EFL COURSEBOOK EVALUATION

Lectures:

Prof. Dr. Syarifuddin Dollah, M.Pd.

Compiled by group of 6

Group members:

Nurul Mufliha (210502500005)

Muh. Taqwa (210502501005)

Fatimah Az-zahra (210502502020)

JURUSAN PENDIDIKAN BAHASA INGGRIS

FAKULTAS BAHASA DAN SASTRA

UNIVERSITAS NEGERI MAKASSAR

2023
 CHAPTER I

BOOK IDENTITY

Book Title : Bahasa Inggris, Think Globally Act Locally

Writer : Siti Wachidah, Asep Gunawan, & Diyantari
Year : 2018
Book Language : English
Number of Pages : 218 pages
Targets Students : SMP/MTs Kelas (9Th Grade Middle School students)
Publisher :Pusat Kurikulum dan Perbukuan, Balitbang,
Kemendikbud
Chapters in the book :
 CHAPTER II

EVALUATION CHECKLIST AND DISCUSSION

A. Evaluation Checklist

ELT Coursebook Evaluation Checklist

Yes No
Does the content serve as a window into learning about the target language culture (American,
✓
British, etc.)? (23)
Subjects & Contents

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) ✓
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 text in the coursebook include elements from both local and target culture? (5) ✓
Are there adequate and appropriate exercises and tasks for
✓
improving reading comprehension? (6)
Reading Is there is a wide range of different reading texts with different
✓
subject content? (7)
Are the reading selections authentic pieces of language? (1) ✓
Does the coursebook have appropriate listening tasks with well
✓
defined goals? (8)
Listening Is the listening material well recorded, as authentic as possible? (9) ✓
Is the listening material accompanied by background information,
✓
Skills

questions and activities which help comprehension? (9)

Does the coursebook include speech situations relevant to students’
✓
background? (10)
Are the activities developed to initiate meaningful communication?
Speaking ✓
(8)
&

Does the coursebook include adequate individual and group

✓
speaking activities? (5)
Are the models provided for different genres? (11)
Do the tasks have achievable goals and take into consideration
Sub-Skills

Writing learner capabilities? (8)

Is practice provided in controlled and guided composition in the
early stages? (10)
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
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)
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)
Grammar 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)
Is there sufficient work on recognition and production of stress
patterns, intonation and individual sounds (17)
Pronunciation
Are the pronunciation points repeated and reinforced in subsequent
lessons? (13)
Does the coursebook cover other sub-skills like note-taking, skimming, scanning, inferring
meaning, listening for gist, etc.? (4,2)
Is the printing quality high? (11)
Does the coursebook look interesting and fun? (18)
Layout & Physical

Does the coursebook include a detailed overview of the functions and structures that will be taught
in each unit? (22)
Does the coursebook reflect learners’ preferences in terms of layout, design, and organization? (19)
Does the coursebook contain enough pictures, diagrams, tables etc. helping students understand the
Makeup

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)
Is the coursebook easily accessible? (2)
Is the coursebook affordable? (21)
Does the coursebook have supplementary material (tapes, visuals etc.)? (5)
Practical Considerations

Does the coursebook have supporting online materials/ test and e-format? (5)
Does the book address different learning styles and strategies? (4)
Do the activities and exercise introduce the main principles of CLT?
Does the coursebook include self-assessment parts? (5)
Can activities be exploited fully and embrace various methodologies in ELT? (11)
Is/ are the type/s of syllabus design used in the book appropriate for learners? (4)
Can the coursebook easily be integrated into technology, thereby allowing for individual study
outside the school? (5)
Does the coursebook fit curriculum/ goals? (3)
Are the objectives specified explicitly in the coursebook (22)
In the coursebook designed by taking into account the learners’ socially and historically English-
free status? (5)
EXTRA COMMETNS/CRITISISMS ON THE BOOK:
B. Discussion
1. Subject and Content

When evaluating the middle school EFL coursebook, one crucial aspect to

consider is its role in offering insights into the target language culture, whether

American, British, or another. Unfortunately, in this regard, the coursebook

presents a notable deficiency as it lacks significant foreign cultural content (Point

1).

An essential element in determining the

quality of an EFL textbook for middle school

students is its ability to engage and captivate

learners. Ayu (2020); Akhmad, Saleh, & Pakaya

(2022); Laabidi (2016) stated that an interesting

coursebook contents are the books that has

engaging and easy to read writing style, clear Picture 2.1.1

objectives and approaches, and illustrative The book is full of illustrations

and it provides objectives in a
contents. Fortunately, this coursebook appears to very understandable English for
each chapter.
Picture 2.1the student
meet several key criteria for an engaging EFL textbook, enhancing
The book is full of illustrations
experience. It incorporates cultural content, adopts and
an itengaging writing instyle,
provides objectives a
very understandable English for
maintains clear objectives and approaches, and provideseach
illustrative
chapter. content

(Point 2).
 Equally important is the book's capacity to

challenge students intellectually while also

motivating them. Here, it's worth noting that the

content is challenging enough to stimulate new

learning experiences (Point 3). Moreover, the

coursebook's inherent interest motivates students to

Picture 2.1.2
continue their English learning journey, often

Challenging task & suggestion to encouraging them to utilize a dictionary as a valuable

use dictionary
resource (Point 4).

