the language which are necessary for the participants and appropriate for the situation they are in.
Skeldon in Tomlinson 2008:60 has reviewed some materials of English intended for Science and Technology. He explains what can be done by teachers
in order to provide suitable and useful materials for the learners who have particular needs of language. First, the use of authentic material will help teachers
to get genuine communicative purpose and simulate the content. Second, the input from authentic materials sometimes needs to be extracted in order to suit the
students’ level of proficiency. Then, there should be pre- activities such as reviewing key vocabularies of the topics before coming to the tasks. Use some
illustration to help learners understanding the content of materials. Provide follow up activities in the materials so that the learners can recycle the ideas and
vocabularies they had met in the opening of text. In the end of activities, provide the learners with some issues and ask them to have group discussion activities of
the issues so that they have chance to express their own thoughts and ideas. Those criteria can also be applied in developing materials for the participants of English
tutorial program majoring in Mathematics Education.
5. Materials Development
a. Definition and Principles
According to Tomlinson 1998:2 materials development refers to anything that is done by the practitioners to provide sources of language input for language
learning. Graves 2000:149 defines that materials development is the planning
process by creating units. The lessons in the units are used to achieve the goal and objectives of the course. Tomlinson 2012: 143 notes that the process of
materials development includes materials evaluation, their adaptation, design, production, exploitation and research. Similar idea is stated by Graves that
materials development includes creating, choosing or adapting and organizing materials.
Tomlinson 2012:156 mentions some principles of materials development. Those principles include:
- the language experience needs to be contextualized and comprehensible
- the learners need to be motivated, relaxed, positive and engaged
- the language and discourse features available for potential acquisition need
to be salient, meaningful, and frequently encountered. -
the learner need to achieve deep and multi-dimensional processing of language
From the definition above, materials development is intended to provide language input in or learn language. In its process, materials development has
some steps or procedure. The procedure of materials development is based on the model of materials development which is adapted.
b. Model of Materials Development
According to Gall, Gall and Borg 2003:570, the most widely-known procedure of product development is the model proposed by Walter Dick and Lou
Carey. The model consists of ten steps. Below is the description of each step of Dick and Carey’s model:
Step 1 : Defining the goals for the instructional program or product. Step 2 : Undertaking instructional analysis to identify the specific skills,
procedures and learning tasks that are involved in reaching the goal of instruction.
Step 3 : Identifying the learners’ entry skills and attitudes, the characteristics of the instructional setting and the characteristics of the
settings in which the new knowledge and skills will be used. Step 4 : Translating the needs and goals of instruction into specific
performance objectives. Step 5 : Developing assessment instruments.
Step 6 : Developing a specific instructional strategy for assisting learners with their efforts to achieve each performance objective.
Step 7 : The development of instructional materials which may include print materials such as textbooks and teacher training manuals or other
media such as audiocassettes or interactive video systems. Step 8 : Designing conductive and formative evaluation of instruction.
Step 9 : Revising instruction. Step 10 : Designing and Conducting summative evaluation.
Step 2 and 3 may overlap each other or simultaneously. Step 8, 9, 10 involve the distinction between formative and summative evaluation.
6. Unit Design Development
