determining reading skills. Some of them distinguish between macro skills and micro skills. They also distinguish between strategies and skills, and so on.
However, such classification on reading skills overlaps with each other and they are not necessary in this research. Thus, it is sufficient enough to limit a number
of reading skills by proposing the reading skills proposed by Brown in order to avoid the overlap.
F. Material Development
According to Tomlinson 1998:2, materials refer to anything which is used by teacher or learners to facilitate the learning of a language. There are so
many materials that can be used in order to facilitate the teaching learning process. They could be cassette, videos, dictionary, grammar books, workbooks,
newspapers, photographs, live talks by invited native speakers, etc. In other words, they can be anything which is deliberately used to
increase the learners’ knowledge andor experience of the language.
Nunan 1991:208 argues that materials are crucial elements in the teaching learning process. Materials consist of such items that contain information
or messages to be transferred to the students. Since TBLT depart from collection of task, instructional materials then play important roles. Materials help the
students to progress at their own rates of learning. Based on the explanation before, Tomlinson 1998:2 defines materials
development as anything which is done by writers, teachers or learners to provide sources of language input and to exploit those sources in ways which maximize
the likelihood of intake. In other words, the supplying of information about andor experience of the language in ways designed to promote language learning.
Materials developers may write textbooks, tell stories, bring advertisement into the classroom, express an opinion, etc. Whatever they do to provide input
they do so in principled ways related to what they know about how languages can be effectively learned.
G. The Principles of Good Materials
Richards and Rodgers as stated in Nunan 1991:213 write that materials have focus on:
1. The communication abilities of interpretation, expression, and negotiation
2. The understandable, relevant, interesting exchange of information rather
than the presentation of grammatical form 3.
The involvement of different kinds of texts and media to develop competencies
Due to the importance of the learning materials in teaching learning process, therefore the developed materials should be effective. Tomlinson
1998:7-21 proposed some characteristics of good learning material as follows: 1.
Materials should achieve impact. 2.
Materials should help learners to feel at ease. 3.
Materials should help learners to develop confidence. 4.
Materials should be 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 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
and affective attitudes. 12.
Materials should permit a silent period at the beginning of instruction. 13.
Materials should stimulate both right and left brain activities. 14.
Materials should not rely too much on controlled practice. 15.
Materials should provide opportunities for outcome feedback. In conclusion, learning materials are very important on the teaching
learning process. Therefore, materials should be developed effectively by considering some principles mentioned above. By applying the principles of good
materials above, the materials developer will be able to develop good learning materials which are effective and feasible to be implemented in the process of
teaching learning at schools.
H. Task
