An evaluation of the textbook kid’s box 5 for grade 5 at doan thi diem private primary school

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST - GRADUATE STUDIES
******

ĐỖ THỊ THUẦN

AN EVALUATION OF THE TEXTBOOK “ KID’S BOX 5” FOR
GRADE 5 AT DOAN THI DIEM PRIVATE PRIMARY SCHOOL

(Nghiên cứu đánh giá sách giáo khoa “ Kid’s Box 5” dùng cho
học sinh lớp 5 tại trường Tiểu học Dân lập Đoàn Thị Điểm )

M.A. Minor Programme Thesis

Field:

English Teaching Methodology

Code:

60.140.111

HANOI - 2015


VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST - GRADUATE STUDIES
******

ĐỖ THỊ THUẦN

AN EVALUATION OF THE TEXTBOOK “ KID’S BOX 5” FOR
GRADE 5 AT DOAN THI DIEM PRIVATE PRIMARY SCHOOL

(Nghiên cứu đánh giá sách giáo khoa “ Kid’s Box 5” dùng cho
học sinh lớp 5 tại trường Tiểu học Dân lập Đoàn Thị Điểm )

M.A. Minor Programme Thesis

Field:

English Teaching Methodology

Code:

60.140.111

Supervisor: Hoàng Thị Xuân Hoa, Ph.D

HANOI - 2015


DECLARATION
I hereby declare that all information in this thesis has been obtained and presented in
accordance with academic rules and ethical conduct. I also declare that, as required
by these rules and conduct, I have fully cited and referenced all material and results
that are not original to this work.
Signature

Do Thi Thuan

i


ACKNOWLEDGEMENTS
First and foremost, I would like to express my deepest gratitude and appreciation to
Dr. Hoang Thi Xuan Hoa, my supervisor, for her guidance, advice, criticism,
encouragements and insight throughout the research.
I would like to show my gratitude to all lecturers of the Faculty of Post - Graduate
Studies, University of Languages and International Studies, Vietnam National
University, Hanoi for their precious lectures, and to Asso. Prof. Dr. Le Van Canh for
his inspiring lectures on material evaluation and his support to my research.
I am greatly indebted to the teachers and students at Doan Thi Diem Private Primary
School for their cooperation and enthusiasm when they participated in my research.

Last but not least, thanks go to valued encouragements and helps from my family in
so many ways that gave me significant motivation, determination and passion to carry
on my thesis

ii


ABSTRACT
Materials evaluation is important in language teaching and learning and it is
necessary to evaluate materials frequently. This study is conducted to evaluate the
appropriateness of the textbook “Kid’s Box 5” (by Caroline Nixon & Michael
Tomlinson, Cambridge University Press, 2010 ) which has been in used for students
in Doan Thi Diem Private Primary School (DTDS) since 2011. To evaluate the
appropriateness of the textbook to the students’ needs and objectives of the course,

document analysis and questionnaires from the perspectives of teachers and students
of DTDS in term of aims, design and organization, content and methodology were
used. The study adopted model by Hutchinson and Waters (1987) in which objective
and subjective analysis were done to achieve the results of the study. The findings of
the study reveal that the textbook could be suitable to the students and course
requirements in terms of objectives, design and organization, topics, vocabulary,
listening, reading and speaking components. The textbook in general is appropriate to
the students’ needs and the course requirements. However, the tasks and exercises in
grammar, writing and pronunciation sections need improving. Based on the findings,
the thesis suggests that adaptation should be made to overcome some weaknesses in
order to enhance the effectiveness of the book for future use.

iii


TABLE OF CONTENTS
Declaration..................................................................................................................................... i
Acknowledgements.................................................................................................................... ii
Abstract........................................................................................................................................ iii
Table of contents........................................................................................................................ iv
List of Abbreviations............................................................................................................... vii
List of Tables............................................................................................................................ viii
List of Figures............................................................................................................................. ix
PART A: INTRODUCTION
1. Rationale of the study............................................................................................................ 1
2. Aims of the study.................................................................................................................... 2
3. Research question................................................................................................................... 2
4. Scope of the study................................................................................................................... 2
5. Significance of the study....................................................................................................... 3
6. Method of the study............................................................................................................... 3

