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165110500111022
Instructional Material Develpment D

TEXTBOOK UNIT EVALUATION CHECKLIST

Part I : General Information

Title : Bahasa Inggris (When
English Rings A Bell) –
Chapter V (It’s a Beautiful
Day)
Author (s) : Siti Wachidah,
Asep Gunawan, Diyantari,
Yuli Rulani Khatimah
Publisher (s) : Pusat
Kurikulum dan Perbukuan,
Balitbang, Kemendikbud
Copyright Date : 2017
Book Edition : Fourth Edition
(Revisi 2017)
Subject/ Grade Level : Junior
High School Students/ 7th
Grade

Part II : General Attributes

No. Attributes Excellent Good Sufficient Poor Comments/ Suggestion
(4) (3) (2) (1)
1. Unit contains task that suit with
learning objectives
2. Unit contains task which
encourage group works and
pair works
3. Unit contains tasks which help
student apply suitable
questioning tecniques to
stimulate thinking.
4. Unit contains information and
directions which are clearly
written and explained.
5. Unit contains real life
application.
6. Unit contains activities which
are developmentally
appropriate.
7. Unit contains additional content
(maps, graphs, pictures) are
accurate and well integrated to
the text
8. Unit contains activities apply to
a diversity of students abilities,
interest and learning style.
9. Unit is suitable with students
level in English learning
10. Units contains proper visual of
layout (colour, picture, etc) and
font size

Score Category :
1. Unit contains task that suit with learning objectives :
a. Excellent (4) : Unit contains suitable task with learning objectives
b. Good (3) : Unit contains some suitable task with learning objectives
c. Sufficient (2) : Unit contains lack of suitable task with learning objective
d. Poor (1) : Unit does not contain any suitable task with learning objective
2. Unit contains task which encourage group works and pair works
a. Excellent (4) : Unit contains task which encourage group works and pair
works
b. Good (3) : Unit contains some task encourage group works and pair works
c. Sufficient (2) : Unit contains lack of task encourage group works and pair
works
d. Poor (1) : Unit does not contain any task which encourage group works and
pair works
3. Unit contains tasks which help student apply suitable questioning tecniques to
stimulate thinking.
a. Excellent (4) : Unit contain tasks about suitable questioning techniques to
stimulate thinking
b. Good (3) : Unit contain some tasks about suitable questioning techniques to
stimulate thinking
c. Sufficient (2) : Unit contain lack of tasks about suitable questioning
techniques to stimulate thinking
d. Poor (1) : Unit does not contain any tasks about suitable questioning
techniques to stimulate thinking
4. Unit contains information and directions which are clearly written and explained.
a. Excellent (4) : Unit contain tasks of information and directions which are
clearly written and explained
b. Good (3) : Unit contain some tasks of information and directions which are
clearly written and explained
c. Sufficient (2) : Unit contain lack of information and directions which are
clearly written and explained
d. Poor (1) : Unit does not contain any information and directions which are
clearly written and explained
5. Unit contains real life application.
a. Excellent (4) : Unit contain real life application.
b. Good (3) : Unit contain some real life application.
c. Sufficient (2) : Unit contain lack of real life application.
d. Poor (1) : Unit does not contain any real life application.
