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of classroom interaction and language use. Tomlinson 1998:2 defines materials as any tools in the forms of both audio-video and printed- no printed things that
are used to facilitate the learning of the language, not only restricted to course books. For examples: CD-ROMs, dictionaries grammar books, workbooks,
photocopied exercises, etc.
b. Criteria of Good English Learning Materials
Defining good materials can be done by first defining the objective of them, the purpose of the materials. This begins from a question “what are
materials supposed to do?” Hutchinson and Waters 1987:107 identify some principles of the materials objectives:
1 Materials attract the students to learn. They give a stimulus to learning, good materials should have interesting texts, fun activities, many chances for the
students to actualize their knowledge and skills, and content which can involve the students and teacher together,
2 Materials should be systematic, well-organized to support the teaching-learning process. They provide coherent unit structure which will guide the students
through various activities to maximize the chances to learn. A material must be clear and flexible without ignoring creativity and variety,
3 Materials consider the nature of language and learning, 4 Materials reflect the nature of the learning task,
5 Materials can provide a useful function that makes the teacher possible to expand her training basis,
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6 Materials should provide correct and appropriate language use. Meanwhile, considering some issues in Second Foreign Language teaching,
Tomlinson 1998:7 adds some principles of good materials as follow: a Materials should require and facilitate learners’ self-
investment b Materials should expose the learners to language in authentic
use c The learner’s attention should be drawn to linguistic features of the input
d Materials should take into account that the positive effects on instruction are usually delayed
e Materials should permit a silent period at the beginning of instruction f Materials should maximize learning potentials by encouraging intellectual
aesthetic, and emotional involvement, which stimulates both right and left brain activities
g Materials should not be relied too much on controlled practice.
c. Materials Development
Grave 2000: 156 points out there are several aspects to be considered in developing unit of materials; the learners, learning processes, language, social
context, activitiestask-types, and the materials. The considerations are listed as follows.
Table 2.1 : A list of Consideration for Developing Materials Grave, 2000:156
A List of Consideration for Developing Materials Learners
1. Make relevant to their experience and background 2. Make relevant to their target needs outside class
3. Make relevant to their affective needs
Learning Processes 4. Engage in discovery, problem solving, analyzing
5. Develop specific skills and strategies
Language 6. Target relevant aspect grammar, vocabulary, functions, etc
7. Integrate four skills of listening, speaking, reading, and writing