7. Overview of the study............................................................................................................ 3
PART B: DEVELOPMENT
CHAPTER I: LITERATURE REVIEW
1.1. Materials in teaching and learning.................................................................................. 4
1.1.1. Definition of materials and types of materials.................................................. 4
1.1.2. Roles of materials in language teaching and learning..................................... 5
1.2. Materials evaluation........................................................................................................... 6
1.2.1. Definition of materials evaluation........................................................................ 6
1.2.2. The importance of materials evaluation.............................................................. 7
1.2.3. Types of materials evaluation................................................................................ 8
1.2.4. Models for evaluation............................................................................................. 9
1.2.5. Criteria for materials evaluation......................................................................... 11
1.3. Learning styles of and teaching styles for primary students................................... 13

iv


CHAPTER II: METHODOLOGY
2.1. An overview of current English teaching and learning at DTDS..........................15
2.2. Research methods............................................................................................................. 16
2.2.1. Document analysis................................................................................................. 16
2.2.2. Survey questionnaire............................................................................................. 16
2.2.2.1. Teacher questionnaire

16

2.2.2.2. Student questionnaire17
2.3. Participants......................................................................................................................... 17
2.4. Procedures.......................................................................................................................... 17
2.4.1. Document analysis................................................................................................. 18

2.4.2. Questionnaires for students and teachers......................................................... 18
CHAPTER III: DATA ANALYSIS AND DISCUSSION
3.1. Document analysis............................................................................................................ 19
3.1.1. The appropriateness of the material to the aims of the course....................19
3.1.1.1. Objectives of the course

19

3.1.1.2. Objective of Kid’s Box 5

20

3.1.2. The appropriateness of the material to the content requirements of the
course 20
3.1.2.1. Syllabus analysis

21

3.1.2.2. Material analysis

21

3.1.3. The appropriateness of the material to the methodology requirements of
the course

23

3.1.3.1. Syllabus analysis

23

3.1.3.2. Material analysis

24

3.2. Survey results..................................................................................................................... 28
3.2.1. The appropriateness of the material to the aims of the course.................... 28
3.2.2. The appropriateness of the material to the design and organization of the
course 30
3.2.3. The appropriateness of the material to the content of the course...............32

v


3.2.4. The appropriateness of the material to the methodology requirement of
the course.................................................................................................................. 36
PART C: CONCLUSION
1. Summary of major findings............................................................................................... 39
2. Recommendations................................................................................................................ 40
3. Limitations of the study...................................................................................................... 41
4. Suggestions for further study............................................................................................. 42
5. Conclusion............................................................................................................................. 42
References................................................................................................................................... 43
Appendices
Appendix 1:................................................................................................................................... I
Appendix 2:................................................................................................................................ IV
Appendix 3:.............................................................................................................................. VII
Appendix 4:.............................................................................................................................. XII

vi

LIST OF ABBREVIATIONS
DTDS

Doan Thi Diem Private Primary School

ELT

English Language Teaching

EFL

English as Foreign Language

MOET

Ministry of Education and Training

YLE tests

Young Learner English tests

CEFR

Common European Framework of Reference

ESOL

Educational Services Overseas Limited

vii


LIST OF TABLES
Table
Table 3: Content requirements of the course
Table 4: The methodology requirements of the course
Table 5: Types of tasks and exercises for language skills
Table 6: Types of tasks and exercises for language points
Table 7: Students’ and teachers’ evaluation on the aims of the book
Table 8: Students’ and teachers’ evaluation on the design and organization
of the book
Table 9.1: Students’ and teachers’ evaluation on the topics of the book
Table 9.2: Students’ and teachers’ evaluation on the language content of
the book
Table 9.3: Students’ and teachers’ evaluation on the language skills of the
book
Table 10.1: Students’ and teachers’ evaluation on the tasks and exercises
of the book
Table 10.2: Students’ and teachers’ evaluation on the teaching and
learning techniques of the book

