15
c. Materials in EOP
Materials in EOP definitely should be related to the learners’ background
as dealing with their professions. Previously, the learners are mentioned to be as the resource in EOP. Here, the learners can collaborate with the researcher, as
well as the other experts, to define the content of the materials and also the classroom activities. In Garcia’s 2002 study, “the workplace is, in fact, the main
source for instructors to find materials to analyze and adapt for classroom tasks” p. 170.
Another study proposed by Uvin 1996 found that “materials were a success factor because they stemmed from the workplace or were generated by
learners” p. 53. Generating materials by the learners can be done through the process of needs analysis and when the materials are implemented, in the forms of
evaluation. In the need analysis, the learners are also be able to analyze the framework of the materials for supporting a learner-centered approach Dudley-
Evans St. John, 1998. In the research, the role of the selected wedding organizer is to give useful suggestions to the materials development. More
specifically, the members of the wedding organizer contribute to the analysis of the materials framework through need analysis interview and materials
adjustment. The authenticity of the materials is also required Robinson, 1980: p. 35;
Robinson, 1991: p. 2; Kennedy Bolitho, 1984: p. 47; Phillips Shettlesworth, 1978: p. 48. Authentic materials, tasks, or even activities can engage and
motivate the learners. As Friedenberg et al. 2003 argue that “authenticity helps
to increase motivation and involvement because the students can recognize the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
direct application of tasks to their jobs”. Furthermore, to create such authentic materials, elaborating four English skills is considered as an effective way.
Dudley-Evans St. John 1998 state that: The teaching process of any kind of language for occupational
purposes should take as a starting point of the analysis of four traditional skills reading, writing, listening, and speaking within an
appropriate context, in particular, at the workplace p. 54.
Within the instruments in need analysis, four English skills are considered as a part of the materials development. Moreover, the tests as parts of the
materials also cover four English skills. Since the analysis in the need analysis already cover four English skills, therefore, the materials contain the integration of
those English skills, adjusted to the analysis results.
2. Second Language Teaching and Learning Theory
Designing English materials contains complex consideration, as English deals with both micro and macro skills Brown, 2001. Pronunciation, vocabulary,
grammar, and so on and so forth are included as micro skills. Whereas, macro skills consist of listening, speaking, reading, and writing skill. To provide English
materials that consider these four English skills properly, therefore, the researcher considers the second language teaching and learning theory as the guideline in
materials development. Understanding and applying the four strands proposed by Nation 2007 is one way to have an ideal way to allow learners to communicate
using English effectively. The four strands are meaning-focused input, meaning- focused output, language-focused learning, and fluency development. Balancing
these four strands can make a course more effective for the learners. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
Firstly, meaning-focused input deals with two receptive skills, which are listening and reading. The way the teacher apply this strand is by letting the
learners understand and gain knowledge from what they get through listening and reading section. Extensive reading, shared reading, listening to stories, watching
media, and being a listener in a conversation become some alternatives activities in this strand. Secondly, meaning-focused output is basically dealing with
productive skills through speaking and writing. Having got enough knowledge and input in the first strand should have made the learners be able to produce
something. Some alternative activities can be talking in conversations, classroom English use, making requests, writing a note to someone, keeping a diary, telling a
story, and telling someone how to do something. Thirdly, in language-focused learning, the learners pay attention to the
language features, such as pronunciation, spelling, vocabulary, grammar and discourse. One feature that shows the learners successfully pass this strand is that
the learners focus on systematic aspects of the language. This will make them fluent through both receptive and productive skills. Fourthly, in fluency
development, the learners are demanded to be more fluent applying English through more challenging activities. The alternative activities are speed reading,
skimming and scanning, repeated reading, repeated retelling, games, and listening to easy stories.
By looking at the importance of each strand, it is crucial to balance the strands. The success of one strand should be supported by the success of the other
strands. Therefore, when the learners are successful in each strand, as a result, it is PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Kategori