Available online: https://jurnal.ustjogja.ac.id/index.php/JELLy
Evaluating textbook of 21
stcentury English for Libya for First secondary school students
Hamza Abdulkaraeam Fantaze Sabratha University. Sabratah, Libya
*Corresponding author. Email: [email protected] Received: 3 March 2022; Revised: 14 May 2022; Accepted: 03 January 2023
Abstract: This study is an attempt to evaluate the suitability and propose suggestions to improve the EFL textbook ‘21st century English for Libya’, taught at first secondary in Libya. To this end, the researcher developed a checklist based on (Macalister, 2013) to collect the data from the newly-written textbook.
The researcher followed the steps of analysing the qualitative data propose by (Saldaña, 2014)which are data condensation, data display, drawing and verifying conclusions. The Finding shows that the reveals degree of suitability of ‘21st century English for Libya’ for students have fulfilled the criteria of a good textbook by achieving the average fulfilment score of 82% with a fulfilment score of 87% for considering the environment, 100% for discovering needs, 75% for following principles, 100% for goal, 62% for content and sequencing, 50% for format and presentation, and 100% for monitoring and assessment, researcher propose some suggestions to improve the textbook based on the weakness that the data analysis show in 4 aspects which are; considering the environment, following principles, content and sequences, and format and presentation. Hopefully, the findings provide feedback for textbook developers, decision and policymakers about the textbook and how it can be developed and modified.
Keywords: Evaluating, 21st century, textbook, and first secondary school.
How to Cite: Fantaze, H. A. . (2023). Evaluating textbook of 21st century English for Libya for First secondary school students. Journal of English Language Literacy, 1(1), 37-44.
https://doi.org/10.36597/jelly.v1i1.14254
Introduction
The English language plays the main role in several issues such as economic, business, economics, politics, and education, for that reason people learn the English language. In school, the English language is one of the basic subjects introduced from elementary through universities. In school, teachers are a very important part of the teaching and learning process.
To achieve the targeted competence from teaching and learning, a teacher should use many educational supporting aids in the classroom such as textbooks, technologies, boards, audio and visual materials. Appropriate use of those aids will support the improvement of students’
learning achievement.
Textbooks play an important role in language teaching and learning. Textbooks are the key component of most language programs and the rich source for the learners who need that necessary input and language practice Richards (2013). Textbooks have considerable benefits for learners and teachers. As for learners, According to Lau et al. (2018) that textbooks can be effective sources for practice, activities, grammar, vocabulary and pronunciation. Also, serve as a syllabus and a self-study source. In this area, a textbook can help the student to review the lesson practice and materials outside of classes for a better understanding of the study material. Regarding teachers, textbooks usually constitute the syllabus teachers are expected
to follow. Moreover, textbooks are good sources for teachers who have lack confidence. They provide ideas and guidelines on how to plan and teach lessons as well as formats that teachers use (Vanha, 2017)).
In Libya, the English language has been taught for the first time in the 1940s. Basic Way to English by KC Ogden was the first English language series taught in Libya at that time. The series of Basic Way to English is meant to teach English through a vocabulary of 850 words.
After that in the 1960s, these series were replaced by a new model of a textbook by Michael West that was designed for the Middle East culture and this one also has been replaced by Modern Reader written by A. Johnson. Later, the Libyan government decided to change the English language program to be based on students’ linguistic and cultural needs. This series was written by Mustafa Gusbi under the title English for Libya, it was produced locally, and it replaces and developed a lot of times. (Altaieb, 2013)
Based on the explanation above, the researcher evaluates the English textbooks of the first secondary ‘21st century English for Libya’. There are several criteria to evaluate an English textbook, the researcher will use Macalister (2013) theory. The theory of evaluating English language textbooks consists of environment analysis, needs analysis, principle, goal, content and sequences, format and presentation, and monitoring and assessment.
According to the on the previous background study of this research, the researcher stating the problem; 1) How suitable is ‘21st century English for Libya’ for the students of first
secondary school in Libya? 2) What suggestions are proposed to improve the suitability of the book?