viii

34
34
36
38

LIST OF FIGURES

Figures

Page

Figure 1: The materials Evaluation Model proposed by McDonough and
Shaw (1993)
Figure 2: The materials Evaluation Model of Hutchinson and Waters
(1987)

ix

10

11


PART A: INTRODUCTION
1. Rationale of the study
The important role of textbooks is mentioned by Sheldon (1988: 237) as “the visible
heart of any ELT programme” and by that “The textbook is an almost universal
element of ELT teaching.” (Hutchinson, 1994: 315). In some situations textbooks
serve as the basis for many language inputs that learners receive and for language
practices that occur in the classroom. They may provide the basis for the content of
the lessons, the balance of skills being taught and the kinds of language practice the
students take part in. Despite the crucial roles of textbooks in teaching and learning
the foreign language the textbook used in a certain context do not always fit the
curriculum or closely correspond with the objectives of the course and the needs of

the teachers and learners. Therefore, the textbook should be evaluated based on the
needs and the context of the course. Hutchinson and Waters (1987: 96) stated that
“evaluation is a matter of judging the fitness of something for a particular purpose.”
Then, textbook evaluation helps the teachers select the most appropriate materials for
a certain course or have any adaptation for the materials in the next course.
At Doan Thi Diem Private Primary School (DTDS), English has been a compulsory
and main subject for all students from the beginning of grade one. With the typical
characteristic of a private school in choosing textbooks in foreign language, there has
hardly an official textbook which is absolutely approved by the Ministry of Education
like Government Schools. The teachers and managers with their experience choose
the textbook which they believe that is appropriate to their students. The famous
textbook Let’s Go by Ritsuko Nakata, Karen Frazier, Barbara Hoskins and Carolyn
Graham of Oxford University Press, published 2000 in which has been used in many
other primary schools in Viet Nam used to be the textbook in DTDS for fourteen
years, from 1997 to 2011. Then this has been substituted by the textbook called Kid’s
Box by Caroline Nixon and Michael Tomlinson of Cambridge University Press which
uses American English accent and is considered more interesting than Let’s Go at this
school. As a matter of fact, no evaluation of this textbook had been carried out to seek
how far it has suited the English course and the students’ needs in DTDS. Therefore,
this study was conducted to evaluate a

1


textbook Kid’s Box 5 in the series Kid’s Box for grade 5 students and suggest ways to
improve the suitability of the textbook and the course. The author chooses Kid’s Box
5 because she is a grade 5 teacher in DTDS. This can help her conduct the study more
convenient in terms of working with grade 5 students and teachers, a d in finding
involving materials. In addition, the collected findings are useful to her and her
students. Moreover, grade 5 students are mature enough for the survey.

2. Aims of the study
This study aims to evaluate Kid’s Box 5 to find out the appropriateness of this
textbook for the students and the context of teaching and learning of the teachers and
grade 5 students at DTDS in terms of aim, design and organization, content and
methodology. Hopefully, the findings of this study will provide the teachers a useful
data both strengths and weaknesses of this textbook as well as some
recommendations for these weaknesses so as to enhance the learning efficiency of the
students.
3. Research question
To what extent is the textbook Kid’s Box 5 appropriate for the course
requirements in terms of aims, design and organization, content and methodology
for grade 5 students at Doan Thi Diem Private Primary School?
4. Scope of the study
Materials can be evaluated under different categories such as effectiveness, suitability
and teaching ability of the material. This study only focuses on evaluating the
suitability of the material. Base on some main criteria in evaluating materials by
Cunningsworth (1984), Ur (1996), McDonough and Shaw (1998), this study focuses
mainly on the aims, design and organization, content and methodology of the
material. Therefore, the textbook will be evaluated under certain categories above. In
addition, the research subjects are mainly confined to English teachers who have
experience in working with this textbook Kid’s Box 5 and only grade 5 students’
feedback when they have finished learning the book Kid’s Box 5. Finally, there are
some instruments for collecting data, but only two of them: document analysis and
questionnaires are used in this study.

