An evaluation of the appropriateness of the course book family and friends 4 for primary school learners in sunshine english school

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES


LÊ THỊ QUỲNH

AN EVALUATION OF THE APPROPRIATENESS OF
THE COURSE BOOK “FAMILY AND FRIENDS 4”
FOR PRIMARY SCHOOL LEARNERS IN SUNSHINE ENGLISH SCHOOL
Nghiên cứu đánh giá mức độ phù hợp của giáo trình “Family and Friends 4”
với đối tượng là học sinh tiểu học tại Trường Anh ngữ Sunshine

M.A. MINOR PROGRAMME THESIS

Field: English Teaching Methodology
Code: 60140111

Hanoi – 2015


VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES


LÊ THỊ QUỲNH
AN EVALUATION OF THE APPROPRIATENESS
OF THE COURSE BOOK “FAMILY AND FRIENDS 4”
FOR PRIMARY SCHOOL LEARNERS IN SUNSHINE ENGLISH SCHOOL
Nghiên cứu đánh giá mức độ phù hợp của giáo trình “Family and Friends 4”

với đối tượng là học sinh tiểu học tại Trường Anh ngữ Sunshine

M.A. MINOR PROGRAMME THESIS

Field: English Teaching Methodology
Code: 60140111
Supervisor: Assoc.Pro.Dr. Lê Văn Canh

Hanoi - 2015


DECLARATION

I, Le Thi Quynh, hereby claim the thesis entitled
AN EVALUATION OF THE APPROPRIATENESS OF THE COURSE BOOK
“FAMILY AND FRIENDS 4” FOR PRIMARY SCHOOL LEARNERS IN
SUNSHINE ENGLISH SCHOOL
is the result of my own research for the Degree of Master of Arts in English Teaching
Methodology at University of Languages and International Studies, Vietnam National
University, Hanoi. Unless otherwise indicated, this is my own piece of academic

accomplishment.

Signature

Hanoi, 2015

i

ACKNOWLEDGEMENTS

I am sincerely grateful to Assoc.Prof.Dr. Le Van Canh, my supervisor, for his
precious comments and advice for me during the process of doing research. Without
his guidance and encouragement, I would have never been able to complete this
study
I owe a debt of gratitude to all my lecturers at the University of Languages and
International Studies - Vietnam National University, Hanoi, for their enthusiastic
teaching and tremendous knowledge that have directly or indirectly enlightened my
research paper.
Finally, my warmest thanks go to my parents and my husband for their love and
support. Without their help, this thesis could not have gained the current status.
Hanoi, 2015

ii


ABSTRACT
This study is an evaluation of the appropriateness of the course book “Family and
Friends 4” for primary school learners in Sunshine English School in terms of the
students‟ attitudes towards the activities in the course book and how the course
book helps the students to develop their

ability to use English effectively as

demonstrated in their speaking and writing. The data were collected in the study
through questionnaire administered to 25 students, audio-recording files in their
speaking activities and their written exercises. The findings suggest that the course
book is possibly appropriate to the target students; however some adaptations are
recommended for better balance between students‟ preference and essential

practice.

iii


TABLE OF CONTENTS

Declaration ...............................................................................................................i
Acknowledgements ............................................................................................... .ii
Abstract................................................................................................................. .iii
Table of contents ....................................................................................................iv
List of tables ......................................................................................................... vii
PART I. INTRODUCTION ....................................................................................1
1. Rationale of the study ..........................................................................................1
2. Aims of the study.................................................................................................2
3. Scope of the study ...............................................................................................2
4. Methodology........................................................................................................2
5. Structure of the thesis ..........................................................................................3
PART II: DEVELOPMENT ..................................................................................4
Chapter : Literature review ......................................................................................4
1.1. Definition of materials evaluation ....................................................................4
1.2. The roles of course books .................................................................................4
1.3. Advantages of course books .............................................................................5
1.4. Limitations of course books .............................................................................7
1.5. Models and criteria of materials evaluation…………………………………..7
1.5.1. Models of materials evaluation………………………..................................7
iv


