b. Materials Development
Knowing some definitions and roles of materials, one can say that materials development belongs to a teacher‟s responsibility. Graves 2000, p.150 states that
for a teacher who designs a course, materials development means “creating, choosing or adapting, and organizing materials and activities so that students can
achieve the objectives that will help them reach the goals of the course”. Where materials development fits in the process of a course design is illustrated in Figure
2.1, a framework of course development processes by Graves 2000. On the other hand, Tomlinson 1998 puts an emphasis on the language input. He argues that
materials development refers to anything writers or teachers or students do to provide language input sources which makes the most of the supplying of
information and or experience of language in ways designed to encourage language learning.
Figure 2.1 A Framework of Course Development Processes Graves, 2000, p.3
Basic principles of materials development are important as a guide for materials developers. Tomlinson 1998 proposes basic principles of second
language acquisition which are relevant to the development of materials for the teaching of languages. First, materials should achieve impact. Impact is achieved
when there are effects on the learners. The effects can be noticed from the learners‟ curiosity, attracts, intention, and interest to the materials. Second,
materials should help learners to feel at ease. Materials should make the learners feel comfortable with the materials. The learners will feel at ease when the
materials have good input texts, well arranged tasks, and understandable language. Third, materials should help learners to develop confidence. It is suggested that
materials developers try to put learners a little beyond their current proficiency. It can be done by engaging them in tasks which are stimulating; difficult and
challenging but achievable too. Tomlinson 1998 adds that what is being taught should be perceived by
learners as relevant and useful. Materials should provide information that is needed by the learners. The points taught should be related to the learners‟
background study and needs. Also, materials should require and facilitate learner self-investment. Providing learners with choices of focus and activity, giving them
topic control, and engaging them in learner-centered activities could help facilitating learner self-investment. The next principle is that learners must be
ready to acquire the points being taught. Several things can be done to obtain this readiness, including by modifying the input so that it has some features which are
a little be above each learner‟s current proficiency. Furthermore, materials should expose the learners to language in authentic use. Therefore, authentic and
comprehensible inputs must be used to make the learners produce authentic language use. The next principle is that
learners‟ attention should be drawn to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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