17 facilitate learners’ need through learning processes that do not impose certain
method. The last, it should have a role as a mediator between the target language and the learner. These criteria are developed into a checklist that is organized into
some aspects. The aspects covered in Cunningsworth’s checklist are aims and approaches, design and organization, language content, skills, topic, methodology,
teachers’ book and practical considerations. The elaborations of the criteria in the eight aspects which are proposed by Cunningsworth 1995 are as follows.
a. Aims and Approaches Criteria
The first aspect in the Cunningsworth’s checklist is aims and approaches. This aspect also appears in other experts’ checklist. Brown 2007 proposes goals
of the course and approach aspects to be evaluated, while Skierso 1991 also mentions aims and goals aspect in her checklist. In this aspect, Cunningsworth
1995 advises that the textbook “should match the aims and objectives of the language-learning programme” p. 15. It should also cover most or all of what is
needed. Cunningsworth 1995 mentions that the textbook should be comprehensive and be a good resource for students and teachers. Riddell 2003
adds that an ideal textbook should have “variety and balance-language work, skills work, pronunciation, review units or sections and grammar summaries. In
other words, it should be a complete package for the students” p. 206. Besides, the textbook should be flexible. It should allow different styles of teaching and
learning styles. Cunninsworth 1995 mentions that the textbook should match students’ needs “by allowing them to use styles of learning which suit them,
where possible encouraging the use of a range of styles so as to offer students
18 some choice in the way the learn” p. 16. Additionally, Felder and Henriques
1995 define the term learning style as the way of an individual obtains information. They note that in language instruction, people mostly obtain sensory
information in visual and verbal. The visual learners prefer visually presented materials, while verbal learners prefer spoken and written explanations. Felder
and Henriques 1995 claim that “presenting the same materials in different ways invariably has a reinforcing effect on retention” p. 24. Therefore, they suggest
providing verbal classroom presentation with non-verbal visual materials such as photographs, drawings, sketches and cartoons to reinforce presentation of
vocabulary words, and using films, videotapes, and dramatization to illustrate lessons in dialogue and pronunciation.
b. Design and Organization Criteria
The second aspect is design and organization. Brown 2007 also suggests evaluating this aspect by including sequencing and format aspects in his checklist.
Skierso 1991 includes layout and physical aspect in her checklist, while Harmer 2007 includes layout and design aspect in his checklist.
In this aspect, Cunningsworth 1995 notes to check whether the textbook provides total course package or not. He mentions that complete packages consist
of student’s book, teacher’s book, workbook or activity books, tests, additional reading materials, additional listening materials, cassettes for listening, cassettes
for pronunciation, video, CALL materials and other components. In relation to the way of how the content of the textbook should be organized or sequenced, Spratt,
Pulverness and Williams 2005 suggest checking whether the teaching materials
19 is well organized or not. It is suggested to check whether it is easy to follow the
logic of the materials and to find the way around the page or the unit quickly and easily. Additionally, Cunningsworth 1995 advises that “a basic principle of
learning is to move from the familiar to the new, and to relate new items to those already known” p. 28. Riddell 2003 states that “the language covered should
have a logical progression starting the book at one level, but finishing it at a higher level” p. 205. Therefore, the materials usually should be presented from
the easy ones to the difficult ones. Cunningsworth 1995 also suggests checking whether the textbook
provides adequate recycling or not. He explains that “In the case of grammar and vocabulary, items not only need to be met in context and actively practiced, they
need to be recycled three, four or more times before they become stored in the long-term memory p. 28. In other words, he suggests that grammar and
vocabularies items should be recycled in order to make the students memorize them better. Furthermore, Cunningsworth 1995 also advises to check whether
there are reference section and materials for individual study or not. He mentions that a textbook should “offer its content for selection on a ‘self-service’ basis” p.
30. Besides, Cunningsworth 1995 also suggests evaluating whether the
layout is clear or not. Spratt, Pulverness and Williams 2005 agree to evaluate whether the textbook is visually clear or not for example by checking whether the
textbook uses different colours, different fonts, and headings, etc. Riddell 2003