1.5.2. Criteria for materials evaluation ....................................................................9

1.6. Materials adaptation .......................................................................................10
1.6.1. Definitions of materials adaptation .............................................................10
1.6.2. Materials adaptation: how and why.............................................................11
1.7. Needs of understanding students‟ attitudes towards the course books ..........13
Chapter 2: Methodology ........................................................................................15
2.1. The context of the study .................................................................................15
2.2. The course book “Family and friends 4”........................................................15
2.2.1. Unit structure ...............................................................................................16
2.2.2. Appearance and materials ...........................................................................19
2.3. Participants of the study .................................................................................19
2.4. Techniques and data collection procedure ....................................................19
2.5. Data analysis procedure .................................................................................22
Chapter 3: Data analysis and result discussions ....................................................23
3.1. What are the students‟ attitudes towards the learning activities presented in
the course book?…………………………………………………………………23
3.2. To what extent does the course book help to develop the students‟ ability to
use English effectively as demonstrated in their speaking and writing?………..29
3.2.1. Speaking demonstrations ............................................................................29
3.2.2. Writing demonstrations ..............................................................................31
3.3.Recommendations ..........................................................................................35
v


3.3.1. Adapt the activities more appropriately to students‟ preferences ..............35
3.3.2. Develop the students‟ confidence through speaking activities ..................36
3.3.3. Develop students‟ writing ability ...............................................................37
PART III: CONCLUSION ....................................................................................38
1. Recapitulation ....................................................................................................38
2. Concluding remarks...........................................................................................38
3. Recommendations .............................................................................................39

4. Limitations of the study ....................................................................................40
5. Suggestions for further researches ....................................................................41
References ............................................................................................................39
iAppendix 1 ............................................................................................................ I

vi


LIST OF TABLES

Table 1: Students‟ opinions on lesson 1
Table 2-a: Students‟ opinions on lesson 2
Table 2-b: List of activities in lesson
Table 3: Students‟ opinions on lesson 3
Table 4-a: Students‟ opinions on lesson 4
Table 4-b: List of activities in lesson 4
Table 5: Students‟ opinions on lesson 5
Table 6: Students‟ opinions on lesson 6
Table 7a: Structure analysis of students‟ sentence writing
Table 7b: Structure analysis of students‟ sentence writing
Table 8: Structure analysis of students‟ narrative text
Table 9: Structure analysis of students‟ story

vii


PART I: INTRODUCTION
1. Rationale for the study
English recently has been recognized as one of the major subjects in schools of
Vietnam as its necessity in the development and communication of the country with

the world. It can be said that the increasing number of learners strictly goes with their
expectations of high quality practical languages presented in learning materials such
as textbooks, course books and supplementary documents. To many teachers, course
books are basic elements in English language teaching activities. Many of them often
come to class with a course book which provides content and teaching learning
activities recommended for their lessons. According to Tomlinson (1998) a course
book will supply the essential materials serves as the only book used by the learners
during a course. It usually covers work on grammar vocabulary, pronunciation,
functions and the four skills. Hutchinson and Torres (1994) also agree that course
book is an important means of satisfying the range of needs from inside classroom to
its wider context. Therefore, many books, particular in Vietnam, are regularly
published and edited to meet the learning focuses of learners‟ needs and how to decide
a particular course book in a certain case seems to be a difficult task for all educators.
In this situation, the evaluation by the insiders like teachers and students can make the
task easier and more effectively because they works with the materials very often,
show their interests and attitudes in each lesson.
Course books are normally written by the specialists in their fields, but they are not
the people dealing with them inside classes. According to Cunningsworth (1984), “no
course book will totally be suited to a particular teaching situation. The teacher will
have to find his own way of using it and adapting it if necessary. So we should not be
looking for the perfect course book which meets all our requirements, but rather for
the best possible fit what the book offers and what we as teachers and students
need”(p.6). Therefore, in any case, a course book may be chosen, but after some
months using it as a course material, it may reveal limitations and need adapting in
several ways to suit the students‟ needs and expectations or the teaching practicality.
1


