9. Sınıf İngilizce English 9 Ders Kitabının Kullanıcı Öğretmen ve Öğrencilerin Yaklaşımlarından Değerlendirilmesi

Öz

Bu çalışmanın araştırma sorusu; “9. sınıf İngilizce öğretmenlerinin ve öğrencilerinin English 9 ders kitabının uygunluğu, etkililiği ve kalitesine ilişkin algıları nelerdir?" şeklindedir. Bunun için, MEB’e bağlı devlet okullarına 9. sınıf İngilizce ders kitabı olarak 2022-2027 yıllarında okutulacak olan English 9 kitabı, kullanmakta olan öğretmen ve öğrencilerin görüşlerine dayalı olarak değerlendirilmiştir. Çalışmada, Öz (2019) tarafından tasarlanmış kullanıcılara yönelik likert tipi ifadelerden ve açık uçlu sorulardan oluşan güvenilirlik katsayısı .92 olan Ders Kitabı Değerlendirme Anketi, öğretmen ve öğrencilerin ders kitabına ilişkin geri bildirim toplamak için kullanılmıştır. Çalışmaya 10 adet 9. sınıf İngilizce öğretmeni ve yaklaşık 100 adet 9. sınıf öğrencisi katılmıştır. Anketlerden elde edilen verilerin analizi için SPSS programı kullanılarak frekans modülünde oransal olarak değerlendirilmiştir. Anket dahilinde sadece öğretmenlere yöneltilen 4 adet açık uçlu soruların yanıtları ise katılımcıların benzer cevapları doğrultusunda gruplandırılarak incelenmiş ve gözlemsel olarak değerlendirilmiştir. Bu araştırma çalışmasının bulguları, incelenen 9. sınıf İngilizce kitabının genel olarak öğrencilerin seviyesine uygun olmasına rağmen bazı yönlerden, özellikle konuların ve etkinliklerin çekiciliği ve hedef dilin kültürü ve dil becerilerinin kitaba entegrasyonu açısından öğretmenlerin ve öğrenci kullanıcıların beklentilerini karşılamada yetersiz kaldığını göstermektedir. Anahtar Kelimeler: Ders kitabı değerlendirme, English 9 İngilizce ders kitabı, kullanım sırası değerlendirme, kullanıcı görüşleri

Anahtar Kelimeler

• Ders kitabı değerlendirme
• English 9 İngilizce ders kitabı
• kullanım sırası değerlendirme
• kullanıcı görüşleri

An Evaluation of a 9th-Grade English Coursebook (English 9) from User Teachers and Students’ Perspectives

Öz

The aim of this study was to reveal the perceptions of grade 9 English teachers and students regarding the suitability, effectiveness and quality of the English 9 textbook. In the study, the Textbook Evaluation Survey, which includes Likert-type expressions and open-ended questions for users designed by Öz (2019), with a reliability coefficient of .92, was used to collect feedback from teachers and students about the textbook. 10 9th grade English teacher and 100 9th grade students participated in the study. For the analysis of the data obtained from the surveys, the SPSS program was used and evaluated proportionally in the frequency module. The responses to the 4 open-ended questions asked only to the teachers within the survey were grouped and examined according to the similar answers of the participants. The study also performed an independent-samples t-test to examine the differences between the participant teachers and students in terms of the common categories included in the surveys for each group. The results of this research study indicate that although the 9th grade English book examined is generally appropriate for the level of the students, it falls short in meeting the expectations of teachers and student users in some aspects. Therefore, the study concludes that the book requires some improvements to be a more effective teaching tool in English course. Keywords: English 9 English textbook, in-use evaluation, textbook evaluation, user opinions.

Anahtar Kelimeler

• Textbook evaluation
• English 9 English textbook
• in-use evaluation
• user opinions

Kaynakça

1. AbdelWahab, M. M. (2013). Developing an English language textbook evaluative checklist. IOSR Journal of Research & Method in Education, 1(3), 55-70. Retrieved from https://www.iosrjournals.org/iosr-jrme/papers/Vol-1%20Issue-3/I0135570.pdf on 25.08.2024
2. Al-Naser, D. And Khataybeh, A. (2024). Readability of Jordan High Note textbooks for 9th and 11th graders for the academic year 2024/2025. Pakistan Journal of Life and Social Sciences, 22(2), 22937-22950. https://doi.org/10.57239/PJLSS-2024-22.2.001631
3. Ayu, M. and Inderawati, R. (2018). EFL textbook evaluation: The analysis of tasks presented in English textbook. Technosastik, 16(1), 21-25.
4. Bruton, A. (1997). In what ways do we want EFL coursebooks to differ? System, 25(2), 275-284. https://doi.org/10.1016/S0346-251X(97)00014-6
5. Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
6. Crawford, J. (2002). The Role of Materials in the Language Classroom: Finding the Balance. In J. C. Richards and W. A. Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current Practice (p. 80-91). Cambridge, England: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511667190.013
7. Cunningsworth, A. (1995). Choosing Your Course Book. Moscow: Heinemann.
8. Çakır, E. C. (2021). An evaluation of the Upswing English textbook from the sociolinguistic perspective. PESA Uluslararası Sosyal Araştırmalar Dergisi, 7(1), 63-75. https://doi.org/10.25272/j.2149-8385.2021.7.1.06

