b. The Role of Materials in Content-Based Instruction CBI
Teachers will not deny that materials are the key or the basis in doing the teaching and learning process. Materials provide the learners basis of
the contents, balance of the skills, and kinds of language practices Richards, 2001. Teachers generally use the materials to develop certain
activities and tasks according to the needs of the learners. In CBI, materials authenticity can affect the effectiveness of the
learning process. Learners will learn best through real-content, the authenticity of the learning materials must be taken into account Richards,
2001. However, authentic materials are difficult to find. English teachers should develop their own authentic materials to be used in the teaching and
learning process. Hence, materials modification is also considered when teachers are doing a materials development because authentic materials
tend to be complex in the aspects of linguistic and the substance.
5. Materials Development
a. Definition of Materials Development
Material is considered as an important aspect to be used in the teaching and learning process. Learners need to be engaged to the
materials they are using in the learning process. Hence, suitable materials that are specific to the field of study of the learners can help them achieve
the learning goals. Vocational high school students will most likely to face specific English in their future based on their current study programme,
this is why English teachers as materials developers should consider to
focus and specify the materials in doing the materials development for the students. Materials development is defined as
“the planning process by which a teacher creates units and lessons within those units to carry out the
goals and objectives of the course” Graves, 2000:149. Materials development also refers to anything which is done by
writers, teachers, or learners to provide sources of language input and to exploit those sources in ways designed to promote language learning
Tomlinson, 1998: 2. Tomlinson also explained that materials which are developed could be in the form of textbooks, stories, advertisements,
opinions, or even poems. As long as the materials could provide input, learners can learn something.
b. The Process of Materials Development
A material developer should be able to design learning materials that are suitable with the learners’ specific needs to improve their language
competence and ability in order to make them able to communicate or interact by using the target language proficiently. Before doing the
materials development, a materials developer should consider the most appropriate steps or processes.
Masuhara in Tomlinson 1998:247 recommended a sequence of designing materials or course design that shows how the teaching contexts
and learners’ needs provide a framework for the objectives and decisions making. This sequence is called the Model X which has five steps within
the sequence. The steps are:
1 Needs analysis Information related to the learning goals and needs of the learners
are obtained by conducting a needs analysis in the first place. 2 Goals and Objectives
Goals and objectives of the materials are the next information that are determined by the materials developer.
3 Syllabus design After determining the goals and objectives, the material developer
begins to design the syllabus which is the basis of the materials based on the needs analysis obtained and the curriculum.
4 Methodology materials The material developer starts designing the learning material based
on the information gathered in the previous steps. 5 Testing and evaluation
When the developer finishes designing the materials, a test will be conducted. The material developer will then obtain feedback from
the teacher and the students as the evaluation.
6. Task Development
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