The course book „Family and Friends 4” has been used at Sunshine English School
since its first presence in Vietnam, in 2010. The students using this course book are

classified in class named Orange. They are expected to go with the book for students
within the age range from 10 to 11 (equivalent to learners of grade 4th to 5th in
primary schools) to ensure the line of knowledge together with the development of
language skills. Obviously, the books play a very important part in the English
language teaching and learning of the school, but they still can be exploited with
greater efficiency. In fact, there has been no research on evaluation of this course book
carried out to see how far it suits students‟ needs and how it can help students to
develop their communicative confidence and competence. Thus, this study will be
conducted to evaluate the course book regarding its appropriateness to students‟
preferences and recommendations for possible adaptation.
2. Aims of the study
This study was aimed at gaining a better insight into the learners‟ opinion on the
course book “Family and Friends 4” using at Sunshine English School and their
performance during the course. The aims of the study are to answer the following
questions:
1. What are the students‟ attitudes towards the learning activities presented in
the course book?
2. To what extent does the course book help to develop the students‟ ability to
use English effectively as demonstrated in their speaking and writing?
3. Scope of the study
The study focuses on the evaluation of the course book by the students regarding their
attitudes towards the learning activities in the course book.
4. Method
The study is evaluative in nature, and its purpose is to gather opinions of the users of
a particular course book. Therefore, it is a survey study. For this purpose, a survey
questionnaire was designed and administered to 25 students to explore their evaluation
of the course book. In addition, the teacher conducted an observation in natural
communication inside class which actually was recorded in speaking activities
2

between students. Finally, several pieces of students‟ writing were also important
resource of data for this research.
5. Structure of the thesis
The thesis is comprised of three parts: Introduction, Development and Conclusion.
Part I presents the rationale, aims, scope, research questions, method and design of the
thesis.
Part II consists of three chapters:
Chapter 1, literature review, provides the relevant theories related to approaches to
course book evaluation.
Chapter 2, methodology, introduces the context of the study and describes the
methodology employed in the study.
Chapter 3, data analysis and discussion, presents and discusses the findings that arise
from the data collected.
Part III presents the conclusions drawn from what have been found out from the study,
and then it offers the recommendations for further improvement of the course book,
the limitations and suggestions for further study.

3


PART II: DEVELOPMENT

Chapter 1: Literature review
1.1. Definition of materials evaluation
There are many definitions about what materials evaluation is from different
researchers. According to Hutchinson and Waters (1993), materials evaluation is
generally defined as the judgement on the fitness of something for a particular
objective. More specifically, Brown (1995) considers materials evaluation work
includes collecting and analyzing all relevant information necessary systematically

that helps improve a curriculum, and then evaluating its effectiveness within the
context of the particular institution involved. Similarly to Brown‟s, Lynch (1996)
states evaluation is “the systematic attempt to gather information in order to make
judgments or decisions”(p.2). Obviously, these authors use the different terms but they
still share the same view of materials evaluation as the judgments in a particular
context.
Tomlinson (2003), on the other hand, defines material evaluation as “a procedure that
involves measuring the value of a set of learning materials”(p.15). He states that this
process has to include the judgments about the effects of the materials on their users
such as its appeal, credibility, validity, reliability, flexibility, supplementary and the
perceptions of teachers and learners to its value. It can be seen that this definition
reveals the nature of materials evaluation: each material evaluation is unique as the
needs, objectives, backgrounds or preferred styles of the participants will differ from
context to context. Therefore, this definition was adopted for this study.
1.2. The roles of course books
According to Cunningsworth (1995), course books play very important roles in
English language classrooms all over the world though when the time passes by, the
roles may have changes. In the past, course books were seen as the curriculum instead
of a reference and they were an end product. Nothing except course books could be
the source of materials, or in another word, it should be a route map for a course. In
4


