've search:
1). the appeal of the materials to
the learners;
2). the credibility of the materials
to learners, teachers and
administrators;
3). the validity of the materials
(i.e. Is what they teach worth
teaching?);
4). the reliability of the materials (i.e.
Would they have the same effect with
different groups of target learners?);
5). the ability of the materials to
interest the learners and the
teachers;
6). the ability of the materials to
motivate the learners;
7). the value of the materials
in terms of long-term
learning (of both language
and of communication
skills);
8). the learners’ perceptions
of the value of the materials;
9). the teachers’
perceptions of the
value of the materials;
10). the assistance given
to the teachers in terms
of preparation, delivery
and assessment;
11). the flexibility of the materials (e.g. the
extent to which it is easy for a teacher to
adapt the materials to suit a particular
context);
12). the contribution made by the
materials to teacher development;
14) the match with administrative
requirements (e.g. standardization across
classes, coverage of a syllabus,
preparation for an examination).
Euis Asterina 181230120 TBI 5 D
ReplyDeleteAnswer:
Textbooks serve as a useful teaching material in the curriculum. A good English text book must meet physical appearance criteria such as the suitability of textbook design and the completeness of textbooks and textbooks must be in accordance with the curriculum as a result of curriculum implementation and its implementation in school.
Tomlinson (2013) state that materials evaluation is a procedure to measure the value (or potential value) or the effect of a set of learning materials.
there are they way to do the analysis and evaluation of english materials in textbooks:
1. consider the age and level of the learners who will be using the materials
2. how is the methodology used in the book. Does it fulfill the expectations of learners, teachers, and the educational culture?
3. how is about the grammar presentation in the text. Is it interesting for the learners?
4. do the grammatical areas connect with the meaning implications (if any) while implementing in spoken and / or written discours
5. does the grammar use represent the realistic use of language?
6. are the activities applied appropriate with the form and meaning of the grammar nature of the learners?
Name : Siti Mariam
ReplyDeleteNim : 181230130
Class : TBI 5D
1. Based on Eggins’ application on a course book analysis (1994) there are 2 several ways:
Content and expression, where we must analyze and evaluate.
In content analysis there is inside semantic (meaning), lexicogrammar (words and structures), Syllabus objectives/outcome, Scope and sequence and methodology.
After that expression analysis there are consist of Phonology/graphology. Sounds/letters, A multimodal code of instructional design including language and visual elements.
Then, if we want to analyze based on tomlinson, Materials evaluation is a procedure to measure the value (or potential value) or the effect of a set of learning materials.
✨Concept Of Materials Development By Tomlinson.
It is both theoretical and practical studies of the principles and procedures of the design, implementation and evaluation of language teaching materials.
✨Processes In Material Development by Tomlinson.
Production, Evaluation, and Adaption of language teaching materials either for classroom use or sales distribution.
Some or all of the following could be
measured with materials evaluation:
1). The appeal of the materials to the learners
2). The credibility of the materials to learners, teachers and administrators;
3). the validity of the materials (i.e. Is what they teach worth
teaching?)
4). the reliability of the materials (i.e. Would they have the same effect with different groups of target learners?);
5). the ability of the materials to interest the learners and the teachers;
6). the ability of the materials to motivate the learners;
7). the value of the materials in terms of long-term learning (of both language and of communication skills);
8). the learners’ perceptions of the value of the materials;
9). the teachers’ perceptions of the
value of the materials;
10). the assistance given to the teachers in terms of preparation, delivery
and assessment;
11). the flexibility of the materials (e.g. the extent to which it is easy for a teacher to adapt the materials to suit a particular context);
12). the contribution made by the materials to teacher development;
14) the match with administrative requirements (e.g. standardization across classes, coverage of a syllabus, preparation for an examination).
