Language Material Evaluation and Design

Lecturer: Mrs. Asri Siti Fatimah, S.Pd., M.Pd.

Group 5 – Class C
1. Dinda Mutiara Nova (192122108)
2. Fadhila Najla Khairunnisa (192122109)
3. Anggita Megantari (192122110)
4. Syifa Khairunnisa (192122114)
5. Arman Daffa Putra (192122117)

BOOK EVALUATION
Book : Bahasa Inggris (Kelas XI SMA/MA/MAK) Semester 1 
Writer : Kementerian Pendidikan dan Kebudayaan
Year : 2014
Publisher : Kementerian Pendidikan dan Kebudayaan

REVIEW AND EVALUATION USING HARMER’S METHOD

EVALUATOR: All Group Members 

NO. CRITERION CONSIDERATION

This book is not for sale. On the cover page, it is displayed that the
book is protected by law and is not for sale (Hak Cipta © 2014 pada
1. Price
Kementerian Pendidikan dan Kebudayaan Dilindungi Undang-
Undang).  

This book is available both online and offline. You can download it for
free or get it directly from authorized educational institutions such as
2. Availability schools. This book can be used as a material reference for the first
semester of class XI at the Senior, Vocational, Islamic High School
levels. 

This book is quite interesting for both students and teachers. It can be
seen that the content presented is diverse and ‘friendly’ to understand.
Layout and The color of the page is light blue, the word/sentence can be read
3.
Design clearly and some materials such as conversation have a touch of bright
color that is not monotonous. There are some color pictures that serve
as illustrations or just a meme. 
EVALUATOR: Arman Daffa Putra
CHAPTER 1: Can Greed Ever be Satisfied?

NO. CRITERION CONSIDERATION

This book is using task-based learning, which is more dominated by

assignments given to students from teachers who teach this chapter.
4. Methodology The assignments given are quite complete, various which include 4
skills that need to be conveyed by teachers who use this book as a
reference. 

In chapter 1, it includes four skills (reading, writing, listening, and

speaking). Reading skills can be applied on pages 3-5. Writing skills
5. Skills
can be applied on pages 6 (post-reading activity) and page 7. Lastly,
listening and speaking skills can be implemented on pages 20 – 24. 

The syllabus of the book in chapter 1 is in accordance with what the

speakers expected, the material from the book can be understood by
students, especially improving reading and listening skills. resource
6. Syllabus persons often look for teaching materials from the internet rather than
from the book, but that does not mean the book is not interesting. The
book is one of the options that is used as a reference for the material
given. 

The topics explained are quite diverse and familiar to students who are
neither too mature nor childish. On the first page of the chapter,
reading activities are presented which contain stories about the
enchanted fish along with post reading activities. Then, there is
7. Topic personal journal writing and '’suggest and offer'’ building blocks
material. On this page, there are tests that can be done by students to
practice reading and writing skills. Lastly, there is conversation
material that can be done by students to practice listening and speaking
skills. 

From that chapter, all topics, people, situations involved were treated
8. Stereotyping fairly and equitably, no sexism or racism was found in it even though
there were some memes but still within rational and reasonable limits. 

9. Teacher’s According to the informant, the book can be used well, the material
Guide presented is varied and includes the four skills needed, and can be
 understood by both students and teachers. Although still adapted to the
way of teaching from the teacher, this book became one of the
recommendations from resource persons for teaching and was quite
inspiring. 

EVALUATOR: Anggita Megantari

CHAPTER 2: Bullying: A Cancer that must be Eradicated

NO
CRITERION CONSIDERATION
.

This chapter is using the task-based learning method. There is a good

balance between study and activation in this chapter. After the
4. Methodology
explanation of each sub material there is always a task that must be
done by students.

This chapter contains reading and writing skills as the main skills
highlighted. It can be seen from the activities: pre-reading, reading
5. Skills activity, post-reading, personal journal writing, building blocks, and
writing connection activity. Besides that, there is a little speaking
skill development in this chapter, in the active conversation activity.

The material in this chapter is in line with PERMENDIKBUD

Number 37 of 2018, KD 3.2 and 4.2 about giving and asking
information related to opinions and thoughts. This book is
6. Syllabus
appropriate and can also cover the language point needed by the
teacher like the structure text and some expressions to express
opinion.

The main topic discussed in this chapter is bullying, students were

asked their opinion about bullying. But there are various topics to
7. Topic discuss as exercise like smoking, movies, songs, books, hotels,
museums, and restaurants. All the topics discussed here are very
relatable and may occur in the student environment.

The material in this chapter represents people and situations in a fair

and equal way, even all names in the bullying case have been
8. Stereotyping
changed to protect the privacy of those involved, especially the
victims.
 I think this book is only a student textbook, not a teacher’s guide
Teacher’s book because all the instructions are for students and there is no
9.
Guide answer key in this book. So, the teacher is a facilitator for students
and guides them during the learning process.

