2. the learners’ level of language proficiency;
3. the learners’ level of intercultural competence;
4. their interests;
5. their learning preferences;
6. their attitudes.
The future 7.
the learners’ goals and expectations; 8.
the target contexts: situations, roles, topics, and content; 9.
types of communicative skills they will need and tasks they will perform;
10. language modalities they will use.
Hutchinson and Waters 1987 propose a number of ways that are most frequently used in analysing needs, namely questionnaires, interviews,
observations, and data collections. According to the theories above, the researcher used questionnaires to
gather the target needs and learning needs of grade ten students of Visual
Communication Design program. 5. Materials Design
a. The Principles in Designing Materials
Nunan 1988 offers principles of material design as follow: 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.
Students’ interaction promotes language learning in several ways, including:
a providing greater opportunity for students to use 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 1988 identifies five key aims of instruction which help students acquire language learning skill:
a to provide learners with efficient learning strategies;
b to assist learners to identify their own preferred ways of learning;
c to develop skills needed to negotiate the curriculum;
d to encourage learners to set their own objectives;
e to develop learners skills in self-evaluation.
6. Materials should encourage learners to apply their developing language
skills to the world beyond the classroom
b. The Evaluation of Designing Materials
Hall 1995 proposes criteria by which the materials might be evaluated: 1.
The needs to communicate There are three conditions for the real communication:
a must have something to communicate;
b someone to communicate with;
c some interests in the outcome of the communication.
2. The needs for long-term goals
The materials should provide students with the ability to: a
initiate the communication events; b
persist with the attempted communication even when it becomes difficult.
3. The needs for authenticity
a authenticity response depends on the existence of the authentic needs;
b authentic response dictates the addressing of contents rather than
forms; c
authentic discussion for clarification or expansion rather than for the mere checking of understanding.
4. The needs for students centeredness
c. The Model of Materials Design
