16. Materials should provide opportunities for outcome
feedback.
6. Materials Evaluation
Evaluating the material that has been developed is essential stage of material writing process. All stages prior to the material evaluation will
be value in the material evaluation stage. According to Tomlinson 1998 material evaluation refers to the attempts to measure the value of
materials. In other words, material evaluation is used to predict whether or not the materials will work in the sense that learners will be able to use
them without too much difficulty and will enjoy the learning experience to do so.
When evaluating the material, there are also a number of criteria that can be used to help material evaluator make judgment upon the
material. Cunningsworth 1995 lists four criteria for evaluating textbooks, in Richards, 2001. The criteria can be listed as follow:
a. The textbooks should correspond toward the learners‟ needs.
They should match the aims and objectives of the language learning program.
b. The textbooks should reflect the uses, either for present or
future use, that the learners will make of the language. Textbooks should help equip students to use language
effectively for their own purposes.
c. The textbooks should consider the students‟ needs as learners
and should facilitate their learning processes. d.
The textbooks should have a clear role as a support for learning. Like teachers, they mediate between the target
language and the learner. In addition, Cunningsworth 1995, in Richards, 2001 also proposes a set
of checklist for textbook evaluation and selection organized under the following categories:
a. aims and approaches
b. design and organization
c. language content
d. skills
e. topic
f. methodology
g. teachers‟ book
h. practical consideration
Concerning the instructional material applied in Indonesian context, BNSP 2006 proposes several components that can be used as the
points to evaluate the instructional material that has been developed. The components appear in the form of a set of instrument for textbook
evaluation. The instruments together with the subcomponents can be seen as follow:
Table 2. 6: Components of Materials Evaluation BNSP, 2006
Aspects Components
Subcomponents
Contents a.
The relevance of the materials toward standard
of competence nd basic competences.
1. Completeness
2. Deepness
b. The accuracy of the
materials.
3. Social functions
4. Meaning and structure
5. Linguistic feature
c. The supporting for
enabling skills 6.
Science and technology development
7. Life-skill development
8. Nationalism
development Language
a. The relevance of the
language with learners‟ linguistics level
9. The relevance of the
language with learners cognitive development
10. The relevance of the
language with the learners current social
and emotional development
b. Communicative
language criteria 11.
Comprehensible c.
Cohesive and coherence 12. Cohesive 13.
Coherence Presentation
a. Presentation technique 14.
Organization 15.
Composition of each unit
b. Instructional presentation 16. Student-centered
17. Critical thinking
development 18.
Autonomous learning 19.
Self-reflection and assessment
c. Completeness of the presentation
20. Opening section
21. Main section
22. Closing section
Layout a.
Layout 23.
Consistency 24.
Harmony 25.
Completeness b.
Typography 26.
Font types 27.
Font size 28.
Mistyping c.
Illustration 29.
Interesting
30. Adding clarity
B. Relevant Studies
There were various studies in developing English learning materials for Vocational High School‟s students. Hesti Widyasari 2011 developed
three units of English learning materials for eleventh graders majoring Teknik Pengolahan Hasil Pangan at SMK N 1 Nanggulan. She provided such
English learning materials for first semester based on curriculum 2006. The study proved that appropriate content of English learning materials that suits
to their study program could engage them more to learn English. The key vocabulary applied in the materials also had the role to set up the context of
their study program. In addition, developing the materials in two cycles, that is, spoken cycle and written cycle would make the students easier to learn
English in both spoken and written manner. Similarly, Nining 2015 also completed a study in developing a set
of English learning materials for tenth graders majoring Culinary Study Program at SMK N 2 Temanggung based on Curriculum 2006. The research
revealed that the appropriate English learning materials for Vocational High School were: a relevant to the curriculum of VHS and students‟ needs; b
relevant to their context of study and daily lives; c the language used was appropriate to their language development; and d enable students to activate
language functions, grammatical rules, and vocabulary based on the required competences.
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