First, the coursebook writers should pay attention to the complexity in providing reading input. In this case, grammatical factor is important. Then, the
type or genre of text and the amount of support provided to the reader will also influence the difficulty of text. Besides, schemata are also important in making
sense of input. Second, factors that come from the learner to consider are background
knowledge, confidence, motivation, prior learning experience, learning pace, observed ability in language skills, cultural awareness and linguistic knowledge
Brindley in Nunan, 2004. Regarding the last two factors, since content knowledge and linguistic knowledge are important, teachers might help learners
by integrating both linguistic and content instruction rather than by teaching these separately.
Third, dealing with procedural factors, Nunan 2004 explains that, as the increasing use of authentic texts, the trend has been to control difficulty, not by
simplifying the input data but by varying the difficulty level of the procedures themselves. Some factors such as the complexity of the instructions, the amount
of context provided prior to the task, the amount of help available to the learner, and the time available to the learner have an impact on the difficulty of the
procedures.
8. Materials Evaluation
After the process of materials development, the next step which is needed to conduct is evaluating materials. According to Hutchinson and Waters 1991,
evaluation is a matter of judging the fitness of something for a particular purpose. Therefore, materials evaluation can be defined as an attempt to measure how fit
the materials for the learners’ needs. Furthermore, Hutchinson and Waters 1991 claims that in materials evaluation, there are only some degrees of fitness for the
required purpose instead of absolute good or bad. In sum, materials evaluation is a process of assessing the materials in terms of the fitness according to some certain
criteria which have been determined. There are three steps of materials evaluation proposed by Skierso in
Tomlinson 1998. The first step is identifying relevant and contextual information relating to the students the teacher, the course syllabus and the
institution. Then, it will be continued by analyzing the features of the textbook followed by an overall rating of the text. For the last step, the evaluation involves
both the rating and weighting of specific evaluative criteria. In the context of this study, the developed materials are assessed by the
materials evaluator and the guideline for the materials evaluation is adapted from the instruments proposed by the government. There are some aspects which are
covered in this materials evaluation. They are the content, language, presentation, and layout appropriateness. Eventually, the materials evaluator gives the actual
judging of the acceptability of the materials which are developed.
9. Relevant Studies
Nowadays, the English learning materials especially which suit the needs of students of vocational high schools are highly needed. Since the provided
materials do not completely fulfil students’ needs, there have been many studies
conducted to develop materials for several fields. Some cover all the four aspects of English and the others try to focus on one of the skills only. In this case, the
researcher takes two studies which are considered to be relevant to this research. The first relevant study was conducted by Wury Anggun Kusumawati
2015 which is entitled Developing English Learning Materials for Apprenticeship Preparation for Grade Ten Students of Culinary Study Program at
SMKN 1 Kalasan. Basically, it concerns the same field study as this research. Nevertheless, this research will take more specific one which is Patisserie
Expertise Progam. Then, if the previous research develops materials deal with the four skills of English, this research will focus on the reading skill only.
For the second, the research study entitled Developing Learning Materials for Year XI Students of Computer Engineering and Networking Department at
SMKN 1 Sedayu by Wulur Risangsukmo 2015 is also supposed to be relevant to this research. In spite of the different field study being concerned, the earlier
research focus on developing reading materials as what this research will do. In addition, the materials have been created are also developed based on Curriculum
2013.
B. Conceptual Framework
For students of the Patisserie Expertise Program, having a good English proficiency is very important. They need a good English proficiency since they
should be well-informed about current development of their field. Moreover, a good English literacy is also important for them since many references which are
