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whatever they do to provide input, it can be related to what they know and this can help students in learning language effectively.
Graves 2000: 149 indicates that materials development is the planning process created by the teacher in units and lessons, and within those units one can
carry out the goals and objectives of the course. In addition, materials development is the process of making a syllabus and designing the activities which will be used
in the classroom. For designing courses, a teacher may choose and adapt the existing materials, organize materials and activities, and develop new materials
with which students can achieve their objectives and reach the goals of the course.
c. Principles in Developing Materials
There are several principles in developing material as stated by Tomlinson 1998.
1 Materials should have a noticeable effect on learners such as
illustrations, activities, and attractive presentation 2
Materials should help learners to feel at ease - students should feel comfortable and relaxed with materials
3 Materials should help learners to develop confidence help learners to
feel successful in their tasks 4
Materials should relate to learners interests and their real life tasks 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
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8 The learners’ attention should be drawn to linguistic features of the
input 9
Materials should provide the learners with opportunities to use the target 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 learning styles 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
d. Process of Materials Development
Designing new materials can be defined as the process of creating and selecting activities Hyland, 2003. The process of creating new materials and
modifying existing ones are very similar. In addition, Jolly and Bolitho 1998 provide six steps of developing materials.
e. Materials Evaluation
Evaluation is a matter of judging the fitness of something for a particular purpose Hutchinson Walters, 1987. Evaluation can take place before a
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coursebook is used, during its use, and after use, depending on circumstances and purposes for which the evaluation is being undertaken Cunningsworth, 1995
Therefore, Tomlinson 1998: 3 suggests that materials evaluation can be pre- use and therefore focused on predictions of potential value. It can be whilst-use and
therefore focused on awareness and description of what the learners are actually doing whilst the materials are being used. And it can be post-use and therefore
focused on analysis of what happened as a result of using materials. He also suggested that materials evaluation can be a measurement for the value of the
materials. This is done impressionistically and consists of attempts to predict whether or not the materials will work. The learners will be able to use them without
too much difficulty and will enjoy the experience of doing so.
B. Relevant Research
This research is about developing English writing instructional materials for Second Year students of the English Department at Champasak University. The
researcher attempts to find the relevant research. The first was the research about writing. It was not completely the same with
this study, but it was useful to this research. The study was about “using brainstorming techniques to improve students’ writing ability in descriptive text”
by Khanthaly 2011. The study was attempting to use brainstorming strategies to support
students’ writing ability Phimmasenh, 2011. The findings show that using brainstorming technique in teaching writing is able to improve students writing
ability in descriptive text.