6. Unit contains activities which are developmentally appropriate.
a. Excellent (4) : Unit contain activities which are developmentally appropriate.
 b. Good (3) : Unit contain some activities which are developmentally
appropriate.
c. Sufficient (2) : Unit contain lack of activities which are developmentally
appropriate.
d. Poor (1) : Unit does not contain any activities which are developmentally
appropriate..
7. Unit contains additional content (maps, graphs, pictures) are accurate and well
integrated to the text
a. Excellent (4) : Unit contain additional content (maps, graphs, pictures) are
accurate and well integrated to the text.
b. Good (3) : Unit contain some additional content (maps, graphs, pictures) are
accurate and well integrated to the text
c. Sufficient (2) : Unit contain lack of additional content (maps, graphs, pictures)
are accurate and well integrated to the text
d. Poor (1) : Unit does not contain any additional content (maps, graphs,
pictures) are accurate and well integrated to the text
8. Unit contains activities apply to a diversity of students abilities, interest and
learning style.
a. Excellent (4) : Unit contain activities apply to a diversity of students abilities,
interest and learning style.
b. Good (3) : Unit contain some activities apply to a diversity of students
abilities, interest and learning style.
c. Sufficient (2) : Unit contain lack of activities apply to a diversity of students
abilities, interest and learning style.
d. Poor (1) : Unit does not contain any activities apply to a diversity of students
abilities, interest and learning style.
9. Unit is suitable with students level in English learning.
a. Excellent (4) : Unit is suitable with students level in English learning.
b. Good (3) : Unit suitable contains some of students level in English learning.
c. Sufficient (2) : Unit suitable contain lack of students level in English learning.
d. Poor (1) : Unit does not suitable with students level in English learning.
10. Unit contains proper visual of layout (colour, picture, etc) and font size.
a. Excellent (4) : Unit contain proper visual of layout (colour, picture, etc) and
font size
b. Good (3) : Unit contain some proper visual of layout (colour, picture, etc) and
font size
c. Sufficient (2) : Unit contain lack of proper visual of layout (colour, picture,
etc) and font size
d. Poor (1) : Unit does not contain any proper visual of layout (colour, picture,
etc) and font size.
Part III : Learning Contents
No. Contents Excellent Good Sufficient Poor Comments/ Suggestion
(4) (3) (2) (1)
Listening Skill
1. Unit contains materials offered
a board range of listening text.
2. Unit contains listening
materials have used authentic
(real-life) english language.
3. Unit contains listening
materials can draw a learners
attention to spoken language in
their dialy life.
Speaking Skill
4. Accuracy:
The skill of using
pronounciation, grammar and
vocabulary to correctly
communicate ideas.
5. Fluency:
The skill of linking what one
says together and producing it
at a reasonable “normal speed”.
6. Appropriateness:
The skill of using the right
language to suit particular
situation.
7. Cohesion:
The skill of producing
utterances which “hang
together” semantically and
logically.
8. Interaction strategies:
Strategies such as asking for
clarification, seeing further
information.
9. A wide range of activities are
provided to help learners to
develop the ability to
presentinformation and feeling
clearly and coherently and to
interact effectively.
Reading Skill

