18 characteristics of the model and the case that every element or component involved
in the development process should always be monitored in order to make necessary improvement.
3. Materials Development
Developing materials is to present models of correct language used in the target situation Hutchinson and Waters, 1994. Developing materials which are
different from general English teaching is taken up for some reasons. The first reason is to provide teaching materials that will fit the specific area of particular learners.
The second reason is the difficulty in getting the materials. It is possible that the materials are provided. However, it may not possible to buy them because of money
or import problem. The last reason stands for materials are a visible product of activity, in spite of whether such activity is useful or even necessary.
There are some principles that can be taken place a guidance in developing materials.
1 Good materials do not teach, but encourage learners to learn. Therefore, good
materials contain interesting texts, enjoyable activities, and opportunities for learner to use their existing knowledge and skills.
2
A materials model must be clear and systematic, but flexible to allow for
creativity and variety. 3
Materials should reflect what the writer thinks and feels about the learning
process. 4
Materials should be balance-created, which reflects the complexity of the task
but appears manageable. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
19 Furthermore, there is model that should be taken into consideration in
developing materials. The model as promoted by Hutchinson and Waters 1994 consists of four elements: input, content focus, language focus, and task.
1 Input
Input refers to any communication data, such as text, dialogue, video- recording or diagram, depending on the needs analysis. The input provides:
- stimulus materials for activities;
- new language terms;
- correct models of language use;
- a topic for communication;
-
opportunities for learners to use their information processing skills;
- opportunities for learners to use their existing knowledge both of the
language and the subject matter. 2
Content focus
Non-linguistic content should be exploited to generate meaningful communication in the classroom.
3 Language focus
Good materials should involve both opportunities for analysis and synthesis. Language focus enables the learners to have chance to take the
language to pieces, study how it works, and practice it. 4
Tasks
Having the materials designed, therefore, communicative tasks should be appeared so that the learners can use the content and language knowledge the
have built up through the unit. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20
4. Authentic Materials
