2 Description of purposes
After the need survey conducted, the next step is describing learning purposes. Learning purposes will be the bases for developing syllabus
and content of the designed materials. 3
Selection and development of syllabus type. This stage is selecting a syllabus type to be carried out in the program.
The choice of syllabus type will consider the learners‟ needs and the kind of teaching-learning activities.
4 The proto-syllabus production that describes the language itself and
language use to be covered in the program. 5
The pedagogical production. In this stage, the researcher specifies words and phrases which are
suitable to support the language functions and the topics. 6
Development and implementation of classroom procedures a
Development of classroom procedures which consists of three steps; selection of exercise types, teaching techniques, preparation
of lesson plan, and preparation of weekly schedules b
Teacher training: briefings and workshops on principles, desires outcomes and exploitation or creation of teaching materials
7 Evaluation
It describes the evaluation of the students, the evaluation of the program and the evaluation of teaching.
8 Recycling stage which consists of three steps. They are congruence or
fit between goal set and student performance is determined, content is reassessed and materials and methodological procedures are revised.
2. Materials Development
To develop the materials, the combination of Kemp‟s and Yalden‟s adapted model needs materials development theory to ease the reseracher in
designing speaking materials. According to Tomlins on 1998, “Material is
defined as anything which is used to help to teach language learners. Material can be in the form of a textbook, a workbook, a cassette, a CD room, a video,
a photocopied handout, a newspaper, a paragraph written on a blackboard: an
ything which presents or informs about the language being learned.” Since learners have various needs, lacks and wants, there is an
importance to develop materials based on the learners‟ needs. Tomlinson 1998:
2 states that “Materials development refers to anything which is done by the writers, teachers or learners to provide sources of language input and to
exploit those sources in ways which maximize the likelihood of intake: in other words the supplying of information about and or experience of the
la nguage in ways designed to promote language learning.” And also,
Tomlinson 1998 describes materials adaptation as „Making changes to materials in order to improve them or to make them more suitable for a
particular type of learner.”
In developing the materials, the researcher does the materials adaptation. To adapt the materials, Tomlinson and Masuhara 2004: 15-16
present the techniques for materials adaptation which are divided into three main categories in terms of quantity: Plus +, Minus -, and Zero 0. The
categories are described below: a.
Plus Category
Table 2.1 Techniques and Examples of Plus Category in Materials Adaptation Tomlinson and Masuhara, 2004: 15- 16
Techniques Examples
Addition Teachers may add different and or activities
Expansion Teachers may expand texts and activities by
increasing the length, depth, difficulty, etc.
b. Minus Category
Table 2.2 Techniques and Examples of Minus Category in Materials Adaptation Tomlinson and Masuhara, 2004: 15- 16
Techniques Examples
Deletion Teachers may add different and or activities
altogether Subtraction
Teachers may decrease the number of sentences in a text or a part of activity
Reduction Teachers may reduce texts and activities by
decreasing the length, depth, difficulty, etc.
c. Zero Category
Table 2.3 Techniques and Examples of Minus Category in Materials Adaptation Tomlinson and Masuhara, 2004: 15- 16
Techniques Examples
Modification Teachers may make changes in instructions
Replacement Teachers may swap one activity into another
Reorganization Teachers may change the position of texts
and illustrations Resequencing
Teachers may change the sequence of activities
Conversion Teachers may change the genre of text from
narrative to poem, or move the content from one medium to another e.g. from print
to a web
3. Communicative Language Teaching CLT
a. Background
The origins of Communicative Language Teaching CLT are to be found in the changes in the British language teaching tradition dating late 1960s. Wilkins
1972 proposed a functional or communication of language that could serve as a basis for developing communicative syllabuses for language teaching. Wilkin‟s
contribution was an analysis of the communicative meanings that a language learner needs to understand and express. Furthermore, he described two types of
meanings: notional categories concepts such as time, sequence, quantity, location, frequency and categories of communicative function request, denial,
offers, complaints. Since 1970s the scope of Communicative Language Teaching has
expanded. It was an approach that aims to a make communicative competence the goal of language teaching and b develop procedures for the teaching of the