Methods
This study used descriptive evaluation research because the objectives of this research are to analyse the English textbook used in Libya. To support this Content Analysis also be applied because the main focus of this research is to analyse documents, which are classified into content or document analysis. Therefore, this study classified into content or document analysis. The data of content analysts’ consists of as texts, images, and expressions, and for that reason must be analysed with uses in mind.
Research Setting
This Research evaluated English Language Textbook for the first secondary school in Libya.
This textbook divided into three 1. Course book that includes lesson 2. The workbook includes assessment 3. The teacher book is a guidebook. Those name ‘21st century English for Libya’.
The object of this research is ‘textbook is ‘21st century English for Libya’. It is a series of English course book for first secondary school students, that published by Garnet publishing ltd in 2019. The ‘21st century English for Libya’ textbook is organized into 8 units, units 1 to 3 and 5 to 7 basis and present topic new language, and units 4 and 8 to recycling language from three previous unites. The researcher performed evaluation to this textbook for several reasons, the most important reason that this textbook has not been evaluated before and there are a few views about the content of the textbook.
The data of this research been as texts, tasks, activity, and picture, it collected from the source data English textbook for the first secondary school for Libya which named ‘21st English for Libya secondary 1’. The researcher used document review which can be briefly elaborated in the following: The document has been in the form of writing, picture and monumental works.
As the researcher mentioned in the previous section the subject of this research in form of a
textbook. For that reason, the researcher used document analysis to collect the data. The researcher developed a checklist based on (Macalister, 2013) theory.
Table 1. Checklist of criteria in analysing textbook.
No. Component Checklist Item Criteria
1. Considering the
environment
The textbook designer took into consideration the level of students’ proficiency in every unit.
The activities require vocabulary that was presented in the unit.
Students are prepared and able to cope with what is assigned based on previous instruction.
2. Discovering Interests
The textbook is compatible with age appropriate topics and interests of the learners.
Units are designed with fun activities (word puzzle, bingo, etc).
Topics are of interest for students (celebrities, places, movies, personalities, animals, etc).
3. Following principles
The activities are well-designed in allegiance with appropriate instructional methodologies.
The activities gives opportunities for learners to generate their own language structure and negotiate meaning with interlocutors to achieve a
communicative outcome.
Most activities are constructed to focus on promoting meaningful
communication, relying on tasks-based approach.
4. Goals The objectives are spelled out in the introduction part and the material align goals, instruction, and assessment.
There is correspondence between the goals, instruction, and assessment.
There is a logical connection between topics, which help achieve the stated goal of the unit.
5. Content and sequence
The lesson should suit with the academic year and the language should be Comprehended easily.
The textbook's language content guided and unguided activities.
The units presented in a modular arrangement
6. Format and presenting material
The content in the units are constantly being recycled and repeated, through either a linear, modular or cyclical format.
The topics and vocabulary learned in the units are reinforced and recycled.
The presentation of content is organized based on either linear, modular, or cyclical format.
7. Monitoring and assessing
In every unit there are opportunities for assessment.
The units provide opportunities for periodic assessments.
The units provide space for learners to evaluate their own knowledge.
Table 2. conversion of the fulfilment average into four proposed categories
Units Range of fulfilment score Category
7-8 76%-100% Good
5-6 51% -75% Sufficient
3-4 26%-50% Fair
1-2 0-25% Poor
Data Analysis Technique
In the context of qualitative analysis, the researcher followed the steps of analysing the
qualitative data approached by Saldaña (2014)) which is data condensation, data display, and drawing and verifying conclusions. The results are presented in four criteria shown in the Table 2.
Results and Discussion
The following textbook evaluation and analyse pinpoint reveal the degree of suitability and changes necessary for the Libyan EFL textbook. For this purpose, the fourth chapter describes and analyses the textbook 21st century English for Libya. To guide the analysis of the EFL textbook, a checklist outlines the essential features of language curriculum design. A merit score is assigned for each checklist item numerically rated from 0% to 100% (Poor=0-25% units 1-2; Fair=26%-50% units 3-4; Satisfactory=51%-75% units 5-6; Good=76%-100% units 7-8).
