24 students be familiar with the way how a written text is organized including the
convention of a text. Besides, it should deal with paragraphing and make the students aware to use appropriate style in writing.
e. Topic Criteria
The fifth aspect is topic. Topic aspect covers evaluation of the topic found in the textbook. This aspect also appears in Harmer’s checklist 2007.
Cunningsworth 1995 mentions that a textbook must represent a language use in real situation for real purpose, and therefore it should deal with various kinds of
topics. He also suggests that “at whatever level, topics which are real and immediate must command more interest and response from learners than
imaginary, made-up content” p. 86. In addition, Cunningsworth 1995 states that “the content does not necessarily have to be heavy and intellectual in order to
be worthwhile: there is plenty of scope for humour and human interest stories too p. 88. Riddell 2003 then adds that higher level students can deal with more
tough provoking issues such as technology since they have more language capability to talk about that.
In relation to social and cultural values, Cunningsworth 1995 mentions that it is necessary that a textbook includes social and cultural contexts in terms of
location, social mores, age group, etc. He also suggests evaluating how the women are portrayed in the textbook. Cunningsworth 1995 mentions the aims
of this such analysis is to identify unrepresentative negative stereotypes, such as women regularly
being shown as housewives or being seen as only able to attain fulfillment in life through their man or being portrayed as illogical and excessively
emotional p. 91.
25
Besides, Cunningsworth 1995 also suggests evaluating how the textbook represents people according to their ethnic origin, occupation, age, social class
and disability.
f. Methodology Criteria
The sixth aspect is methodology aspect. This aspect is related to how the method of the materials is evaluated. This aspect also appears in Harmer’s
checklist 2007. Cunningsworth 1995 mentions that implicitly it is clear that the textbook requires students to have role in the learning process. In order to
facilitate that, the textbook should provide provision of material suitable for individual study. The material can be in the form of a workbook, reading
materials or self-study cassettes. It is also necessary that the guidance on how to use those materials including cross-referencing from the main course to the
workbook and key exercises are given so that the students can check their progress by themselves.
In presenting new language items, Cunningsworth 1995 notes that “it is important that new items are controlled in terms of quantity and difficulty” p.
102. He provides an example in teaching grammar, if inductive approach is taken and a new verb form or tense is being taught for regular verbs, the irregular verbs
should be taught later. Meanwhile, in presenting new vocabulary, it is important to keep the new words appear in context since it can help the students understand
the meaning better. According to Cunningsworth 1995 the quantity of the new number in a text should not be more than five percent of the total, in order to
ensure that learning load is reasonable and the familiar words are sufficient.
26 In relation to development of communicative abilities, Cunningsworth
1995 mentions that It is open question to what extent coursebook can include real
communicative activities, but at most levels it is possible to include realistic activities, often based on contrived information gaps of various
kinds, which involve, at least language use which is communicative in the context of the classroom p. 117.
It means that activities for developing students’ communicative abilities can be various. However, they should facilitate language use which is realistic and
communicative in the context of classroom. The examples of activities mentioned by Cunningsworth are jigsaw reading and jigsaw listening.
Natalie Hess, 2001:159-160 says that “teaching of course ultimately depends on the willingness of the student to learn: unless the learner takes some
responsibility in the shape of active cooperation and effort, there will be no learning in spite of the efforts of excellent teachers.” She mentions some ideas
that may help the students focus on their study. The first is by giving sample questions before test and to let the students discuss it. The second, is by eliciting
students’ concern on language learning at the beginning of the task, the third is by allowing students making a guide before test, and the forth by letting students
writing their expectation of the course. In relation to study skills, Cunningsworth 1995 advises that it is better if
the textbook provides advice or guidance on study skills and learning strategies. He notes that the advice or guidance may focus on these three aspects. The first is
inviting the students to reflect the most effective way of learning for them. The second is offering advice to help the students develop their study skills. The third
