2. We evaluate existing materials with a view to choosing suitable materials for language programs.
3. We evaluate the materials that we have already chosen or that have been chosen for us so that we can adapt the materials in order to make
them better suit the needs of the students and the needs of teaching. 4. We also evaluate the materials produced by ourselves so that
necessary revision can be made.
e. Principles in Materials Evaluation
There are two principles in materials evaluation: effectiveness and efficiency Ellis 1998 in Tomlinson 1998.
Effectiveness principle: Is a course book effective in meeting the
needs of the learners? To answer this question, the evaluator needs to compare what the learners knew and were able to do before they used the
course book with what they know and are able to do after they have used the book;
Efficiency principle: Does a course book meet the needs of the
learners more effectively than some alternative course books? To investigate efficiency, it is necessary to compare the learning gains
evidenced by using one course book with the gains evidenced by another course book.
B. Review of Related Studies
This research is about developing listening – speaking materials based on
Total Physical Response theory for Primary School students. Based on researcher’s knowledge, there are some previous studies related to the
development of listening – speaking materials for children and the use of Total
Physical Response to teach English for young learners. Indah 2012 conducted a research on the development of speaking kits
using TPR approach for the fifth grade students of Mejing Elementary Schools. She stated that TPR was relevant approach for developing speaking kits. After
implementing the speaking kits, the students had great progress in speaking. Nuryani 2013 investigated the implementation of TPR method in
learning listening. She suggested that TPR was an appropriate method for teaching listening skill of English. Based on her research, TPR could reduce the
pressure for the students and increase the students’ confidence and in the same time provide the students with long-term retention of language items.
Another study was done by Astuti 2010 who implemented TPR in developing listening tasks for the third grade students in Margosari Elementary
School. She stated that TPR was relevant with listening tasks and the students understood the tasks easier.
