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
a. Definition of Material Development
Material develpment refers to a process of producing and using the materials for language learning including materials evaluation adaptation,
design, production, exploitation and research Tomlinson, 2012:143. Moreover, Graves 2000:149 describes materials development as the planning
process by which a teacher can put the objectives and goals of the course into units and tasks.
Developing materials for a language course or language programme has some advantages compared with using the commercial course books. Richards
2001:261 coins four advantages of developing materials which are presented as follows.
1 Relevance
The materials will tend to be more relevant for students and institutional needs and reflect the local content, issues, and concerns.
2 Develop expertise
Developing materials benefit the other staffs language course to improve their expertise, giving them a greater understanding of the characteristic of
effective materials. 3
Reputation It will show the commitment to the language teaching because of
providing relevant, specialised, and contextualised materials for the students.
4 Flexibility
The produced materials can be revised or adapted as needed, giving them greater flexibility than a commercial course book.
Furthermore, Shulman 1987 in Richards 2001:202 cites that materials development lies at the intersection of content and pedagogy. It shows the
capacity of the teachers or material developers to transform the content knowledge into pedagogical form whic
h is relevant to the students’ needs and background.
b. The Process of Materials Development
Dick and Carey 1996 propose Systematic Instructional Design. this design allows the materials developers to link instructional learning strategy
with the designed learning outcome. The following steps, which are
summarised below, will be used as the guide for developing materials in this study.
Table 2.2 The Organization of Dick Carey ’s Systemic Instructional
Design No
Components
1 Determine instructional goal
– what do you want learners to be able to do when they have completed the instruction
2 Analyze the instructional goal
– a step-by-step determination of what people are doing when they perform the goal and what entry behaviors
are needed 3
Analyze learners and contexts – context in which the skills will be
learned and the context in which the skills will be used 4
Write performance objectives – specific behavior skills to be learned,
the conditions under which they must be performed and the criteria for successful performance
5 Develop assessment instruments
– based on the objectives 6
Develop instructional strategy – identify strategy to achieve the
terminal objective; emphasis on presentation of information, practice and feedback, testing
7 Develop and select instruction
– using the stated strategy produce instructional materials
8 Design and conduct formative evaluation
– testing of instructional materials in one-to-one, small groups or field evaluations so that the
materials can be evaluated with learners and revised prior to distribution
9 Revise instruction
– data from the formative evaluation are summarized and interpreted to attempt to identify difficulties
experience by learners in achieving the objectives and to relate these difficulties to specific deficiencies in the materials
10 Summative evaluation
– independent evaluation to judge the worth of the instruction
In designing materials, there should be a consideration about the units which are carried out in the materials. The unit normally consists of a
number of activities which represents the principles and beliefs in language teaching.
6. Unit Design Development