10. Reading activities can motivate

learners.
11. Pre-reading, while-reading, and
post-reading activities are
provided to help learners to
become effective readers.
12. Activities can enhance pre-
reading, while-reading, and
post-reading skill.
13. There is a wide range of
different reading text with
different subject content.
14. Reading materials help learners
to relate english language
learning to dialy life.
Writing Skill

15. Activities can help to develop

skills at various stages of the
writing process (e.g. Idea
generation, planning, drafting
and revising).
16. Activities can help students to
identify writing purpose and
audience of different text types
17. Reading task are provided in
writing activities to allow
learners to develop insights into
the structure of various text-
types.
18. Peer review writing activities
are provided.
Vocabulary

19. The load (number of new

words in each lesson) is
appropriate to the level.
20. There is a good distribution
(simple to complex) of
vocabulary load across chapters
and the whole book.
21. Words are efficiently repeated
and recycled across the book.
.Grammar

22. The spread of grammar is

achievable.
23. Grammar is introduced
explicitly and reworked
incidentally throughout the
book.
24. Examples are interesting.
25. The grammar is contextualized.
Score Category :
1. Unit contains materials which offered a board range of listening text.
a. Excellent (4) : Unit contains materials which offered a board range of listening
text.
b. Good (3) : Unit contains some materials which offered a board range of
listening text.
c. Sufficient (2) : Unit contains lack of materials which offered a board range of
listening text.
d. Poor (1) : Unit does not contain any materials which offered a board range of
listening text.
2. Unit contains listening materials have used authentic (real-life) english language.
a. Excellent (4) : Unit contains listening materials have used authentic (real-life)
english language.
b. Good (3) : Unit contains some listening materials have used authentic (real-
life) english language.
c. Sufficient (2) : Unit contains lack of listening materials have used authentic
(real-life) english language.
d. Poor (1) : Unit does not contain any listening materials have used authentic
(real-life) english language.
3. Unit contains listening materials can draw a learners attention to spoken language
in their dialy life..
a. Excellent (4) : Unit contains listening materials can draw a learners attention
to spoken language in their dialy life.
b. Good (3) : Unit contains some listening materials can draw a learners attention
to spoken language in their dialy life.
c. Sufficient (2) : Unit contains lack of listening materials can draw a learners
attention to spoken language in their dialy life..
d. Poor (1) : Unit does not contain any listening materials can draw a learners
attention to spoken language in their dialy life..
4. Unit contains accuracy: The skill of using pronounciation, grammar and
vocabulary to correctly communicate ideas.
a. Excellent (4) : Unit contains accuracy: The skill of using pronounciation,
grammar and vocabulary to correctly communicate ideas.
b. Good (3) : Unit contains some ccuracy: The skill of using pronounciation,
grammar and vocabulary to correctly communicate ideas.
c. Sufficient (2) : Unit contains lack of accuracy: The skill of using
pronounciation, grammar and vocabulary to correctly communicate ideas.
d. Poor (1) : Unit does not contain any accuracy: The skill of using
pronounciation, grammar and vocabulary to correctly communicate ideas.
5. Unit contains fluency : The skill of linking what one says together and producing
it at a reasonable “normal speed”.
a. Excellent (4) : Unit contains fluency : The skill of linking what one says
together and producing it at a reasonable “normal speed”.
b. Good (3) : Unit contains some fluency : The skill of linking what one says
together and producing it at a reasonable “normal speed”.
c. Sufficient (2) : Unit contains lack of fluency : The skill of linking what one
says together and producing it at a reasonable “normal speed”.
d. Poor (1) : Unit does not contain any fluency : The skill of linking what one
says together and producing it at a reasonable “normal speed”
6. Unit contains appropriateness : The skill of using the right language to suit
particular situation
a. Excellent (4) : Unit contains appropriateness : The skill of using the right
language to suit particular situation
b. Good (3) : Unit contains some appropriateness : The skill of using the right
language to suit particular situation
c. Sufficient (2) : Unit contains lack of appropriateness : The skill of using the
right language to suit particular situation
d. Poor (1) : Unit does not contain any appropriateness : The skill of using the
right language to suit particular situation
7. Unit contains cohesion : The skill of producing utterances which “hang together”
semantically and logically.
a. Excellent (4) : Unit contains cohesion : The skill of producing utterances
which “hang together” semantically and logically.
b. Good (3) : Unit contains some cohesion : The skill of producing utterances
which “hang together” semantically and logically.
c. Sufficient (2) : Unit contains lack of cohesion : The skill of producing
utterances which “hang together” semantically and logically.
