Phase Steps within a phase
4 Read or listen to a text and give a non- physical, nonverbal response e.g. check-off
a box or grid every time key words are heard.
B. Productive 1 Listen to cue utterances, or dialogue
fragments and repeat them, or repeat a complete version of the cue.
2 Listen to a cue and complete a substitution or transformation drill.
3 Listen to a cue e.g. a question and give a meaningful response i.e. one that is true
for the learner.
C. Interactive 1 Role play e.g. having listened to a
conversation in which people talk about their family, students, working from role
cards, circulate and find other members of their family.
2 Simulation discussion e.g. students in small groups share information about their
own families. 3 Problem-solving information gap e.g.
in an information gap task, students are split into three groups; each group listens to an
incomplete description of a family; students recombine and have to complete a family
tree, identify which picture from a number of alternatives represents the family, etc..
7. Materials Evaluation
a. Definition of Materials Evaluation
Materials evaluation is the last step in doing a materials development. It is considered important because by conducting it, materials developers
can find out the strengths and the weaknesses of the materials developed
and also point out the materials’ effectiveness. It is also used to decide whether or not the English learning materials can be provided to the
learners. Tomlinson 1998: xi defines materials evaluation as the systematic appraisal of the value of materials in relation to their objectives
and to the objectives of the learners using them which can be pre-use, whilst-use, and post-use. In addition, Hutchinson and Waters 1987:96
state that evaluation means judging the fitness of something for a particular purpose and is concerned with merit.
b. Components of Materials Evaluation
The following table shows the components of materials evaluation proposed by Indonesian government through BSNP 2011.
Table 3: Components of Materials Evaluation BSNP, 2011 Aspect
Component Sub-components
Content appropriateness
a. The relevance of
the materials with the
core competences
and basic competences
1. Completeness
2. Deepness
b. The accuracy of
the materials 3.
Social function 4.
Meaning and structure 5.
Linguistic feature c.
The supporting
enabling skills 6.
Development of science and technology
7. Development of life-skill
8. Development of nationalism
Language appropriateness
a. The relevance of
the language with students’ linguistic
level 9.
The relevance of the language with
students’ current
cognitive development 10.
The relevance of the language with students’ current social
and emotional development b.
Communicative language criteria
11. Comprehensible
c. Cohesive and
12. Cohesive
Aspect Component
Sub-components
coherence 13.
Coherence Presentation
appropriateness a.
Presentation technique
14. Organisation
15. Composition of each unit
b. Instructional
presentation 16.
Student-centered 17.
Development of
critical thinking
18. Autonomous learning
19. Self-reflection
and assessment
c. Completeness
of the presentation
20. Opening section
21. Main section
22. Closing section
Layout appropriateness
a. Layout
23. Consistency
24. Harmony
25. Completeness
b. Typography
26. Font types
27. Font size
28. Mistyping
c. Ilustration
29. Interesting
30. Adding clarity
B. Relevant Studies
Considering the results of previous researches is also a good way to find out the contents in developing
appropriate materials that meet students„ needs
.
There are some researchers who conducted similar research in the area of Research Development. A research by Fahmi Dwi Prasetyo 2013 which is
titled Developing Reading-Writing Learning Materials for The Students of Year X of Pharmacy Study Program
at SMK SMF “INDONESIA” Yogyakarta found that what the students wanted after learning English is that they will be
able to master vocabulary and grammar. He also found that the students needed pharmacy related topics in the materials to support their study.
Another study was conducted by Satwika Nindya Kirana 2014. She developed English learning materials for grade X students of Visual
