c. Process of MaterialsDevelopment
The well understanding about material development is one of the attempts to create the quality of the materials Richards, 2010. The
process of material writing covers several stages that not all material developers have the same process to cover. However, all kinds of
material development are particular in several ways. One of material process designs which can be followed is
proposed by Jolly and Bolitho 1998. They illustrate a flexible process of material developing as follow:
Figure 2. 5: The Process of Material Writing Jolly Bolitho, 1998
The process of material writing above is initiated by the process of identification of need for materials. The identification does not only
covers the needs from the learners and possible from the teachers but also covers a problem to solve by the creation of materials. The next
step is exploration of the area of needs or problems in terms of what language, what meanings, what functions, and what skills. It is then
followed by the contextual realization of the proposed new materials by findings of suitable ideas, contexts, or texts which to work. The
fourth step is the pedagogical realization of materials by the finding of appropriate exercises and activities and writing of appropriate
instructions for use. Then, the following is physical production of materials. It involves consideration of layout, type, size, visuals,
reproduction, tape length, and so on. The sixth step is student use of materials in which the material developer pilots the material to the
students. This step is optional. At the last stage, the material developers evaluate the material whether it meets the objective or not.
d. Criteria of Good Materials
In order to attain the learning goals of the material being developed, there are several criteria that may help material writers
produce the good materials. Tomlinson 1998 proposes that good language teaching materials have the following characteristics:
1. Materials should achieve impact
2. Materials should help learners to feel at ease
3. Materials should help learners to develop confidence.
4. What is being taught should be perceived by learners as
relevant and useful.
5. Materials should require and facilitate learner self-
investment. 6.
Learners must be ready to acquire the points being taught. 7.
Materials should expose the learners to language in authentic use.
8. The learners‟ attention should be drawn to linguistic features
of the input. 9.
Materials should provide the learners with opportunities to use the target language to achieve communication purposes.
10. Material should take into account that the positive effects of
instruction are usually delayed. 11.
Materials should take into account that learners differ in learning styles.
12. Materials should take into account that learners differs in
affective attitudes. 13.
Materials should permit a silent period at the beginning of instruction.
14. Materials should maximize learning potential by
encouraging intellectual,
aesthetic, and
emotional involvement which simulates both right and left brain
activities. 15.
Materials should not rely too much on controlled practice.
16. Materials should provide opportunities for outcome
feedback.
6. Materials Evaluation
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