development means creating, choosing or adapting, and organizing materials and activities to help the students reach the learning goals.
Thus, materials development refers to the effort of making or developing the materials in the form of writing or creating, adapting, and
organizing to achieve the goals of learning.
b. The Model of Material Development
Nunan 2004: 41 presents the simple model of an effective task in a diagram below:
As presented in the diagram above, there are six components of task. They are goals, input, procedures, teacher role, learner role and
setting. 1 Goals
Goals are general purposes of learning activities. Nunan 2004: 44 states that the most useful goal is those that related to the students and
those that can be expressed through performance. One of the examples of the effective goal related to this research is to improve the students‟
English skill with the provided tasks which contains language functions.
2 Input Input refers to the spoken, written and visual data that learners use
in completing a task. The input can be provided by a teacher, a textbook or some other sources. In addition, Hutchinson and Waters 1987: 108 notes
that input can be in the form of a text, dialogue, video recording, diagram, and any piece of communication data based on the results of needs
analysis. Further, input provides: a Stimulus materials for activities
b New language items c Correct models of language use
d A topic for communication e Opportunities for learners to use their information processing skill
f Opportunities for learners to use their existing knowledge both of the
language and subject matters. 3 Activities
Activities or procedures are described by Nunan 2004: 52 as what learners will actually do with the input that forms the starting point for the
tasks. Nunan 2004: 57 also mentions task types into three activities: a Information gap activity
b Reasoning gap activity c Opinion gap activity
4 Teacher and Learner role Nunan 2004: 64 defines role of learners and teachers are in
learning task and in the social and interpersonal relationship between the participants, Breen and Candlin as stated in Nunan 2004: 67 propose
three main roles of a teacher in communicative classroom. They are as a