Name : Maria Ulfah El Rahman
ReplyDeleteNIM : 181230182
Class : TBI 5E
The way how to the analysis textbook:
1. Read the book slowly and take notes as you read.
2. Determine the author’s purpose.
3. Research the author’s background and motivation for writing this book.
4. Distinguish facts from statements of opinion. Although the factual evidence used to bolster an argument should be viewed critically, it is the author’s opinion that you should critique and evaluate in your analysis.
5. Examine the evidence the author relies on to support their argument.
6. Decide whether the book accomplishes its purpose.
The way how to do evaluating textbook
In general, textbook evaluation addresses the following issues:
The internal evaluation seeks to find information about:
the presentation of the skills (coverage, proportion, integration)
grading and sequencing (the type of progression, principle underlying progression, levels)
whether discourse skills are included
the ‘authenticity’ of the listening materials
the nature of interaction in oral dialogues (natural or artificial dialogues?)
the relationship of tests and activities to learners’ needs and the content of the book
suitability for different learning styles and access to self-study
the possibility of engagement for learners and teachers in terms of needs, goals, skills and beliefs.
This comment has been removed by the author.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteName : Dita Aurellia
ReplyDeleteNim : 181230185
TBI 5
Materials evaluation is a procedure to measure the value (or potential value) or the effect of a set of learning materials. Evaluation is a subjective attempt to measure the effectiveness of materials as applied to a specific context (Tomlinson, 2012)
Some or all of the following could be measured with materials evaluation:
1). the appeal of the materials to the learners;
2). the credibility of the materials to learners, teachers and administrators;
3). the validity of the materials (i.e. Is what they teach worth teaching?);
4). the reliability of the materials (i.e.Would they have the same effect with different groups of target learners?);
5). the ability of the materials to interest the learners and the teachers;
6). the ability of the materials to motivate the learners;
7). the value of the materials in terms of long-term learning (of both language and of communication skills);
8). the learners’ perceptions of the value of the materials;
9). the teachers’ perceptions of the value of the materials;
10). the assistance given to the teachers in terms of preparation, delivery and assessment;
11). the flexibility of the materials (e.g. the extent to which it is easy for a teacher to adapt the materials to suit a particular context);
12). the contribution made by the materials to teacher development;
13) the match with administrative requirements (e.g. standardization across classes, coverage of a syllabus, preparation for an examination).
🌻And some steps from Tomlinson's book about English Material Development: analysis and evaluation.
Here the way how to do analysis and evaluation:
1. Consider the age and level of the learners who will be using the materials;
2. How is the methodology used in the book. Does it fulfill the expectations of learners, teachers, and the educational culture;
3. How is about the grammar presentation in the text. Is it interesting for the learners?
4. Do the grammatical areas connect with the meaning implications (if any) while implementing in spoken and /or written discourse;
5. Does the grammar use represent the realistic use of language;
6. Are the activities applied appropriate with the form and meaning of the grammar nature of the learners.
Name: Syahrini Sovia
ReplyDeleteNim: 181230150
Class: TBI 5D
*Tomlinson's state that evaluators need to develop their own principled criteria which take into consideration the context of the evaluation and their own beliefs. He claims that evaluation criteria should be developed before materials are produced, and used to make decisions about the approach, procedures and activities to be adopted as well as to monitor their development and subsequent use.
*Tomlinson's recognises that evaluation is inevitably subjective, that it ‘focuses on the users of the materials’ and attempts to measure the potential or actual effects of the materials on their users. In contrast, analysis focuses on the materials and aims to identify what they contain, what they ask learners to do and what they say they are trying to achieve, aiming to provide an objective account of the materials, though the selection of questions is inevitably subjective and there is often a hidden agenda which it is hoped the revealed data will support.
*The ways to do analysis and evaluating English materials in a textbook by Tomlinson (2013):
1. Consider the age and level of the learners who will be using the materials;
2. How is the methodology used in the book. Does it fulfill the expectations of learners, teachers, and the educational culture?
