Text-Based Instruction English Learning Materials a. Definition

26 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 27  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