ELT MATERIALS DEVELOPMENT

COURSE BOOK EVALUATION

ENGLISH BOOK EVALUATION FOR MA CLASS IX BASED ON CURRICULUM

2013 AND 2017 REVISION VERSION

BY GROUP 10 :

 Ahmad Agung Syarifuddin (1952041045)

 Nursyamri Gifari (1952042029)
 Uswatun Hasanah (1952042013)
 Feryanti Dwi Safitri Pirdaus (1952042023)

ENGLISH EDUCATION STUDY PROGRAM

ENGLISH DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE

STATE UNIVERSITY OF MAKASSAR

 2022

Preface

Thanks to Allah the Lord of the world. We prayed to you, because of his grace
blessings we can complete this paper entitled “Englih Book Evaluation for MA Class XI
Based on Curriculum 2013 and 2017 Revision Version” in a timely manner.

The paper is structured to meet the task in subject “ELT Materials Development” as
a replacement of our mid-test. We evaluate this book because we feel that this activity needs
to be practiced directly by prospective teachers as a form of awareness that many books are
not worthy of being marketed and published so that there are many criteria that we must
understand before evaluating books and of course all of this aims to ensure equality in
education.

Group 10
 ELT Coursebook Evaluation Checklist
Yes No
Does the content serve as a window into learning about the target 
language culture (American, British, etc.)? (23)
Are the subject and content of the coursebook interesting? (2) 
Is the content of the coursebook challenging enough to foster new 
learnings? (5)
Are the subject and content of the coursebook motivating? (2) 
Subjects & Contents

Is the thematic content understandable for students? (3) 

Is there sufficient variety in the subject and content of the coursebook? 
(2)
Is the thematic content culturally appropriate? (3) 
Are the topics and texts free from any kind of discrimination (gender, 
race etc.)? (5)
Is there a relationship between the content of the coursebook and real- 
life situations (society)? (6)
Do the topics and texts in the coursebook include elements from both 
local and target culture? (5)
Reading Are there adequate and appropriate exercises and 
tasks for improving reading comprehension? (6)
Is there is a wide range of different reading texts with 
different subject content? (7)
Are the reading selections authentic pieces of 
Sub-skills & Skills

language? (1)
Listening Does the coursebook have appropriate listening tasks 
with well-defined goals? (8)
Is the listening material well recorded, as authentic as 
possible? (9)
Is the listening material accompanied by background 
information, questions and activities which help
comprehension? (9)
Speaking Does the coursebook include speech situations 
relevant to student’s background? (10)
Are the activities developed to initiate meaningful 
communication? (8)
Does the coursebook include adequate individual and 
group speaking activities? (5)
Writing Are models provided for different genres? (11) 
Do the tasks have achievable goals and take into 
considerations learner capabilities? (8)
Is practice provided in controlled and guided 
composition in the early stages? (10)
Vocabulary Does the vocabulary load (i.e. the number of new 
words introduced every lesson) seem to be reasonable
for the students of that level? (12)
Is there is a good distribution (simple to complex) of 
vocabulary load across chapters and the whole book?
(11)
Do the vocabulary exercises promote internalization 
of previously and newly introduced items? (13)
Are the new vocabulary words repeated in subsequent 
lessons to reinforce their meaning and use? (1)
Is the new vocabulary integrated in varying contexts 
and situations? (14)
Grammar Are the grammar points presented with brief and easy 
examples and explanations? (15)
Is the primary function of new structures for 
interaction and communication? (14)
Do the structures gradually increase in complexity to 
suit the growing reading ability of students? (12)
Are the new structures presented systematically and 
in a meaningful context? (16)
Are the grammar points recycled in the following 
 units? (4)
Pronunciatio Is there sufficient work on recognition and production 
n of stress patterns, intonation and individual sounds?
(17)
Are the pronunciation points repeated and reinforced 
in subsequent lesson? (13)
Does the coursebook cover other sub-skills like note-taking, skimming, 
scanning, inferring meaning, listening for gist, etc.? (4, 2)

Does the printing quality high? (11) 

Does the coursebook look interesting and fun? (18) 

Does the coursebook include a detailed overview of the functions and 

structures that will be taught in each unit? (22)
Layout & Physical Make-up

Does the coursebook reflect learner’s preferences in terms of layout, 

design, and organization (19)

Does the coursebook contain enough pictures, diagrams, tables etc. 

helping students to understand the printed text? (14)

Are the illustrations informative and functional? (13) 

Do the size and weight of the coursebook seem convenient for students 
to handle? (14)

Is the coursebook up-to-date (e.g. published within the past 10 years)? 

