COURSEBOOK EVALUATION CHECKLIST

Reviewer’s Name : Firly Dina, Deviana Safitri, Lutfiati Mustighfarin, Trisnani Dwi Lestari
School : SMA Grade 11
Date : 22 March 2016

GENERAL INFORMATION :
Title : Bahasa Inggris
Publisher : Kemendikbud Republik Indonesia 2014
Price :

LANGUAGE CONTENT
1. Grammar
1.1 What grammar items are included? Simple past tense, simple present tense,
perfect tense, future tense, conditional
sentence,

1.2 Do they correspond to students' language needs? Not really, because this book only focuses on
the language meaning. It does not emphasize
on the grammatical form.

1.3 How are new grammar items presented and practised? In this book the grammar items are presented
directly through the examples of the
expressions and the structure of the text
without its brief explanation.

1.4 To what extent is the presentation and practice? (related

to what learners, already know and to what has already
been taught, appropriately controlled and organized,
representative of the grammar rule to be learned,
relevant to learners' needs and interests?)
 1.5 Is there an emphasis on language form or on language Yes, there is an emphasis on the language
use (meaning)? use (meaning) in this book. The new
grammatical items are presented directly by
applying it to the example of certain
expressions.
1.6 How balanced is the treatment of form and use? The treatment of use of the language is more
emphasized in this book while the
grammatical form is not explained.

1.7 Are newly introduced items related to and contrasted The newly introduced items are related to
with items already familiar to the learners? items that the learners aready familiar with.
They deals with common grammatical items
such as simple present tense, simpe past
tense, article, etc.
2. Vocabulary
2.1 Is vocabulary-learning material included in its own right? Yes, there is vocabulary list in each chapter
If so, how prominent is it? Is it central to the course or and it contains some unfamiliar words related
peripheral? to the materials in each chapter. There are
also the pronunciation, and the meaning of
each word in English.
2.2 Is material for vocabulary teaching adequate in terms of The material for vocabulary teaching in this
quantity and range of vocabulary, emphasis placed on book actually is good enough. It does not
vocabulary development, strategies for individual really emphasize on the vocabulary
learning? deveopment because the book only provides
list of vocabulary with its pronunciation and
meaning. It does not give explanation or
materials about the vocabulary. It can help
students in understanding the text but not for
the vocabulary understanding.
2.3 How much vocabulary is taught? It is thought more less 10 words in each
 chapter.

2.4 Is there any principled basis for selection for selection of

vocabulary?

2.5 Is there any distinction between active and passive

vocabulary or classroom vocabulary?

2.6 Is vocabulary presented in a structured, purposeful way

(in wordlists, in a text, with visuals)?

2.7 How is the meaning of new vocabulary taught?

2.8 Are learners sensitized to the stucture of the lexicon

through vocabulary-learning exercise based on:
- Semantic relationships
- Formal relationships
- Collocations
- Situation-based word groups
2.9 Does the material enable students to expand their own
vocabularies independently by helping them to develop
their own learning strategies?

3. Phonology
3.1 How thoroughly and systematically are each of the
following aspects of the phonologycal system covered:
- Articulation of individual sounds
 - Words in contact (eg assimilation)
- Word stress
- Weak forms
- Sentence stress
- Intonation
3.2 Where phonology is taught selectively, is the emphasis
on areas of pronounciation that are important to meet
learners’ needs and help avoid misunderstandings?
3.3 Is the pronounciation work built on to other types of
work, such as listening, dialogue practice, etc or does it
stand separately?

3.4 How much terminology is used? Is it comprehensible to

the learners?

3.5 Is the phonemic alphabet used? If so, are students given

any training in learning it?

3.6 Does the material use a diagrammatic system to show

stress and intonation?

3.7 Are there cassettes for pronounciation practice? If so, do

they provide good models for learners?

4. Discourse
4.1 Does the unit deal with any aspects of discourse?

4.2 If so, which aspects are covered:

 -
conjunctives,
-
other features of cohesion (reference pronouns,
substitution, etc),
- paragraphing and organization of written discourse,
- structure and conventions of spoken discourse?
4.3 Do the examples of spoken and written discourse
presented by the material provide good models for the
learners?
4.4 Is the treatment of discourse sustainedand progressive
throughoutthe course? Or does it consist of limited or
isolated elements?
5. Appropriacy
5.1 Is there any reference to appropriacy?

5.2 If so, is it dealt with thoroughly or incidentally?

5.3 Is appropriacy taught with reference to:

- Choice of grammar
- Choice of vocabulary
- Discourse structure
- Pronounciation?
5.4 Is there any attempt to match language style to social
situation?
5.5 Does the coursebook identify situations or areas of
language use where learners should be particularly
sensitive to using appropriate styles, eg when
complaining?
5.6 Is there material for sensitizing learners to different
levels of formality?
 5.7 If so, are the examples presented sufficiently
contextualized?Is practice given in using different levels
of formality in different situations?

5.8 Is the level of formality related to the setting, social roles

of the participants and their communicative goals?

5.9 Are learners led towards an understanding of why some

forms in English are more formal than others?

5.10 Are any other aspects of style other than

formality/informality included (eg register – the language
used within a particular activity or occupation)?

6. Varieties of English
6.1 Which geographical of English is taught?

6.2 Which variety is taughgt, is there reference to other

varieties?