5. Their learning preferences; 6. Their attitudes.
The future
7. The learners’ goals and expectations; 8. The target contexts: situations, roles, topics, and content;
9. Types of communicative skills they will need and tasks they will perform;
10. Language modalities they will use.
3. Learning Materials
a. Definition of Learning Materials
It is a common misconception among people who are not familiar with educational things that learning materials of foreign language are
always in the form of printed paper or books. This happened because most of the learning materials found in stores or libraries are mostly in the
written form. Actually, any kinds of source that can be use in a teaching and learning process can be called learning materials, as long as they give
sufficient and relatable information. What is the meaning of learning materials itself? Tomlinson 1998:2 defines materials as anything used by
teachers or learners to facilitate the learning of a language. Materials could be in the form of cassettes, videos, CD-Roms, dictionaries,, newspapers,
food packages, cards, grammar books, photographs, newspaper, live talks by native speakers, even discussions between the learners. Thus, materials
are everything used by teacher or learners in the teaching and learning process that could provide the students’ with activities or learning tasks to
improve their skills and language competence.
b. The Principles of Good Materials
At this point of time, learning materials provide almost everything the learners need in the teaching and learning process, but not all materials are
considered good and suitable for the learners. Before deciding to develop learning materials, materials developers should consider the principles of
good materials proposed by Tomlinson 1998:7-22 below: 1.
Materials should achieve impact. 2.
Materials should help learners to fill at ease. 3.
Materials should help learners to develop confidence. 4.
What is being taught should be perceived by learners as relevant and useful.
5. Materials should require and facilitate learner self-investment.
6. Learners must be ready to acquire the points being taught.
7. Materials should expose the learners to language in authentic use.
8. The learners’ attention should be drawn to linguistic features of the
input. 9.
Materials should provide the learners with opportunities to use thetarget language to achieve communicative purposes.
10. Materials should take into account that the positive effects of
instruction are usually delayed. 11.
Materials should take into account that learners differ in the style. 12.
Materials should take into account that learners differ in affective attitudes.
13. Materials should permit a silent period at the beginning of
instruction. 14.
Materials should maximize learning potential by encouraging intellectual, aesthetic and emotional involvement which stimulates
both right and left brain activities. 15.
Materials should not rely too much on controlled practice. 16.
Materials should provide opportunities for outcome feedback.
4. Content-Based Instruction CBI