9. Çakit, I. (2006). Evaluation of the EFL textbook “New bridge to success 3” from the perspectives of students and teachers. Unpublished MA Thesis. Middle East Technical University, Ankara, Turkey. Retrieved from https://etd.lib.metu.edu.tr/upload/12607694/index.pdf on 20.03.2024.
10. Dahmardeh, M. and Amahdikhani, A. (2025). Cultural represention in English language textbooks: A comparative study of local and international editions. International Journal of Language Studies, 19(1), 53-76. https://doi.org/10.5281/zenodo.14524871
11. Donato, R. and McCormic, D. (1994). A sociocultural perspective on language learning strategies: The role of mediation. Modern Language Journal, 78, 454-464. https://www.jstor.org/stable/328584
12. Dülger, O. (2016). Evaluation of Efl coursebooks taught in Turkey based on teacher’ views. Journal of Advances in English Language Teaching, 4(1), 1-11. Retrieved from https://core.ac.uk/download/pdf/230051348.pdf on 25.05.2024.
13. Field, A. (2018). Discovering Statistics Using IBM SPSS Statistics: North American Edition. University of Sussex, Sage Publications.
14. Gholami, R., Noordin, N. and Galea, S. (2017). A thorough scrutiny of ELT textbook evaluations: A review inquiry. International Journal of Education & Literacy Studies, 5(3), 82-91. Retrieved from https://files.eric.ed.gov/fulltext/EJ1154016.pdf on 12.04.2024.
15. Harmer, J. (2007). How to Teach English. London & New York: Longman Inc.
16. Jakubiak, C. and Harklau, L. (2010). Designing materials for community-based adult ESL programs. In N. Harwood (Ed.), English Language Teaching Materials: Theory & Practice (p. 395-418). Cambridge, UK: Cambridge University Press.
17. Karimnia, A. and Jafari, F. M. (2017). Critical ESP textbook evaluation: The case of visual arts textbook. Sustainable Multilingualism, 11(1), 219-236. http://dx.doi.org/10.1515/sm-2017-0020
18. Kirkgöz, Y. and Agcam, R. (2011). Exploring culture in locally published English textbooks for primary education in Turkey. CEPS Journal 1(1), 153-167. http://dx.doi.org/10.25656/01:6537
19. Laabidi, H., & Nfissi, A. (2016). Fundamental criteria for effective textbook evaluation. EFL Journal, 1(2), 141–159. https://doi.org/10.21462/eflj.v1i2.13
20. López-Medina, B. (2016). Developing a CLIL textbook evaluation checklist. LACLIL, 9(1), 159–173. https://doi.org/10.5294/laclil.2016.9.1.7
21. McDonough, J. and Shaw. C. (1993). Materials and methods in ELT: A teacher’s guide. Oxford: Blackwell Publishing.
22. McGrath, I. (2002). Teachers’ and learners’ images for course books. ELT Journal, 60(2), 171- 180. Retrieved from https://qou.edu/ar/sciResearch/pdf/eLearningResearchs/teachersLearners.pdf on 30.06.2024.
23. Nazim, M. (2021). Textbook evalaution: A case study of Cutting Edge. Journal of Language Teaching and Research, 12(6), 1021-1033, https://doi.org/10.17507/jltr.1206.18
24. Öz, Ö. (2019). A post-use evaluation of an EFL coursebook from the perspectives of preparatory school students and instructors: A mixed methods study. Master’s Thesis, Middle East Technical University, Ankara. Retrieved from https://etd.lib.metu.edu.tr/upload/12623389/index.pdf on 10.02.2024.
25. Özeş, D. (2012). Textbook evaluation in foreign language teaching: Spot on, Grade 8 from students'’ and teachers’ perspectives. Master’s Thesis, Uludağ University, Bursa. https://l24.im/Efz3Ws
26. Rashid, N., & Kehratfard, R. (2014). A needs analysis approach to the evaluation of Iranian third-grade high school English textbook. Sage Open, 4(3), 1-9.
27. Rezaeian, M. and Zamanian, M. (2015). Textbook evaluation: elt teachers` perspectives on learning to read english for pre-university students. International Journal of Research Studies in Language Learning, 4(2), 105-118. Retrieved from https://consortiacademia.org/wp-content/uploads/IJRSLL/IJRSLL_v4i2/891-3331-1-PB.pdf on 12.03.2024.
28. Richards, J. C and Renandya, W. A. (2002). Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press.
29. Shahmohammadi, S. (2018). Textbook evaluation: Looking at prospect series through teachers’ perspective. Research in English Language Pedagogy, 6(2), 182-204. Retrieved from http:// 10.30486/relp.2018.542578 on 18.04.2024.
30. Tok, H. (2010). TEFL textbook evaluation: From teachers’ perspectives. Educational Research and Review, 5(9), 508–517. Retrieved from http://www.academicjournals.org/ERR2 on 10.07.2024.
31. Tomlinson, B. (2001). Materials Development. In R. Carter and D. Nunan (Eds.), The Cambridge Guide to Teaching. English to Speakers of Other Languages, (p. 66-71). Cambridge: Cambridge University Press.
32. Tomlinson, B. (2003). Developing Materials for Language Teaching. London: Cromwell Press.
33. Ur, P. (1997). A Course in Language Teaching. Practice and Theory. Cambridge: Cambridge University Press.
34. Widodo, H. P. (2015). Textbook Analysis on College Academic Writing. TEFLIN Journal, 18(2), 109-122. https://doi.org/10.15639/teflinjournal.v18i2/109-122.
35. Zhang, X. (2017). Critical review of literature on English language teaching textbook evaluation: What systemic functional linguistics can offer. Journal of Language and Cultural Education, 5(1), 78-102. Retrieved from http://10.1515/jolace-2017-0005 on 06.05.2024.