Paul 2003 explains three kinds of materials. They are course book, worksheets, and workbooks. The first materials are course book. He said that the
course books should be fun and colorful. The second materials are worksheets. The worksheets can be used for practicing any four skills; listening, speaking,
reading, or writing. The third materials are workbooks. The workbooks are also usually supplied ready-mad by the publisher of the course book.
Furthermore, Brewster.et.al 2003, state that the teachers can produce their own materials. The worksheets can be exercises and activities which are drawn,
written, or word processed and photocopied. They also explain the worksheets should be clear, simple, and attractive. The instructions are in the children’s own
language. Tomlinson 1998: 7 also states that there are some criteria for good learning
materials. Materials should achieve impact, materials should help learners to feel at ease, materials should help learners to develop confidence, what is being taught
should be perceived by learners as relevant and useful, materials should require and facilitate learner self-investment, learners must be ready to acquire the points
being taught, materials should expose the learners to language in authentic use, the learners’ attention should be drawn to linguistics features of the input,
materials should provide the learners with opportunities to use the target language to achieve communicative purposes, materials should take into account that
positive effects of instruction are usually delayed, materials should take into account that learners differ in affective attitudes, materials should permit a silent
period at the beginning intellectual, aesthetic, and emotional involvement which
stimulates both right and left brain activities, materials should rely too much on controlled practice, and materials should provide opportunities for outcome
feedback.
b. Developing English Teaching Materials
Materials development refers to anything, which is done by writers, teachers to provide sources of language input and to exploit those sources in ways, which
maximize the likelihood of intake, in other words the supplying of information about andor experience of the language in ways designed to promote language
learning. Materials developers might write textbooks, tells stories, bring advertisements into the classroom, express an opinion, provide samples of
language use, or read a poem aloud Tomlinson, 1998: 2. Thus, the people who are called as the materials developer or materials designer tries to use their
knowledge, idea and information from many sources to write and make materials which can be used in the learning process and give the knowledge improvement to
the learners. Richard 2001: 262-263 states that the goal of materials development and
classroom teaching is to develop a sequence of activities that leads to teachers and learners through a learning route that is at appropriate level of difficulty, is
engaging, that provides both motivating and useful practice. Materials development aims to develop input sources. Materials should be
suitable for the level of the children. The activities should vary and motivate the learners in the teaching learning process.
According to Hutchinson and Waters 1987: 21 designing a language teaching course is a matter of works to sequence processes of producing a
syllabus, designing teaching materials doing a classroom teaching, and making an evaluation. They proposed the procedures of research and development to develop
teaching materials into.
Figure 1: Procedure of Research and Development to Develop Teaching Materials
Before developing materials, Brown, James 1995: 140 suggests a framework for materials design:
1 Approach
The one point about which most language curriculum developers would probably agree is that there must be sort of theoretical motivation underlying any
curriculum development. Brown calls it approaches and interpreted as ways of defining what children need to learn based on assumption and theoretical positions
drawn from discipline as diverse as linguistics, psychology, and education. Conducting need analysis
Selecting the topics and objectives of the materials
Writing the course grid Developing the teaching materials
Trying out and evaluating the teaching materials
Revising the teaching materials
