Moreover, Nunan 2004:35 summarises the underlying principles in developing the instructional sequence:
1 Scaffolding
Lessons and materials should provide supporting framework within which the learning takes place. At the beginning of the learning process,
learners should not be expected to produce language that has not been introduced either explicitly or implicitly.
2 Task dependency
Within a lesson, one task should grow out of, and build upon, the ones that have gone before.
3 Recycling
Recycling language maximizes opportunities for learning and activities the learning principle.
4 Active learning
Learners learn best by actively the language they are learning. 5
Integration Learners should be taught in ways that make clear the relationships
between linguistic form, communicative function and semantic meaning. 6
Reproduction to creation Learners should be encouraged to more from reproductive to creative
language use.
7 Reflection
Learners should be given opportunities to reflect on what they have learned and how well they are doing.
From the explanation above, there are some important components of task which include goals, input, procedures, teacher roles, learner roles, and
settings. Each component plays as essential role in creating an effective task. Besides, there has been explaining some principles related to the process of
developing the instructional sequence. Those principles should be taken into account by the developer in order to develop an effective learning materials.
6. Materials Evaluation
a. The Definition of Materials Evaluation
After materials have been written, it is necessary to conduct evaluation. Richards and Schmidt 2002: 322 define materials evaluation as the process
of measuring the value and effectiveness of materials developed. Hutchinson and Waters 1987:96 state that evaluation means judging the fitness of
something that is materials for a particular purpose. They add that in the process of evaluation, there is no absolute good or bad, there is only degree of
fitness for the required purpose. Further, Tomlinson 1998: xi defines materials evaluation as the systematic appraisal of the value of materials. It is
in relation to their objectives and to the objectives of the learners using them. According to him, evaluation can be pre-use when it focuses on predictions of
potential value. It can be whilst-use when it focuses on awareness and description of what the learners are actually doing whilst the materials are
being used. And it can also be post-use and therefore focus on analysis of what happened as a result of using the materials.
In conclusion, materials evaluation the process of judging the value of the materials developed whether the material meets
learners„need or not.
b. The Process of Materials Evaluation
Materials evaluation is done by following some steps. Ellis in Tomlinson 1998:227-231 suggests a procedure or process in conducting tasks
evaluation.
STEP 1
STEP 2
STEP 3
STEP 4
STEP 5
Figure 4: Steps in Conducting an Evaluation of a Task
1 Description of the task
A task evaluation requires a clear description of the task to be evaluated. This can be specified:
Description of the task: 1.
Contents input, procedures, language activity
2. Objective s
Planning the evaluation
Collecting information
Analising the information collected
Conclusions and recommendations
a. Input : the information that the learners are supplied with
b. Procedures: the activities that the learners are to perform in
accomplishing the task c.
Language activity: whether the learners engage in receptive language activity or productive language
d. Outcomes: what is the learners will have done in completing the task
2 Planning the evaluation
Planning the task evaluation may have a beneficial impact on the choice and design of a task. It needs the various dimensions of prior planning.
3 Collecting information
The information that should be collected in this process includes how the task was performed, what learning took place as a result of performing
the task, and both the teacher„s and the learner„s opinions about the task.
4 Analysis of the information collected
A task evaluator needs to decide whether the data will be presented quantitatively, qualitatively, or both.
5 Conclusions and recommendation
Conclusions are related to what has been discovered as a result of the analysis, while recommendations are concerned to suggestion for future
teaching. Each recommendation should be supported by reference to relevant conclusions.
c. Components of Materials Evaluation