recent time, course books have been a resource for presentation materials. Besides,
course books act as a syllabus, providing for directions how the lessons can be
delivered and especially inexperienced teachers can use them to support teaching
activities (Tomlinson, 2008). Course books also help teachers save time in designing,
developing and preparing materials then just focus on their teaching (Edge &
Wharton, 1998). With a course book in hand, teachers can have linguistic, cultural
and methodological support. It is easy to keep track of what should be done and tell

where should be reached, like a sense of assurance for both teachers and students. For
students, they can also find a source of activities for their practice and communicative
interaction (Cunningsworth, 1995) and a resource for self-access work (Tomlinson,
2008).
1.3. Advantages of course books
According to Edge & Wharton (1998), course books provide a readily available
source of ELT materials for teachers to carry out teaching activities, and save their
energy to prepare teaching materials. Hutchinson & Torres (1994) also agree that the
way course book chapters are designed and structured can provide a blueprint of how
lessons shall be conducted. Besides, course books can also serve as a tool to motivate
and stimulate language learning (Allwright, 1981; Lee, 1997). In a learning
environment in which learners are motivated and positive about their learning
environment, the speed of language acquisition can be greatly enhanced, making
language learning more effective (Tomlinson, 2008). Course books can have a
similar function of a map, showing the teaching progress (McGrath, 2002) and can
provide for direction and ideas in how lessons can be delivered (Tomlinson, 2008).
Thirdly, course books are particularly useful in providing support and security for
new inexperienced teachers or teachers, who have relatively low confidence to
deliver lessons in a communicative way (Tomlinson, 2008). A good course book can
be an extremely valuable device, especially in situations where interesting and
motivating authentic materials are difficult to compile in an organized manner
(McDonough & Shaw, 1993).

5


Students can also benefit from using textbooks in many different ways. Similar to the
case of teachers, course books can act as a reference point for their learning process
and keep track of their development (O‟Neil, 1982). Students can use the textbook as
a tool for revision of previously taught items, and at the same time, familiarize

themselves with the new items that will be taught soon. According to Cunningsworth
(1995), textbooks provide additional benefits to students as they are an efficient
collection of materials for self-accessed learning and for knowledge consolidation.
1.4 Limitations of course books
Despite the advantages mentioned in the previous paragraphs, course books
themselves still have some limitations. Because it seems that almost everything is
ready to use in the course book, the teachers and students are easily locked with it
(Cunningsworth, 1995). The structure of the course book may be a barrier to teaching
and learning creativity and imagination (Hutchison, 1994; Tomlinson, 2008). What‟s
more, the topics covered in the topic may be out of date or lead students to sense of
boredom and the course book itself may not reflect students‟ needs (Cunningsworth,
1984). Teachers also are not properly trained on how to choose, adapt, evaluate and
use their course books. They are able to be deskilled (Cunningsworth, 1984) and
imposed that the tasks and activities designed are always better than their own ideas
(McGrath, 2002). Lastly, Tomlinson (2010) points out that only a minority of
textbook writers have actually applied language acquisition principles when writing
the materials. Although course books can function as a framework for the learning
and teaching process for both students and teachers, no course books can effectively
address individual learning styles, differences of learners, and the requirements of
every classroom setting (Tomlinson, 2003).
More crucially, an English course book produced in an English speaking country is
possibly used in various contexts, and even different countries. Its original version can
be totally applied or adapted in a school at other side of the sphere. The course book
not only conveys the potential problems as discussed above but also contradictions
because of learning cultures, as Cotarzzi and Jin (2002) suggest that people in
6


