The Process of Materials Writing

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 andimpressionistic 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. Conclusions and recommendations In this last step, the difference between conclusions and recommendations should be defined clearly. Conclusions relate to what has been discovered as a result of the analysis, while recommendations relate to proposals for future teaching, whether or not the task should be used again or abandoned, what changes need to be made to the task in