The Evaluation and Revision of Unit 2

needs which is the very first step in developing a course book of English for hotel reception staff. The purpose of needs analysis was to make sure that the materials could make the learners learn the language needed in the target situation. The thoery proposed by Hutchinson and Waters 1987 about target needs and learning needs was used to develop the needs assessment questionnaire. The questionnaire which was distributed had two main objectives. They were to know the target needs of the reception staff of Vidi hotel Yogyakarta and the learning needs desired by the learners to achieve the goals of learning. The results of the needs assessment were used to develop a course grid. The course grid was developed to provide a framework for the process of materials development. Since Vidi hotel Yogyakarta was not an academic institution, the course grid was developed based on the needs assessment and interview results. Therefore, the materials would be appropriate according to students’ needs. The materials were developed into three units. Each unit consisted of a consistent pattern, which include introduction, main activities, and closing reinformcement. The introduction section presented the unit title and an introductory paragraph which provided information about the learning objectives and context. The main activities section presented the tasks which were supposed to make the learners achieve the objectives. Although focused in speaking, there were three sub-sections which were Lead-in, Listening and Speaking, and Reading and Writing . Finally, the closing or reinforcement section provided the learners with follow-up activities. There were three parts in this section, i.e. Homework, Reflection and Summary. This section also functioned as the evaluation activities to check the learners’ achievement through the unit. In each unit, there were about 11 to 12 tasks which were developed in order to help the learners achieve the objectives of learning. The tasks were designed based on the theory proposed by Nunan 2004. Therefore, each task contained six components, i.e. goal, input, procedure, setting, learner role, and teacher role. In every unit, the tasks were sequenced from comprehension to production activities. The tasks firstly required the learners to comprehend input then they were to do semi-guided production tasks. Finally, the learners were to do the free production stage which demanded them to perform authentic communicative interaction. In the process of designing materials, the results of needs assessment were used in order to achieve the appropriateness of the materials to learners’ needs. The research findings showed that the reception staff wanted learning materials which could support them in completing daily job descriptions. Therefore, the topic of the materials were connected to the needs in the target situation. This was in-line with one principle of Content-based Language Teaching which stated that the contents of the learning better reflected the needs of the students RichardsRodgers, 2002. The results of needs assessments presented the data about inputs desired by the learners. Therefore, the process of selecting the appropriate inputs considered the needs of the learners. The research findings also showed that