Roles of Materials Content – Based Instructions

9 Activities should enable students to understand the cultural context and cultural differences; so they can have more confidence in target culture and understand own culture better. 10 Activities should enable students to develop social awareness; so they can navigate system to target culture. 11 Activities should be as authentic as possible. 12 Activities should vary the roles and groupings. 13 Activities should be of various types and purposes; to provide adequate practice. 14 Activities should use authentic texts or realia when possible; so that students are familiar with have access to language as used in ‘real world’ 15 Activities should employ a variety of materials. The materials should cover activities that can improve students’ language ability, in this case English reading skills. The materials should present the input texts or media which have a various activities. In accordance with some theories above, Tomlinson 1998:22 also proposes the principles of materials development as mentioned below. 1 Materials should achieve impact. 2 Materials should help learners to feel at ease. 3 Materials should help learners to develop confidence. 4 What is being taught should be perceived by learners as relevant and useful. 5 Materials should require and facilitate learners self-investment. 6 Learner must be ready to acquire the points being taught. 7 Materials should expose the learner to language in authentic use. 8 The learners’ attention should be drawn to linguistic feature of the input. 9 Materials should provide the learner with opportunities to use the target language to achieve communicative purposes. 10 Materials should take into account that the positive effects of instruction are usually delayed. 11 Materials should take into account that the learners differ in learning styles. 12 Materials should take into account that the learners differ in affective attitudes. 13 Materials should permit a silent period at the beginning of instruction. 14 Materials should maximize learning potential by encouraging intellectual aesthetic. and emotional involvement which stimulates both right and left brain activities. 15 Materials should not rely too much on controlled practice. 16 Materials should provide opportunities for outcome feedback.

b. Materials Design Model

Materials are applied in form of tasks. Some experts propose some ideas related to make an effective task. In this research, the materials designs proposed by some experts were used based on the necessity for the supplementary book itself. Richards and Rodgers 2001 state that the materials used in content-based instruction are authentic. It means that the materials are like the kinds of materials used in native-language instruction. According to Nunan 1991: 210, the way materials organized and presented as well as the types of content and the activities help to shape the students’ view of the target language. Steps of materials design principles according to Nunan 1991 are as follows. 1 Selecting the topic 2 Collecting data 3 Determining that students need to do in relation to the texts 4 Creating activities focusing on language elements 5 Creating activities focusing on learning skills strategies 6 Creating application task Hutchinson and Waters 1987 propose four elements of material design model. These elements are to provide a coherent framework for the integration of the various aspect of learning. The elements will be explained as follows. a Input : It can be a text, dialogue, video recording and so on. The materials of this research are using texts as the input. b Content focus: It means that the materials should not only focus on linguistics content. Non – linguistics content should be exploited to convey information and generate meaningful communication. c Language focus: This element lets the learners take the language to pieces., study how it works, and practice getting it back together again. d Task. The materials should be designed to lead towards a communicative task in which learners use the content and language knowledge they have built up through the unit. Figure 1: A material design model proposed by Hutchinson and Waters 1987:109 In relation to this, Masuhara in Tomlinson, 1998: 247 states that the sequence of course design recommended by experts can be summarized as the linear mode X as presented below. Task Content Language Input