It is a presentasion that might help you. It is full of pictures so I hope you might not feel bored to see it.

1. The Members of the Group:
Debora Tambunan
Lita Novita Sari
Putri Ayu Lestari
Reni Putri Gemini
Tino Purnomo

2. Materials evaluation
why
•concerned with
relative merit
how
1. Defining criteria
2. Subjective analysis
3. Objective analysis
4. Matching

4. Subjective Analysis
(materials
requirements)
Objective Analysis
(materials
evaluation)
Audience
1A Who are the
learners?
1B Who is the material
intended for?
Aims
2A What are the aims of
the course?
2B What are the aims of
the materials?

5. Content
3A
The Language description
-Structural
-Notional
-Functional
-Discourse-based
-Some other kind
4A
The Language points that
should be covered
•Particular structures
•Functions
•Vocabulary areas
3B
The Types of linguistic
description used in the
materials
4B
The Language points that the
materials cover

6. 5A The Proportion of
5B The Proportion of
work on each macro-skill work on each skill
(e.g. reading)
Skill-integrated work
Skill-integrated work
6A The needed Microskills
6B The Micro-skills that
are covered in the
material

7. 7A
7B
The text types that
The kinds of texts in the
should be included
materials
-Manuals,Letters,
Dialogues, Experimental
Reports, Visual texts
(pictures, diagrams,
charts, graphs, cartoons
etc.), Listening texts

8. 8A
•What subject-matter
area is required?
•What level of
knowledge should be
assumed?
•What topics are
needed?
•What treatment should
be the topics given?
8B
•What is the subjectmatter areas, assumed
level of knowledge and
types of topics in the
materials?
•What treatment are the
topics given?

9. 9A
How should a content be
organised throughout
the course?
10A
How should a content be
organised within the
course units?
11A
How is the content
senquenced throughout
the course?
9B
How is the content
organised throughout
the materials?
10B
How is the content
organised within units?
11B
How is the content
sequenced throughout
the book?

10. 12 A
How should the content
be sequenced within a
unit?
12 B
How is the content
sequenced within a unit?

11. Methodology
13 A
What theory of learning
should the course be
based on?
14A What aspects of
the learners' attitudes to
learning English should
the course take into
account?
13B
What theory of learning
are the materials are
based on?
14B What attitudes to
learning English are the
materials based on?

12. 15A What kinds of
exercisestasks are
needed?
(guided free?)
15B What kinds of
exercisestasks are
included in the
materials?
16A What teachinglearning techniques are
to be used?
16B What teachinglearning techniques can
be used with the
materials?

13. 17A What aids are
available for use?
17B What aids do the
materials require?
18A What guidance for
teaching the course will
be needed?
18B What guidance do
the materials provide?
19A How flexible do the
materials need to be?
19B In what ways are
the materials flexible?

14. 20A What price
range is
necessary?
21A When and
in what
quantities should
the materials be
available?
20B What is the
price?
21B When and
how readily can
the materials be
obtained?

15.  Follow
the steps
Answer the A questions first
to identify your requirements
Analyse the materials you have selected
by answering the questions B.

16. Compare the A and B findings
How?
Award the points

17. 0 = does not match the desired features
1 = partly matches the desired features
2 = closely matches the desired features
Look for the widest spread of desired features
and concentrations in the areas
you consider most important

18. Make your choice and use
your findings
to prepare any
documentation needed
for defending your decision

19. The evaluation
process should be
systematic
Conclusion
The evaluation
process is best
seen as a
matching
exercise:
matching your
It can save a lot of
duplication of effort by
possibly
revealing
materials
that can
provide all or part of your
materials needs
We observed the
materials
evaluation as one
way of
exploiting
a course
design
analyzed
needs with
available
solutions

20. for your attention!