EVALUATOR: Fadhila Najla Khairunnisa

CHAPTER 3: Hopes and Dreams!

NO. CRITERION CONSIDERATION

This chapter mostly used task-based learning in learning and teaching

4. Methodology
activities.

It contains the four skills of the English language which are writing
(question and answers, fill in the blanks, writing a hope, grammatical
5. Skills errors), reading (read a speech, read hope expression), listening
(listening to the pronunciation), and speaking (hopes and dreams
conversation), but writing and reading activities are the most showed. 

According to PERMENDIKBUD Number 37 of 2018, there is no basic

competence about this chapter. But the language point in this chapter
6. Syllabus
can be as expected. The topic and content from this book also suitable
with students’ interest and it’s related with our daily life.

This chapter is about “Hopes and Dreams”. In this chapter it contains

7. Topic congratulatory expressions, how to express our hope,  a speech from
Soekarno about his dreams, etc. 

It’s safe for all students. There are no racists and it doesn't display
8. Stereotyping
anything which relates to sexism.

It provides understandable instruction which makes it easy for the

Teacher’s
9. teacher to accompany their students to understand the material in this
Guide
chapter. 

EVALUATOR: Dinda Mutiara Nova

CHAPTER 4: Vanity, what is the Price?
NO. CRITERION CONSIDERATION

The method used is more directed towards task-based learning because

in this chapter, there are many tasks that students have to do, such as a
post-reading activity that asks students to answer 10 questions,
create/write personal journals, fill in the blanks, create/write formal
invitations, create dialogues to accept and reject invitations, practice
4. Methodology
the dialogue with classmates, etc. Although there are many tasks that
students have to do, this chapter also has a balance between the
material and its application. For example, the formal invitation
structure is explained first, then students are asked to write a formal
invitation personally.

The skills that are highlighted in this chapter are reading, writing, and
speaking skills. In this chapter, it is clearly stated that there is a reading
activity that asks students to read a text entitled "Vanity and Pride".
The writing skill itself can be seen in this chapter which asks students
5. Skills to write personal journals, formal invitations, and dialogues to accept
and reject invitations. Then, for the speaking skill, it can be seen from
the task that asks students to practice the dialogue that has been made
earlier with classmates. Then, the ability to listen is not very visible or
prominent because there is no audio or video for students to listen to.

In this chapter, there is learning material regarding formal or official

invitations which in PERMNDIKBUD Number 37 of 2018 are listed in
basic competencies 3.3 and 4.3 for class 11. If asked whether it is
appropriate or not, the answer is appropriate because in this chapter, it
has been designed in such a way in order to be able to achieve the
6. Syllabus learning objectives of these basic competencies. For example, in basic
competency 4.4, students are expected to be able to compose a special
text in the form of a formal invitation, and in this chapter, there is
material about the structure of the official invitation and there is an
assignment that asks students to make or compose the official
invitation.

The topic in this chapter is about formal or official invitations. The

contents of this chapter can hone students' reading, writing, and
7. Topic
speaking skills. Although not all skills are highlighted in this chapter,
students can hone their listening skill in other chapters.

This chapter is safe for all students because there are no things related
8. Stereotyping
to racism and sexism.
 In my opinion, in this chapter, there is no teacher guide because what I
Teacher’s see is only a student guide. I think this chapter more prioritizes or
9.
Guide focuses on students. So, the teacher is only a facilitator for students.
Then, the instructions themselves are easy to understand.

EVALUATOR: Syifa Khairunnisa

CHAPTER 5: Benefit of Doubt!

NO. CRITERION CONSIDERATION

This chapter uses task-based learning in teaching and learning

4. Methodology activities. There is an assignment after the explanation of the material,
so study and activation in this chapter are balanced. 

This chapter contains the three skills of the English language which are
reading, writing, and speaking. There are various activities such as pre-
5. Skills reading, reading activity, post-reading, personal journal writing,
building blocks, writing connection activity, and active conversation
activity.  

The material in this chapter is in accordance with KD 3.6 and 4.6 that
6. Syllabus is about giving and asking for information related to the activities of
oneself and those around them, according to the context of their use.

The topic of chapter 7 is about the “Benefit of Doubt”. Students are

asked to read short stories, learn to write personal letters, create a skit,
7. Topic
and illustrate a scene from the story. All the topics discussed here will
create critical thinking in students.

I don't think the material in this chapter represents any stereotypical

genre, but this chapter represents people and situations fairly and
8. Stereotyping
equally, without stereotypes about things. So, it's still safe for all
students. 

I think chapter 5 prioritizes the student’s guide more than the teacher's
Teacher’s
9. guide. So, the teacher is just a facilitator for students, and the
Guide
instructions themselves are easy to understand.