INSTRUMENT TO ASSESS A COURSE BOOK (WACHYU SUNDAYANA, 2005, UPI BANDUNG)

ASPECTS CHARACTERISTICS INDICATORS SCALE COMMENT/ SUGGESTION

1 2 3 4
A. MATERIAL 1. Suitability between 1.1 Contain of materials appropriate with basic √ The materials appropriate with basic
learning material and competence and indicator. competence and indicators.
syllabus
1.2 Contain of tasks appropriate with √ The contents of the task are appropriate
indicator/instructional objective in the with the indicators.
syllabus.
1.3 Contain of materials which focus on √ The material focuses on language skill.
language skill.
1.4 Contain of instructional activities related to √ The activities are related to students’ need
students' needs and characteristics. and characteristics.

2. Selection and the 2.1 Consist of rich vocabulary and complex √ The content of the learning material is rich
organization of learning structure. of vocabulary and complex structure.
materials is appropriate
with the instructions

2.2 Consist of vocabulary or structure related
to the oral text.
2.3 Consist of vocabulary or structure related
to the students' experience.
√ The materials cover speaking skill.
√ The text in the learning material is related
to the student experiences. But in the
dialogue, there is one text which tells about
job application, and it is not appropriate for

2.4 Consist of tasks which are organized from
the easiest to the most difficult.
B. PRESENTATION 1.Objectives/indicators of 1.1 Mention the objectives/indicators of
instruction are instruction in every unit/subject.
explained clearly
1.2 Direct the instruction focus on mastering
of language skills.
1.3 Give the point of instruction to develop
language skill in accordance with basic
competence and indicator.
1.4 Present the point of instruction from the
easiest to the most difficult.
2. Clear explanation of 2.1 Mention the instructional indicator of each
indicators unit
2.2 Direct the indicator on language skills
mastery
2.3 Provide the subject matters to develop
language skills appropriate with basic
competence and indicator
2.4 Provide the subject matters from the
easiest to the most difficult one
the student.
√ The tasks are organized from the easiest to
the most difficult
√ The objectives/indicators of instruction are
mentioned clearly.
√ There is instruction appropriate for
mastering of language skills.
√ The point of instruction is appropriate with
basic competence and indicator.
√ The instructions are structured from the
easiest to the most difficult.
√ The instructional indicators are mentioned
in each unit
√ The instructions enable students to master
language skill
√ The subject matters are appropriate with
basic competence and indicator.
√ The organization of subject matters are not
 provided from the easiest to the most
difficult.

3. Provide the subject 3.1 Demand students activity to listen, speak, √ The subject matters only demand the
matters which encourages read and write appropriate with the level students to listen, speak, read, and write.
students to be more active
and creative

3.2 Encourage the students to be more active √ The activities encourage students to
in communication participate in communication.

3.3 Encourage the students to be creative in √ The material provide the task that are
their speech in concrete situation demand the student to be creative in
making conversation in concrete situation.

3.4 Encourage the students to spend the more √ The book providea lot of excercises to be
time to do the exercise done.

C. READABLE 1. Word 1.1 Consist of concrete vocabulary. √ Most of vocabularies in the text are
concrete, such as car, house, phone cell.

1.2 Consist of vocabulary near the students' √ There are vocabulariesthat are near
knowledge and environment. familiar for the students’ knowledge and
environment such as mom, daddy,
grandfather, family.
 1.3 Consist of common words √ There are consist common word for
example mom, father, daddy, teacher,
Tuesday.

1.4 Consist of words which easy in √ Most words are easy to memorize such as
memorizing mom, father, daddy, teacher, Tuesday.

2. Sentence 2.1 Consist of more simple sentences √ There are most of sentences are made in
simple forms.

2.2 Consist of more declarativee sentences √ The book consists of declarative sentence.

2.3 Consist of more active sentences √ The sentences are in active form such as
I’m right here.

2.4 Consist of more affirmative (positive) √ Most of the sentences are in positive form
sentences example I’m pretty sure next week will be
better for you.

3. Dialogue 3.1 Consist of more deductive dialogue √ The dialogues are formed from general to
(cohesion). specific one.

3.2 Consist of moreordered dialogue √ There are ordered dialogue.

(cohesion)
3.3 Consist of more dialogues which indicate √ Each dialogue has correlation with other.
cohesion.
D. SARG/ Suku, 1. Text/dialogue and 1.1 The contents of the text/dialogue do not √ The content of the material do not concern
Agama, Ras, Gender picture/illustration refer to certain belief or religion to certain belief or religion.
(Ethnicity, Religion,
Race, Gender)

1.2 The contents of the text/dialoguedo not √ The contents of the text/dialoguedo not
refer to certain ethnic/tribe refer to certain ethnic.

1.3 The contents of the text/dialogue do not √ The content of the material do not refer to
refer to certain social level specific social level.

1.4 The contents of the text/dialogue do not √ The contents of the text/ dialoguedo not
refer to certain gender refer to certain gender.

E. LANGUAGE 1. Material/text 1.1 Texts/dialogues use appropriate grammar √ The dialogue consist of declarative,
interrogative, present tense, past
continuous tense, past perfect tense,.

1.2 Clear instruction and acceptable √ There are some instructions which are too
long.

1.3 Appropriate instruction √ The instructions is appropriate with the

task and dialogue.

1.4 Exercises/tasks are developed in good √ The task is consistent in good grammar.
grammar
TOTAL SCORE 6X 8X 14X

AVERAGE 3,X