d. Poor (1) : Unit does not contain cohesion : The skill of producing utterances
which “hang together” semantically and logically.
8. Unit contains interaction strategies : Strategies such as asking for clarification,
seeing further information
a. Excellent (4) : Unit contains interaction strategies : Strategies such as asking
for clarification, seeing further information
b. Good (3) : Unit contains some interaction strategies : Strategies such as
asking for clarification, seeing further information
c. Sufficient (2) : Unit contains lack of interaction strategies : Strategies such as
asking for clarification, seeing further information
d. Poor (1) : Unit does not contain interaction strategies : Strategies such as
asking for clarification, seeing further information.
9. Unit contains a wide range of activities are provided to help learners to develop
the ability to presentinformation and feeling clearly and coherently and to interact
effectively.
a. Excellent (4) : Unit contains a wide range of activities are provided to help
learners to develop the ability to presentinformation and feeling clearly and
coherently and to interact effectively.
b. Good (3) : Unit contains some a wide range of activities are provided to help
learners to develop the ability to presentinformation and feeling clearly and
coherently and to interact effectively.
c. Sufficient (2) : Unit contains lack of a wide range of activities are provided to
help learners to develop the ability to presentinformation and feeling clearly
and coherently and to interact effectively.
d. Poor (1) : Unit does not contain any a wide range of activities are provided to
help learners to develop the ability to presentinformation and feeling clearly
and coherently and to interact effectively.
10. Unit contains reading activities which can motivate learners.
a. Excellent (4) : Unit contains reading activities which can motivate learners.
b. Good (3) : Unit contains some reading activities which can motivate learners.
c. Sufficient (2) : Unit contains lack of reading activities which can motivate
learners.
 d. Poor (1) : Unit does not contain any reading activities which can motivate
learners.
11. Unit contains pre-reading, while-reading, and post-reading activities are provided
to help learners to become effective readers.
a. Excellent (4) : Unit contains pre-reading, while-reading, and post-reading
activities are provided to help learners to become effective readers.
b. Good (3) : Unit contains some pre-reading, while-reading, and post-reading
activities are provided to help learners to become effective readers.
c. Sufficient (2) : Unit contains lack of pre-reading, while-reading, and post-
reading activities are provided to help learners to become effective readers.
d. Poor (1) : Unit does not contain any pre-reading, while-reading, and post-
reading activities are provided to help learners to become effective readers.
12. Unit contains activities which can enhance pre-reading, while-reading, and post-
reading skill.
a. Excellent (4) : Unit contains activities which can enhance pre-reading, while-
reading, and post-reading skill.
b. Good (3) : Unit contains some activities which can enhance pre-reading,
while-reading, and post-reading skill.
c. Sufficient (2) : Unit contains lack of activities which can enhance pre-
reading, while-reading, and post-reading skill.
d. Poor (1) : Unit does not contain any activities which can enhance pre-
reading, while-reading, and post-reading skill.
13. Unit contains a wide range of different reading text with different subject content.
a. Excellent (4) : Unit contains a wide range of different reading text with
different subject content
b. Good (3) : Unit contains some wide range of different reading text with
different subject content
c. Sufficient (2) : Unit contains lack of wide range of different reading text with
different subject content
d. Poor (1) : Unit does not contain any wide range of different reading text with
different subject content
14. Unit contains reading materials which help learners to relate english language
learning to dialy life.
a. Excellent (4) : Unit contains reading materials which help learners to relate
english language learning to dialy life.
b. Good (3) : Unit contains some reading materials which help learners to relate
english language learning to dialy life.
c. Sufficient (2) : Unit contains lack of reading materials which help learners to
relate english language learning to dialy life.
d. Poor (1) : Unit does not contain any reading materials which help learners to
relate english language learning to dialy life.
15. Unit contains activities which can help to develop skills at various stages of the
writing process (e.g. Idea generation, planning, drafting and revising).
a. Excellent (4) : Unit contains activities which can help to develop skills at
various stages of the writing process (e.g. Idea generation, planning, drafting
and revising).
b. Good (3) : Unit contains some activities which can help to develop skills at
various stages of the writing process (e.g. Idea generation, planning, drafting
and revising).
 c. Sufficient (2) : Unit contains lack of activities which can help to develop
skills at various stages of the writing process (e.g. Idea generation, planning,
drafting and revising).
