3. Material Design
When needs analysis, course design and a syllabus have been completed the next step is to decide how to turn the course design into actual teaching
materials. Hutchinson and waters 1987:96 recommend two ways to do that: First, materials evaluation by selecting from existing materials, second,
materials development by writing original materials. An important consideration when selecting or designing materials is that
of authenticity. According to Hutchinson and waters 1987:158, authenticity carries a sense of being ‘taken from the target situation and therefore not
originally constructed for language teaching purposes’. Nunan 1989:54 states that it is necessary to use authentic materials since the most effective
way to develop a particular skill is to rehearse that skill in class. Materials created to specifically stimulate writing, practice language items, introduce
content and highlight features of target texts may actually be more effective than complete texts.
a. Materials Evaluation
Hutchinson and Waters 1987:97 divide the evaluation into four major steps:
• Defining criteria • Subjective analysis
• Objective analysis • Matching
To compare different sets of materials, Hutchinson and Waters 1990:99 develop a criteria checklist for objective and subjective analysis
of existing materials in developing instructional materials.
Figure 2. 3 the Materials Evaluation Process Model Hutchinson and Waters 1987: 98
Define criteria On what basis will materials be judged? Which
criteria will be more important?
Subjective analysis What realization of criteria does the
designer want in hisher course? Objective analysis
How does material being evaluated realize the criteria?
Matching How far does the material match the
needs?
b. Materials Development
Hutchison and Waters 1987:107 outline three major steps in developing creative ESP materials;
1 Defining objectives.
To define the purpose of writing materials, Hutchinson and Waters 1987:107-108 identify some principles to guide us in the actual writing of
materials. They point out that: • Materials provide a stimulus to learning. Good materials, therefore,
• Should contain interesting texts, enjoyable activities, and opportunities PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
for learners to use their existing knowledge and skills. • Good materials should provide a clear and coherent unit structure,
which is flexible enough to allow creativity and variety. • Materials should embody a view of the nature of language and
learning. • Materials reflect the nature of the learning tasks.
• Materials give useful function to broaden the basis of teacher training. Materials are a statement of language use rather than a vehicle for
language learning. • Materials provide models of correct and appropriate language use.
2 A material design model.
Hutchinson and Waters 1987:108 present a model of materials. This model is designed to provide a coherent framework for the integration of the
various aspects of learning and to allow enough space for creativity and variety. This material design should cover four elements, which will help
learners achieve the aim stated before. The four elements are: • Input pre-writing, whilst-writing, post-writing
It contains stimulus materials for activities, provide new language items, show correct models of language use and present a topic for
writing, provide opportunities for learners to use their information processing skills as well as their existing knowledge both of the language
and of the subject matter. The examples of media, which can be used as an input, are texts and diagrams or charts.
• Language focus Good materials should involve both opportunities for analysis and
synthesis. The learners should be able to use language, have a chance to take the language to pieces, study how it works and practice putting it back
together again. In other words, language focus provides a language pattern for students in composing their paragraphs.
• Content focus Content should be exploited to generate meaningful
communication in the classroom. The text models are related to the general prior knowledge of the students. Based on the background of the students in
Senior High School, the researcher tries to give the general and basic knowledge required because they have not yet learnt about Dental
medicine. Task
• Materials are designed to lead towards a writing task where
learners use the content and language knowledge that they have built up so far.
Figure 2. 4 A Materials Design Model.
LANGUAGE CONTENT
TASK
c. The Expanded Model
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