also added that the designed materials should also be effective for the teacher as a resource, not as a script. Meaning that the teacher will be able
to explore the use of it by considering the reality he or she is facing, rather than to follow what it exactly is.
b. Material Development
When we are talking about materials, we will concern with two vital things, as proposed by Tomlinson 1998: 4. The two vital questions
are; what should be given to the learners and what can be done with it to promote the language learning. Therefore, the indicators of the
successfulness of a designed material are when those two questions are answered. Meaning that, to know what should be given, we have to follow
the steps of materials development as stated below. The preliminary step is the needs analysis, and so on, up to the last step of it. Based on those
questions, the definition of materials development can be determined. Tomlinson 1998: 2 defines the materials development as a
process in which the writers, teachers or learners try to produce sources or input to maximize the language exposure. Tomlinson 2010 argued that
one of the key principles of materials development is that the materials should consider the students’ needs. The other principles in materials
development as stated by Tomlinson 2010 are: 1 Materials should provide sufficient opportunities for the learners to
practice the language in order to achieve the agreed outcomes.
2 The output materials should encourage the learners to practice the real language, than just practicing a particular thing on the developed
materials. 3 The output materials should be able to help the learners to be accurate,
fluent and effective in using the language in the daily life context. 4
The output should encourage the students’ feedback. As a kit that helps the teachers and learners to achieve the goal and
objectives of a particular academic period, a material should be developed well, in accordance with its theory in nature. A task may not be effective
to use if it is provided without a clear guide line. The worst is that the teaching and learning process will not flow as expected, as the materials
in the form of organized tasks are given inappropriately. So, in order to develop a good set of materials, there are several steps to follow, as
proposed by the experts. According to Jolly and Bolitho in Tomlinson 1998: 98, the steps to develop materials can be illustrated as the diagram
below.
Figure 1: Steps in developing materials by Jolly and Bolitho
Contextual realization of materials
Exploration of needs Identification of need
for materials
Student use of materials
Production of the materials
Pedagogical realization of materials
Evaluation of the materials against agreed objectives
The steps in material design model proposed by Nunan 1991: 216 are outlined as follow:
Figure 2: Steps in material design by Nunan
Another opinion is given by Dublin and Ostain 1996 as quoted by Masuhara Tomlinson, 1998: 247 write the process of course design in the
figure below.
Figure 3: Processes in designing course by Dublin and Ostain
Select a topic Collect data
Determine what students will need to do in
relation to the text Create application tasks
Create pedagogical activitiesprocedure
Create activities focusing on language
skill Analyze texts and
activities to determine the language elements
Needs Analysis
Goals and objectives
Syllabus design
Testing and evaluation Methodologymaterials
c. Developing Learning Materials for Young Learner