2


5. Significance of the study
The findings of this thesis give the teachers and students at DTDS useful

information about their textbook which helps to identify the problems and suggests
some recommendations to improve them. Furthermore, it is hoped that those research
results about this textbook will make some contributions related to materials to the
teachers and teacher trainers or administrators in some other primary schools whose
students and teaching context are the same to DTDS. In addition, this particular study
focuses on young learners and their textbooks. This requires different considerations
in designing and implementing the study. This study contributes to the literature in
this respect both by providing data about young learners and their textbooks, and with
valuable information about how to do research with young learners.
6. Method of the study
To investigate the question, the survey research was applied. The instruments
employed in this study included document analysis, teacher and student survey
questionnaires. The evaluation was conducted by using the model of Hutchinson &
Waters (1987). The teacher and student questionnaires with closed questions helped
to collect both teachers and students’ opinions about the suitability of this textbook.
7. Overview of the study
The study mainly consists of three parts as follows:
Part A is the general introduction with the reasons for choosing the topic, the
aims, research question, scope, significant, methods and overview of the thesis. Part
B is the development with three chapters: chapter one presents a review of
literature, concentrating on the issues related to materials and material evaluation;
chapter two deals with the research methodology applied in the study with the data
collection instruments, the subjects of the research and the data collection
procedure; chapter three presents data analysis and discussion. Part C states the
finding of the study based on the analysis of the data and some recommendations to
improve the material and conclusion which encloses practical suggestion for the
future use of this textbook.

3

PART B: DEVELOPMENT
CHAPTER ONE: LITERATURE REVIEW
This chapter is allocated to review previous literature which aims to form a
theoretical framework for this textbook evaluation. The first part deals with materials
in language teaching and learning with their definition, role and types of materials.
Then, the second part points out materials evaluation with related issues in which
reasons for materials evaluation, definition of materials evaluation, types of materials
evaluation, model and criteria for materials evaluation are explored.
1.1. Materials in teaching and learning
1.1.1. Definition of materials and types of materials
Tomlinson (2001:66) defines materials as “anything which can be used to facilitate
the learning of a language.” Materials can be in forms of a textbook, a workbook, a
cassette, a CD-Rom, a video, a photocopied handout, and a newspaper. All the things
that the teachers use in class to teach languages for their students can be considered as
materials. Shared with this opinion, Zohrabi, Sabouri & Behroozian (2012) state
materials can be in different forms of printed materials such as books, guidebooks and
non-printed materials like CDs, cassettes or audio materials. In addition, McGrath
(2002: 7) contends that “materials could include realia: real objects such as a pencil, a
chair or a bag and representations such as a drawing, a photograph of a person, house
or scene”. Materials of these types can be used effectively for language teaching and
learning. However, in the local setting, textbook seems to be the most widely used
material in language program. Therefore, it can be understood that textbook is a part
of material or a textbook is a material. In this study, the term “textbook” and
“material” are used interchangeably.
According to McGrath (2002), the materials can be classified into four main types:
Published materials: This type of materials includes books and reference materials
such as dictionaries, grammars, test practice materials, advice on language learning,
tapes accompanying course books or supplementary books.

