Group Identity :

Dwy Nova Oki Ardila

Wilda Khairunnisa
Yuliani Milantina
Roudhotul Muawanah
Ahmad Faizin
Book Information :

 Title : SPLASH (Smart Path To Learning English)

 Class : X
 SMK
 Publication year : January 2022
 Publisher : Erlangga
 Writer : Anik Muslikah Indriastuti, S. Pd., M.Hum.
 Page : 214 page

Deskripsi and Evidence :

I. General attributes
A. The book in relation to syllabus and curriculum
1. It matches to the specifications of the syllabus. ✔
B. Methodology
2. The activities can be exploited fully and can embrace the various ✔
methodologies in ELT.
3. Activities can work well with methodologies in ELT. ✔
C. Suitability to learners
4. It is compatible to the age of the learners. ✔
5. It is compatible to the needs of the learners. ✔
6. It is compatible to the interests of the learners. ✔
D. Physical and utilitarian attributes
7. Its layout is attractive. ✔
8. It indicates efficient use of text and visuals. ✔
9. It is durable. ✔
10. It is cost-effective. ✔
E. Efficient outlay of supplementary materials
11. The book is supported efficiently by essentials like audio-materials. ✔
II. Learning-teaching content
A. General
1. Most of the tasks in the book are interesting. ✔
2. Tasks move from simple to complex. ✔
3. Task objectives are achievable. ✔
4. Cultural sensitivities have been considered. ✔
 5. The language in the textbook is natural and real. ✔
6. The situations created in the dialogues sound natural and real. ✔
B. Listening
7. The book has appropriate listening tasks with well-defined goals. ✔
8. Tasks are efficiently graded according to complexity. ✔
9. Tasks are authentic or close to real language situations. ✔
C. Speaking
10. Activities are developed to initiate meaningful communication. ✔
11. Activities are balance between individuals respons, pair work and ✔
group work.
D. Reading
12. Texts are graded. ✔
13. Texts are interesting. ✔
E. Writing
14. Tasks have achievable goals and take into consideration learner ✔
capabilities.
15. Tasks are interesting. ✔
F. Vocabulary
16. The load (number of new words in each lesson) is appropriate to the ✔
level.
17. There is a good distribution (simple to complex) of vocabulary load
across chapters and the whole book. ✔
18. Words are efficiently repeated and recycled across the book. ✔
G. Grammar
19. The spread of grammar is achievable. ✔
20. The grammar is contextualized. ✔
21. Examples are interesting. ✔
22. Grammar is introduced explicitly and reworked incidentally ✔
throughout the book.
H. Pronunciation
23. It is contextualized. ✔
24. It is learner-friendly with no complex charts. ✔
I. Exercises
25. They are learner friendly. ✔
26. They are adequate. ✔
27. They help students who are under/over-achievers. ✔
I. General Description Evidence
attributes
A. The book in
relation to syllabus
and curriculum
1. It matches to the The point we give 4 because
specifications of the the book is match with the
syllabus syllabus and with the
curriculum is well enough
structure and relevant
B. Methodology
2. The activities can
be exploited fully The point we give 4 because
and can embrace the activities can be applied
the various into various methodology in
methodologies in ELT and also the activity can
ELT work well with methodology
3. Activities can work that teachers use in ELT so
well with the learning can be effective
methodologies in
ELT
C. Suitability to
learners
4. It is compatible to The point we give four
the age of the because its alignment with
learners the appropriate age group of
students and its relevance to
the curriculum, ensuring it's
tailored to a specific class; its

5. t is compatible to ability to meet the learning

the needs of the needs of students, making it
learners a
6. It is compatible to valuable learning tool; and
the interests of the its compatibility with
learners. fostering optimal learning
and skill
development among students
D. Physical and
utilitarian
attributes
7. Its layout is We give 4 point because thr
attractive. layout is well attractive
 8. It indicates efficient We give 4 point because the
use of text and book indicates efficient use
visuals. of text and visual than can
increase their study
motivation
9. It is durable We give 2 point because the
book is not durable enought
10. It is cost-effective We give 1 point because the
cost is not effective enought
E. Efficient outlay of
supplementary
materials
11. The book is The book supported
supported efficiently by efficiently material with
essentials like audio- audio resourches in listening
materials. tasks
II. Learning-teaching
content
A. General
1. . Most of the tasks The tasks are interesting and
in the book are maintain students
interesting. engagement in the lesson

2. Tasks move from The tasks are structured in a

simple to complex logical sequence, allowing
for a steady advancement of
skills from simple to more
complex levels.
3. Task objectives are The goals for the tasks are
achievable. realistic and achievable,
ensuring learners reach the
intended level

4. Cultural The textbook shows

sensitivities have awareness and consideration
been considered. of cultural sensitivities.

5. The language in the The language in textbook is

textbook is natural generaly effective and
and real. assisting learners in
acquiring practical
communication skills
 applicable to real-world
situations
6. The situations The dialogue reflect natural
created in the speech and provide learners
dialogues sound with realistic conversaton
natural and real practice
B. Listening
7. The book has We give 3 4 5 point because
appropriate The listening tasks are
listening tasks with pertinent.
well-defined goals. Developing students' skills
includes providing various
learning chances, hands-on
activities, and valuable
feedback.
The listening activities
mimic real-life scenarios
closely
8. Tasks are
efficiently graded
according to
complexity.

9. Tasks are authentic

or close to real
language situations

C. speaking
10. Activities are We give 5 and 3 point
developed to because there is a speaking
initiate meaningful activity included, and there
communication are multiple instances of it
11. Activities are
balanced between
individual response,
pair work and
group work.
D. Reading
12. Texts are graded. We give 2 and 4 point
because After evaluating the
text, students receive
questions pertaining to the
preceding text. This text is
 presented in a dialogical
format, enhancing both
understanding and
conversational quality.
13. . Texts are
interesting
E.writing
14. Tasks have The assignment is meant to
achievable goals help with writing skills
and take into improvement; it isn't overly
consideration challenging because it comes
learner capabilities with clear instructions and
examples.The assignments
are intriguing because they
come with visual aids.
15. Tasks are
interesting.
F. Vocabulary
16. The load (number The book fulfills its purpose.
of new words in covers a wide range of
each lesson) is grammatical subjects Indeed,
appropriate to the it provides engaging and
level. thoughtful examples to
elucidate concepts. grammar
The basics of grammar are
introduced in a clear and
succinct manner.
17. There is a good
distribution (simple
to complex) of
vocabulary load
across chapters and
the whole book.
18. Words are
efficiently repeated
and recycled across
the book
G. Grammar
19. The spread of The book does its job.
grammar is addresses a variety of
achievable grammatical topics Yes, it
offers interesting and well-
chosen instances to clarify
 ideas. grammar A direct and
concise introduction to the
grammar fundamentals is
given.
20. The grammar is
contextualized
21. Examples are
interesting.
22. Grammar is
introduced
explicitly and
reworked
incidentally
throughout the
book
H. Pronunciation
23. It is contextualized. It’s relevant to situation in
real life
24. It is learner-friendly The book offers
with no complex pronunciation explanations
charts. that are clear and
understandable for learners
I. Exercises
25. They are learner The material designed with
friendly the needs and abilities of
learners in mind, making
them easy to engage with
and comprehend
26. They are adequate. The material in the book
sufficiently fulfill the
requirements or expectations,
ensuring that students
receive the necessary support
and resources for their
learning
27. They help students Yes, it is help students Yes,
who are who might find the content
under/over- challenging (under-
achievers. achievers).