The purpose of this research is to analyze the evaluation of TOEFL First Level English textbook module published by MA Minhajut Tholabah in 2021 using Cunningsworth criteria theory. The results showed that the English textbook entitled Module of TOEFL First Level met the criteria for four of the six MA Minhajut Tholabah schools.
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- Background of the Study
- The Scope of Study
- Research Question
- Objectives and Significances of the Study
- Conceptual Definition
- Previous Studies
- Organization of The Paper
The use of the module in the TOEFL First Level book was only demonstrated at MA Minhajut Tholabah Bukateja, Purbalingga. This research aims to analyze the content of the module of TOEFL First Level based on Cunningsworth's theory of good English textbook.
Module
According to Aedi (2008), the goals of writing modules are as follows: (1) to make the presentation of the message clearer and superficial, so that it is not too wordy. According to the experts cited above, the function and purpose of creating modules is to facilitate learning, convey ideas more effectively and efficiently, serve as an evaluation tool and reference material, and circumvent space and time constraints.
Textbook
It will suit the learner's ability; the textbook's content must be related to the other branch of science. The textbook must represent the uses (present or future) of the language that learners will make of it.
TOEFL
The teacher's role is crucial in teaching the students the TOEFL preparation and the TOEFL test. The TOEFL test influences teachers on what to teach and how to teach it (Barnes, 2016). Even the TOEFL counterpart, IELTS (International English Language Testing System), does the same.
The point is that the TOEFL test uses a computer as a means or tool during the exam.
The Identity and Context of Module of TOEFL First Level book
TOEFL Module One Level book cover or back cover design looks simple and practical. In the TOEFL book module there is only an introduction and a table of contents. The TOEFL First Level Module book does not have an ISBN (International Standard Book Number), which must be included in a book.
The Module of TOEFL First Level book also contains practice questions and short explanations for each unit.
The Structure and Content of the Module of TOEFL First Level
In the image above, the sample problem is followed by a question and an instruction for the exercise. The difference is at the beginning of the material: in the structural part, after the title directly addresses the material, there is no short explanation. As with the previous skills, there is no short explanation indicating that the consistency in the book Module of TOEFL First Level needs further improvement.
In the strategies, there are five directions before students work on the practice questions below.
The Relevance Module of TOEFL First Level Published by MA Minhajut
The connection of the goals and criteria of the approaches with the goals defined in the text is 50%. Example: Explaining the material described in the textbook according to the learning goal in the lesson plan. The material is limited to subsequent materials in the TOEFL Level One book Module.
The next criterion is whether the textbook allows students to learn individually - The module of the TOEFL textbook at the first level. Based on the presentation in the book Module of TOEFL First Level forms materials and exercises about TOEFL. Furthermore, the writing material does not meet the criteria because there is no writing material in the book Module of TOEFL First Level.
Discussion
Schools published and distributed the book Modul of TOEFL First Level during the new school year, so teachers and students do not know the price of the book. Moreover, the suitability of the curriculum with the book is already well covered and suitable. However, the presentation of language use needs to be simplified again to make it easier for students to understand the contents of the booklet Modul of TOEFL First Level material.
Also, the price of the TOEFL Level One Module book is combined with the cost of students enrolling in MA Minhajut Tholabah because the book will be used for three years.
Conclusion
Meanwhile, the textbook did not meet the criteria of sufficient vocabulary, material for pronunciation and appropriate language style that fits a social situation. Next, in the criteria of proficiency, the textbook did not meet the criterion because it did not cover four skills that were adequately covered as the curriculum integrated skill work, listening, comprehension, structure and reading comprehension. Fifth, the criteria of the subject are fully fulfilled, as in criteria of sufficient material, variety of skills and interest.
Then, in methodology, the text has met the criteria of involving students to be active and responsible in their learning, teaching different skills and developing communication skills.
Limitation
However, the activity of writing and speaking there is not fulfilled because they do not have integrative skills. However, the criteria for tips to help with study skills are not met and techniques for practicing new language items are not explained. The school has given out and distributed the book TOEFL Level One Module at the time of the new school year and it is not easy to get.
So the textbook can be used as a reference to teach other classes, however it needed many improvements to counterbalance the weaknesses.
Suggestion
Another suggestion is given to the future researcher who wants to conduct studies on textbook evaluation. On the other hand, schools can develop the book Modul of TOEFL First Level to be more diverse and legalized by indicating the ISBN and collaborating with institutions that have already certified the TOEFL. ANALYSIS OF THE "BAHASA INGGRIS" TEXTBOOK USED IN THE SECOND CLASS OF A HIGHER SCHOOL.