4


Authentic materials: Authentic materials consists of newspaper, magazines, user
manuals, leaflets and brochures, foreign mission information, letters faxes, emails,
videos ( films or documentaries), and songs. They are those taken from real life.
Adapting and supplementing published materials: Materials in this type are those that
have been adapted or supplemented in some ways. These cut-up materials can be selfstanding or deliberately designed to supplement the course books.
Specially-prepared materials: Specially-prepared materials are considered to be
useful as there is always a need for material that is more precisely tailored to the
needs of students working on their own.
The materials should be suitable to the objectives of the course and meet the need of
learners. Therefore, when choosing materials, the teachers should consider factors
such as learners’ needs, level, and the objectives of the course.
1.1.2. Roles of materials in language teaching and learning
The important role of materials in language teaching program has been stated by
many authors. There is a general view to see that materials play a positive part in
teaching and learning second language. According to Richards (2001), teaching
materials can be considered as a key component in most language programs. In spite
of any kinds of materials, teaching materials can serve as the basic for much of the
language input that the learners receive and as the source for much of the language
practice that occurs in the classroom. Richards clarifies that materials can also be
used as a source of different classroom activities, content of the lessons, and
maintenance of the skill balance. In some classrooms, they may apply mainly to add
and make the teacher’s instruction complete. For some learners, it can be the main
source of having contact with the language, separate from information prepared
through the teacher.
Furthermore, materials are useful for language teachers when they can serve as “a
form of teacher training” (Richards, 2001:215). Nunan (1991) shares the same idea:
good teaching materials are of great help to experienced teachers or poorly trained

teachers. Regarding beginner teachers, it can also be used as a source of teacher
instruction. Tomlinson (2003: 39) believes that “A textbook helps provide a route

5


map for both teachers and learners, making it possible for them to look ahead to what
will be done in a lesson as well as to look back on what has been done”. Despite the
impact of new technologies, textbooks will doubtlessly continue to play an important
role in language teaching and provide a useful source for both teachers and learners.
They are seen as sources of achieving learners’ needs and matching the aims and
objectives of their needs. They will help to equip students to use language effectively
for their own purposes. Textbooks and other materials used in language learning,
generally, present a certain way of looking at the world. They fulfill an extremely
important role in the process of education and English language teaching. Nunan
(1999: 98) states that “a textbook is the main component of any instructional program
and it is difficult to imagine a class without it...” Cunningsworth (1995: 7) believes
that textbooks have multiple roles in English language classes: they can help to
present the written and spoken materials, provide activities, promote interaction,
serve as a reference of vocabulary and grammar, act as a source for classroom
activities, serve as a syllabus, and offer self-access work or self-directed learning.
To sum up, teaching materials or textbooks are important factors in language class.
They provide the source of activities, skills and practice for both teachers and
learners. However, O’Neill claimed “a textbook can best provide only a base or a core
of materials. It is a jumping – off point for teachers and class.” (cited from Crawford,
2002: 87). Therefore, to meet the objectives of the course and the needs of the
learners, material selection is necessary and sometimes they need to be evaluated to
suit the language program and the learners’ needs.
1.2. Materials Evaluation
1.2.1. Definition of materials evaluation

There are many definitions of materials evaluation by the authors. The term
evaluation has been used to define a variety of processes in the field of applied
linguistics. Lynch (1996: 2) defines evaluation as “the systematic attempt to gather
information in order to make judgments or decisions”. However, evaluation is
different from assessment as Harmer (2001: 301) states that “the assessment of a
course book is an out-of-class judgment as to how well a new book will perform in

6


class. Course book evaluation, on the other hand, is a judgment on how well a book
has performed in fact”. In addition, most of the definitions agree that material
evaluation has given a great deal of attention because of their important role in ELT.
Hutchinson and Waters (1987: 97) defines that evaluation is basically a “matching
process: matching the needs to available solutions”. Murphy (2000) in his words
agrees that evaluation is a key concept to “determine the extent to which a
programme is worthwhile, and to aid decision-making through the purposeful
gathering information”.
In general, material evaluation is the assessment of how well the materials are
actually fulfilling the prescribed objectives. Material evaluation includes the things to
be evaluated, the objectives of the materials and the relation of materials to the
objectives and requirements of a particular context.
1.2.2. The importance of materials evaluation
Cunningsworth (1984) states that most teachers use published teaching materials at
some stages in their teaching career. No matter where, what and to whom they teach,
they use some published materials for it is time and money saving. Therefore, they
have to evaluate the materials to reach sound decisions about them.
McDonough and Shaw (1998: 65) state that teachers may be “interested in evaluation
as a useful process in its own right, giving insight into the organizational principles of
the materials and helping them to keep up with the developments in the field.” As a

