THE COURSEBOOK PACKAGE
AND THE LANGUAGE CONTENT
By Group 3
Izza N.Rahma-1808103117
Lindu Asmara-1808103166
Siti Nurohqomariyyah-1808103125
THE COURSEBOOK PACKAGE
• The Makeup Package
The makeup package concern is the whole learning package: how it is made up and how
the distinguish parts relate one another.
• The Organization of Coursebook
The next concern is the amount of continuity within the materials and the routes through
the materials which are available to learner.
THE LANGUAGE CONTENT
1. Language form and language use
Language Form, in general , refers to something's form and structure. The organisation, positioning and interaction between items may also mean it. As such, language type refers to and
how these are organized by the so-called surface characteristics of language. The grammar of the language is the rules that govern how unique language features are organized (Lahey,
1988).
Language use is typically thought of as having two aspects (Lahey, 1988):
a. Function
Function refers to the reasons why individuals connect. These are the language targets. Eg: telling stories to make someone laugh,
calming down an anxious person, teaching a skil, asking questions.
b. Context
In order to accomplish the same (or different) aims, meaning refers to how people both perceive and choose from alternate linguistic forms (Harris, 2008). For instance, if I want someone to
close a door, maybe because there is a draught and I'm getting cold, I can say either of the follopleaseshut the door!, would you mind shutting the door, please?, are you going to shut the
door?, were you born in a field?, oh, it’s chilly in here
GRAMMAR
Grammar is a system of meaningful structures and trends controlled by Pragmatic constraints, contextual (Larsen-
Freeman, 2001). A definition of the rules is another concept of grammar for the development of words, including an
account of the meanings represented by these types (Thornbury, 1999 p.13).
EVALUATING THE GRAMMAR: A CASE STUDY
Grammar checklist assert to (Cunningsworth, 2008)
• What grammar items are included? Do they correspond to students' language needs?
• Are they presented in small enough for easy learning?
• Is there an emphasis on language form?
• Is there an emphasis on language use (meaning)?
• How balanced is the treatment of form and use?
• Are newly introduced items related to and contrasted with items already familiar to the learners?
• Where one grammatical form has more than one meaning (eg the present continuous) are all
relevant meanings taught (not necessarily together)?
EVALUATING THE GRAMMAR: A CASE STUDY
Another case study was done by Dülger (2016). The purpose of the study is to find out the views of teachers on
the English Language Teaching Coursebooks used in Turkey, taking into account the assessment criteria for the
coursebooks given in the literature on language learning
The result of the case study of evaluating grammar by Dülger (2016):
• The spread of grammar is achievable
• The grammar is contextualized
• Examples are interesting
• Grammar is introduced explicitly and reworked invidentally throughout the book
VOCABULARY
Vocabulary as a” dictionary “or a collection of words" (Takac, 2008, p.4).
Cunningsworth state about Good vocabulary development activities tend to exploit some or all of the
following:
• Semantic relations-word groups according to meaning, synonyms, hyponyms, opposites
• Situational relationships-word sets associated with particular situations, eg: sport, transport, politics
• Collocations-words commonly found in association, eg: food and drink, for better or worse, also
noun + preposition links and phrasal verbs (verb +particle links)
• Relationships of form (often referred to as ‘word building’), eg long, length, lengthen.
PHONOLOGY
Usually, phonology is described as "the study of a language or language 's speech sounds and the laws regulating them" (William et al,. 2016). According
to Anderson, in International Encyclopedia of the Social & Behavioral Sciences (2001) said that Phonology deals with sound structure in different
languages: the way sound distinctions are used to discern linguistic artifacts, and the ways in which the sound structure of the 'same' variable differs in its
context as a function of the other sounds.
If learners are going to research phonology in some depth, the use of specialized terminology (such as voiced / unvoiced sounds, weak forms, stressed
syllables) is important, but may be unnecessary if the treatment is relatively incidental. If the time spent on studying such technical terms is justified, it
must be left to individual teachers to decide. For learning grammatical terminology, the same must apply.As a general concept, learners should be given
terms when it allows them to evaluate, categorize, and, as a result, better understand how it works. Such ideas apply similarly to the use of the phonemic
alphabet, and we can see if it is used and used for reference in the coursebook.
INTEGRATION OF PRONUNCIATION WITH OTHER WORK
• Courses differ in the extent to which they integrate pronunciation work with other work.
Many of the exercises come out of the text in the first cycle of the unit or out of
vocabulary work.
• Usually, it is suggested that on-going attention is given to pronunciation rather than
devoting specific lessons to this area of language (Bell and Gower, 1992 in
Cunningsworth, 2008).
Significant areas of phonology are covered in this way, by a combination of specialized
pronunciation exercises and activities. Significant problem areas are signaled in the
teacher’s book to forewarn teachers that they need to concentrate on pronunciation while,
for example, presenting grammar items; past simple, as follows:
There are three pronunciation of –ed at the end of regular past simple verbs:
• /t/ After unvoiced sounds: washed hoped worked
• /d/ After voiced sounds: married opened lived
• /id/ After /t/ and /d/: wanted started ended
According to Burns and Claire (2019)
An integrated approach involves:
• teaching features of pronunciation from the very beginning stages of learning
• assessing learners’ pronunciation needs in combination with their overall spoken language needs
• selecting contexts, content and topics for pronunciation teaching that are practical, familiar,
interesting and motivating
• embedding a focus on practising various pronunciation features within a larger topic or task
• raising learners’ awareness about how pronunciation contributes to making certain kinds of
meaning
• encouraging learners to monitor their needs and to develop personal strategies for improving
different aspects of their pronunciation
DISCOURSE
• Academic discourse means a kind of scientific and institutional discourse whose purpose
is to inform students (Chubarova and Rezepova, 2016).
• In Cunningsworth (2008), “The tem discourse here in a general way to refer to the
features of language use that go beyond the domain of grammar rules and include areas
such as the sequencing of sentences, cohesion, paragraphing, structuring text,
participation in conversation, and so on.”
According to Nordal (2006) discourse in a coursebook should
include the following activities:
A. Spoken discourse
• Language function
• Interactional discourse
• Transactional discourse
• Prosody
• Coherence and cohesion
B. Written discourse
• Coherence
• Genre
• Paragraph
• Texts
• Coherence and cohesion
This is a useful guideline for students to measure understanding from coursebook. In
cunningsworth (2008), there are several points for discourse in coursebook:
• Does the coursebook deal with any aspects of discourse?
• Do the examples of spoken and written discourse presented by the material provide good
models for the learner?
• Is the treatment of discourse sustained and progressive throughout the course, or does it
consists of limited or isolated elements?
STYLE AND APPROPRIACY
• The language is not judged by it being correct or incorrect, but whether it’s appropriate or
not. In practice, language may be better be described as “appropriate” or “acceptable” to a
given register or context
We should look at coursebook from the angel of approcicay to see how far they go in
preparing learners to use appropriate styles in varying situations.
According to Majeed (2007) there are four styles of using
language
• Intimate
• Casual
• Informal
• Formal
Style here means speakers make use of different styles of language to
communication in a way which complements the more literal meaning of
word and sentences.
Stylish differences in English can be signalled by
• aspect of grammar
• choice of vocabulary
• discourse structure
• and aspect of phonology.
VARIETIES OF ENGLISH
• The Development of English into Englishes
• What are British English and American English?
• British English and American English in the Future
