Aims and Approaches Criteria

21 adds the benefit of phonetic transcription. He mentions that phonetic transcription as the representation of the sounds of English is what students need as a guide. The next criterion to be evaluated is related to discourse competence. Cunningsworth 1995 defines the term discourse as a general way to refer to the features of language use that go beyond the domain of grammar rules and include areas such as the sequencing of sentences, cohesion, paragraphing, structuring text, participation in conversations, etc p. 45. He also states that consciously or subconsciously, the models of discourse are presented in the textbooks as there are examples of language use in dialogues, reading texts and listening passages. What makes them different is the range and complexity of the examples. Furthermore, Cunningsworth 1995:46 explains that in a reading text, there should be display of features of authentic text, such as coherent structuring of content, paragraphing and appropriate use of cohesive devices, including pronouns for anaphoric reference and conjunctives. In the examples of dialogues or listening, there should be model of natural spoken English and turn-taking. In writing, there are materials on organizing different kind of written work such as narratives, reports, letters, etc. and there should be explanation on the conventions of the formats. In evaluating style and appropriacy criterion, Cunningsworth 1995 discusses the importance of appropriacy. He says that “We should look at coursebook from the angle of appropriacy to see how far they go in preparing learners to use appropriate styles in varying situations” p. 50. He adds that in 22 using the language, it is important to differentiate social situations and match the language style to those situations.

d. Skills Criteria

The fourth aspect is skills. In this aspect, how the materials are developed to improve students’ skill is evaluated. This aspect also appears both in Brown’s 2007 and Harmer’s 2007 checklist. Cunningsworth 1995 mentions that it is necessary to check in what way the textbook deals with listening, speaking, reading and writing skills. It is also important to check whether the textbook “deals adequately with all four skills, taking the level and overall aims into account, and if there is a suitable balance between the skills” p. 64. Then, he adds that “the integration of skills is an important aspect of overall language ability” p. 65. In evaluating listening skill, Cunningsworth 1995 suggests checking the quality of recording for listening. The speed of the recording should be adjusted to the learners’ ability and level. The accent of the speaker in the recording should not be too different from the accent that they are used to hearing from the teacher or previous listening practice. It is also expected that a textbook gives background information as much as possible in order to help students in making comprehension. Riddell 2003 suggests five stages in delivering listening skill lessons. The first stage is introducing the vocabulary that is essential for completing the listening tasks. The second is introducing the topic of the listening materials and gaining students’ interest on that topic. The third is asking questions that are related to main idea or specific information of the passage. The fourth is