(20)
Practical

Is the coursebook easily accessible? (2) 

Is the coursebook affordable? (21) 
Does the coursebook have supplementary materials (tapes, visual, 
etc.)? (5)
 Does the coursebook have supporting online materials/tests and e- 
format? (5)
Does the book address different learning styles and strategies? (4) 
Do the activities and exercises introduce the main principle of CLT? 
(22)
Does the coursebook include self-assessment parts? (5) 
Can the activities be exploited fully and embrace various 
methodologies in ELT? (11)
C Is/are the type/s of syllabus design used in the book appropriate for 
on learners? (4)
si Can the coursebook easily be integrated into technology. Thereby 
de allowing for individual study outside the school? (5)
ra Does the coursebook fit curriculum/ goals? (3) 
ti Are the objectives specified explicitly in the coursebook? (22) 
on Is the coursebook designed by taking into account the learner’s socially 
s and historically English-free status? (5)
EXTRA COMMENTS/CRITISM ON THE BOOK:

After doing the calculation, the result that we get is 76,45%. That is why this book
need more adaptation.

Subjects and Contents

 Does the content serve as a window into learning about the target language culture
(American, British, etc.)? (23)
Answer : Yes, we think that there is a content serve as a window into learning about
American target language culture.
 Are the subject and content of the coursebook interesting? (2)
Answer : Yes, the subject and content are interesting, because it has many different
types, and the book has many pictures, and it’s even colourful, thats make it more
interesting.
 Is the content of the coursebook challenging enough to foster new learnings? (5)
 Answer : Yes, the book is challenging, because it has many activities  to do for each
subject and content.
 Are the subject and content of the coursebook motivating? (2)
Answer : Yes, because the book has many values in it, so that can make the students
feel motivated.
 Is the thematic content understandable for students? (3)
Answer : Yes, because the thematic content makes it more organized, so it is easy to
understand.
 Is there sufficient variety in the subject and content of the coursebook? (2)
Answer : Yes, the book has many different subject and content.
 Is the thematic content culturally appropriate? (3)
Answer : Yes, because it has nothing to do with any cultural things.
 Are the topics and texts free from any kind of discrimination (gender, race etc.)? (5)
Answer : Yes, it is free from any kind of discrimination.
 Do the topics and texts in the coursebook include elements from both local and target
culture? (5)
Answer : No, it doesn’t include the elements from both local and target culture.
 Is there a relationship between the content of the coursebook and real-life situations
(society)? (6)
Answer : Yes, we think that the content of the book are relatable to many people.

Subskills & Skills

Reading
 Are there adequate and appropriate exercises and tasks for improving reading
comprehension? (6)
Answer : Yes, there are many tasks for improving students reading comprehension.
 Is there is a wide range of different reading texts with different subject content? (7)
Answer : No, it has no different.
 Are the reading selections authentic pieces of language? (1)
Answer : Yes, We think that the reading selections is authentic pieces of language.

Listening
 Does the coursebook have appropriate listening tasks with well-defined goals? (8)
 Answer : No, the book has no listening task.

 Is the listening material well recorded, as authentic as possible? (9)

Answer : NO
Reason : because in this book, there is no listening material, the material only
present about speaking, writing and reading
 Is the listening material accompanied by background information, questions and
activities which help comprehension? (9)
Answer : NO
Reason : according to the explanation before, there is no listening material in this
book so its not effective to students in improving listening skill

Speaking
 Does the coursebook include speech situations relevant to student’s background? (10)
Answer : YES
Reason : every single material in this book, it present the conversation that can be read
by students and the conversation relevant with the students background, for example in
conversation 1, the picture talking about watching movie
 Are the activities developed to initiate meaningful communication? (8)
Answer : YES
Reason : all the conversation in this book is meaninful for students because it can
train and stimulate students to speak.
 Does the coursebook include adequate individual and group speaking activities? (5)
Answer : NO
Reason : in this book the instructional of the conversation just told the students to pair
with chairmate not in group

Writing
 Are models provided for different genres? (11)
Answer : YES
Reason : this book is provided for different genres because the material present in this
book not focus not only to one genres but for evergenres
 Do the tasks have achievable goals and take into considerations learner capabilities? (8)
 Answer : YES
Reason : in this book, the task have achievable goals because its related with the
material which present in every single chapter
 Is practice provided in controlled and guided composition in the early stages? (10)
Answer : YES
reason: the practice part in this book can guided composition in the early stages because
the material its easy to understand and can help the early stages to doing the practice part

Vocabulary
 Does the vocabulary load (i.e. the number of new words introduced every lesson) seem
to be reasonable for the students of the level? (12)
Answer : YES
Reason : the vocabulary in this book is reasonable for the students of that level
because the vocabulary presents that related with everyday life of students, so the
students can implemented the vocabulary in this book
 Is there is a good distribution (simple to complex) of vocabulary load across chapters
and the whole book? (11)
Answer : YES
Reason : in this book every chapter explain from the simple context to complex
context, because in every chapter there is show pre activity and then present about the
material and in the last there is practice that can help students to understand a whole of
the material
 Do the vocabulary exercises promote internalization of previously and newly introduced
items? (13)
Answer : NO
Reason : there is no relation with previously chapter and newly chapter because in
this book in one chapter only present the material related with the title of the chapter
 Are the new vocabulary words repeated in subsequent lessons to reinforce their meaning
and use? (1)
Answer : YES
Reason : the new vocabulary words always repeated in practice part
 Is the new vocabulary integrated in varying contexts and situations? (14)
Answer : YES
 Reason : in this book there is many new vocabulary present and every vocabulary
intergrated.

