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6 Materials should provide correct and appropriate language use. Meanwhile, considering some issues in Second Foreign Language teaching,
Tomlinson 1998:7 adds some principles of good materials as follow: a Materials should require and facilitate learners’ self-
investment b Materials should expose the learners to language in authentic
use c The learner’s attention should be drawn to linguistic features of the input
d Materials should take into account that the positive effects on instruction are usually delayed
e Materials should permit a silent period at the beginning of instruction f Materials should maximize learning potentials by encouraging intellectual
aesthetic, and emotional involvement, which stimulates both right and left brain activities
g Materials should not be relied too much on controlled practice.
c. Materials Development
Grave 2000: 156 points out there are several aspects to be considered in developing unit of materials; the learners, learning processes, language, social
context, activitiestask-types, and the materials. The considerations are listed as follows.
Table 2.1 : A list of Consideration for Developing Materials Grave, 2000:156
A List of Consideration for Developing Materials Learners
1. Make relevant to their experience and background 2. Make relevant to their target needs outside class
3. Make relevant to their affective needs
Learning Processes 4. Engage in discovery, problem solving, analyzing
5. Develop specific skills and strategies
Language 6. Target relevant aspect grammar, vocabulary, functions, etc
7. Integrate four skills of listening, speaking, reading, and writing
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8. Useunderstand authentic text
Social Context 9. Provide intercultural focus
10. Develop critical social awareness
Activitiestask-types 11.
Aim for authentic tasks 12.
Vary roles and groupings 13.
Vary activities and purposes
Materials 14.
Authentic texts, realia 15.
Varied print, audio, visuals, etc
The Ministry of Education and Culture Rule No. 81A year 2013 states the standards of the English learning materials based on curriculum 2013 as
follows: 1. The materials are taught to develop language competency
2. Students are rehearsed to read and understand the meaning of text, summarize and then present it with their own language
3. Students are rehearsed to create text systematically, logically, and effectively 4. Students are taught how to create contextual text
5. Students are rehearsed to express themselves and their knowledge using the target language confidently and fluently.
Based on curriculum 2013, good materials should support the teaching- learning process achieving the basic competences. Before developing English
learning materials, it is necessary to consider: The students’ potential
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The relevancy with the local characteristics The level of physical, intellectual, emotional, social, and spiritual
development of the students The meaningfulness of the materials for the students
The Structure of the knowledge The actuality, depth, and the breadth of the learning materials
The relevancy with the students’ needs and the environment’s demand Time allocation
Meanwhile, Hutchinson and Waters 1987: 96 suggested three kinds of materials production; they are:
a Select from existing materials: materials evaluation b Write your own materials: materials development
c Modify existing materials: materials adaptation
6. Unit Design Development a. Model of Unit Development
Materials are developed from several units. It aims to make it easier by classifying the materials according to certain aspects called unit. In accordance to
that, the content of the units should be comprehensible and provide effective steps to make learning meaningful. Nunan 2004 proposes six steps of unit
development as presented below:
1 Schema Building
The first step is to develop a number of schema-building exercises that will serve to introduce the topic, set the context for the task, and introduce some of the
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key vocabulary and expression that the students will need in order to complete the task.
2 Controlled Practice
The step is to provide students with controlled practice in using the target language vocabulary, structures and functions.
3 Authentic Listening Practice
It may use conversation with context which is simulated by native speakers.
4 Focused on Linguistic Elements
This process leads the learners to focus on one or more linguistic elements. It tends to show the clear relationship between communicative meaning
and linguistic form.
5 Provide Freer Practice
It is where the students move beyond simple manipulation. Giving a pair- work of role play will rehearse the students to manipulate their existing
knowledge of language. Perhaps there are some students who use some scripts, but later, they will do improvisation, attempt to negotiate their meanings, even
trying to produce their own language.
6 Introduce Pedagogical Task
The last step is the introducing of pedagogical task itself. In this stage, the students can be grouped to do the task. Nunan 2004 summarizes the steps to
introduce task into pedagogical sequence as follow:
