6 Students Use of Materials
This step refers to introduce and try-out of the materials in the classroom followed by completion of worksheet at home and checking in
the next class. This step aims to know the students’ impression toward the materials.
7 Evaluation of Materials against Agreed Objectives
There are two kinds of evaluation namely expert judgement and try out or field testing. In expert judgement process, the materials will be
evaluated by the expert in materials development. While in try out or field testing, the materials are used in the teaching learning process. The
students will give comments after using the materials. Researchers need to know whether the materials have been appropriate for the students to
achieve the goals and objectives that have been determined in advance.
6. Unit Design Development
a. Grading, Sequencing, and Integrating Task
Richards, Platt, and Weber 1986 in Nunan, 2004: 113 define grading as
“the arrangement of the content of a language course or textbook so that it is presented in a helpful way. Gradation would affect the order in which
words, word meaning, tenses, structures, topics, functions, skills, etc., are presented. Grading may be based on the complexity of an item, its
frequently in written or spoken English, or its importance for the learner”
In addition, Bridley 1987, in Nunan, 2004: 120 lists some questions
that need to be considered related to grading and sequencing tasks as follows.
Table 2.3: The List of Questions in Grading and Sequencing Tasks. Factor
Questions
Confidence 1
How confident does the learner have to be carried out the task?
2 Does the learner have the necessary level
of confidence? Motivation
1 How motivating is the task?
Prior learning experience 1
Does the task assume familiarity with certain learning skills?
2 Does the learner’s prior learning
experience provide the necessary learning skills strategies to carry out the task?
Learning peace 1
How much learning material has the learner shown he she is capable of
handling? 2
Is the task broken down into manageable parts?
Observed ability
in language skills
1 What is the learner’s assessed ability in
the skills concerned? 2
Does this assessment conform to his her observed behaviour in class?
3 In the light of the teacher’s assessment,
what overall level of performance can reasonably be expected?
Cultural knowledge
or awareness
1 Does the task assume cultural knowledge?
2 If so, can the learner be expected to have
it? 3
Does the task assume knowledge of a particular object?
Linguistic knowledge 1
How much linguistic knowledge does the learner have?
2 What linguistic knowledge is assumed by
the task?
b. Task Continuity
According to Nunan 2004: 125, the term of continuity means the independence of tasks, components of tasks, and supporting enabling skills
within an instructional sequence. Nunan 2004 proposes the sequence called