Book Cover
Introduction Listening Unit 1
Strategies for Listening Unit 1
Supplementary Exercise for Listening Unit 1
Part of Speech for Structure Section Unit
Strategies for Structure Section Unit 8
Exercise for Structure Section Unit 8
Supplementary Exercises for Structure Section Unit 8
Reading Section Unit 15
Strategies for Reading Section Unit 15
The questions are few but students should be extra to understand the paragraph table as it may take a lot of time. Variation in making questions still needs to be improved; even though it is a Module of TOEFL First Level, the student needs variations on questions and font colors, or this book can add tips and tricks.
Supplementary Exercise for Reading Section Unit 15
Comparison between learning objective and syllabus with expository material Textbook listening skill. The comparison between the explanation of the material given in the textbook and the learning objective in the curriculum are closely related. A comparison between a curriculum-based learning objective with expository material and a parallel textbook structure.
In addition, teachers have textbooks, but the one in the teacher's hand is the Module on TOEFL First Level. The image above is a content organization of the book Module of TOEFL First Level, in addition to the cover showing the name and title of the school. So for the second picture of the thickness of the book, the module of TOEFL First Level is not too thick or very thin.
In the first criterion, the book Module of TOEFL First Level covers only three aspects of the relevance of skills to the textbook that is covered, taking into account the learning objectives and the curriculum already made with the school's approval, which is not. The writing activity in the book Module of TOEFL First Level does not exist because the material writing skills merge into one with the material structure.
The Explanation Material of Listening Comprehension in
Analyze the sentences, whether true or false, in the case of using parallel structures. The Comparison between the Learning Objective based on Lesson Plan with The Explanatory Material Reading Comprehension of the. Students can work on the exercises that the teacher has already told or written, and the teacher can see the students' ability to work on the training module of the TOEFL First Level.
In terms of design and organization, the textbook met one of the four criteria. The last criterion on the style and relevance of a textbook dealing with social situations is not met. 81. competencies, according to the title of the book Modul of TOEFL First Level, where the grammar items discussed differ from the public school level.
The Exercise of Listening Comprehension Longer Conversation
The Supplementary Exercise of Listening Comprehension
The Explanation Identifying the Topic Material of Listening
The Explanation Listening for Specific Information Material of
The Exercise of Listening Comprehension Short Talk Unit 7
8 The Supplementary Exercise of Listening Comprehension Short
The Exercise 1 of Structure and Written Expression Section in
In Exercise 1, students have to complete a sentence with five possible answers labeled A, B, C, and D. After reading the question, students have to choose the word or phrase that best completes the sentence.
The Exercise 2 of Structure and Written Expression Section in
In exercise 2, there are 15 questions, which is the number of questions in exercise 1 is much less and different.
The Review 1 of Structure and Written Expression Section in
The Review 2 of Structure and Written Expression Section in
The Supplementary Exercises of Structure and Written
Supplementary exercise 1 is related to sentence completion, while Supplementary exercise 2 is related to correct or incorrect sentences. A question type in the Reading Comprehension section asks you to find out on which line(s) of the passage some of the information is written. The correct information in the passage is often a restatement of the question's key idea.
The Explanation Reading Comprehension Material of Finding
The Exercise Reading Comprehension Material of Finding
The Review Reading Comprehension Material of Finding
The Supplementary Exercises Reading Comprehension Material
First, the textbook either contains the total course package (e.g. student books, teacher books, workbooks, cassettes) or not. The second content criterion is to determine whether the textbook organized on the basis (for example, according to structure, functions, topics, skills, etc.) is fulfilled or not. Second, the textbook either contains the entire course package (e.g., student books, teacher books, workbooks, cassettes) or it does not.
The last criterion is determining whether the textbook is easy to find and read, and whether the layout is clear.
The Cover of Module of TOEFL First Level Textbook
The Content Organization
The Layout of Unit
On this criterion, the module of the TOEFL textbook at the first level, it does not fully meet the criteria of good English textbook, because the grammar used is not like the teaching of English in general, but some grammar, such as proverbs, which in connection with the material structure and the written expressions section of the book Module of TOEFL First Level more preparing questions about training for the TOEFL exam. On the other hand, the book Module of TOEFL First Level does not have an e-book. Did any parts of the package require special equipment, such as language lab, listening center or video player.
One disadvantage is that the textbook does not require any pieces of special equipment such as a language lab, listening center or video player. Then at the top of the title is the logo of MA Minhajut Tholabah School. Therefore, it would be better if the format and organization of the book were improved and the presentation more colorful or varied.