3. How is about the grammar presentation in the text. Is it interesting for the learners?
4. Do the grammatical areas connect with the meaning implications (if any) while implementing in spoken and/or written discourse
5. Does the grammar use represent the realistic use of language?
6. Are the activities applied appropriate with the form and meaning of the grammar nature of the learners?
*The other ways/procedure of textbook evaluation:
~On page evaluation/impressionistic approach
1. What the textbooks look like?
2. Identify strengths and weaknesses
3. Note significant features
4. Used for making shortlist or considering adopting a textbook a later date.
Name: Rahmah Antika Zahraa
ReplyDeleteNim : 181230181
Class : TBI 5E
Materials evaluation is a procedure to measure the value (or potential value) or the effect of a set of learning
materials.
The ways how to do analysis and the evaluation of English materials in a textbook.
Here's the following steps:
1. Consider the age and level of the learners who will be using the materials;
2. How is the methodology used in the book. Does it fulfill the expectations of learners, teachers, and the educational culture?
3. How is about the grammar presentation in the text. Is it interesting for the learners?
4. Do the grammatical areas connect with the meaning implications (if any) while implementing in spoken and / or written discourse;
5. Does the grammar use represent the realistic use of language?
6. Are the activities applied appropriate with the form and meaning of the grammar nature of the learners?
Name: Rahmah Antika Zahraa
ReplyDeleteNim : 181230181
Class : TBI 5E
Materials evaluation is a procedure to measure the value (or potential value) or the effect of a set of learning
materials.
The ways how to do analysis and the evaluation of English materials in a textbook.
Here's the following steps:
1. Consider the age and level of the learners who will be using the materials;
2. How is the methodology used in the book. Does it fulfill the expectations of learners, teachers, and the educational culture?
3. How is about the grammar presentation in the text. Is it interesting for the learners?
4. Do the grammatical areas connect with the meaning implications (if any) while implementing in spoken and / or written discourse;
5. Does the grammar use represent the realistic use of language?
6. Are the activities applied appropriate with the form and meaning of the grammar nature of the learners?
Name: Rahmah Antika Zahraa
ReplyDeleteNim : 181230181
Class : TBI 5E
Materials evaluation is a procedure to measure the value (or potential value) or the effect of a set of learning
materials.
The ways how to do analysis and the evaluation of English materials in a textbook.
Here's the following steps:
1. Consider the age and level of the learners who will be using the materials;
2. How is the methodology used in the book. Does it fulfill the expectations of learners, teachers, and the educational culture?
3. How is about the grammar presentation in the text. Is it interesting for the learners?
4. Do the grammatical areas connect with the meaning implications (if any) while implementing in spoken and / or written discourse;
5. Does the grammar use represent the realistic use of language?
6. Are the activities applied appropriate with the form and meaning of the grammar nature of the learners?
Name : FARHAN
ReplyDeleteSNR :181230191
ANSWER
Following are the steps that must be taken to analyze and evaluate English material in textbooks, Tomlinson, in his book explains about the development of English language material;
1. Taking into account the age and level of students who will use the material;
2. What is the methodology used in this book. Does it meet the expectations of students, teachers, and the educational culture?
3. How about the grammar presentation in the text. Is this interesting for students?
4. Does the grammatical area relate to its implications (if any) when implementing in oral and / or written discourse
5. Does the use of grammar represent realistic language usage?
6. Are the activities implemented in accordance with the form and meaning of the grammatical nature of the students?
Sepri Baihaqi
ReplyDelete(18123076)
TBI 5E
In analyzing and evaluating a textbook, the contents of the book have to be carefully described in terms of scope and sequence, organization, and the types of texts and exercises contained within the textbook. The analysis phase will involve identifying these kinds of information:
-Aims and objectives of the book.
-Level of the book (grammatical, syntaxes, materials etc).
-Skills addressed.
-Topics covered.
-Situations it is intended for target learners.
-Time required.
-Components.
-Number and length of units.
-Organization of units.
