In general, EFL materials have twin functions: (1) EFL materials offer information and data about English, the social context and culture within which communication takes place and derives much of its meaning and value. In this sense, EFL materials need to be authentic in terms of communication and to the world outside the classroom; (2) EFL materials promote learning. They fulfil this in the way they offer activities and tasks which challenge the competence of the learners. In this sense, the EFL materials should be: (a) based on the students' needs and world, (b) challenging that is having the right level of difficulty and within the students' reach (in terms of the students' knowledge and experience), (c) reflecting the real life use of the language (authentic), (d) highly interesting, (e) novel, meaningful, useful, and (f) introducing both spoken and written standard form.
For specific purposes, EFL material functions (1) to teach English to students of non-English department, e.g. job seekers, professionals (engineer, technicians, pilots, doctors, tourism practitioners, etc); (2) to teach English on a special subject, not about the subject; (3) to teach certain forms used in the special subject.
Most, if not all, EFL teachers use a textbook or course book. Some may use one textbook only and follow every step in the textbook slavishly; others may use several different books, adapting them where necessary and supplementing them with their own materials. Thus, according to Rasyid (1992:2-3), EFL materials (textbooks) may serve different functions to the teachers, depending upon how the teachers treat them.
1. The textbook as a master
Wright (1987:96) states that if a teacher teaches 'through' the materials, problems may occur with a textbook as the master: (1) the learning objectives are the textbook's, (2) there is little room for improvisation, and (3) teacher and learner roles may well be predetermined and contrary to expectations.
2. The textbook as a servant
If the teacher, as Wright further states, teaches 'with' the materials, with a textbook as servant, then he is freer to improvise and adapt the course of lessons to the needs of the learners. Teachers and learners can also generate new content from within and from outside the materials, and concentrate on interpersonal relationships in the class.
3. The textbook as an end
If the teacher teaches 'through' materials, starting from the first unit to the next, and believes that the goals set in the textbook are the things that the students have to learn, the textbook becomes an end. The teacher will then feel relieved, and think that his task is over if he has taught through the textbook.
4. The textbook as resources
The materials in the English textbooks usually offer information and data about English and in particular about the social context and the culture within with communication take place and drive much of its meaning and value. The textbooks can fulfill this if they contain authentic materials.
5. The textbook as teaching aids
The materials in the textbook may have a role to promote learning and language learning in particular. The textbook fulfils this role in the way the materials offer activities, tasks, and exercises which challenge the competence of the learners.
6. The textbook as the syllabus
A textbook may be written following the order of syllabus items of a particular course. Many English textbooks for secondary schools in Indonesia, for example, in the same order of the national syllabus items (structural syllabus). On the one hand the textbooks relieve the secondary school teachers of English from the pressure of having to think of materials for every class. On the other hand, the teachers might slavishly follow the prescribed procedures in the textbook which involve a rigid sequence that is the same format from one unit to the next. This is of course not motivating, as it leaves no room for variation.
For EFL Learners:
1. The textbook as a self-tutor
An English textbook may function as a self-tutor to students. For Example, most course materials for the Open University are designed in such a way that the students can learn the materials and assess themselves.
2. The textbook as the learning aids
The learners learn through the materials for the EFL textbook, starting from the first unit to the next, under or without the teacher's instruction. They were told to learn by all means the contents of the textbook, hoping to have a good achievement at the end.
For specific purposes, EFL material functions (1) to teach English to students of non-English department, e.g. job seekers, professionals (engineer, technicians, pilots, doctors, tourism practitioners, etc); (2) to teach English on a special subject, not about the subject; (3) to teach certain forms used in the special subject.
Most, if not all, EFL teachers use a textbook or course book. Some may use one textbook only and follow every step in the textbook slavishly; others may use several different books, adapting them where necessary and supplementing them with their own materials. Thus, according to Rasyid (1992:2-3), EFL materials (textbooks) may serve different functions to the teachers, depending upon how the teachers treat them.
1. The textbook as a master
Wright (1987:96) states that if a teacher teaches 'through' the materials, problems may occur with a textbook as the master: (1) the learning objectives are the textbook's, (2) there is little room for improvisation, and (3) teacher and learner roles may well be predetermined and contrary to expectations.
2. The textbook as a servant
If the teacher, as Wright further states, teaches 'with' the materials, with a textbook as servant, then he is freer to improvise and adapt the course of lessons to the needs of the learners. Teachers and learners can also generate new content from within and from outside the materials, and concentrate on interpersonal relationships in the class.
3. The textbook as an end
If the teacher teaches 'through' materials, starting from the first unit to the next, and believes that the goals set in the textbook are the things that the students have to learn, the textbook becomes an end. The teacher will then feel relieved, and think that his task is over if he has taught through the textbook.
4. The textbook as resources
The materials in the English textbooks usually offer information and data about English and in particular about the social context and the culture within with communication take place and drive much of its meaning and value. The textbooks can fulfill this if they contain authentic materials.
5. The textbook as teaching aids
The materials in the textbook may have a role to promote learning and language learning in particular. The textbook fulfils this role in the way the materials offer activities, tasks, and exercises which challenge the competence of the learners.
6. The textbook as the syllabus
A textbook may be written following the order of syllabus items of a particular course. Many English textbooks for secondary schools in Indonesia, for example, in the same order of the national syllabus items (structural syllabus). On the one hand the textbooks relieve the secondary school teachers of English from the pressure of having to think of materials for every class. On the other hand, the teachers might slavishly follow the prescribed procedures in the textbook which involve a rigid sequence that is the same format from one unit to the next. This is of course not motivating, as it leaves no room for variation.
For EFL Learners:
1. The textbook as a self-tutor
An English textbook may function as a self-tutor to students. For Example, most course materials for the Open University are designed in such a way that the students can learn the materials and assess themselves.
2. The textbook as the learning aids
The learners learn through the materials for the EFL textbook, starting from the first unit to the next, under or without the teacher's instruction. They were told to learn by all means the contents of the textbook, hoping to have a good achievement at the end.