b. Material Development Model
Hutchinson and Waters 1987:108 present a model to write new material. This model is designed to provide a coherent framework for the integration of the
various aspects of learners and to allow enough space for creativity and variety. This model consists of four elements. They are:
1 Input: it contains stimulus materials for activities, provides new language
items, shows correct model of language use and presents a topic for communication and it also provides opportunities for learners to use their
information processes skill and knowledge of the language and the subject matter. Examples of inputs are texts dialogue and video recording.
2 Content focus: non linguistic content should be exploited to general
meaning for communication in the class room. 3
Language focus: good material should involve both opportunities for analysis and synthesis. The learner should be able to use language, have a chance
to take the language into pieces, study how it works and practice putting it back together again.
4 Task: material is designed to lead toward a communicative task where
learners use the content and language knowledge that they have built up so far.
The relation of the four elements can be seen below:
Figure 2.3: The relation of the four elements of material development From that schema, it can be seen that the four elements have a relation each
other. Task is the primary of the model. The language of the contents is drawn from the input and they are selected according to what learners will need in order
to draw the task. The researcher adapted the research procedure proposed Hutchinson and Waters 1987. The researcher chose to adapt the research
procedure because it is the most suitable procedure with the research condition. It is suitable for the researcher because adaptable to follow.
Another model of development of the materials is proposed by Tomlinson 1998: 97. There are five general process of designing learning material, as
below: a. Identification
Firstly, a material developer identifies what is needed by the learners. Here, the material developer also identifies what problem to be solved by creation
of the materials.
TASK CONTENT
LANGUAGE INPUT
b. Exploration After the material developer identifies the learners’ need, then the next
step is exploring the area of need or problems in terms of language, meanings, functions, skills, etc.
c. Contextual Realization Then, the material developer starts writing the materials by finding
suitable ideas, contexts, or texts with which to work. d. Pedagogical Realization
In this step, the material developer finds appropriate exercises and activities and the writing of appropriate instructions for use.
e. Physical Production Finally, the material developer begins to design material, involving
considerations of layout, type size, visuals, reproduction, etc. In addition, there are five steps in designing materials as proposed by
Masuhara in Tomlinson 1998: 247. Those steps are explained as follows: 1.
Needs analysis The very first thing a material developer should do before starting to design
materials is collecting information related to the materials which is needed by the teacher and the learners in the classroom.
2. Goals and Objectives
After conducting needs analysis, the material developer determines the goals and objectives of the material.
3. Syllabus design
In this stage, the material developer starts designing syllabus which is based on the curriculum and the result of needs analysis. The syllabus, then, becomes a
basic for the material which will be arranged.
2.
MethodologyMaterials After that, the material developer starts designing the learning materials. The
material developer also finds out the teaching method which is can be implemented through the teaching materials.
3.
Testing and evaluation Lastly, the material developers then conducted a try out. During the try out
session, the material developer also obtains feedback from the teacher and the students as a basic of evaluation in order to improve the materials.
c. The Material Evaluation
One of the important processes in developing such a learning material is the evaluation. It is very useful both for EFL teacher and for material developers.
Material evaluation is a process of measuring the value or potential value of a set of learning material by making judgment about the effect of the material on the
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