result, all teachers evaluate the materials they use in the classroom at one point or
another.
Hutchinson and Waters (1987), after stating that evaluation is “a matter of judging the
fitness of something for a particular purpose” (1987: 96), continues with a clarifying
statement that evaluation of materials is, then, concern with finding the better
solution among the available resources by making use of a systematic checklist of
criteria which highlights the important variables. Then, there is no one absolute
solution to fit the required purpose, but different degrees of fitness in materials
evaluation. This is confirmed by Cunningsworth (1984): “No course book will be
totally suited to a particular teaching situation. The teacher

7


will have to find his own way of using it and adapting it if necessary.” (1984: 9)
Therefore, it is important to find the best choice among the others for the required
purpose and a careful evaluation is the most effective way to ensure the effectiveness
of the choice made because it “can save a lot of expense and frustration” (Hutchinson
and Waters, 1987).
Ellis (1997) focuses on two reasons why language teachers should evaluate materials.
The first one is to choose the most suitable material for a particular situation among
the variety of ones. This evaluation is often evaluated before the course takes place.
The second reason is to assess whether the chosen material fit the purposes of the
course for a period of time.
In view of the above, it is, therefore, very important to conduct ELT textbook
evaluation so as to ensure ELT textbooks can effectively facilitate the attainment of
our teaching objectives.
1.2.3. Types of materials evaluation
In categorizing materials evaluation, different terms have been suggested by the
authors to divide the types of materials evaluation. The classification stated by

Johnson (1989) with three sub types: preliminary, formative, and summative. This
classification is similar to Cunningsworth (1995) and McGrath (2002) with different
names: pre-use evaluation, in-use evaluation, and post-use evaluation respectively.
Preliminary or pre-use evaluation tends to be the most difficult kind since there is no
actual experience of using the course book. This evaluation is carried out before a
course book and it is probably the most common.
Formative or in-use evaluation is a kind of evaluation for suitability, involving
“matching the course book against a specific requirement including the learners’
objectives, the learners’ background, the resources available, etc.” (Cunningsworth,
1995:14). This type of evaluation refers to course book evaluation while the material
is in use to see whether it should be considered for replacement.
Summative or post- use evaluation refers to an assessment of a textbook’s fitness over
a period of continual use. Evaluation of this kind can be practical in helping to decide
whether to use the same textbook on future occasions.

8


In this paper, formative evaluation is used with the aim to seek out the suitability of
Kid’s Box 5 when it is in use for grade 5 students in DTDS.
1.2.4. Models for evaluation
There are certain kinds of models suggested for the evaluation of the language
teaching materials in the literature. This paper presents several popular models
suggested by Ellis (1997), McDough& Shaw (1993) and Hutchinson and Waters
(1987).
Evaluation model proposed by Ellis (1997)
Ellis (1997) suggests a model in which he suggests the practice of a detailed
empirical evaluation and focuses on evaluation at the task level with reference to its
actual teaching and learning context. This model aims to identify the match between
the task planned and the task in use. Seven steps below are in the process of this

model: choosing a task to follow; describing the task with specification of input,
procedures, language activities, and outcomes; planning the evaluation with reference
to the dimensions above; collecting information before, while and after the task was
used, and what and how the task was performed; analyzing the information collected;
reaching conclusions relating to what has been discovered, making recommendations
for the future teaching; writing the report.
Evaluation model proposed by McDonough and Shaw (1993)
McDonough and Shaw (1993) suggest an evaluation model with three stages:
External evaluation, internal evaluation and overall evaluation.
External evaluation offers, a brief “overview” of the materials from the outside. It
consists of an examination of the claims made on the cover of the students’ and
teacher’s books, the introduction and the table of contents. The evaluation, at this
stage, aims to find out whether the material is potentially suitable for more detailed
analysis. It is claimed that this should be followed by an internal evaluation which
requires “an in-depth investigation into the materials” (p. 75). What is important for
the evaluator at this stage is finding out to what extent the factors mentioned at the
external evaluation stage match up with the internal consistency and organization of
the materials. Finally, they state, “there

