BAB I

INTRODUCTION

A. Background of Paper
In this paper, we will try to cover a variety of important issues within the
scope of ESP material development, pay special attention to ESP practitioners,
cases for material evaluation, and the possibilities and challenges of in-house
materials for small ESP areas. . It is also our intention to confront the notion of
authenticity when reviewing texts and materials for classroom use and to identify
key areas of potential research. Numbers and tables have been included to improve
the practical approach, and examples and activities have been analyzed based on the
discussion. The evaluation, design, and development of material finally offer great
potential for ESP practitioners and researchers. It is hoped that the ideas expressed
here and shared personal experiences contribute to enriching current classroom
practices and useful research.

B. Problem Formulation
1. Why we must do evaluate material?
2. How do you evaluate materials?
3. What is the different of Subjective Analysis and Objective Analysis?
4. What is practical steps that we should do in material evaluation?
C. Purposes of the Paper
1. Knowing the reason of why we must do evaluate material.
2. Knowing how do you evaluate materials?
3. Knowing the different of Subjective Analysis and Objective Analysis.
4. Knowing the practical steps that we should do in material evaluation.

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 BAB II
DISCUSSION
A. Material Ewaluation
After completed our need analysis and course design, the next step that should be
done by the teacher is deciding what they will do. Teacher may turn the course design into
actual teaching materials. There are three possible ways of turning the course design into
actual teaching materials:
1.     Select from existing materials: materials evaluation
2.     Write our own materials: material development.
3.     Modify existing materials: materials adaptation.
In this chapter, the writer concerns to discuss the first point “Material Evaluation”. The
techniques and a lot in terms of ideas of evaluating the existing materials can be found in
this chapter.
1.     Why Evaluate Materials?
According to Hutchinson &Waters (1987) stated that evaluation is a matter of
judging the fitness of something for a particular purpose. Evaluation concerns on the
relative merit. There is no absolute good or bad, only degrees of fitness for the required
purpose. It means that, when the teacher does materials evaluation, the evaluation is based
on the required purpose or goal that would be reached by the students.
In another word, according to Hutchinson &Waters (1987) stated that in any kind of
evaluation, the decision finally made is likely to be the better for being based on a
systematic check of all the important variables. In doing the evaluation materials, the writer
probably get a negative and positive impact. The negative side of evaluation materials is the
teacher probably spent a lot of expense, time, and probably getting frustrated. On the other
hand, the positive side ofevaluation materials is; it can also help in justifying request of the
sponsors or other members of an ESP team for money to buy materials or time to write
them.
2.     How do you evaluate materials?

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 Hutchinson &Waters (1987) stated that“evaluation is basically a matching process:
matching needs to available solutions”1. In order to match the needs and solutions, the
matching should be done as objective as possible. It means that teachers have to look the
needs of students and the solution separately. In the final analysis, any choice will be made
on subjective grounds. However, if subjectivity influence your judgement, it may blind you
to possible alternatives. For example: teacher might reject a particular textbook, because the
teacher does not like the picture on the cover or dislike functional syllabuses but it does not
mean that the book does not suit the needs of parties. Thus, teachers should not let
subjectivity too much influence their judgement in the early stages of analysis when
evaluating materials to be taught. Process of evaluation can be divided into four major
steps(see figure 26) :
1)  Defining criteria
2)  Subjective analysis
3)  Objective analysis
4)  Matching
        The fist two stages will be done in course dsign stage. While the other two stage is
done as the continuation of the subjective analysis where teacher have to evaluate or
develop their material through objectve analysis. From these process, teacher will be easier
to know how far the material match the needs.

           Below is also presented  checklist of criteria for objective and subjective analysis.

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Tom Hutchinson and Alan waters, English for specific purpose (New York, Cambridge university
press) hal 96-105

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4
THE CRITERIA

SUBJECTIVE ANALYSIS OBJECTIVE ANALYSIS

(I.e. Analysis of your course, in terms of (i.e. analysis of materials being evaluated)
material)
AUDIANCE
1A Who are your learners? 1B Who is the material intended for?
e.g.
- ages
- sex
- nationality/ies
- study or work specialism(s)
e.g. banking, medicine etc.
- status/role with respect to specialism
- knowledge of
(i) English
(ii) specialism
(iii) other
- educational background
- interest/ etc

AIMS
2A What are the aims for your course? 2B What are the aims of the materials?
CONTENT
3A What kind of language description do 3B What type(s) of linguistic description
you require? is/are used in the materials?

4A What language point should be covered? 4B What language points do the material
cover?

5A What proportion of work of each macro- 5B What is the proportion of work on each
skill (e.g. reading) is desired? Should skill? Is there skills-integrated work?
there be skills-integrated work?