Each checklist item had two criteria that must be fulfilled to receive a Satisfactory or Good evaluation. All the units of the textbooks were analysed for each item of the checklist, and the required criteria were scrutinized to observe whether both criteria are considered.
According to the result of the analysis in the ‘21st century for Libya textbook’ reveals 82%
degree of suitability textbook for students, this per cent define as good score. The final degree was achieved based on analysis of the textbook according to Macalister and Nation theory, which is divided into 7 component (Considering the environment, Discovering Interests, Following principles, Goals, Content and sequence, Format and presenting material, and, Monitoring and assessing).
Table 3. Degree of Suitability of ‘21st century English for Libya for students
No. Items Percentage
1. Considering the environment 87%
2. Discovering Interests 100%
3. Following principles 75%
4. Goal 100%
5. Content and Sequencing 62%
6. Format and Presentation 50%
7. Monitoring and Assessment 100%
Percentage % 82%
Average Good
According to the Result and the analysis of the research shows that there are some weaknesses in the ‘21st century English for Libya’ secondary 1 textbook which are in the 4 aspects of the checklist, (1) considering the environment, (2) following principles, (3) content and sequences, and (4) format and presentation. The researcher suggested some points to improve the weaknesses viewed by the units and the lessons that are not indicated the components of the Nation and Macalister theory of evaluating the textbook to be suitable for the students of the Libyan first secondary school.
Analysis the result reveals a degree of suitability Considering environment
21st century English for Libya’ secondary 1 textbook indicated instruction, activities which helpful for the students to acquire the English language as a foreign language. All the units
‘21st century English for Libya’ first secondary school textbook has listening activities where students are expected to listen to conversations between two people for example in the second unit lesson 8. The activity is listening to Sally and Maria. Where are they? What are their jobs?
What was Sally’s job before? What did she like about it? Being very useful for the student
because there are some points they must focus on them as explained in the questions, not all the conversation because the students will not able to all the conversation.
Moreover, about the new vocabularies, there are some units which are 1, 2, 3, 5, 6, 7 that are mentioning new vocabularies by using photos to explain the meaning of the vocabularies to be easy for the students to know the meaning of every word, for example in unit 2 in lesson 6 there are activities that ask the students to look at pictures, which of these things do you use it?
Discovering needs
The textbook included a focus on age-appropriate topics whereas at the same time the textbook interests students by presenting curriculum content and instruction that is contextualized and relying on engaging activities that dealt with the ages of students. The ‘21st century English for Libya’ textbook, as a book targeting teenage students, and taking into account that they study English in previous educational grades, the author’s focus is very clear on issues related to interest students, for example, family, technology, health, education, history and holiday, which provides the most beneficial vocabulary and communicative competence especially when the dealing with English speakers. However ‘21st century English for Libya’ includes interesting topics in all unite.
Following principle
To understand the approach to language learning used in the ‘21st century English for Libya’
secondary 1 textbook, it is important to elicit the framework employed to present content.
There is a pattern for the presentation of course content, wherein in the first, second, third, fifth, sixth and seventh units there are sections that exist—vocabulary, grammar, and communication. In the vocabulary section, there is a good deal of reading activities, which are more controlled but also constructed in a way that accounts for situational and communicative contexts.
The dialogue is constructed to provide practice of language use, and the grammar activities have a focus on form-meaning use depending on the dialogue in each lesson. The resource used to teach grammar in the contexts is the comic strip, which deals with language forms based on communicative practice. Each unit deals with a range of different linguistic forms and learners can construct about the English language as a foreign language. Usually, the activity follows specific linguistic forms,
In some cases, the ‘21st century English for Libya’ secondary 1 textbook indicated the grammar exercises by using the listening method means the activities ask the student to listen to dialogue or conversation and also by the reading method by requesting from the student to read the questions or conversation and write out the direct and indirect questions. For example, in the first unit (Language Learning) in lesson 5 (Asking for Information) in this lesson, there’s the activity that asks the students to look to direct questions in the (left) and the questions Adam asks the secretary in the (right). What’s the difference?.
