4. English Learning Materials
a. The Nature of Learning Materials
According to Tomlinson 1998:2, materials can be anything which is used by teachers or learners to facilitate language learning. Richards and Renandya
2002:65-66 add that teaching materials as a key component in most language programs that may in the form of a printed materials, b non-print materials,
and c materials that comprise both print and non-print sources. Tomlinson 2008:15 argues that materials are effective to help learners to
notice features of the authentic language as they are exposed to facilitate and accelerate language acquisition. Hence, materials should provide exposure to
authentic use of English through spoken and written texts with the potential to engage the learners cognitively and effectively. In addition, Richards and
Renandya 2002: 66 state that some teachers use instructional materials as their primary teaching resource, for the materials provide the basis for the
content of lesson, the balance of skill taught, and the kinds of language practice students take part in.
b. The Role of Learning Materials
The materials used in CBI are the materials that are used typically with the subject matter of content course. This approach makes use of authentic texts to
which learners are expected primarily to respond in reduction to the content. The authenticity itself implies that the materials are like the kind of materials
used in native language instruction, such as reports or article in a newspaper,
magazine, and any other media materials that are not originally produced for language teaching purpose Brinton et al., 1989: 17
Considering to the purpose of this study, the characteristic of effective learning materials which are proposed by Hutchinson and Waters 1987 and
criteria of learning materials targeted at the students of Vocational High School by BSNP 2011 will be the guide for developing the appropriate
learning materials. In addition, the next section is about the process of materials development by which materials will be developed and supposed to
have a significant impact in determining the success of learning the language. c.
Criteria of Good Learning Materials Hutchinson and Waters 1987: 107 propose some ideas of the good
learning materials such as; i good materials do not teach, they encourage learners to learn; ii good materials will contain interesting texts, enjoyable
activities which engage the learners’ thinking capacities, opportunities for learners to use their existing knowledge and skills, and content which both
learner and teacher can cope with; and iii good materials should provide a clear and coherent unit structure which will guide teacher and learner through
various activities in such a way as to maximize the chances of learning. Tomlinson 1998 in Richards 2001: 263 suggests that good materials
should achieve impact, help learners to feel at ease, help learners to develop confidence, require and facilitate learner self-investment, expose the learners
to language in authentic use, provide the learners with opportunities to use the
target language to achieve communicative purposes, take into account that the positive effects of instruction are usually delayed, take into account that
learners differ in affective attitudes, permit a silent period at the beginning of instruction, maximize learning potential by encouraging intellectual, aesthetic,
and emotional involvement, not rely too much on controlled practice and provide opportunities for outcome feedback.
5. Materials Development
Kategori