d. Textbook Criteria
It is such an uneasy task to judge whether a textbook or teaching material, in this case is ELT material, is good or bad Tomlinson, 2008 since every textbook or
ELT material has its own strengths and weaknesses and there is no perfect textbook exists. Instead of using the word good and bad, Cunningsworth 1995 used the word
effective and ineffective. Consequently, many experts and researchers have been doing evaluation on textbook as part of the curriculum development process to find
the best possible one that will fit and be appropriate to a particular learner group. Hence in this section of the study, the researcher is explaining what aspects of
textbook that are usually evaluated by the experts and researchers as well as teachers to seek the best and most appropriate textbook for a particular group.
Cunningsworth 1995 suggested that it is significant to ensure that careful selection is made and that materials selected closely reflect the need of the learners,
the aim, methods and values of the teaching program. To carefully select the materials or textbooks, a predictive evaluation can be administered Ellis, 1997 and
some criteria of a textbook should be considered Allwright, 1981, Cunningsoworth, 1995, Richard, 2001 and Sheldon 1988.
Goal of a textbook seems to be an important criterion to be evaluated. In many evaluation checklists from the experts such as Allwright 1981, Sheldon 1988,
Cunningsworth 1988 and Richards 2001 evaluative question regarding the goal of a textbook is always put at the beginning of the checklist. As also suggested by Nunan
1989, in developing teaching materials the objective, aim or goal of a textbook should be generated in the first hand. In addition, the aims of a textbook should
correspond with the aim of the syllabus and curriculum Cunningsworth, 1995; Nunan, 1989 and McDonough and Shaw 1993:64. However, conflict of goals cannot
be avoided since teachers, learners, materials developers and sponsors involve in teaching and learning management Allwright, 1981. There is always a conflict of
teachers, leaners, material developers and sponsor goals found in textbook. Shortly, Allwright 1981 argued that a textbook may contribute to some ways but it cannot
determine goals. The approach of a textbook is also considered to be evaluated in a textbook
evaluation process. Cunningsworth 1995 and Brown, 2001 suggested some questions to evaluate this criterion whether a textbook is flexible to any teaching and
learning situation and style. In a slight different opinion to this approach issue by Allwright 1981 was that in materials evaluation assessors or teachers should be able
to measure to what extent the management of the activities are maximally profitable. However, he pinned important clause that textbook can and do contribute to the
teaching and learning process, including the teaching approach, but cannot possibly cope with many important decision made by the teachers regarding their various
situation Allwrigth, 1981. In conclusion to the discussion about the approach, the researcher agrees to Allwrig
ht’s opinion that detailed local decision is clearly beyond the scope of publication 1981. The materials or textbook then can only impose
suggestion to the teachers. Human being loves everything which is beautiful. It is also not too much to
say that aesthetically positive experience through the use of attractive illustration and its design can facilitate learners in language acquisition and development Tomlinson,
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