Ensuring that the thematic content remains

easily understandable for students is vital.

Fortunately, the coursebook excels in this aspect, as

it provides example scenarios for each lesson,

contributing to the students' comprehension (Point

5). It also showcases a commendable range of topics

Picture 2.1.3 that encompass various areas where English is used

Various example scenarios (Point 6).

provided by the coursebook
 The coursebook further shines by

demonstrating cultural appropriateness in its

thematic content. It features Indonesian

characters and includes topics that are instantly Picture 2.1.4

recognizable and relatable to Indonesian middle Local food (satay) described by

the book as an example of
school students (Point 7). Importantly, there's descriptive text

no evidence of discrimination in the content, which is a crucial aspect of a well-

rounded EFL coursebook (Point 8).

Additionally, the coursebook maintains a connection between its content

and real-life situations and society. Each chapter includes scenarios that mirror

occurrences in everyday life, offering practical relevance for students (Point 9).

However, there's room for improvement in the incorporation of elements from

both local and target cultures, as the coursebook remains lacking in foreign

cultural content (Point 10).

2. Sub-skills and Skills
a. Reading skill
In assessing the reading skills component of the middle school EFL coursebook, it

is essential to gauge the effectiveness of exercises and tasks designed to enhance reading

comprehension. In this regard, the coursebook does well, as it offers adequate exercises

and tasks that demand intensive reading from students (Point 11).

Picture 2.2.5 Picture 2.2.6

Example of a part of the reading Example of a part of the exercise

material provided by the book that requires the students to
read intensively

Diversity in reading materials is a pivotal factor in developing well-rounded

reading skills. Fortunately, the coursebook excels in this aspect by presenting a wide

range of reading texts with various subject content. It incorporates different text types,

including procedure texts in Chapter 4, recount texts in Chapter 6, narrative texts in

Chapter 6, descriptive texts in Chapters 8-9, and advertisements in Chapter 10 (Point

12).
 One crucial aspect in assessing the reading selections is their authenticity. While

authenticity in reading materials is often prized, it's important to acknowledge that, for

pedagogical purposes, these texts have been simplified. Therefore, the reading selections

are not entirely authentic, but they are tailored to facilitate learning and comprehension

(Point 13).

b. Listening skill
In evaluating the listening skills component of the

middle school EFL coursebook, it is important to

consider the presence of appropriate listening tasks with

well-defined objectives. In this respect, the coursebook

effectively incorporates such tasks, introducing songs to

students and requiring them to actively listen to them,

notably in Chapter 11 (Point 14).

An essential aspect of listening tasks is the quality

Picture 2.2.7
of the recording. Ideally, listening materials should be as
A part of the book that
introduces a song to the authentic as possible to prepare students for real-world
students.
language encounters. However, in this case, the listening material falls short in this

regard, as it is not recorded. Furthermore, the provided at the 127th page is unavailable,

which is a limitation in terms of providing authentic listening opportunities (Point 15).

 Comprehension is significantly aided when listening

materials are accompanied by background information,

questions, and activities. In this aspect, the coursebook

provides the necessary supplementary content to enhance

comprehension, helping students engage with the listening

material effectively (Point 16).

c. Speaking skill Picture 2.2.8

When reviewing the speaking skills component of the
An exercise that
middle school EFL coursebook, it's crucial to assess the requires the students to
listen to a song.
relevance of speech situations to students' backgrounds. In this

context, the coursebook excels, as it offers numerous

scenarios for students to engage in role-playing and other

speaking activities that align with their backgrounds (Point

17).

An essential element in evaluating speaking activities

is their capacity to initiate meaningful communication. In

this regard, the coursebook performs well, as it fosters

Picture 2.2.9
meaningful interactions and discussions among students,
A part that invites students
enhancing their speaking skills (Point 18). to playing role in a
meaningful interaction.
Effective speaking skill development often relies on a variety of individual and -

group activities. The coursebook successfully incorporates a range of such speaking

activities, including role-playing that involves both group work and individual tasks,
providing students with ample opportunities to practice and improve their speaking

abilities (Point 19).

d. Writing skill
e. Vocabulary
f. Grammar
g. Pronunciation