Tubagus weshanuddin
ReplyDelete(171230156)
TBI 7E
The way how to do analysis and the evaluation of english materials in a textbook :
Analysis of materials should be objective focusing on what materials contain, what they ask of learners and what their aims are (Tomlinson 2012)
You can do the following steps :
1. consider the age and level of learners who will be using the materials;
2. how is the methodology used in the book. does it fulfill the expectations of learners, teachers, and the educational culture?
3. how is about the grammar presentation in the text. is it interesting for the learners?
4. do the grammatical areas connect with the meaning implications (if any) while implementing in spoken and or written discourse;
5. does the grammar use represent the realistic use of language?
6. are the activities applied appropriate with the form and meaning
Name:fitroh
ReplyDeleteNim:181230122
Class: TBI 5D
Analysis and evaluation of English materials in a textbook. textbooks play an important role in supporting curriculum implementation. There are several textbook evaluation criteria proposed by experts such as Cunningsworth (1995), Harmer (2007), and Brown (2001).Textbook evaluations usually analyze textbook content based on several criteria as proposed by these experts. English text book well must meet the appearance criteria physical properties such as textbook design suitability and textbook completeness (Cunningsworth 1995). Apart from that, Indonesia also has National Education Standards Agency (BSNP). One of its duties is to analyze textbooks and evaluate the quality of books text used. The National Education Standards Agency has several criteria for assessing the appropriateness of textbooks used in the learning process. Textbooks must have all the elements of conformity, namely: conformity of content, suitability of presentation, and suitability of language. Textbooks must conform to the curriculum as a result of curriculum application and implementation in schools (Byrd 2001). Byrd. (2001) also proposed criteria that can be used in evaluating and selecting good textbooks. First, the suitability between the material and the curriculum. The curriculum is a guideline for the teaching and learning process, including program objectives and teaching procedures. Therefore, the suitability between the material and the curriculum will help students achieve the goals of a program. Second, the suitability between material and process learn how to teach. These materials must be in accordance with the needs of students, so that they can learn the material effectively. In addition, the material in the textbook must also assist teachers in managing the teaching and learning process effectively.
Muhlis
ReplyDelete181230186
TBI-5E
ENGLISH MATERIAL DEVELOPMENT
Analysis of English Material in Textbooks
Textbooks contain interpersonal texts, transactional texts, functional texts, and monologues related to the daily lives of students
1. provide opportunities for students to understand and
2. produce expressions in fulfilling the interpersonal communicative function both spoken and written and
3. interact with the immediate environment.
The textbook evaluation process can be done by examining the contents of the textbook in two ways, namely external and internal evaluation.
1. External evaluation focuses on physical features such as cover, introduction, table of contents, and the like.
2. Meanwhile, internal evaluation is related to the material including assignments and exercises. The combination of internal and external approaches in textbook evaluation is considered important because it provides complete information to teachers about the suitability of certain textbooks from a perspective.
Name; Siti Nuraini 181230171
ReplyDeleteClass; TBI 5E
A textbook is a book for learning that includes materials or teaching materials to be given for students based on standard competences on a certain level. Here are the way to Analyzing and evaluating the textbooks according to McDonough & Shaw (2003) . The evaluation point are; (1) the intended audience, (2) the proficiency level, (3) the context in which the materials are to be used, (4) how the language has been presented and organized into teachable units/lessons, (5) the author’s views on language and methodology, (6) are the materials to be used as the main ‘core’ course or to be supplementary to it?, (7) the author’s views on language and methodology is the teacher’s book in print and locally available?, (8) is a vocabulary list/index included?, (9) what visual material does the book contain and is it actually integrated into the text?, (10) is the layout and presentation clear or cluttered?, (11) is the material too culturally biased or specific...[or]…represent minority groups and/or women in a negative way?.
Beside the point above, we have to consider the age and understanding level of students. Because students can develop their skill in keeping with their age gradually.