9


is a need to make an overall assessment of the material as to the suitability of the
materials by considering the parameters, namely the usability factor, generalizability
factor, adaptability factor and flexibility factor” (p.75).
Macro-evaluation
(External)

inappropriate/potentially appropriate
exit

Micro-evaluation inappropriate/appropriate adopt/select (Internal)
exit
Figure 1: Materials evaluation model proposed by McDonough and Shaw
(1993:75)
It can be seen that this three-stage-evaluation model suggested by McDonough and
Shaw (1993) focuses on the evaluation of English Language materials with a
purpose of selection and adaptation prior to classroom use.
Evaluation model proposed by Hutchinson and Waters (1987)
According to Hutchinson and Waters (1987), there are four main steps in the process
of evaluation as define criteria. They are presented as in the figure 1:
The first step is to define the criteria on which the evaluation will be based. Then, the
second step presents subjective analysis, specifically, to analyze the nature and
underlying principles of the particular teaching-learning situation. The third step is
the objective analysis, that is, to analyze the nature and underlying principles of the
available materials and test the analysis in the classroom. The final step is the
matching, which compares the findings of the two analyses, or finds out how far the
material matches the course requirements. It can be viewed that not only the
significance of analyzing teaching/learning situation is emphasized but also the
materials required for it are emphasized in this model. It includes logical steps which
can help the evaluator know exactly what must be done to analyze the materials in
comparison with the requirement.

10


DEFINE CRITERIA
On what bases will
you judge materials?
Which criteria will

be more important?

MATCHING
How far does the
material match
your needs ?

Figure 2: The materials Evaluation Model of Hutchinson and Waters (1987:98)
In summary all the evaluation models emphasize the need to define, select or develop
criteria that best serve the purpose of the evaluation aimed at.
Depend on the evaluator’s purpose and other requirement, model by Hutchinson and
Waters (1987) was to this study to check whether the existing material is suitable for
the students at DTDS in terms of some criteria: aims, design and organization,
content and methodology through out the analysis and comparison between the
criteria in the course requirements and these of the material.
1.2.5. Criteria for materials evaluation
Various scholars have suggested ways of helping teachers to be more systematic and
objective in their evaluative approach, by presenting evaluation “checklists” based on
supposedly generalizable criteria. Criteria are what evaluators use to “reach a
decision regarding what needs to be evaluated” (Tomlinson, 1998:220). They base
upon these criteria to make their comments or judgments.
Criteria defined by Crunningsworth (1984)
Cunningsworth (1984) offers a very detailed checklist of textbook evaluation that
consists of items about grading and recycling, presentation and practice

11


of new language items (approach, language learning process, grammar items,
vocabulary, pronunciation), developing language skills and communicative abilities ,

