This criterion is related to the social needs of the students. The materials promote moral values and ideals and they feature social problems found in
s tudents‟ life or advertisements in the classroom, composed in a textbook,
designed in a student worksheet, cited in a poem or an article, and so on. Therefore, whatever the teachers do to provide input, they also take into account
any related principles to make the learners able to learn language efficiently. From the explanation above, materials development can be defined as the
process by which a teacher or a materials developer creates materials to meet the need in teaching and learning processes to provide a source of language. It can be
creating, choosing or adapting, and organizing the materials and activities so that the students are able to learn the language effectively and achieve the learning
objectives.
c. Principles in Developing Learning Materials
Tomlinson 1998 suggests the basic principles in conducting materials development for the teaching language as follows.
1. Materials should give impacts. 2. Materials should help learners feel at case.
3. Materials should help learners develop confidence. 4. What is being taught should be perceived by learners as relevant and
useful. 5. Materials should require and facilitate learners with self-investment.
6. Learners must be ready to acquire the points being taught. 7. Materials should expose the learners to a language in an 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 the target language to achieve a communicative purpose.
10. Materials should take into account that the positive effects of instructions are really delayed.
11. Materials should take into account that learners have different 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 instructions. 14. Materials should maximize learning potentials by encouraging
intellectual, authentic. and emotional involvement which stimulates both right and left brain activities.
15. Materials should not rely too much on controlled practices. 16. Materials should provide opportunities for outcome feedback.
To produce good materials, in developing the materials, teachers or materials developers should follow the principles in materials to give positive effects for the
students. The materials should be developed based on those elements. d. Steps in Developing Materials
As stated by Tomlinson 2001 in Cambridge Journals 2012, materials development is both a field of study and a practical undertaking. As a field of
study, it studies the principles and procedures of the design, implementation and evaluation of language teaching materials. As a practical undertaking, it refers to
anything which is done by writers, teachers or learners to provide sources of language input, to exploit those sources in ways which maximize the likelihood of
intake and to stimulate purposeful output, or the supplying of information about andor experience of the language in ways designed to promote language learning.
Ideally, the „two aspects of materials development are interactive in that the
theoretical studies inform and are informed by the development and use of classroom materials
‟ Tomlinson, 2001. Materials developers might write text books, tell stories, bring advertisements into the classroom, express opinions,
provide samples of language use, or read a poem aloud. Whatever they do to provide input, they do so ideally in principled ways related to what they know
about how a language can be effectively learned. All the chapters in this book concentrate on the three vital questions of what should be provided for the
learners, how it should be provided, and what can be done with it to promote language learning.
4. Narrative Text a. Definitions of Narrative Text