different cultural communities own distinguished

preferences, expectations,

interpretations, values and beliefs. The almost perfect course book in this culture may
expose limitations or unsuits in another geographical area. The purpose of the study is
to evaluate the course books in terms of its match to the students learning preferences
and its potential to facilitate learning. Therefore, it is necessary to review the literature
on the advantages and disadvantages of course books in terms of these aspects.
Because of the undeniable limitations, course books need to be adapted to suit
particular groups of learners. The following sections review the literature on materials
adaptation and needs of understanding students‟ attitudes towards the course books.
1.5. Models and criteria of materials evaluation
1.5.1 Models of materials evaluation
There are many models of materials evaluation raised by different scholars, but the
most popular concepts are micro-evaluation, macro –evaluation and a combination
between these two. In this paper, the models proposed by Ellis (1997), Hutchinson and
Waters (1987), McDonough and Shaw (1993), Cunningsworth (1995) are introduced
as the framework for doing the research afterwards.
Evaluation model proposed by Ellis (1997) (A Micro-Evaluation)
Ellis(1997) defined that micro-evaluation is the evaluation of one particular teaching
task which the evaluator has a special interest in. In this model Ellis suggests the
practice of a detailed empirical evaluation and focuses on evaluation at the task level
with reference to its actual teaching learning context. Purpose of this model is to
identify the match between task planned and task in use. He also suggests that
dimensions focused on macro-evaluation (e.g. approach, purpose, focus, scope,
evaluators, timing, types of information) can also be applicable to micro evaluation.
Steps involved in the evaluation model are introduced as below by Ellis, too:
Firstly, choosing a task to follow; secondly, describing the task which requires the
specification of the content of a task in terms of input, procedures, language activities,
and outcome; thirdly, planning the evaluation with reference to the dimensions above;
fourthly, collecting information (before the task is used, while it is being used and/or

on completion of the task) about how the task was performed, what learning took
7


place as a result of performing the task, and teacher's and learners' opinions about the
task; fifthly, quantitative and qualitative analysis of the information collected; then,
reaching conclusions relating to what has been discovered as a result of the evaluation
of the task, and making recommendations for future teaching; and finally, writing the
report.
A micro evaluation may be more manageable than a macro evaluation (Ellis,1997).
However, application of this requires more time and efforts in order to provide basis
for subsequent macro evaluation, there may be a need for a series of micro evaluation.
And this type of evaluation can only be conducted when the materials are being used
in the classroom.
Evaluation model proposed by Hutchinson and Waters (1987) ( A MacroEvaluation)
According to Hutchinson and Waters, the evaluation process is divided into four major
steps which are: defining criteria, subjective analysis, objective analysis and matching.
Evaluation model proposed by McDonough and Shaw (1993) (A Combination of
Macro- and Micro- Evaluation)
McDonough and Shaw (1993) propose a three stage evaluation model: external
evaluation, internal evaluation and overall evaluation (see Appendix 7).
External evaluation is an examination of the claims made for the whole materials by
the author or publisher in aspects of the cover of the book, the instructions and the
table of contents. Benefit of this stage evaluation is to help identify the potentially
appropriateness of the materials. The internal stage requires an in-depth look at the
content of the course book to investigate aspects such as skills, the grading exercises
and tasks, the methodology, the teaching and learning techniques used in the book,
etc. Finally, the overall evaluation of the material aims at the suitability of the material
through considering factors such as the usability factor, the generalizability,
adaptability and flexibility.

Evaluation model proposed by Cunningsworth (1995)
Cunningsworth (1995) presents a checklist for textbook evaluation and selection
organized under the following perspectives: language content; selection and grading
8


