drawing can be supplemented by other visual materials and by real objects and mime Davies, 2000, p. 153. Learning allows visual material and real object and
mime. Visual material will give a broader explanation on how to create background knowledge that enhances learning. In short, media provided will influence learning
or in other words. Media take a big part to smooth learning listening process.
3. Material Design
In developing materials, according to Waters Hutchinson 1994, pp. 107, 108, two elements should be considered well. They are 1 Defining Objectives
and 2 Materials Design Model.
a. Defining Objectives
These are some principles that will guide the materials designer in the actual writing materials.
1 Materials provide a stimulus to learning. Good materials do not teach but
encourage learners to learn. Therefore, the materials contain interesting texts, enjoyable activities which engage learners’ thinking capacities, opportunities
for learners to use their existing knowledge and skills. 2
Materials help to organize the teaching-learning process, by providing a path through the complex mass of the language to be learnt.
Good materials should provide a clear and coherent unit structure which will guide teacher
and learner through various activities in order to maximize the chances of learning.
3 Materials embody a view of the nature of language and learning. Materials
should, therefore, truly reflect what a designer thinks and feels about the learning process.
4 Materials reflect the nature of the learning task. Materials should try to create
a balanced outlook which both reflects the complexity of the task, but it appears manageable.
5 Materials can have a very useful function in broadening the basis of teacher
training, by introducing teachers to new techniques. 6
Materials provide models of correct and appropriate language use. This is a necessary function of materials, but it is all too often taken as the only
purpose, with the result that materials become simply a statement of language use rather than a vehicle for language learning.
b. A Material Model Design
The aim of this particular model is to provide a coherent framework for the integration of the various aspects of learning, while at the same time allowing
enough room for creativity and variety to flourish. The model consists of four elements: input, content focus, language focus, and task
Waters Hutchinson, 1994, pp. 108, 109:
1 Input: This may be a text or any communication data. The input provides a number of things: stimulus material for activities, new language items,
correct models of language use, a topic for communication, opportunities to use the learners’ information processing skills and existing knowledge of
the language and the subject matter. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
