Setting refers to the classroom arrangements specified or implied in the task. It also requires consideration of whether task is to be carried wholly or partly
outside in the classroom. There are many possible configurations in the classroom, even though practical consideration such as class size, student’
number, learning facilities, etc can limit what is the possible in practice.
These six components of tasks are really important in designing a task. A material developer should consider these six components when heshe derives
tasks in material development. In addition, these six components can also be used to evaluate how effective the devised tasks which are implemented in the
classroom.
c. The Stages in Classroom Task for Children
Cameron 2001 reports that task for young learners should have three stages. The three stages are similar as the stages in reading practice. In reading practice
there are very common of planning the three stages of reading. This planning usually use in reading activities. The three stages are: pre-reading, reading, and
post-reading. Cameron 2001 adopts the stages into the following schema. PREPARATION
CORE ACTIVITY FOLLOW UP
Figure 2.2 . Three Stages in “ Task ” for Young Learners from Cameron 2001: 32
Based on the Cameron’s view, the core activity is the point of the language learning task. Without this core activity, the task would be distorted. In the
preparation stage, the activities are designed to help the children to prepare in
completing the core activity successfully. While in the follow-up stage should build on the completion of the core activity.
5. Material development a.
Definition
One of the important factors in language teaching and learning process is materials. Graves 2000:150 defines material development is creating, choosing
or adapting, and organizing materials and activities so that students can achieve the objectives that will help them reach the goals of the course. Emphasizing
about the material, Shavelson and Stern 1981 in Nunan 2004 suggest some considerations. The consideration consists of the elements of materials design.
Nunan 2004 sum up the elements as follow: 1.
Materials should clearly link to the curriculum they serve. 2.
Materials should be authentic in terms of texts and tasks. 3.
Materials should stimulate interaction. Students’ interaction promotes language learning in several ways, including:
a providing greater opportunity for students to use language;
b creating a less stressful environment for language use;
c allowing students to use a greater range of language functions;
d encouraging students to help one another;
e increasing motivation to learn
4. Materials should allow learners to focus on formal aspects of the language.
5. Materials should encourage learners to apply their developing language
skills to the world beyond the classroom. 6.
Material should encourage learners to develop learning skills. Tomlinson 1998:2, in his book he defines that the term of, language-
learning materials‟ is anything which is used by the teacher or learners to facilitate the learning of language. The kinds of the language learning materials
can be cassettes, videos, pictures, photocopied exercises, work book, manuals, dictionaries, songs and chants, and so on.
” Tomlinson 1998: 7-21 also adds other note of principles of good materials as follows:
1. Materials should achieve impact
2. Materials should help learners to feel at ease
3. Materials should improve learners’ confidence
4. Materials should be relevant and useful
5. Materials should require and facilitate learners’ self-investment
6. Materials should help learners to acquire the point
7. Materials should expose the learners to language in authentic use
8. Materials should attract learners’ attention to language features.
9. Materials should give chance to the learners to use target language to
achieve communicative purpose. 10.
Materials should concern that the positive effects of instruction are usually delayed.
11. Materials should consider that the learners have different styles in
learning. 12.
Materials should consider that the learners have different affective attitude. 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
hemisphere 15.
Materials should not rely on controlled practice 16.
Materials should provide opportunities for outcome feedback. Moreover, Hutchinson and Waters 1987: 157 also provide some
characteristics of good materials as follows: 1.
Good materials should contain interesting texts, enjoyable activities, opportunities for learners to learn more with their knowledge, something which
can be learned both by teachers and learners. 2.
Good materials should present a clear and coherent unit that guides teachers and learners
3. Good materials should not be so tightly structured.
Above all views, the good materials can be said that when the materials are attractive for the student’s involvement and it is also should be clear both for
the teachers and the students to learn. The development of good materials should be emphasized on the student’s needs so the materials can be appropriate for the
students. If that so, the students can increase their motivation in learning English.
