Teaching English in primary School
Evaluating course book “Let’s Make Friends with ENGLISH” by Bambang sugeng
2215086472 MDR DIK B 2008
State University of Jakarta 2008
Evaluating Course Book
Title Target user Edition Arranged Based on Author Pages Publisher : Let’s Make Friends with ENGLISH : Year 5 Elementary school (Caturwulan 1, 2,3)) : 5th : Curriculum 1994 : Bambang Sugeng : 131 (include covers) : ESIS
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Evaluation Title: Let’s Make Friends with ENGLISH No General questions 1
What sort of methodology does the book There are some methodology that the book appear to adopt such as appear to adopt? Learner centered (The characteristic is every activities was follow some instruction like “let’s read’ let’s write, let’s rearranged, etc” (can be seen on page 2-199)) Topic based (the characteristic is in the beginning of every “caturwulan” the students will learn different topic, “caturwulan I” is about time, “caturwulan II” is about Parts of body, finally in “caturwulan III” is about Family.)
Does one approach predominate? If yes, what Yes, it does. There are 3 approaches used by this book namely are Learner centered, are the implications of this in relation to the Topic based and Linguistic based, but Learner based is the predominate one,
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rest of the curriculum?
because in every activities the used “lets read, let’s tell, lets listen and repeat, let’s write, let’s rearranged, etc” Instruction, so it shown that Learner centered is predominate approach in this book. (can be seen in every activity follow by those kinds of instruction)
How are new teaching points graded? How The new teaching points are graded from simple to complex, it means that from the frequently are they introduced and how much simple activity to become complex activity, in the beginning activity only introduce practice materials separates’ them? the new teaching points for example in page 2 it is about time, first activity, the students was asked to read the important points about time, the first activity has purpose to introduce the time to the students, and move on to next activity, this activity little more complex, because students not only asked to read but also to tell the time, and every activity was graded, finally in the end of activity, the students asked to procedure what have they learned by write the time in the picture. It is only one of example from one of unit from this book, while the rest of every unit also has same way to introduce the new teaching points; it is from simple to complex. Every new teaching points often introduced, for example for unit one, in the first activity 4|P a ge
(page 2) the new teaching points introduced, then in the next activity (page 6) the new teaching points introduced again and also the follow activity (page 9) the new teaching points also being introduced. There are 3-5 practice materials that separate the new teaching points.
Is the organizations of the course liner or The organization of the course is linear because teaching points are added one at a cyclical? Linear –teaching points are added time, each being practiced before moving on the next. For example in unit I, we can one at a time, each being practiced before see in page 2 the new teaching points is about “O’clock”. Then the next activity is moving on the next. Cyclical- a particular about activity where the students can practice “O’clock”. After that in page 6 the teaching recurs in a different context to be new teaching items points is about “ …Haft past….”. Then the next activity is enlarged on throughout the course. What are about activity where the students can practice Then the next activity is about activity the implications of this to young learners? where the students can practice “…Haft past….”. so this example shown that this organization of this book is linear. The implications of this...