Name : Fatima Ayu Ajzahra
ReplyDeleteNim : 181230194
Class : TBI 5 E
how to do the analysis
When asked to write an analysis, it is not enough to simply summarize. You must also add your own analysis of what you’ve discovered about your topic. Analysis means breaking something down into its various elements and then asking critical thinking questions such as WHY and HOW in order to reach some conclusions of your own.
LANGUAGE COURSEBOOKS
CONTENT Semantics
(meanings)
Syllabus objectives/
outcome
Lexicogrammar
(words and
structures)
Scope and
sequence and
methodology
EXPRESSION Phonology/
graphology
Sounds/letters
A multimodal code
of instructional
design including
language and
visual elements.
The instrument for textbook evaluation consists of criteria drawn from
three major areas namely content, language, and presentation aspects. The
proposed criteria are then divided into some sub-aspects. These sub-aspects are elaborated into some area. A more detailed and specific explanation of such areas is elaborated through some items reflecting the ideal condition which should be met by a textbook. The aforementioned features are then realized in the form of table used as a researcher-generated document to be employed by the researcher himself acting as the textbook evaluator.
Littlejohn in Tomlinson (2011: 179) offers two major criteria for
examining the worthiness of a textbook. They include publication and design
aspect. Additionally, Littlejohn’s concept of textbook analysis sees textbooks as a
pedagogic device.Publication aspect is related to the tangible aspect and appearance of textbook as learning materials. It examines the physical aspect of textbook including the relationship between textbook and other components as well as their actual form. The relationship between textbooks and other components is related to the availability of answer keys, the availability of recordings and videos, and so on. The actual form of textbooks, on the other hand, concerns with its durability and their form.
how to analyze and evaluate English book material, including:
ReplyDelete1. Analysis of the content of the material, whether it is in accordance with the abilities of the students. 2. analysis of learning methods to be used for students according to class level.
3. analysis of the use of grammar, whether it is in accordance with the grade level.
4. implementation analysis after the lessons that have been delivered.
5. functions and benefits that can be taken from learning.
6. students do not feel bored or overwhelmed when doing English assignments in textbooks.
This comment has been removed by the author.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteNama: Muzdalifah
ReplyDeleteNIM: 181230072
Class: TBI 6B
1. Yes, because without the brain, there would be no language. The human brain has a few areas that are specific to language processing and production. When these areas are damaged or injured, capabilities for speaking or understanding can be lost, a disorder known as aphasia. These areas must function together in order for a person to develop, use, and understand language.
The areas of the brain necessary for processing language: Broca’s area, Wernicke’s area, the primary motor cortex, the posterior middle temporal gyrus, and the middle and posterior superior temporal gyrus.
The areas of the brain necessary for language. Spoken word, cognition, and written word all are processed in different parts of the brain in different orders.
2. advantages for English Learner: Knowing better to achievep language acquisition, we have our strategies that different one to another for achieving language acquisition, Giving the right input and output to be successful in learning language and making the good environment for supporting in learning language
advantages for English Future Teacher : Developing and improving some
task for student based on student language acquisition, Using some technique in teaching English as foreign language for our future student, Giving some stimulates in language learning that are differest one student to another and Creating the good environment that supports in language learning for student during teaching
3. Aphasia, one or more modes of communication in the brain have been damaged and are therefore functioning incorrectly. Aphasia is not caused by damage to the brain that results in motor or sensory deficits, which produces abnormal speech; that is, aphasia is not related to the mechanics of speech but rather the individual's language cognition (although a person can have both problems, particularly if they suffered a hemorrhage that damaged a large area of the brain). An individual's "language" is the socially shared set of rules, as well as the thought processes that go behind verbalized speech. It is not a result of a more peripheral motor or sensory difficulty, such as paralysis affecting the speech muscles or a general hearing impairment.
There are not similarity between aphasia and dyslexia
Dyslexia is (neurology|pathology) a learning disability in which a person finds it difficult to read and write while Aphasia is (pathology) a partial or total loss of language skills due to brain damage usually, damage to the left perisylvian region, including broca's area and wernike's area, causes aphasia.
