prior learning and achievement are taken into account in developing the curricula. Instruction is not time-
based; students’ progress at their own rates and concentrate on just those areal
which lack competence.
d. Roles of Materials in Content-Based Instruction
One key factor to effective language learning is the availability of learning materials. Tomlinson 1998: 2 describes materials as anything
which is deliberately used to increase the students’ knowledge andor experience of the language. Materials are commonly paper
– based but it is also possible for materials in other forms such as recordings, videos,
interactive multimedia and real objects Dudley-Evans St John, 1998. Materials become a crucial part in the success of language learning and
teaching in many language courses. Tomlinson 1998: 15 argues that materials are effective to help learners
to notice features of the authentic language as they are exposed to facilitate and accelerate language acquisition. Hence materials should provide
exposure to authentic use of English through both spoken texts and written texts with the potential to engage the learners cognitively and affectively.
This approach has been widely used as the basis for design of work-related and survival-oriented language teaching programs commonly used for adults.
It seeks to teach students the basic skills they need in order to prepare them for situation they commonly encounter in the work place Richards,
2006:41.
To facilitate the language learning, materials in CBI are materials which are used in the subject matter of the content areas. A wide range of various
materials can be used as the central concern of CBI is authenticity. However, the term authentic has two definitions. First, it refers to materials used by
natives. Second, it refers to original sources such as newspapers, magazine articles, and any other media materials Richards and Rodgers, 2001: 215.
In addition, it is also recommended to use realia, i.e manuals, technical journals, and timetables.
Furthermore, comprehensibility is also crucial for Content – based
instruction materials. Although authenticity is important, it should be noted that materials may need modifications in order to maximize
comprehensibility. The modification may mean linguistic simplification or adding redundancy to text materials. However, both CBI and ESP approach
to language teaching have the same view to the learning materials. Materials are considered to be important in the teaching
–learning processes because a number of advantages such as providing linguistic inputs, context of
learning and also guidance for the teachers. Therefore, developing materials for either ESP or CBI classrooms has become a key characteristic in an
English course.
4. Materials Development
a. Definition of Material Development
Materials is a vital part of a teaching and learning process. Nunan
1991: 208 argues that materials, either commercially developed or teacher developed, are crucially elements in the teaching learning process. It
provides valuable input to the students about what they are learning. In accordance with this, Tomlinson 1998: 2 defines that materials belong to
anything which is used by teachers or learners to facilitate the learning of a language. Materials development refers to anything which is done by writers,
teachers or learners to provide sources of language input and to exploit those sources in ways designed to promote language learning. Due to the
importance of the materials in the teaching and learning process, Richard and Rodgers, as cited in Nunan 1991: 213, assert that materials
would focus on 1 the communicative abilities of interpretation expression and negotiation, 2 the understandable, relevant, interesting exchange of
information rather than the presentation of grammatical form, and 3 the involvement of different kinds of texts and media to develop their
competencies. On another note, Tomlinson 1998: 7
–21 proposes some principles of good materials as follows 1 it should achieve impact, 2 it should help
learners to feel at ease, 3 it should improve learners’ confidence, 4 it
should be relevant and useful, 5 it should require and facilitate learners’
self-investment, 6 it should help learners to acquire the point, 7 it should expose the learners to language in authentic use, 8 it
should attract learners’ attention to language features, 9 it should give chance to the learners to use
target language to achieve communicative purpose, 10 it should concern
that the positive effects of instruction are usually delayed, 11 it should consider that the learners have different styles in learning, 12 it should
consider that the learners have different affective attitude, 13 it should permit a silent period at the beginning of instruction, 14 it should maximize
learning potential by encouraging intellectual, aesthetic and emotional involvement which stimulates both right and left brain hemisphere, 15 it
should not rely on controlled practice, and 16 it should provide opportunities for outcome feedback.
In addition, Hutchinson and Waters 1987: 157 also provide some additional characteristics of good materials as follows 1 good materials
should contain interesting texts, enjoyable activities, opportunities for learners to learn more with their knowledge, something which can be
learned both by teachers and learners, 2 good materials should present a clear and coherent unit that guides teachers and learners, and 3 good
materials should not be so tightly structured. From this view, it can be seen that a good materials should be attractive
and clear enough for the teacher and the students to learn. Therefore, good materials should be designed based on the students’ needs in terms of theme
and level. If the materials are appropriate for the students, it is expected to improve the students’ motivation in learning English. In addition, the
materials should not be too difficult or too easy. It will cause the students to get bored.
As proposed by Hutchinson and Waters 1987: 107 – 108, there are
six principles of designing materials, they are 1 provides a stimulus to learning, 2 helps to organize teaching process, 3 represents a view of the
nature of language and learning, 4 reflects the nature of the learning task, 5 broadens the basis of teacher training by introducing teachers to new
techniques, and 6 provides models of correct and appropriate language use. Related to this, Robinett in Brown 2001 identified 12 criteria of a good
material as follows. 1.
It must accomplish the goals of the course. It must be able to help the learners to reach the targeted objectives.
2. It must fit the students’ background. It must be suitable with the
student’s age, native language and culture, educational background, and motivation or purpose for learning English.
3. It must reflect theoretical approaches. It should reflect the
theories of learning and the theories of language. 4.
It teaches the four language skills. It should emphasize on listening, speaking, reading, and writing which the curriculum
also emphasizes. The skills must be balanced. 5.
It must reflect what is now known about language and language learning. It includes the validity of the textbook, the authenticity
of the language, the appropriateness and currency of the topics, the situati
ons and contexts, and the students’ proficiency levels.
