Course Book Evaluation

1. COURSE BOOK
EVALUATION
K A R T I
N A T A
Y A Y U K
W A H Y U
A P R
W I D Y A S
L
N I
K A
I I
T U
y
Based on Cunningsworth (1995)
CAMBRIDGE
UNIT 1: COMMUNICATION
A N T
T I
D I A N A
I R I A N T
L I A
I N A

2. Conclusion

3. Aims and
Approaches
AIMS AND APPROACHES Design and organization
Evaluated Points Evaluated Points
 Do the aims of the course book
correspond closely with the aims of the
teaching programme and with the needs
of the learners?
 Is the course book suited to the
learning/teaching situation?
 How comprehensive is the course book?
Does it cover mo st or all of what is
needed?
 Is it a good resource for students and
teachers?
 Is the course book flexible? Does it allow
different teaching and learning styles?
 What components make up the total course
package(e.g.students,books, teachers books,
workbook, cassettes)?
 How is the content organized(e.g.according to
structures, functions,topics,skills,etc)?
How is the content sequence(e.g.on the basis of
complexity,”learn ability,”usefulness, etc)?
Is the grading and progression suitable for the
learners? Does it allow them to complete the work
needed to meet any external syllabus requirements?
Are there reference sections for grammar, etc? Is
some of the material suitable for individual study?
•Is it easy to find your way around the course book? Is
the layout clear?

4. Aims and
Approaches
• Evaluated Points:
 Do the aims of the course book
correspond closely with the aims of the
teaching programme and with the needs
of the learners?
 Narrations and Evaluation:
I think the approach is appropriate to the
learning because the steps make the
students active in learning such as
observation, questioning, associating,
experimenting, and communicating.And
it is appropriate with Curriculum 2013.
Actually,this coursebook is so great.
Unfortunately, It depends on the
learners. It is created for the native in
British not for Indonesian learners.

5. Aims and
Approaches
• Evaluated Points:
 Is the course book suited to
the learning/teaching
situation?
 Narrations and Evaluation:
 The course book suited to the
learning/teaching situation is
suitable to the learners.
Teacher can use it for
supporting book

6. Aims and
Approaches
• Evaluated Points:
 How comprehensive is the
course book? Does it cover
most or all of what is needed?
 Narrations and Evaluation:
 About comprehensive, on the
book there are students
need. Warming-Lead in-
presentation-Practice
(controlled, semi controlled,
and real life activity)

7. Aims and
Approaches
Is the course book flexible? Does
it allow different teaching and
learning styles?
 yes, the book is flexible. It
allows different teaching and
learning styles.
There are 'SARA'
There are stand for :-Select-Add-
Reject-Adapt. But it depends on
the teacher, because only the
teacher know what students’
need. Teacher can choose what is
the suitable part of the book.
Teachers are the first users of
materials and make decisions
about what to cover and what to
leave out

8. What components make up the total course
package(e.g.students,books, teachers books,
workbook, cassettes)?
 All the components are complete such as
students book, teachers book, workbook
and cassettes. This book also contain
audio,video and we can install it on our
laptop as we need.

9. How is the content organized(e.g.according
to structures, functions,topics,skills,etc)?
 The contents are organized well, because
it covers useful language items, skills and
strategies. There four language skills as we
can see.It divides into some chapters on the
book

10. How is the content sequence(e.g.on
the basis of complexity,”learn
ability,”usefulness, etc)?
 On Learn ability,this coursebook
provide activities aimed at increasing
the fluency with which learners can
use the language knowledge they
already have, both receptively and
productively
On usefulness, this coursebooks
offer much braoder educational
perspectives,critical thinking,life
skills,global issues and cross-cultural
understanding

11. Is the grading and progression suitable for
the learners? Does it allow them to
complete the work needed to meet any
external syllabus requirements?
The grading and progression is not
suitable for the learners,the coursebook
should help learners at ease and it should be
perceived as relevant and useful by the
learners. As I said before, teacher can use it
as an authentic material. Teacher can
develop, select the material. Based on a
careful consideration of the learners and
their needs.