Grammar
 Are the grammar points presented with brief and easy examples and explanations? (15)
Answer : NO
Reason : in this book there is no detail explanation about grammar and not focus with those
sub skills
 Is the primary function of new structures for interaction and communication? (14)
Answer : YES
Reason : Cause new structures is for interaction and communication.
 Do the structures gradually increase in complexity to suit the growing reading ability of
students? (12)
Answer : YES
Reason : because in the first chapter the material is not too difficult until in the next chapter for
example in the first chapter the material is about active conversation and then in the next chapter
about opinions & thoughts.
 Are the new structures presented systematically and in a meaningful context? (16)
Answer : YES
Reason : the structures presented systematically and in a meaningful context.
 Are the grammar points recycled in the following units? (4)
Answer : no
Reason : theres no grammar review in each chapter

Pronounciation
 Is there sufficient work on recognition and production of stress patterns, intonation and
individual sounds? (17)
Answer : yes
Reason : in the book there is a pre-activity where students are required to read a
conversation with their partner.
 Are the pronunciation points repeated and reinforced in subsequent lesson? (13)
Answer : no
Reason : theres no repeated and reinforced material in the next chapter and
 continuing the next material.

 Does the coursebook cover other sub-skills like note-taking, skimming, scanning,
inferring meaning, listening for gist, etc.? (4,2)
Answer : yes
Reason : theres a pre-activity like do a conversation with friend, complete the
transactional conversations and also writing connection, active conversation

Layout & Physical Make-up

 Does the printing quality high? (11)
Yes
 Does the coursebook look interesting and fun? (18)
Yes
 Does the coursebook include a detailed overview of the functions and structures that will
be taught in each unit? (22)
Yes
Reason :Before starting the next chapter, there are basic competencies that explain what
will be learned
 Does the coursebook reflect learner's preferences in terms of layout, design, and
organization?(19)
Yes
Reason : the design, layout and organization are reflect the learner’s. for example the
book design is attractive and easy to unterstand for learner’s
 Does the coursebook contain enough pictures, diagrams, tables etc. helping students to
understand the printed text? (14)
Yes
Reason : there’s a lot picture, diagram and tables in the book.
 Are the illustrations informative and functional? (13)
Yes
Reason : the illustrations listrd on the book are very informative and functional.
 Do the size and weight of the coursebook seem convenient for students to handle? (14)
Yes
Reason : The size and weight of this book is not too big and not too heavy, making it
 easier for students to use it

Practical Consideration
20) Is the coursebook up-to-date (e.g. published within the past 10 years)?
Answer : Yes, it is. Because the cover of the book clearly show us the year when the
book was published it is 2017.
2) Is the coursebook easily accessible?
Answer : Yes, it is. Because we can buy it in online market and also find it in the internet
as a softcopy.
21) Is the coursebook affordable?
Answer : Yes, it is. The price is quite inexpensive. It costs Rp.16.000,-. It is also easily
find at online market.
5) Does the coursebook have supplementary materials (tapes, visual, etc.)?
Answer : No, it does not.
5) Does the coursebook have supporting online materials/tests and e-format?
Answer : No, it does not.
4) Does the book address different learning styles and strategies?
Answer : Yes, it does. Because there are two
22) Do the activities and exercises introduce the main principle of CLT?
Answer : Yes, they do.
5) Does the coursebook include self-assessment parts?
Answer : Yes, it does.
11) Can the activities be exploited fully and embrace various methodologies in ELT?
Answer : Yes, it can because it is quite applicable for any methodologies.
4) Is/are the type/s of syllabus design used in the book appropriate for learners?
Answer : Yes, it is. Because the book has revised by the experts.
5) Can the coursebook easily be integrated into technology. Thereby allowing for individual
study outside the school?
Answer : Yes, it can. It can take as a guided book for students who want to focus on
speaking skill because it is dominantly filled by conversation for each chapter.
3) Does the coursebook fit curriculum/goals?
Answer : Yes, it does. It is clearly stated at book cover.
22) Are the objectives specified explicitly in the coursebook?
 Answer : No, it does not.
5) Is the coursebook designed by taking into account the learner’s socially and historically
English-free status?
Answer : No, it is not. Because there is KD that guided students to learn it according to
with the KD.
 CONCLUSION

The conclusion that can be drawn after reviewing the various categories of this book is that it
is honest that this book is eligible for distribution, with the note that teachers in schools need to
adapt some parts of this book to the context and circumstances in their respective schools.
Considering it seems that the cultural values that exist in our respective regions, it is better if
some of the dialogues have the names of the characters or events discussed in the dialogues
changed. In addition, this book also needs supporting materials such as worksheets made by
each teacher and additional audio is also needed as a form of exercise to improve the listening
skills of students in their respective schools. It's a good idea from time to time the dialogue in
the form of text is made in audio form and then tested on students. Or it could be that the
dialogue is practiced directly by the students in front of the class.