knowledge and skills; content which both learner and teacher can cope with; a clear and coherent unit structure which will guide teacher and learner through
various activities in such a way as to maximise the chances of learning.
5. Materials Design a. The Principles in Designing Materials
Hutchinson and Waters 1987: 107 propose the principles of materials. The materials can provide a stimulus to learning. The materials can help to
organise the teaching-learning process, by providing a path through the complex mass of the language to be learnt. It can embody a view of the nature of language
and learning. It can reflect the nature of the learning task. It has a very useful function in broadening the basis of teacher training, by introducing teachers to
new technique. Also, the materials can provide models of correct and appropriate
language use.
Graves 2000: 152, 155 proposes considerations related to the activities in developing materials that is related to the learners, learning, language, social
context, activity, and materials. 1
Learners: materials should be relevant to the learners‟ experience and background; relevant to their target needs; relevant to their affective
needs. 2 Learning: materials should engage in discovery, problem solving,
analysis, and should develop specific skills and strategies.
3 Language: materials should target relevant aspects; integrate four skills; use authentic texts.
4 Social context: materials should provide intercultural focus and develop critical social awareness.
5 Activity: materials should aim for authentic tasks, vary roles and groupings, and vary activities and purposes.
6 Materials: materials should contain authentic texts, and they also should be varied print, audio, visuals.
Nunan 1988 also offers principles of material design as follows: 1. Materials should be clearly linked to the curriculum they serve.
2. Materials should be authentic in terms of texts and tasks. 3 Materials should stimulate interaction. The interaction promotes
language learning in several ways, including: a
providing greater opportunity for students to use the language; b
creating a less stressful environment for language use; c
allowing students to use a greater range of language functions; d
encouraging students to help one another; e
increasing motivation to learn. 4 Materials should allow learners to focus on formal aspects of the
language. 5 Materials should encourage learners to develop learning skills. Nunan
1998 says that there are five key aims of instruction which help