supporting materials, motivation and the learner (variety, interest, attractiveness,
culture) and overall evaluation. Under the heading of overall evaluation, he offers to
ask questions about the particular strengths and weaknesses, notable omissions, for
which situations the textbook is suitable or unsuitable, and comparisons with other
materials. He also suggests reaching a general conclusion.
Criteria defined by Ur (1996)
Ur (1996) discriminates between general and course or learner-specific criteria.
According to her, some criteria are basic in all of the evaluation processes while some
are specific to a particular course or learners. Examples of general criteria are “clear
layout and print” or “periodic review of test sections.” Examples of specific criteria
are “attractive and colorful illustrations” (for young learners) or “vocabulary and texts
relevant to the topic” (for students of science and technology). After making this
discrimination, she offers a checklist that consisted of titles like objectives, approach,
layout and print, visual materials, interesting topics and tasks, variety of topics and
tasks, clarity of instructions, fit with the syllabus, sequencing and grading, periodic
review and test sections, authentic language, the explanation and practice of
vocabulary, pronunciation and grammar, fluency practice, learner strategies and
independency, guidance for the teacher, availability and the supporting materials.
Criteria defined by Hutchinson & Waters (1987)
In the evaluation process, Hutchinson and Waters (1987:99-104) offer five criteria for
evaluation in their checklist in which criteria for subjective and objective analysis are
included. The checklist consists of audience, aims, content, methodology and other
criteria which are thoroughly stated in appendix 3. The first part is audience. The
audience includes different information such as ages, sex, study or professional fields,
status with respect to professional fields, knowledge of English. The second part is
aims. The evaluation of a course book needs carrying out to find out if the materials
can satisfy the aims and objectives of the course. The

12

third part is content. The content in the materials is an important element. Thus, the
evaluation aims to measure whether the content of the materials suits the content
prescribed in the course in relation to language description, language points, macroskills and their proportion, micro-skills and so on. The fourth part is methodology.
Methodology including many aspects needs evaluating such as the theories of
learning, the learners’ expectations, the kinds of tasks and exercises, teaching and
learning techniques, teaching aids, guidance and support for running the course,
flexibility of the material. The last part is other criteria like price and availability of
the material. These criteria are clear and easy to follow. They are suitable to this study
when the aim of the evaluator is to find out how much Kid’s box 5 match with the
aims, content, design and organization and methodology of the course. However,
there are some adaptations in which the author does not cover all criteria to suit to the
purposes and scope of the study.
1.3. Learning styles of and teaching styles for primary Students
Children learn language in a different way from adults because of their young minds.
Therefore, characteristics of young learners and their learning styles affect second
language acquisition.
Basic principles of teaching young learners
There are some basic principles of teaching young learners by different authors.
Piaget (1970) says that “Children are active learners and thinkers.” That means
children construct knowledge from actively interacting with the physical environment
in developmental stages. They learn through their own individual actions and
exploration. Vygotsky (1962) states different opinion “children learn through social
interaction”. Children construct knowledge through other people, through interaction
with adults. Adults/teachers work actively with children in the Zone of Proximal
Development (ZPD) or the difference between the child's capacity to solve problems
on his own and his capacity to solve them with assistance. The adult’s role is very
important in a child’s learning process. Bruner (1983) shares Vygotky’s opinion when
he focuses on the importance of language in a child’s cognitive development in which
“children learn effectively through

13


scaffolding by adults.” He shows how the adult uses “scaffolding” to guide a child’s
language learning.
Characteristics of young learners from 7-12 years old
According to Slatterly and Willis (2001), young learners at this age are learning to
read and write in first language; are developing as thinkers; understand the difference
between the real and the imaginary; can plan and organize how best to carry out an
activity; can work with others and learn from others; can be reliable and take
responsibility for class activities and routines. Therefore, the textbook used for young
children should take advantage of these characteristics to arouse their ability and
encourage their interest.
Ideas for teaching English to young learners
EFL teachers of young learners can take advantage of the flexibility of young minds
and the malleability of young tongues to grow better speakers of English. Shin
(2006) states ten ideas for teaching to young learners:
Supplement activities with visuals, realia, and movement.
Involve students in making visuals and realia.
Move from activity to activity.
Teach in themes.
Use stories and contexts familiar to students.
Establish classroom routines in English.
Use first language as a resource when necessary.
Bring in helpers from the community
Collaborate with other teachers in your school.
Communicate with other teaching English to young learners professionals. In
general, young learners have different needs and characteristics when learning
languages so teaching English to young learners requires different approaches,

methodology and materials. Therefore, choosing a material which suits to them and
promotes their ability is necessary.

14