Meanwhile, Krashen
1982:62-73 points
out in
his theory
of comprehensible input that an activity that fits the characteristics fully will
encourage acquisition at the fastest possible rate. An activity that fits none of them could result in zero acquisition, or very little acquisition. Moreover, he proposes
the characteristics of characteristics of optimal input for acquisition as follow: 1
Optimal input is comprehensible To aid the comprehension, there are some characteristics that can be
considered as summarized below: a slower rate and clearer articulation, which helps acquirers to identify word
boundaries more easily, and allows more processing time; b more use of high frequency vocabulary, less slang, fewer idioms;
c syntactic simplification, shorter sentences. 2
Optimal input is interesting andor relevant 3
Optimal input is not grammatically sequenced 4
Optimal input must be in sufficient quantity Therefore, if the materials have followed this concept, it will make learning
be easier and more effective. Furthermore, the goal of the study will be reached.
9. Material Design Model
Teaching and learning materials are realized in the form of task. The task should contain certain skill and have a relation to learners’ needs and interest.
Nunan defined task as a piece of classroom work that involve learners in comprehending, manipulating, producing or interacting in the target language
which their attention is focused on mobilizing their grammatical knowledge in order to express meaning and interaction is to convey meaning rather than to
manipulate form 2004:4. Nunan proposes the components of task in a frame work below 2004:4
Figure 2.2 : Material Design Model by Nunan
In details, Nunan describes the components of task as follows: a.
Goal Nunan states that goals are vague general intentions behind any given
learning task 2001:41. Goals relate to a range of general outcomes or directly describe teacher or learner behavior. The goals sometimes are not
explicitly stated but it can be concluded from the examination of a task. b.
Input Input refers to the spoken, written, and visual data that the learners work with
in the course of completing a task Nunan, 2004:47. Input can be in the form of letter, newspaper, recipe, picture, dialogue, magazine, etc. those inputs
give the learners an imagination and drive them to process the information based on their background knowledge before they go to the activities.
Goal
Procedure Task
Setting Learner role
Teacher role
Input
