learners have repeated opportunities to learn them.
e. Materials Evaluation
Learning materials need to be evaluated to find out the reliability of the materials. Tomlinson 1998: 3 defines materials evaluation consists of
attempts to predict whether the students will be able to use the materials without many difficulties and will enjoy doing activities or not. In addition,
Hutchinson and Waters 1987: 96 note that evaluation is a matter of judging the appropriateness of something for a specific purpose. Further, they argue
that the decision finally made based on the evaluation is to make the variable better.
In relation to the materials evaluation, Tomlinson 1998: 3 states that valuable materials are those which the learning points should be potentially
useful to the learners and the learning procedures should maximize the chance for the learners to learn what they want and need to learn. In this
study, the evaluation will be conducted by distributing questionnaires to several evaluators. The questionnaire distributed to the evaluators contains
statements about the materials. The results of this evaluation will be used by the researcher to decide whether the materials need to be revised or not.
This step is important in developing a learning material. It is conducted in order to know the strength and the weaknesses and the effectiveness of the
material itself. Aside from that, evaluation is needed to improve the material which has been arranged and tested. Ellis in Tomlinson 1998: 227
– 231 proposed some steps of material evaluation as follows:
1. Description of Task In this step, the material developer evaluates the material by looking at
some points below: a. Input
Input here means the information that the learners are supplied with. It can be in the verbal form, such as a series of directions, or
non-verbal like diagram or picture. b. Procedures
This point is related on the activities that the learners are to perform in order to accomplish the task.
c. Language activity This point is concerned to whether or not the learners engage in
receptive language activity such as listening or reading, or in productive language activity such as speaking or writing.
d. Outcomes Outcomes related to what the learners will have done on
completion of the task. The outcome may be verbal, such as, performing a role play or non-verbal, like drawing a diagram.
2. Planning the Evaluation Planning an evaluation to the material is very important in order to know
the effectiveness of the material. It also has a beneficial impact on the choice and design of a task. Components which should be prepared in evaluating task
are questions related to the material such as approach, purpose, focus, scope,
evaluators, timing, and type of information. 3. Collecting Information
A task evaluation will need to consider collecting three types of information: 1 information about how the task was performed, 2 information
about what learning took place as a result of performing the task, and 3 information regarding the
teacher’s and the learner’s opinions about the task. The information can be collected: 1 before the task is used, 2 while the task
is used, and 3 on completion of the task. 4. Analysis of the Information Collected
One of the major decisions facing the evaluator at this stage of evaluation is whether to provide a quantitative or a qualitative analysis data. A
quantitative analysis involves the use of numbers. For example, it might be possible to develop a scale for rating the outcome of the task. The result of this
data analysis technique is presented numerically in the form of number of learners achieving highest, middle, and lowest ratings. A qualitative data
involves a more holistic and impressionistic approach. For example, the evaluator might seek to
represent the learners’ own evaluation of the task in terms of representative responses to open questions in the questionnaire they
had completed in finishing the task. 5. Conclusion and Recommendation
In this last step, the difference between conclusion and recommendation should be defined clearly. Conclusion relates to what has been discovered as a
result of the analysis, while recommendation relates to proposal for future
teaching, whether or not the task should be used again or abandoned, what changes need to be made to the task in terms of input andor procedures, and
what kind of follow – up work is needed with the learners in question.
Furthermore, Hutchinson and Waters 1998: 109 explained that there are various aspects of learning in a unit that should be taken into account.
Therefore, a materials developer should create a framework to help the development of the units. At the very least, the framework includes four key
elements: input,content focus, language focus and task. 1. Input
The ‘input’ can be in form of a text, dialogue, diagram, or other forms of communication data. It provides stimulus materials for
activity, new language items, correct models of language use, and a topic for communication.
2. Content Focus Language is used as a means of communication conveying
information and feeling. Hence non –linguistic content can be
exploited to generate meaningful communication in the classroom 3. Language Focus
Language knowledge is given in order to achieve the purpose of language learning which is enabling learners t use the language
correctly 4. Task
The communicative task is employed to make the learners use the
content knowledge and language knowledge in the classroom.
B. Review of Related Studies
The rapid development of aviation industry in the world has led to many studies conducted in the field of aviation industry. Such studies are
also conducted in the field of aviation English teaching due to the unique circumstances regarding the language of aviation industry. Since the
implementation of the International Civil Aviation Organization ICAO Operational Level 4 mandate, aviation English course development and
valid assessments to measure English proficiency of the people work in the industry will continue to be critical areas of ESP inquiry.
English for Avionics Maintenance and Repair study program is considered as part of Aviation English for educational purposes. This refers
to the five different content areas that are identified under the umbrella of Aviation English as Ragan 1997 explained below:
1. Flight, which includes English used by Air Traffic Control and English used in various flight services.
2. Technology, which includes English used in Airframe and Powerplant Mechanics, Avionics, Aircraft Manufacture, and Flight
Line Operations. 3. Engineering, which includes English used in Aeronautical
Engineering and Aerospace Engineering. 4. Business Administration, which includes English used in
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