of language items, presentation and practice of new language items, developing
language skills and communication abilities; supporting materials; and motivation and
the learners. Dealing with evaluating the material's language content, parts of
language system(form, function, etc. ), language skills, language styles in the material
will be considered whether they are taught in the materials as well as whether the
language style matched to social context and are taught fully and systematically. For
selection and grading of language items, examining this means pointing out the kind
of syllabus and approach the material follows as well as how the language content is
graded and recycled throughout the material. Evaluation of presentation and practice
of new language items means finding out how the new grammatical and lexical items
are presented and practiced in the material as well as the comments given on these
presentation and practice. The last perspective in Cunningsworth(1995) model is
developing language skills and communicative abilities which evaluates the natural of
reading texts with accompanying exercises or listening material with accompanying
exercises or natural of writing exercises included in the material. Furthermore,
activities offered during the lesson such as activities for free production of spoken
English or for integrating language skills are also taken into account.
This research applied a apart of models proposed by McDonough and Shaw (1993)
and Cunningsworth (1995) where the activities presented in the course book and how
these activities help students develop their communicative skills as demonstrated in
their spoken and written outcome were evaluated.
1.5.2. Criteria for materials evaluation
Criteria are what evaluators use to "reach a decision regarding what needs to be
evaluated" Tomlinson (1998:220). They base on these criteria to make their comments

and judgments.
Many scholars have set up methods of using checklist or guidelines in evaluation of
coursebooks. Among the theorists, Cunningsworth (1995) and Hutchinson and Waters
(1987) offer very the most popular sets of criteria.
Criteria defined by Cunningsworth (1995)
The criteria proposed by Cunningsworth (1995:15-17) will be presented as following.
Firstly, they should correspond to learners' needs. They should match the aims and
9


objectives of the language learning program. Secondly, they should reflect the uses
(present or future) which learners will make of the language. They should be selected
in order to help equip students to use language effectively for their own purposes.
Thirdly, they should take into account students' needs as learners and should facilitate
their learning processes, without dogmatically imposing a rigid "method". Finally,
they should have a clear role as a support for learning. Like teachers, they mediate
between the target language and the learner.
For the above criteria proposed by Cunningsworth, it seems to require more time and
efforts to proceed all aspects perceptively. Cunningsworth (1995) also suggests a
checklist for textbook evaluation and selection organized under the following
categories: aims and approaches, design and organization, language content, skills,
topic, methodology, teacher‟s books and practical considerations.
Criteria defined by Hutchinson and Waters (1987)
Hutchinson and Waters (1987:99-104) suggest their checklist of criteria for subjective
and objective analysis in their process of materials evaluation. The checklist consists
of some main points such as: the audience, the aims, the content, the methodology and
other criteria.
In this research, no particular checklist was applied but the researcher still followed
Cunningsworth directions that focused on learners‟ attitudes in the questionnaire and
the demonstrations in their outcomes.

1.6. Materials adaptation
1.6.1. Definitions of materials adaptation
According to Tomlinson and Hitomi (2004), materials adaptation involves altering the
available materials to make them more suitable to the target learners, teachers or
circumstance. In the view of these authors, teachers, consciously or unconsciously,
almost make adaptations in the ways they prepare for each new lesson. They may take
a part of the given book, put more or cut off some texts and activities or even they can
replace and supply their students with other relevant materials. In fact, the teachers,
10


based on their personal experience, beliefs and intuition, also can do “on – the – spot
changes” in accordance with the learners‟ reactions inside the classroom such as
changing the time order of each activity, skipping or focusing on a crucial point of his
lesson.
Similarly, Carlos and Chris (2003, as cited in Tomlinson and Hitomi, 2004) also agree
that teachers in any circumstance have to adapt the materials even they have the right
to choose the book. It is a procedure from “adding carefully contextualized role plays
with the objective of providing more opportunities to communicate to not finishing a
pronunciation drill because of time constraints” (p.86).
From the viewpoint of a critical writer, Claudia (2003, as cited in Tomlinson and
Hitomi, 2004) gives another look at this term. She argues that materials adaptation is a
vital step in order to produce innovative, effective and learner-centered materials in
which learners play an active role. The adaptations will be more relevant to the
learners if they can give ideas, interpretations and discussions, and in other words,
they can promote their empowerment on universal and authentic texts. However,
Claudia also shares the commonalities with Tomlinson and Hitomi, Carlos and Chris
that adaptation of materials is a very important part of learning process, a development
of any materials that needs principles to give effective decisions.
1.6.2 Materials adaptation: how and why

