6. Students use of materials After the physical production is completed, the materials are ready
to be implemented in the real class. Students can use the materials and do the activities based on the given instructions. In this stage, however, it is
not the final process since the materials need to be evaluated by some parties.
7. Evaluation of materials against agreed objectives It is important to get feedback from expert, teacher, and students to
know the quality and effectiveness of the developed materials. The feedbacks will be the base to evaluate the materials to get the better one.
Since this model involves a cyclical process, it shows that the materials development is not a linear process and stop in a certain process. The materials
will keep developed in line with students’ needs and the changing of demands. Regarding this research, Reading skill is the focus of the developed
materials. The next part will discuss about the specific aspects of the skill to know the process of materials development dealing with the principles of reading.
5. Unit Development
Materials consist of some units that include sequences of tasks. According to Nunan 2004 there are six steps procedure to develop units that enable learners
to do the task well and fit to the their level. However, as this study only focuses to Reading materials, the researcher only take the five steps that relate to the
objective of this study. The five steps are schema building, controlled practice, focus on linguistic elements, provide freer practice, introduce the pedagogical
task.
a. Models of Unit
1 Schema building In the beginning, students are asked to do tasks that build aschema
that willserve to introduce the topics, set the context for thetask and introduce some of the key that the students will need in order to complete
the task, such as the vocabulary, language functions, and it also enables students to recall their background knowledge to the topic in the unit.
2 Controlled practice This step requires students to control the practice in using thetarget
language vocabulary, structures and functions that have been discussed before. This kind of activity is a follow up of the previous step which
expands the scaffold learning 2004:32. It means that the students will learn through model done by the teachers.
3 Focus on linguistic elements The tasks in this stage focus on the linguistic elements, e.g.
grammar and vocabulary. This will make the learner understand the relationship between communicative meaning and linguistic forms rather