4. The term bilingualism in language Indonesia is also called bilingual. term already can implemented what is meant bilingualism, that is, with regard to the use of two languages or two codes anguage. Sociolinguistically
in general, bilingualism is defined as a bilingual usage.
yes, culture influences bilingulism, because in my opinion everyone we meet is not necessarily the same culture, it must be different. and every culture must have its own language. So automatically when we communicate with other people of different cultures we use the first language, namely Indonesian, whereas usually if the culture is the same it usually means the same language.
5. Syntactic are rules for concatenating
words in phrases and sentences. learn how
compose interrogative sentences, orders, news, etc.
Semantics are studying meaning /
acquire vocabulary and their meanings.
Yes of course age really affects, because each age level has a different language comprehension process.
Name : Nanda Siti Radela
ReplyDeleteStudent ID : 181230054
Class : TBI – VI B
Course : PSYCHOLINGUISTICS
Lecturer : Dr. Hj. Selnistia Hidayani, M. Pd
1. We will illustrate, in particular, how babies' and children's brains are tuned to comprehend language, and how changes in the brain during development act as preconditions for language learning. Understanding language is a mechanism that requires at least two essential brain regions to collaborate in order to occur. This would be unlikely without the links that enable these brain regions to communicate with one another. During infancy and adolescence, the nerve fibers that make up these connections form and evolve, providing an increasing underpinning for the ability to learn and use language.
2. Psycholinguistics' Advantages:
1. Language development may occur between the ages of 0 and 5 years.
2. Language cannot be taught to other species.
3. There is a common language in the language (Language Universal)
4. Culture is just the tip of the iceberg in addressing any of the potential differences in recent research on bilingual cognitive benefit. Other considerations to consider when accessing bilingual cognitive benefit include simultaneous vs. linear learning and/or unbalanced vs. balancedness between languages in bilingualism.
3. Aphasia (aphasia) is a genetic condition that impairs language abilities. Their brain memory is impaired. People suffering from this condition will have trouble finding emotions as well as knowing and understanding vocabulary while speaking. Of necessity, this can create complications in the sufferer's life. Since one of the most critical aspects of life is connection. Often, this condition strikes suddenly following a stroke or a brain injury.
Dyslexia is a disorder in which a person has trouble reading, writing, and spelling. Dyslexia symptoms must be identified at a young age so that parents can have more suitable coping styles for their children. The following is an overview of the reasons and methods for preventing dyslexia that you should be aware of.
4. individual’s cultural background plays a vital role in the development of the alerting and executive control networks, which have also been reported as part of the bilingual advantage. The absence of a cultural or bilingual influence on the orienting network means that the effect is only responsive in complex attentional contexts, such as information retrieval and maintenance, avoidance, and perceptual versatility of signals and target stimuli. As a result, attentional mechanisms that grow more slowly could be more vulnerable to language and cultural influences.
5. The semantic and syntactic features of true belief papers contribute to their sophistication.
Proopositional attitudes are expressed by verbs such as believe, know, anticipate, regret, and so on, which denote a relationship between an individual (the subject) and a proposition (the embedded clause). Thus, a sentence such as "Peter believes Susan is a spy" reflects Peter's attitude toward the proposition "Susan is a spy," namely his assumption that this proposition is valid. The embedded proposition must be valid in order for the attitude ascription to be right (“Susan is a spy”) does not have to be true; only the subject's attitude toward the proposition represented by the matrix verb has to be true (i.e., it must be true that Peter indeed holds such a belief).
This adds a level of semantic ambiguity to the interpretation of belief ascriptions: in order to read belief ascriptions, one must determine the validity of the matrix clause (“Peter believes...”) in the real universe and the embedded proposition (“Susan is a spy”) in a domain distinct from the actual world, usually conceptualized as the repertoire of all possible universes consistent with the subject's beliefs.