In their work, Tomlison and Hitomi (2004) suggest that the adaptation begins with the
teachers‟ intuitive feelings of something mismatched with their teaching environment,
learners, preferences, course objectives or from the materials themselves. McDonough
and Shaw give a numbers of reasons associated with the impropriate content of the
materials, for example, grammar is in short of quantity and practice, there are too
many strange words in the reading passages or inauthentic listening materials which
are likely written material being read out. Also looking from the materials‟
perspective, Cunningsworth (1995) points out that adaptation is necessary when the
materials are not ideal. For example, the exercise may be too mechanical, the language
11


content is too easy or too complicated, the subjects may be boring or not authentic and
the cultural reference my need to be omitted or changed. In this study, the researchers
will partly take Cunningsworth‟s view into consideration when suggesting the
materials adaptation. The factors are “the dynamics of the classroom, the constraints
imposed by the syllabuses, the availability of resources and the expectations and
motivations of the learners” (p.136). With the given course book, only certain parts of
the unit are remained and some tasks or activities are recommended to change to suit
the context.
Tomlinson and Hitomi (2004) point out that adaptation and development is the
derivation from applicable theories of language, language learning and language
teaching. It involves sequencing activities which may be “focus first on the meaning
then on language” which refers that meaning and communication outputs are paid
more attention than language. Others may be “reception before production” (listening
and reading before speaking and writing) and “start and end with the learners” in order
to achieve self-involvement.
While Tomlison and and Hitomi (2004) build up three main categories in terms of
quantity: Plus (addition and expansion), Minus (deletion, subtraction, reduction), or
Zero

(modification,

replacement,

reorganization,

resequencing,

conversion),

McDonough and Shaw (1993) and Cunningsworth (1995) give a list of techniques that
may be used in materials adaptation. These are adding (extending and expanding),
deleting (subtracting and abridging), and simplifying, reordering, and replacing
material. The adaptation techniques of these authors are classified or not, they still
sound similar. Therefore, the researchers only mention Cunningsworth‟s techniques
and the changes (if any) of the target book discussed latter on in this study also make
use of the mentioned techniques.
First, adding means the teacher supplements the existing materials and provides more
materials by either extending or expanding. When extending an activity, the teacher
supplies more of the same types of materials, makes a quantitative change in the
material. On the other hand, a qualitative change is made when the teacher expands
12


his classroom material because he adds something different to the original one.
Extending or expanding, the teacher can do these adaptations at any part of the target
material that he feels it necessary.
In contrast with adding, the material can be deleted both in terms of quantity
(subtracting) and quality (abridging). By doing this way, the teacher will use less than

the materials offer or will decide not to take any exercises or tasks in the course book.
Besides, the teacher can simplify the materials, by rewording to produce a more
accessible instructions or simplifying to make an activity suitable to learners‟ level.
However, Cunningsworth (1995) also points out that simplifying can make the text
inauthentic.
Next, reordering means that the teacher changes the sequence of activities suggested
in the course book. He reorders because it obviously helps his students access and
understand the issue more effectively. For example, the students are required to
discuss before reading instead of using reading as a basic for discussion.
Finally, replacing means the teacher can substitutes the current visual or text presented
in the course book by another because the substituted will serve an activity better.
This is a result of the teacher‟s thinking about cultural appropriateness or interests of
his students.
With these adaptation techniques, including adding, (extending and expanding),
deleting (subtracting and abridging), simplifying, reordering, and replacing, the
teacher can do at any time and any stage of the course book to suit his teaching
situation. In the latter part about adaptation recommendation of some typical unit in
the target course book, the researchers will apply all the mentioned techniques.
1.7. Needs of understanding students’ attitudes towards the course books
Students‟ attitude is one of the main factors that determine their success in language
learning. Attitudes towards the target language, its speakers and the learning context
may all play some part in explaining their success or failure (Candlin and Mercer,
13


