10 materials should take into account that the positive effects of instruction are
usually delayed 11
materials should take into account that the learners differ in learning styles 12
materials should take into account that the learners differ in affective attitudes
13 materials should not rely too much on controlled practice
14 materials should provide opportunities for outcome feedback
Those criteria are general. They are often applied on most of language learning materials in general English. As the materials for the speaking club are
different from general English materials, some criteria need to be specified and should be met the principles of the applied approach in developing the materials.
b. Materials for English Tutorial Program
The characteristics of good learning materials proposed by Tomlinson above are often applied on the general coursebooks which aim for teaching language in
school. Since English tutorial program is under the issue of English for Specific Purposes, the materials needed for the program should be met the criteria of ESP.
The key component of ESP is needs analysis. The materials should meet the learners’ needs in terms of their target needs and learning needs. Furthermore, the
materials should be based on the goal of English tutorials program. As the materials are for English tutorial program, the materials should give opportunities
to practice oral communication in order to improve their speaking ability by using
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
