Language focus is the involvement of opportunities for the learners to analyze and synthesize the language. While task is a work where the learners use the content
and the language knowledge they have learned. The four components are combined in the figure below.
Figure 2.3: Material Design Model from Hutchinson and Waters 1994: 109
Furthermore, the major focus of designing the unit is the task. The input plays part as a tool which guides the learners to where they are able to perform the
task. The language and the content are obtained from the input and are chosen according to what the learners need in order to carry out the task Hutchinson and
Waters, 1994:109. Therefore, it is important to establish the unity of both language and content throughout the unit.
c. Steps of Designing Materials
This part elaborates the steps or stages for developing units of the materials which are proposed by Hutchinson and Waters. The stages consist of
seven stages which would be described below: INPUT
CONTENT
TASK LANGUAGE
1 Stage 1
Teacher starts to select some texts that will be used to develop the unit of the materials. According to Hutchinson and Waters 1994: 121, the texts should
match some criteria. They suggest that the texts should naturally exist on the communication in the real world. The texts also should be appropriate with
learner’s needs and interest and able to create useful classroom activities. 2
Stage 2 Teacher goes to the end of the unit and considers what kind of tasks that
learners can perform at the end of the unit. 3
Stage 3 Teacher reviews the syllabus, analyzes the kind of tasks in stage 2, and
makes sure that the tasks will give benefits for the learners. 4
Stage 4: Teacher decides what language structures, vocabulary, functions, and
contents which are included in the input. Then, teacher identifies which aspect of language and content that can be used for the exercises.
5 Stage 5
After identifying aspect of language, teacher starts to make some exercises and activities for practicing the items of the language aspect.
6 Stage 6
Teacher may go back to the input and do some revisions to make the input more useful for the learners.
7 Stage 7
After doing some revision of the input, teacher may moves back to the stage 1 up to 6 with the revised input to improve the unit.
The information of materials development is important on designing the listening materials. The information is useful to develop sources into learning
materials which are appropriate with the purposes of the study. Furthermore, the steps of designing materials are utilized as a guidance to select and develop
sources into learning materials.
8. Task Based Language Teaching TBLT
a. Definition of Task
According to Nunan, Task Based Language Teaching TBLT has some principles which underline the steps and its practices. He states that TBLT is a
need-based approach which focuses on the content selection and emphasizes on the learning through interaction in the target language Nunan, 2004:1. Therefore,
students’ personal experience becomes essential aspect on the learning process. The students will focus not only on the language but also on the learning process
itself. TBLT also introduces authentic materials to the learning situation, which makes a link between classroom learning with the language use outside the
classroom Nunan, 2004:1. A task becomes important element on the teaching learning process.
According to Willis 1996:23, task is activity in which the target language is used by the learner in a communicative purpose to achieve the outcome. Moreover,