d. Poor (1) : Unit does not contain any activities which can help to develop
skills at various stages of the writing process (e.g. Idea generation, planning,
drafting and revising).
16. Unit contains activities can help students to identify writing purpose and audience
of different text types.
a. Excellent (4) : Unit contains activities can help students to identify writing
purpose and audience of different text types.
b. Good (3) : Unit contains some activities can help students to identify writing
purpose and audience of different text types.
c. Sufficient (2) : Unit contains lack of activities can help students to identify
writing purpose and audience of different text types.
d. Poor (1) : Unit does not contain any activities can help students to identify
writing purpose and audience of different text types.
17. Unit contains reading task which provided in writing activities to allow learners to
develop insights into the structure of various text-types.
a. Excellent (4) : Unit contains reading task which provided in writing activities
to allow learners to develop insights into the structure of various text-types.
b. Good (3) : Unit contains some reading task which provided in writing
activities to allow learners to develop insights into the structure of various
text-types.
c. Sufficient (2) : Unit contains lack of reading task which provided in writing
activities to allow learners to develop insights into the structure of various
text-types.
d. Poor (1) : Unit does not contain any reading task which provided in writing
activities to allow learners to develop insights into the structure of various
text-types.
18. Unit contains peer review writing activities which are provided.
a. Excellent (4) : Unit contains peer review writing activities which are
provided.
b. Good (3) : Unit contains some peer review writing activities which are
provided.
c. Sufficient (2) : Unit contains lack of peer review writing activities which are
provided.
d. Poor (1) : Unit does not contain any peer review writing activities which are
provided.
19. Unit contains the load (number of new words in each lesson) which is appropriate
to the level.
a. Excellent (4) : Unit contains the load (number of new words in each lesson)
which is appropriate to the level.
b. Good (3) : Unit contains some the load (number of new words in each lesson)
which is appropriate to the level.
c. Sufficient (2) : Unit contains lack of the load (number of new words in each
lesson) which is appropriate to the level.
d. Poor (1) : Unit does not contain any load (number of new words in each
lesson) which is appropriate to the level..
20. Unit contains good distribution (simple to complex) of vocabulary load across
chapters and the whole book.
 a. Excellent (4) : Unit contains good distribution (simple to complex) of
vocabulary load across chapters and the whole book
b. Good (3) : Unit contains some good distribution (simple to complex) of
vocabulary load across chapters and the whole book
c. Sufficient (2) : Unit contains lack of good distribution (simple to complex) of
vocabulary load across chapters and the whole book
d. Poor (1) : Unit does not contain any good distribution (simple to complex) of
vocabulary load across chapters and the whole book
21. Unit contains words which are efficiently repeated and recycled across the book
a. Excellent (4) : Unit contains words which are efficiently repeated and
recycled across the book
b. Good (3) : Unit contains some words which are efficiently repeated and
recycled across the book
c. Sufficient (2) : Unit contains lack of words which are efficiently repeated and
recycled across the book
d. Poor (1) : Unit does not contain any words which are efficiently repeated and
recycled across the book
22. Unit contains the spread of grammar which is achievable.
a. Excellent (4) : Unit contains the spread of grammar which is achievable.
b. Good (3) : Unit contains some the spread of grammar which is achievable.
c. Sufficient (2) : Unit contains lack of the spread of grammar which is
achievable.
d. Poor (1) : Unit does not contain any spread of grammar which is achievable.
23. Unit contains grammar which is introduced explicitly and reworked incidentally
throughout the book.
a. Excellent (4) : Unit contains grammar which is introduced explicitly and
reworked incidentally throughout the book
b. Good (3) : Unit contains some grammar which is introduced explicitly and
reworked incidentally throughout the book
c. Sufficient (2) : Unit contains lack of grammar which is introduced explicitly
and reworked incidentally throughout the book
d. Poor (1) : Unit does not contain any grammar which is introduced explicitly
and reworked incidentally throughout the book
24. Unit contains examples which are interesting.
a. Excellent (4) : Unit contains examples which are interesting.
b. Good (3) : Unit contains some examples which are interesting.
c. Sufficient (2) : Unit contains lack of examples which are interesting..
d. Poor (1) : Unit does not contain any examples which are interesting.
25. Unit contains the grammar that is contextualized.
a. Excellent (4) : Unit contains the grammar that is contextualized.
b. Good (3) : Unit contains some the grammar that is contextualized.
c. Sufficient (2) : Unit contains lack of the grammar that is contextualized.
d. Poor (1) : Unit does not contain any the grammar that is contextualized.