2 Content
Language is not an end in itself, but the means of conveying information and also feelings about something. Content means the subjects
other than language which are taught to generate meaningful communication.
3 Language
The aim of learning language is to enable learners to use language. It means that learners have the chance to take the language to pieces, study
how language works, and practice putting it back together again. 4
Task Materials should be designed to lead towards a communication task in
which learners use the content and language knowledge they have built up through the unit.
c. The Process of Materials Writing
Jolly and Bolitho in Tomlinson, 1998: 98 propose seven steps as the process of materials writing as visualised by the following figure.
Figure 2.2: The Process of Materials Writing
The process of materials writing consists of these following steps as can be seen on the Figure 2.2 above.
1 Identification of Needs for Materials
In this step, the researchers need to find the problems or lacks that the students face while learning to be solved. Then, those problems or lacks
should be included in the materials. 2
Exploration of Needs After identifying the needs, researchers must think about the skills and
language features that will be practiced by the students. 3
Contextual Realisation of Materials In this step, researchers propose new materials that can be interested
by the students. Researchers must find the suitable ideas, contexts or texts with which to work.
4 Pedagogical Realisation of Materials
This step deals with translating and putting the materials as the result of identification in step 1, 2, and 3 into the appropriate exercises,
activities, and instructions to achieve the goals that have been identified and selected.
5 Production of Materials
This step is the writing process of the first draft of the materials. It involves the consideration of layout, type size, visuals, reproduction, tape
length, etc.
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.