On the other hand, this item indicated in some units of the textbook relating to communication should involve activities where students can be actively involved in spontaneous language use. By giving the students communicative activities by discussing or work in group/pairs about the following items, here are some of the things you practised in unit 1. Discuss each item with the partner. Take turns to give another example. Since units 1, 2, 3, 5, 6 and 7 indicated activities where students have opportunities to generate their language structure and negotiate meaning with interlocutors to achieve a communicative outcome.
Goal
The analysis of textbook ‘21st century for Libya’ content shows that the units within the textbook explicitly describe the learning to be acquired. All of the units describe the objectives or general goals to be attained. In the first pages of the textbook, there is a table of contents presenting the language content for the coursework, at the same time the goal of units presenting on the first page in all units.
Content and sequences
The units’ number 1, 2, 3 and 5, of a 21st English for Libya is presented in a modular arrangement. For example, grammatical patterns are presented in an orderly way and graded according to the level of difficulty from the easiest to the most difficult, in-unit 1 grammatical pattern discussed a present simple to talk about habits and facts, and unit 2 was about present simple to describe changes whereas unit 3 included present simple to talk about a timetable.
However, in each unit, the textbook does provide language functions. A lexical item like vocabulary is presented in a good manner, it is a material that can be deal with it in every unit and is used to apply in real communication. Moreover, there are instances of recycling and repetition of a new word. Furthermore, the language content of the textbook does provide guided and free activities so that it can be used communicatively in real life. The textbook ‘21st century English for Libya’ has focused on reading passages and sub-skills such as grammar and vocabulary. Meanwhile, the other skills have been given attention too. Whereas in units number 4, and 8 there aren't many examples of new words being recycled and repeated. Furthermore, the textbook's language content lacks guided and unguided activities, preventing it from being used in real-life communication. The emphasis in the book is on reading passages and sub- skills like grammar and vocabulary. Other skills have been given some attention in the meantime.
Format and presentation
The evaluation of the unit's content shows that there is a linear format for the topic, vocabulary, and grammatical forms. The evaluation of the content of the unit shows that there is a linear format for the topic, vocabulary, and grammatical forms. There are some cases where the topics and vocabulary are reinforced in the next lesson (Unit 1, Unit 2, and Unit 3, and Unit 4). The first four units give a chance for students to repeat and recycle their understanding through activities that provides use of the learned topics. For instance, Unit 1 focuses on helping students know how to prepare for a summer holiday, and get to know how to prepare for attending the course as the summer programme. In Unit 2, there is a dialogue that stresses these language structures emphasized in Unit 1, it learn students about the first days in school, and present what they did in the summer holiday. Similarly, Unit 3 reinforces students’
knowledge of tourist places covered in Unit 2, as students substitute words in the dialogues with words from Unit 2. Subsequently. Unit 4 recycle information about the summer holiday and give knowledge for students about how to get a direction in the new place and how they talk in a hotel in a dialogue, followed by asking were places in a written activity. In Units 1 through 4, there is a cyclical format where content is reinforced in the subsequent unit.
Nevertheless, in Units 5 through 8 the presentation of content is basically linear, with vocabulary and topics being presented mostly once in a lesson unit. Only sparse examples of material covered in other units can be seen. For example, in Unit 6 the words “weekend” and
“school days” reappear in an activity where students are to find items. The grammatical forms also followed a linear format with some progression in the way new language forms are
introduced in each unit. For example, Unit 5 stresses the language form, shall I? And Unit 6 deals with the structure shall I_____? In the same vein, Unit 8 works to recycle the language structure language in units 5, 6, and 7.
Monitoring and assessment
Round up pages at the end of Units 1, 2, 3, 5,6 and 7 in the textbook allows students and teachers to go over what they've done in the unit and go over any trouble areas together.
Individually or in pairs, the students work through each item on the page, thinking of additional examples and returning to the Grammar and Functions section as needed. Students should be encouraged to consider what they have accomplished and what they require on their own. The teacher should be ready to answer any questions the students may have, write examples on the board, or do an oral practice of the things the students need to revise the most. See figure number 3.
