Criteria of Good Materials Materials Evaluation

1 Goals Goals are the vague, general intentions behind any learning task.They provide a link between the task and the broader curriculum. They may relate to a range of general outcomes communicative, affective or cognitive. This component represents students’ intention in doing the learning process. 2 Input Input refers to the spoken, written and visual data that learners work with in the course of completing a task. Data can be provided by teacher, a textbook or some other source such as articles, newspapers, magazines, etc. The input relates to authenticity, in this context refers to the use of spoken and written material that has been produced for purposes of communication not for purposes of language teaching. 3 Procedures Procedures specify what learners will actually do with the input that forms the point of departure for the learning task. In considering criteria for task selection and, in the next section, we will look at what research has to say on this matter, some issues arise similar to those as encountered when considering input. 4 Teacher and Learner Roles Role refers to the part that learners and teachers are expected to play in carrying out learning tasks as well as the social and interpersonal relationships between the participants. Richards and Rodgers 1986 cited in Nunan 2004:64 point out that a method will reflect assumptions about the contributions that learners can make to the learning process. There is also growing evidence that an ability to identify one’s preferred learning style, and reflect on one’s own learning strategies and processes, makes one a better learner. 5 Settings Settings refer to the classroom arrangements specified or implied in the task. It is also consideration of whether the task is to be carried out wholly or partly outside the classroom. Learning mode refers to whether the learner is operating on an individual or a group basis. Meanwhile environment refers to where the learning actually takes place.

c. Principles of Task

In developing tasks, the researcher follows some principles of task proposed by Nunan 2004 as explained below. 1 Scaffolding This principle shows that the lessons and materials should provide supporting framework within which the learning takes place. If this principle is removed, the learning process will collapse. 2 Task dependency This principle is illustrated in the instructional sequence. It means that at the beginning of the instructional cycle, learners spend a greater proportion of time engaged in receptive listening and reading tasks than in