12. Are there reference sections for grammar, etc? Is
some of the material suitable for individual
study?
 On each section there should be grammar. As
we can see on the book, in this part of the
comunication section grammar is number 3.And
it is explain about past simple and present
perfect simple. The material suitable for
individual study. But students need to find
another sources, not only get the information
from the book.Students can do exercise on the
book directly.

13. Is it easy to find your way around the course
book? Is the layout clear?
 The layout is very clear, it is exclusive book
that has glossy paper and colourful book.

14. Language Content
1 Does the course book cover the
main grammar items appropriate to
each level, taking learners’ needs
into account?
√

15. 2 Is the material for vocabulary teaching
adequate in terms of quantity and range of
vocabulary, emphasis placed on vocabulary
development, strategies for individual
learning?
√
Evans & John (1998): Deducing meaning is
the most appropriate method for
vocabulary learning

16. 3
Does the course book include material for
pronunciaton work? If so, what is covered:
individual sounds, word stress, sentence
stress, intonation?
√

17. 4 Does the course book deal with the structuring
and conventions of language use above
sentence level, for example, how to take part in
conversations, how to structure a piece of
extended writing, how to identify the main
points in a reading passage?
X

18. 5
Are style and appropriacy dealt with? If so,
is language style matched to social
situation?
√

19. Skills
1 Are all four skills adequately
covered, bearing in mind your
course aims and syllabus
requirements?
√

20. 2
Is there material for integrated
skills work?
√

21. 3 Are reading passages and associated
activities suitable for your
students’ level, interest, etc.? Is
there sufficient reading materials?
√

22. 4
Is listening material well recorded, as
authentic as possible, accompanied by
bakcground information, questions, and
activities which help comprehension?
√

23. 5 Is material for spoken English
(dialogues, roleplays, etc.) well
designed to equip learners for real
life interactions?
√

24. 6 Are writing activities suitable in terms of
amount of guidance/control, degree of
accuracy, organization of longer pieces of
writing (e.g. paraphrasing) and use of
appropiate styles?
√

26. TOPIC
Is there sufficient materials of genuine
interests to learners? √
√Is there enough variety and
range of topic?

27. Will the topic help expand student’s awareness and
enrich their experience?
√
Are the topics sophisticated enough in content, yet within the learners’ language level?
√

28. Are women are portrayed and represented equally with men?
√
Are other groups represented with reference to ethnic
origin, occupation, disability, etc?
√

29. What approach to language learning are taken by the course
book?
Is this appropriate to learning / teaching situation?

30. What level of active learner involvement can be
expected?
Does this match your students’ learning style
and expectations?

31. What techniques are used for presenting / practicing new language
items and suitable for the learners?
Are the suitable for your learners?
How are the different skills taught?
How are the communicative abilities developed?

32. Does the material include any device or help to students
on study skills and learning strategies?
Are students expected to take a degree
of responsibility for their own learning?

33. TEACHER’S
BOOK

34. Is there adequate guidance for the
teachers who will be using the course
book and its supporting materials?
01
Questions:
Are the teachers’ books
comprehentive and supportive?
02
Do they adequately cover teaching
techniques, language items such as
grammar rules and culture-specific
information?
03
Do the writers set out and justify the
basic premises and principles
underlying the materials?.
04
Are keys to exercises given?05

35. Is there adequate guidance for
the teachers who will be using
the course book and its
supporting materials?
01
√

36. Adequate
Guidance
for
Teachers

37. Are the teachers’ books
comprehentive and supportive?
02 √

38. Do they adequately cover
teaching techniques,
language items such as
grammar rules and
culture-specific
information?
03
√

40. Do the writers set out
and justify the basic
premises and
principles underlying
the materials?.
04 √

41. Your Content Here
Are keys to
exercises given?
05
√

42. PRACTICAL CONSIDERATION
Are they easy to
obtain? Can further
supplies be obtained
at short notice?
Are the books
strong and long-
lasting? Are they
attractive in
What does the
whole package cost?
Does this represent
good value for
money?
Do any parts of the
package require
particular equipment,
such as a language
laboratory, listening
centre, or video player?
If so, do you have the
equipment available for
use and is it reliable?
X
√
√
√

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