The important language topics in each unit are expanded on in specially produced chapters at the rear of the Course Book. To assist students in evaluating their grammatical competency, detailed explanations of usage and realistic examples are offered. Page references link the Language boxes in the Course Book to the relevant entries in the Grammar and Functions section.
Moreover, 21st century English for Libya textbooks provide opportunities for periodic assessments. That is so clear in unit numbers 1, 2,3,5,6, and 7 in the Grammar and functions section that give students opportunities for periodic assessments.
Propose some suggestions
Depending to the analysis of the ‘21st century English for Libya’ textbook shows that there are some weaknesses in the ‘21st century English for Libya’ secondary 1 textbook which are in the 4 aspects of the checklist. The researcher suggests improving considering the environment by providing prompts and linguistic resources to help students perform a task, and viewing the texts simply and set up a whole-class discussion, using the cards as inspiration, or can divide learners into groups and let them speed-debate the topics, for following principles researcher suggested that the textbook must-have elements of a notional-functional approach for the communicative orientation to be based on a weaker type of the communicative approach because only at times does the content favour a task approach, and the textbook must be include offer checkpoint sections that ensure a periodic assessment of the content, allowing revision of information learned in the units, for content and sequences the researcher suggests adding the presentation of content to the teaching process that follows a PPT sequence of language learning, and the textbook provide more opportunities for learners to take note of the input through input mindfulness, and for format and presentation the researcher suggests that should be a connection between the activities in all units of the Libyan first secondary school textbook, also suggests that must be a round-up in every unit of the ‘21st century English for Libya’ textbook.
Conclusion
Based on the findings, the researcher can conclude that: Reveals the degree of suitability.
According to the first question of the research which is (How suitable is the ‘21st century English for Libya’ for the students of first secondary school in Libya?) The conclusion of the research shows that the ‘21st century English for Libya’ secondary 1 textbook is suitable for the students to acquire the English language as a foreign language in most of the listening, and reading,
speaking and writing activities of the textbook. This is because the ‘21st century English for Libya’ secondary 1 textbook achieved good textbook of the Nation and John Macalister theory because the textbook fulfils 82% of the criteria. The second question of the research is (What suggestions are proposed to improve the suitability of the book?). Depending to the analysis of the ‘21st century English for Libya’ textbook shows that there are some weaknesses in the
‘21st century English for Libya’ secondary 1 textbook which are in the 4 aspects of the checklist.
Researcher propose some suggestions to improve: (1) Considering environment; (2) Following principle; (3) Content and sequences; and (4) format and presentation.
References
Altaieb, S. R. (2013). Teachers ’ Perception of the English language Curriculum in Libyan Public Schools : An investigation and assessment of implementation process of English
curriculum in Libyan public high schools. Electronic Theses and Dissertations., 1–161.
https://digitalcommons.du.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=10 25&context=etd
Macalister, J. (2013). Case studies in language curriculum design. In Case Studies in Language Curriculum Design. https://doi.org/10.4324/9780203847855
Saldaña, J. (2014). Coding and analysis strategies. The Oxford Handbook of Qualitative Research, 580–598. https://doi.org/10.1093/OXFORDHB/9780199811755.013.001 Vanha, L. (2017). Teachers’ perspectives on the role of textbooks in English Language Learning
and Teaching in Finland. 1–58.
Altaieb, S. R. (2013). Teachers ’ Perception of the English language Curriculum in Libyan Public Schools : An investigation and assessment of implementation process of English
curriculum in Libyan public high schools. Electronic Theses and Dissertations., 1–161.
https://digitalcommons.du.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=10 25&context=etd
Macalister, J. (2013). Case studies in language curriculum design. In Case Studies in Language Curriculum Design. https://doi.org/10.4324/9780203847855
Saldaña, J. (2014). Coding and analysis strategies. The Oxford Handbook of Qualitative Research, 580–598. https://doi.org/10.1093/OXFORDHB/9780199811755.013.001 Vanha, L. (2017). Teachers’ perspectives on the role of textbooks in English Language Learning
and Teaching in Finland. 1–58.
