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
2 Content focus: Language is not an end in itself, but a means of conveying information and feelings about something.
3 Language focus: The aim is to enable learners to use language, because it is unfair to give learners communication tasks and activities for which they do
not have enough of the necessary language knowledge. 4 Task: The ultimate purpose of language learning is language use. Therefore,
the task is used for learners to use the content and language knowledge they have built up through the unit.
Figure 2.2: A Material Design Model Waters Hutchinson, 1994, p. 109 CONTENT
