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e. Materials Evaluation
Materials evaluation is a important step in materials development. Tomlison 2012: 24 argues that the process will determine whether the developed
materials are practical in use or not, how the learners will get benefits from them. Hutchinson and Waters 1987: 96 pointed out materials evaluation is not a tool to
determine whether the learning materials are good or not, rather how its appropriatness in use.
In summary, materials evaluation is a step that determine whether the product is able to fulfill its goals or not. However, in this research , the materials
development will be carried out based on Instrumen Buku Bahasa Inggris SMK.
7. Theme-based Instruction
There are some instructions used in educational settings. One of them is theme-based instruction. The theme-based instruction is weak form ofContent-
based Instruction as stated by Brown 2002: 235-236. He states that the theme- based instruction is more practical in vocational education as it gives an emphasis
on both subject-matter knowledge and English equally. This is the reason why the researcher is going to use theme-based TB in
this research. The use of TB in developing the materials will help students learn English better as they learn it which is connected to their major. The result of
English teaching learning process also will be different since they will concern more on the language that fits to their major as vocational high schoolstudents.
Brown also mentioned that this model is an integrated skill instructional concept. It means that theme-based instruction that Brown argued which is more
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practical, can be used as the guide to develop English materials for vocational school especially.
In theme-based instruction, themes are the central ideas that become the backbone of the units, so that they have to be chosen with some considerations,
such as students’ interests and needs, content resources, educational aims, and institutional demands. TB course consists of several subunits focusing on different
topics which explore more specific aspects of the general theme. Topics then should be arranged to provide coherence for theme unit, and to generate content
and language. Theme-based instruction, as the name suggests, is an instructional method
that place emphasis on particular theme. From that theme, the course developer can expand the theme to every aspect that fulfills the students needs. It is also a
connector for students who has their own expertise to mastering a language and
contents in their expertise. 8. Unit Development
The learning materials are constructed by the compilation of units. Those units are arranged based on the course grid that the developer has created before.
To develop units, the material developer needs to follow six steps provided by Nunan 2004: 31. Nunan argues if the material developer follows his suggestions,
the units being developed will enable learners to complete the tasks and fit to their level proficiency. Because this study is only related to written cycle, one of the
steps is omitted. Thus, the five steps are: schema building, controlled practice,
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