29 checklists or scoring system. The process of evaluation is inevitably a subjective
activity. To avoid the danger of allowing subjective factors to influence judgment in the analysis, Hutchinson and Waters 1987, p.97 emphasize the importance of
objectivity in evaluation. ‘Evaluation is basically a matching process: matching needs to available solutions. If this matching is to be done as objectively as
possible, it is best to look at the needs and solutions separately. ’ Thus, the
evaluation process is divided into four major steps, i.e. 1.defining criteria, 2.subjective analysis, 3.objective analysis, and 4.matching.
The materials evaluation scheme used in this study is a checklist-based using the quality of the certain criteria in each aspect ranging from 1 to 3. The
evaluation assesses the materials in relation to the following areas: general appearance, design and illustration, accompanying materials, objectives, topic
contents, language contents, social and cultural contexts, language skills, teachability, flexibility, practice and
testing. The evaluation scheme is designed with the aim of evaluating the ability of the materials to fulfill the principles of
language assessment which are shown in the areas of materials evaluation above in order to promote the teaching and learning process and to see the strengths and
weaknesses of the material being used.
4. Description of an
Automatic English
Module
The module
Automatic English
which is compiled by the English teacher of
SD Teruna Bangsa
is used for the students of
SD Teruna Bangsa
in the first until the sixth grades. The study is going to focus on the module used by the
fourth graders of
SD Teruna Bangsa
in the second semester.
30 The module consists of five units of the lesson to cover in the second
semester. There is an extra material accompanying each unit. This extra material is given for the students who are fast-pace type of learners so that they still have
activities to do and to avoid disturbing the other students. A list of vocabulary is given in the end section of the module with Indonesian translation. The topics
arrangement of the second semester module of
Automatic English
is as follows: Unit 6 Clothes and Extra
Unit 7 Health Problems and Extra Unit 8 In the Mall and Extra
Unit 9 On the Street and Extra Unit 10 On the Phone and Extra
Vocabulary References
Each topic of the lesson in this module includes four skills activities namely listening, speaking, reading, and writing. Song is also given in the
end of each topic with the picture of illustration. There is a bible quote in the beginning of each topic which is related to the topic presented. English lesson
in
Teruna Bangsa
is taught five days a week with the time allotment each meeting 35 minutes. The teacher feels that it is not efficient if she has to find
additional materials to cover the lesson and she realizes how important the materials which can fulfill
students’ needs are in the process of language teaching and learning. Moreover, the decision for making and using the
teacher-produced module is also supported by the school committee. For
31 those reasons, the English teacher of
SD Teruna Bangsa
decided to compile a module to be used in the process of language teaching and learning.
The module is printed in an A4-size paper with 81-page width. The module is not that thick. Therefore it is easy for students to bring. The fonts
of the letters are clearly printed with an appropriate size. To avoid boredom, the activitiestasks available in the module are various, ranging from
matching, filling in the blanks, dialogue practicing, and drawing. The pictures and illustrations presented in the module are in black and white ink. The
references of the module are taken from the internet.
5. Learning Context