6A What micro-skill do you need? 6B What micro-skills are covered in the

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 material?

7A What text-types should be included? 7B What kinds of texts are there in

- manuals? materials?
- Dialogues?
- Letters?

8A What subject-matter area(s) is/are 8B What is/are the subject-matter area(s),

required (e.g. medicine, biology etc.)? assumed level of knowledge, and types
of topics in the materials?

What level of knowledge should be

assumed (secondary school, first year
college/ university, post graduated)?

What types of topic are needed? (e.g. in

medicine: hospital organization, medical
technology)

What treatment should the topics be What treatment are the topic given?

given (e.g. ‘straightforward’, factual:

‘human interest ‘angel, humorous;
unusual perspective; taking into account
to issues, controversy, etc.)

9A How should the content be organized 9B How is the content organized throughout the

throughout the course? materials?

- around language point?

- by subject matter?

10B How is the content organized within the

10A How should the content be organized
units?
within the course units?
- by pattern of component?

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 - by variety of pattern?
- By some other means?
11B How is content sequenced throughout
11A How should the content be sequenced the book?
throughout the course?
- from easier to more difficult?
- to create variety?
- to provide recycling?
12B How is the content sequenced within a
unit?
12A How should the content sequenced
within a unit?
- from guided to free?
- accuracy to fluency?

METHODOLOGY
13A What theory/ies of learning should the 13B What theory/ies of learning are the
course be based on? Should it be materials based on? (Check carefully --
behaviourist, cognitive, affective, some don't just take the author's or publisher's
other kind, a combination of one or more word for it!)
of these?
14A What aspects of the learners' attitudes to 14B What attitudes to / expectations about
/expectations about learning English learning English are the materials based
should the course take into account? on?
15A What kinds of exercises/tasks are 15B What kinds of exercises/tasks are
needed? included in the materials?
e.g.
- guided «-----»free?
- one right answer «-----» many possible
right answers?
- some other kinds?

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16A What teaching-learning techniques are to 16B What teaching-learning techniques can
be used? be used with the materials?
e.g.
- pair-work?
- small-group work?
- student presentations?
- other kinds?
17A What aids are available for use? 17B What aids do the materials require?
e.g.
- cassette recorders?
- video?
- other?
18A What guidance/support for teaching the 18B What guidance do the materials
course will be needed? provide?
e.g
- lists of vocabulary and language-skills
points?
- language guidance?
- other kinds?

Application

SUBJECTIVE ANALYSIS OBJECTIVE ANALYSIS

19A How flexible do the materials need to 19B In what ways are the materials flexible?
be? e.g.
-Can they be begun at different points?
-Can the units be used in different
orders?

OTHER CRITERIA
20A What price range is necessary? 20B What is the price?

21A When and in what quantities should the 21B When and how readily can the materials
materials be available? etc. be obtained? etc.

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 There are some practical steps that we should do in material evaluation, as follows ;

1.     Answer the A question

In this step, answer the A question to identify the requirements that can be used as a basis
for writing the material or as an input to the next stage of material evaluation.

2.     Answer the B question

In this step, answer the B question to analyze the materials that have selected.

3.     Compare the A and B findings

This step can be done by awarding the points :
0 = does not match the desired features
1 = partly matches the desired features
2 = closely matches the desired features
Based on the awarding points, you have to look for the widest spread of desired features
and concentrations in the areas you consider most important.

4.     Make your choice and use your findings to prepare any documentation needed for

defending your decision. You can make a decision upon the analysis, whether everything is
good, or some part need to be modified/replaced

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 BAB III

CONCLUSION
According to Hutchinson &Waters (1987) stated that evaluation is a matter of
judging the fitness of something for a particular purpose.
Hutchinson &Waters (1987) stated that“evaluation is basically a matching process:
matching needs to available solutions”.
The different of subjective analysis and objective analysis, the subjective analysis is
course materials requirements and objective analysis is analysis of the materials being
evaluated.
The practical steps that we should do in material evaluation. Frist, Answer the A
question in this step, answer the A question to identify the requirements that can be used as
a basis for writing the material or as an input to the next stage of material evaluation.
Second,  Answer the B question in this step, answer the B question to analyze the
materials that have selected. The trird, Compare the A and B findings. This step can be
done by awarding the points : 0 = does not match the desired features.1 = partly matches
the desired features. 2 = closely matches the desired features . Based on the awarding
points, you have to look for the widest spread of desired features and concentrations in the
areas you consider most important. The last, Make your choice and use your findings to
prepare any documentation needed for defending your decision. You can make a decision
upon the analysis, whether everything is good, or some part need to be modified/replaced

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