klists also allow various components of the coursebook to be assessed in terms of language, topic, skills and methodology and layout (Harmer(b) 301. Furthermore, a modification from Chamber's steps of course book evaluation was added as an extra column where the teacher should determined whether the book criterion is essential (E), desirable (D) or additional (A) for him/her, students and the curriculum (Chambers 32). This addition was made because even though the book may acquire a high score in the checklist it may not include the fundamental characteristics required in a language course book. An adaptation from Dudley-Evans and St. John was also added as the teacher is given blank spaces in each category where s/he can add statements s/he feels are necessary in evaluating course books (Richards 259). This nature of evaluation will help to "reflect the concerns of the evaluator" (Richards 259) and assist in evaluating the course book more effectively and accurately. I used a statement format following Tomlinson's model (Richards 263) because statements allow for a bigger range for the evaluator to respond to. While questions only consent to yes/no answers which don't measure the criteria accurately. The categorization of the statements is adapted from Harmer's and Cunningsworth's evaluation models found in (Harmer(a)119) (Richards
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