2001). Many researches have been conducted on the role of attitude in second
language acquisition revealing from elements such as motivation, enthusiasm, interest,
pride in success (Turner, Thorpe, and Meyer,1998). They also display curiosity, a
desire to know more, and positive emotional responses to learning and school
(Newmann, 1992). According to Dowson and McInerney (2001), “researchers agree

that engaged students learn more, retain more, and enjoy learning activities more than
students who are not engaged” (as cited in Theresa, 2006:3). Therefore, if using
course books is a need in the students‟ learning process, they should supply students
with their expected activities for a better learning.
One of the main challenges in learning English is caused by the course books
themselves, such as the mismatch between the books selected and students‟ language
preferences. As a result, understanding students‟ interests and needs are some of the
essential requirements to teach English competently.
From what is documented in the literature as reviewed in this section, it is necessary to
find out how appropriate the course book to students‟ learning preferences. This is the
motivation of the study.

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Chapter 2: Methodology
In the previous chapter, literature related to textbook evaluation was reviewed. This
chapter is devoted to the presentation of the method of the study. It involves the
context of the study, the course book, the participants, data collection instruments,
data collection procedures, and data analyses procedures of the study.
2.1. The context of the study
The course book „Family and Friends 4” has been used at Sunshine English School
since its first time printed in 2010. The students using this course book are classified
in class named Orange. They are expected to go with the book in a range of age from
9 to 11 (equal to learners of grade 4th to 5th in primary schools) to ensure the line of
knowledge together with the development of language skills. Obviously, the textbooks
play a very important part in the English language teaching and learning of the school,
but they still can be exploited with greater efficiency.
2.2. The course book “Family and Friends 4”
The course book aims at helping learners to develop the confidence and competence to

communicate effectively in English, as well as understanding and processing
information from a wide range of sources. It also looks beyond the classroom and
promotes the values of family and friendship: co-operation, sharing, helping and
appreciating who help us.
The course book is intended to accomplish its goal in a 12 -month - course through
developing students‟ language skills to:
- Read and understand the main ideas of a variety of texts.
- Participate effectively in a short conversation using appropriate language and
understand the main ideas in short oral communications.
- Produce a range of text types using coherent and cohesive paragraphs in an adequately

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developed response.
- Demonstrate control of a range of grammatical structures with minor inconsistencies.
2.2.1. Unit structure
The book includes a starter unit and 15 units and a review lesson after every three
units that supplies additional exercises of vocabulary, structures and sounds presented
in the three preceding units. Except for the starter unit which presents four lessons,
other fifteen units always come up with six lessons.
Lesson 1 introduces ten new words with flashcards and a story that creates a context
to use the new words. The topics are about the restaurant, the concert, the dinosaur
museum, sports time, directions, describing words (adjectives), in space, at the
airport, audio-visual entertainment, computers, places, illness, making smoothies,
family and jobs. There aren‟t any exercises in this lesson.
Lesson 2 introduces the first grammar spot and two exercises for students to practice.
Grammar includes present simple and continuous, past simple of have and be, past
simple: irregular verbs with negatives, possessive pronouns, have to and giving
directions, , comparatives and superlatives of long adjectives, the future with will,

expressing quantity, infinitive of purpose, present perfect, modal verbs should/ could,
object and relative pronouns and past continuous. The activities presented in these
lessons are fill in the blanks with the given words, sentence matching and say, fill in
the blanks with the given words, use the pictures/ given words then ask and answer/
point and say.
In lesson 3, there will be a further grammar box and a song that help students to
reinforce the target language of the unit. It covers time markers in present simple,
present continuous, future and past simple, questions in irregular verbs in past simple,
regular and irregular adverbs, why/ because, irregular comparatives and
superlatives, some. Any, how often…, present perfect: questions, answers and
negatives, could/ couldn‟t, dates and grammar homophones. The activities focus
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